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1、1 / 26 Module 4 Fine ArtsWestern, Chinese and Pop Arts Period 1 Introduction; Reading and Vocabulary 整体设计教材分析This period includes Introduction as well as Reading and V ocabulary. Introduction can serve as a warming up of the reading passage. To make students fully prepared for the study of the passa
2、ge, the 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 answe
3、rs through 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
4、students 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
5、third and 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. 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 1 页，共 26 页2 / 26 三维目标1. 知识与技能1Train the students speaking skil
6、ls. 2Develop the students reading ability. 3Learn the following words: like, dislike, artist, colourful, contemporary, delightful, drawing, paint, painter, painting, scene, traditional, alive, aspect, imitate, observe, reality, style, adopt, aim, standPhrases: be interested in, at the same time, aim
7、 to do, such as, be known for, because of, get tired of, all the time, be crazy about, can t stand, be fond of, develop an interest inSentence patterns: Like Qi Baishi, Xu painted in the traditional Chinese style.Xu Beihong believed that artists should show reality, but not just imitate it. . . , an
8、d I enjoy it a lot, although I can get tired of looking at pictures all the time.I really like him. I think he s an extraordinary artist.2. 过程与方法1Train the students speaking ability through individual, pair work and group work.2Train the students reading skills by dealing with some reading activitie
9、s.精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 2 页，共 26 页3 / 26 3Explanations to make the students master some language points.4Fast reading to make the students get the main idea of the passage.3. 情感与价值1Try to raise the students cooperative awareness in their study by pair work or group work.2Req
10、uest the students to love arts, especially paintings. 教学重点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 passage. 3. Help the students to improve their reading ability. 教学难点1. Lead the students to talk in class
11、 actively. 2. Deal with some difficult language points. 教学过程Step 1 Lead -in and Introduction 1. Ask the students to 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. Activi
12、ty 1 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 3 页，共 26 页4 / 26 Option 1 Show some pictures or real objects on the screen which can help the students to understand the listed words in the box in the first activity on P31. If necessary, the teacher can give some explanations. Then the students r
13、ead 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. Finally, call back the answers from the whole class.Option 2 Read through the words in the first activity one by one as the s
14、tudents 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 their answers with other pairs. Next, volunteers speak out their answers and other students check if they make any mistakes.Op
15、tion 3 The students read the words in the box individually and underline those they can t read or don t know at all. The teacher explains them or encourages the excellent students to do so. Then put the class into groups of four to discuss the questions. Finally, let some representatives describe th
16、em using two or more sentences.Option 4 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 4 页，共 26 页5 / 26 Divide the whole class into two big groups and hold a competition. Each group brainstorms as many words concerning artists as well as artistic works as possible. The group which gives more correct
17、 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 look at these paintings. I enjoy the one on the left most. I d like to
18、 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.Option 2 Ask the students to look through and appreciate the three liste
19、d 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, representatives of each group give a brief report.Option 3 The students
20、show the pictures they prepared beforehand to the whole class. Put the students into pairs or groups of four to discuss them 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 5 页，共 26 页6 / 26 and give each of them a proper title. Then the students check if their pictures are correctly titled. Next, eac
21、h 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 abroadFirst put the students into groups of four and ask th
22、e 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 understand any
23、 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. alive aspect imitate (artmovement observe ordinary reality styleSuggested answers: 1 style 2 observe 3 movement
24、 4 imitate 5 alive 6 ordinary 7 aspect 8 realityStep 3 While-reading 1. Scanning 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 6 页，共 26 页7 / 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 co
25、mplete the two exercises listed in this activity. 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
26、 of each paragraph individually. And then put 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
27、the class to refer to.Suggested answers: Paragraph one: Pablo Picasso and Cubism. Paragraph two: Roy Lichtenstein and pop artParagraph three: Qi Baishi and Chinese paintingParagraph four: Xu Beihong - one of China s best-known twentieth-century artists精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 7
28、 页，共 26 页8 / 26 Paragraph five: Wu Hang s opinions on artsParagraph six: Sarah Hardwick s opinions on arts 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 passa
29、ge again and decide if these sentences are true(Tor false(F. Next, put the students into pairs to compare 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 ar
30、t was an important traditional art movement aiming to show ordinary twentieth-century city life.3 Both Qi 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
31、 s.Suggested answers: 1 F 2 F 3 T 4 T 5 F Option 2 First have the students read the passage once more to find the related 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 8 页，共 26 页9 / 26 information of the following years and complete the table. Then put the students into pairs to exchange and check
32、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 students to check their own.Lifetime Artists Nationality Style of painting Things painted 1881-1973 1923-1927 1863-1957 1895-1953 Suggested an
33、swers: Lifetime Artists Nationality Style of painting Things painted 1881-1973 Pablo Picasso Spain Cubism objects and people 1923-1927 Roy Lictenstein America pop art ordinary twentieth-century city life 1863-1957 Qi Baishi China traditional Chinese style world of nature 1895-1953 Xu Beihong China t
34、raditional Chinese style horses 3. Consolidation Option 1 First put the students into groups of four and discuss how to retell the first four paragraphs with the help of the useful information in the table above. Give them some time to make full preparations. When the time is up, let some group repr
35、esentatives retell the whole passage. (You can also lead the whole class to do this together as a sample. 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 9 页，共 26 页10 / 26 Option 2 Have the students read the whole passage once again and find out the correct answers to the exercises in the third activ
36、ity 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 4 a 5 b 6 a Step 4 Related Language Points in this PeriodWords and phrases:
37、1. Preparing a class questionnaire on students likes and dislikes in arts.准备一份关于学生艺术喜好与厌恶的班级调查问卷。prepare vt. & vi. 预备; 准备; 调制; 配制preparation n. 准备; 预备prepare for 为作好准备prepare. . . for 使有准备prepare sb. for 使某人有准备prepare to do sth. 准备做 be prepared for=be ready for 准备be known for. . . =be famous for. .
38、. 因为而闻名be known as. . . =be famous as. . . 作为而闻名be known to. . . =be famous to. . . 为所知He is most known/famous for his lively paintings of horses.他以画马著称。2natural adj. 自然的，未加工的 ; 天生的 ; 当然的; 正常的naturally adv. 自然地 ; nature n. 自然界 ; 本性，本质naturalist n. 博物学家 ; 自然主义者natural gas 天然气by nature 生就; 天生She has a
39、 natural ability for arranging flowers. 她有插花的天赋。It is natural that a bird can fly. 鸟会飞是天生的。精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 16 页，共 26 页17 / 26 It is natural for a bird to fly. 鸟会飞是天生的。The man is proud by nature. 那人天生骄傲。8. . . . , and his paintings are special because of this.他的画也正因为这点而
40、特别。special/especial/particularspecial adj. 特殊的，特别的，专门的, 强调的是事物特有的性质、性格或专门的目的、用途。especial adj. 特别的，主要的，突出的，强调的是重要性，有 “优越”“好感” 之意。particular adj. 特别的，讲究的，挑剔的，强调“ 特定的 ”“个别的 ” “ 与众不同的 ” 。You must have special permission to enter this room.你必须有专门许可才能进房间。He solved the problem of especial importance. 他解决了特
41、别重要的问题。It happened on that particular day. 那发生在特定的日子。9. Xu Beihong believed that artists should show reality, but not just imitate it.精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 17 页，共 26 页18 / 26 徐悲鸿认为艺术家应该展示现实，但不能仅仅模仿。believe sb. 相信某人所说的话believe in sb. /sth. =trust/have trust in 信任某人的能力或品质I bel
42、ieve him, but I don t believe in him. 我相信他说的话但我不信任这人。It is commonly believed that the play was written by Shakespeare.人们普遍认为，这剧本是莎士比亚写的。10. Instead , a picture should try to show the “life” of the subject.相反，一幅画作应努力展示物体的生命。try 短语try/do one s best to do sth. 竭尽全力做某事try doing sth. 试着做某事try to do sth.
43、努力做某事try on 试穿try out 实验; 尝试try for 谋求Try to get here early. 请尽量早来。He tried climbing the tall tree. 他试着爬那棵高大的树。Try and finish the work in a week. 要争取在一个星期内完成这项工作。11. . . . , although I can get tired of looking at pictures all the time.精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 18 页，共 26 页19 / 26
44、 尽管我会厌倦总是看画。get/be tired of. . . 对感到厌倦She is tired of your stupid words. 她讨厌你那些愚蠢的话。拓展: tire vt. 使疲倦 ; 疲劳; 累tired adj. 疲劳的 ; 累的; 疲倦的tiring adj. 引起疲劳的 ; 累人的be/get tired with/from因而疲倦be tired out很累，很疲倦Digging tired me. 挖地使我累了。The tiring job made me very tired. 这件令人厌烦的工作使我感到厌倦。及时反馈 :She is very tired s
45、inging as many songs as she can.A. of B. to C. fromD. by 答案: C 12. But I can t stand that picture of a golden-haired girl.但是我不能忍受那幅金发女郎的画。stand v. 站立; 有效; 维持现状 ; 忍受(后多跟名词 stand for 代表stand by袖手旁观精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 19 页，共 26 页20 / 26 stand against 反对stand out突出，出色stand at
46、attention 立正stand away 远离; 不靠近There stands a tree. 那里立着棵树。I can t stand such hot weather. 我无法忍受这么热的天气。The order will still stand. 这命令依然有效。注意: stand表示“ 忍受、忍耐 ” 多用于否定句、疑问句，不可用于进行时。及时反馈 :Mom looks forward to leaving because she can t _ nothing here.A. stand to do B. stand doing C. stand being done D. s
47、tand to be doing 答案: B 13. My parents are fond of going to art galleries. . .我父母喜欢去艺术画廊 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 20 页，共 26 页21 / 26 be fond of doing sth. 喜欢做某事like to do(doingsth. enjoy doing sth. like doing sth. 强调经常或习惯性动作like to do sth. 强调一次具体的行为He is fond of modern dancing.
48、他喜欢现代舞。Young girls are usually fond of soft music and pretty clothes.年轻女孩们喜欢轻柔的音乐和漂亮的服装。14. They look so alive. 它们看起来如此逼真。alive/live/living/livelyalive adj. “ 活着的，健在的 ” ，可作表语 可与living互换），可作宾语补足语，作定语时须后置 一般用于人或物）。live adj. “ 活的，有生命的 与dead 相对应） ” ，只能作定语 一般用于鸟或其他动物，不修饰人） ; “ 现场直播的 ” 与recorded “ 转播的 ” 相
49、对应）。lively adj. 生动的; 活泼的living adj. “活着的，有生命的 ”, 作定语和表语。The fish is still alive/living. 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 21 页，共 26 页22 / 26 那条鱼还活着。He is the only man alive in the accident. 他是这次事故的唯一幸存者。That is a live/living fish. =That is a fish alive. 那是条活鱼。The children are usually li
50、vely. 小孩子们通常是很活泼的。The living are more important to us than the dead. 对我们来说活着的比死去的人们更重要。及时反馈 :The discussion came_when an interesting topic was brought in.A. alive B. live C. living D. lively 答案: A 15. I can t tell by the style. 我不能通过风格识别出来。tell vt. 辨识; 识别; 断定; 知道the truth 说实话 . Braque, one of the fe