Fine Arts教案

  ⑵detailed listening/pair work  listen to the conversation again, and complete the following sentences. (part3,  page37)  first let the students check their answers with their partners; then i’ll play the recording again for them to check; and then i’ll check the answers with the class.  then i’ll show the following sentences on the screen:   ①you’ve got it right.  ②don’t change a thing.  ③i’m not half as good as you.  ④what do you make of it?  ⑤there’s (an exhibition) on.  ⑥thanks for the compliment.  this time i ask the students to think about the meaning of the sentences after listening to the recording again, and then do the exercise on page38 (part1) in pairs. then collect the answers from the whole class.step4. post-listening  ⑴let the students describe the picture2 on page36 in pairs.⑵act the dialogue out in pairs.  ⑶make up dialogues using the everyday english learned from the listening material.step5. homework ⑴look through the cultural corner and collect some works of pablo picasso or information about him on the internet.  ⑵ look through the cultural corner and tell which picture below belongs to the “pink period”, which one do you like best? which do you like least? and give your opinions about the pictures.1                                                    2     3guernicathe day students are assigned to the first task; and the rest of the students to the second task.實(shí)施效果與反思: at the start of the period, using the pictures to introduce the some of the new words in the listening material can arouse students’ interest and reduce the difficulty students have in listening to the material. similarly, letting students look at the two pictures on page36 and find out some similarities and differences can arouse their curiosity and reduce the difficulty of question-- which picture is the boy painting, picture1 or picture2? say how you know this. in the process of while-listening, after showing the six sentences taken from the recording on the screen, then let students listen to the recording while listening to the recording, which helps students comprehend the everyday english according to the context. in the process of post-listening, the task of making up dialogues in pairs strengthen students’ cooperation in one aspect; meanwhile, students can grasp the usage of the everyday english. the task of assignment is set to make students learn more about art and artists and provides more chances for students to practice giving opinions. on the other hand, it is for the transition to the grammatical learning in the next period.