Unit 3 The Art of Painting-Extended 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-Extended reading 教学目标和重难点 1. 教学目标 Language Ability: Master painting-related vocabulary and complex sentences to understand and express artistic themes. Cultural Awareness: Understand Impressionism and Chinese traditional painting to respect cultural diversity. Thinking Quality: Develop analytical and critical thinking through comparing artworks. Learning Ability: Cultivate autonomous and cooperative learning skills in exploring artistic texts. 2. 教学重难点 Key Points: Grasp the main idea and details of the text, master core vocabulary (e.g., masterpiece, perspective, brushwork) and sentence structures about describing paintings. Difficult Points: Analyze the artistic characteristics and cultural connotations of paintings, and express personal views on art in fluent English. 教学过程 Step 1: Lead-in (Warm-up & Lead-in) The teacher starts the class by showing high-definition pictures of famous paintings mentioned in the extended reading, including Claude Monet’s Blue Water Lilies, Pierre-Auguste Renoir’s Dance at Le Moulin de la Galette, and Zhang Zeduan’s Qingming Scroll. Then the teacher asks two guiding questions: “Have you ever seen these paintings before? What do you know about them or their artists?” After that, the teacher invites 2-3 students to share their opinions freely. Next, the teacher briefly introduces the background of the extended reading: it mainly talks about the author’s experience of visiting the Musee d’Orsay and appreciating Impressionist paintings, as well as the introduction of Zhang Zeduan’s Qingming Scroll, connecting Western Impressionism with Chinese traditional painting. Finally, the teacher writes the title of the extended reading on the blackboard and leads students to read it twice, guiding them to predict the main content of the text. Design Intention: The visual presentation of famous paintings can quickly attract students’ attention and arouse their interest in the theme of painting art, which lays a good emotional foundation for the follow-up reading. The guiding questions can activate students’ prior knowledge and life experience, enabling them to quickly enter the theme of the text. The brief introduction of the text background helps students establish a preliminary understanding of the text structure and content, reducing the difficulty of reading comprehension. Reading the title together can enhance students’ sense of participation and focus their attention on the learning task. Step 2: Pre-reading (Vocabulary & Background Preview) First, the teacher arranges students to work in groups of 4 to sort out the core vocabulary and phrases in the extended reading, including nouns (masterpiece, canvas, perspective, brushwork, scroll), verbs (feature, inspire, employ, reveal), adjectives (unique, realistic, precise, ambitious), and phrases (lay eyes on, be inspired by, seek liberation from, go about one’s daily business). For each vocabulary, the group needs to find its pronunciation, part of speech, meaning in the text, and make a simple sentence. After 5 minutes of group discussion, each group selects a representative to share 2-3 words they have sorted out, and the teacher corrects and supplements them, focusing on the usage of difficult words such as “perspective” and “brushwork”, and gives example sentences combined with the text context. For example, “Monet showed a remarkable mastery of perspective in his paintings” and “Zhang Zeduan’s precise brushwork makes the details of Qingming Scroll vivid”. Then, the teacher introduces the relevant background knowledge in simple English: Impressionism is an important Western art movement in the 19th century, which emphasizes capturing the effect of light and color in daily life, with free brushwork and vivid scenes; Zhang Zeduan’s Qingming Scroll is a masterpiece of Chinese traditional painting, reflecting the social life of the Northern Song Dynasty, which is of great historical and artistic value. The teacher also shows short video clips (1-2 minutes) of Impressionist paintings and Qingming Scroll to help students understand the artistic characteristics of the two types of paintings more intuitively. Finally, the teacher asks students to predict the main content of the text again based on the vocabulary and background knowledge: “What do you think the author will talk about in the text? Will it introduce the characteristics of the paintings or the feelings of appreciating the paintings?” Design Intention: Vocabulary is the foundation of reading comprehension. Group cooperation to sort out vocabulary can not only improve students’ learning efficiency but also cultivate their cooperative learning ability. The teacher’s correction and supplementation help students master the usage of core vocabulary accurately, laying a solid foundation for understanding the text. The introduction of background knowledge and video clips can help students understand