Unit 3 Chinese Painting and Artists-Section 1 Reading for Meaning 教案-2025-2026学年高中英语冀教版选择性必修第四册

Unit 3 Chinese Painting and Artists-Section 1 Reading for Meaning 教学目标和重难点 教学目标 It focuses on improving students’ language ability to understand and express Chinese painting-related content, cultivating cultural awareness of traditional Chinese painting, developing critical thinking through analyzing artists and works, and fostering autonomous learning ability via independent and cooperative reading. 教学重难点 Key points: Master core vocabularies about Chinese painting and artists, and grasp the article’s structure and main ideas. Difficult points: Understand cultural connotations in the text and use English to analyze painting styles and artist characteristics. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing students high-definition pictures of representative Chinese paintings, including landscape paintings, flower-and-bird paintings and figure paintings, such as Along the River During the Qingming Festival by Zhang Zeduan and Shrimp by Qi Baishi. Then the teacher asks two guiding questions in English: “Have you ever seen these paintings before? What do you know about Chinese painting?” After that, the teacher invites 2-3 students to share their answers freely. Some students may mention that Chinese painting uses ink and wash, while others may talk about famous painters they know. The teacher listens carefully and gives positive comments, such as “Your answer is very wonderful! You have a good understanding of Chinese painting.” Then the teacher briefly introduces the theme of the lesson: “Today we will read an article about Chinese painting and famous artists, and explore the charm of Chinese painting through English.” Design Intention: The visual presentation of famous Chinese paintings can quickly attract students’ attention and arouse their interest in the lesson theme. Asking guiding questions helps activate students’ prior knowledge about Chinese painting, narrow the distance between students and the text, and lay a good foundation for the subsequent reading link. At the same time, the free sharing link can exercise students’ oral expression ability and build their confidence in speaking English. Step 2: Pre-reading (Vocabulary Preview and Background Supplement) First, the teacher presents the core vocabularies and phrases in the reading text on the screen, including “traditional Chinese painting, ink wash painting, brushwork, landscape painting, flower-and-bird painting, figure painting, artist, masterpiece, technique, express emotion” and so on. For each vocabulary, the teacher explains its meaning in simple English, combines it with the pictures shown in the lead-in link for illustration, and guides students to read it aloud twice to help them master the pronunciation and basic meaning. For example, when explaining “ink wash painting”, the teacher says: “Ink wash painting is a kind of traditional Chinese painting. It uses ink and water to create pictures, which is very simple but full of artistic charm. You can see it in the picture of Qi Baishi’s Shrimp.” Then the teacher asks students to make simple sentences with the new vocabularies, such as “Qi Baishi is a famous artist who is good at flower-and-bird painting.” Next, the teacher supplements the background knowledge of Chinese painting in English briefly: “Chinese painting has a long history of more than 2,000 years. It is one of the treasures of Chinese traditional culture. Unlike Western painting, Chinese painting pays more attention to the expression of artistic conception and emotion, and pursues the harmony between man and nature.” The teacher also introduces two representative artists mentioned in the text, Qi Baishi and Xu Beihong, with simple words, focusing on their painting styles and representative works, so that students can have a preliminary understanding of them. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabularies before reading can help students reduce reading obstacles and improve reading efficiency. Combining pictures to explain vocabularies makes the explanation more intuitive and helps students understand and remember. Supplementing background knowledge about Chinese painting and artists can help students better understand the cultural connotations in the text, lay a foundation for in-depth reading, and also enhance students’ sense of identity and pride in traditional Chinese culture. Step 3: While-reading (In-depth Reading and Information Extraction) This link is divided into three parts: Skimming, Scanning and Intensive Reading, to guide students to read the text step by step and deeply understand the content of the text. Skimming The teacher asks students to read the whole text quickly, without paying too much attention to new words and difficult sentences, and answer two questions: (1) What is the main topic of the article? (2) Which two famous artists are mentioned in the article? After students finish reading, the teacher organizes a class discussion. Students will quickly find that the main topic of the article is the introduction of Chinese painting and its representative artists, and the two artists mentioned are Qi Baishi and Xu Beihong. The teacher summarizes and affirms students’ answers, and writes the main topic and the two artists on the blackboard to help students sort out the core framework of the text. Design Intention: Skimming is a basic reading skill. Guiding students to skim the text can help them quickly grasp the main idea of the text and the core information, establish the overall understanding of the text, and lay a foundation for the subsequent detailed reading. At the same time, it can train students’ ability to obtain key information quickly. Scanning The teacher asks students to read the text again, scan for specific information, and complete the following table. The table is presented on the screen, including three columns: “Artists”, “Painting Styles” and “Representative Works”. Students read the text carefully, find relevant information, and fill in the table independently. After that, the teacher invites a student to present his/her answers on the screen, and other students check and correct them together. The teacher gives guidance and supplements for the wrong or incomplete answers. For example, when introducing Qi Baishi’s painting style, students may miss “simple and vivid”, and the teacher will remind them to find the relevant sentences in the text and supplement them. Design Intention: Scanning is a skill to obtain specific information quickly. Through completing the table, students can systematically sort out the key information about the two artists in the text, deepen their understanding of the text content, and at the same time train their ability to locate and extract specific information accurately. The group check link can also promote the interaction between students and help them learn from each other. Intensive Reading The teacher guides students to read the text paragraph by paragraph, analyze difficult sentences and key sentences, and deeply understand the meaning of each paragraph. For the first paragraph, the teacher focuses on analyzing the sentence: “Traditional Chinese painting, also known as guohua, is an important part of Chinese culture, which combines poetry, calligraphy, painting and seal carving into a whole.” The teacher explains the attributive clause in the sentence, helps students understand the structure of the sentence, and points out that this sentence mainly introduces the definition and characteristics of traditional Chinese painting. Then the teacher asks students: “What are the characteristics of traditional Chinese painting