Unit 4 Meeting the muse 教学设计（表格式6课时）-2022-2023学年高二英语外研版2019选择性必修第一册

Book4Unit4Meetingthemuse教学设计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艺术的灵感。本单元介绍了不同领域的世界名人，如画家LeonardodeVinci、PabloPicasso，雕塑家AugusteRodin，诺贝尔获奖作家莫言，视觉艺术家FlorentijnHofman，作曲家谭盾和舞蹈家杨丽萍等，讲述了这些名人的著名作品和他们获得灵感的来源，还介绍了这些名人的感悟；同时，本单元也探讨了科技和艺术之间的关系。本单元旨在通过“艺术”这一话题，引入相关词汇与语法结构，实现单元总目标，即引导学生在了解这些名人的成功事迹后，能勇于探索生活，创造和发现生活的美，发现自己的人生价值，用执着的精神去实现人生理想。单元目标学生能够围绕本单元主题语境内容，根据本单元提供的个人故事、海报等多模态语篇，综合运用各种语言技能，结合现有知识储备，读懂与艺术相关的文章，并能够听懂、谈论与艺术家、艺术品及艺术灵感来源相关的话题，恰当使用所学词汇及表达介绍艺术家，描述和鉴赏艺术品，记录日常学习、生活及感悟，了解中外艺术家创作艺术作品时的思维方式及灵感的获取等方面的异同，深化对本单元主题意义的理解与挖掘；同时能够运用本单元所学知识，并通过比较、分析，联系生活实际，有逻辑、有层次地介绍艺术家的生平事迹，能够完整地写出有关艺术灵感方面的短文，也能够表达个人对艺术品的鉴赏，对不同观点进行对比和评价，实现知识与思维能力的拓展和迁移，树立自己的审美观，努力发现生活中的美；并能够通过运用各种学习策略，在自主学习、合作学习与探究式学习的过程中，结合本单元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，激发英语学习的兴趣，提高自己的理解能力和表达能力，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。Startingout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——艺术的灵感内容分析本板块有两个活动，活动1要求学生通过观看一段有关达LeonardodaVinci的视频，了解LeonardodaVinci的成长之路和艺术灵感的来源及他的部分作品。活动2要求学生看RichardWagner、莫言、AugusteRodin和PabloPicasso四位名人的照片，理解他们的名言。本板块旨在导入灵感的来源这一话题，激活学生已有的语言、背景知识，激发对话题的兴趣，为整个单元的学习活动预热。教学目标在本板块学习结束时，学生能够：1．朗读单元标题并理解其含义，并说出几个世界知名艺术家的名字，激活已有的语言、背景知识，为本单元的学习活动做铺垫；2．看有关LeonardodaVinci的视频，了解这位艺术家的创作之路和其灵感的来源，培养观察力和听力理解能力；教学重点引导学生理解名人名言的含义，使学生初步感知艺术家对艺术的理解及他们灵感的来源；教学难点带领学生认读和理解相关生词，扫除生词障碍，为后续阅读做好铺垫。教学策略视听教学法、交际教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Teacherasksstudentstoreadthetitleandguessthemeaningof“muse”(artisticinspiration).Teacherhelpsstudentsgetfamiliarwiththenewwordsandasksthemtoreadafterteacher.Teacherplaysthevideoandasksstudentstotakenoteswhilewatchingthevideo.Teacherasksstudentstoanswerthefirstquestion.Teacherplaysthevideoagainandasksstudentstoanswerthesecondquestionandchecktheanswerstogether.Teacherplaysthevideoagainifstudentshavedifficultyinunderstandingit.TeachergivesabriefintroductionofItalianartistLeonardodaVinci.Studentsreadthetitleandguessthemeaningof“muse”.Studentsgetfamiliarwiththenewwordsandreadthemafterteacher.Studentswatchthevideoandanswerthefirstquestion.Studentswatchthevideoagainandanswerthesecondquestion.Studentschecktheanswerswiththeteacher.StudentsgetabriefintroductionofItalianartistLeonardodaVinci.Toarousestudents’interestanddrawtheirattentiontothethemeofthisunit–meetthemuse.Activity2TeacherprovidesinformationaboutthefourfamouspersonontheslideandasksstudentstodiscussingroupsandanswerQuestion1.Teacheraskseachgrouptochooseonespeakertosharethegroup’sanswerswiththeclassandothersmakesupplements.TeacherasksstudentstoreadthequotesofthefourfamouspersonandtrytotranslatethemintoChinese.TeacherprovidesanEnglishexplanationforeachquoteandasksstudentstomatchthemandanswerQuestion2.TeacherasksstudentstoanswerQuestion3.StudentslookattheslideanddiscussingroupsandanswerQuestion1.Eachgroupchoosesonespeakertosharethegroup’sanswerswiththeclassandothersmakesupplements.StudentsreadthequotesofthefourfamouspersonandtrytotranslatethemintoChinese.StudentslistentoanEnglishexplanationforeachquoteandmatchthemandanswerQuestion2.StudentsanswerQuestion3.Tomakestudentsunderstandthesourcesofinspirationandappreciatethetruebeautyoflife.Understandingideas板块教学设计（建议时长30–35分钟，教师可根据教学实际酌情调整。）