外研版选必4 Unit 3语篇分析+阅读单（教师版）
外研版选必4 Unit 3 Developing Ideas 语篇分析
分析维度 内容项
What：语篇的主题、内容、结构、逻辑关系 一、文章基本信息 文章标题：Reading China作者： 文章类型：采访主题/中心思想：本文探讨了外国读者对中国文学的了解、兴趣和接受程度，以及中国文学在不同国家的影响力和传播方式。
二、文本结构与内容分析 整体结构：文章采用了访谈的形式，通过四位来自不同国家的汉学家和翻译家的视角，展现了他们与中国文学的渊源、对中国文学的看法以及中国文学在他们所在国家的影响力。段落分布：第一部分（Q1）：介绍了四位访谈对象以及他们与中国文学的初次接触，揭示了他们对中国文学的兴趣来源。第二部分（Q2）：探讨了四位访谈对象各自喜欢的中国文学作品和作家，以及他们选择翻译作品的标准和动机。第三部分（Q3）：分析了中国文学在他们所在国家的销售情况、读者群体以及对中国文学的整体评价。逻辑关系：因果关系：第一部分和第二部分之间存在着因果关系，四位访谈对象对中国文学的热爱和兴趣促使他们选择翻译和推广中国文学作品。递进关系：第二部分和第三部分之间存在着递进关系，通过对四位访谈对象翻译作品的选择和对中国文学的评价，进一步展现了中国文学在不同国家的影响力和传播效果。衔接与连贯：文章通过过渡词（如 "In addition", "On the whole", "However"）、主题词重复和举例说明等手段，使文章结构清晰，逻辑流畅，内容丰富，主题突出，展现了不同国家读者对中国文学的兴趣和接受程度，以及中国文学在海外的传播情况和影响力，形成了较强的内在连贯性。段落功能：本文采用了问答的形式，通过引言段介绍文章主题以及访谈对象身份，主体段探讨他们对不同类型中国文学的兴趣和研究，结论段分析中国文学在他们所在国家的影响力，使文章结构清晰，逻辑流畅，内容丰富，主题突出，展现了中国文学在海外的影响力和传播情况。
Why：语篇的深层涵义、情感态度、作者意图 三、写作意图与文化背景分析 文化背景：文章通过探讨中国文学在海外的影响力和传播情况，反映了全球化背景下跨文化交流的日益频繁和深入，以及不同文化背景下对中国文学的接受和理解。背景知识的运用：首先，了解中国历史和文化背景，例如各个朝代的文学特点、重要作家和作品，可以帮助读者更好地理解访谈对象提到的文学作品和作家，以及他们对作品的解读和评价。其次，具备基本的文学鉴赏能力，例如对文学作品的主题、人物、情节、语言等方面的分析能力，可以帮助读者更深入地理解访谈对象的观点和感受，并形成自己的理解和评价。写作意图：通过四位访谈对象的经验和观点，展现了中国文学在不同国家的接受程度和受欢迎程度，以及中国文学作品在海外的翻译和出版情况；通过介绍不同文化背景下对中国文学的接受和理解，促进不同文化之间的交流和理解，增进对中国文化的认识和了解；通过介绍中国文学作品的艺术价值和思想内涵，展现中国文化的魅力和影响力，提升中国文化的国际地位。
四、情感态度与价值取向分析 情感态度：文章整体情感积极向上，充满对中国文学的热爱和对中国文化的自豪感。访谈对象们对中国文学的热爱和研究成果，以及对不同文化背景下读者对中国文学的评价，都体现了对中国文学的认可和欣赏。价值取向：文章强调文化交流的重要性，鼓励不同文化之间的交流和理解，认为文化交流可以促进不同国家之间的友好关系和合作。 文章还展现了中国文学的丰富性和多样性，以及中国文化的魅力和影响力，体现了对中国文化的自信和自豪。
五、论点与文章有效性分析 论点清晰度与证据支持：文章的论点有效性较高，主要体现在以下几个方面：首先，文章通过四位来自不同国家的访谈对象的经验和观点，提供了丰富的一手资料，这些资料客观地反映了中国文学在海外的影响力和传播情况，增强了论点的说服力；其次，访谈对象的选择具有代表性，他们对中国文学的深入研究和独到见解，使得文章的论点更具权威性；再次，文章通过具体的例子和数据，如作品的销量、读者群体的多样性等，具体展现了 中国文学的国际影响力，使得论点更加有据可依。文章有效性与局限性：文章通过详实的一手资料、代表性访谈对象的选择、具体实例和数据支撑，以及清晰的逻辑结构，有力地论证了中国文学在海外的影响力和传播情况。然而，文章也存在一定的局限性，比如访谈对象的数量有限，可能无法全面覆盖所有海外读者群体的观点；同时，文章侧重于文学作品的传播情况，而对于中国文学在海外的接受度和深层次的文化交流探讨不足；此外，文章未对可能的反对意见进行充分的预判和回应，这在一定程度上影响了论点的全面性和深度。文章与现实的联系：文章通过探讨中国文学在海外的影响力和传播情况，与现实世界中的文化交流和全球化进程紧密相连。它不仅反映了当下中国文学在国际舞台上的地位和作用，也为理解不同文化背景下如何推广和接受中国文学提供了现实参考。文章中的观点和案例，对于现实中促进中外文化交流、提升中国文化软实力以及推动中国文学作品的海外传播具有重要的指导意义和实践价值。
