Unit 3 The Internet Video Time 教案-2025-2026学年高中英语人教版必修第二册

Unit 3 The Internet-Video Time 内容导航 The Video Time of Unit 3 The Internet focuses on the theme of "Social Media and Teen Health". It shows British students’ online social habits, analyzes the negative impacts of excessive social media use on teens’ sleep and mental health, and advocates responsible and moderate use of social media. 教学目标和重难点 1. 教学目标 Language Ability: Master core words and expressions related to social media and health, and improve listening comprehension and oral expression skills to talk about social media use. Cultural Awareness: Understand the impact of social media on teenagers in Western countries and cultivate a rational attitude towards cross-cultural differences in internet use. Thinking Quality: Develop critical thinking by analyzing the advantages and disadvantages of social media and exploring solutions to excessive use. Learning Ability: Cultivate autonomous learning and cooperative inquiry abilities through listening practice, group discussions and practical activities. 2. 教学重难点 Key Points: Master core vocabulary such as "social media, detrimental, anxiety, depression, self-regulation" and key sentences about social media use and its impacts; understand the main idea and key details of the video; be able to express personal views on teenagers’ social media use in simple English. Difficult Points: Accurately understand long sentences and implied meanings in the video; correctly distinguish and use related expressions to describe the impact of social media; use English to logically elaborate on how to use social media responsibly. 教学过程 Step 1: Lead-in (Warm-up & Preview) The lead-in aims to activate students’ prior knowledge, arouse their interest in the topic, and lay a foundation for the subsequent video learning. First, the teacher greets students in English and starts with a daily question: “Good morning, everyone. As senior high school students, we all use social media in our daily life. What social media apps do you usually use? How much time do you spend on them every day?” After asking the question, the teacher invites 3-4 students to share their answers. For example, a student might say, “I usually use WeChat and TikTok. I spend about one hour on them every day to chat with friends and watch short videos.” Another student could reply, “I use Instagram sometimes to look at beautiful photos and follow my favorite stars. I spend less than 30 minutes a day.” The teacher responds positively to each student’s sharing, such as “That’s a common habit among teenagers.” or “It’s good that you can control your time well.” Next, the teacher shows some pictures on the screen, including students using mobile phones to browse social media late at night, teenagers looking upset while checking social media, and students playing sports with friends in real life. Then the teacher asks: “Look at these pictures. What do you think of the students’ behaviors in the pictures? Do you think spending too much time on social media is good for us?” This question guides students to think about the impact of social media, and naturally leads to the theme of the video—Social Media and Teen Health. Before playing the video, the teacher presents the core vocabulary and phrases related to the video on the blackboard or PPT, including “social media, socializing, detrimental, anxiety, depression, self-regulation, moderate, virtual world”. The teacher pronounces each word and phrase slowly, and asks students to follow along. For difficult words, the teacher gives simple explanations and example sentences to help students understand. For example, “Detrimental means harmful. For example, staying up late is detrimental to our health.” “Self-regulation means the ability to control oneself. For example, we need self-regulation to stop using mobile phones when studying.” After learning the vocabulary, the teacher asks students to predict the content of the video: “Now we have learned some new words. The video is about social media and teen health. What do you think the video will talk about? You can discuss with your deskmate for a while and then share your predictions.” After 2 minutes of discussion, the teacher invites several groups to share their predictions. Some groups might say, “The video may talk about how social media affects teenagers’ sleep.” Others could predict, “It may tell us that using too much social media is bad for our mental health.” The teacher affirms students’ reasonable predictions and says, “Let’s watch the video to check if your predictions are correct.” Step 2: While-Watching (Listening Comprehension & Key Information Extraction) This step is the core of the Video Time teaching. The teacher plays the video three times, with different tasks each time, to help students gradually understand the video content from overall to details, and improve their listening comprehension ability. First Playing: Get the Main Idea. The teacher tells students: “Now we will watch the video for the first time. Please listen carefully and try to figure out the main idea of the video. What is the video mainly about?” After playing the video, the teacher invites students to share their understanding of the main idea. Most students will be able to point out that the video is about the impact of social media on teenagers’ health, especially sleep and mental health, and advocates moderate use of social media. The teacher summarizes the main idea: “Yes, the video mainly talks about how excessive social media use affects British teenagers’ health and how to use social media responsibly.” Second Playing: Extract Key Details. The teacher distributes a task sheet to each student. The task sheet includes the following questions, and students need to fill in the blanks while watching the video: 1. Where do the students in the video study? 2. What do most of the students’ social activities depend on? 3. What problem do students often have because of social media? 