外研版高中英语必修2---Module4教案设计

Module Four Fine Arts-Western,Chinese and Pop Arts
Period One
Teaching content:
Introduction; Reading and V ocabulary
Teaching important points:
1.Encourage the students to talk about arts as well as the well-known artists at home and abroad;
2.Help the students make sense of the whole passage;
3.Help the students improve their reading ability.
Teaching difficult points:
1.Lead the students to talk in class actively;
2.Deal with some difficult language points.
Teaching procedures:
Step 1 Lead-in and Introduction
I think most of us love different kinds of arts and know about some famous artists and famous art works more or less.Now let`s list some famous artists and their famous art works at home and abroad,such as:Qi Baishi and his painting of shrimps,Xu Beihong and his painting of horses,Zheng Banqiao and his works of bamboos at home.Abroad there are da Vinci and his The Smile of Mona Lisa,Vincent van Gogh and his The Sunflowers 〔《向日葵》〕and The Starry Night〔《星夜》〕,Pablo Picasso and Cubism(立体主义画派) and so on.This module we`ll talk about the topic-Fine Arts.First let`s review some words related to it.
2.Activity1 on P31
Ask the students to read through the questions and words in this part to understand;Explain some of the words if necessary and then ask the students to read out them aloud together;If possible ask some students to give their answers to the questions(If not,the questions can be omitted.).
3.Activity2 on P31
Read through the given information to understand the requirement and appreciate the paintings by themselves.If possible ask some students to present their answers to the class.
[There are no standard answers.Students` own answers are OK.]
Step 2 Pre-reading[Activity1 on P32]
Read through the given information to understand and try to match;Explain some words if necessary and then ask the class to read out the words together aloud;Call back the answers from the students.
Step 3 Reading
1.Fast reading
L et the students scan the passage to get the main idea of each paragraph and try to find out the answers to the questionsin Activity2 on P32, which are about the topics.The first four paragraphs describe the four paintings and in the last two paragraphs two students talk about their opinions about two of the paintings.Then call back the answers.
nguage points[Ref:Notes to the text]
Explain some language points to the students.
3.Careful reading
Ask the students to read through the passage again carefully to get more details and understand it better.Then finish Activity3 on P34.Call back the answers.
Step 4 Consolidation
Time permitting,let the students listen to the tape and follow it quietly to understand the text further.
Step 5 Summary and Homework
1.Summary: Summarize what they have learned in this period.
2.Homework: Reading on P88-89 in workbook.
Appendix: Notes to the text
1.…that aimed to show ordinary twentieth-century city life.
aim to do sth. 打算做某事，目的是[aim vi. 打算]
eg:They are aiming to reduce unemployment by 50%.
We aim to be there around six.我们力争六点钟左右到那里。

eful expressions
get/be tired of 对…感到厌倦
get/be tired with/from 因…而疲倦
all the time 总是，一直
be crazy about 对…迷恋、入迷
golden-haired adj. 金发的
be fond of
develop an interest (in sth.) 对…产生兴趣
tell by从…看出/区分
Period Two
Teaching content:
Grammar1 & Grammar2
Teaching important points:
1.Learn to research by cooperation;
2.Learn to make use of the -ing form as well as the infinitive correctly.
Teaching difficult points:
1.Lead the students to take an active part in class.
2.Make the students learn how to use the -ing form as well as the infinitive correctly.
3.Help the students learn by heart all verbs that can be followed by the -ing form as well as the infinitive.
Teaching procedures:
Step 1 Greetings and Revision
1.Greet the students as usual.
2.Check up the homework in last period OR ask some students to read out the new words in this module.
Step 2 Grammar1—-ing form and the infinitive
1.Finish Activity1 in this part on P35.
2.Review the verbs followed by the gerund(['dʒerənd]【英语语法学】动名词) or the infinitive.
非谓语动词作宾语用法总结：[It has been summarized in Module2 SH1.]
1〕只能跟-ing形式作宾语的动词与短语
常用动词：admit, avoid, advise, allow, appreciate, consider(考虑), delay, enjoy, escape, finish, forbid, imagine, keep, mind, permit, practise, risk, suggest
常用短语：feel like, give up, can’t help, keep on, insist on, put off, be busy in, have some trouble/difficulty /problems(in), be/get used to, look forward to, devote…to, stick to, object to(反对), thanks to, get down to(开
始,着手)
eg: I am looking forward to seeing you. 我盼着再见到你。

