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

Unit 7 Art-Topic Talk 教学目标和重难点 教学目标 Language Competence: Master art-related vocabulary and expressions to listen, speak, read and write about art forms. Cultural Awareness: Understand diverse art forms at home and abroad, respect cultural differences and enhance cultural confidence. Thinking Quality: Develop critical and logical thinking through discussing art topics. Learning Ability: Cultivate autonomous and cooperative learning skills in art-themed activities. 教学重难点 Key Points: Master core vocabulary (e.g., painting, sculpture, music) and functional expressions for talking about art preferences and opinions. Difficult Points: Flexibly use art-related expressions to express personal views logically and accurately, and understand the cultural connotation behind different art forms. 教学过程 Lead-in: A Journey into the World of Art The teacher starts the class with a warm greeting: “Good morning, everyone! Today, we are going to step into a wonderful world — the world of art. Art is a universal language that connects people from different cultures, and it exists everywhere in our life. Now, let’s enjoy some beautiful art works together.” Then, the teacher shows a multimedia presentation with high-definition pictures and short video clips of various art forms, including Chinese traditional paintings, Western oil paintings, sculptures, Beijing Opera, classical music, modern dance and street art. While playing the materials, the teacher asks simple guiding questions: “What do you see in the pictures? Do you know the name of this art form? Have you ever experienced this kind of art in your life?” After watching the materials, the teacher invites 3-4 students to share their initial feelings freely. For example, a student might say, “I see a beautiful oil painting. It looks very vivid, and I think it’s about nature.” Another student could share, “I watched a short clip of Beijing Opera. The costumes are very colorful, and the singing is special.” The teacher responds positively to each student’s sharing, such as “That’s a great observation!” “Your feeling is very real.” Then, the teacher writes some simple art-related words mentioned by students on the blackboard, such as “painting”, “opera”, “music”, “sculpture”, and leads students to read them aloud twice to lay a foundation for the following study. Design Intention: The lead-in link uses multi-modal teaching resources (pictures, videos) to create a vivid and intuitive art atmosphere, which can quickly attract students’ attention and arouse their interest in the topic of art. By asking guiding questions and encouraging students to share freely, it can activate students’ existing knowledge and life experience related to art, help students establish a connection between their daily life and the teaching content, and lay a good emotional and knowledge foundation for the smooth development of the subsequent teaching activities. At the same time, the simple vocabulary accumulation in this link can reduce students’ language barriers in the following learning. Pre-listening: Vocabulary and Background Preview First, the teacher guides students to preview the core vocabulary of this lesson. The teacher shows the new words on the screen, including nouns (painting, sculpture, music, dance, opera, concert, gallery), verbs (appreciate, create, perform, express), adjectives (beautiful, vivid, fascinating, traditional, modern) and functional expressions (I prefer... because...; I am fascinated by...; It appeals to me because...; In my opinion...). For each word and expression, the teacher pronounces it clearly and asks students to follow, then explains the meaning in simple English and gives simple example sentences to help students understand and remember. For example, when explaining “appreciate”, the teacher says: “Appreciate means to recognize the good qualities of something or someone. For example, we appreciate beautiful art works, which means we like them and understand their value.” When explaining “I am fascinated by...”, the teacher gives an example: “I am fascinated by classical music because it is very peaceful and can make me relax.” After the vocabulary explanation, the teacher organizes a pair work activity: students work in pairs to make sentences with the new words and expressions. Each pair needs to make at least 3 sentences, and then invite 2-3 pairs to present their sentences to the class. The teacher corrects the mistakes in pronunciation and grammar in time and gives positive comments. For example, if a student says, “I am fascinated by painting because it can express my feelings”, the teacher says: “Perfect! Your sentence is correct and meaningful. Well done!” Next, the teacher briefly introduces the background of the listening material: “Today, we will listen to a dialogue between two students, Li Hua and Tom. They are talking about their favorite art forms, their experiences of enjoying art and their opinions on different art forms. Before listening, let’s predict: What art forms do you think they will talk about? What opinions might they express?” The teacher invites students to make predictions freely, and writes down the key prediction points on the blackboard, such as “classical music”, “oil painting”, “Beijing Opera”, which helps students focus on the key information during listening. Design Intention: Vocabulary is the foundation of language learning. Previewing core vocabulary before listening can help students reduce the difficulty of listening comprehension, avoid being distracted by unknown words during listening, and improve listening efficiency. The pair work of making sentences can not only help students consolidate the new words and expressions, but also cultivate their cooperative learning ability and oral expression ability in a relaxed atmosphere. The prediction link before listening can activate students’ thinking, let students have a clear listening goal, and improve their ability to capture key information in listening materials. At the same time, the brief background introduction helps students understand the context of the listening material, laying a foundation for accurate understanding of the listening content. While-listening: Comprehend the Dialogue Step by Step The teacher plays the listening material for the first time, and asks students to listen for the main idea: “Listen carefully and try to answer two questions: Who are the speakers in the dialogue? What is the main topic of their conversation?” After playing the material, the teacher invites students to answer the questions. Most students can quickly answer that the speakers are Li Hua and Tom, and the main topic is their favorite art forms and related opinions. The teacher confirms the answers and summarizes: “Yes, Li Hua and Tom are talking about their favorite art forms, such as classical music and Chinese painting, and they also share their reasons and experiences.” Then, the teacher plays the listening material for the second time, and asks students to finish the “Text Builder” exercise in the textbook. The exercise requires students to fill in the blanks with the words and expressions they hear in the dialogue, which mainly involves the core vocabulary and functional expressions previewed earlier. During the listening process, the teacher reminds students to focus on the key information and take simple notes if necessary. After playing the material, the teacher invites students to share their answers, and checks and corrects them together with the whole class. For the blanks that students find difficult, the teacher plays the corresponding part of the listening material again, pauses at the key sentences, and guides students to find the correct answers. For example, if students can’t fill in the blank “I am fascinated by classical music because it is very ______”, the teacher plays the corresponding sentence again and guides students to hear the word “peaceful”. After correcting the answers, the teacher plays the listening material for the third time, and asks students to listen carefully and take notes about the key information of each speaker: “Listen again and write down Li Hua’s favorite art form, the reason why he likes it and his related experience; do the same for Tom.” After listening, students work in pairs to check their notes and supplement each other. Then, the teacher invites 2 students to share their notes, and sorts out the key information on the blackboard: Li Hua’s favorite art form is classical music, he likes it because it is peaceful and can make him relax, and he once went to a classical concert with his parents; Tom’s favorite art form is Chinese painting, he likes it because it is vivid and full of Chinese culture, and he learned to paint Chinese paintings when he was a child. Design Intention: The while-listening link is designed in three steps (listening for main idea, listening for details, listening for key information), which conforms to the law of students’ listening comprehension and helps students gradually deepen their understanding of the listening material. Listening for the main idea first can help students grasp the overall context of the dialogue; listening for details (filling in the blanks) can help students consolidate the core vocabulary and functional expressions, and improve their ability to capture specific information; listening for key information and taking notes can cultivate students’ listening ability and information sorting ability. The pair work of checking notes can help students complement each other, improve their cooperative learning ability, and ensure that every student can understand the key content of the listening material. Post-listening: Consolidation and Extension First, the teacher organizes a role-play activity: students work in pairs to act out the dialogue between Li Hua and Tom. Before the role-play, the teacher asks students to read the dialogue aloud together twice to familiarize themselves with the pronunciation, intonation and content of the dialogue. Then, students are given a few minutes to prepare, and they can make appropriate adjustments to the dialogue according to their own understanding, such as adding their own opinions on art forms. During the preparation, the teacher walks around the classroom, provides guidance for students who have difficulties, such as helping them correct pronunciation and adjust sentences. After preparation, invite 2-3 pairs to perform the dialogue in front of the class. The teacher evaluates their performance from the aspects of pronunciation, intonation, fluency and emotional expression, and gives positive comments and suggestions. For example, “Your performance is very vivid! Your pronunciation is clear, and you can express the feelings of the characters well. If you can speak a little more fluently, it will be better.” Next, the teacher guides students to extend the topic: “Li Hua and Tom talked about their favorite art forms. Now, let’s talk about our own favorite art forms. You can use the vocabulary and expressions we learned today to share your favorite art form, the reason why you like it, your related experience and your opinions on it.” The teacher first gives a model: “My favorite art form is painting. I am fascinated by painting because it can help me express my feelings and imagination. I often paint in my free time, and I once painted a picture of my family, which made my parents very happy. In my opinion, painting is a wonderful way to record life and express emotions.” Then, students work in groups of 4 to discuss their own views. During the discussion, the teacher reminds students to use the functional expressions they learned, such as “I prefer... because...”, “In my opinion...”, “It appeals to me because...”. The teacher walks around the classroom, participates in the discussion of each group, guides students to express their views clearly and logically, and corrects their language mistakes in time. After the group discussion, the teacher invites 3-4 students from different groups to share their views with the whole class. For each student’s sharing, the teacher responds positively and asks follow-up questions to guide students to express more comprehensively. For example, if a student says, “I like Beijing Opera because it is a traditional Chinese art form”, the teacher asks: “What do you like most about Beijing Opera? The costumes, the singing or the performance?” This can help students think more deeply and improve their oral expression ability. After all students finish sharing, the teacher summarizes: “Everyone has their own favorite art form, and your reasons are very wonderful. Art is diverse, and each kind of art has its own charm. We should learn to appreciate different art forms and feel the beauty brought by art.” Design Intention: The role-play activity after listening can help students consolidate the content of the listening dialogue, familiarize themselves with the use of core vocabulary and functional expressions, and improve their oral expression ability and performance ability in a relaxed and interesting way. The group discussion and class sharing activities can extend the topic, let students apply the learned language knowledge to practical communication, and realize the transformation from “input” to “output” of language. The teacher’s model and follow-up questions can guide students to express their views more clearly and logically, and cultivate their thinking quality and oral communication ability. At the same time, this link can also help students further understand the diversity of art, enhance their interest in art, and lay a foundation for the cultivation of cultural awareness. Reading and Vocabulary Consolidation The teacher guides students to open the textbook and read the short passage in the Topic Talk part. The passage introduces different art forms, including painting, music, dance and opera, and briefly describes their characteristics. The teacher asks students to read the passage silently first, and circle the new words and expressions they don’t understand. After silent reading, the teacher invites students to put forward the words they don’t understand, and explains them in simple English with the help of examples and pictures. For example, if a student doesn’t understand the word “gallery”, the teacher says: “A gallery is a place where people can see and buy works of art, such as paintings and sculptures. We can go to a gallery to appreciate art works on weekends.” Then, the teacher asks students to read the passage aloud together twice, paying attention to the pronunciation and intonation. After reading, the teacher organizes a reading comprehension activity: students work in pairs to answer the following questions according to the passage: How many art forms are mentioned in the passage? What are they? What is the characteristic of painting? Why is music called a “universal language”? After students finish answering, the teacher checks the answers with the whole class, and guides students to find the corresponding sentences in the passage to confirm the answers. This can help students improve their reading comprehension ability and the ability to find key information in the text. Next, the teacher organizes a vocabulary consolidation game: “Word Matching”. The teacher writes the core vocabulary on one side of the blackboard and their corresponding Chinese meanings or example sentences on the other side. Then, invite students to come to the blackboard to match them. For example, the teacher writes “appreciate” on the left, and “to recognize the good qualities of something” on the right. Students need to match them correctly. After the matching game, the teacher asks students to make sentences with the words again, but this time requires students to combine the content of the passage to make sentences, which can help students further consolidate the vocabulary and connect the reading content with the vocabulary learning. Design Intention: The reading activity can help students further expand their art-related knowledge, consolidate the core vocabulary and expressions, and improve their reading comprehension ability. The silent reading and aloud reading can help students familiarize themselves with the text structure and language features, and improve their reading fluency. The reading comprehension questions can guide students to read carefully and find key information, cultivating their reading ability. The vocabulary matching game and sentence-making activity can make the vocabulary consolidation more