《英语》（新标准）高中选择性必修第一册Unit 4 教学设计

Book4Unit4Meetingthemuse教学设计

单元主题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。

本单元介绍了不同领域的世界名人，如画家LeonardodeVinci、Pablo

Picasso,雕塑家AugusteRodin,诺贝尔获奖作家莫言，视觉艺术家

FlorentijnHofman,作曲家谭盾和舞蹈家杨丽萍等，讲述了这些名人的

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；同时，本

单元也探讨了科技和艺术之间的关系。本单元旨在通过“艺术”这一话

题，引入相关词汇与语法结构，实现单元总目标，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。

单元目标学生能够围绕本单元主题语境内容，根据本单元提供的个人故事、海报

等多模态语篇，综合运用各种语言技能，结合现有知识储备，读懂与艺

术相关的文章，并能够听懂、谈论与艺术家、艺术品及艺术灵感来源相

关的话题，恰当使用所学词汇及表达介绍艺术家，描述和鉴赏艺术品，

记录日常学习、生活及感悟，了解中外艺术家创作艺术作品时的思维方

式及灵感的获取等方面的异同，深化对本单元主题意义的理解与挖掘；

同时能够运用本单元所学知识，并通过比较、分析，联系生活实际，有

逻辑、有层次地介绍艺术家的生平事迹，能够完整地写出有关艺术灵感

方面的短文，也能够表达个人对艺术品的鉴赏，对不同观点进行对比和

评价，实现知识与思维能力的拓展和迁移，树立自己的审美观，努力发

现生活中的美；并能够通过运用各种学习策略，在自主学习、合作学习

与探究式学习的过程中，结合本单元提供的反思性和评价性问题不断监

控、评价、反思和调整自己的学习内容和进程，激发英语学习的兴趣，

提高自己的理解能力和表达能力，最终促进自身语言能力、文化意识、

思维品质和学习能力的综合提升。

Startingout板块教学设计

（建议时长10-15分钟，教师可根据教学实际酌情调整。）

课型Viewing+Speaking

主题语境人与社会一一艺术的灵感

内容分析本板块有两个活动，活动1要求学生通过观看一段有关达Leonardoda

Vinci的视频，了解LeonardodaVinci的成长之路和艺术灵感的来源及

他的部分作品。活动2要求学生看RichardWagner、莫言、AugusteRodin

和PabloPicasso四位名人的照片，理解他们的名言。本板块旨在导入

灵感的来源这一话题，激活学生已有的语言、背景知识，激发对话题的

兴趣，为整个单元的学习活动预热。

教学目标在本板块学习结束时，学生能够：

1.朗读单元标题并理解其含义，并说出几个世界知名艺术家的名字，

激活已有的语言、背景知识，为本单元的学习活动做铺垫；

2.看有关Leonard。daVinci的视频，了解这位艺术家的创作之路和其

灵感的来源，培养观察力和听力理解能力；

教学重点引导学生理解名人名言的含义，使学生初步感知艺术家对艺术的理解及

他们灵感的来源；

教学难点带领学生认读和理解相关生词，扫除生词障碍，为后续阅读做好铺垫。

教学策略视听教学法、交际教学法

TeachingProcedures

Purposes

contentsTeacher'sactivityStudents9activity

9

Activity11.Teacherasks1.StudentsreadtheToarousestudents

studentstoreadthetitleandguesstheinterestanddrawtheir

titleandguessthemeaningof"muse”.attentiontothetheme

meaningof"muse”2.Studentsgetofthisunit-meetthe

(artisticfamiliarwiththemuse.

inspiration).newwordsandread

2.Teacherhelpsthemafterteacher.

studentsget3.Studentswatchthe

familiarwiththevideoandanswer

newwordsandasksthefirstquestion.

themtoreadafter4.Studentswatchthe

teacher.videoagainand

3.Teacherplaystheanswerthesecond

videoandasksquestion.

studentstotake5.Studentscheckthe

noteswhileanswerswiththe

watchingthevideo.teacher.

