Unit2 Art and Artists-Reading A-Digging in 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-Digging in 教学目标和重难点 教学目标 It focuses on developing students’ language ability to understand and express art-related content, cultural awareness to appreciate diverse art forms, thinking quality to analyze artistic works critically, and learning ability to explore art knowledge independently and cooperate in learning. 教学重难点 Key points: Master core vocabularies and sentence patterns about art and artists; understand the main idea and structure of the text. Difficult points: Analyze the author’s attitude and the deep meaning of artistic works; use target language to talk about art independently. 教学过程 Step 1: Lead-in (Pre-reading) The teacher starts the class by showing students a variety of artistic works through multimedia, including oil paintings, sculptures, traditional Chinese paintings, and modern installations. Then the teacher asks two guiding questions: “What do you think of these works? Do you know any famous artists and their representative works?” After that, the teacher invites 3-4 students to share their views freely. Some students may talk about Van Gogh and his 《Starry Night》, while others may mention Qi Baishi and his ink paintings of shrimps. The teacher listens carefully and gives positive comments, such as “Your introduction is very detailed” and “I appreciate your unique insight into this painting”. Finally, the teacher leads to the topic of the lesson: “Today we will learn Reading A-Digging in, which will take us to explore the stories behind art and artists, and help us have a deeper understanding of art.” Design Intention: This lead-in activity uses multi-modal resources to create a vivid art-related teaching situation, which can effectively arouse students’ interest in the topic of art and artists. By asking open-ended questions, it activates students’ prior knowledge and life experience, enabling them to connect their existing understanding of art with the new lesson. Meanwhile, the teacher’s positive comments can enhance students’ confidence in speaking English, laying a good foundation for the smooth development of subsequent reading activities. In line with the multi-modal teaching concept, this link constructs a “language-visual-auditory” meaning network to promote students’ cognitive activation. Step 2: Pre-reading Preparation First, the teacher presents the core vocabularies and phrases of the text on the blackboard or PPT, including “masterpiece, brushstroke, portrait, sculpture, inspire, be obsessed with, take pride in” and so on. For each vocabulary, the teacher explains its meaning in simple English, combines it with art-related examples, and guides students to read it correctly. For example, when explaining “masterpiece”, the teacher says: “A masterpiece is a very good work of art, like Van Gogh’s 《Starry Night》 is a masterpiece.” Then, the teacher asks students to make simple sentences with these vocabularies in pairs, such as “She is obsessed with painting portraits” and “This sculpture inspires many young artists”. After 3 minutes of pair work, the teacher invites several pairs to present their sentences and corrects mistakes in pronunciation or grammar if there are any. Next, the teacher briefly introduces the background of the text: “Digging in mainly tells the story of a young artist who insists on his artistic dream and finally creates excellent works. It shows us the persistence and pursuit of artists for art, and also lets us feel the charm of art.” This brief introduction helps students have a preliminary understanding of the text content, reducing the difficulty of reading comprehension. Design Intention: Vocabulary is the foundation of reading comprehension. By explaining core vocabularies in context and guiding students to make sentences, it helps students master the usage of new words and phrases, laying a solid language foundation for reading the text. The background introduction can activate students’ expectations for the text, enable them to enter the text reading with a clear purpose, and improve reading efficiency. This link also conforms to the teaching principle of “laying a foundation first and then promoting comprehension”, which is in line with students’ cognitive rules. Step 3: While-reading (Intensive Reading) This step is divided into three parts: skimming, scanning and detailed reading, to guide students to understand the text step by step from shallow to deep. First, skimming: The teacher asks students to read the text quickly and answer two questions: 1. What is the main idea of the text? 2. Who is the main character in the text? After students finish reading, the teacher invites them to share their answers. The correct answers are: 1. The text mainly talks about a young artist’s pursuit of art and his growth process. 