资源简介

Unit 4 Meeting the muse
What inspires you
教学设计
Learning objectives:
To grasp the main idea of the passage by skimming and scanning and get general ideas about the three artists.
To learn the language and structure of the text.
To think about how to gain inspiration for your study and life based on the experiences of the three artists.
Lead-in:
Watch a short video to help the Ss know what is the muse
【设计意图】激活背景知识， 导入课文。
Read within the text
Read for the main idea
Read the passage quickly and grasp the main idea of it.
What is the main idea of the passage
Inspiration has nothing to do with life experiences.
The sources of inspiration are of great importance for an artist.
Successful artists need inspiration to enrich their lives.
Artists can be easily inspired by what they have experienced.
【设计意图】 帮助学生理解文章的主旨大意，对每个艺术家的著名作品和创作风格以及作品创作的灵感来源有了初步的了解。
Read for the details
Read the first part about Hofman and fill in the form.
Names Well-known works Sources of inspiration Quote
Hofman
【设计意图】引导学生进一步理解文章大意， 了解艺术家霍夫曼的个人情况。
1) Read the 2nd part about Tan Dun and fill in the form.
Names Well-known works Sources of inspiration Quote
Tan Dun
【设计意图】引导学生进一步理解文章大意， 了解艺术家谭盾的个人情况。
2) Read for thinking:
Translation: As Tan once said, Chinese music should carry “universal expression” of the human spirit so as to be recognised by the whole world.
______________________________________________________________________________________________________________________________________________________
Critical Thinking:
What should we do first before using the sounds from all over the world
______________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________
【设计意图】基于文本学习， 通过批判性思维，提出在使用来自世界的“sounds”前， 我们应该首先干什么？
1) Read the 3rd part about Yang Liping and fill in the form.
Names Well-known works Sources of inspiration Quote
Yang Liping
【设计意图】引导学生进一步理解文章大意， 了解艺术家杨丽萍的个人情况。
2) What do you learn from Yang Liping’s experiences
______________________________________________________________________________________________________________________________________________________
___________________________________________________________________________【设计意图】让学生积极参与讨论，深入挖掘文本，引导学生从艺术家杨丽萍的经历中体会到1）对我们灿烂的传统文化要有坚定的自信。 2） 要传播好中华优秀文化， 用英语讲好中国故事， 让更多的国家和民族了解中国， 了解我们的灿烂文海。 3） 加强巩固与世界各国的友谊。 通过这个活动，引导学生的思维由低阶向高阶稳步发展。
Read beyond the text
Role- play
Suppose（假设） you’re the host of the TV program “What inspires you”. Now you are interviewing the three artists. Try to make use of the information from our learning material. For example :
What’s your favorite works
How do you get the inspiration for the work
What’s your idea for ……
……
【设计意图】创设合理的情境， 让学生以采访的形式， 对文本的内容进行加工处理，尝试使用和内化所学的语言和知识， 巩固所学内容，从理解到应用， 促进语言运用的自动化， 助力学生将知识转化为能力。
In your daily life, how can you get inspiration for your study or life Draw a mind map with your ideas and explain your reasons.
【设计意图】结合学生生活中可能面对的情境， 让学生以思维导图的形式呈现出自己如何获得生活和学习上的灵感， 对灵感的获得有了深层次的思考， 形成了新的认知。
< 拓展阅读>
After his giant Yellow Duck debuted in Hong Kong three years ago, Florentijn Hofman has made a giant pink Floating Fish for Wuzhen, an ancient water town in Zhejiang province.
It is the first time the Dutch artist has made an animal-related work on the Chinese mainland.
The 15-meter-long, 7-meter-high fish — made from thousands of swimming kickboards for children — floats on a pond at a theater in Wuzhen.
It was shown to the public on Sunday as part of the Wuzhen International Contemporary Art Exhibition. "I got inspiration from Wuzhen and from a Chinese folk story that a fish jumping the 'dragon gate' brings luck and wealth for people," Hofman said.
Six months ago, he was invited by the Culture Wuzhen Company to create a work for the art show, which features works by influential artists. Hofman then visited Wuzhen, one of the country's most popular tourist towns, where he saw windows of wooden houses with fish sculptures and also carp swimming in rivers, from where he says his inspiration came.
“The theater looks like a sea world and the dolphin-shaped water area fits well with the fish installation,” he said.He chose pink for his fish so that it would stand out from its surroundings. "It looks like a killer whale, but it's not really. ... It has connections to Wuzhen and the Chinese folk story — that's why its scales look like the scales of a dragon," he said.
