Unit 7 Art Viewing Workshop 教案-2025-2026学年高中英语北师大版必修第三册

Unit 7 Art-Viewing Workshop 教学目标和重难点 1. 教学目标 Language Competence: Students can master art-related vocabulary and sentences, and use English to describe, analyze and comment on artworks fluently. Cultural Awareness: They understand the characteristics of artworks from different cultural backgrounds, respect cultural diversity and enhance cross-cultural communication ability. Thinking Quality: They develop critical and creative thinking by analyzing artworks’ styles and connotations. Learning Ability: They improve abilities of independent learning, cooperative exploration and information processing in art-themed English learning activities. 2. 教学重难点 Key Points: Master art-related vocabulary (e.g., brushstroke, color palette, impressionism) and sentence patterns for describing artworks; understand the main content and artistic features of the viewing materials. Difficult Points: Use English to conduct in-depth analysis and objective evaluation of artworks; combine cultural background to interpret the connotation of artworks and express personal views accurately and logically. 教学过程 Step 1: Warming-up and Lead-in The teacher starts the class by showing high-definition pictures of world-famous artworks on the screen, including Vincent van Gogh’s The Starry Night, Mary Cassatt’s The Cup of Tea and René Magritte’s The Empire of Light. Then the teacher asks open-ended questions in English: “Have you seen these paintings before? What do you think of them at first sight? Can you describe the colors, shapes or details you see in one sentence?” After asking, the teacher gives students 3 minutes to think independently and then invites 2-3 students to share their answers. During the sharing, the teacher positively affirms their expressions and supplements appropriate art vocabulary, such as “vibrant colors”, “rough brushstrokes” and “dreamlike atmosphere”. Then the teacher says: “Today, we will enter the Viewing Workshop of Unit 7 Art. We will watch two videos about these famous paintings, learn how to describe and appreciate artworks in English, and explore the stories and connotations behind them.” Design Intention: This link takes famous artworks as the starting point, which is close to students’ cognitive level and can quickly arouse their interest in art and English learning. The open-ended questions guide students to use simple English to express their initial feelings about artworks, laying a foundation for the subsequent viewing and discussion. At the same time, the teacher appropriately supplements art vocabulary to help students build a preliminary vocabulary framework, reducing the language barrier in the follow-up learning process. In addition, it naturally leads to the theme of the lesson, making the transition from daily thinking to classroom learning smooth and natural. Step 2: Pre-viewing — Vocabulary and Background Preview First, the teacher presents the key vocabulary and phrases needed for this lesson on the blackboard and courseware, including core words (impressionism, brushstroke, palette, canvas, portrait, landscape), phrases (be famous for, be characterized by, focus on, convey emotions, be inspired by) and difficult sentences (It is obvious that the artist uses bright colors to show his passion. The painting, which was created in 1889, reflects the artist’s inner world.). For each vocabulary and sentence, the teacher explains the meaning and usage in simple English, and combines the pictures of the artworks shown earlier to give examples. For example, when explaining “brushstroke”, the teacher points to the brushstrokes in The Starry Night and says: “Look at the brushstrokes in this painting — they are thick and messy, which is one of the characteristics of van Gogh’s works. We can say ‘The painting is famous for its rough brushstrokes’.” Then, the teacher briefly introduces the background of the two painters and their works in English with the help of short video clips (30 seconds each). For van Gogh, the teacher introduces: “Vincent van Gogh was a famous Dutch post-impressionist painter. He lived a hard life and suffered from mental illness, but he poured all his passion into painting. The Starry Night was painted in 1889 when he was in a mental hospital. It is one of his most famous works.” For Mary Cassatt, the teacher says: “Mary Cassatt was an American impressionist artist. She was one of the few female painters in the impressionist movement, and her works often focused on women and children, showing a warm and gentle atmosphere.” After the preview, the teacher organizes a small group activity: students work in groups of 4, and each group chooses one of the key words or phrases to make a sentence related to the artworks introduced. After 5 minutes of group discussion, each group sends a representative to share their sentences. The teacher comments on their sentences, corrects grammatical mistakes and inappropriate expressions, and emphasizes the flexible use of vocabulary and sentences. Design Intention: The pre-viewing link focuses on solving the language obstacles of students. By previewing key vocabulary, phrases and difficult sentences, students can better understand the content of the viewing materials and avoid being confused by unfamiliar words during viewing. Combining artworks to explain vocabulary makes the learning of vocabulary more vivid and specific, helping students connect vocabulary with practical scenarios and improve the efficiency of vocabulary memory. The brief introduction of the artist and work background helps students understand the creation context of the