Unit 1 Art and artists 第4课时 Section 2 (Reading II) 教学设计-2025-2026学年沪教版（五四学制）八年级英语下册

该初中英语教学设计聚焦传记类语篇深度分析，核心知识点包括“总—分—总”结构、核心短语（so...that..., in harmony with等）及范宽品格解读。通过快速问答和信息表格回顾第3课时内容，衔接整体感知与深度探究，提供思维导图、复述框架等支架，为后续写作与项目展示铺垫。 此资料亮点在于以核心素养为导向，语言能力上通过原句呈现、规律归纳、即时训练深化短语运用，思维品质上借助对比手法分析（农夫情感变化）和“大师内涵”讨论培养分析提炼能力，文化意识上渗透“师法自然”与“天人合一”理念增强文化自信。任务型教学与合作探究等方法，助力学生提升语言运用与思维，为教师提供清晰的文体分析与品格解读框架。

Unit 1 Art and artists 第4课时 Section 2 (Reading II) 教学设计 一、教学分析 分析维度 内容阐释 授课教材 沪教牛津版（五四学制）（2024）八年级下册 授课题目 Unit 1 Art and artists Section 2 (Reading II) 课时 第4课时（共6课时，本课为第4课时） 课型 阅读深析课 主题情境 人与社会——艺术与艺术家 【单元整体定位与课时衔接】 本单元以“Art and artists”为主题，属于“人与社会”主题范畴下的“艺术与文化”子主题。单元核心大问题为“What does art mean to us？”本课时是Section 2 Reading的第二课时，在第3课时整体感知文本内容、梳理范宽生平信息的基础上，聚焦于深度阅读与语言运用。本课时的核心目标包括：深度阅读语篇“A Master of Art”，掌握核心词汇和短语；分析传记类语篇的文体特征、叙事结构和语言特点；品味关键语句，分析范宽的人物形象与精神品质；深入理解“师法自然”的艺术理念，感悟中国传统文化中“天人合一”的哲学思想；通过复述任务提升口头表达能力。 课时衔接说明： 衔接方向 内容说明 第3课时 →本课时 学生在第3课时已整体感知语篇，了解了范宽“师法自然”的艺术理念、山中偶遇农夫的基本经历和关键情节。第4课时将进一步聚焦核心语言点的精讲与运用、文本结构的深度分析、写作手法的赏析以及主题意义的深化。 本课时→ 第5课时 本课时学习的核心词汇、短语和传记类语篇的写作方法，将为学生第5课时撰写“我最喜欢的艺术作品”短文提供语言素材和表达框架。本课时对范宽“师法自然”理念的深入理解，也将为学生在写作中表达对艺术与自然关系的认识提供思想素材。 本课时→第6课时 本课时对范宽人物形象的深入分析和“艺术源于自然”的主题提炼，将为第6课时项目展示“身边的最佳艺术作品”提供思想引领和表达范例。 二、深度语篇研读（Reading II） 分析维度 内容阐释 What 语篇以北宋山水画大师范宽为核心，展现他“师法自然”的艺术理念、淡泊名利的人生态度以及与自然和谐共生的生活哲学。范宽坚信要理解自然，就必须“触摸它、嗅闻它、倾听它”，并常年居住在山林中观察四季变化。语篇中“山中偶遇农夫”的具体事件，生动展现了范宽与普通百姓的真诚互动以及其超越物质、四海为家的人生态度。 Why 语篇通过范宽的故事，传递了“艺术源于自然”“大师以自然为师”的核心思想。作者通过刻画范宽谦逊、专注艺术、淡泊名利、亲近自然的品格形象，引导学生感悟“天人合一”的东方美学智慧。语篇中范宽的回答“东方或西方，山林或家园，皆可为家”体现了其超脱、豁达的人生态度，为第3课时初步感知的艺术理念提供了更深层的人文解读。 How 采用传记叙事体裁，以“总—分—总”结构组织。开篇点明范宽的艺术成就和理念（总），中间部分通过“山中偶遇农夫”的具体事件展开细节描写（分），结尾以范宽的回答“山林或家园，皆可为家”收束全文，展现其超脱的人生态度（总）。文中运用核心短语（so...that...、in harmony with、come across等）和人物对话刻画范宽的人物形象。文中运用对比手法——山民的初始恐惧与最终接受展现人与人之间的温情交流。 三、学情分析 维度 描述 已有基础 学生在第3课时已初步阅读语篇，把握了文章主旨，了解了范宽的主要经历、艺术理念和品格特征，完成了信息采集表格。学生对核心词汇和短语有初步接触，对“师法自然”的艺术理念有感性认识。 存在问题 1. 对核心短语（如 so...that...、in harmony with、come across、reply with a smile 等）的用法理解不够深入，运用不够熟练。2. 对传记类语篇的文体特征和写作手法（如按时间顺序展开、通过对话刻画人物、对比手法等）缺乏系统认识。3. 在复述故事时，语言组织不够连贯，人称代词使用混乱。4. 对范宽“山林或家园，皆可为家”所体现的淡泊名利、超脱豁达的精神境界理解不够深入。 发展需求 需要深入理解核心短语的用法，掌握传记类语篇的阅读策略和写作手法；需要通过复述和讨论提升语言组织和口语表达能力；需要在主题探究中深化对“师法自然”艺术理念的理解；需要在分析范宽品格的过程中汲取精神力量。 四、核心素养目标 素养维度 教学目标（本课时） 语言能力 深入理解并运用核心短语：so...that...、in harmony with、come across、reply with a smile、be good at painting、ask sb. to do sth.、That was what he always did.；掌握重点句型：“Fan was so good at painting that young artists always asked him to teach them to paint.”“That was what he always did.”“You must study with a greater master than me.”；能运用目标语言复述范宽的故事，表达自己对艺术理念的理解。 学习能力 通过传记类语篇的文体分析，学习人物传记的阅读策略——把握时间线索、典型事例、品格描写；通过复述活动提升信息整合和口语表达能力；通过小组合作探究，提升自主学习和合作交流能力；掌握利用上下文推断生词词义的阅读策略。 