4. What concerns has the British Psychological Society raised? 5. What is the advice given in the video? After explaining the task, the teacher plays the video for the second time. During the playing process, the teacher pauses appropriately at the key points to give students time to write down the answers. For example, when the video says “Like most teenagers, much of the socializing these students at Blackburn College do is online.”, the teacher pauses to remind students to fill in “Blackburn College” in the first blank. After the video is played, the teacher invites students to check their answers in pairs. Then the teacher explains the correct answers one by one, and explains the key sentences related to the answers to help students deepen their understanding. For example, for the third question, the answer is “They often stay up late to use social media and have sleep problems.” The teacher quotes the sentence in the video: “And then you realise, oh no, it's 2 o'clock in the morning and I've got an exam...” to help students understand the problem. Third Playing: Understand Difficult Sentences and Implied Meanings. The teacher first lists the difficult sentences in the video on the PPT: 1. “But the British Psychological Society has raised concerns that late nights spent maintaining social media profiles could be detrimental to their health.” 2. “Researchers think that it's not just the lack of sleep caused by late nights online that are causing these issues but that it's the emotional investments in maintaining a 24/7 social media profile that could also be a major factor.” 3. “What we try to do here is to develop some self-regulation skills in young people so they understand when to turn off, when to turn on, when to make sure that they’ve got all the commitments.” The teacher analyzes each difficult sentence one by one. For the first sentence, the teacher explains the structure: “That-clause is an attributive clause modifying ‘concerns’, and ‘spent maintaining social media profiles’ is a past participle phrase modifying ‘late nights’.” Then the teacher translates the sentence into Chinese briefly to help students understand the meaning. For the second sentence, the teacher emphasizes the structure “not just...but...”, which means “not only...but also...”, and explains the meaning of “emotional investments” and “24/7 social media profile”. For the third sentence, the teacher explains the structure of the subject clause “What we try to do here” and the purpose clause “so they understand...”. After analyzing the difficult sentences, the teacher plays the video for the third time, and asks students to follow the video and read the difficult sentences aloud to familiarize themselves with the pronunciation and intonation. Step 3: Post-Watching (Consolidation & Application) This step aims to help students consolidate the knowledge learned from the video, apply the key vocabulary and sentences to practical communication, and develop their thinking quality and learning ability through various activities. Activity 1: Vocabulary and Sentence Practice. The teacher organizes students to do two exercises to consolidate the core vocabulary and sentences. Exercise 1: Fill in the blanks with the correct form of the given words. The words include “detrimental, anxiety, regulate, moderate, socialize”. For example: 1. Excessive use of social media is ______ to teenagers’ health. 2. Many teenagers have ______ because of too much pressure from social media. 3. We need to ______ our time spent on the Internet. After students finish the exercise, the teacher checks the answers and explains the usage of the words again. Exercise 2: Rewrite the sentences according to the example. The example is: “Late nights spent maintaining social media profiles could be detrimental to their health.” → “Maintaining social media profiles late at night could harm their health.” The teacher gives 2-3 sentences from the video, such as “They want to be online 24/7. And as that need increased, then we also saw that that had an impact on their sleep quality.”, and asks students to rewrite them with simpler words and sentences. This exercise helps students master the flexible use of language and improve their ability to express in simple English. Activity 2: Group Discussion. The teacher divides students into groups of 4-5, and assigns the discussion topic: “Do you think social media is good or bad for teenagers? What are the advantages and disadvantages of social media? How can we use social media responsibly?” Before the discussion, the teacher gives some tips to help students organize their ideas, such as: Advantages: 1. Help us keep in touch with friends and relatives easily. 2. Provide a platform to share our feelings and experiences. 3. Help us get information quickly. Disadvantages: 1. Excessive use leads to lack of sleep and affects study. 2. May cause anxiety and depression. 3. May make us addicted to the virtual world and ignore real-life communication. The teacher asks students to discuss the topic in English as much as possible, and encourages them to use the vocabulary and sentences learned from the video. During the discussion, the teacher walks around the classroom, listens to the students’ discussions, and helps them solve the problems they encounter, such as incorrect word usage or unclear expression. After 10 minutes of discussion, each group selects a representative to share their group’s views with the whole class. For example, a group representative might say: “We think social media has both advantages and disadvantages. Its advantages are that it helps us chat with friends and get information easily. But its disadvantages are that using too much of it makes us stay up late and affects our study. We think we should use social media moderately, set a time limit every day, and focus on real-life communication.” After each group’s sharing, the teacher makes comments, affirms the advantages of their views, and puts forward suggestions for improvement, such as “Your views are very