Unit 1 Art Period 1 Opening Page + Reading and Thinking 教学设计-2025-2026学年高中英语人教版选择性必修第三册

Teaching and Learning Design Book3 Unit1 Art 教学设计 单元教学核心素养目标与要求： 核心素养 教学目标与要求 语言 能力 主题：艺术 词汇：能正确使用下列单词和词块。 单词：precisely, realistic, primitive, dimension, influential, reputation, noble, rank, purchase, client, emerge, subjective, subsequent, fond, sculpture, visual, pond, arch, investment, bride, permanent, memorial, humble, criticise, representative, symphony, decline, exhibition, vase, entry, civil, recognition, expansion, guarantee, contemporary, worthy 词块：in particular, set apart from, be fond of, fine art, bring ... to life, be worthy of 语法：能够理解动词不定式用作表语时的功能及意义，能正确运用动词不定式来描述目的、意愿、梦想、责任、建议等。 语篇：1. 阅读西方绘画简史的知识性小品文，理解语篇的写作目的与结构特征，把握不同历史时期西方绘画作品的特色。 2. 阅读艺术展览推介文，了解其内容要素和语言特点，学会快速而准确地获取关键信息。 表达：1. 能够结合自己喜爱的艺术作品进行一次简短的演讲或介绍，自觉运用话语标记使表达层次分明、思路清晰。 2. 能够写一则艺术展览公告。 学习能力 1.能够识别语篇中暗含“变化”的词汇，梳理事物发展变化的线索。 2. 在听演讲的过程中，能够根据话语标记抓住演讲内容的逻辑层次，准确把握演讲所传递的信息。 文化意识 1.了解西方绘画艺术发展的历史以及不同时期的著名艺术家和代表作，学会赏析世界闻名的西方绘画佳作，理解作品的内涵和艺术家的精神追求，为将来实现跨文化交流打下基础。 2. 了解中国绘画艺术在电影作品中的应用及相关代表作品，感受中华艺术的魅力，思考艺术作品在历史研究及文化传承方面的重要性，培养传播中华艺术的意识和能力。 思维品质 能够根据语篇字里行间提供的信息，推断影响西方绘画艺术发展变化的因素;能够结合不同时期西方绘画艺术的特点，对不同的绘画作品进行分析，辨别其创作时期;能够结合自身感受评价艺术作品，对艺术的价值和意义发表自己的看法。 单元教学课时规划： 课时安排 教学内容 课时1 Opening Page (看读说语篇1) + Reading and Thinking—Reading comprehension (阅读语篇2) 课时2 Reading and Thinking—Language focus (阅读语篇2) [实际需要2课时完成] 课时3 Learning About Language—Building up your vocabulary (综合运用语篇3) 课时4 Learning About Language—Discovering Useful Structures (综合运用语篇4) 课时5 Using language (Listening and Speaking ) (听说语篇5) 课时6 Using language—Reading comprehension and language focus (阅读语篇6) 课时7 Using language—Writing (写作语篇7) 课时8 Assessing Your Progress(综合运用语篇8) + Project (综合运用语篇9) Period 1 Teaching and learning contents: Opening Page + Reading and thinking—Reading comprehension Comprehensive teaching and learning objectives: By the end of this period, the students will have been able to: 1) Talk about the picture and the saying on the Opening Page related to the theme of this unit—art; 2) Read and comprehend the text to know about the history and different styles of western painting; 3) Improve their thinking quality by thinking and talking about “what is art?” and their preference of art styles. Teaching and learning important points: 1) Reading comprehension of the text to know about to know about the history and different styles of western painting; 2) Improving the students’ thinking quality by thinking and talking about “what is art?” and their preference of art styles. Teaching and learning difficult points: 1) Reading comprehension of the text to know about to know about the history and different styles of western painting; 2) Improving the students’ thinking quality by thinking and talking about “what is art?” and their preference of art styles. Teaching and learning procedure: Step 1 Leading in and introduction (Opening Page) Activity 1 Leading-in 1. Lead in the topic of this unit by talking about the title of this unit—art. 　Do you like art? What is art in your mind? 2. Get the students to look at the painting School of Athens on page 1, the teacher introduce the background information of the painting and then guide the student to discuss and answer the questions. Background information of the painting—School of Athens (《雅典学院》) School of Athens is of the fresco (湿壁画) paining by Raphael. It was painted between 1509 and 1511 on a wall in the Apostolic Palace (使徒宫) in Vatican City (梵蒂冈城). It is perhaps the most famous of all of Raphael’s paintings and one of the most significant artworks of the Renaissance. School of Athens is showing Plato and Aristotle surrounded by philosophers, past and present, in a splendid (华丽的) architectural setting. At the centre of the School of Athens are Plato and Aristotle.  The two men had different pursuits (追求), Plato being engaged with such spiritual ideas as truth, beauty, and justice and Aristotle being concerned with worldly reality. These differences are evident in the painting. Plato, on the left, points skyward while holding a copy of Timaeus (蒂迈欧篇), and Aristotle gestures to the ground and props up a copy of his Ethics (伦理学). Questions and answers: 1) What can you see in the painting? Who are these people? What are they doing? I can see many ancient Greek people gathering in a hall. They are famous philosophers such as Plato(柏拉图), Aristotle (亚里士多德), Socrates(苏格拉底), and Pythagoras(毕达哥拉斯). They are discussing. 