Unit 1 Art 同步写作读后续写微技能 学案-2025-2026学年高中英语人教版选择性必修第三册

该高中英语学案聚焦Unit 1 Art的写作微技能，围绕动作描写、心理描写等核心知识点，从课文素材提取关键语料，通过语言训练场巩固词汇运用，再以细节描写句式操练（如“谓语动词A,B and C”结构、非谓语伴随结构等）搭建学习支架，逐步过渡到续写任务实现综合运用。 该资料特色鲜明，通过词汇迁移与结构化仿写提升语言能力，多维度句式训练（动作流、情绪神态融合等）培养思维品质，渐进式任务设计强化学习能力。习题从基础词汇到篇章写作层次分明，助力学生夯实写作基础，提升细节表达与综合运用能力，有效激发学习兴趣。

Unit 1 Art 同步写作学案 II 语言训练场 1.I think we should concentrate on one or two of the really big tournaments 2.He adopted an air of indifference 3.Keep your receipt as proof of purchase 4.We emerged into bright sunlight 5.Please convey my apologies to your wife 6.The paint is starting to peel off 7.I think it’s time we sought legal advice 8.He tried to analyse his feelings 9.Do not attempt to repair this yourself 10.Would you be interested in going to the horse races tomorrow? III细节描写句式操练 1.动作描写（“谓语动词 A, B and C” 结构） 1）observed；evaluated；purchased 2）melted；carved；wrote 3）entered；admired；took 2.动作描写（“谓语动词 + 非谓语动词（描述肢体动作 / 心理）” 结构） 1）viewed；shocked 2）wandered；being 3）captured；hoping 3.情绪 + 动作融合（非谓语动词（描述肢体动作）+ 句子（描述心理）） 1）Staring；said 2）Holding；stated 3）Skimming；commented 4.情绪 + 神态融合（非谓语动词（描述心理）+ 句子（描述心理 + with 复合结构（神态描写）） 1）Attentively；fixed 2）Respectfully；holy 3）Eagerly；filled 5.环境描写（形容词（描述心理）+ 句子（描述肢体动作）+with 复合结构（神态描写）） 1）Respectfully；studied；focused 2）Joyfully；gazed；smiling 3）Amazingly；visited；struck 6.环境描写（形容词（视觉、听觉、嗅觉）） 1）bright；sound；smell 2）lively；sound；fragrance 3）ancient；sound；smell 7.公用高级句式（倒装结构） 1）Only after experts made a precise appraisal 2）Only by studying his life 3）By the pond in Giverny IV举一反三 The crumpled paper reminded her of a snowball. Spurred by this spark of inspiration, Lily scurried around the house, rummaging through drawers and shelves in search of more paper. With enthusiasm, she began crumpling the sheets into spheres of varying sizes. For the ensuing hours, she was completely engrossed in the task of shaping these paper balls into a work of art. Employing the larger balls as the base, she meticulously constructed the snowman's body, and then, with equal care, added the smaller balls for the head, seamlessly piecing them together. Subsequently, she sourced an orange strip of paper, deftly twisting it into the likeness of a carrot for the nose. Using a black marker, she precisely drew two small circles on separate pieces of paper, which were then affixed as the eyes. To complete the look, she even snipped a section from an old scarf and artfully draped it around the snowman's neck. As she beheld the snowman taking shape before her eyes, a profound sense of accomplishment washed over Lily. On Friday, Lily carefully carried her project into the library. Throughout the journey, she was acutely aware of the preciousness of her work, determined not to let even the slightest mishap befall the snowman that symbolized her dedication and effort. Upon arriving at the library, she delicately placed the snowman on the display table and took a step back, her eyes scanning the work with a mix of pride and scrutiny. As time passed, her classmates trickled in. The moment they laid eyes on her creation, expressions of surprise and admiration spread across their faces. Some, intrigued by the novelty of the idea, approached her, eager to know how she had conjured up such a creative concept. Lily, wearing a warm smile, readily shared her creative journey. When the art teacher made her way over and gave Lily an approving thumbs - up, Lily's face lit up with an even broader smile. It was at this moment that Lily truly grasped the boundless nature of art, realizing that she too was capable of producing something truly unique. 学科网（北京）股份有限公司 $ Unit 1 Art 同步写作学案 一、课文素材(XB3U1） 微技能 语料 动作描写 1. As a result, painters concentrated less on religious themes. 2. They began to adopt a more humanistic attitude to life. 3. Kings, nobles, and people of high rank wanted to purchase accurate pictures of themselves and the people they loved. 