文档介绍：该【Unit+4+Meeting+the+Muse+Understanding+ideas+教学设计 高中英语外研版（2019）选择性必修第一册 】是由【1660287****】上传分享，文档一共【5】页，该文档可以免费在线阅读，需要了解更多关于【Unit+4+Meeting+the+Muse+Understanding+ideas+教学设计 高中英语外研版（2019）选择性必修第一册 】的内容，可以使用淘豆网的站内搜索功能，选择自己适合的文档，以下文字是截取该文章内的部分文字，如需要获得完整电子版，请下载此文档到您的设备，方便您编辑和打印。Teaching Plan for Unit 4: Meeting the Muse
Understanding Ideas
Textbook Analysis
This lesson, titled What inspires you?, focuses on the theme of artistic inspiration and creativity. The lesson centers around three artists: Florentijn Hofman, Tan Dun, and Yang Liping, and explores how they draw inspiration from their surroundings, culture, and personal experiences. The text provides insights into the creative processes of these artists and highlights the importance of cultural and personal influences in art. The lesson aims to develop students1 reading comprehension, vocabulary, and critical thinking skills, while also encouraging them to reflect on their own sources of inspiration.
Student Analysis
The students are high school learners with an intermediate level of English proficiency. They are familiar with basic grammar structures and have a working vocabulary, but they may still struggle with understanding complex sentences and expressing abstract ideas in English.
Many students at this age are interested in art and creativity, but they may not have a deep understanding of how artists draw inspiration from their surroundings and cultural backgrounds. This makes the topic of the lesson both engaging and educational for them.
Teaching Objectives
By the end of this lesson, students will be able to:
.Understand the main ideas and details of the text about the three artists and their sources of inspiration.
.Analyze how cultural and personal experiences influence artistic creativity.
.Reflect on their own sources of inspiration and how they can apply these in their creative endeavors.
.Use key vocabulary related to art and inspiration in discussions and writing.
Teaching Key Points and Difficult Points
Key Points:
.Understanding the main ideas and details of the text about the three artists.
.Analyzing how cultural and personal experiences influence artistic creativity.
.Reflecting on the importance of inspiration in the creative process.
Difficult Points:
.Helping students understand the cultural and personal influences on the artists1 work.
.Guiding students to reflect on their own sources of inspiration and express their ideas in English.
Teaching Methods and Learning Strategies
.Task-based learning
.Discussion learning
.Heuristic teaching
-learning
Cooperative learning
Teaching Aids
PowerPoint Presentation and Whiteboard:
Teaching Hours
This lesson is designed for 1 class hour (approximately 40 minutes).
Teaching Procedure
Step 1: Lead-in
Show a video of Yang Liping's dance and ask students to discuss what inspires her. Introduce the topic of artistic inspiration and creativity.
Step 2: Pre-reading
Ask students to predict the content of the text based on the title and images.
Step 3: While-reading
Activity 1: Students read the text quickly and identify the main ideas of each section (the three artists and their sources of inspiration).
Activity 2: Students read the text carefully and answer detailed comprehension questions about the artists1 inspiration and works.
Activity 3:Do some exercises.
Which statement is true about Florentijn Hofman?
He is a visual artist from the Netherlands.
His most famous work is the Floating Fish in Wuzhen.
His inspiration for Rubber Duck was from some Chinese folk tales.
When Hofman visited Wuzhen, he saw some people sculpting fish on the wall.
What do you know about Tan Dun's music?
His music is influenced more greatly by Western music .
His music is influenced more greatly by Chinese musical traditions.
His music for the 2008 Beijing Olympics is his first opera.
His music is a mix of Chinese musical traditions and Western influences.
What does the word “admire" mean in the sentence “Our ethnic groups, especially the Dai people, admire the peacock”？
A. Appreciate B. adore C. understand D. accept
Where would you most likey to find the passage?
A. An art magzine B. An artist biography
C. An online art forum D. A poster for an art festival
Step 4: Post-reading
Group Discussion: Students discuss what the three artists1 inspiration has in common and how they can apply these lessons to their own creative endeavors.
Think & Share: Students share their thoughts on what might inspire them to create an artwork and discuss any difficulties they encountered in understanding the passage.
Step 5: Summary
Summarize the key points of the lesson, emphasizing the importance of cultural and personal experiences in artistic creativity.
Step 6: Homework
Compulsory:
Students write a short reflection on their own sources of inspiration and how they can apply these in their creative endeavors.
Optional:
Students research another artist and prepare a short presentation on their sources of inspiration.
. Blackboard Design
Unit 4: Meeting the Muse - Understanding Ideas
Key Vocabulary:
Muse, inspiration, cultural traditions, universal expression.
Artists and Their Inspiration:
Florentijn Hofman: children's toys, Chinese folk tales, Wuzhen.
Tan Dun: Chinese musical traditions, Western influences.
Yang Liping: life in Xishuangbanna, the peacock, Dai dance style.
Lessons for Creativity:
Inspiration comes from life and experiences.
Cultural and personal influences shape artistic expression.
.Teaching Reflection
Strengths:
The lesson successfully engaged students in reflecting on the importance of inspiration in the creative process.
The group discussions and writing task allowed students to practice their English skills in a meaningful context.
Weaknesses:
Some students struggled to understand the cultural and personal influences on the artists1 work.
The lesson could be improved by providing more examples of artists from different cultural backgrounds.
Improvements:
Incorporate more real-life examples of artists from diverse cultural backgrounds to inspire students.
Provide additional vocabulary support and writing templates for weaker students.