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

Unit 4 Amazing Art-Using language 内容导航 This section focuses on the present continuous passive voice and art-themed vocabulary, enabling students to describe ongoing art-related actions and express views on artworks in context. 教学目标和重难点 1. 教学目标 Cultivate language ability to master grammar and vocabulary for accurate art description. Develop thinking quality to analyze sentence structures and distinguish active and passive voices. Enhance cultural awareness to appreciate global art and respect diverse expressions. Promote learning ability to autonomously summarize rules and apply knowledge in real scenarios. 2. 教学重难点 Key points: Master the structure and basic usage of the present continuous passive voice; accumulate art-related words and collocations. Difficult points: Distinguish it from other passive tenses in context; flexibly use the structure to talk about art exhibitions and creation processes accurately. 教学过程 Step 1 Lead-in: Art Scene Activation Teacher shows short videos and pictures of ongoing art exhibitions, artwork creation, and museum arrangement. Students observe and answer simple questions like “What are the workers doing?” and “What is happening to the paintings?” Design intention: Create a vivid art-related context to arouse students’ interest, activate their prior knowledge of the present continuous tense, and lay a foundation for the passive voice learning. Teacher guides students to notice sentences where the receiver of the action is emphasized. For example, “The paintings are being hung on the wall.” Students compare this with active sentences and preliminarily feel the structural difference. Design intention: Lead students to discover the target grammar naturally through real context, avoiding mechanical rule presentation and enhancing their perception of language use. Step 2 Language Input: Grammar and Vocabulary Learning 2.1 Vocabulary Building Teacher presents art-themed vocabulary such as “exhibit”, “sculpture”, “gallery”, “decorate”, “preserve” with pictures and example sentences. Students read aloud, match words with meanings, and make simple sentences. Design intention: Enrich students’ art-related lexical resources, ensuring they have adequate language tools to express ideas in subsequent activities. Teacher organizes pair work: students use new words to briefly describe their favorite artworks. Teacher monitors and corrects pronunciation and collocation errors timely. Design intention: Consolidate vocabulary learning through interactive practice, improve students’ oral expression confidence, and connect vocabulary with real-life experience. 2.2 Grammar Discovery and Explanation Teacher displays sentences from the textbook related to the present continuous passive voice, such as “Many famous artworks are being shown in the gallery.” and “A new painting is being created by the artist.” Students work in groups to summarize the structure: am/is/are + being + done. Teacher supplements the usage: emphasize the ongoing action and the receiver of the action, often with time markers like “now”, “at the moment”, “currently”. Design intention: Cultivate students’ inductive thinking ability by letting them explore rules independently, making grammar learning more initiative and effective. Teacher contrasts the present continuous passive voice with the simple present passive voice and present continuous active voice with example groups. Students analyze differences in meaning and structure. Design intention: Help students clarify confusing points, deepen their understanding of the target grammar’s unique usage, and reduce misuse in practical application. Teacher provides more example sentences covering art creation, exhibition arrangement, and artwork protection. Students judge sentence structures and translate them into Chinese. Design intention: Expand contextual input, help students grasp grammar application in different art-related scenarios, and strengthen form-meaning connection. Step 3 Controlled Practice: Consolidate Language Knowledge 3.1 Sentence Transformation Students rewrite active sentences into the present continuous passive voice. For example, “The workers are cleaning the sculptures.” → “The sculptures are being cleaned by the workers.” Teacher checks answers and explains typical mistakes. Design intention: Conduct targeted grammar training to consolidate structural mastery, helping students convert between active and passive voices accurately. 3.2 Gap-filling Exercise Students complete a short passage about preparing for a school art festival by filling in the correct form of verbs. The passage contains multiple blanks of the present continuous passive voice. Design intention: Integrate grammar into coherent discourse, train students’ contextual grammar application ability, and improve discourse awareness. 