Teacherasks6.Studentsgetabrief

studentstoanswerintroductionof

thefirstquestion.Italianartist

4.TeacherplaystheLeonardodaVinci.

videoagainand

asksstudentsto

answerthesecond

questionandcheck

theanswers

together.

5.Teacherplaysthe

videoagainif

studentshave

difficultyin

understandingit.

6.Teachergivesa

briefintroduction

ofItalianartist

LeonardodaVinci.

Activity21.Teacherprovides1.StudentslookatTomakestudents

informationabouttheslideandunderstandthesources

thefourfamousdiscussingroupsofinspirationand

personontheslideandanswerappreciatethetrue

andasksstudentstoQuestion1.beautyoflife.

discussingroups2.Eachgroup

andanswerchoosesone

Question1.speakertoshare

2.Teacheraskseachthegroup's

grouptochooseanswerswiththe

onespeakertoclassandothers

sharethegroup'smakesupplements.

answerswiththe3.Studentsreadthe

classandothersquotesofthefour

makesupplements.famouspersonand

3.Teacheraskstrytotranslate

studentstoreadthethemintoChinese.

quotesofthefour4.Studentslistento

famouspersonandanEnglish

trytotranslatethemexplanationfor

intoChinese.eachquoteand

4.Teacherprovidesanmatchthemand

EnglishexplanationanswerQuestion2.

foreachquoteand5.Studentsanswer

asksstudentstoQuestion3.

matchthemand

answerQuestion2.

5.Teacherasks

studentstoanswer

Question3.

Understandingideas板块教学设计

（建议时长30-35分钟，教师可根据教学实际酌情调整。）

课型Reading

主题语境人与社会一一艺术的灵感

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和他们的作品及他们对艺术灵感的解读。读前活

动请学生选择艺术灵感的来源，衔接了前一板块的内容，旨在建议学生

与课文话题及内容的联系，为课文学习做好铺垫。读中活动则通过主旨

大意归纳、语篇类型分析、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。

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，获取课文大意，了解FlorentijnnHofman、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；

2.感知课文的结构和语言，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，思考自己如何获得学习上和生活上的灵感并获得成功。

教学重点1.引导学生读懂语篇，理解作者的写作意图，并了解三位艺术家的成

长故事；

2.引导学生了解夹叙夹议类文章的文体特征。

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

TeachingProcedures

Purposes

contentsTeacher9sactivityStudents9activity

Activity11.Teacherbriefly1.Studentstryto1.Toarousethe

introducesanartistguesshissourceofstudents9interest

andhisworksandinspiration.inthetopic.

asksstudentstotry2.Studentsskimthe2.Toprepare

toguesshissourceactivityinstructionstudentsfor

ofinspiration.andmaketheirreading.

2.Teacherasksthechoicesquickly.

studentstoskimthe3.Individualstudents

activityinstructionsharetheiranswers

andmaketheirandexplaintheir

choicesquickly.reasons.

3.Teacherasks

severalstudents

tosharetheir

answersand

explaintheir

reasons.

Activity21.Teacherasks1.StudentsskimtheTohavestudentsget

studentstoskimthepassageandfindthemainideaofthe

passageandfindoutwhatinspirespassage.

outwhatinspireseachartist.

eachartist.2.Studentsdiscussthe

2.Teacherasksansweringroups.

studentstodiscuss3.Representativeof

theanswerineachgrouppresents

groups.theiranswersand

3.Teacherinvitesthechecktheanswers

representativeofwiththeteacher.

eachgroupto

presenttheir

answersandteacher

checkstheanswers

withthestudents.

5

Activity31.Teacherasks1.Studentsskimthe1.Totrainstudents

studentstoskimthepassageabilityto

passageindividuallyandsummarise.

individuallyandmaketheirchoices.2.Toletstudents

maketheirchoices.2.Somestudentsgather

2.Teacherinvitessharetheiranswersinformationabout

somestudentstowiththeclass.thepassage,thus

sharetheiranswerspreparingfor

withtheclassandActivity4.

givetheirreasons.

