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（一） （建议时长10–15分钟，教师可根据教学实际酌情调整。） | |
课型 | Viewing + Speaking |
主题语境 | 人与社会——艺术的灵感 |
内容分析 | 本板块有两个活动，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Leonardo da Vinci的视频，了解这位艺术家的创作之路和其灵感的来源，培养观察力和听力理解能力； |
教学重点 | 引导学生理解名人名言的含义，使学生初步感知艺术家对艺术的理解及他们灵感的来源； |
教学难点 | 带领学生认读和理解相关生词，扫除生词障碍，为后续阅读做好铺垫。 |
教学策略 | 视听教学法、交际教学法 |
Teaching contents | 严控未成年真人秀Procedures | Purposes | |
Teacher’s activity | Students’ activity | ||
Activity 1 | 1.Teacher asks students to read the title and guess the meaning of “muse” (artistic inspiration). 2.Teacher helps students get familiar with the new words and asks them to read after teacher. 3.Teacher plays the video and asks students to take notes while watching the video. Teacher asks students to answer the first question. 4.Teacher plays the video again and asks students to answer the second question and check the answers together. 5.Teacher plays the video again if students have difficulty in understanding it. 6.Teacher gives a brief introduction of Italian artist Leonardo da Vinci. | 1.Students read the title and guess the meaning of “muse”. 2.Students get familiar with the new words and read them after teacher. 3.Students watch the video and answer the first question中频变压器. 4.Students watch the video again and answer the second question. 5.Students check the answers with the teacher. 6.Students get a brief introduction of Italian artist Leonardo da Vinci. | To arouse students’ interest and draw their attention to the theme of this unit – meet the muse. |
Understanding ideas板块教学设计（二） | |
课型 | Reading |
主题语境 | 人与社会——艺术的灵感 |
内容分析 | 本板块呈现了一篇反映单元主题的课文，语篇类型为个人故事，介绍了三位世界著名的艺术家和他们的作品及他们对艺术灵感的解读。读前活动请学生选择艺术灵感的来源，衔接了前一板块的内容，旨在建议学生与课文话题及内容的联系，为课文学习做好铺垫。读中活动则通过主旨大意归纳、语篇类型分析、细节理解和开放式问答等活动，启发学生深入思考，探究主题意义。 |
教学目标 | 在本板块学习结束时，学生能够： 1.通过略读和精读，获取课文大意，了解Florentijnn Hofman、谭盾和杨丽萍三位艺术家的著名作品、作品的特、艺术灵感的来源及他们对艺术的理解； 2.感知课文的结构和语言，理解课文中直接引语的作用； 3.基于课文内容联系生活实际，从三位艺术家的艺术创作生涯中获得启发和鼓励，思考自己如何获得学习上和生活上的灵感并获得成功。 |
教学重点 | 1.引导学生读懂语篇，理解作者的写作意图，并了解三位艺术家的成长故事； 2.引导学生了解夹叙夹议类文章的文体特征。 |
教学难点 | 1.引导学生掌握直接引语的用法并运用其进行表达； 2.引导学生深度思考三位艺术家成长的经验，思考自己如何获得学习上和生活上的灵感，并获得成功。 |
教学策略 | P-W-P模式 |
Teaching contents | Procedures | Purposes | |
Teacher’s activity | Students’ activity | ||
Activity 1 | 1.Teacher briefly introduces an artist and his works and asks students to try to guess his source of inspiration. 2.Teacher asks the students to skim the activity instruction and make their choices quickly. 3.Teacher asks several students to share their answers and explain their reasons. | 1.Students try to guess his source of inspiration. 2.Students skim the activity instruction and make their choices quickly. 3.Individual students share their answers and explain their reasons. | 1.To arouse the students’ interest in the topic. 2.To prepare students for reading. |
Activity 2 | 1.Teacher asks students to skim the passage and find out what inspires each artist. 2.Teacher asks students to discuss the answer in groups. 3.Teacher invites the representative of each group to present their answers and teacher checks the answers with the students. | 1.Students skim the passage and find out what inspires each artist. 2.Students discuss the answer in groups. 3.Representative of each group presents their answers and check the answers with the teacher. | To have students get the main idea of the passage. |
Activity 3 | 1.Teacher asks students to skim the passage individually and make their choices. 2.Teacher invites some students to share their answers with the class and give their reasons. 3.Teacher explains the characteristics of the four sources. | 1.Students skim the passage individually and make their choices. 2.Some students share their answers with the class. | 1.To train students’ ability to summarise. 2.To let students gather information about the passage, thus preparing for Activity 4. |
Activity 4 | 1.Teacher asks students to read activity instruction and understand the intention of the activity. 2.Teacher asks students to read the passage in groups and complete the diagram. 3.Teacher asks representative of each group to share their answers and teacher checks the answers with the class. 4.Teacher encourages the students to retell the text in their own words and encourages them to have a deeper understanding of the works and creation inspiration of each artist. 5.Teacher asks the students to work in pairs to read the quotes from the passage and answer the questions. 6.Teacher asks some students to answer the questions and others make supplements. | 1.Students read the activity instruction and understand the intention of the activity. 2.Students read the passage in groups and complete the diagram. 3.Representative of each group share their answers and students check the answers with the teacher. 4.Students retell the text in their own words and have a deeper understanding of the works and creation inspiration of each artist. 5.Students work in pairs to read the quotes from the passage and answer the questions. 6.Some students answer the questions and others make supplements. | To examine how much students have grasped the detailed information of the passage, and cultivate students’ analysing abilities. |
Think & Share | Teacher asks students to think about and answer the questions. | Students think about and answer the questions. | To develop students’ abilities to transfer knowledge and learn more about the stories of famous artists. |
Using language板块教学设计（三） | |
课型 | Grammar + Vocabulary + Listening + Speaking |
主题语境 | 人与社会——艺术的灵感 |
内容分析 | 语法部分的主要内容为动名词、动词-ing形式和动词-ed形式作表语，第一个小语段介绍了作者在荷兰的一个博物馆里看到了梦寐以求的荷兰画家Vermeer的作品，并对该作品进行简介，第二个小语段介绍了中国艺术家吴冠中画作的特点及他的艺术感悟；词汇部分请学生通过阅读一个艺术展的介绍和评论，掌握复合形容词的构词规律；听说部分为两件艺术作品的介绍，帮助学生学习描述艺术作品的词汇和表达。本板块是单元话题下的综合语言训练板块，帮助学生深度聚焦语言的意义和功能，使学生在真实语境下进行思考和交际，全方位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. 观察例句，发现并总结非谓语动词作表语的规则； 2. 通过练习，学会在语篇写作中正确使用非谓语动词作表语； 3. 掌握复合形容词的相关知识，并能识别新的复合形容词； 4．学会赏析艺术作品，并会用相关的表达对艺术展和艺术作品进行描述。 |
教学重点 | 引导学生学会在语篇写作中正确使用非谓语动词作表语。 |
教学难点 | 引导学生学会赏析艺术作品，并会用相关的表达对艺术展和艺术作品 进行描述。 |
教学策略 | 任务型教学法、发现教学法、交际教学法、听说教学法 |
Teaching contents | Procedures | Purposes | |
Teacher’s activity | Students’ activity | ||
Activity 1 | 1.Teacher asks students to read the sentences and pay attention to the words in bold. Then asks students to answer Questions 1. 2.Teacher asks students to check answers in groups and then helps students to summarise the functions and usage of to-infinitive, -ing and -ed as predicative. 3.Teacher asks students to read sentence (b) and answer Question 2 and discuss the differences of to-infinitive, -ing and -ed as predicative. 4.Teacher asks some students to share their answers and give their reasons. 5.Teacher asks students to find more similar sentences in the passage and have a better understanding of them. | 1.Students read the sentences and pay attention to the words in bold. Then answer Questions 1. 2.Students check answers in groups and then discuss and summarise the functions and usage of to-infinitive, -ing and -ed as predicative with the help of the teacher. 3.Students read sentence (b) and answer Questions 2 and discuss the differences of to-infinitive, -ing and -ed as predicative. 4.Some students share their answers and give their reasons. 5.Students find more similar sentences in the passage and have a better understanding of them. | 1.To encourage students to discover the grammar usage by themselves. 2.To further enhance students’ understanding of the functions and usage of to-infinitive, -ing and -ed as predicative. |
Activity 2 | 1.Teacher asks students to read the passage and underline the predicatives individually. 2.Teacher asks students to read sentences with predicative and checks the answers with the class. | 1.Students read the passage and underline the predicatives individually. 2.Students read sentences with predicative and check the answers with the teacher. | To get students to practise using to-infinitive, -ing and -ed as predicative. |
Activity 3 | 1.Teacher asks students to read the passage and get its main idea. 2.Teacher asks students to complete the passage with the correct form of the verbs in brackets. 3.Teacher asks some students to read the whole passage and check the answers. | 1.Students read the passage and get its main idea. 2.Students complete the passage with the correct form of the verbs in brackets. 3.Some students read the whole passage and check the answers with the teacher. | To help students consolidate the application of to-infinitive, -ing and -ed as predicative in authentic context. |
Activity 4 | 1.Teacher asks students to scan the passage of Activity 3 again. 2.Teacher asks students to imitate the passage of Activity 3 to introduce an admirable artist and his artworks. 3.Teacher asks students to share their passages in groups. 4.Teacher asks some groups to share their passages in front of the class. | 1.Students skan the passage of Activity 3 again. 社会发展简史2.Students imitate the passage of Activity 3 to introduce an admirable artist and his artworks. 3.Students share their passages in groups. 4.Some groups share their passages in front of the class. | To enlarge students’ vocabulary and cultivate their abilities to introduce an admirable artist and express their ideas. |
Activity 5 | 1.Teacher asks students to browse the poster and the comments of the art exhibition and get the information of time, place, exhibition style and visitors’ comments. 2.Teacher asks students to discuss the questions in groups and answer the questions. 3.Teacher asks some students to share their answers and checks the answers with the students. | 1.Students browse the poster and the comments of the art exhibition and get the information of time, place, exhibition style and visitors’ comments. 2.Students discuss the questions in groups and answer the questions. 3. Students share their answers and check the answers with the teacher. | To train students to grasp key information of the reading materials, and make key notes while reading. |
Activity 6 | 1.Teacher asks students to read the passage of Activity 5 and try to understand the meanings of the words in bold. 2.Teacher asks 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 to describe an art exhibition or an artwork. | 1.Students read the passage of Activity 5 and try to understand the meanings of the words in bold. 2.Students discuss the meanings of each compound adjectives in groups and think of other words and expressions that can express the same meanings. 3.Students give their answers and check them with the teacher. 4.Students think of more compound adjectives to describe an art exhibition or an artwork. | 1.To help students consolidate their vocabulary through classification. 2.To train students to learn cooperative learning. |
Activity 7 | 1.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 comments. | 1.Students skim the passage and know more information of Pablo Picasso and Feng Zikai. 2.Students work in groups and discuss the answers 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 with the topic and prepare for the following listening and speaking practice. |
Activities 8-9 | 1.Teacher asks students to look at the two pictures in Activity 8 and read the passage in Activity 9 to get the useful information. 2.Teacher 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 asks students to analyse the pictures in pairs and give their reasons. | 1.Students look at the two pictures 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.Students complete the notes of Activity 9 and check the answers with the teacher. 5.Some students analyse the pictures and give their reasons. | 1.To help students grasp the main idea and understand the details of the listening materials. 2.To strengthen students’ ability to use theme-related language to express views after listening. |
Activities 10-11 | 1.Teacher asks students to understand and memorise the expressions about an artwork extracted from the audio guide. 2.Teacher asks students to complete the table with the expressions from the audio guide. 3.Teacher invites several students to share their 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 other’s writings and share them with the | 1.Students understand and memorise the expressions about an artwork extracted from the audio guide. 2.Students complete the table with the expressions from the audio guide. 3.Several 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’s writings in pairs and share their writings with the class. | 1.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. 3.To get students to make evaluation and reflection. |
Developing ideas板块教学设计（四） | |
课型 | Reading + Writing |
主题语境 | 人与社会——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 contents | Procedures | Purposes | |
Teacher’s activity | Students’ activity | ||
