Unit 4 Information Technology-Viewing Workshop 教案-2025-2026学年高中英语北师大版必修第二册

Unit 4 Information Technology-Viewing Workshop 教学目标和重难点 1. 教学目标 Language Competence: Students will master IT-related vocabulary and sentence structures, improve abilities in viewing and decoding visual texts, and express opinions on the topic of printed books vs. e-books fluently in English. Cultural Awareness: They will understand the impact of information technology on reading habits across different cultures and develop respect for diverse reading preferences. Thinking Quality: Students will cultivate critical thinking by analyzing different viewpoints in videos and logical thinking by organizing and expressing their own opinions. Learning Ability: They will enhance autonomous learning skills through independent viewing and cooperative learning ability through group discussions and exchanges. 2. 教学重难点 Key Points: Master core vocabulary and expressions related to printed books and e-books, accurately extract main viewpoints and key details from the two video clips, and clearly express personal opinions on whether printed books will be replaced by e-books with proper reasons. Difficult Points: Analyze the special structure of the video (reverse reading) and its expressive effect, and use appropriate logical connectors to organize ideas and express opinions comprehensively and coherently. 教学过程 Step 1: Lead-in (Lead-in and Activation) The teacher starts the class by showing two pictures on the screen: one is a student reading a printed book quietly in the library, and the other is a student reading an e-book on a mobile phone on the subway. Then the teacher asks two guiding questions: “Do you prefer reading printed books or e-books? Why?” The teacher invites 3-4 students to share their answers freely, and writes down key words and expressions they use (such as “convenient”, “portable”, “comfortable”, “eye-protecting”) on the blackboard. After that, the teacher summarizes: “Today, we will watch two video clips about whether printed books will be replaced by e-books. Let’s explore the speakers’ opinions together.” Design Intention: This lead-in links students’ real-life experiences with the teaching topic, which can quickly arouse their interest in the class. By asking open questions, it encourages students to use existing English vocabulary to express their own views, activating their prior knowledge and laying a foundation for the subsequent viewing and discussion activities. Meanwhile, writing down key words helps students sort out their ideas and accumulate language materials for later expression. Step 2: Pre-viewing (Vocabulary and Background Preview) First, the teacher presents the core vocabulary and expressions related to the video on the PPT, including “attention span”, “complex ideas”, “digital books”, “printed books”, “market for printed books”, “die out”, “replace”, “viewpoint”, “perspective” and so on. For each word and expression, the teacher explains its meaning in simple English, gives example sentences combined with the topic, and guides students to read them aloud twice to ensure they master the pronunciation and usage. For example, when explaining “attention span”, the teacher says: “Attention span refers to the length of time when you can focus your attention on something. For example, some students have a short attention span when reading long articles.” Then, the teacher briefly introduces the background of the video: “The two video clips we will watch are about a hot topic in the information age—whether printed books will be replaced by e-books. The speaker will express different viewpoints in the two parts, and we need to pay attention to the changes of the speaker’s opinions.” Design Intention: Vocabulary is the foundation of understanding the video. Previewing core vocabulary helps students eliminate language barriers in viewing, so that they can focus more on extracting information and understanding viewpoints. The background introduction enables students to have a preliminary understanding of the video content, clarify the viewing focus, and improve the efficiency of viewing activities. Step 3: While-viewing (Viewing and Information Extraction) This step is divided into two parts, corresponding to the two video clips respectively, and adopts the method of “watching twice” to help students extract information step by step from general to detailed. Part 1: Watch Video Part 1 for the First Time The teacher plays Video Part 1 once, and asks students to focus on the main idea: “After watching, please tell me: What is the speaker’s opinion on printed books?” After playing, the teacher invites 2-3 students to share their answers, and then summarizes the speaker’s viewpoint: The speaker holds a negative attitude towards printed books, believing that printed books are expensive, not easy to carry, and cannot meet people’s diverse reading interests; the market for printed books is dying, and they will be replaced by e-books. Part 2: Watch Video Part 1 for the Second Time The teacher plays Video Part 1 again, and distributes a worksheet to each student. The worksheet contains a list of information points, and students need to tick the ones mentioned or implied in the video: 1) Presentation is more important than content. 2) Printed books are expensive and not easy to carry. 3) People’s attention spans are too short for the complex ideas in printed books. 4) People want to know the latest news about pop stars, instead of learning about the past. 5) Printed books cannot meet people’s various reading interests. 6) The market for printed books is dying. After watching, students check their answers in pairs. Then the teacher checks the answers with the whole class, explains the ambiguous points, and emphasizes the key information: “The speaker mentions that people’s attention spans are short, so they prefer simple and interesting content instead of complex ideas in printed books; besides, e-books are more convenient, so printed books are gradually losing their market.” Design Intention: Watching the video twice follows the cognitive law of “from overall to partial”. The first viewing helps students grasp the main viewpoint of the speaker, and the second viewing enables them to extract specific details, which can effectively improve students’ ability to obtain information from visual texts. The worksheet provides a clear task direction for students, avoiding the blindness of viewing. Pair checking not only helps students correct their mistakes in time, but also enhances their cooperative learning awareness. Part 3: Watch Video Part 2 for the First Time The teacher plays Video Part 2 once, and asks students to think about the question: “Has the speaker’s opinion changed? If yes, what is the new opinion?” After playing, students discuss in groups of 4 for a few minutes, then each group sends a representative to share their discussion results. The teacher summarizes: The speaker’s opinion has changed. He no longer thinks printed books will disappear; on the contrary, he believes that printed books have their unique value and will coexist with e-books. Part 4: Watch Video Part 2 for the Second Time The teacher plays Video Part 2 again, and asks students to complete a table on the worksheet. The table has three columns: “Reasons why printed books won’t disappear”, “Advantages of e-books” and “The speaker’s final viewpoint”. Students need