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视频标签：What inspire
所属栏目：高中英语优质课视频
视频课题：新外研社选择性必修一Unit4 Understanding ideas What inspires you阅读课_董慧
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新外研社选择性必修一Unit4 Understanding ideas 阅读课_董慧
Book 4 Unit 4 Understanding ideas板块教学设计
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Understanding ideas--What inspires you?教学设计 （教学时长：45分钟） |
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| 课型 | Reading |
| 主题语境 | 人与社会——艺术的灵感 |
| 内容分析 | 本板块呈现了一篇反映单元主题的课文，语篇类型为个人故事，介绍了三位世界著名的艺术家Florentjin Hofman, 作曲家谭盾，和舞蹈家杨丽萍的作品及他们对艺术灵感的解读。即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。 |
| 教学目标 |
在本板块学习结束时，学生能够： 1.通过略读和精读，以思维导图的形式，获取文章主要信息；并通过复述、问答、思考、讨论的形式获取细节信息，了解Florentijnn Hofman、谭盾和杨丽萍三位艺术家的著名作品、艺术灵感的来源及他们对艺术的理解； 2.感知课文的语言，理解课文中直接引语的作用； 3.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 己如何获得学习上和生活上的灵感并获得成功。 |
| 教学重点 | 引导学生读懂语篇，找到三个人的作者描写的共同之处；并能讲出每个人的故事理解作者的写作意图了解三位艺术家的成长故事。 |
| 教学难点 |
1.引导学生掌握直接引语的用法并运用其进行表达； 2.引导学生深度思考三位艺术家成长的经验，思考自己如何获得学习上和生活上的灵感 并获得成功。 |
| 教学策略 | P-W-P模式；先行组织策略；概念形成策略。 |
| Teaching contents | Procedures | Purposes | |
| Teacher’s activity | Students’ activity | ||
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Pre-reading & Lead-in(5mins) |
1.Teacher invites a student who likes drawing and sometimes draw some pictures using his/her imagination or getting an inspiration from some sources to give a presentation. In the presentation, the student will talk about the picture and its inspiration. 2.Teacher asks other students to get the information--What inspires her/him? 教师板书What inspires you? 学生回答问题时教师板书做演讲学生的灵感来源。 |
Students try to catch the student’s source of inspiration and know what the presentation is about by making notes. |
1.To arouse the students’ interest in the topic. 2.To prepare students for reading. 3.To develop good habits of making notes and listening to what others said carefully. 从本书第三单元开始课前我们班级加入了课前演讲环节，学生准备过篮球运动员库里，中国女排的故事，并作了汇报，因此这一单元想继续延续这一模式，因为我发现学生更喜欢聆听同学的演讲，随着记录关键信息，获取知识，比教师传授效果来的更好。这一课我再课余询问了喜欢画画的学生，得知他们经常会因为身边的小事，人或者读过的书等去自己作画，正好与本课内容相符，吸引学生关注的同时也能从同学身上学到随处发现美得特点。 让学生带着What inspires her?这个问题听presentation. |
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While-reading (10mins) |
Task 1 1.Teacher asks students to skim the passage individually and find out what inspires each artist by means of drawing a mind map.(Activity 2+mind map) 2.Teacher asks students to discuss the answer in groups and ask them closely---how do you know? Can you find some key words? 3.Teacher invites the representative of each group to present their answers by showing their mind map and teacher checks the answers with the students. 4.Teacher asks them to finish Activity 3 and give their reasons. When they meet difficulties, teacher will give some tips and help. |
1.Students skim the passage and find out what inspires each artist using a mind map. 2.Students discuss the answer in groups. 3.Representative of each group presents their answers using mind map with some explanations and check the answers with the teacher. 教师根据学生导图板书三个艺术家的灵感来源。 4.Students finish Activity 3 and show the characteristics of the four sources. |
1.To get the sources of inspiration by reading and drawing a mind map. 2.To have students get the main idea of the passage. 3.To know more information about biography, forum and poster. 1.用了课本给出的活动二、三，同时课文的活动四是给出了思维导图，这一环节我让学生自己画，因为经过这几个单元的连续训练，我发现学生通过各种创新的思维导图模式，对文章的理解更加有条理并且深刻，让学生自己边读边画出三个任务都提及到了哪几个方面，自己做出的思维导图要比课本已给的印象深刻，帮助学生更好的理解文本。学生带着自己的思维导图上台展示并说出问题的答案，回答不全之处其他同学补充，合作完成。这一部分学生可能会找不全合作完成可以。 2.同时在学生回答完问题以后追问，如何得知让会的同学教给其他同学答题的精准定位的技巧。 |
