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

Unit 7 Art-Reading Club 教学目标和重难点 教学目标 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. 教学重难点 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. 教学过程 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 combined traditional Chinese painting techniques with Western artistic concepts.” The teacher explains the non-restrictive attributive clause in the sentence: “‘Which’ refers to ‘Zhang Daqian’s paintings’, and the clause is used to supplement and explain the paintings.” Then the teacher asks students to discuss: “Why was Picasso impressed by Zhang Daqian’s paintings?” Through discussion, students can understand that Zhang Daqian’s paintings integrated Eastern and Western art elements, which was innovative and unique. Paragraph 3: The teacher guides students to pay attention to the sentence: “Zhang Daqian, in turn, learned from Picasso’s bold use of color and unique composition, which enriched his own artistic creation.” The teacher asks students to think: “What does this sentence show us?” Students can realize that the communication between Eastern and Western art is mutual, and both artists can learn from each other’s strengths to improve their own creation. Paragraph 4: The teacher leads students to read the last paragraph and asks: “What is the significance of the meeting between Zhang Daqian and Picasso?” Students are encouraged to express their views freely. The teacher summarizes: “Their meeting promoted the exchange and integration between Eastern and Western art, made more people understand the charm of different cultures, and laid a foundation for the development of world art.” At the same time, the teacher guides students to understand the connotation of “East meets West” — it is not only the exchange of art skills, but also the mutual understanding and respect between different cultures. During the intensive reading process, the teacher also guides students to pay attention to the author’s emotional attitude — the author highly affirms the significance of the communication between Eastern and Western art, and expresses a positive attitude towards cultural diversity. Design Intention: Intensive reading is the key link to improve students’ reading ability and understand the deep connotation of the passage. By analyzing difficult sentences, students can master complex sentence structures and improve their language application ability. By exploring the deep connotation of the passage, students can understand the theme of “East meets West” more thoroughly, cultivate their cross-cultural awareness and critical thinking. The discussion link can stimulate students’ thinking and improve their ability to express their views in English. Post-reading This link includes three activities: group discussion, language practice and theme expansion, aiming to help students consolidate the knowledge they have learned and improve their language application ability. Group Discussion: The teacher divides students into groups of 4-5, and assigns the discussion topic: “In your opinion, how can we promote the communication between Eastern and Western art in modern society?” Each group elects a leader to organize the discussion, and each student is required to express their own views. During the discussion, the teacher walks around the classroom, guides students to use the vocabulary and sentence structures learned in the passage, and helps students solve the language problems they encounter. After the discussion, each group sends a representative to present their group’s views to the whole class. For example, some groups may put forward: “We can hold art exhibitions that display both Eastern and Western artworks, so that people can appreciate different art styles.” Some groups may say: “We can use the Internet to share artworks and art knowledge, promoting cross-cultural communication.” The teacher gives positive comments on each group’s presentation, affirming their ideas and correcting their language mistakes. Design Intention: Group discussion can cultivate students’ cooperative learning ability and oral expression ability. The discussion topic is closely related to the theme of the passage, which can help students apply the knowledge they have learned to practical communication. At the same time, the discussion topic is close to real life, which can stimulate students’ thinking and cultivate their sense of social responsibility. Language Practice: The teacher designs two exercises to help students consolidate the key vocabulary and sentence structures learned in the passage. Exercise 1: Fill in the blanks with the correct form of the key vocabulary. The sentences are closely related to the content of the passage and art themes. For example: (1) Van Gogh’s paintings are very ______ (strike) because of his unusual use of color. (2) Zhang Daqian’s paintings ______ (inspire) many artists around the world. (3) Picasso’s ______ (innovate) art style had a profound influence on modern art. After students finish the exercise, the teacher checks the answers together with the whole class and explains the usage of the words again. Exercise 2: Rewrite the sentences using the non-restrictive attributive clause. For example: (1) Zhang Daqian was a famous Chinese painter. He combined traditional Chinese painting techniques with Western artistic concepts. → Zhang Daqian, who was a famous Chinese painter, combined traditional Chinese painting techniques with Western artistic concepts. (2) Picasso’s paintings are very popular. They are full of creativity. → Picasso’s paintings, which are full of creativity, are very popular. This exercise helps students master the usage of non-restrictive attributive clauses, which is one of the key and difficult points of this lesson. Design Intention: Language practice is an important link to consolidate the knowledge learned. The exercises are designed closely around the key points and difficult points of the lesson, which can help students master the key vocabulary and sentence structures and improve their language application ability. The exercises are gradual, from simple to complex, which is in line with students’ learning rules. Theme Expansion: The teacher introduces some other examples of the integration of Eastern and Western art, such as the combination of Chinese ink painting and Western oil painting, the integration of Chinese opera and Western drama, etc. Then the teacher asks students to share the examples they know, and guides students to realize that cultural exchange and integration is an inevitable trend of world development. Finally, the teacher makes a summary: “Art is a bridge between different cultures. We should respect cultural diversity, learn from each other’s strengths, and promote the development of world art together.” Design Intention: Theme expansion can enrich students’ knowledge and broaden their horizons. By introducing more examples of cultural integration, students can have a deeper understanding of the theme of “East meets West” and cultivate their cross-cultural awareness and cultural confidence. The summary link helps students sort out the core content of the lesson and deepen their understanding of the theme. Summary and Homework Summary: The teacher invites a student to summarize the main content of this lesson, including the key vocabulary, the main idea of the passage, the theme of “East meets West” and the learning harvest. Then the teacher makes a supplement and summary, emphasizing the key points and difficult points of this lesson, and encouraging students to apply the knowledge they have learned to their daily learning and life. Homework: The teacher assigns three levels of homework to meet the needs of different students. Level 1 (Basic): Read the passage aloud for 15 minutes every day, memorize the key vocabulary and difficult sentences, and copy the key sentences twice. This level of homework is mainly for students with weak foundation, helping them consolidate the basic knowledge. Level 2 (Improvement): Write a short passage (80-100 words) about your favorite artwork, introducing its author, art style and your feelings. This level of homework helps students improve their writing ability and apply the knowledge they have learned to writing. Level 3 (Challenge): Write a short essay (120-150 words) on the topic “The Importance of Cross-Cultural Communication in Art”. This level of homework is for students with strong ability, helping them develop their critical thinking and writing ability. Design Intention: The summary link helps students sort out the knowledge they have learned and form a systematic knowledge framework. The hierarchical homework takes into account the differences of students’ learning levels, ensuring that every student can gain something from the lesson. The homework is closely related to the theme of the lesson, which can help students consolidate the knowledge they have learned and improve their language application 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 $