外研版高中英语必修2---Module4教案
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。
eful expressionsget/be tired of 对…感到厌倦get/be tired with/from 因…而疲倦all the time 总是，一直be crazy about 对…迷恋、入迷golden-haired adj. 金发的be fond ofdevelop an interest (in sth.) 对…产生兴趣tell by从…看出/区分Period TwoTeaching content:Grammar1 & Grammar2Teaching important points:1.Learn to research by cooperation;2.Learn to make use of the -ing form as well as the infinitive correctly.Teaching difficult points:1.Lead the students to take an active part in class.2.Make the students learn how to use the -ing form as well as the infinitive correctly.3.Help the students learn by heart all verbs that can be followed by the -ing form as well as the infinitive.Teaching procedures:Step 1 Greetings and Revision1.Greet the students as usual.2.Check up the homework in last period OR ask some students to read out the new words in this module.Step 2 Grammar1—-ing form and the infinitive1.Finish Activity1 in this part on P35.2.Review the verbs followed by the gerund(['dʒerənd] 【英语语法学】动名词) or the infinitive.非谓语动词作宾语用法总结：[It has been summarized in Module2 SH1.]1）只能跟-ing形式作宾语的动词及短语常用动词：admit, avoid, advise, allow, appreciate, consider(考虑), delay, enjoy, escape, finish, forbid, imagine, keep, mind, permit, practise, risk, suggest常用短语：feel like, give up, can’t help, keep on, insist on, put off, be busy in, have some trouble/difficulty/problems(in), be/get used to, look forward to, devote…to, stick to, object to(反对), thanks to, get down to(开始,着手)eg: I am looking forward to seeing you. 我盼着再见到你。
高中英语 Module4 Fine Arts教案 外研版必修2-外研版高一必修2英语教案
Module 4 Fine Arts-Western, Chinese and Pop Arts知识技能目标：学习掌握有关艺术的词汇，学习用英语表达不同艺术作品的类型；通过讨论与描述提高学生综合运用语言能力；进一步掌握用英语表达自己喜好的句子，在描述艺术作品的过程中提高欣赏不同类型艺术作品的能力。
情感态度&价值观：了解不同类型艺术作品以及怎样欣赏艺术作品，引导学生关心艺术，热爱艺术；创设愉快学习的课堂，让学生保持学习英语的兴趣，主动参与各种课堂活动；通过开展小组讨论，指导学生积极合作，培养其团队精神。
过程&方法：〔整体模块教学思路整合〕第一步：欣赏绘画名作，让学生直接体验艺术氛围。
并预习有关艺术的词汇。
激活背景知识。
让学生围绕art说出所能想到的词汇。
第二步：学习描述一副艺术作品。
并且以艺术为话题，导入相关词汇及本模块重点语法--动词的ing形式及动词不定式。
第三步：引入课文，并深入介绍中西艺术的共同点及区别。
第四步：分组讨论呈现，毕加索的反战思想及艺术成就。
第五步：词汇，句型，重点语法巩固练习。
第六步：写作输出：根据主题句扩展写作。
Introduction1.be interested in 对…感兴趣Are you interested in playing football？你对足球感兴趣吗？引申：interested 与interesting区别Take /have an interest in 对…有兴趣2. prefer v．更喜欢…..prefer sth to sth prefer to do sth prefer doing sth; prefer doing sth to doing sthI much prefer dogs to cats．与猫比起来，我更喜欢狗。
Many people living in cities would actually prefer to live in the country．许多住在城市的人实际上更愿意住在乡村。
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。
高中英语必修二(外研版)学案：Book2 Module4 Grammar
高中英语必修二（外研版）学案：Book2 Module4 Grammar
一、教学目标解读
1. 识记常用动词及短语。
2.掌握动名词作主语的用法并实际运用到考试题型中。
二、预习任务安排
在考试写作文和短文改错的时候，很多同学在动名词这个问题上容易犯汉式英语的错误。
如；1，上大学是每个人的梦想。
Go to college is every one’s dream. (×) Every one’s dream is to go to /going to college. (√)
2，把英语学好并不困难。
Learn English well is not difficult.(×)
Learning English well is not difficult.(√)
It is not difficult to learn English well.(√)
五、知识点睛：
我们熟悉的动名词除了做主语和宾语以外，动名词作状语也是一个常考的考点。
Having worked there for 30 years, Heydon moved to London.（动名词的完成式, 表示
的时间状语）
Having been to the Great Walls for many times, I didn’t go with them yeaterday.（动名词的完成式, 表示的原因状语）。
英语必修ⅱ外研版module4period1教案
Book 2 Module 4 Period 1 Fine arts—Western, Chinese and Pop ArtsReadingTask 1 Fast readingT: Now, turn to page 32. You can see four beautiful paintings. On the right of them are six short passages, which tell something about the paintings. I allow you five minutes to read the paragraphs. Then match paintings 1 － 4 with descriptions in paragraphs A － D.Five minutes later.T: Are you ready? Who’d like to tell us the answers?S: Yes. I think Picture 1 is by Qi Baishi, who is good at brush paintings in black inks and natural colours. So Paragraph C describes Picture 1.T: Good. Next?S: I think Picture 2 is by Picasso, who is good at painting pictures in blue. Furthermore, Picasso often showed his sympathy towards poor and unhappy people. So Paragraph A describes Picture 2.T: You are right. What about Picture 3?S: I think Picture 3 is the Six Horses painted by Xu Beihong in 1925. It shows six horses are running towards us. It is a lively painting in the traditional Chinese style. So Picture 3 matches Paragraph D.T: Excellent. The last picture?S: Picture 4 is by a famous American artist named Roy Lichtenstein. So Picture 4 matches Paragraph B.T: Do you agree with him / her?Ss: Yes.T: Good. Now read the passages again and say which paintings are mentioned in Paragraphs E and F.S: In Paragraph E, Wu Hang said he was crazy about the paintings of Qi Baishi and couldn’t stand the picture of a golden-haired girl. Therefore, he mentioned Pictures 1 and 4.S: In Paragraph F, Sarah Hardwick talked about the picture of the six horses and the picture of the young girl by Picasso. So she mentioned Pictures 2 and3.Task 2 Detailed readingThis step is designed to help the students understand the passage further. Ask the students to read Paragraphs A － F carefully and answer the following questions in pairs. At last ask them to choose the correct answer to Activity 3 on page 34.T: Now, please read the passages carefully and answer the questions on the screen.1. What’s Qi Baishi’s style of painting?2. What’s Xu Beihong’s opinion of painting?3. What’s Xu Beihong famous for?4. What does “pop art” mean?5. Which pictures does Wu Hang like and which one does he dislike?6. Which pictures does Sarah Hardwick love?After a few minutes.T: Now I’m sure that you have finished reading. Let’s ask and answer the questions in pairs. Who’d like to try?S: What’s Qi Baishi’s style of painting?S:He followed the traditional Chinese style of painting.S: What’s Xu Beihong’s opinion of painting?S: He believed that artists should show reality, but not just imitate it and that a picture should try to show the “life” of its subject.S: What’s Xu Beihong famous for?S: He is most famous for his lively paintings of horses.S: What does “pop art” mean?S: Pop art was an important modern art movement that aimed to show ordinary twentieth-century city life.S: Which pictures does Wu Hang like and which one does he dislike?S: He likes the paintings of Qi Baishi and dislikes the picture of a golden-haired girl.S: Which pictures does Sarah Hardwick love?S: She loves the picture of the six horses and the painting of the young girl. Choose the correct answer to Activity 3 on page 34.T: Good! You all have done a good job. Now turn to page 34. Let’s do Activity3.A few minutes later.T: Are you ready? Let’s have a check. Who’d like to tell us the answers? ...Task 3 Language pointsThis step is to help the students understand the text, build their vocabulary and improve their abilities to put what they have learned into practice. T: Let’s look at the screen. I’ll explain some language points to you. Show some language points on the screen.1. Do you like traditional Chinese art using brush and ink?“ing brush and ink” means “which uses brush and ink”.2. This is a painting by the Spanish artist, Pablo Picasso, considered to be the greatest western artist of the twentieth century.The part underlined means: who is considered to be the greatest western artist of the twentieth century.e.g. Einstein was considered to be / as one of the greatest scientists.3. Cubist artists painted objects and people, with different aspects of the object or person showing at the same time.Pay attention to the structure “with + n. / pron. + object complement”e.g. With so much work to do, he was very busy.With the boy leading the road, we had no difficulty finding his house.4. Chinese painting is known for its brush drawings in black inks and natural colors.“be known for”: be famous for5. Instead, a picture should try to show the “life” of its subject.e.g. He didn’t go there. Instead, he stayed at home and thought a lot about the matter.I go to school by bike instead of bus.6. I’m studying art at school, and I enjoy it a lot, although I can get tired of looking at pictures all the time.