Unit2 Art and Artists-Reading A-Moving Forward 讲义-2025-2026学年高中英语沪外版必修第三册

Unit 2 Art and Artists-Reading A-Moving Forward 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 themes, cultivating cultural awareness of art diversity, developing critical thinking about artistic development, and enhancing autonomous learning ability in English reading. 教学重难点 Key: Mastering art-related vocabulary and understanding the logical structure of the passage. Difficulty: Analyzing the author’s attitude and exploring the connotation of “moving forward” in artistic creation. 教学过程 Pre-reading: Lead-in and Preview (Lead-in to the Theme, Lay a Foundation for Reading) Activity 1: Theme-related Discussion. The teacher starts the class by showing pictures of representative works of different art forms, such as traditional Chinese painting, Western oil painting, sculpture and modern installation art. Then the teacher asks students two questions: “What do you think of these works? Do you think art should remain the same or keep changing?” Students are invited to share their opinions freely in pairs. After 3 minutes of pair discussion, several groups are invited to present their views to the whole class. The teacher neither affirms nor denies any opinions, but guides students to focus on the core of the discussion: the development and change of art. Design Intention: This activity takes visual materials as the carrier to stimulate students’ interest in learning and activate their prior knowledge about art. By asking open questions, it encourages students to express their own views in English, exercises their oral expression ability, and naturally leads to the theme of the passage — the development and progress of art, laying a good emotional and cognitive foundation for the subsequent reading. Activity 2: Vocabulary Preview. The teacher presents the key vocabulary in the passage, including art-related nouns (e.g., canvas, brush, sculpture, innovation), verbs (e.g., evolve, explore, inspire, reflect) and adjectives (e.g., creative, unique, profound, controversial). For each word, the teacher provides simple English definitions and example sentences related to art, and invites students to guess the meaning of the words according to the context of the example sentences. For example, when teaching “evolve”, the teacher says: “Art has evolved over centuries, from simple cave paintings to complex modern artworks.” Then asks students to guess the meaning of “evolve” combined with the example sentence. After that, students are asked to match the words with their corresponding definitions, and the teacher checks the answers and explains the key points of word usage. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing key vocabulary before reading can help students reduce reading obstacles, improve reading speed and efficiency. By providing English definitions and art-related example sentences, it not only helps students master the meaning and usage of words, but also strengthens the connection between vocabulary and the theme of the unit, laying a solid language foundation for in-depth reading. Activity 3: Prediction Based on the Title. The teacher writes the title “Moving Forward” on the blackboard and asks students: “Combined with the unit theme ‘Art and Artists’, what do you think this passage will talk about? What does ‘moving forward’ refer to in the context of art?” Students are encouraged to make bold predictions. Some students may guess that it is about how artists improve their skills, and some may think it is about the development and innovation of art forms. The teacher records students’ predictions on the blackboard and tells them to verify their predictions in the process of reading. Design Intention: Predicting the content of the passage based on the title can activate students’ thinking, cultivate their ability of logical reasoning and prediction, and make students read with clear goals and purposes, which is conducive to improving their reading concentration and effect. While-reading: In-depth Comprehension (Grasp the Main Content, Analyze the Text Structure) Activity 1: Skimming for the Main Idea. Students are asked to read the passage quickly, skip the details, and find out the main idea of the passage. After reading, students are invited to share their answers. The teacher summarizes and clarifies: The passage mainly discusses the importance of moving forward in artistic creation, introduces how artists break through traditional boundaries, explore new forms and expressions, and explains that the development of art lies in continuous innovation and progress. Design Intention: Skimming is an important fast reading skill. This activity aims to train students’ ability to grasp the main idea of the passage quickly, help students form a overall understanding of the text, and lay a foundation for in-depth analysis of the text later. Activity 2: Scanning for Key Information. Students are asked to read the passage again, scan for key information, and complete the following form: 1. The reasons why art needs to move forward; 2. The ways artists move forward in creation; 3. The examples of artists who have made innovations in art. Students can work in groups of 4 to complete the form, and the teacher walks around the classroom to provide guidance