Unit 9 Human Biology-Viewing Workshop 教案-2025-2026学年高中英语北师大版选择性必修第三册

Unit 9 Human Biology-Viewing Workshop 教学目标和重难点 教学目标 It focuses on language ability, cultural awareness, thinking quality and learning ability, helping students master human biology-related vocabulary, understand different views on biological issues, develop critical thinking and form autonomous learning habits. 教学重难点 Key: Understand specific details of the video and master relevant vocabulary and expressions. Difficulty: Analyze video content in English, express personal views logically and apply what they have learned flexibly. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Learning Interest At the beginning of the class, the teacher will start with daily life-related questions to guide students to think and communicate, so as to activate their prior knowledge about human biology and lay a foundation for the subsequent video viewing. The teacher will ask questions in English, such as “Do you know how our brain develops? Can we still learn new skills when we are old?” Then, the teacher will present some pictures related to human brain development and biological experiments, and briefly introduce the background of the video to be watched—this video mainly discusses the laws of human brain development and the impact of different learning behaviors on the brain, and involves different views on related biological research. In this link, the teacher will pay attention to guiding students to use simple English to express their own views, and timely supplement key vocabulary such as “brain plasticity”, “sensitive period”, “learning ability” to help students overcome language barriers. At the same time, the teacher will emphasize the viewing requirements: pay attention to the main idea of the video, record key details and difficult points, and prepare for the subsequent discussion and analysis. This lead-in link not only narrows the distance between students and the teaching theme, but also stimulates their curiosity and learning motivation, making them quickly enter the learning state. Pre-viewing: Preview Vocabulary and Clarify Viewing Goals Before watching the video, the teacher will organize students to preview the key vocabulary and expressions related to the video, which is an important link to ensure the smooth progress of viewing. The teacher will list the core vocabulary on the blackboard or multimedia courseware, including professional terms and common expressions related to human biology, such as “experience expectant learning”, “experience dependent development”, “juggling exercise”, “cognitive ability”, “neural connection” and so on. For each vocabulary, the teacher will explain its meaning, pronunciation and usage, and give simple example sentences to help students understand and remember. For example, when explaining “brain plasticity”, the teacher will say: “Brain plasticity refers to the ability of the brain to change and adapt through learning and experience. For example, learning a new language can help improve brain plasticity.” After previewing the vocabulary, the teacher will clarify the specific viewing goals for students, so that students can watch the video with a clear purpose. The viewing goals are divided into three levels: first, grasp the main idea of the video, that is, the relationship between brain development and learning; second, extract specific details, such as the two sensitive stages of brain development and the impact of juggling exercises on the brain; third, understand the different views on brain development mentioned in the video and the reasons behind them. In addition, the teacher will remind students to pay attention to the pronunciation, intonation and language expression of the speakers in the video, and learn to use relevant expressions to express their own views in subsequent communication. This link helps students build a vocabulary framework, clarify the viewing focus, and effectively improve the efficiency of video viewing. While-viewing: Step-by-Step Viewing and Information Extraction In this link, the teacher will play the video in segments, and guide students to watch step by step, extract information and sort out ideas, so as to avoid the situation that students can not keep up with the rhythm or miss key information when watching the video at one time. The viewing process is divided into three rounds, each with different focuses and requirements. The first round of viewing is for general understanding. The teacher will play the whole video once, and ask students to focus on the main content of the video, not to pursue details, but to figure out what the video mainly talks about, who the speakers are, and what core viewpoints they put forward. After watching, the teacher will invite several students to briefly retell the main idea of the video in their own words. The teacher will give positive comments and supplements, help students sort out the core context of the video, and ensure that every student has a general understanding of the video content. For students who have difficulty expressing, the teacher will guide them to use the key vocabulary previewed earlier to organize language, such as “The video mainly talks about brain plasticity and the impact of learning on brain development.” The second round of viewing is for specific details extraction. The teacher will play the video segment by segment, and put forward targeted questions to guide students to record key information. When playing the part about the two sensitive stages of brain development, the teacher will pause the video and ask: “What are the two sensitive stages of brain development mentioned in the video? What abilities can we develop in each stage?” Students will be given a few minutes to discuss with their deskmates and sort out their answers. Then, the teacher will invite students to share their answers, and supplement and correct them in time. For example, students may answer: “The two sensitive stages are experience expectant learning and experience dependent development. In the first stage, we can develop basic abilities such as language and vision; in the second stage, we can develop specific skills through learning and experience.” The teacher will affirm the correct part of the answer, and supplement the details mentioned in the video, such as the time range of each sensitive stage and the importance of environmental stimulation. When playing the part about the impact of juggling exercises on the brain, the teacher will also pause the video and ask students to record the experimental process and results mentioned in the video. After watching, the teacher will organize students to exchange and share, and guide them to summarize: “The video mentions an experiment that people who practice juggling for a period of time have more neural connections in their brains, which shows that learning new skills can improve brain plasticity.” In this process, the teacher will pay attention to guiding students to use accurate vocabulary and complete sentences to express, and correct their grammatical mistakes and inappropriate expressions in time. The third round of viewing is for deep understanding. The teacher will play the video again, and ask students to focus on the different views on brain development mentioned in the video and the reasons behind them. For example, the video may mention that some people think that the brain’s development is determined by genes, while others think that the environment and learning play a more important role. The teacher will guide students to think: “What are the two different views mentioned in the