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Module 4 Fine Arts — Western, Chinese and Pop Arts I. 模塊教學(xué)目標(biāo) 技能目標(biāo)Skill Goals ▲ Talk about some world-class artists and their styles ▲ Practice describing famous artists and arts ▲ Learn about the -ing form and the infinitive as object ▲ Learn the -ing form as subject ▲ Write a passage that begins with the topic sentences II. 目標(biāo)語言 功 能 句 式 Giving opinions about likes and dislikes I think some western art is beautiful and interesting. I like pictures that show reality. I really like paintings of animals. I can’t stand modern art. I think it’s awful. I’m interested in pictures that are different in some way. I want something beautiful to put on my wall. 詞 匯 1. 四會詞匯 like, dislike, artist, colourful, delightful, drawing, paint, painter, painting, scene, alive, aspect, imitate, observe, reality, adopt, aim, stand, unusual, exhibition, expression, portrait, realise, destroy, contemporary, traditional, style, landscape, realistic, watercolour 2. 認(rèn)讀詞匯 Pablo Picasso, George Braque, Roy, Lichtentein, Sarah Hardwick, Madrid, Guernica 3. 詞組 consider ... to be, aim to, be / get tired of, in some way, be fond of, attempt to, look forward to, succeed in, be crazy about, tell by, put off, take turns, a series of 語 法 Verbal phrases followed by the -ing form Verbs followed by the infinitive The -ing form as subject 重 點 句 子 1. Do you like traditional Chinese art using brush and ink? P31 2. This is a painting by the Spanish artist, Pablo Picasso, considered to be the greatest western artist of the twentieth century. P33 3. Cubist artists painted objects and people, with different aspects of the object or person showing at the same time. P33 4. Chinese painting is known for its brush drawings in black inks and natural colours. P33 5. Instead, a picture should try to show the “l(fā)ife” of its subject. P33 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. P33 7. I must say, I love that picture of the six horses. P33 8. I can tell by the style. P33 Ⅲ. 教材分析與教材重組 1. 教材分析 本模塊是圍繞Fine Arts — Western, Chinese and Pop Arts 而設(shè)計的。教材以此為中心，設(shè)計和組織各項活動，如組織學(xué)生參觀當(dāng)?shù)氐乃囆g(shù)展覽館或博物館、采訪學(xué)校的藝術(shù)教師或鄰近社區(qū)的藝術(shù)家，讓學(xué)生用英語介紹所見所聞，在活動中提高學(xué)生的語言表達(dá)能力，同時也培養(yǎng)他們的文化意識以及熱愛家鄉(xiāng)和藝術(shù)的情感。 1.1 INTRODUCTION 部分為全模塊的熱身部分，列出了與藝術(shù)有關(guān)的詞匯，并設(shè)計了兩個練習(xí)活動，學(xué)生可以初步熟悉這些詞的意義，為以后的各項學(xué)習(xí)活動做好準(zhǔn)備。 1.2 READING AND VOCABULARY部分課文由六個段落組成，分別介紹了畢加索等數(shù)位世界級著名藝術(shù)家及其藝術(shù)風(fēng)格。圍繞課文，編者設(shè)計了三個練習(xí)。通過這些練習(xí)，學(xué)生可以熟悉課文內(nèi)容，學(xué)會使用與藝術(shù)家和藝術(shù)作品有關(guān)的詞匯。 1.3 FUNCTION部分列出了交際中表達(dá)意見的語句，要求學(xué)生就自己喜歡的和不喜歡的藝術(shù)作品發(fā)表自己的觀點?！? 1.4 GRAMMAR 1 部分圍繞動詞的-ing形式和to do形式作賓語這一語法內(nèi)容設(shè)計了一系列練習(xí)，旨在讓學(xué)生掌握動詞的-ing形式和to do形式作賓語的用法區(qū)別。 1.5 LISTENING AND VOCABULARY 部分有兩項任務(wù)，一是詞匯練習(xí)，為聽力活動做好鋪墊。二是聽錄音，然后完成與錄音內(nèi)容相關(guān)的練習(xí)。 1.6 GRAMMAR 2 部分主要練習(xí)動詞的-ing形式做主語這一語法內(nèi)容。第一個練習(xí)讓學(xué)生熟悉每個句子中的-ing形式；第二個練習(xí)用動詞的-ing形式完成句子，以鞏固所學(xué)內(nèi)容。 1.7 SPEAKING 該部分通過三個活動，練習(xí)口頭表達(dá)喜歡與不喜歡的句型。 1.8 EVERYDAY ENGLISH AND PRONUNCIATION部分要求學(xué)生理解所列出的日常英語的含義，懂得句中哪些詞應(yīng)該弱讀，并能正確朗讀這些日常英語。 1.9 WRITING 要求學(xué)生根據(jù)“主題句”練習(xí)寫作。 1.10 CULTURAL CORNER 部分更詳細(xì)地介紹了畢加索的生平和作品，幫助學(xué)生增進(jìn)對這位世界著名藝術(shù)家的了解。 1.11 TASK 部分要求學(xué)生設(shè)計一個調(diào)查問卷，調(diào)查本班同學(xué)對藝術(shù)的看法，然后根據(jù)結(jié)果寫出調(diào)查報告。 1.12 MODULE FILE 部分簡要總結(jié)了本模塊的重點詞匯、語法、句型及日常英語。 2. 教材重組 2.1 將INTRODUCTION 與READING AND VOCABULARY整合在一起，上一節(jié)閱讀課。 2.2 將GRAMMAR 1, GRAMMAR 2 及WORKBOOK中Grammar整合在一起，上一節(jié)語言學(xué)習(xí)課。 2.3 將FUNCTION，LISTENING AND VOCABULARY, SPEAKING， EVERYDAY ENGLISH AND PRONUNCIATION部分與WORKBOOK 中Speaking and Listening整合在一起，上一節(jié)聽說課。 2.4 將 CULTURAL CORNER與WORKBOOK中Reading 整合在一起，上一節(jié)泛讀課。 2.5 將 WRITING 與WORKBOOK 中Speaking and writing 整合在一起，上一節(jié)寫作課。 3. 課型設(shè)計與課時分配 1st Period Reading 2nd Period Language Study 3rd Period Listening and Speaking 4th Period Extensive Reading 5th Period Writing IV. 分課時教案 The First Period Reading Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語言 a. 重點詞匯及短語 traditional, artist, art gallery, brush, colorful, contemporary, delightful, drawing, dislike, paint, painting, painter, scene, aspect, imitate, observe, reality, style, adopt, consider ... to be, at the same time, be known for, aim to, be famous for, get tired of, develop an interest in b. 重點句式 Do you like traditional Chinese art using brush and ink? P31 This is a painting by ..., considered to be the greatest western artist of the twentieth century. P33 ... painted objects and people, with different aspects of ... P33 Chinese painting is known for its brush drawings in black inks and natural colours. P33 I can tell by the style. P33 2. Ability goals能力目標(biāo) Enable the students to talk about some world-class artists and their styles. 