The book advised taking more exercise. 医生建议多运动。

.
The boy refused to admit stealing my money. 这个男孩拒绝承认偷了我的钱。

We missed the 5:30 bus, which means waiting for another hour.
I really enjoyed working on the farm. 我真的喜欢在农场干活。

She had finished listening to the news. 她听完了新闻。

■动名词的复合结构：动名词有时可有自己的逻辑主语,构成动名词的复合结构one(one’s)doing sth。

eg: Would you mind my opening the door? 我打开门你介意吗?
I am angry at my brother`s being late.
2) 只能跟to do sth. 作宾语的动词
decide, agree, expect, hope, manage, refuse, want, offer, pretend, promise, fail, plan, beg, determine, afford eg:I refuse to take part in anything that is illegal.
3) 既能跟-ing 也能跟to do sth. 作宾语，意思差异不大的动词
like, love, hate, prefer, begin, start
4) 既能跟-ing 也能跟to do sth. 作宾语，意思差异很大的动词
remember doing sth 记得曾经做过某事remember to do sth 记住做某事
forget doing sth 忘记曾经做过某事forget to do sth 忘记去做某事
regret doing 后悔做过某事regret to do sth 后悔或遗憾地去做某事
stop doing 停止做某事stop to do sth 停下来去做某事
try doing 试着做某事try to do sth 尽力去做某事
mean to do sth 打算做某事mean doing 意味着
3.Finish Activity2 in this part on P35. Then read out the words aloud in class.
4.Finish Activity3 in this part on P3
5.
Read through the verbal phrases and the two parts of the sentences and try to match;Call back the answers from the students and give some explanation if necessary;Read out the phrases and sentences aloud together.
5.Finish Activity4 in this part on P3
6.
Read through the sentences to understand and fill;Call back the answers and explain if necessary;Read out the sentences aloud together.
Step 3 Grammar2—-ing form as subject
1.Finish Activity1 in this part on P37.
Read through to understand;Explain and ask the students to pay attention to the function of the -ing form in these sentences—used as subject;Read out these sentences aloud together.
2.Summarize the usages of the -ing form.
动名词的功能(在句子中所作的成分)
1)作主语
eg:Seeing is believing.百闻不如一见。

Saving is having.节约即是收入。

2)作表语
eg:The main thing is getting there in time.
Her work is washing clothes.
3)作宾语
eg:I suggest doing it in a different way.
Do you find living here interesting?
4)作定语
eg:He may be in the reading room.
washing machine/sleeping car
5)作补语
eg:I saw Li Kang playing football on the playground when I arrived at school.
Don`t keep the boy standing outside too long.
■形式主语和形式宾语
在一些句子中，为了保持句子平衡，常将真正的主语/宾语(动名词、不定式、主语/宾语从句)放在句末，用it作形式主语/宾语放在原来的位置。

