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Unit 4 Stage and screen：Starting out教学设计
单元主题 本单元的主题语境是“人与社会”，涉及的主题语境内容是舞台与荧屏上常见的几种艺术形式，并通过以下语篇呈现主要内容：《王子复仇记》的观看体验，《牡丹亭》的观看体验，对改编自小说的影视作品的评论，以及《公主日记》的影视评论。语篇类型有记叙文、议论文、影视评论。
单元目标 学生能够围绕本单元的主题语境内容，基于单元提供的个人故事、论说文、影评、日记等多模态语篇，综合运用各种语言技能，读懂语篇内容，听懂与音乐节相关的对话，讨论并加深对不同种类的文娱形式的认识，使用新语言描述自己喜爱的电视节目，恰当使用现在分词作状语介绍自己的经历，能够写一篇简单的影评并推荐一种积极向上的文娱形式，深化对单元主题意义的理解与挖掘；同时能够运用单元所学正确辨析中外娱乐文化的差异与融合，体会文化的多样性，创造性地表达自己对某项文化活动的看法；通过运用各种学习策略，在自主、合作与探究学习的过程中，结合单元所提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程，提高自己理解和表达的效果，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。
课型 Viewing + Speaking
主题语境 人与社会——影视、戏剧艺术
内容分析 本部分学习内容包括六幅海报，分别呈现了蕾舞剧、演唱会、川剧、春晚、话剧和相声这六种不同的艺术形式；一段视频介绍了中国的剧院德和园大戏楼和英国的剧院环球剧场。
教学目标 1. 识别并用恰当的英语表达不同的艺术形式和电视节目，并谈论自己喜爱的艺术形式和电视节目； 2. 比较、描述德和园大戏楼和环球剧场，初步形成跨文化意识。
教学重点 1. 掌握不同艺术形式和电视节目的英语表述； 2. 准确获取视频内容。
教学难点 1. 描述自己喜欢的艺术形式； 2. 比较中外剧场的异同点。
教学策略 听说法
Teaching content Procedure Purpose
Teacher’s activity Students’ activity
Activity 1 T presents 6 posters which represent 6 different types of entertainment and asks Ss to answer 3 questions: 1. Which of these types of entertainment are you most familiar with 2. What other types of entertainment have you seen 3. Which do you like most Why Ss look at 6 posters which represent 6 different types of entertainment and answer 3 questions: 1. Which of these types of entertainment are you most familiar with 2. What other types of entertainment have you seen 3. Which do you like most Why To activate existing knowledge and introduce different types of entertainment.
Activity 2 T asks Ss to watch a video and answer 3 questions. 1. What theatres are mentioned in the video 2. What are the differences between them 3. In what ways are they similar Ss watch the video and answer 3 questions. 1. What theatres are mentioned in the video 2. What are the differences between them 3. In what ways are they similar To figure out both the differences and similarities between the Western and Chinese theatres. Develop cross-culture awareness.Unit 4 Stage and screen：Project教学设计
单元主题 本单元的主题语境是“人与社会”，涉及的主题语境内容是舞台与荧屏上常见的几种艺术形式，并通过以下语篇呈现主要内容：《王子复仇记》的观看体验，《牡丹亭》的观看体验，对改编自小说的影视作品的评论，以及《公主日记》的影视评论。语篇类型有记叙文、议论文、影视评论。
单元目标 学生能够围绕本单元的主题语境内容，基于单元提供的个人故事、论说文、影评、日记等多模态语篇，综合运用各种语言技能，读懂语篇内容，听懂与音乐节相关的对话，讨论并加深对不同种类的文娱形式的认识，使用新语言描述自己喜爱的电视节目，恰当使用现在分词作状语介绍自己的经历，能够写一篇简单的影评并推荐一种积极向上的文娱形式，深化对单元主题意义的理解与挖掘；同时能够运用单元所学正确辨析中外娱乐文化的差异与融合，体会文化的多样性，创造性地表达自己对某项文化活动的看法；通过运用各种学习策略，在自主、合作与探究学习的过程中，结合单元所提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程，提高自己理解和表达的效果，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。
课型 Speaking
主题语境 人与社会——影视、戏剧艺术
内容分析 本板块项目实践活动要求学生了解舞台剧的基本特点、人员构成和创作过程，根据生活中的真人真事或自编的故事进行短剧创作。通过小组合作分工完成本项目。
教学目标 1.了解舞台剧的基本特点、人员构成和创作过程； 2.鼓励学生运用创造性思维，进行舞台剧创作； 3.综合运用本单元所学内容，合理组织语言； 4.培养小组合作意识。
教学重点 1.利用单元所学知识，进行舞台剧创作； 2.积极参与小组合作。
教学难点 明确小组分工合作，相互协作完成舞台剧创作。
教学策略 任务型教学法
Teaching content Procedure Purpose
Teacher’s activity Students’ activity
Investigate 1. T asks Ss to refer back to Book 1 Unit 3 to review the features of a play. 2 T encourages Ss to go online or to a library to find out roles in the theatre. 1. Ss refer back to Book 1 Unit 3 to review the features of a play. 2.Ss go online or to a library to find out roles in the theatre. To develop skills of searching information.