4. From this, Impressionism emerged in France. 5. In this work, Monet’s aim was to convey the light and movement in the scene 6. While many Impressionists painted scenes of nature or daily life, others, such as Renoir (1841–1919), focused on people. 7. He sought to show not just the outer image of his subjects, but their inner warmth and humanity as well. 8. Painters such as Picasso (1881–1973) tried to analyse the shapes which existed in the natural world but in a new way, with Cubism. 9. What they attempted to do was no longer show reality, but instead to ask the question, “What is art?” 心理描写 1.Thus, artists were not interested in painting realistic scenes. II 语言训练场 1.我想我们应该专攻一两项大比赛。(concentrate on) _____________________________________________________________________ 2. 他摆出一副满不在乎的样子。(adopt) _____________________________________________________________________ 3. 保存好收据作为购货凭证。(purchase) _____________________________________________________________________ 4. 我们来到明媚的阳光下。(emerge) _____________________________________________________________________ 5. 请向你的妻子转达我的歉意。(convey) _____________________________________________________________________ 6. 油漆开始起皮剥落了。(paint) _____________________________________________________________________ 7. 我想我们现在该咨询一下律师了。(seek) _____________________________________________________________________ 8. 他试图分析自己的感情。(analyse) _____________________________________________________________________ 9. 不要试图自己修理这个东西。(attempt) _____________________________________________________________________ 10. 明天你有兴趣去看赛马吗？(be interested in) _____________________________________________________________________ III细节描写句式操练 1.动作描写（“谓语动词 A, B and C” 结构） 多个连续动作，用 “主语 + 谓语动词 1, 谓语动词 2 and 谓语动词 3”，按动作先后或逻辑排列，简洁呈现连贯动作流。 【迁移示例】 He arranged the exhibition, introduced the Renaissance works and explained the artistic breakthroughs.他布置展览，介绍文艺复兴作品，讲解艺术突破。 【仿写】 1)They ______ the ceramic vase, ______ its historical value and ______ it as a permanent collection.他们端详陶瓷花瓶，评估其历史价值，买下它作为永久藏品。 2)The sculptor ______ the bronze, ______ the noble figure and ______ the memorial words.雕塑家熔化青铜，雕刻崇高人物像，刻下纪念文字。 3)Visitors ______ the gallery, ______ the Impressionist paintings and ______ photos with the water lily works.游客们走进画廊，欣赏印象派画作，与睡莲作品合影。 2.动作描写（“谓语动词 + 非谓语动词（描述肢体动作 / 心理）” 结构） “主语 + 谓语动词 + 非谓语动词（现在分词 / 过去分词，体现伴随肢体动作或心理状态）”，让动作与伴随情况融合，丰富表意。 【迁移示例】 Monet painted by the pond in Giverny, focusing on the changing light of water lilies.莫奈在吉维尼的池塘边作画，专注于睡莲的光影变化。 【仿写】 1)The art critic ______ the Picasso work, ______ by its Cubist innovation.艺术评论家看着毕加索的作品，被其立体主义创新所震撼。 2)She ______ through the exhibition, ______ particularly fond of the humanistic sculptures.她漫步在展览中，尤其喜爱富有人文精神的雕塑。 3)The photographer ______ the sunrise over the mountain, ______ to convey the primitive beauty of nature.摄影师拍摄山间日出，希望传达大自然的原始之美。 3.情绪 + 动作融合（非谓语动词（描述肢体动作）+ 句子（描述心理）） 先以非谓语动词（多为现在分词）呈现肢体动作，后接句子说明心理，把外在动作和内在情绪关联，让情绪表达更具画面感。 【迁移示例】 Staring at the Renaissance painting, he said he was amazed by the realistic description of humanity.凝视着文艺复兴画作，他说自己被对人性的写实描绘所震撼。 【仿写】 1)______ at the ink painting "Feeling from Mountain and Water", she ______ the artist's subjective emotions touched her deeply.凝视着《溪山行旅图》水墨画，她说艺术家的主观情感深深打动了她。 2)______ his brush gently, he ______ he wanted to capture the fleeting light of the sunrise.轻柔地握着画笔，他说想捕捉日出转瞬即逝的光线。 3)______ the exhibition catalog, they ______ the medieval works were worthy of their reputation for religious devotion.翻阅展览目录，他们说中世纪作品在宗教虔诚表达上名不虚传。 4.情绪 + 神态融合（非谓语动词（描述心理）+ 句子（描述心理 + with 复合结构（神态描写）） 非谓语动词（如现在分词）体现心理，句子进一步阐释心理，并用 “with + 名词 + 形容词 / 现在分词” 复合结构描绘神态，多维度渲染情绪。 【迁移示例】 Thrilled, the audience watched the animation "Tadpoles Searching for Mother" with eyes full of curiosity.观众激动不已，看着动画《小蝌蚪找妈妈》，眼里充满好奇。 【仿写】 1)______, the art student analyzed the sketch with his eyes ______ on it.专注地，美术生分析素描，目不转睛的盯着它。 