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Unit 4
Developing ideas
Writing教学设计
科目：英语 课题：Developing ideas 课时：1课时
教学目标与核心素养：
知识目标：学生能够理解和使用相关单词，词组和句子结构
能力目标：学生能够准确得组织语言，完成写作任务
情感目标：学生对于体育精神有更加深刻的体会
教学重难点：
教学重点：学生会灵活运用学习到的单词，词组及表达，完成写作任务
教学难点：提高学生对于写作的兴趣
课前准备：多媒体，黑板，粉笔
教学过程：
一、Pre-writing
1. Greeting
2. Leading-in
教师活动：教师通过课件向学生展示关于The princess diaries的片段，激发学生的学习兴趣。
学生活动：学生完成活动5。
1 What is the movie about
2 Who is the main character
3 What is the most memorable scene in the movie
4 What does the viewer think of the movie
Answer key for Exercise 5:
1 It's about the story of a teenage girl called Mia Thermopolis who learnt she is the princess of Genovia shortly before her sixteenth birthday.
2 Mia Thermopolis.
3 The most memorable scene is towards the end of the movie when, during Mia's darkest moment of self-doubt, she is touched by a letter her father left her.
4 It is an interesting movie which is about being and bettering yourself and about knowing who your real friends are.
2、 While-writing
3、 学生活动：完成活动6。
4、 主题写作——如何写电影评论
1.写作指导
电影评论是一种从艺术性、观赏性、技术性、社会性及政治等方面对一部电影进行评价和批评的写作形式。电影评论出现于20世纪初，从戏剧评论发展而来。电影评论最初只在专业报刊可以读到，随着时间的推移，逐渐可以在日报和周报还有电台和电视上，最后在很多网络媒体上也可以看到电影评论的身影。
（1）文章结构：一般采用三段式结构。
第一段：根据所给要点简单介绍电影，包括电影的背景、故事情节、主人翁的性格特点。
第二段：具体实事求是地分析、评价，挖掘影片本身包含的精神内涵，可以评价一个人物形象、一个故事情节等。
第三段：陈述自己对电影的看法以及感悟。
（2）人称、时态：第三人称；一般现在时或一般过去时，但要注意全篇统一。
2.增分表达（1）开头常用语
①...., directed by…, is an amazing/fantasy film.
由……导演的……，是一部惊人的/幻想电影。
② Adapted from…, which was created by…in…, the new version's characters are real persons.
改编自……，由……在……创造，新版本的人物是真实的人。
③ Last Sunday in our English club I saw the film...
whose director is…
上周日在我们的英语俱乐部我看了这部电影……，它的导演是……
（2）主体部分常用语
① In order to save..., who was trapped by..., a braveand beautiful girl, had to...
为了拯救被……困住的……，……，一个勇敢而美丽的女孩，不得不……
② Having been a…was changed...by...
曾经是一个……，……被……改变了……
③ Only if he could… could he...
只有他能……，他才能……
④ They went through plenty of difficulties. The hero played by..., lost his job because of financial crisis.
他们经历了许多困难。由……扮演的主人公，由于经济危机而失业。
⑤ Worse still, his wife left him, leaving their six-year-old son behind. However, facing a variety of difficulties, he was so optimistic and determined that he managed to pull through them and they finally lived a happy life.
更糟糕的是，他的妻子离开了他，留下了他们六岁的儿子。然而，面对各种各样的困难，他是如此乐观和坚定，他设法渡过难关，最后过着幸福的生活。
（3）结尾常用语
① It is worth watching.它值得一看。
② This is really a moving and inspiring film which shows us that everyone can get happiness as long as he is positive.
这真的是一部感人和鼓舞人心的电影，它告诉我们每个人都可以得到幸福，只要他是积极的。
③ The film, with lovely characters, beautiful sound trackand interesting plots, is really a success.
这部电影，有可爱的角色、优美的配乐和有趣的情节，真的很成功。
完成活动6/7. Choose a Chinese movie that you have seen recently and complete the table.
General introduction
Main plot
The most memorable scene
Comments
Useful expressions
... is a... movie about...
The main character(s) is / are...
The movie explores..
The most memorable scene is...
I (don't) like the movie. I think it's...