2) Why is the painting named “School of Athens”? The painting’s title, “School of Athens”, highlights a gathering of ancient philosophers in an imaginary space. It shows how different ideas connect, celebrates the Renaissance’s respect for ancient wisdom, and honors Athens as a center of learning. The name reflects the power of philosophical discussions and the value of human curiosity and reason. 3) What does the painting make you think about? How does it make you feel? It makes me think about history of ancient Athens and its famous scholars. It makes me feel inspired. 4) Why did the painter put all these people living at different times together? Though these people were from different times, they all symbolised human pursuit of wisdom and truth. 5) Why do you think the painter created this work of art? What idea did the painter want to convey? To praise the so-called “Golden Age” in history and convey a yearning for a free and open future. 3. Talk about the quote: Love of beauty is taste. The creation of beauty is art.—Ralph Waldo Emerson English meaning: The quote is from Ralph Waldo Emerson. He says that appreciation and love of beautiful things shows that the viewer has good “'taste”, as in the ability to choose and recognise things that are of good quality. However, to actually create such beauty is a higher ability, and this is what he considered to be the skill of the artist who creates art. Art as the creation of beauty is a process which involves a lot of motivation, energy, and effort, and of course, imagination. Having good taste and appreciating art perhaps help one’s ability to create art, and therefore beauty. Chinese meaning: 爱美就是品味，创造美是艺术。 Activity 2 Introduction 1. Introduce the learning objectives of this unit at the bottom of the opening page and make the students have a general idea of what they are going to learn in this unit. (Get the students to read the comprehensive learning objectives at the bottom of the page.) 2. Introduce the learning objectives of this period. Step 2 Pre-reading Activity 3 Pre-reading 1. Warm up. Talk about the pictures. Look at the paintings in this section. What do you know about them? Do you know who painted them? If you could have three of these paintings on the walls of classroom, which would you choose? 2. Make predictions. Read the title, the first paragraph and the subtitles to predict or summarize the main idea of the text. The text mainly tells us four major styles of Western paintings, showing the history and development of it. 3. Identify the writing style of the passage by observing the title, subtitles and structure, and answering the following questions. 1) Who are the target readers of this passage? Those who are interested in western painting. 2) Why does the author use subtitles in the passage? To make the text structure clear. 3) What type of writing is this passage? Where can you find this kind of passage? It’s an expository writing (informative essay). An art magazine. 4) What’s the order of this article? Time order. Step 3 While-reading Activity 4 Reading comprehension of the main content Read for the specific information to know about the history, development, change and different styles of western painting. 1. Read the text and make a flow chart to show the changes in Western painting styles. Answers: The Middle Ages The Renaissance Impressionism Modern Art religious themes not realistic, primitive and two-dimensional 13th century, more realistic and showed people in a real environment less religious themes more humanistic attitude use of perspective use of oil paints deep colours and realism, look like photographs emphasis shifted to people and the world around us portraits of people of high rank themes of historical events and mythology followed invention of photography paintings were not needed to preserve what things looked like aimed to convey light and movement rather than recording realistic detail focused on people, nature, and daily life full of light, shadow, colour, and life showed inner life of the subject too analysed shapes of the natural world in a new way realistic but dream-like qualities abstract no longer showed reality, but asked the question “What is art?” in different ways 2. Write the correct period under the works of art. Use the information in the chart to help you. Answers: Picture 1—Impressionism Picture 2—Modern Art Picture 3—The Middle Ages Picture 4—The Renaissance 3. Read the text again to answer the following questions. Questions and answers: 1) Why is it difficult to give Western art a precise definition? What is the best way to understand Western art? As there have been so many different styles of Western art, it is impossible to describe them all in a short text. Perhaps the best way to understand Western art is to look at the development of Western painting over the centuries. 