Unit 2 Looking into the Future-Video Time 教案-2025-2026学年高中英语人教版选择性必修第一册

Unit 2 Looking into the Future-Video Time 内容导航 The Video Time of this unit is titled Flight of the RoboBee, which introduces a research team from a foreign university developing micro bionic robots. It shows the research process, characteristics and application prospects of RoboBees, emphasizing that scientific and technological progress requires persistent efforts and down-to-earth dedication, and inspiring students to explore the future of science and technology. 教学目标和重难点 1. 教学目标 Language Ability: Students can master key words and phrases related to bionic robots and scientific research, understand the video content accurately, and express their views on bionic technology in simple English. Cultural Awareness: They can understand the global development trend of bionic technology, recognize the importance of scientific innovation, and cultivate an international perspective. Thinking Quality: It helps develop critical thinking by guiding students to analyze the advantages and potential challenges of RoboBees, and stimulate innovative thinking through discussing application scenarios. Learning Ability: Students can improve their listening comprehension skills, learn to extract key information from videos, and develop the habit of independent exploration and cooperative learning. 2. 教学重难点 Key Points: Mastering core vocabulary and expressions about bionic robots, scientific research and technological innovation; accurately understanding the main content, research process and application value of the video; being able to talk about the characteristics and prospects of RoboBees in simple English. Difficult Points: Understanding the professional terms and complex sentences in the video; accurately expressing personal views on the development and application of bionic technology in English; cultivating critical thinking and thinking dialectically about the impact of technological progress on life. 教学过程 Lead-in: Activate Background and Arouse Interest The lead-in part aims to activate students' prior knowledge about robots and bionic technology, narrow the distance between students and the video theme, and lay a foundation for the smooth development of subsequent teaching activities. First, the teacher will show students pictures of different types of robots on the screen, including industrial robots, service robots and bionic robots, and ask them to observe carefully. Then, the teacher will put forward guiding questions to stimulate students' thinking and speaking desire: "What kinds of robots have you seen in daily life? What functions do they have? Do you know any robots that are designed like small animals or insects?" After students express their views freely, the teacher will make a brief summary, emphasizing that robots have been widely used in various fields of life, and bionic robots imitating animals or insects are a new direction of technological development. Then, the teacher will naturally lead to the theme of this Video Time: "Today, we will watch a video about a special bionic robot - RoboBee. It is as small as a bee but has amazing functions. Let's find out what secrets it has together." In this process, the teacher should pay attention to guiding students to use English to express as much as possible. For students who have difficulty in expression, the teacher can give appropriate hints, such as providing key words and phrases like "robot, bionic, function, insect" to help them build confidence in expression. At the same time, the teacher should encourage students to ask questions actively, such as "What is a RoboBee? How does it work?" so as to further arouse their interest in the video content. Pre-watching: Preview Vocabulary and Clarify Tasks Before watching the video, it is necessary to help students master the key vocabulary and phrases involved in the video, so as to avoid difficulties in understanding caused by unknown words, and clarify the watching tasks, so that students can watch the video with goals and improve the efficiency of watching. First, the teacher will list the core vocabulary and phrases on the blackboard or courseware, including "bionic, micro-robot, research team, develop, characteristic, application, prospect, persistent, dedication". For each word and phrase, the teacher will explain its pronunciation, meaning and usage in detail, and give simple example sentences to help students understand and remember. For example, when explaining "bionic", the teacher can say: "Bionic means imitating the characteristics of animals or plants to design machines or products. For example, a bionic robot is a robot designed like an animal." When explaining "persistent", the teacher can give the example sentence: "To achieve success, we need persistent efforts." After explaining the vocabulary, the teacher will introduce the basic information of the video briefly: "This video is about a research team developing RoboBees. It will show us how they design and test RoboBees, and what advantages RoboBees have. Now, let's clarify the tasks for watching the video: First, after watching the video, you need to answer some questions about the main content of the video. Second, you need to extract the key information about the characteristics and application prospects of RoboBees. Third, you need to pay attention to the professional terms and difficult sentences in the video and ask questions if you don't understand them." In addition, the teacher can also ask students to predict the content of the video according to the title "Flight of the RoboBee" and the previewed vocabulary. For example: "What do you think RoboBees look like? What can they do? Do you think they will bring convenience to