video? What evidence do the speakers use to support their own views?” Students will be organized to discuss in groups of four, and each group will sort out the two views and their supporting evidence. After the discussion, each group will send a representative to share their views, and the teacher will make a summary and comment, guiding students to understand that the development of the brain is the result of the interaction between genes and the environment, and there is no absolute right or wrong between the two views. In the whole while-viewing link, the teacher will pay attention to the individual differences of students, and give timely guidance and help to students who have difficulty extracting information. At the same time, the teacher will encourage students to take notes in English, record key words, sentences and their own doubts, which not only helps students sort out the video content, but also lays a foundation for the subsequent post-viewing discussion. Post-viewing: Expand and Extend, Deepen Understanding and Practice Expression After watching the video, the teacher will organize a series of interactive activities to help students consolidate the information extracted from the video, deepen their understanding of the theme, and improve their English expression ability. This link is divided into three parts: group discussion, interactive practice and theme expansion. First, group discussion. The teacher will put forward two discussion topics closely related to the video content and students’ daily life, and organize students to discuss in groups of four. The first topic is: “Combined with the video content, do you think ‘You can never teach an old dog new tricks’ is correct? Why?” The second topic is: “What suggestions can you give to the elderly and parents of school children to help them improve their brain function or promote their children’s brain development?” Before the discussion, the teacher will remind students to use the vocabulary and expressions learned in the class, such as “brain plasticity”, “learning new skills”, “environmental stimulation” and so on, and encourage students to express their own views boldly, put forward their own opinions and support their views with specific reasons. During the discussion, the teacher will walk around the classroom, listen to the discussion of each group, and give timely guidance and help. For example, if a group has difficulty expressing their views, the teacher will guide them to think from the perspective of the video content: “The video says that the brain has plasticity, so even the elderly can learn new skills. Do you agree with this view?” For groups that have a heated discussion, the teacher will guide them to think more deeply: “What are the advantages and disadvantages of the suggestions you put forward? Are there any other better ways?” After the discussion, each group will send a representative to share the discussion results with the whole class. The teacher will give positive comments on the advantages of each group’s performance, such as clear logic, accurate language and rich views, and point out the areas that need improvement, such as inappropriate vocabulary use and incomplete expression. This link not only improves students’ oral expression ability and cooperative learning ability, but also deepens their understanding of the video theme. Second, interactive practice. The teacher will design a filling-in-the-blank exercise based on the key content of the video, and ask students to complete it individually. The exercise content mainly involves the key vocabulary, key sentences and important details of the video. For example: “The brain has ______, which means it can change and adapt through learning and experience. There are two sensitive stages of brain development: ______ and ______. Practicing juggling can increase the ______ in the brain.” After students complete the exercise independently, the teacher will check the answers with the whole class, explain the key and difficult points, and help students consolidate the knowledge they have learned. In addition, the teacher will organize a role-play activity. Students will be divided into two groups: one group plays the role of experts in human biology, and the other group plays the role of reporters. Reporters will ask questions about brain development and brain plasticity, and experts will answer them based on the video content and their own understanding. Third, theme expansion. The teacher will introduce some extended knowledge related to the video theme, such as the latest research progress of brain plasticity, the impact of different living habits on brain health, and the application of brain science in education. The teacher will introduce these contents in simple English, and put forward some guiding questions to guide students to think deeply, such as “How can we use the knowledge of brain plasticity to improve our learning efficiency?” “What bad living habits will damage our brain function?” Through this link, students can expand their horizons, understand the connection between the video content and real life, and enhance their interest in human biology and English learning. Summary and Homework Arrangement At the end of the class, the teacher will summarize the whole class content. The teacher will first review the key vocabulary and expressions learned in the class, then sort out the main idea and key details of the video, and emphasize the core viewpoint of the video—that the brain has strong plasticity, and learning and environmental stimulation can promote brain development. At the same time, the teacher will summarize the performance of students in the class, affirm their progress and efforts, and put forward expectations for their future learning, encouraging students to pay more attention to the knowledge of human biology in daily life and try to use English to express and communicate. Then, the teacher will arrange the after-class homework, which is divided into three parts to meet the needs of different students. The first part is the basic homework: write a 100-word summary of the video, which requires covering the main idea and key details of the video and using the key vocabulary learned in the class. The second part is the improved homework: choose one of the discussion topics in the class, write a short argumentative essay of 150 words, expressing your own views and supporting them with specific reasons. The third part is the extended homework: surf the Internet to find more information about brain plasticity or human biology, and prepare a 2-minute English report to share in the next class. This homework arrangement not only helps students consolidate the knowledge they have learned in the class, but also improves their writing ability and autonomous learning ability, and expands their knowledge reserve. In the whole teaching process, the teacher always adheres to the student-oriented teaching concept, combines the characteristics of the Viewing Workshop, integrates the four-dimensional core literacy requirements into each teaching link, pays attention to the training of students’ language ability, cultural awareness, thinking quality and learning ability, and strives to make students not only master the relevant knowledge and skills, but also form correct values and good learning habits. At the same time, the teacher pays attention to creating a relaxed and active classroom atmosphere, encouraging students to participate in classroom activities actively, so that students can learn happily and make progress in practice. 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 $