学生们通过独立阅读和小组讨论，逐渐加深理解。

原文英文

In intensive reading, Teacher Du focused on implicit meanings in the text, such as the subtext in the foreign student's remarks, Xu Beihong's inner emotional response after being provoked, and the spiritual motivation that supported him through difficulties in learning painting. By using these unstated elements as entry points, students were guided to imagine and infer, gradually enriching the character image and achieving a deeper and more accurate understanding of the text.

For example, in the second paragraph, the foreign student says: “Mr. Xu, I know Derain values you, but don’t think that entering Derain’s studio means you can become an artist. You Chinese people, even if you study in heaven, still cannot achieve talent.” On the surface, the statement appears calm, but it is filled with prejudice and discrimination against Chinese people, which evokes strong emotions. Teacher Du used this emotional gap in the text to guide students in exploring the characters’ feelings, stimulating emotional resonance and deepening their understanding of the passage.

Throughout the lesson, Students engaged in independent reading and group discussion, gradually deepening their comprehension through self-exploration. With the teacher’s guidance, they came to appreciate Xu Beihong’s dedication and perseverance in practicing art for his country, entering into a meaningful dialogue with the text.

The instructional design follows a structure of whole–part–whole, aiming to help students explore linguistic expression and textual thinking patterns, while uncovering deeper meanings within the text to achieve effective teaching. In the process of dialogue between students and the text, the teacher combined the understanding of meaning with the appreciation of language use, guiding students to experience the subtlety of language through reading, reflection, and recitation, thereby deepening classroom interaction.