Understanding ideas板塊教學(xué)設(shè)計(jì)
（建議時(shí)長(zhǎng)30–35分鐘，教師可根據(jù)教學(xué)實(shí)際酌情調(diào)整。）
課型
Reading
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)了一篇反映單元主題的課文，語篇類型為個(gè)人故事，介紹了三位世界著名的藝術(shù)家和他們的作品及他們對(duì)藝術(shù)靈感的解讀。讀前活動(dòng)請(qǐng)學(xué)生選擇藝術(shù)靈感的來源，銜接了前一板塊的內(nèi)容，旨在建議學(xué)生與課文話題及內(nèi)容的聯(lián)系，為課文學(xué)習(xí)做好鋪墊。讀中活動(dòng)則通過主旨大意歸納、語篇類型分析、細(xì)節(jié)理解和開放式問答等活動(dòng)，啟發(fā)學(xué)生深入思考，探究主題意義。
教學(xué)目標(biāo)
在本板塊學(xué)習(xí)結(jié)束時(shí)，學(xué)生能夠：
通過略讀和精讀，獲取課文大意，了解Flrentijnn Hfman、譚盾和楊麗萍三位藝術(shù)家的著名作品、作品的特色、藝術(shù)靈感的來源及他們對(duì)藝術(shù)的理解；
感知課文的結(jié)構(gòu)和語言，理解課文中直接引語的作用；
基于課文內(nèi)容聯(lián)系生活實(shí)際，從三位藝術(shù)家的藝術(shù)創(chuàng)作生涯中獲得啟發(fā)和鼓勵(lì)，思考自己如何獲得學(xué)習(xí)上和生活上的靈感并獲得成功。
教學(xué)重點(diǎn)
引導(dǎo)學(xué)生讀懂語篇，理解作者的寫作意圖，并了解三位藝術(shù)家的成長(zhǎng)故事；
引導(dǎo)學(xué)生了解夾敘夾議類文章的文體特征。
教學(xué)難點(diǎn)
引導(dǎo)學(xué)生掌握直接引語的用法并運(yùn)用其進(jìn)行表達(dá)；
引導(dǎo)學(xué)生深度思考三位藝術(shù)家成長(zhǎng)的經(jīng)驗(yàn)，思考自己如何獲得學(xué)習(xí)上和生活上的靈感，并獲得成功。
教學(xué)策略
P-W-P模式
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
Teacher briefly intrduces an artist and his wrks and asks students t try t guess his surce f inspiratin.
Teacher asks the students t skim the activity instructin and make their chices quickly.
Teacher asks several students t share their answers and explain their reasns.
Students try t guess his surce f inspiratin.
Students skim the activity instructin and make their chices quickly.
Individual students share their answers and explain their reasns.
T aruse the students’ interest in the tpic.
T prepare students fr reading.
Activity 2
Teacher asks students t skim the passage and find ut what inspires each artist.
Teacher asks students t discuss the answer in grups.
Teacher invites the representative f each grup t present their answers and teacher checks the answers with the students.
Students skim the passage and find ut what inspires each artist.
Students discuss the answer in grups.
Representative f each grup presents their answers and check the answers with the teacher.
T have students get the main idea f the passage.
Activity 3
Teacher asks students t skim the passage individually and make their chices.
Teacher invites sme students t share their answers with the class and give their reasns.
Teacher explains the characteristics f the fur surces.
Students skim the passage individually and make their chices.
Sme students share their answers with the class.
T train students’ ability t summarise.
T let students gather infrmatin abut the passage, thus preparing fr Activity 4.
Activity 4
Teacher asks students t read activity instructin and understand the intentin f the activity.
Teacher asks students t read the passage in grups and cmplete the diagram.
Teacher asks representative f each grup t share their answers and teacher checks the answers with the class.
Teacher encurages the students t retell the text in their wn wrds and encurages them t have a deeper understanding f the wrks and creatin inspiratin f each artist.
Teacher asks the students t wrk in pairs t read the qutes frm the passage and answer the questins.
Teacher asks sme students t answer the questins and thers make supplements.
Students read the activity instructin and understand the intentin f the activity.
Students read the passage in grups and cmplete the diagram.
Representative f each grup share their answers and students check the answers with the teacher.
Students retell the text in their wn wrds and have a deeper understanding f the wrks and creatin inspiratin f each artist.
Students wrk in pairs t read the qutes frm the passage and answer the questins.
Sme students answer the questins and thers make supplements.
T examine hw much students have grasped the detailed infrmatin f the passage, and cultivate students’ analysing abilities.
Think & Share
Teacher asks students t think abut and answer the questins.
Students think abut and answer the questins.
T develp students’ abilities t transfer knwledge and learn mre abut the stries f famus artists.

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