Unit 1 Science Fiction-Video Time 教案-2025-2026学年高中英语人教版选择性必修第四册

Unit 1 Science Fiction-Video Time 内容导航 This Video Time focuses on the mysterious crop circles in the English countryside, introducing different views on their origins (aliens, ancient people, human creation) and related explorations, closely linking to the unit theme of science fiction and inspiring students’ interest in scientific exploration. 教学目标和重难点 1. 教学目标 Language Ability: Students can master words and expressions related to crop circles and scientific exploration, and improve listening comprehension and oral expression through video viewing and discussion. Cultural Awareness: They understand the connection between science fiction and real scientific exploration, and cultivate a scientific attitude and cross-cultural perspective. Thinking Quality: They develop logical, critical and innovative thinking by analyzing different views on crop circles. Learning Ability: They master viewing strategies and form good habits of independent learning and cooperative inquiry with the guidance of teachers. 2. 教学重难点 Key Points: Master core words and expressions such as crop circle, phenomenon, debate, construct, creative art and key sentence patterns in the video; understand the main content, different viewpoints and logical clues of the video. Difficult Points: Accurately capture specific information and implied meanings when watching the video; use English to express personal views on the origin of crop circles coherently and logically; apply viewing strategies to analyze and evaluate video content independently. 教学过程 Step 1: Lead-in (Lead-in Activity) Activity 1: Warm-up and Theme Introduction. The teacher shows pictures of crop circles on the screen, including various complex and beautiful patterns in the English countryside and forests near Vancouver. Then the teacher asks two questions in English: “What do you see in these pictures? Do you know what these patterns are called?” After students give simple answers, the teacher introduces the topic of the video: “Today we will watch a video about these mysterious patterns—crop circles. It will show us different views on their origins and related explorations, which is closely related to our unit theme of science fiction.” Activity 2: Vocabulary Preview. The teacher presents core vocabulary in the video on the screen, including crop circle, phenomenon, debate, construct, alien, ancient people, creative art, puzzle, challenge, unusual theory. For each word, the teacher pronounces it clearly, explains its meaning in simple English and combines it with the crop circle pictures to help students understand. For example, when explaining “crop circle”, the teacher says: “A crop circle is a pattern made in a field of crops, which looks very mysterious.” Then the teacher asks students to read the words twice after him/her to ensure correct pronunciation. After that, the teacher organizes a quick matching game: show the English words on one side and their Chinese meanings on the other, and ask students to match them in pairs quickly. The first group to complete the matching correctly gets small rewards. Design Intention: The warm-up activity uses vivid pictures to attract students’ attention quickly, arouse their curiosity about crop circles and lay a foundation for video viewing. Vocabulary preview helps students eliminate language barriers in video viewing, because the core vocabulary in the video is closely related to the understanding of the main content. The quick matching game increases the interest of vocabulary learning, makes students master the words in a relaxed atmosphere, and improves their learning enthusiasm. At the same time, the theme introduction connects the video content with the unit theme of science fiction, helping students form a systematic understanding of the unit knowledge. Step 2: While-Watching (Viewing Activity) Activity 1: First Viewing - Get the Main Idea. The teacher tells students: “Now we will watch the video for the first time. Please focus on the main content and try to answer two questions: 1. What is the video mainly about? 2. How many different views on the origin of crop circles are mentioned in the video?” Then the teacher plays the video completely. After the video is played, the teacher invites 2-3 students to answer the questions. The teacher corrects and supplements their answers, and summarizes the main idea of the video: “This video mainly introduces the mysterious phenomenon of crop circles in the English countryside, and presents three different views on their origins: made by aliens, made by ancient people, and made by humans as a creative art.” Activity 2: Second Viewing - Capture Specific Information. The teacher distributes a worksheet to each student, which contains 5 detailed questions related to the video: 1. Who do some people think the circles are made by? 2. Why did Mr. Presley decide to find out more about the circles? 3. Where were other types of circles found? 4. Why do Matthew and his team like making crop circles? 