3. Learning ability goals 學(xué)能目標(biāo) Help the students learn how to talk about famous artists and their styles. Teaching important points教學(xué)重點 Help the students talk about some famous artists and their arts. Teaching difficult points 教學(xué)難點 Let the students discuss the world famous artists and their paintings. Teaching methods 教學(xué)方法 Discussing and listening. Teaching aids 教具準(zhǔn)備 A computer and a recorder. Teaching procedures & ways 教學(xué)過程與方式 Step I Lead-in T: You have been in this classroom for a long time. Have you ever noticed the handwritings and pictures by some famous artists hung on the wall? Ss: Yes, we have noticed them. T: Then do you like them? Ss: Yes, we like them very much. T: From this I can see that you are interested in art. Would you like to tell me the reason why you like art？ Ss: Because art can bring us pleasure, tell us views and attitudes towards life and make us think a lot about life. T: Good. Then can you name a great nineteenth-century Chinese artist? S: Qi Baishi. He was one of China’s greatest painters, who followed the traditional Chinese style of painting. S: Xu Beihong, who is most famous for his lively paintings of horses. T: Excellent. Do you like traditional Chinese art using brush and ink? Ss: Yes. We all like it. T: OK! Step II Pre-reading T: Now, look at the three pictures on page 31 and answer the following questions. Show the questions on the screen. 1. Which one do you prefer? 2. Who painted them? 3. What do you think about it? Allow them enough time to prepare. T: Have you finished? Volunteer? S: The picture I like best is Picture 3. It’s by Qi Baishi, one of China’s greatest painters. It shows two oxen are walking on the bank of the river with trees around. It is a lively painting in the traditional Chinese style. In the picture, the two oxen look perfectly relaxed. S: I prefer Picture 2. Maybe it’s by a Chinese artist. This is a very beautiful watercolor. In the picture we can see green trees here and there, a stream running quietly and high mountains in the distance. Among the trees are a few houses. How peaceful it looks! S: I like Picture 1 best. It’s by Picasso, one of the greatest western artists. Its name is Be Sentenced to Death. It shows a poor woman who was sentenced to death sitting there very sadly. The main color was blue. In this painting, Picasso showed the life of poor unhappy people. Step III Reading Task 1 Fast reading T: 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 and 3. Task 2 Detailed reading This 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 “l(fā)ife” 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 Activity 3. A few minutes later. T: Are you ready? Let’s have a check. Who’d like to tell us the answers? ... Task 3 Language points This 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? “...using 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 for 5. Instead, a picture should try to show the “l(fā)ife” 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 with 7. 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 opinion Task 4 Listening and practice This 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, most Step IV Summary and Homework Make 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. The Second Period Language Study Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語言 a. 重點詞匯和短語 unusual, aim to do, attempt to, get tired of, be fond of, put off, give up, be crazy about, succeed in b. 重點句式 She put off completing ..., because she ... P35 The man succeeded in ... P35 Learning to ... takes a long time. P37 2. Ability goals能力目標(biāo) Enable the students to summarize the usage of the -ing form used as object and subject and the usage of the infinitive as object. 3. Learning ability goals 學(xué)能目標(biāo) Help the students summarize the -ing form and the to do form as object; the -ing form as subject. Teaching important points教學(xué)重點 Get the students to master the -ing form both as subject and object and to do form as object. Teaching difficult points 教學(xué)難點 How to teach the students to use the -ing form as object and subject and the to do form as object correctly. Teaching methods 教學(xué)方法 Question-and-answer activity, pair work, group work and comparison. Teaching aids 教具準(zhǔn)備 A computer, a projector and some slides. Teaching procedures & ways 教學(xué)過程與方式 Step I Revision T: I’d like to know how well you have mastered the words and phrases we learned in the last class. Let’s have a dictation. Ask three students to come to the front to have the dictation. The dictation words are as follows: contemporary, delightful, gallery, scene, traditional, imitate, aspect, ordinary, reality, style, observe, painter, get tired of, aim to do, develop an interest Step II Grammar 1 1. The -ing form and the infinitive T: In sentences, verbs may be followed by the -ing or to do form as their objects. Can you find out in what cases they have these forms? Ss: Such verbs as put off, give up, be fond of, enjoy, finish, practice, advise, allow, permit etc. should be followed by the -ing form as their objects; while decide, plan, attempt, pretend, agree, refuse, hope, aim etc. must be followed by the to do form as their objects. T: Good! Let’s read the sentences in Activity 1 on page 35 and do the exercise. A few minutes later, check the answers with the whole class. 2. Models T: Let’s read some more sentences with -ing form and to do form as objects. Look at the screen and read the sentences. Show the following on the screen. 1. The artist finished drawing a horse in five minutes. 2. Excuse me for being late. 3. They succeeded in crossing the river in a small boat. 4. I can’t stand being laughed at. 5. He hopes to have more of his paintings published. 6. The engineer decided to design a new machine. 7. He promised to help me with my maths. 8. He refused to accept the gifts. 3. Activities Let the students do Activities 2, 3 and 4 on pages 35 ＆ 36. Then check the answers. Step III Grammar 2 This step is to help the students sum up the -ing form used as subject. Deal with the Activities 1 ＆ 2 on page 37. Then check the answers. ... T: Let’s do another exercise. Look at the screen. I’d like some students to complete the sentences. Show the sentences on the screen. 1. Learning English is... 2. Practicing speaking English helps... 3. Listening to English news... 4. Doing shopping... 5. Talking aloud in class... 6. Visiting art galleries... 7. Standing in line... 8. Getting up early and going to bed early... After several minutes. T: Are you ready? S: Yes. Learning English is important to us. S: Practicing speaking English helps us improve our spoken English. S: Listening to English news is a god way to learn English. S: Doing shopping provides us lots of joy. S: Talking aloud in class is not allowed. S: Visiting art galleries helps me develop an interest in art. S: Standing in line is good manners. S: Getting up early and going to bed early is a good habit. T: Well done. Step IV Exercises (WORKBOOK Page 85) All the exercises here are designed to help the students master the usage of the -ing form and then to do form used as object and the -ing form used as subject. T: Please turn to page 85 and let’s deal with the exercises of Grammar. First do the exercises on your own, and then check the answers together. Step V Summary T: So far, we have learned the -ing form and then to do form can both be used as object. Can you sum up which verbs should be followed by the -ing form and which by the to do form? Work in pairs, and then I’ll ask you to report your results. After a few minutes. T: Are you ready? Ss: Yes. S: Some verbs such as advise, allow, permit, admit, enjoy, finish, mind, miss, report, appreciate, imagine, practice, suggest, escape, stand and so on must be followed by the -ing form as object. Also some verbal phrases such as get tired of, be fond of, give up, look forward to, succeed in, put off, refer to, stick to and so on must be followed by the -ing form as object. S: Some words can be followed by both the -ing form and the to do form, without change of their meanings. For example, love, continue, hate, begin, start are such words. S: There are some words that can be followed by both the -ing form and the to do form, but they express different meanings. The words are listed here: remember, forget and regret. S: The verbs such as try, stop, mean can be followed by both the -ing form and the to do form, but show different actions or meanings. S: Some words such as want, need, require and deserve can be followed by the -ing form, showing a passive action. T: Excellent! All of you have done a good job. Step VI Homework 1. Summary. T: Today we have learned the -ing form used as both object and subject and to do form as object. After the class, review them. 2. Get the students to preview the next part. 3. Ask the students to finish the exercises of Vocabulary on pages 86-87 in the WORKBOOK. The Third Period Listening and Speaking Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語言 重點詞匯和短語 exhibition, express, landscape, portrait, realize, realistic, watercolor 2. Ability goals能力目標(biāo) Enable the students to express their likes and dislikes freely. 3. Learning ability goals學(xué)能目標(biāo) Help the students learn how to express their likes and dislikes freely. Teaching important points 教學(xué)重點 Get the students to talk about their likes and dislikes. Teaching difficult points 教學(xué)難點 How to encourage the st