interesting, avoid the boringness of mechanical memory, and help students master the vocabulary more firmly. At the same time, the combination of reading and vocabulary learning can realize the integration of listening, speaking and reading, and promote the all-round development of students’ language ability. Production: Express and Create The teacher arranges a production activity: “My Favorite Art Form” speech. Students need to prepare a short speech (about 80-100 words) about their favorite art form, using the vocabulary and expressions learned in this lesson. The speech should include the following points: What is your favorite art form? Why do you like it? Do you have any related experiences? What is your opinion on this art form? The teacher gives a sample speech on the screen to guide students: “My favorite art form is music. I am fascinated by music because it can bring me happiness and comfort when I am tired or sad. I often listen to music after class, and I can also play the guitar a little. In my opinion, music is a universal language that can connect people from all over the world. It can express emotions that words cannot say.” Students are given 10 minutes to prepare their speeches. During the preparation, the teacher walks around the classroom, provides guidance for students who have difficulties, such as helping them organize their ideas, correct grammar mistakes and choose appropriate words. For students with weak English foundation, the teacher helps them list the key sentences and words, and guides them to combine them into a complete speech. After preparation, invite 4-5 students to give their speeches in front of the class. The teacher evaluates their speeches from the aspects of content, language accuracy, fluency and pronunciation, and gives positive comments and suggestions. For example, “Your speech is very wonderful! The content is complete, and you use a lot of words and expressions we learned today. If you can speak a little louder and more confidently, it will be better.” After the speeches, the teacher organizes a class vote: students vote for the most wonderful speech, and the winner will get a small reward (such as a sticker or a praise). This can stimulate students’ enthusiasm and participation. Then, the teacher asks students to exchange their speeches with their deskmates, and help each other correct mistakes in grammar, spelling and expression. This can not only help students find their own mistakes, but also improve their cooperative learning ability and language correction ability. Design Intention: The production activity is the key link to realize the migration and application of language knowledge. The speech activity can help students comprehensively apply the vocabulary, expressions and sentence patterns learned in this lesson, and improve their oral expression ability, logical thinking ability and writing ability. The sample speech can provide a clear direction for students, reduce their difficulty in preparation, especially for students with weak foundation. The teacher’s guidance and peer correction can help students improve their language accuracy and expression ability, and cultivate their learning ability. The class vote can stimulate students’ enthusiasm and participation, make the class atmosphere more active, and enhance students’ confidence in oral expression. Summary and Homework First, the teacher summarizes the content of this lesson with the whole class: “Today, we have learned a lot about art. We have mastered many art-related vocabulary and functional expressions, listened to a dialogue about art, read a passage about different art forms, and shared our own favorite art forms. We have not only improved our language ability, but also learned to appreciate different art forms and understand the diversity of art. I hope you can pay more attention to art in your daily life and feel the beauty brought by art.” Then, the teacher arranges the homework: Review the core vocabulary and functional expressions learned in this lesson, and copy them 3 times with example sentences. Finish the exercises in the workbook related to this lesson, focusing on listening and reading comprehension. Prepare a short English introduction about a famous art work (can be a painting, a piece of music, etc.), and share it in the next class. Observe the art around you in your daily life, and write a short diary (about 50 words) in English to record your feelings. Before the end of the class, the teacher says: “Art is a beautiful gift from life. I hope you can keep your love for art, use the English we learned today to talk about art, and spread the beauty of art. See you next class!” Design Intention: The summary link can help students sort out the knowledge learned in this lesson, consolidate the key content, and form a systematic knowledge structure. The homework is designed in a hierarchical way, which not only includes the consolidation of basic knowledge (copying words, doing exercises), but also includes the extension and application of knowledge (preparing art work introduction, writing diary). This can meet the needs of different students, help students consolidate the knowledge learned in class, and extend the teaching content to daily life, realizing the connection between classroom learning and real life. At the same time, the homework can also cultivate students’ autonomous learning ability and observation ability, and lay a foundation for the subsequent teaching content. 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 $