Unit 1 Art Reading and Thinking A Short History of Western Painting 说课展示 课件-2024-2025学年高中英语人教版（2019）选择性必修第三册

A Short History of Western Painting 年 级：高二 课 型：阅读课 教 材：英语（人教版2019）选择性必修三 授课内容：Unit 1 Art, Reading and Thinking 1 Contents Student analysis Discourse analysis Teaching objectives Teaching and learning methods Teaching procedures Teaching principles Teaching reflection 1 2 3 4 5 6 7 3 “The general senior high school English curriculum has an important educational function of developing students’ subject core competencies, which include language ability, cultural awareness, thinking capacity, and learning ability… The activity-based approach to English learning advocates that students learn English through a series of integrated, relevant, and practical theme-based activities, where they undergo learning processes such as perceiving and understanding, applying and practicing, and transferring and creating.” — General Senior High School English Curriculum Standards, 2017 edition ① General Senior High School English Curriculum Standards 1. Teaching principles ② Backward Design (To begin with the end in mind) Plan learning experiences and instruction (Learning events) Identify desired results (Big ideas and skills) Determine acceptable evidence (Culminating assessment task) Where are the students going? Where are the students now? How can the students get there? 1. Teaching principles The integration of teaching, learning, and assessment ③ Whole-unit Overall Teaching 1. Teaching principles Listening and Speaking (WB) 探讨艺术创作的目的和意义 单元小观念任务3： 选一件艺术产品作为研究对象，录小视频，进行解说和配音 Reading and Writing (WB) 分享个人喜爱的艺术作品，表达对艺术的理解和感受 单元小观念任务4： 开展以“做艺术家访谈秀”主题项目活动 主题大观念：了解艺术，交流艺术，体会艺术之美 单元小观念任务1： 口头介绍一件艺术作品 单元小观念任务2： 写一则艺术展览公告 Using Language (Write an art exhibition announcement) 阅读艺术展览信息、推介文、宣传页，学写展览公告 Using Language (Talk about works of art) 领略中国传统绘画之美，关注演讲话语标记，把握叙事逻辑 Reading and Thinking 了解西方绘画艺术发展史，掌握不同时期绘画风格与特点 Video Time 中外艺术作品比较 Expanding Your World (WB) 了解雕塑作品，拓展艺术视野 Book 6, Unit 1 Art 了解中外艺术风格与发展史 以艺术为主题开展相关交际活动 学会欣赏艺术作品，探索艺术真谛 2. Discourse analysis 2. Discourse analysis 3. Student analysis Something about art galleries and art events； A basic knowledge of traditional Chinese painting or Western painting； Some art terms (e.g. “painting,” “style,” “emotion”)； Simple adjectives to describe pictures (e.g. “realistic,” “colorful”)； How to identify main ideas and time order in texts. K How Western art changed over time and why; More about famous Western artists’ works or time periods; How to describe and discuss paintings in English confidently. W Learning objectives ➡ L 4. Teaching objectives By the end of the class, students will be able to: Perceive & Understand Apply & Practice Transfer & Create 5. Teaching and learning methods Task-based language teaching Situational teaching Teaching methods Autonomous learning and cooperative learning combined Learning methods 6. Teaching procedures Students preview the text to complete the worksheet and create a piece of art. 6. Teaching procedures Purpose of design: To cultivate students’ autonomous learning ability; To lay a knowledge and language foundation for in-class learning. Learning individually (before class) 1. To enable students to grasp key vocabulary and summarize essential information; 2. Cultivate students’ autonomous learning ability; 3. Lay a knowledge and language foundation for in-class cooperative and reflective learning. 13 6. Teaching procedures Present learning objectives to students and read together. 6. Teaching procedures Purpose of design: To establish the “begin with the end in mind” awareness; To encourage self-monitoring in learning. Getting ready for learning: step 1 6. Teaching procedures Play a video of Western painting and a poster from the Campus Art Festival. Purpose of design: To create an immersive learning context to prepare students emotionally and thematically. Getting ready for learning: step 2 通过呈现西方绘画视频以及校园美育文化节的海报，为学生学习创设自然情境，激发学生的兴趣和审美体验。 关联单元话题及本文主题，使学生做好“话题”、“情感”上的准备。 16 6. Teaching procedures Invite students to share information summarised about Western painting across four major periods. Purpose of design: To check the effectiveness of “learning individually”; To reinforce comprehension of core content. To review and consolidate theme-related expressions to prepare students linguistically. Getting ready for learning: step 3 6. Teaching procedures Employ a graphic organizer to help students summarise knowledge. Purpose of design: To help students master effective cognitive learning strategy ; To cultivate students’ learning abilities and logical thinking. Getting ready for learning: step 4 Develop cognitive learning strategy —collect and process information by using graphic organiser; 18 6. Teaching procedures Learning cooperatively: step 1 Set up the classroom task: Arrange a Western art exhibition. Purpose of design: To give students a platform to integrate language and art knowledge within a real-life task. In what way can we put those paintings in order? 