外研版高中英语必修二模块四教案

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高中英语外研版必修2教案Module4(15页)

Module 4 Fine Art— Western, Chinese and Pop ArtsTeaching aims ：Aimed at carrying out quality education, based onstudents’ development,letting students grasp the vocabulary,grammar, function in this module, strengthening students’ language skills in listening, speaking, reading and writing set in this module, developingstudents learning strategies.Through learning this module,students are expected to learn about the artists and their painting styles,be capable of introducing their favorite artists and their works, be interested in art, improve theiraesthetic consciousness,love life and develop their sense of cooperation. Aimed to cultivate students’ integrated language capability in various student-centered tasks or activities.Periods 1 ： Introduction,Reading andvocabulary, FunctionTeaching aims ：（multimedia courseware）Language objectives:To enable the students to grasp the new works, phrases and the structures to give opinions about likes and dislikesSkill objectives:To enable the students to match descriptions with paintings, choosingthe correct answers and filling in the form in the aspect of readingTo enable the students to give opinions about certain paintingsCulture awareness, emotions and attitudes objectives:Teaching important points：To enable the students to speak out opinions about some paintings with some expressionsTo enable the students to grasp the new works and phrases in thispart Teaching procedures: PWP Teaching ModelStep1. leading-in activityUseby daonnew brush, ink.the paintings The Smile of Mona Lisa Vinci and the works by Zheng Banqiao the screen to lead in the topic. Meanwhile, I will introduce the key words: artist, paint, traditional,Step 2.While —reading1)ScanningDuring the start of the period, let the students scan the passage tofind out the answers to the questions on Page32, which are about the topics.⑴M atch paintings 1-4 with descriptions in paragraphs A-D.⑵Say which paintings are mentioned in paragraph E and F.2)Detailed readingDuring this period, I’ll allow students enough time to read the textand then I let them work in groups to do the following two tasks:⑴Do the multiple choices on the screen.⑵F ill in the form on the screen, which is mainly about thefamous artists.3)Language points⑴c onsider 以为①T his is a painting by the Spanish artist, Pablo Picasso, and he isconsidered to be the greatest western artist of the twentieth century.This is a painting by the Spanish artist,Pablo Picasso,____ ____ ____ the greatest western artist of the twentieth century.②We consider that his advice is helpful.We consider his advice ____ ____ helpful.③She __________________（被以为是个可爱的孩子）.⑵w ith 复合构造①C ubist artists painted objects and people, and different aspectsof the object or person showed at the same time.Cubist artists painted objects and people, ___ different aspects of the object or person ____ at the same time.②He had so much work to do, he was kept as busy as a bee.____ so much work ____ ____, he was kept as busy as a bee.③I felt a bit nervous because so many people were watching meso closely.I felt a bit nervous, ____ so many people ____ me so closely.④Because his homework had been finished, he went out to play.____ his homework ____, he went out to play.⑤He went to sleep, with the door open.He went to sleep, and ____ ____ ____ ____.⑥Tom came in, and there was a baseball bat in his hand.Tom came in, with a baseball ____ ____ ____.⑶aim 以⋯目；意欲；打算①Pop art (from the word“popular”) was an important modern art movement that attempted to show ordinary twentieth-century city life.Pop art (from the word “popular ”) was an important modern art movement that ____ ____ show ordinary twentieth-century city life.②Our aim is to start and run our own pany.We ____ ____ start and run our own pany.③I’m aiming at losing 4 kg before the summer holidays.I ____ ____ ____ lose 4 kg before the summer holidays.⑷stand 忍耐①I don ’ t like that picture of a golden-haired girl.I can ’t ____ that picture of a golden-haired girl.②We have to put up with her bad temper.We have to ____ her bad temper.③I can ’ t stand working in the extreme heat for several hours.（英）_________________________________________________⑸I got bored of looking at pictures all the time.I ____ ____ ____ looking at pictures all the time.⑹Tom gradually became interested in art.Tom ____ ____ ____ ____ art.Step3. Post—readingDuring this period, I’ ll let the students do the following tasks.⑴Find out the structures that can be used to giving opinions about likes and dislikes from the paragraphs E and F individually.⑵And then, along with the students, I’ll look through the sentences giving opinions, provided in the first part of Function, making sure that they know how to express likes and dislikes. Show the students a seriesof paintings on the screen, letting them in groups talk about the pictures they like and dislike, and why or why not, using the information learnedfrom the reading material(or in the form of interviewing—group work). Step4. HomeworkTry to find more paintings and artists you like through the Internet.Prepare to introduce a painting in English to your classmates nextclass.(The day students are assigned to the first task; and the rest ofthe students to the second.)Blackboard design：Module 4 Fine arts —Western, Chinese and Pop Arts Period Oneconsider: consider sb./sth. to be adj./n.with 复合构 : with+ +（ adj./adv./prep. Phrase/-ing/-ed/inf. ） aim v./n. aim to do sth. aim at doing sth.stand+n./doing sth.get tired of/get bored of“ ⋯⋯”develop an interest in“养成⋯⋯的趣”Teaching reflection： In the process of leading in, students arefamiliar with the paintings and the artists, so the pictures can easilyarouse their interest and desire to participate.In the process of while-reading,pay attention to the developing of students reading strategies.In the process dealing with language points,setting the new words in a context helps the students learn and prehend the meaning andthe usage of them. In the discussion about their favorite paintings,some students are reluctant to speak, partly because of their lack of knowledge of painting; most students can municate with their partners or groupmembers after learning the reading materials. The task of assignment isset for the sake of the second period,that is,Listening and vocabulary, to some extent.Periods 2 ： Listening and vocabulary,Everyday English, Speaking Teaching aims ：To enable the students to grasp the new words in the listening material.To enable the students to prehend and put to use the everydayEnglish in the listening material.Skill objectives:To enable the students to follow the listening material about artistsand art works, which has similar difficulty to the reading material, and identify opinions.To enable the students to pay attention to the weak sound andread correctly.Teaching important points：To enable the students to follow the listening material about artistsand art works, which has similar difficulty to the reading material, and identify opinions.To enable the students to pay attention to the weak sound andread correctly.To enable the students to give opinions about certainpaintings Teaching procedures: PWP Teaching ModelStep1. Pre-listening⑴ Show some pictures on the screen;：that is, a watercolor, an oil painting, a portrait, a landscape, an art gallery.Through showing the pictures, I, together with the students study thenew words,( watercolor, oil painting, portrait,landscape, art gallery ), letting them pay attention to the pronunciation and the weak sounds/unstressed syllables of the words.⑵Then I ’ll let the students in pairs learn the meaning of the new words in the contexts, in the form of pleting the sentences with them (Part1,Page36), after reading after me.Step2. While-listening⑴B efore listening, ask the students to look at the two pictures onPage36 and find out some similarities and differences. Listen forthe first time, and answer the following questions:①What are the boy and girl are discussing?②Which picture is the boy painting, Picture1 or Picture2? Say how you know this.③Why does the girl say sorry at the end of the conversation?⑵D etailed listening/Pair workListen to the conversation again, and plete the following sentences.First let the students check their answers with their partners; thenI ’ll play the recording again for them to check; and then I ’ll check theanswers with the class.Then I’ll show the following sentences on the screen:①You’ve got it right.②Don’t change a thing.③I’m not half as good as you.④What do you make of it?⑤There’ s (an exhibition) on.⑥T hanks for the pliment.This time I ask the students to think about the meaning of the sentences after listening to the recording again, and then do the exercise on Page38 (Part1) in pairs. Then collect the answers from the whole class.Step3. Post-listening⑴L et the students describe the Picture2 on Page36 in pairs.⑵A ct the dialogue out in pairs.⑶Make up dialogues using the everyday English learned from the listening material.Step4. Homework⑴Look through the Cultural Corner and collect some works ofPablo Picasso or information about him on the Internet.⑵ Look through the Cultural Corner and tell which picture below belongsto the “ pink period ” , Which one do you like best? Which do you like least? And give your opinions about the pictures.12 3GuernicaThe day students are assigned to the first task; and the rest ofthe students to the second task.Teaching reflection：At the start of the period,using the picturesto introduce the someof the new words in the listening material can arouse students ’ interest and reduce the difficulty students have in listeningto the material.Similarly,letting students look at the two pictures on Page36 and find out some similarities and differences can arouse theircuriosity and reduce the difficulty of Question--Which picture is theboy painting,Picture1 or Picture2?Say how you know this.In the processof while-listening,After showing the six sentences taken from therecording on the screen, then let students listen to the recording while listening to the recording, which helps students prehend the everydayEnglish according to the context. In the process of post-listening, thetask of making up dialogues in pairs strengthen students’ cooperationin one aspect; meanwhile, students can grasp the usage of the everyday English. The task of assignment is set to make students learn more about art and artists and provides more chances for students to practice giving opinions. On the other hand, it is for the transition to the grammatical learning in the next period.Periods3 ：Grammar1 & Grammar 2and VocabularyTeaching aims ：To enable the students to grasp the usage of–ing form acting as subjects and objects and the infinitive acting as objects.To enable the students to grasp the usage of the new words and phrases. Skill objectives:To enable the students to understand the grammatical function of – ing form and the infinitive.Teaching important points：To enable the students to grasp the usage of–ing form acting as subjects and objects and the infinitive acting as objects.To enable the students to grasp the usage of the new words andphrases Teaching procedures: PWP Teaching ModelStep1. RevisionI’ ll let some volunteers show their works about of Pablo Picasso or information about him on the Internet.Step2. Leading-in/PresentingI’ ll show a series of sentences containing–ing form or the infinitive acting as subjects or objects on the students learning plan. And then let the students in groups discuss similarities and differences between thesentences and classify them according to their characteristics.Group One(verbs/verbal phrase + the infinitive as objects):1)attempt;2)promise; 9)aim; 10)pretend; 11)happen; 12)agreeGroup Two(verbs/ phrase + –ing form as objects): 4) suggest;7)stand;13)put off; 14).give up;3)be fond of; 8)get tired ofGroup Three(verbs/verbal phrase + –ing form as objects/ the infinitiveas objects): 15),16) go on; 17),18)mean; 19),20)likeGroup Four (-ing form as subjects): 5)painting; 6)copying a picture;17)being lateThen let the students continue discussing in groups and then give them a listing task, that is, adding as many verbs or phrases as they can toGroups1-3.Group One只好用不定式作的：refuse, promise, pretend, wish,hope, agree, ask, decide, expect, manage, offer,afford,agree, ask ,beg, care, choose, dare, desire, determine , fail, learn , prepare, plan, long, happen, seem⋯Group Two 只能用v-ing形式作的或短：admit,avoid, appreciate, keep, consider, delay, enjoy, escape, excuse, finish,imagine, mention, mind, miss, practice, permit, risk ,suggest,advise, allow, permit⋯feel like, give up, put off , can’t help (忍不住), can’ t stand (无法忍耐 ) , be busy in, be worth, lead to, look forward to,devote...to, stick to, be used to, get down to, object to, pay attention to⋯Group Three1) 能用不定式又能用v-ing形式，而且意差别不大的：prefer,continue, like, hate, love2)既可接不定式又可接 v-ing 形式，但含不一样的有： remember, forget,try, go on, mean, regret⋯Step3. Practice1.— You were brave enough to raise objections at the meeting .— Well , now I regret _____ that .A. to doB. to be doingC. to have doneD. doing2.The squirrel was so lucky that it just missed ____.A. catchingB. being caughtC. to be caughtD. to catch3.The teacher doesn’t permit ____ in class.A. shoutingB.shoutC.to shoutD.having shouted4.—What makes you so happy?— ____.A. Passing the driving testB.Because I ’ ve passed the driving testC. For passing the driving testD. Pass the driving test5.I forgot _____ (buy) the book, so I have to borrow one.6.Please remember____ (turn off) the light when you leave.7.Try _____ (knock) at the back door and see whether he is in or not.8.We must try ____ (e) here as early as possible.9.What do you mean ___ ( do) with it?10. I won ’t stay if it means ____(list en) to another dull talk.【速记口诀】赞同提出学会的打算，要求答应来帮忙。

