外研版高一英语必修第三册(2019版)_Unit_4_单元教学设计
Book 3 Unit 4 Amazing art教案设计
单元主题 本单元涉及的主题语境内容是多种艺术形式和相关艺术家的故事。本单元从介绍常见的几种艺术形式开始，通过展现世界各地不同的经典、民间、现代艺术作品，以及讲述艺术创作的故事，引导学生了解绘画、雕塑、剪纸等多种艺术形式和相关艺术家，以及艺术对生活的重要性，使学生最终能够体会到艺术并不是高高在上的，它就在我们身边，艺术来源于生活；只要发挥创造力，人人都可以创造出自己的艺术作品。
单元目标 学生能够围绕本单元的主题语境内容，基于单元提供的有关艺术形式的介绍，理解有关艺术展览、艺术家故事的文章内容，听懂并谈论与艺术相关的话题，使用新学语言描述多种艺术风格和艺术作品；恰当使用现在进行时的被动语态描述正在发生的事情；能够使用本单元所学语言描述一件艺术作品。此外，学生需要了解中外艺术作品和有代表性的艺术家，了解中国传统艺术和现代艺术，比较中外艺术的特点，初步培养艺术鉴赏力；同时，学生在了解、赏析中外艺术作品的过程中，能够区分不同艺术流派及艺术家的特点，思考人类艺术创作的价值和艺术家为此付出的不懈努力，体会艺术来源于生活。学生能够通过对世界各地艺术作品和艺术家的了解，激发对英语学习的兴趣；不断反思自己使用不同学习策略的效果，总结经验，并根据需要进行调整，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——文化艺术
内容分析 本部分包含两项活动。活动1呈现一段视频，简单介绍了三座充满艺术气息的城市，展现了佛罗伦萨、纽约和北京这三座城市艺术发展的特点，引入话题。活动2通过图片呈现了四种不同的艺术形式，包括舞蹈、绘画、歌剧和雕塑，引导学生初步思考不同种类的艺术形式给人带来的不同感受。
教学目标 1．学生能够通过看视频，说出视频中介绍的三座城市的名字和每一座城市在艺术领域的特色；
2．学生能够判断图片中呈现的艺术形式；
3，学生能够初步表达自己对艺术作品的感受，能够使用恰当的形容词表达对中外艺术形式的美的欣赏。
教学重点 1. 带领学生通过视频材料获取关于佛罗伦萨、纽约和北京这三座充满艺术气息的城市的主要信息；
2. 引导学生表达不同种类的艺术作品给自己带来的感受。
教学难点 1. 引导学生比较不同艺术形式的异同，并用自己的语言表达出来；
2. 引导学生通过回答学生用书中的问题，表达对不同艺术作品的感受。
教学策略 听说法
Teaching
contents Procedures Purposes Teacher’s activity Students’ activity
Activity 1 1. T presents some
pictures of different art
forms for students to
appreciate.
2. T asks the Ss to read
the questions in Activity
1 and plays the video. 1. Ss look at the pictures
and communicate with
T.
2. Ss watch the video
and answer the
questions:
①What cities are
introduced in the
video?
②What is each city
famous for in the
world of art? To learn about
different cities known
for their unique
cultures in the world
better via watching
video and widen
horizons as well as
raise cultural
awareness.
Activity 2
1. T asks Ss to identify
different art forms
according to the
pictures on the SB.
2. Group work. T asks
Ss to discuss the most
impressive artwork in
their mind and share
with each other.
3. T asks some Ss to
talk about their most
impressive artwork in
front of the class. 1. Ss look at the
questions and think
about the answers.
2. Ss work in groups
and talk about their
most impressive
artwork.
3. Ss come to the front
and share their opinions
with the whole class. To train
comprehensive
language application
ability to express ideas
and give reasons.