works, laying a foundation for in-depth interpretation of the works’ connotation in the follow-up link. The group sentence-making activity not only consolidates the learned vocabulary and sentences, but also cultivates students’ cooperative learning ability and language expression ability, making students actively participate in the learning process instead of passively accepting knowledge. Step 3: While-viewing — Watch and Collect Information This link is divided into two rounds of viewing, and the teacher arranges different tasks for each round to guide students to watch purposefully and collect information step by step. First Round of Viewing: The teacher plays the complete video (about 5 minutes) which introduces The Starry Night and The Cup of Tea. The task for students is to listen and watch carefully, and fill in the basic information form about the two paintings. The form includes the following columns: Painting Name, Artist, Creation Time, Main Content and Basic Style. Before playing the video, the teacher explains the task clearly: “Please focus on the basic information of the two paintings while watching, and fill in the form as accurately as possible. You don’t need to write down every word, just the key information.” After playing the video, the teacher gives students 2 minutes to check and supplement their forms, then invites several students to share their answers, and displays the standard answers on the courseware to help students correct their mistakes. For the information that students miss, the teacher plays the corresponding part of the video again to strengthen their memory. Second Round of Viewing: The teacher plays the video again, and this time the task is more in-depth: students need to listen and watch carefully to collect details about the artistic techniques and emotional connotations of the two paintings. The teacher gives prompt questions on the courseware: 1. What artistic techniques does van Gogh use in The Starry Night? (e.g., colors, brushstrokes) 2. What emotions does The Starry Night convey? 3. What is the main theme of Mary Cassatt’s The Cup of Tea? 4. How does the artist show the theme through the details in the painting? During the viewing process, students can take notes briefly. After the video is played, the teacher organizes students to discuss in groups of 4 for 7 minutes, sharing the details they collected and discussing the answers to the prompt questions. During the group discussion, the teacher walks around the classroom, listens to the students’ discussions, guides them when they have difficulties, and reminds them to use the vocabulary and sentences learned in the pre-viewing link. After the group discussion, the teacher invites each group to send a representative to share their discussion results. For example, when a group shares about The Starry Night, the teacher may ask follow-up questions: “Why do you think van Gogh uses such bright colors in the painting? Do you think these colors are related to his mental state?” to guide students to think more deeply. For the key points and difficult points in the sharing, the teacher summarizes and supplements, such as emphasizing that van Gogh uses “swirling brushstrokes” and “contrasting colors (dark blue and bright yellow)” to show his inner anxiety and passion, and Mary Cassatt uses “soft colors” and “detailed descriptions of gestures” to show the warmth between women and children. Design Intention: The two-round viewing design follows the principle of “from shallow to deep”, which is in line with students’ cognitive law. The first round of viewing focuses on collecting basic information, helping students establish a preliminary understanding of the viewing materials and cultivating their ability to obtain key information quickly. The second round of viewing focuses on in-depth details and connotations, guiding students to think beyond the surface of the works and understand the artistic value of the works. The group discussion link provides students with a platform to exchange and share ideas, allowing them to learn from each other, complement each other’s advantages, and improve their language expression ability and cooperative learning ability. The teacher’s follow-up questions and summaries help students grasp the key points, break through the difficulties, and deepen their understanding of the works. Step 4: Post-viewing — Discussion, Extension and Application This link is divided into three parts: theme discussion, cultural extension and language application, aiming to help students consolidate the learned knowledge, expand their horizons and improve their comprehensive language application ability. Part 1: Theme Discussion. The teacher puts forward a core discussion question: “Both The Starry Night and The Cup of Tea are famous impressionist works, but they show different styles and emotions. Why do you think the two artists create such different works? What factors affect an artist’s creation?” Then the teacher gives students 8 minutes to discuss freely in groups. During the discussion, students can combine the artist’s background, living environment and other factors they learned earlier to express their views. After the discussion, the teacher invites students to share their views individually. Some students may say that van Gogh’s mental state and hard life made his works full of passion and anxiety, while Mary Cassatt’s identity as a female painter made her focus on warm and gentle themes. The teacher affirms these views and summarizes: “An artist’s creation is often affected by many factors, including personal experience, mental state, cultural background and social environment. These factors together shape the unique style of the artist’s works.” Part 2: Cultural Extension. The teacher introduces other impressionist artists and their works in English, such as Claude Monet’s Water Lilies and Edgar Degas’ The Dance Class, and shows their pictures on the courseware. Then the teacher asks: “What are the common characteristics of impressionist works? How is impressionism different from other art styles (e.g., realism)?” The teacher guides students to summarize the characteristics of impressionism through observation and discussion, such as focusing on light and color changes, using loose brushstrokes, and depicting daily life scenes. Then the teacher introduces that impressionism originated in France in the 19th century and had a profound impact on the development of modern art. Finally, the teacher connects it with Chinese art: “There are also many excellent artists in China who are influenced by impressionism, and they combine Chinese traditional art with impressionist techniques to create unique works. Can you think of any Chinese artworks that have similar characteristics?” This question guides students to connect Chinese and foreign art, enhance their cultural confidence and cross-cultural awareness. Part 3: Language Application. The teacher arranges a practical task: “Choose one of your favorite artworks (it can be the ones we learned today or other artworks you know), and write a short comment (about 80-100 words) in English. Your comment should include the basic information of the artwork, its artistic characteristics and your personal feelings.” Before students start writing, the teacher gives a sample comment on The Starry Night to guide them: “The Starry Night is a famous work by Vincent van Gogh, painted in 1889. It is characterized by swirling brushstrokes and contrasting colors of dark blue and bright yellow. The painting conveys the artist’s inner anxiety and passion. When I look at it, I feel the power of life and the artist’s pursuit of beauty.” Then students write independently for 10 minutes. After writing, students exchange their comments in pairs, read each other’s works and put forward suggestions for revision (such as vocabulary use, sentence structure and logical coherence). Then the teacher selects several excellent comments and common problematic comments to comment on in class, affirming the advantages of excellent comments and correcting the problems in problematic comments, such as incorrect vocabulary, grammatical mistakes and unclear logic. Design Intention: The theme discussion link guides students to think deeply about the factors affecting artistic creation, helping them form a more comprehensive understanding of art and cultivate their critical thinking ability. The cultural extension link expands students’ knowledge of art, lets them understand the characteristics and influence of impressionism, and connects Chinese and foreign art, which is conducive to cultivating students’ cross-cultural awareness and cultural confidence. The language application task is to apply the vocabulary, sentences and viewing skills learned in this lesson to practical writing, which helps students consolidate the learned knowledge and improve their English writing ability. The peer review link not only helps students find their own problems, but also improves their ability to evaluate and revise works, and cultivates their cooperative learning ability. Step 5: Summary and Homework Summary: The teacher summarizes the key points of this lesson in English: “Today, we watched two videos about The Starry Night and The Cup of Tea, learned many art-related vocabulary and sentences, and mastered the methods of describing and appreciating artworks in English. We also discussed the factors affecting artistic creation and understood the characteristics of impressionism. I hope you can apply what you have learned today to your daily life, pay more attention to art, and use English to express your views on art.” At the same time, the teacher encourages students: “Art is a universal language. It can convey emotions and thoughts beyond words. I hope you can keep your love for art and English, and explore more beauty in art through English.” Homework: 1. Review the key vocabulary, phrases and sentences learned in this lesson, and recite 5 core sentences about describing artworks. 2. Revise the short comment written in class according to the teacher’s and peers’ suggestions, and hand it in the next class. 3. Surf the Internet to find one more impressionist work, collect its basic information and artistic characteristics, and prepare a 2-minute oral report in English to share in the next class. 4. Think about the question: “How can we use English to introduce Chinese traditional art to foreigners?” and write down your thoughts (about 50 words). Design Intention: The summary link helps students sort out the knowledge system of this lesson, strengthen their memory of key points, and make them have a clear understanding of what they have learned. The homework is designed hierarchically: the first task is to consolidate the basic knowledge, the second task is to improve the writing ability, the third task is to expand the knowledge and improve the oral expression ability, and the fourth task is to connect Chinese traditional art with English learning, which is conducive to cultivating students’ cross-cultural communication ability and cultural confidence. The diverse homework tasks meet the needs of different students and promote their all-round development. 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 $