Unit 3 The Art of Painting-Assessment 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-Assessment 教学目标和重难点 1. 教学目标 It focuses on language ability, cultural awareness, thinking quality and learning ability, guiding students to master painting-related vocabulary and expressions, understand the cultural connotation of painting art, develop critical thinking and form autonomous learning habits. 2. 教学重难点 Key: Mastering painting-related vocabulary, phrases and complex sentences; understanding the assessment requirements of listening, speaking, reading and writing. Difficult: Using language accurately to evaluate paintings and expressing personal views logically. 教学过程 I. Lead-in: Activation of Prior Knowledge The teacher starts the class by showing students several classic paintings of different styles, including Chinese landscape paintings, Western oil paintings and modern abstract paintings, such as "Dawn on the Li River", "The Mona Lisa" and "Starry Night". Then the teacher asks questions in English: "Have you ever seen these paintings before? What do you know about them? Can you describe one of them in simple English?" After students give simple answers, the teacher briefly comments and leads to the theme of this lesson: Assessment of Unit 3 The Art of Painting. The teacher emphasizes that this lesson will help them sort out the knowledge they have learned in the unit, check their learning effect and improve their comprehensive language ability. Design Intention: By showing classic paintings, the teacher can quickly attract students' attention and arouse their interest in painting art, which is closely related to the unit theme. Asking simple questions can activate students' prior knowledge, let them review the painting-related words and expressions they have learned before, lay a foundation for the subsequent assessment and practice, and help students quickly enter the English learning state. II. Knowledge Sorting: Consolidation of Key Points This part is divided into three sections: vocabulary, phrases and grammar, which helps students sort out and consolidate the key knowledge of the unit systematically, laying a solid foundation for the subsequent assessment tasks. 1. Vocabulary Consolidation The teacher displays the key vocabulary of the unit on the screen, including portrait, landscape, canvas, brushwork, realistic, perspective, critic, etc. First, the teacher reads the words aloud, and asks students to follow along to correct their pronunciation. Then, the teacher randomly invites students to explain the meaning of the words in English and make simple sentences. For example, when it comes to "perspective", the teacher guides students to say: "Perspective is a method used in painting to create the illusion of depth and distance." If students have difficulties in making sentences, the teacher gives appropriate hints, such as combining with specific paintings: "In this landscape painting, the artist uses perspective to make the distant mountains look smaller." After that, the teacher organizes a group competition: each group is given 5 words, and the group members work together to make sentences within a certain time. The group with the most correct and fluent sentences wins a small reward. Design Intention: Vocabulary is the foundation of language learning. Through reading follow-up, word explanation and sentence making, students can deepen their memory and understanding of key vocabulary. The group competition can stimulate students' enthusiasm and participation, make the vocabulary review more interesting, and help students master the usage of vocabulary in practical context. 2. Phrase Sorting The teacher lists the key phrases of the unit, such as as opposed to, be dominated by, employ...to do..., capture the essence of, from a...perspective, etc. The teacher explains the meaning and usage of each phrase in simple English, and gives example sentences combined with the unit text. For example, for "as opposed to", the teacher says: "As opposed to traditional paintings, modern abstract paintings pay more attention to the expression of emotions rather than the reproduction of reality." Then, the teacher gives students some sentences with blanks, and asks them to fill in the blanks with the correct phrases. For example: "This painting, ______ that one, uses bright colors to express joy. (as opposed to)"; "The artist ______ different painting techniques to show the beauty of nature. (employs)". After students finish filling in the blanks, the teacher checks the answers together with the whole class, explains the wrong answers and emphasizes the key points again. Design Intention: Phrases are an important part of English expression. By explaining, giving examples and filling in the blanks, students can master the usage of key phrases, improve their ability to use phrases flexibly in sentences, and lay a foundation for their subsequent listening, speaking, reading and writing assessment. 