Understanding ideas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 Reading + Speaking
主题语境 人与社会——文化艺术
内容分析 本板块的课文是一段关于巴黎卢浮宫的手机直播，属于新媒体语篇。课文重点介绍了著名雕像《胜利女神雕像》、达·芬奇的油画作品《蒙娜丽莎》和伦勃朗的自画像，在直播的同时，主播表达了自己对这三件作品的看法。读前的导入活动是一个有关卢浮宫的常识小测验，帮助学生了解相关背景知识，为课文学习作铺垫。读中活动主要考查学生对课文的整体理解。读后活动则通过对课文主旨大意和细节的理解以及开放式问题的回答，启发学生表达自己对课文中介绍的艺术作品的看法，鼓励 学生分享自己参观博物馆的经历。
教学目标 1. 带领学生通过略读，了解文中介绍的艺术作品的基本信息，概括文本主旨大意；
2. 引导学生理解文中描述艺术作品的语言，理解文中关键词和关键句的意义及其传递的意图和态度；
3. 引导学生初步欣赏艺术作品的美。
教学重点 引导学生通过自主阅读和小组合作完成对卢浮宫三个意义非凡的艺术品的信息获取和整合，并基于文本理解并表达自己对语篇中介绍的艺术作品的看法。
教学难点 合理利用文本所提供的素材，结合自己的亲身感受和以往去博物馆的经历，有条理地表达对不同艺术作品的看法和意见。
教学策略 任务型教学法、P–W–P阅读模式
Teaching
contents Procedures Purposes Teacher’s activity Students’ activity
Activity 1 T asks Ss to work in
pairs and complete the
quiz on P38. Ss work in pairs and
finish the quiz in
Activity 1. To lead to the topic
and activate Ss’
original background
knowledge.
Activity 2
T asks the Ss to read
the passage quickly and
find out what Zack is
doing in the Louvre. Ss read the passage
quickly and find out
what Zack is doing in
the Louvre. To train students’
reading skills of locate
certain information.
Activity 3
1. T asks Ss to choose
three tags that best
describe the main idea
of the passage in
Activity 3.
2. T asks some Ss to
share their answers and
give the reasons. 1. Ss complete Activity
3andthey can read the
passage again if
necessary.
2. Ss share their answers
and give the reasons. To train students’
reading skills of
getting the main idea.
Activity 4 1. T asks Ss to
complete the three
short paragraphs
individually in Activity
4.
2. T invites 3 Ss to read
aloud the 3 completed
paragraphs and check
the answers with the
whole class. 1. Ss complete the three
short paragraphs
individually in Activity
4.
2. Three Ss read the
passage to check the
answer with the whole
class.
To train Ss’ skills of
getting specific
information and better
understanding the
language of the
passage.
外研版高三英语选择性必修第三册(2019版)_Unit4_Developing_ideas能力提升练
1 / 7
Unit4 Developing ideas and Presenting ideas 能力提升练
Ⅰ.阅读理解
（2020天津重点学校高三3月联考）
When you want to throw something out as “junk”，better take a second thought
as it may be of great value. In fact，scientists made the same mistake with DNA years
ago，and now they are trying to get it right.
We often say that DNA is a kind of acid that contains our genes. But the truth is
that genes only make up 1 to 2 percent of our DNA，which caused scientists to believe
that the rest of it is useless Nevertheless，instead of doing nothing，junk DNA turned
out to be playing an important part in our body. If genes are like light bulbs，then junk
DNA acts as switches.
They control which genes are used in a cell and how active they are. For example，they can determine whether a cell becomes a lung cell or a neuron（神经元）.
The study，published in the journal Nature on September 5，started in 2003，and
译林版高一英语必修第三册(2019版)_Unit4_Grammar_and_usage_能力提升练
1/ 7 Unit4 Grammar and usage and Integrated skills
能力提升练
I. 阅读理解
(2020湖北四校高一下期中联考)
Emilia dobek’s interest in space and the universe started in the third grade when
she and her father watched a blooded moon—a total lunar eclipse (月食) -outside
their Skokie house. “It is just really cool how the universe can change and how
something like that happens,” Dobek said.
