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仁爱科普版八年级上册英语 English Lesson Plan: Unit 2 The World of Art - Lesson 4 Theme Reading教学设计
Core Literacy Objectives
Through this lesson, students will be able to:
1. Linguistic Competence: Master the structure and usage of exclamatory sentences (introduced by "what" or "how") and proficiently apply key vocabulary from the text in both oral and written communication.
2. Cognitive Ability: Comprehend the main content and details of the text, describe the details of the target painting in English, and carry out related dialogues as well as short essay writing based on the text.
3. Cultural Awareness: Perceive the unique charm of traditional Chinese culture embodied in the painting, strengthen their cultural confidence, and arouse interest in exploring more traditional Chinese art forms.
4. Learning Ability: Develop collaborative learning skills through pair work and group activities, and enhance independent thinking ability by completing reading tasks and participating in discussions.
Key Points and Difficult Points
1. Master the structure and practical usage of exclamatory sentences (introduced by "what" or "how").
2. Accurately describe the details of the painting in English and effectively convey the cultural connotations behind the painting.
3. Deepen the understanding of the characteristics and cultural significance of traditional Chinese art (represented by the target painting).
Teaching Method
Lecture Method (supplemented with interactive activities like pair work and group discussions)
Teaching Aids
PPT (containing pictures of the painting, vocabulary explanations, and task prompts), Blackboard
Preview Assignment
1. Preview the new words and phrases in the text, and try to memorize their meanings and usage.
2. Look at the title of the text and the attached pictures, then guess the main content of the text.
Teaching Procedures (Procedures and Content) with Side Notes
Step 1: Lead - in
- Activity: Work in pairs.
- Task: Look at the pictures provided in Activity 1 and discuss the following two questions:
1. Do you know the name of the painting shown in the pictures
2. What other information about this painting do you know
- Design Intent: This activity is designed to activate students’ existing knowledge about traditional Chinese paintings. By discussing familiar painting - related topics in pairs, it can effectively spark students’ interest in the lesson theme. Meanwhile, pair discussions provide students with opportunities to practice oral English, helping them get prepared for the upcoming reading task.
Step 2: Pre - reading
- Activity 1: Work in pairs.
- Task: Complete the given exclamatory sentences (with prompts) and check each other’s answers in pairs to correct mistakes.
- Activity 2: Class discussion.
- Task: Share the predictions about the text content (made during the preview) with the class, and briefly explain the reasons for the predictions.
- Design Intent: The first activity focuses on practicing the target grammatical structure (exclamatory sentences). Through hands - on completion and peer checking, students can consolidate their understanding of how to use "what" and "how" to form exclamatory sentences, laying a solid language foundation for smoothly understanding and analyzing the text later. The second activity of sharing predictions helps develop students’ reading strategies (making predictions based on prior information), and also enhances their sense of participation and initiative in the reading process.
Step 3: While - reading
- Activity 1: First - time reading.
- Task: Read the text quickly, grasp the main idea, and complete a sentence that summarizes the value of the target painting. Then, check the answer with the teacher.
- Activity 2: Second - time reading.
- Task: Read the text carefully, extract specific details about the painting , and fill in a detail - classification chart (the chart is provided in the PPT, with categories like "Painting Content" and "Creation Background").
- Activity 3: Third - time reading.
- Task: Read the text again to answer the comprehension questions in Activity A4, and then check the answers in groups.
- Design Intent: Designing multiple rounds of reading with different tasks helps students understand the text step by step from shallow to deep. The first reading focuses on the main idea, training students’ ability to grasp key information quickly. The second reading emphasizes extracting and classifying details, which is beneficial for improving students’ ability to process specific information in the text. The third reading combines comprehension questions to further enhance students’ comprehensive understanding of the text content and its deep meaning.
Step 4: Post - reading
- Activity 1: Individual exercise.
- Task: Fill in the blanks in a short passage (related to the painting) with the phrases provided in a box . After completing, the teacher will present the correct answers for students to check.
- Activity 2: Group work.
- Task: Based on the detail - classification chart completed in While - reading Activity 2, work in groups of 4 to prepare a short introduction to the painting (each group member is responsible for introducing one part of the chart).
- Activity 3: Class presentation.
- Task: Each group selects one representative to present the group’s painting introduction to the whole class. Other students can ask questions after the presentation.
- Activity 4: Group discussion.
- Task: Discuss the following questions in groups:
1. What do you think the author will talk about in the next part of the text (if the text continues)
2. Do you know any other works of art from the Northern Song Dynasty What are they
3. Choose one of the Northern Song Dynasty art works you know and introduce it briefly to your group members.
- Activity 5: Class sharing.
- Task: Each group shares the key points of their discussion with the class .
- Design Intent: Post - reading activities are designed to help students consolidate what they have learned and apply the language knowledge and text information in practical scenarios. The filling - in - blanks exercise can reinforce students’ mastery of key phrases. Group work and class presentations not only develop students’ collaborative learning ability but also provide them with a platform to practice oral English expression, helping them improve their ability to organize and convey information. The in - depth discussion questions expand students’ knowledge of traditional Chinese art, promote their higher - order thinking , and further deepen their cultural awareness.
Summary
In this lesson, we have learned:
1. The structure and usage of exclamatory sentences introduced by "what" and "how".
2. New vocabulary related to the text: crowd, shout out, all kinds of, such as, check out, over there, etc.
3. Key information about the painting Along the River During the Qingming Festival and the cultural connotations it carries.
Homework
1. Learn and memorize 5 - 8 English words that can be used to introduce ancient Chinese paintings, and write down their meanings and example sentences.
2. Choose one work of traditional Chinese art, and write a short appreciation text (about 50 words) using at least 2 exclamatory sentences.
Blackboard Design
Unit 2 The World of Art
Lesson 4 Theme Reading
1. Title of the painting:
-- Along the River During the Qingming Festival
2. Exclamatory sentences:
- What a huge tower it is!
- What colorful people's daily life is!
- How crowded the bridge is!
- What a wonderful painting!
3. Key phrases:
- over there; shout out
- all kinds of; such as
- check out; shut out
Teaching Reflection
1. During the lesson, it was found that some students are not familiar with the historical and cultural backgrounds involved in the text, such as the social background of the Northern Song Dynasty and the customs of the Qingming Festival. This unfamiliarity has affected their understanding of some details in the painting. To solve this problem, in future lessons, short videos (about 3 - 5 minutes) introducing daily life in Bianliang (the capital of the Northern Song Dynasty) can be added to the Pre - reading section. These videos can visually present the historical context, helping students better understand the cultural background of the painting.
2. In the group activities of the Post - reading section, some students showed a lack of confidence in English expression. They were unwilling to speak actively, even if they had ideas. To improve this situation, more language scaffolding should be provided in future teaching. For example, when asking students to introduce the painting, sentence frames like "The painting shows..." and "One interesting detail in the painting is..." can be written on the blackboard. In addition, teachers should give more positive encouragement to students who are hesitant to speak , so as to help them build confidence in English communication.
3. A small number of students had difficulties in classifying the painting details during the While - reading stage. They could not accurately distinguish which details belong to "painting content" and which belong to "creation background". This shows that their ability to process and classify text information needs to be improved. In subsequent lessons, more guided practice can be added in the While - reading section. For example, when assigning the task of filling in the detail - classification chart, the teacher can first give 1 - 2 examples to demonstrate how to classify the details, and then let students complete the rest of the task independently. This step - by - step guidance can help students gradually master the method of extracting and organizing text information.

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