“get tired of”: get fed up with7. But I can’t stand that picture of a golden-haired girl.e.g. He can’t stand being made fun of.Pay attention to the word formation here.e.g. four-legged, red-eyed ...8. He is most famous for his lively paintings of horses.“most”: very.e.g. Thank you very much. You are most kind.9. I must say, I love that picture of the six horses.“I must say”: in my opinionTask 4 Listening and practiceThis step aims to help the students summarize the reading they’ve learnt. T: Listen carefully to the passages and pay attention to the intonation and pronunciation. After listening, fill in the following blanks.There are many famous world-class artists in the world. Many of them have styles of their own.Let’s take a few of them for example. The Spanish artist Pablo Picasso, _________ to be the greatest in the western world, started _______. Roy Lichtenstein from America is a world famous example of pop art, which _______ to show ordinary twentieth-century city life.Qi Baishi, one of China’s greatest painters, followed the _______ Chinese style of painting. His paintings are special because he _______ the world of nature very carefully. Xu Beihong, another great artist of China, is ______ famous for his lively paintings of horses.A few minutes later, check the answers.Sample answers:considered, Cubism, aimed, traditional, observed, mostStep IV Summary and HomeworkMake a summary of the text and assign the homework.T: Today we’ve learned about some famous artists and art. I believe you are all interested in them. I hope you will enjoy beautiful paintings in future. And the homework for today:1. Read the text again and pick out the sentences you appreciate.2. Remember the words and phrases we have learned.3. Find more information about the artists mentioned in the text.。
英语必修ⅱ外研版module4教案
Module 4 Fine Arts – Western, Chinese and Pop ArtsPeriod 1 Introduction, Cultural Corner, FunctionTeaching Goals:1. To arouse Ss’ interest in learning about arts;2. To introduce the topic “Fine Arts – Western, Chinese and Pop Arts”;3. To get Ss to learn some words to describe arts;4. To get Ss to know something about Pablo Picasso;5. To let Ss learn how to give opinions.Teaching Procedures:Step 1. IntroductionPurpose: To arouse Ss’ interest in learning about arts.1. Leading-inShow some pictures on the screen and ask some questions in order to arouse Ss’interest in learning about arts.(1) Are you interested in art?(2) Do you like traditional Chinese art using brush and ink?(3) Can you name the artists of the following pictures? Do you know other famous artists at home and abroad?Suggested Answers:(1)Various answers are acceptable.(2) Various answers are acceptable.(3) The artists of the four pictures are: ① Da Vinci ② Da Vinci ③ Xu Beihong ④ Qi Bais; Other famous artists are, for example, Zhang daqian, Pablo Picasso, Vincent van Gogh and Roy Lichtenstein.2. Pair Work(1)Introduce some new words by showing some pictures.(2) Ask Ss the following question:These two paints bellow are about ① .Suggested Answers:①※[比较] scene与sceneryscene指风景，所见之物，包括户内或户外的、城市或乡村的、活动或静态的景物。
高一英语 module4教案 外研版必修2
Module 4 Fine Arts—Western, Chinese and Pop ArtsTeaching Plan 1Teaching aims:Enabling the students to1. grasp the following words and phrases:alive / aspect / imitate / (art movement ) / observe /ordinary / realit y…2. grasp the main idea of the passages.Teaching Steps:I. Pre-reading1 Show some portraits of artists and their works. Including Pablo, RoyLichtenstein, Qi Baishi and Xu Beihong.2 Free talk1)Have you heard of these people?2)Do you know anything about them?II ListeningNow let’s listen to the tape and try to find more information about these artists and their works. You may take notes if necessary. After listening you are supposed to answer the following questions.1) What is the nationality of Pablo Picasso?2) When did Qi Baishi die?3) What was Xu Beihong famous for?Play the tape for the second time, listen and repeat it. After this, try to get the general idea of this article. Match paintings 1-4 with descriptions in paragraphs A-D.Which paintings are mentioned in paragraphs E and F?Group workDivide the whole class into three groups, each group focuses on two paragraphs, and think out some questions to ask the other two groups.III Reading1. Read the passage loudly2. Finish Activity 3 on Page 34.IV After readingDiscussion.Could you tell me about your favourite artist and his works besides those in the text.V SummaryFrom this article, we can learn that different people have different points of view about the same work. Make sure that you can read the articles connected with art works and famous artists.VI HomeworkWrite a composition about your favorite artist.。
外研版高中英语必修二 Module4 第3课时教案-新版
Module4第3课时教案第三课时：Grammar1 & Grammar 2 and V ocabulary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 ModelStep1. RevisionI’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/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.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 t o 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.13)She put off holding the class meeting.14)My father has given up drinking.15)The farmers went on workin g 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 swimmin g, 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 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, go on, mean, regret…Step3. Practice⑴First 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)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。
四川省射洪县射洪中学高中英语必修2《Module 4 Fine Arts—Western Chinese and Pop Arts》教案4(外研版)
The Fourth Period: Reading (II)I.Teaching aimsStudent’s Book: More about Freddy the Frog( page 37)Workbook: Reading Task “Cat’s in the Cradle”1.ability aimsa.Learn more about Freddy’s life and be able to talk about theadvantage and disadvantage of being famousb.Enjoy a poem for children(a ballad) “Cat’s in the Cradle”nguage aimsa.learn to read for the main idea of the whole passage about Freddy andthe main idea of each part of the balladb.learn to read for detailed informationII.Teaching methods:task-based learning; individual, pair activitiesIII.Teaching aids: computer with a projector and a tape-recorderIV. Teaching proceduresStep I Pre-readingAnswer the questions about what the students have learned about Freddythe Frog in their listening:Who was Freddy?Where did he live?What did he decide to do when he met his friends?Step II ReadingRead more about Freddy’s life and then work on the comprehendingexercises(Part 3 for specific information and Part 4 for the general idea Step III DiscussionDo you think you would enjoy being famous now you know some of theproblems? Give a reason.What do you think are the advantages of being famous? Give examples.What do you think are the disadvantages of being famous? Giveexamples.Step IV Reading Task in WorkbookListen to the tape and practise reading the poem aloud, paying attentionto the rhythm.Find the main idea for each part of the ballad.The Fifth Period: SpeakingIV.Teaching aimsStudent’s Book: Speaking, Page 38;Speaking, Page 39Workbook: Talking, Page 69; Speaking Task, Page 743.ability aimsa.Be able to talk about music: forming a band and music quotesb.Be able to make suggestions and talk about preference properlynguage aimseful expressions in making suggestions:I think we should…Should we go…? What if we…?What do you think…? How/what about…? Let’s…We could…You could…eful expressions in talking about preference:I prefer…(to…)I am fond of…I like … best because…I enjoy –ing…My favourite musician is…I don’t like… very much.I hate…e what the students have learned to pick out and correct mistakes insentencesV.Teaching important pointsa.Talking about forming a bandb.Making suggestions with the expressions mentioned aboveVI.Teaching method: Task-based learning; pair and group workTeaching proceduresStep I Warming upBrainstorm: Do you know what a band is? What is your favourite band? Howmany people is a band usually formed?…Step II SpeakingYou and your friends want to start your own band. However,, you have neverplayed in a band before. Talk with your friends about the band you are goingto start. What things do you have to consider? What problems do you have?Step III Activity and performanceForm your own band in groups of four. Decide who will play what instrumentand who will sing. Choose a name of your band and an English song and thentry perform it to the class.Step IV Talking and writingTalk about the music sayings in groups and tell what they mean and what doyou think of them. Then choose the one you like best and write down what itmeans to you and what do you think of music. Exchange your work with yourpartner(s).Step V Workbook: TalkingMake suggestions by talking about going to a concert this Friday evening. Thestudents are encouraged to use the expressions on the screen.Step VI Workbook: Speaking TaskIn pairs the students talk about preference about different kinds of music andmusicians. The students should be able to use the expressions of preferencein their talking.Homework:Use the internet to search for more music quotes.The Sixth Period: WritingVII.Teaching aimsStudent’s Book: Writing, Page 39Workbook: 填词和句子表达5.ability aimsa.Learn to work together to discover and solve problemsb.Learn to write a letter for advicenguage aimsa.Freely use the important words and expressions learned in this unit intheir writingVIII.Teaching important points1.Consolidate the words and expressions by using them in their writing:Instrument, popular, music, classical, clap, magical, jazz, concert, musician,dream of, above all, be honest with, paly a joke on, unusual, by chance2.how to work out a letter for asking for advice step by stepIX.Teaching methods:task-based learning; individual, pair or group activitiesIV. Teaching aids: a computer with a projectorV. Teaching proceduresStep I Warming upBrainstorm the students about different kinds of music. Then give themsome time to write down what they have learned about the topic.Step II More about vocabularyGo over the important words and expressions in this unit and work onWorkbook vocabulary exercise(filling in the blanks and word puzzle).Step III Writing sentencesTranslate the sentences in the Workbook exercise, using the words and theexpressions given. The purpose of this exercise is to revise the vocabularyand the structures the students have learned so far in this unit and toimprove their speaking and writing. Let the students to work in pairs, firstorally and then with pen and paper.Step IV Student’s Book: WritingYou and your friends want to start your own band, but you have neverbeen in a band before. Discuss your problems with your friends and thenwrite an e-mail to Freddy for his advice. The e-mail is started for you, butyou have to finish it.Let the students to talk about them. Show on the screen the steps they areadvised to follow. After writing, let some students read their letters andfinally show Sample Letter.Homework: Finish off the summing up in Student’s Book.。
新外研版高中英语必修第二册Unit 4 教学设计
T asks Ss to read the passage quickly and find out what aspects of Peking Opera most impressed the author.
Ss read the passage quickly andfind out what aspects of Peking Opera most impressed the author.
1. What are the namesof the plays?
2.Besides language, what are other different aspects between them?
Ss look at the
pictures of two performances, talking about their differences and similarities, and answer the questions:
（建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型
Reading + Speaking
主题语境
人与社会——影视、戏剧艺术
内容分析
本文是一篇记叙文，文章从西方人的视角描写观看中国版《哈姆雷特》——《王子复仇记》的感受，介绍中国京剧的艺术特点，展现京剧的艺术魅力。
教学目标
1.通过略读、精读读懂文章，概括文章主旨大意，获取细节信息；
教学难点
根据时间线索进行文本复述；思考京剧的艺术魅力。
教学策略
任务型教学法、P–W–P阅读模式
Teaching content
Procedure
Purpose
Teacher’s activity
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?