Unit 5 Education-Viewing Workshop 教案-2025-2026学年高中英语北师大版选择性必修第二册

Unit 5 Education-Viewing Workshop 教学目标和重难点 1. 教学目标 Language Ability: Students can understand and master education-related vocabulary and expressions, grasp the main content and key information of the viewing material, and express their views on Montessori education in simple English. Cultural Awareness: Students learn about Montessori education concepts, understand the differences between Western and Chinese educational models, and cultivate an open attitude towards diverse educational cultures. Thinking Quality: Students develop critical thinking by analyzing the characteristics and advantages of Montessori education and comparing it with traditional education. Learning Ability: Students master effective viewing strategies, improve their ability to obtain and sort out information independently, and form good learning habits of active exploration and cooperative communication. 2. 教学重难点 Key Points: Mastering core vocabulary and phrases related to Montessori education, such as "Montessori education", "experiential learning", "mixed-age classroom" and "independent learning"; understanding the main ideas, key features and teacher’s role in Montessori education as presented in the video. Difficult Points: Comprehending the deep connotation of Montessori education concepts, accurately comparing the differences between Montessori education and traditional education, and expressing personal views on educational models in fluent and logical English. 教学过程 Pre-Viewing: Lead-in and Preparation (Warm-up & Vocabulary Building) The pre-viewing stage is designed to activate students’ prior knowledge, arouse their learning interest, and lay a solid foundation for the smooth development of viewing activities. Firstly, the teacher starts with a free discussion to guide students to think about educational issues. The teacher asks open questions: “What kind of education did you receive when you were a child? Do you think there are differences between different educational models? What do you know about alternative education?” Students are encouraged to express their views freely in English. During the discussion, the teacher pays attention to guiding students to use simple and appropriate English expressions, and timely corrects incorrect usages to help students build confidence in speaking. Next, the teacher introduces the theme of the viewing material—Montessori education. The teacher briefly introduces the background of Montessori education: “Montessori education is an educational method developed by Maria Montessori, an Italian educator. It focuses on children’s natural development and independent learning ability, and has been widely used around the world.” Then, the teacher focuses on teaching core vocabulary and phrases related to the video to solve the language barrier for students’ viewing. The key vocabulary includes: Montessori education (蒙台梭利教育), experiential learning (体验式学习), mixed-age classroom (混龄教室), independent learning (自主学习), guide (引导者), natural interest (自然兴趣), long-term impact (长期影响), etc. For each vocabulary, the teacher explains its meaning, pronunciation and usage, and gives example sentences combined with educational scenarios. For example, when teaching “experiential learning”, the teacher says: “Experiential learning means learning through personal practice and experience. For example, children learn to count by sorting objects in Montessori education.” For “mixed-age classroom”, the teacher explains: “A mixed-age classroom is a classroom where students of different ages study together, which helps older students learn to care for younger ones and younger students learn from older ones.” After the vocabulary teaching, the teacher arranges a quick matching activity. The teacher writes the vocabulary on the blackboard and provides corresponding Chinese meanings or English explanations. Students are asked to match them in pairs, which not only helps students consolidate the newly learned vocabulary but also improves their learning enthusiasm. Finally, the teacher puts forward viewing tasks to guide students to clarify the purpose of viewing: “After this class, you should be able to understand the key concepts of Montessori education, grasp the differences between Montessori education and traditional education, and express your own views on Montessori education.” While-Viewing: Comprehension and Analysis (Focused Viewing & Information Collection) The while-viewing stage is the core part of the lesson, aiming to help students accurately grasp the main content and key information of the video, and improve their viewing ability. The viewing process is divided into three times, with different focuses each time, so as to help students gradually deepen their understanding of the video content. The first viewing is a general viewing, focusing on understanding the main idea of the video. The teacher plays the video in full, and asks students to watch it carefully without taking notes. After viewing, the teacher invites several students to share their general understanding of the video, such as: “What is the main content of this video? Who is the speaker? What does he mainly introduce?” The teacher summarizes the main idea of the video based on students’ answers: “This video is introduced by Rob Gutbrod, a Montessori educator. He mainly explains the key concepts, characteristics of Montessori education, the differences between Montessori education and traditional education, the role of teachers in Montessori education, and its long-term impact.” The second viewing is a focused viewing, aiming to let students collect specific information. The teacher divides the students into four groups, and each group is assigned a different task to ensure that students can comprehensively and accurately obtain key information. The tasks are as follows: Group 1: Collect the key concepts and core concepts of Montessori education mentioned in the video; Group 2: Find out the characteristics of Montessori education described in the video; Group 3: Summarize the differences between Montessori education and traditional education; Group 4: Understand the role of teachers in Montessori education and the long-term impact of Montessori education. Before playing the video, the teacher reminds students to take notes carefully, focus on their group’s tasks, and mark the key information. During the video playing, the teacher pauses appropriately at the key points to give students enough time to take notes. After viewing, each group conducts a discussion within the group to sort out the collected information and check for omissions and errors. The third viewing is a detailed viewing, focusing on solving the difficult points and verifying the collected information. The teacher plays the video again, and asks students to focus on the parts that they did not understand or had doubts about in the previous two viewings. For example, if students have doubts about the “mixed-age classroom” mentioned in the video, the teacher can pause the video at the corresponding part, play it repeatedly, and explain it in combination with the video content: “In the mixed-age classroom of Montessori education, children of different ages learn together. Older children can help younger ones solve problems, and younger ones can learn from older ones’ behaviors and learning methods, which is conducive to cultivating children’s sense of responsibility and cooperative ability.” At the same time, the teacher checks the information collected by each group, corrects incorrect or incomplete content, and helps students sort out the key information systematically. For example, for the characteristics of Montessori education, the teacher summarizes together with students: focusing on experiential learning, following children’s natural interests, adopting mixed-age classroom structure, emphasizing independent learning and cooperative environment, etc. Post-Viewing: Consolidation and Application (Discussion, Expression & Extension) The post-viewing stage is designed to help students consolidate the viewing content, apply the learned knowledge and language, and improve their comprehensive language application ability and critical thinking ability. This stage includes group discussion, individual expression, language consolidation and extension activities. First of all, group discussion is carried out. On the basis of the information collected in the while-viewing stage, the teacher puts forward discussion topics: “What are the advantages of Montessori education? Do you think Montessori education is suitable for Chinese students? Why or why not? What can we learn from Montessori education to improve our own learning?” Each group discusses these topics in detail. During the discussion, the teacher walks around the classroom, guides students to use the newly learned vocabulary and expressions, and helps students solve language difficulties in the discussion. For example, if students do not know how to express “suitable for”, the teacher can remind them to use “be suitable for” or “be fit for”. At the same time, the teacher encourages students to put forward their own views and reasons, and guides students to think critically instead of blindly agreeing with the content of the video. After the group discussion, each group sends a representative to make a report to the whole class, sharing the group’s discussion results. The representative of each group should express clearly and logically, and use the key vocabulary and information learned in the lesson. After each group’s report, other students can ask questions or put forward different views, so as to form a positive classroom interaction. For example, after a group reports the advantages of Montessori education, a student may ask: “Montessori education emphasizes independent learning. Do you think it will make students lack guidance and affect their learning efficiency?” The teacher guides the students to discuss this question together, so as to deepen their understanding of Montessori education. Next, language consolidation activities are carried out. The teacher designs fill-in-the-blank exercises and sentence-making exercises to help students consolidate the key vocabulary and expressions. The fill-in-the-blank exercises are based on the content of the video, such as: “Montessori education emphasizes ____________ (体验式学习) and follows children’s natural interests. In a ____________ (混龄教室), students of different ages can learn from each other. The role of teachers in Montessori education is a ____________ (引导者) rather than a lecturer.” The sentence-making exercises require students to make sentences with the key vocabulary, such as using “contribute to” “expose to” “be beneficial to” to make sentences related to education. After students finish the exercises, the teacher checks and corrects them, and explains the common mistakes in detail to help students master the correct usage of vocabulary and expressions. Then, extension activities are carried out to expand students’ horizons and connect the viewing content with real life. The teacher introduces other alternative educational models, such as Waldorf education and Steiner education, and briefly introduces their characteristics, so that students can understand the diversity of educational models. Then, the teacher asks students to write a short passage (about 80-100 words) to express their views on one of the educational models (including Montessori education). The requirements are: clear views, logical organization, and proper use of the key vocabulary and expressions learned in the lesson. Students can write independently first, and then exchange their passages with their deskmates for mutual revision. The teacher selects several excellent passages to read in class, comments on them, and affirms the advantages of the passages, points out the areas that need improvement, so as to improve students’ writing ability. Summary and Reflection (Conclusion & Self-Assessment) At the end of the class, the teacher summarizes the content of the whole lesson. The teacher reviews the key points of the lesson: the key concepts and characteristics of Montessori education, the differences between Montessori education and traditional education, the role of teachers in Montessori education, and the key vocabulary and expressions related to education. At the same time, the teacher emphasizes the importance of the four-dimensional core literacy in this lesson: through this lesson, we not only improve our language ability, but also understand different educational cultures, develop critical thinking, and master effective viewing and learning strategies. Then, the teacher guides students to conduct self-assessment. Students are asked to think about the following questions: “Did you understand the main content of the video? Did you master the key vocabulary and expressions? Did you actively participate in group discussions and class activities? What problems did you encounter in the learning process? How to solve them?” Students can write down their own self-assessment in their notebooks, which helps them clarify their learning gains and deficiencies, and lay a foundation for future learning. Finally, the teacher assigns after-class tasks. The tasks include: 1. Review the key vocabulary and expressions learned in this lesson, and make a vocabulary list; 2. Watch the video again after class, and sort out the key information in the form of a mind map; 3. Search for more information about Montessori education online, and write a short English report (about 120 words) to introduce Montessori education in detail; 4. Discuss with family members about their views on Montessori education, and record the main points of the discussion in English. These after-class tasks not only help students consolidate the knowledge learned in class but also improve their independent learning ability and information collection ability. Throughout the teaching process, the teacher adheres to the student-centered concept, pays attention to the interaction between teachers and students and between students and students, and combines various teaching activities to make the class lively and interesting. At the same time, the teacher focuses on the cultivation of students’ four-dimensional core literacy, integrates language ability, cultural awareness, thinking quality and learning ability into each teaching link, so as to achieve the teaching goal of this Viewing Workshop and help students improve their comprehensive English ability and form a correct view of education. 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 $