Unit 3 The art of painting Welcome to the unit & Reading教学设计高二英语译林版（2020）选择性必修第一册

该高中英语教学设计聚焦印象派绘画阅读文本分析，涵盖核心词汇（wander, employ等）及对比句型。通过展示《千里江山图》《向日葵》等中外名画与古典名言导入，建立“诗画同源”认知，再经绘画分类、文本预测搭建学习支架，引导学生梳理游记结构、提炼画家与流派信息，为词汇拓展和口语输出奠基。 该资料亮点在于融合文化意识与思维品质，对比中西画作（如《千里江山图》与《日出·印象》）感受多元艺术，分析标题“First impressions”双重含义培养批判性思维。采用情景教学法和合作探究法，如双人讨论画作分类、角色扮演博物馆导游提升语言能力。为教师提供完整教学流程与素材，助力学生艺术鉴赏与英语综合运用能力提升。

Unit 3 The art of painting Welcome to the unit & Reading 一、教学基本信息 1. 课程名称：Unit 3 The art of painting Welcome to the unit & Reading 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：阅读课 7. 授课教师： 二、教学目标 学完本课后，学生能够 1. 掌握 wander, employ, vivid, worthy, as opposed to 等核心词汇、短语及词根词缀构词法；读懂游记First impressions，梳理文章结构，提炼奥赛博物馆、印象派、莫奈、雷诺阿、梵高的关键信息，能完成正误判断、短文填空等习题。 2. 了解中西方经典绘画作品、绘画分类；理解印象派艺术核心特点，对比中西绘画审美差异，感受绘画 “诗画同源” 的艺术魅力，尊重多元艺术文化。 3. 通过对比、分类、思辨活动，区分印象派与传统写实绘画；分析标题First impressions双重含义，培养逻辑分析与批判性审美思维。 4. 学会用词族拓展词汇、用对比类句型描述艺术差异；能口头介绍画家、画作、美术馆，完成简短文本概括与绘画赏析写作。 三、教学重难点 · 教学重点 1. 梳理游记文本框架，抓取印象派绘画核心特征、奥赛博物馆背景、莫奈与雷诺阿的艺术风格。 2. 掌握核心词汇 employ, wander, worthy、对比类表达 as opposed to、词根词缀构词规律。 3. 能用英语简单介绍画作、画家与美术馆，辨析不同绘画类型。 · 教学难点 1. 理解标题First impressions双层内涵，准确阐释印象派 “捕捉瞬间光影” 的艺术内核。 2. 灵活运用对比句型描述不同绘画流派、画作风格差异。 3. 区分印象派、后印象派的传承与区别，结合画作进行英文赏析表达。 四、教学方法 1. 情景教学法：通过展示《千里江山图》《向日葵》《蒙娜丽莎》《日出・印象》等中外名画，创设艺术课堂情境，直观区分绘画种类与流派。 2. 讲授法：讲解词根词缀、对比类句型、核心词汇用法，搭建词汇与句式知识体系。 3. 合作探究法：双人小组合作完成画作分类、画作赏析、导游介绍等口语任务，锻炼合作表达能力。 五、教学准备 1. 教师准备：配套名画素材、词汇练习单、课堂习题；整理齐白石、莫奈、梵高、雷诺阿作品图文资料。 2. 学生准备：提前预习单元单词；搜集 1 幅自己喜欢的中外绘画作品，准备课堂分享。 六、教学过程 StepⅠ Lead-in · Activity 1: Appreciate famous paintings & learn the saying · Present the quote: Painting is silent poetry, and poetry is painting that speaks. —Simonides of Ceos · Show the Chinese painting A Thousand Li of Rivers and Mountains （设计意图：以古典名言导入，贴合单元主题 “The art of painting”，快速建立 “诗画相通” 的艺术认知，激发学生课堂兴趣。） · Activity 2: Free talk · Display Van Gogh’s Sunflowers and The Harvest. · Question: Have you ever seen any famous paintings in books, videos or museums? · Students work in pairs to make short dialogues, invite 3–4 groups to share. （设计意图：设置低难度口语输出任务，给学生示范句式，降低开口门槛，激活学生已有绘画相关词汇储备。） Step Ⅱ Welcome to the unit · Activity 1: Learn types of painting & classify artworks · Present 6 painting types with Chinese translations: · Portrait painting 肖像画 · Still life painting 静物画 · Landscape painting 风景画 / 山水画 · Cityscape painting 都市风景画 · Real-life painting 写实画 · History painting 历史题材画 · Show 4 paintings: Mona Lisa, Dance at Le Moulin de la Galette, Sunflowers, Chinese ink landscape painting. · Pair discussion: · Which type do you think each of the paintings belongs to? Why? · What famous painters and paintings do you know about? （设计意图：分类词汇 + 名画匹配任务，帮助学生掌握绘画分类核心名词，学会用英文简单描述画作题材。） Step Ⅲ Pre-reading · Activity 1: Predict the text · Show the title First impressions and art gallery pictures, ask students to discuss: · What do you think the travel journal talks about according to the title and the pictures? · Guide students to guess: the passage is about visiting an art museum and seeing Impressionist paintings. · Activity 2: Brainstorm discussion · Question: Why do people visit art museums? · Collect students’ answers on blackboard: appreciate great works, learn art history, relax, feel the beauty of paintings etc. （设计意图：利用标题、插图预测文本主旨，训练读前预测阅读策略，培养读前预判能力；激活背景知识，铺垫博物馆参观主题语境，自然过渡到奥赛博物馆游记文本。） Step Ⅳ While-reading · Activity 1: Skimming — General structure analysis · Ask students to read the whole journal quickly, match paragraphs with main ideas: · Para 1: The writer expected visiting Musée d’Orsay most during the Paris trip. · Paras 2–4: Introduction of Impressionist painters Monet and Renoir and their masterpieces. · Paras 5–6: Common features of Impressionist paintings and their influence on later artists. （设计意图：引导学生快速略读梳理文章总分结构，抓取各段主旨，建立文本整体框架，培养快速概括段落大意的略读策略，为分段精读做好铺垫。） · Activity 2: Careful reading and answer the questions · Read Para. 1 carefully and answer the question: · What was the Musée d’Orsay built from? · What art works can we see in this museum? · Read Paras. 2-4 carefully and answer the question: · What makes Monet’s water lily works special? · What kind of scenes did Renoir prefer to paint? · Read Paras. 5-6 carefully and answer the question: · What is the core idea of Impressionist painting? · What double meaning does the title “First impressions” have? （设计意图：分层分段设问，由浅入深提取文本细节，梳理文章行文脉络；由场馆、画家表层信息过渡到印象派艺术内核，为后续语言输出储备文本依据。） · Activity 3: True or false judgement · Students read the journal again, judge 5 statements, mark T/F and find supporting sentences or correct false sentences: · The author was most impressed by Monet and Renoir. (T) Supporting sentence: ...the artists who made the deepest impression on me were two of the greatest Impressionist painters, Claude Monet and Pierre-Auguste Renoir. · Renoir’s masterpiece Dance at Le Moulin de la Galette is very detailed. (F) Correction: Renoir’s masterpiece shows very little clear detail. · The Impressionists tried to paint extremely realistic paintings. (F) Correction: The Impressionists did not try to paint extremely realistic paintings. · The Impressionists showed the effect of light on things with colours. (T) Supporting sentence: They employed free brushwork and used colours to show the effect of light on things, … · Van Gogh was influenced by Impressionism. (T) Supporting sentence: The Impressionists’ vision inspired a whole new generation of Post-Impressionist painters such as Vincent van Gogh and Paul Gauguin, … （设计意图：以正误判断任务倒逼学生回读文本定位原句，检验文本细节理解，强化课文信息记忆。） （设计意图：...） Step Ⅴ Post-reading · Activity 1: Pair discussion · Show three paintings: The Night Watch, Impression, Sunrise, The Gleaners. · Task: Which one is Impressionist work? Give reasons with given clues (light & colour, loose brushwork, momentary daily scene). · Conclusion: Monet’s Impression, Sunrise is the Impressionist painting, share standard reasons with class. （设计意图：通过画作直观对比，巩固印象派绘画特征，实现阅读输入向艺术鉴赏口语输出转化。） · Activity 2: Oral output · Offer