Unit 1 The Art of Learning-Reading and Thinking 教案-2025-2026学年高中英语人教版选修第三册

Unit 1 The Art of Learning-Reading and Thinking 内容导航 This section focuses on "A Short History of Western Painting", which briefly introduces the development of Western painting from the Middle Ages to Modern Art. It elaborates on the artistic styles, core characteristics, and representative artists of different periods, helping students understand the evolution of Western art and lay a foundation for cross-cultural art appreciation and English language application. It also involves the connection between art development and social, cultural and technological changes, guiding students to explore the connotation of art. 教学目标和重难点 1. 教学目标 Language Ability: Master key words and sentence patterns related to art, improve reading comprehension and expression ability in art-themed contexts. Cultural Awareness: Understand the characteristics of Western painting in different periods, respect cultural diversity, and cultivate cross-cultural communication ability. Thinking Quality: Develop logical thinking by sorting out the development context of Western painting, and form critical thinking through analyzing artistic styles. Learning Ability: Master reading strategies such as skimming and scanning, cultivate the habit of independent reading and cooperative inquiry, and enhance the ability to integrate and apply knowledge. 2. 教学重难点 Key Points: Grasp the main context of the text—the development process of Western painting and the core characteristics of each period (Middle Ages, Renaissance, Impressionism, Modern Art); master key vocabulary (e.g., impressionism, renaissance, perspective) and sentence patterns (e.g., It is hard to do sth., The purpose of... is to...). Difficult Points: Understand the internal connection between the evolution of artistic styles and social and cultural factors; accurately use key sentence patterns to describe artistic styles and works; cultivate the ability to analyze and evaluate artistic works in English. 教学过程 Step 1: Pre-reading (Lead-in and Preview) Activity 1: Brainstorming and Theme Introduction The teacher starts the class by showing pictures of representative Western paintings (e.g., works by Rembrandt, Monet) and Chinese traditional paintings (e.g., Tang Yin’s Clearing After Snow on a Mountain Pass). Then the teacher asks questions in English: “Do you know these paintings? What differences do you find between them? What do you think Western art is like?” Guide students to freely express their views, and encourage them to use simple English words related to art, such as “painting”, “artist”, “style”, “color”. After students’ answers, the teacher summarizes and leads to the theme of the lesson: “Today we will learn about the development of Western painting through the text ‘A Short History of Western Painting’, which will help us understand the charm of Western art and improve our English reading ability.” Design Intention: This activity uses visual pictures to arouse students’ interest in the theme of art, activate their existing knowledge reserve about art, and reduce the difficulty of understanding the text. By asking open-ended questions, it encourages students to speak actively, cultivates their oral expression ability, and lays a good emotional and cognitive foundation for the subsequent reading link. At the same time, it subtly connects Western art with Chinese art, paving the way for the cultivation of cultural awareness. Activity 2: Vocabulary Preview The teacher presents the key vocabulary of the text on the screen, including nouns (impressionism, renaissance, perspective, masterpiece, bronze), verbs (seek, gain, adopt, convey), adjectives (realistic, abstract, extraordinary, precise) and phrases (give a precise definition, over the centuries, reach its height, gain a reputation, focus on). For each word or phrase, the teacher provides simple English explanations and example sentences related to the text, and invites students to read after the teacher to familiarize themselves with the pronunciation and usage. For example, when explaining “impressionism”, the teacher says: “Impressionism is a style of Western painting that started in France in the late 19th century, which focuses on the subjective impression of light and movement in a scene, like Monet’s Impression, Sunrise.” Then the teacher asks students to make simple sentences with the words they have learned, such as “The Renaissance was a period of great cultural development in Western history.” Design Intention: Vocabulary is the foundation of reading comprehension. Previewing key vocabulary in advance helps students avoid being hindered by new words when reading the text, improves reading fluency, and lays a solid language foundation for understanding the text. By combining the vocabulary with the text context and example sentences, students can better grasp the usage of words, which is conducive to improving their language application ability. At the same time, reading aloud and sentence-making activities can enhance students’ sense of language and enthusiasm for learning. Activity 3: Predicting the Text Content The teacher shows the title of the text “A Short History of Western Painting” and asks students: “According to the title, what do you think the text will talk about? How many periods of Western painting may it introduce? What aspects of each period may be mentioned?” Guide students to make predictions based on the title and the pictures shown earlier, and write down their predictions on the notebook. Then the teacher invites several students to share their predictions, and affirms and supplements their ideas. For example, if a student says “The text may