eg:It is no use crying over split milk.覆水难收。

(形式主语)
It is simply a waste of time and money seeing that movie.(形式主语)
I find it no good advising him to go with us.(形式宾语)
3.Finish Activity2 in this part on P37.
Read through to understand and try to plete the sentences;Call back the answers and explain if necessary;Ask the students to read through the sentences by themselves again to understand them better.
Step 4 Summary and Homework
1.Summary: Summarize what they have learned in this period.
2.Homework: Activity1-2 on P85 in workbook.
Period Three
Teaching content:
Listening and Vocabulary & Everyday English and Pronunciation
Teaching important points:
1.Learn to research by cooperation;
2.Learn to catch necessary information when listening.
3.Learn to take advantage of the everyday English to express themselves.
Teaching difficult points:
1.Lead the students to take an active part in class;
2.Help the students master the words appearing in the listening part;
3.Learn to notice the weak sound while municating.
Teaching procedures:
Step 1 Greetings and Revision
1.Greet the students as usual.
2.Check up the homework in last period.
Step 2 Listening and Vocabulary
1.Activity1 on P36
Ask the students to read through the words and sentences to understand and try to plete;Call back the answers from the students and explain if necessary;Read out the words and sentences aloud together.
2.Activity2 on P36
Read through the questions and paintings to understand the requirement and predict the content of the listening material;Listen to the tape to get the main idea and try to answer the questions;Tell the students the main idea briefly and pare the answers.
3.Activity3 on P37
Read through the given information to understand;Listen the second time to plete these sentences;pare the
answers and explain if necessary;Listen the third time to check up the answers and understand the listening material better.
Step 3 Everyday English and Pronunciation
Read through the given information to understand and choose the correct answer;pare the answers and explain if necessary;Listen and repeat the phrases noticing the weak sound.
Step 4 Summary and Homework
1.Summary: Summarize what they have learned in this period.
2.Homework: Activity3 and Activity5 on P85-86 in workbook.
Appendix: Notes to the text
Useful expressions
You`ve got it right.(=You`re correct.)
I`m not half as good as you.(=You`re much better than me.)
Thanks for the pliment.(=Thanks for saying something nice about me.)
What do you make of it?(=What`s your opinion of it?)
[make of (=think of)认为…怎样eg:What do you make of the new manager?]
Period Four
Teaching content:
Function; Speaking; Task & Writing
Teaching important points:
1.Help the students improve their writing skills;
2.Help the students improve their speaking ability;
3.Help the students make full use of everyday English freely;
4.Encourage the students to read the sentences accurately and fluently.
Teaching difficult points:
1.Lead the students to be active in class;
2.Help the students learn how to express their ideas while municating with others;
3.Develop the students` municating skills by practicing the use of daily expressions.
Teaching procedures:
Step 1 Greetings and Revision
1.Greet the students as usual.
2.Check up the homework in last period.
Step 2 Function
1.Activity1 on P34
Read through these sentences to understand and try to underline phrases for giving opinions;Call back the answers and explain if necessary;Read out these sentences aloud together.
2.Activity2 on P34
Read through the example to understand;Explain some difficult points if necessary;Read through again quietly by themselves to understand it better.
*Step 3 Speaking
This part can be omitted for our students.
*Step 4 Task
This part can be omitted for our students.
Step 5 Writing
1.Activity1 in this part on P38
Look at the passage in Reading and vocabulary Activity2.Pay attention to the first sentences of paragraphs A-D.They are topic sentences.
Read through the sentences in this part to understand and put them into the right order to make a paragraph.Find the topic sentence first.Then call back the answer and explain some difficult points if necessary;Read through again quietly by themselves to understand it better.
【*2.Activity2 in this part on P38】
This part can be omitted for our students.
[Pay attention to Learning to learn.]
3.Extra writing task
根据下面的提示，写一篇介绍画家齐白石的短文。

