《英语》（新标准）高中选择性必修第一册Unit 4 教学设计.docx

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1、Book 4 Unit 4 Meeting the muse 教学设计单元主题本单元的主题语境是“人与社会”，涉及的主题语境内容是艺术的灵感。 本单元介绍了不同领域的世界名人，如画家Leonardo de Vinci Pablo Picasso,雕塑家Auguste Rodin,诺贝尔获奖作家莫言，视觉艺术家 Florentijn Hofman,作曲家谭盾和舞蹈家杨丽萍等，讲述了这些名人的 著名作品和他们获得灵感的来源，还介绍了这些名人的感悟；同时，本 单元也探讨了科技和艺术之间的关系。本单元旨在通过“艺术”这一话 题，引入相关词汇与语法结构，实现单元总目标，即引导学生在了解这 些名人的成功事

2、迹后，能勇于探索生活，创造和发现生活的美，发现自 己的人生价值，用执着的精神去实现人生理想。单元目标学生能够围绕本单元主题语境内容，根据本单元提供的个人故事、海报 等多模态语篇，综合运用各种语言技能，结合现有知识储备，读懂与艺 术相关的文章，并能够听懂、谈论与艺术家、艺术品及艺术灵感来源相 关的话题，恰当使用所学词汇及表达介绍艺术家，描述和鉴赏艺术品， 记录日常学习、生活及感悟，了解中外艺术家创作艺术作品时的思维方 式及灵感的获取等方面的异同，深化对本单元主题意义的理解与挖掘； 同时能够运用本单元所学知识，并通过比较、分析，联系生活实际，有 逻辑、有层次地介绍艺术家的生平事迹，能够完整地写出有

3、关艺术灵感 方面的短文，也能够表达个人对艺术品的鉴赏，对不同观点进行对比和 评价，实现知识与思维能力的拓展和迁移，树立自己的审美观，努力发 现生活中的美；并能够通过运用各种学习策略，在自主学习、合作学习 与探究式学习的过程中，结合本单元提供的反思性和评价性问题不断监 控、评价、反思和调整自己的学习内容和进程，激发英语学习的兴趣， 提高自己的理解能力和表达能力，最终促进自身语言能力、文化意识、 思维品质和学习能力的综合提升。Starting out板块教学设计（建议时长10-15分钟，教帅可根据教学实际酌情调整。）课型Viewing + Speaking主题语境人与社会一一艺术的灵感内容分析本板

4、块有两个活动，活动1要求学生通过观看一段有关达Leonardo da Vinci的视频，了解Leonardo da Vinci的成长之路和艺术灵感的来源及 他的部分作品。活动2要求学生看Richard Wagner、莫言、Auguste Rodin 和Pablo Picasso四位名人的照片，理解他们的名言。本板块旨在导入 灵感的来源这一话题，激活学生已有的语言、背景知识，激发对话题的 兴趣，为整个单元的学习活动预热。教学目标在本板块学习结束时，学生能够：1 .朗读单元标题并理解其含义，并说出几个世界知名艺术家的名字， 激活已有的语言、背景知识，为本单元的学习活动做铺垫；2 .看有关Leona

5、rdo da Vinci的视频，了解这位艺术家的创作之路和其students to discuss the meanings of each compound adjectives in groups and think of other words and expressions that can express the same meanings.3. Teacher asks students to give their answers and check them.4. Teacher asks students to think of more compound adjectives

6、 to describe an art exhibition or an artwork.each compound adjectives in groups and think of other words and expressions that can express the same meanings.3. Studentsgivetheir answers and check them with the teacher.4. Students think of more compound adjectives to describe an art exhibition or an a

7、rtwork.Activity 71. Teacher asks students to skim the passage and add more information of Pablo Picasso and Feng Zikai.2. Teacher asks students to work in groups and discuss the answers to the two questions.3. Teacher invites the representative of each group to present their views. Teacher makes com

8、ments.1. Students skim the passage and know more information of Pablo Picasso and Feng Zikai.2. Students work in groupsanddiscusstheanswers to the two questions.3. The representative of each group presents their views.1. To train students to grasp the main idea.2. To help students to be familiar wit

9、h the topic and prepare for the following listening and speaking practice.Activities1. Teacher asksstudents to look1. Students look at the two pictures1. To help students grasp the main idea8-9at the two pictures in Activity 8 and read the passage in Activity 9 to get the useful information.2. Teach

10、er plays the audio and asks students to understand the picture information of Activity 8.3. Teacher plays the audio again and asks students to listen and make notes according to the audio.4. Teacher asks students to complete the notes of Activity 9 and checks the answers with the students.5. Teacher

11、 asks students to analyse the pictures in pairs and give their reasons.in Activity 8 and read the passage in Activity 9 to get the useful information.2. Students listen to the audio and understand the picture information of Activity 8.3. Students listen and make notes according to the audio.4. Stude

12、ntscompletethenotesofActivity 9 and checktheanswers with the teacher.5. Some studentsanalysethepictures and give their reasons.and understand the details of the listening materials.2. To strengthen students9 ability to use theme-related language to express views after listening.Activities10-111. Tea

13、cher asks students to understand and memorise the expressions about an artwork extracted from the audio guide.2. Teacher asks students to complete the table1. Students understand and memorise the expressions about an artwork extracted from the audio guide.2. Students complete the table with the expr

14、essions from1. To have students pay attention to the pragmatic function of the theme-related expressions.2. To encourage students to write about relevant topics using the words and expressions they have learnt.with the expressions from the audio guide.3. Teacher invites several students to share the

15、ir answers in front of the class and checks the answers with the whole class.4. Teacher asks students to choose an exhibition or an artwork and write about it.5. Teacher divides the students into pairs and make improvements to each others writings and share them with the class.the audio guide.3. Sev

16、eral students share their answers in front of the class and check the answers with the teacher.4. Students choose an exhibition or an artwork and write about it.5. Students make improvements to each other 9s writings in pairs and share their writings with the class.3. To get students to make evaluat

17、ion and reflection.Developing ideas板块教学设计（建议时长80-90分钟，教帅口根据教学实际酌情调整。）课型Reading + Writing主题语境人与社会一一艺术的灵感内容分析本板块呈现了从另一角度反映单元主题的课文，语篇类型为说明文，介 绍了美国艺术家Janet Echelman的“技术流”作品，艺术与现代科技相 结合的数字版清明上河图等，探讨了艺术和科技之间的关系；读写 部分的范文是一封艺术展的邀请函。通过这一板块的学习，学生能够加 深对传统绘画艺术和技术成画的理解，对古典艺术和现代艺术进行初步 理解和区分，并且初步掌握邀请函的写作内容和写作方法。教学

18、目标在本板块学习结束时，学生能够：1 .理解课文内容，理解伴随着科技发展艺术形式发生的改变，从而辩证 地看待艺术与科技之间的关系；2 .联系自身实际，加深对本单元主题意义的理解，能够理解“艺术流” 和“技术流”各自的价值；3 .通过完成阅读任务和学习邀请函的写作，运用所学内容为艺术展写一 个邀请函。教学重点引导学生通过阅读来把握和概括段落大意和推测作者的写作意图。教学难点联系自身实际，加深对单元主题意义的理解，能够理解“艺术流”和“技 术流”各自的价值。教学策略P-W-P模式Teaching contentsProceduresPurposesTeachers activityStudents

19、9 activityActivity 11. Teacher asks students to watch the video and encourages students to answer Question 1 and Question 2.2. Teacher plays the video again and asks students to check the answers.3. Teacher asks students to work in groups to discuss the relations between art and technology and answe

20、r Question 3.4. Teacher asks some students to share their answers with the class, and asks other students to make supplements.1. Students watch the video and answer Question land Question 2.2. Students listen to the video and check their answers with the teacher.3. Students work ingroups to discuss

21、the relationship between art and technology and answer Question 3.4. Students sharetheir answers with the class, and other students make supplements.To activate students5 theme-related background knowledge.Activity 21. Teacher asks students to read the passage and find out the authors opinions and t