comprehensive. You can also add some specific examples to make your expression more convincing.” Activity 3: Role-Play. The teacher designs a role-play scenario based on the video content: Suppose you are a teacher and a student. The student is addicted to social media, often stays up late to browse social media, and his study and health are affected. The teacher talks to the student and advises him to use social media responsibly. The teacher asks students to work in pairs, one as the teacher and the other as the student, and complete the role-play. Before the role-play, the teacher gives some reference sentences: Teacher: “I notice that you have been tired recently. Do you often stay up late?” Student: “Yes, I often browse social media until late at night. I can’t help checking my phone.” Teacher: “Staying up late to use social media is detrimental to your health and study. You need to develop self-regulation skills.” Student: “I know it’s bad, but I don’t know how to control myself.” Teacher: “You can set a time limit every day, such as using social media for no more than 30 minutes. You can also do some sports or read books when you want to use your phone.” After 5 minutes of preparation, the teacher invites 2-3 pairs to perform their role-play in front of the class. After each performance, the teacher and other students make comments, pointing out the advantages and areas for improvement, such as “Their dialogue is very natural, and they used the words we learned, such as ‘detrimental’ and ‘self-regulation’. They can add more emotions to make the role-play more realistic.” Activity 4: Writing Practice. The teacher asks students to write a short passage (80-100 words) about “How to Use Social Media Responsibly”. The teacher gives some requirements: 1. Use at least 3 core words or phrases learned from the video. 2. Clearly state your views on responsible social media use. 3. The passage should be logical and coherent. Before writing, the teacher guides students to sort out their ideas: First, briefly introduce the impact of social media on teenagers. Then, put forward suggestions on how to use social media responsibly. Finally, express your hope. For example: “Social media is very popular among teenagers. It brings us convenience but also has some negative impacts if used excessively. To use social media responsibly, we should first set a time limit every day to avoid staying up late. Second, we should focus on real-life communication and not be addicted to the virtual world. Third, we should develop self-regulation skills. I hope all teenagers can use social media properly and enjoy a healthy and happy life.” After students finish writing, the teacher collects some students’ works, reads them aloud to the whole class, and makes comments, pointing out the advantages and mistakes in the passage, such as “Your passage is well-organized, and you used the words ‘excessively’, ‘self-regulation’ and ‘virtual world’. But there is a small mistake in grammar: ‘if used excessively’ should be ‘if it is used excessively’.” Step 4: Summary & Extension First, the teacher summarizes the content of this lesson with the students: “Today we watched a video about social media and teen health. We learned some core vocabulary and phrases related to social media and health, understood the main idea and key details of the video, and discussed how to use social media responsibly. We also practiced our listening, speaking and writing skills through various activities.” Then, the teacher extends the topic: “In addition to social media, the Internet has many other impacts on our lives. After class, you can investigate your family members’ Internet use habits, and write a short report about how the Internet affects their lives. You can also collect some news about Internet safety and share them in the next class.” This extension activity helps students connect the knowledge learned in class with real life, expand their horizons, and cultivate their autonomous learning ability. Finally, the teacher assigns homework: 1. Recite the core vocabulary and phrases learned in this lesson. 2. Finish the writing practice and revise it according to the teacher’s comments. 3. Complete the extension activity (investigation and report). 4. Watch the video again after class and try to retell the main content in your own words. Step 5: Teaching Reflection (for Teachers) After the class, the teacher should reflect on the teaching process to improve the teaching effect. The reflection mainly includes the following aspects: 1. Whether the lead-in activity effectively aroused students’ interest and activated their prior knowledge. 2. Whether the listening tasks were designed reasonably, and whether students could gradually understand the video content. 3. Whether the post-watching activities were diverse and effective, and whether they helped students consolidate and apply the knowledge learned. 4. Whether the students participated actively in the class activities, and whether their language ability, thinking quality, cultural awareness and learning ability were effectively developed. 5. What problems existed in the teaching process, such as whether the difficult sentences were explained clearly enough, whether the time for group discussion was appropriate, and how to improve these problems in the next class. For example, if some students had difficulty understanding the difficult sentences in the video, the teacher can prepare more simple explanations and examples in the next class, or let students discuss the difficult sentences in groups first to improve their understanding. If the time for role-play was not enough, the teacher can adjust the time arrangement in the next class to ensure that each pair has enough time to prepare and perform. Through continuous reflection and improvement, the teacher can make the Video Time teaching more effective and help students better master the knowledge and improve their comprehensive English 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 $