外研高中英语必修2Module4 Fine Arts教案

Module4FineArts一Western,ChineseandPopArts

Period1Introduction;ReadingandVocabulary

整体设计

教材分析

ThisperiodincludesIntroductionaswellasReadingandVocabulary.Introductioncanserve

asawarmingupofthereadingpassage.Tomakestudentsfullypreparedforthestudyofthe

passage,theteachermayfirstleadthestudentstosomenewwordsconcerningthetopicinthis

module.Andinthiswaytheteachercanstimulatethestudents9interestinthestudyofthenew

module.Thentheteachercanletthemcompletethefirstandsecondactivitiesindividuallyand

checktheiranswersthroughpairwork.Iftheclassisgoodenough,otheroptionscanbeprovided

forreference.Thethirdactivitycanbedealtwithbyholdingacompetition,whichisbythesquare

thetransitionfromIntroductiontoReadingandVocabulary.Inthereadingandvocabularypart

youcanfirstleadthestudentstolearnsomenewwordswhichwillappearinthereadingpassage.

Thismaydecreasethedifficultytheycomeacrossinthereadingprocess.Thenrequirethe

studentstoreadthepassagefast,gettingitsmainidea.Afterthis,instructthestudentstoreadthe

passageagain,completingthethirdandfourthactivities.Next,askthestudentstoreadthroughthe

passageonceagainandlearnsomeusefullanguagepoints.Iftheclassisofhighlevel,referto

othergivenoptions.

三维目标

1.知识与技能

l)Trainthestudents5speakingskills.

2)Developthestudents9readingability.

3)Learnthefollowingwords:like,dislike,artist,colourful,contemporary,delightful,drawing,

paint,painter,painting,scene,traditional,alive,aspect,imitate,observe,reality,style,adopt,aim,

stand

Phrases:beinterestedin,atthesametime,aimtodo,suchas,beknownfor,becauseof,get

tiredof,allthetime,becrazyabout,can'tstand,befondof,developaninterestin

Sentencepatterns:

LikeQiBaishi,XupaintedinthetraditionalChinesestyle.

XuBeihongbelievedthatartistsshouldshowreality,butnotjustimitateit.

...,andIenjoyitalot,althoughIcangettiredoflookingatpicturesallthetime.

Ireallylikehim.Ithinkhe'sanextraordinaryartist.

2.过程与方法

l)Trainthestudents5speakingabilitythroughindividual,pairworkandgroupwork.

2)Trainthestudents5readingskillsbydealingwithsomereadingactivities.

3)Explanationstomakethestudentsmastersomelanguagepoints.

4)Fastreadingtomakethestudentsgetthemainideaofthepassage.

3.情感与价值

l)Trytoraisethestudents5cooperativeawarenessintheirstudybypairworkorgroupwork.

2)Requestthestudentstolovearts,especiallypaintings.

教学重点

1.Encouragethestudentstotalkaboutartsaswellasthewell-knownartistsathomeand

abroad.

2.Helpthestudentsmakesenseofthepassage.

3.Helpthestudentstoimprovetheirreadingability.

教学难点

1.Leadthestudentstotalkinclassactively.

2.Dealwithsomedifficultlanguagepoints.

教学过程

—Step1Lead-inandIntroduction

1.Askthestudentstoanswerthefollowingquestionsandleadinthenewclass.

Whohasbeentoanartgallery?

Ifso,whatdidyouseethere?

Whatdoyouenjoymost?Canyougiveanaccountofit?

2.Activity1

Option1

Showsomepicturesorrealobjectsonthescreenwhichcanhelpthestudentstounderstand

thelistedwordsintheboxinthefirstactivityonP31.Ifnecessary,theteachercangivesome

explanations.Thenthestudentsreadthembythemselvesandtrytorememberthem.Next,askthe

studentstoworkinpairstoanswerthequestionsinthefirstactivityandtheycanrefertothelisted

words.Finally,callbacktheanswersfromthewholeclass.

