Unit 4 Meeting the Muse-Understanding ideas 教案-2025-2026学年高中英语外研版选择性必修第一册

Unit 4 Meeting the Muse-Understanding ideas 内容导航 This section focuses on three artists from different fields—visual artist Florentijn Hofman, composer Tan Dun and dancer Yang Liping. It explores their works and the sources of their inspiration, guiding students to understand the relationship between life, culture and art creation. 教学目标和重难点 1. 教学目标 Language Ability: Students will master new words and expressions related to art and inspiration, and improve their ability to read and understand narrative and expository texts about artists. Cultural Awareness: They will learn about Chinese and foreign art cultures, respect cultural diversity, and enhance the confidence in Chinese traditional culture. Thinking Quality: They will develop logical thinking by analyzing the artists’ experiences and inspiration sources, and cultivate critical thinking through discussing the meaning of art. Learning Ability: They will master effective reading strategies and form the habit of independent and cooperative learning in the process of exploring art topics. 2. 教学重难点 Key Points: Mastering core vocabulary (e.g., compose, float, pass down, turn to) and sentence patterns related to art creation; understanding the main idea of the text and the specific information about the three artists’ works and inspiration sources. Difficult Points: Analyzing the deep meaning of the artists’ words and works; understanding the integration of Chinese and Western cultures in art; applying the learned language knowledge to express personal views on art and inspiration. 教学过程 Step 1: Lead-in (导入) Activity 1: Visual Aids Display. Show students pictures of famous art works, including Hofman’s Rubber Duck, Tan Dun’s music scenes in Crouching Tiger, Hidden Dragon, and Yang Liping’s Spirit of the Peacock dance. Ask students the following questions: “Do you know these works? Who are their creators? Where do you think the creators got their inspiration from?” Invite 3-4 students to share their answers freely. Activity 2: Topic Introduction. Summarize students’ answers, then introduce the topic of this lesson—“What inspires artists?” and tell students that today we will learn about three outstanding artists and explore the secrets behind their creative inspiration. Design Intention: The visual aids can arouse students’ interest in the lesson quickly, as the familiar art works can reduce their psychological distance from the new knowledge. The open-ended questions encourage students to express their own views, activate their existing knowledge reserve about art and artists, and lay a good foundation for the subsequent text reading. Meanwhile, the topic introduction helps students clarify the learning focus of this lesson, making their learning more targeted. Step 2: Pre-reading (读前) Activity 1: Vocabulary Preview. Present the core vocabulary and phrases of this lesson on the screen, including visual artist, composer, dancer, sculpture, inspiration, compose, float, pass down, turn to, on display, come to life. Explain the pronunciation and basic meanings of these words and phrases with simple English, and give example sentences combined with the text context. For example, “Florentijn Hofman is a visual artist who creates large sculptures. His works are on display all over the world.” “Tan Dun is a famous composer who composed music for the 2008 Beijing Olympics.” Let students read the words and example sentences aloud twice, and ask them to make simple sentences with 2-3 words or phrases by themselves. Activity 2: Background Briefing. Briefly introduce the three artists in simple English: Florentijn Hofman is a Dutch visual artist famous for his large animal sculptures; Tan Dun is a Chinese composer who combines Chinese and Western music styles; Yang Liping is a Chinese dancer known as the “Peacock Princess” for her excellent peacock dance. Tell students that these three artists come from different countries and fields, but their works are all full of inspiration. Design Intention: Vocabulary is the foundation of text reading. Previewing the core vocabulary helps students remove language obstacles in the subsequent reading process, improving their reading efficiency. The example sentences combined with the text context enable students to understand the usage of words in specific situations, laying a foundation for their later language application. The brief introduction of the artists’ background helps students have a preliminary understanding of the characters in the text, reducing the difficulty of understanding the text and enhancing their interest in reading the text. Step 3: While-reading (读中) Activity 1: Skimming. Ask students to read the text quickly and finish two tasks: ① Find out the main idea of the text. ② List the three artists mentioned in the text and their fields. After students finish reading, invite some students to share their answers. Then summarize: The text mainly introduces three artists from different fields and explores the sources of their inspiration. The three artists are Florentijn Hofman (visual artist), Tan Dun (composer) and Yang Liping (dancer). Activity 2: Scanning. Ask students to read the text again carefully and fill in the following table, which includes the artist, his/her representative work(s), and the source of inspiration. Provide a sample table on the screen to guide students to find key information. After students finish, check the answers with the whole class, emphasizing the key information and difficult sentences in the text. For example, when talking about Hofman’s Floating Fish, point out the sentence “Hofman’s inspiration for Floating Fish came from Chinese folk tales passed down through the generations.” and explain the meaning of “pass down”. When talking about Tan Dun, analyze the sentence “There is no territory in the world of music.” and guide students to understand Tan Dun’s music concept. Activity 3: Intensive Reading. Divide the class into three groups, and assign each group to read the part about one artist carefully. Each group needs to discuss the following questions: ① What are the characteristics of the artist’s works? ② How did the artist get inspiration for his/her works? ③ What can we learn from the artist’s creative experience? After 5 minutes of group discussion, each group sends a representative to report their discussion results. The teacher makes comments and supplements, guiding students to deeply understand the text content and the spiritual connotation behind the artists’ works. For example, when discussing Yang Liping, guide students to realize that her inspiration comes from her life in Xishuangbanna, which reflects the close connection between art and life. Design Intention: Skimming helps students grasp the main idea of the text quickly, training their ability to obtain general information. Scanning enables students to find specific information accurately, improving their ability to locate key points in the text. Intensive reading and group discussion allow students to deeply understand the text content, analyze the artists’ creative experience and inspiration sources, and cultivate their cooperative learning ability and logical thinking ability. The teacher’s comments and supplements help students solve the difficulties in reading, ensuring that they can fully understand the text. Step 4: Post-reading (读后) Activity 1: Text Retelling. Ask students to retell the text according to the key information they have learned, including the three artists, their works and inspiration sources. They can retell it individually or in pairs. The teacher invites 2-3 students to retell in front of the class, and gives positive comments and guidance, encouraging students to use the new words and phrases they have learned. Activity 2: Discussion. Raise the following discussion questions for students: ① What do you think is the most important source of inspiration for artists? ② Can you think of other artists who get inspiration from life or culture? Share their stories with your classmates. ③ If you were an artist, what would you create? Where would you get your inspiration from? Organize students to discuss these questions in groups, and then invite some groups to share their views. The teacher guides students to realize that inspiration comes from life, culture, emotions and other aspects, and encourages students to discover beauty and inspiration in their daily life. Activity 3: Language Focus. Summarize the key sentence patterns in the text, such as “One way for sb. to do sth. is to do sth.”, “The inspiration for sth. came from...”, “To do sth. is to do sth.”. Explain the structure and usage of these sentence patterns with example sentences, and ask students to make sentences with these patterns. For example, “One way for me to relax is to listen to music.” “The inspiration for my painting came from the beautiful scenery in my hometown.” Design Intention: Text retelling helps students consolidate the text content and exercise their oral expression ability, as well as the ability to use the new words and phrases flexibly. The discussion activity extends the text content, guides students to connect the text with real life, cultivates their critical thinking ability and oral communication ability, and deepens their understanding of the theme of “inspiration”. The summary of key sentence patterns helps students master the important grammatical structures in the text, laying a foundation for their later writing and language application. Step 5: Consolidation and Application (巩固与应用) Activity 1: Vocabulary and Sentence Practice. Give students some exercises to consolidate the core vocabulary and sentence patterns. For example, fill in the blanks with the correct form of the given words: ① Florentijn Hofman’s sculptures are ______ (display) all over the world. ② Tan Dun is famous for ______ (compose) music for films. ③ The folk tale has been ______ (pass) down for hundreds of years. ④ One way for us to get inspiration is ______ (turn) to our daily life. Ask students to finish the exercises individually, then check the answers with the whole class, and explain the key and difficult points. Activity 2: Reading Comprehension Extension. Provide a short passage about another artist (e.g., Pablo Picasso) and his inspiration sources, and ask students to read it and answer the following questions: ① Who is the artist? ② What is his representative