Unit 4 Period 1 Starting out & Understanding ideas（表格式教学设计）英语外研版选择性必修第一册

该高中英语教学设计聚焦“艺术灵感来源”核心主题，通过Muse神话引入、达芬奇视频观看及中外艺术家名言赏析激活背景知识，引导学生预测文本内容，读中运用skimming和scanning策略梳理三位艺术家（Hofman、谭盾、刀美兰）的作品与灵感来源，构建从引入到探究的学习支架。 此资料亮点在于践行英语学习活动观，分层任务适配不同学情，通过谭盾融合中西音乐、刀美兰展现傣族文化案例增强文化意识，读后讨论直接引语作用提升思维品质，语境中巩固词汇语法发展语言能力，助力学生学用结合，为教师提供清晰教学逻辑与可操作活动。

Unit 4 Meeting the Muse Period 1 Starting out & Understanding ideas教学设计 教学基本信息 单元名称 选择性必修第一册 Unit 4 Meeting the Muse 学科 英语 学段 高中 年级 高二第一学期 主要教材 书名：普通高中教科书·英语选择性必修第一册 出版社：外语教学与研究出版社 出版日期：2019年 课时安排 2课时(80min) 课型 读思课 教学设计理念 本堂课依据英语课程标准，践行英语学习活动观，以主题意义探究为核心，围绕主题 “Meeting the Muse 遇见缪斯 —— 艺术的灵感来源”，设计学习理解、应用实践、迁移创新层层递进的英语活动。 以学生为主体，引导学生通过看、读、讨论、探究，挖掘文本主题意义； 落实四大核心素养，在语言学习的同时，感悟不同艺术家的灵感来源，体会生活、本土文化对艺术创作的价值，增强文化自信； 遵循读思课教学逻辑：导入 — 读前预测 — 读中获取梳理信息 — 读后深度思辨 — 语言内化 — 迁移输出； 设置分层任务，兼顾不同水平学生，引导学生从文本走向现实，思考自我生活中的灵感源泉，实现学用结合。 教材分析 【What】Starting out 板块通过 Muse 神话概念、达芬奇视频、四位中外艺术家名言，引入 “灵感” 话题；Understanding ideas 是一篇艺术杂志说明文，介绍三位艺术家：视觉艺术家 Florentijn Hofman、作曲家谭盾、舞蹈家刀美兰，分别讲述他们代表作品以及各自的灵感来源，揭示艺术灵感大多来源于真实生活经历、本土文化与现实体验。文本包含直接引语、丰富词汇，语法涉及see sb/sth being done、现在完成进行时。 【Why】本单元主题为艺术与灵感。本篇阅读旨在引导学生理解艺术灵感并非凭空而来，而是源于生活、文化传统、实践经历；对比中外艺术家，感受中华传统文艺的魅力，树立文化认同感；同时训练学生 skimming、scanning 阅读技能，积累艺术主题词汇，学会赏析、思辨艺术创作。 【How】结构：总起引入话题→分述三位艺术家（人物 — 代表作 — 灵感来源 — 人物引言）→暗含主旨：灵感来自生活体验。写作特点：大量直接引语，增强文章真实性与说服力。 学情分析 1. What I know 高二学生已经具备一定阅读能力；认识部分艺术家，对绘画、音乐、舞蹈等艺术形式有感性认知；了解简单的艺术相关词汇；能够开展 pair work 小组讨论。已经掌握一般时态，对现在完成进行时、see sth being done 结构接触较少。 2. What I want to know ①艺术家的灵感究竟来自哪里？灵感是凭空产生的吗？ ②中外艺术家创作有什么异同？ ③如何读懂说明文、理解直接引语在文中的作用；如何用英语表达艺术、灵感相关观点。 3. What I learned 掌握本篇文本信息，梳理三位艺术家的作品与灵感来源；掌握重点词汇和语法；思辨灵感与实践、生活的关系；感悟中华传统文化对艺术创作的价值，能够简单表达自己的灵感来源。 教学目标 1. 语言能力 ①掌握词汇：composer, aesthetician, sculptor, inspire, inspiration, heritage, feature, exhibit 等； ②掌握语法结构：see sb/sth being done、现在完成进行时； ③能运用 skimming、scanning 阅读策略获取文章信息；能够复述三位艺术家的创作故事，使用完整句子表达对艺术灵感的看法。 2. 学习能力 学会预测、扫读、略读阅读策略；积极参与结对、小组讨论；学会思维导图梳理文本信息；养成自主梳理文本细节的习惯。 3. 文化意识 了解西方 Muse 文化；认识谭盾、刀美兰等中国艺术家，感受中国传统民俗、少数民族文化是艺术创作的宝贵源泉；理解艺术无国界，增强文化自信，尊重多元艺术。 4.思维品质 辩证思考：灵感不等于成功，艺术创作除灵感还需要坚持、实践；批判性思考直接引语的写作作用；思考自己生活中的灵感来源，发展逻辑、思辨能力。 教学重难点 教学重点 获取梳理三位艺术家的代表作、灵感来源，理清文章脉络； 掌握重点词汇、see…being done、现在完成进行时语法； 探究主题意义：艺术灵感来源于生活、文化与经历。 教学难点 赏析写作手法，理解直接引语在文中的表达效果； 辩证思辨：灵感与实践、努力之间的关系； 将文本知识迁移，用英语表达个人对灵感与艺术的看法。 教学资源 课件PPT，黑板、白板。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1 Lead in 1.Who is Muse？ 【答案】 Muse: A Greek goddess who is in charge of art. Today, a muse is a person who serves as an artist’s inspiration. 2.Watch and answer 1. Which artist is the video about? 2.Which of his works are mentioned? 3. What inspired the artist? 【答案】Leonardo da Vinci；Mona Lisa；The natural world 3.Look at the pictures and read the quotes. Imagination creates reality. —— Richard Wagner Inspiration comes from nothing but long-term practice. ——Zhu Guangqian I invent nothing. I rediscover. —— Auguste Rodin Inspiration exists, but it has to find you working. —— Pablo Picasso The sources of inspiration vary from peoson to person. Summary: Each one reckons inspiration comes from ______________________________ ____________ and _______________. 【答案】imagination；long-term practice；rediscovery working Which quote do you most or least agree with? Why? 1. 由希腊神话 Muse 引出单元主题 inspiration； 2. 借助达芬奇短视频、中外艺术家名言激活已有背景知识； 3. 引发学生思考灵感的不同来源，激发阅读兴趣 12min Activity 2Pre-Reading 1.Tick what you think are the most important sources of inspiration for artists. □ childhood □ family and friends □ books and films □ other artists □ history □ travel □ nature □ social issues □ private feelings □ culture and traditions □ imagination 2.Now work in pairs to compare and explain your choices. 