introduce different styles of Western painting”, the teacher can reply: “That’s a good prediction. In addition to styles, it may also introduce the purpose of painting in each period and famous artists.” Design Intention: Predicting the text content is an important reading strategy. It can stimulate students’ reading motivation, make them read with purpose, and improve their reading efficiency. By guiding students to predict, it cultivates their logical thinking ability and the habit of active thinking, and helps them form a preliminary framework of the text in advance, which is conducive to a better understanding of the text structure later. Step 2: While-reading (Comprehension and Analysis) Activity 1: Skimming for the Main Idea The teacher asks students to read the text quickly (skimming) and complete two tasks: 1. Summarize the main idea of the text in one sentence. 2. Divide the text into several parts and write down the main idea of each part. After students finish reading, the teacher organizes them to exchange their answers in groups of four. Each group selects a representative to share their results, and the teacher comments and corrects them. The final summary is: The text mainly introduces the development of Western painting from the Middle Ages to Modern Art, including the artistic characteristics, purposes and representative artists of four main periods: the Middle Ages, the Renaissance, Impressionism and Modern Art. The text is divided into five parts: Paragraph 1 is the introduction (the difficulty of defining Western art and the way to understand it); Paragraph 2 introduces the Middle Ages; Paragraphs 3-5 introduce the Renaissance; Paragraphs 6-7 introduce Impressionism; Paragraph 8 introduces Modern Art. Design Intention: Skimming is a basic reading strategy that helps students quickly grasp the main idea of the text and understand the overall structure of the text. By grouping discussions, it cultivates students’ cooperative learning ability and the ability to express and exchange ideas in English. The teacher’s comments and corrections help students form a correct understanding of the text, lay a foundation for the detailed reading link, and also cultivate students’ ability to summarize and generalize, which is an important part of improving their thinking quality. Activity 2: Scanning for Key Information The teacher divides students into four groups, and each group is responsible for one period of Western painting (Group 1: the Middle Ages; Group 2: the Renaissance; Group 3: Impressionism; Group 4: Modern Art). The teacher asks students to read the corresponding paragraphs carefully (scanning) and find the key information according to the following questions: 1. What was the purpose of painting in this period? 2. What were the main characteristics of the paintings? 3. Were there any representative artists or works mentioned? 4. What social or cultural factors influenced the artistic style of this period? Each group is required to record the key information in the form of a mind map or a table. After 10 minutes, each group sends a representative to present their findings to the whole class, and other groups can supplement and ask questions. For example, Group 1 may answer: “In the Middle Ages, the purpose of Western art was to teach people about Christianity. The paintings mainly represented religious themes, and they were not very realistic.” The teacher then supplements: “Yes, and the artists in the Middle Ages did not focus on showing the real appearance of people, but on expressing religious beliefs.” Design Intention: Scanning helps students quickly locate key information in the text, improve their ability to obtain specific information. Dividing students into groups to complete the task can enhance their sense of cooperation and participation, and make the reading process more active and efficient. Using mind maps or tables to record information helps students sort out the key points systematically, cultivate their logical thinking ability and the ability to organize information. The presentation and interaction link not only allows students to consolidate the key information they have found, but also improves their oral expression ability and the ability to communicate and exchange in English. Activity 3: Detailed Reading for Sentence Analysis The teacher selects several key sentences and difficult sentences in the text to analyze, helping students understand the structure and meaning of the sentences, and master the key sentence patterns. The selected sentences include: 1. “It is hard to give a precise definition. As there have been so many different styles of Western art, it is impossible to describe them all in a short text.” (Analyze the sentence structure “It is + adj. + to do sth.” and the adverbial clause of reason led by “as”.) 2. “This technique reached its height with Rembrandt (1606-1669), who gained a reputation as a master of shadow and light.” (Analyze the non-restrictive attributive clause led by “who”.) 