Plan 1. T asks Ss to work in groups and decide on a story they would like to use, which can be either a real story from their life, or one made up. 2. T guides Ss to divide their group into several roles. 1. Ss work in groups and decide on a story they would like to use, which can be either a real story from their life, or one made up. 2. Ss divide their group into several roles. To decide on the story of the short play and be sure of individual’s role.
Create T provides Ss with some guidance while Ss are making their short play. Ss can turn to T’s guidance while making their short play. To guide Ss to make a short play.
Present T arranges time for Ss to show their short play to the class and give presentations. Each group show their short play to the class and give presentations. To train skills in presentation, and learn from each other.Unit 4 Stage and screen：Understanding ideas教学设计
单元主题 本单元的主题语境是“人与社会”，涉及的主题语境内容是舞台与荧屏上常见的几种艺术形式，并通过以下语篇呈现主要内容：《王子复仇记》的观看体验，《牡丹亭》的观看体验，对改编自小说的影视作品的评论，以及《公主日记》的影视评论。语篇类型有记叙文、议论文、影视评论。
单元目标 学生能够围绕本单元的主题语境内容，基于单元提供的个人故事、论说文、影评、日记等多模态语篇，综合运用各种语言技能，读懂语篇内容，听懂与音乐节相关的对话，讨论并加深对不同种类的文娱形式的认识，使用新语言描述自己喜爱的电视节目，恰当使用现在分词作状语介绍自己的经历，能够写一篇简单的影评并推荐一种积极向上的文娱形式，深化对单元主题意义的理解与挖掘；同时能够运用单元所学正确辨析中外娱乐文化的差异与融合，体会文化的多样性，创造性地表达自己对某项文化活动的看法；通过运用各种学习策略，在自主、合作与探究学习的过程中，结合单元所提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程，提高自己理解和表达的效果，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。
课型 Reading + Speaking
主题语境 人与社会——影视、戏剧艺术
内容分析 本文是一篇记叙文，文章从西方人的视角描写观看中国版《哈姆雷特》——《王子复仇记》的感受，介绍中国京剧的艺术特点，展现京剧的艺术魅力。
教学目标 1. 通过略读、精读读懂文章，概括文章主旨大意，获取细节信息； 2. 根据时间线索，以第一人称复述《王子复仇记》的观看感受； 3. 思考京剧的艺术魅力，增强对中国传统文化的认同感和民族自豪感，激发传承和弘扬中国传统文化的使命感。
教学重点 完成相关阅读任务，从课文中获取信息并整合，能够以第一人称进行复述；基于文本理解，体会京剧的艺术魅力，增强对中国传统文化的认同感和民族自豪感。
教学难点 根据时间线索进行文本复述；思考京剧的艺术魅力。
教学策略 任务型教学法、P–W–P阅读模式
Teaching content Procedure Purpose
Teacher’s activity Students’ activity
Activity 1 T asks Ss to look at the pictures of two performances and talk about their differences and similarities, thinking about the following questions: 1. What are the names of the plays 2. Besides language, what are other different aspects between them Ss look at the pictures of two performances, talking about their differences and similarities, and answer the questions: 1. What are the names of the plays 2. Besides language, what are other different aspects between them To notice the differences between Western drama and Peking Opera visually, which may help Ss have a better understanding of the reading material.
