Unit 3 Conservation-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 3 Conservation-Viewing Workshop 教学目标和重难点 1. 教学目标 Language Ability: Master core vocabularies and expressions about conservation, and improve listening and speaking skills through video viewing and discussion. Cultural Awareness: Understand global environmental protection situations and cultivate the awareness of harmonious coexistence between humans and nature. Thinking Quality: Develop logical thinking by analyzing video information and critical thinking by evaluating conservation measures. Learning Ability: Master viewing strategies like note-taking and information extraction, and enhance autonomous and cooperative learning abilities. 2. 教学重难点 Key Points: Understand the key information in the viewing material, including environmental problems and corresponding conservation measures; use target language to express views on conservation. Difficult Points: Extract and integrate key information from long video materials; express opinions fluently and accurately in group discussions and put forward feasible conservation suggestions. 教学过程 The teaching process of this Viewing Workshop is designed around the theme of "Conservation" and closely combines the characteristics of video viewing, focusing on the cultivation of students' four-dimensional core literacy. It adheres to the student-centered concept, guides students to actively participate in various activities such as viewing, discussing, and practicing, and gradually improves their language ability, thinking quality, cultural awareness and learning ability. The specific process is as follows: Lead-in: Activate Prior Knowledge and Arouse Interest The lead-in part aims to activate students' existing knowledge about environmental conservation, connect with the previous learning content of the unit, and arouse their interest in the viewing material. First, the teacher greets students in English and starts with a free talk: “In the previous lessons, we have learned about environmental problems such as species extinction and pollution, and some conservation measures. Now, who can share one thing you have done in daily life to protect the environment?” The teacher invites 2-3 students to answer freely, and gives positive comments, such as “That’s a great practice! Small actions can make a big difference to our environment.” Then, the teacher shows some pictures on the screen, including animals being trapped by roads, forests being cut down, and animal bridges built for wildlife. The teacher asks questions: “Look at these pictures. What problems are the animals facing? What solutions can you think of to help them?” Students discuss in pairs for a short time, and then share their ideas. Through this link, students can quickly enter the theme of conservation, and lay a foundation for the subsequent video viewing. At the same time, the teacher naturally leads to the topic of this lesson: “Today, we will watch a video about animal conservation, which will show us some special and effective measures to protect wildlife. Let’s start our Viewing Workshop.” Pre-viewing: Present New Knowledge and Guide Viewing Strategies Before viewing the video, it is necessary to help students master key vocabularies and expressions, and clarify the viewing objectives and strategies, so as to help them better understand the video content. First, the teacher presents the core vocabularies and phrases related to the video, such as “animal bridge, habitat, barrier, isolate, dwindle, conservation, take measures, be at risk” and so on. For each word and phrase, the teacher explains its meaning in simple English, combines it with pictures or simple sentences for illustration, and invites students to read after the teacher to ensure that they can pronounce and understand the words correctly. For example, when explaining “animal bridge”, the teacher says: “An animal bridge is a special bridge built for animals to cross roads or other barriers, so that they can find food and mates safely.” Next, the teacher introduces the viewing objectives to the students: “After watching the video, you should be able to: first, understand the barriers that animals face in human-built environments; second, master the types and functions of animal bridges; third, express your own views on these conservation measures.” Then, the teacher teaches students basic viewing strategies: “When watching the video, you should take notes in time, focusing on key information such as time, place, characters, events, reasons and results. You can use simple words, phrases or symbols to record, which will help you remember and sort out the information after watching.” The teacher also gives examples of note-taking, such as using “barriers: roads, fences” to record the obstacles animals face, so that students can clearly know how to take notes. In addition, the teacher asks a few guiding questions to help students focus on the key points during viewing: “What are the physical and mental barriers that animals face? Why can’t we just remove all the obstacles? What are the advantages of animal bridges?” These questions can guide students to watch the video with purpose, improve the efficiency of information extraction. While-viewing: Guide Students to Watch and Extract Information This part is the core of the Viewing Workshop. The teacher plays the video in segments, guides students to watch step by step, extract key information, and practice their listening and note-taking abilities. The video is divided into three parts: the problems (barriers for animals), the consequences of the problems, and the solutions (animal bridges). The teacher plays each part twice to ensure that students can fully understand the content. First, the teacher plays the first part of the video (about the barriers animals face). After the first playing, the teacher asks students to share the notes they took, and then plays the video again. This time, the teacher pauses at key points, such as when the video mentions “physical barriers” and “mental barriers”, the teacher pauses and asks: “What are the physical barriers mentioned in the video? And what about the mental barriers?” Students answer one by one, and the teacher sorts out the information on the blackboard: physical barriers include roads, iron fences, high tension power lines and clear-cut corridors; mental barriers refer to the psychological fear of animals, which makes them unable to cross the barriers even if they are removed. The teacher also helps students distinguish the two types of barriers with simple explanations, so that they can better understand the content. Then, the teacher plays the second part of the video (about the consequences of animals being blocked). After the first playing, the teacher asks students to complete a sentence according to the video content: “While one stranded cow might not be a huge problem, if enough animals become isolated from food, mates and protection, entire populations can dwindle and even disappear.” Students fill in the blanks according to their memory and notes, and then the teacher plays the video again to check the answers. At the same time, the teacher guides students to think: “What does this sentence tell us? What will happen if we don’t take measures to help animals?” Through this link, students can realize the seriousness of the problem and deepen their understanding of the importance of conservation. Finally, the teacher plays the third part of the video (about animal bridges as solutions). This part introduces different types of animal bridges, such as overpass bridges and underpass bridges, and their characteristics and functions. After the first playing, the teacher divides students into groups of 4, and asks them to discuss and sort out the key information about animal bridges, including their types, design features and benefits. Then, the teacher plays the video again, and each group checks and supplements their own information. After the discussion, each group sends a representative to share their results, and the teacher comments and supplements, ensuring that all students master the key information about animal bridges. For example, some groups may mention that overpass bridges are suitable for deer and other animals that like to move on land, while underpass bridges are suitable for elephants and other large animals. The teacher affirms their views and adds that animal bridges can help animals maintain their natural living habits and avoid the danger of being hit by vehicles. Post-viewing: Consolidate and Extend, Promote Ability Development After viewing the video, the teacher guides students to consolidate the information they have extracted, carry out in-depth discussions, and extend the theme of conservation, so as to improve their language expression ability, thinking quality and cultural awareness. This part is divided into three activities: information sorting, group discussion and presentation, and extension practice. First, information sorting. The teacher asks students to sort out the key information of the video independently, and complete a mind map. The mind map should include three parts: barriers for animals, consequences, and solutions (animal bridges). Students can use the notes they took during viewing to complete the mind map. After finishing, students exchange their mind maps with their deskmates, check each other’s information, and supplement and correct them. The teacher walks around the classroom, provides guidance for students who have difficulties, and selects several excellent mind maps to display on the screen, explaining the advantages of these mind maps, such as clear logic and complete information. This activity can help students sort out the video content systematically, improve their logical thinking ability, and consolidate the key information they have learned. Second, group discussion and presentation. The teacher puts forward two discussion topics for students: 1. Do you think animal bridges are effective conservation measures? Why or why not? 2. What other “crazy” ideas can you think of to balance social development and environmental protection? Students discuss these two topics in groups of 4 for a period of time. During the discussion, the teacher walks around each group, listens to their discussions, guides them to express their views fluently and accurately, and helps them solve the language problems they encounter, such as how to express “feasible measures” or “balance development and conservation” in English. After the discussion, each group selects a representative to give a presentation in front of the whole class, with a time limit of 2-3 minutes per group. The presentation should include the group’s views on the two topics and the reasons. After each group’s presentation, other students can ask questions or put forward supplementary opinions, and the teacher gives comments, focusing on affirming the advantages of the presentation, such as clear views, fluent expression, and rich content, and pointing out the areas that need improvement, such as grammar mistakes or inappropriate word usage. This activity can not only improve students’ oral expression ability and cooperative learning ability, but also cultivate their critical thinking ability, as they need to evaluate the effectiveness of animal bridges and put forward their own ideas. Third, extension practice. The teacher designs two extension tasks for students to help them connect the viewing content with real life and deepen their awareness of conservation. Task 1: Ask students to write a short passage (80-100 words) about their own views on animal bridges, including what they have learned from the video and their own suggestions on animal conservation. Task 2: Ask students to work in pairs to design a simple animal bridge for a specific animal (such as deer, elephants, or birds), and describe its design features and functions in English. After students finish the tasks, the teacher selects several works to display and comment on, affirming their creativity and language expression ability. This activity can not only consolidate students’ writing ability, but also stimulate their creativity and sense of responsibility for environmental protection. Summary and Homework: Consolidate Learning and Extend Practice First, the teacher summarizes the whole lesson. The teacher reviews the key content of the lesson, including the barriers animals face, the consequences, and the solutions (animal bridges), and emphasizes the importance of environmental conservation. The teacher also summarizes the viewing strategies and language points learned in this lesson, reminding students to master and apply these strategies and language points in future learning. At the same time, the teacher encourages students to pay more attention to environmental issues in daily life and take practical actions to protect the environment, so as to achieve harmonious coexistence between humans and nature. Then, the teacher assigns homework to consolidate the learning effect and extend the practice. The homework includes three parts: 1. Finish the short passage and the animal bridge design task assigned in the post-viewing extension practice, and hand it in the next class. 2. Watch another environmental protection video after class, use the viewing strategies learned in this lesson to take notes, and extract key information. 3. Discuss with family members about environmental conservation measures, and share what they have learned in this lesson with their family members in English. This homework not only helps students consolidate the knowledge and skills learned in class, but also extends the learning context from the classroom to daily life, promoting the integration of learning and practice. In the whole teaching process, the teacher adheres to the student-centered concept, guides students to participate in various activities actively, and pays attention to the cultivation of students' four-dimensional core literacy. Through lead-in, pre-viewing, while-viewing, post-viewing, summary and homework, the teaching process is coherent and gradual, which not only helps students master the key knowledge and skills, but also cultivates their awareness of environmental protection and sense of social responsibility, achieving the teaching objectives of this Viewing Workshop. 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 $