Hofman drew the image for Floating Fish, which was completed by Chinese workers using domestically produced materials. All communication for the project was carried out through e-mails, videos, photos and instant messaging.
In China, Hofman has been called the "father of the giant Yellow Duck" because of the duck's popularity among Chinese people.
However, he says his four children's toys inspired him to do animal-related installations. Besides rabbits, bears, the Yellow Duck and now the fish, Hofman said more animals will be added to his works.
He said he hopes visitors can touch the pink fish — gently, of course — adding that he doesn't like the way in which many public works are treated in China, with visitors not allowed to touch them.
"It's just like your neighbor's car. Why not touch it, as long as you treat it gently," he said. Chen Xianghong, president of the Culture Wuzhen Company, said he will buy Floating Fish for Wuzhen after the show ends in June. But some residents are not so impressed. "I don't like the pink fish. It's not a good-looking one. Holman's Yellow Duck is cute, but the fish doesn't fit with the environment of our water town," resident Ye Jun said.The houses in Wuzhen have white walls and gray tiles.
Unit 4 Meeting the muse
What inspires you
学情分析
通过义务阶段课程的学习， 高二学生对中外文化知识已经有了诸多积累， 对不同国家和民族的文化有了一定的了解， 具有一定的文化素养和正确的价值取向，具有辨别是非的能力。
我校处于经济落后地区， 近些年优质生源流失非常严重， 学生能力和水平不断下降，学生素质层次不齐。学生英语底子较为薄弱，英语语言表达能力、思维能力明显不足，一定程度上限制了思想的表达和课堂的效果。
小组合作的长期实施，学生组内形成了一定的默契，可以做到有效的小组合作。
学生使用平板非常熟练， 很好的展现了课堂生成的效果，提高了课堂效率。
Unit 4 Meeting the muse
What inspires you
效果分析
基于学科核心素养发展的英语学习活动观， 积极探索有效的教与学的方式，基本实现了教学目标，取得了预期的教学效果。
通过快速阅读， 选择文章主旨大意， 使学生对每个艺术家的著名作品和创作风格以及作品创作的灵感来源有了初步的了解， 理解了文章的主旨大意。
创设合理的情境， 让学生以采访的形式， 对文本的内容进行加工处理，尝试使用和内化所学的语言和信心， 巩固所学内容，从理解到应用，从输入到输出，促进语言运用的自动化， 助力学生将知识转化为能力。
基于文本学习， 通过批判性思维，提出在使用来自世界的“sounds”前， 我们应该首先干什么？从舞蹈家杨丽萍舞蹈作品的灵感来源，让学生思考从她的经历中我们学到了什么？让学生积极参与讨论，深度挖掘课文，引导学生的思维由低阶向高阶稳步发展。
最后，结合学生生活中可能面对的情境， 让学生以思维导图的形式呈现出自己如何获得生活和学习上的灵感， 对灵感的获得有了深层次的思考， 形成了新的认知。
从学生的课堂反应可以看出， 在学习文本后提出的思考题，学生讨论可以达到一定深度，在课堂中也产生了一些生成性的问，说明学生的思考深度和广度都达到了预期。师生之间的思维碰撞也很好地突破了这节课的重难点，让学生在充分思考的基础上，很好地达成了这节课的教学目标，对核心素养的培养也起到了很好的推动作用。
Unit 4 Meeting the muse
What inspires you
教材分析
本篇课文出自外研版英语教材（2019版）选择性必修一第四单元“understanding ideas” 板块。本单元的主题语境是“人与社会”， 涉及的主题语境内容是艺术的灵感。 本版块呈现了一篇反映单元主题的课文， 语篇类型为个人故事， 介绍了三位著名的艺术家和他们的作品及他们对艺术灵感的解读。
本单元讲述了很多名人的著名作品和他们获得灵感的来源， 还介绍了这些名人的感悟； 旨在通过“艺术“这一话题， 引导学生在了解这些名人的成功事迹后， 能勇于探索生活， 创造和发现生活的美， 发现自己的人生价值， 用执着的精神去实现人生理想。 基于此， 本节课的教学目标设定为：
带领学生通过略读和精读， 获取课文大意， 了解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。
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和生活上的灵感并取得成功。
学生对此类文章的篇章结构并不陌生，文章理解的难易度适中。 因此，基于语篇所承载的文化知识， 引导学生挖掘其意义与内涵， 挖掘文本深层次内容，加深对文化异同的理解， 坚定文化自信， 汲取文化精华，增强家国情怀是本节课的教学难点。
Unit 4 Meeting the muse
What inspires you
评测练习
While-reading:
Read the passage quickly and grasp the main idea of it.
