高中英語新課標(biāo)外研版必修2教案14

1、Module 4 Fine ArtsWestern, Chinese and Pop Arts Period 1 Introduction; Reading and Vocabulary 整體設(shè)計教材分析This period includes Introduction as well as Reading and Vocabulary. Introduction can serve as a warming up of the reading passage. To make students fully prepared for the study of the passage, the

2、teacher may first lead the students to some new words concerning the topic in this module. And in this way the teacher can stimulate the students interest in the study of the new module. Then the teacher can let them complete the first and second activities individually and check their answers throu

3、gh pair work. If the class is good enough, other options can be provided for reference. The third activity can be dealt with by holding a competition, which is by the square the transition from Introduction to Reading and Vocabulary. In the reading and vocabulary part you can first lead the students

4、 to learn some new words which will appear in the reading passage. This may decrease the difficulty they come across in the reading process. Then require the students to read the passage fast, getting its main idea. After this, instruct the students to read the passage again, completing the third an

5、d fourth activities. Next, ask the students to read through the passage once again and learn some useful language points. If the class is of high level, refer to other given options. 1 / 26 三維目標(biāo) 1. 學(xué)問與技能 1Train the students speaking skills. 2Develop the students reading ability. 3Learn the following

6、 words: like, dislike, artist, colourful, contemporary, delightful, drawing, paint, painter, painting, scene, traditional, alive, aspect, imitate, observe, reality, style, adopt, aim, stand Phrases: be interested in, at the same time, aim to do, such as, be known for, because of, get tired of, all t

7、he time, be crazy about, can t stand, be fond of, develop an interest in Sentence patterns: Like Qi Baishi, Xu painted in the traditional Chinese style.Xu Beihong believed that artists should show reality, but not just imitate it. . . , and I enjoy it a lot, although I can get tired of looking at pi

8、ctures all the time.I really like him. I think he s an extraordinary artist.2. 過程與方法 1Train the students speaking ability through individual, pair work and group work.2Train the students reading skills by dealing with some reading activities.2 / 26 3Explanations to make the students master some lang

9、uage points. 4Fast reading to make the students get the main idea of the passage.3. 情感與價值 1Try to raise the students cooperative awareness in their study by pair work or group work.2Request the students to love arts, especially paintings. 教學(xué)重點1. Encourage the students to talk about arts as well as t

10、he well-known artists at home and abroad.2. Help the students make sense of the passage. 3. Help the students to improve their reading ability. 教學(xué)難點1. Lead the students to talk in class actively. 2. Deal with some difficult language points. 教學(xué)過程Step 1 Lead-in and Introduction 1. Ask the students to

11、answer the following questions and lead in the new class.Who has been to an art gallery. If so, what did you see there. What do you enjoy most. Can you give an account of it. 2. Activity 1 3 / 26 Option 1 Show some pictures or real objects on the screen which can help the students to understand the

12、listed words in the box in the first activity on P31. If necessary, the teacher can give some explanations. Then the students read them by themselves and try to remember them. Next, ask the students to work in pairs to answer the questions in the first activity and they can refer to the listed words

13、. Finally, call back the answers from the whole class.Option 2 Read through the words in the first activity one by one as the students follow you. Make sure they understand what these words mean. Then have the students work in pairs and answer the questions in the first activity. After this, compare

14、 their answers with other pairs. Next, volunteers speak out their answers and other students check if they make any mistakes.Option 3 The students read the words in the box individually and underline those they can t read or dont know at all. The teacher explains them or encourages the excellent stu

15、dents to do so. Then put the class into groups of four to discuss the questions. Finally, let some representatives describe them using two or more sentences.Option 4 4 / 26 Divide the whole class into two big groups and hold a competition. Each group brainstorms as many words concerning artists as w

16、ell as artistic works as possible. The group which gives more correct words will be the winner. Then each group discusses the listed questions among its group members.3. Activity 2 Option 1 The teacher displays some pictures prepared before class to the whole class and gives a model like this: now l

17、ook at these paintings. I enjoy the one on the left most. I d like to give it a title. In my opinion, the proper title should be _. It is vivid because. . . Then the students choose their favourite pictures and do as the teacher showed them. Finally, representatives are required to give a report.Opt

18、ion 2 Ask the students to look through and appreciate the three listed pictures individually and choose one they prefer most. Then put the students into groups on the basis of the pictures they choose to discuss them, giving a proper title and describing them with a couple of sentences. Finally, rep

19、resentatives of each group give a brief report.Option 3 The students show the pictures they prepared beforehand to the whole class. Put the students into pairs or groups of four to discuss them 5 / 26 and give each of them a proper title. Then the students check if their pictures are correctly title

20、d. Next, each pair or group chooses their favourite picture and describes it using two or three sentences. Finally, ask some students to report their description to the whole class. Step 2 Pre-reading 1. Background knowledge of the artists at home and abroad First put the students into groups of fou

21、r and ask the students to discuss how much they know about the artists at home and abroad. Then some volunteers report their discussion results to the whole class.2. Show the following words on the screen. Have the students read them after you and make sure they know what they mean. If they can t un

22、derstand any of them, they can turn to you for help or look them up in the reference book, for example, a dictionary. Then match the words with the definitions below.Show the following on the screen. aspect imitate artmovement observe ordinary alive reality style Suggested answers: 1 style 2 observe

23、 3 movement 4 imitate 5 alive 6 ordinary 7 aspect 8 realityStep 3 While-reading 1. Scanning 6 / 26 Option 1 First ask the students to look through the four pictures on P32 quickly and try to understand them. Then have the students read the passage and complete the two exercises listed in this activi

24、ty. Next, put the students into pairs to compare their answers. Finally, call back the answers from the class.Suggested answers: 11C; 2A; 3D; 4B 2E1, 4; F3, 2 Option 2 First of all, ask the students to read the passage quickly and summarise the main idea of each paragraph individually. And then put

25、the students into groups of four to compare their main ideas and choose what they think the best ones are by discussing. Next, representatives of some groups report their main ideas to the whole class. Finally, show the correct answers on the screen for the class to refer to.Suggested answers: Parag

26、raph one: Pablo Picasso and Cubism. Paragraph two: Roy Lichtenstein and pop art Paragraph three: Qi Baishi and Chinese painting Paragraph four: Xu Beihong - one of Chinas best-known twentieth-century artists7 / 26 Paragraph five: Wu Hangs opinions on arts Paragraph six: Sarah Hardwicks opinions on a

27、rts 2. Careful reading Option 1 First, show the following sentences on the screen and ask the students to read them through quickly and try to understand them. Then have the students read the passage again and decide if these sentences are trueTor falseF. Next, put the students into pairs to compare

28、 their answers. Finally, call back the answers from the class.Show the following on the screen. 1 Pablo Picasso is considered to be the greatest western artist of the nineteenth century.2 Pop art was an important traditional art movement aiming to show ordinary twentieth-century city life.3 Both Qi

29、Baishi and Xu Beihong painted using the traditional Chinese style.4 Wu Hang is a student who enjoys the paintings of Qi Baishi greatly.5 Sarah loves not the Chinese paintings but that of Picasso Suggested answers: 1 F 2 F 3 T 4 T 5 F Option 2 First have the students read the passage once more to fin

30、d the related 8 / 26 information of the following years and complete the table. Then put the students into pairs to exchange and check their answers. After this, representatives report their answers to the whole class. The teacher comments on them, and then offers the correct answers for the student

31、s to check their own.Lifetime Artists Nationality Style painting of Things painted 1881-1973 1923-1927 1863-1957 1895-1953 Suggested answers: Lifetime Artists Nationality Style painting Spain Cubism of Things painted 1881-1973 Pablo Picasso Roy objects people ordinary and 1923-1927 America pop art L

32、ictenstein twentieth-century city life world of nature 1863-1957 China China traditional Chinese style traditional Qi Baishi 1895-1953 Xu Beihong horses Chinese style 3. Consolidation Option 1 First put the students into groups of four and discuss how to retell the first four paragraphs with the hel

33、p of the useful information in the table above. Give them some time to make full preparations. When the time is up, let some group representatives retell the whole passage. You can also lead the whole class to do this together as a sample. 9 / 26 Option 2 Have the students read the whole passage onc

34、e again and find out the correct answers to the exercises in the third activity on P34. Then get them into pairs to compare and check their answers. Finally, call back the answers from the class or show the correct answers on the screen for the whole class to refer to.Suggested answers: 1 a 2 b 3 b

35、4 a 5 b 6 a Step 4 Related Language Points in this Period Words and phrases: 1. Preparing a class questionnaire on students likes and dislikes in arts.預(yù)備一份關(guān)于同學(xué)藝術(shù)喜好與厭惡的班級調(diào)查問卷；prepare vt. & vi. 預(yù)備; 預(yù)備; 調(diào)制; 配制 preparation n. 預(yù)備; 預(yù)備 prepare for 為 作好預(yù)備 prepare. . . for 使 有預(yù)備 prepare sb. for 使某人有預(yù)備 prepar

36、e to do sth. 預(yù)備做 be prepared for=be ready for 預(yù)備be known for. . . =be famous for. . . 由于 而著名 be known as. . . =be famous as. . . 作為 而著名 be known to. . . =be famous to. . . 為 所知 He is most known/famous for his lively paintings of horses.他以畫馬著稱；2natural adj. 自然的,未加工的 ; 天生的 ; 當(dāng)然的 ; 正常的 naturally adv. 自

37、然地 ; nature n. 自然界 ; 本性,本質(zhì) naturalist n. 博物學(xué)家 ; 自然主義者 natural gas 自然氣 by nature 生就; 天生 She has a natural ability for arranging flowers. 她有插花的天賦；It is natural that a bird can fly. 鳥會飛是天生的；16 / 26 It is natural for a bird to fly. 鳥會飛是天生的；The man is proud by nature. 那人天生自豪；8. . . . , and his paintings