英语必修ⅱ外研版module4教案

Module 4 Fine Arts – Western, Chinese and Pop ArtsPeriod 1 Introduction, Cultural Corner, FunctionTeaching Goals:1. To arouse Ss’ interest in learning about arts;2. To introduce the topic “Fine Arts – Western, Chinese and Pop Arts”;3. To get Ss to learn some words to describe arts;4. To get Ss to know something about Pablo Picasso;5. To let Ss learn how to give opinions.Teaching Procedures:Step 1. IntroductionPurpose: To arouse Ss’ interest in learning about arts.1. Leading-inShow some pictures on the screen and ask some questions in order to arouse Ss’interest in learning about arts.(1) Are you interested in art?(2) Do you like traditional Chinese art using brush and ink?(3) Can you name the artists of the following pictures? Do you know other famous artists at home and abroad?Suggested Answers:(1)Various answers are acceptable.(2) Various answers are acceptable.(3) The artists of the four pictures are: ① Da Vinci ② Da Vinci ③ Xu Beihong ④ Qi Bais; Other famous artists are, for example, Zhang daqian, Pablo Picasso, Vincent van Gogh and Roy Lichtenstein.2. Pair Work(1)Introduce some new words by showing some pictures.(2) Ask Ss the following question:These two paints bellow are about ① .Suggested Answers:①※[比较] scene与sceneryscene指风景，所见之物，包括户内或户外的、城市或乡村的、活动或静态的景物。

