Unit 3 The Art of Painting-Project 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-Project 教学目标和重难点 1. 教学目标 Language Competence: Enable students to master painting-related vocabulary and sentences, and use English to describe paintings, introduce artists and artistic styles. Cultural Awareness: Help students understand the characteristics of Chinese and Western painting art, respect cultural diversity and enhance cultural confidence. Quality: Guide students to analyze, compare and evaluate paintings, developing critical and innovative thinking. Learning Ability: Cultivate students’ abilities of independent learning, cooperative inquiry and using multiple resources to complete project tasks. 2. 教学重难点 Key Points: Master core vocabulary such as “canvas, brushwork, masterpiece” and sentence patterns for describing paintings; understand the procedures and requirements of the Project task; be able to cooperate with group members to complete the project. Difficult Points: Flexibly use English to express artistic feelings and evaluate paintings accurately; integrate painting knowledge with English expression to complete high-quality project works. 教学过程 Step 1: Lead-in (Lead-in and Activation) The teacher starts the class by showing high-definition pictures of famous paintings on the screen, including Impressionist works such as Monet’s “Water Lilies” and Chinese traditional paintings such as Qi Baishi’s “Shrimp”. Then the teacher asks the students a series of guiding questions in English: “Have you ever seen these paintings before? What do you think of them? Can you describe their colors, brushwork or themes in English?” After that, the teacher invites 2-3 students to share their views, and gives appropriate comments and guidance, encouraging students to use simple English to express their feelings about the paintings. Finally, the teacher introduces the theme of this lesson: “Today we will carry out a Project task related to painting art. We will work in groups to create a painting exhibition introduction and complete a wonderful presentation. Let’s start our journey of painting art in English.” Design Intention: This lead-in link uses famous paintings at home and abroad to attract students’ attention and stimulate their interest in painting art. By asking questions, it activates students’ existing knowledge and experience, guides them to try to use English to describe paintings, and lays a foundation for the subsequent Project task. At the same time, it clearly introduces the teaching objectives and tasks of this lesson, helping students clarify their learning direction. Step 2: Pre-Project (Knowledge Preparation and Task Clarification) 1. Vocabulary and Sentence Pattern Review and Expansion First, the teacher reviews the core vocabulary related to painting learned in the previous lessons, such as “painting, artist, style, color, shape, composition” and so on. Then, the teacher expands some new vocabulary and phrases needed for the Project, such as “canvas, brushwork, masterpiece, perspective, vivid, realistic, abstract, be characterized by, be famous for, focus on” and so on. For each new word and phrase, the teacher gives clear definitions and example sentences combined with painting pictures, such as “Brushwork refers to the way an artist uses a brush to create a painting. Monet’s brushwork is free and lively.” Then, the teacher organizes students to do a quick matching exercise: match the vocabulary with their definitions, and invite students to read the example sentences aloud to consolidate their memory and pronunciation. Next, the teacher focuses on explaining the sentence patterns commonly used in describing paintings and introducing artists. The key sentence patterns include: (1) This painting is a masterpiece of... style, which is characterized by... (2) The artist uses... colors and... brushwork to express... (3) It depicts... and conveys the artist’s feeling of... (4) Compared with..., this painting pays more attention to... The teacher gives specific examples for each sentence pattern, combines the paintings shown in the lead-in link, and guides students to imitate and practice. For example, “This painting is a masterpiece of Impressionist style, which is characterized by free brushwork and bright colors. Monet uses blue and green colors and soft brushwork to express the beauty of water lilies in the pond.” Then, the teacher asks students to work in pairs to practice these sentence patterns, describing the paintings they are familiar with, and the teacher walks around to give guidance to students who have difficulties in expression. Design Intention: Vocabulary and sentence patterns are the basis for students to complete the Project task. By reviewing and expanding related vocabulary and sentence patterns, it helps students solve the language barriers in the subsequent task completion. The combination of example sentences and painting pictures makes the language learning more intuitive and vivid, which is conducive to students’ understanding and memory. Pair practice enables students to apply the learned knowledge in time, improving their language expression ability. 