高中英语外研版 (2019)必修 第一册Unit 4 Friends forever教案

这是一份高中英语外研版 (2019)必修 第一册Unit 4 Friends forever教案，共5页。

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——艺术的灵感
内容分析
本板块呈现了从另一角度反映单元主题的课文，语篇类型为说明文，介绍了美国艺术家Janet Echelman的“技术流”作品，艺术与现代科技相结合的数字版《清明上河图》等，探讨了艺术和科技之间的关系；读写部分的范文是一封艺术展的邀请函。通过这一板块的学习，学生能够加深对传统绘画艺术和技术成画的理解，对古典艺术和现代艺术进行初步理解和区分，并且初步掌握邀请函的写作内容和写作方法。
教学目标
在本板块学习结束时，学生能够：
理解课文内容，理解伴随着科技发展艺术形式发生的改变，从而辩证地看待艺术与科技之间的关系；
联系自身实际，加深对本单元主题意义的理解，能够理解“艺术流”和“技术流”各自的价值；
通过完成阅读任务和学习邀请函的写作，运用所学内容为艺术展写一个邀请函。
教学重点
引导学生通过阅读来把握和概括段落大意和推测作者的写作意图。
教学难点
联系自身实际，加深对单元主题意义的理解，能够理解“艺术流”和“技术流”各自的价值。
教学策略
P-W-P模式
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
Teacher asks students t watch the vide and encurages students t answer Questin 1 and Questin 2.
Teacher plays the vide again and asks students t check the answers.
Teacher asks students t wrk in grups t discuss the relatins between art and technlgy and answer Questin 3.
Teacher asks sme students t share their answers with the class, and asks ther students t make supplements.
Students watch the vide and answer Questin 1and Questin 2.
Students listen t the vide and check their answers with the teacher.
Students wrk in grups t discuss the relatinship between art and technlgy and answer Questin 3.
Students share their answers with the class, and ther students make supplements.
T activate students’ theme-related backgrund knwledge.
Activity 2
Teacher asks students t read the passage and find ut the authr’s pinins and then cmpare them with their wn pinins.
Teacher asks sme students t share the differences and similarities between the authr’s pinins and the students’ and lead t the tpic.
Teacher asks students t intrduce the main idea f the passage briefly in English.
Students read the passage and find ut the authr’s pinins and then cmpare them with their wn pinins.
Sme students share the differences and similarities between the authr’s pinins and their wn pinins.
Students intrduce the main idea f the passage briefly in English.
T train students t read a passage with tasks and find ut the key infrmatin.
Activity 3
Teacher asks students t read the passage individually and try t get the main idea f each paragraph.
Teacher asks students t rganise infrmatin frm the passage and cmplete the diagram.
Teacher invites sme students t share their answers with the class. Teacher makes cmments.
Students read the passage individually and try t get the main idea f each paragraph.
Students rganise infrmatin frm the passage and cmplete the diagram.
Sme students share their answers with the class.
T help students understand the detailed infrmatin f the passage.
Think & Share
Teacher asks students t wrk in grups t discuss the fur questins.
Teacher asks students t answer the questins and ther students t make supplements r free discussin.
Students wrk in grups t discuss the fur questins.
Sme students answer the questins and ther students make supplements r free discussin.
T help students further explre the tpic.
T imprve students’ critical thinking ability.
T help students apply what they’ve learnt in a real-life cntext.
Activity 4
Teacher divides the class int grups and divides each grup in half accrding t their pint f views.
Teacher encurages students t think f mre arguments and supprting examples t supprt their pint f views and make ntes.
Teacher directs students t arrange the cntents f their debate accrding t the requirements in the Students’ Bk and prepare fr the grup debate.
Teacher asks students t hld the debate.
Teacher has students chse the best debater accrding t the debate prcess and debate effect.
Students wrk in grups and chse their pint f views.
Students discuss and think f mre arguments and supprting examples t supprt their pint f views and make ntes.
Students arrange the cntents f their debate accrding t the requirements in the Students’ Bk and prepare fr the grup debate.
Students hld the debate.
Students chse the best debater accrding t the debate prcess and debate effect.
1. T imprve students’ speaking skills.
2. T inspire students t think and cultivate students’ ability t think creatively.
Activity 5
Teacher asks students t read the invitatin t an art festival and pay attentin t the tpic f each paragraph and get t knw the language style.
Teacher divides the students int grups and asks students t underline the expressins and sentence structures fr invitatin.
Teacher asks students t answer the questins and share their answers with the class.
Students read the invitatin t an art festival and pay attentin t the tpic f each paragraph and get t knw the language style.
Students underline the expressins and sentence structures fr invitatin in grups.
Students answer the questins and share their answers with the teacher.
T teach students hw t analyse a passage, train their ability t summarise and prepare fr the fllwing writing activity.
Activities 6-7
Teacher asks students t wrk in grups t discuss hw t prepare
an art festival in their schl and think abut an invitatin abut it.
Teacher asks students t further discuss the tpic, time, place, exhibits f the art festival and the invitatin style they will use.
3. Teacher asks students t rganise the discussin cntent and make ntes.
4. Teacher asks students t write the invitatin independently accrding t their ntes and use the useful expressins in activity 5.
5. Teacher asks students t present their invitatins in pairs and make imprvements t each ther’s invitatins.
Students discuss hw t prepare an art festival in their schl in grups and think abut an invitatin abut it.
Students further discuss the tpic, time, place, exhibits f the art festival and the invitatin style they will use.
Students rganise the discussin cntent and make ntes.
Students write the invitatin independently and use the useful expressins in activity 5.
Students present their invitatins in pairs and make imprvements t each ther’s invitatins.
T prvide pprtunities fr students t present their writing and d evaluatin.