英语必修ⅱ外研版module4教案1

高一英语Module 4 Fine Arts【本讲教育信息】一. 教学内容：Module 4 Fine Arts教学目标：通过介绍毕加索等数位世界级著名艺术家及艺术风格，学习与艺术和艺术欣赏有关的词汇，能用英语简单的介绍自己喜爱的艺术家和艺术作品。

单词：like dislike artist colourful contemporary delightful drawing paint painter painting scene traditional alive aspect imitate observereality style adopt aim stand unusual exhibition expression landscape portrait realise realistic watercolour destroy短语：be /get tired of be fond of tell from put off take turns a series of重点词语：aim observe alive stand realise tell from put off take turns词语要点归纳：1. This is a painting by the Spanish artist, Pablo Picasso, considered to be the greatest western artist of the twentieth century.cons ider sb/ sth as/ to be…We consider him (to be / as) our best friend.He considers himself (to be) very clever.He is considered to be studying in the classroom now.He is considered to have finished the work.2. Cubist artists painted objects and people, with different aspects of the object or person showing at the same time.with + n +vingThe artist arrived, with many people following him.He fell asleep with the window open.He entered the room, with a book in his hand.With so much work to be done, he has no time to play.He lay on the ground, with both of his hands tied.3. Pop art was an important modern art movement that aimed to show ordinary twentieth-century city life.aimWe should aim for the best result.The factory must aim at increasing production.My brother aims to be a scientist.I aim to finish it tomorrow.He aimed at the target and hit it.He aimed the ball into the net but missed.He aimed his gun at the lion and fired but missed him.He took careful aim at the target.What is your aim in doing that?4. Qi BaiShi observed the world of nature very carefully, and his paintings are special because of this.observeHe often observes the behavior of birds.He observed that it had turned cloudy.Did you observe anything strange?She observed a man walking on the opposite side of the way.They didn’t observe Tom come in and go upstairs.SpecialWhat’s your special subject?He has a special talent for physics.This is a special tool for digging holes.5. He is most famous for his lively paintings of horses.They look so alive.alive/living /live/livelyThe snake is alive /living.The living/live snake has been put into a basket.A living language should be learned orally.They caught a snake alive.He was alive when he was taken to hospital.The dead are always remembered by the living.I feel everything here is very lively.His class is lively and interesting.Did you watch the live football match on TV?6. I enjoyed it a lot, although I can get tired of looking at pictures all the time.althoughAlthough he is old, yet he looks very strong and healthy.Although it was snowing, it was not very cold.I was late for the first train although I hurried.Although he was tired, he kept on working.get/be tired ofHe is tired of reading the text again and again.Are you tired of carrying around a heavy laptop computer?He was tired of answering his little son’s continual questions.I’m tired o f fried eggs.be tired of / be tired fromI’m very tired from running as fast as I can.I’m tired from climbing the mountains.7. I can tell by the style.tellCall you tell the difference between the two words?I can’t tell which bag is her s.We can tell a flight attendant by her uniform.tell one from anotherIt’s sometimes hard to tell one twin from the other.The children can’t tell one from the other.byA blind man can know what something is by feeling and touching.He made a living by begging from door to door.We must improve our life by the development of science.8. I can’t stand that picture of a golden-haired girl.standI can’t stand the hot weather.I can’t stand the noises being made by the boys.We can’t stand breathing such dirty air.I can’t stand to wait any longer.Support/ bear/standI can’t bear/stand this pain.Is this bridge strong enough to support/bear heavy lorries?He lost the support of the nation.9. Instead, a pictu re should attempt to show the ‘life’ of its subject.attemptShe attempted to go on with her work in the house. But she could not.He attempted many scientific experiments.After repeated attempt they finally succeeded.Make an attempt to do sth/ at doing sthThe prisoner attempted to escape.The prisoner attempted an escape / to escape but failed.He made an attempt / attempted to learned to ski.10. Take turns to ask your questions.take turns to do sth = take one’s turn to do sthEveryone took his turn to speak.It’s one’s turn to do sthIt’s my turn to clean the room.It’s your turn to recite the text.11. Chinese sentences tend to be shorter.tendI tend to go to bed earlier during the winter.Women tend to live longer than men.It tends to rain a lot in summer here.He tends to get angry when people can’t agree to his plan.Every country tends to accept its own way of life as being the normal one.Schools in the south tend to be better equipped, while those in the north are relatively poor.The nurse skillfully tended their wounds.12. realizeOnly then did he realize his mistakes.Man begins to realize the danger of nuclear war.He didn’t realize it was dark until he looked out of the window.More and more people realize the importance of learning a foreign language well.It has inspired many of them to believe that they can realize their dreams.She managed to realize her dream at last.13. She put off showing my pictures to people until they are finished.put offThey put off the picnic because of the rain.We decided to put off the trip to the U.S.They will put off their dinner until 8.I put off writing to you till today just because I was too busy.Surely you can put it off one more week.语法知识学练：1. to-do & ving as objectwords only followed by vingadmit appreciate avoid complete consider delay enjoy escape prevent finish imagine mind miss practice recall resist risk suggest stand forgive keep be used to lead to devote oneself to object to stick to look forward t o can’t help it’s no use/ good be tired of be fond of be afraid of be proud of think of/about put off keep on insist on set about be successful in be good at give up burst out prevent… from…words only followed by to dodecide desire expect hope mean pretend promise refuse want wish agree manage2. Some sentence structure in which ving used as subject(1) doing… + vReading is an art.Seeing is believing.(2) It is + no use, no good (fun, a great pleasure, a waste of,) and so on +doing sth.It is no use crying.It is a great fun playing football.It is a waste of time trying to explain.(3) It is + useless (nice, good, interesting, expensive) and so on + doing sth.It is useless speaking.It is nice seeing you again.It is good playing chess after supper.It is expensive running this car.(4) There is no + doing.There is no telling what he is going to do.There is no saying what may happen.(5) There is no use (good, point, sense, harm) + doing sth.There is no use crying over spilt milk.【模拟试题】一. 词组翻译对……厌烦_________________喜欢，喜爱 _________________依据……识别 _________________推迟，延期 _________________轮流 _________________一系列的 _________________把……认为是 _________________目标是_________________对……产生兴趣_________________同时_________________因为，由于________________一直 _________________热衷的，热爱的 _________________前进，继续________________在某人20多岁时___________________一类，一种 _________________和……混合_________________盼望__________________成功做__________________放弃________________二. 词语活用1. I have been_________(绘画) all the day.2. It is __________ (不寻常)for you to catch cold.3. Smile can be friendly ________(表达)4. Many _______(当代的) inventions are of great importance.5. There will be an _______ (展览)of famous paintings in the hall.三单项选空1. The officers narrowly escaped ______ in the hot battle.A have killedB to killC to be killedD being killed2. People couldn’t help ______ the foolish emperor in the procession.A laugh atB to laugh atC laughing atD laughing on3. We’re looking forward ______ the photo exhibition.A to visitingB to visitC to having visitedD visiting4. How about two of us _______a walk down the garden?A to takeB takeC takingD to be taking5. Would you ______me your identification card, sir?A mind to showB mind showingC trouble to showD trouble showing6. It is no good ______ to come now. He is busy.A if you ask himB to ask himC asking himD that you ask him7. Which do you enjoy _______ your weekends, fishing or watching TV?A spendingB to spendC being spentD spend8. I can hardly imagine Peter______ across the Atlantic Ocean in 15 days.A sailB to sailC sailingD to have sailed9. Does the way you thought of _______the water clean make any sense?A makingB to makeC how to makeD having made10. It was ________ computer games that cost the boy a lot of time that he ought to have spent on his lessons.A to have playedB playingC playedD having played四. 完型填空Have you ever been at a meeting while someone was making a speech and realized suddenlythat your mind was a million miles 1 ? You probably felt sorry and made up your mindto pay attention and always 2 told that daydreaming is a waste of time.“On the contrary,” says L. Giambra, an expert in psychology, “daydreaming is quite3 .” Without it, the mind couldn’t get done all the thinking it has to do during a normal day. You can’t4 do all your thinking with a conscious (有意识) mind . Instead, your unconscious mind is5 problems all the time. Daydreaming then may be one waythat the unconscious and conscious states of mind have 6 dialogues.Early experts in psychology paid 7 attention to the importance of daydreamsor even considered them harmful. At one time daydreaming was thought to be a cause of some 8 illnesses. They did not have a better 9 of daydreams until the late 1980s. Eric Klinger, a professor of psychology, is the 10 of the book Daydreaming. Klinger says, “We know now that daydreaming is one of the 11 ways that we organize our lives, learn from our experiences, and plan 12 our futures. Daydreams really area window on the things we fear and the things we 13 in l ife.”Daydreams are usually very simple and direct, quite 14 sleep dreams, which maybe hard to understand. It’s easier to 15 a deep understanding of your life by paying close attention to your daydreams 16 by trying to examine your sleep dreams carefully. Daydreams help you recognize the difficult situations in your life and 17 a possible way of dealing with them.Daydreams cannot be predicated （预料）. They move of in unexpected 18 , which may be creative and 19 ideas. For many famous artists and scientists, daydreams were and are a main 20 of creative energy.1. A. far B. long C. away D. over2. A. has been B. have been C. had been D. were3. A. possible B. smooth C. fine D. necessary4. A. likely B. fairly C. possibly D. naturally5. A. working out B. working at C. working for D. working on6. A. usual B. exciting C. aloud D. silent7. A. a little B. much C. no D. some8. A. physical B. minding C. feeling D. mental9. A. thought B. sense C. understanding D. scene10. A. author B. reporter C. printer D. designer11. A. unusual B. main C. natural D. common12. A. with B. on C. beyond D. for13. A. long for B. want to C. think up D. would like14. A. dislike B. like C. unlike D. likes15. A. earn B. receive C. accept D. gain16. A. and B. so C. than D. or17. A. look out B. find out C. keep out D. pick out18. A. distance B. situation C. roads D. directions19. A. full of B. unreasonable C. fond of D. correct20. A. place B. imagination C. thought D. source五. 阅读理解Traveling is a very good activity. When you are fed up with your work and when you can get a holiday, you can go to the beautiful spots to enjoy the beauty of nature and the special character of other cities. You can breathe fresh air, visit some places of interest, meet different people and make friends with them. If you do so, you will forget your tiredness and troubles and build up your health. As a result, you will feel fully relaxed and you will have the energy to undertake the new tasks waiting for you.But sometimes, traveling is not an enjoyable thing. For example, when the bus or car you take has a bad accident, you just sit in and wasted your time. What’s more, the weather can be changeable. If you are climbing a mountain, it may rain suddenly. You may be caught in the rain and may catch a cold. The worst thing is that you may have your money stolen and you may have an injury. All these are terrible things that can happen to a tourist.Therefore, when you are going on a trip, you must prepare yourself carefully. Firstly, you must have clear information about the weather. Secondly, you should choose a good companion so that you can help each other. Thirdly, you must be careful everywhere and try to avoid accidents. If you do this, you’ll surely enjoy your travels and avoid any unnecessary trouble.1. In the passage, the author suggests that you should for a holiday.A. go to the countryB. go to different citiesC. go nowhereD. both A and B2. In the first paragraph, the underlined words “are fed up with” means_________.A. finish doingB. can’t doC. are tired ofD. are interested in3. What is NOT mentioned in the passage?A. You may meet with unexpected troubles on a trip.B. You may get ill on a trip.C. You will have to spend a lot of money on a bus or in a car.D. It’s necessary for you to know about the weather before you travel.4. In order to have a good holiday, you should .A. be careful enoughB. have a holiday with a good friendC. take an umbrella with youD. be well prepared for your trip六. 短文改错Construction of a television tower that declared to be the world’s 1.tallest is due to starting in the capital of Guangdong Province. This 2. tower , which could be up to 600 meter tall , is expected to be a new 3. tourist attraction , competing with the 320-meter-high Eiffel Tower in 4. Paris and the 468-meter-high Oriental Pearl Radio or TV Tower in 5. Shanghai. The local government is present busy selecting a design from 6. three foreign companies that had entered the final round of competition. 7. They come to Germany, Britain and France. All the three designs for 8.the new tower require for the project to reach between 580 meters and 9.600 meters and the project is expected to be completing and open to 10. tourists between August and September 2007.试题答案一. 词组翻译：be/get tired of be fond of tell by put off take turns a series of consider… to be aim to develop an interest in at the same time becauseof all the time be crazy about go on in one’s twenties a styleof be mixed with look forward to succeed in give up二. 词语活用：painting unusual expression contemporary exhibition三. 单项填空：DCACB CBCBB四. 完型填空：1—5CBDCA 6—10DCDCA11—15BDACD 16—20CBDAD五. 阅读理解DCCD六. 短文改错：1. that 后面加is2. starting →start3.meter→meters4.√5. or → and6. present →presently7. had → have 8. to → from 9. 去掉for10. completing → completed。