课型Reading主题语境人与社会——艺术的灵感内容分析本板块呈现了一篇反映单元主题的课文，语篇类型为个人故事，介绍了三位世界著名的艺术家和他们的作品及他们对艺术灵感的解读。读前活动请学生选择艺术灵感的来源，衔接了前一板块的内容，旨在建议学生与课文话题及内容的联系，为课文学习做好铺垫。读中活动则通过主旨大意归纳、语篇类型分析、细节理解和开放式问答等活动，启发学生深入思考，探究主题意义。教学目标在本板块学习结束时，学生能够：通过略读和精读，获取课文大意，了解FlorentijnnHofman、谭盾和杨丽萍三位艺术家的著名作品、作品的特色、艺术灵感的来源及他们对艺术的理解；感知课文的结构和语言，理解课文中直接引语的作用；基于课文内容联系生活实际，从三位艺术家的艺术创作生涯中获得启发和鼓励，思考自己如何获得学习上和生活上的灵感并获得成功。教学重点引导学生读懂语篇，理解作者的写作意图，并了解三位艺术家的成长故事；引导学生了解夹叙夹议类文章的文体特征。教学难点引导学生掌握直接引语的用法并运用其进行表达；引导学生深度思考三位艺术家成长的经验，思考自己如何获得学习上和生活上的灵感，并获得成功。教学策略P-W-P模式TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Teacherbrieflyintroducesanartistandhisworksandasksstudentstotrytoguesshissourceofinspiration.Teacherasksthestudentstoskimtheactivityinstructionandmaketheirchoicesquickly.Teacherasksseveralstudentstosharetheiranswersandexplaintheirreasons.Studentstrytoguesshissourceofinspiration.Studentsskimtheactivityinstructionandmaketheirchoicesquickly.Individualstudentssharetheiranswersandexplaintheirreasons.Toarousethestudents’interestinthetopic.Topreparestudentsforreading.Activity2Teacherasksstudentstoskimthepassageandfindoutwhatinspireseachartist.Teacherasksstudentstodiscusstheansweringroups.Teacherinvitestherepresentativeofeachgrouptopresenttheiranswersandteachercheckstheanswerswiththestudents.Studentsskimthepassageandfindoutwhatinspireseachartist.Studentsdiscusstheansweringroups.Representativeofeachgrouppresentstheiranswersandchecktheanswerswiththeteacher.Tohavestudentsgetthemainideaofthepassage.Activity3Teacherasksstudentstoskimthepassageindividuallyandmaketheirchoices.Teacherinvitessomestudentstosharetheiranswerswiththeclassandgivetheirreasons.Teacherexplainsthecharacteristicsofthefoursources.Studentsskimthepassageindividuallyandmaketheirchoices.Somestudentssharetheiranswerswiththeclass.Totrainstudents’abilitytosummarise.Toletstudentsgatherinformationaboutthepassage,thuspreparingforActivity4.Activity4Teacherasksstudentstoreadactivityinstructionandunderstandtheintentionoftheactivity.Teacherasksstudentstoreadthepassageingroupsandcompletethediagram.Teacherasksrepresentativeofeachgrouptosharetheiranswersandteachercheckstheanswerswiththeclass.Teacherencouragesthestudentstoretellthetextintheirownwordsandencouragesthemtohaveadeeperunderstandingoftheworksandcreationinspirationofeachartist.Teacherasksthestudentstoworkinpairstoreadthequotesfromthepassageandanswerthequestions.Teacheraskssomestudentstoanswerthequestionsandothersmakesupplements.Studentsreadtheactivityinstructionandunderstandtheintentionoftheactivity.Studentsreadthepassageingroupsandcompletethediagram.Representativeofeachgroupsharetheiranswersandstudentschecktheanswerswiththeteacher.Studentsretellthetextintheirownwordsandhaveadeeperunderstandingoftheworksandcreationinspirationofeachartist.Studentsworkinpairstoreadthequotesfromthepassageandanswerthequestions.Somestudentsanswerthequestionsandothersmakesupplements.Toexaminehowmuchstudentshavegraspedthedetailedinformationofthepassage,andcultivatestudents’analysingabilities.Think&ShareTeacherasksstudentstothinkaboutandanswerthequestions.Studentsthinkaboutandanswerthequestions.Todevelopstudents’abilitiestotransferknowledgeandlearnmoreaboutthestoriesoffamousartists.Usinglanguage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Grammar+Vocabulary+Listening+Speaking主题语境人与社会——艺术的灵感内容分析语法部分的主要内容为动名词、动词-ing形式和动词-ed形式作表语，第一个小语段介绍了作者在荷兰的一个博物馆里看到了梦寐以求的荷兰画家Vermeer的作品，并对该作品进行简介，第二个小语段介绍了中国艺术家吴冠中画作的特点及他的艺术感悟；词汇部分请学生通过阅读一个艺术展的介绍和评论，掌握复合形容词的构词规律；听说部分为两件艺术作品的介绍，帮助学生学习描述艺术作品的词汇和表达。本板块是单元话题下的综合语言训练板块，帮助学生深度聚焦语言的意义和功能，使学生在真实语境下进行思考和交际，全方位提高综合语言运用能力。教学目标在本板块学习结束时，学生能够：1.观察例句，发现并总结非谓语动词作表语的规则；2.通过练习，学会在语篇写作中正确使用非谓语动词作表语；3.掌握复合形容词的相关知识，并能识别新的复合形容词；4．学会赏析艺术作品，并会用相关的表达对艺术展和艺术作品进行描述。教学重点引导学生学会在语篇写作中正确使用非谓语动词作表语。教学难点引导学生学会赏析艺术作品，并会用相关的表达对艺术展和艺术作品进行描述。教学策略任务型教学法、发现教学法、交际教学法、听说教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1Teacherasksstudentstoreadthesentencesandpayattentiontothewordsinbold.ThenasksstudentstoanswerQuestions1.Teacherasksstudentstocheckanswersingroupsandthenhelpsstudentstosummarisethefunctionsandusageofto-infinitive,-ingand-edaspredicative.Teacherasksstudentstoreadsentence(b)andanswerQuestion2anddiscussthedifferencesofto-infinitive,-ingand-edaspredicative.Teacheraskssomestudentstosharetheiranswersandgivetheirreasons.Teacherasksstudentstofindmoresimilarsentencesinthepassageandhaveabetterunderstandingofthem.Studentsreadthesentencesandpayattentiontothewordsinbold.ThenanswerQuestions1.Studentscheckanswersingroupsandthendiscussandsummarisethefunctionsandusageofto-infinitive,-ingand-edaspredicativewiththehelpoftheteacher.Studentsreadsentence(b)andanswerQuestions2anddiscussthedifferencesofto-infinitive,-ingand-edaspredicative.Somestudentssharetheiranswersandgivetheirreasons.Studentsfindmoresimilarsentencesinthepassageandhaveabetterunderstandingofthem.Toencouragestudentstodiscoverthegrammarusagebythemselves.Tofurtherenhancestudents’understandingofthefunctionsandusageofto-infinitive,-ingand-edaspredicative.Activity2Teacherasksstudentstoreadthepassageandunderlinethepredicativesindividually.Teacherasksstudentstoreadsentenceswithpredicativeandcheckstheanswerswiththeclass.Studentsreadthepassageandunderlinethepredicativesindividually.Studentsreadsentenceswithpredicativeandchecktheanswerswiththeteacher.Togetstudentstopractiseusingto-infinitive,-ingand-edaspredicative.Activity3Teacherasksstudentstoreadthepassageandgetitsmainidea.Teacherasksstudentstocompletethepassagewiththecorrectformoftheverbsinbrackets.Teacheraskssomestudentstoreadthewholepassageandchecktheanswers.Studentsreadthepassageandgetitsmainidea.Studentscompletethepassagewiththecorrectformoftheverbsinbrackets.Somestudentsreadthewholepassageandchecktheanswerswiththeteacher.Tohelpstudentsconsolidatetheapplicationofto-infinitive,-ingand-edaspredicativeinauthenticcontext.Activity4TeacherasksstudentstoscanthepassageofActivity3again.TeacherasksstudentstoimitatethepassageofActivity3tointroduceanadmirableartistandhisartworks.Teacherasksstudentstosharetheirpassagesingroups.Teacheraskssomegroupstosharetheirpassagesinfrontoftheclass.StudentsskanthepassageofActivity3again.StudentsimitatethepassageofActivity3tointroduceanadmirableartistandhisartworks.Studentssharetheirpassagesingroups.Somegroupssharetheirpassagesinfrontoftheclass.Toenlargestudents’vocabularyandcultivatetheirabilitiestointroduceanadmirableartistandexpresstheirideas.Activity5Teacherasksstudentstobrowsetheposterandthecommentsoftheartexhibitionandgettheinformationoftime,place,exhibitionstyleandvisitors’comments.Teacherasksstudentstodiscussthequestionsingroupsandanswerthequestions.Teacheraskssomestudentstosharetheiranswersandcheckstheanswerswiththestudents.Studentsbrowsetheposterandthecommentsoftheartexhibitionandgettheinformationoftime,place,exhibitionstyleandvisitors’comments.Studentsdiscussthequestionsingroupsandanswerthequestions.Studentssharetheiranswersandchecktheanswerswiththeteacher.Totrainstudentstograspkeyinformationofthereadingmaterials,andmakekeynoteswhilereading.Activity6TeacherasksstudentstoreadthepassageofActivity5andtrytounderstandthemeaningsofthewordsinbold.Teacherasksstudentstodiscussthemeaningsofeachcompoundadjectivesingroupsandthinkofotherwordsandexpressionsthatcanexpressthesamemeanings.Teacherasksstudentstogivetheiranswersandcheckthem.Teacherasksstudentstothinkofmorecompoundadjectivestodescribeanartexhibitionoranartwork.StudentsreadthepassageofActivity5andtrytounderstandthemeaningsofthewordsinbold.Studentsdiscussthemeaningsofeachcompoundadjectivesingroupsandthinkofotherwordsandexpressionsthatcanexpressthesamemeanings.Studentsgivetheiranswersandcheckthemwiththeteacher.Studentsthinkofmorecompoundadjectivestodescribeanartexhibitionoranartwork.Tohelpstudentsconsolidatetheirvocabularythroughclassification.Totrainstudentstolearncooperativelearning.Activity7TeacherasksstudentstoskimthepassageandaddmoreinformationofPabloPicassoandFengZikai.Teacherasksstudentstoworkingroupsanddiscusstheanswerstothetwoquestions.Teacherinvitestherepresentativeofeachgrouptopresenttheirviews.Teachermakescomments.StudentsskimthepassageandknowmoreinformationofPabloPicassoandFengZikai.Studentsworkingroupsanddiscusstheanswerstothetwoquestions.Therepresentativeofeachgrouppresentstheirviews.1.Totrainstudentstograspthemainidea.2.Tohelpstudentstobefamiliarwiththetopicandprepareforthefollowinglisteningandspeakingpractice.Activities8-9TeacherasksstudentstolookatthetwopicturesinActivity8andreadthepassageinActivity9togettheusefulinformation.TeacherplaystheaudioandasksstudentstounderstandthepictureinformationofActivity8.Teacherplaystheaudioagainandasksstudentstolistenandmakenotesaccordingtotheaudio.TeacherasksstudentstocompletethenotesofActivity9andcheckstheanswerswiththestudents.Teacherasksstudentstoanalysethepicturesinpairsandgivetheirreasons.StudentslookatthetwopicturesinActivity8andreadthepassageinActivity9togettheusefulinformation.StudentslistentotheaudioandunderstandthepictureinformationofActivity8.Studentslistenandmakenotesaccordingtotheaudio.StudentscompletethenotesofActivity9andchecktheanswerswiththeteacher.Somestudentsanalysethepicturesandgivetheirreasons.Tohelpstudentsgraspthemainideaandunderstandthedetailsofthelisteningmaterials.Tostrengthenstudents’abilitytousetheme-relatedlanguagetoexpressviewsafterlistening.Activities10-11Teacherasksstudentstounderstandandmemorisetheexpressionsaboutanartworkextractedfromtheaudioguide.Teacherasksstudentstocompletethetablewiththeexpressionsfromtheaudioguide.Teacherinvitesseveralstudentstosharetheiranswersinfrontoftheclassandcheckstheanswerswiththewholeclass.Teacherasksstudentstochooseanexhibitionoranartworkandwriteaboutit.Teacherdividesthestudentsintopairsandmakeimprovementstoeachother’swritingsandsharethemwiththeclass.Studentsunderstandandmemorisetheexpressionsaboutanartworkextractedfromtheaudioguide.Studentscompletethetablewiththeexpressionsfromtheaudioguide.Severalstudentssharetheiranswersinfrontoftheclassandchecktheanswerswiththeteacher.Studentschooseanexhibitionoranartworkandwriteaboutit.Studentsmakeimprovementstoeachother’swritingsinpairsandsharetheirwritingswiththeclass.Tohavestudentspayattentiontothepragmaticfunctionofthetheme-relatedexpressions.Toencouragestudentstowriteaboutrelevanttopicsusingthewordsandexpressionstheyhavelearnt.Togetstudentstomakeevaluationandreflection.Developingideas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JanetEchelman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TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity1TeacherasksstudentstowatchthevideoandencouragesstudentstoanswerQuestion1andQuestion2.Teacherplaysthevideoagainandasksstudentstochecktheanswers.TeacherasksstudentstoworkingroupstodiscusstherelationsbetweenartandtechnologyandanswerQuestion3.Teacheraskssomestudentstosharetheiranswerswiththeclass,andasksotherstudentstomakesupplements.StudentswatchthevideoandanswerQuestion1andQuestion2.Studentslistentothevideoandchecktheiranswerswiththeteacher.StudentsworkingroupstodiscusstherelationshipbetweenartandtechnologyandanswerQuestion3.Studentssharetheiranswerswiththeclass,andotherstudentsmakesupplements.Toactivatestudents’theme-relatedbackgroundknowledge.Activity2Teacherasksstudentstoreadthepassageandfindouttheauthor’sopinionsandthencomparethemwiththeirownopinions.Teacheraskssomestudentstosharethedifferencesandsimilaritiesbetweentheauthor’sopinionsandthestudents’andleadtothetopic.TeacherasksstudentstointroducethemainideaofthepassagebrieflyinEnglish.Studentsreadthepassageandfindouttheauthor’sopinionsandthencomparethemwiththeirownopinions.Somestudentssharethedifferencesandsimilaritiesbetweentheauthor’sopinionsandtheirownopinions.StudentsintroducethemainideaofthepassagebrieflyinEnglish.Totrainstudentstoreadapassagewithtasksandfindoutthekeyinformation.Activity3Teacherasksstudentstoreadthepassageindividuallyandtrytogetthemainideaofeachparagraph.Teacherasksstudentstoorganiseinformationfromthepassageandcompletethediagram.Teacherinvitessomestudentstosharetheiranswerswiththeclass.Teachermakescomments.Studentsreadthepassageindividuallyandtrytogetthemainideaofeachparagraph.Studentsorganiseinformationfromthepassageandcompletethediagram.Somestudentssharetheiranswerswiththeclass.Tohelpstudentsunderstandthedetailedinformationofthepassage.Think&ShareTeacherasksstudentstoworkingroupstodiscussthefourquestions.Teacherasksstudentstoanswerthequestionsandotherstudentstomakesupplementsorfreediscussion.Studentsworkingroupstodiscussthefourquestions.Somestudentsanswerthequestionsandotherstudentsmakesupplementsorfreediscussion.Tohelpstudentsfurtherexplorethetopic.Toimprovestudents’criticalthinkingability.Tohelpstudentsapplywhatthey’velearntinareal-lifecontext.Activity4Teacherdividestheclassintogroupsanddivideseachgroupinhalfaccordingtotheirpointofviews.Teacherencouragesstudentstothinkofmoreargumentsandsupportingexamplestosupporttheirpointofviewsandmakenotes.TeacherdirectsstudentstoarrangethecontentsoftheirdebateaccordingtotherequirementsintheStudents’Bookandprepareforthegroupdebate.Teacherasksstudentstoholdthedebate.Teacherhasstudentschoosethebestdebateraccordingtothedebateprocessanddebateeffect.Studentsworkingroupsandchoosetheirpointofviews.Studentsdiscussandthinkofmoreargumentsandsupportingexamplestosupporttheirpointofviewsandmakenotes.StudentsarrangethecontentsoftheirdebateaccordingtotherequirementsintheStudents’Bookandprepareforthegroupdebate.Studentsholdthedebate.Studentschoosethebestdebateraccordingtothedebateprocessanddebateeffect.1.Toimprovestudents’speakingskills.2.Toinspirestudentstothinkandcultivatestudents’abilitytothinkcreatively.Activity5Teacherasksstudentstoreadtheinvitationtoanartfestivalandpayattentiontothetopicofeachparagraphandgettoknowthelanguagestyle.Teacherdividesthestudentsintogroupsandasksstudentstounderlinetheexpressionsandsentencestructuresforinvitation.Teacherasksstudentstoanswerthequestionsandsharetheiranswerswiththeclass.Studentsreadtheinvitationtoanartfestivalandpayattentiontothetopicofeachparagraphandgettoknowthelanguagestyle.Studentsunderlinetheexpressionsandsentencestructuresforinvitationingroups.Studentsanswerthequestionsandsharetheiranswerswiththeteacher.Toteachstudentshowtoanalyseapassage,traintheirabilitytosummariseandprepareforthefollowingwritingactivity.Activities6-7Teacherasksstudentstoworkingroupstodiscusshowtoprepareanartfestivalintheirschoolandthinkaboutaninvitationaboutit.Teacherasksstudentstofurtherdiscussthetopic,time,place,exhibitsoftheartfestivalandtheinvitationstyletheywilluse.3.Teacherasksstudentstoorganisethediscussioncontentandmakenotes.4.Teacherasksstudentstowritetheinvitationindependentlyaccordingtotheirnotesandusetheusefulexpressionsinactivity5.5.Teacherasksstudentstopresenttheirinvitationsinpairsandmakeimprovementstoeachother’sinvitations.Studentsdiscusshowtoprepareanartfestivalintheirschoolingroupsandthinkaboutaninvitationaboutit.Studentsfurtherdiscussthetopic,time,place,exhibitsoftheartfestivalandtheinvitationstyletheywilluse.Studentsorganisethediscussioncontentandmakenotes.Studentswritetheinvitationindependentlyandusetheusefulexpressionsinactivity5.Studentspresenttheirinvitationsinpairsandmakeimprovementstoeachother’sinvitations.Toprovideopportunitiesforstudentstopresenttheirwritinganddoevaluation.Presentingideas&Reflection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Speaking主题语境人与社会——艺术的灵感内容分析Presentingideas板块要求学生观察四种不同的艺术形式，对这些艺术形式进行介绍并思考这些艺术的灵感来源，促进学生对所学内容的复习与掌握，并在具体语境中加以综合运用，帮助学生进一步加深对本单元主题意义的理解，发展思维品质，完成对所学内容的迁移和创新。Reflection板块引导学生从文本、语言、文化、学习策略和方法、分析和解决问题的能力等多方面进行自我评价和总结，并写出自我反思日志。教学目标在本板块学习结束时，学生能够：1.通过整个单元学习并联系生活实际，用英语描述一件艺术作品；2.积极观察生活，发现生活中的美，从而更加热爱生活；3.通过对艺术作品的选择和观察，更深刻地认识艺术在日常生活中的重要性；4.通过对艺术作品的选择和观察，更深刻地认识艺术在日常生活中的重要性。教学重点引导学生积极观察生活，发生生活中的美，更加热爱生活。教学难点引导学生树立正确的人生态度；引导学生在自我评价分析的基础上确定自己要改进和提高的方面。教学策略任务型教学法、交际教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityPresentingideasActivity1TeacherasksstudentstolookatthepicturesindividuallyandgetreadytoanswerQuestion1.TeacherasksstudentstoworkingroupstolookatthesepicturesanddiscusstheartformsandanswerQuestion1.Teacheraskstherepresentativeofeachgrouptosharetheiranswersandteachermakesnecessarysupplements.TeacherasksstudentstoanswerQuestion2andintroducessomeplacesoroccasionstoseetheseformsofart.StudentslookatthepicturesindividuallyandgetreadytoanswerQuestion1.StudentsworkingroupstolookatthesepicturesanddiscusstheartformsandanswerQuestion1.Therepresentativeofeachgroupsharestheiranswers.StudentsanswerQuestion2.Toencouragestudentstothinkactivelyandexpressthemselvesbravely.Activities2-5Teacherasksstudentstothinkofanartformtheyareinterestedinandintroducethisartformbriefly.TeacherasksstudentstoworkingroupstothinkofmoreinformationaboutthisartformandcompleteActivity2andActivity3.TeacherdirectsstudentstoprepareapresentationaboutthisartformbasedontheinformationinActivity2andActivity3andpayattentiontothestructureandlanguageofthepresentation.Teacherasksstudentstogivetheirpresentationstotheclass.Studentsthinkofanartformtheyareinterestedinandintroducethisartforbriefly.StudentsworkingroupstothinkofmoreinformationaboutthisartformandcompleteActivity2andActivity3.StudentsprepareapresentationaboutthisartformbasedontheinformationinActivity2andActivity3andpayattentiontothestructureandlanguageofthepresentation.Studentsgivetheirpresentationstotheclass.Tohavestudentspayattentiontolanguageexpressionaswellasthecontentandthelogicofit.ReflectionReflectionTeacherasksstudentstorecallwhatthey’velearntinthisunit.Teacherasksstudentstowriteareflectionbasedonthesixtips.Studentssummarisewhatthey’velearnt