Unit 2 Art and Artists-Reading B-Self-assessment 教案-2025-2026学年高中英语沪外版必修第三册

Unit 2 Art and Artists-Reading B-Self-assessment 教学目标和重难点 教学目标 It focuses on improving students’ language ability to understand and express art-related contents, cultivating cultural awareness to appreciate Chinese and foreign art, developing thinking quality through analyzing artistic works, and fostering learning ability to reflect on and adjust reading strategies. 教学重难点 Key points: Master art-related vocabulary and complex sentences, understand the main idea and details of the passage. Difficult points: Analyze the author’s attitude and writing purposes, and connect artistic works with cultural backgrounds flexibly. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing students high-definition pictures of representative artistic works, including Chinese traditional paintings (such as Qi Baishi’s shrimp paintings), Western oil paintings (such as Van Gogh’s Sunflowers), and modern installations. Then the teacher asks open-ended questions in English: “What do you see in these pictures? Which one do you like best and why? Do you know the artists behind these works?” After asking the questions, the teacher invites 3-4 students to share their opinions freely, and gives positive comments and appropriate guidance, such as “Your description is very vivid. You can add some adjectives to show the characteristics of the work”. After the students’ sharing, the teacher briefly introduces the background of 2-3 works and their artists in simple English, focusing on the connection between the works and the theme of “Art and Artists”, and naturally leads to the topic of Reading B: “Today we will read a passage about art and artists, and explore the charm of art and the stories behind artists together.” Design Intention: This link takes visual materials as the carrier to stimulate students’ interest in learning. The familiar artistic works can quickly arouse students’ existing knowledge reserve and emotional resonance, reducing the psychological distance between students and the text topic. The open-ended questions encourage students to express themselves in English, exercise their oral expression ability initially, and lay a foundation for the subsequent reading link. At the same time, the brief introduction of the background of works and artists helps students build a preliminary cognitive framework for the text, paving the way for in-depth understanding of the passage. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher lists the key vocabulary and phrases in Reading B on the blackboard or courseware, including core words (e.g., masterpiece, brushstroke, portrait, sculpture, innovate, inspire) and difficult phrases (e.g., be famous for, take inspiration from, be devoted to, in the style of). For each word and phrase, the teacher explains its meaning in simple English, combines it with the context of art, gives example sentences, and guides students to read aloud repeatedly to help them master the pronunciation and usage. For example, when explaining “masterpiece”, the teacher says: “A masterpiece is a very good work of art, like Van Gogh’s Sunflowers. It is a great masterpiece that is loved by people all over the world.” Then, the teacher introduces the background of the passage briefly: the passage mainly introduces the life experiences of several famous artists and the characteristics of their works, and discusses the significance of art to human society. The teacher also reminds students that when reading, they should pay attention to the connection between the artists’ experiences and their creative styles, and try to find the author’s views on art. Finally, the teacher asks students to predict the main content of the passage according to the title and the previewed vocabulary: “Based on the title and the words we just learned, what do you think this passage will talk about? You can discuss with your deskmate for a while and then share your predictions.” After the discussion, the teacher invites several groups to report their predictions, and does not comment on the correctness, but encourages students to verify their predictions in the subsequent reading process. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing key vocabulary before reading can help students avoid being blocked by new words during reading, improve reading fluency and efficiency. Combining vocabulary explanation with art context makes it easier for students to understand and remember the words, and helps them connect vocabulary with the theme of the unit. The background introduction enables students to have a preliminary understanding of the text framework, and the prediction link can stimulate students’ reading motivation, make them read with purpose, and cultivate their ability of logical reasoning and prediction. Step 3: While-reading (In-depth Reading and Information Extraction) This link is divided into three parts: fast reading, careful reading and intensive reading, which guides students to understand the text from shallow to deep, and gradually improve their reading ability. Fast Reading The teacher asks students to read the passage quickly, and complete two tasks: first, find out the main idea of the passage; second, list the names of the artists mentioned in the passage and their representative works. After reading, students complete the tasks independently, and then exchange their answers with their group members. The teacher walks around the classroom to observe students’ performance, and provides help for students who have difficulties. After the group exchange, the teacher invites several students to report their answers, summarizes and sorts out the main idea of the passage: The passage introduces the life and creative characteristics of several famous artists, expounds the influence of art on society and individuals, and expresses the author’s recognition and praise for the spirit of artists. At the same time, the teacher confirms the names of the artists and their representative works mentioned in the passage, and writes them on the blackboard for students to check. Design Intention: Fast reading aims to train students’ ability to grasp the main idea and key information quickly. Through this link, students can form a general understanding of the text, grasp the core content of the passage, and lay a foundation for careful reading. The group exchange link encourages students to communicate and cooperate, and helps students correct their mistakes in time. The teacher’s guidance and summary can help students sort out the text framework clearly. Careful Reading On the basis of fast reading, the teacher asks students to read the passage carefully, and complete a detailed information table. The table includes four columns: Artist, Life Experience, Creative Style, and Representative Works. The teacher reminds students to read paragraph by paragraph, find relevant information in the text, and fill in the table accurately. During the reading process, students can mark the difficult sentences and unknown words in the text, and ask the teacher or group members for help after reading. After students complete the information table independently, the teacher organizes a class discussion, invites students to share their filled tables, and corrects and supplements the wrong or missing information. For the difficult information in the text, the teacher guides students to find the corresponding sentences in the text, analyze the meaning together, and help students understand the details of the passage. For example, when students have difficulty understanding the description of an artist’s creative style, the teacher guides them to find the adjectives and sentences describing the style in the text, and explains them in combination with the artist’s works. Design Intention: Careful reading is the key link to understand the text in depth. The information table can guide students to read purposefully, help them sort out the detailed information of the text systematically, and improve their ability to extract and organize information. The class discussion and teacher’s guidance can solve the difficulties encountered by students in reading, deepen their understanding of the text details, and lay a foundation for intensive reading. Intensive Reading In this part, the teacher focuses on guiding students to analyze difficult sentences, the author’s attitude and writing techniques, so as to improve students’ ability to understand and appreciate the text. First, the teacher lists the difficult sentences in the passage on the courseware, such as complex sentences with attributive clauses, adverbial clauses and infinitive structures. For each difficult sentence, the teacher guides students to analyze the sentence structure step by step: find the subject, predicate and object first, then analyze the attributive, adverbial and other modifiers, and finally understand the whole meaning of the sentence. For example, for the sentence “Van Gogh, who suffered from mental illness all his life, created many masterpieces that are full of passion and emotion”, the teacher guides students to find the non-restrictive attributive clause “who suffered from mental illness all his life” modifying Van Gogh, and the restrictive attributive clause “that are full of passion and emotion” modifying masterpieces, and then explains the meaning of the sentence in simple English, helping students master the usage of attributive clauses in context. Then, the teacher asks students to think and discuss the following questions: “What is the author’s attitude towards the artists mentioned in the passage? How does the author express this attitude? What writing techniques does the author use in the passage, and what effects do they have?” The students discuss in groups for a period of time, and then each group sends a representative to report their views. The teacher makes comments and supplements, and summarizes the author’s attitude: the author highly appreciates the artists’ persistence and innovation spirit, and affirms the value and significance of art. The writing techniques used by the author include example, comparison and quotation, which make the passage more vivid, persuasive and authentic. Finally, the teacher guides students to read the key paragraphs and sentences of the passage aloud, and asks them to feel the author’s emotional expression and the beauty of the language, so as to improve their sense of language. Design Intention: Intensive reading focuses on improving students’ ability to analyze and appreciate the text. Analyzing difficult sentences can help students break through the language barriers in reading, master complex sentence structures, and improve their language ability. Discussing the author’s attitude and writing techniques can cultivate students’ critical thinking and analytical ability, help them understand the deep connotation of the text, and improve their reading literacy. Reading aloud can help students feel the rhythm and emotion of the English language, enhance their sense of language, and lay a foundation for subsequent language output. Step 4: Post-reading (Consolidation and Application) This link is designed to help students consolidate the knowledge and skills learned in the reading process, and realize the transfer and application of knowledge, which is divided into three activities. Vocabulary and Sentence Practice The teacher designs two types of exercises: vocabulary filling and sentence rewriting. For vocabulary filling, the teacher provides a short passage related to art, and leaves blanks in the passage. Students need to fill in the blanks with the key vocabulary and phrases learned in the lesson, and pay attention to the changes of tense and form. For sentence rewriting, the teacher provides simple sentences, and asks students to rewrite them into complex sentences by using the attributive clauses, adverbial clauses and other structures learned in the intensive reading link, so as to consolidate the mastery of complex sentence structures. After students complete the exercises independently, the teacher checks the answers in class, corrects the common mistakes, and explains the key and difficult points. For example, for the mistakes in the use of vocabulary, the teacher reminds students of the collocation and usage of the words; for the mistakes in sentence structure, the teacher guides students to analyze the sentence structure again and correct the mistakes. Design Intention: This activity aims to consolidate students’ mastery of key vocabulary and sentence structures, and help students apply the learned language knowledge to specific contexts. The combination of vocabulary and sentence practice can improve students’ language application ability, and lay a foundation for subsequent oral expression