Unit2 Travelling Around Video Time 教学设计-2025-2026学年高中英语人教版必修第一册

Unit 2 Travelling Around-Video Time 内容导航 This Video Time focuses on Machu Picchu, an ancient Inca site in Peru. It presents its geographical location, historical background, cultural value, and the impact of tourism, helping students grasp key information and arouse interest in global cultural heritage. 教学目标和重难点 1. 教学目标 Linguistic Competence: Students master travel- and heritage-related vocabulary and sentences, improving listening and information-extracting skills. Cultural Awareness: They understand Machu Picchu’s cultural connotation, respect global cultural diversity, and form the awareness of protecting cultural heritage. Thinking Quality: They analyze tourism’s dual impacts on heritage, developing dialectical thinking. Learning Ability: They use listening strategies and cooperative learning to enhance independent and collaborative learning skills. 2. 教学重难点 Key Points: Master core vocabulary (e.g., ruin, civilisation, magnetic, tourism) and sentences about introducing scenic spots and stating opinions; accurately extract key information (location, history, tourism impact) from the video. Difficult Points: Understand complex sentences in the video and flexibly use appropriate vocabulary and sentence patterns to express personal views on tourism’s impact on cultural heritage; develop dialectical thinking about tourism development and heritage protection. 教学过程 Lead-in: Arouse Interest and Connect with Prior Knowledge The teacher starts the class by showing students high-definition pictures of Machu Picchu, including its magnificent mountain views, ancient stone buildings, and unique geographical environment. Then the teacher asks open-ended questions to guide students to think and communicate: “Have you ever heard of Machu Picchu? What do you know about it? If you have a chance to travel there, what would you like to know most?” After inviting 2-3 students to share their ideas, the teacher briefly introduces Machu Picchu in simple English: “Machu Picchu is a famous ancient site in Peru, South America. It was once part of the powerful Inca Empire and is now a world cultural heritage site. Today, we will watch a video to learn more about this magical place, including its history, features and the influence of tourism.” This lead-in links students’ prior knowledge of travel and cultural heritage, stimulates their curiosity about Machu Picchu, and lays a good foundation for the subsequent video watching and learning. At the same time, the teacher writes 3-4 core words related to the video on the blackboard, such as “Machu Picchu, Inca Empire, cultural heritage, tourism”, and guides students to read them correctly, helping students preview key vocabulary and reduce difficulties in understanding the video. Before You Watch: Preview Vocabulary and Predict Content First, the teacher focuses on teaching key vocabulary and phrases in the video to help students remove language barriers. The vocabulary includes nouns (ruin, civilisation, magnetic centre, stall, business), verbs (attract, discover, affect), and phrases (be lost to, be made up of, bring...to...). For each word and phrase, the teacher uses vivid explanations, example sentences and context to help students understand and remember. For example, when teaching “ruin”, the teacher shows pictures of ancient ruins and says: “Ruin refers to the remains of an ancient building or city that has been destroyed. Machu Picchu is made up of ruins of the Inca Empire.” When teaching “magnetic centre”, the teacher explains: “A magnetic centre is a place that attracts many people. Machu Picchu is a magnetic centre for tourists around the world.” Then the teacher asks students to make simple sentences with these words and phrases, such as “Machu Picchu attracts millions of tourists every year” and “Tourism brings a lot of business to Peru”, to consolidate their mastery of vocabulary. Next, the teacher guides students to predict the content of the video. The teacher presents the exercise in the textbook’s “Before You Watch” part, which includes 6 sentences with blanks, and the words and phrases needed to fill in the blanks are all from the video. The teacher asks students to work in pairs to complete the exercise by guessing the meaning of the blanks based on their existing knowledge and the context of the sentences. After 5 minutes of pair discussion, the teacher invites several groups to share their answers and briefly comments, guiding students to predict the main content of the video: the history of Machu Picchu, its status as a tourist attraction, and the impact of tourism on it. In addition, the teacher reminds students of listening strategies: before watching, read the questions and options carefully (if any), mark the key information, and focus on listening for the content related to the key information when watching, which helps students improve the efficiency of extracting information. While You Watch: Watch and Extract Key Information This part is divided into two rounds of watching to help students gradually deepen their understanding of the video content and extract key information step by step. The first round of watching is for general understanding. The teacher plays the video completely, and asks students to focus on the overall content, thinking about two questions: “What is the main topic of the video?” and “What aspects of Machu Picchu does the video introduce?” After watching, the teacher invites students to share their answers, and summarizes: “The main topic of the video is Machu Picchu. It introduces its geographical location, historical background, current situation as a tourist attraction, and the impact of tourism on it.” This round of watching helps students establish a general framework of the video content and lay the foundation for further extracting detailed information. The second round of watching is for detailed understanding. The teacher plays the video segment by segment, and arranges corresponding listening tasks to guide students to extract specific information. Before playing each segment, the teacher clearly puts forward the listening tasks, so that students can watch with purpose. The first segment (from the beginning to “...the Lost City of the Inca”): The teacher asks students to listen and answer two questions: 1. Where is Machu Picchu located? 2. What is another name for Machu Picchu? After playing the segment, the teacher invites students to answer, and confirms the correct answers: “Machu Picchu is located high up in the Andes Mountains of Peru in South America. Its another name is the Lost City of the Inca.” Then the teacher plays the segment again, and asks students to follow the video to read the key sentences, such as “Machu Picchu is high up in the Andes Mountains of Peru, South America.” and “People also call it the Lost City of the Inca.”, helping students consolidate the key information and master the correct pronunciation and intonation. The second segment (from “Machu Picchu was once part of the Inca civilisation...” to “...found Machu Picchu again in 1911”): The listening task is to fill in the blanks: 1. Machu Picchu was once part of the ______________. 2. For many years, Machu Picchu was lost to the ______________. 3. An explorer called ______________ found Machu Picchu again in ______________. The teacher distributes the blank-filling paper to students, plays the segment twice, and asks students to fill in the blanks according to what they hear. After that, the teacher checks the answers with students, and explains the key points: “Inca civilisation” refers to the ancient Inca Empire, which was very powerful in the 1400s and 1500s; “Hiram Bingham” is the name of the explorer who rediscovered Machu Picchu. The teacher also guides students to pay attention to the tense used in the segment—past tense, and explains the usage of past tense to describe past events. The third segment (from “Today, Machu Picchu is a magnetic centre...” to “...live completely on the money from tourism”): The listening task is to judge whether the following sentences are true (T) or false (F): 1. Machu Picchu attracts many tourists every year. (T) 2. Local people sell things at stalls to tourists. (T) 3. Tourism does not provide jobs for local people. (F) 4. The people in the town live on farming. (F) After playing the segment, the teacher asks students to show their answers, and explains the wrong sentences, helping students understand the positive impact of tourism on local people—bringing business and jobs. At the same time, the teacher guides students to learn the key sentence: “Local people sell things at stalls to tourists and work as guides or waiters in hotels.” The fourth segment (from “However, some people worry...” to the end): The listening task is to answer the question: “What worries do some people have about tourism in Machu Picchu?” After playing the segment, students are invited to answer, and the teacher summarizes: “Some people worry that too many tourists will be bad for the environment of Machu Picchu and may change it forever.” Then the teacher plays the segment again, and asks students to underline the key sentences in the video script (if provided) or take notes, such as “Too many tourists may be bad for the environment.” and “Machu Picchu may be changed forever by tourism.” After the two rounds of watching, the teacher plays the whole video again, and asks students to follow the video to retell the main content briefly, which helps students consolidate the key information they have extracted and improve their oral expression ability. After You Watch: Consolidate, Discuss and Extend This part is designed to help students consolidate the knowledge learned, apply the language they have mastered, and develop their thinking quality and cultural awareness through discussion and extension activities. First, vocabulary and sentence consolidation. The teacher organizes a quick response game: the teacher says a Chinese meaning, and students quickly say the corresponding English word or phrase; or the teacher says an English word or phrase, and students make a sentence with it. For example, the teacher says “遗迹”, students say “ruin”; the teacher says “attract”, students make sentences like “The beautiful scenery attracts many tourists.” This game can arouse students’ enthusiasm and help them consolidate the key vocabulary and phrases mastered in this class. Then, the teacher arranges a group discussion activity. The discussion topic is: “Should we develop tourism in places like Machu Picchu? Why or why not?” The teacher divides students into groups of 4-5, and assigns roles to each group: 2 students are in favor of developing tourism, and 2 students are against it. The teacher reminds students to use the key vocabulary and sentences learned in the video, such