Unit 4 Amazing Art Understanding ideas 课件+学案+教案-2024-2025学年外研版高中英语必修第三册

该高中英语课件围绕“通过直播介绍卢浮宫艺术品”展开，热身以“直播”话题激活学生经验，读前结合图片问答建立联系，读中通过结构划分、细节填空等任务搭建支架，帮助学生逐步理解文本脉络和内容。 其亮点在于融合语言能力、文化意识与思维品质，如读中分析胜利女神像“posture”、蒙娜丽莎“expression”等细节，结合图片辅助理解，培养分析推断能力；读后小组模拟直播介绍学校文化，提升表达与家国情怀。采用任务驱动和合作学习，学生能提升跨文化沟通能力，教师可借助结构化活动提高教学效率。

B3U4 Understanding ideas 学案 I. Warm up Q1: Do you watch live streaming? Q2: What is Zack doing? II. Pre-reading Louvre Fun Quiz 1. Where is the Louvre Museum? a. In London. b. In Paris. c. In Berlin. 2. When was the original castle of the Louvre built? a. The 12th century. b. The 15th century. c. The 18th century. 3. How many works of art are there in its collection? a. Around 180,000. b. Around 400,000. c. Around 480,000. 4. Which work of art is among the”Big Three” attractions of the Louvre? a. The Code of Hammurabi. b. Liberty Leading the People. c. Venus de Milo. III. While-reading Task1: Skim the passage and work out the structure. Task 2: Read paragraph 2-4. Fill in the blanks and answer the questions. Q1: Zack introduces the amazing art by talking about ____________________ through live streaming. Q2: “Perhaps it was his way of taking a 17th century selfie? Or was it simply cheaper to paint himself than to pay for a model?” In what kind of tone(语气) does Zack express his idea? A. doubtful B. serious C. ironic (讽刺的) D. humorous Task3: Can you help Zack add three hashtags(话题标签) to attract more followers online? Task 4: Please summarize the structure and tips of live streaming. . Task 5: Read paragraph 5 and answer the question. “They really do reach out to us across the centuries as if time itself were nothing.” What does Zack mean by saying this? IV. Post-reading Work in groups and act it out. Imagine you are going to livestream on TikTok to promote our school culture. Please introduce our school to international netizens. Made by Gin · · Jingsu Corridor · a cultural corridor · with stories and poems of Su Shi printed · catch a sense of ... · Big Banyan Tree · a symbol of school spirits · Graduates take photos with it. · a long history · perseverance and energy V. Assignment Work in groups. Collect information of San Su Shrine and introduce it in the way of a live broadcast. Record the video and share with classmates. 学科网（北京）股份有限公司 $ 课堂反思 本课时课文文体新颖，为新媒体文本。学生通过老师的引导，分析细节，梳理结构，总结主题，理解作者的写作目的，进而掌握文章的文体特点。本节课最终的输出目的是帮助学生学会如何通过直播的形式宣传艺术，表达对艺术作品的描述和欣赏。 存在的问题与不足： 1. 针对本班学生水平设置了基于任务型学习的每个环节，但内容在删改之后仍然存在时间把握不到位的情况。有些学生没有做好预习，导致时间不够用；课堂任务分配不合理，在添加话题标签的这一学习任务中，其实可以独立完成口头表述任务，但是安排了pair work，浪费了课堂时间，后面输出环节时间非常紧张 2. 同时，学生的反应与原预计的不同，需要更强的临场应变能力，随时注意鼓励学生。学生是课堂的主题，教师处于引导地位，教学要讲耐心，讲策略；不要怕学生犯错，教师应多鼓励学生，引导学生形成英语思维，跳出母语影响，给予学生足够自信的语言环境。在最开始梳理结构部分，抽到的学生无法回答出最后一个部分的段落大意，应该鼓励他寻找细节，在这个地方引导不够。 3. 注意表情管理。作为教师，要有强大的内心，以应对课堂的突发事件。当课堂效果呈现不如预料之中的时候，应该当即调整策略和技巧，以学生为中心。在小组讨论过程中，教师需要给予及时的反馈。 4. 在最后的直播输出活动环节，时间较为紧张，在学生展示后，教师点评略微单薄，没有纠正发音或者学生语法有明显错误的情况。虽然应该注重内容输出，有话可说，但是一些突出的语法错误或者口误需要当下及时纠正，避免误导更多的学生。 学科网（北京）股份有限公司 $ Book 3 Unit 4 Understanding Ideas (Lesson 2 Reading and Thinking) Analysis of Teaching Material: The given reading material is based on the thematic context of “Man and Society—art and culture”. The reading material is that the author holds a live from the Louvre to introduce three masterpieces and show his response to them. The purpose of the essay is to lead us to the art world and learn to do some personal response through live streaming. This narration is to narrate a live conducted by Zack from the Louvre in order of space. In the passage, the author introduces three famous art pieces: Winged Victory of Samothrace, Mona Lisa, and Rembrandt’s self-portrait. The first paragraph is to give viewers greetings and the purpose of today’s broadcast. Paragraph 2~4 is to introduce three art masterpieces. The last paragraph is a conclusion and an expectation for next time. Analysis of Students: Students in class 7 in senior two are interested in artworks and live streaming. They have known some of the information of live streaming through the internet. However, they might not store the knowledge of Louvre. What’s more, their vocabulary related to arts and live streaming has not met the requirements of the passage and they lack chances to describe something they see and do some responses. Moreover, students in class 7 are very active but are afraid of expressing the ideas in English, so the teacher needs to come up with more interesting activities whose topics are related to students’ daily life to attract them. Although they have a certain logical thinking and cognitive ability, but they lack the ability to locate and comb related information. This lesson will guide them to learn and discuss ways to help students clear their minds and further learn the knowledge of this