外研版高中英语必修2-Module4教案设计

1、实用标准文案文档大全ModuleFourFineArts-Western,ChineseandPopArtsPeriodOneTeachingcontent:Introduction;ReadingandVocabularyTeachingimportantpoints:Encouragethestudentstotalkaboutartsaswellasthewell-knownartistsathomeandabroad;Helpthestudentsmakesenseofthewholepassage;Helpthestudentsimprovetheirreadingability.T

2、eachingdifficultpoints:Leadthestudentstotalkinclassactively;DealwithsomedifficultIanguagepoints.Teachingprocedures:Step1Lead-inandIntroductionLead-inIthinkmostofuslovedifferentkindsofartsandknowaboutsomefamousartistsandfamousartworksmoreorless.Nowletslistsomefamousartistsandtheirfamousartworksathome

3、andabroad,suchas:QiBaishiandhispaintingofshrimps,XuBeihongandhispaintingofhorses,ZhengBanqiaoandhisworksofbamboosathome.AbroadtherearedaVinciandhisTheSmileofMonaLisa,VincentvanGoghandhisTheSunflowers（向日葵）andTheStarryNight（星夜）,PabloPicassoandCubism（立体主义画派）andsoon.Thismodulewelltalkaboutthetopic-FineA

4、rts.Firstletsreviewsomewordsrelatedtoit.Activity1onP31Askthestudentstoreadthroughthequestionsandwordsinthisparttounderstand;Explainsomeofthewordsifnecessaryandthenaskthestudentstoreadoutthemaloudtogether;Ifpossibleasksomestudentstogivetheiranswerstothequestions（Ifnot,thequestionscanbeomitted.）.Activ

5、ity2onP31Readthroughthegiveninformationtounderstandtherequirementandappreciatethepaintingsbythemselves.Ifpossibleasksomestudentstopresenttheiranswerstotheclass.Therearenostandardanswers.StudentsownanswersareOK.Step2Pre-readingActivitylonP32Readthroughthegiveninformationtounderstandandtrytomatch;Expl

6、ainsomewordsifnecessaryandthenasktheclasstoreadoutthewordstogetheraloud;Callbacktheanswersfromthestudents.Step3ReadingFastreadingLetthestudentsscanthepassagetogetthemainideaofeachparagraphandtrytofindouttheanswerstothequestionsinActivity2onP32,whichareaboutthetopics.Thefirstfourparagraphsdescribethe

7、fourpaintingsandinthelasttwoparagraphstwostudentstalkabouttheiropinionsabouttwoofthepaintings.Thencallbacktheanswers.LanguagepointsRef:NotestothetextExplainsomeIanguagepointstothestudents.CarefulreadingAskthestudentstoreadthroughthepassageagaincarefullytogetmoredetailsandunderstanditbetter.Thenfinis

8、hActivity3onP34.Callbacktheanswers.Step4ConsolidationTimepermitting,letthestudentslistentothetapeandfollowitquietlytounderstandthetextfurther.Step5SummaryandHomework.Summary:Summarizewhattheyhavelearnedinthisperiod.Homework:ReadingonP88-89inworkbook.Appendix:Notestothetextthataimedtoshowordinarytwen

9、tieth-centurycitylife.aimtodosth.打算做某事，目的是aimvi.打算eg:Theyareaimingtoreduceunemploymentby50%.Weaimtobetherearoundsix.我们力争六点钟左右到那里。Usefulexpressionsget/betiredof对感到厌倦get/betiredwith/from因而疲倦allthetime总是，一直becrazyabout对迷恋、入迷golden-hairedadj.金发的befondofdevelopaninterest（insth.）对产生兴趣tellby从看出/区分PeriodTwo

10、Teachingcontent:Grammarl&Grammar2Teachingimportantpoints:Learntoresearchbycooperation;Learntomakeuseofthe-ingformaswellastheinfinitivecorrectly.Teachingdifficultpoints:Leadthestudentstotakeanactivepartinclass.Makethestudentslearnhowtousethe-ingformaswellastheinfinitivecorrectly.Helpthestudentslearnb

11、yheartallverbsthatcanbefollowedbythe-ingformaswellastheinfinitive.Teachingprocedures:Step1GreetingsandRevisionGreetthestudentsasusual.CheckupthehomeworkinlastperiodORasksomestudentstoreadoutthenewwordsinthismodule.Step2Grammar1-ingformandtheinfinitiveFinishActivitylinthispartonP35.Reviewtheverbsfoll

