Unit 3 Celebrations-Viewing Workshop 教案-2025-2026学年高中英语北师大版必修第一册

Unit 3 Celebrations-Viewing Workshop 教学目标和重难点 1. 教学目标 Language Competence: Students can master new words and phrases related to paper-cutting and celebrations, understand the video content about paper-cutting’s history, symbolic meanings and uses, and express relevant information in simple English. Cultural Awareness: Students can understand the cultural value and aesthetic significance of Chinese paper-cutting, a world cultural heritage, enhance recognition of traditional Chinese culture and develop cross-cultural communication awareness. Thinking Quality: Students can analyze and summarize key information from the video, infer implied meanings, and cultivate logical thinking and critical thinking ability. Learning Ability: Students can master basic viewing strategies, learn to cooperate in groups, and form good learning habits of active exploration and autonomous summary. 2. 教学重难点 Key Points: Mastering core vocabulary and phrases about paper-cutting and celebrations; understanding the main content of the video, including the history, types, symbolic meanings and uses of paper-cutting; being able to use basic viewing strategies to obtain specific information. Difficult Points: Using passive voice correctly to introduce cultural relics like paper-cutting; understanding the deep cultural connotation behind paper-cutting symbols; applying the learned knowledge to describe paper-cutting works and express cultural meanings in English. 教学过程 Step 1: Lead-in (Warm-up and Preview) Activity 1: Daily Talk and Visual Arousal. The teacher shows pictures of various traditional Chinese celebrations on the screen, such as Spring Festival couplets, Mid-Autumn Festival mooncakes, and Dragon Boat Festival zongzi, and asks students to talk in pairs: “What are these celebrations? How do people celebrate them? Are there any special traditional crafts related to these celebrations?” After 3 minutes of pair discussion, invite 2-3 groups to share their answers. Then the teacher presents pictures of different paper-cutting works, including paper-cuts of fish, magpies, peonies and Spring Festival couplets, and asks: “Do you know what these are? Have you seen them in daily life? What do you think they stand for?” Design Intention: This activity connects students’ prior knowledge of celebrations with the new lesson content. By showing familiar celebration scenes and paper-cutting works, it stimulates students’ learning interest and activates their existing vocabulary related to celebrations. It also naturally leads to the theme of the Viewing Workshop — paper-cutting, laying a foundation for the subsequent video viewing and learning. At the same time, pair discussion helps cultivate students’ oral expression ability and cooperative learning awareness. Activity 2: Vocabulary Preview. The teacher presents core vocabulary and phrases related to the video on the blackboard, including paper-cutting, folk art, world cultural heritage, symbolize, decorate, celebration, traditional, craft, origin, meaning, occasion, etc. For each word and phrase, the teacher uses simple English explanations and combines them with the paper-cutting pictures shown earlier to help students understand. For example, “Paper-cutting is a kind of traditional folk art in China, which is often used to decorate houses during celebrations.” Then the teacher asks students to read the words and phrases aloud twice, and invites individual students to read them to check their pronunciation. After that, organize a quick matching game: the teacher shows the Chinese meaning of the words, and students compete to say the corresponding English words, which enhances the interest of vocabulary learning. Design Intention: Vocabulary is the foundation of language learning. Previewing core vocabulary before viewing the video can help students reduce language barriers when watching the video, so that they can focus more on understanding the content of the video. The combination of pictures and simple English explanations conforms to the cognitive characteristics of senior one students, making vocabulary learning more intuitive and easy to remember. The quick matching game can arouse students’ enthusiasm, consolidate the newly learned vocabulary in a relaxed atmosphere, and lay a solid language foundation for the following viewing activities. Step 2: While-Viewing (Comprehension and Analysis) Activity 1: First Viewing — Get the Main Idea. The teacher tells students: “Now we will watch a video about Chinese paper-cutting. Please watch it carefully and try to figure out the main topic of the video and the three aspects it introduces.” Then play the full video (the video is cut into two parts appropriately to reduce the difficulty, as the original video is long and has more content). After watching, ask students to answer the questions: “What is the main topic of the video?” “What three aspects does the video introduce about paper-cutting?” Guide students to summarize that the main topic is Chinese paper-cutting, and the three aspects are its history, symbolic meanings and uses. Then invite several students to share their answers, and the teacher makes appropriate comments and supplements to ensure that all students grasp the main idea of the video. Design Intention: The first viewing focuses on training students’ ability to grasp the main idea of the video, which is in line with the requirements of the new curriculum standard for students’ viewing ability — being able to grasp the main content of daily discourse through viewing. Cutting the video into two parts can reduce the cognitive burden of students, help them concentrate on understanding the core content, and avoid being distracted by too much information. Asking questions after viewing can test students’ understanding effect and guide them to form the habit of focusing on the main content when viewing. Activity 2: Second Viewing — Obtain Specific Information. The teacher distributes a worksheet to each student, which contains questions about specific information in the video: 1. When was Chinese paper-cutting listed as a World Intangible Cultural Heritage by UNESCO? 