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【教案】新译林版 选择性必修一
Unit 3 Welcome to the unit &Reading (I)
课 题 UNIT 3 The art of painting 1 Welcome to the unit & Reading (I) 学 科 英语 班 级 授课教师
教 学目 标 By the end of this section, students will be able to:
1. identify and describe different types of painting;
2. understand the main content and structure of the travel journal "First impressions";
3. analyze the characteristics of Impressionist paintings and their influence;
4. express personal opinions on paintings and art museums.
教 学 主 题 本板块以“绘画艺术”为主题。通过观察教材中的不同画作，学生能够初步了解多种绘画类型，尝试用英语描述其特点，并谈论他们熟悉的著名画家和作品。本课旨在培养学生对绘画艺术的兴趣，提升用英语表达艺术感受的能力，同时帮助他们建立中西方艺术比较的意识，为后续的阅读学习做好铺垫。
教 学 重 点 帮助学生提取两张介绍乐器的海报中的关键信息，带领学生认识并了解两种乐器，并在此基础上引导学生复述两张海报上的重要内容。
教 学 难 点 引导学生谈论更多有关乐器、音乐家和作品的内容。
教 学 内 容 与 过 程 Lead-in 1. 展示西摩尼得斯的名言：Painting is silent poetry, and poetry is painting that speaks.，引导学生讨论对这句话的理解。 2. 展示不同类型的绘画图片，引导学生初步感知绘画的多样性。 Step 1 Welcome to the unit 1. 引导学生观察第绘画类型图片，并回答问题： Which type do you think each of the paintings belongs to Why 2. 引导学生讨论： What other types of painting do you know 3. 引导学生思考并分享： What famous painters and paintings do you know about Step 2 Reading (I) Before reading 1. 引导学生根据标题和图片预测游记内容： What do you think the travel journal talks about according to the title and the pictures 2. 引导学生讨论： Why do people visit art museums While reading 1. 引导学生阅读全文，分析文章结构： Part 1: para. 1 Seeing the Musée d’Orsay was what I was looking forward to most about my trip to Paris. Part 2: paras. 2-4 I was impressed by two of the greatest Impressionist painters Claude Monet and Pierre-Auguste Renoir the most. Part 3: paras. 5-6 Impressionist painters shared some similarities in terms of their subject matter and painting techniques, and influenced future painters and modern art. 2. 引导学生完成判断正误练习，并找出文中依据。 Post-reading 1. 组织学生两人一组讨论： Which of the following do you think is most likely to be an Impressionist painting Give your reasons. 2. 引导学生思考： If you were a tour guide of the Musée d’Orsay, how would you introduce the museum to the visitors Step 3 Homework Write a brief introduction to the Musée d'Orsay. 备注【教案】新译林版 选择性必修一 Unit 3 Reading (II)
课 题 UNIT 3 The art of painting Period 2 Reading (II) 学 科 英语 班 级 授课教师
教 学目 标 By the end of this section, students will be able to:
1. review the structure and content of the travel journal "First impressions";
2. master key vocabulary and phrases from the text;
3. understand and use verb-ing and verb-ed forms as predicatives;
4. analyze sentence structures including it as formal subject and emphatic sentences;
5. apply reading strategies for making comparisons.
教 学 主 题 本板块是阅读第二课时，重点复习课文结构与内容，深入学习课文中的重点词汇、短语和句式结构。通过讲解动词-ing和动词-ed形式作表语的用法，分析"It作形式主语"和"强调句"等句式，帮助学生提高语言理解和运用能力。
教 学 重 点 帮助学生掌握课文中的重点词汇和短语；
2. 引导学生理解并运用动词-ing和动词-ed形式作表语；
3. 帮助学生分析并运用"It作形式主语"和"强调句"结构。
教 学 难 点 帮助学生区分动词-ing和动词-ed形式作表语时的不同用法；
2. 引导学生正确运用强调句结构表达重点信息；
3. 培养学生运用比较阅读策略分析文本的能力。
教 学 内 容 与 过 程 Step 1 Revision 1. 引导学生回顾课文结构： Part 1: Para. 1 - Seeing the Musée d’Orsay was what I was looking forward to most about my trip to Paris. Part 2: Paras. 2-4 - I was impressed by two of the greatest Impressionist painters Claude Monet and Pierre-Auguste Renoir the most. Part 3: Paras. 5-6 - Impressionist painters shared some similarities in terms of their subject matter and painting techniques, and influenced future painters and modern art. 2. 指导学生完成教材第33页的B1练习。 Step 2 Words and Phrases 讲解课文中的重点词汇和短语： wander vi. & vt. 