Unit 9 Learning-Viewing Workshop 教案-2025-2026学年高中英语北师大版必修第三册

Unit 9 Learning-Viewing Workshop 教学目标和重难点 1. 教学目标 Language Competence: Students can understand the video about the dynamic brain and learning, master key vocabulary and sentences, and express views on brain development and learning ability in simple English. Cultural Awareness: They recognize the universality of lifelong learning and establish a scientific attitude towards brain plasticity. Thinking Quality: They develop logical thinking by sorting out the video’s structure and critical thinking by analyzing the relationship between brain development and learning. Learning Ability: They master viewing strategies to extract information and form the habit of autonomous and cooperative learning. 2. 教学重难点 Key Points: Understanding the main content of the video (how different stages of brain development affect learning ability), grasping core concepts (experience expectant learning, experience dependent development, brain plasticity) and related vocabulary, and learning to extract specific information from the video. Difficult Points: Comprehending the connotation of brain plasticity, analyzing the logical connection between brain development stages and learning, and using the learned knowledge to express personal views on lifelong learning. 教学过程 Step 1: Warm-up and Lead-in The teacher starts the class with a free discussion, asking students the following questions: “Can we only learn certain topics at certain times? What do you think of the saying ‘You can never teach an old dog new tricks’? Do you believe that our brains stop developing as we grow older?” The teacher encourages students to express their own opinions freely, without limiting their thinking, and guides them to focus on the relationship between brain development and learning. After 3-4 students share their views, the teacher briefly comments and introduces the topic of this lesson: “Today, we will watch a video about the dynamic brain and explore how brain development affects our learning ability, which will help us have a deeper understanding of lifelong learning.” Design Intent: The discussion questions are closely related to students’ daily learning experience and the core content of the video, which can effectively activate students’ prior knowledge and arouse their interest in the topic. The saying “You can never teach an old dog new tricks” is used to trigger students’ thinking about brain development and learning, laying a good foundation for the subsequent video viewing. At the same time, the free discussion mode can create a relaxed and active classroom atmosphere, encouraging students to participate in classroom activities actively and exercise their oral expression ability. Step 2: Pre-viewing — Vocabulary and Background Preview First, the teacher presents the key vocabulary in the video on the screen, including experience expectant learning, experience dependent development, sensitive periods, brain plasticity, auditory frequencies, visual input, synapses, etc. For each word, the teacher pronounces it clearly, explains its meaning in simple English, and combines simple examples to help students understand. For example, when explaining “brain plasticity”, the teacher says: “Brain plasticity means that our brains can continuously change and adapt according to our experiences, even in adulthood. For example, if you learn a new language when you are 30, your brain will still adjust to help you master it.” Then, the teacher briefly introduces the background of the video: “This video is an interview with Dr. Frederic Dick, a scientist in brain research. He will talk about how different stages of brain development affect our learning ability, including two important learning stages and the concept of brain plasticity. The video is a multi-modal discourse that combines images, sounds and words, so we need to watch carefully and combine the pictures and subtitles to understand the content.” Finally, the teacher introduces the viewing strategies to the students: “When watching the video, we should first get the general idea, then extract specific details, and pay attention to the connection between different parts of the video. At the same time, we can take simple notes to record key information, such as key concepts and important sentences.” Design Intent: Vocabulary is the foundation of understanding the video. Previewing key vocabulary can help students avoid obstacles in understanding the video due to unfamiliar words, ensuring that they can focus on the content of the video. The brief introduction of the video background helps students understand the context and purpose of the video, enabling them to watch the video with a clear goal. The teaching of viewing strategies can help students master scientific viewing methods, improve their viewing efficiency and ability, which is in line with the requirements of the new curriculum standard for cultivating students’ viewing ability. Step 3: While-viewing — Comprehend the Video in Layers This step is divided into three times of video viewing, from overall understanding to detailed grasp, to help students gradually deepen their understanding of the video content. First Viewing: Get the General Idea. The teacher plays the video completely, and asks students to focus on the main content of the video. After watching, the teacher asks students to answer the question: “What is the main topic of this video?” Students are allowed to discuss in pairs for 1 minute, then the teacher invites several students to share their answers. Finally, the teacher summarizes: “The main topic of the video is how different stages of brain development affect our ability to learn, including experience expectant learning, experience dependent development and brain plasticity.” Design Intent: The first viewing focuses on the overall understanding, helping students establish a general framework of the video content, and cultivating their ability to grasp the main idea of the multi-modal discourse quickly. Pair discussion gives students the opportunity to communicate and complement each other, which is conducive to improving their cooperative learning ability and oral expression ability. Second Viewing: Extract Specific Details. The teacher distributes a worksheet to each student, which includes two parts of questions. The first part is about experience expectant learning and experience dependent development: “What is experience expectant learning? What abilities does it help us develop? What is experience dependent development? What examples are given in the video?” The second part is about sensitive periods: “What are sensitive periods? What impact do experiences have on brain development during sensitive periods?” The teacher plays the video again, and asks students to watch carefully, take notes and answer the questions on the worksheet. During the video playing, the teacher can pause appropriately at the key points to give students time to record. After watching, students discuss their answers in groups of four, check and supplement each other. Then, the teacher invites representatives of each group to share their answers, and corrects and supplements them in time. For example, when students answer experience expectant learning, the teacher supplements: “Experience expectant learning is a kind of learning done by animals or humans in early development, which relies on the surrounding environment, such as getting visual and light input, and hearing different auditory frequencies.” Design Intent: The second viewing focuses on extracting specific details, which can help students deeply understand the core content of the video and master the key information. The worksheet guides students to watch the video with questions, making their viewing more targeted. Group discussion can promote the exchange and cooperation between students, help them solve problems in the process of understanding, and deepen their memory of the content. The teacher’s correction and supplement can ensure that students get accurate information and lay a foundation for the subsequent in-depth understanding. Third Viewing: Sort Out the Logical Structure. The teacher asks students to watch the video for the third time, focusing on the logical connection between different parts of the video. After watching, the teacher guides students to sort out the structure of the video together: “The video starts with a question to attract attention, then introduces two important learning stages (experience expectant learning and experience dependent development) and sensitive periods, then discusses whether learning is limited to sensitive periods, and finally puts forward the concept of brain plasticity and draws a conclusion that the brain can continuously change and develop according to personal experience.” Then, the teacher asks students to complete a mind map in groups, which includes the main topic of the video, two learning stages, sensitive periods and brain plasticity. Each group is required to present their mind map after completion, and the teacher comments and optimizes it. Design Intent: The third viewing focuses on sorting out the logical structure, which helps students establish a systematic understanding of the video content and cultivate their logical thinking ability. The mind map can visualize the logical relationship of the video content, making it easier for students to remember and master. Group cooperation in completing the mind map can enhance students’ cooperative learning ability and creativity, and the teacher’s comment and optimization can help students improve their ability to sort out and summarize information. Step 4: Post-viewing — Deep Exploration and Language Application This step is divided into two parts: in-depth discussion and language application, to help students apply the learned knowledge to practice and deepen their understanding of the topic. Part 1: In-depth Discussion. The teacher puts forward the following discussion questions, and asks students to discuss in groups of four: 1. Do you agree that “learning is not limited to sensitive periods”? Why or why not? 2. What implications does brain plasticity have for our daily learning? 3. According to the video, why is it better to start teaching foreign languages in primary schools? 4. Combined with your own learning experience, how can you make better use of brain plasticity to improve your learning efficiency? During the discussion, the teacher walks around the classroom, guides students to express their views combined with the video content and their own experience, and helps students solve the problems encountered in the discussion. After the discussion, each group selects a representative to share their group’s views, and the teacher makes appropriate comments and guidance. For example, when students discuss the implications of brain plasticity, the teacher guides them to think: “Brain plasticity tells us that we can learn new knowledge and skills at any age, so we should establish the awareness of lifelong learning and not give up learning because of age.” Design Intent: In-depth discussion can guide students to think critically about the video content, combine the learned knowledge with their own life experience, and realize the connection between knowledge and practice. The discussion questions are designed to target the key and difficult points of the lesson, helping students deepen their understanding of brain plasticity and the relationship between brain development and learning. At the same time, group discussion can exercise students’ oral expression ability, logical thinking ability and cooperative learning ability. Part 2: Language Application. This part includes two activities: sentence making and short speech. Activity 1: Sentence Making. The teacher presents the key words and phrases in the video (such as brain plasticity, experience expectant learning, experience dependent development, sensitive periods, adapt, develop, affect, etc.), and asks students to make sentences with these words and phrases. Each student is required to make at least 3 sentences, and then share their sentences with their deskmates. The teacher invites several students to share their sentences in class and corrects the wrong sentences in time. For example, a student may make a sentence: “Brain plasticity enables us to adapt to new learning environments and develop new skills at any age.” Activity 2: Short Speech. The teacher asks students to give a short speech of 1-2 minutes with the topic “How to Make Use of Brain Plasticity to Improve Learning”. Students are allowed to prepare for 5 minutes, and then invite 3-4 students to give speeches in class. After each speech, the teacher and other students make simple comments, focusing on the accuracy of language expression and the rationality of views. Design Intent: Language application activities are designed to help students consolidate the key vocabulary and sentences learned, and improve their ability to use language comprehensively. Sentence making can help students master the usage of key words and phrases, and short speech can exercise students’ oral expression ability, logical thinking ability and ability to organize language. The comments after the speech can help students find their own shortcomings and improve their language application ability. Step 5: Summary and Homework Summary: The teacher guides students to summarize the content of this lesson together. First, ask students to recall the main content of the video, key concepts and viewing strategies, then the teacher makes a comprehensive summary: “In this lesson, we watched a video about the dynamic brain, understood how different stages of brain development affect our learning ability, mastered the concepts of experience expectant learning, experience dependent development and brain plasticity, and learned to use viewing strategies to extract information. We also discussed the implications of brain plasticity for our learning and applied the learned language knowledge to practice. I hope you can establish the awareness of lifelong learning and make better use of your brain to improve your learning efficiency.” Homework: 1. Review the key vocabulary and sentences of this lesson, and write a short passage of 80-100 words about the video content. 2. Watch the video again after class, and complete the mind map in detail. 3. Discuss with your parents or friends about the concept of brain plasticity and share your views on lifelong learning. 4. Collect 2-3 English materials about brain development and learning, and bring them to class to share in the next lesson. Design Intent: The summary helps students sort out the knowledge of this lesson, consolidate the learned content, and form a systematic knowledge framework. The homework is designed to consolidate the knowledge learned in class, extend the learning content, and encourage students to apply the learned knowledge to real life. The assignment of collecting English materials can help students expand their learning resources, improve their autonomous learning ability, and lay a foundation for the next lesson. 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 $