2. What is the origin of Chinese paper-cutting? 3. What do paper-cuts of fish, magpies and peonies symbolize respectively? 4. What are the main uses of paper-cutting? Then play the video again, and ask students to watch it carefully, find the answers to the questions on the worksheet and fill them in. During the viewing process, the teacher can pause the video at the key information points appropriately to give students time to record. After watching, organize students to check the answers in pairs, and then the teacher explains the key points and corrects the wrong answers. For example, emphasize that Chinese paper-cutting was listed as a World Intangible Cultural Heritage in 2002, and the paper-cut of fish symbolizes surplus, magpie symbolizes joy, and peony symbolizes prosperity. Design Intention: The second viewing focuses on training students’ ability to obtain specific information, which is a key part of viewing skills. The worksheet with targeted questions can guide students to watch the video with purpose, avoid blind viewing, and improve the efficiency of information acquisition. Pausing the video at key points can help students catch important information, especially for senior one students who are still improving their listening and viewing abilities. Pair checking of answers not only helps students correct their mistakes in time, but also promotes mutual learning and communication between students, enhancing their cooperative learning ability. Activity 3: Third Viewing — Analyze Language Points and Sentence Patterns. The teacher tells students: “This time we will watch the video again, and pay attention to the key sentences and sentence patterns used in the video, especially the passive voice used to introduce paper-cutting.” Then play the video, and pause at key sentences, such as “Paper-cutting is a traditional folk art in China.” “It is used to decorate houses during festivals.” “Paper-cutting was listed as a World Intangible Cultural Heritage in 2002.” The teacher explains these sentences, focuses on the structure and usage of the passive voice (be + past participle), and gives examples related to celebrations to help students understand, such as “The Spring Festival is celebrated by Chinese people all over the world.” Then ask students to find more passive voice sentences in the video and write them down on the worksheet, and invite students to read them out and analyze their structure. Design Intention: Combining viewing with language learning is the core requirement of the Viewing Workshop. By analyzing the key sentence patterns and language points in the video, students can not only understand the content of the video more deeply, but also master the practical language knowledge and improve their language competence. Focusing on the passive voice is because it is often used in the introduction of cultural relics and works of art, which is also one of the key and difficult points of this lesson. Through specific examples in the video, students can better understand the usage of the passive voice and lay a foundation for their subsequent language application. Step 3: Post-Viewing (Application and Extension) Activity 1: Group Discussion — Share and Analyze Paper-Cutting Works. The teacher divides students into groups of 4-5, and distributes pictures of different paper-cutting works to each group (including the ones shown in the video and other common paper-cutting works). Ask students to discuss in groups for 5 minutes: “What is the theme of this paper-cutting work? What does it symbolize? In what occasion can we use it? How can we introduce it in English?” The teacher walks around the classroom to guide students, helps them solve the problems encountered in the discussion, and reminds them to use the vocabulary and sentence patterns learned in this lesson, especially the passive voice. Design Intention: Group discussion is an effective way to cultivate students’ cooperative learning ability and oral expression ability. By letting students analyze specific paper-cutting works, it can deepen their understanding of the symbolic meaning and uses of paper-cutting, and realize the connection between the video content and real life. Guiding students to use the learned vocabulary and sentence patterns can help them consolidate the knowledge they have learned and improve their ability to apply language in practice. At the same time, it can also cultivate students’ ability to analyze and think about cultural works, and promote the development of their thinking quality. Activity 2: Group Presentation. After the group discussion, invite 2-3 groups to present their discussion results. Each group selects a representative to introduce the paper-cutting work of their group in English, including its theme, symbolic meaning, applicable occasions and other contents. The teacher makes comments on each group’s presentation, affirms their advantages, such as correct use of vocabulary and sentence patterns, clear expression, etc., and puts forward suggestions for improvement, such