闲逛，漫步；走失；走神；蜿蜒曲折 (1) All the guests present are free to wander all over the exhibition hall. (2) The visitors wandered off in the way and got lost. make the deepest impression on sb 给某人留下最深刻的印象 The artists who made the deepest impression on me were two of the greatest Impressionist painters. strike vt. & vi. (struck, struck) 突然想到；撞，碰；打，罢工；划（火柴）；敲 (1) It suddenly struck me that I made a mistake. (2) The historic building was struck by lightning the other day. as opposed to （表示对比）而，相对于 Everyday subject matter was the main focus of their works, as opposed to the history paintings. employ vt. 运用，使用；雇用 They employed free brushwork and used colours to show the effect of light on things. essence n. 本质，精髓 To me, these techniques are the essence of the Impressionist view of art. display vt. 陈列，展出；显示，表现 n. 陈列，展览；表现；展示 Whose works are also displayed at the Musée d'Orsay. worthy adj. 值得（或应得）……的；值得尊敬的，值得注意的 It is also worthy of note that Post-Impressionist painters were not the only ones to be influenced by Impressionism. Step 3 Sentences 1. 讲解 It作形式主语 结构： It is amazing that every time Monet studied this simple scene, he brought the pond's beauty to the canvas in a unique way. 2. 讲解"强调句"结构： Although the paintings had very different settings, it was their similarities that stayed with me long after I left the Musée d'Orsay. Step 4 Reading Strategy 引导学生学习比较阅读策略： 描述相似性：share, be similar to, like, as ... as ... 描述差异性：as opposed to, in contrast to, be different from, than, unlike ... 指导学生完成教材第33页的B3练习。 Step 5 Exercises 1. 语法填空练习 2. 完成句子练习 3. 句子翻译练习 Step 6 Homework Review the words and phrases in this unit. 备注【教案】新译林版 选择性必修一 Unit 3 Grammar and usage
课 题 UNIT 3 The art of painting Period 4 Grammar and usage 学 科 英语 班 级 授课教师
教 学目 标 By the end of this section, students will be able to:
1. understand the usage of verb-ing and verb-ed forms as predicatives;
2. distinguish between verb-ing and verb-ed forms in different contexts;
3. use verb-ing and verb-ed forms correctly in sentences;
4. complete related exercises accurately;
5. apply the grammar rules in practical writing.
教 学 主 题 本板块重点讲解动词-ing形式和动词-ed形式作表语的用法，通过对比分析帮助学生理解两者的区别，掌握在不同语境中的正确使用，提高学生的语法运用能力和语言表达的准确性。
教 学 重 点 1. 帮助学生理解动词-ing形式和动词-ed形式作表语的基本用法；
2. 引导学生掌握两者在意义和用法上的区别；
3. 指导学生在具体语境中正确选择和使用适当的形式。
教 学 难 点 1. 帮助学生区分描述事物特征（verb-ing）和描述人的感受（verb-ed）的用法；
2. 引导学生在复杂语境中准确判断应该使用哪种形式；
3. 培养学生将语法知识应用于实际语言表达的能力。
教 学 内 容 与 过 程 Step 1 Verb-ing forms as predicatives 1. 表示一般性、习惯性的动作，或抽象的动作 The real question is getting to know the needs of the students. = Getting to know the needs of the students is the real question. 2. 常用来形容事物，表示令人(感到)……，使人(感到)…… She was a very strong, impressive character and one of the most inspiring people I've ever met. Step 2 Verb-ed forms as predicatives 1. 表示主语（人和事物）的被动关系 (1) Investors were encouraged by the news. (2) The door of the lab was closed when I went by, but I don't know when it was closed. 2. 表示存在状态 (1) They rejected the damaged goods. (2) The door of the lab was closed when I went by, but I don't know when it was closed. 3. 常用来形容人，表示感到…… (1) I know Frank will be delighted to see you. (2) Scientists are puzzled as to why the whale had swum to the shore. Step 3 Working out the rules 总结规则： When used as the predicative, the verb-ing or verb-ed form is connected to the subject by a linking verb. The verb-ing form is often used to describe a thing or a situation. The verb-ed form is often used to describe how a person feels. Step 4 Verb forms comparison 动词原形 v.
(使……)动词-ing形式 adj.
(令人……的)动词-ed形式 adj.
(感到……的)frightenfrighteningfrightenedsatisfysatisfying/satisfactorysatisfiedpleasepleasing/pleasantpleaseddisappointdisappointingdisappointedtiretiringtiredboreboringboredinspireinspiringinspiredastonishastonishingastonishedamuseamusingamused
Step 5 Applying the rules 1. 完成教材第35页的B1练习： The art show in town next week sounds appealing. The old man was amazed by the paintings on show. I find the soft colours in this painting very relaxing. The public were pleased that they would have free access to these exhibitions. The gallery staff looked very tired after working all day. 2. 完成教材第35页的B2练习。 3. 完成教材第35页的B3练习。 Step 6 Additional exercises 1. 用所给词的正确形式填空： The more embarrassing or shameful the secret is, the juicier the gossip it makes. With the last panel fitted in, the children's faces were full of satisfied smiles. The excited crowd looked at the outstanding performance with excitement. To our great astonishment, I spotted a shooting star which was bright green in colour. What we expect from you is working hard rather than hardly working. 2. 翻译句子： 门仍然锁着。 - The door remained locked. 她最让人讨厌的习惯就是张着嘴吃东西。 - Her most annoying habit was eating with her mouth open. 人们普遍认为明亮的颜色会刺激食欲。 - It is commonly believed that bright colours can stimulate appetite. Step 7 Homework Finish the Workbook on Page 70. 备注【教案】新译林版 选择性必修一 Unit 3 Integrated skills
课 题 UNIT 3 The art of painting Period 3 Integrated skills 学 科 英语 班 级 授课教师
教 学目 标 By the end of this section, students will be able to:
1. understand the TV programme about using unusual materials in art;
2. identify examples in listening materials;
3. learn the structure and language features of instructions;
4. give instructions for making an unusual picture;
5. master key vocabulary: lay out, arrange, live on.
教 学 主 题 本板块围绕"使用特殊材料创作艺术作品"展开，通过观看电视节目了解艺术家如何使用日常物品创作艺术作品，学习说明文的写作结构和语言特点，培养学生用英语给出清晰指令的能力。
教 学 重 点 1. 帮助学生理解电视节目的主要内容；
2. 引导学生掌握说明文的写作结构和语言特点；
3. 指导学生学会用英语给出清晰的制作指令。
教 学 难 点 1. 培养学生识别听力材料中例子的能力；
2. 帮助学生运用正确的语言特点撰写说明文；
3. 引导学生创造性地使用特殊材料设计艺术作品。
教 学 内 容 与 过 程 Lead-in 引导学生讨论：Can you give some examples of the following types of painting portrait painting still life painting landscape painting history painting Step 1 Listening - TV programme 1. 观看电视节目，回答问题： 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 2. 再次观看节目，完成笔记： Where she finds unusual art materials: In rubbish bins, At recycling centres, At car boot sales Unusual art materials she has used: Old buttons, Small toys How to find inspiration for your art: Take a walk outside Easily found art materials: Leaves, Grass, Small stones, Sand Step 2 Reading - Instructions 1. 学习说明文的结构： A specific and precise title An introduction with background information A list of materials and tools required Sequentially ordered steps Matters needing attention A conclusion that signals completion of the task 2. 学习说明文的语言特点： Use short and simple sentences Use imperative mood Address the reader Make your statements specific Use sequence and time transitions Give an example if necessary Step 3 Pair work 引导学生两人一组讨论： What image will you create What materials and tools will you use for your picture What steps will you take to create the picture Step 4 Words and Phrases lay out 铺开，摆开，展开 Lay your toast out on the table. Please lay the newspaper out flat. arrange vt. & vi. 整理，布置；安排，筹备 Arrange the vegetables on the toast to create your portrait. She arranged books on the shelves. live on 继续活着，继续存在 That way, your art can live on long after dinner time! The writer's memory still live on after his death. Step 5 Homework Write your step-by-step instructions for creating an unusual picture. Use your ideas from part C and the information in parts A and B to help you. Then check your writing and polish it. 备注【教案】新译林版 选择性必修一 Unit 3 Extended reading & Project
课 题 UNIT 3 The art of painting Period 5 Extended reading 学 科 英语 班 级 授课教师
教 学目 标 By the end of this section, students will be able to:
1. understand the content and significance of Zhang Zeduan's Qingming Scroll;
2. analyze the structure and artistic techniques of the painting;
3. write a summary of the essay about Qingming Scroll;
4. learn how to make a poster about a painter;
5. design a poster about their favorite painter.
教 学 主 题 本板块包括拓展阅读和项目活动两部分。拓展阅读部分介绍张择端的《清明上河图》，分析这幅中国艺术杰作的内容、结构和艺术价值。项目活动部分指导学生如何制作关于画家的海报，培养学生的信息整合和创意表达能力。
教 学 重 点 1. 帮助学生理解《清明上河图》的内容和艺术价值；
2. 引导学生掌握摘要写作的方法和技巧；
3. 指导学生学会制作画家海报的基本要素和方法。
教 学 难 点 1. 培养学生分析艺术作品深层含义的能力；
2. 帮助学生写出内容完整、语言准确的摘要；
3. 引导学生创造性地设计具有个人特色的画家海报。
教 学 内 容 与 过 程 Part 1: Extended reading Pre-reading 引导学生回答以下问题： Do you know any famous foreign painters Can you name some well-known Chinese painters Do you know anything about Zhang Zeduan Who is he When did he live What is his most famous masterpiece While reading 1. 快速阅读，找出各段主题句： Para 1: Zhang Zeduan's Qingming Scroll is a masterwork of Chinese art. Para 2: It is about three main sections of the painting. Para 3: Zhang's amazing artistic technique is apparent all across the scroll. Para 4: Qingming Scroll provides a comprehensive look at life during the Northern Song Dynasty. Para 5: Zhang's timeless scroll is an important example of realism in the history of Chinese paintings. Para 6: The public's continued enthusiasm about the Qingming Scroll speaks volumes about the power of this historic piece of art. 2. 仔细阅读，完成信息表格： Post-reading 1. 指导学生写摘要： 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 2. 学习摘要写作要点： cover all the main points and it shouldn't include any personal opinions write in your own words with correct vocabulary and grammar include proper linking words, making the summary coherent and logical 3. 学习摘要写作步骤： Read the text for its main points. Reread carefully and make a descriptive outline. Write out the text’s thesis or main point. Identify the text's major divisions or chunks. Try summarizing each part in one or two sentences. Now combine your summaries of the parts into a coherent whole. Part 2: Project 1. 学习制作画家海报的要素： Personal Information: name, portrait, birth information, studying experiences Famous works: picture, name, the release years or dates Painting style: period, area, objects, techniques Achievements: influence on art education, contributions to art 2. 以徐悲鸿为例学习海报制作： Personal information: Born in Yixing, Jiangsu Province; studied art in Japan and France Painting style: traditional Chinese style; combined Chinese and Western techniques; known for ink paintings of animals Famous works: Portrait of Ms Jenny (1939), Six Galloping Horses (1942) Achievements: started modern Chinese art education; greatly influenced realist art Homework Design a poster of your favourite painter. 备注
课 题 UNIT 2 The universal language Period 6 Project 学 科 英语 班 级 授课教师
教 学目 标 By the end of this section, students will be able to: 1. research an English song through cooperation and exploration; 2. use group work to write and present the profile; 3. evaluate and comment on each other’s profiles.
教 学 主 题 本板块围绕单元话题，要求学生基于在前面板块中所学的语言和文化知识，通过小组合作等方式，就自己喜欢的英文歌曲进行探究并制作一份简介。教师可以挑选具有时代特征、学生比较喜欢的英文歌曲作为范本，向学生展示可以从哪些方面对其进行探究，让学生感知并熟悉欣赏音乐的角度。学生可以在班级中先交流各自欣赏心得，确定想要探究的曲目，再讨论决定子话题，然后小组合作制作一份简介；最后以小组为单位，在全班呈现。
教 学 重 点 学生能够运用本单元所学知识通过小组合作制作有关自己最喜欢的英文歌曲的简介。
教 学 难 点 学生能够在制作歌曲简介的过程中提高语言表达能力，在评价的过程中引导学生独立思考并客观评价，通过整个单元的学习提高音乐鉴赏能力。
教 学 内 容 与 过 程 Lead-in 引导学生欣赏一首英文歌曲，并简单对歌曲进行介绍，引入本节课主题。 Step 1 Preparation 学生以小组为单位回答下列问题并选择他们最喜欢的歌曲。 Which song would your group like to research Why do you choose this song 学生复习本单元学习过的单词以及表达，并讨论有关歌曲介绍可以使用到的词汇或者表达。 引导学生结合之前学过的知识，判断歌曲的介绍需要包含哪些方面的信息。 Step 2 Implementation 引导学生讨论如何搜索有关他们所选歌曲的信息，学生可以用下面的表格作为参考： “Take Me Home, Country Roads”Singer/BandBackgroundLyricsStyleMeaningJohn Denver............
2. 引导学生以小组为单位对教材中的范例进行探究学习，并让学生表达自己的观点与见解。 3. 引导学生分工合作，并搜集他们所需要的信息。 4. 引导学生将收集到的信息有条理地整理到一起，完成歌曲介绍的制作。 5. 学生将歌曲介绍通过口头叙述的形式展示给全班同学。 Step 3 Evaluation 1. 学生展示完毕后，选出自己认为最好的歌曲介绍，并陈述理由。 2. 学生针对不同组完成的歌曲介绍提出修改意见，根据修改意见完善自己的歌曲介绍。 Step 5 Homework Polish up your profile based on teacher’s and classmates’ evaluation. 备注

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