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

Language Competence: Master art-related vocabulary and complex sentences, improve reading and expression skills.

Cultural Awareness: Understand the diversity of Eastern and Western art, cultivate cross-cultural tolerance and cultural confidence.

Thinking Quality: Develop logical analysis and critical thinking through exploring art themes.

Learning Ability: Master reading strategies and form autonomous learning habits.

Key Points: Comprehend the main idea and details of the reading passage, master key vocabulary (e.g., massive, failure, striking) and sentence structures about art description.

Difficult Points: Deeply understand the connotation of "East meets West" in art and express personal views on art logically in English.

Lead-in

The teacher starts the class by showing high-definition pictures of famous artworks, including Van Gogh’s The Starry Night, Munch’s The Scream, and some traditional Chinese paintings such as Zhang Daqian’s works. Then the teacher asks students to observe the pictures carefully and raises the following questions in English: “What do you see in these paintings? How do these paintings make you feel? Do you know the differences between these Western paintings and Chinese traditional paintings?” After that, the teacher invites 3-4 students to share their views freely. During the sharing process, the teacher gives positive feedback and guides students to use simple English words related to art, such as “color”, “style”, “emotion” and “creation”. Finally, the teacher naturally leads to the topic of the Reading Club: “Today, we will read a passage about art, which will help us understand more about the charm of art and the communication between Eastern and Western art.”

Design Intention: The lead-in link adopts the form of visual presentation and interactive questioning, which can quickly attract students’ attention and arouse their interest in art topics. By showing famous artworks at home and abroad, students can initially perceive the differences between Eastern and Western art, laying a foundation for the understanding of the subsequent reading passage. At the same time, guiding students to express their views in English can activate their existing language knowledge and create a good English learning atmosphere.

 Pre-reading

 Vocabulary Preview: The teacher presents the key vocabulary in the reading passage on the screen, including massive, failure, striking, let out, look directly at, mysterious, inspire, challenge, etc. For each word, the teacher provides the phonetic symbol, Chinese meaning and simple example sentence related to art, helping students understand and memorize the words in a specific context. For example, for the word “massive”, the teacher says: “Massive means very large in size or amount. We can say ‘Van Gogh painted massive circles of white and yellow in The Starry Night’.” Then the teacher asks students to read the words and example sentences after him/her twice, ensuring that students can pronounce the words correctly and master their basic usage. In addition, the teacher also introduces some root and affix knowledge, such as “fail” (verb) → “failure” (noun), to help students expand their vocabulary.

 Background Introduction: The teacher briefly introduces the background of the reading passage. The passage mainly focuses on the theme of “East meets West” in art, taking the historic meeting between Zhang Daqian and Picasso in 1956 as an example, showing the exchange and integration between Eastern and Western art. The teacher introduces the two artists in simple English: “Zhang Daqian was a famous Chinese painter, good at traditional Chinese painting. Picasso was a great Western artist, who had a profound influence on modern art. Their meeting promoted the communication between Eastern

and Western art.” At the same time, the teacher shows a short video (3-5 minutes) about the meeting of the two artists, letting students have a more intuitive understanding of the background.

Design Intention: Vocabulary is the foundation of reading comprehension. Previewing key vocabulary before reading can help students reduce reading obstacles and improve reading efficiency. Introducing vocabulary in combination with art examples makes it easier for students to understand and apply the words. The background introduction helps students understand the context of the reading passage, clarify the theme of “East meets West”, and lay a solid foundation for in-depth reading. The short video can enrich the teaching form and further arouse students’ interest in the reading content.

While-reading

This link is divided into three stages: skimming, scanning and intensive reading, guiding students to understand the reading passage step by step from shallow to deep.

 Skimming: The teacher asks students to read the passage quickly and answer two questions: (1) What is the main topic of the passage? (2) Which two artists are mentioned in the passage? After students finish reading, the teacher invites students to answer the questions. The correct answers are: (1) The passage mainly talks about the communication and integration between Eastern and Western art through the meeting of Zhang Daqian and Picasso. (2) Zhang Daqian and Picasso. Then the teacher summarizes the main idea of the passage, helping students form a general understanding of the passage.

Design Intention: Skimming is a basic reading strategy, which can help students quickly grasp the main idea of the passage and improve their reading speed. The two simple questions are designed to guide students to focus on the core content of the passage and avoid being distracted by trivial details. This stage lays the foundation for the subsequent in-depth reading.

 Scanning: The teacher asks students to read the passage again carefully and complete a table about the two artists. The table includes four columns: Artist, Nationality, Art Style and Contribution. Students need to find relevant information from the passage and fill in the table. During the process, the teacher walks around the classroom, provides help for students who have difficulties, and reminds students to pay attention to key sentences and details. After students finish filling in the table, the teacher invites a student to present his/her table on the blackboard, and then corrects and supplements it together with the whole class. For example, for Picasso, the key information is: Nationality — Spanish, Art Style — innovative, diverse, good at using different colors and forms; Contribution — had a profound influence on modern art, promoted the development of Western art. For Zhang Daqian, the key information is: Nationality — Chinese, Art Style — combined traditional Chinese painting skills with Western painting elements; Contribution — promoted the spread of Chinese traditional art to the West, promoted the communication between Eastern and Western art.

Design Intention: Scanning is a reading strategy that focuses on finding specific information. By completing the table, students can systematically sort out the key details of the passage, deepen their understanding of the two artists, and improve their ability to extract information from the text. At the same time, the group correction link can help students find their own mistakes and learn from each other, improving the efficiency of learning.

 Intensive Reading: The teacher guides students to read the passage paragraph by paragraph, focusing on analyzing difficult sentences and exploring the deep connotation of the passage.

Paragraph 1: The teacher asks students to read the first paragraph and analyze the following sentence: “In 1956, two of the world’s greatest artists met in Paris — Zhang Daqian, the famous Chinese painter, and Pablo Picasso, the legendary Spanish artist.” The teacher explains the structure of the sentence: “This is a compound sentence, with a dash used to explain the two artists. ‘The famous Chinese painter’ and ‘the legendary Spanish artist’ are attributive phrases modifying Zhang Daqian and Picasso respectively.” Then the teacher asks students to translate the sentence into Chinese, helping them master the usage of the dash and attributive phrases.

Paragraph 2: The teacher focuses on the sentence: “Picasso was deeply impressed by Zhang Daqian’s paintings, which