Unit 3 The art of painting Integrated Skills 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Unit 3 The art of painting的Integrated skills，核心知识点为说明文写作框架（标题—引言—材料工具—步骤—补充说明）及顺序连接词运用。课堂导入通过Free talk生活化问题“废旧/天然物品能否成为艺术品”激活学生经验，引出主题，任务预览明确听、读、说、写学习板块，搭建整体认知支架。 该资料以“废旧、天然物料艺术创作”为主线，采用情景教学法串联分层任务，特色在于融合语言能力（听力抓取艺术家素材细节、写作运用祈使句/被动语态规范表达）、思维品质（对比阅读归纳说明文结构、梳理步骤逻辑）与文化意识（树立废物利用环保理念）。实例包括电视节目视频听力训练、两篇手工文本结构分析、双人对话运用顺序词描述创作流程，写作环节提供范文与框架指导。助力学生提升逻辑表达与环保意识，为教师提供清晰技能整合流程与分层任务设计参考。

Unit 3 The art of painting Integrated skills 一、教学基本信息 1. 课程名称：Unit 3 The art of painting Integrated skills 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：阅读+写作整合课 7. 授课教师： 二、教学目标 学完本课后，学生能够 1. 能听懂以废旧、天然材料创作艺术的电视节目，完成问答、笔记填空类听力习题；读懂两份手工制作说明文，掌握说明文固定篇章结构；掌握arrange、raw等核心词汇及搭配；学会使用表顺序连接词开展双人手工话题对话；能独立完成手工步骤说明文写作。 2. 通过听力、阅读素材思考垃圾、自然物料的艺术价值，建立环保创作思维；拆解说明文框架，梳理步骤逻辑，提升条理表达与逻辑写作能力。 3. 遵循 “导入—听力—阅读—口语—写作—词汇练习” 技能训练流程，掌握听力速记、文本结构分析、写作自查与同伴互评的学习方法。 4. 发现生活中普通事物、废旧物品的艺术美感，树立废物利用、低碳环保意识，激发手工创作兴趣。 三、教学重难点 · 教学重点 1. 说明文标准写作框架：标题 — 引言 — 材料工具 — 操作步骤 — 补充说明。 2. 表顺序连接词（to begin with、the next step、in the end 等）的口语、书面运用。 · 教学难点 1. 用祈使句、被动语态清晰、有条理地书写制作步骤。 2. 双人对话中完整、连贯描述手工创作全过程。 四、教学方法 1. 情景教学法：通过以废旧 / 天然物料艺术创作为主线创设课堂情境，串联听、读、说、写全部任务。 2. 讲授法：讲解说明文篇章结构、步骤类句式、单元核心词汇搭配，针对学生易错点统一梳理讲解，扫清语言知识障碍，搭建清晰知识框架。 3. 任务型语言教学法：分层设置听力问答、笔记填空、文本细读、双人对话、短文写作阶梯式任务。 五、教学准备 1. 教师准备：电视节目视频片段、手工阅读文本、词汇练习题。 2. 学生准备：预习相关词汇，提前思考身边可用于创作的废旧/自然物品。 六、教学过程 StepⅠ Lead-in · Activity 1: Free talk · Raise the question: Do you think rubbish or natural small things can become beautiful art? · Invite several students to share their ideas about handmade works from waste or nature. （设计意图：以生活化问题开启课堂，激活学生生活经验，引出本节课“废旧、天然物料艺术创作”核心主题。） · Activity 2: Task preview · Tell students we will watch a TV programme about unusual art materials first, then read two handcraft instructions, talk and write about handmade works. （设计意图：清晰告知本节课四大学习板块，让学生建立整体课堂认知。） Step Ⅱ Viewing · Activity 1: Watch the TV programme and answer general questions · Introduce viewing background: Lisa’s TV programme about art made of unusual materials. · Students read four questions in advance, Watch the TV programme and write down short answers: · What do many creative artists use to make their artworks? · What is Jane Perkins well known for? · What may an artist think of the things that we regard as rubbish? · What plays an important role in finding inspiration for your art from nature? · Check answers: · Everyday objects. · Portraits of famous people. · A source of creativity. · Imagination. （设计意图：让学生带着目标观看视频，锻炼抓取主旨信息的能力；通过问答梳理节目核心内容，快速熟悉非常规材料创作艺术的主题。） · Activity 2: Watch again & fill notes · Watch the TV programme again and complete the notes. · Check answers: · At recycling centres; Old buttons; Small toys; Take a walk; Grass; Small stones. （设计意图：二次观看聚焦艺术家素材来源、创作物料等细分细节，训练学生分类记录关键信息的能力，分层拆解文本，夯实本节课艺术创作主题素材相关表达。） Step Ⅲ Pre-reading · Activity 1: Skim & mark text parts · Read How to make an amazing food portrait independently, divide the passage into five parts: Title, Introduction, Materials and tools, Procedures, Other information. · Repeat the same operation on Making a seashell picture. （设计意图：通过两篇文本对比阅读，让学生自主归纳说明文通用结构，落实归纳教学法。） Step Ⅳ While-reading · Activity 1: Read & answer questions (Food portrait text) · Two comprehension questions: · Why does the writer think food portrait is easy to create? · What advantage does the food portrait have? · Invite students to share answers and locate sentences in text. （设计意图：细读文本抓取细节，理解食材手工创作特点。） · ... · Activity 2: Read & answer questions (Seashell picture text) · Two comprehension questions: · Why does the writer say there are "endless possibilities"? · Why advise showing the picture to family and friends? · Invite students to share answers and locate sentences in text. （设计意图：深挖文本内涵，引导学生体会自然手工的乐趣与分享意义。） Step Ⅴ Post-reading · Activity 1: Pair discussion: Plan your handmade picture · Present guiding questions: · What image will you create? · What materials and tools will you use? · What steps will you take to create the picture? · Present sequence expressions for describing procedures: first/to begin with, the next step, as soon as, at the same time, finally/in the end. · Show sample dialogue about coconut shell sunset painting for reference. · Students work in pairs to design their own handcraft plan and make short conversations. （设计意图：运用交际教学法搭建真实交流场景，将阅读学到的步骤词汇转化为口语输出，锻炼逻辑口头表达。） · Activity 2: Pair presentation · Invite several groups to perform their dialogues in front of the whole class, give brief feedback on their use of sequence words. （设计意图：展示口语成果，强化顺序连接词运用，纠正表达逻辑漏洞。） Step Ⅵ Writing Guidance · Activity 1: Learn text type & structure · Text type definition: Instructions tell readers how to finish a task with clear details. · Standard writing structure: · Brief introduction of your artwork · List Materials and tools · Numbered clear Procedures · Extra sharing information （设计意图：系统拆解说明文写作框架，给学生清晰写作提纲。） · Activity 2: Learn writing language rules · Sentence requirement: Short and clear sentences. · Two main sentence forms for steps: Imperative mood / Passive voice. （设计意图：明确步骤写作的句式规范，降低写作难度。） · Activity 3: Analyze sample writing · Read the full model essay paragraph by paragraph. · Mark introduction, material list, numbered steps and ending sharing part; underline sequence words. （设计意图：借助完整范文直观展示标准说明文写法，为独立写作提供模板。） Step Ⅶ Writing Practice · Activity 1: Outline Planning · Guide students to draft writing outline according to the fixed structure: · Intro: What picture you will make · Materials & tools list · Numbered making steps with sequence words · Ending: Display your work （设计意图：提前梳理写作逻辑，避免文章条理混乱。） · Activity 2: Independent writing · Ask students to write a 60-word procedural instruction of a natural/waste material craft. （设计意图：落实笔头输出，综合运用本节课听力、阅读、口语积累的词汇与顺序句型。） Step Ⅷ Post-writing · Activity 1: Achievement Display · Invite 3-4 students to read their revised essays aloud in class. （设计意图：展示优秀范文，互相借鉴地道步骤表达。） · Activity 2: Teacher’s Summary and Comment · Give overall feedback on students’ writing, praise clear step descriptions, point out common mistakes in sequence words and sentence structure, offer improvement advice. （设计意图：统一纠正全班共性问题，明确写作提升方向。） Step Ⅸ Vocabulary & Exercises · Activity 1: Vocabulary · Teach key words and phrases: · arrange, raw. · Activity 2: Exercises · Fill in blanks according to Chinese meanings · raw materials; arranged for; raw data. · Fill in the blanks with the correct forms of the words given in brackets. · arrange; mushroom; raw; Garbin. （设计意图：当堂词汇检测，及时查漏补缺，集中精讲本课核心词汇并配套习题，巩固语言知识点。） Step Ⅹ Summary Guide students to review the key points: · Listening skills for art material programmes · Structure & language of procedural instructions · Sequence expressions for describing steps · Core vocabulary arrange & raw 七、作业布置 · Finish all vocabulary exercises in class. · Write a 60-word procedural text about making a craft with natural materials. · Talk about your craft plan with your partner and record the short dialogue. 八、板书设计 Unit 3 The art of painting Integrated skills 1. Sequence words (for steps) · to begin with / the next step / as soon as / at the same time / finally 2. Key words · arrange; raw 3. Structure of instructions · Introduction → Materials & tools → Numbered Steps → Sharing information 九、教学反思 本节课严格遵循 “导入 — 分层听力 — 对比阅读 — 双人交际对话 — 写作指导 — 写作实操 — 写作点评 — 词汇练习 — 课堂总结” 完整综合技能课流程，以废旧、天然物料手工创作为主线，大部分学生能够抓取听力细节、掌握说明文写作框架，熟练使用顺序连接词描述制作步骤，完成基础词汇习题与短文写作。但教学中仍存在不足： 1. 写作环节部分学生步骤逻辑混乱，缺少顺序连接词，祈使句使用不熟练； 2. 双人交际对话时基础薄弱学生词汇储备不足，描述手工流程表达单一； 3. 课堂小组探究、交际互动时长有限，教师讲解占比偏高。 学科网（北京）股份有限公司 $