外研版（2019） 必修第三册 Unit4 Amazing art Developing ideas 板块教学设计（表格式）
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| 名称 | 外研版（2019） 必修第三册 Unit4 Amazing art Developing ideas 板块教学设计（表格式） |  | |
| 格式 | docx | ||
| 文件大小 | 20.4KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-03-01 16:15:20 | ||
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Unit4 Developing ideas板块教学设计
Developing ideas板块教学设计 （建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型 Reading + Writing
主题语境 人与社会——文化艺术
内容分析 本板块呈现了从另一角度反映单元主题的课文，语篇类型为人物介绍。课文介绍了唐代著名画家韩干的生平和画作，通过讲故事的手法体现韩干对于绘画技艺的精益求精。读写部分介绍了著名画家梵高的画作《向日葵》，学生需要看图片，并结合学生用书提供的信息描述这一作品。通过这一板块的学习，学生能够对进一步了解中外艺术创作，体会艺术家对艺术的追求和为艺术献身的精神，并且初步掌握如何描述艺术作品。
教学目标 1. 引导学生理解课文内容，复述韩干的生平，感受到艺术创作过程的艰辛和韩干对绘画技艺的精益求精； 2. 带领学生完成相应活动，加深对单元主题意义的认识，运用本单元所学语言知识描述艺术作品。
教学重点 1. 引导学生读懂文章，获取有关唐代著名画家韩干的生平和其画作的相关信息； 2. 引导学生对著名画家梵高的画作《向日葵》进行细致观察，结合学生用书提供的信息描述这一作品。
教学难点 1. 引导学生根据文中所提出的信息对课文进行复述，并感受课文所传递的精神价值。 2. 引导学生有逻辑性运用实用表达对画作进行描述。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to tick the words that they would use to describe horses. 2. T invites some Ss to add more they can think of to describe horses. 1. Ss read the expressions in Activity 1 and tick the words that they would use to describe horses. 2. Ss think more words to describe horses. To lead to the topic, activate the Ss’ background knowledge.
Activity 2 1. T asks Ss to read the passage as quickly as possible and find out what it is about. 2. T asks Ss to read Learning to learn and find out the tips. 1. Ss read the passage quickly and choose the best answer on P44. 2. Ss read Learning to learn and find out the tips. To cultivate Ss’ ability to predict the topic of the passage through background knowledge, tips and pictures.
Activity 3 T asks Ss to read the passage once again and complete the diagram with information from the passage. Ss reread the passage and finish the activity. To find out the basic information conveyed in the text.
Think & Share 1. T asks Ss to discuss the four questions in “Think and Share”. 2. T invites some Ss to share their opinions. Ss discuss the four questions in groups and then share with the class. To stimulate Ss’ ability to read between lines.
Activity 4 1. T asks Ss to work in groups and imagine they are a tour guide in the Metropolitan Museum of Art. Use the information in Activity 3 to talk about the life and work of Han Gan. 2. T invites several groups to share with the class. Ss work in groups and organise their ideas, then share with the class. To consolidate and integrate the language and content learnt.
Activity 5 1. T asks Ss to read the museum introduction to the painting and answer the questions. 2. T invites some Ss to share the answer. Ss read the passage and answer the questions. Then share with the class. To read and summarise the information to get ready for the next activity.
Activity 6 T asks Ss to complete the boxes with the information in Activity 5. Do further research if necessary. Ss complete the activity individually according to the passage Sunflowers. To practise description writing with the help of the given structure.
Activity 7 1. T shows the criteria of a good composition and demonstrates how to judge a composition. 2. T asks some Ss to show their article to the class, and invites other Ss to judge. Ss show their articles to the class, and do peer evaluation. To improve writing through peer evaluation.
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Developing ideas板块教学设计 （建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型 Reading + Writing
主题语境 人与社会——文化艺术
内容分析 本板块呈现了从另一角度反映单元主题的课文，语篇类型为人物介绍。课文介绍了唐代著名画家韩干的生平和画作，通过讲故事的手法体现韩干对于绘画技艺的精益求精。读写部分介绍了著名画家梵高的画作《向日葵》，学生需要看图片，并结合学生用书提供的信息描述这一作品。通过这一板块的学习，学生能够对进一步了解中外艺术创作，体会艺术家对艺术的追求和为艺术献身的精神，并且初步掌握如何描述艺术作品。
教学目标 1. 引导学生理解课文内容，复述韩干的生平，感受到艺术创作过程的艰辛和韩干对绘画技艺的精益求精； 2. 带领学生完成相应活动，加深对单元主题意义的认识，运用本单元所学语言知识描述艺术作品。
教学重点 1. 引导学生读懂文章，获取有关唐代著名画家韩干的生平和其画作的相关信息； 2. 引导学生对著名画家梵高的画作《向日葵》进行细致观察，结合学生用书提供的信息描述这一作品。
教学难点 1. 引导学生根据文中所提出的信息对课文进行复述，并感受课文所传递的精神价值。 2. 引导学生有逻辑性运用实用表达对画作进行描述。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to tick the words that they would use to describe horses. 2. T invites some Ss to add more they can think of to describe horses. 1. Ss read the expressions in Activity 1 and tick the words that they would use to describe horses. 2. Ss think more words to describe horses. To lead to the topic, activate the Ss’ background knowledge.
Activity 2 1. T asks Ss to read the passage as quickly as possible and find out what it is about. 2. T asks Ss to read Learning to learn and find out the tips. 1. Ss read the passage quickly and choose the best answer on P44. 2. Ss read Learning to learn and find out the tips. To cultivate Ss’ ability to predict the topic of the passage through background knowledge, tips and pictures.
Activity 3 T asks Ss to read the passage once again and complete the diagram with information from the passage. Ss reread the passage and finish the activity. To find out the basic information conveyed in the text.
Think & Share 1. T asks Ss to discuss the four questions in “Think and Share”. 2. T invites some Ss to share their opinions. Ss discuss the four questions in groups and then share with the class. To stimulate Ss’ ability to read between lines.
Activity 4 1. T asks Ss to work in groups and imagine they are a tour guide in the Metropolitan Museum of Art. Use the information in Activity 3 to talk about the life and work of Han Gan. 2. T invites several groups to share with the class. Ss work in groups and organise their ideas, then share with the class. To consolidate and integrate the language and content learnt.
Activity 5 1. T asks Ss to read the museum introduction to the painting and answer the questions. 2. T invites some Ss to share the answer. Ss read the passage and answer the questions. Then share with the class. To read and summarise the information to get ready for the next activity.
Activity 6 T asks Ss to complete the boxes with the information in Activity 5. Do further research if necessary. Ss complete the activity individually according to the passage Sunflowers. To practise description writing with the help of the given structure.
Activity 7 1. T shows the criteria of a good composition and demonstrates how to judge a composition. 2. T asks some Ss to show their article to the class, and invites other Ss to judge. Ss show their articles to the class, and do peer evaluation. To improve writing through peer evaluation.
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