英语必修ⅱ外研版module4教案
外研版高中英语必修二：《Module4FineArtsPeriod5Writing》教案
外研版高中英语必修二：《Module4FineArtsPeriod5Writing》教案外研版高中英语必修二：《Module4 Fine Arts Period5 Writing》教案Period 5 Writing，Task，Module FileTeaching Goals：1．To enable Ss to write about their likes and dislikes in arts．8elttence．3．To help Ss review what we have learnt in this module．Teaching Procedures：[来源：学,科,网]Step 1．RevisionCheck the Grammar exercises in the workbook on P85～86．Step 2．TaskPurpose：TO enable Ss to say something about their likes and dislikes in arts．1．Ask Ss to work in pairs and discuss their likes and dislikes in arts．2．Choose some Ss to present their view8 013 theirlikes and dislikes in arts．Step 3．Writingsentence．1．Group worksentences．Suggested Answers：sentences．2．Pairworkfirst.)first．)[来源：Z|xx|]Suggested Answers：sentence)，2，1，4．3．Group workart．life)?Step 4．Module File1．T：Now we have nearly finished this module．What have we learnt?(Allow Ss a few minutes to read the Module File．) 2．Review the grammatical rules：The—ing form as the subject and the object；the to do form as the object．3．Practice(1)Using the correct word to fill in each blank．scene scenery art gallery crazy about aliveexpression realise observe aspect imitate①The sunrise is a beautiful——．②Tom visited a lot of——during his summer vacation．③Many young people are——Jay Zhou．④I like natural——．⑤He——he had misunderstood his roommate．⑥He is said to be successful in many——of his life．⑦We have already learnt some useful——to express our likes and dislikes．⑧The fish we caught is still——．⑨It helps——native speakers’speeches in learning a foreign language．⑩Once he was——to use a check for a bookmark and lose it．Suggested Answers：①scene②art galleries③crazy about④scenery⑤realized⑥aspects⑦expressions⑧alive⑨to imitate⑩observed[来源：](2)Multiple Choice①The artists started an important art movement that——show ordinary 20th city life．A．aimed to B．aims to C．aims at D．aimed at②The boy——the piano again and again every day．A．is tired in playing B．gets tired to playC．gets tired of playing D．Was tired at playing③Charles Babbage is generally considered——the puter．A．to invent B．inventing C．having invented D．to have invented④Victor apologized for——to inform me of the change in the plan．A．his being not able B．him not to be ableC．his not being able D．him to be not able⑤Suddenly，a tall man driving a golden carriage——the girl and took her away，——into the woods．A．seizing；disappeared B．seized；disappearedC．seizing；disappearing D．seized；disappearing⑥——in the queue for half an hour，Tom suddenly realized that he had left his wallet at home．A．To wait B．Have waitedC．Having waited D．To have waited⑦The flu is to be believed——by viruses that like to produce in the cells inside the human nose and throat．[来源：]A．causing B．being causedC．to be caused ’D．to have causedSuggested Answers：①A②C③D④C⑤D⑥C⑦CStep 5．Homework1．Review all the useful words and expressions in the passage and try to make some sentences．2．Preview Module 5．。
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。
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?。
英语2外研版module4教(学)案：第1~3课时
英语2外研版module4教案：第1-3课时Module 4 Fine Art—Western, Chinese and Pop ArtsTeaching aims：Aimed at carrying out quality education, based on students’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, developing students 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 their aesthetic 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 and vocabulary, 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, choosing the 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 this partTeaching procedures: PWP Teaching ModelStep1.leading-in activityUse the paintings The Smile of Mona Lisa by da Vinci and the works by Zheng Banqiao on thescreen to lead in the topic. Meanwhile, I will introduce the key new words: artist, paint, traditional, brush, ink.Step 2.While—reading1)ScanningDuring the start of the period, let the students scan the passage to find out the answers to the questions on Page32, which are about the topics.⑴Match 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 text and then I let them work in groups to do the following two tasks:⑴Do the multiple choices on the screen.⑵Fill in the form on the screen, which is mainly about the famous artists.3)Language points⑴consider 认为①This is a painting by the Spanish artist, Pablo Picasso, and he is considered 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 __________________（被认为是个可爱的孩子）.⑵with复合结构①Cubist artists painted objects and people, and different aspects of 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 me so 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…为目标；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 company.We ____ ____ start and run our own company.③I’m aiming at losing 4 kg before the summer holidays.I ____ ____ ____ lose 4 kg before the summer holidays.⑷stand 忍受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.（英译汉）_________________________________________________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 series of paintings on the screen, letting them in groups talk about the pictures they like and dislike, and why or why not, using the information learned from 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 next class.