外研版 选必四 Unit 3 Reading and Thinking
语篇分析
分析维度 内容项
What：语篇的主题、内容、结构、逻辑关系 一、文章基本信息 文章标题：Welcome to Dunhuang 文章类型：说明文 主题/中心思想：介绍敦煌的历史文化重要性，包括莫高窟的艺术瑰宝、藏经洞的发现及其揭示的贸易信息，以及敦煌如今借助 “一带一路” 倡议再次成为全球交流中心。
二、文本结构与内容分析 整体结构： 文章开头描绘了飞天壁画，接着讲述1900年藏经洞的重大发现及其揭示的敦煌在丝绸之路贸易中的重要地位，然后说明明朝时敦煌的衰落，最后阐述如今在 “一带一路” 倡议下敦煌再次成为全球交流的重要场所。 逻辑关系： 时间顺序 因果关系 衔接与连贯： 用 “Now” “However” “This century” 等词连接不同内容，文章过渡自然。
Why：语篇的深层涵义、情感态度、作者意图 三、写作意图与文化背景分析 文化背景：基于丝绸之路的历史背景，以及 “一带一路” 倡议的当代背景。丝绸之路时期敦煌是贸易和文化交流的枢纽，如今 “一带一路” 倡议让其再次发挥交流作用。 写作意图：向读者介绍敦煌的历史文化价值以及其在当代国际交流中的重要性。
四、情感态度与价值取向分析 1. 情感态度：对敦煌辉煌的历史文化充满赞美和自豪，对其在当代重新焕发生机持积极态度。 2. 价值取向：强调文化交流和国际合作的价值，以及保护历史文化遗产的重要性。
五、论点与文章有效性分析 论点清晰度与证据支持：文章没有明确的论点，但通过列举藏经洞的发现、丝绸之路的贸易信息以及当代的国际交流活动等，有力地展示了敦煌的重要性。 文章有效性与局限性：从展示敦煌的历史和现状来看较为有效，但对于一些细节，如藏经洞封闭原因未深入探讨。
六、逻辑关系与推理分析 显性逻辑关系：明确的时间线索和因果关系，如贸易路线改变导致敦煌在明朝衰落， “一带一路” 倡议使其再次繁荣。 隐性推理与假设：隐含假设读者对丝绸之路和 “一带一路” 倡议有一定了解，以便更好理解敦煌的地位变化。
How：语篇的文体特征、语言特点、修辞手法、结构分析 七、语言与文体特征分析 1. 语言特点：用词较为正式，如 “extraordinary” “splendid” 等；词汇丰富，涉及历史、文化、贸易等领域。 2. 句式与句型分析：多使用简单句和复合句，如 “The Apsaras are depicted sailing in the bright blue sky, with their scarves flying, as if they are about to fly down to meet us.” 3. 文体特征：说明文体，客观介绍敦煌的相关信息。 4. 修辞手法：使用了描写，如对飞天壁画的描写，增强画面感。
八、写作手法分析 写作技巧与表达方式：运用了举例（如藏经洞的发现）、描述（飞天壁画和贸易情况）等手法，使文章内容丰富生动。 语言风格客观、准确，具有一定的科普性。
九、个人理解与批判性思维 个人理解与反思：读者能理解敦煌作为历史文化瑰宝和当代交流平台的双重意义。 批判性思维与反思：可思考在全球化背景下，如何更好地保护和利用敦煌的文化资源，以及如何挖掘更多未被揭示的历史信息。
课文语言表达梳理 一、词汇方面，涵盖历史（如 “Tang Dynasty” “Ming Dynasty” ）、文化（ “Apsaras” “manuscripts” ）、贸易（ “imported” “exported” ）等领域的词汇。
二、句式上，既有简单的主谓宾结构，也有包含伴随状语、定语从句等的复合句，语言表达丰富多样。
文章结构梳理 Article Analysis:
1. Main Idea This article focuses on Dunhuang. It depicts the vivid Apsaras murals. The discovery of the Library Cave in 1900 uncovered its past as a Silk - Road trade hub. Dunhuang declined in the Ming, but the Belt and Road Initiative has revived its role in cultural exchange.
