Unit 2 Success-Viewing Workshop 教案-2025-2026学年高中英语北师大版选择性必修第一册

Unit 2 Success-Viewing Workshop 教学目标和重难点 1. 教学目标 Language Ability: Master viewing skills to understand video content, grasp key information and logical structure, and use related vocabulary and sentences to express views on success. Cultural Awareness: Understand different views on success in diverse contexts and form a rational attitude towards success. Thinking Quality: Develop critical thinking to analyze the reasons for success and failure and explore the true meaning of success. Learning Ability: Cultivate autonomous and cooperative learning habits to improve viewing and information-processing skills. 2. 教学重难点 Key Points: Master the viewing strategy of "pre-viewing prediction, while-viewing information extraction, post-viewing analysis and summary"; understand the video’s core theme and logical structure; use topic-related vocabulary to express personal views on success. Difficult Points: Analyze the deep reasons for success and failure in the video with critical thinking; accurately and fluently express personal insights on success in English. 教学过程 Step 1: Pre-viewing — Lead-in and Prediction (Preparatory Stage) Activity 1: Theme Lead-in The teacher starts the class by asking open-ended questions related to the unit theme: “What do you think success is? Is success a destination or a journey? Can you think of a person who achieved great success but then failed?” After asking the questions, the teacher gives students 2 minutes to think independently, and then invites 3-4 students to share their views in English. During the sharing process, the teacher guides students to use simple and appropriate vocabulary, such as “hard work”, “perseverance”, “confidence”, “failure”, “challenge” and so on. After the sharing, the teacher makes a brief comment, emphasizes that success is a complex topic with no fixed definition, and naturally leads to the Viewing Workshop: “Today, we will watch a video speech about success and failure, which will help us have a deeper understanding of the true meaning of success.” Design Intention: This activity aims to activate students’ prior knowledge and life experience related to “success”, arouse their interest in the lesson topic, and create a relaxed and active English communication atmosphere. By asking open-ended questions, students are encouraged to think independently and express their views freely, which not only exercises their oral expression ability but also lays a foundation for understanding the video content. At the same time, it connects the unit theme with the viewing content, helping students form a preliminary cognitive framework. Activity 2: Vocabulary Preview The teacher presents 10 key vocabulary words and phrases related to the video on the screen, including “one-way street”, “comfort zone”, “distract”, “depressed”, “motivated”, “conservative”, “concentrate on”, “push oneself”, “sit back and relax”, “come up with ideas”. For each word and phrase, the teacher provides simple English explanations and example sentences combined with the theme of success, and invites students to read after the teacher to ensure that they master the correct pronunciation and basic meaning. For example, when explaining “comfort zone”, the teacher says: “A comfort zone is a situation where you feel safe and comfortable, and you don’t want to change or try new things. Many people fail after achieving success because they stay in their comfort zone.” Then, the teacher asks students to make simple sentences with 2-3 of the words or phrases in pairs, and checks their mastery in a random way. Design Intention: Vocabulary is the foundation of understanding the video. The key vocabulary previewed in this activity is closely related to the core content of the video, which can help students reduce the difficulty of understanding the video and avoid being distracted by unfamiliar words while watching. By providing explanations and example sentences, students can better grasp the usage of vocabulary in context. The pair work of making sentences not only enhances students’ memory of vocabulary but also improves their ability to use vocabulary flexibly, laying a solid language foundation for the subsequent viewing activity. Activity 3: Video Prediction The teacher shows the title of the video “Success Is a Continuous Journey” and a short screenshot (without key information), and asks students to predict the content of the video based on the title, the lead-in questions and the previewed vocabulary. The teacher guides students to put forward reasonable predictions, such as “The video may talk about why some people fail after achieving success”, “It may introduce the experience of a successful person who once failed”, “It may tell us that success requires continuous efforts instead of stopping after achieving a goal”. The teacher writes down students’ predictions on the blackboard and tells them: “Let’s watch the video and check which of your predictions are correct.” Design Intention: Prediction is an important viewing strategy. By guiding students to predict the video content, we can effectively activate their thinking, improve their attention during viewing, and make them watch the video with a clear purpose (to verify their predictions). This activity also helps students form a good viewing habit of “predicting before viewing”, which is conducive to improving their viewing efficiency and information-extraction ability. Step 2: While-viewing — Information Extraction and Comprehension (Core Stage) The teacher plays the video twice. The first viewing focuses on the general idea, and the second viewing focuses on key details, so as to help students understand the video content step by step. Activity 1: First Viewing — Grasp the General Idea The teacher tells students: “Please watch the video carefully for the first time and try to answer two questions: 1. What is the main topic of the video? 