Unit 3 Sea Exploration-Video Time 教案-2025-2026学年高中英语人教版选择性必修第四册

Unit 3 Sea Exploration-Video Time 内容导航 The Video Time of Unit 3 Sea Exploration mainly focuses on China’s deep-sea exploration, introducing the new-generation comprehensive marine scientific research vessel "Kexue" and the submersible "Faxian". It shows the development and progress of China’s deep-sea exploration technology, the hard work of researchers at sea, and the significance of marine scientific research, helping students have a deeper understanding of China’s marine exploration achievements and the value of sea exploration. 教学目标和重难点 1. 教学目标 Language Competence: Students can master marine exploration-related vocabulary and sentences, understand the video content, and express views on deep-sea exploration. Learning Ability: They can improve skills in obtaining and sorting out video information, and develop autonomous and cooperative learning abilities. Cultural Awareness: They can understand China’s marine exploration achievements, enhance national pride, and establish the concept of harmony between humans and nature. Thinking Quality: They can analyze the significance of marine exploration and cultivate logical thinking and critical thinking through thinking and discussion. 2. 教学重难点 Key Points: Master core vocabulary and expressions related to deep-sea exploration (such as research vessel, submersible, marine science, etc.); understand the main content of the video, including the functions of "Kexue" and "Faxian", and China’s deep-sea exploration achievements; be able to express personal views on sea exploration in simple English. Difficult Points: Familiarize themselves with professional terms in deep-sea exploration and accurately understand their meanings in the video context; sort out the logical relationship of the video content and express views on marine exploration with fluent and correct English. 教学过程 Step 1: Lead-in (Warm-up and Preview) Activity 1: Theme Discussion The teacher starts the class with a question: “What do you know about sea exploration? Have you heard of any Chinese marine scientific research vessels or submersibles?” Then, the teacher shows some pictures of the ocean, deep-sea exploration equipment, and the “Kexue” research vessel on the screen, and invites students to discuss in groups for a few minutes. After the discussion, ask 2-3 groups to share their opinions. Some students may mention submarines, while others may talk about marine resources. The teacher affirms students’ answers and then leads to the topic: “Today, we will learn about China’s deep-sea exploration through a video, and get to know the ‘Kexue’ research vessel and the stories of deep-sea researchers.” Design Intention: This activity combines students’ existing knowledge and life experience to stimulate their interest in the topic of sea exploration. The pictures displayed can help students establish a visual connection, lay a foundation for understanding the subsequent video content, and cultivate students’ cooperative learning ability and oral expression ability through group discussion. At the same time, it naturally leads to the theme of Video Time, realizing a smooth transition from prior knowledge to new knowledge. Activity 2: Vocabulary Preview The teacher presents the core vocabulary and professional terms related to the video on the blackboard or PPT, including research vessel, submersible, marine science, laboratory, sample, monitor, manoeuvre, atmospheric investigation, deep-sea exploration, etc. For each word, the teacher explains its pronunciation, meaning and usage briefly, and gives simple example sentences related to the video context, such as “The ‘Kexue’ is a famous marine research vessel in China.” “Faxian is a submersible used for deep-sea exploration.” Then, the teacher asks students to read the words aloud twice, and checks the pronunciation of individual students to ensure that they can read the words correctly. After that, the teacher organizes a quick memory game: the teacher says the Chinese meaning, and students respond with the corresponding English words quickly, which helps students memorize the words temporarily. Design Intention: The video involves many professional terms and topic-related vocabulary, which is an important obstacle for students to understand the video. Previewing the core vocabulary in advance can help students reduce the difficulty of understanding the video, improve the efficiency of watching the video, and lay a solid language foundation for the subsequent links. The quick memory game can increase the fun of vocabulary learning, avoid the dullness of simple word recitation, and enhance students’ enthusiasm for learning. Step 2: While-Watching (Comprehension and Practice) Activity 1: Watch for the First Time - Get the Main Idea The teacher tells students: “Now we will watch the video for the first time. Please pay attention to the main content of the video and try to answer two questions: 1. What is the main topic of the video? 2. Which two key objects are introduced in the video?” After that, the teacher plays the video completely. After the video is played, the teacher invites students to answer the questions. The expected answers are: 1. The main topic of the video is China’s deep-sea exploration. 2. The two key objects are the “Kexue” research vessel and the “Faxian” submersible. The teacher summarizes and affirms students’ answers, and emphasizes the main line of the video: the introduction of the “Kexue” research vessel and its functions, the work of researchers, and the role of the “Faxian” submersible in deep-sea exploration. Design Intention: Watching the video for the first time focuses on training students’ ability to grasp the main idea. By setting simple and clear questions, students can have a clear goal when watching the video, avoid aimless viewing, and help them establish a general framework of the video content. This link conforms to the law of language learning from overall to local, and lays a foundation for in-depth understanding of the video details in the next step. Activity 2: Watch for the Second Time - Grasp the Details The teacher divides students into 4 groups, and assigns different tasks to each group. The tasks are displayed on the PPT: Group 1: Pay attention to the basic information of the “Kexue” research vessel, such as when it was put into operation and what its reputation is. Group 2: Observe the work of the researchers on the “Kexue” and list 2-3 specific tasks they do. Group 3: Understand the function of the “Faxian” submersible and what it is used for in deep-sea exploration. Group 4: Find out the purpose of the Institute of Oceanology, Chinese Academy of Sciences (IOCAS) conducting research on the Western Pacific Ocean System. After assigning the tasks, the teacher plays the video again, and students in each group take notes while watching, recording the key information related to their group’s tasks. After the video is played, each group conducts internal discussions for 3 minutes to sort out the collected information and confirm the answers. Then, each group sends a representative to share their group’s findings. The teacher corrects and supplements the answers, and writes the key information on the blackboard: 1. The “Kexue” was first put into operation in 2014 and is known as a “mobile marine laboratory”. 2. Researchers’ tasks: raising and lowering research buoys, conducting on-board experiments, manoeuvring the “Faxian” submersible, collecting samples, releasing balloons for atmospheric investigation, etc. 3. The function of “Faxian”: to gather a large amount of environmental information and carry out field experiments in deep water. 4. The purpose of IOCAS’s research: to study and investigate major scientific issues of the extreme marine environment. Design Intention: This activity adopts the form of group cooperation and task-based teaching, which makes students have a clear purpose when watching the video for the second time, and can accurately capture the key details. Group cooperation can promote the exchange and communication between students, help them complement each other’s advantages, and improve the efficiency of information collection and sorting. At the same time, it can cultivate students’ sense of teamwork and ability to solve problems together. The teacher’s correction and supplementation can help students grasp the key information accurately and deepen their understanding of the video content. Activity 3: Watch for the Third Time - Deepen Understanding and Language Practice The teacher plays the video segment by segment, pausing at key sentences and important links to conduct language practice and in-depth guidance. 1. When the video plays the sentence “The ‘Kexue’ is China’s new-generation comprehensive marine scientific research vessel, known as a ‘mobile marine laboratory’”, the teacher pauses, and asks students to repeat the sentence twice. Then, the teacher explains the structure “known as” and asks students to make sentences with this structure, such as “Beijing is known as the capital of China.” 2. When the video shows researchers manoeuvring the “Faxian” submersible, the teacher pauses and asks students: “What are the researchers doing? Please describe it in English with the words we learned just now.” Guide students to use words such as “manoeuvre”, “submersible”, “deep water” to describe, and correct their sentences to ensure that the expression is correct and fluent. 3. When the video mentions the importance of marine science for China, the teacher pauses and asks students to think: “Why is marine science important for China today? Please combine the video content and your own understanding to talk about it.” Invite 2-3 students to share their views, and the teacher makes appropriate comments and supplements, emphasizing that marine science is crucial for China’s development of marine resources, protection of marine environment and promotion of marine economy. 4. After playing the whole video again, the teacher presents a cloze exercise on the PPT, which is compiled based on the key content of the video. The blanks are filled with the core vocabulary and expressions previewed earlier, such as research vessel, submersible, marine science, laboratory, sample, etc. Students complete the exercise independently, and then the teacher checks the answers and explains the key points. Design Intention: Watching the video segment by segment and pausing for guidance can help students deeply understand the key content and language points of the video. Repeating sentences, making sentences and describing scenes can strengthen students’ mastery and application of language knowledge, and realize the combination of listening and speaking. The cloze exercise can consolidate the core vocabulary and key sentences, and test students’ understanding of the video content, so as to achieve the goal of integrating listening, speaking and reading. Step 3: Post-Watching (Application and Extension) Activity 1: Group Discussion - Express Views on Sea Exploration The teacher puts forward the discussion topic: “After watching the video, we have learned about China’s deep-sea exploration achievements and the hard work of researchers. Now, please discuss in groups: What do you think are the significance and challenges of sea exploration? What can we do as senior high school students to contribute to sea exploration?” The teacher divides students into groups of 5-6, and gives 5 minutes for discussion. During the discussion, the teacher walks around the classroom, guides students to express their views freely, helps students solve language expression problems, and reminds them to use the vocabulary and sentences learned in the video and this unit. After the discussion, each group sends a representative to make a 1-2 minute speech, sharing the group’s views. For example, some groups may talk about the significance of sea exploration in developing new resources and protecting the marine environment, and the challenges such as harsh deep-sea environment and high technical requirements; some groups may say that as senior high school students, they can study hard, learn more about marine knowledge, and raise awareness of marine protection. The teacher listens carefully to each group’s speech, affirms their positive views, and makes appropriate supplements and comments, guiding students to establish a correct view of sea exploration and enhance their sense of responsibility. Design Intention: This activity is designed to convert students’ understanding of the video content into their own language expression, and realize the application of language knowledge. The discussion topic is closely related to the video content and students’ actual life, which can stimulate students’ thinking and cultivate their critical thinking ability and oral expression ability. Group discussion can provide more opportunities for students to speak English, help them overcome the fear of speaking English, and enhance their confidence in language application. At the same time, it can guide students to think about their own responsibilities, integrate the cultivation of cultural awareness and thinking quality into the language teaching process. Activity 2: Information Sorting - Complete the Mind Map The teacher presents a blank mind map on the PPT, with the central theme “China’s Deep-Sea Exploration (Video Time)”. The branches include “Kexue Research Vessel”, “Faxian Submersible”, “Researchers’ Work”, “Significance of Marine Exploration”. Students are asked to complete the mind map independently based on the video content and the key information sorted out earlier. They need to fill in the specific details under each branch, such as the basic information and reputation of the “Kexue” under the “Kexue Research Vessel” branch, and the functions of the “Faxian” under the “Faxian Submersible” branch. After completing the mind map, students exchange their works with their deskmates, check each other’s mistakes and supplements, and then the teacher selects 2-3 excellent mind maps to display on the screen, and comments on them, affirming the advantages and pointing out the deficiencies. Design Intention: Completing the mind map can help students sort out the video content systematically, clarify the logical relationship between various parts of the content, and deepen their memory and understanding of the video. Exchanging works with deskmates can promote mutual learning and mutual improvement between students, and help them find their own mistakes and deficiencies. Displaying excellent works can set an example for students, stimulate their learning motivation, and cultivate their ability to sort out and summarize information. Activity 3: Language Application - Write a Short Passage The teacher asks students to write a short passage of 80-100 words based on the video content and the mind map they completed. The requirements are: 1. Introduce the main content of the video, including the “Kexue” research vessel and the “Faxian” submersible. 2. Express their own views on China’s deep-sea exploration. 3. Use at least 5 core vocabulary and expressions learned in this class. The teacher gives students 10 minutes to write the short passage, and during this period, the teacher walks around to provide guidance for students who have difficulties in writing, such as helping them sort out the writing ideas, correcting their grammatical mistakes, and reminding them to use the correct sentence structure. After students finish writing, the teacher collects some short passages, reads them aloud in class, and makes comments, pointing out the advantages and areas that need improvement. For example, affirm students who use vocabulary and sentences correctly and have clear ideas, and remind students who have grammatical mistakes or unclear logic to correct them. Design Intention: Writing a short passage is an important link to test students’ comprehensive language application ability, which can integrate listening, speaking, reading and writing. It not only consolidates students’ mastery of vocabulary and sentences, but also trains their ability to organize language and express views. The teacher’s guidance and comments can help students find their own problems in writing, improve their writing level, and realize the goal of promoting writing through listening and reading. Activity 4: Knowledge Extension - Introduce More Marine Exploration Achievements The teacher introduces some other Chinese marine exploration achievements to students, such as the “Fendouzhe” submersible which can dive to a depth of 10,000 meters, and the achievements of China in marine resource exploration and marine environmental protection. The teacher shows relevant pictures and short video clips, and briefly introduces them in English, helping students expand their horizons and understand more about China’s marine exploration cause. Then, the teacher asks students: “What other marine exploration achievements do you know? You can share them with the class in English or Chinese.” Invite students to share, and the teacher makes appropriate comments and supplements. Finally, the teacher summarizes: “China’s marine exploration has made remarkable achievements, which is inseparable from the efforts of researchers. As young people, we should learn from them, study hard, and contribute to the development of China’s marine exploration cause.” Design Intention: Knowledge extension can enrich students’ knowledge reserve, expand their horizons, and deepen their understanding of the theme of sea exploration. Introducing China’s other marine exploration achievements can enhance students’ national pride and sense of responsibility, and further cultivate their cultural awareness. Inviting students to share their own knowledge can stimulate their learning enthusiasm and initiative, and realize the connection between classroom knowledge and extracurricular knowledge. Step 4: Summary and Homework Activity 1: Class Summary The teacher leads students to summarize the content of this class: “Today, we watched a video about China’s deep-sea exploration, got to know the ‘Kexue’ research vessel and the ‘Faxian’ submersible, mastered the core vocabulary and expressions related to deep-sea exploration, and discussed the significance and challenges of sea exploration. We also completed the mind map and wrote a short passage to consolidate our understanding and application of the video content. I hope you can remember the knowledge learned today, pay more attention to China’s marine exploration cause, and establish the awareness of protecting the marine environment.” Design Intention: The class summary can help students sort out the knowledge learned in this class, form a systematic knowledge framework, and deepen their memory of the key content. At the same time, it can further emphasize the theme of the class, guide students to establish correct values, and achieve the integration of language teaching and value guidance. Activity 2: Assign Homework 1. Review the core vocabulary and key sentences learned in this class, and recite them fluently. 2. Revise the short passage written in class according to the teacher’s comments, and hand it in the next class. 3. Surf the Internet to find more information about China’s marine exploration, and write a 100-word English introduction about one of the achievements. 4. Discuss with family members about the significance of sea exploration, and share what you have learned in this class with them. Design Intention: The homework is designed to consolidate the knowledge learned in class, extend the learning content, and connect classroom learning with extracurricular learning. Reviewing vocabulary and revising the short passage can help students consolidate their language knowledge and improve their writing level. Looking for extracurricular information can expand students’ horizons and cultivate their autonomous learning ability. Discussing with family members can enhance students’ understanding of the theme and promote the integration of family education and school education. Step 5: Blackboard Design Unit 3 Sea Exploration - Video Time 1. Core Vocabulary: research vessel, submersible, marine science, laboratory, sample, monitor, manoeuvre, atmospheric investigation 2. Key Information: - Kexue: put into operation in 2014, “mobile marine laboratory” - Faxian: gather environmental information, carry out field experiments - Researchers’ tasks: raise/lower buoys, conduct experiments, collect samples, etc. - IOCAS’s purpose: study extreme marine environment 3. Key Sentence: The “Kexue” is China’s new-generation comprehensive marine scientific research vessel, known as a “mobile marine laboratory”. 4. Discussion Topic: Significance and challenges of sea exploration; what can we do? 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 $