Unit 3 Chinese Painting and Artists Section 2 Learning Through Practice 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 2 Learning Through Practice 教学目标和重难点 教学目标 Language Ability: Students will master key vocabulary and sentence patterns related to Chinese painting, and improve their abilities to understand, express and discuss Chinese painting and artists in English. Cultural Awareness: Students will deepen their understanding of Chinese painting’s history, styles and cultural connotations, enhance cultural confidence, and cultivate the ability to spread Chinese culture in English. Thinking Quality: Students will develop logical thinking through analyzing painting styles and artist characteristics, and critical thinking through comparing Chinese and Western painting differences. Learning Ability: Students will form good learning habits by participating in interactive activities, and improve their autonomous and cooperative learning abilities. 教学重难点 Key Points: Mastering key vocabulary (e.g., brushwork, freehand, meticulous, seal carving) and sentence patterns about describing Chinese painting styles and artists; being able to use English to briefly introduce Chinese painting categories and famous artists. Difficult Points: Using accurate English to express the artistic characteristics and cultural connotations of Chinese painting; understanding the subtle differences between Chinese and Western painting concepts and expressing them 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 on the screen, including Qi Baishi’s "Shrimp", Zhang Daqian’s "Landscape with Splashed Color", and a meticulous flower-and-bird painting. Then the teacher asks questions in English: “Have you ever seen these paintings before? What do you know about them? Can you describe them in English?” After asking, the teacher gives students 3 minutes to discuss in pairs. During the discussion, the teacher walks around the classroom, listens to students’ conversations, and provides appropriate guidance for those who have difficulty expressing themselves. After the discussion, invite 2-3 groups to share their views. Finally, the teacher makes a brief summary: “These are all classic Chinese paintings. They carry the essence of Chinese culture and have a long history. Today, we will learn how to introduce Chinese painting and artists in English through practical activities.” Design Intention: The lead-in links students’ existing life experience and cultural knowledge with the teaching content. By showing familiar Chinese painting works, it can quickly arouse students’ interest in learning, activate their prior knowledge about Chinese painting, and lay a foundation for the subsequent English expression. At the same time, pair discussion can cultivate students’ cooperative learning awareness and initial English expression ability, and help the teacher understand students’ current English level and existing problems in describing Chinese painting. Step 2: Presentation (Key Vocabulary and Sentence Patterns) First, the teacher presents the key vocabulary of this section through the pictures shown in the lead-in. For each vocabulary, the teacher combines the painting characteristics to explain its meaning and usage, and gives example sentences. For example, when teaching “freehand”, the teacher points to Qi Baishi’s "Shrimp" and says: “This is a freehand painting. Freehand painting is characterized by exaggerated forms and free brushwork, which focuses on expressing the spirit of the object rather than detailed description. For example, Qi Baishi’s shrimp paintings are typical freehand works.” Then the teacher writes the example sentence on the blackboard: “Qi Baishi is famous for his freehand shrimp paintings.” Similarly, teach other key vocabularies such as “meticulous”, “brushwork”, “seal carving”, “landscape painting”, “flower-and-bird painting” and “figure painting” one by one, ensuring that students understand the meaning and can use them in simple sentences. After teaching the vocabulary, the teacher presents the key sentence patterns used to describe Chinese painting and artists. The main sentence patterns include: 1. “... is a famous Chinese painter who is good at...”; 2. “Chinese painting can be divided into... according to its style”; 3. “The characteristic of... painting is...”; 4. “... combines poetry, calligraphy, painting and seal carving into one work”. For each sentence pattern, the teacher gives specific examples combined with the painters and paintings introduced earlier. For example, for the first sentence pattern: “Qi Baishi is a famous Chinese painter who is good at freehand flower-and-bird paintings.” For the second sentence pattern: “Chinese painting can be divided into freehand painting and meticulous painting according to its style.” Then the teacher asks students to read the example sentences after him/her twice to familiarize themselves with the pronunciation and usage of the sentence patterns. Design Intention: This link focuses on solving the problem of students’ insufficient vocabulary and sentence patterns, which is the basis for subsequent practical activities. Combining painting pictures to teach vocabulary and sentence patterns makes abstract language knowledge concrete and intuitive, which helps students understand and remember. Reading after the teacher can standardize students’ pronunciation and intonation, and lay a solid foundation for their subsequent oral expression and writing. Step 3: Practice (Controlled Practice and Guided Practice) This step is divided into two parts: controlled practice and guided practice, to help students consolidate the learned vocabulary and sentence patterns and gradually improve their English expression ability. In the controlled practice part, the teacher designs a filling-in-the-blank exercise on the screen. The exercises are closely combined with the key vocabulary and sentence patterns taught. For example: 1. Zhang Daqian is famous for his ______ (泼彩山水) paintings. (Answer: splashed-color landscape) 2. ______ (工笔画) is characterized by careful detail and fine brushwork. (Answer: Meticulous painting) 3. Qi Baishi, who is good at freehand painting, is a famous ______ (中国画家). (Answer: Chinese painter) 4. Chinese painting can be ______ (分为) freehand painting and meticulous painting. (Answer: divided into) Students complete the exercises independently, and then the teacher checks the answers together with the whole class, explains the wrong questions in detail, and emphasizes the key points again. In the guided practice part, the teacher arranges a “Picture Description” activity. The teacher divides students into groups of 4, and each group is given a picture of a Chinese painting (including different types such as landscape, flower-and-bird, and figure painting). Each group needs to use the learned vocabulary and sentence patterns to describe the painting, including its style, characteristics, and the possible artist. Each group has 5 minutes to prepare. During the preparation, the teacher walks around to guide each group, helps them sort out their ideas, and corrects their incorrect use of vocabulary and sentence patterns. After the preparation, each group sends a representative to present their description in front of the class, and the other groups listen carefully and give comments. The teacher makes a final comment, affirming the advantages of each group and pointing out the areas that need improvement. Design Intention: Controlled practice helps students consolidate the learned knowledge in a targeted manner, ensuring that each student can master the basic vocabulary and sentence patterns. Guided practice transforms the passive acceptance of knowledge into active expression, which not only improves students’ oral expression ability but also cultivates their cooperative learning ability and logical thinking ability. The comment link allows students to learn from each other and find their own problems, which is conducive to improving their learning effect. Step 4: Application (Comprehensive Practice) On the basis of the previous practice, this step designs a comprehensive practical activity with the theme of “Introduce a Chinese Painter and His/Her Works” to let students apply the learned knowledge to practical communication and improve their comprehensive language application ability. First, the teacher introduces the activity requirements: Each student chooses a favorite Chinese painter (such as Qi Baishi, Zhang Daqian, Xu Beihong, etc.), collects relevant information about the painter (his life experience, painting style, representative works, etc.), and then prepares a 2-3 minute English speech to introduce the painter and his works. The speech should include at least 5 key vocabularies and 3 key sentence patterns learned in this section. Students can use pictures, PPT or other materials to assist their speech. Then, the teacher gives students 10 minutes to prepare independently. During the preparation, students can look up relevant information in the textbook, reference books or online resources (under the guidance of the teacher), sort out the key points, and organize their language. The teacher walks around the classroom, provides help for students who have difficulty collecting information or organizing language, and checks the content of their speeches to ensure that they use the learned vocabulary and sentence patterns correctly. After the preparation, the teacher organizes a speech contest. Students take turns to give speeches in front of the class, and the teacher and other students score according to the scoring criteria (pronunciation and intonation, accuracy of vocabulary and sentence patterns, richness of content, fluency of expression, and use of auxiliary materials). After all students finish their speeches, the teacher announces the results, awards small prizes to the top three students, and makes a summary of the activity, affirming the efforts of all students and pointing out the common problems in the speeches (such as incorrect use of sentence patterns, insufficient fluency, etc.), and gives corresponding improvement suggestions. In addition, the teacher designs a writing task. Students need to write a short passage (about 100 words) according to their speech content, introducing the Chinese painter and his works. The writing task can be completed in class or after class, and the teacher will correct the compositions after class, focusing on checking the use of vocabulary and sentence patterns, and the logic and fluency of the passage. Design Intention: Comprehensive practice is the key link to realize the teaching goal. The speech activity and writing task combine oral expression and written expression, which can comprehensively test students’ mastery of knowledge and their comprehensive language application ability. Choosing their favorite painters can stimulate students’ learning enthusiasm and initiative, and collecting information can improve their autonomous learning ability. The speech contest and prize-awarding link can enhance students’ sense of achievement and interest in learning English. The writing task can further consolidate students’ language knowledge and improve their written expression ability. Step 5: Expansion and Extension In this step, the teacher guides students to expand their horizons and deepen their understanding of Chinese painting and cross-cultural communication. First, the teacher shows students pictures of Western oil paintings (such as Van Gogh’s "Sunflowers" and Da Vinci’s "Mona Lisa") and asks students to compare Chinese painting and Western oil painting in groups. The discussion questions include: “What are the differences between Chinese painting and Western oil painting in terms of materials, styles and expression methods? What are the reasons for these differences?” Students discuss in groups for 5 minutes, and then share their discussion results. The teacher makes a summary: “Chinese painting pays attention to freehand brushwork and expresses the spirit of objects, while Western oil painting pays attention to realism and detail description; Chinese painting uses ink and paper, while Western oil painting uses oil and canvas. These differences are closely related to the cultural backgrounds and aesthetic concepts of the East and the West.” Then, the teacher introduces the status of Chinese painting in the world: “Chinese painting is an important part of world art, and more and more people in the world are beginning to understand and love Chinese painting. As Chinese students, we should not only understand our own traditional culture but also learn to spread Chinese culture to the world in English, so that more people can understand the charm of Chinese culture.” Then the teacher asks students: “What can we do to spread Chinese painting culture to the world?” Invite students to share their ideas, such as introducing Chinese painting to foreign friends, making English videos about Chinese painting, etc. Design Intention: The expansion and extension link helps students connect Chinese painting with Western painting, cultivate their cross-cultural awareness and critical thinking ability, and deepen their understanding of the cultural connotation of Chinese painting. At the same time, it guides students to establish a sense of cultural confidence and responsibility, and realizes the integration of cultural awareness and language ability in the core literacy. Step 6: Summary and Homework First, the teacher summarizes the whole class in English: “Today, we have learned the key vocabulary and sentence patterns about Chinese painting and artists, and carried out a variety of practical activities, including picture description, speech and writing. We not only improved our English expression ability but also deepened our understanding of Chinese painting culture. I hope everyone can remember the knowledge learned today and use it to introduce Chinese painting to others.” Then, the teacher assigns homework: 1. Review the key vocabulary and sentence patterns learned in this section, and recite 5 key sentences. 2. Complete the writing task (introducing a Chinese painter and his works) if not finished in class, and revise it according to the teacher’s guidance after class. 3. Collect more information about Chinese painting and artists, and prepare a short English introduction for the next class sharing. 4. Try to introduce a Chinese painting to your family or friends in English. Design Intention: The summary helps students sort out the knowledge system of the whole class and deepen their memory of the learned knowledge. The homework is designed to consolidate the knowledge learned in class, extend the learning content to after class, and encourage students to use English in real life, so as to improve their autonomous learning ability and comprehensive language application 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 $