Option2

Readthroughthewordsinthefirstactivityonebyoneasthestudentsfollowyou.Makesure

theyunderstandwhatthesewordsmean.Thenhavethestudentsworkinpairsandanswerthe

questionsinthefirstactivity.Afterthis,comparetheiranswerswithotherpairs.Next,volunteers

speakouttheiranswersandotherstudentscheckiftheymakeanymistakes.

Option3

Thestudentsreadthewordsintheboxindividuallyandunderlinethosetheycan'treador

don'tknowatall.Theteacherexplainsthemorencouragestheexcellentstudentstodoso.Then

puttheclassintogroupsoffourtodiscussthequestions.Finally,letsomerepresentativesdescribe

themusingtwoormoresentences.

Option4

Dividethewholeclassintotwobiggroupsandholdacompetition.Eachgroupbrainstorms

asmanywordsconcerningartistsaswellasartisticworksaspossible.Thegroupwhichgives

morecorrectwordswillbethewinner.Theneachgroupdiscussesthelistedquestionsamongits

groupmembers.

3.Activity2

Option1

Theteacherdisplayssomepicturespreparedbeforeclasstothewholeclassandgivesa

modellikethis:nowlookatthesepaintings.Ienjoytheoneontheleftmost.I'dliketogiveita

title.Inmyopinion,thepropertitleshouldbe.Itisvividbecause...Thenthestudents

choosetheirfavouritepicturesanddoastheteachershowedthem.Finally,representativesare

requiredtogiveareport.

Option2

Askthestudentstolookthroughandappreciatethethreelistedpicturesindividuallyand

chooseonetheyprefermost.Thenputthestudentsintogroupsonthebasisofthepicturesthey

choosetodiscussthem,givingapropertitleanddescribingthemwithacoupleofsentences.

Finally,representativesofeachgroupgiveabriefreport.

Option3

Thestudentsshowthepicturestheypreparedbeforehandtothewholeclass.Putthestudents

intopairsorgroupsoffourtodiscussthemandgiveeachofthemapropertitle.Thenthestudents

checkiftheirpicturesarecorrectlytitled.Next,eachpairorgroupchoosestheirfavouritepicture

anddescribesitusingtwoorthreesentences.Finally,asksomestudentstoreporttheirdescription

tothewholeclass.

—Step2Pre-reading

1.Backgroundknowledgeoftheartistsathomeandabroad

Firstputthestudentsintogroupsoffourandaskthestudentstodiscusshowmuchtheyknow

abouttheartistsathomeandabroad.Thensomevolunteersreporttheirdiscussionresultstothe

wholeclass.

2.Showthefollowingwordsonthescreen.Havethestudentsreadthemafteryouandmake

suretheyknowwhattheymean.Iftheycan'tunderstandanyofthem,theycanturntoyoufor

helporlookthemupinthereferencebook,forexample,adictionary.Thenmatchthewordswith

thedefinitionsbelow.

(Showthefollowingonthescreen.)

aliveaspectimitate(art)movementobserveordinaryrealitystyle

Suggestedanswers:

1style2observe3movement4imitate5alive6ordinary7aspect8reality

—Step3While-reading

1.Scanning

Option1

FirstaskthestudentstolookthroughthefourpicturesonP32quicklyandtrytounderstand

them.Thenhavethestudentsreadthepassageandcompletethetwoexerciseslistedinthisactivity.

Next,putthestudentsintopairstocomparetheiranswers.Finally,callbacktheanswersfromthe

class.

Suggestedanswers:

1)1—C;2—A;3—D;4—B

2)E—1,4;F—3,2

Option2

Firstofall,askthestudentstoreadthepassagequicklyandsummarisethemainideaofeach

paragraphindividually.Andthenputthestudentsintogroupsoffourtocomparetheirmainideas

andchoosewhattheythinkthebestonesarebydiscussing.Next,representativesofsomegroups

reporttheirmainideastothewholeclass.Finally,showthecorrectanswersonthescreenforthe

classtoreferto.

Suggestedanswers:

Paragraphone:PabloPicassoandCubism.