2)______, she appreciated the Buddhist sculpture with a ______ smile on her face.崇敬地，她欣赏佛教雕塑，脸上带着虔诚的微笑。 3)______, they discussed the symphony "The Cowboy’s Flute" with their voices ______ with excitement.热烈地，他们讨论《牧笛》交响乐，声音里充满兴奋。 5.环境描写（形容词（描述心理）+ 句子（描述肢体动作）+with 复合结构（神态描写）） 先用形容词体现人物心理，接着句子描述肢体动作，再以 “with + 名词 + 形容词 / 现在分词” 复合结构补充神态，借环境或场景关联心理、动作与神态。 【迁移示例】 Astonished, the visitor walked through the Renaissance hall with breath held at Michelangelo's sculpture.游客惊叹不已，在文艺复兴展厅漫步，看到米开朗基罗的雕塑屏住了呼吸。 【仿写填空】 1)______, the scholar ______ the medieval manuscript with his attention ______ on the Christian symbols.恭敬地，学者研究中世纪手稿，注意力集中在基督教符号上。 2)______, she ______ the water lily pond in Giverny with her face ______ in delight.愉悦地，她望着吉维尼的睡莲池，脸上洋溢着喜悦。 3)______, they ______ the Cubism exhibition with their minds ______ by the multi-dimensional expressions.震撼地，他们参观立体主义展览，思想被多维表达方式所冲击。 6.环境描写（形容词（视觉、听觉、嗅觉）） 用视觉、听觉、嗅觉相关形容词描绘环境，营造氛围，为故事添背景色彩，让读者借感官感受场景。 【迁移示例】 The grand gallery, with the sound of whispers and the smell of old canvas, was full of artistic atmosphere.宏伟的画廊里，低语声和旧画布的气味交织，充满艺术氛围。 【仿写】 1)The ______ studio, with the ______ of brushes moving and the ______ of oil paints, showed a busy creative scene.明亮的工作室里，画笔移动的声音和油画颜料的气味呈现出繁忙的创作景象。 2)The ______ square, with the ______ of children laughing and the ______ of fresh flowers, hosted an outdoor art fair.热闹的广场上，孩子们的笑声和鲜花的香气中，正举办一场户外艺术展。 3)The ______ temple, with the ______ of bells ringing and the ______ of incense, created a solemn religious atmosphere.古老的寺庙里，钟声和香烛的气味营造出庄严的宗教氛围。 7.公用高级句式（倒装结构） 把谓语或谓语部分提前，如 “副词 / 介词短语 + 谓语 + 主语”，突出强调，让句子有变化、更紧凑，增强表达力度。 【迁移】 Only during the Renaissance did such a breakthrough in realistic painting emerge.只有在文艺复兴时期，写实绘画才有如此突破。 【仿写】 1)______ did people recognize the value of this humble ink painting.直到专家进行精确鉴定后，人们才认识到这幅不起眼的水墨画的价值。 2)______ can we understand the depth of humanistic spirit in Rembrandt's works.只有通过研究他的生平，我们才能理解伦勃朗作品中人文精神的深度。 3)______ came the inspiration for Monet's "Water Lilies" series.在吉维尼的池塘边，莫奈《睡莲》系列的灵感涌现了。 IV举一反三 Lily loved school. However, there was one class Lily worried about more than any other —art. She didn’t know why she just wasn’t any good at drawing, painting, or cutting. Ms. Clay, the art teacher, stood at the front of the room. “Class, next Friday our school is going to have an art competition,” she announced. Ms. Clay was a great teacher, and Lily liked her a lot. But this announcement made Lily nervous. “Everyone in the school will create a piece of artwork to show in the library. You can use the different types of artwork we have been studying.” Ms. Clay was quite excited when she spoke while Lily found herself sinking lower in her chair. Lily had the whole weekend to work on her project, but she could not think of anything to do. On Monday, Lily felt frightened, so after school Lily asked Ms. Clay if she could write an art paper instead of doing an art project. “I understand this project scared you, Lily.” Ms. Clay said. “Just remember, you can create any kind of art you want.” Ms. Clay smiled at her. “Art is a person’s way of expressing his or her feelings —it isn’t always painting, drawing, or cutting. I know you will think of something very creative, and I can’t wait to see it.” When Lily arrived home, she took out a piece of paper and a pencil. She remembered Ms. Clay’s words. “Art is a person’s way of expressing his or her feelings.” Lily wrote the word “terrified” on her paper. She crumpled(揉皱) the paper and threw it to the side of her desk. Then Lily stared at the crumpled ball. Suddenly an idea struck her. Why not create something out of crumpled paper? 注意： 1.续写词数应为150左右： 2.请按如下格式在答题卡的相应位置作答。 The crumpled paper reminded her of a snowball. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ On Friday, Lily carefully carried her project into the library. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $