Unit1 Life Choices Viewing Workshop 教案-2025-2026学年高中英语北师大版必修第一册

Unit 1 Life Choices-Viewing Workshop 教学目标和重难点 1. 教学目标 Language Competence: Enable students to master key words and sentences related to life choices and Amelia Earhart’s story, improve abilities in listening, viewing and speaking, and express personal views on life choices in simple English. Cultural Awareness: Help students understand the spirit of perseverance and pursuit of dreams reflected in Amelia Earhart’s experience, respect diverse life choices, and cultivate cross-cultural awareness. Thinking Quality: Guide students to analyze the causes and significance of Amelia Earhart’s life choices, develop critical thinking and logical reasoning abilities. Learning Ability: Let students master effective viewing strategies, form good habits of cooperative learning and independent exploration, and improve their ability to learn and use English actively. 2. 教学重难点 Key Points: Help students grasp the main content and key information of the video about Amelia Earhart, master key vocabulary and sentence patterns related to life choices and personal experiences, and be able to talk about life choices and dream pursuit in English. Difficult Points: Help students accurately extract key information from the video with a certain speed, deeply analyze the motivation behind Amelia Earhart’s choices, and use English to express personal views on life choices logically and fluently. 教学过程 Lead-in (Warm-up and Preview) The teacher starts the class with a question: “What important choices have you made in your life? How did these choices affect you?” Then, invite 2-3 students to share their answers in simple English. After that, the teacher shows a picture of Amelia Earhart and introduces her briefly: “Today we will watch a video about Amelia Earhart, the first female pilot to fly across the Atlantic Ocean. She made a bold life choice and spent her life pursuing her dream. Let’s explore her story and think about our own life choices.” Design Intention: The lead-in links the topic with students’ real life, which can arouse their interest in the lesson and activate their existing knowledge and experience related to life choices. Introducing Amelia Earhart briefly helps students have a preliminary understanding of the video’s main character, laying a foundation for the subsequent viewing activity. At the same time, it guides students to think about the significance of life choices, which is consistent with the unit theme “Life Choices” and lays the emotional and cognitive foundation for the cultivation of key competencies. Pre-viewing (Vocabulary and Strategy Guidance) Vocabulary Teaching: The teacher presents key vocabulary and phrases related to the video, including “pilot, adventure, courage, pursue, dream, challenge, overcome, determination, cross the Atlantic, make a choice, stick to” and so on. For each word and phrase, the teacher explains its meaning, pronounces it correctly, and gives example sentences related to life choices and Amelia Earhart’s experience. For example, “pilot” is explained as “a person who flies an airplane”, and the example sentence is “Amelia Earhart was a brave pilot who dared to pursue her dream.” Then, organize students to read the words and phrases together twice to ensure they master the pronunciation and basic usage. Viewing Strategy Guidance: The teacher tells students the viewing strategies for this lesson: “When watching the video, we should focus on the key information, such as who the main character is, what she did, why she did it, and what difficulties she overcame. We can take simple notes to record the key points, such as time, events and feelings. At the same time, we should pay attention to the speaker’s tone and body language to better understand the theme of the video.” Then, the teacher gives a simple demonstration of note-taking, such as writing down “Amelia Earhart — female pilot — cross the Atlantic — brave”. Design Intention: Vocabulary is the foundation of language learning. Teaching key vocabulary in advance can help students avoid difficulties in understanding the video due to unfamiliar words, ensuring the smooth progress of the viewing activity. The guidance of viewing strategies helps students master scientific viewing methods, improve their ability to extract key information, and cultivate their learning ability. The combination of vocabulary teaching and viewing strategies is closely linked to the training of language competence and learning ability, which is in line with the requirements of the new curriculum standard for English teaching. While-viewing (Comprehension and Practice) The teacher plays the video twice. The first time, students watch it freely to get a general understanding of the video content. After watching, the teacher asks simple questions to check students’ general comprehension: “Who is the main character of the video? What is her main achievement?” Invite students to answer, and the teacher corrects and supplements their answers to ensure that all students have a basic understanding of the video. The second time, the teacher plays the video segment by segment, and arranges targeted tasks for students to complete while watching: Segment 1 (Introduction of Amelia Earhart’s Early Life): Ask students to take notes on “What was Amelia Earhart’s dream when she was young? What did she do to realize her dream?” After watching the segment, organize students to exchange their notes in pairs, then invite several groups to share their answers. The teacher summarizes and supplements: “Amelia Earhart dreamed of flying when she was young. She worked hard, took flying lessons, and overcame many difficulties to become a pilot.” Segment 2 (Amelia Earhart’s Journey of Crossing the Atlantic): Ask students to complete the following blanks according to the video: “Amelia Earhart became the first female pilot to cross the Atlantic in ______. During the journey, she faced many challenges, such as ______ and ______. But she never gave up and finally succeeded.” After students finish, the teacher checks the answers together with the whole class, and explains the key sentences in the segment, such as “She showed great courage in the face of difficulties.” Segment 3 (Amelia Earhart’s Influence and Legacy): Ask students to discuss with their deskmates: “What influence did Amelia Earhart have on others? What can we learn from her?” After a 2-minute discussion, invite students to share their views. The teacher guides students to summarize: “Amelia Earhart inspired many women to pursue their dreams and showed people the power of courage and determination. We can learn from her spirit of perseverance and daring to challenge.” Design Intention: Playing the video twice, from general to detailed, conforms to the law of students’ cognitive development. The first viewing helps students establish a holistic understanding of the video, while the second segmented viewing with targeted tasks can guide students to focus on key information, improve their ability to extract and sort out information, and exercise their listening and viewing skills. The pair exchange and group discussion activities not only enhance students’ participation in the class, but also cultivate their cooperative learning ability and oral expression ability. At the same time, through the analysis of Amelia Earhart’s experience, students can initially feel her spirit, which lays a foundation for the cultivation of cultural awareness and thinking quality. Post-viewing (Deep Exploration and Application) Video Retelling: Organize students to retell the video content in groups of 4. Each group member is responsible for retelling one segment of the video, and then the whole group combines the segments to complete the retelling of the whole video. The teacher circulates among the groups to provide guidance, such as helping students organize their language and correct grammatical mistakes. After 5 minutes of preparation, invite 2 groups to present their retelling in front of the class. The teacher comments on their performance, affirming their strengths and putting forward suggestions for improvement, such as “You retold the key information clearly, but you can use more complex sentences to make your retelling more fluent.” Theme Discussion: The teacher puts forward the core discussion question: “Amelia Earhart made a bold choice to pursue her dream of flying, which brought her both honor and risks. What do you think of her choice? What kind of life choices should we make as senior high school students?” Organize students to discuss in groups of 6. During the discussion, the teacher guides students to think from multiple angles, such as the significance of dream pursuit, the courage to face challenges, and the rationality of life choices. After the discussion, each group sends a representative to share their group’s views. The teacher summarizes the students’ views, emphasizes that “everyone has the right to pursue their dreams, but we should also make rational choices based on our own actual situation, and have the courage to take the responsibility brought by our choices.” Language Practice: The teacher presents several key sentence patterns related to life choices, such as “I think making a wise choice is very important because...”, “In order to pursue my dream, I will...”, “Faced with difficulties, we should...”. Ask students to use these sentence patterns and the key vocabulary learned in this lesson to write 3 sentences about their own life choices and dream pursuit. After students finish writing, invite several students to share their sentences, and the teacher corrects and evaluates them, helping students master the usage of the sentence patterns and improve their written expression ability. Cultural Extension: The teacher introduces other people who made bold life choices and pursued their dreams, such as Marie Curie, who devoted her life to scientific research, and Steve Jobs, who insisted on innovating. Then, ask students to share other examples they know, and discuss the common spirit of these people. The teacher guides students to realize that “pursuing dreams and daring to choose is a common valuable quality in human society, which transcends national boundaries and cultures. We should respect and learn from this spirit.” Design Intention: The video retelling activity helps students consolidate the video content and key information, and improve their oral expression ability and logical organization ability. The theme discussion guides students to think deeply about the significance of life choices, combines the video content with their own actual life, and cultivates their critical thinking ability and correct outlook on life and values. The language practice activity links vocabulary and sentence patterns with practical expression, helping students apply the knowledge they have learned to real communication, improving their language competence. The cultural extension activity broadens students’ horizons, helps them understand diverse life choices and excellent spiritual qualities in different cultures, and cultivates their cultural awareness and cross-cultural communication ability. Summary and Homework Summary: The teacher summarizes the content of this lesson with the whole class: “In this lesson, we watched a video about Amelia Earhart, learned about her bold life choices and the spirit of pursuing her dream. We mastered key vocabulary and sentence patterns related to life choices, and discussed our own views on life choices. Through this lesson, we not only improved our listening, viewing and speaking abilities, but also understood the importance of courage, perseverance and rational choice in life.” Homework: ① Watch the video again after class, and write a 100-word summary of the video content, using the key vocabulary and sentence patterns learned in this lesson. ② Think about your own dream and life choices, write a short passage (120-150 words) about “My Dream and Life Choice”, and talk about how you will pursue your dream and make rational choices. ③ Preview the next part of the unit, and collect one example of a person who made a great life choice, and prepare to share it in the next class. Design Intention: The summary helps students sort out the knowledge and experience learned in this lesson, strengthen their memory and understanding, and form a systematic cognitive structure. The homework is designed to consolidate the knowledge and skills learned in class, extend the teaching content to after-class learning, and promote the continuous development of students’ language competence, thinking quality and learning ability. The first homework focuses on consolidating the video content and language knowledge, the second homework combines students’ own actual situation to deepen their understanding of the theme of life choices, and the third homework lays a foundation for the next class and cultivates students’ independent learning ability. 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 $