Paragraphtwo:RoyLichtensteinandpopart

Paragraphthree:QiBaishiandChinesepainting

Paragraphfour:XuBeihong-oneofChina'sbest-knowntwentieth-centuryartists

Paragraphfive:WuHang'sopinionsonarts

Paragraphsix:SarahHardwick?sopinionsonarts

2.Carefulreading

Option1

First,showthefollowingsentencesonthescreenandaskthestudentstoreadthemthrough

quicklyandtrytounderstandthem.Thenhavethestudentsreadthepassageagainanddecideif

thesesentencesaretrue(T)orfalse(F).Next,putthestudentsintopairstocomparetheiranswers.

Finally,callbacktheanswersfromtheclass.

(Showthefollowingonthescreen.)

1PabloPicassoisconsideredtobethegreatestwesternartistofthenineteenthcentury.

2Popartwasanimportanttraditionalartmovementaimingtoshowordinary

twentieth-centurycitylife.

3BothQiBaishiandXuBeihongpaintedusingthetraditionalChinesestyle.

4WuHangisastudentwhoenjoysthepaintingsofQiBaishigreatly.

5SarahlovesnottheChinesepaintingsbutthatofPicasso's.

Suggestedanswers:

1F2F3T4T5F

Option2

Firsthavethestudentsreadthepassageoncemoretofindtherelatedinformationofthe

followingyearsandcompletethetable.Thenputthestudentsintopairstoexchangeandcheck

theiranswers.Afterthis,representativesreporttheiranswerstothewholeclass.Theteacher

commentsonthem,andthenoffersthecorrectanswersforthestudentstochecktheirown.

LifetimeArtistsNationalityStyleofpaintingThingspainted

1881-1973

1923-1927

1863-1957

1895-1953

Suggestedanswers:

LifetimeArtistsNationalityStyleofpaintingThingspainted

1881-1973PabloPicassoSpainCubismobjectsandpeople

1923-1927RoyLictensteinAmericapopartordinary

twentieth-centurycity

life

1863-1957QiBaishiChinatraditionalChineseworldofnature

style

1895-1953XuBeihongChinatraditionalChinesehorses

style

3.Consolidation

Option1

Firstputthestudentsintogroupsoffouranddiscusshowtoretellthefirstfourparagraphs

withthehelpoftheusefulinformationinthetableabove.Givethemsometimetomakefull

preparations.Whenthetimeisup,letsomegrouprepresentativesretellthewholepassage.(You

canalsoleadthewholeclasstodothistogetherasasample.)

Option2

Havethestudentsreadthewholepassageonceagainandfindoutthecorrectanswerstothe

exercisesinthethirdactivityonP34.Thengetthemintopairstocompareandchecktheiranswers.

Finally,callbacktheanswersfromtheclassorshowthecorrectanswersonthescreenforthe

wholeclasstoreferto.

Suggestedanswers:

1a2b3b4a5b6a

—Step4RelatedLanguagePointsinthisPeriod

Wordsandphrases:

1.Preparingaclassquestionnaireonstudents5likesanddislikesinarts.

准备一份关于学生艺术喜好与厌恶的班级调查问卷。

preparevt.&vi.预备；准备;调制；配制

preparationn.准备；预备

preparefor为...作好准备

prepare...for使...有准备

preparesb.for使某人有准备

preparetodosth.准备做...

bepreparedfor=bereadyfor准备（状态）

bepreparedtodo准备做...

makepreparationsfor为...作准备

Ihaven?tpreparedmylessonsyet.

我还没备好课。

Theyhopedforthebest,butpreparedfortheworst.

他们作最好的打算作最坏的准备。

Thefarmersaregettingpreparedfortheautumnharvest.

=Thefarmersaremakingpreparationsfortheautumnharvest.

农民们正在为秋收作准备。

2.Areyouinterestedinarts?

你对艺术感兴趣吗？

beinterestedin对...感兴趣

interestn.兴趣vt.使...感兴趣

interestedadj.感兴趣的

interestingadj.有趣的；令人感兴趣的

Iaminterestedtohearyourstory.

我对听你讲故事很感兴趣。

Americanfootballdoesn'tinterestmeatall.

美国足球一点也不能使我感兴趣。

Thisisaninterestingstorybookforchildren.

这对孩子们来说是个有趣的故事。

3.Saywhichoneyouprefer.