1)齐白石(1864--1957)是我国最伟大的画家之一。

2)某某某某人，家境贫困，仅在12岁前随外祖父读过一段私塾。

年青时作过木匠。

3)在1902-1909年之间游历祖国各地，画了很多山水画。

后来他的兴趣转向画日常生活中的简单事物，如蔬菜，花鸟，昆虫等。

4)《白菜》是他的一幅著名作品。

画上，在大白菜旁边的小昆虫两眼盯着白菜，显出对白菜极大的兴趣。

5)齐白石的画常常给观众留下想象的空间。

提示：私塾private school; 木匠carpenter; 昆虫insect; 白菜cabbage
字数：100词左右
One possible version:
Qi Baishi (1863-1957) was one of Chinese greatest painters. He was born in a poor family in Xiangtan, Hunan province. He only studied in a private school from his grandfather before he was twelve. He worked as a carpenter when he was young. Between 1902 and 1909, he traveled across the country and painted many landscapes. His interest changed later to simple things from everyday life, such as vegetables, flowers, birds and insects. Cabbage is a well-known example of his work. The little insect in the picture fixes its eyes on the cabbage, which shows great interest in the cabbage. Qi Baishi`s paintings often leave the audience thinking. Step 6 Summary and Homework
1.Summary: Summarize what they have learned in this period.
2.Homework: Activity8 on P87 in workbook.
Appendix: Notes to the text
Useful expressions
at one`s best处在最好的状态
in the time of在…时代/期
Period Five
Teaching content:
Cultural Corner & Module File
Teaching important points:
1.Learn to research by cooperation;
2.Know more about Picasso;
3.Master and apply what they have learnt in this module.
Teaching difficult points:
1.Lead the students to be active in class;
2.Develop the students` reading skills;
3.Apply important language points proficiently and correctly.
Teaching procedures:
Step 1 Greetings and Revision
1.Greet the students as usual.
2.Check up the homework in last period.
Step 2 Cultural Corner
In the first period we talked about Pablo Picasso and Cubism,but we still don`t know much about the famous artist and his work.OK,in this passage we`re going to learn more details about Picasso and his work.
Read through the text to get the main idea and try to answer the questions above the passage.
Suggested answers:
a)From 1902 to 1904 he painted a series of pictures where the main colour was blue.These pictures showed poor,unhappy people and are known as Picasso`s "blue period".
b)From 1904 to 1906 Picasso painted much happier pictures in the colour pink.This period was known as Picasso`s "pink period".
c)With another Spanish artist called George Braque,Picasso then started an important new artistic movement called Cubism.
nguage points
Explain some language points if necessary.
Read through the text again by themselves quietly to understand it better.Time permitting,ask the students to listen to the tape and follow it in a low voice.
Step 3 Module File
This section lists the main areas of language dealt with in this module. The teacher may give the students about 5 minutes to go through it,ticking the things they are confident that they know, putting a question mark next to those things they are not sure of, and a cross next to those they don`t know.Then they may make up for it accordingly.Or you may provide a chance for them to have a consolidation.
Step 4 Summary and Homework
1.Summary: Summarize what they have learned in this period.
2.Homework: Activity9 on P87 in workbook.
Appendix1: Notes to the text
Useful expressions
a series of
Appendix2：
Guernica(格尔尼卡)(图见课本39页)
《格尔尼卡》，毕加索作，1937年，布面油画，305．5×782．3厘米，普拉多博物馆藏。

油画《格尔尼卡》，是毕加索作于30年代的一件具有重大影响与历史意义的杰作。

此画是受西班牙某某国政府的委托，为1937年在巴黎举行的国际博览会西班牙馆而创作。

画中表现的是1937年德国空军疯狂轰炸西班牙小城格尔尼卡的暴行。

作为一个具有强烈正义感的艺术家，毕加索对于这一野蛮行径表现出
无比的愤慨。

他仅用了几个星期便完成这幅巨作，作为对法西斯兽行的谴责和抗议。

毕加索虽然热衷于前卫艺术创新，然而却并不放弃对现实的表现，他说：“我不是一个超现实主义者，我从来没有脱离过现实。

我总是待在现实的真实情况之中。

〞这或许也是他选择画《格尔尼卡》的一个重要原因吧。

然而他此画的对于现实的表现，却与传统现实主义的表现方法截然不同。

他画中那种丰富的象征性，在普通现实主义的作品中是很难找到的。

毕加索自己曾解释此画图像的象征含义，称公牛象征强暴，受伤的马象征受难的西班牙，闪亮的灯火象征光明与希望……。

当然，画中也有许多现实情景的描绘。

画的右边，一个妇女怀抱死去的婴儿仰天哭号，她的下方是一个手握鲜花与断剑X臂倒地的士兵。

画的左边，一个惊慌失措的男人高举双手仰天尖叫，离他不远处，那个俯身奔逃的女子是那样地仓惶，以致她的后腿似乎跟不上而远远落在了身后。

这一切，都是可怕的空炸中受难者的真实写照。

Jacqueline with Crossed Hands(紧抱双手的杰奎琳)(图见课本31页)
《双臂抱胸的女人》，出自毕加索，2000年售出5560 万美元。

