外研版（2019）选择性必修第一册 Unit 4 Meeting the museSection A Understanding ideas（教案）
文档属性
| 名称 | 外研版（2019）选择性必修第一册 Unit 4 Meeting the museSection A Understanding ideas（教案） |  | |
| 格式 | zip | ||
| 文件大小 | 189.5KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-08-28 13:16:42 | ||
图片预览
文档简介
Unit 4 Meeting the muse
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：
知识目标：学生可以对文章进行解构，读懂与艺术相关的文章
能力目标：学生能够分析文章的架构，顺利作答各个习题
情感目标：学生学习文章中人物的精神
教学重难点
教学重点：带领学生通过略读和精读，获取课文大意，了解Florentijn Hofman、谭盾和杨丽萍三位艺术家的著名作品、作品的特色、艺术灵感的来源及他们对艺术的理解；引导学生感知课文的结构和语言，理解课文中直接引语的作用；
教学难点：引导学生基于课文内容联系生活实际，从三位艺术家的艺术创作生涯中获得启发和鼓励，思考自己如何获得学习上和生活上的灵感并取得成功。
课前准备：多媒体，黑板，粉笔
教学过程：
一、Pre-class
1. Greeting
2. Leading-in
教师活动：带领学生完成活动1。教师可以通过视频的形式展示杨丽萍的孔雀舞视频，激发学生的学习兴趣。
第一步：简单介绍杨丽萍及其作品，请学生猜测作品的灵感来源，引出不同的灵感来源这一话题。
第二步：请学生独立快速阅读活动指令，做出自己的选择。
第三步：请个别学生分享自己的答案，并阐述理由。
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
二、While- class
学生活动：完成活动2。Read the passage and find out what inspires each artist.
在读中活动中，教师请学生带着问题阅读课文，理解课文内容。本活动重点在于快速阅读，提取信息。
第一步：学生带着任务略读课文，回答学生用书中的问题。
第二步：学生分组讨论问题的答案。
第三步：请个别学生回答问题，全班核对答案。
参考答案：
Hofman gets inspiration from his children's toys, Chinese folk tales, Wuzhen and the way people lived there.
Tan Dun gets inspiration from Chinese musical traditions and Western influences.
Yang Liping gets inspiration from her life in Xishuangbanna, the peacock, and the dance style of the Dai people.
学生活动：完成活动3。
教师可以借助本活动检验学生根据课文内容准确判断文章出处的能力。
第一步：学生独立快速浏览选项，结合课文内容，做出选择。
第二步：请个别学生分享答案，并说明理由。然后全班核对答案。
第三步：教师讲解四种不同出处的特征。
教师可以补充讲解不同出处的特征：
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 on debate on a certain issue.
A poster is a large printed notice, picture, or photograph, used to advertise something or as a decoration.
学生活动：完成活动4。
教师可通过此活动引导学生进一步关注课文的结构和主要信息，并体会作者的写作意图。
第一步：学生独立阅读活动指令和图表信息，明确活动意图。
第二步：学生两人一组，仔细阅读课文内容，对三位艺术家的信息进行补充。
第三步：请各小组选择代表分享答案，其他小组进行补充。
参考答案：
1 Floating fish
2 Chinese folk tales
3 Wuzhen and the way people lived there
4 composing music for the film Crouching Tiger, Hidden Dragon and the 2008 Beijing Olympics
5 Nine Songs
6 Chinese musical traditions
7 Spirit of the Peacock
8 the peacock
9 the dance style of the Dai people
Work in pairs. Read the quotes from the passage and answer the questions.
1. During the walk and his stay there in the town, he had seen the fish being fed by people.
There was no territory in the world of music in Tan Dun's eyes.
She felt very grateful for the years in Xishuangbanna,
2. The author chose to use quotes in the passage to tell readers how the three artists get their inspiration or muses for their artworks, and by adding these quotes, the passage appears more believable and more convincing.
三、After-class
Think & share
教师鼓励学生在深入理解课文的同时联系自身实际，表达自己的观点，进行知识和思维能力的拓展与迁移。
第一步：学生分组，讨论本环节问题的答案。
第二步：请个别学生回答问题，其他学生进行补充或展开自由讨论。教师可进行点评，引导学生深入思考艺术灵感的来源。
1 What does the three artists' inspiration have in common
2 What do you think is the "universal expression" of the human spirit
3 What might inspire you to create an artwork
4 What difficulties have you encountered in understanding this passage
Share them with the class and ask for their advice.
参考答案
1 For the three artists, their inspiration all comes from their lives and experiences.
2 By saying "universal expression", Tan Dun means Chinese music should carry not only the Chinese human spirit but also that of the whole world. In that way, Chinese music can have international recognition.
3 Students'own answers.
4 Students'own answers.
四、Summary
总结课上所学
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：
知识目标：学生可以对文章进行解构，读懂与艺术相关的文章
能力目标：学生能够分析文章的架构，顺利作答各个习题
情感目标：学生学习文章中人物的精神
教学重难点
教学重点：带领学生通过略读和精读，获取课文大意，了解Florentijn Hofman、谭盾和杨丽萍三位艺术家的著名作品、作品的特色、艺术灵感的来源及他们对艺术的理解；引导学生感知课文的结构和语言，理解课文中直接引语的作用；
教学难点：引导学生基于课文内容联系生活实际，从三位艺术家的艺术创作生涯中获得启发和鼓励，思考自己如何获得学习上和生活上的灵感并取得成功。
课前准备：多媒体，黑板，粉笔
教学过程：
一、Pre-class
1. Greeting
2. Leading-in
教师活动：带领学生完成活动1。教师可以通过视频的形式展示杨丽萍的孔雀舞视频，激发学生的学习兴趣。
第一步：简单介绍杨丽萍及其作品，请学生猜测作品的灵感来源，引出不同的灵感来源这一话题。
第二步：请学生独立快速阅读活动指令，做出自己的选择。
第三步：请个别学生分享自己的答案，并阐述理由。
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
二、While- class
学生活动：完成活动2。Read the passage and find out what inspires each artist.
在读中活动中，教师请学生带着问题阅读课文，理解课文内容。本活动重点在于快速阅读，提取信息。
第一步：学生带着任务略读课文，回答学生用书中的问题。
第二步：学生分组讨论问题的答案。
第三步：请个别学生回答问题，全班核对答案。
参考答案：
Hofman gets inspiration from his children's toys, Chinese folk tales, Wuzhen and the way people lived there.
Tan Dun gets inspiration from Chinese musical traditions and Western influences.
Yang Liping gets inspiration from her life in Xishuangbanna, the peacock, and the dance style of the Dai people.
学生活动：完成活动3。
教师可以借助本活动检验学生根据课文内容准确判断文章出处的能力。
第一步：学生独立快速浏览选项，结合课文内容，做出选择。
第二步：请个别学生分享答案，并说明理由。然后全班核对答案。
第三步：教师讲解四种不同出处的特征。
教师可以补充讲解不同出处的特征：
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 on debate on a certain issue.
A poster is a large printed notice, picture, or photograph, used to advertise something or as a decoration.
学生活动：完成活动4。
教师可通过此活动引导学生进一步关注课文的结构和主要信息，并体会作者的写作意图。
第一步：学生独立阅读活动指令和图表信息，明确活动意图。
第二步：学生两人一组，仔细阅读课文内容，对三位艺术家的信息进行补充。
第三步：请各小组选择代表分享答案，其他小组进行补充。
参考答案：
1 Floating fish
2 Chinese folk tales
3 Wuzhen and the way people lived there
4 composing music for the film Crouching Tiger, Hidden Dragon and the 2008 Beijing Olympics
5 Nine Songs
6 Chinese musical traditions
7 Spirit of the Peacock
8 the peacock
9 the dance style of the Dai people
Work in pairs. Read the quotes from the passage and answer the questions.
1. During the walk and his stay there in the town, he had seen the fish being fed by people.
There was no territory in the world of music in Tan Dun's eyes.
She felt very grateful for the years in Xishuangbanna,
2. The author chose to use quotes in the passage to tell readers how the three artists get their inspiration or muses for their artworks, and by adding these quotes, the passage appears more believable and more convincing.
三、After-class
Think & share
教师鼓励学生在深入理解课文的同时联系自身实际，表达自己的观点，进行知识和思维能力的拓展与迁移。
第一步：学生分组，讨论本环节问题的答案。
第二步：请个别学生回答问题，其他学生进行补充或展开自由讨论。教师可进行点评，引导学生深入思考艺术灵感的来源。
1 What does the three artists' inspiration have in common
2 What do you think is the "universal expression" of the human spirit
3 What might inspire you to create an artwork
4 What difficulties have you encountered in understanding this passage
Share them with the class and ask for their advice.
参考答案
1 For the three artists, their inspiration all comes from their lives and experiences.
2 By saying "universal expression", Tan Dun means Chinese music should carry not only the Chinese human spirit but also that of the whole world. In that way, Chinese music can have international recognition.
3 Students'own answers.
4 Students'own answers.
四、Summary
总结课上所学