3. “In this work, Monet's aim was to convey the light and movement in the scene—the subjective impression the scene gave him—but not a detailed record of the scene itself.” (Analyze the infinitive as the predicative and the appositive structure.) For each sentence, the teacher first asks students to try to analyze it by themselves, then explains it in detail, and invites students to make similar sentences. For example, after analyzing the first sentence, the teacher asks students to make a sentence with “It is + adj. + to do sth.”, such as “It is important to learn about different cultures.” Design Intention: Detailed sentence analysis helps students break through the difficult points in reading, understand the structure and usage of key sentence patterns, and lay a foundation for their own writing and expression. By letting students try to analyze sentences by themselves first, it cultivates their independent thinking ability and the ability to solve problems. Making similar sentences helps students consolidate the sentence patterns they have learned and improve their language application ability. At the same time, it also helps students better understand the meaning of the text and deepen their understanding of the content. Activity 4: Text Structure Analysis The teacher guides students to sort out the text structure again based on the previous skimming and scanning activities. The teacher asks: “What is the writing order of the text? Why does the author arrange the content in this order?” Students discuss in groups and then share their views. The teacher summarizes: “The text adopts a chronological order, introducing the development of Western painting from the Middle Ages to Modern Art. This order is in line with the law of historical development, making the text structure clear and logical, and easy for readers to understand the evolution process of Western painting.” Then the teacher shows a time line on the screen, marking the four periods and their key characteristics, and asks students to fill in the details according to the text. Design Intention: Analyzing the text structure helps students have a deeper understanding of the logical connection of the text content, cultivate their logical thinking ability and the ability to grasp the overall framework of the text. The time line can visually show the development process of Western painting, help students sort out the fragmented information in the text, and form a systematic knowledge system. This activity also lays a foundation for students to summarize the text content and write about the development of a certain thing later. Step 3: Post-reading (Consolidation and Extension) Activity 1: Text Retelling The teacher asks students to retell the text based on the time line and the key information they have sorted out. The retelling requirements are: 1. Use the key vocabulary and sentence patterns learned in the text. 2. Clearly state the key characteristics of each period of Western painting. 3. Speak fluently and clearly in English. Students can first practice retelling in pairs, and then the teacher invites several students to retell in front of the whole class. The teacher comments on their retelling, affirming their strengths and pointing out the areas that need improvement. For example, if a student forgets to mention the representative artist of Impressionism, the teacher can remind: “You did a good job in retelling the characteristics of Impressionism. Can you add the representative artist mentioned in the text?” Design Intention: Text retelling is an effective way to consolidate the text content. It can help students review the key information and key sentence patterns in the text, improve their oral expression ability and the ability to organize language. Practicing in pairs can reduce students’ pressure and make them more willing to speak. The teacher’s comments help students find their own shortcomings and improve their retelling ability. At the same time, it also cultivates students’ ability to summarize and apply knowledge, which is conducive to the improvement of their language ability and thinking quality. Activity 2: Group Discussion The teacher puts forward two discussion topics for students to discuss in groups of four: 1. “What factors do you think affect the development of art? Give examples based on the text.” 2. “Compare Western painting with Chinese traditional painting (e.g., ink wash painting), what are their similarities and differences? How can we promote cross-cultural communication through art?” Each group is required to discuss the topics fully, record the key points of the discussion, and select a representative to share the group’s views. After each group’s sharing, the teacher makes a summary and guidance, emphasizing the importance of cultural diversity and cross-cultural communication. For example, when discussing the second topic, the teacher can say: “Western painting and Chinese traditional painting have their own characteristics. Western painting pays more attention to realism and perspective, while Chinese traditional painting pays more attention to artistic conception and ink wash. We should respect the differences between different cultures and learn from each other’s strengths to promote cross-cultural communication.” Design Intention: Group discussion can stimulate students’ thinking, cultivate their critical thinking ability and cooperative learning ability. The discussion topics are closely related to the text and extend to cross-cultural communication, which is conducive to cultivating students’ cultural awareness and guiding them to establish a correct view of culture. By discussing and sharing, students can express their own views in English, improve their oral expression ability and the ability to communicate and cooperate in a team. The teacher’s summary and guidance help students deepen their understanding of the theme and enhance their sense of cross-cultural communication. Activity 3: Vocabulary and Sentence Pattern Consolidation The teacher designs some exercises to help students consolidate the key vocabulary and sentence patterns learned in the text. The exercises include: 1. Fill in the blanks with the correct form of the given words (e.g., precise, seek, gain, convey). 2. Rewrite the sentences using the key sentence patterns (e.g., change “It is difficult to understand his paintings” into “It is hard to understand his paintings” using the pattern “It is + adj. + to do sth.”). 3. Translate the following sentences into English using the key vocabulary and sentence patterns (e.g., “伦勃朗作为光影大师赢得了声誉” → “Rembrandt gained a reputation as a master of shadow and light”). Students complete the exercises independently, then check the answers with their deskmates. The teacher explains the difficult exercises and emphasizes the key points. Design Intention: Consolidation exercises help students further master the key vocabulary and sentence patterns, improve their language application ability. Completing the exercises independently cultivates students’ independent learning ability and the ability to solve problems. Checking answers with deskmates enhances their sense of interaction and cooperation. The teacher’s explanation helps students correct their mistakes and deepen their understanding of the key points, laying a solid foundation for their future study and application. Activity 4: Extended Reading and Writing The teacher provides a short extended reading material about a famous Western artist (e.g., Van Gogh) or a Chinese traditional artist (e.g., Tang Yin), which is related to the text theme. Students read the material quickly and then complete a short writing task: Write a short passage (about 100 words) introducing the artist and his/her works, using the key vocabulary and sentence patterns learned in the text. The teacher gives some writing tips: 1. Start with a brief introduction of the artist. 2. Introduce the characteristics of his/her works. 3. Express your own feelings or views on the artist and his/her works. After students finish writing, the teacher collects some students’ works, reads them aloud in class, and comments on them, affirming their strengths and putting forward suggestions for improvement. For example, if a student uses the sentence pattern “The purpose of his paintings is to convey his emotions”, the teacher can affirm: “You used the key sentence pattern correctly. You can also add some specific examples of his works to make the passage more vivid.” Design Intention: Extended reading helps students expand their knowledge, connect the text content with real life, and deepen their understanding of the theme of art. The writing task is closely related to the text, which can help students consolidate the key vocabulary and sentence patterns, improve their writing ability. The writing tips guide students to organize their writing ideas, cultivate their logical thinking ability and the ability to express their views in English. The teacher’s comments and suggestions help students improve their writing level and enhance their confidence in writing. Activity 5: Summary and Reflection The teacher guides students to summarize the content of this lesson. The teacher asks: “What have we learned today? What key points have we mastered? What difficulties have we encountered and how have we solved them?” Students answer the questions one by one, and the teacher supplements and summarizes. Then the teacher asks students to reflect on their own learning process: “Did you actively participate in the activities today? What aspects do you need to improve in the future? How can you better master the knowledge of this lesson?” Students write a short reflection in their notebooks, and then share their reflections with their deskmates. Design Intention: Summarizing the lesson helps students sort out the knowledge they have learned, form a systematic knowledge system, and deepen their understanding of the key points. Reflecting on the learning process helps students find their own shortcomings, cultivate their self-reflection ability and learning ability. Sharing reflections with deskmates allows students to learn from each other, improve their learning methods, and enhance their enthusiasm for learning. Step 4: Homework Arrangement 1. Review the text and recite the key vocabulary and key sentences. 2. Finish the extended writing task and polish it according to the teacher’s comments. 3. Search for information about one Western artist or one Chinese traditional artist, and prepare a short oral report (about 2 minutes) to be presented in the next class. 4. Preview the next part of the unit (Learning about Language) and master the usage of the infinitive as the predicative. Design Intention: Homework is an extension of classroom teaching, which helps students consolidate the knowledge they have learned in class and improve their learning ability. Reciting key vocabulary and sentences helps students deepen their memory and lay a foundation for future application. Polishing the writing task helps students improve their writing level. Preparing the oral report encourages students to take the initiative to collect information, expand their knowledge, and improve their oral expression ability. Previewing the next part helps students better adapt to the next class and improve learning efficiency. Throughout the teaching process, all activities are designed around the four-dimensional core literacy, focusing on cultivating students’ language ability, cultural awareness, thinking quality and learning ability. Each activity has a clear purpose, which is closely related to the text content and students’ actual learning situation, ensuring that students can not only master the knowledge and skills, but also improve their comprehensive quality. At the same time, the teaching process pays attention to the interaction between teachers and students and between students and students, creating a positive and active learning atmosphere, and stimulating students’ enthusiasm for learning English and exploring art. 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 $