Unit2 Art and Artists-Reading B-Further Exploration 讲义-2025-2026学年高中英语沪外版必修三册

Unit 2 Art and Artists-Reading B-Further Exploration 教学目标和重难点 教学目标 It focuses on language ability by improving students’ reading and expression skills about art; cultivates cultural awareness by understanding global art diversity; develops thinking quality through analyzing artistic works and artists’ ideas; and fosters learning ability by guiding autonomous and cooperative exploration in art-related English learning. 教学重难点 Key points: Master art-related vocabulary and sentence patterns, understand the main idea and details of the passage, and express views on art and artists in English. Difficult points: Grasp the deep meaning of artistic works and artists’ creation motives, and use learned language to comment on art logically. 教学过程 Lead-in: Arouse Interest and Connect with Prior Knowledge The teacher starts the class by showing pictures of famous artistic works (such as Van Gogh’s Sunflowers, Picasso’s Guernica) and playing a short video about different art forms (painting, sculpture, music, etc.). Then the teacher asks students two questions in English: “What do you know about these works of art? Who is your favorite artist and why?” After inviting 2-3 students to share their answers, the teacher naturally leads to the topic of the lesson: “Today we will explore more about art and artists through Reading B Further Exploration, and learn how to talk about art in English.” Design Intention: The visual and auditory materials can quickly attract students’ attention and arouse their interest in the topic of art. Asking open-ended questions helps activate students’ prior knowledge about art and artists, lays a foundation for the subsequent reading activities, and creates a relaxed English communication atmosphere, guiding students to enter the English learning state smoothly. Pre-reading: Preview Vocabulary and Predict the Passage First, the teacher presents the key vocabulary and phrases in the passage on the screen, including “masterpiece, creativity, inspiration, technique, perspective, portrait, abstract, vivid, reflect, be inspired by, focus on, take pride in”. For each word and phrase, the teacher explains its meaning with simple English, combines it with pictures or short sentences related to art, and invites students to make simple sentences. For example, when explaining “inspiration”, the teacher says: “Inspiration is a sudden good idea for creating art. Many artists get inspiration from nature. Can you make a sentence with ‘inspiration’?” After learning the vocabulary, the teacher shows the title of Reading B Further Exploration and the first paragraph of the passage, and asks students to predict: “What do you think this passage will talk about? Will it introduce famous artists, artistic works, or the secrets of creating art?” Students can discuss in pairs for 2 minutes, then share their predictions with the whole class. The teacher comments on students’ predictions and guides them to pay attention to the key information in the title and the first paragraph. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing key vocabulary helps students remove language obstacles in the subsequent reading process and improve reading efficiency. Predicting the passage content can cultivate students’ predictive ability, a very important reading strategy. Pair discussion encourages students to communicate actively, and their predictions can also arouse their curiosity to read the passage and verify their ideas. While-reading: Comprehend the Passage in Layers and Improve Reading Skills This part is divided into three steps: skimming, scanning and intensive reading, to help students understand the passage from the overall to the details, and gradually improve their reading ability. Skimming: Get the Main Idea The teacher asks students to read the passage quickly, without paying too much attention to the new words and difficult sentences, and answer two questions: “What is the main topic of this passage?” and “What are the two main parts of the passage?” After students finish reading, the teacher invites several students to share their answers, and then summarizes: “The main topic of this passage is the relationship between artists and their works, as well as the influence of art on people’s lives. The passage is divided into two parts: the first part introduces how artists get inspiration and create works, and the second part talks about the value and significance of art to people.” Design Intention: Skimming is a fast reading skill that helps students grasp the main idea of the passage in a short time, cultivate their ability to capture key information, and lay a foundation for the subsequent detailed reading. The design of simple questions guides students to focus on the overall content of the passage, avoiding getting stuck in details. Scanning: Locate Key Details The teacher gives students a list of detailed questions and asks them to read the passage again, scan for key information, and answer the questions. The questions are as follows: 1. Where do most artists get their inspiration according to the passage? 2. What techniques do artists use to create their works? 3. What is the value of art mentioned in the passage? 4. How does art affect people’s lives? Students can read independently first, then discuss with their group members to check their answers. After the discussion, the teacher invites each group to send a representative to answer one question, and corrects and supplements the answers. At the same time, the teacher emphasizes the key sentences and information in the passage, and guides students to underline them in the textbook. Design Intention: Scanning helps students master the skill of locating key information quickly, which is very practical in daily reading and examination. Group discussion allows students to help each other, solve problems together, and improve their cooperative learning ability. Emphasizing key sentences and information helps students deepen their understanding of the passage and lay a foundation for intensive reading. Intensive Reading: Analyze Difficult Points and Deepen Understanding First, the teacher sorts out the difficult sentences in the passage, such as “Artists often draw inspiration from the world around them, including nature, people’s lives and their own emotions.” “Through their works, artists can express their thoughts and feelings, and help people understand the world from a new perspective.” For each difficult sentence, the teacher analyzes its structure, explains the key words and phrases, and guides students to translate and understand it. For example, when analyzing the first sentence, the teacher says: “This sentence is a complex sentence. The main clause is ‘Artists often draw inspiration from the world around them’, and the attributive clause ‘including nature, people’s lives and their own emotions’ is used to modify ‘the world around them’. ‘Draw inspiration from’ means ‘get inspiration from’.” Then, the teacher asks students to read the passage carefully again, and think about the following questions: 1. What do you think is the most important quality for an artist? 