Now a seventh grader at East Prairie Elementary School. Dobek recently won
the national Generation Beyond Challenge by designing a space station for traveling
to Mars.
Dobek competed by handing in a two-minute video where she presents her
design.
My design will not only ensure the safety of the astronauts（宇航员）but also
make sure their comfort is out of this world she says in her video.
Dobek’s design calls for building the Mars Storage Station to store plentiful
Unit 4 period 3 学案-2021-2022学年高中英语外研版（2019）必修第三册
Teaching & Study plan-----Book3 Unit 4 Amazing art Period 3
Class Name Group Evaluation
Three-dimensional
objectives Knowledge and abilities：To grasp words and phrases
Process and methods：By taking notes and practising
Attitude and values： To develop the sense of responsibility
Important points Memorizing the key points
Difficult points Application
Learning methods Student-centred (self –study,cooperation and exploration)
Teaching Contents
Step 1 Lead in
words in Using language:
1. construction n. _______→ v. _______adj._________
2. arrange v. _______→ n. _________
3. hang v. _______→pt.. _______ →pp. _________
4. sweep v. _______→pt.. _______ →pp. _________
5. influence n. /v. _______→ adj. __________
6. artistic adj. _______→ n. _______(艺术家)
7. put up ______________________
8. demonstrate their skills ____________
外研版高一英语必修第三册(2019版)_Unit3_单元时事拓展阅读
1 / 3 Unit3 单元时事拓展阅读
阅读提示：一位物理学家、人工智能研究者向我们阐述了我们对人工智能发展的误解及人工智能的优势。
Many leading AI researchers think that in a matter of decades artificial
intelligence will be able to do not merely some of our jobs，but all of our jobs，forever
transforming life on Earth。
The reason why many regard this as science fiction is that we've traditionally
thought of intelligence as something mysterious that can only exist in biological
organisms，especially humans①.But such an idea is unscientific .
From my point of view as a physicist and Al researcher，intelligence is simply a
certain kind of information-processing performed by elemental particles（基本粒子）moving around，and there is no law of physics that says one can't build machines
more intelligent than us in all ways.The suggests that we've only seen the tip of the
intelligence iceberg and that there is amazing potential to unlock the full intelligence
外研版高一英语必修第二册(2019版)_Unit4_Using_language_课时分层作业解析版
1 / 10
Ⅰ.单词拼写
1．I should like to extend my ________ (感激的) thanks to all the volunteers.
2．You will surely need to ________ (克服) difficulties.
3．He has decided to settle in France because he is fond of the ________ (浪漫的)
country.
4．While watching a ________ (纪录片), keep your eyes and ears focused on the theme.
5．They have told me about the ________ (安排) of this meeting.
6．When we came in, he was ________ (专心致志的) in practicing his speech.
7．Which kind of ________ (运输方式) do you prefer to use: bus or train?
8．In some European countries, it is ________ (无礼的) to arrive late for dinner.
9．I like seeing ________ (喜剧) films, which make me laugh.
10．People listened to the speaker attentively and ________ (鼓掌) at the end.
Ⅱ.单句语法填空
1．We are very grateful to you ________ what you did for us.
2．A lot of small towns in the southern China are ________ (definite) worth visiting.
北师大版(2019)高一英语必修第二册Unit 4单元测试卷 2套(含答案解析)
第 1 页 共 26 页 北师大版（2019）高一英语必修第二册Unit 4单元测试卷1
第一部分 阅读理解（共两节，满分50分）
第一节 （共15小题；每小题2.5分，满分37.5分）
阅读下列短文，从每题所给的A、B、C和D四个选项中，选出最佳选项。
A
Connect with Us
Red Cross Social Engagement (Involvement)
Here at the American Red Cross, we see social media as a way for us to help people carry out
the Red Cross mission(任务) every day.