外研版必修第二册Unit4 -Presenting ideas 教案

品；
【描述与阐释】
【总结与输出】
Activity 4
1.Ss watch a video about a recommendation for musicalAlladin.
2.Sslay out an outline of recommendation.
学生总结并列出推荐提纲，养总结习惯。
学生能整合不同艺术形式的推荐方式，列出推荐提纲，为后续输出做准备。
迁移与创造：学生将所学知识运用在不同艺术形式的总结和推荐中，解决实际问题。
价值与评判：学生基于语言表达、观点合理性、理由充分性等层面对自己所学知识进行输出。
4.利用所学知识，选择一种艺术作品进行推荐。
【总结与输出】
Activity 5
本版块课型为Speaking，旨在通过观点阐述促进学生对所学内容的复习与掌握，并在真实的情境下加以运用和实践。学生在这一课时将基于课上了解到的舞台与荧屏艺术形式，以及个人对艺术的认知，将舞台节目音乐剧与荧幕电影进行对比，对两种艺术形式多方面进行评价，并将其推荐给他人。
·文本分析
【What】
此板块要求学生结合本单元所学内容和本校的实际情况，介绍一种自己喜欢的艺术形式，并阐明理由。本版块旨在促进学生对所学内容的复习与掌握，并在真实情境下加以综合运用，发表自己的观点。“Useful expressions”部分提供了一些提建议的英语表达，旨在让学生用合适的语言，正确、得体地进行推荐。
（2）从语言能力、思维品质等方面对自己在本单元学习过程中和结束时的学习行为和效果做出合理的评价。
4.课时学习难点：
（1）学生通过逐步生成、整合，充分发表自己的观点并记录他人观点。
（2）养成自我评价的好习惯。
5.开放性学习环境：

外研版高中英语必修二Module 4Musicintroduction,reading and voca教案4

Module 4 MusicPart One: Teaching Design第一部分教学设计Period 4: Writing—Reading and writing emails GoalsTo learn to read and writing emailsProcedures▇ Warming up by learning to use symbols to express emotionsHello, class. Do you email? How often do you email?:)Smile:-)Smile with a nose;)Wink;-)Wink with a nose:D Very Wide Grin:P Sticking out Tongue:*Kisses:**:Returning Kiss:I Hmmm...:(Frown>:(Angry Frown:[Real Downer:-<Forlorn:x My lips are sealed:-o Oh, nooooooo!Here are some symbols be used to express emotions in emails. Study them and try to put them into use.▇Before you readBefore you read the email on page 38 please go over the word list for this module, paying attention to the pronunciation of the word, the relationship between its pronunciation and its spelling.▇While you readNow go to page 38 to read the email and cut/ the sentences into thought groups, blacken the predicates, underline the useful expressions and darken the connectives.▇After you readNow copy all the useful expressions into your Expression Book and make your own sentences with them.■Closing down by talking about the result of a surveyTo end this period let’s see the result of 2006 SmartGirls Music Survey. Altogether 500 girls responded that they listen to other types of music other than the ones listed. These other types of music that SmartGirls listen to included:●Techno (6)●Punk, Thrash, Ska (19)●Comedy Recordings (1)●80's (6)●Dance/Trance (6)●Emo (emotional hardcore) (2)●Cultural/World Beat (8)●Inspirational (1)●Metal (11)●Christian (12)●Garage (3)●Folk (3)●Indie Rock (1)●Goth (1)●Soul (1)●Classic Rock (1)●Soft Rock (2)●Instrumental (1)Do you like any of the above music? What is your favorite music?。

外研版必修二Module 4 Fine Art reading教案设计

Teaching PlanTeaching Content: Module 4 Fine Arts-Western, Chinese,and Pop ArtsStudents: senior 1Lesson Duration: 45minsI. Teaching objectivesA. Knowledge objectives1. Students will be able to enlarge their vocabulary related to painting, along with the ways of introducing art works.2.Students will learn to use productive words in this lesson including like, dislike, artist, paint, draw,observe, adopt, aim, stand, realize.3.Students will briefly know several artists of the twentieth century: Picasso, Roy Lichtenstein, Qi Baishi and Xu Beihong and their art features.4.Students will get to know the distinction of western and Chinese art works in painting materials and style.B. Ability objectives1. Students will gradually develop their reading sub-skills-skimming, scanning, and searching for details-by grasp the main idea and specific information.2. Students will be able to give opinions on different style art.C. Learning strategies1. Student will learn to cooperate with others through group work.2. Students will learn to make a cluster of the vocabulary and infer the meaning of new words through the context and the main contents of the passage by analyzing the title.D. Cultural objectivesStudents will be able to enhance their understanding of artists and works at home and abroad, which improves their aesthetic consciousness.E. Affective objectivesStudents’ interest and appreciations in art will be stimulated.II. Teaching focal points:Students will be able to develop reading skills----skimming, scanning, and searching for details and master the style of artists.III. Teaching difficult points:Students search for details and give opinions on art works individually.IV. Teaching methodology: TBLT &PWPV. Teaching aids: Multimedia, blackboardVI. Teaching proceduresStep1. Lead-in （3’）After greeting students, teacher presents Picasso’s a art work to students, and asks them several questions related to the work.Q1. Have you ever seen this painting in any books? Do you know its artist? Which art movement does it belong to?Q2. What other artists and their works do you know of Western or Chinese?(Purpose of design: This step is to activate the class atmosphere and stimulate Ss’ schema.)Step2.Pre-reading（7’）Teacher highlights the title and present the task. Afterwords, some new will beshown in a short passage.Activity1.Teacher highlights the title and asks students to predict the contents of the article.Activity2. Present the task in power point.Activity3. Introduce some new words by a cluster of vocabulary about art. Then，students read in chorus.(Purpose of design: This step aims at helping students get familiar with new words and laying the foundation for learning the text, as the scaffolding of comprehending the whole text in the next step.)Step3.While-reading（24’）Students will be guided to get a good grip of four artists and their works’ features.Activity1. Fast reading1. Guide students to skim for the main idea.Look at the title, you can get it talks about…（Ss’ answer）2. Ask students to scan for specific information.Q1. Now please quickly scan the text, which artists are involved in this article?Q2. What century did these artists belong to?(Purpose of design: This step helps train the students to read fast.)Activity2. Close readingTeacher guide students to read text carefully and master the artists and art.1.Focusing on passage A-DStudents will be divided into 6 groups and they need fill the table according to passage A-D. Then four groups will be invited to share their answer with us. After that, teacher will integrate the four table and make a brief summary. Students will be required to finish exercise 2 (1) in page 32.2.Focusing on passage E-F.Students read the last two passages and seize Wu Hang and Sarah Hardwick’s opinion on different art works.Q1. Does Wu Hang like Qi Baishi’s paintings?Q2. What does he think of the picture of a golden-haired girl?Q3. How does Sarah Hardwick like Xu’s painting?Q4. Dose she like Picasso? And what does she think of him?(Purpose of design: This design is to train students’ ability of gaining detailed information and cooperative ability.)Step4.Post-reading（7’）Students will be guided to analyze the distinction of Western and Chinese art of twentieth century briefly based on four pictures provided by teacher. Then, they will give their opinions or preference for the western and Chinese paintings.Activity1: Four pictures presented on the slide will help students tell the western and Chinese paintings in brief.T: There are four pictures, and can you tell western paintings from Chinese paintings? How do you tell it?(Purpose of design: This is to associate students to know the distinction of western and Chinese art works in painting materials and style.)Activity2. Students will give their opinions or preference for the western and Chinese paintings.T: I think you have got a brief understanding of western and Chinese paintings, so which do you prefer?(Purpose of design: This part of activity is designed to train students to give opinions on different style art and promote their spoken English.)Step5. Summary（2’）Teacher will guide students to make a short summary about the article.(Purpose of design: This step is to consolidate what they have learned in class.Step6.Homework（2’）(Purpose of design: This step aims at removing the scaffolding and encouraging students to implement task.)VII. Blackboard design。