for students who have difficulties. After the groups finish, the teacher invites each group to send a representative to present the results, and corrects and supplements them to ensure that students grasp the key information of the passage. Design Intention: Scanning is a reading skill to find specific information quickly. By completing the form, students can sort out the key content of the passage systematically, clarify the logical relationship between the contents, and improve their ability to extract and sort out information. Group cooperation can also cultivate students’ cooperative learning ability and communication ability. Activity 3: Text Structure Analysis. The teacher guides students to analyze the structure of the passage paragraph by paragraph. Paragraph 1: Put forward the viewpoint that art needs to move forward and innovate; Paragraphs 2-4: Introduce the specific ways artists move forward, including breaking traditional rules, integrating new technologies and absorbing diverse cultural elements, and list corresponding examples; Paragraph 5: Summarize the significance of moving forward in art, emphasizing that innovation is the soul of art development. The teacher uses a mind map to show the structure of the passage on the blackboard, helping students visualize the logical structure of the text. Design Intention: Analyzing the text structure can help students understand the organization and logical connection of the passage, improve their ability of text analysis and logical thinking. The use of mind maps can make the text structure more intuitive and clear, which is conducive to students’ memory and understanding of the text content. Activity 4: Key Sentence Analysis. The teacher selects several key sentences in the passage for detailed analysis, helping students understand the meaning and grammatical structure of the sentences, and master the expression methods of complex sentences. For example, the sentence “Artists who dare to move forward are not afraid to challenge the status quo and explore new possibilities, which is the key to the development of art.” The teacher analyzes the attributive clause “who dare to move forward” modifying “artists” and the non-restrictive attributive clause “which is the key to the development of art” modifying the whole preceding sentence. Then the teacher asks students to translate the sentence into Chinese and make similar sentences with the structure. Another example is the sentence “With the development of science and technology, artists have more tools and methods to express their ideas, making art more diverse and inclusive.” The teacher analyzes the absolute construction “making art more diverse and inclusive” and explains its function in the sentence. Students are invited to practice using the absolute construction to express their own ideas. Design Intention: Key sentences are the core of the text content and the carrier of important language points. Analyzing key sentences can help students deepen their understanding of the text content, master important grammatical structures and expression methods, and improve their language application ability. The practice of making similar sentences can consolidate the knowledge learned and realize the transfer and application of language knowledge. Post-reading: Consolidation and Application (Deepen Understanding, Improve Comprehensive Language Ability) Activity 1: Text Retelling. Students are asked to retell the passage according to the mind map of the text structure and the key information sorted out. They can choose to retell individually or in pairs. When retelling, students need to use the key vocabulary and sentence structures learned in the passage. After several students finish retelling, the teacher makes comments, affirming their advantages, pointing out their deficiencies, and guiding them to improve their retelling content. Design Intention: Text retelling is an effective way to consolidate the text content. It can help students review and memorize the key information and language points of the passage, exercise their oral expression ability and logical organization ability, and test their understanding of the text. Activity 2: Group Discussion. The teacher puts forward the discussion topic: “Do you think it is important for artists to move forward and innovate? What are the challenges they may face when moving forward? How can they overcome these challenges?” Students are divided into groups of 5 to discuss the topic. During the discussion, students need to combine the content of the passage and their own life experience to express their views, and use the key vocabulary and sentence structures learned. The teacher walks around the classroom to guide the discussion, encourages students to express their opinions actively, and helps students solve the language problems encountered in the discussion. Design Intention: Group discussion can stimulate students’ thinking, cultivate their critical thinking ability and cooperative learning ability. By discussing the topic closely related to the text, students can deepen their understanding of the connotation of “moving forward” in artistic creation, and at the same time exercise their oral expression ability and language application ability. The teacher’s guidance can ensure the smooth progress of the discussion and help students improve their language expression level. Activity 3: Reading Comprehension Exercises. The teacher designs 5 reading comprehension questions based on the passage, including 3 detail questions, 1 main idea question and 1 inference question. Students are asked to complete the exercises independently, and then check the answers with the teacher. For the wrong questions, the teacher guides students to find the corresponding content in the passage, analyze the reasons for the mistakes, and strengthen their understanding of the text. Design Intention: Reading comprehension exercises can test students’ understanding of the text content, help students consolidate the knowledge learned, and improve their reading comprehension ability. The combination of different types of questions can comprehensively test students’ reading skills, including the ability to extract details, grasp the main idea and make inferences. Activity 4: Writing Practice. The teacher assigns a short writing task: “Write a short passage of about 150 words, talking about your views on the importance of moving forward in art. You can use the key vocabulary and sentence structures learned in the passage.” Before writing, the teacher guides students to sort out their ideas: first put forward their own views, then give reasons and examples, and finally make a summary. Students complete the writing task independently, and then exchange their works with their deskmates for mutual evaluation. The evaluation criteria include: whether the viewpoint is clear, whether the reasons are sufficient, whether the language is correct and fluent, and whether the key vocabulary and sentence structures are used properly. After mutual evaluation, the teacher selects several representative works to comment on, affirming the advantages and putting forward suggestions for improvement. Design Intention: Writing practice is an important link to realize the transfer and application of language knowledge. By writing about the theme related to the text, students can consolidate the key vocabulary and sentence structures learned, improve their writing ability, and deepen their understanding of the theme of the passage. Mutual evaluation and teacher’s comment can help students find their own deficiencies, learn from each other’s advantages, and improve their writing level. Summary and Extension (Sort out Knowledge, Expand Vision) Activity 1: Class Summary. The teacher invites students to summarize what they have learned in this class, including the main content of the passage, key vocabulary, sentence structures and the understanding of the theme. Then the teacher makes a comprehensive summary, sorting out the knowledge system of this class, emphasizing the key and difficult points, and strengthening students’ memory and understanding of the knowledge learned. Design Intention: Class summary can help students sort out the knowledge learned in the class, form a systematic knowledge structure, and improve their ability of induction and summary. Inviting students to summarize can also test their mastery of the knowledge and exercise their oral expression ability. Activity 2: Knowledge Extension. The teacher introduces some famous artists at home and abroad who have made important innovations in artistic creation, such as Picasso, who broke the traditional painting rules and created cubism, and Qi Baishi, who integrated traditional Chinese painting skills with folk art and formed his own unique style. The teacher briefly introduces their artistic achievements and the process of innovation, and asks students to think about what they can learn from these artists. Then the teacher recommends some art-related English materials, such as English documentaries about art and English articles introducing famous artists, and encourages students to read and watch them after class to expand their vision and improve their English reading and listening ability. Design Intention: Knowledge extension can help students connect the text content with real life, expand their cultural vision, enhance their cultural awareness, and stimulate their interest in learning art and English. Recommending extracurricular materials can guide students to carry out autonomous learning after class, improve their comprehensive language ability and cultivate their lifelong learning ability. Activity 3: Homework Arrangement. 1. Recite the key vocabulary and key sentences of the passage; 2. Polish the short passage written in class and hand it in; 3. Read the recommended extracurricular English materials about art and write a short reading report (about 100 words); 4. Discuss with family members or friends about the development of art and share their views in English. Design Intention: Homework is an important supplement to classroom teaching. Reciting key vocabulary and sentences can consolidate the language knowledge learned; polishing the short passage can improve students’ writing ability; reading extracurricular materials and writing reading reports can expand students’ vision and improve their autonomous learning ability; discussing with others can exercise students’ oral expression ability and deepen their understanding of the theme. 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 $