思维品质 通过分析范宽“师法自然”的艺术理念，理解“艺术源于自然”的深层含义，培养从具体事例中提炼主题的能力；通过探讨“范宽为什么被称为大师”，理解技艺与精神境界的辩证关系；通过分析“东方或西方，山林或家园，皆可为家”的深层意蕴，培养从文本细节中感悟人物精神品质的能力。 文化意识 深入理解“师法自然”的中国传统艺术理念，感悟“天人合一”的东方美学智慧；感受范宽淡泊名利、亲近自然、专注艺术的品格力量，增强文化自信；体会中国传统文化中“人与自然和谐共生”的哲学思想。 五、教学重点与难点 项目 内容 教学重点 1. 掌握核心短语和重点句型的用法，能够在语境中正确运用。2. 分析传记类语篇的文体特征和写作手法（按时间顺序、通过对话刻画人物）。3. 深入理解“师法自然”的艺术理念及范宽的品格特征。4. 完成故事复述。 教学难点 1. 理解范宽“东方或西方，山林或家园，皆可为家”的深层意蕴——超脱物质、四海为家的豁达境界。2. 分析范宽“师法自然”理念与其生活方式之间的内在一致性——他不仅说“自然才是最好的老师”，而且真正住进了山林。3. 在复述和讨论中综合运用所学语言知识，准确表达对艺术理念和人物品格的理解。 六、教学方法 任务型教学法、合作探究法、归纳法、复述法、情境教学法、对比分析法。 七、教学准备 类别 内容 教学课件 PPT课件（含传记文体结构图、核心短语归纳表、“师法自然”主题思维导图、复述框架） 教学视频 《溪山行旅图》赏析短片或宋代山水画介绍短视频（1—2分钟），用于导入环节 教具 核心短语练习单、复述思维导图模板、传记类语篇结构分析表 八、教学过程 Step 1: Lead-in & Revision 导入与复习 (5 mins) Activity 1: 快速问答——回顾范宽故事关键信息 教师通过快速问答，帮助学生回顾第3课时所学内容： 1. “Who is Fan Kuan？” (A great landscape painter of the Song Dynasty) 2. “What did Fan Kuan tell young artists who wanted to learn from him？” (You must study with a greater master than me.) 3. “Who or what is the ‘greater master’？” (Nature) 4. “What happened when Fan Kuan came across a farmer in a foggy mountain path？” (The farmer was scared at first, but later invited him home.) 5. “What did Fan Kuan do for the farmer？” (He painted a picture as a gift.) 6. “What does ‘East or west, mountains or home, are all my homes’ tell us about Fan Kuan？” (He was not attached to material things.) Activity 2: 信息采集表格回顾与强化 教师呈现第3课时完成的信息采集表格，引导学生快速回顾范宽生平与品格： 信息类别 具体内容 身份 one of the greatest landscape painters of the Song Dynasty 艺术理念 study with nature; be in harmony with nature 山中偶遇 came across a farmer in a foggy mountain path; farmer invited him home 赠画 painted a picture for the farmer as a gift 人生归宿 East or west, mountains or home, are all his homes Activity 3: 引入本课时主题 教师过渡：“In the last lesson, we learned about Fan Kuan’s story. Today, we’ll explore the language used in this story and think more deeply about his art philosophy and his character. We’ll also learn how to tell this story in our own words.” 设计意图：通过快速问答和信息表格回顾，激活学生对文本内容的记忆，为本课时的深度阅读和语言学习做好铺垫。 Step 2: Language Focus — Core Phrases and Sentence Structures 核心语言点精讲 (10 mins) 教学策略提示：核心语言点精讲采用“原句呈现—归纳规律—即时训练”三步走，强调在语境中自然习得。本课时选取与传记类语篇紧密相关的核心短语进行重点讲解。 Language Point 1: so...that...（结果状语从句） 1. 原句呈现： “Fan was so good at painting that young artists always asked him to teach them to paint.” 2. 讲解用法： so + 形容词/副词 + that + 句子：如此……以至于…… that 引导结果状语从句，表示“因此”“以至于” 3. 对比认知： 该语法点与“such...that”结构可在后续教学中拓展，本课时聚焦本课核心，重点感知“so + 形容词 + that”的结构与语义。 4. 语境拓展： The landscape is so beautiful that I want to paint it. The old man was so kind that everyone loved him. 5. 练习：完成句子 (1) The painting was ______ beautiful ______ everyone stopped to look at it. (so, that) (2) Fan Kuan was ______ good at painting ______ many young artists wanted to learn from him. (so, that) Language Point 2: be in harmony with 1. 原句呈现： “To paint them well, you must live in harmony with nature.” 2. 讲解用法： be in harmony with = live peacefully together; agree with（与…和谐共处；与……一致） harmony (n.) 和谐；融洽 3. 语境拓展： We should live in harmony with nature. The colors of this painting are in perfect harmony. 4. 练习：完成句子 (1) Fan Kuan believed artists must live ______ ______ ______ nature. (in harmony with) (2) People should try to live ______ harmony ______ the environment. (in, with) Language Point 3: come across 1. 原句呈现： “One day, he came across an old farmer in a foggy mountain pass.” 2. 讲解用法： come across = meet or find someone or something by chance（偶然遇见；碰见） 3. 语境拓展： I came across an interesting book about Chinese painting in the library. While hiking, he came across a small village. 4. 练习：完成句子 (1) I ______ ______ an old friend on my way to school this morning. (came across) (2) Fan Kuan ______ ______ a farmer in the mountains. (came across) Language Point 4: reply with a smile 1. 原句呈现： “The farmer replied with a smile and invited Fan Kuan to his home.” 2. 讲解用法： reply with a smile = 微笑着回答 with a smile 是介词短语作伴随状语，表示“带着微笑” reply (v.) 回答；回应 3. 语境拓展： She accepted the gift with a smile. “I’d love to,” he replied with a smile. 4. 练习：完成句子 (1) The farmer ______ ______ a ______ and invited him home. (replied with, smile) (2) She ______ the question with a smile. (answered) Language Point 5: That was what he always did. 1. 原句呈现： “That was what he always did.” 2. 讲解用法： That was what he always did. = 这正是他一贯的做法。 what he always did 是名词性从句，作 was 的表语 该句型可用于强调某人的一贯行为或性格特征 3. 语境拓展： Helping others was what he always did. Living in nature was what Fan Kuan always did. 4. 练习：完成句子 (1) ______ was what he always did. (Painting landscapes) (2) That was ______ he always did. (what) Language Point 6: 艺术家称谓构词规律回顾与拓展 教师引导学生回顾第2课时学习的艺术家称谓构词规律，并结合本课内容拓展： 动词/名词 艺术家称谓 示例 paint painter Fan Kuan was a great landscape painter. sculpt sculptor Michelangelo was a famous sculptor. act actor He wants to become an actor. photograph photographer She is a talented photographer. art artist Every artist has a unique style. music musician Beethoven was a great musician. 教师强调：-er/-or 后缀表示“从事……的人”或“擅长……的人”。 设计意图：通过原句呈现、结构分析和分层练习，帮助学生深入理解并掌握核心语言点；对比辨析和语境拓展强化语用能力；艺术家称谓构词规律回顾实现跨课时的知识复现与整合。 Step 3: Text Structure & Writing Techniques Analysis 文本结构与写作手法分析 (8 mins) Activity 1: 传记类语篇结构分析 教师引导学生深入分析传记类语篇的“总—分—总”结构和时间线索： 部分 段落 功能 内容要点 总（General） Para 1-2 开篇点题，交代人物身份与艺术理念 Fan Kuan is a great landscape painter; he believed in learning from nature. 分（Specific） Para 3-7 按时间顺序展开具体事件，通过人物对话和细节描写塑造形象 young artists asked for guidance → Fan replied “study with nature”；came across a farmer in a foggy mountain path; farmer was scared → Fan spoke kindly → farmer invited him home 总（General） Para 8 收束全文，升华主题 “East or west, mountains or home, are all my homes.” 教师引导学生发现“总—分—总”结构的叙事效果——使文章层次分明，首尾呼应，主题突出。 Activity 2: 传记类语篇特征归纳 1. 教师引导学生总结传记类语篇的典型特征： 特征 文中体现 以人物为中心 全文围绕范宽的生平、艺术理念和品格展开 按时间顺序展开 范宽的生活经历→山中偶遇农夫→赠画→人生感悟 通过典型事例塑造形象 山中偶遇农夫及赠画事例展现范宽善良、谦逊、淡泊名利的品格 运用对话刻画人物 范宽与年轻艺术家的对话、与农夫的对话 结尾升华主题 “East or west...皆可为家”升华人生境界 2. 教师总结：范宽的人物传记以时间为序，通过“山中偶遇”这一典型事例，刻画了范宽的品格与人生境界。 Activity 3: 写作手法赏析——对比手法 1. 教师引导学生分析文中的对比手法： 对比维度 前 后 作用 农夫的情感变化 scared, shouted replied with a smile, invited him home 展现范宽的善良友善，化解陌生人的戒备 年轻艺术家的期望 vs 范宽的回答 expected direct teaching “You must study with a greater master” 体现范宽谦逊及“师法自然”的理念 2. 教师提问：“Why does the writer use contrast in this story？ How does it help us understand Fan Kuan？”引导学生理解对比手法如何突出人物品质。 Step 4: Character Analysis — Deeper Understanding of Fan Kuan 人物品格深度分析 (7 mins) Activity 1: 从细节看品格——范宽的品质归纳 教师引导学生从文本细节中提炼范宽的品格特征，建立“品格—文本依据”的对应关系： 品格 文本依据（关键词/句） 解读 谦逊（Humble） “You must study with a greater master than me.” 不自诩为师，推崇自然 专注（Dedicated） “He lived in the mountains and forests, watching the seasons change.” 常年隐居山林，潜心观察自然 亲近自然（Close to nature） “To paint them well, you must live in harmony with nature.” 身体力行，与自然融为一体 友善善良（Kind） spoke to the farmer kindly → farmer invited him home 以真诚化解陌生人的戒备 感恩（Grateful） painted a picture for the farmer as a gift 以画相赠，回报款待 淡泊名利（Not attached to fame or wealth） “East or west, mountains or home, are all my homes.” 超越物质，四海为家 Activity 2: 深入探究——“大师”的内涵 1. 教师引导学生深入探讨：“Why is Fan Kuan called a ‘master of art’？ What makes him a master？” 2. 学生小组讨论，从以下维度总结： 维度 具体内涵 技艺层面 He was so good at painting that many young artists wanted to learn from him. 理念层面 He understood that true art comes from nature, not from copying other artists. 品格层面 He was humble, kind, close to nature, and not attached to fame or wealth. 精神层面 He lived in harmony with nature and found his home everywhere. 3. 教师引导学生总结：范宽之所以被称为“艺术大师”，不仅因为他的绘画技艺高超，更因为他与自然和谐共处的艺术理念和淡泊名利、亲近自然的人生态度。 Activity 3: 主题深化——“师法自然”的当代意义 1. 教师引导学生思考：范宽“师法自然”的理念对你有什么启发？在当代社会，我们如何从自然中获得灵感？ 2. 学生分享自己的理解和感悟。 Step 5: Retelling — The Story of Fan Kuan 课文复述 (8 mins) Activity 1: 复述思维导图 教师呈现复述思维导图，帮助学生构建复述框架： Fan Kuan — A Master of Art │ ┌─────────────────────────────────────────┐ │ │ │ 身份与理念 山中偶遇 人生归宿 │ │ │ great landscape came across a “East or west, painter of Song farmer in a foggy mountains or home, Dynasty mountain path are all my homes.” believed in learning farmer was scared not attached to from nature at first material things “study with a Fan spoke kindly greater master” farmer replied with (nature) a smile and invited him home Fan painted a picture for the farmer as a gift Activity 2: 过渡词引导复述 教师提供复述框架及过渡词，学生根据框架和思维导图复述故事内容： 复述框架： “Fan Kuan was one of the greatest landscape painters of the Song Dynasty. He was so good at painting that many young artists asked him to teach them. However, Fan Kuan told them that they must study with a greater master——nature. To learn from nature, Fan Kuan lived in the mountains and forests. One day, he came across an old farmer in a foggy mountain path. The farmer was scared at first, but Fan Kuan spoke to him kindly. The farmer replied with a smile and invited Fan Kuan to his home. As a gift, Fan Kuan painted a picture for the farmer. The farmer was amazed and called it a wonder. When the farmer asked where Fan Kuan lived, he answered, “East or west, mountains or home, are all my homes.” That was what he always did——live in harmony with nature. This is why he is remembered as a true master of art.” Activity 3: 学生复述展示 1. 学生两人一组，利用过渡词和思维导图互相复述故事。 2. 教师鼓励学生使用本课所学的核心短语（so...that..., in harmony with, come across, reply with a smile, That was what he always did. 等）。 3. 邀请2—3名学生上台复述，教师点评，关注过渡词的运用和语言的准确性。 Step 6: Extension — The Spirit of Fan Kuan 拓展与情感升华 (5 mins) Activity 1: 小组讨论——范宽给我们的启示 学生4人一组，讨论以下问题： 问题 思考方向 “What can we learn from Fan Kuan’s art philosophy？” 从自然中汲取灵感，保持谦逊，终身学习 “How can we apply the idea of ‘living in harmony with nature’ in our daily lives？” 保护环境，亲近自然，珍惜资源 “What does it mean to be a ‘master’ in any field？” 不仅需要专业技能，更需要高尚的品格 Activity 2: 主题升华——艺术与人生 教师总结： “Fan Kuan was a master of art—but what made him a true master was not just his painting skills. It was his deep connection with nature, his humble spirit, and his simple, unattached way of life.” “He believed that true art comes from nature, not from copying others. He lived in the mountains for years, just to observe and understand the changing seasons. To him, a leaf was not just a leaf—it was a lesson in shape and beauty. A mountain was not just a rock—it was a teacher of patience and strength.” “When a stranger was scared, he spoke kindly. When he received kindness, he gave back with a painting. And when asked where his home was, he said, ’East or west, mountains or home, are all my homes.‘ This is the spirit of a true master—a master of art and a master of life.” “As we close this unit, let’s remember: art is not only about what we create on paper or canvas. It is about how we see the world, how we connect with nature, and how we live our lives.” 设计意图：通过小组讨论深化对范宽精神品质的理解；情感升华将艺术家的人生哲学与学生的现实生活建立联系，落实“立德树人”的育人目标。 Step 7: Summary & Homework 总结与作业 (4 mins) 1. 知识总结 教师引导学生回顾本节课所学： 类别 内容 核心短语 so...that..., in harmony with, come across, reply with a smile, That was what he always did. 传记类语篇结构 总—分—总（开篇点题→分述事件→结尾升华） 传记类语篇特征 以人物为中心；按时间顺序展开；通过典型事例塑造形象；运用对话刻画人物 范宽的品格 谦逊、专注、亲近自然、友善善良、感恩、淡泊名利 写作手法 按时间顺序叙事、通过对话刻画人物、对比手法 主题思想 师法自然；艺术源于自然；淡泊名利；与自然和谐共生 2. 当堂检测 根据提示完成句子： (1) Fan Kuan was ______ good at painting ______ many young artists wanted to learn from him. (so, that) (2) To paint mountains well, you must live ______ ______ ______ nature. (in harmony with) (3) One day, Fan Kuan ______ ______ an old farmer in a foggy mountain pass. (came across) (4) The farmer ______ ______ a ______ and invited Fan Kuan home. (replied with, smile) (5) ______ was what he always did. (That) 参考答案：so, that / in harmony with / came across / replied with, smile / That 3. 单元项目预热 教师提示第6课时项目任务——展示“身边的最佳艺术作品”，鼓励学生结合本课所学范宽“师法自然”的艺术理念，思考自己身边有哪些自然之美可以成为艺术创作的素材。 4. 作业布置 分层 作业内容 基础作业 1. 听录音跟读课文，模仿正确的语音语调。2. 抄写本节课的6个核心短语，各造一个句子。 拓展作业 根据本节课完成的思维导图和过渡词，用英文写一段80—100词左右的短文，复述范宽的故事。 挑战作业 以“What I can learn from Fan Kuan”为题，写一篇80词左右的英文短文，谈谈范宽的故事对你理解“艺术与自然”关系的启发。 九、板书设计 Unit 1 Art and artists Section 2 (Reading II) — A Master of Art (深析) 一、Key Phrases（核心短语） so...that... 如此……以至于…… in harmony with 与……和谐共处 come across 偶然遇见 reply with a smile 微笑着回答 That was what he always did. 这正是他一贯的做法。 be good at painting 擅长绘画 二、Biography Features（传记类语篇特征） ✓ 以人物为中心 ✓ 按时间顺序展开 ✓ 通过典型事例塑造形象 ✓ 运用对话刻画人物 ✓ 结尾升华主题 三、Fan Kuan’s Qualities（范宽的品格） humble 谦逊 dedicated 专注 close to nature 亲近自然 kind 友善 grateful 感恩 not attached to fame or wealth 淡泊名利 四、Writing Structure（总—分—总结构） 总 (Paras 1-2) → 身份 + 艺术理念 ↓ 分 (Paras 3-7) → 山中偶遇农夫 + 赠画 ↓ 总 (Para 8) → “East or west, mountains or home, are all my homes.” 五、Core Theme（核心主题） Art comes from nature. A true master learns from nature and lives in harmony with it. 六、Class Slogan “Art is not a mirror to reflect reality, but a hammer to shape it.” 艺术不是反映现实的镜子，而是塑造现实的锤子。 十、教学评价 评价维度 评价标准 评价方式 语言知识 能正确理解并运用6个核心短语 课堂提问、当堂检测 文体分析 能说出传记类语篇的结构特征和写作手法 课堂提问 品格分析 能分析范宽的品格特征并从文本中找到依据 小组讨论发言 课文复述 能借助思维导图和过渡词完整复述故事 复述展示 主题理解 能理解“师法自然”的艺术理念及其当代意义 情感升华环节发言 课堂参与 积极参与讨论、复述和拓展活动 课堂观察 十一、教学反思 反思维度 记录要点 亮点 语言点讲解结合原句与语境，突出传记类语篇的语言特点；核心短语归纳便于系统化积累；传记类语篇特征分析帮助学生建立文体意识；品格—文本依据对应关系培养证据意识；“总—分—总”结构分析和对比手法赏析提升阅读理解深度；过渡词引导复述提升语言连贯性；情感升华将范宽的艺术人生哲学与学生的现实生活建立联系，落实育人目标。 不足 部分学生对 so...that... 结果状语从句的运用还不够熟练；传记类语篇特征分析时，部分学生对文体特征的归纳不够准确；复述环节时间略紧。 改进 第5课时写作任务中可通过更多语境化练习强化核心短语的运用；增加传记类语篇阅读的专项练习；合理控制各环节时间，确保复述和讨论充分。 1 学科网（北京）股份有限公司 $