外研版（2019） 必修第三册 Unit4 Amazing art Using Language 板块教学设计（表格式）
文档属性
| 名称 | 外研版（2019） 必修第三册 Unit4 Amazing art Using Language 板块教学设计（表格式） |  | |
| 格式 | docx | ||
| 文件大小 | 23.6KB | ||
| 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 16:16:04 | ||
图片预览
文档简介
Unit4 Using Language板块教学设计
Using Language板块教学设计 （建议时长60–70分钟，教师可根据教学实际酌情调整。）
课型 Reading + Listening + Speaking
主题语境 人与社会——文化艺术
内容分析 语法部分包含一个小语篇，描述街头艺术，之后提供了一幅学校艺术展布展场景的图片，旨在创设情境，引导学生应用所学语法知识；词汇部分采用图文结合的形式呈现了描述中国传统艺术形式的词汇，并提供了描述个人参加中国艺术节经历的语篇，引导学生应用所学词汇来介绍中国传统艺术形式；听说部分的材料是朋友间关于现代艺术的一段对话，引导学生了解现代艺术。通过真实语境下技能的综合训练，学生能够加深对单元主题的理解，提高综合语言应用能力。
教学目标 1. 引导学生了解现在进行时的被动语态的用法，并能根据实际语境恰当地使用； 2. 带领学生了解常见的几种中国传统艺术形式，并用英语描述； 3. 带领学生用英语讨论艺术作品和艺术家，并表达个人观点。
教学重点 1. 引导学生熟悉并运用现在进行时的被动语态； 2. 引导学生通过图片描述、阅读材料和听录音等形式，感受民族特色艺术文化的魅力。
教学难点 引导学生通过文字和音频的学习，学会对不同艺术形式进行介绍和对比。
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 look at the sentences in the reading passage and answer the questions. 2. T helps Ss compare sentences a and b with the sentences c and d and answer the questions. 3. T asks the Ss to look for more sentences with the present continuous passive in the reading passage. 1. Ss look at the sentences in the reading passage and answer the questions. 2. Ss try themselves to compare sentences a and b with the sentences c and d and answer the questions. 3. Ss look for more sentences with the present continuous passive in the reading passage. To find the basic structures of the present continuous passive and make a conclusion according to the rule.
Activity 2 1. T gives the task in Activity 2 and offers help. 2. T checks the answers with Ss. 1. Ss rewrite the underlined parts using the passive voice. 2. Ss share their own answers with the class. Use language in the real situation.
Activity 3 1. T asks Ss to complete the posters in Activity 3. 2. T checks the answers with Ss. 1. Ss look at the picture and describe what is happening using the passive form of the words and expressions in the box. 2. Ss share their own answers with the class. To use the target grammar item in the context.
Activity 4 T asks Ss to look at the pictures and answer the questions. Ss work in pairs. First, look at the pictures and then answer the questions. To stimulate Ss’ original background knowledge of Chinese art forms.
Activity 5 T helps Ss complete the passage with the words and expressions in Activity 4. Ss use the words and expressions in Activity 4 to complete the passage. To practice target grammar item according to the theme of this unit.
Activity 6 T asks Ss to work in pairs and talk about a Chinese art form that Ss’ hometown is famous for. Ss work in pairs and talk about a Chinese art form that Ss’ hometown is famous for. To improve Ss’ oral English ability and strengthen Ss’ awareness of loving traditional art form of one’s own hometown.
Did you know T asks Ss to read a short passage entitled Contemporary art, and ask them how they understand this kind of art form. Ss read the short passage entitled Contemporary art and express their opinions about this kind of art form. To broaden Ss’ horizons of different art forms and they can evaluate them critically.
Activity 7 T asks Ss to listen to the conversation and choose the main idea. Ss listen carefully to the conversation and choose the main idea. To understand the details of the listening and summarize the main idea.
Activity 8 1. T asks Ss to listen again and complete the table. 2. T asks Ss to work in pairs to talk about how Jill and Andrew express their opinions towards contemporary artworks. 3. T invites some pairs to express to the class. 1. Ss listen again and complete the table. 2. Ss work in pairs to talk about the topic. 3. Share with the class. To Cultivate Ss’ ability to think critically and express clearly and logically.
Activity 9 T asks Ss to work in pairs and act out the conversation to share their own opinions about the artwork. Ss work in pairs and act out the conversation to share their own opinions about the artwork. To improve Ss’s ability to use language actively.
