外研版高中英语必修二Module 4 Fine Arts Western
后跟动词-ing形式作宾语的动词词组有： be used to ，can't stand( 无法忍受)，give up ，feel like，keep on ，insist on ，look forward to ，put off ，devote to ，stick to ， object to ，thank you for ，be busy ，get down to 等。
mean doing sth. 意味着做某事
(6)stop to do sth. 停下(别的事情)来去做某事
stop doing sth. 停止做某事
(7)go on to do sth. 接着做(另一件事)
go on doing sth. 继续做(原来的事)
(8)want/need/require to do sth. (主语)想要/需要做某事 want/need/require doing sth. (不用被动、以物作主语)需要做
4．动词-ing形式作主语，这时动词-ing形 式有名词的特征。
Watching TV too much is bad for your
eyes. 看电视太多对你的眼睛有害。
5．动词-ing形式作主语，有时也可用“It is...＋动词-ing形式”结构，一般只限于名 词fun，good，joy，use或形容词good， nice，useless，worth 之后。
(3)regret to do sth. 对将做的事感到抱歉(未做)
regret doing sth. 后悔做过某事(已做)
(4)try to do sing sth. 试着做某事(只是试试)
(5)mean to do sth. 打算、想要做某事
(9)can't help (to)do sth. 不能帮忙做某事
can't help doing sth. 禁不住做某事
Sorry，but I didn't mean to hurt your feeling. 对不起，但我本不想伤害你的感情。
I'm determined to solve this mystery even
It's no good sitting here without doing
anything. 在这儿干坐着是没有用的。
6．动词-ing形式和不定式结构都可作主语， 但表示经常性、习惯性的抽象动作，一般 用动词-ing形式作主语；表示具体的，特 别是将来的动作时，一般用不定式结构。
To finish the work in a week is impossible. 一周内完成工作是不可能的。
Module 4 Fine Arts – Western, Chinese, and
Pop Arts 动词-ing 形式与动词不定式
1.动词-ing形式作宾语 He admitted taking my money. 他承认偷了我的钱。
He didn't mind working overtime. 他不介意加班工作。
He refused to say sorry to me. 他拒绝向我道歉。
只跟不定式而不接动词-ing形式作宾语的 动词有： afford ，agree ，decide ，determine (决心)， expect ，demand ，hope ，manage ，refuse ， want ，wish，offer ，promise ，pretend 等。
有些固定短语后跟动词-ing形式作宾语， 常见的有：
be worth doing... 值得做…… What/How about doing... ？ 做……怎么样？
have difficulty/trouble/problems(in)doing... 做……有困难
2．不定式作宾语 He can't afford to buy such an expensive car. 他买不起这么贵的汽车。
有些动词后只跟动词-ing形式而不接不定 式作宾语，常见的动词有： suggest ，finish ，practice ，avoid ，miss， delay ，like(enjoy) ，imagine ，deny ， admit ，consider (考虑)，escape ，risk ， mind 等。
2. 一些动词词组后也跟动词-ing形式作宾 语 He used to get up late ，but now he has
been used to getting up early. 他过去起得很晚，但他现在习惯了早起。
Let's get down to talking about the next
crying . 听到这个坏消息，他情不自禁地哭了。
提示】 need，want，require等动词作 “需要”讲，并且句子主语与这类谓语动 词之后的动词有被动关系时，其后如果跟 动词-ing形式要用主动形式表达被动意思； 如果跟动词不定式要用被动形式。
窗户需要擦了。 The windows need cleaning . The windows need to be cleaned .
