Fine Art—Western, Chinese and Pop Arts Section 1 Teaching aims ： Aimed at carrying out quality education, based on students’ development, letting students grasp the vocabulary, grammar, funct
ion 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: 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 ）.
⑵with 复合结构 ⑶aim 以…为目标；意欲；打算 ⑷stand 忍受 ⑸I got bored of looking at pictures all the time. ⑹Tom gradually became interested in 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 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.