work? ③ Where did he get his inspiration from? This activity helps students apply the reading strategies they have learned to new texts, improving their reading ability. Activity 3: Writing Practice. Ask students to write a short passage (about 80-100 words) about their favorite artist, including his/her representative works and inspiration sources. They can refer to the text structure and language expressions. After students finish writing, invite some students to share their works, and the teacher makes comments and suggestions, focusing on the use of vocabulary, sentence patterns and the clarity of the content. Design Intention: The vocabulary and sentence practice helps students consolidate the knowledge they have learned, ensuring that they can master and use the core vocabulary and sentence patterns flexibly. The reading comprehension extension enables students to transfer the reading strategies and language knowledge they have learned to new contexts, improving their comprehensive reading ability. The writing practice combines reading and writing, guiding students to apply the language knowledge they have learned to writing, improving their writing ability and realizing the integration of listening, speaking, reading and writing. Step 6: Summary and Reflection (总结与反思) Activity 1: Lesson Summary. Invite students to summarize what they have learned in this lesson, including the core vocabulary, key sentence patterns, the three artists and their inspiration sources. The teacher supplements and combs the content of the lesson, emphasizing the key and difficult points, and helps students form a systematic knowledge framework. Activity 2: Reflection and Sharing. Ask students to reflect on their learning process in this lesson: ① What have you learned in this lesson? ② What difficulties did you encounter in the learning process? ③ How can you improve your learning in the next lesson? Invite some students to share their reflections, and the teacher gives guidance and encouragement, helping students form good learning habits. Activity 3: Homework Arrangement. Assign the following homework: ① Review the core vocabulary and key sentence patterns of this lesson, and recite the key paragraphs of the text. ② Finish the writing task and polish it according to the teacher’s comments. ③ Collect information about one more artist and his/her inspiration sources, and prepare to share it in the next class. Design Intention: The lesson summary helps students sort out the knowledge they have learned, form a systematic knowledge system, and deepen their understanding of the lesson content. The reflection and sharing activity guides students to think about their own learning process, find out their own advantages and disadvantages, and improve their learning ability. The homework arrangement consolidates the knowledge learned in class, extends the learning content, and lays a foundation for the next lesson. At the same time, it encourages students to carry out independent learning and explore more knowledge about art and inspiration. Step 7: Extension and Development (拓展与延伸) Activity 1: Art Appreciation. Play a short video about the three artists’ works, including the production process of Hofman’s Floating Fish, Tan Dun’s music performance, and Yang Liping’s dance. After watching the video, ask students to share their feelings about the works, guiding them to appreciate the beauty of art and improve their art appreciation ability. Activity 2: Cross-cultural Comparison. Guide students to compare the inspiration sources of Chinese and foreign artists mentioned in the text. For example, Hofman’s inspiration comes from Chinese folk tales, while Tan Dun combines Chinese and Western music styles. Discuss with students: “What are the similarities and differences between Chinese and foreign artists’ inspiration sources? What reflects these similarities and differences?” Guide students to understand cultural diversity and the integration of different cultures, enhancing their cross-cultural communication awareness. Activity 3: Group Project. Divide the class into groups of 4-5 students, and assign each group a task: collect information about an artist (Chinese or foreign), make a PPT to introduce the artist’s life, representative works and inspiration sources, and prepare a 5-minute presentation. The presentation will be carried out in the next class, and the teacher will evaluate the groups based on their content, expression and teamwork. Design Intention: The art appreciation activity enriches the teaching content, makes students feel the charm of art intuitively, and improves their art appreciation ability. The cross-cultural comparison activity helps students understand the similarities and differences between Chinese and foreign cultures, enhance their cross-cultural communication awareness and cultural confidence. The group project encourages students to carry out cooperative learning and independent exploration, improves their information collection and sorting ability, oral expression ability and teamwork ability, and extends the learning content beyond the classroom, realizing the combination of in-class and after-class learning. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $