Unit 4 Inspiration-Cultural focus 教案-2025-2026学年高中英语沪教版选择性必修第二册

Unit 4 Inspiration-Cultural focus 教学目标和重难点 教学目标 Language Competence: Master core vocabulary and sentence patterns related to inspiration and cultural expression, and use English to express views on cultural inspiration. Cultural Awareness: Understand the cultural connotation of inspiration in different fields, respect cultural diversity and enhance cultural confidence. Thinking Quality: Cultivate the ability to analyze and compare cultural inspiration cases and form critical thinking. Learning Ability: Master cooperative inquiry and autonomous learning strategies to improve English learning efficiency. 教学重难点 Key Points: Master core vocabulary and expressions about cultural inspiration; understand the cultural background and core ideas of the text; use target language to describe and discuss cultural inspiration. Difficult Points: Deeply understand the connection between cultural background and inspiration; flexibly use English to express personal views on cultural inspiration and cross-cultural communication. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing a multimedia presentation, which includes pictures and short video clips of famous artists, musicians, writers and inventors from both China and foreign countries, such as Florentijn Hofman, Tan Dun, Dao Meilan and Leonardo da Vinci. The teacher then asks a series of guiding questions in English: “Who are these people? What are they famous for? Where do you think their inspiration comes from? Have you ever had a moment of inspiration in your life? What brought it to you?” After putting forward the questions, the teacher invites several students to share their answers in English. During the sharing process, the teacher gives positive feedback in a timely manner, such as praising their courage to speak and supplementing relevant vocabulary and expressions, such as “inspiration source”, “cultural heritage”, “creative motivation” and “artistic expression”. After the student sharing, the teacher makes a brief summary: “Inspiration is a magical power that promotes human creation, and it is closely related to different cultures. Today, we will focus on the Cultural focus of Unit 4, explore the cultural connotation behind inspiration, and learn how to express and discuss cultural inspiration in English.” Design Intent: The lead-in link adopts the form of multimedia display and interactive questioning, which can quickly attract students' attention and arouse their interest in the theme of “inspiration and culture”. By showing familiar famous figures at home and abroad, it can activate students' existing background knowledge and language reserve, help them connect their own life experience with the teaching content, and lay a good foundation for the smooth development of the follow-up teaching. At the same time, the teacher's positive feedback and vocabulary supplement can enhance students' confidence in speaking English and create a relaxed and active classroom atmosphere. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher arranges students to work in groups of 4 to complete the vocabulary preview task. The teacher provides a list of core vocabulary related to the text, including “sculpture”, “composer”, “heritage”, “universal”, “graceful”, “represent”, “dedicate one's life to”, “pass down through the generations” and so on. For each word and phrase, students need to find out its pronunciation, part of speech and Chinese meaning, and try to make a simple sentence with it. During the group discussion, the teacher walks around the classroom, observes the students' learning situation, and provides timely guidance for the words and phrases that students find difficult to understand. For example, when students have difficulty in using “dedicate one's life to”, the teacher can give an example: “Tan Dun dedicated his life to the integration of Chinese and Western music.” to help students understand and master its usage. After the vocabulary preview, the teacher introduces the cultural background related to the text. The teacher briefly introduces the representative figures and their works mentioned in the text, such as Florentijn Hofman's “Floating Fish”, Tan Dun's music works, and Dao Meilan's peacock dance, and explains the cultural background and inspiration sources behind these works. For example, the teacher introduces that Florentijn Hofman's inspiration for “Floating Fish” comes from Chinese folk tales and children's toys, and Tan Dun's music integrates Chinese traditional musical instruments and Western musical elements, reflecting the charm of cross-cultural integration. At the same time, the teacher asks students to think about the question: “How do these cultural backgrounds affect the artists' inspiration and creative works?” to guide students to establish a connection between cultural background and inspiration. Design Intent: Vocabulary is the foundation of English learning. The group cooperative preview of vocabulary can not only help students master the core vocabulary efficiently, but also cultivate their cooperative learning ability. The teacher's on-site guidance can solve the difficulties encountered by students in the learning process in a timely manner, ensuring that students have the necessary language foundation before reading. The introduction of cultural background can help students understand the text more deeply, avoid the misunderstanding caused by cultural differences, and lay a foundation for the in-depth analysis of the text in the next step. At the same time, it can also cultivate students' cultural awareness and help them understand the diversity of culture. Step 3: While-reading (Text Analysis and Comprehension) This link is divided into three parts: fast reading, careful reading and deep reading, to help students understand the text from shallow to deep. First, fast reading. The teacher asks students to read the text quickly and complete two tasks: 1. Summarize the main idea of the text in one sentence. 2. List the three artists mentioned in the text and their representative works. After students finish reading, the teacher invites several students to share their answers, and then makes a summary to confirm the main idea of the text: The text introduces the inspiration sources and creative concepts of three artists from different fields, showing the close connection between inspiration and culture. At the same time, the teacher checks the students' mastery of the basic information of the text to ensure that students have a general understanding of the text. Design Intent: Fast reading aims to train students' ability to obtain key information quickly, help students establish a general framework of the text, and lay a foundation for careful reading. The setting of simple tasks can reduce the difficulty of fast reading, enhance students' sense of achievement, and stimulate their enthusiasm for reading. Second, careful reading. The teacher asks students to read the text carefully and complete a detailed information form. The form includes the following columns: Artist, Nationality, Representative Work, Source of Inspiration, and Cultural Connotation. Students need to find relevant information from the text and fill in the form. During the reading process, students can discuss with their group members if they have any questions. After students finish filling in the form, the teacher invites each group to send a representative to present their form, and then corrects and supplements the information together with the whole class. For example, when introducing Tan Dun, the teacher emphasizes that his inspiration comes from Chinese traditional culture and Western culture, and his works reflect the integration of Chinese and Western cultures, which helps students deeply understand the cultural connotation of his works. Design Intent: Careful reading is to help students obtain detailed information of the text, deepen their understanding of the content of the text. The form-filling task can make the reading purpose more clear, guide students to read the text carefully and find key information. Group discussion can help students solve problems encountered in reading, and improve their cooperative learning ability and communication ability. The teacher's correction and supplement can ensure that students master the correct information and lay a foundation for deep reading. Third, deep reading. The teacher puts forward a series of in-depth thinking questions to guide students to analyze the text from multiple angles: 1. What do the three artists have in common in terms of inspiration sources? 2. How does the cultural background of each artist affect their creative works? 3. What does the sentence “In China, I dance to represent the Dai people, and abroad, I dance to represent China.” said by Dao Meilan reflect? 4. What can we learn from these artists' experiences about the relationship between inspiration and culture? After putting forward the questions, the teacher arranges students to discuss in groups for a period of time. During the discussion, the teacher walks around the classroom, listens to the students' discussions, and provides appropriate guidance when necessary. For example, when students discuss the third question, the teacher can guide them to think about the cultural identity and sense of responsibility of artists, and help them understand the profound meaning of the sentence. After the group discussion, the teacher invites representatives from different groups to share their discussion results, and then makes a summary and comment, guiding students to realize that the inspiration of artists is not only from personal experience, but also closely related to their own cultural background, and that artists should shoulder the responsibility of inheriting and spreading their own culture. Design Intent: Deep reading aims to cultivate students' critical thinking ability and in-depth understanding ability. The in-depth thinking questions can guide students to think beyond the surface of the text, analyze the connotation of the text and the author's intention. Group discussion can stimulate students' thinking, let them express their views freely, and learn from each other. The teacher's guidance and summary can help students sort out their thinking, form a correct understanding, and further deepen their understanding of the theme of “inspiration and culture”. Step 4: While-speaking (Language Application and Practice) On the basis of understanding the text, the teacher arranges a speaking activity with the theme of “My Source of Inspiration”. First, the teacher gives a demonstration. The teacher shares his own source of inspiration, such as “My inspiration for teaching comes from the progress of students. Every time I see students make progress in English learning, I feel motivated to improve my teaching methods.” The teacher uses the vocabulary and sentence patterns learned in the text during the demonstration, such as “source of inspiration”, “be motivated by”, “make progress” and so on, to guide students to use the target language. Then, students are arranged to prepare their own speeches in groups. Each student needs to share their own source of inspiration, which can be from study, life, culture, art and other aspects, and use at least 5 core vocabulary and sentence patterns learned in this lesson. During the preparation process, students can help each other, modify their speeches, and the teacher provides timely guidance for students who have difficulty in expression. After the preparation, each group invites 1-2 students to give a speech in front of the whole class. After each speech, the teacher and other students give comments, focusing on whether the student uses the target language correctly, whether the content is coherent, and whether the expression is fluent. The teacher gives positive affirmation to the advantages of the students' speeches, and puts forward suggestions for improvement gently. After the individual speech, the teacher arranges a group discussion activity with the theme of “How to Cultivate Our Own Inspiration”. Students discuss in groups and put forward specific methods and suggestions. For example, “We can read more books about