What is the main idea of the passage
Inspiration has nothing to do with life experiences.
The sources of inspiration are of great importance for an artist.
Successful artists need inspiration to enrich their lives.
Artists can be easily inspired by what they have experienced.
Read for thinking:
The second part about Tan Dun
What should we do first before using the sounds from all over the world
The third part about Yang Liping
What do you learn from Yang Liping’s experiences
Post-reading:
In your daily life, how can you get inspiration for your study or life Draw a mind map with your ideas and explain your reasons.
< 拓展阅读>
Read the passage online about Hofman to learn more introduction to him.
After his giant Yellow Duck debuted in Hong Kong three years ago, Florentijn Hofman has made a giant pink Floating Fish for Wuzhen, an ancient water town in Zhejiang province.
It is the first time the Dutch artist has made an animal-related work on the Chinese mainland.
The 15-meter-long, 7-meter-high fish — made from thousands of swimming kickboards for children — floats on a pond at a theater in Wuzhen.
It was shown to the public on Sunday as part of the Wuzhen International Contemporary Art Exhibition. "I got inspiration from Wuzhen and from a Chinese folk story that a fish jumping the 'dragon gate' brings luck and wealth for people," Hofman said.
Six months ago, he was invited by the Culture Wuzhen Company to create a work for the art show, which features works by influential artists. Hofman then visited Wuzhen, one of the country's most popular tourist towns, where he saw windows of wooden houses with fish sculptures and also carp swimming in rivers, from where he says his inspiration came.
“The theater looks like a sea world and the dolphin-shaped water area fits well with the fish installation,” he said.He chose pink for his fish so that it would stand out from its surroundings. "It looks like a killer whale, but it's not really. ... It has connections to Wuzhen and the Chinese folk story — that's why its scales look like the scales of a dragon," he said.
Hofman drew the image for Floating Fish, which was completed by Chinese workers using domestically produced materials. All communication for the project was carried out through e-mails, videos, photos and instant messaging.
In China, Hofman has been called the "father of the giant Yellow Duck" because of the duck's popularity among Chinese people.
However, he says his four children's toys inspired him to do animal-related installations. Besides rabbits, bears, the Yellow Duck and now the fish, Hofman said more animals will be added to his works.
He said he hopes visitors can touch the pink fish — gently, of course — adding that he doesn't like the way in which many public works are treated in China, with visitors not allowed to touch them.