六、逻辑关系与推理分析 显性逻辑关系：首先，文章通过引言段引入访谈对象，为接下来的深入讨论奠定了基础；其次，主体段通过问答形式，依次展现了访谈对象对中国文学的初次接触、兴趣发展、研究深度以及对中国文学的海外传播情况的分析，形成了清晰的叙述顺序；最后，结论段总结了访谈对象对中国文学在海外影响力的评价，与文章开头的引言形成了首尾呼应，完成了整个论证过程。隐性推理与假设：首先，假设中国文学的海外传播与其文化价值和普世性有关，这一假设贯穿于访谈对象对中国文学作品的评价和解读中；其次，推理出不同文化背景下的读者对中国文学的兴趣和接受程度可以作为衡量中国文学国际影响力的一个指标；再次，假设访谈对象的观点和经历具有一定的代表性，能够反映更广泛的海外读者群体对中国文学的态度；最后，隐性假设了全球化背景下，文学作品的跨文化交流对于促进不同文化之间的理解和尊重具有重要作用。
How：语篇的文体特征、语言特点、修辞手法、结构分析 七、语言与文体特征分析 语言特点：文章整体采用正式的书面语风格，词汇和句式都较为规范，符合学术或访谈类文章的写作规范。句式与句型分析：文章使用了直接引语，包含陈述句和疑问句，并且有时穿插了一些复合句，句式变化多样。直接引语的使用直观地展现专家们的观点和看法。文体特征：文章以访谈的形式展开，通过问答的方式展现不同国家对中国文学的看法和接受程度，增强了文章的可读性和趣味性。修辞手法：文章使用了类比与对比的修辞手法，通过这些修辞手法加强了直接引语中观点的表达。
八、写作手法分析 写作技巧与表达方式：通过访谈的形式，展现不同国家对中国文学的看法和接受程度，增强了文章的可读性和趣味性。并通过列举具体的例子，例如 Petko 翻译《红楼梦》的经历、Annelous 翻译韩寒作品的经历等，使文章内容更加生动具体。
九、个人理解与批判性思维 个人理解与反思：这篇文章很好地展现了中国文学的国际影响力以及不同文化之间的交流与碰撞。文章通过访谈的形式，让来自不同国家的读者分享他们对中文文学的理解和喜爱，这不仅开阔了学生的视野，也让他们意识到文化多样性的重要性。同时，文章也体现了中文文学的魅力和丰富性，无论是古典名著还是现代作品，都能吸引不同文化背景的读者。批判性思维与反思：虽然这篇文章写得很好，但文章主要关注的是翻译作品，而忽略了原版中文作品的传播情况，这可能会造成对中国文学的整体认知偏差。此外，文章虽然提到了不同国家对中国文学的接受程度，但对文化差异的探讨并不深入，例如不同文化背景的读者对中国文学的理解和解读可能存在差异。
课文语言表达梳理 一、情感描述相关表达1.I was amazed by Chinese kung fu.o用法：表达对功夫的惊讶和喜爱o替换表达：I feel astonished at Chinese kung fu.2.I was so fascinated by Chinese history and culture.o用法：表达对中国历史和文化的着迷o替换表达：I was attracted by Chinese history and culture.3.I have this to thank for my passion for Chinese literature.o用法：表达对文学的热爱o替换表达：I have this to thank for my fondness Chinese literature.4.I gradually fell in love with Chinese literature.o用法：表达对中国文学的逐渐喜爱o替换表达：I’m gradually fond of Chinese literature.