article. Learning Objectives: At the end of the class, students will be able to: Language competence: Master the meaning, stylistic features, language features of the live streaming. Use what they’ve learned to do a broadcast. Cultural awareness: Appreciate the beauty of artworks and learn to compare different artistic creations and cultural creations to share the experience and feelings of artistic experience in the way of a live broadcast. Thinking quality: Express opinions of artworks and think about their values in a critical way. Learning ability: Understand the basic information of the art works introduced in the text and summarize the main idea of the text by skimming. Employ mind map to help comb the structure of the passage. Key points: 1. Gain basic information of three pieces in the Louvre by watching a video and scanning the passage. 2. Master and understand the characteristics of live streaming, and be able to use the learned content to introduce artworks from different aspects. Difficult points: Develop reading strategies of skimming and scanning and introduce the diversity of art and culture in the way of a live broadcast. Teaching procedure: Stage 1 Leading-in Step 1: Warm up Warm up with the question: Do you usually watch live streaming? What do you watch? (Purpose: To awaken students’ previous experiences about live streaming and arouse their interest.) Step 2: Look at the picture and answer questions. What is the man doing? What will he introduce in the live streaming? (Purpose: To connect their previous experiences with the passage and introduce the topic.) Stage 2 Pre-reading Step 1: Play the video and answer questions Where is Zack and what does Zack introduce in the video? Step 2: Guess game Go through the questions of the Louvre and give answers quickly. (Purpose: To activate their background information) Stage 3 While-reading Step 1: Scan the passage and work out the structure. How many parts would you like to divide the passage into? What are the main ideas of each part? Step 2: Read paragaph 2-4. Fill in the blanks and answer the questions. Step 3: Work in groups. Read paragraph 2-4 again and work out how Zack introduces the three artworks. (Purpose: Pay attention to the genre of the article, understand the structure and features of the live streaming. Train the reading strategy skimming, master the general idea of the article and draw the structure diagram under the guidance of the teacher, so as to prepare for the output in the later activities.) Q1: Zack introduces the amazing art by talking about ____________________ through live streaming. Q2: “Perhaps it was his way of taking a 17th century selfie? Or was it simply cheaper to paint himself than to pay for a model?” In what kind of tone(语气) does Zack express his idea? A. doubtful B. serious C. ironic (讽刺的) D. humorous Step 4: Add hashtags to help Zack gain popularity through live streaming Step 5: Work in groups. Summarize the outline and tips of live streaming. Step 6: Read paragraph 5 and answer the question. “They really do reach out to us across the centuries as if time itself were nothing.” What does Zack mean by saying this? (Purpose: To cultivate students’ awareness of art appreciation and promotion.) Stage 4 Post-reading Work in groups and act it out. Imagine you are going to livestream on TikTok to promote our school culture. Please introduce our school to international netizens. (Purpose: To employ the strategies and tips mentioned in the text and make use of them in the output activities to master the features of live streaming.) Stage 5 Summary and Assignment Work in groups. Collect information of San Su Shrine and introduce it in the way of a live broadcast. Record the video and share with classmates. Blackboard design Reconsider after teaching 本课时课文文体新颖，为新媒体文本。学生通过老师的引导，分析细节，梳理结构，总结主题，理解作者的写作目的，进而掌握文章的文体特点。本节课最终的输出目的是帮助学生学会如何通过直播的形式宣传艺术，表达对艺术作品的描述和欣赏。 存在的问题与不足：针对本班学生水平设置了基于任务型学习的每个环节，但内容在删改之后仍然存在时间把握不到位的情况，有些学生没有做好预习，导致时间不够用；课堂任务分配不合理，在添加话题标签的这一学习任务中，其实可以独立完成口头表述任务，但是安排了pair work，浪费了课堂时间，后面输出环节时间非常紧张。同时，学生的反应与原预计的不同，需要更强的临场应变能力，随时注意鼓励学生。学生是课堂的主题，教师处于引导地位，教学要讲耐心，讲策略；不要怕学生犯错，教师应多鼓励学生，引导学生形成英语思维，跳出母语影响，给予学生足够自信的语言环境。 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $ 1 Warm-up Do you watch live streaming? n. 直播 2 Pre-reading Look at the pictures and answer the questions. 1.5k live What is Zack doing? live streaming/broadcast Who? What? Where? Why? 3 live Hi, it’s Zack! Greetings(n.问候) from Paris, everyone! This broadcast is being brought to you from one of the largest museums on Earth – the Louvre! Today, we’re going to find out about some of the Louvre's most amazing treasures. Here we go! 1.5k 1.5k What will you say here... 4 Louvre Fun Quiz 1. Where is the Louvre Museum? a. In London. b. In Paris. c. In Berlin. 2. When was the original castle of the Louvre built? a. The 12th century. b. The 15th century. c. The 18th century. Let’s guess! n. 小测试 5 3. How many works of art are there in its collection? a. Around 180,000. b. Around 400,000. c. Around 480,000. 4. Which work of art is among the”Big Three” attractions of the Louvre? a. The Code of Hammurabi. b. Liberty Leading the People. c. Venus de Milo. Louvre Fun Quiz 汉谟拉比法典 6 Background information The “Big Three” attractions of the Louvre are generally believed to beVenus de Milo, the Winged Victory of Samothrace and Mona Lisa. 米罗的维纳斯 萨莫色雷斯的胜利之翼 /'sæməθreis/ 蒙娜丽莎 How does Zack introduce the amazing artworks by live streaming? 7 While reading Skim the passage and work out the structure. How many parts would you like to divide the passage into? Greetings Introduction of some artworks Ending 8 While reading Skim the passage and work out the structure. Greetings Ending Introduction of some artworks (Para.1) (Para.2-4) (Para.5) Winged Victory of Samothrace Mona Lisa Rembrandt’s self-portrait 9 While-reading Read paragaph 2-4. Fill in the blanks and answer the questions. para.2 para.3 para.4 posture n. 姿态，姿势 10 While reading huge sculpture her head and arms are missing skill of the sculptor you would expect a mind of her own taking a 17th-century selfie cheaper to paint himself than to pay for a model para.2 para.3 para.4 11 Zack’s touring route n.路线 Winged Victory of Samothrace 12 While-reading Read paragraph 2 and work out the questions. Let’s get a load of Nike of Samothrace! Zack introduces the amazing art by talking about ________________through live streaming. her posture n. 姿态，姿势 13 While reading Greetings Ending Introduction of some artworks (Para.1) (Para.2-4) (Para.5) Winged Victory of Samothrace Mona Lisa Rembrandt’s self-portrait posture 14 Zack’s touring route n.路线 Winged Victory of Samothrace Mona Lisa 15 While reading Read paragraph 3 and work out the questions. Let’s get a load of Mona Lisa! Zack introduces the amazing art by talking about ________________through live streaming. her expression n. 表情 16 While reading Greetings Ending Introduction of some artworks (Para.1) (Para.2-4) (Para.5) Winged Victory of Samothrace Mona Lisa Rembrandt’s self-portrait posture expression 17 Zack’s touring route n.路线 Mona Lisa Winged Victory of Samothrace Rembrandt’s self-portrait 18 While reading Read paragraph 4 and work out the questions. Let’s get a load of Rembrandt’s self-portrait! Zack introduces the amazing art by talking about ________________through live streaming. background 19 While reading Greetings Ending Introduction of some artworks (Para.1) (Para.2-4) (Para.5) Winged Victory of Samothrace Mona Lisa Rembrandt’s self-portrait posture expression background 20 While reading Read paragraph 4 and work out the questions. Let’s get a load of Rembrandt’s self-portrait! In what kind of tone does Zack express his idea? A. doubtful B. serious C. ironic D. humorous n.语气 selfie n.自拍 Apart from the three aspects, we should also pay attention to the tone. 21 While reading Can you help Zack add three hashtags to attract more followers online? Louvre art Mona Lisa exhibition museum selfie fantastic tour guide history live broadcast n. 话题标签 #hashtag# Besides the previous tips what another tip can we get from the following task 22 Summary Greetings Ending Introduction Please summarize the structure and tips of live streaming. (Arouse audience’s interest and introduce the topic) (Start and develop your tour) (Wrap it up and attract more followers) posture expression background hashtag tone Knowledgeable 23 While reading Read paragraph 5 and work out the questions. What does Zack mean by saying this? Art is worth our promotion and admiration. Art is permanent. /ˈpɜːrmənənt/ Art lasts forever. now that we have figured out the structure of livestreaming and we felt the value of amazing arts. Our school culture also deserves admiring and spreading. 24 Post reading Work in groups and act it out. Imagine you are going to livestream on TikTok(抖音) to promote our school culture. Please introduce our school to international netizens. 25 Post reading Work in groups and act it out. Imagine you are going to livestream on TikTok(抖音) to promote our school culture. Please introduce our school to international netizens. a cultural corridor with stories and poems of Su Shi printed catch a sense of ... Jingsu Corridor a symbol of school spirits Graduates take photos with it. a long history perseverance and energy Big Banyan Tree 26 Assignment Work in groups. Collect information of San Su Shrine and introduce it in the way of a live broadcast. Record the video and share with classmates. 27 202460.92 $