Unit 4 Amazing Art-Starting out 教案-2025-2026学年高中英语外研版必修第三册

Unit 4 Amazing Art-Starting out 内容导航 Starting out in Unit 4 Amazing Art mainly consists of visual materials and interactive activities, introducing various art forms such as sculpture, painting and digital art. It guides students to talk about art works and their impressions, laying a solid foundation for subsequent in-depth learning of art-related topics and stimulating students’ interest in art appreciation. 教学目标和重难点 1. 教学目标 Language Competence: Students will master key words and phrases about art and use simple sentences to describe art works and express personal feelings. Cultural Awareness: They will understand different art forms at home and abroad, respect cultural diversity and enhance cross-cultural communication ability. Thinking Quality: They will develop observational and analytical skills by discussing art works and form critical thinking. Learning Ability: They will cultivate autonomous and cooperative learning habits through interactive activities, laying a foundation for lifelong learning. 2. 教学重难点 Key Points: Mastering key vocabulary related to art (such as sculpture, portrait, impression) and useful expressions for describing art works; understanding the main content of the Starting out part and being able to talk about art works briefly. Difficult Points: Using the learned vocabulary and sentences flexibly to express personal views on art works accurately; understanding the cultural connotation behind simple art works and overcoming the shyness of speaking English in interactive activities. 教学过程 Step 1: Lead-in (Warm-up) Activity 1: Visual Aids Display The teacher shows students high-definition pictures and short videos of famous art works, including the Winged Victory of Samothrace, Mona Lisa from the Louvre, traditional Chinese ink paintings and modern street graffiti. While playing the materials, the teacher asks simple questions in English: “Do you know these art works? What do you think of them? Have you ever seen similar art works in your life?” After playing, the teacher invites 3-4 students to share their initial feelings freely. There is no restriction on the length of the answer, and simple words or sentences are acceptable. For example, students can say “It’s beautiful.” “I don’t know its name, but it looks amazing.” The teacher gives positive feedback in time, such as “Good job!” “Your idea is interesting.” to encourage students to speak actively. Design Intention: This activity uses visual and audio materials to attract students’ attention quickly, activate their prior knowledge about art and arouse their interest in the topic of “Amazing Art”. By asking simple and easy questions, it lowers the threshold of speaking English, helps students build confidence in oral expression, and lays a relaxed atmosphere for the follow-up teaching. Activity 2: Word Brainstorming The teacher writes the word “Art” on the blackboard and asks students to brainstorm words related to art in groups of 4. The groups compete with each other to see which group can put forward the most words. The teacher walks around the classroom to guide students, reminds them of common words such as “painting, sculpture, artist, color, shape” and supplements new words in the unit, such as “portrait, selfie, sculpture, exhibition”. After 5 minutes of discussion, each group sends a representative to write the words on the blackboard, and the teacher corrects the pronunciation and spelling of the words, and explains the basic meaning of key words briefly. Design Intention: Brainstorming can activate students’ vocabulary reserve related to art, help them connect the known words with the new words in the unit, lay a foundation for the subsequent listening and speaking activities. Group competition can stimulate students’ learning enthusiasm, cultivate their cooperative learning awareness, and make students master the pronunciation and basic meaning of key words in a relaxed and pleasant atmosphere. Step 2: Presentation (Text and Key Knowledge) Activity 1: Text Introduction and Listening The teacher introduces the main content of Starting out: It is a live broadcast from the Louvre, hosted by Zack, who introduces some precious art works in the Louvre to the audience. Then the teacher plays the audio of the text twice. For the first time, students listen carefully to get the general idea of the text and answer the question: “What is Zack doing in the Louvre?” For the second time, students listen again and fill in the blanks about key information (such as the name of the art work, the description of the work). After listening, the teacher checks the answers with students, explains the key sentences in the text, such as “It looks like she has just flown down out of the sky and is standing on a ship.” “I guess that’s why she attracts so many visitors every day.”, and analyzes the sentence structure briefly, focusing on the usage of “look like” and “that’s why”. At the same time, the teacher combines the text content to expand the background knowledge of the Louvre and the Winged Victory of Samothrace, helping students understand the cultural connotation behind the text. Design Intention: Listening to the text audio twice can help students gradually grasp the main content and key information of the text, improve their listening comprehension ability. Explaining key sentences and background knowledge can help students understand the text more deeply, master the usage of key sentence patterns, and at the same time expand their cultural vision and enhance their cultural awareness. Activity 2: Key Vocabulary and Phrases Learning The teacher sorts out the key vocabulary and phrases in the Starting out part, including nouns (broadcast, sculpture, treasure, battle, portrait), verbs (greet, fold, sculpt), adjectives (amazing, incredible) and phrases (at the top of, get a load of, move on, come up). For each word and phrase, the teacher explains the meaning, pronunciation and usage in detail, gives example sentences combined with the text or real life, and asks students to make sentences by themselves. For example, when teaching the phrase “get a load of”, the teacher says: “In the text, Zack says ‘get a load of that!’ It means ‘look carefully at that!’ You can use this phrase when you want to let others look at something amazing. For example, ‘Get a load of this beautiful painting!’ Now, please make a sentence with ‘get a load of’.” Then the teacher invites students to share their sentences and corrects them in time. Design Intention: Focusing on key vocabulary and phrases can help students master the core language knowledge of the unit, lay a foundation for their subsequent oral and written expression. Making sentences by themselves can help students apply the learned knowledge flexibly, deepen their understanding of the usage of words and phrases, and improve their language application ability. Step 3: Practice (Consolidation and Application) Activity 1: Fill in the Blanks with Key Words and Phrases The teacher hands out practice papers to students, which include 10 fill-in-the-blank questions. The questions are closely related to the text and key knowledge, such as: 1. Zack sends his _______ (greet) from Paris to everyone. 2. The huge _______ (sculpture) in the Louvre is the Winged Victory of Samothrace. 