二、行为描写相关表达5. I began translating it into Bulgarian!o用法：描述特定活动或事件o替换表达：I embarked on translating it into Bulgarian.6.Publishing houses tend to look for other countries to see which Chinese works are selling well there.o用法：描述特定活动或事件o替换表达：Publishing houses have a tendency to seek other countries to see which Chinese works are selling well there.
三、结果与反思相关表达7.The novels of Mo Yan and Yu Hua sell quite well in France.o用法：描述对事件结果的阐述o替换表达：The novels of Mo Yan and Yu Hua have achieved considerable sales volume in France.8.I think Egypt and China are closely connected and both have a lot in common.o用法：表达反思o替换表达：I consider Egypt and China are closely connected and both have a lot in common.9.Literature has a lot of significance to the French, and Chinese literary works tend to be highly thought of.o用法：表达反思o替换表达：Literature is significant to the French, and Chinese literature tend to be thought well of.
文章结构梳理 Article Analysis: Reading China
1. Main IdeaThis article explores the reception and popularity of Chinese literature outside of China, highlighting the diverse perspectives of four individuals from different countries.Through their personal experiences and insights, the article demonstrates the global appeal of Chinese literature, from classic works like"Dream of the Red Chamber"to contemporary authors like Mo Yan and Han Han.It also delves into the factors influencing the translation and distribution of Chinese literature, such as the role of sinologists, publishing trends, and the preferences of readers in different cultural contexts.
2. Paragraph Summaries and FunctionsQ1Summary: It delves into the initial exposure and interest of each interviewee towards Chinese literature. It reveals a variety of entry points, from the influence of popular culture like movies and music to academic pursuits in Chinese Studies and personal encounters with classic texts.Function: Establish the diverse backgrounds and motivations of the individuals involved, setting the stage for their subsequent discussions on specific works and experiences.Q2Summary: It focuses on the specific works and authors that each interviewee is drawn to, and the reasons behind their choices. It highlights the range of Chinese literature, encompassing both classic and contemporary works, and showcases the personal preferences and interests of the interviewees.Function: Provide insight into the individual perspectives and approaches to Chinese literature, further demonstrating the diversity of experiences and interpretations.Q3Summary: It explores the reception and impact of Chinese literature in each interviewee’s respective country. It reveals varying degrees of popularity and awareness, influenced by factors such as translation efforts, cultural exchange, and the interests of readers.Function: Broaden the scope of the discussion beyond individual experiences to consider the broader context of Chinese literature’s international reach and influence.
3. Key Details from Each ParagraphQ1Petko: "It all started with a movie I watched when I was a boy - The Shaolin Temple."Annelous: "When I started high school, I began reading books about Chinese history and culture."Joachim: "When I was 15 years old, my mother bought me a copy of the classic Shi Ji, or Records of the Grand Historian."Mai: "I gradually fell in love with Chinese literature when I started working as a translator."Q2Petko: "I particularly like classical Chinese literature, especially works from the Ming and Qing dynasties."Annelous: "In the Netherlands, the decision as to which works of Chinese literature get translated is largely influenced by the opinions of respected Sinologists."Joachim: "I just go with what I like and what I am interested in."Mai: "I don’t care if a writer is popular or not. What interests me most is the work itself."Q3Petko: "Thirty-six Stratagems has sold more than 1,000 copies in Bulgaria."Annelous: "Each year sees more works by Chinese writers published in the Netherlands, and they are well-received."Joachim: "The novels of Mo Yan and Yu Hua sell quite well in France."Mai: "I think Egypt and China are closely connected and both have a lot in common."
Reading Comprehension Worksheet（教师版）
外研版XB 4 Unit 3 Developing Ideas: Reading China
I. Understanding and Main Idea Extraction（What文章理解与主旨提取）
1.
A. Skim the passage and find the main idea of the passage.
The main idea of the passage is that four Sinologists and translators share their experience of Chinese literature.
Answer: The main idea of the passage is that four Sinologists and translators share their experience of Chinese literature.
B. Skim the passage and find the main idea of the passage.
Answer: The main idea of the passage is that four Sinologists and translators share their experience of Chinese literature.
目的：该问题考察学生从文章中提取主旨和关键信息的能力。
阅读技能目标：
能识别文章中的关键信息。
2.
A. Read the passage and put the questions to the lines.
A Which works by Chinese writers are popular in your country
B How did you get interested in Chinese literature
C How do you select works to translate
Answer: Q1 B Q2 C Q3 A
B. Read the passage and write questions on the lines.
Answer: Q1 How did you get interested in Chinese literature Q2 How do you select works to translate Q3 Which works by Chinese writers are popular in your country
目的：该问题考察学生从文章中提取主旨和关键信息的能力。采访问题的设计要求理解文章的核心信息。
阅读技能目标：
能识别文章中的关键信息。
能将信息进行整合并形成简洁采访问题。
II. Emotional and Deeper Meaning Analysis（Why情感与深层意义分析）
1.
A. Match people to their opinions. Find evidence to support your choices.
Answer: cadb
B. Fill in the blanks about different people’s opinions. Find evidence to support your choices.
Pekto: I wish that people could learn to love Chinese culture as much as I do, especially stories from classical literature.
Annelous: Studying Chinese language was what first got me interested in its culture. If only there was greater awareness of Chinese language and literature in my country.
Joachim: It’s important to read what interests you, not just what is recommended by other people. The same goes for the literature that I translate.
Mai: I feel that my culture has a lot in common with Chinese culture. I care more about what writers have to say than who they are.
Answer:
Pekto: I wish that people could learn to love Chinese culture as much as I do, especially stories from classical literature.
Annelous: Studying Chinese language was what first got me interested in its culture. If only there was greater awareness of Chinese language and literature in my country.
Joachim: It’s important to read what interests you, not just what is recommended by other people. The same goes for the literature that I translate.
Mai: I feel that my culture has a lot in common with Chinese culture. I care more about what writers have to say than who they are.
目的：该问题鼓励学生深入分析人物的观点态度，并将文本中的相关信息概括出来。
阅读技能目标：
能够追踪文章中不同人物的观点态度。
整合概括文章涉及到人物观点态度的信息。
A. Answer theses questions.
1) Why did Petko have such a profound emotional response to "The Shaolin Temple"
Petko was moved by the film’s portrayal of kung fu,the beauty of the Chinese language, and its music.
2) How did Annelous develop a deep affection for Chinese literature
Annelous’ interest in languages led her to read about Chinese history and culture, fostering her love for Chinese literature.
3) Why did Joachim have a profound impression of Sima Qian’s writing
Joachim was impressed by Sima Qian’s narrative skill and historical insight in "Records of the Grand Historian."
4) How did Mai fall in love with Chinese literature through translation
Mai discovered the depth and resonance of Chinese literature, which explores universal human themes.
Answer:
1) Petko was moved by the film’s portrayal of kung fu, the beauty of the Chinese language, and its music.
2) Annelous’ interest in languages led her to read about Chinese history and culture, fostering her love for Chinese literature.
3) Joachim was impressed by Sima Qian’s narrative skill and historical insight in "Records of the Grand Historian."
4) Mai discovered the depth and resonance of Chinese literature, which explores universal human themes.
B. Answer theses questions.
1) Why did Petko have such a profound emotional response to "The Shaolin Temple"
2) How did Annelous develop a deep affection for Chinese literature
3) Why did Joachim have a profound impression of Sima Qian’s writing
4) How did Mai fall in love with Chinese literature through translation
Answer:
1) Petko was moved by the film’s portrayal of kung fu, the beauty of the Chinese language, and its music.
2) Annelous’ interest in languages led her to read about Chinese history and culture, fostering her love for Chinese literature.
3) Joachim was impressed by Sima Qian’s narrative skill and historical insight in "Records of the Grand Historian."
4) Mai discovered the depth and resonance of Chinese literature, which explores universal human themes.
目的：该问题侧重于情感分析，帮助学生理解不同人物对中国文学的情感是怎样产生的。
阅读技能目标：
分析和解释文本中的情感因素。
识别和评价文本中的情感主题。
III. Structural Analysis and Creative Output（How结构分析与创造性输出）
1.
A. Read the two sentences and analyze the rhetorical device of them along with its effects.
Mai: "I think Egypt and China are closely connected and both have a lot in common. Because of this, Chinese literary works really strike a chord in the hearts of Egyptian readers."
Petko: "When you consider that here the best a writer can usually hope for is to sell a few hundred copies of their work, Thirty-six Stratagems is a best-seller in Bulgaria!"
Answer: "I think Egypt and China are closely connected and both have a lot in common. Because of this, Chinese literary works really strike a chord in the hearts of Egyptian readers." uses analogy. By comparing literary acceptance in different countries, it highlights cultural commonalities. "When you consider that here the best a writer can usually hope for is to sell a few hundred copies of their work, Thirty-six Stratagems is a best-seller in Bulgaria!" uses contrast. When describing the market acceptance, the popularity of Chinese literature is highlighted through contrast.
B. Read the article and identify examples of analogy and contrast. For each example, write a sentence explaining how the device is used and its effect on the reader.
Answer: "I think Egypt and China are closely connected and both have a lot in common. Because of this, Chinese literary works really strike a chord in the hearts of Egyptian readers." uses analogy. By comparing literary acceptance in different countries, it highlights cultural commonalities. "When you consider that here the best a writer can usually hope for is to sell a few hundred copies of their work, Thirty-six Stratagems is a best-seller in Bulgaria!" uses contrast. When describing the market acceptance, the popularity of Chinese literature is highlighted through contrast.
目的：该问题侧重于修辞分析，帮助学生理解类比和对比在文章中的作用。
阅读技能目标：
理解并区分类比和对比两种修辞手法。
分析修辞手法在文章中的应用。
2.
A. What’s the theme of the passage Identify instances where the theme of is repeated. Write down the sentences and note which country each speaker represents.
Answer: The theme is "cultural resonance" (how Chinese literature connects with readers from different countries). Mai (Egypt): "I think Egypt and China are closely connected and both have a lot in common. Because of this, Chinese literary works really strike a chord in the hearts of Egyptian readers."
Joachim (France): "Literature has a lot of significance to the French, and Chinese literary works tend to be highly thought of."
Mai (Egypt): "Egyptians like literature that reflects human nature and experience."
B. Analyze how the repeated theme of "cultural resonance" strengthens the article’s central message about Chinese literature’s global pare two examples from different countries and explain: How each example reflects cultural resonance Why the repetition of this theme is effective in persuading readers
Answer:
Egypt (Mai):
Mai emphasizes that Egyptian readers connect with Chinese literature because both cultures share values like "human nature and experience." For example, she mentions "Fond Memories of Autumn" and "Street Scene," which explore universal emotions. This repetition shows that cultural similarities bridge geographical distances, making Chinese literature relatable in Egypt.