3.Teacherexplains

thecharacteristics

ofthefoursources.

Activity41.Teacherasks1.StudentsreadtheToexaminehowmuch

studentstoreadactivityinstructionstudentshavegrasped

activityinstructionandunderstandthethedetailed

andunderstandtheintentionoftheinformationofthe

intentionoftheactivity.passage,andcultivate

activity.2.Studentsreadthestudents9analysing

2.Teacheraskspassageingroupsabilities.

studentstoreadtheandcompletethe

passageingroupsdiagram.

andcompletethe3.Representativeof

diagram.eachgroupshare

3.Teacheraskstheiranswersand

representativeofstudentscheckthe

eachgrouptoshareanswerswiththe

theiranswersandteacher.

teacherchecksthe4.Studentsretellthe

answerswiththetextintheirown

class.wordsandhavea

4.Teacherencouragesdeeper

thestudentstounderstandingof

retellthetextintheworksand

theirownwordscreationinspiration

andencouragesofeachartist.

themtohavea5.Studentsworkin

deeperpairstoreadthe

understandingofquotesfromthe

theworksandpassageandanswer

creationinspirationthequestions.

ofeachartist.6.Somestudents

5.Teacheraskstheanswerthe

studentstoworkinquestionsand

pairstoreadtheothersmake

quotesfromthesupplements.

passageandanswer

thequestions.

6.Teacheraskssome

studentstoanswer

thequestionsand

othersmake

supplements.

9

Think&TeacherasksStudentsthinkaboutTodevelopstudents

studentstothinkandanswertheabilitiestotransfer

Shareaboutandanswerquestions.knowledgeandlearn

thequestions.moreaboutthestories

offamousartists.

Usinglanguage板块教学设计

（建议时长80-90分钟，教师可根据教学实际酌情调整。）

课型Grammar+Vocabulary+Listening+Speaking

主题语境人与社会一一艺术的灵感

内容分析语法部分的主要内容为动名词、动词-ing形式和动词-ed形式作表语，第

一个小语段介绍了作者在荷兰的一个博物馆里看到了梦寐以求的荷兰

画家Vermeer的作品，并对该作品进行简介，第二个小语段介绍了中国

艺术家吴冠中画作的特点及他的艺术感悟；词汇部分请学生通过阅读一

个艺术展的介绍和评论，掌握复合形容词的构词规律；听说部分为两件

艺术作品的介绍，帮助学生学习描述艺术作品的词汇和表达。本板块是

单元话题下的综合语言训练板块，帮助学生深度聚焦语言的意义和功

能，使学生在真实语境下进行思考和交际，全方位提高综合语言运用能

力。

教学目标在本板块学习结束时，学生能够：

1.观察例句，发现并总结非谓语动词作表语的规则；

2.通过练习，学会在语篇写作中正确使用非谓语动词作表语；

3.掌握复合形容词的相关知识，并能识别新的复合形容词；

4.学会赏析艺术作品，并会用相关的表达对艺术展和艺术作品进行描

述。

教学重点引导学生学会在语篇写作中正确使用非谓语动词作表语。

教学难点引导学生学会赏析艺术作品，并会用相关的表达对艺术展和艺术作品

进行描述。

教学策略任务型教学法、发现教学法、交际教学法、听说教学法

TeachingProcedures

Purposes

contentsTeacher'sactivityStudents9activity

Activity11.Teacherasks1.Studentsreadthe1.Toencourage

studentstoreadsentencesandpaystudentstodiscover

thesentencesandattentiontothethegrammarusageby

payattentiontowordsinbold.themselves.

thewordsinbold.Thenanswer2.Tofurtherenhance

ThenasksQuestions1.students5

studentsto2.Studentscheckunderstandingofthe

answerQuestionsanswersingroupsfunctionsandusage

1.andthendiscussof^-infinitive,-ing

2.Teacherasksandsummariseand-edas

studentstocheckthefunctionsandpredicative.

answersingroupsusageof

andthenhelps^-infinitive,-ing

studentstoand-edas

summarisethepredicativewith

functionsandthehelpofthe

usageofteacher.

