高中英语人教版 (2019)必修 第三册Unit 4 Space Exploration教案

这是一份高中英语人教版 (2019)必修 第三册Unit 4 Space Exploration教案，共11页。


单元主题
本单元涉及的主题语境内容是多种艺术形式和相关艺术家的故事。本单元从介绍常见的几种艺术形式开始，通过展现世界各地不同的经典、民间、现代艺术作品，以及讲述艺术创作的故事，引导学生了解绘画、雕塑、剪纸等多种艺术形式和相关艺术家，以及艺术对生活的重要性，使学生最终能够体会到艺术并不是高高在上的，它就在我们身边，艺术来源于生活；只要发挥创造力，人人都可以创造出自己的艺术作品。
单元目标
学生能够围绕本单元的主题语境内容，基于单元提供的有关艺术形式的介绍，理解有关艺术展览、艺术家故事的文章内容，听懂并谈论与艺术相关的话题，使用新学语言描述多种艺术风格和艺术作品；恰当使用现在进行时的被动语态描述正在发生的事情；能够使用本单元所学语言描述一件艺术作品。此外，学生需要了解中外艺术作品和有代表性的艺术家，了解中国传统艺术和现代艺术，比较中外艺术的特点，初步培养艺术鉴赏力；同时，学生在了解、赏析中外艺术作品的过程中，能够区分不同艺术流派及艺术家的特点，思考人类艺术创作的价值和艺术家为此付出的不懈努力，体会艺术来源于生活。学生能够通过对世界各地艺术作品和艺术家的了解，激发对英语学习的兴趣；不断反思自己使用不同学习策略的效果，总结经验，并根据需要进行调整，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——文化艺术
内容分析
本部分包含两项活动。活动1呈现一段视频，简单介绍了三座充满艺术气息的城市，展现了佛罗伦萨、纽约和北京这三座城市艺术发展的特点，引入话题。活动2通过图片呈现了四种不同的艺术形式，包括舞蹈、绘画、歌剧和雕塑，引导学生初步思考不同种类的艺术形式给人带来的不同感受。
教学目标
1．学生能够通过看视频，说出视频中介绍的三座城市的名字和每一座城市在艺术领域的特色；
2．学生能够判断图片中呈现的艺术形式；
3，学生能够初步表达自己对艺术作品的感受，能够使用恰当的形容词表达对中外艺术形式的美的欣赏。
教学重点
1. 带领学生通过视频材料获取关于佛罗伦萨、纽约和北京这三座充满艺术气息的城市的主要信息；
2. 引导学生表达不同种类的艺术作品给自己带来的感受。
教学难点
1. 引导学生比较不同艺术形式的异同，并用自己的语言表达出来；
2. 引导学生通过回答学生用书中的问题，表达对不同艺术作品的感受。
教学策略
听说法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. T presents sme pictures f different art frms fr students t appreciate.
2. T asks the Ss t read the questins in Activity 1 and plays the vide.
1. Ss lk at the pictures and cmmunicate with T.
2. Ss watch the vide and answer the questins:
①What cities are intrduced in the vide?
②What is each city famus fr in the wrld f art?
T learn abut different cities knwn fr their unique cultures in the wrld better via watching vide and widen hrizns as well as raise cultural awareness.
Activity 2
1. T asks Ss t identify different art frms accrding t the pictures n the SB.
2. Grup wrk. T asks Ss t discuss the mst impressive artwrk in their mind and share with each ther.
3. T asks sme Ss t talk abut their mst impressive artwrk in frnt f the class.
1. Ss lk at the questins and think abut the answers.
2. Ss wrk in grups and talk abut their mst impressive artwrk.
3. Ss cme t the frnt and share their pinins with the whle class.
T train cmprehensive language applicatin ability t express ideas and give reasns.
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——文化艺术
内容分析
本板块的课文是一段关于巴黎卢浮宫的手机直播，属于新媒体语篇。课文重点介绍了著名雕像《胜利女神雕像》、达·芬奇的油画作品《蒙娜丽莎》和伦勃朗的自画像，在直播的同时，主播表达了自己对这三件作品的看法。读前的导入活动是一个有关卢浮宫的常识小测验，帮助学生了解相关背景知识，为课文学习作铺垫。读中活动主要考查学生对课文的整体理解。读后活动则通过对课文主旨大意和细节的理解以及开放式问题的回答，启发学生表达自己对课文中介绍的艺术作品的看法，鼓励学生分享自己参观博物馆的经历。
教学目标
1. 带领学生通过略读，了解文中介绍的艺术作品的基本信息，概括文本主旨大意；
2. 引导学生理解文中描述艺术作品的语言，理解文中关键词和关键句的意义及其传递的意图和态度；
3. 引导学生初步欣赏艺术作品的美。
教学重点
引导学生通过自主阅读和小组合作完成对卢浮宫三个意义非凡的艺术品的信息获取和整合，并基于文本理解并表达自己对语篇中介绍的艺术作品的看法。
教学难点
合理利用文本所提供的素材，结合自己的亲身感受和以往去博物馆的经历，有条理地表达对不同艺术作品的看法和意见。
教学策略
任务型教学法、P–W–P阅读模式
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
T asks Ss t wrk in pairs and cmplete the quiz n P38.
Ss wrk in pairs and finish the quiz in Activity 1.
T lead t the tpic and activate Ss’ riginal backgrund knwledge.
Activity 2
T asks the Ss t read the passage quickly and find ut what Zack is ding in the Luvre.
Ss read the passage quickly and find ut what Zack is ding in the Luvre.
T train students’ reading skills f lcate certain infrmatin.
Activity 3
1. T asks Ss t chse three tags that best describe the main idea f the passage in Activity 3.
2. T asks sme Ss t share their answers and give the reasns.
1. Ss cmplete Activity 3andthey can read the passage again if necessary.
2. Ss share their answers and give the reasns.
T train students’ reading skills f getting the main idea.
Activity 4
1. T asks Ss t cmplete the three shrt paragraphs individually in Activity 4.
2. T invites 3 Ss t read alud the 3 cmpleted paragraphs and check the answers with the whle class.
3. T asks Ss t retell the three paragraphs in Activity 4.
1. Ss cmplete the three shrt paragraphs individually in Activity 4.
2. Three Ss read the passage t check the answer with the whle class.
3. Ss retell the three paragraphs.
T train Ss’ skills f getting specific infrmatin and better understanding the language f the passage.
Think & Share
T asks Ss t discuss the tw questins in grups and ffer help if they need.
Ss discuss the tw questins in grups then share with the class.
T train Ss’ ability t use language in their real life and express the ideas in a lgical way.
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 cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. T asks Ss t lk at the sentences in the reading passage and answer the questins.
2. T helps Ss cmpare sentences a and b with the sentences c and d and answer the questins.
3. T asks the Ss t lk fr mre sentences with the present cntinuus passive in the reading passage.
1. Ss lk at the sentences in the reading passage and answer the questins.
2. Ss try themselves t cmpare sentences a and b with the sentences c and d and answer the questins.
3. Ss lk fr mre sentences with the present cntinuus passive in the reading passage.
T find the basic structures f the present cntinuus passive and make a cnclusin accrding t the rule.
Activity 2
1. T gives the task in Activity 2 and ffers help.
2. T checks the answers with Ss.
1. Ss rewrite the underlined parts using the passive vice.
2. Ss share their wn answers with the class.
Use language in the real situatin.
Activity 3
1. T asks Ss t cmplete the psters in Activity 3.
2. T checks the answers with Ss.
1. Ss lk at the picture and describe what is happening using the passive frm f the wrds and expressins in the bx.
2. Ss share their wn answers with the class.
T use the target grammar item in the cntext.
Activity 4
T asks Ss t lk at the pictures and answer the questins.
Ss wrk in pairs. First, lk at the pictures and then answer the questins.
T stimulate Ss’ riginal backgrund knwledge f Chinese art frms.
Activity 5
T helps Ss cmplete the passage with the wrds and expressins in Activity 4.
Ss use the wrds and expressins in Activity 4 t cmplete the passage.
