Unit 7 Art Lesson 1 Masterpieces 教案-2025-2026学年高中英语北师大版必修第三册

Unit 7 Art-Lesson 1 Masterpieces 教学目标和重难点 1. 教学目标 Language Competence: Enable students to master words and sentences related to art masterpieces, understand descriptive passages about famous paintings, and express their views on artworks in English. Cultural Awareness: Help students learn about world-famous artists and their masterpieces, understand different art styles and cultural connotations, respect cultural diversity and enhance cultural confidence. Thinking Quality: Guide students to analyze the characteristics, inspiration and value of artworks, develop critical thinking and logical reasoning ability. Learning Ability: Cultivate students' ability of independent reading, cooperative inquiry and autonomous learning, and enable them to use learning strategies to improve their English application ability. 2. 教学重难点 Key Points: Master core vocabulary such as masterpiece, brushstroke, perspective and relevant sentence patterns; understand the main content of the text, including the introduction of three famous paintings and their artists; be able to briefly describe an artwork in English. Difficult Points: Understand the deep meaning and artistic value of the three masterpieces; accurately use English to express the characteristics and artistic styles of artworks; cultivate the ability to appreciate artworks and think critically. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class by showing high-definition pictures of three world-famous paintings on the screen: The Starry Night by Vincent van Gogh, The Scream by Edvard Munch, and The Empire of Light by René Magritte. Then the teacher asks the students a series of guiding questions in English: “Have you seen these paintings before? What do you think of them? Can you guess the names of the paintings or the artists who created them?” After the students express their opinions freely, the teacher briefly introduces the three paintings and their artists, and naturally leads to the topic of this lesson—Masterpieces. During the process, the teacher writes the key words such as “masterpiece”, “painter”, “artwork” on the blackboard to lay a foundation for the subsequent teaching. Design Intention: The lead-in activity adopts the form of visual presentation, which can quickly attract students' attention and arouse their interest in learning. The three famous paintings selected are closely related to the text content, which can help students establish a preliminary connection with the lesson theme. By asking open questions, it can stimulate students' thinking and encourage them to participate in classroom interaction actively. At the same time, the key vocabulary is presented implicitly, which helps students accumulate vocabulary in a real context and lays a good foundation for the subsequent text reading and language application. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher arranges the students to work in pairs to preview the new words in the text. The new words include core vocabulary such as masterpiece, brushstroke, perspective, vivid, emotional, mysterious, inspire, reflect, etc. The teacher provides phonetic symbols and simple English explanations for each word, and asks the students to read the words aloud in pairs, correct each other's pronunciation, and discuss the meaning of the words combined with the context clues in the text. For some difficult words, such as “perspective” and “brushstroke”, the teacher uses pictures and simple gestures to help students understand. For example, the teacher shows a painting with obvious perspective effect and explains: “Perspective is a way of drawing that makes objects look three-dimensional on a flat surface.” Then, the teacher briefly introduces the background knowledge of the three artists and their works in English. For Vincent van Gogh, the teacher introduces: “Vincent van Gogh was a famous Dutch post-impressionist painter. He created many famous works in his life, but he was not recognized during his lifetime. The Starry Night is one of his most famous works, which was painted when he was in a mental hospital.” For Edvard Munch, the teacher says: “Edvard Munch was a Norwegian painter. His works often express human emotions such as fear and anxiety. The Scream is his representative work, which reflects the confusion and pain of human beings in the modern society.” For René Magritte, the teacher introduces: “René Magritte was a famous Belgian surrealist painter. His works are full of mystery and fantasy, and often break the boundaries between reality and illusion. The Empire of Light is one of his classic works.” Finally, the teacher asks the students to predict the main content of the text according to the title, the pictures and the background knowledge they have just learned. The teacher asks: “What do you think the text will talk about? Will it introduce the characteristics of these three paintings? Or the stories behind the paintings?” The students express their predictions freely, and the teacher writes down the key predictions on the blackboard. Design Intention: The pre-reading link focuses on solving the vocabulary barrier and background barrier for students' text reading. Previewing new words in pairs can cultivate students' cooperative learning ability and autonomous learning ability. Using English explanations, pictures and gestures to explain new words can help students understand the meaning of words more intuitively and deeply, and avoid the negative impact of Chinese translation on English thinking. Introducing the background knowledge of artists and works can help students understand the cultural connotation and artistic value of the works, lay a foundation for in-depth text reading, and also help cultivate students' cultural awareness. Predicting the text content can stimulate students' reading motivation and make them read with purpose. Step 3: While-reading (In-depth Text Reading and Analysis) This link is divided into three parts: fast reading, careful reading and deep reading, which guides students to understand the text step by step from the overall to the local and then to the deep level. First, Fast Reading. The teacher asks the students to read the text quickly and finish two tasks: 1. Find out the main idea of the text; 2. Match each paragraph with the corresponding painting (The Starry Night, The Scream, The Empire of Light). After the students finish reading, the teacher invites several students to answer the questions. The teacher summarizes the main idea of the text: The text mainly introduces three world-famous masterpieces, including their characteristics, the inspiration of the artists and the artistic value of the works. Then the teacher checks the matching results and corrects the mistakes in time. Design Intention: Fast reading aims to train students' ability of skimming and grasping the main idea of the text. The two tasks designed are simple and clear, which can help students quickly establish the overall framework of the text and lay a foundation for careful reading. Matching paragraphs with paintings can help students sort out the structure of the text and understand the logical relationship between each part. Second, Careful Reading. The teacher asks the students to read the text carefully and finish the following detailed tasks in groups of four: 1. For each painting, find out the key information including the description of the painting, the artist's inspiration and the evaluation of the work; 2. Underline the key sentences and difficult sentences in each paragraph; 3. Discuss the meaning of the difficult sentences with group members. After the students finish the tasks, the teacher organizes the class to exchange and discuss. For each painting, the teacher invites a group to share their collected key information, and then supplements and corrects it. For example, when introducing The Starry Night, the teacher guides the students to find out the key descriptions: “The painting shows a night sky filled with swirling clouds, bright stars and a glowing moon. Below the sky is a quiet village and a lonely cypress tree.” For the artist's inspiration: “Van Gogh painted the picture based on what he saw from his window in the mental hospital, but he also added his own emotions and imagination.” For the evaluation of the work: “It is one of the most famous paintings in the world, which reflects Van Gogh's unique artistic style and deep emotions.” For the difficult sentences in the text, such as “What makes The Starry Night so special is the way Van Gogh uses color and brushstrokes to express his feelings.”, the teacher analyzes the sentence structure in detail: “This is a complex sentence. The subject is ‘What makes The Starry Night so special’, which is a subject clause; the predicate is ‘is’; the object is ‘the way’; and the attributive clause ‘Van Gogh uses color and brushstrokes to express his feelings’ modifies ‘the way’.” Then the teacher asks the students to read the sentence aloud and imitate it to make similar sentences, such as “What makes this painting so amazing is the way the artist uses light and shadow.” Design Intention: Careful reading aims to guide students to grasp the detailed information of the text, understand the key sentences and difficult sentences, and lay a foundation for deep understanding of the text. Organizing students to complete tasks in groups can cultivate their cooperative inquiry ability and communication ability. Analyzing difficult sentences in detail can help students master the sentence structure, improve their ability of understanding complex sentences, and also help them accumulate sentence patterns for subsequent language output. Imitating sentences can help students apply the learned knowledge in practice and improve their language application ability. Third, Deep Reading. On the basis of careful reading, the teacher guides students to conduct in-depth thinking and discussion. The teacher puts forward the following guiding questions: 1. What are the common characteristics of the three masterpieces? 2. Why do you think these three paintings can become masterpieces? 3. What can we learn from the artists and their works? The students discuss these questions in groups, and the teacher walks around the classroom to guide them. After the discussion, the teacher invites several groups to share their views. For example, for the first question, the students may answer: “All three paintings express the artists' true emotions and unique insights into life; they all have unique artistic styles; they all use color and composition to convey deep meanings.” For the second question, the students may say: “Because these paintings have high artistic value, they can arouse people's emotional resonance, and they reflect the social background and human emotions of the time.” For the third question, the students may express: “We can learn the artists' persistence and pursuit of art, and their courage to express their true feelings; we should also learn to observe life carefully and find beauty in life.” During the discussion, the teacher encourages students to express their own views freely, even if their views are different from others. The teacher also guides students to combine the background knowledge of the artists and the text content to support their own views, and cultivates their critical thinking ability. Design Intention: Deep reading aims to guide students to go beyond the surface of the text, understand the deep meaning and artistic value of the works, and cultivate their thinking quality and cultural awareness. The guiding questions designed are open and exploratory, which can stimulate students' deep thinking and encourage them to express their own views. Group discussion can help students exchange ideas, learn from each other, and improve their communication ability and cooperative ability. Encouraging students to express different views can cultivate their critical thinking ability and independent thinking ability. Step 4: Post-reading (Language Application and Ability Improvement) This link is divided into two parts: language practice and theme expansion, which aims to help students apply the learned knowledge and improve their language application ability and comprehensive quality. First, Language Practice. The teacher arranges two language practice activities. Activity 1: Sentence Making. The teacher provides the core vocabulary and sentence patterns learned in the lesson, such as “masterpiece”, “inspire”, “reflect”, “What makes... so special is...”, “The way... is amazing.”, and asks the students to make sentences with these words and sentence patterns. Each student makes at least 3 sentences, and then exchanges their sentences with their deskmates to check and correct each other's mistakes. The teacher invites several students to share their sentences in class and comments on them, affirming the correct sentences and correcting the wrong ones. Activity 2: Description of Artworks. The teacher shows a picture of another famous artwork (such as Mona Lisa by Leonardo da Vinci) on the screen, and asks the students to describe the artwork in English. The description should include the name of the painting, the artist, the description of the painting, and their own feelings about the painting. The students can work in pairs to discuss and prepare for 5 minutes, then each pair invites a representative to present their description in class. The teacher evaluates the students' performances from the aspects of vocabulary use, sentence structure, fluency and content completeness, and gives positive comments and suggestions for improvement. Design Intention: Language practice activities aim to help students consolidate the learned vocabulary and sentence patterns, and improve their language application ability. Sentence making can help students master the usage of core vocabulary and sentence patterns, and lay a foundation for coherent expression. Describing artworks can integrate the knowledge learned in the lesson into practice, help students apply the descriptive methods and language learned in the text to real situations, and improve their oral expression ability and comprehensive language application ability. The evaluation of students' performances can help them find their own advantages and disadvantages, and stimulate their motivation to learn English. Second, Theme Expansion. The teacher guides students to expand the theme of “art masterpieces” and carries out cross-cultural comparison activities. The teacher asks: “We have learned about three Western art masterpieces. Do you know any Chinese art masterpieces? What are the differences and similarities between Chinese and Western art masterpieces?” The students discuss these questions in groups, and the teacher provides some examples of Chinese art masterpieces, such as “Along the River During the Qingming Festival” by Zhang Zeduan, “Landscape Painting” by Wang Ximeng, etc. The teacher briefly introduces these Chinese masterpieces in English, and guides students to compare the artistic styles, expressive methods and cultural connotations of Chinese and Western art masterpieces. For example, the students may find that Western art masterpieces pay more attention to realistic expression and individual emotions, while Chinese art masterpieces pay more attention to implicit expression and the harmony between man and nature. After the discussion, the teacher summarizes: “Both Chinese and Western art masterpieces are precious cultural heritages of human beings. They have different artistic styles and cultural connotations, but they all convey the beauty of art and the pursuit of human beings for beauty. We should respect the diversity of world cultures, learn from each other's strengths, and inherit and carry forward our own cultural traditions.” Design Intention: Theme expansion activities aim to expand students' horizons, cultivate their cross-cultural awareness and cultural confidence. Cross-cultural comparison can help students understand the differences and similarities between Chinese and Western cultures, respect cultural diversity, and enhance their sense of identity and pride in their own culture. Introducing Chinese art masterpieces can help students integrate Chinese culture into English learning, realize the combination of language learning and cultural inheritance, and cultivate their ability to spread Chinese culture in English. Step 5: Summary and Homework First, Summary. The teacher invites students to summarize the main content of this lesson in English. The students can take turns to express their views, and the teacher supplements and sorts out. The teacher summarizes: “In this lesson, we have learned about three world-famous art masterpieces, including The Starry Night, The Scream and The Empire of Light. We have mastered some core vocabulary and sentence patterns related to art, understood the characteristics, inspiration and artistic value of the three masterpieces, and also discussed the differences and similarities between Chinese and Western art masterpieces. We have improved our language application ability, thinking quality and cultural awareness.” Then, Homework. The teacher arranges three levels of homework to meet the needs of different students: Basic Homework: Read the text aloud for 15 minutes every day, recite the core vocabulary and key sentences learned in the lesson, and copy the difficult sentences twice. Intermediate Homework: Write a short passage (about 100 words) to describe your favorite artwork, including the name of the artwork, the artist, the description of the artwork and your own feelings. Advanced Homework: Surf the Internet to collect information about one more Western art masterpiece and one Chinese art masterpiece, write a short passage (about 150 words) to compare their artistic styles and cultural connotations, and prepare to share it in the next class. Design Intention: The summary link can help students sort out the knowledge learned in the lesson, consolidate the key points, and form a systematic knowledge framework. Arranging hierarchical homework can meet the learning needs of different students, help students consolidate the knowledge learned in the lesson, and expand their knowledge. Basic homework focuses on consolidating vocabulary and sentences; intermediate homework focuses on training students' writing ability; advanced homework focuses on cultivating students' autonomous learning ability and cross-cultural comparison ability. At the same time, the homework is closely related to the theme of the lesson, which can help students apply the learned knowledge in practice and improve their comprehensive language 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 $