our life?" This link can not only exercise students' predictive ability, but also make them more focused when watching the video. While-watching:分层观看，提取信息 The while-watching part is the key link of this lesson. It adopts the method of layered watching, which helps students gradually deepen their understanding of the video content, extract key information step by step, and improve their listening comprehension ability. The video will be played three times, and each time has different tasks and requirements. First playing: Watch for the main idea. The teacher will play the video completely, and ask students to watch it carefully without taking notes. After playing, the teacher will ask students to answer the following questions: "What is the main content of this video? Who is developing RoboBees? What is the purpose of developing RoboBees?" Students can discuss in groups for 2 minutes, then invite several students to answer the questions. The teacher will make a summary, confirming that the main content of the video is about a foreign university research team developing micro bionic RoboBees, and the purpose is to use RoboBees to complete some tasks that are difficult for humans to complete, such as environmental monitoring and search and rescue work. Second playing: Watch for key details. The teacher will play the video again, and ask students to take notes while watching, focusing on extracting the key information about the characteristics of RoboBees, the research process and the application prospects. The teacher will give some hints on the courseware, such as "Characteristics of RoboBees: size, shape, movement mode; Research process: design, test, improvement; Application prospects: fields, specific tasks". After playing the video, students will be invited to share their notes in groups, and complement each other's information. Then, the teacher will invite representatives from each group to report the extracted key information, and sort out and supplement it on the blackboard to ensure that all students master the key details. For example, the characteristics of RoboBees: as small as a real bee, light in weight, able to fly flexibly, with strong adaptability; Research process: first design the prototype of RoboBees, then test their flight ability and stability, and continuously improve according to the test results; Application prospects: environmental monitoring, pollination of crops, search and rescue in dangerous areas, etc. Third playing: Watch for difficult points. The teacher will play the video for the third time, focusing on the difficult sentences and professional terms in the video. Before playing, the teacher will list the possible difficult sentences on the courseware, such as "The RoboBee is designed to mimic the flight of a real bee, which allows it to fly in narrow spaces and complex environments." "The research team has spent several years developing and improving the RoboBee, and they believe that it will play an important role in many fields in the future." During the playing process, the teacher will pause at the difficult sentences, explain the structure and meaning of the sentences in detail, and help students understand. For example, when explaining the first difficult sentence, the teacher will analyze: "This sentence is a compound sentence. 'Which allows it to fly in narrow spaces and complex environments' is a non-restrictive attributive clause, modifying the whole preceding sentence. 'Mimic' means imitate, 'narrow spaces' means narrow spaces, 'complex environments' means complex environments." After explaining, the teacher will let students read the difficult sentences aloud several times to familiarize themselves with the sentence structure and improve their ability to understand complex sentences. Post-watching: Consolidate and Expand, Apply Knowledge The post-watching part aims to help students consolidate the knowledge and information learned from the video, expand related content, and realize the application of language knowledge and the cultivation of core literacy. This part is divided into four activities: vocabulary consolidation, group discussion, language application and thinking expansion. Activity 1: Vocabulary Consolidation. The teacher will design some vocabulary exercises to help students consolidate the core vocabulary and phrases learned in the pre-watching link. For example, fill in the blanks with the given words and phrases: bionic, develop, persistent, application, prospect. 1. The research team is working hard to ______ a new type of robot. 2. ______ technology has brought great changes to our life. 3. We need ______ efforts to achieve our dreams. 4. What is the ______ of this new technology in the medical field? 5. The ______ of RoboBees is very broad. After students finish the exercises, the teacher will check the answers and explain the wrong questions in detail to ensure that students master the usage of vocabulary and phrases. Activity 2: Group Discussion. The teacher will put forward a topic for students to discuss in groups: "What do you think of RoboBees? What are their advantages and possible disadvantages? In addition to the application fields mentioned in the video, what other fields can RoboBees be used in?" Each group is divided into 4-5 students, and the discussion time is 5 minutes. During the discussion, the teacher will walk around each group, guide students to express their views in English, and help students solve the problems encountered in the discussion. For example, if a student doesn't know how to express "pollination", the teacher can remind them of the word "pollinate". After the discussion, each group will invite a representative to report the discussion results to the whole class. The teacher