说你更喜欢哪一个。

prefer句型

Iprefertogotothemoviesratherthanstayhome.

=1prefergoingtothemoviestostayinghome.

我宁愿去看电影也不愿待在家里。

prefer+n./pron.比较喜欢...

IpreferEnglish.

我比较喜欢英语。

preferdoing/todosth.宁愿做某事

prefersth.tosth.宁愿...而不愿

preferdoingtodoing宁愿做...而不愿做

prefersb.todosth.宁愿某人做...

prefertodoratherthando宁愿做...而不愿做

拓展：

其他表示“愿意做某事”所用的句型

would/shouldlike/lovetodo

wouldratherdo

其他表示“宁愿……而不愿……”所用的句型

wouldratherdothando

woulddosth.ratherthandosth.

Shewouldstayathomeratherthangotocinema.

她宁愿待在家里而不愿去看电影。

4.delightfuladj.令人愉快的；可爱的

Whatdelightfulweather!

多爽的天气啊！

Wehadadelightfultimeinthezoo.

我们在动物园里玩得很愉快。

拓展：

delightv.给予乐趣；使人高兴

Allthingsdelightus.事事让我们开心。

Shedelightsindesigningfashionableclothes.

她以设计时尚的衣服为乐。

Iwasdelightedtobeinvitedtotheweddingceremony.

我很高兴被邀请去参加婚礼。

delightn.欢喜,愉快，高兴；嗜好

TheInternetgivesdelighttotheyoung.

网络给青少年带来乐趣。

Dancingisherchiefdelight.

跳舞是她的主要爱好。

delightedadj.高兴的，欣喜的，其后常接不定式、从句或介词with/at/by引起的短语。

Hewasdelightedtoreceiveyourlettersoquickly.

他很高兴这么快收到你的来信。

toone'sdelight/tothedelightofsb.让某人高兴的是

takedelightindoingsth.乐于做某事；嗜好做某事

OurEnglishteachertakesdelightintellingusjokes.

我们英语老师乐于给我说笑话。

及时反馈：

一HowdoesTomlikehisnewboss?

一Heisdelightedher.

A.atB.toC.withD.of

答案:C

5....,consideredtobethegreatestwesternartistofthetwentiethcentury.

……，被认为是20世纪最伟大的西方艺术家。

consider

.sb./sth.+adj./m

sb./sth.+tobe

consider（认为，以为）＜

sh./sth.+as

1that-clause

consider（考虑）\doingsomething

疑问词+todosomething

We'veneverconsideredgettingmarried.

我们从没考虑过结婚。

Heisconsideredasoneofthebeststudents.

他被认为是最好的学生之一。

IconsideritmydutytohelpyouwithEnglish.

我把帮你学英语当作是我的职责。

WeconsiderthatChinawillbecomethestrongestcountryintheworld.

我们认为中国将成为世界上最强大的国家。

及时反馈：

IconsiderthepartyuntilSaturdayevening,anditisconsidered

practical.

A.puttingoff;being

B.puttingoff;tobe

C.toputoff;being

D.toputoff;tobe

答案:B

6....,followedthetraditionalChinesestyleofpainting.遵循着中国传统的绘画

方式

followV.跟随；跟着；顺着……走；接着；从事；听得懂得；听从；服从

asfollows如下

followone'sadvice听从某人的建议

followingadj.其次的；下列的

prep.在...之后=after

n.下述的人或物

thefollowingday=thedaytofollow=thedaytocome

Thechildrenfollowedtheirmotherintotheroom.

孩子们跟着妈妈进了房间。

Wefollowedtheroadtothetopofthehill.

我们顺着那条路一直到了山顶。

Ididn'tfollowhislineofreasoning.

我不明白他的推理方法。

7.Chinesepaintingisknownforitsbrushdrawingsinblackinksandnaturalcolours.

中国画用毛笔蘸黑墨和天然颜料画成，并以此而著称。

l）beknownfor...=befamousfor...因为...而闻名

beknownas...=befamousas...作为...而闻名

beknownto...=befamousto...为...所知

Heismostknown/famousforhislivelypaintingsofhorses.