France (Joachim):
Joachim highlights France’s respect for literary depth, noting that Mo Yan’s Nobel Prize elevated his popularity. The French appreciation for "highly thought of" works underscores a resonance based on literary prestige rather than cultural overlap.
By repeating the theme across diverse contexts (Egypt’s shared values vs. France’s literary admiration), the article argues that Chinese literature adapts to different cultural priorities. This repetition persuades readers that its global appeal is multifaceted, not limited to one type of connection.
目的：该问题帮助学生深层次理解文章的主题。
阅读技能目标：
定位与主题表达有关的句子。
分析文章如何进行主题的表达。
IV. Critical Thinking and Application（批判性思维与实践运用）
1.
A. Choose one person interviewed in the article and share your thoughts on one thing they said or did that you found interesting or surprising. Explain why you chose this and what it means to you.
Answer: I picked Petko because I really liked how he loves Chinese culture. He enjoys Chinese kung fu, language, and music, which shows how amazing Chinese culture is. I also found it cool that he translated "A Dream of Red Mansions." It makes me hopeful that more people will get to know Chinese literature. I think people like Petko can help share the beauty of Chinese stories with the world, and that’s really important.
B. Select an interviewer in the article and write a brief comment about your views on their views and experiences.
Answer: I chose Petko as the comment object. Petko I was deeply impressed by my love for classical Chinese literature. He not only appreciates Chinese kung fu, but also likes The Chinese language and Chinese music, which makes me realize that the charm of Chinese culture is all-directional. His experience in translating a Dream of Red Mansions also gives me great hope for the spread of Chinese literature. I believe that translators like Petko can pass on the essence of Chinese literature to more readers, so that the world can better understand China.
目的：培养学生对这几位学者观点的批判性思维和语言组织能力。
阅读技能目标：
整合并深度分析语篇内容。
对文章内容进行批判性思考，并用自己的语言表达观点。
2. Choose two sinologists from the article (e.g., Petko and Mai). Write a short essay (150-200 words) comparing how Chinese literature adapts to their respective countries. Include: Key reasons for its popularity (e.g., cultural similarities, literary prestige); specific examples of translated works and their reception; your opinion on why adaptation strategies differ between the two countries.
Answer:
Comparison: Petko (Bulgaria) vs. Mai (Egypt)
Chinese literature adapts differently in Bulgaria and Egypt due to distinct cultural contexts. In Bulgaria, Petko highlights that Thirty-six Stratagems became a bestseller because Bulgarian readers are drawn to strategic wisdom, a theme less common in local literature. He also translated Dream of the Red Chamber, aiming to introduce classical Chinese aesthetics. By contrast, Mai explains that Egyptian readers resonate with works like Fond Memories of Autumn because they explore universal human experiences, which align with Egypt’s literary tradition of valuing emotional depth.
The adaptation strategies differ because Bulgaria focuses on filling a niche (e.g., strategy-themed works), while Egypt emphasizes shared values. Petko’s choices reflect Bulgaria’s curiosity about unique Chinese cultural elements, whereas Mai prioritizes works that bridge cultural gaps through common humanity.
Opinion: These differences show that successful cultural adaptation requires understanding a country’s literary preferences—whether novelty or familiarity—and tailoring translations accordingly.
目的：该任务要求学生整合信息，深入思考文化之间的相互作用、影响和变化。
阅读技能目标：
将文本中的信息深度整合凝练。
进行批判性思维，并发展创造性写作能力。
V. 词块积累及应用
1. 绘制思维导图：
中心词：Reading China
分支 1：Feelings (e.g., amazed, fascinated, passion)
分支 2：Actions (e.g., translate, tend to, look to)
分支 3：Reflections (e.g., in common, significance, be highly thought of)
A. 情感描述相关表达
I was amazed by Chinese kung fu.
