Unit 4 Amazing Art Understanding ideas 教学设计-2024-2025学年高中英语外研版必修第三册

该高中英语阅读教学设计聚焦外研版选修三“艺术与文化传承”主题，围绕卢浮宫三大艺术瑰宝，梳理事实信息、说明文结构及艺术内涵。课堂通过“Louvre Fun Quiz”和艺术品图片观察导入，结合核心词汇与直播语言风格分析，搭建从已知认知到文本解读的学习支架。 亮点在于“直播情境”与“冷门知识”设计，以任务驱动提升语言能力，如模拟直播双语解说作业锻炼表达，“艺术与生活”小组讨论培养思维品质，通过艺术品细节分析深化文化意识。为教师提供情境化教学模板，助力学生提升语言应用与审美素养，激发课堂活力。

高中英语阅读语篇教学设计・案例 吕晓君 交城中学 教材版本：外研版选修三・Unit 4 Amazing Art 主题语境：人与社会 - 艺术与文化传承 语篇类型：直播纪实类语篇（Live from the Louvre） 授课时长：1课时（每课时 45 分钟） 教学资源：教材、多媒体课件（含卢浮宫视频 / 图片）、互动白板 文本分析： 本文以 “直播” 为叙事框架，通过博主 Zack 的卢浮宫参观历程，介绍了《米洛的维纳斯》《蒙娜丽莎》《萨莫色雷斯的胜利女神》三大艺术瑰宝。语篇语言兼具口语化（直播场景）与描述性（艺术品鉴），核心词汇涵盖艺术相关术语（sculpture, portrait, sculptor 等）、情感表达词汇（amazing, incredible, peaceful 等）。文本价值取向在于引导学生感受中外艺术魅力，理解艺术作品背后的文化内涵，培养开放的艺术文化视角。 学情分析： 本班学生具备基础英语阅读能力，能初步提取简单事实信息，对卢浮宫及著名艺术品有零星认知。但学生艺术相关词汇储备不足，缺乏系统的艺术品描述方法，对艺术作品的文化背景和深层内涵解读能力较弱，且在真实情境中运用英语表达艺术观点的能力有待提升。 教学目标： 在本课学习结束时，学生能够： 1.获取并梳理文本中不同艺术形式、艺术家及作品特点的事实性信息； 2.识别说明文的结构脉络，概括文本核心观点，阐释艺术的社会价值； 3.分析艺术家的创新精神与创作理念，结合文本信息表达个人对艺术的看法； 4.以 “艺术与生活” 为主题开展小组讨论，并用英语有条理地分享观点； 5.增强对多元艺术文化的包容与欣赏，培养审美素养和文化自信。 教学重点： 1.梳理文本中不同艺术形式的特点、艺术家故事及艺术价值的关键信息； 2.把握说明文的逻辑结构，学会整合文本信息并进行简要概括。 教学难点： 1.理解艺术形式背后的文化内涵，分析艺术家的创作理念与创新精神； 2.用规范、连贯的英语表达个人审美观点，参与主题讨论与交流。 教学资源： 教材、多媒体课件（包含艺术作品图片、艺术家访谈视频）、牛皮纸。 教学过程： steps Teaching Steps Teaching Activities Step1 Warm-up & Louvre Introduction 1.Display the “Live from the Louvre” title and show images of the Louvre’s exterior (from the PPT). 1. Play the “Louvre Fun Quiz” from the PPT: Ask students to answer 3 questions (location: Paris; original castle: 12th century; collection size: ~480,000) and correct answers together. 2. Briefly introduce the Louvre’s status as a world-famous art museum. Step 2 “Big Three” Artworks Preview 1. Show PPT images of the Louvre’s “Big Three” (Venus de Milo, Mona Lisa, Winged Victory of Samothrace) and display their Chinese/English names. 2. Ask students to observe the images and share 1 initial feeling about each artwork (e.g., “The Winged Victory looks dynami 3. Supplement brief background: Mention the artists/eras (e.g., Mona Lisa by da Vinci, Renaissance period). Step 3 Vocabulary & Live Broadcast Language Input 1.Teach PPT-related core vocabulary: “live (adj., 现场直播的)”, “sculpture (雕塑)”, “portrait (肖像画)”, “Renaissance (文艺复兴)”, “masterpiece (杰作)” with PPT images/examples 1. Ask students to read the PPT prompt “What is the language style of a live broadcast?” and guide them to conclude “casual or informal spoken English” (e.g., “get a load of that!”, “I can’t even begin to tell you” 3. Have students practice pronouncing and using 1-2 vocabulary words in simple sentences. Step 4 Zack’s Script Reading & Key Information Extraction 1. Distribute Zack’s live broadcast script (Paragraphs 2-3 from PPT: descriptions of Winged Victory of Samothrace and Mona Lisa). Ask students to read aloud in pairs .2. Assign “Task 3” from PPT: Let students underline key words/phrases (e.g., “head and arms are missing”, “dress folded by wind” for Winged Victory; “smaller than expected”, “glass-protected” for Mona Lisa). 3. Invite students to share underlined content, and the teacher sorts and displays key details on the blackboard. Step 5 Artwork Appreciation & Obscure Facts Supplement 1 Guide students to discuss “How to describe/appreciate an artwork?” using PPT prompts (“What comes to Sight? What comes to mind?”). Take Mona Lisa as an example: Analyze her smile (83% happiness, 9% disgust, etc.) and the reason for sadness (original model lost her daughter). 2. Introduce obscure facts from PPT: Mona Lisa’s frame history, Venus de Milo’s discovery process, Winged Victory of Samothrace’s stone material secret. 3. Ask students to take notes on 1-2 obscure facts they find most interesting. Step 6 Rembrandt’s Self-portraits & Discussion 1. Show PPT content about Rembrandt: Display his self-portraits and introduce “over 90 self-portraits in his life”. 2. Raise discussion questions: “Why do you think Rembrandt painted so many self-portraits?” (Guide students to refer to PPT guesses: 17th-century “selfie”, saving model fees, sharpening skills, recording life). 3. Organize students to share their opinions in small groups (3-4 people) and invite 2-3 groups to report. Step 7 Sentence Pattern Practice & Oral Expression 1. Display the PPT thinking question: “Which of the three artworks makes the greatest impression on you? Why?” and the supporting sentence pattern: “I’d say the artwork that makes the greatest impression on me is ____, because ____.” 2. Ask students to fill in the blanks independently, integrating key details or obscure facts (e.g., “I’d say the artwork that makes the greatest impression on me is the Mona Lisa, because her smile has different emotions and I learned it was once stolen”). 3. Invite 4-5 students to share their sentences in class. Step8 Summary (7 min’s) Summarize the lesson: Recap core content (Louvre basics, “Big Three” details, appreciation methods, live broadcast language style) and emphasize key requirements of the homework. 3. Step9 Homework Assignment 1.Explain the PPT homework in detail: “Choose one of the Louvre’s ‘Big Three’, write a 3-minute bilingual (Chinese + English) commentary script as an on-site host, and include 2 obscure facts (e.g., Mona Lisa’s frame history, Venus de Milo’s discovery process).” Provide a script structure reference: Greeting → Artwork location/background → Detailed description → Obscure facts → Conclusion. 2.Answer students’ questions about the homework or lesson content. Blackboard design 教学反思: 本课时教学围绕 “卢浮宫艺术瑰宝” 展开，整体达成了预设教学目标，学生能掌握艺术核心词汇，并用简单英语描述艺术品，也初步形成了开放的艺术文化观。亮点在于 “直播情境” 和 “冷门知识分享” 的设计，有效调动了学生兴趣，尤其是模拟直播环节，多数学生能主动结合知识点完成双语解说，提升了语言应用能力。但仍有不足：一是部分学生艺术词汇储备薄弱，解说时表达不够丰富，需在后续教学中增加词汇分层练习；二是深度赏析环节，少数学生对艺术内涵的解读较浅显，下次可加入更多艺术品细节图片，引导其逐步深入思考。后续会优化作业分层设计，为基础薄弱学生提供解说句式模板，帮助其更好地落实学习目标。 学科网（北京）股份有限公司 $