22、hen compare them with their own opinions.2. Teacher asks some students to share the differences and similarities between the authors opinions and the1. Students read the passage and find out the authors opinions and then compare them with their own opinions.2. Somestudentssharethedifferencesandsimil

23、arities between theauthorsopinions and their own opinions.To train students to read a passage with tasks and find out the key information.students9 and lead to the topic.3. Teacher asks students to introduce the main idea of the passage briefly in English.3. Students introduce the main idea of the p

24、assage briefly in English.Activity 31. Teacher asks students to read the passage individually and try to get the main idea of each paragraph.2. Teacher asks students to organise information from the passage and complete the diagram.3. Teacher invites some students to share their answers with the cla

25、ss.Teacher makes comments.1. Students read thepassageindividually and try to get the main idea of each paragraph.2. Students organise information from the passage and completethediagram.3. Somestudentsshare their answers with the class.To help students understand the detailed information of the pass

26、age.Think &Share1. Teacher asks students to work in groups to discuss the four questions.2. Teacher asks students to answer the questions and other students to make supplements or free discussion.1. Students work in groups to discuss the four questions.2. Some students answer the questions and other

27、 students make supplements or free discussion.1. To help students further explore the topic.2. To improve students5 critical thinking ability.3. To help students apply what theyve learnt in a real-life context.Activity 41. Teacher divides the class into groups and divides each group in half accordin

28、g to their point of views.1. Students work in groups and choose their point of views.2. Students discuss and think of more1. To improve students9 speaking skills.2. To inspire students to think and cultivate students52. Teacher encourages students to think of moreargumentsandsupportingexamples to su

29、pport their point of views and make notes.3. Teacher directs students to arrange the contents of their debate according to the requirements in the Students9 Book and prepare for the group debate.4. Teacher asks students to hold the debate.5. Teacher has students choose the best debater according to

30、the debate process and debate effect.argumentsandsupporting examplestosupport their point of views and make notes.3. Students arrange the contents of theirdebateaccording to the requirements in the Students Book and prepare for the group debate.4. Students hold the debate.5. Students choose the best

31、 debater according to the debate process and debate effect.ability to think creatively.Activity 51. Teacher asks students to read the invitation to an art festival and pay attention to the topic of each paragraph and get to know the language style.2. Teacher divides the students into groups and asks

32、 students to underline the expressions and sentence structures for invitation.3. Teacher asks students to answer the questions and share their answers1. Students read the invitation to an art festival and pay attention to the topic of each paragraph and get to know the language style.2. Students und

33、erline the expressions and sentence structures for invitation in groups.3. Students answer the questions and share their answers with the teacher.To teach students how to analyse a passage, train their ability to summarise and prepare for the following writing activity.with the class.Activities6-71.

34、 Teacher asks students to work in groups to discuss how to prepare an art festival in their school and think about an invitation about it.2. Teacher asks students to further discuss the topic, time, place, exhibits of the art festival and the invitation style they will use.3. Teacher asks students t

35、o organise the discussion content and make notes.4. Teacher asks students to write the invitation independently according to their notes and use the useful expressions in activity 5.5. Teacher asks students to present their invitations in pairs and make improvements to each other ?s invitations.1. S

36、tudents discuss how to prepare an art festival in their school in groups and think about an invitation about it.2. Studentsfurtherdiscuss the topic, time,place,exhibits of the art festival and the invitationstylethey will use.3. Students organise the discussion content and make notes.4. Students wri

37、te the invitation independently and use the useful expressionsinactivity 5.5. Students present their invitations in pairs and make improvements to each others invitations.To provide opportunities for students to present their writing and do evaluation.Presenting ideas & Reflection 板块教学设计（建议时长4X5分钟，教

38、帅可根据教学实际酌情调整。）课型Speaking主题语境人与社会一一艺术的灵感内容分析Presenting ideas板块要求学生观察四种不同的艺术形式，对这些艺术形 式进行介绍并思考这些艺术的灵感来源，促进学生对所学内容的复习与 掌握，并在具体语境中加以综合运用，帮助学生进一步加深对本单元主 题意义的理解，发展思维品质，完成对所学内容的迁移和创新。Reflection板块引导学生从文本、语言、文化、学习策略和方法、分析 和解决问题的能力等多方面进行自我评价和总结，并写出自我反思日 士 心、O教学目标在本板块学习结束时，学生能够：1 .通过整个单元学习并联系生活实际，用英语描述一件艺术作品；2

39、 .积极观察生活，发现生活中的美，从而更加热爱生活；3 .通过对艺术作品的选择和观察，更深刻地认识艺术在日常生活中的重 要性；4 .通过对艺术作品的选择和观察，更深刻地认识艺术在日常生活中的重 要性。教学重点引导学生积极观察生活，发生生活中的美，更加热爱生活。教学难点1 .引导学生树立正确的人生态度；2 .引导学生在自我评价分析的基础上确定自己要改进和提高的方面。教学策略任务型教学法、交际教学法Teaching contentsProceduresPurposesTeachers activityStudents9 activityPresenting ideasActivity 11. Te

40、acher asks students to look at the pictures individually and get ready to answer Question 1.2. Teacher asks students to work in groups to look at these pictures and discuss the art forms and answer Question 1.3. Teacher asks the representative of each group to share their answers and teacher makes n

41、ecessary supplements.4. Teacher asks1. Students look at the pictures individually and get ready to answer Question 1.2. Students work in groups to look at these pictures and discuss the art forms and answer Question 1.3. The representative of each group shares their answers.4. Students answer Questi

42、on 2.To encourage students to think actively and express themselves bravely.students to answer Question 2 and introduces some places or occasions to see these forms of art.Activities2-51. Teacher asks students to think of an art form they are interested in and introduce this art form briefly.2. Teac

43、her asks students to work in groups to think of more information about this art form and complete Activity 2 and Activity 3.3. Teacher directs students to prepare a presentation about this art form based on the information in Activity 2 and Activity 3 and pay attention to the structure and language

44、of the presentation.4. Teacher asks students to give their presentations to the class.1. Students think of an art form they are interested in and introduce this art for briefly.2. Students work in groups to think of more information about this art form and complete Activity 2 and Activity 3.3. Stude

45、nts prepare a presentation about this art form based on the information in Activity 2 and Activity 3 and pay attention to the structure and language of the presentation.4. Students give their presentations to the class.To have students pay attention to language expression as well as the content and

46、the logic of it.ReflectionReflection1. Teacher asks students to recall what theyve learnt in this unit.2. Teacher asks students to write a reflection based on the six tips.Students summarise what theyve learnt and write a reflection based on the six tips.To help students evaluate their performance,

47、review the unit, and think about ways to improve.Project板块教学设计（此部分教师可根据教学实际酌情处理。）课型Speaking主题语境人与社会一一艺术的灵感内容分析本单元的项目实践活动要求学生创作一件艺术作品，享受创作过程，表 达艺术情感。学生在教师的指导下，综合运用本单元所学知识，开展自 主学习、合作学习和探究式学习，有效完成开放型任务，进一步挖掘艺 术及艺术灵感的主题语境，提高综合语言运用能力。教学目标在本板块学习结束时，学生能够：1 .对艺术有更深入的理解，恰当地运用本单元所学知识介绍一件艺术作 品；2 .通过走近艺术，学会观察艺术形式，捕获灵感，用英语思维创作一件 艺术作品；3 .综合运用本单元所学知识，从创作主题、创作灵感、使用材料、创作 过程等方面全面地介绍一件艺术作品；4 .通过多种途径找寻创作灵感，开展合作学习和探究式学习，提升沟通、 协作能力。教学重点引导学生通过走近艺术，学会观察艺术形式，捕获灵感，用英语思维创 作一件艺术作品。教学难点引导学生综合运用本单元所学知识，从创作主题、创作灵感、使用材料、 创作过程等方面全面地介绍艺术作品。教学策略任务型教学法Teaching contentsProceduresPurposesTeachers activityStudents5 activityInv