according to this sentence?” Students will answer that it combines poetry, calligraphy, painting and seal carving into a whole. For the paragraphs about Qi Baishi, the teacher guides students to find the sentences describing his painting style: “Qi Baishi’s paintings are simple and vivid, full of life. He is good at painting flowers, birds, insects and fish, and his works show his love for life and nature.” The teacher asks students to discuss: “Why does Qi Baishi like to paint flowers, birds, insects and fish? What can we learn from his works?” Through discussion, students can understand that Qi Baishi’s works reflect his love for life and nature, and cultivate their ability to feel the emotion in the text. For the paragraphs about Xu Beihong, the teacher focuses on the sentence: “Xu Beihong is famous for his horse paintings. His horses are full of energy and power, which symbolize the spirit of perseverance and courage.” The teacher explains the meaning of “perseverance and courage”, and asks students to think: “What does Xu Beihong want to express through his horse paintings?” Students will realize that Xu Beihong wants to convey the spirit of perseverance and courage through his works, which reflects the cultural connotation of Chinese painting. In addition, the teacher also guides students to pay attention to the transition words in the text, such as “however, besides, in addition”, and explains their functions, helping students understand the logical relationship between paragraphs and improve their ability to analyze the structure of the text. Design Intention: Intensive reading is the key link to deeply understand the text. By analyzing difficult sentences and key sentences, students can break through the reading difficulties, accurately understand the meaning of each paragraph, and grasp the details of the text. The discussion link can stimulate students’ thinking, let them think deeply about the emotion and cultural connotation in the text, and cultivate their critical thinking ability. At the same time, guiding students to pay attention to transition words can help them master the logical structure of the text and improve their reading ability. Step 4: Post-reading (Consolidation and Application) This link is divided into two parts: Group Discussion and Language Output, to help students consolidate the knowledge learned and improve their language application ability. Group Discussion The teacher divides students into groups of 4-5, and puts forward the discussion topic: “What is the charm of Chinese painting? Why is it regarded as a treasure of Chinese traditional culture? If you have a chance to learn Chinese painting, what kind of painting would you like to learn and why?” Before the discussion, the teacher gives students 3 minutes to think independently and organize their own ideas. Then the groups start the discussion. During the discussion, the teacher walks around the classroom, listens to the discussion of each group, gives guidance and help to the groups with difficulties, and encourages students to express their own views in English. For example, some groups may not know how to express “artistic conception” in English, and the teacher will tell them the word “artistic conception” and guide them to use it in sentences. After the discussion, each group sends a representative to share the group’s views. The teacher listens carefully, gives positive comments, and supplements and summarizes the views of each group. For example, when a group shares that Chinese painting is charming because it combines art and culture, the teacher says: “Your view is very insightful! Chinese painting is not only a kind of art, but also a carrier of Chinese culture.” Design Intention: Group discussion can promote the interaction and cooperation between students, let them exchange ideas and learn from each other. The discussion topic is closely related to the text content, which can help students consolidate the knowledge learned, deepen their understanding of the charm and cultural connotation of Chinese painting. At the same time, it can exercise students’ oral expression ability and cooperative learning ability, and cultivate their ability to think independently and express their own views. Language Output The teacher asks students to write a short passage (about 80-100 words) with the title “My Understanding of Chinese Painting”. The teacher gives some tips: (1) Briefly introduce Chinese painting; (2) Mention one or two famous artists and their works; (3) Express your own feelings about Chinese painting. Before writing, the teacher reminds students to use the vocabularies and sentence patterns learned in the lesson, such as “traditional Chinese painting, ink wash painting, be good at, symbolize” and so on. Students write independently, and the teacher walks around the classroom to provide guidance for students with writing difficulties. For example, some students may not know how to organize the structure of the passage, and the teacher will guide them to write according to the tips. After students finish writing, the teacher collects some students’ works, presents them on the screen, and comments on them. The teacher affirms the advantages of the works, such as correct use of vocabularies and clear structure, and points out the problems that need to be improved, such as grammatical mistakes and inappropriate expression. Then the teacher invites students to revise their own works according to the comments. Design Intention: Language output is an important link to test students’ language application ability. Writing a short passage can help students consolidate the vocabularies and sentence patterns learned, and improve their writing ability. The tips given by the teacher can help students clarify the writing direction and reduce writing difficulties. The comment and revision link can help students find their own problems and improve their writing level. Step 5: Summary and Extension First, the teacher summarizes the content of the lesson with the students. The teacher asks students to review what they have learned in this lesson, including the core vocabularies about Chinese painting and artists, the main idea and structure of the text, and the cultural connotation of Chinese painting. Then the teacher makes a summary: “In this lesson, we have learned about traditional Chinese painting and two famous artists, Qi Baishi and Xu Beihong. We have mastered some core vocabularies and sentence patterns, and understood the charm and cultural connotation of Chinese painting. Chinese painting is a treasure of Chinese traditional culture, and we should inherit and carry it forward.” Then, the teacher arranges the after-class extension task: (1) Read more articles about Chinese painting and artists in English, and accumulate relevant vocabularies and expressions; (2) Choose a favorite Chinese painting, write a short introduction about it in English (about 50 words), and share it in the next class; (3) Discuss with your family about Chinese painting, and introduce what you have learned in this lesson to them in English. Design Intention: The summary link can help students sort out the knowledge learned in the lesson, strengthen memory and form a systematic knowledge framework. The after-class extension task can extend the teaching content from the classroom to the outside, help students consolidate and expand the knowledge learned, improve their autonomous learning ability, and at the same time promote the integration of English learning and traditional Chinese culture, enhance students’ cultural awareness and cross-cultural communication ability. 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 $