Unit 3 The Art of Painting-Welcome to the unit 教案-2025-2026学年高中英语译林版选择性必修第一册

Unit 3 The Art of Painting-Welcome to the unit 教学目标和重难点 1. 教学目标 Language competence: Master painting-related vocabulary and simple expressions. Cultural awareness: Understand Chinese and Western painting styles. Thinking quality: Develop analytical and expressive thinking. Learning ability: Cultivate autonomous and cooperative learning habits in painting-themed interactions. 2. 教学重难点 Key points: Master core vocabulary like “canvas, brush, style” and use simple sentences to describe paintings. Difficult points: Distinguish different painting styles and express personal views on paintings in fluent English. 教学过程 Step 1: Lead-in (Lead students into the painting theme and activate prior knowledge) The teacher starts the class by showing a PPT with two representative paintings: one is a traditional Chinese ink wash painting (such as “Dwelling in the Fuchun Mountains”) and the other is a Western oil painting (such as Van Gogh’s “Starry Night”). Then the teacher asks the students two simple questions in English: “Have you seen these two paintings before? What do you think of them?” After the students give simple answers, the teacher continues to guide: “These two paintings are from different countries and have different styles. Today, we will enter Unit 3 The Art of Painting and explore the beauty of painting together. First, let’s talk about what we know about painting.” Then the teacher writes the unit title on the blackboard and leads the students to read it twice to strengthen their memory of the theme. Design Intention: The lead-in links students’ daily life experience with the unit theme by showing familiar famous paintings. It can quickly attract students’ attention, arouse their interest in painting, and activate their prior knowledge about painting (such as the names of some paintings and simple descriptions). At the same time, it lays a foundation for the subsequent vocabulary learning and topic discussion, and helps students build a connection between Chinese and Western painting cultures initially. Step 2: Vocabulary Learning (Master core vocabulary related to painting) First, the teacher presents 8-10 core vocabulary words related to painting on the PPT, including nouns (canvas, brush, paint, palette, masterpiece, frame), verbs (draw, paint, sketch), and adjectives (colorful, vivid, realistic). For each word, the teacher provides a clear English definition, a simple example sentence, and matches it with corresponding pictures (such as a picture of a canvas, a brush, etc.) to help students understand the meaning. For example, when teaching “canvas”, the teacher says: “A canvas is a strong cloth used for painting. Artists usually paint on the canvas.” Then shows a picture of a blank canvas and reads the word twice, guiding students to read after him. For “masterpiece”, the teacher says: “A masterpiece is a very good painting or work of art. Van Gogh’s ‘Starry Night’ is a famous masterpiece.” Then shows the picture of “Starry Night” again to deepen students’ understanding. After teaching all the vocabulary, the teacher organizes a quick memory game: “I show the picture, you say the word; I say the word, you spell it.” For example, the teacher shows a picture of a brush, and students answer “brush” together; the teacher says “palette”, and students spell it letter by letter. For students who answer correctly, the teacher gives verbal praise (such as “Very good!”, “Well done!”) to encourage their participation. Then, the teacher asks students to make simple sentences with the newly learned vocabulary in pairs. For example, “I like to paint on the canvas.” “This is a vivid painting.” After 3 minutes of pair work, the teacher invites 3-4 pairs of students to share their sentences in front of the class and corrects minor mistakes in grammar or word usage to help students master the application of vocabulary. Design Intention: Vocabulary is the foundation of language communication. This link adopts the method of “definition + example + picture” to help students understand the meaning of words intuitively and avoid mechanical memorization. The quick memory game can enhance the fun of vocabulary learning and help students remember words quickly. Pair work enables students to apply vocabulary in practice, improves their oral expression ability initially, and lays a solid foundation for subsequent topic discussion. Step 3: Theme Discussion (Explore painting-related topics and improve oral expression ability) This link is divided into three small activities to gradually deepen the discussion of the painting theme, and each activity is carried out in groups of 4 to cultivate students’ cooperative learning ability. Activity 1: Talk about your painting experience. The teacher asks the group discussion question: “Have you ever painted a picture? What did you paint? How did you paint it? Do you like painting?” Then the teacher gives a sample answer to guide students: “I once painted a picture of a cat. I used a brush and colorful paint. I painted the cat’s fur yellow and its eyes blue. I like painting because it makes me feel relaxed.” After that, students discuss in groups for 5 minutes. During the discussion, the teacher walks around the classroom, listens to students’ conversations, and helps students who have difficulty expressing themselves (such as providing appropriate vocabulary or sentence patterns). After the discussion, the teacher invites 2-3 students from each group to share their group’s opinions. For example, if a student says: “I painted a flower last year. I used a palette to mix colors. I like painting because it can show my ideas.” The teacher responds positively: “That’s great! Your painting sounds beautiful. You used the word ‘palette’ correctly.” Activity 2: Distinguish different painting styles. The teacher shows 4 pictures on the PPT: traditional Chinese ink wash painting, Western oil painting, watercolor painting, and sketch. Then the teacher introduces the basic characteristics of each style in simple English: “Ink wash painting is a traditional Chinese painting. It uses ink and water. It is simple and elegant. Oil painting uses oil paint. It is colorful and realistic. Watercolor painting uses water and paint. It is light and beautiful. Sketch uses a pencil or charcoal. It is simple and focuses on the shape.” After the introduction, the teacher asks the groups to discuss: “Which painting style do you like best? Why? Can you describe the characteristics of this style in your own words?” Students discuss in groups for 6 minutes. During the discussion, the teacher guides students to use the newly learned vocabulary and simple sentence patterns to express their views. For example, students can say: “I like oil painting best because it is colorful and vivid. Artists paint on the canvas with oil paint.” After the discussion, each group sends a representative to share their group’s favorite painting style and the reasons. The teacher summarizes the students’ views and supplements relevant knowledge appropriately, such as “Many famous Western painters, like Van Gogh and Monet, are good at oil painting. Chinese ink wash painting has a long history, and many ancient Chinese painters are famous for it.” Activity 3: Discuss the meaning of painting. The teacher puts forward a deeper question: “Why do people paint? What role does painting play in our life?” The teacher first gives some hints: “Painting can help people express their emotions, record beautiful moments, or show their ideas.” Then students discuss in groups for 5 minutes. During the discussion, the teacher encourages students to think actively and express their own views, not limited to the hints given by the teacher. After the discussion, the teacher invites students to share their views freely. For example, some students may say: “People paint to record beautiful things, such as a beautiful sunset or a lovely animal.” Some students may say: “Painting can help people release their emotions. When you are happy or sad, you can express it through painting.” The teacher affirms all the students’ views and summarizes: “Painting is an important form of art. It can express emotions, record life, and bring beauty to people’s life. That’s why we need to learn about the art of painting.” Design Intention: This link adopts the form of group discussion to let students participate in the topic discussion actively. The three small activities are gradually deepened, from personal experience to painting styles, and then to the meaning of painting, which conforms to the law of students’ thinking development. Group cooperation can help students learn from each other, improve their oral expression ability and cooperative learning ability. At the same time, through the discussion of different painting styles, students can understand the differences between Chinese and Western painting cultures, enhance their cultural awareness, and develop their thinking quality of analysis and expression. Step 4: Consolidation and Extension (Consolidate the learned knowledge and expand the scope of knowledge) First, the teacher organizes a “Painting Description Competition”. The teacher shows a picture of a simple painting (such as a picture of a tree by the river) on the PPT, and asks students to describe the picture in English within 1 minute. Students can use the vocabulary and sentence patterns learned in this class. Then, the teacher invites 3-4 students to describe the picture in front of the class, and other students score them according to their fluency and accuracy. The teacher comments on the students’ performance, affirms their advantages, and points out the places that need improvement (such as the improper use of vocabulary or the lack of fluency in expression). Then, the teacher extends the knowledge: introduces two famous painters (one Chinese and one Western) in simple English, such as Qi Baishi and Van Gogh. For Qi Baishi, the teacher says: “Qi Baishi is a famous Chinese painter. He is good at painting shrimp, fish and other small animals. His paintings are simple and vivid, full of life.” For Van Gogh, the teacher says: “Van Gogh is a famous Western painter. He is good at oil painting. His paintings are colorful and full of emotions. ‘Starry Night’ is his most famous work.” Then the teacher shows some representative works of the two painters and lets students appreciate them, and asks students to say a simple sentence about the works after appreciation. Finally, the teacher arranges a small homework: “After class, find a painting you like, describe it in 3-5 sentences in English, and prepare to share it in the next class. You can use the vocabulary and sentence patterns we learned today.” Design Intention: The “Painting Description Competition” can consolidate the vocabulary and sentence patterns learned by students, improve their oral expression fluency and accuracy, and enhance the fun of learning. The introduction of famous painters and their works can expand students’ knowledge scope, let students understand more about the art of painting, and further enhance their cultural awareness and aesthetic ability. The after-class homework can let students apply the knowledge learned in class to practice, consolidate the learning effect, and lay a foundation for the subsequent teaching content. Step 5: Summary and Reflection (Summarize the class content and guide students to reflect) First, the teacher summarizes the content of this class in English: “Today, we learned some core vocabulary related to painting, such as canvas, brush, masterpiece. We also discussed our painting experience, different painting styles and the meaning of painting. We practiced our oral expression ability through group discussion and competition. I hope you can remember the vocabulary and use them in your daily life.” Then, the teacher guides students to reflect on their own performance in this class: “Think about what you have learned today? What do you do well? What do you need to improve? For example, do you master all the vocabulary? Can you express your views on painting fluently?” Students think silently for 1 minute, and then the teacher invites 2-3 students to share their reflections. For students who put forward their own shortcomings, the teacher encourages them: “It doesn’t matter. We can practice more after class. I believe you will do better next time.” Finally, the teacher ends the class with a sentence: “Painting is a beautiful art. I hope you can find the beauty of painting in your life and love the art of painting. See you next class!” Design Intention: The summary can help students sort out the knowledge learned in this class, form a systematic knowledge framework, and deepen their memory of the key content. The reflection link can guide students to understand their own learning situation, find their own shortcomings, and put forward improvement directions, which is conducive to cultivating students’ learning ability and autonomous learning awareness. The ending sentence can arouse students’ love for painting art and lay a positive emotional foundation for the subsequent learning of the unit. 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 $