新外研版高中英语必修第二册Unit 4 教学设计

1. Whichof these types of entertainmeห้องสมุดไป่ตู้t are you most familiar with?
2. What other types of entertainment have you seen?
3. Which do you like most? Why?
Ss look at 6 posters which represent 6 different types of entertainment and answer 3 questions:
单元目标
学生能够围绕本单元的主题语境内容，基于单元提供的个人故事、论说文、影评、日记等多模态语篇，综合运用各种语言技能，读懂语篇内容，听懂与音乐节相关的对话，讨论并加深对不同种类的文娱形式的认识，使用新语言描述自己喜爱的电视节目，恰当使用现在分词作状语介绍自己的经历，能够写一篇简单的影评并推荐一种积极向上的文娱形式，深化对单元主题意义的理解与挖掘；同时能够运用单元所学正确辨析中外娱乐文化的差异与融合，体会文化的多样性，创造性地表达自己对某项文化活动的看法；通过运用各种学习策略，在自主、合作与探究学习的过程中，结合单元所提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程，提高自己理解和表达的效果，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。
1.T asks Ssto read sentences(a)and(b)in Activity 1 and answer questions 1 and 2.
2.T asks Ss to read sentences (c) and (d) in Activity 1 and answer questions3and4.

高中英语新课标外研版必修2教案(Module4FineArts—Western,ChineseandPopArtsthe2edPeriod)

