Unit 1 Art Reading and Thinking 阅读教学设计-2025-2026学年高中英语人教版选择性必修第三册

该高中英语教学设计聚焦西方绘画四时期（中世纪、文艺复兴、印象派、现代艺术）的特征、代表艺术家及风格演变，通过展示四幅名画引导学生讨论印象与年代猜测，搭建时间线与表格支架梳理时间顺序和关键信息，衔接后续细读与语言学习。 该资料亮点在于融合语言能力、思维品质与文化意识培养，借助名画欣赏、时间线对比等多模态活动，引导学生分析风格变化的宗教、科技等原因，提升文化理解。批判性思维环节让学生分组定义“艺术”，锻炼表达与逻辑，结构化流程助力教师高效教学，学生在实践中提升语言运用与跨文化认知。

Lesson Plan Selective Compulsory Book 3 · Unit 1 A Short History of Western Painting (Reading Period 1) Teaching Objectives 1. By the end of the lesson, students will be able to identify the main features of four major Western painting periods and match them with their representative artists. 2. By the end of the lesson, students will be able to collect and sort out words and expressions that signal "change" from the text. 3. By the end of the lesson, students will be able to talk about what lies behind the changes in painting styles and share their own understanding of "What is art?" Key Points & Difficulties Key Points: · Master key words for each period: religious, humanistic, perspective, photography, shadow, dream-like, etc. · Understand the features of the four periods and match artists to their periods. · Follow the time order from the Middle Ages to modern art. Difficulties: · Work out why painting styles keep changing (religion, photography, science, society). · Understand the big shift: from religious themes in the Middle Ages to humanistic themes in the Renaissance. · Say what "art" means to students and give their own reasons. Teaching Procedure Step 1 Lead-in: Look and Discuss (5 min) Teacher shows the four paintings on the textbook page. Asks the class: 1. Have you seen any of them before? Do you know who painted each one? 2. What feeling does each painting give you? Pick two words to describe your first impression. 3. Which one do you like most? Give one reason. 4. Can you guess which one was created earliest? What clues make you think so? Students work in pairs and share ideas with the class. Teacher writes key words on the blackboard. 【设计说明】先让学生看图说话，唤起已有印象，自然引入课文。第4题让学生凭画面猜年代，为后面按时间顺序读文章做准备。 Step 2 Prediction (3 min) Teacher asks students to look at the title, the pictures and the subtitles, without reading the whole text. Asks: "What do you expect the passage to talk about?" Students write down their prediction and share it with the class. Teacher does not confirm or correct yet. 【设计说明】让学生看标题和插图先猜内容，带着预测往下读，练的是读前预测的习惯。 Step 3 Skimming: Text Structure & Timeline (5 min) Teacher asks students to skim the passage quickly and find out what writing order the author uses. Then students complete the timeline chart (four periods in order, with time and one key feature for each). Two or three students report their timelines. Teacher checks together. 【设计说明】学生快速浏览找结构。用时间线把四个时期串起来，一看就懂先后顺序，再细读就不会乱。 Step 4 Careful Reading — Period Chart (8 min) Teacher asks students to read Paragraphs 2–5 on their own and complete the chart (Period / Time / Characteristics / Famous painters and achievements). There are ten blanks to fill in. Students work individually. Then teacher goes through the answers one by one, asking students to read the original sentences and explain the clues. 【设计说明】本课最花时间的一步。学生逐段读，填表格里的时间、特点和画家。空着让他们自己从原文找，不是直接给答案。 Step 5 Language Focus — Words that Signal "Change" (5 min) Teacher asks students to underline all the words, phrases and sentences in the text that signal "change". Then students sort them into three groups: words (n./v./adj./adv.), phrases and sentence patterns. Teacher also asks students to pick out two word families from the text (e.g. paint → painting → painter; human → humanistic → humanity). 【设计说明】读懂了内容再回头看语言。让学生把表示“变化”的词和句子挑出来，以后写作用得上。顺带带一下词根词缀。 Step 6 Discussion — Why Do Styles Change? (4 min) Teacher asks students to talk with their partners and list at least two reasons why Western painting styles keep changing. Each reason needs an example. Several pairs share. Teacher adds ideas: religion became less powerful; photography was invented; science and new techniques developed; society and daily life changed. 【设计说明】不光读懂“变了什么”，还要想“为什么变”。答案不统一，主要让学生学着说原因。老师适时补充背景。 Step 7 Matching — Paintings and Periods (3 min) Teacher asks students to look at the four paintings in Activity 3 and match each one to the correct period (The Middle Ages / The Renaissance / Impressionism / Modern Art). Students check answers. Teacher asks "How do you know?" and students point out visual clues (flat vs. perspective, light vs. detail, realistic vs. abstract). 【设计说明】拿新画来判断，看学生是不是真懂了各时期风格，而不是背表格。 Step 8 Painting Appreciation (5 min) Teacher asks students to choose one painting they like most and prepare a short introduction (4–5 sentences). They must cover five points: 1. What is the painting about? 2. Who is the painter? 3. In which period was it created? 4. How do you feel about it? What impresses you? 5. Why do you think it was created? (What was the painter trying to say?) Two or three students present. Teacher gives brief feedback on content and language. 【设计说明】从读转到说。第5问问画家为什么这么画，比只说画面是什么多走一步。 Step 9 Text Analysis: Genre & Audience (3 min) Teacher asks students to tick the correct text type (advertisement / blog post / informative essay / email / newspaper article / short story). Then asks: "Who are the intended readers? How can you tell from the language and content?" Students answer and explain their reasons with evidence from the text. 【设计说明】不光告诉学生这是说明文，还要让他们从用词和内容上说出为什么，学会判断文体。 Step 10 Critical Thinking — What Is Art? (5 min) Teacher asks students to discuss in groups of four: "Is art only about painting? What is art to you?" Each group writes down its own definition. Teacher gives hints: music, film, cooking, dance, architecture, video games — can they also be art? Then each group gets ready to share for one minute. 【设计说明】随便聊，没有标准答案。四人一组，人人都有开口机会。 Step 11 Self-check & Wrap-up (2 min) Teacher asks students to retell the development of Western painting using the frame: "The Middle Ages was …, then in the Renaissance …, after that Impressionism …, and today Modern Art …" Then students write down on a sticky note: one thing they learned today and one question they still have. Teacher collects a few sticky notes. 【设计说明】让学生自己串一遍，给个框架不至于说不出。便利贴写一个收获一个问题，老师也知道学生哪里没懂。 Homework 1. Retell the development of Western painting in about 5 sentences, covering time, features and artists for each period. 2. Write a short passage (80–100 words): "My favourite painting and why I like it." Use at least three new words from this lesson. Blackboard Design Unit 1 A Short History of Western Painting The Middle Ages → The Renaissance → Impressionism → Modern Art religious humanistic light & movement shapes flat / 2-D perspective not detailed dream-like Giotto da Vinci / Michelangelo Monet Picasso Key words: change, shift, replace, emerge, convey, unlike, no longer Question: What is art? Teaching Reflection 优点： 导入用名画看图说话，学生有话聊，课堂气氛容易起来，不用老师硬拉。 四个时期用时间线加表格对比，学生一眼能看出先后和变化，重点清楚。 从填表到讨论到说自己喜欢的画，一步一步来，基础弱的也能跟着走。 不足： 四个时期信息量不小，8分钟填表时间偏紧，基础弱的学生可能填不完，下次要留足时间或者分组合作填。 Task 3C讨论"为什么风格会变"对学生要求高，开口的就那几个，下次要先给句型支架，比如"I think … changed because …"。 印象派和现代艺术都不算写实，学生容易混，板书上要多举一幅对比画，不能只靠表格文字。 Answer Key (For teacher reference. Hand out after students finish.) Step 1 Lead-in 1. Sistine Madonna — Raphael; Impression, Sunrise — Claude Monet; The Ladies of Avignon — Picasso; Mona Lisa — Leonardo da Vinci. 2. Open answers. (Possible adjectives: peaceful, dramatic, mysterious, colourful, lively …) 3. Open answer. 4. Order: Sistine Madonna (Renaissance) → Mona Lisa (Renaissance) → Impression, Sunrise (Impressionism) → The Ladies of Avignon (Modern Art). Students explain their clues. Step 2 Prediction Four of the major styles in Western art over the centuries (and how they developed). Step 3 Timeline The passage uses a time order. From left to right: · The Middle Ages — 5th to 15th century — religious, flat, two-dimensional · The Renaissance — 14th to 17th century — humanistic, perspective, oil paints · Impressionism — late 19th to early 20th century — light and movement, not realistic details · Modern Art — 20th century to today — new shapes, abstract, asking "What is art?" Step 4 Period Chart (Key to blanks) (1) religious (2) realistic (3) humanistic (4) perspective (5) mythology (6) photography (7) convey (8) shadow (9) analyse (10) dream-like Step 5 Vocabulary Sorting Words: development, breakthrough, innovation (n.); begin, replace, shift, slow, emerge, try (v.); finally, instead (adv.); unlike (prep.); less, new, more (adj.); until (conj.). Phrases: shifted from … to …; no longer; turned to …; built upon; reached its height with. Sentences: While his paintings still …, they showed …; New ideas gradually replaced old ones from …; … until … Word family examples: human → humanistic → humanity; represent → representation → representative; paint → painting → painter. Step 6 Why Styles Change Open answer. Possible factors: · Religion became less powerful, so people’s focus moved from God to human beings. · The invention of photography made painters think about new ways of showing the world. · Science and new techniques (perspective, oil paints) changed what artists could do. · Society and daily life changed, and artists began to paint ordinary people and nature. Step 7 Matching Following the order of the four paintings in Activity 3: Painting 1 — C (Impressionism) Painting 2 — B (The Renaissance) Painting 3 — D (Modern Art) Painting 4 — A (The Middle Ages) Step 8 Painting Appreciation Open answer. A sample for The Last Supper: It shows the last dinner between Jesus and his twelve disciples. It was painted by Leonardo da Vinci during the Renaissance. What impresses me most is the way Leonardo uses perspective to make the room look real and draw our eyes to Jesus. I think it was created to show an important religious moment and, at the same time, to express human emotion and realism. Step 9 Text Analysis 1. informative essay. 2. People who like art and paintings. We can tell because the passage gives facts about different periods and artists, uses clear but not too difficult language, and includes dates and names. Step 10 Critical Thinking Open answer. A possible definition: Art is anything people make with skill to express feelings or tell a story. It is not just painting — music, dance, film, cooking, even a good building can be art if it moves you. Step 11 Self-check 1. Retelling: open answer. Check whether students cover time, main features and artists for each period. 2. Sticky note: open answer. Collect and read a few aloud. 学科网（北京）股份有限公司 $