Unit 1 Science and Scientists Video Time 教案-2025-2026学年高中英语人教版选择性必修第二册

Unit 1 Science and Scientists-Video Time 内容导航 The Video Time of Unit 1 Science and Scientists in PEP High School English Selective Compulsory Volume 2 is themed “Why Is It Important to Explore?”. It invites scientists and researchers from different fields to explain the significance of scientific exploration from diverse perspectives, and presents real and vivid cases of scientific exploration in various scenarios, showing different exploration methods and tools, aiming to stimulate students’ curiosity and enthusiasm for scientific exploration and help them understand the value of exploration. 教学目标和重难点 1. 教学目标 Language Competence: Enable students to master core vocabularies and expressions related to scientific exploration, and improve their ability to understand English video materials and express views on scientific exploration. Cultural Awareness: Guide students to understand the importance of scientific exploration across different cultures, recognize the contribution of scientists to human progress, and cultivate a scientific attitude. Thinking Quality: Cultivate students’ logical thinking and critical thinking by analyzing the views in the video and exploring cases. Learning Ability: Help students master video-watching strategies such as prediction and key information extraction, and improve their autonomous learning and cooperative learning abilities. 2. 教学重难点 Key Points: Understand the main content and core views of the video, master key vocabularies and expressions related to scientific exploration (such as exploration, curiosity, discover, experiment), and be able to talk about the importance of scientific exploration in simple English. Difficult Points: Comprehend the long sentences and scientific terms in the video, accurately grasp the logical relationship between different parts of the video, and express personal views on scientific exploration fluently and coherently in English combined with the video content. 教学过程 Lead-in: Arouse Interest and Lay the Foundation The lead-in part is designed to connect students’ prior knowledge and life experience with the theme of the video, stimulate their interest in learning, and pave the way for the subsequent video watching and learning. First, the teacher will start with a question-and-answer interaction: “Who is your favorite scientist? What contributions have they made to human beings?” The teacher will invite 2-3 students to share their views in English. During the sharing process, the teacher will positively affirm the students’ expressions, and appropriately supplement key words related to scientific exploration, such as “scientific research”, “exploration”, “discovery”, and “curiosity”, to help students recall relevant vocabulary and build confidence in expression. Next, the teacher will show students pictures of different scientific exploration scenarios, including deep-sea exploration with submarines, space exploration with spacecraft, and volcanic exploration by researchers. While showing the pictures, the teacher will ask guiding questions: “What do you think these people are doing? Why do they take risks to do these things?” Through visual stimulation and question guidance, students will naturally think about the significance of scientific exploration. Then, the teacher will briefly introduce the theme of the video: “Today we will watch a video titled ‘Why Is It Important to Explore?’, which will tell us the importance of scientific exploration from the perspectives of scientists in different fields. Let’s first predict what content will be mentioned in the video.” The teacher will list some related words and phrases on the blackboard, such as “scientists”, “nature”, “high-tech tools”, “new discoveries”, and ask students to work in pairs to discuss and predict the content of the video. After 3 minutes of discussion, each group will send a representative to share their predictions. The teacher will record the students’ predictions on the blackboard, and then guide students to enter the next link with the sentence: “Let’s watch the video and check whether your predictions are correct.” This lead-in method not only activates students’ prior knowledge and vocabulary reserves but also cultivates their ability to predict and cooperate, laying a solid foundation for the effective development of subsequent teaching activities. While-Watching: Guide Comprehension and Grasp Key Points The while-watching part is the core link of this lesson, aiming to guide students to watch the video in an organized and focused way, help them grasp the main content, key information and language points of the video, and improve their video-watching ability. This link is divided into three steps: first watching for main ideas, second watching for key details, and third watching for language points. First, the teacher will play the video completely for the first time, and ask students to focus on the overall content and answer two simple questions after watching: 1. What is the main topic of the video? 2. What does the video mainly talk about? After playing the video, the teacher will invite students to answer the questions. Most students can clearly point out that the main topic of the video is the importance of scientific exploration, and the video mainly introduces the views of different scientists on the importance of exploration and related exploration cases. The teacher will summarize and affirm the students’ answers, and emphasize the main idea of the video: “The video mainly explains why scientific exploration is important through the voices of scientists in different fields and real exploration cases.” Then, the teacher will play the video for the second time, and ask students to watch it carefully and complete the detailed information form prepared in advance. The form includes the following contents: the names of the scientists mentioned in the video, their views on scientific exploration, and the exploration cases mentioned. Before playing the video, the teacher will briefly explain the requirements of the form, reminding students to focus on listening to the key information, such as the names of scientists, key sentences expressing views, and specific exploration scenarios. During the video playing process, the teacher will pause appropriately at the key points to give students time to record. After playing the video, the teacher will organize students to check the answers in groups. Each group will