and writing. Group Discussion The teacher puts forward a discussion topic closely related to the text and real life: “What role does art play in our life? Do you think artists should focus on artistic creation or cater to the public’s aesthetic? Why?” Students discuss in groups of 4-5, and each group designates a recorder to record the main views of the group. During the discussion, the teacher walks around the classroom, guides students to express their views in English, and helps students solve the language difficulties encountered in the discussion. After the discussion, each group sends a representative to make a speech in class, sharing the group’s views. The teacher makes positive comments on each group’s speech, affirms the reasonable views, and guides students to think from multiple angles. For example, if a group holds that “artists should focus on artistic creation”, the teacher can ask: “What if the works created by artists are not understood by the public? How should artists balance artistic pursuit and public acceptance?” Design Intention: Group discussion can stimulate students’ thinking, cultivate their ability of cooperative learning and oral expression. The discussion topic combines the text content with real life, which can help students deeply understand the significance of art, develop their critical thinking and divergent thinking, and at the same time exercise their ability to express their views in English, realizing the integration of language learning and thinking training. Writing Practice The teacher asks students to write a short passage (about 100 words) with the title “My Favorite Artist”. The requirements are: briefly introduce the artist’s life experience and representative works, and express their own feelings and views on the artist and his works. Before writing, the teacher guides students to sort out the writing ideas: first, introduce the artist; second, introduce his representative works and creative style; third, express their own feelings and views. At the same time, the teacher reminds students to use the vocabulary, phrases and sentence structures learned in the lesson, and pay attention to the coherence and logic of the passage. Students complete the writing independently, and after finishing, they exchange their works with their deskmates for mutual revision, focusing on checking the correctness of vocabulary, grammar and sentence structure, and the coherence of the passage. The teacher collects some typical works, comments on them in class, affirms the advantages, points out the existing problems, and gives suggestions for revision. For example, for the works with unclear logic, the teacher guides students to adjust the order of sentences; for the works with single sentence structure, the teacher suggests students use complex sentences appropriately. Design Intention: Writing practice is an important way to test students’ language application ability. Combining the text theme with writing can help students transfer the learned language knowledge to writing, improve their writing ability. Mutual revision between deskmates can help students find their own mistakes and learn from each other, and the teacher’s comment and guidance can help students improve their writing level in a targeted way, realizing the closed-loop of “input-output-consolidation”. Step 5: Self-assessment and Summary Self-assessment The teacher distributes a self-assessment form to each student, which includes the following items: 1. I can master the key vocabulary and phrases of this lesson. 2. I can understand the main idea and details of the passage. 3. I can analyze the difficult sentences and the author’s attitude in the passage. 4. I can express my views on art and artists in English. 5. I can complete the writing task smoothly. Students evaluate themselves according to their own performance in the class, and mark “Excellent”, “Good”, “Average” or “Needs Improvement” for each item. At the same time, students are asked to write down their own advantages and deficiencies in this lesson, and put forward their own learning plans for the deficiencies. After students complete the self-assessment, the teacher invites several students to share their self-assessment results and learning plans, and gives positive guidance and encouragement. For example, for students who think they are not good at analyzing difficult sentences, the teacher suggests them to do more sentence analysis exercises after class; for students who are not confident in oral expression, the teacher encourages them to practice more in daily life. Design Intention: Self-assessment is an important part of cultivating students’ learning ability. Through self-assessment, students can clearly understand their own learning situation, find their own advantages and deficiencies, and enhance their awareness of autonomous learning. At the same time, self-assessment can help students form the habit of reflecting on their own learning, and lay a foundation for lifelong learning. Lesson Summary The teacher summarizes the whole lesson in English, focusing on the key points and difficult points of the lesson: “In this lesson, we read a passage about art and artists, mastered the key vocabulary and phrases related to art, understood the life experiences and creative characteristics of several famous artists, and analyzed the author’s attitude and writing techniques. We also did a lot of practice in vocabulary, sentences, oral expression and writing, which improved our language ability and thinking quality.” At the same time, the teacher extends the theme of the lesson: “Art is an important part of human civilization. It can enrich our spiritual life, cultivate our sentiment and inspire our thinking. I hope you can pay more attention to art in your daily life, appreciate the beauty of art, and learn from the spirit of artists’ persistence and innovation.” Design Intention: The lesson summary helps students sort out the knowledge and skills learned in the lesson, form a systematic knowledge framework, and consolidate the learning results. The theme extension can help students deepen their understanding of the significance of art, stimulate their interest in art, and realize the educational function of the lesson, which is in line with the requirements of cultivating students’ cultural awareness and core literacy. 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 $