Unit 1 Art Video Time 教案-2025-2026学年高中英语人教版选择性必修第三册

Unit 1 Art-Video Time 内容导航 This Video Time centers on Along the River During the Qingming Festival. Students grasp key details about its scenes, characters, and life in Bianjing while appreciating its cultural value and artistic charm. 教学目标和重难点 1. 教学目标 Language Ability：Master vocabulary like "handscroll", "bustling", "vivid" and sentence patterns to describe artworks. Cultural Awareness：Understand Song Dynasty life and Chinese traditional painting, fostering cultural confidence. Thinking Quality：Develop critical thinking by analyzing the painting’s composition and historical significance. Learning Ability：Improve information extraction and collaborative inquiry through video watching and group discussion. 2. 教学重难点 Key Points：Grasp main ideas and key information about the painting; learn to describe its features in English. Difficult Points：Deeply interpret the cultural connotation and artistic value; compare Chinese traditional painting with Western art and express personal opinions fluently in English. 教学过程 I. Lead-in Warm-up & Lead-in Teacher greets students and briefly reviews the unit theme "Art" by asking: "What have we learned about art in the previous lessons? Can you name some famous artworks or artists you know?" Guide students to recall content from Reading and Thinking and Using Language, connecting to the unit’s overall learning. Display a series of blurred classic Chinese and Western painting images on the screen, such as Mona Lisa, The Starry Night, and Along the River During the Qingming Festival. Ask students to guess the names of the paintings and their creators. Then, present the clear images and briefly introduce the background of these works, highlighting the diversity of art. Introduce the learning task of this class: "Today, we will focus on a precious Chinese traditional painting—Along the River During the Qingming Festival through video watching. We will not only understand its specific content but also explore its cultural and artistic values. Let's start our journey of art appreciation!" Pre-viewing Preparation Distribute a pre-viewing worksheet to students, which includes basic information about the painting and pre-reading questions. The basic information covers: the painter Zhang Zeduan, the Northern Song Dynasty, the painting's size (24.8cm in height and 528cm in length), and its collection location (the Palace Museum). Present pre-viewing questions on the screen: What season and festival does the painting reflect? What is the main scene of the painting? What can we see in the painting besides the natural scenery? Guide students to read the basic information and think about the pre-viewing questions independently for 3 minutes, then organize into pairs to discuss their answers. Teacher walks around to listen to students' discussions and provide necessary guidance, such as explaining difficult vocabulary or cultural concepts. II. While-viewing Activities First Viewing: Overall Perception Play the video Along the River During the Qingming Festival in its entirety for students. Remind them to focus on the overall content and main scenes of the video without recording detailed information. After the video, ask students to share their initial impressions: "What is your first impression of this painting after watching the video? What aspects of the painting attract you most?" Encourage students to express their feelings freely, such as the vivid scenes, the bustling atmosphere, or the rich details. Then, ask specific questions to check students' overall understanding: "What is the theme of the painting?" "What kind of life does the painting show?" Guide students to summarize that the painting reflects the festive life and prosperous street scene of Bianjing during the Qingming Festival in the Northern Song Dynasty, showing the daily life of people from all walks of life. Second Viewing: Detailed Information Extraction Play the video in segments, dividing it into three parts according to the content: the rural area on the right, the bustling city center in the middle, and the busy river port on the left. Play each segment twice to ensure students can catch key details. For each segment, design specific tasks for students: Rural Area Segment: Ask students to pay attention to the rural scenery, such as fields, country roads, and rural residents. Let them list the main elements in this part, like "crops", "farmers", "wooden bridges", etc. After playing, invite several students to share their answers and correct any mistakes. City Center Segment: Focus on the shops, streets, and characters in the city. Guide students to identify different types of shops, such as butcher shops, medical clinics, inns, fabric shops, beverage shops, and spice shops. Ask them to describe the activities of people in these shops, like "buying meat", "seeing a doctor", "staying in an inn", etc. River Port Segment: Emphasize the boats, wharves, and cargo handling on the river. Let students observe the types of boats, the actions of boatmen and porters, and the flow of goods. Ask them to summarize the busy situation of the river port. Provide a vocabulary list on the screen during the viewing, including key words and phrases related to the video content, such as "handscroll", "bustling", "vivid", "character", "scene", "shop", "transportation", etc. Help students understand and memorize these words to facilitate subsequent expression. Third Viewing: In-depth Interpretation and Thinking Play the video again, this time pausing at key scenes to guide students in deeper thinking. For example, when playing the scene of the busy market, ask: "What does the variety of shops in the market reflect about the economic situation of Bianjing at that time?" When playing the scene of the large crowd on the bridge, ask: "How do the artists show the lively atmosphere of the festival through the characters' expressions and actions?" Encourage students to take notes during the viewing, recording key information and their own thoughts. Then, divide students into groups of 4-5 to discuss the in-depth questions raised by the teacher. Each group should select a spokesperson to prepare for sharing. III. Post-viewing Activities and Deepening Group Discussion and Sharing Present discussion topics on the screen: Based on the video, what can we learn about the life of ordinary people