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While-reading (15mins) |
Task 2 1.Teacher asks students to add more details to their mind map according to the question. What other aspects are mentioned in the passage? 2.Teacher invites some students to share their answers with the class and others make supplements. If they cannot say it completely, teacher will offer help. 追加问题 About Florentjin Hofman Teacher encourages the students to retell the text according to the given key words and encourages them to have a deeper understanding of the works and creation inspiration of Florentjin Hofman. About Tan Dun Teacher asks students to read the questions and locate the answers accurately and have a deep thinking. 1.What does Tan Dun think of music? What do you think of his view?What about art and dance? 2.What should Chinese music do in his eyes? About Yang Liping Teacher raises a question and taks Yang for example. Why do you think the author chose to use quotes instead of reported speech(间接引语) in the passage? Teacher asks the students to work in pairs to read andrewrite the quotes from the passage and answer the questions. |
1.Students read the passage carefully and add more details to their mind map according to the question. 2.Some students share their answers with the class and they say the works and some words said by three artists.
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1.To train students’ ability to summarise and think individually with their mind. 2.To let students gather information about the passage. 3.To examine how much students have grasped the detailed information of the passage, and cultivate students’ analysing abilities. 细节补充完毕，教师追加检查与追问，第一部分复述，为最后的speech做铺垫；第二部分回答问题，问题由易到难，层层递进，让学生有意识的读清题目问的是音乐还是中国音乐，再深度思考作答；以最后一部分为例子探究语言的使用--间接引语，引导学生学会用并使得文本更有信服力。 |
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Post-reading (15mins) |
Task 3 Teacher asks students to think about the question. What do the three artists’ inspirations have in common? Teacher lets them make a speech about “Meeting the muse”. There are three parts in the speech. Part 1 Introduction Part 2 Take one of three artists for example, including the works, the sources of inspiration and what they said. Part 3 What should we do in our daily life? |
Students think about and answer the question and prepare for their speech. |
To develop students’ abilities to transfer knowledge and put what we have learned in daily life into use. Also review what we have learned in class to make a speech. 本课导入以学生演讲进入，最后结束又以演讲结束，首尾呼应，让学生在读完文本，把本课所学内容加以输出，运用到生活中。演讲以Meeting the muse为题，教师给学生英英释义为find your inspiration,将本课内容与单元主题结合起来。 最后教师升华主题，利用板书结合活动1总结，引导学生发现生活的美并捕捉引用到生活和学习中。 |
 板书 |
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学生演讲稿 Hi, everyone,it’s my pleasure to give a speech. Today I want to talk to you about inspiration. Artists need inspiration when creating things, and dancers need inspiration when dancing. But where does inspiration come from? For me, inspiration is everywhere. I like to draw, and I get the inspiration from ordinary things around us. There are paintings in my Chinese textbooks, which are inspired by the ancient prose we study every day. In my spare time, I will draw pictures. The stories in the textbooks, the scenery outside the window and even the various classmates around me are all inspirations for my creation. As long as we pay attention to observing the details of life, we will find many surprises. Inspiration is fleeting. So I draw every moment that amazes me so that we can be touched forever. That’s all. Thank you! |
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