外研社新版高中教科书英语选择性必修第一册U4教案Word文档下载推荐.docx
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外研社新版高中教科书英语选择性必修第一册U4教案Word文档下载推荐.docx
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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LeonardodaVinci的视频,了解LeonardodaVinci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RichardWagner、莫言、AugusteRodin和PabloPicasso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LeonardodaVinci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
Teachingcontents
Procedures
Purposes
Teacher’sactivity
Students’activity
Activity1
1.Teacherasksstudentstoreadthetitleandguessthemeaningof“muse”(artisticinspiration).
2.Teacherhelpsstudentsgetfamiliarwiththenewwordsandasksthemtoreadafterteacher.
3.Teacherplaysthevideoandasksstudentstotakenoteswhilewatchingthevideo.Teacherasksstudentstoanswerthefirstquestion.
4.Teacherplaysthevideoagainandasksstudentstoanswerthesecondquestionandchecktheanswerstogether.
5.Teacherplaysthevideoagainifstudentshavedifficultyinunderstandingit.
6.TeachergivesabriefintroductionofItalianartistLeonardodaVinci.
1.Studentsreadthetitleandguessthemeaningof“muse”.
2.Studentsgetfamiliarwiththenewwordsandreadthemafterteacher.
3.Studentswatchthevideoandanswerthefirstquestion.
4.Studentswatchthevideoagainandanswerthesecondquestion.
5.Studentschecktheanswerswiththeteacher.
6.StudentsgetabriefintroductionofItalianartistLeonardodaVinci.
Toarousestudents’interestanddrawtheirattentiontothethemeofthisunit–meetthemuse.
Activity2
1.TeacherprovidesinformationaboutthefourfamouspersonontheslideandasksstudentstodiscussingroupsandanswerQuestion1.
2.Teacheraskseachgrouptochooseonespeakertosharethegroup’sanswerswiththeclassandothersmakesupplements.
3.TeacherasksstudentstoreadthequotesofthefourfamouspersonandtrytotranslatethemintoChinese.
4.TeacherprovidesanEnglishexplanationforeachquoteandasksstudentstomatchthemandanswerQuestion2.
5.TeacherasksstudentstoanswerQuestion3.
1.StudentslookattheslideanddiscussingroupsandanswerQuestion1.
2.Eachgroupchoosesonespeakertosharethegroup’sanswerswiththeclassandothersmakesupplements.
3.StudentsreadthequotesofthefourfamouspersonandtrytotranslatethemintoChinese.
4.StudentslistentoanEnglish
explanationforeachquoteandmatchthemandanswerQuestion2.
5.StudentsanswerQuestion3.
Tomakestudentsunderstandthesourcesofinspirationandappreciatethetruebeautyoflife.
Understandingideas
Reading
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。
1.通过略读和精读,获取课文大意,了解FlorentijnnHofman、谭盾和杨丽萍三位艺术家的著名作品、作品的特色、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。
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。
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。
P-W-P模式
1.Teacherbrieflyintroducesanartistandhisworksandasksstudentstotrytoguesshissourceofinspiration.
2.Teacherasksthestudentstoskimtheactivityinstructionandmaketheirchoicesquickly.
3.Teacherasksseveralstudentstosharetheiranswersandexplaintheirreasons.
1.Studentstrytoguesshissourceofinspiration.
2.Studentsskimtheactivityinstructionandmaketheirchoicesquickly.
3.Individualstudentssharetheiranswersandexplaintheirreasons.
1.Toarousethestudents’interestinthetopic.
2.Topreparestudentsforreading.
1.Teacherasksstudentstoskimthepassageandfindoutwhatinspireseachartist.
2.Teacherasksstudentstodiscusstheansweringroups.
3.Teacherinvitestherepresentativeofeachgrouptopresenttheiranswersandteachercheckstheanswerswiththestudents.
1.Studentsskimthepassageandfindoutwhatinspireseachartist.
2.Studentsdiscusstheansweringroups.
3.Representativeofeachgrouppresentstheiranswersandchecktheanswerswiththeteacher.
Tohavestudentsgetthemainideaofthepassage.
Activity3
1.Teacherasksstudentstoskimthepassageindividuallyandmaketheirchoices.
2.Teacherinvitessomestudentstosharetheiranswerswiththeclassandgivetheirreasons.
3.Teacherexplainsthecharacteristicsofthefoursources.
1.Studentsskimthepassageindividuallyandmaketheirchoices.
2.Somestudentssharetheiranswerswiththeclass.
1.Totrainstudents’abilitytosummarise.
2.Toletstudentsgatherinformationaboutthepassage,thuspreparingforActivity4.
Activity4
1.Teacherasksstudentstoreadactivityinstructionandunderstandtheintentionoftheactivity.
2.Teacherasksstudentstoreadthepassageingroupsandcompletethediagram.
3.Teacherasksrepresentativeofeachgrouptosharetheiranswersandteachercheckstheanswerswiththeclass.
4.Teacherencouragesthestudentstoretellthetextintheirownwordsandencouragesthemtohaveadeeperunderstandingoftheworksandcreationinspirationofeachartist.
5.Teacherasksthestudentstoworkinpairstoreadthequotesfromthepassageandanswerthequestions.
6.Teacheraskssomestudentstoanswerthequestionsandothersmakesupplements.
1.Studentsreadtheactivityinstructionandunderstandtheintentionoftheactivity.
2.Studentsreadthepassageingroupsandcompletethediagram.
3.Representativeofeachgroupsharetheiranswersandstudentschecktheanswerswiththeteacher.
4.Studentsretellthetextintheirownwordsandhaveadeeperunderstandingoftheworksandcreationinspirationofeachartist.
5.Studentsworkinpairstoreadthequotesfromthepassageandanswerthequestions.
6.Somestudentsanswerthequestionsandothersmakesupplements.
Toexaminehowmuchstudentshavegraspedthedetailedinformationofthepassage,andcultivatestudents’analysingabilities.
Think&
Share
Teacherasksstudentstothinkaboutandanswerthequestions.
Studentsthinkaboutandanswerthequestions.
Todevelopstudents’abilitiestotransferknowledgeandlearnmoreaboutthestoriesoffamousartists.
Usinglanguage
Grammar+Vocabulary+Listening+Speaking
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。
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。
引导学生学会在语篇写作中正确使用非谓语动词作表语。
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。
任务型教学法、发现教学法、交际教学法、听说教学法
1.Teacherasksstudentstoreadthesentencesandpayattentiontothewordsinbold.ThenasksstudentstoanswerQuestions1.
2.Teacherasksstudentstocheckanswersingroupsandthenhelpsstudentstosummarisethefunctionsandusageofto-infinitive,-ingand-edaspredicative.
3.Teacherasksstudentstoreadsentence(b)andanswerQuestion2anddiscussthedifferencesofto-infinitive,-ingand-edaspredicative.
4.Teacheraskssomestudentstosharetheiranswersandgivetheirreasons.
5.Teacherasksstudentstofindmoresimilarsentencesinthepassageandhaveabetterunderstandingofthem.
1.Studentsreadthesentencesandpayattentiontothewordsinbold.ThenanswerQuestions1.
2.Studentscheckanswersingroupsandthendiscussandsummarisethefunctionsandusageofto-infinitive,-ingand-edaspredicativewiththehelpoftheteacher.
3.Studentsreadsentence(b)andanswerQuestions2anddiscussthedifferencesofto-infinitive,-ingand-edaspredicative.
4.Somestudentssharetheiranswersandgivetheirreasons.
5.Studentsfindmoresimilarsentencesinthepassageandhaveabetterunderstandingofthem.
1.Toencouragestudentstodiscoverthegrammarusagebythemselves.
2.Tofurtherenhancestudents’understandingofthefunctionsandusageofto-infinitive,-ingand-edaspredicative.
1.Teacherasksstudentstoreadthepassageandunderlinethe
predicativesindividually.
2.Teacherasksstudentstoreadsentenceswithpredicativeandcheckstheanswerswiththeclass.
1.Studentsreadthepassageandunderlinethe
2.Studentsreadsentenceswithpredicativeandchecktheanswerswiththeteacher.
Togetstudentstopractiseusingto-infinitive,-ingand-edaspredicative.
1.Teacherasksstudent
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