different cultures to broaden our horizons and accumulate inspiration.” “We can pay more attention to the details in life and find beauty and inspiration from life.” After the discussion, each group sends a representative to share their discussion results, and the teacher makes a summary, encouraging students to pay more attention to life, accumulate experience, and cultivate their own ability to find and capture inspiration. Design Intent: The speaking activity is an important link to test and improve students' language application ability. The teacher's demonstration can help students understand the requirements of the activity and master the method of using the target language. The individual speech can provide students with an opportunity to show themselves, improve their oral expression ability and confidence. The group discussion can further stimulate students' thinking, let them apply the learned knowledge to practical communication, and at the same time cultivate their cooperative learning ability and problem-solving ability. The teacher's comments and guidance can help students find their own shortcomings and improve their oral expression ability. Step 5: Post-reading (Consolidation and Expansion) First, vocabulary and sentence pattern consolidation. The teacher arranges students to complete a fill-in-the-blank exercise. The exercise includes 10 sentences, each with a blank, and students need to fill in the correct form of the core vocabulary and phrases learned in this lesson. For example: 1. Many artists _______________ (dedicate their lives to) creating works that reflect their own culture. 2. The traditional culture of our country has been _______________ (passed down through the generations) for thousands of years. After students finish the exercise, the teacher checks the answers together with the whole class, explains the key and difficult points, and helps students consolidate the mastery of vocabulary and sentence patterns. Then, text retelling. The teacher asks students to retell the text in their own words in groups. Each group selects a representative to retell the text, requiring them to cover the key information of the text, such as the three artists, their representative works, inspiration sources and cultural connotation, and use the vocabulary and sentence patterns learned in the lesson. During the retelling process, the teacher encourages students to express themselves in their own words and not to recite the text mechanically. After the retelling, the teacher gives comments and guidance, focusing on the coherence and accuracy of the retelling. Next, cultural expansion. The teacher introduces more cases of cultural inspiration, such as Mo Yan's literary creation inspired by Chinese rural culture, and Pablo Picasso's paintings inspired by African art. The teacher asks students to think about the question: “What impact does cross-cultural communication have on artists' inspiration and creation?” Students can discuss freely, and the teacher guides them to realize that cross-cultural communication can broaden artists' horizons, enrich their inspiration sources, and promote the integration and development of different cultures. Finally, homework arrangement. The teacher assigns two types of homework: 1. Written homework: Write a short passage of 150-200 words about “My Source of Inspiration”, using the vocabulary and sentence patterns learned in this lesson. 2. Practical homework: Find a work of art (painting, music, dance, etc.) that is inspired by culture, and introduce its inspiration source and cultural connotation in English, which will be shared in the next class. Design Intent: Vocabulary and sentence pattern consolidation exercises can help students further master the target language and lay a solid foundation for their future English learning. Text retelling can test students' understanding of the text and their ability to use language comprehensively, and improve their ability to organize language. Cultural expansion can broaden students' horizons, deepen their understanding of the relationship between inspiration and culture, and cultivate their cultural awareness. The assignment of written and practical homework can extend the teaching content to after class, help students consolidate the knowledge learned in class, and improve their comprehensive language application ability. Step 6: Summary and Reflection The teacher first summarizes the content of this lesson: In this lesson, we have learned the core vocabulary and sentence patterns related to cultural inspiration, understood the inspiration sources and cultural connotation of three artists from different fields, and practiced expressing and discussing cultural inspiration in English. We have also realized the close connection between inspiration and culture, and the importance of inheriting and spreading our own culture. Then, the teacher guides students to reflect on their own learning situation: “What have you learned in this lesson? What difficulties have you encountered? How can you solve these difficulties? What can you do to cultivate your own inspiration in daily life?” Students can think independently first, and then share their reflections with their group members. The teacher listens to students' reflections, gives positive feedback, and puts forward suggestions for their future learning. For example, for students who have difficulty in oral expression, the teacher suggests that they practice speaking English more in daily life and accumulate more vocabulary and sentence patterns. Design Intent: The summary of the lesson can help students sort out the knowledge learned in this lesson, form a systematic knowledge framework, and deepen their understanding of the teaching content. Guiding students to reflect on their own learning situation can help them find their own shortcomings, clarify the direction of future learning, and improve their learning ability. At the same time, it can also let the teacher understand the students' learning effect, so as to adjust the teaching plan and methods in a timely manner. 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 $