T practice target grammar item accrding t the theme f this unit.
Activity 6
T asks Ss t wrk in pairs and talk abut a Chinese art frm that Ss’ hmetwn is famus fr.
Ss wrk in pairs and talk abut a Chinese art frm that Ss’ hmetwn is famus fr.
T imprve Ss’ ral English ability and strengthen Ss’ awareness f lving traditinal art frm f ne’s wn hmetwn.
Did yu knw
T asks Ss t read a shrt passage entitled Cntemprary art, and ask them hw they understand this kind f art frm.
Ss read the shrt passage entitled Cntemprary art and express their pinins abut this kind f art frm.
T braden Ss’ hrizns f different art frms and they can evaluate them critically.
Activity 7
T asks Ss t listen t the cnversatin and chse the main idea.
Ss listen carefully t the cnversatin and chse the main idea.
T understand the details f the listening and summarize the main idea.
Activity 8
1. T asks Ss t listen again and cmplete the table.
2. T asks Ss t wrk in pairs t talk abut hw Jill and Andrew express their pinins twards cntemprary artwrks.
3. T invites sme pairs t express t the class.
1. Ss listen again and cmplete the table.
2. Ss wrk in pairs t talk abut the tpic.
3. Share with the class.
T Cultivate Ss’ ability t think critically and express clearly and lgically.
Activity 9
T asks Ss t wrk in pairs and act ut the cnversatin t share their wn pinins abut the artwrk.
Ss wrk in pairs and act ut the cnversatin t share their wn pinins abut the artwrk.
T imprve Ss’s ability t use language actively.
Activity 10
Wrk in pairs. Think f anther artwrk and have a similar cnversatin.
Ss wrk in pairs and think f anther artwrk and have a similar cnversatin.
T imprve Ss’s ability t use language creatively.
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——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 cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. T asks Ss t tick the wrds that they wuld use t describe hrses.
2. T invites sme Ss t add mre they can think f t describe hrses.
1. Ss read the expressins in Activity 1 and tick the wrds that they wuld use t describe hrses.
2. Ss think mre wrds t describe hrses.
T lead t the tpic, activate the Ss’ backgrund knwledge.
Activity 2
1. T asks Ss t read the passage as quickly as pssible and find ut what it is abut.
2. T asks Ss t read Learning t learn and find ut the tips.
1. Ss read the passage quickly and chse the best answer n P44.
2. Ss read Learning t learn and find ut the tips.
T cultivate Ss’ ability t predict the tpic f the passage thrugh backgrund knwledge, tips and pictures.
Activity 3
T asks Ss t read the passage nce again and cmplete the diagram with infrmatin frm the passage.
Ss reread the passage and finish the activity.
T find ut the basic infrmatin cnveyed in the text.
Think & Share
1. T asks Ss t discuss the fur questins in “Think and Share”.
2. T invites sme Ss t share their pinins.
Ss discuss the fur questins in grups and then share with the class.
T stimulate Ss’ ability t read between lines.
Activity 4
1. T asks Ss t wrk in grups and imagine they are a tur guide in the Metrplitan Museum f Art. Use the infrmatin in Activity 3 t talk abut the life and wrk f Han Gan.
2. T invites several grups t share with the class.
Ss wrk in grups and rganise their ideas, then share with the class.
T cnslidate and integrate the language and cntent learnt.
Activity 5
1. T asks Ss t read the museum intrductin t the painting and answer the questins.
2. T invites sme Ss t share the answer.
Ss read the passage and answer the questins. Then share with the class.
T read and summarise the infrmatin t get ready fr the next activity.
Activity 6
T asks Ss t cmplete the bxes with the infrmatin in Activity 5. D further research if necessary.
Ss cmplete the activity individually accrding t the passage Sunflwers.
T practise descriptin writing with the help f the given structure.
Activity 7
1. T shws the criteria f a gd cmpsitin and demnstrates hw t judge a cmpsitin.
2. T asks sme Ss t shw their article t the class, and invites ther Ss t judge.
Ss shw their articles t the class, and d peer evaluatin.
T imprve writing 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——文化艺术
内容分析
该板块中呈现了四幅图片介绍了四种中外民间艺术形式。学生通过看图，思考自己所在地的民间艺术形式和民间艺术家，展开讨论，介绍身边的民间艺术家。本版块通过阐述观点，促进学生进一步关注生活和身边的艺术，加深对于所学内容的理解，并在真实的情境下加以运用和实践。
教学目标
带领学生了解所在地的民间艺术家和民间艺术形式，选出自己心目中最有趣的“社区艺术家”；
引导学生运用本单元所学语言描述艺术家及艺术作品，并说明推荐理由；
引导学生恰当运用学生用书提供的使用表达，与小组成员合作达成最终意见，完成活动。
教学重点
引导学生运用本单元所学内容，从多角度对中外不同艺术形式进行品鉴和思考，表达自己的观点；
2. 引导学生从语言能力、思维品质等方面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. 引导学生在小组内合理分工，充分发表自己的观点并记录他人观点。
2. 引导学生养成自我评价的好习惯。
教学策略
元认知策略、认知策略、交际策略和情感策略
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
T asks Ss t recmmend a lcal artist and cmplete the frm with infrmatin abut him / her.
Ss first cmplete the frm n P48 persnally.
T brainstrm and prepare fr the presentatin.
Activity 2
1. T divides Ss int several grups, with each grup having a leader, a nte-taker and 2–4 idea prviders.
2. T asks Ss t wrk in grups. They shuld talk abut their recmmended artist and vte fr the mst interesting ne. Use the infrmatin in Activity 1 and the expressins in the bx t ffer help.
1. Ss take different rles in their grup.
2. Ss wrk in grups, share their ideas and prepare a shrt presentatin.
T cultivate Ss’ ability t cperate in teams.
Activity 3
1. T invites sme grups t d presentatins in class.
2. T asks Ss t vte fr the best recmmendatins.
1. Ss d presentatins in class.
2. Ss vte fr the best recmmendatins.
T practise skills in 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——文化艺术
内容分析
本单元的项目实践活动要求学生开展调研，了解中外主要艺术家的成就、艺术作品的特点和所属的艺术流派，搜集不同风格的艺术作品，共同创建班级画廊。通过完成本项目实践活动，培养自主研究、合作学习、探究式学习的能力，提高艺术鉴赏力。
教学目标
1. 引导学生通过小组讨论确定画廊的主题，运用与主题意义有关的词汇和表达完成对所选艺术作品的介绍，完成布展；
2. 引导学生主动了解中外主要艺术家的成就、艺术作品的特点和所属的艺术流派，学习借鉴人类文明的优秀成果；
3. 引导学生利用图书馆、互联网等资源获得与主题意义相关的英语信息，扩充学习资源。
教学重点
1. 引导学生利用单元所学，上网查找资料，用英语做事情；
2. 引导学生进一步熟悉中外各类艺术形式，培养对艺术的热爱之情。
教学难点
引导学生明确小组分工合作，相互协作完成汇报任务。
教学策略
任务型教学法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Investigate
In the previus class, T divides the class int grups f 4-6.
2. T asks Ss t bserve the 3 pictures n P76 and btain relevant infrmatin n the internet.
Ss gain relevant infrmatin abut these 3 pictures and make gd recrd.
T develp skills f searching infrmatin.
Plan
T asks sme Ss t share what they’ve fund and then decide the theme f their exhibitin. Ss als need t decide t present which wrks and hw t present them.
Ss wrk in grups. They shuld cperate with each ther and decide the theme f their exhibitin. Ss als need t decide t present which wrks and hw t present them.
T understand the structure f a art shw.
Create
T asks Ss t print the art wrks they’ve chsen, cmplete the English intrductin f the exhibits and finish the exhibitin arrangement.
Ss shuld print the art wrks they’ve chsen, cmplete the English intrductin f the exhibits and finish the exhibitin arrangement.
T practise grup wrk.
Present
T arranges time in later perids fr Ss t shw their picture display accrding t the design and layut f the exhibitin.
Each grup shw their design t the class and d presentatins.
T practise skills in presentatin, and learn frm each ther.