Unit 3 The Art of Painting-Reading 教案-2025-2026学年高中英语译林版选择性必修第一册

Unit 3 The Art of Painting-Reading 教学目标和重难点 1. 教学目标 It focuses on improving students’ language ability to understand and express painting-related contents, cultivating cultural awareness of appreciating Eastern and Western painting art, developing logical and critical thinking quality, and fostering autonomous learning ability in exploring painting culture and language knowledge. 2. 教学重难点 Key points: Master core words and phrases about painting, understand the main idea and structure of the reading text. Difficult points: Analyze the artistic characteristics and cultural connotations in the text, and use target language to express views on painting art. 教学过程 Step 1: Lead-in (Lead-in and Activation) The teacher starts the class by showing students high-definition pictures of famous paintings, including both Western masterpieces such as Monet’s Impression, Sunrise and Renoir’s Dance at Le Moulin de la Galette, and Chinese classic paintings like Wang Wei’s landscape paintings. Then the teacher asks two questions in English: “Have you ever seen these paintings? What do you think of them?” After giving students 3 minutes to think and discuss in pairs, the teacher invites 2-3 groups to share their opinions. Some students may talk about the colors and scenes in the paintings, while others may mention their vague understanding of the painting styles. Then the teacher says: “Today, we will read a travel journal about a visit to the Musée d’Orsay in Paris, which will help us understand these paintings and the Impressionist movement better.” Finally, the teacher writes the title “The Art of Painting - Reading” on the blackboard and leads students to read it twice. Design Intention: Starting with famous paintings can quickly attract students’ attention and arouse their interest in the topic of painting art. By showing both Western and Chinese paintings, it subtly lays the foundation for cultivating students’ cross-cultural awareness. The pair discussion and class sharing activate students’ existing knowledge and language reserves related to painting, reduce their anxiety about new text learning, and smoothly lead into the reading text. Step 2: Pre-reading (Vocabulary Preview and Text Prediction) 1. Vocabulary Preview The teacher presents the core vocabulary and phrases related to the reading text on the screen, including “canvas, masterpiece, perspective, texture, impressionism, wander, oppose, dominate, employ, be opposed to, a variety of, speak volumes about”. For each word and phrase, the teacher provides simple and easy-to-understand English definitions and example sentences closely related to painting art. For example, for “impressionism”, the teacher explains: “Impressionism is a style of painting that began in France in the late 19th century, focusing on light, color and the feeling of a moment.” For “be opposed to”, the teacher gives the example sentence: “Some artists were opposed to the traditional painting styles and tried to create new ones.” Then the teacher asks students to read the words and phrases aloud twice, and invites individual students to read them to check their pronunciation. After that, the teacher organizes a quick matching game: the left side of the screen shows words and phrases, and the right side shows their definitions. Students are asked to match them in pairs, and the teacher checks the answers and explains the difficult ones in detail. 2. Text Prediction The teacher shows the title of the reading text “First Impressions” and the picture of the Musée d’Orsay, and asks students to predict the content of the text: “Look at the title and the picture, what do you think the text will talk about? Who is the writer? What will he/she see and feel in the museum?” Students are encouraged to express their predictions freely. The teacher writes down the reasonable predictions on the blackboard, such as “The writer visits the Musée d’Orsay and sees many famous paintings”, “The writer introduces some Impressionist painters and their works”, “The writer shares his/her feelings about the paintings”. Then the teacher says: “Let’s read the text to check whether your predictions are correct.” Design Intention: Previewing core vocabulary helps students remove language obstacles in reading, laying a solid foundation for smooth understanding of the text. The example sentences closely related to the topic enable students to master the usage of words and phrases in context. Text prediction can cultivate students’ predictive thinking ability, stimulate their desire to read, and help them form a good reading habit of actively thinking before reading. Step 3: While-reading (In-depth Reading and Comprehension) 1. Skimming (Fast Reading for Main Idea) The teacher asks students to read the text quickly (skimming) and answer two questions: (1) What is the main idea of the text? (2) Which part of the text impresses the writer most? After students finish reading, the teacher invites students to answer the questions. The main idea of the text is: The writer writes a travel journal about his/her visit to the Musée d’Orsay in Paris, introducing the Impressionist movement and two famous Impressionist painters—Monet and Renoir, as well as their masterpieces and artistic characteristics. The part that impresses the writer most is the works of Monet and Renoir. Then the teacher helps students sort out the structure of the text: Paragraph 1 introduces the writer’s expectation of visiting the Musée d’Orsay; Paragraphs 2-4 describe the writer’s impression of Monet’s and Renoir’s works; Paragraphs 5-6 introduce the characteristics of Impressionism and the reasons for its emergence; Paragraph 7 expresses the writer’s feelings after visiting the museum. 