Period 2Grammar 1; Grammar 2整体设计教材分析This period is composed of two parts. The first part is Grammar 1. In this part first lead the students to read some sentences from the reading and vocabulary part. The students can be required to know about the -ing form and the infinitive through the True or False exercise. Andthen they read the verbs in the second activity understanding what they all mean and divide them into two groups according to which form can follow them, the -ing form or the infinitive. Thirdly,have the students to read through the verbal phrases and catch their meanings on the basis of which they complete the following sentences. In the last activity they to fill in the blanks using the correct form of the verb in the bracket. What’s more, you can also ask the students to work in groups and brainstorm as many verbs they have learnt before and can be followed by the -ing form and the infinitive as possible. You can also hold a competition to consolidate their knowledge onthis grammar item.The second part to be dealt with is Grammar 2，which is based on the first part. First have the students read the given sentences with the -ing form as subject and make sure they understand their meanings completely. Then the students need to fill in the blanks using the -ing form of the given verbs. Finally, the students compare their answers in pairs to deepen their understanding of the uses of the -ing form as subject. If the class is of higher level, the teacher can design more activities for the students to do more practice.三维目标1. 知识与技能1)Develop the students’ reading ability.2)Enlarge and enrich the students’ grammar knowledge.2. 过程与方法1)Explanations to make the students master the two grammar items.2)Make the students know how to make use of the -ing form as well as the infinitive correctly through individual or pair work.3. 情感与价值1)Make it fun to cooperate with others.2)Make the students be interested in and love arts.3)Try to raise the students’ cooperation awareness in their study by pair work or group work.教学重点1. Learn to research by cooperation.2. Learn to make use of the -ing form as well as the infinitive correctly.教学难点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 asthe infinitive.教学过程→Step 1 Review and Lead-inOption 1—DictationThe teacher reads out the following and the students have a dictation.like, dislike, artist, colourful, contemporary, delightful, drawing, paint, painter, painting, scene, traditional, alive, aspect, imitate, observe, reality, style, adopt, aim, standOption 2—TranslationThe students translate the phrases according to the Chinese meanings.1. 同时 6. 作为……而闻名2. 喜欢7. 对……着迷3. 无法容忍8. 逐渐对……产生兴趣4. 立体主义画派9. 遵照中国传统的绘画方式5. 对……感到厌倦10. 模仿某人的生活方式Suggested answers:1. at the same time 6. be known for2. be fond of7. be crazy about3. can’t stand8. develop an interest in4. cubist artists9. follow the traditional Chinese style of painting5. get tired of10. imitate one’s way of living→Step 2 Grammer 1First divide the students into groups of four to have a discussion on the definition of the gerund as well as the infinitive and what the italic part in the following sentences function in PartA and Part B.1. Part A1)Francisco’s first love is swimming.2)Francisco enjoys swimming more than spending time with his girlfriend Diana.3)Francisco gives swimming all of his energy and time.4)When Franciso wore dive fins to class, everyone knew that he was devoted to swimming.5)One day last summer, Francisco and his coach were swimming at Daytona Beach.6)A great white shark ate Franciso’s swimming coach.7)Now Francisco practices his sport in safe swimming pools.Suggested answers:1)Swimming=subject complement of the verb is2)Swimming=direct object of the verb enjoys3)Swimming=indirect object of the verb gives4)Swimming=object of the preposition to5)Swimming=present participle completing the past progressive verb were swimming6)Swimming=present participle modifying coach7)Swimming=present participle modifying poolsPart B1)To wait seemed foolish when decisive action was required.2)Everyone wanted to go.3)His ambition is to fly.4)He lacked the strength to resist.5)We must study to learn.1)subject2)direct object3)subject complement4)adjective5)adverb2. The teacher may first tell the students the following words. The students listen carefullyand then work in pairs to discuss the question.In sentences, verbs may have “-ing”or “to do”forms when they are used as objects. Can you find out in what cases they have these forms?(Different students have different answers. )3. Option 1Ask the students to read the listed sentences in the first activity on P35 individually and carefully and complete the true or false exercise. Then put the students into pairs to compare their answers. Next, show the correct answers on the screen for the whole class to refer to. Or call back the answers from the class.Suggested answers:A. FB. FC. TOption 2Show the following sentences on the screen for the students to read individually and makesure they understand them completely. If they come across problems they can not solve by themselves, the teacher can give some necessary explanations. Then put the whole class into groups of four to have a discussion on the rules of the use of the -ing form and the infinitive. Finally, ask a few representatives of some groups to report their answers to the class.(Show the following on the screen. )1)I enjoy listening to pop music greatly.2)She is looking forward to hearing from you soon.3)Thank you very much for helping me out in time.4)We want to give our new English teacher a warm welcome.5)You’d better stop working now and have a short break.6)They need to search for more relative information on the Internet.Suggested answers:verb. +prep. +doingverb. +doingverb. +to do4. Option 1The students first read the words in activity two on P35 individually and make sure they understand what they all mean. Then get the students into groups of four to divide them into two groups, the first of which can be followed by the -ing form while the second the infinitive. Theless time they and the more correctly the verbs are chosen for each group, the better it is. Ask some group representatives to report the verbs they have chosen in each group to the whole class. Representatives are chosen to count them and check if they are correct. Finally choose the group which choose the most correct verbs for each group using the least time. It will be the winner.Suggested answers:like to do/like doing; decide to do; enjoy doing; hope to do; agree to do; hate to do/doing; dislike doing; love to do/doing; plan to do; refuse to do; aim to do; attempt to do; promise to do;learn to doOption 2The teacher organizes and holds a competition. First get the whole class into two big groups —Boy Group and Girl Group. Each group needs to brainstorm as many that can be followed bythe -ing form and the infinitive as they can. Limit the time they make use of to do this. When timeis up, check which group offer more correct verbs by asking the representatives of each group read what they think out aloud to the whole class or just letting them write the verbs on the blackboard. The more, the better.5. Consolidation1)Activity threeOption 1The students read through the listed verbal phrases in the box individually and make sure they understand their meanings completely, knowing they should be followed by nouns, pronounsas well as the -ing form. Then let them match the left part containing these verbal phrases with the right part by themselves to make up complete sentences and catch their meanings. Next, the students work in pairs to compare their answers. Finally, the teacher asks several students to report their answers to the whole class.Suggested answers:(1)g(2)h(3)c(4)a/i(5)d/e(6)a/f(7)i(8 )b(9)a/eOption 2Reads these verbal phrases one by one as the students follow you. Give some explanations when necessary. Then require the students to look through the two parts of the sentences quickly and try to catch what they mean. Next, divide the class into three big groups, each of which is requested to complete three sentences by matching the two parts. Finally, each group sends a representative to write their complete sentences on the blackboard while members of the other two groups check if they are correct or not.2)Activity fourOption 1The students fill in the blanks using the correct form of the verbs in the bracket first. Thenthey work in pairs to compare their answers. Finally, the teacher calls back the answers from the class or just shows the correct answers on the screen for the whole class to refer to.Suggested answers:1)to buy2)starting3)to finish4)to take5)visitingOption 2The teacher reads the sentences one by one while the whole class speak out their answers. The teacher can confirm the correct answers and repeat them aloud once again for the students who give wrong ones to write down them. Finally, ask the students to read the sentences and learn the verbal phrases appearing in them.→Step 3 Grammar 21. BrainstormThe students have learnt the uses of the -ing form as object, so you can lead them to reviewing it and instruct them to brainstorm other uses of the -ing form, or exactly the gerund, through pair work or group work. Then ask some students to report them to the whole class. Others check if what they say is correct. If necessary, give them some explanations.Suggested answers:Gerunds function as nouns. Thus, gerunds will be subjects, subject complements, direct objects, indirect objects, and objects of prepositions.2. Have the students read through the given sentences silently and quickly, underlining the-ing form in them and thinking what they function as.Suggested answers:They all function as subjects of the sentences.If there are any students have any difficulty in understanding this, the teacher can give some explanations about subject according to the following:In a sentence, every verb must have a subject. If the verb expresses action—like sneeze, jump, bark, or study—the subject is who or what does the verb. Take a look at the examples below:1)During his biology lab, Tommy danced on the table.Danced is an action verb. Tommy is who did the dancing.2)The speeding Toyota crashed into a telephone pole.Crashed is the action verb. The Toyota is what did the crashing.Not all verbs are action verbs. Some verbs are linking. These are verbs like am, is, are, was, were, seem, and become, among others. Linking verbs connect the subject to something that is said about the subject. Take a look at this example:1)Ron’s bathroom is a disaster.Bathroom is the subject. Is connects the subject to something that is said about it, that the bathroom is a disaster.2)The bathroom tiles are fuzzy with mold.The word tiles is the subject. Are connects tiles to something said about them, that they are fuzzy with mold.Generally, but not always, the subject of a linking verb will come before the linking verb.3)First, read out the words in the box and the students repeat them after you. Or they can read the words individually or in pairs. No matter what way is chosen, make sure they understand what they all mean. Then they complete the listed sentences by filling in the blanks with the correct form of the verbs they have just read if necessary. Next, the students work in pairs or groups and compare their answers. Finally, call back the answer from the class.Suggested answers:1)Being able to2)drinking3)Copying4)Drawing5)Helping6)Spending3. ConsolidationUnderline the gerunds or gerund phrases in the following sentences and label how they function in the sentence. (subject, direct object, subject complement, object of preposition)1)Swimming keeps me in shape.2)Swimming in your pool is always fun.3)Telling your father was a mistake.4)The college recommends sending applications early.5)He won the game by scoring during the overtime period.6)Her most important achievement was winning the national championship.7)Going to work today took all my energy.8)Fighting for a losing cause made them depressed.Suggested answers:1)Swimming keeps me in shape. [subject]2)Swimming in your pool is always fun. [subject]3)Telling your father was a mistake. [subject]4)The college recommends sending applications early. [direct object]5)He won the game by scoring during the overtime period. [object of preposition]。

外研版高中英语必修2Module4教案

外研版高中英语必修2Module4教案9年9月30日王强八中五中编辑的课表xxxx年轻时当过木匠。

3)在1902年至1909年间游遍全国，画了许多风景画。

后来，他的兴趣转向绘画日常生活中的简单事物，如蔬菜、花鸟、昆虫等。

4)《卷心菜》是他的著名作品之一。

照片中，小白菜旁边的小昆虫盯着小白菜，对小白菜表现出极大的兴趣。

5)齐白石的画经常给观众留下想象的空间。

提示:私立学校；木匠；昆虫插图；卷心菜字数:大约100字一个可能的版本:齐白石(1863-1957)是中国最伟大的画家之一。

他出生在湖南湘潭的一个贫困家庭。

他十二岁前才从祖父那里在一所私立学校学习。

他年轻时当过木匠。

190 2年至1909年间，他游历全国，画了许多风景画。

他的兴趣后来变成了日常生活中的简单事物，如蔬菜、花卉、鸟类和昆虫。

卷心菜是他工作的一个著名例子。

图中的小昆虫眼睛盯着卷心菜，这表明它对卷心菜很感兴趣。

齐白石的画经常让观众思考。

总结和家庭作业1。

总结:总结他们在这个时期学到的东西。

2.作业:练习册中P87的练习8。

附录:课文注释有用的表达处于最佳状态？时代/时期时期五教学内容:文化角2 .了解毕加索；3。

掌握并应用他们在本模块中学到的知识。

-6-Mod Ule4SH2教案由王强八中五中编辑九月xxxx，油画，305.5×782.3厘米，普拉多博物馆收藏油画《格尔尼卡》是毕加索在20世纪30年代创作的具有重大影响和历史意义的杰作。

这幅画是受西班牙共和国政府委托为1937年巴黎国际博览会西班牙馆创作的。

图为1937年德国空军轰炸西班牙城市格尔尼卡时所犯下的暴行。

作为一名具有强烈正义感的艺术家，毕加索展示了王其江八中五中九月三十日出版的《-7-Mod ule 4sh2教案》，卖出5560万美元毕加索是一位风格独特、变化多端的现代艺术魔术师，他用绚丽的彩色笔创作了影响深远的伟大作品。

恐怕在过去的一百年里，除了兽性学说之外，没有一种西方艺术起源于他，或者被他所吸收和利用。

高中英语外研版必修2【教学设计】Module 4

Module 4 Fine Arts-Western, Chineseand Pop Arts本模块的中心话题是“艺术——中、西方及波普艺术”。

具体包含introduction关于艺术的词汇学习和使用相关词汇进行口语表达、reading内容为中国两位绘画大师齐白石、徐悲鸿及西方不同风格的绘画，阅读后获取文章信息、谈论各人对各种绘画艺术及作品的喜好、陶冶自己的艺术情趣。

grammar就动词的现在分词和不定式进行复习，着重掌握其句法功能，尤其是V-ing作主语。

listening部分，重点在于完成听力任务，并结合Everyday English掌握听力材料中的一些常用的口语及优美的词汇和表达。

Cultural Corner部分要求学生了解20世纪西班牙伟大的画家毕加索，了解其绘画生涯的blue period, pink period以及他所代表的立体主义。

完成本模块的学习大概需要五节课：第一节课introduction+reading(1)+speaking,第二节课reading(2),第三节课listening+Everyday English，第四节课grammar，第五节课Cultural Corner及有关VincentVan Goph的阅读拓展材料。

1.学生能掌握并记忆本模块的重点词汇（alive, aspect, imitate, observe, reality, extraordinary等）、短语（..., considered to be.., aim to..., be tired of, be crazy about ,can’t stand, be fond of, develope an interest in...,tell by等）。

2.学生能通过使用不同的阅读技巧完成相应的阅读任务：略读以获取段落主旨；查读以摄取具体信息点；最后以读的输入促成说的输出，谈论不同学生对中西方画作的喜好和观点，进而谈论自己的观点和喜好。

外研版高中英语必修2---Module4教案设计

Module Four Fine Arts-Western,Chinese and Pop ArtsPeriod OneTeaching content:Introduction; Reading and V ocabularyTeaching 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 Introduction1.Lead-inI 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.Thismodule we`ll talk about the topic-Fine Arts.First let`s review some words related to it.2.Activity1 on P31Ask 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 P31Read 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 Reading1.Fast readingL et the students scan the passage to get the main idea of each paragraph and try to find out the answers to the questions in 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 readingAsk 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 ConsolidationTime permitting,let the students listen to the tape and follow it quietly to understand the text further.Step 5 Summary and Homework1.Summary: Summarize what they have learned in this period.2.Homework: Reading on P88-89 in workbook.Appendix: Notes to the text1.…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。

外研版高中英语必修二Module 4Musiccultural corner and task教案2

探索尚未知道的东西Module 4 MusicPart One: Teaching Design第一部分教学设计Period 5: CULTURAL CORNER：The Grammy Awards—Are They Important?GoalsTo read to know something about the Grammy AwardsProcedures▇Before you readWe have come to the cultural corner on page 39. But before we take the article let’s go over the word list for this module, paying attention to thepronunciation of the word, the relationship between its pronunciation and its spelling.▇While you readNow it is time to read the text The Grammy Awards —Are They Important? and cut/ the sentences into thought groups, blacken the predicates, underline the useful expressions and darken the connectives.▇After you readFind time to copy all the useful expressions into your Expression Book. You may make sentences with these expressions.in the music industry, in the United States, in the film industry, be given for important achievements in…, recorded music, be professionally involved in…, the award ceremony, 105categories in…, cover30 different types of…, depend on…, receive…from…, be given fordifferent reasons, sell a lot of albums, in addition to…, performances by…, at the ceremony,receive a statuette in the shape of …, an old fashioned hi-fi system, well-established artists, selllots of albums to…, be not taken seriously by…, a separate set of awards for…, musicians fromthe rest of the world, win prizes, in music history, on the other hand。