3.Prediction What do you expect to read? Every artist’s wish is to create something that expresses an idea. But where do artists get their ideas from?Who or what inspires them?Here we find out more about the influences behind the successes of three very different artists. 【答案】It is about where the artists get their inspiration. Read the passage and fnd out what inspires each artist. 1. 激活话题词汇，调动学生已有认知；2. 训练读前预测阅读策略，带着问题进入阅读 10min Activity 3 While Reading Skimming Choose where you would most likely find the passage and give your reasons. 1 An art magazine. 2 An artist biography. 3 An online art forum. 4 A poster for an art festival. A magazine is a large thin book with a paper cover that contains news stories, articles, photographs, etc, and is sold weekly or monthly. A biography is a book concerning someone’s life, written by someone else. A forum is focused on many people’s discussion or debate on a certain issue. A poster is a large printed notice, picture, or photograph, used to advertise something or as a decoration. 【答案】1 An art magazine. Scanning 1.Who are they? 2.What are their professions? 3.Where do artists get their ideas from? 4.Who inspires them? 5.What inspires them? 【答案】 Florentijn Hofman — a visual artist 【答案】Tan Dun —a composer 【答案】Dao Meilan —a dancer Florentijn Hofman Well-known works: Rubber Duck 1 ___________ Sources of inspiration: his children toys 2_______________ 3_______________________________ 【答案】Floating Fish；Chinese folk tales；Wuzhen and how people lived there Tan Dun well-known works: 4__________________________________________ 5____________________________ Sources of inspiration: 6____________________________ Western influences 【答案】Composing music for the film Crouching Tiger, Hidden Dragon and the 2008 Beijing Olympics；Nine Songs；Chinese musical traditions What do the words Tan Dun says in Paragraph 5 refer to? 【答案】To advise combining Chinese music with sounds from the whole world. By saying “universal expression”, Tan Dun means Chinese music should carry not only the Chinese human spirit but also that of the world. In that way, Chinese music can have international recognition. “There is no territory in the world of music.” Dao Meilan well-known works: 7__________________________________ Sources of inspiration: 8____________________________________ 9_________________________________ 【答案】Peacock Princess / The Golden Peacock；rich cultural heritage of her home town；traditional stories of her home town What does the three artists’ inspiration have in common? 【答案】Their inspiration all comes from their lives and experiences. 1. 略读把握文体；扫读抓取关键事实信息； 2. 梳理文本框架，理清文章脉络； 3. 挖掘文本隐性主旨：灵感来源于生活经历 22min Activity 4 Post Reading 1. Pair work Why do you think the author chose to use quotes instead of reported speech in the passage? “During the walk and my stay here in the town, I saw the fish being fed by people. …” “There is no territory in the world of music.” “In China, I dance to represent the Dai people, ...” 【答案】The author chose to use quotes in the passage to tell readers how the three artists get their inspiration for their artworks, and by adding these quotes, the passage appears more believable and more convincing. 2. Think and share What else is needed apart from inspiration behind their success? Each one chooses one aspect to explain. (Use complete sentences to express your opinion) ●1. 