高中英语人教版 (2019)必修 第二册Unit 4 History and traditions教案

这是一份高中英语人教版 (2019)必修 第二册Unit 4 History and traditions教案，共11页。

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舞台与荧屏上常见的几种艺术形式，并通过以下语篇呈现主要内容：《王子复仇记》的观看体验，《牡丹亭》的观看体验，对改编自小说的影视作品的评论，以及《公主日记》的影视评论。语篇类型有记叙文、议论文、影视评论。
单元目标
学生能够围绕本单元的主题语境内容，基于单元提供的个人故事、论说文、影评、日记等多模态语篇，综合运用各种语言技能，读懂语篇内容，听懂与音乐节相关的对话，讨论并加深对不同种类的文娱形式的认识，使用新语言描述自己喜爱的电视节目，恰当使用现在分词作状语介绍自己的经历，能够写一篇简单的影评并推荐一种积极向上的文娱形式，深化对单元主题意义的理解与挖掘；同时能够运用单元所学正确辨析中外娱乐文化的差异与融合，体会文化的多样性，创造性地表达自己对某项文化活动的看法；通过运用各种学习策略，在自主、合作与探究学习的过程中，结合单元所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，提高自己理解和表达的效果，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 ut板块教学设计
（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——影视、戏剧艺术
内容分析
本部分学习内容包括六幅海报，分别呈现了蕾舞剧、演唱会、川剧、春晚、话剧和相声这六种不同的艺术形式；一段视频介绍了中国的剧院德和园大戏楼和英国的剧院环球剧场。
教学目标
1. 识别并用恰当的英语表达不同的艺术形式和电视节目，并谈论自己喜爱的艺术形式和电视节目；
2. 比较、描述德和园大戏楼和环球剧场，初步形成跨文化意识。
教学重点
1. 掌握不同艺术形式和电视节目的英语表述；
2. 准确获取视频内容。
教学难点
1. 描述自己喜欢的艺术形式；
2. 比较中外剧场的异同点。
教学策略
听说法
Teaching cntent
Prcedure
Purpse
Teacher’s activity
Students’ activity
Activity 1
T presents 6 psters which represent 6 different types f entertainment and asks Ss t answer 3 questins:
1. Which f these types f entertainment are yu mst familiar with?
2. What ther types f entertainment have yu seen?
3. Which d yu like mst? Why?
Ss lk at 6 psters which represent 6 different types f entertainment and answer 3 questins:
1. Which f these types f entertainment are yu mst familiar with?
2. What ther types f entertainment have yu seen?
3. Which d yu like mst? Why?
T activate existing knwledge and intrduce different types f entertainment.
Activity 2
T asks Ss t watch a vide and answer 3 questins.
1. What theatres are mentined in the vide?
2. What are the differences between them?
3. In what ways are they similar?
Ss watch the vide and answer 3 questins.
1. What theatres are mentined in the vide?
2. What are the differences between them?
3. In what ways are they similar?
T figure ut bth the differences and similarities between the Western and Chinese theatres. Develp crss-culture awareness.
Understanding ideas板块教学设计
（建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型
Reading + Speaking
主题语境
人与社会——影视、戏剧艺术
内容分析
本文是一篇记叙文，文章从西方人的视角描写观看中国版《哈姆雷特》——《王子复仇记》的感受，介绍中国京剧的艺术特点，展现京剧的艺术魅力。
教学目标
1. 通过略读、精读读懂文章，概括文章主旨大意，获取细节信息；
2. 根据时间线索，以第一人称复述《王子复仇记》的观看感受；
3. 思考京剧的艺术魅力，增强对中国传统文化的认同感和民族自豪感，激发传承和弘扬中国传统文化的使命感。
教学重点
完成相关阅读任务，从课文中获取信息并整合，能够以第一人称进行复述；基于文本理解，体会京剧的艺术魅力，增强对中国传统文化的认同感和民族自豪感。
教学难点
根据时间线索进行文本复述；思考京剧的艺术魅力。
教学策略
任务型教学法、P–W–P阅读模式
Teaching cntent
Prcedure
Purpse
Teacher’s activity
Students’ activity
Activity 1
T asks Ss t lk at the pictures f tw perfrmances and talk abut their differences and similarities, thinking abut the fllwing questins:
