课题module 4 fine arts—western, chinese and pop arts period one(book two)
教学
总体
框架第一课时:introduction, reading and vocabulary, function第二课时:listening and vocabulary, everyday english, speaking第三课时:grammar1 & grammar 2 and vocabulary第四课时:writing第五课时:阶段检测评价课模块教学目标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.
第
一
课
时多维教学目标:(配课件)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: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 speak out opinions about some paintings with some expressions to enable the students to grasp the new works and phrases in this part
教
学
过
程teaching procedures: pwp teaching model
step1. leading-in activity i will use the paintings the smile of mona lisa by da vinci and the works by zheng banqiao on the screen to lead in the topic. meanwhile, i will introduce the key new words: artist, paint, traditional, brush, ink. t: hello, class, do you know who painted the picture the smile of mona lisa? t: yes, it was da vinci, who was a famous artist.t: what about this one? this is a typical chinese traditional painting. do you know what tools do the artists use to create a chinese traditional painting?共26页,当前第1页1234567891011121314151617181920212223242526t: yes, xuan paper, a soft brush and ink are needed. t: do you want to enjoy more artists’ works? ok. today, we’ll learn more about some western and chinese arts and artists. first, let’s learn some new words.i’ll make sure that the students work in pairs to catch the meanings of the words on the screen and pronounce them correctly.(we can also lead in by way of a short video showing painting.)
step 2. while—reading
1)scanning
during 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 reading
during 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 points
i’ll let the students, in groups, learn and practice the key words and phrases in the form of transformation of sentences, completing sentences or translation, letting them summarize the usage of the words and phrases.
⑴consider 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;打算共26页,当前第2页1234567891011121314151617181920212223242526①pop 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—reading during 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. homework try 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.)板书设计: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”
课题实施效果与反思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. 共26页,当前第3页1234567891011121314151617181920212223242526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 model
step1. revision
i’ll let some students display their favorite paintings or artists and give their opinions about their favorite paintings or artists.
step2. pre-listening
⑴i’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-listening ⑴before 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?共26页,当前第4页1234567891011121314151617181920212223242526 ⑵detailed listening/pair work listen 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-listening ⑴let 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. homework ⑴look through the cultural corner and collect some works of pablo picasso or information about him on the internet. ⑵ look 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.1 2 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 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.共26页,当前第5页1234567891011121314151617181920212223242526第三课时:grammar1 & grammar 2 and vocabulary多维教学目标:language objectives: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.to enable the students to use –ing form and the infinitive correctly.to enable the students to spell the new words correctly and comprehend the new words in the contexts.culture awareness, emotions and attitudes objectives:to enable the students to have ability to enjoy the process of learning grammar and new words.to 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 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 phrasesteaching procedures: pwp teaching model
step1. revision i’ll let some volunteers show their works about of pablo picasso or information about him on the internet. share some students’ opinions about their paintings and remind them to pay attention to the usage of –ing form or the infinitive in their speech. t: we want to share your opinions about some painting. xiao hua, which painting do like? ss: i like/am fond of… t: what do you think of it? ss: i think…step2. leading-in/presenting i’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. 1)a picture should attempt to show the “life” of its subject. 2)he promised to take me around the art gallery. 3)he boy is fond of drawing.4)the boy suggests going to an art exhibition.5)painting is difficult for me. 6)copying a picture is a good way to learn to paint.7)i can’t stand listening to such noise all the time.8)he is so interested in english that he will never get tired of practicing it with his classmates.9) pop art aimed to show ordinary twentieth-century city life.10) the two cheats pretended to be working hard.11) i happen to know the answer to your question.12) the manager has agreed to improve the working conditions in the company.共26页,当前第6页123456789101112131415161718192021222324252613)she put off holding the class meeting.14)my father has given up drinking.15)the farmers went on working in the rain.16)he welcomed the new students and then went on to explain the school rules.17)being late means waiting for another hour.18)i meant to call on you on my way home.19)i like swimming, playing tennis and things like that.20)i like to see the children enjoying themselves.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 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 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, go on, mean, regret… step3. practice ⑴first divide students into five parts(1-5), each part assigned to words of groups1-5 respectively, and then let them work in pairs to choose some of the words belonging to their group, making sentences or dialogues. ⑵multiple choice and complete the sentences with the correct forms of the words in the brackets.( pair work)1.— you were brave enough to raise objections at the meeting . — well , now i regret _____ that .a. to do b. to be doing c. to have done d. doing2.the squirrel was so lucky that it just missed ____. a. catching b. being caught c. to be caught d. to catch共26页,当前第7页12345678910111213141516171819202122232425263.the teacher doesn’t permit ____ in class. a. shouting b. shout c. to shout d. having shouted4. —what makes you so happy?— ____.a. passing the driving test b. because i’ve passed the driving testc. for passing the driving test d. 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.11.he refused ____ (tell) me the truth of the incident.12.he has given up ____ (drink) for a long time.step4.presenting the words and phrases to be learned. first i’ll present the usage of words to the students and then let them in pairs practice them in the context by way of completing sentences.1)delightful adj. 令人愉快的;可爱的delight vt. 使高兴delight n. 欣喜;喜悦;使人高兴的事take delight in 以……为乐to one’s delight 令人高兴的事delighted adj. 愉快的;高兴的be delighted to do sth./ that…/at/by/with①he played a ____ melody on his flute.他用笛子吹奏了欢快的曲调。②he was a most delightful companion, full of wit and humor. 他是一个很惹人喜爱的同伴,十分机智幽默。③____ ____ ____, our football team won. 令我们高兴的是,我们的足球队赢了。④the clown ____ the audience. 小丑逗乐了观众。⑤we were ____ ____ read your novel. 我们很高兴拜读你的小说。2) scene n. 景色;风景;场;场面scenery, scene, view, landscape和sight辨析(1)scenery风景,景色。指某地的整个自然风景,事风景的总称。(2)scene指具有一定特征的各种可见的景色,也常指事件或故事发生的地点,还有场景、场面之意。(3)view指从某一角度或某一距离看到的景色,还有观点、看法之意。(4)landscape通常指陆地上的风景,也可指风景画。(5)sight表示“风景名胜、视力,视野”。①the ____ of this play is set in ireland. 这出戏的场景是在爱尔兰。②there’s a fine ____ of the lake from our hotel window. 从我们旅馆的窗口可以看到湖的美丽风光。③she preferred a good ____ to a portrait. 较之人像画她更喜欢美丽的风景画。④he stood waving until the train was out of ____.他站着挥手直到火车看不见了。3) alive adj. 有活力的;有生气的;活着的;依然存在的be alive with 充满了come alive 活跃起来;变得有生气/繁忙alive, live 和living辨析共26页,当前第8页12345678910111213141516171819202122232425261)alive强调某人极富有活力或某生物是有生命的,有别于死的或无生命的,常用作表语,补语或后置定语。2)live通常作前置定语,且常修饰动物、鸟类、鱼类等,还有“实况播送的”的意思。live 还可用作副词,表示“现场播出”之意。living用于生物时,指“活着的;有生命的”,在句中可作定语或表语。①the injured man is unconscious but still ____. 受伤的人不省人事但仍活着。②the road is ____ ____ lookers on.路上看热闹的人熙熙攘攘。③they are campaigning against experiments on ____ ____.他们正在开展反对用活动物做实验的运动。4) observe vt. 观察;注意到;遵守;庆祝observe sb. do sth./doing sth./done 看到某人做某事/正在做某事/被……①he observed a stranger ____ with mary. 他看到一个陌生人在和玛丽说话。②i observed him ____ at the gate. 我看到他在门口停下来。5adopt vt. 采用;收养adopt an idea 采纳意见adopt a child 领养孩子①our boss will ____ ____ ____.我们的老板会采纳我们的建议。 ②he refused ____ ____ the orphan.他拒绝领养这个孤儿。6)aim v. 以……为目标;打算;意欲 n. 目的;目标;瞄准aim to do sth. 立志做某事;意欲做某事aim (…) at … 把……瞄准……;旨在;针对①i ____ ____ ____ a top student in our class.我立志要在班里做一个优秀的学生。②the government took new measures, ____ ____ deal with the financial crisis.政府采取了新的措施来应对这场金融危机。③the program ____ ____ ____ young teenagers. 这个节目是面向青少年的。7)stand vt. (常用于否定句或疑问句)忍受,容忍stand sb./sth. 忍受某人/某事stand doing sth. 忍受做某事①i just can’t stand the cold. 我受不了那么冷。②she can’t stand ____ ____ ____ ____.她受不了在这家工厂工作。8) destroy vt. 破坏;毁坏destroy表示“毁坏”, 通常指彻底的毁掉或毁灭, 往往暗示无法或很难修复,也可用于损坏抽象的东西,比如名誉、计划、努力等。①the fire ____ ____ ____ ____. 大火毁了这个森林。②he didn’t mean ____ ____ ____.他并不是存心摧毁我们的希望。9) take turns 轮流take turns to do sth./take turns at doing sth. 轮流做某事by turns 轮流地;时而……,时而……①the doctors ____ ____ _____ joining in the mobile medical team now.医生们轮流参加巡回医疗队。②we agreed ____ ____ ____ ____ clean the classroom.我们同意轮流打扫教室。③he gets cheerful and sad ____ ____.他的情绪高一阵低一阵。step5.homeworkrecite the following pithy formula:接不定式作宾语的动词【速记口诀】
同意提出学会的打算,要求答应来帮忙。
准备决定遭拒绝,敢于设法有希望。
未能做到莫假装,选择破釜沉舟当自强。offer(提出), learn(学会), intend, plan(打算), demand, ask(要求), promise (答应), help (帮忙), prepare (准备), decide, determine (决定), refuse (拒绝), dare(敢于), manage(设法), wish, hope want, expect(希望,想要), fail, pretend (假装), choose(甘愿)共26页,当前第9页1234567891011121314151617181920212223242526接动名词作宾语的动词【速记口诀】
建议停止享受--想象完成逃跑(suggest, advise, stop, resist, enjoy, imagine, finish, escape)承认借口--推迟实践(admit, excuse, delay, practice)
认为应该保持头脑清醒--懂得避免冒险(consider, keep, mind, understand, avoid, miss, risk)实施效果与反思: in the process, through various ways of presenting and practices, according to the cognitive learning of students, with the inductive and deduction method, students with different characteristic and levels can obtain much in the process of learning grammar and words; meanwhile, students can keep interested and participate in the individual work, pair work and group work. 第四课时:writing多维教学目标:language objectives:to enable the students to learn about the structure of a typical paragraph, what is a topic sentence and how to develop a paragraph..skill objectives:to enable the students to write a passage containing a topic sentence.to enable the students to have ability to enjoy the process of writing.to 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 write a passage containing a topic sentence. teaching procedures: pwp teaching modelstep1. pre-writing first i’ll present a typical paragraph on the screen and analyze it, pointing out the structure of the paragraph. and then define the topic sentence.we all know that cigarette smoking is a dangerous habit because it causes health problems.doctors say it can be a direct cause of cancer of the lungs and throat and can also contribute to cancer of other organs. in addition, it can bring about other health problems such as heart and lung diseases. it is clearly known as one of the chief causes of death in our society.the topic sentence(主题句): we all know that cigarette smoking is a dangerous habit,because it causes health problems.supporting sentences(拓展句): 1) doctors say it can be a direct cause of cancer of the lungs and throat and can also contribute to cancer of other organs. 2) in addition, it can bring about other health problems such as heart and lung diseases.the concluding sentence(结论句): it is clearly known as one of the chief causes of death in our society.段落中的主题句(topic sentence)是全段的统领,它说明段落的中心思想和作者写作的目的。段落的其余句子必须与主题句密切相关,共同阐明、证实主题句。因此,主题句具有概括性,支配段落中其他各句的走句。有时,段落中没有结论句。step2. while-writing共26页,当前第10页1234567891011121314151617181920212223242526⑴after making sure students know what a topic sentence is, what the structure of a paragraph is, i’ll let them in pairs identify the topic sentences in paragraphs on the students learning plan. meanwhile, remind students that sometimes topic sentences lies at the end of a paragraph, or even in the middle of a paragraph.exercise one:read the following paragraphs and underline the topic sentence.1)but no matter what it is called, all polyester has certain good points. it does not wrinkle easily. it dries quickly after it is washed. it holds its shape. it is strong and keeps its colors well.2)names usually have origins, especially for indians. indians with distinctive physical characteristics, might be given names such as big foot or crooked leg. if there had been a big storm on the day of a baby’s birth, the baby might have been named thundercloud. grey eagle, red-dog, big bear, and spotted wolf are examples of indian names after animals.3) electric products are closely connected with our lives. electric alarm clocks and music pouring from our radio awaken us; we brush our teeth with an electric toothbrush, and shave with an electric razor. we read today’s headlines from newspapers printed on huge electric presses, and we write a letter on our electric typewriter before leaving for work to operate a computer and word processor.4) suppose you’re playing a game. you make a silly mistake and lose. do you become angry?or can you laugh at yourself and hope to do better next time? suppose you are at a special dinner. you accidentally spill some food. why keep worrying about how clumsy you look?why not laugh it off and enjoy yourself anyway?if you can, it’s good sign you’ve really grown up.exercise twread the following paragraph carefully and select the best topic sentence from the four possible answers that follow the paragraph.1)topic sentence:_____________________________________ i love sunny days because they are ideal for outings. i remember the sunny weekend when two roommates and i had a marvelous time in the old summer palace. under the blue sky, the trees are bathed in golden light. on rainy days, i enjoy the sound of raindrops beating on the windowpanes. i watch the rain washing the trees and grass clean, knowing they will glitter when it clears up and hoping a rainbow will follow. in winter, a heavy snowfall offers a different type of pleasure. cold as it often is, i always go outdoors and leave my footprints in the thick snow while throwing snowballs and making snowmen with my fellow students. 共26页,当前第11页1234567891011121314151617181920212223242526