compare their recorded contents and correct the wrong or missing information together. Then, the teacher will invite representatives of each group to share their group’s answers, and make supplements and corrections. For example, when introducing the view of Emily Ainsworth, the teacher will emphasize her key sentence: “It's part of human nature to satisfy curiosity and to learn more about the world.” For the exploration cases mentioned in the video, such as deep-sea exploration, volcanic exploration, and space exploration, the teacher will guide students to sort out and summarize, helping them clarify the diversity of scientific exploration. After grasping the main content and key details, the teacher will play the video for the third time, focusing on guiding students to pay attention to the key vocabulary, phrases and sentence structures in the video. The teacher will first list the key vocabulary and phrases that need to be mastered on the blackboard, such as exploration (n. 探索), curious (adj. 好奇的), discover (v. 发现), experiment (n. 实验), scientific method (科学方法), data analysis (数据分析), and then play the video segment by segment. When encountering these key words and phrases in the video, the teacher will pause, explain their meanings and usages, and combine the context of the video to give example sentences. For example, when the video mentions “data analysis”, the teacher will explain: “Data analysis means the process of collecting and analyzing data to get conclusions. In scientific exploration, data analysis is very important.” Then, the teacher will ask students to make sentences with this phrase in combination with their own understanding. In addition, the teacher will also focus on guiding students to understand the long sentences and complex sentence structures in the video. For example, when the video says: “We think we know about the world, but we don't. We think we understand ourselves, but we don't.” The teacher will parse the sentence structure for students: “This sentence uses the structure ‘We think..., but we don't.’ to express a contrast, emphasizing that human beings' understanding of the world and themselves is not comprehensive, which is the reason why we need to explore.” Then, the teacher will ask students to imitate this sentence structure to make sentences, helping them master the usage of this structure. During this process, the teacher will pay attention to the performance of each student, and give timely guidance and help to students who have difficulties in understanding, ensuring that every student can grasp the key language points. Post-Watching: Consolidate and Extend, Improve Comprehensive Ability The post-watching part is designed to help students consolidate the knowledge and skills learned in the while-watching link, extend the theme content, and improve their comprehensive language application ability. This link includes four activities: vocabulary and sentence practice, group discussion, speech presentation, and summary and reflection. First, vocabulary and sentence practice. The teacher will design a series of practice activities to help students consolidate the key vocabulary and sentence structures mastered in the video. For example, fill in the blanks with the correct form of the given words: 1. It is human nature to be ________ (curiosity) about the unknown world. 2. Scientists spend a lot of time on ________ (explore) to make new discoveries. 3. We need to do a lot of ________ (experiment) to test our hypothesis. After students finish the exercises independently, the teacher will check the answers and explain the key points. Then, the teacher will design a sentence-making activity, asking students to use at least two key words or phrases to make a sentence related to scientific exploration. For example, a student might say: “Scientists use scientific methods to carry out exploration and make great discoveries.” The teacher will positively affirm the students’ sentences and make appropriate modifications to help them improve their expression accuracy. Second, group discussion. The teacher will put forward a discussion topic: “Combined with the video content and your own life experience, what do you think is the importance of scientific exploration? What can we do to cultivate our ability of scientific exploration?” Then, the teacher will divide students into groups of 4-5, and ask each group to discuss the topic in English. During the discussion, the teacher will walk around the classroom, listen to the students’ discussions, and give timely guidance and help. For example, if a student has difficulty expressing their views, the teacher will prompt them with key words or sentence structures; if the discussion of a group deviates from the topic, the teacher will guide them back to the theme. After 10 minutes of discussion, each group will select a representative to make a 2-3 minute speech to share the group’s views. When the representatives are speaking, the teacher will ask other students to listen carefully and take notes, and encourage them to put forward questions or supplement after the speech. This activity not only helps students deepen their understanding of the theme of the video but also improves their oral expression ability and cooperative learning ability. Third, speech presentation. On the basis of group discussion, the teacher will select 3-4 outstanding representatives to give a formal speech in front of the whole class, with the theme “The Importance of Scientific Exploration”. Before the speech, the teacher will briefly guide the students on the skills of speech, such as the opening, main body and closing of the speech, and the speed and intonation of speaking. During the speech, the teacher will record the advantages and deficiencies of the students’ speeches, and make comments and guidance after all speeches are completed. For example, the teacher will affirm the students’ fluent expression and clear views, and at the same time put forward suggestions for improvement, such as “You can add more specific examples to make your speech more persuasive” or “Pay attention to the pronunciation of some words to make your expression more standard”. This activity not only exercises students’ oral expression ability but also cultivates their confidence and logical thinking ability. Fourth, summary and reflection. The teacher will first summarize the content of this lesson, reviewing the main idea of the video, key vocabulary, phrases and sentence structures, and the key points of the discussion. Then, the teacher will ask students to reflect on their own learning situation in this lesson: “What have you learned in this lesson? What difficulties have you encountered? How can you solve these difficulties?” Students can think independently first, then share their reflections with their deskmates. Finally, the teacher will invite 2-3 students to share their reflections with the whole class, and give positive feedback and encouragement. The teacher will also put forward learning suggestions for students: “After class, you can watch the video again to consolidate the knowledge you have learned, and collect some stories about scientific exploration to share in the next class. At the same time, you should keep a curious heart and pay attention to the scientific phenomena around you, so as to cultivate your ability of scientific exploration.” Homework Arrangement: Extend Learning and Consolidate Effects Homework arrangement is an important part of teaching, which can help students consolidate the knowledge and skills learned in class, extend the learning content, and form a good learning habit. The homework of this lesson is divided into three levels, which are designed according to the principle of hierarchical teaching, so as to meet the learning needs of different students. Basic homework: 1. Watch the video again and write a 100-word summary of the video, using the key vocabulary and sentence structures learned in class. 2. Copy the key vocabulary and phrases learned in this lesson, and make one sentence for each word or phrase. This level of homework is mainly for students with poor foundation, helping them consolidate the basic knowledge and skills learned in class. Improved homework: 1. Write a short essay of 150-200 words on the topic “My View on Scientific Exploration”, combined with the video content and your own life experience. 2. Interview your classmates or family members about their views on scientific exploration, and record the interview content in English (at least 5 sentences). This level of homework is suitable for students with medium foundation, helping them improve their writing ability and comprehensive language application ability. Expansive homework: 1. Collect information about a famous scientific exploration event, and make a PPT to introduce the event (including the background, process, results and significance of the event), which will be shared in the next class. 2. Write a letter to a scientist you admire, expressing your admiration for him/her and your determination to learn from him/her to explore science. This level of homework is suitable for students with good foundation, helping them expand their knowledge and cultivate their ability of information collection and processing. Before assigning homework, the teacher will clearly explain the requirements and evaluation standards of each level of homework, reminding students to complete the homework independently and carefully. After collecting the homework, the teacher will carefully correct it, give positive comments and targeted suggestions, and timely feedback the homework situation to students, helping them find their own deficiencies and improve their learning effect. Teaching Feedback and Adjustment Teaching feedback and adjustment are important links to ensure the quality of teaching. After the end of this lesson, the teacher will conduct a comprehensive reflection and summary on the teaching process, including the effect of the lead-in link, the mastery of students in the while-watching link, the participation of students in the post-watching activities, and the completion of homework. First, the teacher will reflect on the advantages of the teaching process: whether the lead-in link effectively stimulates students’ interest in learning, whether the while-watching link effectively guides students to grasp the key points, whether the post-watching activities effectively improve students’ comprehensive language application ability, and whether the homework arrangement is reasonable and hierarchical. Then, the teacher will find out the problems existing in the teaching process: for example, whether some students have difficulty understanding the long sentences in the video, whether the participation of individual students in group discussion is not high, whether the time allocation of each link is reasonable, etc. For the problems found, the teacher will put forward targeted adjustment measures. For example, if some students have difficulty understanding long sentences, the teacher will strengthen the explanation and practice of complex sentence structures in the next class, and provide more example sentences combined with the context; if the participation of individual students is not high, the teacher will pay more attention to these students in the future teaching, encourage them to participate in activities, and design more targeted tasks for them; if the time allocation is unreasonable, the teacher will adjust the time of each link in the next teaching to ensure the smooth progress of teaching. In addition, the teacher will also collect students’ feedback on this lesson, through questionnaires, individual conversations and other ways, understand students’ feelings and suggestions about the teaching content, teaching methods and teaching links. According to students’ feedback, the teacher will further optimize the teaching design, improve the teaching method, and make the teaching more in line with the learning needs of students, so as to improve the teaching effect and help students better master the knowledge and skills related to the video. In conclusion, the teaching process of Video Time in Unit 1 Science and Scientists adheres to the student-centered teaching concept, closely focuses on the four-dimensional core literacy, and designs rich and diverse teaching activities. Through the lead-in, while-watching and post-watching links, it not only helps students understand the main content and key points of the video, master the relevant language knowledge and skills, but also cultivates their scientific attitude, logical thinking ability and comprehensive language application ability. At the same time, through hierarchical homework arrangement and timely teaching feedback and adjustment, it ensures that every student can gain something in the learning process and lay a solid foundation for their future English learning and scientific literacy 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 $