Unit 10 Connections-Viewing Workshop 教案-2025-2026学年高中英语北师大版选择性必修第四册

Unit 10 Connections-Viewing Workshop 教学目标和重难点 教学目标 Language Ability: Students can understand the main content, key information and implied meaning of the video, master new words and expressions related to first impressions and interpersonal connections, and use appropriate language to express opinions. Thinking Quality: Guide students to analyze the formation mechanism of first impressions and cultivate critical thinking to view things from multiple perspectives. Cultural Awareness: Help students understand the universal significance of interpersonal connections across cultures and respect cultural differences in communication. Learning Ability: Enable students to master viewing strategies and improve their ability of independent learning and cooperative inquiry. 教学重难点 Key Points: Understand the main content and core viewpoints of the video about first impressions, master key vocabulary and expressions, and be able to talk about the formation of first impressions in simple English. Difficult Points: Comprehend the brain mechanism behind the formation of first impressions, accurately express personal views on first impressions with complex sentences, and combine video content with real life for in-depth discussion. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Learning Interest At the beginning of the class, the teacher starts with daily life to activate students’ prior knowledge and arouse their interest in the topic. First, the teacher asks open questions in English: “When you meet a person for the first time, what will you pay attention to first? Do you think first impressions are reliable? Have you ever changed your opinion of someone because of further understanding?” These questions are closely related to students’ daily experiences, making it easy for them to participate in the discussion. The teacher encourages students to express their views freely, and does not restrict their expression forms, so that every student can dare to speak and be willing to speak. During the discussion, the teacher records key words and sentences mentioned by students on the blackboard, such as “appearance”, “behavior”, “personality”, “reliable”, “change one’s mind”, which lays a foundation for the subsequent video viewing and vocabulary learning. After the free discussion, the teacher naturally leads to the theme of this lesson: “Today, we will watch a video about first impressions. It will tell us how our brains form first impressions and whether we should trust our first impressions. Let’s work together to explore this interesting topic.” Then, the teacher briefly introduces the basic information of the video: it is a short documentary clip, which mainly introduces the research on the formation of first impressions by psychologists, including the factors affecting first impressions and the brain mechanism behind them. This brief introduction helps students have a preliminary understanding of the video content and makes their viewing more targeted. Pre-viewing: Preview Key Vocabulary and Clarify Viewing Objectives Before watching the video, it is necessary to help students master key vocabulary and expressions to remove language obstacles in viewing. The teacher presents the key vocabulary and phrases related to the video on the screen, including “first impression”, “brain mechanism”, “cognitive process”, “moral trait”, “ability trait”, “judgment”, “misconception”, “revise”, etc. For each word and phrase, the teacher explains its meaning and usage, and gives example sentences combined with the theme of first impressions. For example, when explaining “brain mechanism”, the teacher says: “Brain mechanism refers to the way our brain works. The video will tell us the brain mechanism of forming first impressions — how our brain processes information to form opinions about others at the first sight.” When explaining “revise”, the teacher gives the example sentence: “After getting along with him for a period of time, I revised my first impression of him.” After explaining the vocabulary, the teacher clarifies the viewing objectives for students: first, understand the main content of the video, including the research question, research process and research conclusion; second, find out the key information about the factors affecting the formation of first impressions; third, understand the brain mechanism of forming first impressions mentioned in the video. The teacher reminds students to take notes while watching the video, focusing on recording key words, sentences and core viewpoints, so as to lay a foundation for the subsequent post-viewing activities. While-viewing: Hierarchical Viewing and Information Extraction The while-viewing link is divided into three times of viewing, with progressive objectives, to help students gradually deepen their understanding of the video content and improve their information extraction ability. The first viewing is for overall understanding. The teacher plays the video completely, and asks students to focus on the main content of the video and answer two simple questions after viewing: 1. What is the main topic of the video? 2. What does the video mainly talk about regarding first impressions? After the video is played, the teacher invites several students to answer the questions, and then summarizes: “The main topic of the video is first impressions. It mainly introduces how our brains form first impressions, the factors that affect first impressions, and reminds us that first impressions are not always reliable and we should revise them through further understanding.” This link helps students establish an overall framework of the video content and lay a foundation for in-depth viewing. The second viewing is for key information extraction. The teacher plays the video again, and asks students to take notes carefully, focusing on extracting two kinds of key information: the factors affecting the formation of first impressions and the brain mechanism mentioned in the video. In order to guide students to extract information accurately, the teacher provides a simple note template on the screen, including two columns: “Factors Affecting First Impressions” and “Brain Mechanism of Forming First Impressions”. During the video playback, the teacher pauses appropriately at the key points, such as when the video mentions that “people pay more attention to others’ low moral performance or high ability performance when forming first impressions”, the teacher pauses to remind students to record this key point. After the video is played, students are asked to exchange their notes in pairs, check and supplement each other’s information, and then the teacher invites several groups to share their notes, and makes comments and supplements to ensure that all students master the key information. For example, regarding the factors affecting first impressions, the teacher summarizes: “The video points out that when forming first impressions, we will be affected by others’ moral traits and ability traits, and we tend to pay more attention to low moral performance and high ability performance.” Regarding the brain mechanism, the teacher explains: “The video mentions that the formation of first impressions is related to specific brain structures, and our brain will quickly process the information we perceive to form a preliminary judgment.” The third viewing is for details and implied meaning understanding. The teacher plays the video for the third time, and asks students to focus on the details in the video, such as the examples given by the psychologist, the data mentioned, and the implied meaning of the video. For example, the video mentions a psychological experiment: psychologists showed photos of different people to the subjects and asked them to evaluate the moral traits and ability traits of these people, and found that the subjects’ evaluations were highly consistent, which shows that people have similar cognitive habits when forming first impressions. The teacher asks students to think: “What does this experiment want to prove?” After students discuss, the teacher summarizes: “This experiment wants to prove that the formation of first impressions is not random, but has certain rules, and people’s cognitive processes are relatively consistent.” In addition, the teacher guides students to understand the implied meaning of the video: first impressions are important, but they are not always accurate. We should not judge a person only by first impressions, but should understand others through long-term contact and revise our initial judgments. Post-viewing: Deepen Understanding and Improve Language Application Ability The post-viewing link is the key link to improve students’ comprehensive language application ability and cultivate their thinking quality. It is divided into four activities: group discussion, language practice, role-play and theme expansion. Activity 1: Group Discussion. The teacher divides students into groups of 4-5, and puts forward three discussion questions: 1. Do you agree with the view in the video that “people pay more attention to others’ low moral performance or high ability performance when forming first impressions”? Why or why not? 2. Combine your own experience, talk about a time when your first impression of someone was wrong, and how you revised your opinion. 3. What suggestions can you give on how to form a more objective first impression of others? Before the discussion, the teacher reminds students to use the key vocabulary and expressions learned in this lesson, and to express their views clearly and logically. During the discussion, the teacher walks around the classroom, guides students who have difficulty in expressing, and encourages all students to participate in the discussion. After the discussion, each group selects a representative to report the discussion results to the whole class. The teacher makes comments on the representatives’ reports, affirms their advantages, and points out the areas that need improvement, such as language expression accuracy and logicality. For example, if a student says: “I once thought my new classmate was very cold because he didn’t talk much, but later I found that he was just shy. So I think first impressions are not reliable.” The teacher affirms the student’s expression and encourages him to use more complex sentences, such as: “I once had a wrong first impression of my new classmate — I thought he was very cold because he rarely spoke. However, after getting along with him for a period of time, I found that he was just shy and very kind. Therefore, I realize that first impressions are not always reliable, and we need to get to know others better.” Activity 2: Language Practice. This activity is divided into two parts: vocabulary practice and sentence practice. In the vocabulary practice part, the teacher presents several sentences with blanks, and asks students to fill in the blanks with the key vocabulary and expressions learned in this lesson. For example: 1. When we meet someone for the first time, we usually form a __________ (first impression) of him or her. 2. The __________ (brain mechanism) behind the formation of first impressions is very complex. 3. We should not judge a person only by his appearance; we need to __________ (revise) our opinions through further understanding. After students finish filling in the blanks, the teacher checks the answers and explains the usage of the words again to strengthen students’ memory. In the sentence practice part, the teacher guides students to imitate the complex sentences in the video to express their views on first impressions. For example, the video has the sentence: “Although first impressions are formed quickly, they are not always accurate, so we should not rely on them too much.” The teacher asks students to imitate this sentence structure and make sentences combined with their own views. Students can make sentences such as: “Although first impressions can help us get to know a person quickly, they may be biased, so we need to get along with others more to understand them better.” After students finish making sentences, the teacher invites several students to share their sentences and makes comments and corrections to improve students’ sentence construction ability. Activity 3: Role-play. The teacher designs a scenario for role-play: Two students meet for the first time in a school club. One student forms a wrong first impression of the other because of his appearance or behavior, and then their opinions change after a short conversation. Students are asked to play the roles in groups, and use the key vocabulary and sentences learned in this lesson to complete the role-play. Before the role-play, the teacher gives a simple prompt: Student A: Thinks Student B is arrogant because he doesn’t greet others actively. Student B: Is actually shy and doesn’t know how to greet others. After a conversation about their hobbies, Student A changes his first impression of Student B. The teacher reminds students to pay attention to their language expression, intonation and body language during the role-play, so as to make the performance more real. After each group finishes the role-play, the teacher and other students make comments, focusing on evaluating the accuracy of language use and the rationality of the plot, and encouraging students to improve their oral expression ability through role-play. Activity 4: Theme Expansion. The teacher guides students to expand the theme of first impressions to the broader topic of interpersonal connections. The teacher asks: “How do first impressions affect our interpersonal connections? What role do they play in making friends, working and studying?” Students are encouraged to think deeply and express their views. The teacher also introduces the “Six Degrees of Separation” theory mentioned in the unit, and connects it with first impressions: “First impressions are the starting point of interpersonal connections. A good first impression can help us establish connections with others more easily, while a wrong first impression may make us miss good interpersonal opportunities. However, no matter what the first impression is, we need to maintain an open attitude and get to know others better, so as to build more meaningful connections.” This link helps students connect the content of the Viewing Workshop with the unit theme, deepen their understanding of the unit topic, and cultivate their holistic thinking ability. Summary and Homework: Consolidate Knowledge and Extend Learning At the end of the class, the teacher summarizes the content of this lesson with the students. First, the teacher reviews the main content of the video: the formation of first impressions, the factors affecting first impressions and the brain mechanism behind them. Then, the teacher emphasizes the key points and difficult points of this lesson: mastering the key vocabulary and expressions related to first impressions, understanding the implied meaning of the video, and being able to express personal views on first impressions in English. Finally, the teacher summarizes the learning objectives of this lesson: improving viewing ability, mastering relevant language knowledge, and cultivating critical thinking and correct attitude towards interpersonal connections. The homework is designed to consolidate the knowledge learned in class and extend students’ learning. It is divided into three levels: basic homework, improved homework and challenging homework. Basic homework: 1. Review the key vocabulary and expressions learned in this lesson, and write 5 sentences using these words and expressions. 2. Write a short passage (about 80 words) to introduce the main content of the video. Improved homework: Combine your own experience, write a short passage (about 120 words) to talk about the importance of first impressions in interpersonal connections and your own views on first impressions. Challenging homework: Search for relevant English materials about first impressions or interpersonal connections, read them and write a short reading report (about 150 words) to share your gains. This hierarchical homework design meets the learning needs of different students, helps students consolidate the knowledge learned in class, and improves their independent learning ability and comprehensive language application ability. In the whole teaching process, the teacher adheres to the student-centered concept, takes video viewing as the main line, integrates various teaching activities, and focuses on cultivating students’ four-dimensional core literacy. Through lead-in, pre-viewing, while-viewing, post-viewing and other links, students’ viewing ability, oral expression ability and written expression ability are gradually improved, and they are guided to establish a correct attitude towards first impressions and interpersonal connections, which lays a solid foundation for the study of the whole unit. 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 $