赏析写作手法，提升鉴赏能力；2. 深度思辨，辩证看待灵感，升华主题 10min 应用实践 Activity 5 Language points P51 “During the walk and stay here in the town, I saw the fish being fed by people.” see sb./sth. being done 看见……正在被做 Translate 当我走进教室的时候，我看见墙正在被粉刷。 【答案】 When I entered the classroom, I saw the wall being painted. P51 Since his first opera, Nine Songs, Tan Dun has been using a combination of Chinese music and sounds from all over the world to tell stories. has been using 是现在完成进行时；即动作从过去开始一直持续到现在，且还在进行中，并可能持续下去。 Translate 已经连续下了三天的雨了. 【答案】 It has been raining for three days in a row. 1. 在展览中(2 ways)-v._____ 2. 转向/向sb求助 3 位于/坐落于...中/ 4. 景区（2 ways) 5. ...的灵感来源 6. 世代相传(2 ways) 7. （对sb而言）变得生动，活跃起来（2 ways) 8 v. 以...为特点/起重要作用 a.有/无特色的____ _______ 9. ...的象征/符号 a.________ 10. 表现出，彰显,激发，产出 ~ in/up/about... 【答案】 1. on display/exhibition-exhibit 2. turn to sb for help./turn to (doing) ... 3. be set/located/situated among... 4. scenic zone/spot/resort 5. the inspiration for... 6. pass down... through the generations ~ from generation to gerneration 7. come to life for sb/come alive 8. feature/featured/featureless 9. a symbol of/for--symbolic 10. bring out/ bring in:引进 bring up:抚养，培养，提出 bring about:引起 1. 突破本课语言难点； 2. 在语境中巩固词汇语法，实现语言内化 14min Activity 6 Summary ●借助思维导图建构知识体系，巩固文章内容，训练口头输出 6min Activity 7 Self-evaluation 1.After learning, I am able to understand three artists basically. 2.After learning, I am able to master where the inspirations come from. 3.After learning, I am able to appreciate and evaluate the arts. ●学生反思本节课学习收获，定位自身不足 2min 迁移创新 作业内容 作业设计意图 4min 本节课作业二选一，为分层作业，难度有所区别。基础一般的同学可以选择作业一，基础较好的同学可以选择作业二。 Every artist’s wish is 1.　 　　 (create) something 2.__________　　　 expresses an idea.  One way for Florentijn Hofman to find inspiration is turning to his children’s 3.　　　　 (toy).These objects have given him 4._______　　　　 (innovation) ideas for his animal sculptures,such as the famous Rubber Duck.Hofman’s inspiration for Floating Fish came from Chinese folk tales 5.　　　 (pass) down through the generations.When he visited Wuzhen,the sights he saw set his idea for Floating Fish in motion.  Tan Dun is most 6.　　　　 (wide) known for composing music for the film Crouching Tiger,Hidden Dragon 7.　 　 the 2008 Beijing Olympics. Since his first opera,Nine Songs,Tan Dun 8._______________　　 　　 (use) a combination of Chinese music and sounds from all over the world to tell stories.  Dao Meilan is widely known as the “Peacock Princess”.The inspiration for her dances has come from the rich cultrual heritage and traditional stories of Xishuangbanna.She created amazing dances to bring 9.　　　　 the charm of the beautiful birds and 10.___　　　　 local people’s lives.  【答案】1.to create 2.that 3.toys 4.innovative 5.passed 6.widely 7.and 8.has been using 9.out 10.the ●分层作业适配不同学情；从文本迁移到学生自身，落实学用结合 板书设计 选择性必修第一册Unit 4 Meeting the Muse Starting out & Understanding ideas Muse → inspiration Florentijn Hofman (visual artist) works: Rubber Duck; Floating Fish inspiration: toys, folk tales, Wuzhen’s life Tan Dun (composer) works: Crouching Tiger Hidden Dragon; Nine Songs inspiration: Chinese musical traditions + western influences Dao Meilan (dancer) works: Peacock Princess inspiration: local cultural heritage & traditional stories 教学反思 优点：教学活动遵循英语学习活动观，从学习理解到应用实践再到迁移创新，层层递进，落实读思课的教学要求 缺点：课堂时间有限，读后思辨讨论环节学生发言时间不足，部分内向学生参与度不高 改进：压缩部分语言讲解时间，把更多时间交给学生小组讨论，设置小组发言任务，鼓励内向学生参与 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $