Unit 3 The art of painting Extended Reading & Project 教学设计-2026-2027学年高二英语译林版（2020）选择性必修第一册

该高中英语教学设计聚焦《清明上河图》文本解读与画家主题海报制作，通过中西绘画对比的自由讨论导入，激活艺术相关词汇，读前铺垫张择端与画作背景，读中分层梳理段落主题并完成细节问答，构建从输入到输出的学习支架。 此资料亮点在于融合文化意识与思维品质，以《清明上河图》领略传统国画魅力增强文化自信，辩证讨论文物展出与保护方案培养批判性思维，任务型教学法下的分层阅读任务和小组海报项目提升语言能力，为教师提供清晰流程与范例，助力学生综合素养发展。

Unit 3 The art of painting Extended reading & Project 一、教学基本信息 1. 课程名称：Unit 3 The art of painting Extended Reading & Project 2. 学科：高中英语 3. 年级：高二 4. 教材版本：译林版（2020）选择性必修第一册 5. 课时安排： 6. 课型：拓展阅读 + 综合实践课 7. 授课教师： 二、教学目标 学完本课后，学生能够 1. 读懂《清明上河图》全文，梳理段落分层信息，完成段落细节问答；掌握 expose、decline、overall 多义词汇及搭配；能概括文章主旨，讨论文物保护方案；小组合作完成画家主题海报，并进行口头介绍；能完成单选、词形变换习题，书写 50 词画家介绍小段落。 2. 分层拆解长文篇章结构，培养文本梳理、概括归纳能力；辩证思考古画展出与文物保护之间的矛盾，多角度提出解决方案；对比不同画家的创作风格，形成对比分析思维。 3. 掌握 “预测 — 分段细读 — 问答梳理 — 主旨概括” 阅读流程；学会小组分工调研、整理人物资料、设计展示海报，提升合作探究与展示表达能力。 4. 深度感受《清明上河图》的历史与艺术价值，领略中国传统国画魅力；树立文物保护意识；了解中西不同画家艺术成就，增强中华传统文化自信。 三、教学重难点 · 教学重点 1. 梳理《清明上河图》文章六段分层信息，精准抓取每段细节完成问答。 2. 掌握文物保护类话题表达，多角度提出博物馆展品保护措施。 3. 掌握画家海报写作框架：个人信息、代表作、绘画风格、艺术成就。 · 教学难点 1. 长文本分层梳理，整合多段信息完成全文概括。 2. 辩证表达 “文物展出与文物保护” 平衡方案，逻辑完整输出观点。 3. 整合画家多维度信息，完成结构完整、语言流畅的海报与口头汇报。 四、教学方法 1. 情景教学法：通过以中西方绘画、传世古画保护为情境贯穿阅读与项目活动，营造艺术课堂氛围。 2. 讲授法：讲解长文篇章结构、多义词汇用法、阅读答题技巧、海报写作框架与标准表达。 3. 任务型语言教学法：分层设置分段阅读问答、全文概括、观点讨论、词汇练习、小组海报制作阶梯任务。 五、教学准备 1. 教师准备：《清明上河图》阅读原文、课堂词汇练习题、徐悲鸿/齐白石海报范例、文物保护参考措施清单。 2. 学生准备：提前查阅张择端与《清明上河图》基础背景；预习相关词汇；课前搜集一位中外画家基础资料。 六、教学过程 Extended reading Step Ⅰ Lead-in · Activity 1: Free talk · Raise the question: What’s the difference between Chinese ink paintings and Western oil paintings? · Invite several students to share simple ideas about two painting styles. （设计意图：从中西绘画对比话题导入，激活学生艺术相关词汇，自然引出本节课国画《清明上河图》阅读文本。） Step Ⅱ Pre-reading · Activity 1: Introduction · Ask: Do you know anything about Zhang Zeduan? · Introduce basic background: Zhang Zeduan was a Northern Song court painter, masterwork Along the River During the Qingming Festival, a five-metre silk scroll recording Bianjing’s daily life, collected in the Palace Museum. （设计意图：铺垫作者与画作基础背景，降低后续文本阅读理解难度，初步建立文物价值认知。） Step Ⅲ While-reading · Activity 1: Divide the passage into six parts · Show the six paragraph themes: · Para 1 Basic information; · Para 2 Main sections; · Para 3 Artistic techniques; · Para 4 Conveyed message; · Para 5 Value & influence; · Para 6 Popularity & protection. · Students match each paragraph with its main idea individually, check answers together. （设计意图：拆分长文章结构，帮助学生理清行文逻辑，建立分层阅读思维，降低长文本阅读压力。） · Activity 2: Answer detailed comprehension questions · Read Para 1 carefully and answer the question: · What material is the Qingming Scroll painted on? · Which city does the scroll describe? Where is it kept now? · Read Para 2 carefully and answer the question: · How many main sections is the scroll divided into? What are they? · What kinds of people appear in the downtown section? · Read Para 3 carefully and answer the question: · What tools did Zhang Zeduan use to create the painting? · What two advantages of his painting skills are mentioned? · Read Para 4 carefully and answer the question: · What historical information can the scroll provide us? · What happened about 20 years after the scroll was finished? · Read Para 5 carefully and answer the question: · Why does the Qingming Scroll have priceless value? · What influence did Zhang Zeduan and his scroll bring? · Read Para 6 carefully and answer the question: · Why is the original scroll seldom open to the public? · What does people’s lasting enthusiasm prove? （设计意图：分段精读设问，训练定位细节的阅读能力，分层梳理画作完整信息，为后续概括与讨论铺垫素材。） · Activity 3: Full-text summary writing · Offer guiding questions for summary writing: · What is the painting about? · What technique does the painter use? · What message does the painter want to get across? · What is the value of the painting? · Students draft short summary individually, teacher show standard sample and analyze logic. （设计意图：整合全文所有段落信息，训练学生概括、整合文本的综合阅读能力。） Step Ⅳ Post-reading · Activity 1: Talk about solutions to balance display and relic protection · Topic: Museums want to protect fragile masterpieces, while public hope to view them. What useful measures can we take? · Brainstorm ideas in pairs, list answers on board: · Build digital online galleries; · Limit daily visitors; · Constant-temperature exhibition halls; · Rotating short exhibitions. · Explain each measure’s detailed operation with model sentences. （设计意图：运用交际教学法组织双人讨论，引导学生多角度辩证思考文物保护问题，实现阅读输入到口语输出转化。） Project Step Ⅰ Project Introduction · Activity 1: Task brief · Task: Discuss painters of different times & styles in class; work in groups to choose one painter and do research to make an introduction poster. · Four required poster modules: Personal information, Famous works, Painting style, Achievements. （设计意图：清晰告知项目任务、四大写作板块，明确小组合作学习目标。） · Activity 2: Analyze model posters · Show Xu Beihong sample poster, analyze each section’s expression. · Show Qi Baishi sample poster, underline key descriptive sentences about ink painting. （设计意图：借助范例直观展示海报写作规范，为学生小组创作提供语言支架。） Step Ⅱ Group work & Production · Activity 1: Group research & outline planning · Students divide roles in groups to collect painter information according to four parts. · Draft poster content together with art-related vocabulary learned in this unit. （设计意图：分工合作搜集整合信息，锻炼小组协作与信息整理能力。） · Activity 2: Make posters independently in groups · Students write neatly, match painter works brief introduction on posters. （设计意图：落实项目实践输出，融合本节课阅读词汇与艺术话题表达。） Step Ⅲ Show time · Activity 1: Group presentation · Each group send a representative to introduce their painter poster to the whole class. · Activity 2: Teacher comments · Give feedback on content completeness, vocabulary use and oral fluency. （设计意图：课堂展示锻炼口头汇报能力，互相借鉴不同画家的艺术知识，拓宽艺术视野。） Step Ⅳ Vocabulary & Exercises · Activity 1: Key words explanation · Explain the key words of this lesson: · expose, decline, overall. （设计意图：集中梳理单元关键词汇，结合绘画、文物主题例句强化记忆。） · Activity 2: Exercises · Complete three multiple-choice questions. · Check answers: · A; A; B · Fill in the blanks with correct word forms. · Check answers: · exposure; decline; Overall; present. （设计意图：当堂词汇检测，及时查漏补缺，巩固一词多义与词形变化考点。） Step Ⅴ Summary · Structure & key details of the Qingming Scroll reading passage · Multi-meaning words: expose, decline, overall and collocations · Practical measures for ancient painting protection · Four-part structure of painter introduction poster 七、作业布置 · Recite all key words and fixed phrases of this unit · Write a 50-word short paragraph to introduce one painter with target vocabulary. · Search information of a Chinese painter and prepare a 2-minute oral presentation. 八、板书设计 Unit 3 The art of painting Extended reading · The Qingming Scroll Text Structure · Para 1 Basic information; · Para 2 Main sections; · Para 3 Artistic techniques; · Para 4 Conveyed message; · Para 5 Value & influence; · Para 6 Popularity & protection. · Relic protection solutions · digital galleries; visitor limits; constant temp halls; rotating shows Project · Poster four parts · Personal info → Famous works → Painting style → Achievements · Poster four parts · Personal info → Famous works → Painting style → Achievements Core Vocabulary · expose; decline; overall 九、教学反思 本节课分为拓展阅读与画家海报项目两大板块，遵循 “导入 — 分层细读 — 细节问答 — 全文概括 — 话题讨论 — 词汇巩固 — 小组项目制作 — 课堂展示 — 总结” 完整流程，以《清明上河图》和国画艺术贯穿课堂，大部分学生能够梳理长文段落信息、掌握多义词汇，小组可以完成完整画家海报并简单口头介绍。但教学中仍存在不足： 1. 长文本分层阅读环节，部分学生定位细节速度较慢，对跨段落整合概括存在困难； 2. 文物保护话题口语讨论时，基础薄弱学生可用表达较少； 3. 小组项目环节部分小组分工混乱，资料搜集效率低。 学科网（北京）股份有限公司 $