sample introduction script of Musée d’Orsay. · Students work in pairs, reorganize the text information to make a short museum introduction for visitors. · Invite groups to present their guide speech. （设计意图：整合课文信息进行角色扮演，锻炼篇章概括与口头表达能力，落实单元语言输出目标。） · Activity 3: Word filling · Distribute the blank passage about Van Gogh, word bank: employ, display, decade, lay eyes on, gallery, vision, vivid, as opposed to. · Students finish the blanks individually, then check answers together: · gallery, decade, display, lay eyes on, employing, vivid, as opposed to, vision （设计意图：在完整语篇中运用本课核心词汇，检测词汇识记与变形运用能力，拓展后印象派梵高文化知识。） · Activity 4: Word family learning — Root & suffix · Present word groups with same root. · Students add more words of each word family, fill in the table. · Summarize the rule: Add suffixes to form word families to enlarge vocabulary. （设计意图：归纳词根词缀构词法，传授高效记词方法，提升学生自主词汇拓展能力。） · Activity 5: Comparison sentence structures · Find comparison sentences in the travel journal, sort expressions into two categories: · Similarities: share, be similar to, like, as ... as · Differences: as opposed to, in contrast to, be different from, than, unlike · Rewrite simple sentences with these comparison phrases to practice. （设计意图：归类对比句型，搭建描述艺术差异的句式框架，解决本课教学难点。） Step Ⅵ Vocabulary & Exercise · Activity 1: Key word collocation explanation · Explain core words with collocations and examples: · wander, as opposed to, employ, worthy · Activity 2: Exercises · Blank filling with prepositions & word forms · to, to do, It, wandering · Complete sentences with given words · wandered around, employ simple lines, is worthy to be kept / is worthy of being kept. （设计意图：系统精讲重难点词汇搭配，配套分层习题即时巩固，夯实本课语言基础。） Step Ⅶ Summary Guide students to review the key points: · Master core vocabulary about painting and Impressionist art. · Master comparison phrases to introduce painters and art styles. · Use new words and expressions in art-related speaking & writing tasks. · Grasp the features of Impressionism and appreciate the charm of visual art. 七、板书设计 Unit 3 The art of painting Welcome to the Unit & Reading 1. Text Structure · Para 1: Expectation for Musée d’Orsay · Paras 2-4: Monet & Renoir (Impressionist masters) · Paras 5-6: Features & influence of Impressionism 2. Core Vocabulary & Usages · wander; employ; vivid; worthy; as opposed to 3. Comparison expressions · Similarity: share, like, as…as · Difference: as opposed to, unlike, in contrast to 八、作业布置 · Recite new words and key phrases, finish vocabulary sentence exercises. · Read the travel journal fluently, write a 60-word summary of the text. · Search one Impressionist painting you love, write 3–5 sentences to share your opinions. 九、教学反思 本节课以中西名画贯穿课堂，从口语导入、读前预测、分层阅读、读后词汇拓展到口语输出层层递进，完整落实印象派艺术与英语语言双重教学内容。课堂任务丰富，图片素材直观，能充分调动学生审美兴趣，多数学生可掌握核心词汇与对比句型，能简单赏析画作、介绍美术馆。但教学中仍存在不足： 1. 双人讨论环节时间分配不均，部分基础薄弱学生开口表达困难，输出不够充分； 2. 印象派与后印象派的传承关系讲解偏简略，少数学生难以区分梵高与莫奈的风格差异； 3. 词汇填空练习讲评速度较快，部分学生对 employ 变形、worthy 被动结构掌握不扎实。 学科网（北京）股份有限公司 $