1. What are the names f the plays?
2. Besides language, what are ther different aspects between them?
Ss lk at the
pictures f tw perfrmances, talking abut their differences and similarities, and answer the questins:
1. What are the names f the plays?
2. Besides language, what are ther different aspects between them?
T ntice the differences between Western drama and Peking Opera visually, which may help Ss have a better understanding f the reading material.
Activity 2
T asks Ss t read the passage quickly and find ut what aspects f Peking Opera mst impressed the authr.
Ss read the passage quickly and find ut what aspects f Peking Opera mst impressed the authr.
T train reading skills f lcating certain infrmatin.
Activity 3
T asks Ss t chse the authr’s purpse in writing the passage.
Ss chse the authr’s purpse in writing the passage.
T train reading skills f getting the main idea.
Activity 4
1. T asks Ss t cmplete the chart in Activity 4.
2. T asks Ss t retell the viewing experience in the first persn with the help f the chart.
1. Ss cmplete the chart in Activity 4.
2. Ss retell the viewing experience in the first persn with the help f the chart.
T train skills f getting specific infrmatin and retelling what Ss have learnt.
Think & Share
T asks Ss t discuss the tw questins in grups.
1. Why des the authr say “The Revenge f Prince Zidan ticks all the right bxes”?
2. Hw culd yu help a friend frm verseas understand Peking Opera?
Ss discuss the tw questins in grups and then share their answers with the class.
T train ability t use language in real life and express the ideas in a lgical way. T get a deeper understanding f the theme and aruse cultural awareness as well as natinal pride.
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——影视、戏剧艺术
内容分析
本板块包括语法部分-ing as adverbial、词汇部分Types f TV prgramme和听说部分Watching a perfrmance。语法部分在本单元的主题语境下进行学习，掌握现在分词作状语的形式；词汇部分六个小段落用生动的描述介绍了六种电视节目类型；听说部分包含一篇关于“Glastnbury音乐艺术节”的简介以及对话形式的听力材料，听力材料内容涉及观看音乐节的一系列事项安排，如出行方式、食宿等。
教学目标
1.掌握现在分词作状语的基本形式，并能在主题语境下灵活使用；
2.掌握描述电视节目类型以及特点的词汇，并能谈论自己喜爱的电视节目；
3. 听懂听力内容，获取信息并完成相关练习；
4. 模仿听力材料，使用相关表达展开关于制订出行计划的对话；
5. 正确朗读句中应该重读或弱读的单词。
教学重点
1. 掌握现在分词作状语的形式，并能熟练运用；
2. 通过听力材料，掌握安排出行事项的表达。
教学难点
准确熟练地使用现在分词作状语的结构；准确表达出行事宜的各项安排。
教学策略
交际教学法、任务型教学法
Teaching cntent
Prcedure
Purpse
Teacher’s activity
Students’ activity
Activity 1
1. T asks Ss t read sentences (a) and (b) in Activity 1 and answer questins 1 and 2.
2. T asks Ss t read sentences (c) and (d) in Activity 1 and answer questins 3 and 4.
3. T asks Ss t lk fr mre sentences with this structure in the reading passage.
1. Ss bserve the fur sentences in Activity 1 and answer fur relevant questins.
2. Ss lk fr mre sentences with this structure in the reading passage.
By inquiry-based learning, t find the rules f -ing used as adverbial.
Activity 2
T asks Ss t cmplete the jurnal entry in Activity 2.
Ss cmplete the jurnal entry with the crrect frm f the verbs in brackets.
T use language in the real situatin.