"It's just like your neighbor's car. Why not touch it, as long as you treat it gently," he said. Chen Xianghong, president of the Culture Wuzhen Company, said he will buy Floating Fish for Wuzhen after the show ends in June. But some residents are not so impressed. "I don't like the pink fish. It's not a good-looking one. Holman's Yellow Duck is cute, but the fish doesn't fit with the environment of our water town," resident Ye Jun said.The houses in Wuzhen have white walls and gray tiles.
Unit 4 Meeting the muse
What inspires you
课后反思
本节课是语篇阅读课， 主题语境是人与社会，主题语境内容是艺术的灵感。在设计这堂课的过程中，努力实践指向学科核心素养发展的英语学习活动观， 实施深度教学， 积极探索有效的教与学的方式， 研究如何在教学中将语言知识转化为学生的语言运用能力， 帮助学生正确理解和表达意义、态度和情感， 落实好培养学生英语学科核心素养的目标。
一、较好的方面：
1. 导入简洁明快， 直击单元主题。
本版块的语境内容是艺术的灵感。 单元标题为Meeting the muse。通过课前调查发现， 很多学生对muse 并不了解。 因此，通过多方搜集， 终于找到适合课上导入的视频短片， 帮助学生在最短的时间内对希腊神话中的muse有了初步的了解，为学生铺垫必要的语言和文化背景知识， 同时快速切入到了本节课的主题内容， 引出要解决的问题。 （三位艺术家怎样获得了艺术灵感）
2. 学习活动设计合理、真实，层层递进，直接、简洁、有效，取得了预期的活动效果。
本节课中围绕主题语境，基于对语篇的解读和对学情的把握， 通过学习理解、应用实践、迁移创新等层层递进的语言、思维相融合的活动， 引导学生加深对主题意义的理解；帮助学生在活动中习得语言知识， 并运用语言技能， 比较文化异同， 评析语篇意义， 形成正确的价值观念和积极的情感态度。
通过这些活动， 首先使学生对每个艺术家的著名作品和创作风格以及作品创作的灵感来源有了初步的了解， 理解了文章的主旨大意。 在此基础之上， 创设合理的情境， 让学生以采访的形式， 对文本的内容进行加工处理，尝试使用和内化所学的语言和知识， 巩固所学内容，从理解到应用， 促进语言运用的自动化， 助力学生将知识转化为能力。 其次， 基于文本学习， 通过批判性思维，提出在使用来自世界的“sounds”前， 我们应该首先干什么？从舞蹈家杨丽萍舞蹈作品的灵感来源，让学生思考从她的经历中我们学到了什么？让学生积极参与讨论，深入挖掘文本，引导学生的思维由低阶向高阶稳步发展。 最后，结合学生生活中可能面对的情境， 让学生以思维导图的形式呈现出自己如何获得生活和学习上的灵感， 对灵感的获得有了深层次的思考， 形成了新的认知。
3. 深度学习成为可能。
课堂教学促进了学习活动向纵深发展。主要体现在阅读活动层层深入， 从整体阅读到细节阅读， 再到批判性阅读。 把对学生思维品质和文化意识的发展要求有机融入语言知识和文化知识的学习中。活动的设计不为热闹的效果和假象，只为思维的深度和有效。
4. 自主、合作和探究方式相结合。
在课堂上，有意识地培养了学生独立思考，分析问题和解决问题的能力。尊重学生的学习差异性，给学生足够的思考时间，鼓励学生多思考，多表达。同时也开展小组合作活动。给理解力和表达能力较强的学生机会，进一步锻炼自己和提升自己。能力较弱的学生，可以向同伴学习。让学生在合作探究和分享共赢中感受共同解决问题的快乐和获得感。
5.信息技术助力课堂教学。
充分利用了平板和学校现有的信息技术智慧平台辅助课堂教学。 屏幕广播使教学信息瞬间直达到学生面前。教师提问功能把屏幕截图发给学生，让学习直观有效。拍照上传使学生的学习成果，立刻分享，直观有效。
二、需改进之处：
1. 鉴于本人的个人水平， 口语如果能在“洋气”一点，板书如果能在漂亮一些， 会对学生产生更大的榜样引导作用。
2. 学校所在地经济基础不好， 近些年优质生源外流现象非常严重， 学生的英语基础和思维眼界限制了课堂上更淋漓尽致的表现， 使课堂的呈现效果不如预期。
Unit 4 Meeting the muse
What inspires you
课标分析
本节内容涉及三大主题语境中的人与社会，主题语境内容是艺术的灵感。语篇类型为个人故事。在课程标准的有关要求是“绘画、建筑等领域的代表性作品和人物； 影视、音乐等领域的概况及其发展； 对社会有突出贡献的人物”。这篇课文介绍了三位著名的艺术家和他们的作品及对艺术灵感的解读。
本堂课对于英语学科核心素养的体现。
1.英语学科的核心素养主要包括四大方面：（1）语言能力 语言能力是指在社会情境中，以听、说、读、看、写等方式理解和表达意义、意图及情感态度的能力。 （2）文化意识 文化意识是学生在全球化背景下对中外文化的理解和对优秀文化的认同，也是学生在全球化背景下所表现出的跨文化认识、态度和行为取向。（3）思维品质 思维品质是学生的思考辨析能力，包括分析、推理、判断、理性表达、用英语进行多元思维等活动。（4）学习能力 学习能力主要是指学生积极运用和主动调适英语学习策略，拓宽英语学习渠道，提升英语学习效率的意识和能力。
2. 本节课的核心素养侧重点有以下一些：
（一）语言能力：
1. 通过“艺术”这一话题， 引入相关词汇与短语。 恰当使用所学词汇及表达介绍艺术家。
2. 通过主旨大意归纳、细节理解和开放式问答等活动， 启发学生深入思考， 探究主题意义。
（二）文化意识
通过解读几位艺术家的成功经历和创作灵感， 帮助学生增强国家认同和家国情怀， 坚定文化自信；用包容、开放的心态和积极的态度吸纳和学习其他国家和民族的优秀文化和技术，学会做人，学会做事，成长为有文明素养和社会责任感的人。
（三）思维品质
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和生活上的灵感并取得成功。
（四）学习能力
学生积极运用和主动调适学习策略、拓宽英语学习渠道、努力提升英语学习效率。

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