Activity 10 Work in pairs. Think of another artwork and have a similar conversation. Ss work in pairs and think of another artwork and have a similar conversation. To improve Ss’s ability to use language creatively.
1 / 3
Using Language板块教学设计 （建议时长60–70分钟，教师可根据教学实际酌情调整。）
课型 Reading + Listening + Speaking
主题语境 人与社会——文化艺术
内容分析 语法部分包含一个小语篇，描述街头艺术，之后提供了一幅学校艺术展布展场景的图片，旨在创设情境，引导学生应用所学语法知识；词汇部分采用图文结合的形式呈现了描述中国传统艺术形式的词汇，并提供了描述个人参加中国艺术节经历的语篇，引导学生应用所学词汇来介绍中国传统艺术形式；听说部分的材料是朋友间关于现代艺术的一段对话，引导学生了解现代艺术。通过真实语境下技能的综合训练，学生能够加深对单元主题的理解，提高综合语言应用能力。
教学目标 1. 引导学生了解现在进行时的被动语态的用法，并能根据实际语境恰当地使用； 2. 带领学生了解常见的几种中国传统艺术形式，并用英语描述； 3. 带领学生用英语讨论艺术作品和艺术家，并表达个人观点。
教学重点 1. 引导学生熟悉并运用现在进行时的被动语态； 2. 引导学生通过图片描述、阅读材料和听录音等形式，感受民族特色艺术文化的魅力。
教学难点 引导学生通过文字和音频的学习，学会对不同艺术形式进行介绍和对比。
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 look at the sentences in the reading passage and answer the questions. 2. T helps Ss compare sentences a and b with the sentences c and d and answer the questions. 3. T asks the Ss to look for more sentences with the present continuous passive in the reading passage. 1. Ss look at the sentences in the reading passage and answer the questions. 2. Ss try themselves to compare sentences a and b with the sentences c and d and answer the questions. 3. Ss look for more sentences with the present continuous passive in the reading passage. To find the basic structures of the present continuous passive and make a conclusion according to the rule.
Activity 2 1. T gives the task in Activity 2 and offers help. 2. T checks the answers with Ss. 1. Ss rewrite the underlined parts using the passive voice. 2. Ss share their own answers with the class. Use language in the real situation.
Activity 3 1. T asks Ss to complete the posters in Activity 3. 2. T checks the answers with Ss. 1. Ss look at the picture and describe what is happening using the passive form of the words and expressions in the box. 2. Ss share their own answers with the class. To use the target grammar item in the context.
Activity 4 T asks Ss to look at the pictures and answer the questions. Ss work in pairs. First, look at the pictures and then answer the questions. To stimulate Ss’ original background knowledge of Chinese art forms.
Activity 5 T helps Ss complete the passage with the words and expressions in Activity 4. Ss use the words and expressions in Activity 4 to complete the passage. To practice target grammar item according to the theme of this unit.
Activity 6 T asks Ss to work in pairs and talk about a Chinese art form that Ss’ hometown is famous for. Ss work in pairs and talk about a Chinese art form that Ss’ hometown is famous for. To improve Ss’ oral English ability and strengthen Ss’ awareness of loving traditional art form of one’s own hometown.
Did you know T asks Ss to read a short passage entitled Contemporary art, and ask them how they understand this kind of art form. Ss read the short passage entitled Contemporary art and express their opinions about this kind of art form. To broaden Ss’ horizons of different art forms and they can evaluate them critically.
Activity 7 T asks Ss to listen to the conversation and choose the main idea. Ss listen carefully to the conversation and choose the main idea. To understand the details of the listening and summarize the main idea.
Activity 8 1. T asks Ss to listen again and complete the table. 2. T asks Ss to work in pairs to talk about how Jill and Andrew express their opinions towards contemporary artworks. 3. T invites some pairs to express to the class. 1. Ss listen again and complete the table. 2. Ss work in pairs to talk about the topic. 3. Share with the class. To Cultivate Ss’ ability to think critically and express clearly and logically.
Activity 9 T asks Ss to work in pairs and act out the conversation to share their own opinions about the artwork. Ss work in pairs and act out the conversation to share their own opinions about the artwork. To improve Ss’s ability to use language actively.
Activity 10 Work in pairs. Think of another artwork and have a similar conversation. Ss work in pairs and think of another artwork and have a similar conversation. To improve Ss’s ability to use language creatively.
1 / 3