3. Grammar Review Combined with the unit content, the teacher focuses on reviewing the noun clauses and non-finite verbs which are the key grammar points of the unit. First, the teacher briefly reviews the definition and usage of noun clauses (subject clause, object clause, predicative clause and appositive clause) and non-finite verbs (infinitive, gerund and participle), and gives example sentences from the unit text. For example, the teacher takes out the sentence from the text: "What makes a painting great is not just its technical skill, but also the emotions and ideas it conveys." and explains that this is a subject clause led by "what". Then, the teacher gives students some grammar exercises, such as converting simple sentences into complex sentences with noun clauses, or choosing the correct form of non-finite verbs. For example: "He decided ______ (learn) painting because he was deeply attracted by it. (to learn)"; "______ (Paint) is a good way to express personal feelings. (Painting)". After students finish the exercises, the teacher invites students to present their answers, corrects the mistakes and summarizes the common errors and key points. Design Intention: Grammar is the framework of language. By reviewing the key grammar points of the unit, students can clarify the usage rules of grammar, avoid common errors in use, and improve their ability to use complex sentences correctly, which is crucial for improving their comprehensive language ability and completing the subsequent assessment tasks. III. Assessment Practice: Improvement of Comprehensive Ability This part is the core of the lesson, which is divided into four parts: listening assessment, speaking assessment, reading assessment and writing assessment, covering the four basic language skills, and comprehensively checking students' learning effect of the unit. Each assessment part is accompanied by corresponding guidance and feedback to help students find their own deficiencies and improve their ability. 1. Listening Assessment The teacher plays the listening material twice. The listening material is closely related to the unit theme, mainly introducing the introduction of a famous painter and his representative works, including the style of the works, the painting techniques used and the artistic connotation. Before playing the listening material, the teacher guides students to read the listening questions carefully, and prompts them to pay attention to the key information such as time, place, character and event. The listening questions include multiple-choice questions and short-answer questions. For example: "What is the main style of the painter's works? A. Realistic B. Abstract C. Impressionist"; "What does the painter want to express through his works?" After playing the listening material twice, the teacher gives students a few minutes to finish the questions, then checks the answers together. For the questions that students answer incorrectly, the teacher plays the corresponding part of the listening material again, analyzes the key information and guides students to understand why they made mistakes. At the same time, the teacher summarizes the listening skills: pay attention to the connection words, capture the key information, and predict the content according to the questions. Design Intention: Listening is an important part of language input. Through listening assessment closely related to the unit theme, students can check their listening comprehension ability, review the painting-related vocabulary and expressions learned in the unit, and master relevant listening skills. The feedback and analysis after the assessment can help students find their own deficiencies in listening and improve their listening ability effectively. 2. Speaking Assessment The speaking assessment is carried out in the form of group discussion and individual presentation. The teacher divides students into groups of 4-5, and gives the discussion topic: "Which style of painting do you prefer, traditional painting or modern painting? Why? Please combine specific paintings to explain your views." Before the discussion, the teacher gives students 5 minutes to think independently, sort out their own ideas and prepare relevant words and expressions. During the discussion, the teacher walks around the classroom, observes the performance of each group, provides appropriate guidance for students who have difficulties in expression, and reminds students to use the vocabulary, phrases and grammar learned in the unit. After the discussion, each group selects one representative to make a presentation in front of the whole class, with a time of 2-3 minutes. After each presentation, the teacher and other students make comments: affirm the advantages of the presentation, such as fluent expression, accurate use of language, clear ideas, etc., and put forward suggestions for improvement, such as adding more specific examples, correcting pronunciation errors, etc. Finally, the teacher summarizes the speaking assessment, emphasizes the key points of speaking expression: clear logic, accurate language, natural pronunciation and intonation, and encourages students to speak English boldly. Design Intention: Speaking is an important part of language output. Through group discussion and individual presentation, students can practice their oral expression ability, flexibly use the knowledge learned in the unit to express their own views, and improve their ability of cooperation and communication. The comments and guidance after the presentation can help students find their own deficiencies in speaking and improve their oral expression ability in a targeted way. 3. Reading Assessment The teacher provides a reading passage closely related to the unit theme. The passage mainly introduces the development of Western painting styles, including Renaissance painting, Impressionist painting and Modernist painting, introducing the characteristics of each style and representative painters and works. Before reading, the teacher asks students to read the title and the first paragraph, and predict the main content of the