Unit 1 Teenage Life-Video Time 教案 2025-2026学年高中英语人教版必修第一册

Unit 1 Teenage Life-Video Time 内容导航 The Video Time of Unit 1 Teenage Life, titled Learning Across Generations, focuses on 17-year-old Mamorena from South Africa and her mother Tandi. It shows their different life experiences, reflecting the generation gap between teenagers and parents, and conveys the importance of understanding the past and cherishing the present. It helps students learn about teenage life in different cultural backgrounds. 教学目标和重难点 1. 教学目标 Language Ability: Students can understand the video’s main content, master key words and sentences about life experiences and generational differences, and express their own views on teenage life and family communication in simple English. Cultural Awareness: They learn about the living conditions of teenagers in South Africa, understand the cultural and life differences between different generations, and cultivate cross-cultural communication awareness and respect for cultural diversity. Thinking Quality: They analyze the differences between Mamorena and her mother, develop critical thinking, and learn to think from others’ perspectives. Learning Ability: They master listening skills such as predicting and capturing key information, and improve their autonomous and cooperative learning abilities through group activities. 2. 教学重难点 Key Points: Understanding the main plot and key information of the video, including Mamorena’s and Tandi’s life experiences and their different views on life; mastering key vocabulary (such as shanty town, suburb, private school) and sentence patterns related to describing life experiences and expressing expectations. Difficult Points: Comprehending the implied meaning of the video, such as Tandi’s intention of taking Mamorena to her old neighbourhood; using the learned vocabulary and sentence patterns to talk about their own life experiences and the relationship with their parents fluently and accurately; adapting to the video’s speed and understanding the slightly complex sentences. 教学过程 Warm-up and Lead-in Start the class with a free talk to activate students’ prior knowledge and arouse their interest in the topic. The teacher can ask students some questions related to teenage life and family communication, such as “What do you usually do in your daily life? Do you have any differences with your parents? What are they?” Encourage students to answer actively in English, even if they use simple words and sentences. This link can help students get familiar with the topic of “teenage life” and “generational differences”, lay a foundation for watching the video, and also create a relaxed English learning atmosphere. After the free talk, the teacher shows some pictures related to the video, such as the scenery of Johannesburg, South Africa, a private school, a shanty town and a suburban house. Then ask students to predict the content of the video: “Look at these pictures. What do you think the video will talk about? Who may be the main characters? What kind of life may they live?” Guide students to observe the pictures carefully and express their predictions, which can cultivate their ability of observation and prediction, and also make them more focused when watching the video later. Next, the teacher briefly introduces the background of the video: “Today we will watch a video about a teenage girl and her mother in South Africa. The girl is called Mamorena, and her mother is Tandi. They have very different life experiences. Let’s watch the video and find out their stories.” At the same time, the teacher writes the key words (Mamorena, Tandi, South Africa, private school, shanty town) on the blackboard to help students have a preliminary understanding of the video’s key information and reduce the difficulty of understanding. Pre-watching Before watching the video, the teacher focuses on teaching the key vocabulary and sentence patterns that will appear in the video, which is the basis for students to understand the video. First, the teacher presents the new words: private school, shanty town, suburb, successful, neighbourhood, childhood. For each word, the teacher pronounces it clearly and asks students to repeat it several times to ensure that students can read it correctly. Then, the teacher explains the meaning of the words with simple English and combines the pictures shown earlier to help students understand. For example, “A private school is a school that you have to pay a lot of money to go to. Mamorena studies in a private school. A shanty town is a poor area where people live in simple and small houses. Tandi grew up in a shanty town.” After teaching the new words, the teacher introduces the key sentence patterns in the video, such as “She grew up in...”, “It's very different from...”, “I want her to...”, “You don't become a person if you don't know where you come from.” The teacher explains the usage of these sentence patterns with simple examples, and asks students to make simple sentences with them. For example, let students say “I grew up in a small city.” “My life is very different from my parents’.” This link can help students master the key language points in advance, so that they can better capture the information when watching the video and lay a foundation for the subsequent language application. In addition, the teacher puts forward some guiding questions to let students have a clear purpose when watching the video. The questions are as follows: 1. Where does Mamorena study? 2. Where did Tandi grow up? 3. What does Tandi do every week? 4. Why does Tandi take Mamorena to her old neighbourhood? 5. What’s the difference between Mamorena’s life and Tandi’s childhood? These questions are closely related to the main content of the video, which can guide students to focus on the key information when watching and improve their listening efficiency. While-watching This link is divided into three times of watching, and each time has different tasks, which is gradual and helps students deeply understand the video content. The first time: Watch the video completely without subtitles. The task of students is to get a general idea of the video and answer the simple guiding questions put forward before. After watching, the teacher invites several students to answer the questions, checks their understanding of the general content, and gives appropriate guidance and correction. For example, if a student can’t answer where Mamorena studies, the teacher can prompt with the key word “private school” and let the student find the answer in the video playback. This link mainly trains students’ ability to grasp the main idea of the video and adapt to the video’s speed and pronunciation. The second time: Watch the video with subtitles, and ask students to fill in the blanks in the worksheet prepared in advance. The worksheet contains key information about the video, such as “Mamorena is a 17-year-old student at ______ in South Africa.” “Tandi grew up in a ______ in Johannesburg.” “Every week, Tandi takes Mamorena to her ______.” “Mamorena’s life is very different from Tandi’s ______.” Students need to watch the video carefully, capture the key information and fill in the blanks. During the watching process, the teacher can pause the video at the key points appropriately to give students time to write down the answers. After watching, the teacher checks the answers with the whole class, explains the difficult points in the worksheet, and strengthens students’ memory of the key information. The third time: Watch the video again with subtitles, and ask students to pay attention to the details and the emotional changes of the characters. The teacher puts forward more in-depth questions: 1. Why is Mamorena a lucky young woman? 