Unit 3 Chinese Painting and Artists-Section 3 Using English in Context 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 3 Using English in Context 教学目标和重难点 教学目标 It focuses on improving students’ language ability to use English in painting-related contexts, cultivating cultural awareness of Chinese painting, developing logical and critical thinking, and fostering autonomous and cooperative learning abilities to lay a foundation for lifelong learning. 教学重难点 Key points: Master painting-related vocabulary and sentence patterns, and use English to introduce Chinese painting styles and artists. Difficult points: Understand the cultural connotation in English expressions and accurately convey Chinese painting culture in English. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing students high-definition pictures of classic Chinese paintings, including landscape paintings, flower-and-bird paintings and figure paintings, such as Landscape of Guilin and Shrimp by Qi Baishi. Then the teacher asks two questions in English: “Have you ever seen these paintings? What do you know about Chinese painting?” The teacher invites 3-4 students to share their ideas freely in English, and gives positive comments and guidance, such as “Your introduction is clear and you use some good words.” After that, the teacher plays a short English video (about 3 minutes) introducing the basic characteristics of Chinese painting, which briefly covers the painting tools (brush, ink, rice paper, ink stone), main styles (gongbi and xieyi) and representative artists. During the video playback, the teacher asks students to pay attention to the new words and expressions related to Chinese painting, and write them down on the notebook. Design Intention: The lead-in links students’ prior knowledge of Chinese painting with English learning, reducing the difficulty of learning new content. The combination of pictures and videos can stimulate students’ learning interest, arouse their enthusiasm for participation, and lay a foundation for the subsequent learning of painting-related English expressions. At the same time, it helps students initially perceive the connection between Chinese painting culture and English language, imperceptibly cultivating their cultural awareness. Step 2: Presentation (Vocabulary and Sentence Patterns Teaching) First, the teacher sorts out the new words and expressions from the video and the textbook, writes them on the blackboard or shows them on the multimedia courseware, and explains their pronunciation, meaning and usage in detail. The key vocabulary includes: Chinese painting, gongbi painting, xieyi painting, brush, ink, rice paper, ink stone, landscape painting, flower-and-bird painting, figure painting, artist, masterpiece, technique, style, express, convey, connotation, etc. For each word, the teacher gives simple and easy-to-understand example sentences combined with Chinese painting contexts, such as “Gongbi painting is famous for its delicate brushwork and bright colors.” “Xieyi painting focuses on expressing the artist’s emotions and the spirit of the objects.” Then, the teacher introduces the key sentence patterns needed to introduce Chinese painting and artists, which are closely combined with the context of Section 3. The core sentence patterns include: 1. Chinese painting is one of the oldest art forms in the world, which is famous for its unique style and rich cultural connotation. 2. There are two main styles of Chinese painting: gongbi and xieyi. 3. [Artist’s name] is a famous Chinese painter, who is good at painting [subject, such as shrimp, landscape]. 4. His/her works are characterized by [features, such as simple brushwork, vivid images]. 5. Through his/her paintings, the artist wants to convey [emotions or ideas, such as love for nature, pursuit of freedom]. After explaining the vocabulary and sentence patterns, the teacher organizes a small group activity: each group of 4 students chooses one of the Chinese paintings shown in the lead-in part, and uses the newly learned vocabulary and sentence patterns to make a short introduction (about 2 sentences). The teacher walks around the classroom to guide students, helps them solve the problems in language use, and corrects their pronunciation and grammar mistakes in time. Design Intention: Vocabulary and sentence patterns are the basis for using English in context. By focusing on teaching painting-related vocabulary and practical sentence patterns, students can master the basic language tools needed for subsequent communication and expression. The example sentences combined with Chinese painting contexts help students understand the usage of language in specific scenarios, avoiding mechanical memory. The small group activity enables students to apply the newly learned knowledge in time, deepen their memory and improve their language expression ability. Step 3: Reading and Comprehension (Text Analysis and Language Input) First, the teacher distributes the text of Section 3 to students (or displays it on the courseware). The text mainly introduces the development of Chinese painting, the two main styles (gongbi and xieyi), and the life and works of a famous Chinese painter (such as Qi Baishi or Xu Beihong). The teacher asks students to read the text silently first, and complete two tasks: 1. Underline the new words and expressions they have just learned, and check their understanding. 2. Summarize the main idea of each paragraph. After silent reading, the teacher invites students to share their summaries of each paragraph, and sorts out the structure of the text together with the students: Paragraph 1: A brief introduction to Chinese painting and its status in the world. Paragraph 2: The two main styles of Chinese painting and their characteristics. Paragraph 3: The introduction of a famous Chinese painter and his/her works. Paragraph 4: The influence of Chinese painting on the world art. Then, the teacher conducts intensive reading guidance. For each paragraph, the teacher asks targeted questions to help students deeply understand the content and language points. For example, for Paragraph 2, the teacher asks: “What are the differences between gongbi painting and xieyi painting?” “What are the characteristics of each style?” For Paragraph 3, the teacher asks: “What is the artist good at painting?” “What is the style of his/her works?” “What does the artist want to convey through his/her works?” When students answer questions, the teacher encourages them to use the newly learned vocabulary and sentence patterns, and guides them to analyze the long sentences and difficult sentences in the text, such as “Chinese painting, which combines poetry, calligraphy and painting, has a unique artistic charm that distinguishes it from Western painting.” The teacher explains the attributive clause in this sentence, and helps students understand the meaning and structure of the sentence. In addition, the teacher guides students to pay attention to the cultural connotation contained in the text, such as the integration of poetry, calligraphy and painting in Chinese painting, and the “unity of man and nature” reflected in landscape painting. The teacher asks students: “Why is Chinese painting often combined with poetry and calligraphy?” “What does the ‘unity of man and nature’ mean in Chinese painting?” Through discussion, students can deeply understand the cultural characteristics of Chinese painting and enhance their cultural confidence. Design Intention: Reading is an important way of language input. Through silent reading and intensive reading, students can not only understand the content of the text, but also accumulate language materials and master the usage of vocabulary and sentence patterns in context. The targeted questions help students improve their reading comprehension ability and logical thinking ability. The analysis of cultural connotation in the text is closely combined with the cultivation of cultural awareness, which helps students understand the connection between language and culture, and lays a foundation for the subsequent cross-cultural communication. Step 4: Practice and Application (Language Output) This step is divided into three layers of practice, from simple to complex, to help students gradually improve their ability to use English in context. First, fill in the blanks. The teacher designs a fill-in-the-blank exercise based on the text and the newly learned vocabulary and sentence patterns. The blanks are mainly the key vocabulary and sentence patterns, such as: 1. Chinese painting is famous for its unique ______ (style/connotation). 2. Xieyi painting ______ (expresses/conveys) the artist’s emotions and the spirit of the objects. 3. Qi Baishi is good at painting ______ (shrimp/landscape), and his works are very ______ (vivid/delicate). Students complete the exercise independently, and then the teacher checks the answers together with the students, explaining the reasons for the choices and strengthening the memory and usage of vocabulary and sentence patterns. Second, sentence transformation. The teacher gives some simple sentences, and asks students to transform them into more complex sentences using the key sentence patterns they have learned. For example, the original sentence: “Qi Baishi is a famous Chinese painter. He is good at painting shrimp.” The transformed sentence: “Qi Baishi is a famous Chinese painter, who is good at painting shrimp.” Another example: “Gongbi painting has delicate brushwork. It has bright colors.” The transformed sentence: “Gongbi painting is famous for its delicate brushwork and bright colors.” This exercise helps students master the use of complex sentences and improve their language expression ability. Third, group discussion and presentation. The teacher divides students into groups of 5-6, and assigns a task: Each group chooses a famous Chinese painter (such as Qi Baishi, Xu Beihong, Zhang Daqian) or a style of Chinese painting (gongbi or xieyi), collects relevant information (including the artist’s life, representative works, painting style, etc.), and then makes a 5-minute English presentation. The teacher puts forward specific requirements for the presentation: 1. Use the newly learned vocabulary and sentence patterns as much as possible. 2. Clearly introduce the key information of the painter or painting style. 3. Convey the cultural connotation of the painter’s works or the painting style. 4. Cooperate with each other and speak fluently. During the group preparation, the teacher walks around the classroom to provide guidance, helps students collect and sort out information, and solves the problems they encounter in language expression. After the preparation, each group sends a representative to make the presentation. After each presentation, the teacher and other students give comments, focusing on the accuracy of language use, the clarity of expression, the richness of content and the cooperation of the group. The teacher gives positive affirmation and puts forward suggestions for improvement, such as “You used a lot of new words correctly, but you can add more details about the artist’s works to make the presentation more vivid.” Design Intention: The layered practice follows the principle of “from input to output” and “from simple to complex”, which is in line with students’ cognitive rules. The fill-in-the-blank and sentence transformation exercises help students consolidate the newly learned knowledge and improve their language accuracy. The group discussion and presentation not only improve students’ oral expression ability and cooperative learning ability, but also enable them to apply the language knowledge to practical communication scenarios, realizing the goal of “using English in context”. At the same time, through introducing Chinese painters and painting styles in English, students can further understand Chinese painting culture and enhance their ability to spread Chinese culture. Step 5: Consolidation and Expansion (Cultural Extension and Knowledge Consolidation) First, cultural extension. The teacher introduces some differences between Chinese painting and Western painting in English, such as the difference in painting tools (Chinese painting uses brush, ink and rice paper, while Western painting uses oil paint, canvas and brush), the difference in painting concepts (Chinese painting emphasizes the spirit and connotation, while Western painting emphasizes realism and detail), and the difference in composition (Chinese painting uses “scattered perspective”, while Western painting uses “linear perspective”). The teacher shows pictures of Chinese painting and Western painting for comparison, and asks students to discuss: “What are the advantages of Chinese painting? How can we promote Chinese painting to the world?” Through discussion, students can deepen their understanding of Chinese painting culture, enhance their cultural confidence, and cultivate their cross-cultural communication awareness. Then, knowledge consolidation. The teacher assigns a written task: Ask students to write a short passage (about 100 words) introducing their favorite Chinese painter or Chinese painting style, using the newly learned vocabulary and sentence patterns. The teacher puts forward specific requirements: 1. The structure is clear, including the introduction of the painter/painting style and its characteristics. 2. The language is accurate and fluent. 3. Convey the cultural connotation of the painter’s works or the painting style. Students complete the writing task independently, and the teacher collects the works after class for correction. The teacher will focus on correcting the mistakes in vocabulary, grammar and sentence patterns, and comment on the advantages and disadvantages of each work, so as to help students improve their written expression ability. In addition, the teacher recommends some English materials related to Chinese painting for students to read after class, such as English introductions of Chinese painting museums, English articles about famous Chinese painters, etc., to help students expand their learning channels and improve their autonomous learning ability. Design Intention: Cultural extension helps students understand the differences between Chinese and Western cultures, cultivate their cross-cultural communication awareness and ability, and enhance their cultural confidence. The written task is a supplement to oral expression, which helps students consolidate the newly learned knowledge and improve their written expression ability. Recommending after-class reading materials helps students expand their learning horizons, develop good autonomous learning habits, and lay a foundation for lifelong learning. Step 6: Summary and Reflection First, the teacher leads students to summarize the content of this class. The teacher asks students: “What have we learned today? What new vocabulary and sentence patterns have we mastered? What do we know about Chinese painting and its culture?” Students answer in turn, and the teacher supplements and sorts out, helping students form a systematic knowledge framework. Then, the teacher guides students to reflect on their own learning. The teacher asks students: “What did you do well in this class? What problems did you encounter? How can you improve in the future?” Students think and share their reflections freely. The teacher listens carefully to students’ reflections, gives positive guidance and encouragement, and helps students find their own shortcomings and put forward improvement measures. Finally, the teacher makes a summary of the class, emphasizing the importance of mastering painting-related English expressions and understanding Chinese painting culture. The teacher encourages students to use English to introduce Chinese painting to their foreign friends, so as to spread Chinese culture and enhance cross-cultural communication. Design Intention: Summary helps students sort out the knowledge learned in the class, form a systematic knowledge framework, and deepen their memory. Reflection helps students understand their own learning situation, find their own shortcomings, and improve their learning ability. The teacher’s encouragement and guidance can enhance students’ learning confidence and motivation, and help students establish the awareness of spreading Chinese culture. 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 $