2) What set Giotto di Bondone’s paintings apart from other paintings? His paintings showed real people in a real environment. 3) What led to the emergence of Impressionism? The invention of photography. 4) Which country did Impressionism come from? France. 5) What is Picasso’s new way of painting? Cubism. 6) Which of the following are the styles of paintings about Modern Art? Abstract and realistic. 7) How does the writer develop each period of Western painting? By giving examples. Activity 5 Reading comprehension of the textual features 1. Talk about how to identify change and find out the words and expressions to express change. 1) Identify change. To help identify the changes that an article talks about, look for words that express change, such as development, breakthrough, innovation, begin, and shift, and the construction from…to… . 2) Words, phrases and expressions to express change in the text. Words: nouns—development, breakthrough, innovation verbs—begin, replace, shift, slow, emerge, try adverbs—finally, instead adjectives—less, new, more preposition—unlike conjunction—until phrases: began to change, built upon, reached its height with, shifted from…to…, no longer, turned to… expressions: While his paintings still…, they showed…; New…gradually replaced old ones from… 2. Observe and talk about the features of expository writing—informative essay. An informative essay is a kind of expository writing. An informative essay (知识性小品文) informs the reader about a subject, topic, issue, or event. The purpose of an informative essay is to provide knowledge to the reader, with the general assumption that the reader knows little about the topic in question. The goal of an informative essay is not to present your opinion, but to inform or educate the audience on a given topic. 3. Talk about the time order used in the text. Step 4 Post-reading Activity 6 Thinking and discussion Discuss the following questions in groups and share answers. 1. Why have Western painting styles been changing? What are the factors that have influence the changes in Western painting styles? Give your reasons. Because the development of society and technology. Some factors mentioned in the text include religion, new ideas and values, the use of oil paints, perspective, the invention of photography… 2. Which period of Western art do you like most? Why are you fond of it? Possible answer: I like Modern Art most. There are many different styles within this period. The paintings of Modern Art can mean different things to different people. 3. How would you answer the question “What is art?” Possible answers: 1) I think that art is anything that someone has created and is beautiful or produces emotion inside us. Art is not just painting and drawing. It can be photography, or cooking, or music, or dancing, or playing a sport. If it is done with skill and moves the viewer, then I think it is art. 2) Art is an expression of the soul. When something is created, it is not art. It only becomes art when it is appreciated by someone other than the artist. Art is nothing without appreciation. 4. Why do you think people create art? What can you get from appreciating art? Suggested answers: I think people create art because art shows beauty, truth, and hope. Art makes people feel inspired. Activity 7 Text reconstruction Reconstruct the text by summarizing the text from the perspective of text content and textual features, using the information above. Step 5 Evaluation and summary Activity 8 Self-evaluation Guide the students to reflect on their learning of this period by considering the following aspects. 1. How is your reading comprehension of the text content? (Good/Fairly good/Moderate/Just so so/Poor) 2. How is your understanding of the text type and its features? (Good/Fairly good/Moderate/Just so so/Poor) 3. How is your learning effect? (Good/Fairly good/Moderate/Just so so/Poor) 4. What have you learned to prevent burns and deal with burns? Activity 9 Summary Summarize what has been learned in this period, especially the content, the structure and writing/text style. At the same time encourage the students to know more about art to enrich their lives. Homework: 1. Read the text to comprehend it better and complete the rest reading comprehension exercises in the reference book. 2. Preview the new language items in the text by reading the explanations in the reference book. 学科网（北京）股份有限公司 $