Unit 8 Literature-Viewing Workshop 教案-2025-2026学年高中英语北师大版选择性必修第三册

Unit 8 Literature-Viewing Workshop 教学目标和重难点 教学目标 Language Competence: Enable students to master key words and expressions related to fairy tales, understand the plot, characters and moral connotations of the viewed video clips, and improve their ability to listen, speak and express views in English. Cultural Awareness: Guide students to appreciate the cultural connotation and moral values behind Chinese and foreign fairy tales, enhance cross-cultural understanding and cultivate cultural confidence. Thinking Quality: Encourage students to analyze the characters’ behaviors and plot development in the video, develop critical thinking and logical reasoning ability through discussion and evaluation. Learning Ability: Help students master effective viewing strategies, cultivate the habit of autonomous learning and cooperative inquiry, and improve their ability to summarize and reflect on learning. 教学重难点 Key Points: Master the key vocabulary and sentence patterns related to fairy tales and viewing activities; understand the main plots, character characteristics and core moral meanings of the three video clips (The Emperor’s New Suit, The Princess and the Frog, The Beggar and the Miser); be able to express personal views on the plots and characters in simple English. Difficult Points: Analyze the symbolic meanings of characters and plots in fairy tales, explore the deep moral connotations behind the stories; use accurate English to express personal insights and evaluations, and improve the logicality and fluency of oral expression. 教学过程 Lead-in The lead-in link aims to activate students’ prior knowledge, arouse their interest in learning, and lay a foundation for the subsequent viewing activities. At the beginning of the class, the teacher greets students in English and starts with a question-and-answer interaction: “Boys and girls, do you like fairy tales? What fairy tales have you read or watched before?” Guide students to actively answer, such as Snow White, Cinderella, Little Red Riding Hood and other familiar fairy tales. Then, the teacher shows pictures of the three fairy tales involved in this lesson (The Emperor’s New Suit, The Princess and the Frog, The Beggar and the Miser) on the screen, and asks students to guess the names of the fairy tales in English. For students who can’t answer accurately, the teacher gives appropriate hints, such as describing the key plots or characters of the fairy tales. After that, the teacher summarizes: “Today, we will watch the video clips of these three classic fairy tales, explore their plots, characters and moral meanings, and improve our English viewing and expression ability.” This link not only activates students’ existing knowledge reserve of fairy tales, but also clarifies the learning tasks of this lesson, making students quickly enter the learning state. Pre-viewing The pre-viewing link focuses on solving the language barriers of students, introducing viewing strategies, and helping students better understand the video content. First, the teacher sorts out the key vocabulary and sentence patterns related to this lesson, and explains them in detail combined with the context of fairy tales. The key vocabulary includes: emperor, suit, cheat, princess, frog, beggar, miser, noble, forgive, kindness, greed, etc. For each word, the teacher explains its pronunciation, part of speech and meaning, and gives example sentences related to fairy tales, such as “The emperor was cheated by two tailors and wore no clothes in public.” “The princess kissed the frog, and it turned into a prince.” At the same time, the teacher introduces common sentence patterns for viewing and expression, such as “The main character of the story is...”, “The plot of the story is about...”, “I think the character is... because...”, “The moral of the story is that...”. These sentence patterns will help students express their views smoothly after viewing. Next, the teacher introduces viewing strategies to the students: when watching the video, they should focus on the three key points—characters, plot and conflict. Specifically, they need to figure out who the main characters are, what their characteristics are, what the main plot of the story is, what conflicts exist in the story, and how the conflicts are solved. The teacher reminds students to take simple notes while watching, such as recording the key words of characters and plots, which is convenient for subsequent discussion and expression. In addition, the teacher briefly introduces the background of the three fairy tales: The Emperor’s New Suit is a famous fairy tale written by Hans Christian Andersen, which satirizes the vanity and foolishness of people; The Princess and the Frog is a classic fairy tale reflecting kindness and sincerity; The Beggar and the Miser tells a story about greed and kindness, which conveys positive moral values. Through the pre-viewing preparation, students can effectively reduce the difficulty of viewing, master the viewing methods, and lay a solid foundation for the while-viewing link. While-viewing The while-viewing link is the core part of this lesson, which aims to guide students to watch the video carefully, extract key information, and improve