2. Paragraph Summaries and Functions Section 1: Introduction (Paragraphs 1 - 2) Summary: Welcomes to Dunhuang. Tells its old Silk Road location, role in exchanges. Now it's a top tourist place. Introduces Mogao Grottoes with art from different cultures. Function: Sets the scene, gives background, and gets readers interested in Dunhuang. Section 2: Cultural and Historical Bits (Paragraphs 3 - 5) Summary: Mentions Dunhuang murals, especially Apsaras. Talks about the 1900 Library Cave find, showing its trade role. Explains it declined in the Ming. Function: Shows Dunhuang's art, history, and why it lost its shine. Section 3: Modern Comeback and Shift (Paragraphs 6 - 7) Summary: Says the Belt and Road made Dunhuang a global hub again. Then, it's a sign to move to the next cave. Function: Links past to present and keeps the story going.
3. Key Details from Each Paragraph Paragraph 1: Dunhuang on old Silk Road, gateway of ancient China, East - West meeting place, desert oasis. Paragraph 2: Long history as cultural & commercial exchange center. Now a top tourist spot with UNESCO - protected sites like Mogao Grottoes (1000 - year - old, art shows East - West blend). Paragraph 3: Murals cover 45,000 sq. m, subjects vary. Apsaras, or “Flying Immortals” are unique, at their best in Tang Dynasty. Paragraph 4: 1900 discovery of Library Cave with many manuscripts, etc. Reveals Dunhuang's central trade role and traded goods. Paragraph 5: Ming Dynasty, trade route changes, Dunhuang declined and faded from memory. Paragraph 6: Belt and Road Initiative revived Silk Road. Dunhuang a global crossroads again, shown by 2017 expo. Paragraph 7: Transition to visit next cave.
外研版选必4 Unit3语篇分析+阅读单（教师版）
Reading Comprehension Worksheet（教师版）
外研版 选必四 Unit 3
Reading and Thinking: Welcome to Dunhuang
I. Understanding and Main Idea Extraction（What文章理解与主旨提取）
1. Which of the following best summarizes the main idea of the article “Welcome to Dunhuang”
A. Dunhuang is a city with beautiful natural scenery.
B. Dunhuang has a rich history as a key point on the Silk Road, along with its cultural heritage and modern - day renaissance.
C. The Apsaras in Dunhuang are the most famous cultural relics.
D. Dunhuang's prosperity only existed in ancient times.
Answer: B
目的：通过选择题的形式来测试学生对文章主旨的整体理解。
阅读技能目标：提高学生在把握文章主旨时区分相关信息和无关信息的能力。
2. Match the following elements related to Dunhuang with their corresponding descriptions:
Apsaras A. Led to Dunhuang's revival as a global crossroads.
Library Cave B. Images in murals that reached a peak during the Tang Dynasty, reflecting confidence and optimism.
Belt and Road Initiative C. A place where thousands of historical treasures were hidden, revealing ancient trade information.
Answer: 1 - B, 2 - C, 3 - A
目的: 帮助学生理解文本中不同关键概念之间的关系。
阅读技能目标：提高学生从阅读材料中分类和匹配信息的能力。
II. Emotional and Deeper Meaning Analysis（Why情感与深层意义分析）
1. How do you think the discovery of the manuscripts in the Library Cave in 1900 might have made people feel at that time
A. Indifferent, as such discoveries were common.
B. Excited, because it provided a wealth of historical and cultural information.
C. Sad, due to the potential damage to the cave.
D. Anxious, about how to protect the newly - found treasures.
Answer: B
目的：通过选择题的形式，引导学生思考历史事件中人们的情感反应，加深对敦煌历史文化发现意义的理解。
阅读技能目标：
培养学生的细节理解和推理判断能力
从文中相关信息推断当时人们的情感
What deeper meaning does the decline of Dunhuang in the Ming Dynasty hold in the context of the changing trade routes How might this have affected the local people's emotions and sense of identity
Answer:
Deeper meaning: The decline of Dunhuang in the Ming Dynasty reflects the huge impact of changing trade routes on a region's economic and cultural significance. After the trade routes changed, Dunhuang lost its important position as a trade hub, which meant the foundation of its economic prosperity was shaken. It also reflects the crucial role of economic activities in the rise and fall of regions in the development of human society.
Impacts on local people's emotions and sense of identity: Emotionally, local people might have felt lost and confused because they had lost their former prosperity and glory. In terms of identity, the unique sense of identity formed due to Dunhuang being a trade and cultural center would be impacted. They needed to rediscover and define their roles and sense of belonging in the new environment.
目的： 让学生分析历史变迁背后的深层意义以及对当地居民情感和身份认同的影响，提升对文本的深度解读能力。
阅读技能目标：
锻炼学生的归纳总结和批判性思维能力。
结合文本内容进行深度思考。
Match the descriptions of the murals (such as the Apsaras) with the emotions and values they might have conveyed to the people in ancient times.
1. Apsaras depicted in a lively dance A. A sense of hope and connection to the divine
2. Murals showing scenes of daily life B. Joy, vitality and the celebration of life
3. Religious - themed murals C. Reflection of the ordinary people's lives and their values
Answer: 1 - B. 2 - C. 3 - A.
目的： 通过匹配题的方式，帮助学生理解敦煌壁画所传达的情感和价值，感受其文化内涵。
阅读技能目标：
训练学生对文本中不同信息的分类和对应能力。
提高对文化符号意义的理解。
In the text, it mentions that Dunhuang is regaining its importance through the Belt and Road Initiative. How do you think the local people and the global community feel about this revival What does this revival symbolize in a broader sense
Answer:
How local people feel: Local people may feel proud and hopeful. They are proud that the glorious history of Dunhuang is once again valued and continued, and hopeful that this opportunity can promote local economic development, improve living standards, and better inherit and promote Dunhuang culture.
How the international community feels: The international community may feel excited and expectant. They are excited to participate in the revival of the ancient civilization and the big platform of cultural exchanges, and expect to achieve win - win results in multiple fields such as culture and economy through cooperation.
Broader symbolic meaning: The revival of Dunhuang symbolizes the continuation of the spirit of the ancient Silk Road, that is, openness, inclusiveness, cooperation, and communication. It represents that different countries and regions can cross time and space, re - establish close connections in the new era, and jointly promote the development and progress of human civilization.
目的： 引发学生对现实问题的讨论，思考敦煌复兴带来的情感影响和深层象征意义，培养学生的跨文化交流和综合分析能力。
阅读技能目标：提升学生对文本信息的拓展思考能力，以及结合现实进行分析的能力。
III. Structural Analysis and Creative Output（How结构分析与创造性输出）
1. What is the overall structure of the passage
A. Introduction - Historical Facts - Decline - Revival
B. Comparison - Examples - Conclusion
C. Problem - Analysis - Solution
D. Description - Debate - Summary
Answer: A.
目的：帮助学生从宏观角度把握文章的叙述脉络，了解文章是如何围绕敦煌主题展开介绍的。
阅读技能目标：
培养学生梳理文章整体框架的能力。
提升对具有时间线索和发展脉络类文章结构的理解。
Complete the blanks to show the structure of paragraph 4.
In 1900, an important discovery was made in the Library Cave. It contained ①______. These items revealed ②______.
Answer: ①thousands of manuscripts, paintings, scrolls, and silk embroideries；②how goods were imported and exported from Dunhuang and how different communities lived there.