in the Northern Song Dynasty? What are the artistic characteristics of Along the River During the Qingming Festival? (Such as composition, color, character depiction, etc.) Why is this painting regarded as a treasure of Chinese traditional art? What is its cultural value? Compare Along the River During the Qingming Festival with a Western classic painting you know (such as The Night Watch). What are the similarities and differences between them in terms of theme, artistic style, and cultural connotation? Give students 10 minutes for group discussion. Teacher walks around each group to participate in the discussion, guide students to think deeply, and provide help when they encounter difficulties, such as explaining relevant historical knowledge or providing English expressions for artistic characteristics. After the discussion, invite 2-3 groups to share their views. Other groups can listen and put forward different opinions or supplements. Teacher comments on each group's sharing, affirming excellent viewpoints and guiding students to further improve their understanding. Language Output and Expression Practice Organize a "Mini Art Appreciation Conference" activity. Each group selects a representative to use the knowledge and information obtained from the video to make a 2-3 minute presentation in English, introducing the key content, artistic characteristics, and cultural value of Along the River During the Qingming Festival. Provide a simple presentation framework on the screen to help students organize their speeches: Introduction: Briefly introduce the painting and its background. Main Content: Describe the main scenes and key information in the painting. Artistic Characteristics: Analyze the composition, color, and other aspects of the painting. Cultural Value: Explain the significance of the painting in history and culture. Conclusion: Summarize your own views and feelings about the painting. Encourage students to use the vocabulary and sentence patterns learned in this class, and pay attention to pronunciation and intonation. After each presentation, other students can ask questions or give comments. Teacher evaluates each presentation comprehensively, focusing on students' language expression ability, content depth, and teamwork. IV. Summary and Extension Class Summary Teacher summarizes the key content of this class: "Today, we learned about Along the River During the Qingming Festival through video watching. We mastered a lot of vocabulary and expressions related to art, understood the life scene and cultural connotation of the Northern Song Dynasty, and improved our ability to appreciate and express art in English." Review the four core literacy goals achieved in this class: Language Ability, Cultural Awareness, Thinking Quality, and Learning Ability. Emphasize that through learning this lesson, we should not only master English knowledge but also enhance our understanding and love of Chinese traditional culture. Homework Assignment Basic Task: Write a short paragraph (100-150 words) in English to describe your favorite scene in Along the River During the Qingming Festival, using at least 5 key words from this class. Advanced Task: Conduct a simple research on a Chinese traditional painting you are interested in (other than Along the River During the Qingming Festival), collect relevant information, and prepare a 3-5 minute English presentation. Next class, we will share our research results and hold a "Chinese Traditional Art Exhibition". Exploratory Task: Try to find videos or articles about the comparison between Chinese and Western art, and write a short reflection (150-200 words) in English, talking about your understanding of the similarities and differences between Chinese and Western art. V. Design Intent Design Intent of Lead-inThe warm-up and lead-up activities connect the previous unit knowledge, activate students' existing cognitive reserves, and create a relaxed and pleasant learning atmosphere. The blurred image guessing game stimulates students' curiosity and interest, guiding them to quickly enter the learning theme of this class. Pre-viewing preparation provides students with necessary knowledge and information, helping them have a clearer goal when watching the video and improving the efficiency of video watching. Design Intent of While-viewing ActivitiesThe layered viewing design (overall perception → detailed information extraction → in-depth interpretation) conforms to the law of students' cognitive development. The first viewing enables students to have a comprehensive understanding of the video content; the second viewing focuses on key details, training students' information extraction ability; the third viewing with in-depth questions and group discussions guides students to think deeply, cultivate their critical thinking, and realize the integration of language learning and cultural connotation exploration. At the same time, the vocabulary list provided during the viewing supports students' subsequent language output. Design Intent of Post-viewing ActivitiesGroup discussion and sharing provide a platform for students to communicate and cooperate, allowing them to learn from each other and expand their thinking. The "Mini Art Appreciation Conference" activity combines language output and art appreciation, comprehensively testing and improving students' English expression ability, logical thinking ability, and art appreciation ability. The hierarchical homework design meets the learning needs of students with different levels, enabling all students to make progress on the basis of mastering basic knowledge, and at the same time, provides space for students with strong abilities to explore and develop, further improving their comprehensive quality. Overall Design IntentThis teaching process takes students as the main body, takes video watching as the carrier, and takes the cultivation of four core literacy as the goal. Through a series of progressive activities, it realizes the integration of language knowledge learning, cultural connotation perception, thinking quality training, and learning ability improvement. It not only enables students to master English skills related to art appreciation but also enhances their cultural confidence and aesthetic ability, achieving the goal of quality-oriented education。 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 $