他以画马著称。

2）naturaladj.自然的，未加工的；天生的；当然的；正常的

naturallyadv.自然地；

naturen.自然界；本性,本质

naturalistn.博物学家；自然主义者

naturalgas天然气

bynature生就；天生

Shehasanaturalabilityforarrangingflowers.

她有插花的天赋。

Itisnaturalthatabirdcanfly.

鸟会飞是天生的。

Itisnaturalforabirdtofly.

鸟会飞是天生的。

Themanisproudbynature.

那人天生骄傲。

8....,andhispaintingsarespecialbecauseofthis.

他的画也正因为这点而特别。

special/especial/particular

specialadj.特殊的，特别的，专门的（反义词ordinary）,强调的是事物特有的性质、性

格或专门的目的、用途。

especialadj.特别的，主要的，突出的（反义词common）,强调的是重要性，有“优越”

“好感”之意。

particularadj.特别的，讲究的，挑剔的，强调“特定的”“个别的”“与众不同的”。

Youmusthavespecialpermissiontoenterthisroom.

你必须有专门许可才能进房间。

Hesolvedtheproblemofespecialimportance.

他解决了特别重要的问题。

Ithappenedonthatparticularday.

那发生在特定的日子。

9.XuBeihongbelievedthatartistsshouldshowreality,butnotjustimitateit.

徐悲鸿认为艺术家应该展示现实，但不能仅仅模仿。

believesb.相信某人所说的话

believeinsb./sth.=trust/havetrustin信任某人的能力或品质

Ibelievehim,butIdon'tbelieveinhim.

我相信他说的话但我不信任这人。

ItiscommonlybelievedthattheplaywaswrittenbyShakespeare.

人们普遍认为，这剧本是莎士比亚写的。

10.Instead,apictureshouldtrytoshowthe"life"ofthesubject.

相反，一幅画作应努力展示物体的生命。

try短语

try/doone'sbesttodosth.竭尽全力做某事

trydoingsth.试着做某事

trytodosth.努力做某事

tryon试穿

tryout实验；尝试

tryfor谋求

Trytogethereearly.请尽量早来。

Hetriedclimbingthetalltree.

他试着爬那棵高大的树。

Tryandfinishtheworkinaweek.

要争取在一个星期内完成这项工作。

11.,althoughIcangettiredoflookingatpicturesallthetime.

尽管我会厌倦总是看画。

get/betiredof...对...感到厌倦

Sheistiredofyourstupidwords.她讨厌你那些愚蠢的话。

拓展：

tirevt.使疲倦；疲劳；累

tiredadj.疲劳的；累的；疲倦的

tiringadj.引起疲劳的；累人的

be/gettiredwith/from因...而疲倦

betiredout很累，很疲倦

Diggingtiredme.挖地使我累了。

Thetiringjobmademeverytired.

这件令人厌烦的工作使我感到厌倦。

及时反馈：

Sheisverytiredsingingasmanysongsasshecan.

A.ofB.to

C.fromD.by

答案:C

12.ButIcan'tstandthatpictureofagolden-hairedgirl.

但是我不能忍受那幅金发女郎的画。

standv.站立；有效；维持现状；忍受（后多跟名词）

standfor代表

standby袖手旁观

standagainst反对

standout突出，出色

standatattention立正

standaway远离；不靠近

Therestandsatree.

那里立着棵树。

Ican'tstandsuchhotweather.

我无法忍受这么热的天气。

Theorderwillstillstand.

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：

Momlooksforwardtoleavingbecauseshecan'tnothinghere.

A.standtodo

B.standdoing

C.standbeingdone

D.standtobedoing

答案:B

13.Myparentsarefondofgoingtoartgalleries...

我父母喜欢去艺术画廊……

befondofdoingsth.喜欢做某事

liketodo（doing）sth.

enjoydoingsth.

likedoingsth.强调经常或习惯性动作

liketodosth.强调一次具体的行为

Heisfondofmodemdancing.

他喜欢现代舞。

Younggirlsareusuallyfondofsoftmusicandprettyclothes.

年轻女孩们喜欢轻柔的音乐和漂亮的服装。

14.Theylooksoalive.

它们看起来如此逼真。

alive/live/living/lively

aliveadj.“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）。

liveadj.“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”相对应）。

livelyadj.生动的；活泼的

livingadj.“活着的（=alive）,有生命的”，作定语和表语。

Thefishisstillalive/living.

那条鱼还活着。

Heistheonlymanaliveintheaccident.

他是这次事故的唯一幸存者。

Thatisalive/livingfish.=Thatisafishalive.

那是条活鱼。

Thechildrenareusuallylively.

小孩子们通常是很活泼的。

Thelivingaremoreimportanttousthanthedead.

对我们来说活着的比死去的人们更重要。

及时反馈：

Thediscussioncamewhenaninterestingtopicwasbroughtin.

A.aliveB.liveC.livingD.lively

答案:A

15.1can'ttellbythestyle.

我不能通过风格识别出来。

tellvt.辨识；识别；断定;知道（通常与can,could,beableto等连用）

tellthedifferencebetween说出...和的区别

tellAfromB把...和区分开

telllies说谎

tellon告发，说...的坏话

tellsb.straight直率地告诉某人

tellitlikeitis说实话

tellapart分清，区分

totell(you)thetruth说实话(用作插入语)

telloneself提醒自己，叮嘱自己

tellof/about讲述

Thereis/wasnotelling很难说；不可知

Ican'ttellthedifferencebetweenthem.

我无法区别它们之间的不同。

HowcanyoutellaJapanesefromaChinese?

你怎么把中国人和日本人区分开的？

Thetwosisterslooksomuchalikethatitisdifficulttotellthemapart.

两姐妹长得如此像以至于很难说出她们的不同。

及时反馈：

Youareconstantlynottomakesuchamistake,butyoustilldosoagainand

again.

A.tellingB.beingtold

C.toldD.totell

答案:C

—Step5SummaryandHomework

Theteacherrecallswhatthestudentslearnedinthisclass.Thestudentsmainlylearnedsome

newwordsaboutcomputersandtheInternet.Inaddition,theyalsogotsomemoreinformation

abouttheInternetandtheWorldWideWebthroughthereadingactivities.Thentheysettle

problemsaboutimportantanddifficultlanguagepoints.Atlast,assignthehomeworktothe

students—searchformoreinformationabouttheInternet.

板书设计

Module4FineArts—Western,ChineseandPopArts

Period1

Words:like,dislike,artist,colourful,contemporary,delightful,drawing,paint,

painter,painting,scene,traditional,alive,aspect,imitate,observe,reality,style,

adopt,aim,stand

Phrases:beinterestedin,atthesametime,aimtodo,suchas,beknownfor,becauseof,

gettiredof,allthetime,becrazyabout,can'tstand,befondof,developaninterestin

Sentencepatterns:

LikeQiBaishi,XupaintedinthetraditionalChinesestyle.

XuBeihongbelievedthatartistsshouldshowreality,butnotjustimitateit.

...,andIenjoyitalot,althoughIcangettiredoflookingatpicturesallthetime.

Ireallylikehim.Ithinkhe'sanextraordinaryartist.

活动与探究

GetthestudentsintogroupsoffourtosearchforasmuchinformationrelatedtoPablo

PicassowhocontributedalottothestartofCubism,suchashislifeexperiencesaswellashis

works,aspossibleusingthelibraryortheInternet.Thensharewhattheycollectwithother

groups.

备课资料

ArtPeriods:CUBISM

Cubismwasacompletelynew,nonimitativestyleofpaintingandsculpturethatwas

cofoundedbyPabloPicassoandGeorgesBraquein1908andsurvivedinitspurestformuntilthe

mid-1920s.Cubismhadanimpactonartingeneralthatextendedfarbeyondtheexistenceofthe

paintingstyleitself;itpavedthewayforotherartrevolutions,suchasDadaandsurrealism,and

wasseminaltomuchofabstractart.Italsofosterednewermodesofart,suchasOrphismand

futurism,andevenaffectedtheformalstructureofstyleswhoseoriginshadpredatedcubism,such

asexpressionism.

PicassoandBraquefoundtheprecedentsandinitialconceptsforcubismintwoartsources.