Activity 1 | 1.最牛妈妈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 answer Question 3. 4.Teacher asks some students to share their answers with the class, and asks other students to make supplements. | 1.Students opportunitiywatch the video and answer Question 1and Question 2. 2.Students listen to the video and check their answers with the teacher. 3.Students work in groups to discuss the relationship between art and technology and answer Question 3. 4.Students share their answers with the class, and other students make supplements. | To activate students’ theme-related background knowledge. |
Activity 2 | 1.Teacher asks students to read the passage and find out the author’s opinions and then compare them with their own opinions. 2.Teacher asks some students to share the differences and similarities between the author’s opinions and the students’ and lead to the topic. 3.Teacher asks students to introduce the main idea of the passage briefly in English. | 1.Students read the passage and find out the author’s opinions and then compare them with their own opinions. 2.Some students share the differences and similarities between the author’s opinions and their own opinions. 3.Students introduce the main idea of the passage briefly in English. | To train students to read a passage with tasks and find out the key information. |
Activity 3 | 1.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 class. Teacher makes comments. | 1.Students read the passage individually and try to get the main idea of each paragraph. 2.Students organise information from the passage and complete the diagram. 3.Some students share their answers with the class. | To help students understand the detailed information of the passage. |
Think & Share | 1. 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 students make supplements or free discussion. | 1.To help students further explore the topic. 2.To improve students’ critical thinking ability. 3.To help students apply what they’ve learnt in a real-life context. |
Activity 4 | 1.Teacher divides the class into groups and divides each group in half according to their point of views. 2.Teacher encourages students to think of more arguments and supporting examples to support their point of views and make notes. 3.Teacher directs students to arrange the contents of their debate according to the requirements in the Students’ 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 the debate process and debate effect. | 1.Students work in groups and choose their point of views. 2.Students discuss and think of more arguments and supporting examples to support their point of views and make notes. 3.Students arrange the contents of their debate according to the requirements in the Students’ Book and prepare for the group debate. 4.Students hold the debate. 5.Students choose the best debater according to the debate process and debate effect. | 1. To improve students’ speaking skills. 2. To inspire students to think and cultivate students’ ability to think creatively. |
Activity 5 | 1.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 students to underline the expressions and sentence structures for invitation. 3.Teacher asks students to answer the questions and share their answers with the class. | 1.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 underline 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. |
Activities 6-7 | 1.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 中国民航安全飞行记录students to 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.Students discuss how to prepare an art festival in their school in groups and think about an invitation about it. 2.Students further discuss the topic, time, place, exhibits of the art festival and the invitation style they will use. 3.Students organise the discussion content and make notes. 4.Students write the invitation independently and use the useful expressions in activity 5. 5.Students present their invitations in pairs and make improvements to each other’s invitations. | To provide opportunities for students to present their writing and do evaluation. |
本文发布于:2024-09-21 21:45:10，感谢您对本站的认可！
本文链接：https://www.17tex.com/xueshu/472775.html
版权声明：本站内容均来自互联网，仅供演示用，请勿用于商业和其他非法用途。如果侵犯了您的权益请与我们联系，我们将在24小时内删除。
| 留言与评论（共有 0 条评论） |
豫公网安备41160202000603
站长QQ:729038198
关于我们
投诉建议