风格独创且缤纷多变的现代艺术魔术师毕加索，以他绚烂的彩笔，创作出一幅幅影响深远的巨作。

近百年来的西方艺术，举其重要者，恐怕除了野兽主义之外，没有一支不是肇始于他，或被他吸收而善加利用的。

他的创作是多元化的，熔古今于一炉。

齐白石(1863-1957)：现代杰出画家，书法家，篆刻家。

原名齐璜，纯芝，字渭青、号白石、濒生、阿芝、借山吟馆主者、寄萍老人等。

某某某某人。

十二岁学粗木工，后做雕花木匠，兼习画。

亦习诗文，书法、篆刻，初为画工，为乡里人画衣冠像。

六十岁后定居，以卖画、刻印为职业。

生平推崇徐渭、朱耷、石涛、吴昌硕等前辈诸家，重视创新，不断变化，创造了独特不群的风貌。

所画作品，都洋溢着对生活的热爱。

其篆刻朴茂有力，书法刚劲沉着，诗文、画论也有独到之处。

任中国文学艺术界联合会主席团委员，美术家协会主席。

1953年中央文化部授予“人民艺术家〞称号。

齐白石的虾，栩栩如生，情趣盎然。

懂得笔墨也善于操纵笔墨的齐白石，他在下笔画虾时，既能巧妙地利用墨色和笔痕表现虾的结构和质感，又以富有金石味的笔法描绘虾须和长臂钳，使纯墨色的结构里也有着丰富的意味，有着高妙的技巧。