Onewasprimitiveart—Africantribalmasks,Iberiansculpture,andEgyptianbas-reliefs.The

otherinfluencewastheworkofPaulCezanne,especiallyhislatestilllivesandlandscapes.Ce

zannehadintroducedanewgeometrizationofformsaswellasnewspatialrelationshipsthat

finallybrokewiththeRenaissancetraditionsofperspective.In1907,Picassosynthesizedthese

twosourcesinhisseminalpaintingLesDemoisellesd9Avignon(1906-1907;MuseumofModem

Art,NewYork).Braque,oneofthefewartiststoseeandunderstandPicasso'spaintingatthetime,

immediatelytransformedhisstylefromaFauvist(seeFauvism)toanearlycubistidiom.InMarch

1909theFrenchcriticLouisVauxcelles,reviewingtheSalondesIndependants,referred

disparaginglytoBraque?sstyleasonethatareduceseverythingtolittlecubes”—hence,cubism.

Cubismdevelopedfromtheearlyphaseof1908-1909tothemorecomplexandsystematic

styleof1910-1912,knownasanalyticcubism,implyingintenseanalysisofallelementsina

painting.Itconsistedoffacets,orcubes,arrangedinsuperimposed,transparentplaneswithclearly

definededgesthatestablishedmass,space,andtheimplicationofmovement.Duringthisperiod,

PicassoandBraqueemployedapaletteofmutedgreens,grays,browns,andothers.Despitethis

radicalmethodofpainting,thesubjectmatterconsistedoftraditionallandscapes,portraits,and

stilllives.Fragmentsofthefaces,guitars,orwineglassesthatwerethesubjectoftheseworkscan

bedetectedthroughtheshiftingfacetsorcontours.

Period2Grammar1;Grammar2

整体设计

教材分析

Thisperiodiscomposedoftwoparts.ThefirstpartisGrammar1.Inthispartfirstleadthe

studentstoreadsomesentencesfromthereadingandvocabularypart.Thestudentscanbe

requiredtoknowaboutthe-ingformandtheinfinitivethroughtheTrueorFalseexercise.And

thentheyreadtheverbsinthesecondactivityunderstandingwhattheyallmeananddividethem

intotwogroupsaccordingtowhichformcanfollowthem,the-ingformortheinfinitive.Thirdly,

havethestudentstoreadthroughtheverbalphrasesandcatchtheirmeaningsonthebasisof

whichtheycompletethefollowingsentences.Inthelastactivitytheytofillintheblanksusingthe

correctformoftheverbinthebracket.What'smore,youcanalsoaskthestudentstoworkin

groupsandbrainstormasmanyverbstheyhavelearntbeforeandcanbefollowedbythe-ingform

andtheinfinitiveaspossible.Youcanalsoholdacompetitiontoconsolidatetheirknowledgeon

thisgrammaritem.

ThesecondparttobedealtwithisGrammar2，whichisbasedonthefirstpart.Firsthavethe

studentsreadthegivensentenceswiththe-ingformassubjectandmakesuretheyunderstand

theirmeaningscompletely.Thenthestudentsneedtofillintheblanksusingthe-ingformofthe

givenverbs.Finally,thestudentscomparetheiranswersinpairstodeepentheirunderstandingof

theusesofthe-ingformassubject.Iftheclassisofhigherlevel,theteachercandesignmore

activitiesforthestudentstodomorepractice.

三维目标

1.知识与技能

l)Developthestudents678910readingability.

2)Enlargeandenrichthestudents5grammarknowledge.

2.过程与方法

l)Explanationstomakethestudentsmasterthetwogrammaritems.

2)Makethestudentsknowhowtomakeuseofthe-ingformaswellastheinfinitivecorrectly

throughindividualorpairwork.

3.情感与价值

l)Makeitfuntocooperatewithothers.

2)Makethestudentsbeinterestedinandlovearts.

3)Trytoraisethestudents5cooperationawarenessintheirstudybypairworkorgroupwork.

教学重点

1.Learntoresearchbycooperation.

2.Learntomakeuseofthe-ingformaswellastheinfinitivecorrectly.

教学难点

1.Leadthestudentstotakeanactivepartinc