英语：module 4《fine arts-western,chinese and pop arts》listening and vocabulary课件(6)(外研版必修2)
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 Module 4 Fine Arts-Western, Chinese and Pop A
教学重点：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教学过程Teaching procedures: PWP Teaching ModelStep1. leading-in activityI will use the paintings The Smile of Mona Lisa by da Vinci andthe 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?T: 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—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: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 paintings Culture 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 paintings Teaching procedures: PWP Teaching ModelStep1. RevisionI’ll let some students display their favorite paintings or artists and give their opinions about their favorite paintings or artists.Step2. Pre-listening⑴I’ll show some pictures on the screen; that is, a watercolor, an oil painting, a portrait, a landscape, an art gallery.Through showing the pictures, I, together with the students study the new words,( watercolor, oil painting, portrait, landscape, art gallery), letting them pay attention to the pronunciation and the weak sounds/unstressed syllables of the words.⑵Then I’ll let the students in pairs learn the meaning of the new words in the contexts, in the form of completing the sentences with them (Part1, Page36), after reading after me.Step3. While-listening⑴Before listening, ask the students to look at the two pictures on Page36 and find out some similarities and differences. Listen for the first time, and answer the following questions:①What are the boy and girl are discussing?②Which picture is the boy painting, Picture1 or Picture2? Say how you know this.③Why does the girl say sorry at the end of the conversation?⑵Detailed listening/Pair workListen to the conversation again, and complete the following sentences. (Part3, Page37)First let the students check their answers with their partners; then I’ll play the recording again for them to check; and then I’ll check the answers with the class.Then I’ll show the following sentences on the screen:①You’ve got it right.②Don’t change a thing.③I’m not half as good as you.④What do you make of it?⑤There’s (an exhibition) on.⑥Thanks for the compliment.This time I ask the students to think about the meaning of the sentencesafter listening to the recording again, and then do the exercise on Page38 (Part1) in pairs. Then collect the answers from the whole class.Step4. Post-listening⑴Let the students describe the Picture2 on Page36 in pairs.⑵Act the dialogue out in pairs.⑶Make up dialogues using the everyday English learned from the listening material.Step5. Homework⑴Look through the Cultural Corner and collect some works of Pablo Picasso or information about him on the Internet.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.12 3GuernicaThe day students are assigned to the first task; and the rest of the students to the second task.实施效果与反思:At the start of the period, using the pictures to introduce the some of the new words in the listening material can arouse students’interest and reduce the difficulty students have in listening to the material. Similarly, letting students look at the two pictures on Page36 and find out some similarities and differences can arouse their curiosity and reduce the difficulty of Question-- Which picture is the boy painting, Picture1 or Picture2? Say how you know this.In the process of while-listening, After showing the six sentences taken from the recording on the screen, then let students listen to the recording while listening to the recording, which helps students comprehend the everyday English according to the context. In the process of post-listening, the task of making up dialogues in pairs strengthen students’ cooperation in one aspect; meanwhile, students can grasp the usage of the everyday English. The task of assignment is set to make students learn more about 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.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 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.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 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. 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 formsof 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 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.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。
高中英语 Module 4 Fine ArtsWestern,Chinese and Pop Art
Module 4 Fine Arts-Western，Chinese and Pop Arts Section ⅢIntegrated SkillsⅠ.完成句子1.我已经决定要比以前更加努力工作。
I have decided than before.2.与他讨论这个问题是没有用的。
It's no use the question.3.在高峰时刻开车令人疲倦。
during the rush hour is tiring.4.我的英语老师答应借给我一些书。
My English teacher promised to me.5.我很遗憾地告诉你，你没有通过考试。
I that you failed the test.【答案】 1.to work harder 2.discussing with him about 3.Driving a car 4.to lend some books5．regret to tell youⅡ.阅读理解A(2015·全国卷Ⅰ)Conflict is on the menu tonight at the cafe La Chope.This evening，as on every Thursday night，psychologist Maud Lehanne is leading two of France's favorite pastimes，coffee drinking and the “talking cure”．Here they are learning to get in touch with their true feelings.It isn't always easy.The customers －some thirty Parisians who pay just under $2 (plus drinks)per session－are quick to intellectualize(高谈阔论)，slow to open up and connect.“You are forbidden to say ‘one feels，’or ‘people think，’”Lehanne told them.“Say ‘I think，’‘Think me’．”A cafe society where no intellectualizing is allowed？It couldn't seem more unFrench.But Lehanne's psychology cafe is about more than knowing oneself：It's trying to help the city's troubled neighborhood cafes.Over the years，Parisian cafes have fallen victim to changes in the French lifestyle－longer working hours，a fast food boom and a younger generation's desire to spend more time at home.Dozens of new theme cafes appear to change the situation.Cafes focused around psychology，history，and engineering are catching on，filling tables well into the evening.The city's “psychology cafes”，which offer great comfort，are among the most popular places.Middleaged homemakers，retirees，and the unemployed come to such cafes to talk about love，anger，and dreams with a psychologist.And they come to Lehanne's group just to learn to say what they feel.“There's a strong need in Paris for communication，”says Maurice Frisch，a cafe La Chope regular who works as a religious instructor in a nearby church.“People have few real friends.And they need to open up.”Lehanne says she'd like to see psychology cafes all over France.“If people had normal lives，these cafes wouldn't exist，”she says.“If life weren't a battle，people wouldn't need a special place just to speak.”But then，it wouldn't be France.【语篇解读】本文是一篇议论文。
高中英语 Module 4 Fine Arts Western Chinese and Pop Ar
Module 4 Fine Arts Western Chinese and Pop ArtsSection ⅢGrammar 动词-ing形式和动词不定式作宾语及动词-ing形式作主语语法图解探究发现①Pop art aimed to show ordinary twentiethcentury city life.②Instead, a picture should attempt to show the “life” of its subject.③We plan to buy more paintings this year.④I can get tired of looking at pictures all the time.⑤My parents are fond of going to art galleries.⑥She is looking forward to starting art classes at her new school.⑦Painting is difficult for me.⑧Learning to paint well takes a long time.[我的发现](1)例句①②③中的动词后接动词不定式作宾语。
(2)例句④⑤⑥中的动词短语后跟动词ing形式作宾语。
(3)例句⑦⑧中的动词ing形式在句中作主语。
一、动词ing形式和动词不定式作宾语1．动词ing形式作宾语(1)下列动词只能用动词ing形式作宾语：admit (承认), appreciate (欣赏), consider (考虑), mention (提及), delay (耽误), enjoy (喜欢), finish (完成), imagine (想象), miss (错过), practise (练习), resist (抵抗), risk (冒险), advise/suggest (建议), mind (介意), avoid (避免), allow (允许)I’m considering going abroad for further study.我在考虑出国深造。
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 Module 4 Fine Arts-Western,Chinese and Pop Ar
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Module 4 Fine Arts—Western，Chinese and Pop ArtsSection ⅢGrammarⅠ。
语法填空1．All the staff in our company are considering________（go） to the city centre for the fashion show。
答案：going2．—I regret ________（tell) you John has been fired.—I can hardly believe my ears。
He’s such a fine worker.答案：to tell3．As a result of the serious flood,twothirds of the buildings in the area need________（repaire)．答案：repairing/to be repaired4．She likes________but she doesn’t like________this afternoon.She’d like________some other day.(swim)答案：swimming；to swim；to swim5．________（listen） to that piece of music always makes her feel happy.答案：Listening6．It’s no good________（ask） him to come now.He is busy。
Module4 Fine Arts – Western, Chinese and Pop Arts
Xu Beihong
China
best-known 20th century artist
show reality, but not just imitate it
Read paragraphs A - F and choose the correct answers.
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
be known for 因 ... 而众所周知
Guilin is known for her beautiful mountains and rivers.
词汇辨析：
be known as: 意为“作为......而著名”，其后 的名词表示一个人的身份、职业等。
be known for: 意为“因......而著名”，其后 所接内容表示某人或物的特点、特长等。
aim to 目的在于，旨在
This poster aims to publicize the youth website.
We aim to become a world leader in led lighting.
• Chinese painting is known for its brush drawings in black inks and natural colors.
be known to: “为......所了解／知道”，其后 接表示人的词语。“（人们都）知道”，其 后接动词原形。
Module 4 Fine Arts—Western, Chinese and Pop Arts用
introduce the keyT: Hello, class, do you know who painted the picture多维教学目标：Language objectives:To enable the students to grasp the new words in the listening material.To enable the students to comprehend and put to use the everyday English in the listening material.Skill objectives:To enable the students to follow the listening material about artists and art works, which has similar difficulty to the reading material, and identify opinions.To enable the students to pay attention to the weak sound and read correctly.To enable the students to give opinions about certain paintingsCulture awareness, emotions and attitudes objectives:To enable the students to have ability to enjoy and evaluate various paintings and drawingsTo enable the students to be able to find the beautiful scenes around us, love art and love lifeTo develop the students’ capability and awareness of co-operation and competition in their study by pair work or group work.教学重点：To enable the students to follow the listening material about artists and art works, which has similar difficulty to the reading material, and identify opinions.To enable the students to pay attention to the weak sound and read correctly.To enable the students to give opinions about certain paintingsTeaching procedures: PWP Teaching ModelStep1. RevisionI’ll let some students display their favorite paintings or artists and give their opinions about their favorite paintings or artists.Step2. Pre-listening⑴I’ll show some pictures on the screen; that is, a watercolor, an oil painting, a portrait, a landscape, an art gallery.Through showing the pictures, I, together with the students study the new words,( watercolor, oil painting, portrait, landscape, art gallery), letting them pay attention to the pronunciation and the weak sounds/unstressed syllables of the words.⑵Then I’ll let the students in pairs learn the meaning of the new words in the contexts, in the form of completing the sentences with them (Part1, Page36), after reading after me.Step3. While-listening⑴Before listening, ask the students to look at the two pictures on Page36 and find out some similarities and differences. Listen for the first time, and answer the following questions:①What are the boy and girl are discussing?②Which picture is the boy painting, Picture1 or Picture2? Say how you know this.③Why does the girl say sorry at the end of the conversation?⑵Detailed listening/Pair workListen to the conversation again, and complete the following sentences. (Part3, Page37)First let the students check their answers with their partners; then I’ll play the recording again for them to check; and then I’ll check the answers with the class. Then I’ll show the following sentences on the screen:①You’ve got it right.②Don’t change a thing.③I’m not half as good as you.④What do you make of it?⑤There’s (an exhibition) on.⑥Thanks for the compliment.This time I ask the students to think about the meaning of the sentences after listening to the recording again, and then do the exercise on Page38 (Part1) in pairs. Then collect the answers from the whole class.Step4. Post-listening⑴Let the students describe the Picture2 on Page36 in pairs.⑵Act the dialogue out in pairs.⑶Make up dialogues using the everyday English learned from the listening material.Step5. Homework⑴Look through the Cultural Corner and collect some works of Pablo Picasso or information about him on the Internet.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.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. 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 theinfinitive.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)1.— 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.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。