目的：引导学生关注段落内部的信息层次，分析段落如何通过具体事例和细节来阐述观点。
阅读技能目标：
提高学生提取关键信息和概括段落内容的能力。
增强对段落结构和内容关系的理解。
Why does the author mention the change of trade routes in the Ming Dynasty in the passage
Answer: To explain the decline of Dunhuang. As the trade routes changed, Dunhuang lost its prosperity and gradually faded from memory.
目的： 让学生理解文章中某一部分内容在整体结构中的功能，明白作者的写作意图。
阅读技能目标：
提升学生对文章结构连贯性和逻辑性的理解。
学会分析各部分内容之间的因果联系。
IV. Critical Thinking and Application（批判性思维与实践运用）
In your opinion, how can the cultural heritage of Dunhuang, like the Mogao Grottoes, be better protected while still allowing tourism
Answer: Answers may vary. For example, "We can limit the number of daily visitors to reduce the damage caused by a large number of people. Also, use advanced technology like virtual reality to let people experience the grottoes without physically entering some fragile areas."
目的： 鼓励学生思考文化遗产保护与旅游开发之间的平衡问题，培养批判性思维，同时联系实际提出解决方案。
阅读技能目标：提升学生基于文本信息进行独立思考和分析的能力，以及将知识运用到实际情境中的能力。
Some people think that more modern elements should be added to Dunhuang to attract more young tourists. Do you agree or disagree Give your reasons.
Answer: If agreeing, the answer could be "Agree. Adding modern elements like interactive digital exhibitions can make the ancient culture more accessible and appealing to young people, thus promoting the spread of Dunhuang culture." If disagreeing, it might be "Disagree. Dunhuang's charm lies in its original ancient culture. Adding too many modern elements may destroy its historical authenticity and cultural atmosphere."
目的： 引发学生对文化传承与现代发展融合问题的讨论，锻炼批判性思维和辩证分析能力。
阅读技能目标：培养学生对不同观点的理解、分析和评价能力，以及清晰表达自己观点的能力。
V. 词块积累及应用
1. 绘制思维导图：
中心主题：Dunhuang（敦煌）
地理位置与历史
the old Silk Road（古丝绸之路）
the gateway to and from Ancient China（古代中国的门户）
a green island in the middle of the desert（沙漠中的绿岛）
a world - class tourist destination（世界级旅游胜地）
UNESCO - protected heritage status（联合国教科文组织保护的遗产地位）
莫高窟相关
Mogao Grottoes（莫高窟）
ancient caves（古老洞穴）
carved out of the rock（从岩石中开凿出来）
paintings and artworks（绘画和艺术品）
a testimony to（对……的见证）
cover an area of...（覆盖……面积）
敦煌壁画
Dunhuang murals（敦煌壁画）
religious stories（宗教故事）
scenes of everyday life（日常生活场景）
Flying Immortals (Apsaras)（飞天）
decorative the walls（装饰墙壁）
藏经洞发现
the Library Cave（藏经洞）
the most important finds（最重要的发现）
hidden manuscripts, paintings and scrolls（隐藏的手稿、绘画和卷轴）
dating from... to...（始于……至……）
贸易与文化交流
cultural and commercial exchange（文化和商业交流）
goods imported and exported（进出口货物）
different communities lived side - by - side（不同社群毗邻而居）
发展变迁
trade routes changed（贸易路线改变）
fade from memory（从记忆中消失）
the Belt and Road Initiative（一带一路倡议）
Silk Road International Cultural Expo（丝绸之路国际文化博览会）
目的： 积累词汇并掌握用法，增进文化认知，了解敦煌相关知识。
2. 迁移应用：
A. 描述游览感受
请用以下词汇和表达描述游览敦煌的感受：
词汇：amazing, breathtaking, historical, vibrant
句型：... left me in awe; The sight of... was truly unforgettable
示例：The sight of the Mogao Grottoes left me in awe!
Answer: The sight of the Mogao Grottoes left me in awe! The vibrant murals and historical artifacts were truly breathtaking. Walking through the caves, I felt like I was stepping back in time. The amazing craftsmanship and the rich cultural heritage of Dunhuang made the experience unforgettable.
目标：帮助学生运用与感受相关的词汇和表达，描述在敦煌游览时的个人体验 。
B. 模拟对话：讨论敦煌文化
句型支持：
I was really struck by the... in Dunhuang.
Yeah, and the way they... truly shows the wisdom of the ancients.
Answer:
A: I was really struck by the murals in Dunhuang. The colors and details are so vivid!
B: Yeah, and the way they preserved these artworks for centuries truly shows the wisdom of the ancients.
A: Absolutely! It's fascinating how they managed to capture so much history in one place.
B: And the cultural significance of these murals is immense. They opened my eyes to a whole new world of ancient art and religion.
目标：鼓励学生运用描述性表达，模拟关于敦煌文化讨论的情景对话，提升口语表达能力。
C. 写一篇短文：记录敦煌之旅
词汇：cultural, rich, fascinating, inspiration
句型：... opened my eyes to a whole new world; It was a journey filled with...
示例写作框架：
开头：描述对敦煌的初印象（感受词汇）
中间：描述在敦煌的游览经历，如参观莫高窟、鸣沙山等（行为词汇）
结尾：总结敦煌之旅给自己带来的影响和启发（反思表达）
Answer:
My first impression of Dunhuang was nothing short of amazing. The historical atmosphere and vibrant culture immediately captivated me. It was a place where the past and present seemed to coexist harmoniously.
During my visit, I explored the Mogao Grottoes, where the sight of the ancient murals left me in awe. Each cave told a unique story, filled with rich cultural and religious significance. I also visited the Singing Sand Dunes, where the breathtaking landscape offered a stark contrast to the artistic treasures of the grottoes. Climbing the dunes and hearing the sand "sing" was a truly unforgettable experience.
My journey through Dunhuang was filled with inspiration. It opened my eyes to a whole new world of history and culture. The trip not only enriched my understanding of ancient civilizations but also left me with a deep appreciation for the enduring legacy of Dunhuang. It was a journey that I will cherish forever.
目标：通过写作巩固与敦煌之旅相关的表达，提升学生的书面表达和反思能力。
阅读技能目标：
学会提取并运用文本中的相关词汇和表达。
锻炼整合信息并通过对话和写作输出的能力。
提升围绕敦煌主题进行思考和表达的能力 。Reading Comprehension Worksheet（学生版）
外研版 选必四 Unit 3
Reading and Thinking: Welcome to Dunhuang
I. Understanding and Main Idea Extraction（What文章理解与主旨提取）
1. Which of the following best summarizes the main idea of the article “Welcome to Dunhuang”
A. Dunhuang is a city with beautiful natural scenery.
B. Dunhuang has a rich history as a key point on the Silk Road, along with its cultural heritage and modern - day renaissance.
C. The Apsaras in Dunhuang are the most famous cultural relics.
D. Dunhuang's prosperity only existed in ancient times.
2. Match the following elements related to Dunhuang with their corresponding descriptions:
Apsaras A. Led to Dunhuang's revival as a global crossroads.
Library Cave B. Images in murals that reached a peak during the Tang Dynasty, reflecting confidence and optimism.
Belt and Road Initiative C. A place where thousands of historical treasures were hidden, revealing ancient trade information.
II. Emotional and Deeper Meaning Analysis（Why情感与深层意义分析）
1. How do you think the discovery of the manuscripts in the Library Cave in 1900 might have made people feel at that time
A. Indifferent, as such discoveries were common.
B. Excited, because it provided a wealth of historical and cultural information.
C. Sad, due to the potential damage to the cave.
D. Anxious, about how to protect the newly - found treasures.
What deeper meaning does the decline of Dunhuang in the Ming Dynasty hold in the context of the changing trade routes How might this have affected the local people's emotions and sense of identity
Match the descriptions of the murals (such as the Apsaras) with the emotions and values they might have conveyed to the people in ancient times.