2. What does Tandi want Mamorena to learn? 3. How does Mamorena feel about her mother’s behavior at first? 4. What does Tandi mean by saying “You don't become a person if you don't know where you come from”? Students can discuss these questions in pairs first, and then the teacher invites some pairs to share their answers. During the discussion, the teacher walks around the classroom, listens to students’ discussions, and gives appropriate guidance to help them understand the implied meaning of the video. This link can cultivate students’ ability to capture details and analyze and understand the video’s deep meaning, and also improve their cooperative learning ability. Post-watching This link is mainly to help students consolidate the knowledge learned, apply the key language points, and expand the topic, so as to achieve the goal of improving their comprehensive language ability. First, vocabulary and sentence pattern consolidation. The teacher organizes some activities to help students consolidate the new words and sentence patterns learned. For example, “Word Matching”: match the new words with their meanings; “Sentence Making Competition”: divide students into groups, and each group uses the key sentence patterns to make sentences related to teenage life and family communication. The group that makes the most correct and meaningful sentences wins. This kind of activity is interesting and can stimulate students’ enthusiasm for participation, so that they can consolidate the language points in a relaxed atmosphere. Second, video retelling. Ask students to retell the main content of the video in their own words. They can retell it individually or in groups. When retelling, students need to use the key vocabulary and sentence patterns learned. The teacher can give some prompts, such as the order of the video: the introduction of Mamorena → the introduction of Tandi → Tandi takes Mamorena to her old neighbourhood → Tandi’s expectation for Mamorena. After retelling, the teacher comments on students’ performance, affirms their advantages, and points out the places that need improvement, such as the incorrect use of words or sentence patterns, and guides them to correct. This activity can not only test students’ understanding of the video content, but also improve their oral expression ability. Third, group discussion. The teacher puts forward a topic related to the video and students’ real life: “What are the differences between your life and your parents’ childhood? How do you understand your parents’ expectations for you? How can we communicate better with our parents?” Divide students into groups of 4-5, and let them discuss the topic in English. During the discussion, the teacher requires students to use the key vocabulary and sentence patterns learned in the class, and encourages them to express their own views freely. After the discussion, each group sends a representative to share the group’s views with the whole class. The teacher listens carefully to the representatives’ speeches, gives positive comments, and guides students to think about how to establish a good parent-child relationship. This link can help students connect the video content with their own real life, deepen their understanding of the topic, and also improve their oral communication ability and cooperative learning ability. Fourth, cultural extension. The teacher introduces some basic information about teenage life in South Africa, such as the education system, living environment and social customs of teenagers in South Africa, so that students can have a deeper understanding of the cultural background of the video. At the same time, the teacher compares the teenage life in South Africa with that in China, guides students to find the similarities and differences, and cultivates their cross-cultural communication awareness and respect for cultural diversity. For example, the teacher can say: “In South Africa, some teenagers can’t finish their studies because of poverty, but Mamorena is lucky to study in a private school. In China, most teenagers can receive a good education. Although there are differences in our living environments, we all have the same dreams and pursuits.” Summary and Homework Summary: The teacher summarizes the content of this class, reviews the key vocabulary and sentence patterns learned, and emphasizes the key and difficult points. The teacher says: “Today we watched a video about Mamorena and her mother in South Africa. We learned about their different life experiences and the generation gap between them. We also mastered some key words and sentence patterns about life experiences and family communication. I hope you can understand the importance of understanding your parents and communicating with them well.” At the same time, the teacher encourages students to apply the knowledge learned in this class to their daily life and try to communicate with their parents in English. Homework: 1. Watch the video again after class, and retell the content to your deskmate in English the next day. 2. Write a short passage (80-100 words) about the differences between your life and your parents’ childhood, using the key vocabulary and sentence patterns learned in this class. 3. Talk with your parents about their childhood, and write down one thing that impresses you most (in English). 4. Preview the next part of the unit and learn the new words in advance. These homework tasks are closely related to the content of this class, which can help students consolidate the knowledge learned, improve their oral and written expression abilities, and also connect English learning with real life. In the whole teaching process, the teacher adheres to the student-centered concept, adopts various teaching methods such as task-based teaching method, cooperative learning method and situational teaching method, and designs rich and diverse teaching activities to stimulate students’ interest in learning English, improve their comprehensive language ability, and cultivate their four-dimensional core literacy. At the same time, the teacher pays attention to the individual differences of students, gives appropriate guidance and help to students with poor foundation, and ensures that every student can gain something in the class. 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 $