Unit 3 The Art of Painting-Grammar and usage 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-Grammar and usage 教学目标和重难点 1. 教学目标 Language Ability: Enable students to master the usage of verb-ing and verb-ed forms as predicatives, identify them in context and use them correctly in speaking and writing. Cultural Awareness: Help students understand the expression of emotions and artistic feelings in English through grammar, and appreciate the cultural connotation of Western painting art reflected in language. Thinking Quality: Guide students to observe, analyze and summarize grammar rules independently, cultivate logical thinking and critical thinking ability. Learning Ability: Equip students with effective grammar learning strategies, such as context-based learning and summary induction, to improve their autonomous learning and cooperative learning abilities. 2. 教学重难点 Key Points: Master the basic usage of verb-ing and verb-ed forms as predicatives, including their differences in meaning (verb-ing for "making people feel..." and verb-ed for "feeling...") and their collocation with link verbs. Difficult Points: Distinguish the usage of verb-ing and verb-ed forms as predicatives in specific contexts, especially when describing people’s emotions and things’ characteristics; avoid confusion with passive voice and continuous tense. 教学过程 Step 1: Lead-in (Lead-in and Review) The teacher starts the class by showing several famous Western paintings (such as Monet’s Impression, Sunrise and Van Gogh’s Sunflowers) on the screen, and guides students to talk about their feelings when seeing these paintings. The teacher asks questions in English: “How do you feel when you look at this painting? Is it amazing or amazed? Do you think the painting is interesting or interested?” Then, the teacher writes the key adjectives (amazing, amazed, interesting, interested) on the blackboard and invites students to try to distinguish their differences. After a brief discussion, the teacher summarizes: “These words are from verb-ing and verb-ed forms, and today we will learn their important usage in sentences—as predicatives.” Design Intention: Combining the unit theme “The Art of Painting”, the lead-in links grammar learning with the familiar painting context, which not only stimulates students’ learning interest but also naturally leads to the target grammar points. By asking questions about students’ real feelings, it helps students initially perceive the difference between verb-ing and verb-ed forms, laying a foundation for the subsequent exploration of grammar rules. At the same time, it activates students’ prior knowledge of adjectives derived from verbs, realizing the connection between old and new knowledge. Step 2: Exploration and Discovery (Rule Induction) First, the teacher guides students to read the text “First Impressions” in Unit 3 (Page 30) and asks them to find sentences with verb-ing or verb-ed forms as predicatives. Students are divided into groups of 4 to complete the task, and each group is required to record the found sentences and mark the predicative parts. After 5 minutes of group discussion, each group sends a representative to share their findings on the blackboard. The teacher sorts out and displays the key sentences on the screen, such as: 1. The whole experience was amazing. (verb-ing form as predicative) 2. She was quite astonished at the artist’s skill. (verb-ed form as predicative) 3. The painting is inspiring and moving. (verb-ing form as predicative) 4. I felt disappointed when I couldn’t see the famous painting. (verb-ed form as predicative) Then, the teacher guides students to observe these sentences and puts forward guiding questions: “What is the subject of each sentence? Is the subject a person or a thing? What is the meaning of the predicative (verb-ing/verb-ed form) in each sentence?” Students are asked to discuss these questions in groups, and the teacher walks around to guide and help students who have difficulties. After the discussion, the teacher invites students to express their views, and then summarizes the basic rules of verb-ing and verb-ed forms as predicatives: 1. Both verb-ing and verb-ed forms can be used as predicatives, usually after link verbs such as be, feel, look, sound, seem, become, get. 2. The verb-ing form as predicative mainly describes the characteristics or nature of things (or people), meaning “making people feel...”, and its subject is usually a thing or an event. 3. The verb-ed form as predicative mainly describes the emotional state of people (or things affected by actions), meaning “feeling...”, and its subject is usually a person or a thing that can have emotional reactions. Next, the teacher further guides students to distinguish the differences between verb-ing and verb-ed forms by comparing two groups of typical sentences: Group 1: “The movie is exciting. (The movie itself has the characteristic of making people excited)” and “I am excited. (I feel excited because of the movie)”; Group 2: “The news is disturbing. (The news itself is disturbing)” and “He is disturbed by the news. (He is in a disturbed state because of the news)”. The teacher emphasizes that the core difference lies in the logical relationship between the subject and the predicative: verb-ing form reflects the active characteristic of the subject, while verb-ed form reflects the passive state or emotional reaction of the subject. In addition, the teacher supplements the common verbs that can be converted into such adjectives, such as annoy (annoying/annoyed), bore (boring/bored), convince (convincing/convinced), disappoint (disappointing/disappointed), etc., and asks students to read these words aloud to strengthen their memory. At the same time, the teacher reminds students to pay attention to the spelling rules of some words, such as “surprise—surprising—surprised”, “interest—interesting—interested”. Design Intention: This link adopts the teaching method of “task-driven + group discussion + rule induction”, which conforms to the cognitive law of senior high school students. By letting students find grammar phenomena from the familiar text, it realizes the integration of grammar learning and text reading, making grammar no longer abstract. Guiding questions are designed to help students think actively, and group discussion enables students to learn from each other and improve their cooperative learning ability. The comparison of typical sentences helps students deeply understand the differences between the two forms, and the supplement of common words lays a solid foundation for their subsequent application. Step 3: Consolidation and Practice (Layered Practice) To help students consolidate the mastered grammar rules, this link designs three layers of practice, from basic to difficult, to meet the learning needs of different students. Practice 1: Fill in the blanks with the correct forms of the verbs in the brackets. The teacher provides 10 sentences closely related to the unit theme “painting”, such as: 1. The artist’s works are very ________ (impress). Many people come to appreciate them every day. 2. When I saw the famous painting for the first time, I felt ________ (amaze) by its beauty. 3. This painting is ________ (disappoint); it is not as good as I expected. 4. The students are ________ (interest) in the history of Western painting. Practice 2: Error correction. The teacher provides 5 common error sentences in students’ daily use, such as: 1. I am very exciting to visit the art museum tomorrow. (Error: exciting → excited) 2. The music sounds annoyed. (Error: annoyed → annoying) 3. She felt confusing when she heard the complex art terms. (Error: confusing → confused) Students are asked to find the errors and correct them, and explain the reasons. The teacher guides students to summarize the common errors: confusing verb-ing and verb-ed forms, ignoring the logical relationship between the subject and the predicative. This practice helps students avoid similar mistakes in future use. Practice 3: Situational dialogue and short writing. The teacher sets a situational task: Suppose you and your partner are visiting an art exhibition, and you are talking about the paintings you see. You need to use at least 5 sentences with verb-ing or verb-ed forms as predicatives. First, students practice in pairs for 3 minutes, and then several pairs are invited to perform their dialogues in front of the class. After the dialogue performance, the teacher asks students to write a short passage (about 50 words) describing their feelings about the art exhibition, requiring the use of at least 3 verb-ing or verb-ed forms as predicatives. Students complete the writing independently, and the teacher collects some works for on-site comments, affirming the advantages and pointing out the deficiencies. Design Intention: Layered practice is designed to meet the differentiated learning needs of students. The basic filling-in-the-blank exercise helps students consolidate the basic usage of grammar points; the error correction exercise helps students identify and correct common mistakes, deepening their understanding of grammar rules; the situational dialogue and short writing exercise connects grammar learning with practical communication, realizing the application of grammar knowledge in real scenarios. This link not only tests students’ mastery of grammar points but also improves their oral expression and writing ability, reflecting the core literacy requirement of “language ability”. Step 4: Expansion and Application (Theme Integration) In this link, the teacher combines the unit theme “The Art of Painting” to design an integrated application task: “Introduce Your Favorite Painting”. The teacher provides a sample introduction, which contains a variety of verb-ing and verb-ed forms as predicatives, such as: “My favorite painting is Starry Night by Van Gogh. The painting is fascinating and moving. When I look at it, I feel shocked by the bright stars and the swirling sky. The colors used by Van Gogh are amazing, which make people full of imagination. I am deeply impressed by his unique painting style.” Then, students are asked to prepare for 5 minutes, and introduce their favorite painting in front of the class, requiring the use of at least 4 verb-ing or verb-ed forms as predicatives, and combining their own feelings. When students introduce, the teacher records the key sentences they use, and after the introduction, the teacher makes comments, focusing on the correct use of grammar points and the fluency of expression. For students who perform well, the teacher gives timely praise; for students who have difficulties, the teacher gives guidance and encouragement. In addition, the teacher expands the cultural connotation: introduces that in Western painting art, artists often use vivid language to describe paintings, and verb-ing and verb-ed forms are often used to express the feelings brought by paintings and the emotional state of the viewer. This not only helps students understand the connection between grammar and culture but also cultivates their cultural awareness. Design Intention: This task integrates grammar learning with the unit theme, making grammar learning no longer isolated from the theme. By letting students introduce their favorite paintings, it not only exercises their ability to use grammar points flexibly but also stimulates their interest in painting art. The cultural expansion link helps students understand the cultural background behind the language, realizes the cultivation of cultural awareness, and at the same time exercises students’ logical thinking and oral expression ability, reflecting the comprehensive improvement of core literacy. After the student introduction, the teacher organizes a group discussion: “How can we use verb-ing and verb-ed forms as predicatives better to describe paintings and express our feelings?” Students discuss in groups and summarize effective methods, such as combining specific details of paintings, using appropriate link verbs, and distinguishing the subject and the meaning of predicatives. The teacher summarizes the discussion results and supplements learning strategies: when using these two forms, we should first clarify the subject, then determine the meaning to be expressed, and finally choose the correct form; we can accumulate more such adjectives in daily learning to enrich our language expression. Step 5: Summary and Reflection First, the teacher invites students to summarize the key points of this lesson independently: the usage of verb-ing and verb-ed forms as predicatives, their differences, and common collocations. Then, the teacher makes a comprehensive summary, emphasizing that verb-ing form describes the characteristics of things and means “making people feel...”, while verb-ed form describes the emotional state of people and means “feeling...”; both forms are usually used after link verbs, and we should pay attention to distinguishing them in specific contexts. Next, the teacher guides students to reflect on their learning process: “What have you learned in this lesson? What difficulties do you still have? How can you improve your grammar application ability in the future?” Students are asked to express their views freely, and the teacher listens carefully and gives targeted suggestions. For example, for students who have difficulty distinguishing the two forms, the teacher suggests that they do more comparative exercises and accumulate more examples in daily reading; for students who are not proficient in application, the teacher suggests that they practice more in speaking and writing, and apply grammar points to real communication. Finally, the teacher assigns after-class homework: 1. Complete the grammar exercises on Page 34-35 of the textbook, consolidating the grammar rules learned in this lesson. 2. Write a short passage (about 80 words) describing a painting you have seen, using at least 5 verb-ing or verb-ed forms as predicatives. 3. Collect 10 pairs of adjectives derived from verbs (verb-ing/verb-ed) and make sentences with them, respectively. Design Intention: The summary link allows students to sort out the knowledge they have learned independently, helping them form a systematic knowledge framework and improve their ability of induction and summary. The reflection link guides students to think about their own learning, find their own deficiencies, and clarify the direction of future efforts, which is conducive to improving their learning ability. The after-class homework is designed to consolidate the knowledge learned in class, connect classroom learning with after-class practice, and realize the continuous improvement of students’ grammar application ability. The homework is closely related to the unit theme, ensuring the consistency of learning content. Step 6: Blackboard Design The blackboard is divided into three parts: the left part writes the title of the lesson and the key grammar rules (the usage and differences of verb-ing and verb-ed forms as predicatives); the middle part writes the key example sentences and common adjectives; the right part writes the common errors and correction methods. This design makes the key points of the lesson clear at a glance, which is convenient for students to review and consolidate. Design Intention: A clear and reasonable blackboard design helps students grasp the key points of the lesson quickly, strengthens their memory of grammar rules, and provides convenience for students’ review after class. The key example sentences and error correction methods on the blackboard can help students deepen their understanding of grammar points and avoid common mistakes. 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 $