Activity 2 T asks Ss to read the passage quickly and find out what aspects of Peking Opera most impressed the author. Ss read the passage quickly and find out what aspects of Peking Opera most impressed the author. To train reading skills of locating certain information.
Activity 3 T asks Ss to choose the author’s purpose in writing the passage. Ss choose the author’s purpose in writing the passage. To train reading skills of getting the main idea.
Activity 4 1. T asks Ss to complete the chart in Activity 4. 2. T asks Ss to retell the viewing experience in the first person with the help of the chart. 1. Ss complete the chart in Activity 4. 2. Ss retell the viewing experience in the first person with the help of the chart. To train skills of getting specific information and retelling what Ss have learnt.
Think & Share T asks Ss to discuss the two questions in groups. 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 Ss discuss the two questions in groups and then share their answers with the class. To train ability to use language in real life and express the ideas in a logical way. To get a deeper understanding of the theme and arouse cultural awareness as well as national pride.Unit 4 Stage and screen：Presenting ideas & Reflection教学设计
单元主题 本单元的主题语境是“人与社会”，涉及的主题语境内容是舞台与荧屏上常见的几种艺术形式，并通过以下语篇呈现主要内容：《王子复仇记》的观看体验，《牡丹亭》的观看体验，对改编自小说的影视作品的评论，以及《公主日记》的影视评论。语篇类型有记叙文、议论文、影视评论。
单元目标 学生能够围绕本单元的主题语境内容，基于单元提供的个人故事、论说文、影评、日记等多模态语篇，综合运用各种语言技能，读懂语篇内容，听懂与音乐节相关的对话，讨论并加深对不同种类的文娱形式的认识，使用新语言描述自己喜爱的电视节目，恰当使用现在分词作状语介绍自己的经历，能够写一篇简单的影评并推荐一种积极向上的文娱形式，深化对单元主题意义的理解与挖掘；同时能够运用单元所学正确辨析中外娱乐文化的差异与融合，体会文化的多样性，创造性地表达自己对某项文化活动的看法；通过运用各种学习策略，在自主、合作与探究学习的过程中，结合单元所提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程，提高自己理解和表达的效果，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。
课型 Speaking
主题语境 人与社会——影视、戏剧艺术
内容分析 Presenting ideas板块要求学生结合本单元所学内容，向同伴推荐一场表演，并对该表演进行简要介绍，写出推荐理由。通过该活动，促进对所学内容的复习与掌握，并在真实的语境下加以运用和实践。
教学目标 1.运用本单元所学的语言知识，描述自己所推荐的演出作品； 2.能够正确评判一场演出，创造性地表达自己的观点； 3.进行自我反思，评估学习效果，调整学习策略，提高学习效率。
教学重点 运用本单元所学内容，客观评价一场演出，并给出推荐理由； 2. 对自己在本单元学习过程中和结束时的学习行为和效果做出合理的评价。
教学难点 1. 将本单元所学知识进行整合，并能准确地表达自己的观点； 2. 如何进行自我评价。
教学策略 元认知策略、认知策略、交际策略和情感策略
Teaching content Procedure Purpose
Teacher’s activity Students’ activity
Presenting ideas
Activity 1 1. T asks Ss to think about a performance that they want to recommend to the class. 2. T asks Ss to take notes with the help of the table given in Activity 1. 1. Ss think about a performance that they want to recommend to the class. 2. Ss take notes with the help of the table given in Activity 1. To brainstorm and prepare for the presentation.
Activity 2 T asks Ss to work in groups and talk about the recommendation following the steps suggested in Activity 2. Ss share their ideas and decide on a winning performance. To share and revise Ss’ presentations in groups and prepare one to present in class.
Activity 3 1. T asks some groups to give presentations in class. 2. T asks Ss to vote for the best suggestions. 1. Ss give presentations in class. 2. Ss vote for the best suggestions. To practise giving a presentation, and learn from each other.
Reflection
1. T guides Ss to recall what they’ve learnt in this unit. 2. T asks Ss to complete “Reflection” on Page 48. Ss rate their performance in this unit, summarise what they’ve learnt and think about what they need to improve. To rate performance, review the unit, and think about ways to improve.Unit 4 Stage and screen：Developing ideas教学设计
课型 Reading + Writing
主题语境 人与社会——影视、戏剧艺术
内容分析 本文是一篇议论文，利用举例论证的方法论证了一部好的文学作品有可能最终沦为荧幕上的败笔之作，并阐述了导致这一结果的原因。读写部分的学习内容是一张《公主日记》的电影海报以及电影《公主日记》的一篇影评文章。电影海报里涵盖了电影的基本信息，如电影名称、演员、导演、电影类型，等等。影评涉及电影的简介和评论，包括主要人物、情节以及观影感受等。
教学目标 1. 理解所学语篇的主题意义，并完成相关练习； 2. 理解所学议论文语篇的论证方法； 3. 准确表达对由文学作品改编的影视作品的观点； 4. 辩证地看待改编的影视作品； 5. 掌握介绍电影基本信息的相关词汇； 6. 理解影评这一语篇类型的主要写作目的和语篇结构特征； 7. 掌握影评的写作特点，完成影评写作。
教学重点 1. 读懂文章，完成相关练习； 2. 正确理解议论文的写作特点和论述方式； 3. 对熟悉的改编影视作品形成自己的思考； 4. 梳理影评的篇章结构，掌握影评的写作特点，完成影评写作。
教学难点 1. 正确表达对由文学作品改编的影视作品的观点； 2. 进行影评写作。
教学策略 交际教学法、任务型教学法
Teaching content Procedure Purpose
Teacher’s activity Students’ activity
Activity 1 T asks Ss to look at the pictures of 6 books and answer the questions. 1. Have you ever read any of these books What are they about 2. Have you ever seen the movies or TV plays based on these books What do you think of them Ss look at the pictures in Activity 1 and answer the questions. 1. Have you ever read any of these books What are they about 2. Have you ever seen the movies or TV plays based on these books What do you think of them To get familiar with the topic and activate background knowledge.
Activity 2 T asks Ss to scan the passage to find out which of the books in Activity 1 are mentioned. Ss scan the passage to find out which of the books in Activity 1 are mentioned. To get some key information.
Activity 3 1. T asks Ss to match the author’s opinions about the movie adaptations to the examples from the passage. 2. T asks Ss to read “Learning to learn” on Page 45 to understand the functions of examples in argumentative essays. 1. Ss match the author’s opinions about the movie adaptations to the examples from the passage. 2. Ss read “Learning to learn” on Page 45 to understand the functions of examples in argumentative essays. To understand the detailed information and learn the strategy of using examples in argumentative essays.
Think & Share 1. T asks Ss to discuss the three questions. 2. T asks some Ss to share their opinions. Ss discuss the three questions in groups and then share their opinions with the class. To have a better understanding of the passage and develop critical thinking.
Activity 4 T asks Ss to work in groups to give a talk about a movie adapted from a book. Ss prepare a talk about a movie adaptation in three steps. 1. Use the notes in Activity 4. 2. Organise the talk following the suggested steps. 3. Give the talk to the class. To consolidate and integrate the language Ss have learnt.
Activity 5 1. T asks Ss to look at a poster of The Princess Diaries, and tell what information they can get from it. 2. T asks Ss to read the movie review and answer 4 questions. 1. Ss observe the poster of The Princess Diaries, and tell what information they can get from it. 2. Ss read the movie review and answer 4 questions. To learn to tell some basic information of a movie and get detailed information from the passage.
Activity 6 1. T asks Ss to read again, and summarise the structure of the movie review and the tense of the passage. 2. T asks Ss to choose a Chinese movie and complete the table in Activity 6. Encourage Ss to give some additional description if necessary. 1. Ss read again, and summarise the structure of the movie review and the tense of the passage. 2. Ss choose a Chinese movie and complete the table in Activity 6. Give some additional description if necessary. To learn the structure of a movie review and practise writing a similar one.
