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1、Book 4 Unit 4 Meeting the muse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Leonardo de Vinci、Pablo Picasso，雕塑家Auguste Rodin，诺贝尔获奖作家莫言，视觉艺术家Florentijn Hofman，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
2、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
3、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。Starting out板块教学设计（建议时长1015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L
4、eonardo da Vinci的视频，了解Leonardo da Vinci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Richard Wagner、莫言、Auguste Rodin和Pablo Picasso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Leonardo da Vinci的视频，了解这位艺术家的创作之路和其灵感的
5、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Teaching contentsProceduresPurposes Teachers activityStudents activityActivity 11. Teacher asks students to read the title and guess the meaning of “muse” (artistic inspiration).2. Teacher he
6、lps students get familiar with the new words and asks them to read after teacher. 3. Teacher plays the video and asks students to take notes while watching the video. Teacher asks students to answer the first question.4. Teacher plays the video again and asks students to answer the second question a
7、nd check the answers together.5. Teacher plays the video again if students have difficulty in understanding it.6. Teacher gives a brief introduction of Italian artist Leonardo da Vinci.1. Students read the title and guess the meaning of “muse”.2. Students get familiar with the new words and read the
8、m after teacher.3. Students watch the video and answer the first question.4. Students watch the video again and answer the second question.5. Students check the answers with the teacher.6. Students get a brief introduction of Italian artist Leonardo da Vinci.To arouse students interest and draw thei
9、r attention to the theme of this unit meet the muse.Activity 21. Teacher provides information about the four famous person on the slide and asks students to discuss in groups and answer Question 1.2. Teacher asks each group to choose one speaker to share the groups answers with the class and others
10、make supplements.3. Teacher asks students to read the quotes of the four famous person and try to translate them into Chinese.4. Teacher provides an English explanation for each quote and asks students to match them and answer Question 2.5. Teacher asks students to answer Question 3.1. Students look
11、 at the slide and discuss in groups and answer Question 1.2. Each group chooses one speaker to share the groups answers with the class and others make supplements.3. Students read the quotes of the four famous person and try to translate them into Chinese.4. Students listen to an Englishexplanation
12、for each quote and match them and answer Question 2.5. Students answer Question 3.To make students understand the sources of inspiration and appreciate the true beauty of life.Understanding ideas板块教学设计（建议时长3035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
13、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：1. 通过略读和精读，获取课文大意，了解Florentijnn Hofman、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；2. 感知课文的结构和语言，理解课文中直接引语的作用；3. 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
14、感并获得成功。教学重点1. 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；2. 引导学生了解夹叙夹议类文章的文体特征。教学难点1. 引导学生掌握直接引语的用法并运用其进行表达；2. 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Teaching contentsProceduresPurposes Teachers activityStudents activityActivity 11. Teacher briefly introduces an artist and his works and asks s
15、tudents to try to guess his source of inspiration.2. Teacher asks the students to skim the activity instruction and make their choices quickly.3. Teacher asks several students to share their answers and explain their reasons.1. Students try to guess his source of inspiration.2. Students skim the act
16、ivity instruction and make their choices quickly.3. Individual students share their answers and explain their reasons.1. To arouse the students interest in the topic.2. To prepare students for reading.Activity 21. Teacher asks students to skim the passage and find out what inspires each artist.2. Te
17、acher asks students to discuss the answer in groups.3. Teacher invites the representative of each group to present their answers and teacher checks the answers with the students.1. Students skim the passage and find out what inspires each artist.2. Students discuss the answer in groups.3. Representa
18、tive of each group presents their answers and check the answers with the teacher.To have students get the main idea of the passage. Activity 31. Teacher asks students to skim the passage individually and make their choices.2. Teacher invites some students to share their answers with the class and gi
19、ve their reasons.3. Teacher explains the characteristics of the four sources.1. Students skim the passage individually and make their choices.2. Some students share their answers with the class.1. To train students ability to summarise.2. To let students gather information about the passage, thus pr
20、eparing for Activity 4.Activity 41. Teacher asks students to read activity instruction and understand the intention of the activity.2. Teacher asks students to read the passage in groups and complete the diagram.3. Teacher asks representative of each group to share their answers and teacher checks t
21、he answers with the class.4. Teacher encourages the students to retell the text in their own words and encourages them to have a deeper understanding of the works and creation inspiration of each artist.5. Teacher asks the students to work in pairs to read the quotes from the passage and answer the
22、questions.6. Teacher asks some students to answer the questions and others make supplements.1. Students read the activity instruction and understand the intention of the activity.2. Students read the passage in groups and complete the diagram.3. Representative of each group share their answers and s
23、tudents check the answers with the teacher.4. Students retell the text in their own words and have a deeper understanding of the works and creation inspiration of each artist.5. Students work in pairs to read the quotes from the passage and answer the questions.6. Some students answer the questions
24、and others make supplements.To examine how much students have grasped the detailed information of the passage, and cultivate students analysing abilities. Think & ShareTeacher asks students to think about and answer the questions.Students think about and answer the questions.To develop students abil
25、ities to transfer knowledge and learn more about the stories of famous artists.Using language板块教学设计（建议时长8090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