3. Please _______ (get a load of) the beautiful dress of the statue. Students finish the exercises independently, and then check the answers in groups. The teacher walks around the classroom to help students who have difficulties, and explains the key and difficult questions in detail after the group check. Design Intention: This activity is a basic consolidation exercise, which can help students review and consolidate the key vocabulary and phrases they have just learned, check their mastery of knowledge, and find out the weak points in learning, so that the teacher can carry out targeted guidance. Activity 2: Pair Work – Describe an Art Work Students work in pairs. Each pair chooses an art work they are familiar with (it can be the art works shown in the lead-in part, the works in the text, or the art works they have seen in life). They use the key vocabulary and phrases they have learned to describe the art work, including its appearance, color, shape and their own feelings. The teacher gives a sample dialogue: “A: What’s your favorite art work? B: My favorite art work is Mona Lisa. A: What does it look like? B: It’s a portrait of a woman. She has a mysterious smile. I think it’s amazing. A: Why do you like it? B: Because it makes a deep impression on me.” After 10 minutes of preparation, each pair sends a representative to perform their dialogue in front of the class. The teacher evaluates their performance from the aspects of vocabulary usage, sentence fluency and content completeness, gives positive feedback and puts forward suggestions for improvement. For example, “You used many key words correctly, but you can add some adjectives to make your description more vivid.” Design Intention: Pair work can provide students with more opportunities to speak English, help them apply the learned vocabulary and sentence patterns flexibly, improve their oral expression ability and cooperative learning ability. The sample dialogue can guide students to carry out the activity better, and the teacher’s evaluation can help students find their own advantages and disadvantages and improve their language application ability. Activity 3: Group Discussion – What Is Art? Students are divided into groups of 6. The teacher puts forward the discussion topic: “What is art? Do you think street graffiti is art? Why or why not?” The teacher guides students to think from different angles, reminds them to use the learned knowledge and combine their own life experience to express their views. During the discussion, the teacher walks around the classroom, participates in the discussion of each group, guides students to express their views clearly and logically, and helps students solve the problems encountered in the discussion. After 15 minutes of discussion, each group sends a representative to report the group’s views to the whole class. Other groups can ask questions or put forward different views after the report. The teacher summarizes the discussion, affirms the reasonable views of each group, and guides students to realize that art has various forms, and we should respect different art forms and appreciate the beauty of art with an open mind. Design Intention: Group discussion can cultivate students’ critical thinking and logical expression ability, help them understand the connotation of art more deeply, and enhance their cultural awareness and aesthetic ability. The open topic can stimulate students’ thinking, let them express their views freely, and cultivate their ability to think independently and cooperate with others. Step 4: Production (Innovation and Expansion) Activity: Create a Short Introduction of an Art Work Students work independently or in groups of 3-4 to create a short introduction of an art work. The introduction should include the name of the art work, its type, appearance description and personal feelings, and use at least 5 key words and phrases learned in this lesson. The teacher gives a sample introduction: “My favorite art work is the Winged Victory of Samothrace. It is a famous sculpture in the Louvre. It looks like a woman who has just flown down from the sky. Her dress is folded by the wind, which is very beautiful. I think the sculptor’s skill is incredible. It makes a deep impression on me.” Students finish the creation within 20 minutes. After finishing, they exchange their works with their deskmates and put forward suggestions for revision. Then the teacher collects some excellent works, reads them out in class, and comments on them, affirming the advantages of the works and putting forward appropriate revision suggestions. Finally, the teacher encourages students to share their works with their classmates after class. Design Intention: This activity is an expansion and innovation of the learned knowledge, which can help students apply the key vocabulary and sentence patterns flexibly, improve their written expression ability and creative thinking ability. Exchanging works and putting forward revision suggestions can help students learn from each other, improve their ability to evaluate and revise works, and enhance their learning confidence. Step 5: Summary and Reflection Activity 1: Class Summary The teacher invites students to summarize what they have learned in this class, including key vocabulary, phrases, sentence patterns and the main content of the text. Then the teacher makes a supplementary summary, combs the key points of the class, and emphasizes the key and difficult points, helping students sort out the knowledge system and deepen their understanding of the learned knowledge. Design Intention: Letting students summarize the class content can help them review and consolidate the learned knowledge, improve their ability to sort out and summarize knowledge, and enhance their sense of participation and autonomy in learning. Activity 2: Self-Reflection The teacher asks students to reflect on their own performance in this class, including: What have I learned in this class? What do I do well? What are my shortcomings? What should I improve in the next class? Students can write down their reflections in their exercise books, and the teacher will check them after class to understand the learning situation of each student and adjust the teaching plan in time. Design Intention: Self-reflection can help students realize their own advantages and disadvantages in learning, cultivate their ability to reflect on their own learning, and help them form good learning habits, which is conducive to their lifelong learning. Step 6: Homework Arrangement 1. Recite the key vocabulary and phrases learned in this class, and make 3 sentences with each key phrase. 2. Polish the short introduction of the art work created in class and hand it in the next class. 3. Find a picture of an art work after class, and prepare a 1-minute oral introduction about it for the next class. 4. Preview the next part of the unit and find out the new words and difficult sentences. Design Intention: The homework is closely related to the class content, which can help students review and consolidate the learned knowledge, further improve their oral and written expression ability. Previewing the next part can help students lay a foundation for the next class, improve the efficiency of the next class, and cultivate their autonomous learning ability. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $