Unit 3 Fascinating Parks Video Time 教案-2025-2026学年高中英语人教版选择性必修第一册

Unit 3 Fascinating Parks-Video Time 内容导航 This Video Time focuses on a BioBlitz activity held in Rock Creek Park in Washington, DC, introducing the activity’s process, participants like park rangers and volunteers, and its significance in exploring biodiversity and protecting natural ecology. It combines vivid scenes with simple explanations to convey environmental protection concepts. 教学目标和重难点 1. 教学目标 Language Ability: Students can understand video content about BioBlitz and master related vocabulary and expressions to describe environmental activities. Cultural Awareness: They learn about foreign ecological protection activities, understand the common value of global environmental protection, and enhance cross-cultural communication awareness. Thinking Quality: They cultivate logical thinking by analyzing video structure and critical thinking by discussing environmental protection methods. Learning Ability: They improve listening comprehension and autonomous learning ability through video-watching and group activities, and develop cooperative learning skills in team discussions. 2. 教学重难点 Key Points: Understanding the main content, process and significance of the BioBlitz activity in the video; mastering key vocabulary such as “BioBlitz”, “park ranger”, “biodiversity” and related sentence patterns to describe ecological activities. Difficult Points: Comprehending long sentences and spoken expressions in the video; using the learned vocabulary and sentence patterns to express personal views on environmental protection and ecological exploration; perceiving the cultural connotation behind foreign ecological protection activities. 教学过程 Pre-Watching: Lead-In and Preparation The teaching starts with a warm-up activity to activate students’ prior knowledge and arouse their interest in the video topic. First, the teacher shows some pictures of Rock Creek Park in Washington, DC, including its natural scenery, wild animals and plants, and asks students to observe carefully. Then, the teacher raises questions to guide students to discuss: “Have you ever participated in an activity related to environmental protection or ecological exploration? What did you do in the activity?” “What do you think is the significance of protecting the ecological environment in urban parks?” After a 5-minute group discussion, each group sends a representative to share their views. The teacher comments on students’ answers, affirms their positive ideas, and naturally leads to the topic of this Video Time: “Today, we will watch a video about a special ecological exploration activity held in Rock Creek Park - BioBlitz. Let’s first learn what BioBlitz is.” Next, the teacher introduces key vocabulary and background knowledge to help students remove language obstacles in watching the video. The teacher writes the key words and phrases on the blackboard, including “BioBlitz”, “park ranger”, “biodiversity”, “sample”, “Petri dish”, “butterfly net”, and explains their meanings and usages with simple English and pictures. For example, “BioBlitz is a quick and energetic activity in which people gather to count and record all kinds of living things in a certain area within a short time. ‘Bio’ means life, and ‘blitz’ means a quick effort.” At the same time, the teacher briefly introduces Rock Creek Park: “Rock Creek Park is a famous urban park in Washington, DC, which runs through the city and is home to a variety of wild animals and plants, providing a good habitat for biodiversity.” In addition, the teacher previews the key sentence patterns in the video, such as “People are busy doing...”, “It is important to...”, “We can learn about... by doing...”, and asks students to read them aloud to be familiar with the sentence structure. Finally, the teacher puts forward the watching tasks: “When watching the video, please pay attention to the main content of the BioBlitz activity, the participants and their behaviors, and try to remember the key information.” While-Watching: Comprehension and Practice This part is divided into three rounds of video watching, from overall understanding to detailed grasp, and gradually deepens students’ comprehension of the video content. The first round of watching is mainly to let students get the overall idea of the video. The teacher plays the video completely, and asks students to focus on the main content and answer two simple questions after watching: “What is the main activity in the video?” “Where does the activity take place?” After the video is played, the teacher invites students to answer the questions. Most students can clearly point out that the main activity is BioBlitz and it takes place in Rock Creek Park in Washington, DC. The teacher affirms their answers and summarizes: “The video mainly introduces a BioBlitz activity in Rock Creek Park, showing how people explore and record the biodiversity in the park.” The second round of watching focuses on the detailed information of the video. The teacher plays the video segment by segment, and arranges corresponding listening tasks for each segment to help students grasp key details. Before playing the first segment (the beginning of the video to the introduction of the park ranger), the teacher puts forward the task: “Please listen carefully and find out who the participants of the BioBlitz activity are.” After playing the segment, the teacher asks students to answer, and guides them to list the participants: park rangers, scientists, volunteers, and even children. The teacher writes these participants on the blackboard and asks students to repeat their English expressions to strengthen memory. When playing the second segment (the process of the BioBlitz activity), the teacher’s task is: “Please pay attention to what the participants are doing in the activity and take notes.” After playing, the teacher organizes students to share their notes, and sorts out the specific behaviors of the participants with the whole class: some park rangers are guiding volunteers, some scientists are collecting animal and plant samples, some people are taking photos of small animals, some are using butterfly nets to catch insects, and some are observing insects in Petri dishes. The teacher also asks students to use the key sentence pattern “People are busy doing...” to describe these behaviors, so as to consolidate the use of the sentence pattern. When playing the third segment (the end of the video, introducing the significance of the BioBlitz activity), the teacher asks students to listen carefully and answer: “What is the significance of the BioBlitz activity?” After playing, students discuss in groups, and then share their views. The teacher summarizes the significance of the activity: it helps people understand the biodiversity in the park, raises people’s awareness of environmental protection, and provides important data for the protection of urban ecology. At the same time, the teacher guides students to pay attention to the key sentence in the video: “Protecting biodiversity is protecting our own home.” and asks students to read it aloud to deepen their understanding of the theme. The third round of watching is to check and consolidate students’ comprehension. The teacher plays the whole video again, and asks students to complete a true or false exercise to test their grasp of key details. The exercises are as follows: ① Dr Pimm says, “The extraordinary thing about this BioBlitz is just how little stuff there is here! There really aren’t many wild animals here.” (F) ② Park rangers show a group how to catch frogs. (T) ③ David Littschwager is taking photos of insects. He says, “I don’t like spiders.” (F) ④ The BioBlitz activity helps people learn more about the biodiversity in Rock Creek Park. (T) After students finish the exercise, the teacher checks the answers one by one, explains the wrong questions in detail, and plays the corresponding video segments again to help students correct their mistakes. For example, for the first question, the teacher plays the segment where Dr Pimm speaks, and lets students listen carefully again to find out that Dr Pimm actually emphasizes that there are many wild animals in the park, which is the extraordinary part of the BioBlitz activity. Through this link, students can further consolidate the detailed information in the video and improve their listening comprehension ability. Post-Watching: Consolidation and Extension This part mainly includes language consolidation, theme discussion, and practical application, to help students apply the knowledge learned in the video to practice and improve their comprehensive language ability. First, language consolidation. The teacher reviews the key vocabulary and sentence patterns learned in the video, and arranges interactive exercises. The first exercise is vocabulary matching: match the words on the left with their meanings on the right. The words include BioBlitz, park ranger, biodiversity, sample, butterfly net. The meanings are given in simple English, such as “a person who works in a park to protect the environment and guide visitors”, “the variety of living things in a certain area”, etc. Students complete the matching exercise in pairs, and the teacher checks the answers and explains the difficult points. The second exercise is sentence making. The teacher gives the key sentence patterns and some keywords, and asks students to make sentences. For example, using “It is important to...”, students can make sentences like “It is important to protect biodiversity.” “It is important to take part in environmental protection activities.” Using “People can learn about... by doing...”, students can make sentences like “People can learn about wild animals by participating in BioBlitz.” “We can learn about the environment by observing nature.” After students finish making sentences, the teacher invites some students to share their sentences, and comments and corrects them to help students master the use of sentence patterns. Next, theme discussion. The teacher raises in-depth questions to guide students to think and discuss, so as to cultivate their thinking quality and cultural awareness. The questions are as follows: ① What do you think of the BioBlitz activity? Do you think it is useful for environmental protection? ② Compared with the ecological protection activities in foreign countries, what ecological protection activities do we have in China? For example, what activities have you participated in or heard of? ③ As senior high school students, what can we do to protect biodiversity and the ecological environment around us? Students discuss these questions in groups of 4-5, and each group assigns a recorder to record the key views of the group. After 10 minutes of discussion, each group sends a representative to share their group’s views. When students share, the teacher listens carefully, encourages students to express their own opinions, and guides them to think deeply. For example, when students talk about Chinese ecological protection activities, the teacher can appropriately remind them of activities such as tree planting day, wetland protection, and the protection of national parks like Zhangjiajie National Forest Park and Zhangye Danxia Geopark. When students talk about what they can do, the teacher guides them to put forward practical suggestions, such as saving water and electricity, not littering, protecting wild animals and plants, and propagating environmental protection knowledge to their families and friends. The teacher summarizes the discussion: “Environmental protection is a common responsibility of all human beings. The BioBlitz activity in the video tells us that every small effort can contribute to the protection of biodiversity. As senior high school students, we should establish a sense of environmental protection, take action in daily life, and work together to protect our beautiful home.” Then, practical application. The teacher arranges a small group task: “Each group designs a small ecological exploration activity similar to BioBlitz, which can be carried out in our school campus or the nearby park. Please design the activity process, participants, and the significance of the activity, and use the vocabulary and sentence patterns learned in the video to introduce your activity plan.” Each group starts to design the activity plan. The teacher walks around the classroom, provides guidance for each group, helps them solve problems encountered in the design process, and reminds them to use the key vocabulary and sentence patterns learned. For example, some groups may design an activity of “Campus Biodiversity Investigation”, whose participants are students and teachers, and the process includes observing and recording the plants and small animals on the campus, taking photos, and sharing the investigation results. The teacher encourages students to be creative and make their activity plans more practical and interesting. After the groups finish designing, each group sends a representative to introduce their activity plan to the whole class. The other students listen carefully and can put forward questions or suggestions after the introduction. For example, if a group’s activity plan is not detailed enough, other students can ask: “What specific tools do you need to carry in the activity?” “How do you record the investigation results?” The teacher comments on each group’s activity plan, affirms their advantages, and puts forward suggestions for improvement. Through this task, students can not only consolidate the knowledge learned, but also improve their cooperative learning ability and practical application ability. Finally, summary and homework arrangement. The teacher summarizes the whole class: “Today, we watched a video about the BioBlitz activity in Rock Creek Park, understood the main content and significance of the activity, mastered the related vocabulary and sentence patterns, and discussed the topic of environmental protection. We also designed our own ecological exploration activities, which improved our comprehensive language ability and environmental protection awareness.” The homework is arranged as follows: ① Review the key vocabulary and sentence patterns learned in this class, and write 5 sentences using the key sentence patterns. ② Write a short passage (about 100 words) to introduce the BioBlitz activity in the video, using the knowledge learned. ③ Practice the activity plan designed by the group with group members, and prepare to carry out the activity in the next class. ④ Search for more information about global ecological protection activities after class, and share it in the next class. Teaching Reflection (Supplementary) In the teaching process, we should pay attention to the interaction between teachers and students and between students and students, fully mobilize students’ enthusiasm and initiative. When watching the video, we should arrange tasks of different difficulty levels to meet the needs of students at different levels. For students with weak listening ability, we can play the video segments repeatedly and give appropriate hints. In the theme discussion and group task links, we should encourage students to speak actively, respect their different views, and cultivate their confidence in speaking English. At the same time, we should closely combine the video content with the real life of students, let students feel that English is closely related to life, and improve their interest in learning English. In addition, we should pay attention to the infiltration of core literacy, integrate language ability, cultural awareness, thinking quality and learning ability into each teaching link, and promote the all-round development of students. 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 $