as adding more details or using more varied sentence structures. After all presentations, ask other students to evaluate the presentations and put forward their own opinions. Design Intention: Group presentation provides a platform for students to show their learning results and exercise their oral expression ability. Through presentation, students can not only consolidate the knowledge they have learned, but also improve their ability to organize language and express ideas clearly. The teacher’s comments and students’ mutual evaluation can help students find their own advantages and disadvantages, improve their learning enthusiasm and initiative, and at the same time cultivate their critical thinking ability. Activity 3: Cultural Extension — Cross-Cultural Comparison. The teacher presents pictures of celebration crafts from other countries on the screen, such as Christmas wreaths in Western countries, Diwali lamps in India, etc., and asks students: “These are celebration crafts from other countries. What are their characteristics? How are they similar to and different from Chinese paper-cutting?” Then organize students to discuss in pairs for 3 minutes, and invite several students to share their views. The teacher summarizes: “Different countries have different celebration crafts, which reflect their unique cultural characteristics. We should respect the cultural diversity of all countries, learn from each other’s excellent cultures, and at the same time inherit and carry forward our own traditional culture.” Design Intention: Cultural extension activities are designed to cultivate students’ cultural awareness. By comparing Chinese paper-cutting with celebration crafts from other countries, students can understand the cultural diversity of the world, enhance their recognition and pride in their own traditional culture, and develop cross-cultural communication awareness and ability. It also helps students form a correct cultural view, which is in line with the requirements of the four-dimensional core literacy for cultural awareness. Activity 4: Language Application — Writing a Short Passage. Ask students to write a short passage (80-100 words) about a paper-cutting work they like, including its appearance, symbolic meaning and applicable occasions. The teacher reminds students to use the vocabulary, phrases and sentence patterns learned in this lesson, especially the passive voice. During the writing process, the teacher walks around the classroom to help students solve the problems encountered in writing, such as incorrect sentence structure, improper use of words, etc. After writing, ask students to exchange their passages in pairs and correct each other’s mistakes. Then invite several students to read their passages aloud, and the teacher makes comments and corrections. Design Intention: Writing is an important way to test students’ language application ability. By writing a short passage about paper-cutting, students can consolidate the knowledge they have learned, integrate viewing, speaking and writing skills, and improve their comprehensive language competence. Pair correction helps students find their own mistakes in time, learn from each other’s strengths, and improve their writing ability. The teacher’s comments and corrections can help students standardize their language expression and improve their writing level. Step 4: Summary and Homework Activity 1: Lesson Summary. The teacher invites students to summarize what they have learned in this lesson, including the main content of the video, core vocabulary and phrases, key sentence patterns, and the cultural significance of paper-cutting. Then the teacher makes a comprehensive summary: “In this lesson, we watched a video about Chinese paper-cutting, learned about its history, symbolic meanings and uses, mastered relevant vocabulary and passive voice, and also understood the cultural value of paper-cutting. We should pay more attention to our traditional culture and try to introduce it to others in English.” Design Intention: Letting students summarize the lesson by themselves can help them sort out the knowledge they have learned, strengthen their memory, and improve their ability to summarize and sort out information. The teacher’s comprehensive summary can help students form a systematic understanding of the lesson content, emphasize the key points and difficult points, and deepen their understanding of the cultural significance of the lesson, which is conducive to the formation of students’ core literacy. Activity 2: Homework Arrangement. 1. Review the core vocabulary and phrases learned in this lesson, and write 5 sentences using the passive voice to introduce traditional Chinese crafts. 2. Find a paper-cutting work in your life, take a photo of it, and write a 100-word English introduction about it, including its theme, symbolic meaning and your feelings about it. 3. Watch another video about traditional Chinese celebrations and take notes on the key information. Design Intention: Homework is an extension of classroom learning, which can help students consolidate the knowledge they have learned and improve their language application ability. The first homework focuses on consolidating the passive voice and core vocabulary; the second homework connects classroom learning with real life, encourages students to observe and understand traditional culture in life, and improves their ability to apply language in practice; the third homework helps students expand their knowledge, cultivate their viewing ability, and lay a 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 $