(The day students are assigned to the first task; and the rest of the 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复合结构: with+宾语+宾补（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 “厌烦……”develop an interest in“养成对……的兴趣”Teaching reflection：In the process of leading in, students are familiar with the paintings and the artists, so the pictures can easily arouse 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 comprehend the meaning and the 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 communicate with their partners or group members after learning the reading materials. The task of assignment is set for the sake of the second period, that is, Listening and vocabulary, to some extent.*********************************************Periods 2：Listening and vocabulary, Everyday English, SpeakingTeaching aims：To enable the students to grasp the new words in the listening material.To enable the students to comprehend and put to use the everyday English in thelistening material.Skill objectives:To enable the students to follow the listening material about artists and art works, which has similar difficulty to the reading material, and identify opinions.To enable the students to pay attention to the weak sound and read correctly. Teaching important points：To enable the students to follow the listening material about artists and art works, which has similar difficulty to the reading material, and identify opinions.To enable the students to pay attention to the weak sound and read correctly. To enable the students to give opinions about certain paintingsTeaching procedures: PWP Teaching ModelStep1. Pre-listening⑴Show 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 the new 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 completing the sentences with them (Part1, Page36), after reading after me.Step2. While-listening⑴Before listening, ask the students to look at the two pictures on Page36 and find out some similarities and differences. Listen for the first time, and answer thefollowing 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?⑵Detailed listening/Pair workListen to the conversation again, and complete the following sentences.First let the students check their answers with their partners; then I’ll play the recording again for them to check; and then I’ll check the answers 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.⑥Thanks for the compliment.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-listening⑴Let the students describe the Picture2 on Page36 in pairs.⑵Act the dialogue out in pairs.⑶Make up dialogues using the everyday English learned from the listeningmaterial.Step4. Homework⑴Look through the Cultural Corner and collect some works of Pablo Picasso or information about him on the Internet.⑵Look through the Cultural Corner and tell which picture below belongs to 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 of the students to the second task.Teaching reflection：At the start of the period, using the pictures to introduce the some of the new words in the listening material can arouse students’ interest and reduce the difficulty students have in listening to the material. Similarly, letting students look at the two pictures on Page36 and find out some similarities and differences can arouse their curiosity and reduce the difficulty of Question-- Which picture is the boy painting, Picture1 or Picture2? Say how you know this.In theprocess of while-listening, After showing the six sentences taken from the recording on the screen, then let students listen to the recording while listening to the recording, which helps students comprehend the everyday English according to the context. In the process of post-listening, the task of making up dialogues in pairs strengthen students’cooperation in 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 and phrases 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 the sentences 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 infinitive as objects): 15),16) go on; 17),18)mean; 19),20)likeGroup Four (-ing form as subjects): 5)painting; 6)copying a picture; 17)being late Then 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 to Groups1-3.Group One只能用不定式作宾语的动词：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 形式作宾语的动词或短语：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 (禁不住), can’t stand (无法忍受) , 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，并且意义差异不大的动词：prefer, continue, like,hate, love2)既可接不定式又可接v-ing 形式，但含义不同的动词有：remember, forget, try, goon, 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 ____ (come) here as early as possible.9.What do you mean ___ ( do) with it?10.I won’t stay if it means ____(listen) to another dull talk.【速记口诀】同意提出学会的打算，要求答应来帮忙。
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。
外研社必修2 Module 4教案
提升
1．Ask Ss to review the words that they have learnt in this period．
2．Preview Reading and Vocabulary in this module．
3．Ask Ss to prepare a picture they like or dislike best．
(1)Picasso was born in Germany．
(2)From 1902 to 1904 he painted a series of pictures in pink，SO this period was known as Piቤተ መጻሕፍቲ ባይዱasso’s“pink period”．
(3)With another artist called George Braque，he started a new important art movement called Cubism．
互动
探究
Reading
Purpose：To improve Ss’reading skills．
1.Pre—reading
(1)Ask Ss to look at four pictureson the screenand answer the following questions．
Q1．Who drew these pictures?
