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1、Period 5Cultural Corner; Module File 整体设计教材分析This period contains two parts. The first part to be dealt with is Cultural Corner. When dealing with this section, you ask the students to read the question and guess what the passage is mainly about. Then they read the passage and answer the question in
2、dividually. Later put them in pairs or groups to compare their answers. At last call back the answers from the class. If the class is of high level, more exercises can be designed for consolidation and extension.The second part is Module File. You can design some exercises for the students to consol
3、idate what they learnt in this module. 三维目标1. 知识与技能1)Train the students reading ability.2)Words: agree, excellent, exhibition, be known as, pink, destroy3)Phrases: at the age of, from. . . to. . . , move to, a series of, in his early twenties, happen to2. 过程与方法1)Make the students know more about Pic
4、asso by designing some reading activities.2)Help the students have a good knowledge of what they learnt in this module.3)Individual work, pair work as well as group work to get every student to participate in class.4)Explanations to make the students master some difficult points that appear in this
5、period.3. 情感与价值1)Make it fun to communicate with others.2)Try to raise the students cooperative awareness in their study by pair work or group work.3)Teach the students to enjoy paintings by Picasso. 教学重点1. Learn to research by cooperation.2. Know more about Picasso.3. Master and apply what they hav
6、e learnt in this module. 教学难点1. Lead the students to be active in class.2. Develop the students reading skills.3. Apply important language points proficiently and correctly. 教学过程Step 1 Review and Lead-inFill in the blanks with a word given in the box, using its proper form when necessary.(Show the f
7、ollowing on the screen. )art gallerycrazy aboutaliveexpressionrealizeobserveaspectsceneimitatedelightful1)He visited many_ during his stay in London.2)He felt fortunate that he was able to get out of the burning car, _.3)Many young people are_ pop music.4)He _ he had some misunderstanding about his
8、teacher.5)Once he was_ to use a check for a book mark and lose it.6)He was pleased to see the _ of his child playing happily with other children.7)Playing computer games is _ but spending too much time on it may do harm.8)It helps_ native speakers speeches in learning a foreign language.9)We must kn
9、ow lots of_ to express our ideas clearly.10)He is said to be successful in many _ of his life.Suggested answers:1）art galleries2）alive3）crazy about4）realized5）observed6）scene7）delightful8）to imitate9)expressions10)aspectsStep 2 Cultural Corner1. Request the students to read the listed question and g
10、uess what this passage is mainly about. Then they are required to read through the passage quickly and check if their guess is correct. Meanwhile, they need to find out the answers to the question and underline the words, phrases or sentences they have problems in understanding, trying to guess what
11、 they mean. Next, the students work in groups of four and compare their answers. At last the teacher calls the answers from the class or shows the correct answers on the screen for the whole class to refer to.Suggested answers:a)He painted the pictures in France from 1902-1904. Blue was the most imp
12、ortant colour. They were pictures of poor, unhappy people.b)These pictures were done from 1904-1906, and pink was the most important colour; the subjects were happier.c)Picasso started the Cubist movement with George Braque. His first cubist paintings were all brown and grey Guernica is his greatest
13、 cubist painting.2. ConsolidationThe teacher prepares some pictures by Picasso and shows them on the screen. Let the students look them through quickly and ask some of them to divide them into two groups, telling the criteria of their division.(Show the following on the screen. )Suggested answers:Th
14、e first three pictures were painted in his “blue period” while the rest two were painted in his “pink period”. Step 3 Module File1. Give the students some time to go through it, ticking the things that they know confidently.If they are not sure of something, put a question mark next to it. If there
15、is something they have no idea, put a cross next to it. In order to consolidate what they learnt in this module, you can also design several exercises.2. Relative language points in this periodWords and phrases: 1). . . who live from 1881 to 1973, 从1881年生活到1973年from. . . to. . . 从到常与表示时间、地点、范围程度等名词或抽象名词连用，所接事物往往是同类的或同一样的，名词前通常不加冠词，也不用复数形式。from place to place各地from area to area各地from head to foot从头到脚from door to door挨门挨户from morning to night从早到晚from hand to hand传递from year to year年年from beginning to end从头到尾from one t