3.3 Error Correction Students find and correct errors in sentences, such as “The picture is being paint now.” and “These artworks is being displayed.” Teacher summarizes common errors like wrong verb forms and subject-verb agreement. Design intention: Target common mistakes to enhance students’ grammatical accuracy, develop their careful language awareness, and avoid repeated errors. Step 4 Semi-controlled Practice: Contextual Language Application 4.1 Picture Description Teacher shows pictures of students preparing an art class exhibition. Students work in groups to describe what is happening using the present continuous passive voice and new vocabulary. Design intention: Combine grammar and vocabulary in visual context, exercise students’ integrated language application ability, and stimulate collaborative communication. Each group sends a representative to share their descriptions. Other groups evaluate and supplement. Teacher affirms excellent expressions and guides language optimization. Design intention: Provide a platform for students to show their learning results, enhance their expression confidence, and promote mutual learning and improvement. 4.2 Role-play: Museum Guide Interview Students role-play as museum guides and reporters. Reporters ask about ongoing exhibition work, and guides answer using the target language. For example:R: What is being done in the exhibition hall?G: Some new paintings are being hung on the wall. Design intention: Create a real communicative scenario, train students’ oral interactive ability, and let them experience language’s practical communicative value. Teacher provides key sentence patterns and vocabulary support for students with difficulties. Teacher records typical language problems for later summary. Design intention: Offer personalized assistance to ensure all students participate in activities, and collect real-time feedback to adjust teaching progress. Step 5 Free Practice: Creative Comprehensive Output 5.1 Art Project Discussion Students discuss in groups about a class art creation project. They talk about tasks being carried out, such as “What materials are being prepared?” and “How is the design being discussed?” Design intention: Combine language learning with creative activities, encourage free expression, and improve students’ ability to use language to solve practical problems. Groups draft a short plan about their art project, writing 5-8 sentences using the present continuous passive voice. Teacher guides sentence coherence and logical organization. Design intention: Transform oral output into written expression, train students’ written comprehensive ability, and consolidate grammar and vocabulary application in writing. 5.2 Art Culture Sharing Students briefly introduce an art form or artwork from their culture, mentioning related ongoing inheritance or protection work with the target language. Design intention: Integrate cultural awareness into language output, let students express cultural content in English, and enhance cultural confidence and cross-cultural communication ability. Students exchange drafts in groups and revise each other. Teacher provides revision suggestions on language accuracy and content richness. Design intention: Cultivate students’ self-evaluation and peer-assessment ability, improve their language accuracy and expression quality through revision. Step 6 Summary and Extension 6.1 Classroom Summary Teacher leads students to review the structure and usage of the present continuous passive voice, key art vocabulary, and application scenarios. Students summarize what they have learned. Design intention: Systematize classroom knowledge, help students sort out learning points, deepen memory, and form a complete knowledge framework. Teacher emphasizes key points and difficult points, especially the distinction between the present continuous passive voice and other similar structures, and reinforces key collocations. Design intention: Highlight core knowledge, solve remaining confusion, ensure students master key content and lay a foundation for subsequent learning. 6.2 Homework Assignment Students write a short passage of 8-10 sentences about the ongoing preparation of a class art corner, using the present continuous passive voice and learned vocabulary. Design intention: Extend classroom learning to after-class practice, consolidate written output ability, and check students’ independent mastery of knowledge. Students collect 3-5 sentences about art from English materials using the target grammar, and share them in the next class. Design intention: Cultivate students’ autonomous learning ability, expand extracurricular language input, and connect classroom learning with extracurricular resources. Step 7 Emotional Attitude Promotion Teacher guides students to realize the importance of art in life and the efforts behind art protection and creation. Students express their willingness to appreciate and protect art. Design intention: Integrate emotional education into language teaching, cultivate students’ love for art and sense of responsibility for cultural heritage, and achieve the goal of holistic education. Teacher encourages students to use English to learn about global art, understand diverse art cultures, and become cross-cultural communicators. Design intention: Enhance students’ cross-cultural awareness, connect language learning with cultural communication, and promote the development of core competencies. 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 $