to fill in the table according to the information in the video. After filling in, the teacher invites a student to present his/her table, and corrects and supplements it together with the whole class. The key points to emphasize are: Printed books have the advantages of being comfortable to read, having collection value and carrying cultural significance; e-books are convenient and portable; the speaker’s final viewpoint is that printed books and e-books will coexist, each meeting different people’s needs. Design Intention: By watching Video Part 2 twice, students can clearly grasp the change of the speaker’s opinion and the reasons for the change. The table task helps students sort out the information in a structured way, improve their ability to classify and organize information. Group discussion provides students with an opportunity to exchange and share their views, which can deepen their understanding of the video content. Step 4: Post-viewing (Deep Understanding and Language Application) This step includes three activities: exploring the video structure, group discussion and language practice, aiming to help students deepen their understanding of the video content, improve their language application ability and critical thinking ability. Activity 1: Explore the “Secret” Structure of the Video The teacher says to students: “The video we watched has a very special structure. Let’s watch the first five lines of the video again and read them reversely. What do you find?” The teacher plays the relevant part of the video again, and guides students to read the lines reversely. After reading, students find that the lines can be read smoothly both positively and reversely, and the meaning is consistent with the change of the speaker’s opinion. The teacher explains: “This is a special writing skill called ‘reverse reading’. It not only makes the video more interesting, but also subtly shows the change of the speaker’s viewpoint, which is a very clever expression way.” Then the teacher invites students to try to find other similar structures in the video and share them with the class. Design Intention: Exploring the special structure of the video can help students appreciate the beauty of language and text, improve their ability to analyze and appreciate visual texts. This activity also can stimulate students’ interest in language learning, and cultivate their ability to discover and summarize language rules. Activity 2: Group Discussion The teacher divides students into groups of 4-5, and puts forward the following discussion questions on the PPT: 1) Do you agree with the speaker’s final viewpoint that printed books and e-books will coexist? Why or why not? 2) What are the unique advantages of printed books that e-books cannot replace? 3) In the information age, how can we make better use of printed books and e-books to improve our reading ability? 4) Do you think other traditional things (such as paper letters, physical stores) will be replaced by digital products? Give your reasons. During the discussion, the teacher walks around the classroom, listens to the students’ discussions, guides them to use the new words and expressions learned in the class, and helps them solve the language problems they encounter. For example, if a student does not know how to express “collection value”, the teacher can remind them of the phrase “collection value” learned in the pre-viewing link. After the discussion, each group sends a representative to make a 2-3 minute report to share the group’s opinions. The teacher makes comments on each group’s report, affirming their advantages, pointing out their deficiencies, and guiding them to improve their expression logic and language accuracy. Design Intention: Group discussion is an important way to improve students’ oral expression ability and cooperative learning ability. The discussion questions are closely related to the video content and real life, which can stimulate students’ thinking and enable them to apply the learned language knowledge to practical communication. The teacher’s guidance and comments can help students correct their mistakes in time, improve their oral expression level, and cultivate their critical thinking ability by encouraging them to express different viewpoints. Activity 3: Language Practice The teacher presents the following language practice tasks on the PPT: 1) Complete the sentences with the core words and expressions learned in the class (such as attention span, replace, die out, coexist). 2) Rewrite the key sentences in the video with your own words. 3) Write a short paragraph (80-100 words) to express your opinion on whether printed books will be replaced by e-books, using at least 3 core words and expressions. Students complete the tasks independently. After completion, the teacher invites some students to present their answers and compositions, and makes comments and corrections. For the sentence completion task, the teacher focuses on checking the correct use of words and expressions; for the sentence rewriting task, the teacher pays attention to the accuracy and fluency of the sentences; for the paragraph writing task, the teacher evaluates from the aspects of content, logic and language use, and guides students to improve their writing ability. Design Intention: Language practice is an important link to consolidate the learned knowledge. The three tasks are arranged from easy to difficult, which conforms to the cognitive law of students. Sentence completion and sentence rewriting help students consolidate the use of core words and expressions, and paragraph writing enables students to integrate the learned knowledge and improve their comprehensive language application ability. Independent completion and teacher’s comments can help students find their own deficiencies and improve their language skills in a targeted way. Step 5: Summary and Extension First, the teacher summarizes the content of the class with the students: “In this class, we watched two video clips about printed books and e-books, mastered the core vocabulary and expressions related to the topic, extracted the speaker’s viewpoints and key details, explored the special structure of the video, and expressed our own opinions through group discussion and language practice. We also realized that in the information age, printed books and e-books have their own advantages and will coexist harmoniously.” Then, the teacher puts forward the extension tasks: 1) After class, watch another video about the impact of information technology on reading habits, and write a short viewing report (100-120 words) to introduce the main content and your own feelings. 2) Survey your family members’ reading habits (prefer printed books or e-books), and share the survey results in the next class. 3) Try to write a short poem that can be read reversely, referring to the special structure of the video. Design Intention: The class summary helps students sort out the knowledge and skills learned in the class, strengthen their memory and understanding. The extension tasks extend the teaching content from the classroom to real life, which can not only consolidate the learned knowledge, but also improve students’ autonomous learning ability and practical application ability. The poem writing task can stimulate students’ creativity and interest in language learning. 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 $