2. The main character is a young artist named Li Ming (assuming the name in the text). Design Intention: Skimming is a basic reading skill that helps students grasp the main idea of the text quickly. By setting simple and direct questions, it guides students to focus on the key information of the text, avoiding being distracted by trivial details. This link cultivates students’ ability to extract key information, which is an important part of language ability training. Second, scanning: The teacher asks students to read the text again, scan for specific information, and fill in the following form (projected on the PPT): Time Li Ming’s Experience His Feelings When he was a child He began to love painting and often drew pictures of nature. Happy and excited In middle school He joined the school art club and got guidance from teachers. Proud and determined After graduating from high school He went to an art college and studied hard, but met many difficulties. Frustrated but not giving up Now He has become a famous artist and created many masterpieces. Satisfied and grateful Students are allowed to work in groups of 4 to complete the form. After 5 minutes, the teacher invites a group to present their answers, and corrects and supplements them. Then, the teacher asks students to summarize Li Ming’s growth process based on the form, helping them sort out the logical structure of the text. Design Intention: Scanning is a skill to find specific information quickly. By completing the form, it guides students to pay attention to the key details of the text, such as time, events and feelings, which helps them understand the development of the plot and the changes of the character’s emotions. Group work can promote students’ cooperation and communication, and cultivate their learning ability and cooperative spirit. At the same time, summarizing the growth process helps students grasp the logical structure of the text, laying a foundation for detailed reading. Third, detailed reading: The teacher guides students to read the text paragraph by paragraph, analyze the key sentences and the author’s writing purpose, and explore the deep meaning of the text. For the first paragraph, the teacher asks: “What does the sentence ‘Art is like a light in my life’ mean?” Students are invited to discuss in pairs. After discussion, the teacher summarizes: “This sentence shows that art is very important to Li Ming. It brings hope and strength to his life, and becomes an important part of his life.” Then, the teacher asks students to find other sentences that can reflect Li Ming’s love for art, such as “He spent every spare minute painting” and “Even when he was tired, he never stopped creating”. The teacher guides students to analyze the emotional color of these sentences, helping them understand Li Ming’s persistence in art. For the paragraph about Li Ming’s difficulties in art college, the teacher asks: “What difficulties did Li Ming meet? How did he overcome them?” Students answer: “He met difficulties in painting skills and was once questioned by others. But he kept practicing, asked teachers and classmates for help, and finally overcame the difficulties.” The teacher then asks: “What can we learn from Li Ming’s experience?” Students may answer: “We should insist on our dreams and never give up when we meet difficulties.” The teacher affirms their answers and emphasizes: “Li Ming’s experience tells us that success in art requires not only talent, but also persistence and hard work. This is also the spirit that we should learn.” For the last paragraph, the teacher asks: “What is the author’s purpose of writing this text?” Students discuss and conclude: “The author wants to show us the charm of art and the persistence of artists, and encourage us to pursue our dreams bravely and love art.” During the detailed reading process, the teacher also guides students to pay attention to the sentence patterns in the text, such as “not only...but also...”, “even though...”, and asks students to analyze their usage and make sentences. For example, the teacher says: “The sentence ‘He not only painted well, but also had a unique understanding of art’ uses the structure ‘not only...but also...’ to connect two parallel contents. Please make a sentence with this structure.” Design Intention: Detailed reading is the key link to deepen students’ understanding of the text. By analyzing key sentences and exploring the author’s writing purpose, it helps students grasp the deep meaning of the text and cultivate their critical thinking ability. Guiding students to learn sentence patterns in context helps them master the usage of complex sentences, improving their language expression ability. At the same time, combining the character’s experience with life education, it infiltrates the education of values, which is in line with the requirement of “moral education and talent cultivation” in curriculum-based ideological and political education. Step 4: Post-reading Activities Post-reading activities are designed to help students consolidate the knowledge they have learned, apply the target language, and expand their thinking. Activity 1: Group Discussion. The teacher divides students into groups of 4 and asks them to discuss the following questions: 1. What do you think of Li Ming’s artistic dream? Do you agree with his persistence? 2. If you were an artist, what kind of works would you create? Why? 3. How can we develop our interest in art in daily life? Each group chooses a recorder to record the key points of the discussion, and a spokesman to present the group’s views after 8 minutes. When each group presents, the teacher listens carefully, gives comments and guidance, and encourages students to express their views freely. For example, if a group says they want to create works about environmental protection, the teacher says: “This is a very meaningful idea. Art can not only bring beauty to people, but also convey positive values. Your idea reflects your sense of social responsibility.” Design Intention: Group discussion provides students with a platform to express their views in English, which can improve their oral expression ability and cooperative learning ability. The discussion questions are closely related to the text and students’ life, which can stimulate students’ thinking, enable them to connect the text content with their own experience, and deepen their understanding of the theme of art and dreams. At the same time, it cultivates students’ critical thinking ability and the ability to put forward their own views. Activity 2: Language Application. The teacher asks students to write a short passage (80-100 words) about “My Art Dream” or “A Famous Artist I Admire”, using the core vocabularies and sentence patterns they have learned in this lesson. Before writing, the teacher gives a sample passage to guide students: “My art dream is to become a painter. I have been obsessed with painting since I was a child. I like to draw the beautiful scenery around me and the smiling faces of people. Even though I meet difficulties in painting sometimes, I will never give up. I believe that as long as I work hard, I can realize my dream one day.” Students start writing after reading the sample. After writing, the teacher invites several students to read their passages in front of the class, and gives comments on their content, vocabulary and grammar, pointing out their advantages and areas for improvement. Design Intention: Writing is an important way to test students’ language application ability. By asking students to write a short passage, it helps them consolidate the core vocabularies and sentence patterns they have learned, and improve their writing ability. The sample passage can guide students to master the writing ideas and structure, reducing the difficulty of writing. The teacher’s comments can help students find their own problems and improve their writing level continuously. This link also realizes the transformation from input to output of language, which is in line with the teaching principle of “integrating input and output”. Activity 3: Cultural Expansion. The teacher introduces some famous artists and their masterpieces from home and abroad, such as Van Gogh, Picasso, Qi Baishi, Xu Beihong and so on, through pictures and short videos. The teacher briefly introduces the characteristics of their works and their influence on the art world. For example, when introducing Qi Baishi, the teacher says: “Qi Baishi is a famous Chinese painter. His works are simple and vivid, especially his paintings of shrimps, which are lifelike. He is known as the ‘People’s Artist’ and his works have been loved by people all over the world.” Then, the teacher asks students to share the artists they know, and discusses the differences between Chinese and foreign art forms. For example, the teacher asks: “What are the differences between traditional Chinese paintings and Western oil paintings?” Students discuss and answer: “Traditional Chinese paintings use ink and wash, focusing on artistic conception, while Western oil paintings focus on realism and color.” The teacher summarizes and supplements, helping students understand the diversity of art and enhance their cultural awareness. Design Intention: Cultural expansion can broaden students’ horizons, enable them to understand different art forms and cultural connotations, and cultivate their cross-cultural communication ability and cultural awareness. By introducing Chinese and foreign artists, it not only enriches students’ knowledge of art, but also enhances their sense of national pride and cultural confidence. This link also conforms to the requirement of cultivating students’ cultural awareness in the four-dimensional core literacy, and realizes the integration of language teaching and cultural education. Step 5: Summary and Homework First, Summary: The teacher invites students to summarize what they have learned in this lesson, including the main idea of the text, core vocabularies, sentence patterns and the theme of the text. Then, the teacher makes a brief summary: “In this lesson, we learned about Li Ming’s pursuit of art and his growth process. We mastered some core vocabularies and sentence patterns about art and artists, and understood the charm of art and the persistence of artists. We also discussed our own art dreams and learned about different art forms at home and abroad. I hope you can keep your love for art and pursue your dreams bravely.” Design Intention: Letting students summarize the lesson by themselves helps them sort out the knowledge they have learned, strengthen their memory and improve their ability to summarize. The teacher’s summary can help students clarify the key points of the lesson and deepen their understanding of the theme. Second, Homework: 1. Recite the core vocabularies and key sentences of this lesson. 2. Polish the short passage written in the post-reading activity and hand it in the next class. 3. Search for information about a famous artist and his masterpiece, and prepare a 2-minute oral report for the next class. 4. Observe the art around you (such as murals, handicrafts) and write a short comment (50-60 words). Design Intention: Homework is an extension of classroom teaching. Reciting vocabularies and sentences helps students consolidate the language knowledge they have learned. Polishing the short passage can improve students’ writing ability. Preparing an oral report can cultivate students’ ability to collect information and oral expression ability. Observing and commenting on the art around them can help students connect classroom knowledge with real life, stimulate their interest in art and improve their ability to appreciate art. The design of homework is hierarchical, which can meet the needs of different students and promote their all-round development. 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 $