三、After-writing
教师活动：邀请几位同学展示他们的作品。
四、Summary
总结课上所学。
作业布置：复习本节内容，完成同步练习。
2Unit 4
Understanding ideas教学设计
科目：英语 课题：Understanding ideas 课时：1课时
教学目标与核心素养：
1. Enable students to understand the article, summarize the main idea of the article and obtain detailed information.
2. Enable students to retell The Revenge of Prince Zidan in the first person and talk about their favourite art forms and TV programs.
3. Enable students to appreciate the artistic charm of Peking Opera so that can enhance their sense of identity and national pride of traditional Chinese culture, and stimulate the sense of mission of inheriting and carrying forward traditional Chinese culture.
教学重难点
教学重点
1. Master the English expressions of different art forms and TV programs.
2.Complete relevant reading tasks, obtain information from the text and integrate it, and retell The Revenge of Prince Zidan in the first person.
3.Comprehend the artistic charm of Peking Opera based on the text, and enhance the sense of identity and national pride of traditional Chinese culture.
教学难点
1. Describe their favourite art forms and compare the similarities and differences between Chinese and foreign theatres.
2. Retell the text according to the time clues and reflect on the artistic charm of Peking Opera.
课前准备：多媒体，黑板，粉笔
教学过程：
一、Pre-reading
1. Greeting
2. Leading-in
教师活动：教师通过一些问题引发学生的思考，引出本节课要讲的话题。
The teacher presents the famous saying “To be or not to be, that's a question" and asks the students two questions:
1. Which opera is it from -Hamlet.
2. Do you know the Peking Opera version of Hamlet
教师播放一段关于哈姆雷特的视频，在播放一段传统京剧的视频，激发学生的积极性。
学生活动：完成活动1。学生思考活动1中的问题。
Look at the pictures of two performances and talk about their differences and similarities.
Consider the following:
orchestra
costumes and masks
stage set
performers' movements
2、 While- reading
Fast-reading
Read the passage and divide it into three parts.
Paras. 1&-2: Before the performance
Paras.3&.4: During the performance
Para.5: After the performance
学生活动：完成活动2。Read the passage and find out what aspects of Peking Opera most impressed the author.
How the characters moved on the stage most impressed the author.
Careful reading
In Paragraph 1, the author says "I was full of confidence until the Peking Opera came to town!. It means that A
A. He thought he knew very well about Hamlet until he saw the Peking Opera.
B. He was confident that Hamlet is the most important play written by the most important writer.
C. He thought that Hamlet was good in English than in the Peking Opera version.
D. The author hadn't seen Peking Opera before.
Why did the author go to see The Revenge of Prince Zidan C
A. To make sure it has a long history.
B. To enjoy the Peking Opera version of Hamlet.
C. To confirm that Peking Opera is easier to understand.
D. To find out the differences between Hamlet and its Peking Opera version.
What did the author think of the characters' movements
They were simply incredible.
What can we learn from Paragraph 4 D
A. The characters were performers as well as athletes.
B. Prince Hamlet did a backflip before.
C. The author didn't like the play.
D. The Revenge of Prince Zidan is a success.
What does “I was on the edge of my seat" mean in Paragraph 5 B
A. He wanted to leave.
B. He loved the performance.
C. He was sick of the performance.
D. He felt uncomfortable.
学生活动：完成活动3。Read the passage and choose the author's purpose in writing the passage. 3
1 To prove that Peking Opera is a better way to perform Hamlet.
2 To inform the readers how to perform Hamlet through Peking Opera.
3 To share the unique experience of seeing a Peking Opera version of Hamlet.
4 To make a comparison between Eastern and Western cultures.
学生活动：完成活动4。Complete the chart with expressions from the passage.
Answer key for Exercise 4:
1 full of confidence 2 he knew a lot about Hamlet
3 surprised 4 The costumes and masks
5 sounded (really) unique 6 was (really) simple 7 (simply) incredible
8 the strong emotions of love, anger, fear and grief in the performance
三、After-reading
Think & Share
1 Why does the author say "The Revenge of Prince Zidan ticks all the right boxes"
2 How could you help a friend from overseas understand Peking Opera
Answer key for Think & Share:
I Because this show combines music, singing, drama, poetry and costume design with explosive effect. In the author's opinion, this show is perfect and meets all his requirements.