2. Task Clarification and Group Division The teacher distributes the Project task sheet to each student, and explains the task requirements in detail in English: “Our Project task is to work in groups to create an English introduction for a painting exhibition. Each group needs to select 3-5 paintings (they can be famous paintings at home and abroad or students’ own works), collect relevant information about the paintings and artists, write an English introduction for each painting (about 50-80 words), and then make a PPT to present the introduction in class. The presentation time of each group is 5-8 minutes, and the content should include the introduction of the painting exhibition theme, the introduction of each painting and the group’s feelings about the paintings.” Then, the teacher explains the evaluation criteria of the Project task in English, including four aspects: (1) Language accuracy: The introduction is grammatically correct, the vocabulary is appropriate, and the expression is fluent. (2) Content completeness: The introduction covers the key information of the paintings and artists, and the theme is clear. (3) Cooperation ability: Members of the group cooperate closely, and each person undertakes the corresponding task. (4) Presentation effect: The PPT is beautifully made, the speech is fluent, and the interaction with the audience is good. After that, the teacher organizes students to divide into groups of 4-5 people freely, and asks each group to elect a group leader. The group leader is responsible for coordinating the group work, assigning tasks and reporting the progress of the group. The teacher reminds students to consider their own strengths when assigning tasks, such as students who are good at writing can be responsible for writing the introduction, students who are good at making PPT can be responsible for the production of PPT, and students who are good at speaking can be responsible for the presentation. Finally, the teacher asks each group to determine the theme of their painting exhibition and report it to the teacher to avoid repetition. Design Intention: Clarifying the task requirements and evaluation criteria helps students understand what to do and how to do it well, and enhances the pertinence and effectiveness of the task. Group division and task assignment enable students to clarify their own responsibilities, give full play to their strengths, and cultivate their cooperative learning ability. Letting students determine the exhibition theme independently stimulates their enthusiasm and creativity, and makes the Project task more in line with students’ interests. Step 3: While-Project (Group Cooperation and Task Implementation) 1. Information Collection and Collation Each group carries out information collection work according to the determined exhibition theme. The teacher guides students to collect information through multiple channels, such as textbooks, reference books, the Internet, art magazines and so on. The teacher reminds students to pay attention to the authenticity and authority of the information when collecting information, and to record the source of the information. At the same time, the teacher provides some recommended websites and reference materials for students, such as the official website of the Louvre Museum, the website of the National Art Museum of China, and English art magazines, to help students collect information more efficiently. In the process of information collection, group members communicate and discuss with each other, screen and sort out the collected information. For example, for each selected painting, students need to collect information such as the artist’s name, the creation time, the painting style, the theme of the painting, the color and brushwork used, and the artistic connotation. Then, students sort out this information and extract the key points, which lays a foundation for writing the English introduction. The teacher walks around each group, understands the progress of information collection, answers students’ questions in time, and guides students who have difficulties in information collection to find effective collection methods. For example, some students may not know how to find English introductions of Chinese traditional paintings. The teacher can guide them to search for relevant English materials on the official website of the National Art Museum of China or use translation tools appropriately (reminding students to check and revise the translated content to ensure accuracy). Design Intention: Information collection and collation is an important part of the Project task, which can cultivate students’ ability to obtain and process information. Guiding students to use multiple channels to collect information broadens their learning channels and improves their independent learning ability. Teachers’ guidance and help can solve the difficulties encountered by students in the process of information collection, ensure the smooth progress of the task, and cultivate students’ ability to solve problems. 2. Writing and Revising the English Introduction After completing the information collection and collation, each group starts to write the English introduction of the paintings. According to the task requirements, each painting needs an English introduction of about 50-80 words. The teacher reminds students to use the vocabulary and sentence patterns learned in this lesson, pay attention to the logical connection of the text, and ensure that the introduction is accurate, fluent and vivid. At the same time, the teacher guides students to pay attention to the differences in describing different styles of paintings. For example, when describing Impressionist paintings, they should focus on the expression of light and color; when describing Chinese traditional paintings, they should focus on the artistic conception and brushwork. In the process of writing, group members cooperate closely. The students responsible for writing first complete the draft of the introduction, and then other members read and revise it together. They check whether there are grammatical errors, inappropriate vocabulary and unclear expression in the draft, and put forward revision suggestions. The teacher walks around to observe the writing situation of each group, and gives targeted guidance to groups with difficulties. For example, some groups may have problems in the logical connection of the introduction. The teacher can guide them to use transition words such as “besides, however, in addition” to make the text more coherent. Some groups may have difficulty in expressing artistic connotation in English. The teacher can guide them to use simple and appropriate language to convey the core meaning, avoiding overly complex expressions. After the draft is revised, each group submits the introduction to the teacher. The teacher reads and comments on each group’s introduction, points out the advantages and existing problems, and puts forward revision suggestions. Then, the groups revise the introduction again according to the teacher’s comments to ensure the quality of the introduction. During the revision process, students can continue to consult the teacher if they have any questions. Design Intention: Writing and revising the English introduction is the key link to improve students’ language expression ability. Through group cooperation in writing and revising, students can learn from each other, find their own problems, and improve their writing level. Teachers’ comments and guidance can help students find out the deficiencies in their writing, standardize their language expression, and ensure that the introduction meets the requirements of the task. This link also cultivates students’ ability of critical thinking and cooperative communication. 3. Making PPT and Preparing for Presentation While revising the English introduction, each group starts to make PPT. The teacher guides students to make PPT according to the following requirements: (1) The theme of the PPT is consistent with the theme of the painting exhibition, and the layout is beautiful and concise. (2) The PPT should include the cover (with the theme of the exhibition and the group name), the table of contents, the introduction of each painting (with the picture of the painting and the English introduction), and the conclusion (the group’s feelings about the painting exhibition). (3) The font of the PPT is clear and easy to read, and the color matching is appropriate, avoiding too fancy colors that affect reading. (4) The content of the PPT should be closely combined with the oral presentation, and the key points should be highlighted. The students responsible for making PPT complete the production of PPT under the cooperation of other group members. Group members discuss the layout, color and content of the PPT together, and put forward their own suggestions to make the PPT more perfect. After the PPT is completed, each group plays the PPT in the group, checks whether there are problems such as unclear pictures, wrong words and inconsistent content, and revises and improves it in time. At the same time, each group starts to prepare for the oral presentation. The group members divide the presentation tasks, and each person is responsible for introducing 1-2 paintings. The teacher guides students to pay attention to the following points when preparing for the presentation: (1) Speak fluently and clearly, with appropriate intonation and speed. (2) Look at the audience, maintain eye contact, and have a natural expression and posture. (3) Combine the PPT to explain, and highlight the key points of the introduction. (4) Prepare some interactive questions to interact with the audience, such as “What do you think of this painting? Do you have any different feelings?” The groups conduct simulation presentations in the group. After each member’s presentation, other members give comments and suggestions, such as adjusting the speed of speech, adding appropriate body language, and improving the interaction with the audience. The teacher walks around each group, observes the simulation presentation situation, and gives guidance to students who have difficulties in speaking, such as helping students correct their pronunciation and intonation, and guiding students to adjust their expression and posture. For example, some students may be nervous when speaking, and the teacher can encourage them to practice more and give them confidence. Design Intention: Making PPT and preparing for presentation can cultivate students’ information integration ability and oral expression ability. The requirements for PPT production help students improve their aesthetic ability and information presentation ability. Simulation presentation and group comments enable students to find their own problems in advance, improve their presentation skills, and enhance their confidence in presentation. Teachers’ guidance can help students solve the difficulties encountered in the presentation preparation, ensure the smooth progress of the subsequent formal presentation. Step 4: Post-Project (Presentation, Evaluation and Summary) 1. Group Presentation Each group takes turns to make a formal presentation in class. The group leader first introduces the theme of the painting exhibition and the division of labor of the group, then each member takes turns to introduce the selected paintings according to the PPT, and finally the group leader makes a summary, sharing the group’s feelings and gains in completing the Project task. During the presentation, other students listen carefully, take notes, and prepare to ask questions and make comments after the presentation. The teacher acts as the host and coordinator of the presentation, reminds each group of the presentation time, and maintains the order of the class. After each group’s presentation, the teacher invites other students to ask questions and make comments. For example, students can ask questions about the information of the paintings, the expression of the introduction, etc., and put forward their own suggestions for improvement. The presenting group answers the questions raised by the students and accepts their comments with an open mind. The teacher gives appropriate guidance and supplements to the questions and comments, ensuring that the discussion is positive and in-depth. Design Intention: Group presentation is the concentrated embodiment of the results of the Project task, which can fully display the students’ learning achievements and improve their oral expression ability and on-site response ability. Asking questions and making comments by other students can cultivate their ability of listening and critical thinking, and promote mutual learning and progress among students. Teachers’ coordination and guidance can ensure the smooth progress of the presentation and make the presentation more effective. 2. Evaluation and Feedback After all groups have finished their presentations, the teacher organizes students to carry out the evaluation work. First, the students carry out peer evaluation. Each student fills in the peer evaluation form, evaluates each group from the four aspects of language accuracy, content completeness, cooperation ability and presentation effect, and gives specific scores and comments. Then, the teacher collects the peer evaluation forms, summarizes the peer evaluation results, and combines his own observation and evaluation to give a comprehensive evaluation of each group. The teacher affirms the advantages of each group in the evaluation, such as accurate language expression, complete content, close group cooperation, and wonderful presentation. At the same time, the teacher points out the existing problems and puts forward targeted improvement suggestions, such as some groups have grammatical errors in the introduction, some groups have insufficient interaction with the audience, and some groups’ PPT is not concise enough. For the groups with outstanding performance, the teacher gives public praise and rewards to encourage them to make persistent efforts. For the groups with relatively weak performance, the teacher gives encouragement and guidance, helping them find out the reasons for the problems and putting forward specific improvement measures. In addition, the teacher guides students to carry out self-evaluation. Each student reflects on their own performance in the Project task, such as whether they have actively participated in group cooperation, whether they have completed their own tasks, what problems they have encountered and how to solve them, and what gains and deficiencies they have. Students can write a short self-evaluation report to record their own learning experience and feelings. Design Intention: Peer evaluation and teacher evaluation can make the evaluation of the Project task more comprehensive and objective, helping students understand their own advantages and deficiencies. Affirmation and praise from teachers can enhance students’ learning confidence and enthusiasm. Encouragement and guidance for weak groups can help them improve their learning level and avoid losing interest in learning. Self-evaluation can cultivate students’ ability of self-reflection and self-improvement, helping them form good learning habits. 3. Summary and Extension The teacher makes a summary of this lesson in English: “Today we have completed a very meaningful Project task. Each group has done a good job in collecting information, writing introductions, making PPT and presenting. Through this task, we have not only mastered a lot of vocabulary and sentence patterns related to painting, but also understood more about the art of painting at home and abroad, and improved our abilities of cooperative learning, independent learning and language expression. I am very proud of your performance.” Then, the teacher carries out the extension activity. The teacher recommends some English books, movies and websites about painting art to students, such as the book “The Story of Art”, the movie “Loving Vincent”, and the official website of the Metropolitan Museum of Art. The teacher encourages students to use their spare time to understand more about painting art, read English materials related to painting, and further improve their English level and artistic accomplishment. At the same time, the teacher assigns an after-class task: each student writes an English essay about their favorite painting, using the vocabulary and sentence patterns learned in this lesson, and submits it to the teacher in the next class. Design Intention: The summary of the lesson helps students sort out the knowledge and skills learned in this lesson, and deepen their understanding and memory. Extension activities broaden students’ learning horizons, extend the learning content from the classroom to after class, and cultivate students’ ability of lifelong learning. The after-class task enables students to further consolidate the knowledge and skills learned in this lesson, and improve their English writing ability. Step 5: Reflection and Improvement (After-class) After the class, the teacher reflects on the whole teaching process, records the advantages and deficiencies in the teaching, such as whether the task design is reasonable, whether the guidance to students is in place, whether the students’ participation is high, and so on. According to the reflection results, the teacher adjusts and improves the teaching design, so as to provide better guidance for the subsequent teaching. At the same time, the teacher collects the students’ self-evaluation reports and after-class essays, understands the students’ learning gains and difficulties, and gives targeted feedback and guidance to each student. For students who have difficulties in learning, the teacher communicates with them individually, helps them solve the problems encountered in learning, and encourages them to make progress. Design Intention: Teachers’ after-class reflection can help improve the quality of teaching and make the teaching design more in line with the actual needs of students. Understanding students’ learning situation through self-evaluation reports and after-class essays can enable teachers to carry out targeted teaching guidance, help students solve learning difficulties, and promote the all-round development of students. 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 $