(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?
外研版高中英语必修二Module4第2课时教案-新版
外研版⾼中英语必修⼆Module4第2课时教案-新版Module4第2课时教案第⼆课时：Listening and vocabulary, Everyday English, Speaking多维教学⽬标：Language objectives:To enable the students to grasp the new words in the listening material.To enable the students to comprehend and put to use the everyday English in the listening material.Skill objectives:To enable the students to follow the listening material about artists and art works, which has similar difficulty to the reading material, and identify opinions.To enable the students to pay attention to the weak sound and read correctly.To enable the students to give opinions about certain paintingsCulture awareness, emotions and attitudes objectives:To enable the students to have ability to enjoy and evaluate various paintings and drawingsTo enable the students to be able to find the beautiful scenes around us, love art and love lifeTo develop the students’ capability and awareness of co-operation and competition in their study by pair work or group work.教学重点：To enable the students to follow the listening material about artists and art works, which has similar difficulty to the reading material, and identify opinions.To enable the students to pay attention to the weak sound and read correctly.To enable the students to give opinions about certain paintingsTeaching procedures: PWP Teaching ModelStep1. RevisionI ’ll let some students display their favorite paintings or artists and give their opinions about their favorite paintings or artists. Step2. Pre-listening⑴I ’ll 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 the new 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 completing the sentences with them (Part1, Page36), after reading after me.Step3. While-listening⑴Before listening, ask the students to look at the two pictures on Page36 and find out some similarities and differences.Listen for the 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?⑵Detailed listening/Pair workListen to the conversation again, and complete the following sentences. (Part3,Page37)First let the students check their answers with their partners; then I’ll play the recording again for them to check; and then I’ll check the answers 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.⑥Thanks for the compliment.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.Step4. Post-listening⑴Let the students describe the Picture2 on Page36 in pairs.⑵Act the dialogue out in pairs.⑶Make up dialogues using the everyday English learned from the listening material.Step5. Homework⑴Look through the Cultural Corner and collect some works of Pablo Picasso or information about him on the Internet.⑵Look through the Cultural Corner and tell which picture below belongs to 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 of the students to the second task.实施效果与反思:At the start of the period, using the pictures to introduce the some of the new words in the listening material can arouse students’ interest and reduce the difficulty students have in listening to the material. Similarly, letting students look at the two pictures on Page36 and find out some similarities and differences can arouse their curiosity and reduce the difficulty of Question-- Which picture is the boy painting, Picture1 or Picture2? Say how you know this.In the process of while-listening, After showing the six sentences taken from the recording on the screen, then let students listen to the recording while listening to the recording, which helps students comprehend the everyday English according to the context. In the process of post-listening, the task of making up dialogues in pairs strengthen students’cooperation in one aspect; meanwhile, students can grasp the usage of the everyday English. The task of assignment is set to make students learn more about artand 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.。
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。
外研版必修2Module4学案教学设计
外研版必修2Module4学案教学设计Teaching design of compulsory 2module4 lea rning plan in foreign research edition外研版必修2Module4学案教学设计前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和针对教学对象是高中生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本文下载后内容可随意修改调整及打印。
module 4 fine arts ----western, chinese, and popartsreading and language pointsi. fill in the blanks according to the texthere are some paintings by famous artists from home and abroad. one is by picasso, __________to be the greatest artist of the 20th century, with whom another painter, braque, _____ cubism, one of the modern art______.cubist artists painted objects and people _______ different aspects of the objects or person ________ atthe same time. the painting by roy is a famous example of _____ _______, which _____ ______show ordinary 20th-century city life. the other 2 are qi baishi and xu beihong. chinese painting ____ ______ _______its brush drawings in black inks and natural colors. qi ________the world of nature ________and his paintings are special ______ ______ this. xu believed that artists should ____ ________but not just imitate it. _______,a picture should try to _____ ______ _____ of its subject.ⅱ . word spelling1.they made every attempt and at last s____________ in achieving their goal.2.at first he i__________ picasso’s style then he developed his own.3.painting is a good way for young people toe_________ their feeling.4.i found p________ with watercolors a lot easier than with oil.5.several ways were a_______ and the problems were settled eventually.6.the artists in spain started one of the modern art _____________, cubism.7.my c__________ school life consists of varietiesof games, exercises and so on.8.i like pictures which show r________（which arer_________） ,the way sth really is.9.the c____________ american artist roy is famousfor his pop art.10.it’s nothing special really and it is quiteo___________.ⅲ . translation1.tom _____________________________（对…着迷）the painting of qi baishi, which gives him____________________.（爽心悦目的图画）2.i can’t _________________________________（忍受他再次迟到）（stand）3.i’m told the tickets have been sold outbut_______________________________________ （我还在盼着买到票呢）（look forword to）4.the man____________________________________________（成功地获得100米赛奖）（succeed in）5.he ___________________________________（厌烦了在教室走来走去）. he wanted to sit down.（be tired of）6.sarahcan_______________________________________________（把这些画区分开来） by the style. （tell）7.in this painting picasso__________________________（表达了对…的情感）what had happened to the town.8.he read many morestories,________________________________（目的想扩大视野）（aim）9._____________________________（如何开发艺术方面的兴趣） is the most important of all.10.my parents ____________________（喜爱去美术馆）and liked the paintings of picasso.they thought _____（他的画是如此的生动，它是不寻常的画家）multiple choice1.---i’ve been told that the sports meet might be____.---it all depends on the weather. a put on b put down c put back d put off2.---i think the idiom “you don’t say” means “really”. it is an expression of surprise.---______a. you’ve got it right b my pleasure c yes, that’s right. d i’m not half as good as you.3.i can’t ____ being kept waiting, for i have to go to the airport to see my friend off.a considerb sufferc stand d experience4.emily, ____to be one of the finest novelists in the english language, lived a short while after the publication of the book. a. considered bconsidering c having considered d to consider5.xubeihong went to europe to study western classical realist painting and then combined it with_____chinese painting methods. a. traditional b.real c. remote d past6.the pop group, ____for ____other singers, are going to visit china to give concerts next month.a. knowing; studyingb. known; copyingc. knowing; followingd. known; imitating7.both my parents are____song zuying’s songs,which are in the classical chinese_____.a.crazy about; styleb. fond of; expressionc.agree with; wayd.good at; group ..8.______is forbidden here. who allowed______here?a. smoke; you to smokeb. to smoke; you smokec. smoking; you smokingd.smoking; you to smoke9.the exhibition he’d been looking forwardto______was_______until next sunday.a. visit ;put offb. visiting; put offc. visit; put ond. visiting ;put on10.books mustn’t be taken out of the library without______a. to permitb. being permittedc.to be permittedd. to have been permitted11.----why were you so late for work today?----______to the office was very slow this morning because of the traffic.a. drivingb. i drivec.todriving d. that i drive12.have you forgotten______a ruler from betty? please remember_______it to her tomorrow.a. borrowing; to returnb. borrowing;returning c. to borrow, to return d toborrow ;.returning13.the student_______in the exam was strictly punished by the school.a. catching cheatedb. caught cheatingc.caught cheatedd.catches cheated14.the boy _____the piano again and again every day.a. is tired in playingb. gets tired to playc.gets tired of playing d. was tired at playing15.i would appreciate_______back this afternoon.a. you to callb.you callc.yourcalling d.you’re c allingⅳ reading : read the story and answer the questions:1.who is hunting and killing the tibetan antilope？