2 I can introduce some knowledge about Peking Opera such as orchestras, costumes and masks, stage set, performers' movements and recommend some excellent plays in Peking Opera to them.
四、Summary
总结本节课所学。
五、Homework
1. Sum up what they learned in class and take notes.
2. Preview the next period.
2Unit 4
Using language教学设计
科目：英语 课题：Using language 课时：1课时
教学目标与核心素养：
1. Master the basic forms of the present participle as adverbial and use it flexibly in the context of the theme.
2. Students can understand the forms, meanings and pragmatic functions of the present participle as adverbial and
use them correctly in specific contexts.
教学重难点
Help students understand and summarize the forms, meanings and pragmatic functions of the present participle as adverbial.
课前准备：多媒体，黑板，粉笔
教学过程：
一、Pre-class
1. Greeting
2. Leading-in
学生活动：完成活动1。Look at the sentences from the reading passage and answer the questions.
a Having seen quite a few productions of Hamlet and read the play many times, I was full of confidence – until the Peking Opera came to town!
b ... seeing the main characters come on stage, I was surprised!
1 In sentence (a), who had seen quite a few productions of Hamlet and read the play many times I
In sentence (b), who saw the main characters come on stage I
2 Is this structure used more often in spoken or written English
It's used more often in written English.
Compare them with the following sentences and answer the questions.
c Since I had seen quite a few productions of Hamlet and read the play many times, I was full of confidence – until the Peking Opera came to town!
d ... when I saw the main characters come on stage, I was surprised!
3 What is the difference between the two groups of sentences
The first group uses present participles as adverbial while the second group uses adverbial clauses.
4 Why does the author choose to use sentences (a) and (b) in the reading passage
The sentences from the reading passage are more concise and formal.
二、While-class
教师活动：讲解本节课的语法。
现在分词作状语
现在分词在句中可作时间、原因、条件、让步、结果、方式或伴随状语等，句子的主语就是它的逻辑主语，它表示的动作与句子主语是逻辑上的主动关系。
1现在分词作状语时的形式
（1）现在分词的一般式与完成式
一般式（doing）表示动作与谓语动词的动作同时或几乎同时发生
完成式(having done) 表示动作发生在谓语动词的动作之前
· Turning around, she saw a car driving up.
她转过身，看见一辆小汽车开过来。
· Having worked hard all day, I went to bed early.
辛苦工作了一整天后，我早早就上床睡觉了。
（2）现在分词的主动式与被动式
主动式 句子主语与现在分词表示的动作之间是主动关系
被动式句子主语与现在分词表示的动作之间是被动关系
· Being protected by the thick wall, they felt they were quite safe.
由于有厚墙保护，他们感到很安全。
· Having been shown around the lab, we were led into a big hall.
参观完了实验室，我们被领进了大厅。
2现在分词作状语的用法
（1）现在分词作时间状语
现在分词作时间状语，相当于时间状语从句，有时可在前面加上when 或 while 表示强调。
Seeing the old photos (=when I saw the old photos), I remembered my childhood.看到这些旧照片，我想起了我的童年。
When reading the newspaper, I heard the doorbell ring.
看报纸时，我听见门铃响了
She picked up a few German phrases while staying in Berlin.
她在柏林逗留期间学会了几句德语。
（2）现在分词作原因状语
现在分词作原因状语，相当于原因状语从句。
Not knowing his address(=Because I don't know his address).I can't send this book to him.因为不知道他的地址，所以我无法把这本书寄给他
Being ill, he could not walk any farther.
因为生病，他再也走不动了。
（3）现在分词作条件状语
现在分词作条件状语，相当于条件状语从句。
Being more careful (=If you are more careful),you will make fewer mistakes.如果再细心点儿，你就会少犯错误。
（4）现在分词作让步状语
现在分词作让步状语，相当于让步状语从句，有时现在分词（短语）前可带有连词although, even if, even though等。
Knowing all this (=Although they knew all this), they made me pay for the damage.尽管知道了这一切，他们还是要我赔偿损失。
（5）现在分词作结果状语
现在分词作结果状语表示必然的结果，通常放在句末。有时为了突出结果，现在分词前可加thus,相当于so或so that引导的结果状语从句。
Group activities were organized after class, building up children's team spirit.课后组织集体活动，培养了孩子们的团队精神。
【学法点拨】
不定式作结果状语时，常与only，never连用，表示一种出乎意料的结果。
The actor intended to leave quickly, only to be surrounded by his fans.这位演员本打算很快离开，结果却被他的影迷们包围了。
（6）现在分词作方式或伴随状语
现在分词作方式或伴随状语，说明谓语动词所表示的动作发生的方式、背景或情况。不能用状语从句替换，但常可转换成并列成分。
Using his skis, Nicholas built a snow cave.
尼古拉斯用他的滑雪板建了一个雪洞。
I stood by the door, not daring to say a word.
我站在门旁，不敢说一句话。
（7）现在分词作评论性状语
有些现在分词（短语）用于句首，没有逻辑主语而独立存在，作为句子的独立成分来修饰全句，表明说话者的态度、观点等，这被称为评论性状语或评注性状语。常见的有：
generally speaking一般说来
roughly speaking大致说来
frankly speaking坦率地说
judging from/by 由……判断
considering …考虑到……
supposing …如果……
providing …如果……
assuming …假设……
Roughly speaking, I'd say we need about $500.
粗略地说，我认为我们大约需要500美元。
Frankly speaking, I think this whole situation is ridiculous.
坦率地说，我认为这整个局面很可笑。
3现在分词构成的独立主格结构
现在分词作状语时，其逻辑主语与句子的主语应该一致，否则，现在分词应有自己的逻辑主语，构成独立主格结构。独立主格结构通常用来表示伴随的动作或情况，有时还可以表示时间、原因、条件或解释整个句子。
· The situation getting worse, they had to ask for help.
情况越来越糟，他们不得不求助。
· Time permitting, we shall go there on foot.
如果时间允许，我们将步行去那里。
· We explored the big cave, Tony acting as our guide.
我们探索了那个大洞穴，托尼做我们的向导。
Now look for more sentences with this structure in the reading passage.
More sentences in the reading passage:
Dating back to the 18th century, Peking Opera has over two hundred years of history.
Starting with an orchestra playing traditional Chinese instruments, the opera brought a completely new sound to my Western ears.
Using such techniques, the opera had transformed a small stage into the whole universe.
Feeling the strong emotions of love, anger, fear and grief in the performance, I could easily recognize the theme of Hamlet.
学生活动：完成活动2。
Today I performed in the school play. I did a good job! 1 _____ (see) all my family and friends in the audience applaud me, I _____ (feel) so confident and grateful.
At first, I hadn't realised how much work it would be. The teacher was very strict, 3 _____ (make) me so nervous that I would forget my lines. I often stayed up late at night 4______ (practise) my part.
5 _____ (feel) extremely discouraged, I almost gave up. But thanks to the support of my teacher, parents and friends, I overcame my fears, 6 ______ (know) that I did the best I could.
It's an unforgettable experience. No pain, no gain, as the saying goes.
Answer key for Exereise 2:
1 Seeing 2 felt 3 making 4 to practise 5 Feeling6 knowing
学生活动：完成活动3。Rewrite the underlined parts using the -ing form.
Answer key for Exercise 3:
I went to watch the ballet The Peony Pavilion last night. Having thought ballet was more or less the same everywhere, I was totally unprepared for its unique beauty. As soon as the curtain rose. I was absorbed. Borrowing a lot from Chinese dance and music, the Eastern influence on the ballet was clear. The production was full of colours and
romantic symbols, challenging my senses in new ways. Enjoying it so much, I have changed my opinion about ballet. I can't wait to go again!
三、After-class
单句语法填空
1. Newly-built wooden cottages line the street, _____ (turn) the old town into a dreamland.
2.Tony lent me the money, _____ (hope) that I would do as much for him.
3. _____ (stand) in a long queue, we waited for the store to open to buy a new iPad.
4. _____ (gather) around the fire, the tourists danced with the local people.
5. _______ (see) by anyone, the thief escaped.
四、Summary
总结课上所学
五、Homework 完成本节课同步练习
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