26、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
27、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Teaching contentsProceduresPurposes Teachers activityStudents activityActivity 11. Teacher asks students to read the sentences and pay attention to the words in bold. Then asks students to answer Questions 1.2. Teacher asks stud
28、ents to check answers in groups and then helps students to summarise the functions and usage of to-infinitive, -ing and -ed as predicative.3. Teacher asks students to read sentence (b) and answer Question 2 and discuss the differences of to-infinitive, -ing and -ed as predicative.4. Teacher asks som
29、e students to share their answers and give their reasons.5. Teacher asks students to find more similar sentences in the passage and have a better understanding of them. 1. Students read the sentences and pay attention to the words in bold. Then answer Questions 1.2. Students check answers in groups
30、and then discuss and summarise the functions and usage of to-infinitive, -ing and -ed as predicative with the help of the teacher.3. Students read sentence (b) and answer Questions 2 and discuss the differences of to-infinitive, -ing and -ed as predicative.4. Some students share their answers and gi
31、ve their reasons.5. Students find more similar sentences in the passage and have a better understanding of them.1. To encourage students to discover the grammar usage by themselves.2. To further enhance students understanding of the functions and usage of to-infinitive, -ing and -ed as predicative.A
32、ctivity 21. Teacher asks students to read the passage and underline thepredicatives individually.2. Teacher asks students to read sentences with predicative and checks the answers with the class.1. Students read the passage and underline thepredicatives individually.2. Students read sentences with p
33、redicative and check the answers with the teacher.To get students to practise using to-infinitive, -ing and -ed as predicative.Activity 31. Teacher asks students to read the passage and get its main idea.2. Teacher asks students to complete the passage with the correct formof the verbs in brackets.3
34、. Teacher asks some students to read the whole passage and check the answers.1. Students read the passage and get its main idea.2. Students complete the passage with the correct form of the verbs in brackets.3. Some students read the whole passage and check the answers with the teacher.To help stude
35、nts consolidate the application of to-infinitive, -ing and -ed as predicative in authentic context.Activity 41. Teacher asks students to scan the passage of Activity 3 again.2. Teacher asks students to imitate the passage of Activity 3 to introduce an admirable artist and his artworks.3. Teacher ask
36、s students to share their passages in groups.4. Teacher asks some groups to share their passages in front of the class.1. Students skan the passage of Activity 3 again.2. Students imitate the passage of Activity 3 to introduce an admirable artist and his artworks. 3. Students share their passages in
37、 groups.4. Some groups share their passages in front of the class.To enlarge students vocabulary and cultivate their abilities to introduce an admirable artist and express their ideas.Activity 51. Teacher asks students to browse the poster and the comments of the art exhibition and get the informati
38、on of time, place, exhibition style and visitors comments.2. Teacher asks students to discuss the questions in groups and answer the questions.3. Teacher asks some students to share their answers and checks the answers with the students.1. Students browse the poster and the comments of the art exhib
39、ition and get the information of time, place, exhibition style and visitors comments.2. Students discuss the questions in groups and answer the questions. 3. Students share their answers and check the answers with the teacher.To train students to grasp key information of the reading materials, and m
40、ake key notes while reading.Activity 61. Teacher asks students to read the passage of Activity 5 and try to understand the meanings of the words in bold.2. Teacher asks students to discuss the meanings of each compound adjectives in groups and think of other words and expressions that can express th
41、e same meanings. 3. Teacher asks students to give their answers and check them.4. Teacher asks students to think of more compound adjectives to describe an art exhibition or an artwork.1. Students read the passage of Activity 5 and try to understand the meanings of the words in bold.2. Students disc
42、uss the meanings of each compound adjectives in groups and think of other words and expressions that can express the same meanings. 3. Students give their answers and check them with the teacher.4. Students think of more compound adjectives to describe an art exhibition or an artwork.1. To help stud
43、ents consolidate their vocabulary through classification.2. To train students to learn cooperative learning. Activity 71. Teacher asks students to skim the passage and add more information of Pablo Picasso and Feng Zikai.2. Teacher asks students to work in groups and discuss the answers to the two q
44、uestions.3. Teacher invites the representative of each group to present their views. Teacher makes comments. 1. Students skim the passage and know more information of Pablo Picasso and Feng Zikai.2. Students work in groups and discuss the answers to the two questions.3. The representative of each gr
45、oup presents their views. 1. To train students to grasp the main idea.2. To help students to be familiar with the topic and prepare for the following listening and speaking practice. Activities 8-91. Teacher asks students to look at the two pictures in Activity 8 and read the passage in Activity 9 t
46、o get the useful information.2. Teacher plays the audio and asks students to understand the picture information of Activity 8. 3. Teacher plays the audio again and asks students to listen and make notes according to the audio.4. Teacher asks students to complete the notes of Activity 9 and checks th
47、e answers with the students.5. Teacher asks students to analyse the pictures in pairs and give their reasons.1. Students look at the two pictures in Activity 8 and read the passage in Activity 9 to get the useful information.2. Students listen to the audio and understand the picture information of A
48、ctivity 8.3. Students listen and make notes according to the audio.4. Students complete the notes of Activity 9 and check the answers with the teacher.5. Some students analyse the pictures and give their reasons.1. To help students grasp the main idea and understand the details of the listening materials.2. To strengthen students ability to use t