2. Do you agree with the view that “art can change people’s lives”? Why or why not? Students can think independently first, then share their views with the whole class. The teacher encourages students to express their own opinions freely, and guides them to use the vocabulary and sentence patterns learned in the passage to support their views. Design Intention: Intensive reading is to help students solve difficult problems in the passage, master the structure of complex sentences, and deepen their understanding of the passage’s connotation. The design of thinking questions guides students to think beyond the text, cultivate their critical thinking and divergent thinking ability, and at the same time, improve their ability to use English to express their views. Post-reading: Consolidate and Extend, Apply What You Have Learned This part includes three activities: vocabulary consolidation, group discussion and writing practice, to help students consolidate the knowledge learned, apply it to practice, and improve their language application ability. Vocabulary Consolidation The teacher designs a fill-in-the-blank exercise on the screen, using the key vocabulary and phrases learned in the lesson. The exercises are as follows: 1. Many famous artists get their ______ (灵感) from nature. 2. This painting is a ______ (杰作) of Van Gogh, which is very valuable. 3. Artists often ______ (关注) the details of life when creating works. 4. The color of this painting is very ______ (生动的), which attracts many people’s attention. Students complete the exercises independently, then check the answers with the teacher. The teacher explains the mistakes that students often make, and guides students to master the usage of vocabulary and phrases flexibly. Design Intention: Vocabulary consolidation exercises help students review and consolidate the key vocabulary and phrases learned in the lesson, and improve their ability to use vocabulary flexibly. The design of simple and practical exercises is in line with the students’ learning level, and can enhance their learning confidence. Group Discussion The teacher divides students into groups of 4-5, and gives the discussion topic: “If you were an artist, what kind of works would you create? What inspiration would you get from? How would you express your ideas through your works?” Each group discusses for 5 minutes, and elects a representative to make a 2-minute report to the whole class. The teacher evaluates each group’s report from the aspects of content, language expression and logicality, and gives positive comments and suggestions. Design Intention: Group discussion provides students with a platform to use English to communicate and express their ideas, which can improve their oral expression ability and cooperative learning ability. The discussion topic is closely related to the text, which can help students apply the knowledge learned in the text to practice, and at the same time, stimulate their imagination and creativity. Writing Practice The teacher asks students to write a short passage (about 80-100 words) with the title “My Favorite Artist”. The requirements are: 1. Introduce the artist’s name and his/her main works. 2. Explain why you like him/her and his/her works. 3. Use at least 5 key vocabulary and phrases learned in the lesson. Students write independently, and the teacher walks around the classroom to provide guidance for students who have difficulties. After students finish writing, the teacher collects some students’ works, reads them out in class, and comments on them, pointing out the advantages and areas for improvement. Design Intention: Writing practice is an important way to test students’ language application ability. The topic of writing is closely related to the text, which can help students consolidate the knowledge learned, and improve their writing ability. The teacher’s guidance and comments can help students find their own problems and improve their writing level. Summary and Reflection First, the teacher invites students to summarize what they have learned in this lesson, including key vocabulary, sentence patterns, the main idea of the passage and reading skills. Then the teacher makes a supplement and summary: “In this lesson, we have learned about the relationship between artists and their works, mastered some art-related vocabulary and sentence patterns, and improved our reading and expression skills. We also discussed the topic of art and expressed our own views. Art is an important part of our life, which can enrich our spiritual world and help us understand the world better.” Then, the teacher guides students to reflect on their own learning: “What have you learned in this lesson? What difficulties have you encountered? How can you solve these difficulties? What can you do to improve your English ability in art-related topics?” Students can think silently for a while, then share their reflections with their deskmates. Design Intention: Summarizing the lesson helps students sort out the knowledge learned, form a systematic knowledge structure, and deepen their memory. Guiding students to reflect on their own learning can help them find their own problems and deficiencies, and cultivate their self-reflection ability, which is very important for improving their learning ability. Homework Arrangement 1. Review the key vocabulary and sentence patterns learned in this lesson, and recite them. 2. Polish the short passage written in class, and hand it in the next class. 3. Search for information about a famous artist and his/her works in English, and prepare a 3-minute oral report for the next class. 4. Read the passage again, and write down 3 questions about the passage, then answer them. Design Intention: Homework is an extension of classroom teaching, which helps students consolidate the knowledge learned in class and improve their independent learning ability. The design of homework is diverse, including reciting, writing, searching for information and oral report, which can meet the needs of different students and help them improve their comprehensive English ability in all aspects. 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 $