用法：表达对功夫的惊讶和喜爱
替换表达：I feel astonished at Chinese kung fu.
I was so fascinated by Chinese history and culture.
用法：表达对中国历史和文化的着迷
替换表达：I was attracted by Chinese history and culture.
I have this to thank for my passion for Chinese literature.
用法：表达对文学的热爱
替换表达：I have this to thank for my fondness Chinese literature.
I gradually fell in love with Chinese literature.
用法：表达对中国文学的逐渐喜爱
替换表达：I’m gradually fond of Chinese literature.
B. 行为描写相关表达
I began translating it into Bulgarian!
用法：描述特定活动或事件
替换表达：I embarked on translating it into Bulgarian.
Publishing houses tend to look for other countries to see which Chinese works are selling well there.
用法：描述特定活动或事件
替换表达：Publishing houses have a tendency to seek other countries to see which Chinese works are selling well there.
C. 结果与反思相关表达
The novels of Mo Yan and Yu Hua sell quite well in France.
用法：描述对事件结果的阐述
替换表达：The novels of Mo Yan and Yu Hua have achieved considerable sales volume in France.
I think Egypt and China are closely connected and both have a lot in common.
用法：表达反思
替换表达：I consider Egypt and China are closely connected and both have a lot in common.
Literature has a lot of significance to the French, and Chinese literary works tend to be highly thought of.
用法：表达反思
替换表达：Literature is significant to the French, and Chinese literature tend to be thought well of.
目的：通过整理文章中的情感、行为和反思表达，帮助学生形成语义网络，内化语言。
2. 迁移应用：
A. 请用以下词汇和表达介绍你对中国文化的喜爱：
词汇：fascinated, amazed, passion, fall in love
句型：I felt...; I have a passion for; I enjoy....
示例句：
I have always been fascinated by the rich history and profound philosophy of Chinese culture. From the intricate designs of ancient Chinese art to the deep wisdom of Confucianism, I am constantly amazed by how these elements reflect the values and aesthetics of a civilization that has thrived for thousands of years. My passion for Chinese culture grew even stronger when I first learned about traditional Chinese festivals like the Mid-Autumn Festival, where families gather under the moonlight to celebrate unity and harmony..
目标：帮助学生运用情感相关词汇和表达描述自己的对中国文化的喜爱。
B. 模拟对话：进行一段采访，询问同桌怎样更好地传播中国文学作品。
句型支持：
It is recommended that publishers look for more people to translate Chinese works.
The government should embark on building more Confucius Institutes to spread our cultural treasures.
目标：鼓励学生运用行为描写的表达，模拟情景对话。
C. 写一篇短文，描述自己对中国某些传统作品的喜爱以及喜爱来源：
词汇：fascinated, amazed, passion, feel in love
句型：I feel...; I think...; I began... when....
示例写作框架：
开头：描述你的喜爱（情感词汇）
中间：描述你什么时候开始喜爱上，怎样喜爱上，为什么喜爱上（行为词汇）
结尾：总结你对中国传统作品的看法与态度（结果与反思表达）
目标：通过写作巩固结果与反思相关表达，拓展学生的输出能力。
目的：该任务聚焦于词汇积累和应用，帮助学生通过分支的方式表达情感、行为和反思，增强词汇在实际语境中的运用。
阅读技能目标：
扩展与情感、行为相关的词汇。
将新词汇应用于语境中以增强理解与表达能力。Reading Comprehension Worksheet（学生版）
外研版XB 4 Unit 3 Developing Ideas: Reading China
I. Understanding and Main Idea Extraction（What文章理解与主旨提取）
1.
A. Skim the passage and find the main idea of the passage.
The main idea of the passage is that four Sinologists and translators share their experience of Chinese literature.
B. Skim the passage and find the main idea of the passage.
2.
A. Read the passage and put the questions to the lines.
A Which works by Chinese writers are popular in your country
B How did you get interested in Chinese literature
C How do you select works to translate
B. Read the passage and write questions on the lines.
II. Emotional and Deeper Meaning Analysis（Why情感与深层意义分析）
A. Match people to their opinions. Find evidence to support your choices.
B. Fill in the blanks about different people’s opinions. Find evidence to support your choices.
Pekto: I wish that people could learn to love Chinese culture as much as I do, especially stories from classical literature.
Annelous: Studying Chinese language was what first got me interested in its culture. If only there was greater awareness of Chinese language and literature in my country.
Joachim: It’s important to read what interests you, not just what is recommended by other people. The same goes for the literature that I translate.
Mai: I feel that my culture has a lot in common with Chinese culture. I care more about what writers have to say than who they are.
A. Answer theses questions.
1) Why did Petko have such a profound emotional response to "The Shaolin Temple"
Petko was moved by the film’s portrayal of kung fu,the beauty of the Chinese language, and its music.
2) How did Annelous develop a deep affection for Chinese literature
Annelous’ interest in languages led her to read about Chinese history and culture, fostering her love for Chinese literature.
3) Why did Joachim have a profound impression of Sima Qian’s writing
Joachim was impressed by Sima Qian’s narrative skill and historical insight in "Records of the Grand Historian."
4) How did Mai fall in love with Chinese literature through translation
Mai discovered the depth and resonance of Chinese literature, which explores universal human themes.
B. Answer theses questions.
Why did Petko have such a profound emotional response to "The Shaolin Temple"
How did Annelous develop a deep affection for Chinese literature
Why did Joachim have a profound impression of Sima Qian’s writing
How did Mai fall in love with Chinese literature through translation
III. Structural Analysis and Creative Output（How结构分析与创造性输出）
1.
A. Read the two sentences and analyze the rhetorical device of them along with its effects.
Mai: "I think Egypt and China are closely connected and both have a lot in common. Because of this, Chinese literary works really strike a chord in the hearts of Egyptian readers."
Petko: "When you consider that here the best a writer can usually hope for is to sell a few hundred copies of their work, Thirty-six Stratagems is a best-seller in Bulgaria!"
B. Read the article and identify examples of analogy and contrast. For each example, write a sentence explaining how the device is used and its effect on the reader.
2.
A. What’s the theme of the passage Identify instances where the theme of is repeated. Write down the sentences and note which country each speaker represents.
B. Analyze how the repeated theme of "cultural resonance" strengthens the article’s central message about Chinese literature’s global pare two examples from different countries and explain: How each example reflects cultural resonance Why the repetition of this theme is effective in persuading readers
IV. Critical Thinking and Application（批判性思维与实践运用）
1.
A. Choose one person interviewed in the article and share your thoughts on one thing they said or did that you found interesting or surprising. Explain why you chose this and what it means to you.
B. Select an interviewer in the article and write a brief comment about your views on their views and experiences.
2. Choose two sinologists from the article (e.g., Petko and Mai). Write a short essay (150-200 words) comparing how Chinese literature adapts to their respective countries. Include: Key reasons for its popularity (e.g., cultural similarities, literary prestige); specific examples of translated works and their reception; your opinion on why adaptation strategies differ between the two countries.
V. 词块积累及应用
1. 绘制思维导图：
中心词：Reading China
分支 1：Feelings (e.g., amazed, fascinated, passion)
分支 2：Actions (e.g., translate, tend to, look to)
分支 3：Reflections (e.g., in common, significance, be highly thought of)
A. 情感描述相关表达
B. 行为描写相关表达
C. 结果与反思相关表达
2. 迁移应用：
A. 请用以下词汇和表达介绍你对中国文化的喜爱：
词汇：fascinated, amazed, passion, fall in love
句型：I felt...; I have a passion for; I enjoy....
B. 模拟对话：进行一段采访，询问同桌怎样更好地传播中国文学作品。
C. 写一篇短文，描述自己对中国某些传统作品的喜爱以及喜爱来源：
词汇：fascinated, amazed, passion, feel in love
句型：I feel...; I think...; I began... when....