will make comments and summaries, affirm the reasonable views of the students, and guide students to think dialectically about the advantages and disadvantages of RoboBees. For example, the advantages of RoboBees: small size, flexible flight, can complete dangerous tasks instead of humans; possible disadvantages: high cost, easy to be damaged, may have an impact on the ecological environment. Activity 3: Language Application. The teacher will ask students to write a short passage (about 80-100 words) according to the video content, introducing the RoboBees, including their characteristics, research process and application prospects. Before writing, the teacher will give some key sentences and expressions to help students organize their ideas, such as "The RoboBee is a kind of micro bionic robot developed by a research team. It is as small as a real bee and can fly flexibly. The research team spent several years developing and improving it. RoboBees have broad application prospects, such as environmental monitoring and crop pollination." Students will write independently, and after finishing, the teacher will collect some students' works, read them aloud in class, and make comments, pointing out the advantages and areas needing improvement. This activity can not only consolidate the students' understanding of the video content, but also improve their writing ability. Activity 4: Thinking Expansion. The teacher will lead students to expand their thinking and connect the video content with real life and the theme of the unit "Looking into the Future". The teacher will put forward questions: "What other bionic technologies do you know? How will bionic technology change our life in the future? What should we do to contribute to the development of scientific and technological innovation?" Students can express their views freely. The teacher will guide students to realize that scientific and technological progress is inseparable from persistent efforts and innovative thinking, and encourage students to study hard, cultivate their interest in science and technology, and actively explore the future of science and technology. At the same time, the teacher will combine the unit theme to emphasize that "The best way to predict the future is to create it", and inspire students to take action to create a better future. Summary and Homework Summary: The teacher will make a comprehensive summary of this lesson, reviewing the main content of the video, the core vocabulary and phrases, and the key points and difficulties of this lesson. The teacher will emphasize that through this lesson, we not only understand the related knowledge of RoboBees and bionic technology, but also improve our listening, speaking, reading and writing abilities, and cultivate our critical thinking and innovative consciousness. The teacher will also encourage students to keep an eye on the development of scientific and technological innovation in daily life and constantly expand their horizons. Homework: The homework is designed in three levels to meet the needs of different students, ensuring that each student can gain something. Level 1 (Basic): Review the core vocabulary and phrases of this lesson, copy each word and phrase 5 times, and make 2 example sentences for each. Watch the video again and write down the main content of the video in 50-60 words. Level 2 (Improvement): Finish the short passage writing in the post-watching activity, revise and improve it according to the teacher's comments. Discuss with family members about bionic technology and write down the discussion content in English (about 100 words). Level 3 (Challenge): Search for information about bionic technology on the Internet or in books, find a kind of bionic robot that interests you, and write a short introduction about it (about 120-150 words), including its characteristics, functions and application prospects. Prepare a 2-minute oral report to introduce this bionic robot, which will be presented in the next class. Teaching Feedback and Reflection (Supplementary) After the class, the teacher will collect students' homework and classroom performance, and make feedback and reflection. On the one hand, understand the students' mastery of the knowledge and skills of this lesson, such as whether they have mastered the core vocabulary and phrases, whether they can accurately understand the video content, and whether they can express their views in English. On the other hand, reflect on the problems in the teaching process, such as whether the teaching link is reasonable, whether the time allocation is appropriate, whether the guidance to students is in place, and whether the students' participation is high. According to the feedback and reflection, adjust and improve the teaching plan in time to ensure the effect of subsequent teaching. At the same time, pay attention to the individual differences of students, provide targeted guidance for students with learning difficulties, and help them improve their learning ability and confidence. In the whole teaching process, the teacher adheres to the student-centered teaching concept, focuses on the cultivation of students' four-dimensional core literacy, combines listening, speaking, reading and writing, and designs rich and diverse teaching activities to stimulate students' learning interest and initiative. Through layered teaching and targeted guidance, each student can make progress in this lesson, and at the same time, establish a correct view of science and technology, and cultivate the spirit of exploration and innovation, which lays a solid foundation for the study of the whole unit and the development of students' comprehensive quality. 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 $