Unit 2 Art and Artists-Reading A-Listening and Viewing 教案-2025-2026学年高中英语沪外版必修第三册

Unit 2 Art and Artists-Reading A-Listening and Viewing 教学目标和重难点 教学目标 Language Ability: Students can master key vocabulary and sentence patterns related to art and artists, understand the main ideas and details of Reading A and audio-visual materials, and express their views on artworks and artists in simple English. Cultural Awareness: They can learn about the artistic styles of Chinese and foreign artists, understand the cultural connotation behind artworks, respect cultural diversity, and enhance cultural confidence. Thinking Quality: Students can analyze the characteristics of artworks and the experiences of artists, develop logical thinking and critical thinking through comparison and discussion. Learning Ability: They can master basic reading and audio-visual strategies, form good learning habits, and improve their ability to independently collect and sort out information related to art. 教学重难点 Key Points: Mastering key vocabulary (such as masterpiece, artistic style, creative, preserve) and sentence patterns about art and artists; understanding the main content, structure and writing characteristics of Reading A; grasping the listening and viewing strategies to obtain key information from audio-visual materials. Difficult Points: Analyzing the deep meaning of artworks and the spiritual connotation reflected by artists in Reading A; applying listening and viewing strategies flexibly to deal with complex information; expressing personal views on art and artists accurately and fluently in English. 教学过程 Pre-Class Preparation (Pre-Task) Activity 1: Lead-in and Warm-up The teacher starts the class by showing pictures of famous artworks (such as Qi Baishi’s Shrimps, Van Gogh’s Sunflowers) on the screen, and asks students the following questions: “Do you know these artworks? Who are their creators? What do you think of these works?” Then, the teacher invites 3-4 students to share their answers in English. After that, the teacher briefly introduces the theme of the unit—Art and Artists, and tells students that in this class, they will learn about a great artist through Reading A and get to know other artists and their works through Listening and Viewing. Design Intention: This activity uses vivid pictures to arouse students’ interest in the theme of art and artists, activate their prior knowledge about art, and create a relaxed English learning atmosphere. By asking questions and inviting students to share, it can also cultivate students’ oral expression ability and lay a foundation for the follow-up study of Reading A and Listening and Viewing. Activity 2: Preview Check The teacher checks students’ preview of Reading A by asking them to spell the key vocabulary and phrases in the text, such as “people’s artist, carpenter, masterpiece, aquatic life, seal carving, poem, symbolic, preserve”. For each vocabulary, the teacher invites one student to spell it and explain its meaning in simple English. If students have difficulties, the teacher gives appropriate prompts and explanations. Then, the teacher asks students to briefly talk about what they have learned from the preview of Reading A, such as the name of the artist and his main works. Design Intention: This activity aims to check students’ preview effect, help students consolidate the key vocabulary of Reading A in advance, and avoid difficulties in understanding the text due to unfamiliar words. At the same time, it can guide students to form the habit of previewing before class, which is conducive to improving the efficiency of in-class learning. While-Class Learning (While-Task) Part 1: Reading A (People’s Artist) Activity 1: Skimming for Main Idea The teacher asks students to read Reading A quickly (skimming) and answer the following questions: 1. Who is the main character of the text? 2. What is his occupation? 3. What are his main artistic achievements? After students finish reading, the teacher invites students to answer the questions one by one, and summarizes the main idea of the text together with students: The text mainly introduces Qi Baishi, a great Chinese artist, his life experience, artistic styles, main works and his influence. Design Intention: Skimming is an important reading strategy. This activity guides students to master the skimming strategy, quickly grasp the main idea of the text, and improve their reading speed and ability to obtain key information. At the same time, it helps students form a preliminary understanding of the text content, laying a foundation for in-depth reading. Activity 2: Scanning for Key Details The teacher asks students to read Reading A again carefully (scanning) and complete the following form. The form includes four columns: “Qi Baishi’s Life Experience”, “Art Forms”, “Common Subjects of His Works” and “His Honors and Influence”. Students need to find relevant information from the text and fill in the form independently. After that, students work in pairs to check their answers, and the teacher walks around the classroom to provide help for students who have difficulties. Finally, the teacher invites several pairs to share their answers and corrects mistakes in time. Specific tips for students: Pay attention to the time clues and key words in the text, such as “born in 1864”, “at the age of 14”, “in 1953”, “paintings, seal carvings and poems”, “aquatic life, flowers, vegetables, doves”, “People’s Artist”, “International Peace Prize”. These key words can help students find relevant details quickly. Design Intention: Scanning is another important reading strategy. This activity guides students to use the scanning strategy to find specific details in the text, which can not only deepen their understanding of the text content, but also improve their ability to obtain detailed information. Working in pairs can promote students’ mutual learning and communication, and cultivate their cooperative learning ability. Activity 3: In-Depth Analysis of the Text The teacher leads students to analyze the text in depth, focusing on the following points: 1. The structure of the text: The text adopts a general-specific structure. The first paragraph is a general introduction to Qi Baishi, and the following paragraphs elaborate on his life experience, artistic styles, works and influence. The teacher asks students to find the topic sentence of each paragraph and analyze the logical relationship between paragraphs. 2. The description of Qi Baishi’s artistic style: The teacher asks students to find sentences in the text that describe Qi Baishi’s artistic style, such as “Qi’s paintings are rich in expression and detail, fresh and lively, reflecting a trend of modern art in an atypical Chinese way.” Then, the teacher guides students to analyze the meaning of these sentences and understand the characteristics of Qi Baishi’s art. 3. The cultural connotation of Qi Baishi’s works: The teacher asks students to think about the symbolic meaning of Qi Baishi’s works, such as why he likes to paint shrimps, flowers and vegetables. Students discuss in groups, and the teacher summarizes: Qi Baishi’s works reflect the beauty of ordinary life, express the wishes of ordinary Chinese people, and carry forward the traditional Chinese culture. During the analysis, the teacher also explains the key sentence patterns in the text, such as “Be it landscapes, birds, flowers or figures, Qi’s paintings are rich in expression and detail.”, and guides students to understand and imitate the sentence pattern. Design Intention: This activity guides students to conduct in-depth reading and analysis of the text, helping them understand the structure, language characteristics and cultural connotation of the text. By analyzing the artistic style and cultural connotation of Qi Baishi’s works, it can enhance students’ cultural awareness and cultural confidence. At the same time, explaining key sentence patterns can help students master the language knowledge and improve their language ability. Activity 4: Discussion and Expression The teacher asks students to discuss the following question in groups: “What can we learn from Qi Baishi? How can we apply his spirit to our study and life?” Each group is divided into 4-5 students, and they have a full discussion for a few minutes. During the discussion, the teacher walks around the classroom to guide students to express their views in English and use the vocabulary and sentence patterns learned in the text. After the discussion, each group invites one representative to share their group’s views, and the teacher gives positive comments and supplements. Design Intention: This activity combines the text content with students’ real life, guides students to think deeply about the spirit of artists, and cultivates their thinking quality. At the same time, it provides students with opportunities to practice oral English, helps them apply the learned vocabulary and sentence patterns flexibly, and improves their oral expression ability. Part 2: Listening and Viewing Activity 1: Pre-Listening and Pre-Viewing Preparation The teacher introduces the content of Listening and Viewing to students: They will listen to a mini-lecture about Vincent van Gogh and watch a music video of Bob Dylan’s Blowin’ in the Wind. Then, the teacher teaches students some key vocabulary related to the audio-visual materials, such as “impressionist, masterpiece, emotional, struggle, message, justice”. After that, the teacher asks students to predict the content of the mini-lecture and the music video according to the title and the vocabulary learned, such as “What do you think the mini-lecture will talk about Van Gogh? What message will the song convey?” Design Intention: This activity helps students preview the key vocabulary of the audio-visual materials, avoid difficulties in understanding due to unfamiliar words. Predicting the content in advance can activate students’ thinking, improve their attention during listening and viewing, and lay a foundation for better understanding the audio-visual materials. Activity 2: Listening for the First Time (Grasp Main Idea) The teacher plays the mini-lecture about Vincent van Gogh for the first time, and asks students to listen carefully and answer the following questions: 1. What is the main topic of the mini-lecture? 2. What kind of person was Van Gogh? After listening, students answer the questions independently, and the teacher checks the answers and summarizes the main idea of the mini-lecture: The mini-lecture mainly introduces Vincent van Gogh’s life experience, his artistic style and the characteristics of his works. Design Intention: Listening for the first time focuses on guiding students to grasp the main idea of the audio material, which helps students form a preliminary understanding of the content and master the listening strategy of grasping the main idea. This is conducive to improving students’ listening comprehension ability. Activity 3: Listening for the Second Time (Obtain Key Details) The teacher plays the mini-lecture again, and asks students to listen carefully and fill in the blanks with the key information. The blanks include Van Gogh’s birth year, artistic style, representative works, and his life experience. After listening, students check their answers in pairs, and the teacher plays the key parts of the mini-lecture again for students who have not filled in the blanks correctly. Then, the teacher invites students to share their answers and corrects mistakes in time. At the same time, the teacher guides students to summarize the listening strategy: When listening for details, we should pay attention to key information such as time, place, person, event, and key words, and take simple notes if necessary. Design Intention: Listening for the second time focuses on guiding students to obtain key details, which can deepen their understanding of the audio material and improve their ability to obtain detailed information. Summarizing the listening strategy can help students master the method of listening for details, which is conducive to improving their listening ability in the long run. Activity 4: Viewing the Music Video (Understand the Message) The teacher plays the music video of Bob Dylan’s Blowin’ in the Wind for the first time, and asks students to watch carefully and answer the following question: “What is the general feeling you get from the video and the song?” After watching, students share their feelings freely, such as “serious”, “thought-provoking”, “full of hope”. Then, the teacher plays the video again, and asks students to fill in the missing lyrics in the worksheet. After filling in, the teacher checks the answers and plays the video again to let students sing along with the song. Next, the teacher guides students to analyze the message conveyed by the song. The teacher asks questions such as “What does the song ask? What do these questions mean? What message does Bob Dylan want to convey through the song?” Students discuss in groups, and the teacher summarizes: The song raises a series of thought-provoking questions, reflecting people’s yearning for peace, justice and freedom, and calling on people to pay attention to social issues. Design Intention: Viewing the music video can enrich students’ learning experience and arouse their interest in learning. Filling in the lyrics can help students master the key vocabulary and sentences in the song, and singing along can improve their pronunciation and intonation. Analyzing the message of the song can help students understand the cultural connotation behind the song, enhance their cultural awareness and critical thinking ability. Activity 5: Comparison and Discussion The teacher asks students to discuss the following question in groups: “What are the differences and similarities between Qi Baishi, Van Gogh and Bob Dylan in terms of artistic style and the message conveyed by their works?” Students need to combine the content of Reading A and the audio-visual materials to conduct a comprehensive comparison. During the discussion, the teacher guides students to use the vocabulary and sentence patterns learned, and encourages them to express their views freely. After the discussion, each group invites one representative to share their group’s views, and the teacher gives comments and supplements, emphasizing the diversity of art and the common pursuit of artists for beauty and truth. Design Intention: This activity guides students to compare different artists and their works, which can help them deepen their understanding of the theme of art and artists, and cultivate their logical thinking and critical thinking ability. At the same time, it can help students realize the diversity of art and respect different artistic styles, which is conducive to enhancing their cultural awareness and international vision. Post-Class Summary and Extension (Post-Task) Activity 1: Class Summary The teacher summarizes the content of this class with students: In this class, we learned about Qi Baishi through Reading A, mastered the key vocabulary and sentence patterns related to art and artists, and understood his artistic style and cultural connotation. We also listened to a mini-lecture about Van Gogh and watched a music video of Bob Dylan’s song, mastered the listening and viewing strategies, and understood the artistic characteristics and messages of different artists. Then, the teacher reviews the key points and difficult points of this class, and reminds students to consolidate the knowledge learned. Design Intention: Summarizing the class content can help students sort out the knowledge system, consolidate the knowledge learned in class, and deepen their understanding of the theme. Reviewing the key points and difficult points can help students focus on the key content and avoid forgetting. Activity 2: Extension Activity The teacher assigns an extension task to students: 1. Choose one of your favorite artists (Chinese or foreign), collect relevant information about him/her and his/her works, and write a short passage (about 100 words) to introduce him/her, using the vocabulary and sentence patterns learned in this class. 2. Listen to Bob Dylan’s other songs and try to understand the message conveyed by the songs, and share your feelings in the next class. 3. Discuss with your family about the artworks around you, and talk about your views on these artworks in English. Design Intention: The extension task combines in-class learning with after-class practice, which can help students consolidate the knowledge learned in class and apply it flexibly. Collecting information about artists can improve students’ learning ability and information collection ability. Listening to other songs of Bob Dylan and discussing artworks with family can enrich students’ learning experience and enhance their interest in learning English and art. Activity 3: Self-Assessment The teacher asks students to conduct self-assessment according to the following standards: 1. Can I master the key vocabulary and sentence patterns of this class? 2. Can I understand the main content and details of Reading A and the audio-visual materials? 3. Can I express my views on art and artists in simple English? 4. Did I actively participate in the class activities and discussions? Students evaluate themselves independently and write down their advantages and shortcomings. The teacher encourages students to put forward their questions and difficulties, and provides targeted help. Design Intention: Self-assessment can help students understand their own learning situation, find their own advantages and shortcomings, and form the habit of self-reflection. This is conducive to improving students’ learning ability and promoting their autonomous learning. 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 $