as “tourism brings business and jobs”, “too many tourists are bad for the environment”, “we should protect cultural heritage” and so on. During the discussion, the teacher walks around the classroom, guides students who have difficulties in expression, and helps them organize their language. After 10 minutes of discussion, each group sends a representative to present their views to the whole class. The representative of the group in favor of developing tourism may say: “We think we should develop tourism in Machu Picchu. Because tourism can bring a lot of business and money to Peru, and provide jobs for local people. It also helps more people know about Machu Picchu and its culture.” The representative of the group against it may say: “We don’t think we should develop tourism in Machu Picchu. Because too many tourists will damage the environment of Machu Picchu and destroy the ancient ruins. Machu Picchu is a world cultural heritage, and we should protect it first.” After each group presents their views, the teacher makes a summary: “Both sides have reasonable views. Tourism has both positive and negative impacts on cultural heritage. On the one hand, it can promote the development of local economy and spread cultural heritage; on the other hand, it may damage the environment and cultural relics. So we should develop tourism in a reasonable way, balance the relationship between tourism development and heritage protection, and protect our precious cultural heritage while enjoying the beauty of travel.” This summary helps students form a dialectical view of tourism development and cultural heritage protection, and cultivates their thinking quality. Next, cultural extension. The teacher introduces other world cultural heritage sites similar to Machu Picchu, such as the Great Wall of China, the Pyramids of Egypt, and the Colosseum in Italy, and shows students pictures or short video clips of these sites. Then the teacher asks students: “What do these world cultural heritage sites have in common? What should we do to protect them?” Students are invited to share their views, and the teacher guides them to realize that world cultural heritage is the common wealth of all mankind, and everyone has the responsibility to protect it. The teacher also encourages students to learn more about world cultural heritage in their spare time, broaden their horizons, and enhance their awareness of cultural protection. In addition, the teacher arranges a small oral task: ask students to work in pairs, and one student acts as a tour guide to introduce Machu Picchu to the other student, using the key information and language learned in this class. The tour guide should introduce Machu Picchu’s location, history, features and the impact of tourism. The other student can ask questions, such as “Where is Machu Picchu located?” “Who found Machu Picchu again?” This task helps students apply the language they have mastered to real communication scenarios and improve their oral expression ability. Summary and Homework First, the teacher summarizes the content of this class: “Today we watched a video about Machu Picchu, mastered some key vocabulary and sentences related to travel and cultural heritage, extracted key information from the video, and discussed the impact of tourism on cultural heritage. We also learned that we should protect world cultural heritage while developing tourism.” The teacher emphasizes the key points again: the key vocabulary and phrases, the key information of Machu Picchu, and the dialectical view of tourism and heritage protection. Then, the teacher assigns homework to consolidate the knowledge learned and extend the learning content. The homework is divided into three levels to meet the needs of different students: Level 1 (Basic): 1. Copy the key vocabulary and phrases learned in this class, and make 1 sentence for each. 2. Write a 50-word summary of the video content, using the key information extracted in class. Level 2 (Intermediate): 1. Finish the exercises in the textbook’s “After You Watch” part. 2. Have a conversation with your partner about a world cultural heritage site you know, using the language learned in this class, and record the conversation (optional). Level 3 (Advanced): 1. Search for information about a world cultural heritage site (not Machu Picchu) on the Internet, and write a 100-word introduction to it, including its location, history, features and protection status. 2. Write a short passage (120-150 words) to express your views on how to balance tourism development and cultural heritage protection. Finally, the teacher encourages students: “I hope you can review the knowledge learned in this class carefully, finish the homework on time, and pay more attention to world cultural heritage in your daily life. Let’s work together to protect our common cultural wealth.” Blackboard Design Unit 2 Travelling Around - Video Time Key Vocabulary & Phrases: ruin, civilisation, magnetic centre, stall, business, attract, discover, affect be lost to, be made up of, bring...to..., live on Key Information: Location: Andes Mountains, Peru, South America Another name: the Lost City of the Inca History: part of Inca Empire; rediscovered by Hiram Bingham in 1911 Tourism Impact: positive (business, jobs); negative (environmental damage) Theme: Protect cultural heritage, develop tourism reasonably 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 $