6. Teaching procedures Learning cooperatively: step 2 Raise a question “In what way can we put those paintings in order?” Purpose of design: To activate students’ prior knowledge; To strengthen logical thinking. lay the cognitive foundation for acquiring new knowledge; 20 Activity 1: In groups of six complete the prologue(前言) to introduce the four periods and arrange the paintings in a proper way. 6. Teaching procedures Learning cooperatively: step 3 Purpose of design: To assess knowledge comprehension through micro-output； To transform understanding into application； To cultivate collaborative learning skills and logical thinking; To boost students’ self-confidence. by undertaking personalized assignments based on their language foundation and abilities.微输出检测知识的理解，将知识理解转化为实践应用，在实践中培养合作学习的能力和逻辑性思维，增强自信心。以完成画展前言（prologue）的方式，学生根据语言基础和能力进行个性化分工，介绍西方绘画四个时期的代表画家、绘画目的和绘画特点，并根据所学知识，将画作按一定逻辑排列。Understanding micro-output assessment knowledge, transforming comprehension into practical application, cultivating collaborative learning skills and logical thinking through practice, and boosting self-confidence. By completing a prologue for an art exhibition, students undertake personalized assignments based on their language foundation and abilities. They introduce representative painters, artistic objectives, and stylistic characteristics of four periods in Western painting, then arrange the artwork in a logical sequence according to their acquired knowledge. 21 6. Teaching procedures Activity 2: Present your work of art and explain why you think it is art for today. Learning cooperatively: step 4 Purpose of design: To explore the textual “blank” to deepen thematic comprehension; To reinforce language ability; To cultivate logical, critical, and creative thinking. 挖掘文章空白，引起学生从目的、功能或时代背景等方面着手，思考绘画艺术发展至今再往后应该呈现出的风格特点，从而加深对主题的理解，在使用目标语言微输出时，巩固语言能力，培养逻辑性思维、批判性思维和创造性思维。 Exploring the gaps in the text prompts students to consider the stylistic characteristics that painting should exhibit moving forward, based on its purpose, function, or historical context. This deepens their understanding of the theme. When engaging in micro-output using the target language, it reinforces language proficiency while cultivating logical, critical, and creative thinking. 22 6. Teaching procedures Activity 3 : Discuss in groups “What is art” and complete the epilogue (后记) of the exhibition. Learning cooperatively: step 5 Purpose of design: To engage students in deeper cultural reflection based on the theme; To transfer and innovate upon what students have learned; To consolidate language skills; To cultivate cultural awareness and critical thinking. 引导学生基于主题进行更深层次的文化思考，巩固语言能力的同时，培养文化意识和思维品质。以完成绘画展最后一步呼应本堂课的结尾，通过完成展览后记（epilogue），学生从“绘画”延伸到“艺术”的宏观层面思考“什么是艺术”，对所学内容进行迁移创新，培养对艺术普适性的审美，也形成对艺术批判性和创造性的见解。Guide students to engage in deeper cultural reflection based on the theme, consolidating language skills while cultivating cultural awareness and critical thinking. The final step of completing the painting exhibition serves as the culmination of this lesson. By writing an epilogue for the exhibition, students extend their thinking from “painting” to the broader realm of “art,” contemplating the question “What is art?” This process enables them to transfer and innovate upon what they have learned, fostering an aesthetic appreciation for the universality of art while developing critical and creative perspectives on artistic expression. 23 6. Teaching procedures Learning reflectively: step 1 Students do self-assessing on the checklist. Purpose of design: To strengthen learning strategy of monitoring learning objectives; To cultivate students’ ability of lifelong learning. 加强学生对目标的监控意识，并能对自己学习的不足作思考和弥补，培养学生自主学习的能力。 Strengthen students' awareness of monitoring their learning objectives, enabling them to reflect on and address their learning deficiencies, thereby cultivating their ability for self-directed learning. 24 6. Teaching procedures Learning reflectively: step 2 Purpose of design: To summarise, consolidate, and extend the thematic language and cultural knowledge learned in class. Assign homework. 总结、巩固、延申课堂所学的主题语言和主题意义，对课堂内容进行迁移创新，依靠对艺术普适性的审美以及对艺术批判性和创造性的见解，对艺术作品进行评价。Summarize, consolidate, and extend the thematic language and meaning learned in class, applying and innovating upon the classroom content. 25 7. Teaching reflection Clear understanding of four major periods of Western painting; High engagement and creativity in tasks and art interpretation. More linguistic and knowledge-based scaffolding needed; Limited link between language use and critical thinking. This lesson successfully combined language learning with art appreciation through the simulated task of planning a Western art exhibition. Students showed high engagement and creativity in analyzing paintings and expressing their views on art. However, some students relied too much on factual description rather than deeper interpretation, and a few groups needed clearer guidance on how to link language use with critical thinking. Time control during group discussions also needs improvement. Overall, the lesson achieved its main objectives but could be refined with better scaffolding and more opportunities for reflection and language output. 26 THANKS FOR LISTENING $