Activity 3
T asks Ss t rewrite the paragraph using the -ing frm in Activity 3.
Ss rewrite the paragraph using the -ing frm in Activity 3.
T cnslidate what Ss have learnt in the tpic-related paragraph.
Activity 4
1. T asks Ss t lk at the pictures and answer the questins.
1. What d yu knw abut these types f TV prgramme?
2. Can yu think f sme examples f each type?
Ss talk abut what they knw abut these types f TV prgramme.
T activate backgrund knwledge and learn types f TV prgramme.
Activity 5
T asks Ss t read the descriptins in Activity 5, match them t the types f TV prgramme in Activity 4, and underline the wrds and expressins describing them.
Ss finish Activity 5.
T learn new expressins describing features f each type f TV prgramme in Activity 4 and lay fundatin fr Activity 6.
Activity 6
T asks Ss t talk abut their favurite TV prgramme using the wrds and expressins they have learnt.
Ss wrk in pairs t talk abut their favurite TV prgramme.
T practise ral English accrding t the theme f this unit.
Did yu knw?
T asks Ss t read the shrt passage in “Did Yu Knw?” t get sme basic infrmatin abut Glastnbury Festival.
Ss read the brief intrductin abut Glastnbury Festival.
T get backgrund infrmatin abut Glastnbury Festival t have a better understanding f the listening material.
Activity 7
T plays the recrding fr the first time and asks Ss t finish Activity 7.
Ss listen fr the first time t get sme key infrmatin abut the arrangements.
T train the skills f getting key infrmatin.
Activity 8
1. T plays the recrding again fr Ss t cmplete the flyer in Activity 8.
2. T asks Ss t talk abut hw Jsh makes arrangements by referring t the mem and the flyer.
3. T asks Ss t summarise basic elements invlved when making arrangements.
1. Ss listen again and cmplete the flyer, taking ntes if necessary.
2. Ss wrk in pairs t talk abut hw Jsh makes arrangements by referring t the mem and the flyer.
3. Ss summarise basic elements invlved when making arrangements.
T get detailed infrmatin and get t knw what aspects might be included when making arrangements.
Activity 9
1. T asks Ss t read “Learning t learn” t knw why and when t stress the prnunciatin f a wrd.
2. T asks Ss t turn t Page 82 and 86 and read the infrmatin.
3. T asks Ss t wrk in pairs t act ut the cnversatin, using the prnunciatin strategy in “Learning t learn”.
4. T asks sme pairs t act ut the cnservatin t the class.
1. Ss read “Learning t learn” t knw the prnunciatin strategy.
2.Ss read the infrmatin n the crrespnding pages.
3. Ss wrk in pairs t act ut the cnversatin, using the prnunciatin strategy in “Learning t learn”.
4. Act ut the cnversatin t the class.
T learn a prnunciatin strategy and apply it t the cnversatin.
T use useful expressins f making arrangements t act ut a cnversatin.
Activity 10
T asks Ss t make similar arrangements t attend a cncert in anther city.
Ss make similar arrangements t attend a cncert in anther city.
T further practise exchanging ideas.
Develping 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——影视、戏剧艺术
内容分析
本文是一篇议论文，利用举例论证的方法论证了一部好的文学作品有可能最终沦为荧幕上的败笔之作，并阐述了导致这一结果的原因。读写部分的学习内容是一张《公主日记》的电影海报以及电影《公主日记》的一篇影评文章。电影海报里涵盖了电影的基本信息，如电影名称、演员、导演、电影类型，等等。影评涉及电影的简介和评论，包括主要人物、情节以及观影感受等。
教学目标
1. 理解所学语篇的主题意义，并完成相关练习；
2. 理解所学议论文语篇的论证方法；
3. 准确表达对由文学作品改编的影视作品的观点；
4. 辩证地看待改编的影视作品；
5. 掌握介绍电影基本信息的相关词汇；
6. 理解影评这一语篇类型的主要写作目的和语篇结构特征；
7. 掌握影评的写作特点，完成影评写作。
教学重点
1. 读懂文章，完成相关练习；
2. 正确理解议论文的写作特点和论述方式；
3. 对熟悉的改编影视作品形成自己的思考；
4. 梳理影评的篇章结构，掌握影评的写作特点，完成影评写作。
教学难点
1. 正确表达对由文学作品改编的影视作品的观点；
2. 进行影评写作。
教学策略
交际教学法、任务型教学法
Teaching cntent
Prcedure
Purpse
Teacher’s activity
Students’ activity
Activity 1
T asks Ss t lk at the pictures f 6 bks and answer the questins.
1. Have yu ever read any f these bks? What are they abut?
2. Have yu ever seen the mvies r TV plays based n these bks? What d yu think f them?
Ss lk at the pictures in Activity 1 and answer the questins.
1. Have yu ever read any f these bks? What are they abut?
2. Have yu ever seen the mvies r TV plays based n these bks? What d yu think f them?
T get familiar with the tpic and activate backgrund knwledge.
Activity 2
T asks Ss t scan the passage t find ut which f the bks in Activity 1 are mentined.
Ss scan the passage t find ut which f the bks in Activity 1 are mentined.
T get sme key infrmatin.
Activity 3
1. T asks Ss t match the authr’s pinins abut the mvie adaptatins t the examples frm the passage.
2. T asks Ss t read “Learning t learn” n Page 45 t understand the functins f examples in argumentative essays.
1. Ss match the authr’s pinins abut the mvie adaptatins t the examples frm the passage.
2. Ss read “Learning t learn” n Page 45 t understand the functins f examples in argumentative essays.
T understand the detailed infrmatin and learn the strategy f using examples in argumentative essays.
Think & Share
1. T asks Ss t discuss the three questins.
2. T asks sme Ss t share their pinins.
Ss discuss the three questins in grups and then share their pinins with the class.
T have a better understanding f the passage and develp critical thinking.
Activity 4
T asks Ss t wrk in grups t give a talk abut a mvie adapted frm a bk.
Ss prepare a talk abut a mvie adaptatin in three steps.
1. Use the ntes in Activity 4.
2. Organise the talk fllwing the suggested steps.
3. Give the talk t the class.
T cnslidate and integrate the language Ss have learnt.
Activity 5
1. T asks Ss t lk at a pster f The Princess Diaries, and tell what infrmatin they can get frm it.
2. T asks Ss t read the mvie review and answer 4 questins.
1. Ss bserve the pster f The Princess Diaries, and tell what infrmatin they can get frm it.
2. Ss read the mvie review and answer 4 questins.
T learn t tell sme basic infrmatin f a mvie and get detailed infrmatin frm the passage.
Activity 6
1. T asks Ss t read again, and summarise the structure f the mvie review and the tense f the passage.
2. T asks Ss t chse a Chinese mvie and cmplete the table in Activity 6. Encurage Ss t give sme additinal descriptin if necessary.
1. Ss read again, and summarise the structure f the mvie review and the tense f the passage.
2. Ss chse a Chinese mvie and cmplete the table in Activity 6. Give sme additinal descriptin if necessary.
T learn the structure f a mvie review and practise writing a similar ne.
Activity 7
T asks Ss t share their mvie reviews with the class and d peer evaluatin.
Ss share their mvie reviews with the class, and d peer evaluatin.
T revise and plish the mvie review thrugh peer evaluatin.
Presenting ideas & Reflectin板块教学设计
（Presenting ideas和Reflectin部分建议总时长40–45分钟，
教师可根据教学实际酌情调整。）
课型
Speaking
主题语境
人与社会——影视、戏剧艺术
内容分析
Presenting ideas板块要求学生结合本单元所学内容，向同伴推荐一场表演，并对该表演进行简要介绍，写出推荐理由。通过该活动，促进对所学内容的复习与掌握，并在真实的语境下加以运用和实践。
教学目标
1.运用本单元所学的语言知识，描述自己所推荐的演出作品；
2.能够正确评判一场演出，创造性地表达自己的观点；
3.进行自我反思，评估学习效果，调整学习策略，提高学习效率。
教学重点
运用本单元所学内容，客观评价一场演出，并给出推荐理由；
2. 对自己在本单元学习过程中和结束时的学习行为和效果做出合理的评价。
教学难点
1. 将本单元所学知识进行整合，并能准确地表达自己的观点；
2. 如何进行自我评价。
教学策略
元认知策略、认知策略、交际策略和情感策略
Teaching cntent
Prcedure
Purpse
Teacher’s activity
Students’ activity
Presenting ideas
Activity 1
1. T asks Ss t think abut a perfrmance that they want t recmmend t the class.
2. T asks Ss t take ntes with the help f the table given in Activity 1.
1. Ss think abut a perfrmance that they want t recmmend t the class.
2. Ss take ntes with the help f the table given in Activity 1.
T brainstrm and prepare fr the presentatin.
Activity 2
T asks Ss t wrk in grups and talk abut the recmmendatin fllwing the steps suggested in Activity 2.
Ss share their ideas and decide n a winning perfrmance.
T share and revise Ss’ presentatins in grups and prepare ne t present in class.
Activity 3
1. T asks sme grups t give presentatins in class.
2. T asks Ss t vte fr the best suggestins.
1. Ss give presentatins in class.
2. Ss vte fr the best suggestins.
T practise giving a presentatin, and learn frm each ther.
Reflectin
1. T guides Ss t recall what they’ve learnt in this unit.
2. T asks Ss t cmplete “Reflectin” n Page 48.
Ss rate their perfrmance in this unit, summarise what they’ve learnt and think abut what they need t imprve.
T rate perfrmance, review the unit, and think abut ways t imprve.
Prject板块教学设计
（此部分教师可根据教学实际酌情调整。）
课型
Speaking
主题语境
人与社会——影视、戏剧艺术
内容分析
本板块项目实践活动要求学生了解舞台剧的基本特点、人员构成和创作过程，根据生活中的真人真事或自编的故事进行短剧创作。通过小组合作分工完成本项目。
教学目标
1.了解舞台剧的基本特点、人员构成和创作过程；
2.鼓励学生运用创造性思维，进行舞台剧创作；
3.综合运用本单元所学内容，合理组织语言；
4.培养小组合作意识。
教学重点
1.利用单元所学知识，进行舞台剧创作；
2.积极参与小组合作。
教学难点
明确小组分工合作，相互协作完成舞台剧创作。
教学策略
任务型教学法
Teaching cntent
Prcedure
Purpse
Teacher’s activity
Students’ activity
Investigate
1. T asks Ss t refer back t Bk 1 Unit 3 t review the features f a play.
2 T encurages Ss t g nline r t a library t find ut rles in the theatre.
1. Ss refer back t Bk 1 Unit 3 t review the features f a play.
2.Ss g nline r t a library t find ut rles in the theatre.
T develp skills f searching infrmatin.
Plan
1. T asks Ss t wrk in grups and decide n a stry they wuld like t use, which can be either a real stry frm their life, r ne made up.
2. T guides Ss t divide their grup int several rles.
1. Ss wrk in grups and decide n a stry they wuld like t use, which can be either a real stry frm their life, r ne made up.
2. Ss divide their grup int several rles.
T decide n the stry f the shrt play and be sure f individual’s rle.
Create
T prvides Ss with sme guidance while Ss are making their shrt play.
Ss can turn t T’s guidance while making their shrt play.
T guide Ss t make a shrt play.
Present
T arranges time fr Ss t shw their shrt play t the class and give presentatins.
Each grup shw their shrt play t the class and give presentatins.
T train skills in presentatin, and learn frm each ther.