38、are special because of this. 他的畫也正由于這點而特殊；special/especial/particularspecial adj. 特殊的,特殊的,特地的, 強(qiáng)調(diào)的是事物特有的性質(zhì)、性格或特地的目的、用途；especial adj. 特殊的,主要的,突出的 優(yōu)越” “好感”之意；,強(qiáng)調(diào)的是重要性,有 “particular adj. 特殊的,講究的,挑剔的,強(qiáng)調(diào)“特定的 ” “個別的 ” “與眾不同的 ”；You must have special permission to enter this room.你必需有特地許可才能進(jìn)房間；He solved the

39、 problem of especial importance. 他解決了特殊重要的問題；It happened on that particular day. 那發(fā)生在特定的日子；9. Xu Beihong believed that artists should show reality, but not just imitate it.17 / 26 徐悲鴻認(rèn)為藝術(shù)家應(yīng)當(dāng)展現(xiàn)現(xiàn)實,但不能僅僅仿照；believe sb. 信任某人所說的話 believe in sb. /sth. =trust/have trust in 信任某人的才能或品質(zhì) I believe him, but I do

40、nt believe in him. 我信任他說的話但我不信任這人；It is commonly believed that the play was written by Shakespeare. 人們普遍認(rèn)為,這劇本是莎士比亞寫的；10. Instead , a picture should try to show the “ life” of the su相反,一幅畫作應(yīng)努力展現(xiàn)物體的生命；try 短語 try/do ones best to do sth. 竭盡全力做某事 try doing sth. 試著做某事 try to do sth. 努力做某事 try on 試穿 try o

41、ut 試驗; 嘗試 try for 謀求 Try to get here early. 請盡量早來；He tried climbing the tall tree. 他試著爬那棵高大的樹；Try and finish the work in a week. 要爭取在一個星期內(nèi)完成這項工作；11. . . . , although I can get tired of looking at pictures all the time.18 / 26 盡管我會厭倦總是看畫；get/be tired of. . . 對 感到厭倦 She is tired of your stupid words.

42、她厭惡你那些愚蠢的話；拓展 : tire vt. 使疲憊 ; 疲憊; 累 tired adj. 疲憊的 ; 累的; 疲憊的 tiring adj. 引起疲憊的 ; 累人的 be/get tired with/from因 而疲憊 be tired out很累,很疲憊 Digging tired me. 挖地使我累了；The tiring job made me very tired. 這件令人厭煩的工作使我感到厭倦；準(zhǔn)時反饋 :She is very tired singing as many songs as she can.A. of B. to C. fromD. by 答案: C 12.

43、 But I can t stand that picture of a golden-haired girl. 但是我不能忍耐那幅金發(fā)女郎的畫；stand v. 站立; 有效; 維護(hù)現(xiàn)狀 ; 忍耐后多跟名詞 stand for 代表 stand by袖手旁觀19 / 26 stand against反對 stand out突出,杰出 stand at attention 立正 stand away 遠(yuǎn)離; 不靠近 There stands a tree. 那里立著棵樹；I can t stand such hot weather. 我無法忍耐這么熱的天氣；The order will sti

44、ll stand. 這命令依舊有效；留意 : stand表示“忍耐、忍耐 ”多用于否定句、疑問句,不行用于進(jìn)行時；準(zhǔn)時反饋 : Mom looks forward to leaving because she can t _ nothing here.A. stand to do B. stand doing C. stand being done D. stand to be doing 答案: B 13. My parents are fond of going to art galleries. . .我父母喜愛去藝術(shù)畫廊 20 / 26 be fond of doing sth. 喜愛

45、做某事 like to dodoingsth. enjoy doing sth. like doing sth. 強(qiáng)調(diào)常?；蛄?xí)慣性動作 like to do sth. 強(qiáng)調(diào)一次詳細(xì)的行為 He is fond of modern dancing. 他喜愛現(xiàn)代舞；Young girls are usually fond of soft music and pretty clothes. 年輕女孩們喜愛輕柔的音樂和美麗的服裝；14. They look so alive. 它們看起來如此逼真；alive/live/living/lively alive adj. “活著的,健在的 ”,可作表語 可與living 互換）,可作賓語補(bǔ)足語,作定語時須后置 一般用于人或物）；live adj. “活的,有生命的 與dead相對應(yīng)） ”,只能作定語 一般用于鳥或其他動物,不修飾人） ; “轉(zhuǎn)播的 ”相對應(yīng)）；“現(xiàn)場直播的 ” 與recorded lively adj. 生動的 ; 活潑的 living adj. 活著的 ,有生命的 ” , 作定語和表語；The fish is still alive/living. 21 / 26 那條魚仍活著；He is the only man alive in