加-infinitive,-ing3.Studentsread

and-edassentence(b)and

predicative.answerQuestions

3.Teacherasks2anddiscussthe

studentstoreaddifferencesof

sentence(b)and^-infinitive,-ing

answerQuestionand-edas

2anddiscussthepredicative.

differencesof4.Somestudents

^-infinitive,-ingsharetheir

and-edasanswersandgive

predicative.theirreasons.

4.Teacherasks5.Studentsfind

somestudentstomoresimilar

sharetheirsentencesinthe

answersandgivepassageandhave

theirreasons.abetter

5.Teacherasksunderstandingof

studentstofindthem.

moresimilar

sentencesinthe

passageandhave

abetter

understandingof

them.

Activity21.Teacherasks1.StudentsreadTogetstudentstopractise

studentstoreadthepassageandusing勿-infinitive,-ing

thepassageandunderlinetheand-edaspredicative.

underlinethepredicatives

predicativesindividually.

individually.2.Studentsread

2.Teacheraskssentenceswith

studentstoreadpredicativeand

sentenceswithchecktheanswers

predicativeandwiththeteacher.

checksthe

answerswiththe

class.

Activity31.Teacherasks1.StudentsreadtheTohelpstudents

studentstoreadpassageandgetconsolidatethe

thepassageanditsmainidea.applicationof

getitsmainidea.2.Studentscompleteto-infinitive,-ingand-ed

2.Teacherasksthepassagewithaspredicativeinauthentic

studentstothecorrectformcontext.

completetheoftheverbsin

passagewiththebrackets.

correctform3.Somestudents

oftheverbsinreadthewhole

brackets.passageand

3.Teacheraskschecktheanswers

somestudentstowiththeteacher.

readthewhole

passageandcheck

theanswers.

9

Activity41.Teacherasks1.StudentsskantheToenlargestudents

studentstoscanpassageofvocabularyandcultivate

thepassageofActivity3again.theirabilitiestointroduce

Activity3again.2.Studentsimitateanadmirableartistand

2.Teacherasksthepassageofexpresstheirideas.

studentstoimitateActivity3to

thepassageofintroducean

Activity3toadmirableartist

introduceanandhisartworks.

admirableartist3.Studentsshare

andhisartworks.theirpassagesin

3.Teacherasksgroups.

studentstoshare4.Somegroups

theirpassagesinsharetheir

groups.passagesinfront

4.Teacherasksoftheclass.

somegroupsto

sharetheir

passagesinfront

oftheclass.

Activity51.Teacherasks1.StudentsbrowseTotrainstudentstograsp

studentstotheposterandkeyinformationofthe

browsetheposterthecommentsofreadingmaterials,and

andthecommentstheartexhibitionmakekeynoteswhile

oftheartandgetthereading.

exhibitionandgetinformationof

theinformationoftime,place,

time,place,exhibitionstyle

exhibitionstyleandvisitors5

andvisitors9comments.

comments.2.Studentsdiscuss

2.Teacherasksthequestionsin

studentstogroupsand

discusstheanswerthe

questionsinquestions.

groupsand3.Studentsshare

answerthetheiranswersand

questions.checkthe

3.Teacherasksanswerswiththe

somestudentstoteacher.

sharetheir

answersand

checksthe

answerswiththe

students.

Activity61.Teacherasks1.Studentsread1.Tohelpstudents

studentstoreadthepassageofconsolidatetheir

thepassageofActivity5andtryvocabularythrough

Activity5andtrytounderstandclassification.

tounderstandthemeaningsof2.Totrainstudentsto

themeaningsofthewordsinbold.learncooperative

thewordsinbold.2.Studentsdiscusslearning.

2.Teacherasksthemeaningsof

studentstoeachcompound

discusstheadjectivesin

meaningsofeachgroupsandthink

compoundofotherwords

adjectivesinandexpressions

groupsandthinkthatcanexpress

ofotherwordsthesame

andexpressionsmeanings.

thatcanexpress3.Studentsgive

thesametheiranswersand

meanings.checkthemwith

3.Teacheraskstheteacher.

studentstogive4.Studentsthink

theiranswersandofmore

checkthem.compound

4.Teacherasksadjectivesto

studentstothinkdescribeanart

ofmoreexhibitionoran

compoundartwork.

adjectivesto

describeanart

exhibitionoran

artwork.

Activity71.Teacherasks1.Studentsskim1.Totrainstudentsto

studentstoskimthepassageandgraspthemainidea.

thepassageandknowmore2.Tohelpstudentstobe

addmoreinformationoffamiliarwiththetopic

informationofPabloPicassoandprepareforthe

PabloPicassoandandFengZikai.followinglisteningand

FengZikai.2.Studentsworkinspeakingpractice.

2.Teacherasksgroupsand

studentstoworkdiscussthe

ingroupsandanswerstothe

discussthetwoquestions.

answerstothe3.Therepresentative

twoquestions.ofeachgroup

3.Teacherinvitespresentstheir

therepresentativeviews.

ofeachgroupto

presenttheir

views.Teacher

makescomments.

Activities1.Teacherasks1.Studentslookat1.Tohelpstudents

studentstolookthetwopicturesgraspthemainidea

8-9atthetwoinActivity8andandunderstandthe

picturesinreadthepassagedetailsofthelistening

Activity8andinActivity9tomaterials.

readthepassagegettheuseful2.Tostrengthen

inActivity9toinformation.students5abilityto

gettheuseful2.Studentslistentousetheme-related

information.theaudioandlanguagetoexpress

2.Teacherplaystheunderstandtheviewsafterlistening.

audioandaskspicture

studentstoinformationof

understandtheActivity8.

picture3.Studentslisten

informationofandmakenotes

Activity8.accordingtothe

3.Teacherplaystheaudio.

audioagainand4.Students

asksstudentstocompletethe

listenandmakenotesof

notesaccordingActivity9and

totheaudio.checkthe

4.Teacherasksanswerswiththe

studentstoteacher.

completethe5.Somestudents

notesofActivityanalysethe

9andchecksthepicturesandgive

answerswiththetheirreasons.

students.

5.Teacherasks

studentsto

analysethe

picturesinpairs

andgivetheir

reasons.

Activities1.Teacherasks1.Students1.Tohavestudentspay

studentstounderstandandattentiontothe

10-11understandandmemorisethepragmaticfunction

memorisetheexpressionsofthetheme-related

expressionsaboutaboutanartworkexpressions.

anartworkextractedfrom2.Toencouragestudents

extractedfromthetheaudioguide.towriteabout

audioguide.2.Studentsrelevanttopicsusing

2.Teacheraskscompletethethewordsand

studentstotablewiththeexpressionsthey

completethetableexpressionsfromhavelearnt.

withthetheaudioguide.3.Togetstudentsto

expressionsfrom3.Severalstudentsmakeevaluationand

theaudioguide.sharetheirreflection.

3.Teacherinvitesanswersinfront

severalstudentsoftheclassand

tosharetheircheckthe

answersinfrontanswerswiththe

oftheclassandteacher.

checksthe4.Studentschoose

answerswiththeanexhibitionor

wholeclass.anartworkand

4.Teacheraskswriteaboutit.

studentstochoose5.Studentsmake

anexhibitionorimprovementsto

anartworkandeachother's

writeaboutit.writingsinpairs

5.Teacherdividesandsharetheir

thestudentsintowritingswiththe

pairsandmakeclass.

improvementsto

eachother's

writingsandshare

themwiththe

class.

Developingideas板块教学设计

（建议时长80-90分钟，教师可根据教学实际酌情调整。）

课型Reading+Writing

主题语境人与社会一一艺术的灵感

内容分析本板块呈现了从另一角度反映单元主题的课文，语篇类型为说明文，介

绍了美国艺术家JanetEchelman的“技术流”作品，艺术与现代科技相

结合的数字版《清明上河图》等，探讨了艺术和科技之间的关系；读写

部