12、owedbythegerund（d?er?nd【英语语法学】动名词）ortheinfinitive.非谓语动词作宾语用法总结：IthasbeensummarizedinModule2SH1.1）只能跟-ing形式作宾语的动词及短语常用动词：admit,avoid,advise,allow,appreciate,consider（考虑）,delay,enjoy,escape,finish,forbid,imagine,keep,mind,permit,practise,risk,suggest常用短语：feellike,giveup,canhelp,keepon,insiston,putoff,

13、bebusyin,havesometrouble/difficulty/problems（in）,be/getusedto,lookforwardto,devoteto,stickto,objectto（反对）,thanksto,getdownto（开文档大全始，着手）eg:Iamlookingforwardtoseeingyou.我盼着再见至M尔。Thebookadvisedtakingmoreexercise.医生建议多运动。Theboyrefusedtoadmitstealingmymoney.这个男孩拒绝承认偷了我的钱。Wemissedthe5:30bus,whichmeanswait

14、ingforanotherhour.Ireallyenjoyedworkingonthefarm.我真的喜欢在农场干活。Shehadfinishedlisteningtothenews.她听完了新闻。动名词的复合结构：动名词有时可有自己的逻辑主语，构成动名词的复合结构one（ones）doingsth。eg:Wouldyoumindmyopeningthedoor?我打开门你介意吗？Iamangryatmybrothersbeinglate.2）只能跟todosth.作宾语的动词decide,agree,expect,hope,manage,refuse,want,offer,pretend,

15、promise,fail,plan,beg,determine,affordeg:Irefusetotakepartinanythingthatisillegal.3）既能跟-ing也能跟todosth.作宾语，意思差别不大的动词like,love,hate,prefer,begin,start4）既能跟-ing也能跟todosth.作宾语，意思差别很大的动词rememberdoingsth记得曾经做过某事remembertodosth记住做某事forgetdoingsth忘记曾经做过某事forgettodosth忘记去做某事regretdoing后悔做过某事regrettodosth后悔或遗

16、憾地去做某事stopdoing停止做某事stoptodosth停下来去做某事trydoing试着做某事trytodosth尽力去做某事meantodosth打算做某事meandoing意味着FinishActivity2inthispartonP35.Thenreadoutthewordsaloudinclass.FinishActivity3inthispartonP35.Readthroughtheverbalphrasesandthetwopartsofthesentencesandtrytomatch;Callbacktheanswersfromthestudentsandgiveso

17、meexplanationifnecessary;Readoutthephrasesandsentencesaloudtogether.FinishActivity4inthispartonP36.Readthroughthesentencestounderstandandfill;Callbacktheanswersandexplainifnecessary;Readoutthesentencesaloudtogether.Step3Grammar2-ingformassubjectFinishActivitylinthispartonP37.Readthroughtounderstand;

18、Explainandaskthestudentstopayattentiontothefunctionofthe-ingforminthesesentencesusedassubject;Readoutthesesentencesaloudtogether.2.Summarizetheusagesofthe-ingform.动名词的功能（在句子中所作的成分）1）作主语eg:Seeingisbelieving.百闻不如一见。Savingishaving.节约即是收入。2）作表语eg:Themainthingisgettingthereintime.Herworkiswashingclothes.

19、3）作宾语eg:Isuggestdoingitinadifferentway.Doyoufindlivinghereinteresting?4）作定语eg:Hemaybeinthereadingroom.washingmachine/sleepingcar5）作补语eg:IsawLiKangplayingfootballontheplaygroundwhenIarrivedatschool.Dontkeeptheboystandingoutsidetoolong.形式主语和形式宾语在一些句子中，为了保持句子平衡，常将真正的主语/宾语（动名词、不定式、主语/宾语从句）放在句末，用it作形式主语/

20、宾语放在原来的位置。eg:tisnousecryingoversplitmilk.覆水难收。（形式主语）Itissimplyawasteoftimeandmoneyseeingthatmovie.（形式主语）Ifindit_nogoodadvisinghimtogowithus.（形式宾语）FinishActivity2inthispartonP37.Readthroughtounderstandandtrytocompletethesentences;Callbacktheanswersandexplainifnecessary;Askthestudentstoreadthroughthes