2.why are we humans part of this problems?3.how did life improve for the farmers in zimbabwe?4.how did it improve for the animals?5.in what ways does looking after the rain forest help with wildlife protection?6.why do you think the animals have to speak for themselves?7.what must happen if wildlife protection is to succeed?how daisy learned to help wildlifenot long ago there was a girl called daisy. one day she woke up and found a flying chair by her bed.“where do you want to go?”it asked .daisy hurried to get dressed and put on her jeans and sweater.“i’d like to see the animals that gave fur to makethis sweater,”she said. the chair began to rise. it flew away to tibet in china faster than a bird. “but whereare the antilopes?”cried daisy. “there are onlymountains and people”. she turned around and there wasan antilope with a sad face looking at her. the antilope said, “o ur fur is being used to make sweaters like yours. we are killed for the wool that is taken from under our stomachs. every year over 29000 of my friends are killed and now there are only 7XX of us left. in 3 years we mayall be gone!” daisy began to cry. “i didn’t know that.” she said,”flying chair, please show me some place where there is some wildlife protection.”the chair flew away so fast that you could not see it.next minute they were in zimbabwe. daisy turned aroundand saw she was being watched by an excited elephant. “have you come to take my picture? or would you prefer a rhino?”it asked .daisy laughed. “ i wait here becausewe are becoming endangered in zimbabwe. farmers used tohunt us and the rhinos. they didn’t want to protect us even though tourists love to see us. they said wedestroyed their farms, and money from the tourists usedto go to the big tour companies in harare. so thegovernment decided to help.the asked the tour companies to bring tourists to the areas to take photos or to hunt, and they set the number of animals to be hunted. the tour companies applied to be allowed to hunt some for a fee, which made a lot of money for the farmers. as aresult,farmers like us and no longer to hunt us. now please be quick! i’m ready now for my photo!”daisy took it quickly . then she smiled.”that’s better, but i’d like to help as the wwf suggests.”the chair rose again and almost at once they were in thick rain forest . a monkey watched them as it rubbed itself. “what are you doing?”asked daisy.“ this protects me from mosquitoes,”it replied. “i find a millipede insect and rub it over my body . it contains a powerful drug which affects mosquitoes. it might help you if you pay attention to the rain forest where i live and understand how the animals live together here. no rain forest, no animals and no drugs.”daisy was amazed. “flying chair, take me home so i can tell wwf and begin producing this new drug .monkey ,come with me to help .” the monkey agreed. the chair rose and flew home. as they landed, thing begao todisappear. two minutes later everything was gone----the monkey ,too. so daisy was not able to make her new drug. but what an experience! she had learned so much! and there is always wwf…language points:1.as a result :1）.he had a road accident. as a reslt,he had to stay in hospital for a whole month.2.）people held completely different views,and as a result,the discussion came to nothing.2.get dressed :1.）he quickly got dressed and ate a sandwich on the way to school.2.）his mother asked him to get dressed quickly and follow her to the school.3.be used to do :1.）this kind of scissors is used to cut wool.2.）can this pan be used to fry potatoes ?used to do :1.）the boy used to get up early in the morning.2.）the girl used to go to school by bike.4.pay attention （to sb /to sth） :1.）pay attention when i am talking to you.2.）pay attention to your handwriting.5.contain :1.）sea water contains salt and 11other minerals.2.）the hall can contain 500 people.3.）she couldn’t contain herself for joy.6.protect ……from1.）you need warm clothes to protect you from the cold.2.）in summer,people wear glasses in order to protect their eyes from the sun.suggest sth to sb7.suggest one’s doing sthsuggestsuggest that sb （should ）do sth1.）what did you suggest to the manager ?2.）i suggest his doing the job by himself.3.）the teacher suggests that we （should）study english well.8.even if/though :1.）i enjoy working with him,even though i don’tagree with him on some points.2.）she