5. What does Matthew think some people use the crop circles for? The teacher tells students: “Now we will watch the video for the second time. Please watch it carefully and write down the answers to these questions on the worksheet. You can take notes while watching.” Then the teacher plays the video again, pausing appropriately at the key points (such as when mentioning Mr. Presley’s reason and Matthew’s view) to give students time to take notes. After the video is played, the teacher organizes students to check their answers in groups of 4. Each group discusses their answers and corrects the wrong ones together. Then the teacher invites each group to send a representative to answer one question, and comments on their answers, emphasizing the key information and difficult points. For example, when answering the first question, the teacher supplements: “Some people think they are made by aliens to communicate with humans, and others think they are made by ancient people to please the gods.” Activity 3: Third Viewing - Focus on Language Points. The teacher says: “Now we will watch the video for the third time. Please focus on the key sentences and expressions in the video. When you hear the sentences with the words we previewed, please take notes quickly.” Then the teacher plays the video, pausing at the key sentences, such as “This video examines a strange phenomenon that has taken place in the English countryside for many decades.” “Some people suggest that different cultures may have constructed them as ways of communicating with aliens.” “Matthew and his team like making crop circles because they think it is a creative art.” The teacher writes these sentences on the blackboard, explains the sentence structure and the usage of key words (such as examine, suggest, construct, because-clause), and asks students to read the sentences twice after him/her. Then the teacher asks students to find other key sentences in the video and share them with the class, and the teacher makes comments and supplements. Design Intention: The three-time viewing activity is designed in a progressive way, which conforms to the law of students’ understanding of video content. The first viewing helps students grasp the main idea of the video and establish a general framework of the content. The second viewing focuses on capturing specific information, training students’ listening ability of details and note-taking ability, and the group discussion allows students to learn from each other and improve their cooperative learning ability. The third viewing focuses on language points, combining listening with language learning, helping students master the key sentences and expressions in the context, and laying a foundation for their subsequent oral expression and writing. Appropriate pauses in the video ensure that students can keep up with the rhythm of the video and effectively capture key information. Step 3: Post-Watching (Consolidation and Extension Activity) Activity 1: Language Consolidation. The teacher organizes two small activities to consolidate the key language points. Activity 1: Fill in the blanks. The teacher presents the key sentences on the screen with some words missing, such as “This video ______ a strange phenomenon that has taken place in the English countryside for many decades. Some people ______ that different cultures may have ______ them as ways of communicating with aliens.” Students are asked to fill in the blanks with the correct words (examines, suggest, constructed) and read the completed sentences aloud. Activity 2: Sentence making. The teacher asks students to make sentences with the core words and expressions, such as “debate”, “creative art”, “challenge”. For example, “People debate about the origin of crop circles.” “Crop circle design is a creative art.” Each student makes 2-3 sentences, then shares them with their deskmates, and the teacher randomly invites some students to share their sentences in class and makes comments. Activity 2: Group Discussion. The teacher divides students into groups of 5-6, and assigns two discussion topics: 1. Do you believe crop circles are all made by humans or by aliens? What do you think the crop circles represent? 2. What kind of crop circle would you create? Discuss and decide on its appearance and meaning. The teacher tells students: “When discussing, please use the words and sentences we learned in the video and the unit. Each group should choose a recorder to take notes and a spokesperson to report the group’s views.” During the discussion, the teacher walks around the classroom, observes the discussion situation of each group, and gives guidance when necessary. For example, if a group has difficulty expressing their views, the teacher can prompt them with questions: “Why do you think crop circles are made by humans? Do you have any reasons?” After the discussion (about 10 minutes), each group’s spokesperson reports the group’s views to the class. The teacher listens carefully, makes comments on each group’s report, affirms their advantages, and puts forward suggestions for improvement. For example, if a group’s expression is not coherent, the teacher can guide them to use connecting words such as “first”, “second”, “in my opinion” to make their expression more logical. Activity 3: Critical Thinking Training. The teacher asks students: “After watching the video and discussing, we have different views on the origin of crop circles. Some people think they are made by aliens, some think they are made by ancient people, and others think they are made by humans. Now please think: What evidence do we need to prove which view is correct? What kind of scientific spirit do we need when exploring unknown phenomena?” The teacher invites students to express their views freely. After students’ expressions, the teacher summarizes: “When exploring unknown phenomena, we need to have a rigorous scientific attitude, collect sufficient evidence, and not blindly believe in unscientific theories. At the same time, we should also encourage innovation and keep a curious heart for the world.” Then the teacher connects the content with the unit theme of science fiction: “Crop circles are often mentioned in science fiction works, and they are a bridge between science fiction and real scientific exploration. Through today’s study, we should not only understand the relevant knowledge of crop circles, but also cultivate our scientific spirit and innovative thinking, which is also the core of our unit learning.” Activity 4: Extension and Application. The teacher assigns two after-class tasks: 1. Write a short passage (80-100 words) about your views on the origin of crop circles, using the words and sentences learned today. 