their ability to understand and analyze the video content. The teacher plays the video clips of the three fairy tales one by one, and arranges corresponding viewing tasks for each video to guide students to watch purposefully. Before playing each video, the teacher clearly puts forward the viewing tasks, and after playing, gives students a certain time to sort out the information and complete the tasks. First, play the video clip of The Emperor’s New Suit. The viewing tasks are: List the main characters in the story and describe their characteristics briefly. Summarize the main plot of the story in 2-3 sentences. ③ Find out the conflict in the story and how it is solved. After playing the video, students are allowed to discuss in groups of 4 for 3 minutes, sort out the information they have watched, and then invite 2-3 groups to share their answers. The teacher comments on the students’ answers, supplements and corrects them, and emphasizes the key points: the main characters are the emperor, the two tailors, the ministers and the child; the emperor is vain and foolish, the tailors are cunning and dishonest, the ministers are timid and flattering, and the child is innocent and brave; the main plot is that the two tailors cheated the emperor into believing that they could make a magic suit that only wise people could see, and the emperor wore the “invisible suit” to parade in public, and finally a child pointed out the truth; the conflict is that the emperor and his ministers are unwilling to admit that they can’t see the suit for fear of being regarded as foolish, and the conflict is solved by the child’s honest words. In the process of commenting, the teacher guides students to pay attention to the details in the video, such as the expressions and body language of the characters, which can reflect their characteristics. Then, play the video clip of The Princess and the Frog. The viewing tasks are: What did the princess do to help the frog? How did the frog turn into a prince? ③ What kind of person is the princess? After playing the video, students first complete the tasks independently, then exchange their answers with their deskmates, and finally the teacher checks the learning effect. The teacher summarizes the key points: the princess promised to be friends with the frog, let it eat with her, sleep with her, and kissed it; the frog turned into a prince because of the princess’s kindness and sincerity; the princess is kind, honest and keeps her promise. At the same time, the teacher guides students to pay attention to the emotional changes of the princess in the video, from being reluctant to accept the frog to being willing to help it, which reflects the beauty of her character. Finally, play the video clip of The Beggar and the Miser. The viewing tasks are: What did the miser do when the beggar asked him for help? What happened to the miser in the end? ③ What is the conflict between the beggar and the miser? After playing the video, students discuss in groups, analyze the plot and characters, and then share their views. The teacher comments and supplements: the miser refused to help the beggar and even drove him away; in the end, the miser lost all his wealth and became a beggar himself; the conflict is that the beggar needs help but the miser is greedy and unwilling to give. The teacher guides students to think about the reasons for the miser’s misfortune, which paves the way for the subsequent exploration of moral connotations. In the while-viewing link, the teacher controls the playing speed of the video appropriately. For some difficult parts, the teacher can play them twice to ensure that most students can understand the content. At the same time, the teacher walks around the classroom, observes the students’ viewing and note-taking situation, and provides timely guidance for students who have difficulties. Post-viewing The post-viewing link is an extension and sublimation of the viewing content, which aims to guide students to deeply explore the moral connotations of the fairy tales, improve their oral expression ability and critical thinking ability, and realize the integration of core literacy. This link is carried out in the form of group discussion, speech and evaluation. First, group discussion. Divide students into groups of 4-5, and set the discussion topic: “What moral meanings can we learn from the three fairy tales? Combine the plots and characters to talk about your understanding.” The teacher gives students 5 minutes to discuss, and reminds them to use the key vocabulary and sentence patterns learned in this lesson to express their views. During the discussion, the teacher walks around each group, listens to the students’ discussions, and guides them to think deeply. For example, for The Emperor’s New Suit, guide students to think: “What does this story tell us? Should we be honest like the child or vain like the emperor?” For The Princess and the Frog, guide students to think: “Why can the princess get happiness? What is the importance of kindness and keeping promises?” For The Beggar and the Miser, guide students to think: “What is the harm of greed? How should we treat people in need?” After the group discussion, carry out the speech activity. Each group selects a representative