passage. Then, students read the passage independently, and finish the reading tasks after reading: multiple-choice questions, true or false questions and short-answer questions. The multiple-choice questions mainly examine students' understanding of the details and main ideas of the passage; the true or false questions examine students' grasp of the key information; the short-answer questions require students to answer according to the passage, which examines students' ability to extract and organize information. After students finish the reading tasks, the teacher checks the answers together, analyzes the difficult questions, and guides students to find the basis in the passage. At the same time, the teacher summarizes the reading skills: skimming for the main idea, scanning for key information, and understanding the logical relationship between paragraphs. Design Intention: Reading is an important way of language input. Through reading assessment, students can check their reading comprehension ability, expand their knowledge of painting art, and master relevant reading skills. The analysis of difficult questions can help students deepen their understanding of the passage, improve their ability to extract and organize information, and lay a foundation for their subsequent writing. 4. Writing Assessment The writing task is to write a short passage of 120-150 words. The topic is: "My Favorite Painting". The teacher guides students to sort out the writing ideas first: first introduce the basic information of the painting (name, painter, style), then describe the content of the painting, and finally express their feelings and views on the painting. The teacher reminds students to use the vocabulary, phrases and grammar learned in the unit, pay attention to the logical connection of the passage, and ensure the accuracy and fluency of the language. Before writing, the teacher gives a sample passage for students to refer to, but reminds students not to copy it. During the writing process, the teacher walks around the classroom, provides guidance for students who have difficulties in writing, such as helping them sort out ideas, providing appropriate words and expressions, etc. After students finish writing, the teacher collects some students' works, displays them in front of the whole class, and makes comments: affirm the advantages of the works, such as clear structure, accurate use of language, rich content, etc., and put forward suggestions for improvement, such as correcting grammar errors, enriching details, etc. Then, students exchange their works in groups, comment on each other's works, and learn from each other's strengths. Design Intention: Writing is an important part of language output. Through writing assessment, students can comprehensively apply the knowledge learned in the unit, improve their writing ability, and express their own feelings and views on painting art. The guidance during writing and the comments after writing can help students find their own deficiencies in writing, improve their writing level in a targeted way, and cultivate their ability of logical thinking and language organization. IV. Summary and Reflection First, the teacher summarizes the content of this lesson: this lesson mainly sorts out the key knowledge of Unit 3, including vocabulary, phrases and grammar, and carries out comprehensive assessment practice of listening, speaking, reading and writing, helping students check their learning effect and improve their comprehensive language ability. Then, the teacher invites students to reflect on their own performance in this lesson: what did they do well? What are the deficiencies? What should they do to improve? Students speak freely, and the teacher listens carefully and gives appropriate encouragement and guidance. Finally, the teacher puts forward the after-class requirements: review the key knowledge of the unit according to their own deficiencies, finish the after-class consolidation exercises, and collect more information about painting art to expand their horizons. Design Intention: Summary can help students sort out the content of the lesson systematically, deepen their understanding and memory of the knowledge. Reflection can help students realize their own deficiencies, clarify the direction of improvement, and cultivate their ability of self-reflection and autonomous learning. The after-class requirements can help students consolidate the knowledge learned in the lesson and expand their knowledge, laying a foundation for their future English learning. V. Homework Arrangement 1. Review the key vocabulary, phrases and grammar of Unit 3, and make a knowledge card to sort out the key points systematically. 2. Finish the listening, reading and writing consolidation exercises related to the unit, and correct the mistakes according to the answers. 3. Write a short passage about "A Famous Painter I Admire", with a length of 150-200 words, using the knowledge learned in the unit. 4. Collect 2-3 classic paintings, and prepare a short oral introduction for the next class. Design Intention: The homework is closely related to the content of the lesson, which can help students consolidate the knowledge learned in the lesson, improve their comprehensive language ability, and cultivate their ability of autonomous learning and information collection. Different types of homework can meet the needs of different students and promote the all-round development of students' language ability. 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 $