21、entencesbythemselvesagaintounderstandthembetter.Step4SummaryandHomeworkI.Summary:Summarizewhattheyhavelearnedinthisperiod.Homework:Activity1-2onP85inworkbook.PeriodThreeTeachingcontent:ListeningandVocabulary&EverydayEnglishandPronunciationTeachingimportantpoints:Learntoresearchbycooperation;Learntoc

22、atchnecessaryinformationwhenlistening.LearntotakeadvantageoftheeverydayEnglishtoexpressthemselves.Teachingdifficultpoints:Leadthestudentstotakeanactivepartinclass;Helpthestudentsmasterthewordsappearinginthelisteningpart;Learntonoticetheweaksoundwhilecommunicating.Teachingprocedures:Step1Greetingsand

23、RevisionGreetthestudentsasusual.Checkupthehomeworkinlastperiod.Step2ListeningandVocabularyActivitylonP36Askthestudentstoreadthroughthewordsandsentencestounderstandandtrytocomplete;Callbacktheanswersfromthestudentsandexplainifnecessary;Readoutthewordsandsentencesaloudtogether.Activity2onP36Readthroug

24、hthequestionsandpaintingstounderstandtherequirementandpredictthecontentofthelisteningmaterial;Listentothetapetogetthemainideaandtrytoanswerthequestions;Tellthestudentsthemainideabrieflyandcomparetheanswers.Activity3onP37Readthroughthegiveninformationtounderstand;Listenthesecondtimetocompletethese文档大

25、全实用标准文案实用标准文案文档大全文档大全sentences;Comparetheanswersandexplainifnecessary;Listenthethirdtimetocheckuptheanswersandunderstandthelisteningmaterialbetter.Step3EverydayEnglishandPronunciationReadthroughthegiveninformationtounderstandandchoosethecorrectanswer;Comparetheanswersandexplainifnecessary;Listenandr

26、epeatthephrasesnoticingtheweaksound.Step4SummaryandHomework.Summary:Summarizewhattheyhavelearnedinthisperiod.Homework:Activity3andActivity5onP85-86inworkbook.Appendix:NotestothetextUsefulexpressionsYouvegotitright.(=Yourecorrect.)Imnothalfasgoodasyou.(=Youremuchbetterthanme.)Thanksforthecompliment.(

27、=Thanksforsayingsomethingniceaboutme.)Whatdoyoumakeofit?(=Whatsyouropinionofit?)makeof(=thinkof)认为怎样eg:Whatdoyoumakeofthenewmanager?PeriodFourTeachingcontent:Function;Speaking;Task&WritingTeachingimportantpoints:Helpthestudentsimprovetheirwritingskills;Helpthestudentsimprovetheirspeakingability;Help

28、thestudentsmakefulluseofeverydayEnglishfreely;Encouragethestudentstoreadthesentencesaccuratelyandfluently.Teachingdifficultpoints:Leadthestudentstobeactiveinclass;Helpthestudentslearnhowtoexpresstheirideaswhilecommunicatingwithothers;Developthestudentscommunicatingskillsbypracticingtheuseofdailyexpr

29、essions.Teachingprocedures:Step1GreetingsandRevisionGreetthestudentsasusual.Checkupthehomeworkinlastperiod.Step2FunctionActivitylonP34Readthroughthesesentencestounderstandandtrytounderlinephrasesforgivingopinions;Callbacktheanswersandexplainifnecessary;Readoutthesesentencesaloudtogether.Activity2onP

30、34Readthroughtheexampletounderstand;Explainsomedifficultpointsifnecessary;Readthroughagainquietlybythemselvestounderstanditbetter.*Step3SpeakingThispartcanbeomittedforourstudents.*Step4TaskThispartcanbeomittedforourstudents.Step5WritingActivitylinthispartonP38LookatthepassageinReadingandvocabularyAc

31、tivity2.PayattentiontothefirstsentencesofparagraphsA-D.Theyaretopicsentences.Readthroughthesentencesinthisparttounderstandandputthemintotherightordertomakeaparagraph.Findthetopicsentencefirst.Thencallbacktheanswerandexplainsomedifficultpointsifnecessary;Readthroughagainquietlybythemselvestounderstan

