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

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.

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.

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