(白石翁画虾，乃河虾与对虾二者惬意的“合象〞。

——李苦禅) 虾的精神状态，虾的有弹力的透明体，虾在水中浮游的动势。

把艺术造型的“形〞“质〞“动〞三个要素完满的表现出来，这样丰富的内容，齐白石先生用的是与简练的笔墨，不能多一笔，也不能少一笔，一笔一笔可以数得出来。

柳牛图(齐白石)(图见课本31页)
齐白石一生画牛并不多见；偶或为之，总有深意，大约总是其少年牧牛生活的心灵记忆的回现，或谓乡愁。

他的很多诗句其实都可以为之说明。

如《牛》：“星塘一带杏花风，黄犊出栏东复东。

身上铃声慈母意，如今亦作听铃翁。

〞又自注云：“余幼时尝牧牛，祖母令佩以铃。

谓曰：‘日夕未归，如此吾倚门。

闻铃声如此吾为炊，知已归矣。

’〞或是因对客寓生活的倦而生返乡遁居之意，如《耕牛》诗云：“奔驰南北复东西，一粥经营老不饥。

从此收将夸旧画，倦游归去再扶犁。

〞甚至是对少年生活的回忆，如《忆少年》：“百梅祠外塘头眺，十字坡前牛背眠。

往事重寻难再梦，心随鸿雁渡烟湘。

〞牛已成为一个生活烙印，是星塘老屋、杏子坞的代名词。

此幅《柳牛图》即寓此意其中。

画以水墨写万条柳丝下一大一小两条牛。

牛皆以水墨写成，又用浓淡突出其体积感、层次感。

老牛正伸着脖子、弓着脊背，似在一面呼唤，一面凝神细听；仔牛如此支着耳朵，似正聆听着老牛的呼唤。

这似有齐白石怀念家乡至亲之意；而万条垂下的柳丝，如此似意味着“剪不断理还乱〞的情结。

“柳〞本谐音“留〞，是中国传统文学爵的典型意象，寓意挽留。

画幅集舐犊情、挽留意于一体，线条疏朗，构图简约，于平凡中足可见其深情；题款亦只落“白石〞二字，不欲亦不必多言。

如此天趣自然，又发抒胸臆，自为画家佳作也！
徐悲鸿〔1895一1953〕：我国现代杰出的画家和美术教育家。

他热爱艺术，热爱祖国，一生中给人民留下了几千幅优秀作品，并培养和造就了一大批人材，不愧为中国美术史上的一代宗师。

徐悲鸿在绘画创作上，提倡“尽精微，致广阔〞；他对中国画，主X“古法之佳者守之，垂绝者继之，不佳者改之，未足者增之，西方绘画之可采者融之〞。

他的画能融古今中外技法于一炉而又有其独特风格。

他不但擅长中国画，素描、油画都有很高的造诣和成就。

人物注重写实，传达精神；所画花鸟、山水、走兽，简练明快，富有生气，尤以画马著名中外。

马，是徐悲鸿先生一生中最爱描绘的题材。

他画的奔马，笔墨淋漓潇洒，带着时代的风雷驰骋在画坛上，给当时的中国画坛带来了清新、有力、刚劲的气息。

如今徐氏故乡——某某宜兴市新建的“宜兴徐悲鸿纪念馆〞里，陈列了徐悲鸿先生在各个不同历史时期的书画作品〔包括青少年时期的习作、成名以后的作品、信扎等〕。

他画的马，无论奔马、立马、走马、饮马、群马，都赋予了充沛的生命力。

其中有一幅徐氏早年画的水墨奔马图，原作纵六十八公分，横一百一十公分(图见课本32页)。

这匹马没有马鞍，没有缰绳，在宽广的原野上狂奔，从神态、气势看，是一匹骏马，神骏气昂，奋发感人。

画面简淡、高逸，用笔泼辣、凝重，穷紫酣畅，间参西法，均为徐悲鸿先生独到处。

这件作品不仅从外形显出奔马的神骏和壮美，更重要的是从内在的精神本质来表现了奔马的驯良、坚毅、敏捷等性格特征，可谓徐氏早年的得意之作，画上无题款，有“东海王孙〞钤记，章真堪澄。

这是一九三一年徐悲鸿愤走粤西时的箧中遗物，一九三七年其家人检赠宜兴渡船公周法大。

江南水乡宜兴，是徐悲鸿的出生地和成长处。

据渡船公周法大回忆，当年徐先生在宜兴中学做图画教员时，经常乘坐他摇的航船往返于屹亭桥和宜兴城间。

徐悲鸿的画从小知名，渡船公欲求徐先生画马而又难以启口。

有一次被徐悲鸿猜透了他的心思，欣然允诺日后为其作画。

后来，徐先生发迹，到某某前中央大学教书，曾托渡船公为他找个适宜的门卫。

渡船公说“只有乡下人，名叫史坤生，家住官林义壮村〞。

徐先生听了连声答道：“乡下人蛮好，蛮好！〞当即择日送到某某傅厚岗徐先生寓所。

三十年代初，徐悲鸿先生担任前中央大学艺术系教授时，在某某傅厚岗是有一间画室，室内经常挂着一付对联：“独持偏见，一意孤行〞。

据说这是徐悲鸿亲笔摹集泰山金刚经的几个墨底白色大字，很象石碑上的拓印本。

由此可见他当时在艺术教育上的主X和他的处世态度。

事过不久，徐先生便嘱家人检赠此画给渡船公。

一九七五年夏，渡船公周法大将此水墨奔马图献给了国家，同时还献出一件徐氏早年画的鸡。

这件水墨奔马图初归宜兴县文化馆收藏，并经中国美术家协会某某分会主席亚明鉴定为真迹，此后被选入“宜兴徐悲鸿纪念馆〞。

早在三十年代，徐悲鸿先生所作水墨奔马，无羁群，尚桀傲，发胸中块垒，掘民族精神，传世甚夥，蜚声海外，然早于此者，犹未与见，至为难得。