the cultural and artistic connotations behind the text, broaden their horizons, and enhance their cultural awareness. Predicting the text content can activate students’ thinking and improve their ability to predict and infer, which is conducive to the smooth development of follow-up reading activities. Step 3: While-reading (Comprehension & Analysis) This step is divided into three parts: skimming, scanning, and intensive reading, to help students understand the text from the overall to the local, from the surface to the deep. 3.1 Skimming (Get the Main Idea) The teacher asks students to read the text quickly (skimming) and answer two questions: 1. What is the main content of the text? 2. How many parts can the text be divided into, and what is the main idea of each part? After students finish reading, the teacher invites several students to share their answers, and then summarizes and sorts out: The text mainly describes the author’s experience of visiting the Musee d’Orsay and appreciating Impressionist paintings by Monet and Renoir, and then introduces Zhang Zeduan’s Qingming Scroll, comparing the characteristics of Western Impressionism and Chinese traditional painting. The text can be divided into three parts: Part 1 (Paragraphs 1-4): The author’s visit to the Musee d’Orsay and his feelings about Monet’s and Renoir’s paintings; Part 2 (Paragraphs 5-7): The introduction of Zhang Zeduan’s Qingming Scroll, including its structure, artistic characteristics and historical value; Part 3 (Paragraph 8): The comparison and summary of Western Impressionism and Chinese traditional painting, emphasizing the common value of art. Design Intention: Skimming is an important reading strategy that can help students quickly grasp the main idea of the text and establish the overall framework of the text. By answering questions, students can test their skimming effect and improve their ability to extract key information. The teacher’s summary helps students sort out the text structure clearly, laying a foundation for further intensive reading. 3.2 Scanning (Find Key Details) The teacher arranges students to read the text again (scanning) and complete a detail-filling task. The task content is as follows: 1. The Musee d’Orsay is housed in an old ______ building and features some of the best-known paintings from the ______ movement. 2. Monet was greatly inspired by ______ and painted mostly scenes from his garden in the last three decades of his life, including the famous piece ______. 3. Renoir preferred to paint scenes of ______, and his masterpiece Dance at Le Moulin de la Galette shows life in a busy neighbourhood of Paris on a ______ afternoon. 4. Zhang Zeduan’s Qingming Scroll is painted on a five-metre-long ______ scroll and is currently housed in the ______ in Beijing. 5. The Qingming Scroll consists of three main sections, showing ______, ______ and life inside the city respectively. After students finish the task, the teacher checks the answers with the whole class, focusing on correcting the wrong answers and explaining the key details. For example, when checking the answer of “Impressionist”, the teacher reminds students of the background knowledge of Impressionism mentioned in the pre-reading part; when checking the answer of “silk scroll” and “Palace Museum”, the teacher supplements the relevant information of Qingming Scroll to deepen students’ understanding. Then, the teacher asks students to find the key sentences that support each detail in the text, and read them aloud together, helping students connect the details with the text content. Design Intention: Scanning can help students quickly find specific details in the text, improve their ability to extract targeted information. The detail-filling task is closely combined with the text content, which can test students’ understanding of the text details and consolidate the core vocabulary and key information. Asking students to find supporting sentences can help them further understand the logical relationship between the details and the main idea, and improve their reading accuracy. 3.3 Intensive Reading (Deep Analysis) The teacher guides students to conduct intensive reading of key paragraphs, focusing on analyzing the artistic characteristics of the paintings described in the text and the author’s emotional expression, and helping students understand the cultural connotations behind the text. First, focus on Paragraphs 2-4 (Monet and Renoir’s paintings). The teacher asks questions: 1. What is the author’s feeling when he first saw the real paintings of Monet and Renoir? 2. What are the characteristics of Monet’s paintings? 3. What are the characteristics of Renoir’s paintings? Students are asked to read the paragraphs carefully, find the relevant sentences, and discuss them in groups. After the discussion, each group shares their views. The teacher summarizes: The author felt great wonder when he first saw the real paintings, because seeing the real works was far more shocking than seeing them on the computer screen. Monet’s paintings are greatly inspired by nature, focusing on the same scene with different colors and styles, showing the unique beauty of nature; Renoir’s paintings focus on scenes of everyday life, with small areas of light and soft edges of figures, making the scenes lively and vivid. Then, focus on Paragraphs 5-7 (Qingming Scroll). The teacher asks questions: 1. What are the characteristics of Zhang Zeduan’s artistic technique in Qingming Scroll? 2. What does Qingming Scroll reveal about the Northern Song Dynasty? 3. Why is Qingming Scroll a masterpiece of Chinese art? Students read the paragraphs independently and write down their answers. Then the teacher invites students to share their answers and supplements: Zhang Zeduan used ink on silk, created realistic images, mastered perspective skillfully, and had precise brushwork, which could show a lot of details. Qingming Scroll reveals the customs, clothing, transportation, business practices and buildings of the Northern Song Dynasty, providing a comprehensive look at the social life of that time. It is a masterpiece because of its exquisite artistic technique, grand scale and rich historical and cultural connotations. Finally, focus on Paragraph 8 (comparison and summary). The teacher asks students to read the paragraph carefully and think: What are the similarities and differences between Western Impressionism and Chinese traditional painting mentioned in the text? Students discuss in groups and list the similarities and differences. The teacher summarizes: Similarities: Both focus on real life scenes, pursue the expression of beauty, and have high artistic value. Differences: Western Impressionism emphasizes the effect of light and color, with free brushwork; Chinese traditional painting emphasizes the combination of scenery and emotion, with precise brushwork and rich cultural connotations. The author emphasizes that although the two types of paintings have different styles, they are both precious treasures of human art, reflecting the diversity of human culture. Design Intention: Intensive reading is the key link to deepen students’ understanding of the text. By analyzing key paragraphs and asking guiding questions, students can deeply understand the artistic characteristics of the paintings and the author’s emotional expression, and improve their ability to analyze and interpret the text. Group discussion can stimulate students’ thinking, let them learn from each other, and cultivate their cooperative learning ability and critical thinking ability. The teacher’s summary helps students sort out their ideas, understand the cultural connotations behind the text, and enhance their cultural awareness and aesthetic ability. Step 4: Post-reading (Consolidation & Application) This step includes three activities: vocabulary consolidation, sentence analysis, and theme discussion, to help students consolidate the knowledge learned, apply it flexibly, and further deepen their understanding of the text theme. 4.1 Vocabulary Consolidation The teacher arranges a vocabulary competition activity. Students are divided into 4 groups, and the teacher shows the English words or phrases, and the groups take turns to answer their Chinese meanings, parts of speech and make sentences. For example, the teacher says “masterpiece”, and the students need to answer “n. 杰作，代表作” and make a sentence like “Qingming Scroll is a masterpiece of Chinese art”. The group with the most correct answers wins a small reward. After the competition, the teacher arranges students to complete a short passage filling task, using the core vocabulary learned in the text. The passage is about a student’s experience of visiting an art museum, which is closely related to the text content, helping students consolidate the usage of vocabulary in context. Design Intention: The vocabulary competition can arouse students’ learning enthusiasm, make the vocabulary consolidation more interesting, and help students remember the core vocabulary firmly. The short passage filling task can test students’ ability to use vocabulary flexibly in context, and further consolidate the vocabulary knowledge learned, laying a foundation for the follow-up language application. 4.2 Sentence Analysis The teacher selects several complex sentences in the text for analysis, helping students master the key sentence structures and improve their ability to understand complex sentences. The selected sentences are as follows: 1. Even though I had admired them hundreds of times on my computer screen, nothing could have prepared me for the wonder I felt when I finally laid eyes on the real thing. 