外研版（2019）高中英语选择性必修第一册 Unit4_Developing_ideas_板块教学设计.docxVIP

下载本文档

17
0
约6.27千字
约 5页
2023-03-22 发布于山东
举报
版权申诉

外研版（2019）高中英语选择性必修第一册 Unit4_Developing_ideas_板块教学设计.docx

1、有哪些信誉好的足球投注网站（book118）网站文档一经付费（服务费），不意味着购买了该文档的版权，仅供个人/单位学习、研究之用，不得用于商业用途，未经授权，严禁复制、发行、汇编、翻译或者网络传播等，侵权必究。。
2、本站所有内容均由合作方或网友上传，本站不对文档的完整性、权威性及其观点立场正确性做任何保证或承诺！文档内容仅供研究参考，付费前请自行鉴别。如您付费，意味着您自己接受本站规则且自行承担风险，本站不退款、不进行额外附加服务；查看《如何避免下载的几个坑》。如果您已付费下载过本站文档，您可以点击这里二次下载。
3、如文档侵犯商业秘密、侵犯著作权、侵犯人身权等，请点击“版权申诉”（推荐），也可以打举报电话：400-050-0827(电话支持时间：9:00-18:30)。
4、该文档为VIP文档，如果想要下载，成为VIP会员后，下载免费。
5、成为VIP后，下载本文档将扣除1次下载权益。下载后，不支持退款、换文档。如有疑问请联系我们。
6、成为VIP后，您将拥有八大权益，权益包括：VIP文档下载权益、阅读免打扰、文档格式转换、高级专利检索、专属身份标志、高级客服、多端互通、版权登记。
7、VIP文档为合作方或网友上传，每下载1次，网站将根据用户上传文档的质量评分、类型等，对文档贡献者给予高额补贴、流量扶持。如果你也想贡献VIP文档。上传文档

Unit4 Developing ideas板块教学设计 Developing 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 contents Procedures Purposes Teacher’s activity Students’ activity Activity 1 Teacher asks students to watch the video and encourages students to answer Question 1 and Question 2. Teacher plays the video again and asks students to check the answers. Teacher asks students to work in groups to discuss the relations between art and technology and answer Question 3. Teacher asks some students to share their answers with the class, and asks other students to make supplements. Students watch the video and answer Question 1and Question 2. Students listen to the video and check their answers with the teacher. Students work in groups to discuss the relationship between art and technology and answer Question 3. Students share their answers with the class, and other students make supplements. To activate students’ theme-related background knowledge. Activity 2 Teacher asks students to read the passage and find out the author’s opinions and then compare them with their own opinions. Teacher asks some students to share the differences and similarities between the author’s opinions and the students’ and lead to the topic. Teacher asks students to introduce the main idea of the passage briefly in English. Students read the passage and find out the author’s opinions and then compare them with their own opinions. Some students share the differences and similarities between the author’s opinions and their own opinions. Students