Develping ideas板塊教學(xué)設(shè)計(jì)
（建議時(shí)長80–90分鐘，教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）
課型
Reading + Writing
主題語境
人與社會(huì)——藝術(shù)的靈感
內(nèi)容分析
本板塊呈現(xiàn)了從另一角度反映單元主題的課文，語篇類型為說明文，介紹了美國藝術(shù)家Janet Echelman的“技術(shù)流”作品，藝術(shù)與現(xiàn)代科技相結(jié)合的數(shù)字版《清明上河圖》等，探討了藝術(shù)和科技之間的關(guān)系；讀寫部分的范文是一封藝術(shù)展的邀請(qǐng)函。通過這一板塊的學(xué)習(xí)，學(xué)生能夠加深對(duì)傳統(tǒng)繪畫藝術(shù)和技術(shù)成畫的理解，對(duì)古典藝術(shù)和現(xiàn)代藝術(shù)進(jìn)行初步理解和區(qū)分，并且初步掌握邀請(qǐng)函的寫作內(nèi)容和寫作方法。
教學(xué)目標(biāo)
在本板塊學(xué)習(xí)結(jié)束時(shí)，學(xué)生能夠：
理解課文內(nèi)容，理解伴隨著科技發(fā)展藝術(shù)形式發(fā)生的改變，從而辯證地看待藝術(shù)與科技之間的關(guān)系；
聯(lián)系自身實(shí)際，加深對(duì)本單元主題意義的理解，能夠理解“藝術(shù)流”和“技術(shù)流”各自的價(jià)值；
通過完成閱讀任務(wù)和學(xué)習(xí)邀請(qǐng)函的寫作，運(yùn)用所學(xué)內(nèi)容為藝術(shù)展寫一個(gè)邀請(qǐng)函。
教學(xué)重點(diǎn)
引導(dǎo)學(xué)生通過閱讀來把握和概括段落大意和推測(cè)作者的寫作意圖。
教學(xué)難點(diǎn)
聯(lián)系自身實(shí)際，加深對(duì)單元主題意義的理解，能夠理解“藝術(shù)流”和“技術(shù)流”各自的價(jià)值。
教學(xué)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.

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Unit 4 Friends forever

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年級(jí)： 必修 第一冊(cè)

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