to give a 2-3 minute speech in English, sharing the group’s views on the moral connotations of the fairy tales. When the representatives are speaking, other students listen carefully and take notes. After each speech, the teacher invites other students to comment, such as “Do you agree with his view? Why or why not?” “Can you add more opinions?” The teacher also makes comments on the students’ speeches, affirming their advantages, pointing out their deficiencies, and guiding them to improve their oral expression ability. For example, if a student’s expression is not fluent, the teacher can remind them to use the sentence patterns learned; if a student’s view is not comprehensive, the teacher can guide them to combine more plots to supplement. Then, carry out the character evaluation activity. The teacher asks students: “Which character in the three fairy tales do you admire most? Which character do you dislike most? Why?” Guide students to express their views freely, and require them to combine the plots in the video to explain the reasons. For example, some students may admire the child in The Emperor’s New Suit because he is honest and brave; some students may dislike the miser because he is greedy and cold-blooded. Through this activity, students can deeply understand the character characteristics, develop their critical thinking ability, and establish correct values. In addition, the teacher guides students to compare the three fairy tales, explore their common points and differences. The common point is that they all convey positive moral values, such as honesty, kindness, and keeping promises; the difference is that the themes of the three fairy tales are different: The Emperor’s New Suit satirizes vanity and foolishness, The Princess and the Frog eulogizes kindness and sincerity, and The Beggar and the Miser warns people against greed. Through comparison, students can have a more comprehensive understanding of fairy tales and improve their ability to analyze and summarize. Summary and Homework The summary link helps students sort out the key content of this lesson and consolidate the learning results. The teacher invites students to summarize the key points of this lesson in English, such as the key vocabulary, the main plots and moral connotations of the three fairy tales, and the viewing strategies. Then, the teacher makes a final summary: “In this lesson, we watched three classic fairy tale video clips, mastered key vocabulary and sentence patterns, understood the plots and characters, and explored the moral meanings behind the stories. We also improved our viewing ability and oral expression ability through discussion and speech. I hope you can apply the viewing strategies learned today to your daily English learning, and pay attention to feeling the beauty of language and culture in fairy tales.” The homework is designed to consolidate the learning content of this lesson, extend the learning context, and improve students’ comprehensive language ability. The homework is divided into three levels, which are suitable for students of different levels, reflecting the principle of hierarchical teaching. Basic homework: Recite the key vocabulary and sentence patterns learned in this lesson. Write a 100-word English summary for one of the three fairy tales, introducing its main plot and moral meaning. This homework is mainly to help students consolidate the basic knowledge and improve their writing ability. Improved homework: Watch one more English fairy tale video clip after class, and use the viewing strategies learned in this lesson to extract key information and take notes. Discuss the fairy tale with your classmates in English, and record the main content of the discussion. This homework is to help students apply the viewing strategies and oral expression skills learned in class to practice, and improve their autonomous learning ability and cooperative learning ability. Expansive homework: Write a short English story about “kindness” with reference to the fairy tales learned in this lesson. Collect the English versions of Chinese classic fairy tales, and share them in the next class. This homework is to stimulate students’ creativity, expand their cultural vision, and cultivate their cultural confidence. At the end of the class, the teacher encourages students: “Fairy tales are not only interesting, but also contain profound moral meanings. I hope you can read more English fairy tales after class, improve your English level, and learn to be a kind, honest and brave person. See you next class!” In the whole teaching process, the teacher adheres to the student-centered concept, pays attention to the interaction between teachers and students and between students and students, and creates a relaxed and pleasant learning atmosphere. Through a series of hierarchical and targeted activities, students’ language ability, cultural awareness, thinking quality and learning ability are comprehensively improved, which effectively achieves the teaching goals of this lesson. At the same time, the teacher pays attention to the individual differences of students, designs hierarchical tasks and homework, so that every student can gain and progress in learning. 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 $