2. Search for more information about crop circles or other mysterious scientific phenomena online, and prepare a 2-minute oral report for the next class. The teacher explains the requirements of the tasks clearly, and reminds students to pay attention to the logic and coherence of the short passage and the accuracy of the information in the oral report. Design Intention: Language consolidation activities help students consolidate the key words and sentences learned in the video, and improve their ability to use language flexibly. Group discussion provides students with a platform to express their views in English, improves their oral expression ability and cooperative learning ability, and also makes them deeply understand the content of the video. Critical thinking training guides students to think beyond the video content, cultivates their rigorous scientific attitude and critical thinking ability, and connects the video learning with the unit theme of science fiction, realizing the integration of knowledge and ability. After-class tasks extend the learning from class to after class, help students consolidate the knowledge learned, and also cultivate their ability to collect and process information, laying a foundation for their lifelong learning. Step 4: Summary and Reflection (Summary and Reflection Activity) Activity 1: Class Summary. The teacher invites students to summarize what they have learned today. The teacher can prompt them from the following aspects: the main content of the video, the key words and sentences, the views on the origin of crop circles, and the gains in learning. After 2-3 students summarize, the teacher makes a comprehensive summary: “Today we watched a video about mysterious crop circles, understood the main content of the video and the different views on the origin of crop circles, mastered the core words and sentences related to crop circles and scientific exploration, and improved our listening, speaking and thinking abilities. We also discussed the views on crop circles and cultivated our scientific spirit. I hope everyone can apply what they have learned today to their future English learning and scientific exploration.” Activity 2: Learning Reflection. The teacher asks students to reflect on their own learning in class: “What did you do well in today’s class? What difficulties did you encounter? How can you improve in the future?” Students can think quietly for 2-3 minutes, then share their reflections with their deskmates. The teacher randomly invites some students to share their reflections in class, and gives encouragement and guidance. For example, if a student says that he/she has difficulty capturing specific information when watching the video, the teacher can suggest: “You can take notes while watching, focus on the key words, and practice more in daily life, which will help improve your listening ability.” Design Intention: Class summary helps students sort out the knowledge learned today, form a systematic knowledge framework, and deepen their understanding of the content. Learning reflection guides students to pay attention to their own learning process, find their own advantages and disadvantages, and put forward improvement measures, which is conducive to improving their learning ability and forming good learning habits. At the same time, the teacher’s encouragement and guidance can enhance students’ confidence in learning and stimulate their enthusiasm for continuous learning. Step 5: Homework Arrangement (Homework Activity) 1. Finish the short passage assigned in the post-watching activity, and check the grammar, spelling and logic of the passage by yourself. 2. Complete the worksheet used in the while-watching activity, review the key words and sentences, and recite 5 key sentences in the video. 3. Search for information about crop circles or other mysterious scientific phenomena, and prepare a 2-minute oral report for the next class. 4. Preview the relevant content of the next class, and collect some science fiction stories related to mysterious phenomena. Design Intention: Homework arrangement is closely linked to the class content, which helps students consolidate the knowledge learned in class and improve their language application ability. The short passage and worksheet help students review the key knowledge, and the oral report and preview tasks help students expand their knowledge and lay a foundation for the next class. At the same time, the homework tasks are diverse, which can meet the needs of different students and improve their learning initiative and independence. Teaching Design Note This teaching process is designed in accordance with the “viewing-promoting-thinking” concept, which conforms to the requirements of the new curriculum standard for the cultivation of students’ viewing ability and thinking quality. The whole teaching process is progressive, from lead-in to while-watching, then to post-watching, summary and reflection, which conforms to the law of students’ cognitive development. Each activity is equipped with clear design intentions, which focuses on the cultivation of students’ four-dimensional core literacy, and combines language learning with scientific exploration and thinking training. The use of multimedia materials (pictures, video) makes the teaching more vivid and intuitive, which can effectively arouse students’ learning interest. Group discussion, game and other activities enhance the interactivity of the class, make students the main body of the class, and improve their learning enthusiasm and participation. At the same time, the teaching process is closely linked to the unit theme of science fiction, which helps students form a systematic understanding of the unit knowledge and achieve the teaching goals. 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 $