Unit 5 Humans and Nature Viewing Workshop 教案-2025-2026学年高中英语北师大版必修第二册

Unit 5 Humans and Nature-Viewing Workshop 教学目标和重难点 1. 教学目标 It focuses on language competence, cultural awareness, thinking quality and learning ability, guiding students to master related vocabulary and expressions, understand the relationship between humans and nature, develop logical thinking, and cultivate autonomous and cooperative learning habits. 2. 教学重难点 Key: Grasping key information and descriptive methods in the video, and using related language to express views on the universe and human exploration. Difficulty: Understanding the deep meaning of human-nature relationship in the video and improving critical thinking. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class by showing a set of pictures and short video clips, which include the vast universe, twinkling stars, the blue Earth, and scenes of human space exploration (such as the launch of space shuttles and astronauts walking in space). Then the teacher asks the students two guiding questions: “What do you think of when you hear the word ‘universe’?” and “Do you know how big the universe is? How do humans explore the universe?” After asking the questions, the teacher gives students 3 minutes to discuss in pairs freely. During the discussion, the teacher walks around the classroom, listens to the students’ exchanges, and gives appropriate guidance to those who have difficulty expressing themselves. After the discussion, invite 2-3 groups to share their ideas with the whole class. The teacher comments positively on the students’ answers, affirms their positive thinking, and naturally leads to the topic of this lesson: “Today, we will watch a video in Viewing Workshop to explore the size of the universe and the relationship between humans and nature.” Design Intention: The lead-in links the students’ existing life experience and prior knowledge, and uses intuitive audio-visual materials to quickly attract the students’ attention, stimulate their interest in learning and curiosity about the universe. Pair discussion provides students with opportunities to use English to express their views, lays a foundation for the subsequent video viewing and language output, and also conforms to the requirements of cultivating students’ cooperative learning ability in core literacy. Step 2: Pre-viewing (Preparatory Activity) Before playing the video, the teacher first sorts out and explains the key vocabulary and expressions related to the video content, which mainly include two categories: vocabulary about the universe (such as observable universe, whole universe, light-year, diameter, galaxy) and vocabulary about human exploration (such as explore, discover, observe, measure). For each vocabulary, the teacher explains its meaning in simple English, combines it with simple example sentences to help students understand, and guides students to read it aloud twice to ensure that they can recognize and understand these words when watching the video. Then, the teacher briefly introduces the main content of the video: “This video will introduce the size of the universe in a vivid and intuitive way, including the concepts of the observable universe and the whole universe, and show the process of human exploration of the universe. When watching, please pay attention to the key information such as numbers, comparisons and examples used in the video.” At the same time, the teacher presents a simple pre-viewing task list on the blackboard or courseware: 1. What is the age of the universe? 2. How big is the observable universe? 3. What methods does the presenter use to help viewers understand the size of the universe? Design Intention: The pre-viewing link focuses on solving the language barrier for students to watch the video. By explaining key vocabulary and previewing tasks, it helps students clarify the viewing focus, reduces the difficulty of watching, and enables them to watch the video more purposefully. This not only helps to improve the efficiency of video viewing, but also lays a solid foundation for the subsequent in-depth understanding of the video content and the cultivation of language ability. Step 3: While-viewing (Viewing Activity) This link is divided into three rounds of viewing, with different tasks in each round, gradually deepening students’ understanding of the video content. First Viewing: Focus on the main idea. The teacher plays the video completely once, and asks students to watch it quietly without taking notes. After watching, the teacher invites students to answer the question: “What is the main idea of this video?” Guide students to summarize that the video mainly introduces the size of the universe, explains the difference between the observable universe and the whole universe, and shows human’s efforts in exploring the universe. If students have difficulty summarizing, the teacher can give appropriate prompts, such as combining the pre-viewing tasks and the key vocabulary explained earlier. Design Intention: The first full viewing helps students form a holistic understanding of the video content, grasp the main idea, and establish a basic framework of the video. This link focuses on cultivating students’ ability to grasp the main information quickly, which is an important part of listening and viewing ability in language competence. Second Viewing: Focus on key details. The teacher plays the video again, and asks students to take notes while watching, focusing on completing the pre-viewing task list and recording other key information (such as the comparison between the Earth and the universe, the distance of distant celestial bodies, etc.). During the viewing process, the teacher can pause the video appropriately at the key information points (such as when the presenter mentions specific numbers and comparison methods) to give students time to take notes. After watching, the teacher organizes students to check and exchange their notes in groups of four, and then invites each group to send a representative to share the answers to the task list and the key information they recorded. The teacher corrects and supplements the students’ answers, emphasizes the key details, and writes the key numbers and concepts on the blackboard for students to review. Design Intention: The second viewing focuses on guiding students to capture key details, which helps students deepen their understanding of the video content. Taking notes can train students’ ability to extract and record information, and group exchange can promote students’ mutual learning and complement each other, which is conducive to cultivating students’ cooperative learning ability and logical thinking ability. Pausing the video appropriately ensures that students can keep up with the rhythm of the video and accurately capture key information. Third Viewing: Focus on language and expression methods. The teacher plays the video for the third time, and asks students to focus on the language expressions and descriptive methods used by the presenter. The teacher puts forward guiding questions: “What rhetorical devices does the presenter use to introduce the size of the universe? (such as enumerating numbers, making comparisons, giving examples)”, “What sentence structures are often used to describe the universe and human exploration?”, “How does the presenter attract the audience’s attention at the beginning of the video?” After watching, the teacher organizes students to discuss these questions in groups. During the discussion, the teacher guides students to find specific examples in the video to support their views. For example, the presenter uses numbers such as “13.8 billion years old” and “93 billion light-years in diameter” to make the introduction more accurate; uses the comparison between the Earth and a grain of sand to help the audience understand the vastness of the universe; and puts forward four questions at the beginning to attract the audience’s attention. After the group discussion, the teacher invites students to share their findings, sorts out and summarizes the language points and descriptive methods in the video, and guides students to read and imitate the key sentences. Design Intention: The third viewing focuses on the language level, guiding students to pay attention to the expression skills and language characteristics of the video, which helps students accumulate language materials and improve their language expression ability. Discussing rhetorical devices and sentence structures is conducive to cultivating students’ thinking quality, enabling them to understand and use language more flexibly. Imitating key sentences lays a foundation for the subsequent language output link. Step 4: Post-viewing (Consolidation and Expansion Activity) This link is divided into three parts: language consolidation, theme discussion and language output, to help students consolidate the knowledge learned, deepen their understanding of the theme, and improve their language application ability. Part 1: Language Consolidation. The teacher arranges a small exercise: fill in the blanks with the key vocabulary and expressions learned in the pre-viewing and while-viewing links. The exercises are closely combined with the video content, such as: 1. The universe is about 13.8 billion years old, and the ______ universe is about 93 billion light-years across in diameter. 2. Humans have been ______ the universe for thousands of years, and we have made great progress. 3. The presenter uses the comparison between the Earth and a grain of sand to show the ______ of the universe. After students finish the exercises independently, the teacher checks the answers, explains the key and difficult points in the exercises, and guides students to use these vocabulary and expressions to make simple sentences by themselves, so as to consolidate the mastery of language knowledge. Design Intention: Language consolidation exercises help students consolidate the key vocabulary and expressions learned in the class, and convert the input language into their own language materials. Making sentences independently provides students with opportunities to use language, which is conducive to improving their language application ability and laying a foundation for subsequent language output. Part 2: Theme Discussion. The teacher puts forward the core discussion question of the lesson: “What can we learn from the video about the relationship between humans and nature? What is the significance of human exploration of the universe?” Then the teacher divides the students into groups of 5-6, and asks them to discuss this question in groups for 5 minutes. During the discussion, the teacher guides students to combine the video content and their own life experience, and encourages them to express their own views. For example, some students may think that the universe is vast and humans are small, so we should respect nature; some students may think that human exploration of the universe reflects the spirit of courage and perseverance, and we should continue to explore and understand nature. After the group discussion, each group sends a representative to make a 2-minute speech to share the group’s views. The teacher listens carefully to the students’ speeches, comments positively on their views and language expressions, guides students to think in depth, and finally summarizes: “The video shows us the vastness of the universe and human’s unremitting efforts in exploration. As part of nature, humans should respect nature, understand nature, and explore nature in a scientific way, so as to achieve harmonious coexistence between humans and nature.” Design Intention: Theme discussion is the key link to deepen students’ understanding of the unit theme “Humans and Nature” and cultivate their cultural awareness and thinking quality. Through group discussion and speech, students can express their views in English, improve their oral expression ability and logical thinking ability. At the same time, guiding students to think about the relationship between humans and nature helps them establish the concept of respecting and protecting nature, which conforms to the requirements of cultural awareness in core literacy. Part 3: Language Output. The teacher arranges a writing task: ask students to write a short passage of 80-100 words, introducing what they have learned from the video, including the size of the universe, the methods used in the video, and their own views on human exploration of the universe. Before writing, the teacher gives students some writing tips: 1. Use the key vocabulary and expressions learned in the class; 2. Use the descriptive methods such as enumerating numbers and making comparisons; 3. Express your own views clearly. Students write independently, and the teacher walks around the classroom to provide guidance to students who have difficulty writing, such as helping them sort out the writing ideas and correct grammatical mistakes. After students finish writing, the teacher collects some students’ works (including excellent works and works with common problems), displays them on the courseware, and comments on them. For excellent works, the teacher affirms their advantages in language use and logical structure, and asks other students to learn from them; for works with problems, the teacher points out the problems gently and guides students to correct them. Finally, the teacher asks students to revise their own works according to the comments. Design Intention: Language output is the key link to test students’ language application ability. Writing tasks integrate the language knowledge and theme understanding learned in the class, enabling students to convert the input language into output language. Writing tips help students clarify the writing requirements and ideas, and teacher guidance and work comments help students find their own problems and improve their writing ability. This link also conforms to the requirements of cultivating students’ learning ability and language competence. Step 5: Summary and Homework Summary: The teacher summarizes the content of this lesson with the students. First, review the key vocabulary and expressions learned in this lesson, the main content of the video, and the descriptive methods used; then review the core views of the theme discussion, emphasizing that humans should respect nature, explore nature, and achieve harmonious coexistence between humans and nature. Finally, the teacher encourages students to keep a curious heart, pay attention to the exploration of the universe and nature in daily life, and continue to improve their English language ability. Design Intention: The summary helps students sort out the knowledge system of this lesson, consolidate the key points learned, and form a holistic understanding of the lesson. Encouraging students to pay attention to the theme of humans and nature in daily life helps to extend the teaching content to daily life, realize the connection between classroom teaching and real life, and further cultivate students’ interest in learning and cultural awareness. Homework: 1. Review the key vocabulary and expressions learned in this lesson, and recite the key sentences in the video. 2. Revise the short passage written in class and hand it in the next class. 3. Surf the Internet to find more information about human exploration of the universe, and prepare a 3-minute oral report to share in the next class. 4. Think about: What other ways can humans protect nature while exploring it? Design Intention: Homework is an extension of classroom teaching, which helps students consolidate the knowledge learned in class and expand their learning scope. Reciting key vocabulary and sentences helps to strengthen language memory; revising the short passage helps to improve writing ability; looking for extra-curricular information and preparing oral reports helps to cultivate students’ autonomous learning ability and oral expression ability; thinking about the way of protecting nature while exploring helps to deepen students’ understanding of the theme and cultivate their sense of social responsibility. 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 $