2. How does the speaker support his ideas?” After playing the video, the teacher gives students 1 minute to discuss with their deskmates, and then invites students to answer the questions. The teacher guides students to summarize the general idea: The video mainly discusses why many people reach success and then fail, and puts forward the view that success is a continuous journey rather than a destination. The speaker supports his ideas by sharing his own personal experiences. After confirming the correct answers, the teacher briefly combs the logical structure of the video: Part 1 (Reasons for failure) — Part 2 (Comparison & Analysis of behaviors and attitudes before and after success) — Part 3 (Consequences of failure and solutions). Design Intention: The first viewing focuses on the general idea, which conforms to the law of language learning from overall to local. By setting simple and targeted questions, students can quickly grasp the core of the video and establish a general understanding of the video’s logical structure. The pair discussion gives students the opportunity to exchange and supplement information, which helps to improve the accuracy of their understanding. Combing the logical structure helps students form a clear framework of the video content, laying a foundation for the extraction of key details in the second viewing. Activity 2: Second Viewing — Extract Key Details The teacher divides students into 3 groups, and assigns different tasks to each group according to the three parts of the video’s logical structure. The specific tasks are shown on the screen: Group 1 (Responsible for Part 1: Reasons for failure): What is the main reason why people fail after achieving success? Fill in the blanks: “Because we think that success is a _____ street. When we do everything to achieve success, we sit back in _____ and _____ doing everything.” Group 2 (Responsible for Part 2: Comparison & Analysis): Compare the speaker’s changes in actions and attitudes before and after achieving success, and fill in the following table: Aspects Before Achieving Success After Achieving Success Actions Attitudes Group 3 (Responsible for Part 3: Consequences & Solutions): What problems did the speaker have after his business went down? What did he do to solve these problems? What conclusion did he draw at the end of the speech? After assigning the tasks, the teacher plays the video for the second time. During the viewing process, students in each group cooperate to complete their own tasks, and the group leader records the key information. After the video is played, each group has 3 minutes to discuss and sort out the answers, and then sends a representative to present the group’s results to the whole class. The teacher corrects and supplements the answers, and emphasizes the key information and difficult points. For example, when Group 2 presents the comparison results, the teacher guides students to use the previewed vocabulary to describe, such as “worked hard”, “pushed himself”, “concentrated on clients and projects” (before success), and “sat back and relaxed”, “did not need to improve”, “got distracted” (after success). When Group 3 presents the conclusion, the teacher emphasizes the core sentence of the video: “Success is not a destination, but a continuous journey. To keep successful, we must keep working hard and never stop improving ourselves.” Design Intention: This activity adopts the form of group cooperation, which not only improves students’ enthusiasm and participation but also cultivates their cooperative learning ability. By assigning different tasks to each group, students can focus on specific parts of the video, improving the efficiency and accuracy of information extraction. The task design is closely combined with the previewed vocabulary and the video’s logical structure, which helps students consolidate the learned vocabulary and deepen their understanding of the video content. The teacher’s correction and supplement can help students correct misunderstandings and grasp the key and difficult points of the video. Activity 3: Third Viewing — Deepen Understanding The teacher plays the video for the third time, and asks students to focus on the speaker’s tone, intonation and body language, and think about the following questions: “What is the speaker’s attitude towards success and failure? Is he regretful, optimistic or encouraging? How can you tell from his tone and body language?” After the video is played, students share their views in groups. The teacher guides students to realize that the speaker’s tone changes from regretful (when talking about his failure) to firm and encouraging (when talking about the conclusion), which reflects his rational attitude towards success and failure — he does not avoid his failure, but draws lessons from it and encourages others to treat success as a continuous journey. Then, the teacher asks students to find the sentences in the video that can reflect the speaker’s attitude, and read them with the correct tone and intonation. Design Intention: Viewing is not only about understanding the language content but also about perceiving the speaker’s emotion and attitude through multi-modal information such as tone, intonation and body language, which is in line with the requirements of the new curriculum standard for viewing ability cultivation. This activity helps students deepen their understanding of the video’s theme and the speaker’s views, and at the same time exercises their ability to perceive and express emotional information. Reading with the correct tone and intonation can not only improve students’ oral expression ability but also help them better understand the emotional connotation of the video. Step 3: Post-viewing — Analysis, Discussion and Extension (Application and Promotion Stage) This stage focuses on guiding students to deeply analyze the video content, express their own views, and apply the learned knowledge to practical communication, so as to achieve the goal of improving their core literacy. Activity 1: Theme Analysis and Critical Thinking Training The teacher puts forward the following guiding questions to stimulate students’ critical thinking: “Do you agree with the speaker’s view that ‘success is a continuous journey’? Why or why not? Can you give an example in real life to support your view? What do you think are the key factors to avoid failure after achieving success?” The teacher gives students 5 minutes to discuss these questions in groups of 4. During the discussion, the teacher walks around the classroom, guides students to think deeply, and helps them organize their language. After the discussion, each group sends a representative to share their group’s views. The teacher makes comments on students’ views, affirms their reasonable points, and guides them to form a comprehensive and rational understanding of success. For example, if a student says that he agrees with the speaker’s view, the teacher asks him to give a specific example, such as a famous entrepreneur who keeps innovating and never stops after achieving success; if a student has a different view, the teacher encourages him to express his reasons and guides him to realize that success can be a destination in a certain stage, but long-term success requires continuous efforts. Finally, the teacher summarizes: “Success is a relative concept. It can be a small goal we achieve in a short time, but to maintain long-term success, we must keep a humble attitude, keep learning and improving ourselves, and never stay in the comfort zone. Failure is not terrible. What is terrible is that we give up and stop moving forward after failure.” Design Intention: This activity aims to cultivate students’ critical thinking ability. By asking controversial and exploratory questions, students are encouraged to think independently and express their own views instead of passively accepting the speaker’s views. Group discussion provides a platform for students to exchange and collision ideas, which helps to improve their logical thinking and language expression ability. The teacher’s guidance and summary help students form a correct and comprehensive view of success, which is conducive to the cultivation of their cultural awareness and thinking quality. Activity 2: Language Application — Oral Expression Practice The teacher designs an oral expression task: “Suppose you are going to give a short speech to your classmates about ‘How to Keep Successful’. You should use at least 5 of the previewed vocabulary words and combine the views from the video. Your speech should be about 1-2 minutes.” The teacher first gives a model speech to guide students: “Dear classmates, today I want to talk about how to keep successful. In my opinion, success is not a one-way street, but a continuous journey. Many people fail after achieving success because they sit back in their comfort zone and stop working hard. To keep successful, we must keep pushing ourselves, concentrate on our goals, and never be satisfied with what we have achieved. We should also be brave to come up with new ideas and avoid being conservative. Only in this way can we keep moving forward and achieve long-term success.” Then, students prepare their speeches independently for 3 minutes, and then invite 4-5 students to give their speeches in front of the class. The teacher makes comments on their speeches, focusing on the correct use of vocabulary, the fluency of expression and the clarity of views, and gives positive encouragement and suggestions for improvement. Design Intention: The purpose of this activity is to help students apply the learned vocabulary and views to practical oral expression, improving their language application ability. The model speech provides a reference for students, helping them better complete the task. Independent preparation and public speech not only exercise students’ oral expression ability but also cultivate their confidence and courage. The teacher’s comments and suggestions help students find their own shortcomings and improve their language expression ability in a targeted way. Activity 3: Theme Extension — Writing Practice The teacher assigns a short writing task: “Write a short passage of 80-100 words about your understanding of success. You should include the following points: 1. What is your definition of success? 2. What do you think are the key factors to achieve and keep success? 3. How will you strive for success in your daily study and life?” Before writing, the teacher guides students to sort out their ideas and remind them to use the vocabulary and sentence patterns learned in this lesson. Students write independently, and the teacher walks around the classroom to provide help for students who have difficulties. After writing, students exchange their passages with their deskmates and make mutual comments and revisions. Then, the teacher selects 2-3 excellent passages and 1-2 passages with common problems to comment on in class, emphasizing the correct use of language, the clarity of ideas and the consistency with the theme. Design Intention: Writing is an important way to test students’ language application ability. This writing task is closely combined with the lesson’s theme and the learned knowledge, which helps students consolidate the learned content and improve their writing ability. Mutual revision between deskmates can help students find their own shortcomings and learn from each other, improving their learning ability. The teacher’s comment focuses on the key points, which helps students clarify the requirements of writing and improve their writing level. Step 4: Summary and Homework (Consolidation Stage) Activity 1: Lesson Summary The teacher invites students to summarize the content of this lesson independently. Students can summarize from the following aspects: the main content of the video, the key vocabulary and sentences learned, the views on success, and the viewing strategies mastered. After students’ summaries, the teacher makes a comprehensive summary: “In this lesson, we watched a video speech about success and failure, mastered some key vocabulary related to success, and learned the viewing strategy of ‘pre-viewing prediction, while-viewing information extraction, post-viewing analysis and summary’. We also discussed the true meaning of success and realized that success is a continuous journey that requires continuous efforts and never stopping improving ourselves. I hope you can apply what you have learned in this lesson to your daily study and life, and form a correct attitude towards success and failure.” Design Intention: Letting students summarize the lesson independently helps them sort out the knowledge and skills learned in this lesson, strengthen their memory and understanding, and improve their ability to summarize and sort out information. The teacher’s comprehensive summary helps students form a systematic understanding of the lesson content and sublimates the theme of the lesson, which is conducive to the internalization of knowledge and the cultivation of core literacy. Activity 2: Homework Arrangement The teacher assigns three levels of homework to meet the needs of different students: Basic Homework: Review the key vocabulary and sentences learned in this lesson, and write down their English explanations and example sentences. Watch the video again and retell the main content of the video in your own words (about 50 words). Improved Homework: Polish the short passage written in class and improve it according to the teacher’s and deskmate’s suggestions. Write a 120-150 word passage about a successful person you admire, introducing his/her experiences and the reasons for his/her success. Challenging Homework: Find a short video or speech about success online, watch it, and write a 200-word viewing report, including the main content of the video/speech, your views on the theme, and the differences and similarities between it and the video in this lesson. Design Intention: The hierarchical homework design adheres to the principle of “teaching students in accordance with their aptitude”, which can meet the learning needs of different levels of students. The basic homework focuses on consolidating the learned knowledge and skills; the improved homework focuses on improving students’ writing ability and deepening their understanding of the theme; the challenging homework focuses on expanding students’ horizons, improving their autonomous learning ability and viewing ability, and promoting the all-round development of their core literacy. 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 $