came even though she didn’t know me.i keys:ⅰ considered , started, movements, with, showing , pop art, aimed to , is known for, observed, carefully ,because of ,show reality ,instead, show the lifeⅱ 1 succeeded 2 imitated 3 express 4 paintings 5 adopted 6 movements7 colorful 8 reality / realistic 9contemporary 10 ordinaryⅲ 1 is crazy about, delightful pictures2 his being late again3 was looking forward to getting some4 succeeded in winning the 100-meter race prize5 was tired of walking up and down the classroom6 tell the pictures apart7 expressed （showed）the feelings about8 aiming to broaden his horizon9 how to develop the interest in art10 was fond of going to the art gallery,his pictures were so alive and he was an extraordinary artist.multiple choice:1.d2.a3.c4.a5.a6.d7.a8.d9.b 10.b 11.a 12 a. 13.b 14.c 15.civ. reading1.we humans are hunting and killing the tibetan antelope.2.because every year over 29,000 antelopes arekilled and now there are only 72,000 of them left.3.with the help of government.4.life improved for the animals by being protected and hunted in a correct way.5.in the way of paying attention to the rain forest and understanding how the animals live together there.6.because human beings don’t care about them.7.human beings and animals live happily and in peace.高一必修二第4模块语法学案学习目标：掌握动词不定式和动名词的用法。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
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。
scenery指自然景色Step 2. FunctionPurpose: To enable Ss to know how to give opinions.1. Individual WorkAsk Ss to read the sentences in Activity 1 on P34 and underline the phrases giving opinions. Suggested Answers:I think / I like / I really like / I can’t stand / I’m interested in /I want2. Pair WorkLet Ss think more expressions about giving opinions.For your reference:I think /believe… / In my opinion,…I like / love /enjoy…I really like / appreciate… I’m crazy / mad about…I can’t stand …I’m interested in …I want / would like / prefer ……is gre at / wonderful / colourful / delightful / amazing / amusing!…is awful / dreadful / terrible / ugly!3. (Group Work)Ask Ss to look at the pictures on the screen, and try to use the expressions they just learnt to express their opinions. Say which one they prefer and what they think of the pictures.Step 3. Cultural CornerPurpose: To enable Ss to know something about Pablo Picasso.1. Pair WorkShow Ss a picture and ask them some questions in order to arouse their interest.Q1. What do you think of this picture?Q2. Do you know who painted it? (Pablo Picasso)2. (Individual Work) Ask Ss to read the passage and decide whether the statements true (T) or false (F).(1) Picasso was born in Germany.(2) From 1902 to 1904 he painted a series of pictures in green, so this period was known as Picasso’s blue period.(3) With another artist called George Braque, he started a new important art movement called Cubism.(4) Picasso’s greatest Cubist painting is about a city called Guernica.(5) Picasso didn’t show his feelings about what had happened in his pictures.Suggested Answers:(1) F. Picasso was born in Spain.(2) F. From 1902-1904 he painted a series of pictures in blue, so this period was known as Picasso’s “blue period”.(3) T.(4) T.(5) F. Picasso did show his feelings about what had happened in his pictures.3. (Pair Work) Ask Ss to read the passage again and try to retell the life of Picasso. Suggested Answers:(1) He had his first exhibition at the age of 16.(2) Picasso’s blue period was from the 1902-1904, when he painted a series of pictures where the main color was blue. These pictures mainly showed poor, unhappy people. (3) From 1904 to 1906 Picasso painted much happier pictures in the colour pink. This period was known as Picasso’s “pink period”.(4) With another Spanish artist called George Braque, Picasso then started an important new artistic movement called Cubism. His first Cubist paintings were all painted in brown and grey. The picture Guernica is the greatest Cubist painting of him.Step 4. Homework1. Review the words we have learnt in this period.2. Preview Vocabulary and reading in the unit.3. Ask Ss to prepare a picture they like or dislike most.Period 2 Reading and Vocabulary, SpeakingTeaching Goals:1. To let Ss master how to read a passage;2. To let Ss master some words and phrases;3. To get Ss to talk something about some world-class artists and their styles;4. To help Ss to express their opinions about the world famous artists and their painting. Teaching procedures:Step 1. Vocabulary StudyPurpose: To learn the new words.Match these words and phrases with the definitions in Activity 1on P32.(1)style (2) observe (3) movement (4) imitate (5) alive (6) ordinary (7) aspect(8)realityStep 2. ReadingPurpose: To improve Ss’ reading skills.1. Pre-reading(1) Show some pictures and let Ss express their opinions about them.Who drew these pictures?Which one do you prefer?What do you think about it?(Allow the Ss to talk within two or three minutes.)(2) Listen to the tape and ask Ss to try to answer the following questions the general information about the passage① How many artists does the passage mention?② Who are they? What are their nationalities?Suggested Answers:① Four.②(1) Read the passage quickly and match paintings 1—4 with description in paragraphs A —D in Activity 2 on P32.Suggested Answers:Picture 1: paragraph C Picture 2: paragraph APicture 3: paragraph D Pictures 4: paragraph BSuggested Answers:① A ② B ③ B ④ A ⑤ B ⑥ A3. Post reading(1) Ask Ss to read paragraph E and F again and find out how to give opinions on something. For your reference:General information: I’m studying …. / I develop an interest in ….Likes: I enjoy …. / I’m crazy about …. / I am fond of …. / I love …. / I really like …. Dislikes: I can’t stand …. / I can get tired of ….(2) Listen to the tape again and filling the missing words.Paragraph A:This is a painting by the __①___ artist, Pablo Picasso, __②__ the greatest western artist of the twentieth century. Picasso and another painter, George Braque, started Cubism, one of the most important of all modern ___③___. Cubist artists painted objects and people, with different ___④__of the object or person showing at the same time.Paragraph B:This painting by contemporary __⑤__artist Roy Lichtenstein (1923-1997) is a world famous ___⑥__ of pop art. Pop art (from the word “popular”) was an important modernart movement that __⑦____ show ordinary twentieth-century city life. For example, it shows things such as ____⑧___ cans and advertisements.Paragraph C:Qi Baishi (1863—1957), one of China’s greatest painters, __⑨_____ the traditional Chinese style of painting. Chinese painting ____⑩____ its brush drawings in black inks and natural colours. Qi baishi the world of nature very carefully, and his paintings arebecause of this.Paragraph D:Xu Beihong (1895—1953) was one of China’s twentieth-century artists. Like Qi Baishi, Xu painted in the traditional Chinese style. Both painters have a beautiful brush . Xu Beihong because of this. that artists should show , but not just it. Instead, a picture should try to show the “life” of its subject. He is most famous for his paintings of horses.Paragraph E:I’m studying art at school, and I enjoy it a lot, although I can looking at pictures . I the paintings of Qi Baishi, and this picture of the little shrimps is such a lovely example of his work. But I that picture of a golden-haired girl. I think it’s stupid.Paragraph F:My parents going to art galleries and often take me with them, so I’ve art.I must say, I love that picture of the six horses. They look so . It’s by a Chinese artist, isn’t it? I can the style. I think the painting of the young girl is probably by Picasso. I really like him. I think he’s an artist.Suggested Answers:① Spanish ②considered to be ③ art movement ④ aspects ⑤ American ⑥ example ⑦aimed to ⑧ soup ⑨followed ⑩ is known forobserved specialbest-known line believed reality imitate lively get tired of all the timeam crazy about delightful can’t stand are fond of developed an interest in alive tell byextraordinaryStep 3. SpeakingPurpose: To let Ss express their likes and dislikes freely.Ask Ss to work in pairs or groups. Ask them to show the pictures they have prepared and describe the pictures, and then say why they like or dislike it.Eg The picture I like best / least ….It shows …..I like / love / enjoy ….I can’t stand ….… is wonderful / colourful / delightful / amazing / amusing!… is awful / dreadful / terrible / ugly!(Teacher can list out some new words for the Ss to use. For example, colorful, brush, contemporary, ink, drawing, painting, delightful, scene, traditional, alive, ordinary, style, etc.)Step 5. Language PointsPurpose: To let Ss understand the passage well.Listen to the tape and follow it in a low voice. Then the students are divided into four groups. Ask them to discuss the important and difficult language points.1. This is painting by the Spanish artist, Pablo Picasso, considered to be the greatest western artist of the twentieth century.这是西班牙画家巴勃罗·毕加索的一幅油画，他被认为是20世纪西方最伟大的画家。