2. Scanning (Detailed Reading for Key Information) The teacher divides students into 4 groups and assigns different tasks to each group. Each group needs to read the text carefully (scanning) and find the corresponding key information according to the task. Group 1: Find the information about the Musée d’Orsay (location, the type of paintings it houses, its status). Group 2: Find the information about Monet (his representative works mentioned in the text, the characteristics of his works). Group 3: Find the information about Renoir (his representative works mentioned in the text, the characteristics of his works). Group 4: Find the information about Impressionism (the time of its emergence, the main characteristics, the reasons for its emergence). Each group has 5 minutes to complete the task. After that, each group sends a representative to share their findings with the whole class. The teacher supplements and corrects the information, and writes the key points on the blackboard. For example, for Monet’s works, the teacher emphasizes: “Monet’s works focus on light and color, and he likes to paint outdoor scenes, such as Impression, Sunrise and Water Lilies.” For Impressionism, the teacher summarizes: “Impressionism emerged in the late 19th century in France. It focuses on capturing the momentary impression of light and color, uses loose brushstrokes, and depicts daily life scenes.” 3. Intensive Reading (Analyzing Difficult Sentences and Implied Meanings) The teacher presents the difficult sentences in the text on the screen and guides students to analyze them one by one, helping students understand the structure and implied meanings of the sentences. Sentence 1: “Seeing the Musée d’Orsay was what I was looking forward to most about my trip to Paris.” The teacher guides students to analyze the sentence structure: “Seeing the Musée d’Orsay” is the subject (gerund phrase), “was” is the link verb, and “what I was looking forward to most about my trip to Paris” is the predicative clause. Then the teacher asks students to translate the sentence into Chinese and explains the implied meaning: The writer attaches great importance to visiting the Musée d’Orsay, which reflects his/her love for painting art. Sentence 2: “Unlike the traditional painters who focused on detailed and realistic depictions, Impressionist painters tried to capture the fleeting moments of light and color in daily life.” The teacher points out the attributive clause “who focused on detailed and realistic depictions” modifying “traditional painters”, and the phrase “unlike” used to show contrast. The teacher asks students to discuss: “What is the difference between Impressionist painters and traditional painters?” Then the teacher summarizes the difference: Traditional painters focus on detailed and realistic depictions, while Impressionist painters focus on capturing the momentary light and color in daily life. Sentence 3: “Their works speak volumes about their passion for life and their unique understanding of the world around them.” The teacher explains the phrase “speak volumes about” (mean a lot about) and guides students to understand the implied meaning: The Impressionist painters’ works fully express their love for life and their special views on the world, which reflects the connection between art and life. After analyzing the difficult sentences, the teacher asks students to read the text aloud again, paying attention to the pronunciation, intonation and emotional expression, so as to deepen their understanding of the text. Design Intention: Skimming helps students grasp the main idea and structure of the text quickly, cultivating their ability to obtain key information in fast reading. Scanning enables students to find specific information accurately, improving their detailed reading ability. Group cooperation can enhance students’ communication and cooperation ability, and make them more actively involved in the reading process. Intensive reading of difficult sentences helps students break through the language difficulties in the text, understand the implied meanings of the text, and lay a foundation for subsequent language application. Reading aloud can help students feel the language rhythm and emotional connotation of the text, improving their language sense. Step 4: Post-reading (Consolidation and Application) 1. Text Retelling The teacher divides students into pairs. Each pair needs to retell the text according to the structure of the text and the key information on the blackboard. The teacher provides some key words and phrases as hints, such as “Musée d’Orsay, Monet, Renoir, Impressionism, light and color, daily life”. Students have 5 minutes to prepare, and then the teacher invites 2-3 pairs to retell the text in front of the class. The teacher evaluates their retelling, affirming their advantages and putting forward suggestions for improvement, such as adding more details or using more complex sentences. 2. Group Discussion The teacher puts forward a discussion topic: “After reading the text, what do you think of Impressionism? Do you like Impressionist paintings? Why or why not? Can you think of any Chinese paintings that have similar characteristics to Impressionist paintings?” Students discuss the topic in groups of 4 for 7 minutes. During the discussion, the teacher walks around the classroom, listens to students’ discussions, and provides guidance when necessary. For example, if students have difficulty expressing their views, the teacher can give some sentence patterns, such as “I think Impressionism is... because...”, “I like Impressionist paintings because they...”, “Chinese painting... has similar characteristics to Impressionist paintings in that...” After the discussion, each group sends a representative to share their views with the whole class. Some students may say that they like Impressionist paintings because they are full of vitality and can show the beauty of light and color in daily life; some students may compare Chinese landscape paintings with Impressionist paintings, pointing out that both pay attention to the expression of natural beauty and personal feelings. The teacher summarizes students’ views, emphasizing that art has no national boundaries, and we should appreciate and respect different styles of painting art. 3. Language Application The teacher asks students to write a short passage (80-100 words) about their favorite painting or painting style, using the core words and phrases learned in this class, such as “masterpiece, perspective, impressionism, be opposed to, a variety of”. The teacher provides a sample passage to guide students: “My favorite painting is Impression, Sunrise by Monet. It is a famous Impressionist masterpiece. The painting uses loose brushstrokes to capture the momentary light and color of the sunrise. I like it because it shows the beauty of nature and makes me feel the passion for life. Impressionism is a great painting style that has influenced many artists around the world.” Students have 10 minutes to finish writing. After that, the teacher collects some students’ works, reads them aloud in class, and comments on them, focusing on the use of vocabulary and sentences, as well as the expression of views. The teacher encourages students to use more complex sentences and accurate vocabulary to improve their writing ability. Design Intention: Text retelling helps students consolidate the content of the text and improve their oral expression ability. Group discussion enables students to express their views freely, develop their critical thinking and cross-cultural awareness, and deepen their understanding of painting art. Language application (writing) connects reading and writing, enabling students to apply the learned vocabulary and sentence patterns to practical writing, improving their language application ability. The sample passage provides a model for students, reducing their difficulty in writing. Step 5: Summary and Homework 1. Summary The teacher summarizes the content of this class with students: “Today, we read a travel journal about visiting the Musée d’Orsay, understood the main idea and structure of the text, mastered the core vocabulary and phrases related to painting, and learned about Impressionism and two famous Impressionist painters. We also discussed our views on Impressionism and practiced writing about our favorite paintings. I hope you can develop an interest in painting art and learn to appreciate different styles of art.” 2. Homework Task 1: Read the text again and recite the core vocabulary and difficult sentences learned in this class. Task 2: Revise the short passage written in class and submit it to the teacher the next day. Task 3: Surf the Internet to find more information about Impressionist painters and their works, and prepare a 2-minute oral report for the next class. Design Intention: Summarizing the class content helps students sort out the knowledge learned in this class and form a systematic knowledge framework. The homework is designed to consolidate the knowledge learned, strengthen the application of language, and encourage students to explore more knowledge about painting art independently, fostering their autonomous learning ability. The oral report task can also improve students’ oral expression ability and information collection ability. Step 6: Blackboard Design Unit 3 The Art of Painting - Reading 1. Core Vocabulary & Phrases: canvas, masterpiece, perspective, impressionism, wander, oppose, dominate, employ, be opposed to, a variety of, speak volumes about 2. Text Structure: Paragraph 1: Expectation of visiting the Musée d’Orsay Paragraphs 2-4: Impressions of Monet’s and Renoir’s works Paragraphs 5-6: Characteristics and emergence of Impressionism Paragraph 7: Feelings after visiting 3. Key Information: Musée d’Orsay: Paris, Impressionist paintings, famous museum Monet: Impression, Sunrise, Water Lilies, focus on light and color Renoir: Dance at Le Moulin de la Galette, focus on people’s daily life Impressionism: Late 19th century, France, light and color, daily life, loose brushstrokes 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $