Unit 3 Chinese Painting and Artists-Section 4 Expanding Our Horizons 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 4 Expanding Our Horizons 教学目标和重难点 教学目标 It cultivates students’ language ability to express Chinese painting and artists in English, develops cultural awareness to inherit and spread Chinese art, fosters critical thinking through appreciating works, and improves learning ability of independent exploration and cooperative communication. 教学重难点 Key points: Master core vocabulary and sentences about Chinese painting styles and artists; understand the text’s theme and structure. Difficult points: Express personal views on Chinese painting in fluent English and deeply understand the cultural connotation behind artworks. 教学过程 Lead-in: Aesthetic Enlightenment and Theme Introduction The teacher starts the class with a multimedia presentation, showing high-definition pictures of classic Chinese paintings, including Zhang Zeduan’s Along the River During the Qingming Festival, Qi Baishi’s Shrimp, and Xu Beihong’sEight Horses. While displaying the pictures, the teacher asks open-ended questions in English: “Have you ever seen these paintings before? What do you think of them? Can you describe their characteristics in simple English?” After inviting 3-4 students to share their views freely, the teacher makes a brief summary: “These are precious works of traditional Chinese painting, which carry the wisdom and aesthetic pursuit of Chinese artists. Today, we will learn Section 4 Expanding Our Horizons to explore more about Chinese painting and its outstanding artists, and learn to express these precious cultural heritages in English.” Design Intention: The lead-in links students’ existing life experience and aesthetic cognition with the unit theme. By displaying familiar classic Chinese paintings, it quickly arouses students’ learning interest and enthusiasm, shortens the distance between students and the teaching content. The open-ended questions lower the threshold of English expression, help students quickly enter the learning state, and lay a solid emotional and cognitive foundation for the subsequent text learning and theme exploration. At the same time, it subtly conveys the cultural value of Chinese painting, laying the groundwork for cultivating students’ cultural awareness. Pre-reading: Vocabulary Preview and Background Supplement Vocabulary Learning: The teacher presents the core vocabulary of this section on the screen, including “traditional Chinese painting”, “ink wash painting”, “brushwork”, “scroll painting”, “calligraphy”, “artist”, “masterpiece”, “depict”, “convey”, “aesthetic” and so on. For each word, the teacher provides accurate English definitions, example sentences closely related to Chinese painting, and guides students to read aloud to master the pronunciation and usage. For example, for “ink wash painting”, the teacher explains: “Ink wash painting is a unique form of traditional Chinese painting, which mainly uses ink and water to create images, emphasizing simplicity and artistic conception.” Then, the teacher asks students to work in pairs to make simple sentences with these words, and invites several pairs to present their sentences to check their mastery. For difficult words such as “brushwork” and “convey”, the teacher combines the pictures of Chinese painting brush strokes to help students understand and memorize, ensuring that students can use these words flexibly in subsequent reading and expression. Background Supplement: The teacher briefly introduces the background of the text in English. This section mainly focuses on the development of traditional Chinese painting, the characteristics of different genres, and the life stories and artistic styles of representative artists, aiming to help students expand their horizons, understand the rich connotation of Chinese painting art, and enhance their cultural confidence. The teacher also supplements simple knowledge about Chinese painting genres, such as landscape painting, figure painting and flower-and-bird painting, and briefly introduces the artistic characteristics of each genre with examples, so that students can have a preliminary understanding of the classification of Chinese painting and lay a foundation for understanding the text content. Design Intention: Vocabulary is the foundation of language learning. Through targeted vocabulary teaching, students can master the core words needed for this section, solve the language barriers in reading and expression, and ensure the smooth progress of subsequent teaching activities. The background supplement helps students understand the cultural and historical context of the text, enables students to connect the text content with the overall cultural background of Chinese painting, and not only improves their reading efficiency but also subtly cultivates their cultural awareness and sense of cultural identity. The pair work activity also helps to improve students’ cooperative learning ability and oral expression ability. While-reading: In-depth Text Exploration and Language Training Fast Reading: The teacher asks students to read the text quickly, and complete two tasks: first, find out the main idea of the text; second, list the representative artists and their masterpieces mentioned in the text. After students finish reading, the teacher invites students to share their answers, and then makes a summary: The text mainly introduces the development history, artistic characteristics of traditional Chinese painting, and the life and works of several representative Chinese artists, showing the unique charm of Chinese painting art. The representative artists mentioned include Zhang Zeduan, Qi Baishi, Xu Beihong, etc., and their masterpieces are Along the River During the Qingming Festival, Shrimp, Eight Horses, etc. Design Intention: Fast reading aims to cultivate students’ ability to obtain key information quickly, help students grasp the overall framework and core content of the text, form a preliminary understanding of the text, and lay a foundation for in-depth reading. At the same time, it can train students’ reading speed and improve their reading efficiency, which is in line with the requirements of cultivating students’ language ability. Intensive Reading: The teacher guides students to read the text paragraph by paragraph, and designs targeted questions and activities for each paragraph to help students in-depth understand the text content, master key sentences and language points, and cultivate their critical thinking ability. Paragraph 1: The teacher asks: “What is the status of traditional Chinese painting in the world of art? What are its main characteristics?” Students read the paragraph carefully and find the answers. The teacher then emphasizes the key sentence: “Traditional Chinese painting is one of the oldest and most distinctive art forms in the world, which combines poetry, calligraphy, painting and seal carving into a single whole.” The teacher explains the sentence structure and the meaning of key phrases such as “combine...into...”, and guides students to imitate the sentence to make sentences, such as “Chinese culture combines tradition and innovation into a single whole.” Paragraphs 2-3: These paragraphs mainly introduce the development of traditional Chinese painting and its main genres. The teacher divides students into groups of 4, and assigns tasks: discuss the development process of traditional Chinese painting mentioned in the text, and summarize the characteristics of landscape painting, figure painting and flower-and-bird painting. After 5 minutes of discussion, each group sends a representative to share their discussion results. The teacher comments and supplements, emphasizing the key points: Landscape painting focuses on depicting natural scenery and expressing the artist’s feelings; figure painting focuses on showing the image and spirit of characters; flower-and-bird painting focuses on depicting flowers, birds, insects and fish, implying good wishes. Paragraphs 4-6: These paragraphs introduce the life stories and artistic styles of Zhang Zeduan, Qi Baishi and Xu Beihong respectively. The teacher designs a table and asks students to fill in the table while reading, including the artist’s representative works, artistic style and artistic influence. After students finish filling in, the teacher checks the answers and makes comments. For example, when introducing Qi Baishi, the teacher asks: “Why is Qi Baishi known as the ‘Master of Flower-and-Bird Painting’? What is the characteristics of his works?” Students discuss and answer, and the teacher guides students to understand that Qi Baishi’s works are simple, vivid and full of life, combining traditional techniques with life experience, which reflects the artist’s love for life. The teacher also emphasizes the key sentence about Xu Beihong: “Xu Beihong combined Western painting techniques with traditional Chinese painting, creating a new style of Chinese painting, which promoted the development of modern Chinese painting.” The teacher explains the meaning of “combine...with...”, and guides students to understand the significance of cultural integration reflected in Xu Beihong’s works. Design Intention: Intensive reading is the key link of text learning. By guiding students to read paragraph by paragraph, designing targeted questions and group discussion activities, it helps students in-depth understand the text content, master key sentences and language points, and improve their language comprehension ability. Group discussion activities can cultivate students’ cooperative learning ability and communication ability, and enable students to learn from each other and complement each other. The design of the table helps students sort out the key information systematically, improve their ability to sort out and summarize information, and lay a foundation for subsequent oral expression and writing. At the same time, through in-depth analysis of artists and their works, students can deeply understand the cultural connotation and artistic value of Chinese painting, and further cultivate their cultural awareness and critical thinking ability. Text Structure Analysis: After intensive reading, the teacher guides students to analyze the structure of the text. The teacher asks: “How is the text organized? What is the logical relationship between each paragraph?” Students discuss and summarize, and the teacher makes a conclusion: The text adopts a “general-specific” structure. The first paragraph is the general introduction, introducing the status and main characteristics of traditional Chinese painting; paragraphs 2-3 introduce the development and genres of traditional Chinese painting; paragraphs 4-6 introduce representative artists and their works; the last paragraph is a summary, emphasizing the cultural value and influence of traditional Chinese painting. The teacher then guides students to draw a mind map of the text structure, so that students can clearly grasp the logical relationship of the text. Design Intention: Analyzing the text structure helps students understand the logical arrangement of the text, improve their ability to grasp the overall framework of the text, and cultivate their logical thinking ability. Drawing a mind map can help students sort out the text content systematically, deepen their understanding of the text, and at the same time improve their ability to summarize and sort out information, which is conducive to the accumulation and application of language knowledge. Post-reading: Consolidation Application and Ability Improvement Vocabulary and Sentence Consolidation: The teacher designs some exercises to consolidate the key vocabulary and sentences learned in this section. Exercise 1: Fill in the blanks with the correct form of the core vocabulary. For example, “Traditional Chinese painting ______ (combine) poetry, calligraphy, painting and seal carving into a single whole.” Exercise 2: Rewrite the sentences according to the requirements. For example, rewrite the sentence “Xu Beihong promoted the development of modern Chinese painting by combining Western painting techniques with traditional Chinese painting.” into a sentence using “by doing sth.”. Students complete the exercises independently, and the teacher checks the answers, explains the common mistakes, and strengthens students’ mastery of key vocabulary and sentences. Design Intention: Through targeted consolidation exercises, students can further master the key vocabulary and sentences learned in this section, improve their ability to use language knowledge flexibly, and lay a solid foundation for subsequent oral expression and writing. Independent exercise can also cultivate students’ independent learning ability and ability to solve problems by themselves. Oral Expression Activity: The teacher divides students into groups of 4, and assigns the theme of the discussion: “Which Chinese artist mentioned in the text do you admire most? Why? What do you think of his works? If you have the chance to learn Chinese painting, which genre would you choose and why?” Each group discusses for 8 minutes, and then each group sends a representative to make a 2-3 minute speech in English. The teacher comments on the students’ speeches, affirming their advantages, pointing out their deficiencies, and guiding students to use the vocabulary and sentences learned in this section to express their views fluently and logically. For students who have difficulty in expression, the teacher gives appropriate guidance and encouragement to help them build confidence in oral expression. Design Intention: Oral expression activity is an important way to improve students’ language ability. Through group discussion and speech, students can apply the vocabulary and sentences learned in this section to practical communication, improve their oral expression ability and logical thinking ability. At the same time, the discussion theme is closely related to the text content, which can deepen students’ understanding of the text and the cultural connotation of Chinese painting. Group discussion also helps to cultivate students’ cooperative learning ability and communication ability, and enable students to learn from each other and make progress together. Writing Practice: The teacher assigns a writing task: Write a short passage of 120-150 words about “My Favorite Chinese Painting Artist”. The requirements are: Introduce the artist’s representative works and artistic style; Express your own views and feelings about the artist and his works; Use the vocabulary and sentences learned in this section. Before writing, the teacher guides students to sort out the writing ideas, and gives a simple outline: First, introduce the artist you like; second, introduce his representative works and artistic style; third, express your own views and feelings. Students write independently, and the teacher walks around to guide them, helping students solve the problems encountered in writing, such as how to organize language, how to use key vocabulary and sentences, etc. After students finish writing, the teacher collects some representative compositions, comments on them in class, affirming the advantages, pointing out the deficiencies, and guiding students to revise their compositions. Design Intention: Writing practice is an important way to consolidate and apply language knowledge, which can improve students’ written expression ability and logical thinking ability. The writing task is closely related to the text content, which can help students apply the vocabulary and sentences learned in this section to practical writing, and deepen their understanding of the text and the cultural connotation of Chinese painting. The teacher’s guidance and comments can help students find their own deficiencies, improve their writing level, and at the same time cultivate students’ ability to revise their compositions independently. Cultural Expansion: Deepen Cognition and Enhance Confidence The teacher plays a short English video about Chinese painting, which introduces the influence of Chinese painting in the world, and some foreign artists’ evaluations of Chinese painting. After watching the video, the teacher asks students to discuss: “What can we do to promote the spread of Chinese painting and Chinese culture in the world?” Students discuss freely, and the teacher invites students to share their views. The teacher then makes a summary: Chinese painting is a precious cultural heritage of China, which is not only the treasure of Chinese culture but also the common wealth of human civilization. As a middle school student, we should first learn and understand Chinese painting, inherit and carry forward Chinese traditional culture, and then use the English we have learned to introduce Chinese painting to the world, so as to enhance cultural confidence and promote cultural exchange between China and foreign countries. The teacher also recommends some English materials about Chinese painting, such as English introductions of Chinese painting museums, English books about Chinese artists, etc., and encourages students to read them after class to expand their horizons and improve their ability to understand and express Chinese culture in English. Design Intention: Cultural expansion is an important part of cultivating students’ cultural awareness. By playing English videos and organizing discussions, it helps students understand the international influence of Chinese painting, enhance their cultural confidence and sense of cultural responsibility. Recommending after-class reading materials helps students expand their knowledge, improve their ability to learn independently, and lay a foundation for their lifelong learning. At the same time, it guides students to realize the importance of cultural exchange, and cultivates their ability to spread Chinese culture and promote cultural integration. Summary and Homework Summary: The teacher guides students to review the content of this class, including the core vocabulary and sentences, the main content and structure of the text, the representative artists and their works, and the cultural connotation of Chinese painting. The teacher emphasizes that this class not only helps us learn English knowledge related to Chinese painting but also enables us to understand the charm of Chinese traditional culture, and hopes that students can apply the knowledge learned in this class to their daily study and life, and actively inherit and spread Chinese traditional culture. Design Intention: Summarizing the class content helps students sort out the knowledge learned in this class, deepen their memory and understanding, and form a systematic knowledge system. At the same time, it emphasizes the cultural value of the class, which is conducive to strengthening students’ cultural awareness and sense of cultural responsibility. Homework: Review the key vocabulary and sentences learned in this class, and recite the key sentences; Revise the composition written in class, and hand it in the next class; Read the recommended English materials about Chinese painting after class, and write a short reading note (about 50 words); With a partner, prepare a 3-minute English dialogue about Chinese painting, introducing your favorite Chinese painting or artist. Design Intention: Homework is an extension of classroom teaching, which can help students consolidate the knowledge learned in class, improve their independent learning ability and language application ability. The design of homework is diverse, including vocabulary review, composition revision, after-class reading and dialogue preparation, which can comprehensively improve students’ language ability, learning ability and cultural awareness, and ensure the continuity and effectiveness of teaching. 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 $