32、ditbetter.【*2.Activity2inthispartonP38】Thispartcanbeomittedforourstudents.PayattentiontoLearningtolearn.Extrawritingtask根据下面的提示，写一篇介绍画家齐白石的短文。1）齐白石（1864-1957）是我国最伟大的画家之一。2）湖南湘潭人，家境贫困，仅在12岁前随外祖父读过一段私塾。年青时作过木匠。3）在1902-1909年之间游历祖国各地，画了很多山水画。后来他的兴趣转向画日常生活中的简单事物，如蔬菜，花鸟，昆虫等。4）白菜是他的一幅著名作品。画上，在大白菜旁边的小昆虫两眼盯着

33、白菜，显出对白菜极大的兴趣。5）齐白石的画常常给观众留下想象的空间。提示：私塾privateschool;木匠carpenter;昆虫insect;白菜cabbage字数：100词左右Onepossibleversion:QiBaishi（1863-1957）wasoneofChinesegreatestpainters.HewasborninapoorfamilyinXiangtan,Hunanprovinee.Heonlystudiedinaprivateschoolfromhisgrandfatherbeforehewastwelve.Heworkedasacarpenterwhenhe

34、wasyoung.Between1902and1909,hetraveledacrossthecountryandpaintedmanyIandscapes.Hisinterestchangedlatertosimplethingsfromeverydaylife,suchasvegetables,flowers,birdsandinsects.Cabbageisawell-knownexampleofhiswork.Thelittleinsectinthepicturefixesitseyesonthecabbage,whichshowsgreatinterestinthecabbage.Q

35、iBaishispaintingsoftenleavetheaudieneethinking.Step6SummaryandHomework1.Summary:Summarizewhattheyhavelearnedinthisperiod.Homework:Activity8onP87inworkbook.Appendix:NotestothetextUsefulexpressionsatonesbest处在最好的状态inthetimeof在时代/期PeriodFiveTeachingcontent:CulturalCorner&ModuleFileTeachingimportantpoin

36、ts:Learntoresearchbycooperation;KnowmoreaboutPicasso;Masterandapplywhattheyhavelearntinthismodule.实用标准文案实用标准文案Teachingdifficultpoints:Leadthestudentstobeactiveinclass;Developthestudentsreadingskills;ApplyimportantIanguagepointsproficientlyandcorrectly.Teachingprocedures:Step1GreetingsandRevisionGree

37、tthestudentsasusual.Checkupthehomeworkinlastperiod.Step2CulturalCornerLead-inInthefirstperiodwetalkedaboutPabloPicassoandCubism,butwestilldontknowmuchaboutthefamousartistandhiswork.OK,inthispassageweregoingtolearnmoredetailsaboutPicassoandhiswork.ReadingReadthroughthetexttogetthemainideaandtrytoansw

38、erthequestionsabovethepassage.Suggestedanswers:a）From1902to1904hepaintedaseriesofpictureswherethemaincolourwasblue.Thesepicturesshowedpoor,unhappypeopleandareknownasPicassosblueperiod.b）From1904to1906Picassopaintedmuchhappierpicturesinthecolourpink.ThisperiodwasknownasPicassospinkperiod.c）Withanothe

39、rSpanishartistcalledGeorgeBraque,PicassothenstartedanimportantnewartisticmovementcalledCubism.LanguagepointsExplainsomeIanguagepointsifnecessary.ConsolidationReadthroughthetextagainbythemselvesquietlytounderstanditbetter.Timepermitting,askthestudentstolistentothetapeandfollowitinalowvoice.Step3Modul

40、eFileThissectionliststhemainareasofIanguagedealtwithinthismodule.Theteachermaygivethestudentsabout5minutestogothroughit,tickingthethingstheyareconfidentthattheyknow,puttingaquestionmarknexttothosethingstheyarenotsureof,andacrossnexttothosetheydontknow.Thentheymaymakeupforitaccordingly.Oryoumayprovid

41、eachaneeforthemtohaveaconsolidation.Step4SummaryandHomework1.Summary:Summarizewhattheyhavelearnedinthisperiod.2.Homework:Activity9onP87inworkbook.Appendix1:NotestothetextUsefulexpressionsaseriesofAppendix2：Guernica（格尔尼卡）（图见课本39页）格尔尼卡，毕加索作，1937年，布面油画，305.5X782.3厘米，普拉多博物馆藏。油画格尔尼卡，是毕加索作于30年代的一件具有重大影响及历

42、史意义的杰作。此画是受西班牙共和国政府的委托，为1937年在巴黎举行的国际博览会西班牙馆而创作。画中表现的是1937年德国空军疯狂轰炸西班牙小城格尔尼卡的暴行。作为一个具有强烈正义感的艺术家，毕加索对于这一野蛮行径表现出文档大全实用标准文案实用标准文案文档大全文档大全无比的愤慨。他仅用了几个星期便完成这幅巨作，作为对法西斯兽行的谴责和抗议。毕加索虽然热衷于前卫艺术创新，然而却并不放弃对现实的表现，他说：“我不是一个超现实主义者，我从来没有脱离过现实。我总是待在现实的真实情况之中。”这或许也是他选择画格尔尼卡的一个重要原因吧。然而他此画的对于现实的表现，却与传统现实主义的表现方法截然不同。他画中

43、那种丰富的象征性，在普通现实主义的作品中是很难找到的。毕加索自己曾解释此画图像的象征含义，称公牛象征强暴，受伤的马象征受难的西班牙，闪亮的灯火象征光明与希望。当然，画中也有许多现实情景的描绘。画的右边，一个妇女怀抱死去的婴儿仰天哭号，她的下方是一个手握鲜花与断剑张臂倒地的士兵。画的左边，一个惊慌失措的男人高举双手仰天尖叫，离他不远处，那个俯身奔逃的女子是那样地仓惶，以致她的后腿似乎跟不上而远远落在了身后。这一切，都是可怕的空炸中受难者的真实写照。JacquelinewithCrossedHands（紧抱双手的杰奎琳）（图见课本31页）双臂抱胸的女人，出自毕加索，2000年售出5560万美元。风

44、格独创且缤纷多变的现代艺术魔术师毕加索，以他绚烂的彩笔，创作出一幅幅影响深远的巨作。近百年来的西方艺术，举其重要者，恐怕除了野兽主义之外，没有一支不是肇始于他，或被他吸收而善加利用的。他的创作是多元化的，熔古今于一炉。齐白石（1863-1957）:现代杰出画家，书法家，篆刻家。原名齐璜，纯芝，字渭青、号白石、濒生、阿芝、借山吟馆主者、寄萍老人等。湖南湘潭人。十二岁学粗木工，后做雕花木匠，兼习画。亦习诗文，书法、篆刻，初为画工，为乡里人画衣冠像。六十岁后定居北京，以卖画、刻印为职业。生平推崇徐渭、朱耷、石涛、吴昌硕等前辈诸家，重视创新，不断变化，创造了独特不群的风貌。所画作品，都洋溢着对生活的热

45、爱。其篆刻朴茂有力，书法刚劲沉着，诗文、画论也有独到之处。任中国文学艺术界联合会主席团委员，美术家协会主席。1953年中央文化部授予“人民艺术家”称号。齐白石的虾，栩栩如生，情趣盎然。懂得笔墨也善于操纵笔墨的齐白石，他在下笔画虾时，既能巧妙地利用墨色和笔痕表现虾的结构和质感，又以富有金石味的笔法描绘虾须和长臂钳，使纯墨色的结构里也有着丰富的意味，有着高妙的技巧。（白石翁画虾，乃河虾与对虾二者惬意的“合象”。一一李苦禅）虾的精神状态，虾的有弹力的透明体，虾在水中浮游的动势。把艺术造型的“形”“质”“动”三个要素完满的表现出来，这样丰富的内容，齐白石先生用的是及简练的笔墨，不能多一笔，也不能少一笔，一笔一笔可以数得出来。柳牛图（齐白石）（图见课本31页）齐白石一生画牛并不多见；偶或为之，总有深意，大约总是其少年牧牛生活的心灵记忆的回现，或谓乡愁。他的很多诗句其实都可以为之说明。如牛：“星塘一带杏花风，黄犊出栏东复东。身上铃声慈母意，如今亦作听铃翁。”又自注云：“余幼时尝牧牛，祖母令佩以铃。谓曰：日夕未归，则吾倚门。闻铃声则吾为炊，知已归矣。或是因对客寓生活的倦而生返乡遁居之意，如耕牛诗云：“奔驰南北复东西，一粥经营老不饥。从此收将夸旧画，倦游归去再扶犁