Activity 7 T asks Ss to share their movie reviews with the class and do peer evaluation. Ss share their movie reviews with the class, and do peer evaluation. To revise and polish the movie review through peer evaluation.Unit 4 Stage and screen：Using language教学设计
课型 Reading + Listening + Speaking
主题语境 人与社会——影视、戏剧艺术
内容分析 本板块包括语法部分-ing as adverbial、词汇部分Types of TV programme和听说部分Watching a performance。语法部分在本单元的主题语境下进行学习，掌握现在分词作状语的形式；词汇部分六个小段落用生动的描述介绍了六种电视节目类型；听说部分包含一篇关于“Glastonbury音乐艺术节”的简介以及对话形式的听力材料，听力材料内容涉及观看音乐节的一系列事项安排，如出行方式、食宿等。
教学目标 1.掌握现在分词作状语的基本形式，并能在主题语境下灵活使用； 2.掌握描述电视节目类型以及特点的词汇，并能谈论自己喜爱的电视节目； 3. 听懂听力内容，获取信息并完成相关练习； 4. 模仿听力材料，使用相关表达展开关于制订出行计划的对话； 5. 正确朗读句中应该重读或弱读的单词。
教学重点 1. 掌握现在分词作状语的形式，并能熟练运用； 2. 通过听力材料，掌握安排出行事项的表达。
教学难点 准确熟练地使用现在分词作状语的结构；准确表达出行事宜的各项安排。
教学策略 交际教学法、任务型教学法
Teaching content Procedure Purpose
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to read sentences (a) and (b) in Activity 1 and answer questions 1 and 2. 2. T asks Ss to read sentences (c) and (d) in Activity 1 and answer questions 3 and 4. 3. T asks Ss to look for more sentences with this structure in the reading passage. 1. Ss observe the four sentences in Activity 1 and answer four relevant questions. 2. Ss look for more sentences with this structure in the reading passage. By inquiry-based learning, to find the rules of -ing used as adverbial.
Activity 2 T asks Ss to complete the journal entry in Activity 2. Ss complete the journal entry with the correct form of the verbs in brackets. To use language in the real situation.
Activity 3 T asks Ss to rewrite the paragraph using the -ing form in Activity 3. Ss rewrite the paragraph using the -ing form in Activity 3. To consolidate what Ss have learnt in the topic-related paragraph.
Activity 4 1. T asks Ss to look at the pictures and answer the questions. 1. What do you know about these types of TV programme 2. Can you think of some examples of each type Ss talk about what they know about these types of TV programme. To activate background knowledge and learn types of TV programme.
Activity 5 T asks Ss to read the descriptions in Activity 5, match them to the types of TV programme in Activity 4, and underline the words and expressions describing them. Ss finish Activity 5. To learn new expressions describing features of each type of TV programme in Activity 4 and lay foundation for Activity 6.
Activity 6 T asks Ss to talk about their favourite TV programme using the words and expressions they have learnt. Ss work in pairs to talk about their favourite TV programme. To practise oral English according to the theme of this unit.
Did you know T asks Ss to read the short passage in “Did You Know ” to get some basic information about Glastonbury Festival. Ss read the brief introduction about Glastonbury Festival. To get background information about Glastonbury Festival to have a better understanding of the listening material.
Activity 7 T plays the recording for the first time and asks Ss to finish Activity 7. Ss listen for the first time to get some key information about the arrangements. To train the skills of getting key information.
Activity 8 1. T plays the recording again for Ss to complete the flyer in Activity 8. 2. T asks Ss to talk about how Josh makes arrangements by referring to the memo and the flyer. 3. T asks Ss to summarise basic elements involved when making arrangements. 1. Ss listen again and complete the flyer, taking notes if necessary. 2. Ss work in pairs to talk about how Josh makes arrangements by referring to the memo and the flyer. 3. Ss summarise basic elements involved when making arrangements. To get detailed information and get to know what aspects might be included when making arrangements.
Activity 9 1. T asks Ss to read “Learning to learn” to know why and when to stress the pronunciation of a word. 2. T asks Ss to turn to Page 82 and 86 and read the information. 3. T asks Ss to work in pairs to act out the conversation, using the pronunciation strategy in “Learning to learn”. 4. T asks some pairs to act out the conservation to the class. 1. Ss read “Learning to learn” to know the pronunciation strategy. 2.Ss read the information on the corresponding pages. 3. Ss work in pairs to act out the conversation, using the pronunciation strategy in “Learning to learn”. 4. Act out the conversation to the class. To learn a pronunciation strategy and apply it to the conversation. To use useful expressions of making arrangements to act out a conversation.
Activity 10 T asks Ss to make similar arrangements to attend a concert in another city. Ss make similar arrangements to attend a concert in another city. To further practise exchanging ideas.

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