1. Apsaras depicted in a lively dance A. A sense of hope and connection to the divine
2. Murals showing scenes of daily life B. Joy, vitality and the celebration of life
3. Religious - themed murals C. Reflection of the ordinary people's lives and their values
In the text, it mentions that Dunhuang is regaining its importance through the Belt and Road Initiative. How do you think the local people and the global community feel about this revival What does this revival symbolize in a broader sense
III. Structural Analysis and Creative Output（How结构分析与创造性输出）
1. What is the overall structure of the passage
A. Introduction - Historical Facts - Decline - Revival
B. Comparison - Examples - Conclusion
C. Problem - Analysis - Solution
D. Description - Debate - Summary
Complete the blanks to show the structure of paragraph 4.
In 1900, an important discovery was made in the Library Cave. It contained ①______. These items revealed ②______.
Why does the author mention the change of trade routes in the Ming Dynasty in the passage
IV. Critical Thinking and Application（批判性思维与实践运用）
In your opinion, how can the cultural heritage of Dunhuang, like the Mogao Grottoes, be better protected while still allowing tourism
Some people think that more modern elements should be added to Dunhuang to attract more young tourists. Do you agree or disagree Give your reasons.
V. 词块积累及应用
1. 绘制思维导图：
中心主题：Dunhuang（敦煌）
地理位置与历史
the old Silk Road（古丝绸之路）
the gateway to and from Ancient China（古代中国的门户）
a green island in the middle of the desert（沙漠中的绿岛）
a world - class tourist destination（世界级旅游胜地）
UNESCO - protected heritage status（联合国教科文组织保护的遗产地位）
莫高窟相关
Mogao Grottoes（莫高窟）
ancient caves（古老洞穴）
carved out of the rock（从岩石中开凿出来）
paintings and artworks（绘画和艺术品）
a testimony to（对……的见证）
cover an area of...（覆盖……面积）
敦煌壁画
Dunhuang murals（敦煌壁画）
religious stories（宗教故事）
scenes of everyday life（日常生活场景）
Flying Immortals (Apsaras)（飞天）
decorative the walls（装饰墙壁）
藏经洞发现
the Library Cave（藏经洞）
the most important finds（最重要的发现）
hidden manuscripts, paintings and scrolls（隐藏的手稿、绘画和卷轴）
dating from... to...（始于……至……）
贸易与文化交流
cultural and commercial exchange（文化和商业交流）
goods imported and exported（进出口货物）
different communities lived side - by - side（不同社群毗邻而居）
发展变迁
trade routes changed（贸易路线改变）
fade from memory（从记忆中消失）
the Belt and Road Initiative（一带一路倡议）
Silk Road International Cultural Expo（丝绸之路国际文化博览会）
2. 迁移应用：
A. 描述游览感受
请用以下词汇和表达描述游览敦煌的感受：
词汇：amazing, breathtaking, historical, vibrant
句型：... left me in awe; The sight of... was truly unforgettable
示例：The sight of the Mogao Grottoes left me in awe!
B. 模拟对话：讨论敦煌文化
句型支持：
I was really struck by the... in Dunhuang.
Yeah, and the way they... truly shows the wisdom of the ancients.
C. 写一篇短文：记录敦煌之旅
词汇：cultural, rich, fascinating, inspiration
句型：... opened my eyes to a whole new world; It was a journey filled with...
示例写作框架：
开头：描述对敦煌的初印象（感受词汇）
中间：描述在敦煌的游览经历，如参观莫高窟、鸣沙山等（行为词汇）
结尾：总结敦煌之旅给自己带来的影响和启发（反思表达）