2. It is amazing that every time Monet studied this simple scene, he brought the pond’s beauty to the canvas in a unique way. 3. Using ink on silk, he creates realistic images of scenery, buildings and people, and displays a remarkable mastery of perspective. For each sentence, the teacher first asks students to read it aloud, then analyzes the sentence structure: Sentence 1 is a complex sentence with an adverbial clause of concession (Even though...) and an attributive clause (...I felt when...); Sentence 2 is a complex sentence with an it-form subject (It is amazing that...), and the real subject is the that-clause; Sentence 3 is a simple sentence with a present participle phrase (Using ink on silk) as the adverbial of manner. Then the teacher explains the meaning of the sentence and the usage of the sentence structure, and asks students to make sentences according to the same structure. For example, according to Sentence 2, students can make a sentence like “It is surprising that every time he practices painting, he can make great progress in a short time.” Design Intention: Complex sentences are one of the difficulties in reading comprehension. By analyzing the key complex sentences in the text, students can master the usage of common complex sentence structures, improve their ability to understand complex sentences, and lay a foundation for their own writing. Asking students to make sentences can help them apply the sentence structures flexibly, improve their language expression ability. 4.3 Theme Discussion The teacher puts forward a discussion topic: “What can we learn from the two types of paintings (Western Impressionism and Chinese traditional painting) mentioned in the text? How should we treat the art of different cultures?” Students are asked to discuss in groups for 8 minutes, and each group selects a representative to make a 2-3 minute speech in English. During the discussion, the teacher walks around the classroom, guides students to express their views freely, and helps them solve the language problems encountered in the discussion. After the speeches, the teacher makes comments, affirming the positive views of each group, and summarizes: Art is a common treasure of human beings, and different cultures have different artistic styles. We should respect and appreciate the art of different cultures, learn from each other, and promote the exchange and integration of different cultures. At the same time, we should also pay attention to our own traditional art, inherit and carry forward the excellent traditional culture of China. Design Intention: The theme discussion can help students further deepen their understanding of the text theme, cultivate their critical thinking ability and language expression ability. Group discussion provides students with an opportunity to practice oral English, which can improve their oral expression fluency and confidence. The teacher’s guidance and comments can help students correct their wrong views, establish a correct view of cultural diversity, and enhance their cultural awareness and sense of cultural identity. Step 5: Summary & Homework 5.1 Summary The teacher invites a student to summarize the main content of the class, including the core vocabulary, the main idea and key details of the text, and the theme of the text. Then the teacher makes a supplement and summary: In this class, we have learned the extended reading text about painting art, mastered the core vocabulary and key sentence structures related to painting, understood the artistic characteristics of Western Impressionism and Chinese traditional painting, and realized the diversity of human art. We have also improved our reading ability, oral expression ability and cooperative learning ability, and enhanced our cultural awareness and aesthetic ability. Design Intention: Letting students summarize the class content can help them sort out the knowledge learned in the class, deepen their memory, and improve their ability to summarize and induce. The teacher’s supplement and summary can help students form a systematic knowledge framework and clarify the learning goals and gains of the class. 5.2 Homework 1. Write a short passage (120-150 words) about your favorite painting, introducing its artist, artistic characteristics and your feelings about it, using the core vocabulary and sentence structures learned in this class. 2. Surf the Internet to find more information about Impressionist paintings or Chinese traditional paintings, and share it with the class in the next class. 3. Review the core vocabulary and key sentences of this lesson, and prepare for the next class’s review and test. Design Intention: The first homework is to let students apply the knowledge learned in the class to practice, improve their writing ability, and deepen their understanding of the theme of painting art. The second homework can expand students’ knowledge, cultivate their autonomous learning ability and information collection ability, and lay a foundation for the next class’s sharing activity. The third homework is to consolidate the knowledge learned, ensure that students master the core content of the lesson, and form a good learning habit. 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 $