if it means traveling to New York myself. 我决心解决这个秘密，即使这意味着我要 亲自到纽约去一趟。
I'm very busy now，so I can't help to
clean the room. 我现在很忙，所以不能帮着打扫房间。 Hearing the bad news ，he can't help
3．下列动词或词组既可以跟动词-ing形式 作宾语，也可以跟不定式作宾语，但意义 上有区别，要特别注意：
remember to do sth. 记住去做某事(未做)
remember doing sth. 记得做过某事(已做)
(2)forget to do sth. 忘记做某事(未做)
forget doing sth. 忘记做过某事(已做)
高中英语 课文中英文对照M4 外研版必修2
高一英语课文中英文对照:M4 Fine Arts-Western Chinese and PopArts （外研版必修2）这是西班牙画家巴勃罗.毕加索的一幅油画，他被认为（be considered to be）是二十世纪西方最伟大的艺术家。
毕加索和另外一名画家乔治.布朗克开创立体派，这是所有现代艺术运动中最重要的一个。
立体派画家在描绘物体和人的时候，会同时展现对象的多个不同侧面。
这幅油画是美国当代艺术家洛伊.利希滕斯坦（（1923-1997）画的，它是波普艺术的一个世界闻名的代表作。
波普艺术（此词源于"popular"这个单词）是一个重要的现代艺术流派。
它着眼于展现20世纪普通的城市生活。
例如，它展现像汤罐头和广告这类的事物。
齐白石（1863-1957），是中国最伟大的画家之一，他继承了(follow)中国传统绘画风格。
中国画以用毛笔蘸黑墨和天然颜料画成而著称(be known for)。
齐白石十分认真地观察(observe)自然世界，他的画因此而别具一格。
徐悲鸿（1895-1953）是中国二十世纪最著名的(best-known)艺术家之一像齐白石一样，徐悲鸿也有中国传统的绘画风格。
两位艺术家所勾勒的线条非常优美。
徐悲鸿认为艺术家应该反映现实(show reality)，而不仅仅是临摹(imitate)。
相反，一幅画应当尽可能展现主题的“生命力”。
他以画骏马良驹而出名。
我在学校学习艺术，我很开心，尽管老看图画可能会看腻(get tired of)。
我对齐白石的画非常的着迷(be crazy about)。
那赏心悦目的虾是他作品的一个生动典范。
但是我受不了(stand)那幅金发女郎画。
我觉得那幅画毫无意义。
我的父母喜欢(be fond of)去美术馆，并且经常带我一起去，我因此对艺术产生了兴趣(develop an interest in) 。
我必须说，我喜欢那副六匹马的画。
外研版高中英语必修2Module 4 Fine Arts – Western Chinese and Pop Arts课件
Tห้องสมุดไป่ตู้aching aims
1. To get Ss to learn some words to describe arts; 2. To get Ss to learn about some world-class artists & their styles; 3. To arouse Ss’ interest in arts.
阅读技巧点拨：先读题，注意关键词---人名
Careful -reading
PassageA 1.Picasso is considered to be the greatest •1.What is Picasso considered to be? western artist of the 20th century. 2.He started Cubism. •2.Which art movement did Picasso start? 3.He painted objects and people with aspects ofpaint the object or and person •different 3.How did Picasso objects showing at the same time. people?
PassageB
Pop art was an important modern
4. movement What does Pop artto mean? that aimed show art ____________________ ordinary 20th-century city life _________________________________.
外研版高一英语第二册课文翻译 Module 4 Fine arts(带要点)
Module 4 Fine Arts-Western Chinese and Pop ArtsA．This is a painting by the Spanish artist, Pablo Picasso, considered to be the greatest western artist of the twentieth century.Picasso and another painter, George Braque, started Cubism, one of the most important of all modern art movements. Cubist artists painted objects and people, with different aspects of the object or person showing at the same time.BThis painting by contemporary American artist Roy Lichtenstein (1923 - 1997) is a world famous example of pop art.Pop art (from the word "popular") was an important modern art movement that aimed to show ordinary twentieth-century city life.For example, it shows things such as soup cans and advertisements.CQi Baishi (1863-1957), one of the China's greatest painters, followed the traditional Chinese style of painting.Chinese painting is known for its brush drawings in black inks and natural colours.Qi Baishi observed the world of nature very carefully, and his paintings are special because of this.DXu Beihong (1895-1953) was one of China's best-known twentieth-century artists.Like Qi Baishi, Xu painted in the traditional Chinese style. Both painters have a beautiful brush line.Xu Beihong believed that artists should show reality, but not just imitate it. Instead, a picture should try to show the "life" of its subject.He is most famous for his lively paintings of horses.E Wu HangI'm studying art at school, and I enjoy it a lot, although I can get tired of looking at pictures all the time.I'm crazy about the paintings of Qi Baishi, and this delightful picture of the little shrimps is such a lovely example of his work.But I can't stand that picture of a golden-haired girl. I think it's stupid.F Sarah HardwickMy parents are fond of going to art galleries and often take me with them, so I've developed an interest in art.I must say, I love that picture of the six horses. They look so alive. It's by a Chinese artist, isn't it? I can tell by the style.I think the painting of the young girl is probably by Picasso. I really like him. I think he's an extraordinary artist.A．这是一幅西班牙艺术家巴勃罗•毕加索的画，他被认为是二十世纪最伟大的西方艺术家。
高中英语：module4 fine arts——western ,Chinese and pop stars教案(外研版必修2)
Module 4 Fine Arts---Western, Chinese and Pop ArtsI．教学内容分析本模块以“Fine Arts”为话题，介绍了毕加索等数位著名的艺术家及其艺术风格，同时引入了与艺术和艺术欣赏相关的词汇。
教师通过模块教学，让学生了解这些艺术家及其艺术风格，并能用英语简单介绍自己喜爱的艺术家和他们的艺术作品，从而提高学生的艺术欣赏能力，培养学生的文化意识和语言表达能力。
Introduction部分开始通过三个问题引起学生的兴趣，与此同时引入一些与艺术有关的词汇，再通过一个口头练习来让学生初步掌握这些词汇的意义，为以后的学习做好准备。
Reading and V ocabulary部分分为两个部分，第一部分是词汇，通过词义配对，培养学生的英语思维能力，初步清除阅读时的词汇障碍；第二部分是阅读理解，先让学生看四幅画，通过这四幅画引出该篇文章。
该文章由六个段落组成，前面四个段落分别介绍了四位非常出名的艺术家，后两个段落是两个中学生对这四幅画的评论和看法。
围绕课文，编者设计了三个练习。
通过练习，学生可以熟悉课文内容，学会使用与艺术有关的词汇。
Function部分列出了交际中常见的表达意见的语句，要求学生就自己喜欢的和不喜欢的艺术作品发表自己的看法，使学生掌握这些交际用语。
Grammar J部分通过让学生观察例句，从中发现动词的-ing和to do形式做宾语的区别。
要求学生通过一系列的练习来学习并掌握动词的．ing形式和to do形式做宾语的语法功能，并能正确地使用该语法项目。
Listening and V ocabulary部分有两个主要任务，一是词汇，通过完成句子的形式来让学生了解该部分词汇的含义，为听力活动做好铺垫；二是听录音，然后完成与录音内容相关的练习。
Grammar 2部分通过观察句子，了解动名词形式作主语的现象。
要求学生学会使用动名词作主语这一语法规则。
Speaking部分要求学生相互提问，通过一问一答的方式来练习表达“喜欢”与“不喜欢”。
(外研版)高中英语必修二模块质量测评【4】(含答案)
模块质量测评(四)Module 4Fine Arts — Western,Chinese and Pop Arts(时间：90分钟满分：110分)第一部分阅读理解(共两节，满分30分)第一节(共10小题，每小题2分，满分20分)阅读下列短文，从每小题后所给的A、B、C、D四个选项中，选出最佳选项。
AI was driving down a quiet country road and heading home. As I was rounding a bend, I saw a rock in the middle of the road. As I slowed to go around it, I noticed that it had a head and was staring up (抬头注视) at me. It was a turtle who had decided to warm up by sunbathing on the road.I pulled over to the side of the road and picked up the sunbather. I knew if I moved the turtle off to the side of the road he would just crawl (爬行) back to the warmer spot as soon as I left. Not knowing what else to do then I carried him to my car and placed him on the passenger seat.When I finally made it home, I picked up the sunbather again and headed to the woods behind my house. After looking around a bit I saw a clear spot where the sun was shining down on a single rock. I gently placed the turtle down on it and took a few steps back. A few minutes later the head slowly came out and started enjoying the sun once more. I smiled and headed back to my house. My simple act of kindness may not have seemed like much in the eyes of the world, but it made a difference in the life of one turtle and in the heart of one man.Most of us go through our lives wanting to make some big difference in this world. However, any kind act makes a difference. Remember this the next time you see a person or a turtle needing a helping hand.语篇解读一只乌龟在公路上晒太阳，作者担忧它的平安，把它带回到家放到屋后的小树林，让它在那里平安地享受阳光的沐浴。
高中英语必修2(外研版)Unit 4 Fine Arts---Western, Chinese and Pop Arts 知识点总结
高中英语必修2（外研版）Unit 4 Fine Arts---Western, Chinese and PopArts知识点总结一、重点词汇词义辨析：alive/living/live/lively都有“活着的”意思，含义和所做成分各有不同。
他因粗心大意断送了前途。
be/get tired of：对...厌烦I'm so tired of your stinky shoes.我真受不了你的臭鞋子。
tell by：从...可看出In England，it's easy to tell a person's class by his speech．在英国，根据一个人的言谈就很容易判断出其所属的社会阶层。
put off：推迟；延期Because of the bad weather, we suggested putting off the meeting till tomorrow. 因为坏天气，我们建议把会议推迟到明天。
拓展：put 词组1. put up with：忍受2. put out ：熄灭，扑灭3. put down：记录，写下4. put forward：提出5. put up：举起；张贴一词多义：adopt vt.采纳，采用；领养The store recently adopted a drug testing police for all new employees.这家商店进来实行新雇员做药检的政策。
Sally was adopted when she was 4.Sally 四岁时被人领养。
一词多义：stand vt. 站立，坐落于；忍受There stands a tall building between the bus station and the shopping center. 在车站和购物中心坐落着一座建筑物。
I can’t stand people smoking around me when i am eating.我受不了吃饭的时候有人在我旁边抽烟。
英语：Module4fineartswesternchineseandpoparts课件(外研版必修2)
2. living living 表示“活着的”, 可用于修饰人或 物。living things为固定搭配, 表示“所 有生物”。 ① He’s one of the greatest living composers. 他是在世的最伟大的作曲家之一。 ② The sun affects all living things. 太阳影响一切生物。
drawing
landscape painting
oil painting
shrimp
齐 白 石
渔 归 图
老鼠偷蛋
徐悲鸿（1895年7月19日－1953年9月26 日），汉族，生于中国江苏宜兴屺亭桥。 中国现代美术事业的奠基者，杰出的画家 和美术教育家。
奔马图
此幅《愚公移山图》极具现实意义。画家以宏 大的气势、震人心魄的力度表达了一个古老民族的决心与毅力。
3→ D 2→ A
4 →B
Read paragraphs A-F again and choose the correct answer. 1. The Cubist art movement _____ . A
A. showed different sides of an object
in the same picture. B. is considered to be the greatest art movement of the twentieth century.
1. live
(1) 作形容词时, 表示“活着的”, 通常 用于修饰动物, 只能置于名词前作 定语, 此时与living通用。 ① They want to stop the export of live (living) sheep and cattle. 他们想要停止活羊和牛的出口。 ② We were so excited to see real live (living) elephants. 看到真实的大象, 我们很激动。
外研版必修2M4FineArtsWesternChineseandPopArts重点知识课件
句型探究
1. I’m studying art at school, and I enjoy it a lot, although I can get tired of looking at pictures all the time. 我在学校学习艺术,我很开心,虽然老看图可 能会看腻。
4
句型探究
2
重点句型
3. I must say, I love that picture of the six horses. 我必须说,我爱好有六匹马的那幅画。 4. What do you make of it? 你认为怎么样? 5. People agree that Picasso’s greatest Cubist painting is Guernica, which was painted in Madrid in 1937. 人们认为毕加索最伟大的立体画是《格尔尼 卡》,这幅画是于1937年在马德里画的。
9
句型探究
2. What do you make of it? 你认为怎么样? What do you make of the plan? 你怎么看这个计划？ What do you make of her statement? 你怎么理解她的话？
10
知识拓展
make of 理解，看待 What do you think of…? 你认为……怎么样？ How do you like / find…? 你认为……怎么样？ What / How 步状语从句时,常将句中的表 语(包括形容词、名词或分词)、状语或动词 原形提至句首,再将as置于主语之前。 Clever as he is, he doesn’t do well in study. 虽然他很聪明,学习却不好。
高中英语 Module 4 Fine Art-Western, Chinese and Pop Arts教案 外研版必修2
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, 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 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, choosing the correct answers and filling in the form in the aspect of reading To enable the students to give opinions about certain paintings Culture 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 part Teaching procedures: PWP Teaching ModelStep1. leading-in activityUse the paintings The Smile of Mona Lisaby 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.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 soI 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(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 One consider: 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 arefamiliar 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 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.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 paintings 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 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 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. 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 checkthe 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 listening material.Step4. Homework⑴Look 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.2 3The 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 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 everydayEnglish 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 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. 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。
高中英语外研版：必修二 module 4 fine arts — western chinese and pop arts 含答案
Module 4Fine Arts — Western, Chinese and Pop Arts一、刷黑板——词汇全听写(先过识记默写关)Ⅰ.阅读词汇(英译汉)[第一屏听写]1．contemporary adj. 当代的2．drawing n. 图画3．landscape n. 风景；景色；风景画；山水画4．portrait n. 画像；肖像；人像5．realistic adj. 现实主义的；写实主义的6．watercolour n. 水彩画Ⅱ.高频词汇(汉译英)[第二屏听写]1．like n．爱好；嗜好2．dislike n. 憎恶；不喜欢3．artist n. 艺术家4．colourful adj. 彩色的5．delightful adj. 令人愉快的；可爱的[第三屏听写]6．paint vt. 绘画；(用颜料)画7．painter n. 画家8．painting n. 绘画；油画9．scene n. 景色；风景10．traditional adj. 传统的；习俗的[第四屏听写]11．alive adj. 有活力的；有生气的12．aspect n. 方面13．imitate vt. 临摹；仿造；模仿；仿效14．observe vt. 观察；注意到15．reality n. 真实；现实；逼真[第五屏听写]16．style n．风格17．adopt vt. 采纳；采用18．aim vi. 以……为目标；打算；意欲19．stand vt. 忍受20．unusual adj. 不寻常的；非凡的[第六屏听写]21．exhibition n．展览22．expression n. 表现；表达23．realise vt. 领悟；了解；实现；实行24．destroy vt. 破坏；毁坏25．be/get_tired_of 对……厌烦[第七屏听写]26．be_fond_of 喜欢；喜爱27．tell_by 从……可以看出28．put_off 推迟；延期29．take_turns 轮流30．a_series_of 一系列的二、刷清单——热身自盘点(再过基本应用关) (一)核心单词。