You can connect with us and other Red Cross supporters on the social networking sites you like
to spend time on. We're proud to be part of such a passionate group of people from across the
US and around the world!
Red Cross Blog
Our blog covers a wide range of Red Cross related topics. We talk about things that move us,
make us laugh, or connect us to other people. More importantly, we want to connect you with
what you think is important, so don't hesitate to leave us a comment and share your thoughts!
高中英语Unit4SectionⅣWriting__描述艺术作品学案外研版必修第三册
Section Ⅳ Writing——描述艺术作品
Step Ⅰ 文本研读
Ⅰ.框架建构：整体理解
1．Look through the passage, and you'll find that an artwork is usually described
on the basis of __________________________________________．
2．The passage is about __________________________________________ the
painting.
Ⅱ.文本剖析：特色表达
Sunflowers
Introduction(介绍) ·It was an 1.__________________ by 2.____________.
·It was completed in Arles, 3.______________．
Main Body(主体) ·It shows sunflowers in a 4.________， mostly in three
5.________ of yellow.
·The colours of the flowers 6.________ from bright yellows to
brownish yellows, showing that the flowers are at
7.________________ of life.
Conclusion(总结) ·The sunflower paintings held 8.________________ meaning for Van Gogh.
Step Ⅱ 知识点
1．shade n. [U]荫；阴凉处；(色彩的)浓淡，深浅，色度 vt.遮住光线
(教材原句)It shows sunflowers in a vase, mostly in three shades of yellow.
外研版高中英语必修一第四单元Unit 4教学设计
1
基本信息
单元名称 必修I Unit 4 学校
学科 英语 联系电话及邮箱
年级 高一 教科书版本及章节 外研版必修一第四单元
设计者（不超5人）
单元教学设计
单元学习主题 本单元的主题语境是“人与社会”，涉及的主题语境内容是良好的人际关系与社会交往，具体而言就是人与人之间的友谊。本单元语篇类型丰富，包括诗歌、论说文、网络论坛帖子、对话和小说等。从一首关于友谊的诗歌开始，本单元依次呈现了诗歌《友谊地久天长》的历史、网络交友、与朋友相处、友谊的关键词、帮助朋友、友谊与法律等学习内容，从多角度诠释了与朋友相关的话题，旨在引发学生对友谊的价值、友谊的真谛、友谊与法律的关系等方面的思考，从而使学生掌握正确的交友原则，以正确的方式结交朋友，珍惜朋友间的友谊，最终形成正确的价值观，培养其自尊、自信、自强的良好品格，并在一定程度上了解中外文化对友谊的探讨和歌颂。
1. 单元解读
本单元依次呈现了诗歌《友谊地久天长》的历史、网络交友、与朋友相处、友谊的关键词、帮助朋友、友谊与法律等学习内容，从多角度诠释了与朋友相关的话题，旨在引发学生对友谊的价值、友谊的真谛、友谊与法律的关系等方面的思考。从而使学生掌握正确的交友原则，以正确的方式结交朋友，珍惜朋友间的友谊，是终形成正热的价值观，培养其自尊、自信、自强的良好品格，并在一定程度上了解中外文化对友谊的探讨和歌颂。
本单元的教学设计是基于大观念的单元整体教学进行设计：即基于课程标准，围绕特定主题，深入解读、分析、整合和重组教材等教学资源后，结合学习主体的需求，搭建起的一个由单元大主题统领、各语篇子主题相互关联、逻辑清晰的完整教学单元，使教学能够围绕一个完整的单元主题设定目标，引导学生通过对不同单一语篇小观念的学习和提炼并建立关联，生成基于该单元主题的大观念。
开展单元整体教学设计，首先要从课程大观念出发，明确单元设计的指导思想，阐述单元教学的核心理念；第二，从课程内容视角，研读单元全部内容，提炼单元大、小观念，搭建单元整体框架图，确定单元教学目标；第三，围绕具体语篇，梳理结构化知识和语言重点，确定课时教学目标；第四，基于大观念对单元内课时目标进行整体规划，并基于规划设计各语篇的教学活动，引导学生从不同侧面探究主题意义，建构小观念并逐步形成单元大观念。在活动设计中，教师同步拟定课堂评价的方式和具体的评价要点，推进教、学、评一体化。 2
外研版高一英语必修第三册(2019版)_Unit4_单元知识预览
1 / 4
Unit 1 单元知识预览
知识目标 词汇 核心词汇 greet v.问候，迎接，招呼 broadcast n.广播节目，电视节目 stair n.楼梯
load n.某物的量
battle n.战斗，战役 fold v.折起
exhibition n.展出，展览 demonstrate v.示范，演示 vividly adv.生动地
elegant adj.高雅的，优美的 carve v.刻（图形或字母）
contemporary adj.当代的
lack v.没有，缺乏 stimulate v.刺激，促使，促进 aagnificent adj.宏伟的，壮丽的
sponsor v.资助 fond adj.喜爱的
frequent adj.经常发生的，频繁的
mostly adv.大部分；主要地
识记理解 sculptor n.雕刻家，雕塑家 portrait n.人物照片；肖像 selfie n.自拍照
neighbourhood n.社区，街坊 embroidery n.刺绣图案，刺绣品 seal n.印章，图章
calligraphy n.书法 porcelain n.瓷器 needle n.缝衣针
cigarette n.香烟 bare v.使暴露，露出 hoof n.蹄
wine n.葡萄酒 dirt n.灰尘，尘土 emperor n.皇帝
majesty n.陛下
gallop v.（马）飞奔，疾驰 vase n.花瓶
shade n.（色彩 2 / 4
的）浓淡，深浅，色度
短语 核心短语 make an impression on… 给……留下深刻印象
get a load of.注意，仔细看（常用于表示惊讶或羡慕）
get a good view of...欣赏；饱览
2019外研版高中英语选择性必修一Unit4 Understanding ideas 教学设计
1 / 9
Unit 4 Understanding ideas 教学设计
课时内容：
本课时包括 Starting out和 Understanding ideas两部分。
Starting out是导入部分，包括观看视频回答问题和看图片回答问题两个环节。通过观看视频，说出视频中提到的艺术家以及他的作品，思考艺术家灵感的来源。通过看图片，了解不同国家、不同时期、不同领域的四名艺术家关于创作灵感的名言，思考“想象、灵感、重新发现”之间的区别与联系，并说出自己最赞同哪一句名言，列举赞同的原因。
Understanding ideas部分以中心议题“What inspires you?”展开，介绍了荷兰艺术家弗洛伦泰因·霍夫曼的“大黄鸭”和“浮鱼”、中国作曲家谭盾为电影《卧虎藏龙》作曲配乐及为2008年北京奥运会创作徽标Logo音乐和颁奖音乐、以“孔雀舞”著称于世的舞蹈艺术家杨丽萍，了解这位艺术家的作品及他们对灵感的解读。
课时目标：
1.认知并灵活运用本课时的重点单词 quote、float、motion、compose、ethnic以及短语set…in motion、on display、turn to、pass down、come to life、be recognised
by、be grateful for、aim to、bring out、instead of、have in common等。
2.通过速读、精读等方式，引导学生由浅入深，逐层推进，加深对文章的理解，并掌握不同的阅读技巧和方法。通过对所设置题目的解答，让学生学会根据关键词提取重要信息，理清文章线索，并学会深层次分析问题，进行语言加工，提高归纳概括、推理判断的能力。
3.通过阅读文章，了解艺术家的创作灵感都是其人生阅历和生活实践经验的结晶，即“艺术来源于生活，又高于生活”。
重点难点：
重点：
学习、掌握本课的重点单词 quote、float、motion、compose、ethnic以及短语set…in motion、on display、turn to、pass down、come to life、be recognised by、be grateful for、aim to、bring out、instead of、have in common并能在具体语境中灵活运用。 2 / 9