Module 4 Fine Art
—Western, Chinese and Pop Arts
Teaching aims： Aimed at carrying out quality education, based on
students’ development, letting students grasp the vocabulary, grammar, function in this module, strengthening students’ language skills in listening, speaking, reading and writing set in this module, developing students learning strategies.
Through learning this module, students are expected to learn about the artists and their painting styles, be capable of introducing their favorite artists and their works, be interested in art, improve their aesthetic consciousness, love life and develop their sense of cooperation. Aimed to cultivate students’ integrated language capability in various student-centered tasks or activities.
Periods 1：Introduction, Reading and
vocabulary, Function
Teaching aims：（multimedia courseware）
Language objectives: To enable the students to grasp the new works, phrases and the structures to give opinions about likes and dislikes Skill objectives:
To enable the students to match descriptions with paintings, choosing the correct answers and filling in the form in the aspect of reading To enable the students to give opinions about certain paintings Culture awareness, emotions and attitudes objectives:
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Teaching important points：
To enable the students to speak out opinions about some paintings with some expressions
To enable the students to grasp the new works and phrases in this part Teaching procedures: PWP Teaching Model Step1. leading-in activity Use the paintings The Smile of Mona Lisa by da Vinci and the works by Zheng Banqiao on the screen to lead in the topic.
Meanwhile, I will introduce the key
new words: artist, paint, traditional, brush, ink.
Step 2. While—reading
1)Scanning
During the start of the period, let the students scan the passage to find out the answers to the questions on Page32, which are about the topics. ⑴Match paintings 1-4 with descriptions in paragraphs A-D. ⑵Say which paintings are mentioned in paragraph E and F. 2)Detailed reading
During this period, I’ll allow students enough time to read the text and then I let them work in groups to do the following two tasks: ⑴Do the multiple choices on the screen.
⑵Fill in the form on the screen, which is mainly about the famous artists.
3)Language points ⑴consider 认为
①This is a painting by the Spanish artist, Pablo Picasso, and he is considered to be the greatest western artist of the twentieth century. This is a painting by the Spanish artist, Pablo Picasso, ____ ____ ____ the greatest western artist of the twentieth century. ②We consider that his advice is helpful. We consider his advice ____ ____ helpful.
③She __________________（被认为是个可爱的孩子）. ⑵with复合结构
①Cubist artists painted objects and people, and different aspects of the object or person showed at the same time.
Cubist artists painted objects and people, ___ different aspects of the object or person ____ at the same time.
②He had so much work to do, he was kept as busy as a bee.
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____ so much work ____ ____, he was kept as busy as a bee.
③I felt a bit nervous because so many people were watching me so closely.
I felt a bit nervous, ____ so many people ____ me so closely. ④Because his homework had been finished, he went out to play. ____ his homework ____, he went out to play. ⑤He went to sleep, with the door open. He went to sleep, and ____ ____ ____ ____.
⑥Tom came in, and there was a baseball bat in his hand. Tom came in, with a baseball ____ ____ ____. ⑶aim 以?为目标；意欲；打算
①Pop art (from the word “popular”) was an important modern art movement that attempted to show ordinary twentieth-century city life. Pop art (from the word “popular”) was an important modern art movement that ____ ____ show ordinary twentieth-century city life. ②Our aim is to start and run our own company. We ____ ____ start and run our own company.
③I’m aiming at losing 4 kg before the summer holidays. I ____ ____ ____ lose 4 kg before the summer holidays. ⑷stand 忍受
①I don’t like that picture of a golden-haired girl. I can’t ____ that picture of a golden-haired girl. ②We have to put up with her bad temper. We have to ____ her bad temper.
③I can’t stand working in the extreme heat for several hours.（英译汉）
_________________________________________________ ⑸I got bored of looking at pictures all the time. I ____ ____ ____ looking at pictures all the time. ⑹Tom gradually became interested in art. Tom ____ ____ ____ ____ art.
Step3. Post—reading
During this period, I’ll let the students do the following tasks. ⑴Find out the structures that can be used to giving opinions about likes and dislikes from the paragraphs E and F individually.
⑵And then, along with the students, I’ll look through the sentences giving opinions, provided in the first part of Function, making sure that they know how to express likes and dislikes. Show the students a series of paintings on the screen, letting them in groups talk about the pictures they like and dislike, and why or why not, using the information learned from the reading material(or in the form of interviewing—group work).
Step4. Homework
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Try to find more paintings and artists you like through the Internet. Prepare to introduce a painting in English to your classmates next class.
(The day students are assigned to the first task; and the rest of the students to the second.) Blackboard design：
Module 4 Fine arts—Western, Chinese and Pop Arts Period One consider: consider sb./sth. to be adj./n.
with复合结构: with+宾语+宾补（adj./adv./prep. Phrase/-ing/-ed/inf.） aim v./n. aim to do sth. aim at doing sth. stand+n./doing sth.
get tired of/get bored of “厌烦??” develop an interest in“养成对??的兴趣”
Teaching reflection ：In the process of leading in, students are
familiar with the paintings and the artists, so the pictures can easily arouse their interest and desire to participate. In the process of while-reading, pay attention to the developing of students reading strategies. In the process dealing with language points, setting the new words in a context helps the students learn and comprehend the meaning and the usage of them. In the discussion about their favorite paintings, some students are reluctant to speak, partly because of their lack of knowledge of painting; most students can communicate with their partners or group members after learning the reading materials. The task of assignment is set for the sake of the second period, that is, Listening and vocabulary, to some extent.
Periods 2：Listening and vocabulary,
Everyday English, Speaking
Teaching aims：
To enable the students to grasp the new words in the listening material.
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To enable the students to comprehend and put to use the everyday English in the listening material. Skill objectives:
To enable the students to follow the listening material about artists and art works, which has similar difficulty to the reading material, and identify opinions.
To enable the students to pay attention to the weak sound and read correctly.
Teaching important points：
To enable the students to follow the listening material about artists and art works, which has similar difficulty to the reading material, and identify opinions.
To enable the students to pay attention to the weak sound and read correctly.
To enable the students to give opinions about certain paintings Teaching procedures: PWP Teaching Model
Step1. Pre-listening
⑴ Show some pictures on the screen;：that is, a watercolor, an oil painting, a portrait, a landscape, an art gallery.
Through showing the pictures, I, together with the students study the new words,( watercolor, oil painting, portrait, landscape, art gallery), letting them pay attention to the pronunciation and the weak sounds/unstressed syllables of the words. ⑵Then I’ll let the students in pairs learn the meaning of the new words in the contexts, in the form of completing the sentences with them (Part1, Page36), after reading after me.
Step2. While-listening
⑴Before listening, ask the students to look at the two pictures on Page36 and find out some similarities and differences. Listen for the first time, and answer the following questions: ①What are the boy and girl are discussing?
②Which picture is the boy painting, Picture1 or Picture2? Say how you know this.
③Why does the girl say sorry at the end of the conversation? ⑵Detailed listening/Pair work Listen to the conversation again, and complete the following sentences.
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