Unit 1 Cultural Heritage-Video Time 教案-2025-2026学年高中英语人教版必修第二册

Unit 1 Cultural Heritage-Video Time 内容导航 The Video Time of Unit 1 Cultural Heritage mainly focuses on the Great Wall, a world-famous cultural heritage. It introduces the Great Wall’s basic information, presents the stories of ordinary people and volunteers protecting it, and highlights the significance of cultural heritage protection, guiding students to attach importance to heritage inheritance. 教学目标和重难点 1. 教学目标 Language Ability: Students will master core vocabularies related to cultural heritage (e.g., heritage, preserve, volunteer) and sentences to describe heritage and protection actions, improving their ability to understand video content and express relevant views in English. Cultural Awareness: They will deepen their understanding of the Great Wall’s cultural value, enhance cultural confidence, and establish the awareness of protecting global cultural heritage. Thinking Quality: Through analyzing protection stories in the video, students will develop logical and critical thinking, and learn to put forward reasonable suggestions for heritage protection. Learning Ability: They will master strategies of obtaining information from videos and cooperate with peers in discussions, improving their autonomous learning and cooperative inquiry abilities. 2. 教学重难点 Key Points: Mastering core vocabularies and sentence patterns related to cultural heritage and the Great Wall; being able to obtain key information (such as the Great Wall’s features and protection actions) from the video; understanding the importance of cultural heritage protection. Difficult Points: Comprehending the long sentences and professional expressions in the video; flexibly using the learned language knowledge to express views on cultural heritage protection; cultivating the awareness of practicing heritage protection in daily life and forming correct values towards cultural heritage. 教学过程 Lead-in: Arousing Interest and Building Connections The lead-in session is designed to activate students’ prior knowledge, arouse their interest in the topic of cultural heritage, and lay a foundation for the video learning. First, the teacher will show some pictures of world-famous cultural heritages on the screen, including the Great Wall, the Forbidden City, the Pyramids of Egypt, and the Colosseum in Rome. Then, the teacher will ask students to look at the pictures and answer the following questions in pairs: “Do you know these cultural heritages? Which one is the most familiar to you? What do you know about it?” After 3 minutes of pair discussion, the teacher will invite 2-3 groups to share their answers. Most students will be familiar with the Great Wall, so the teacher can further guide them: “As one of the most famous cultural heritages in China, the Great Wall has a long history and profound cultural connotation. But do you know how ordinary people protect it? Today, we will watch a video about the Great Wall and explore the stories behind its protection.” Next, the teacher will present the key vocabularies and phrases that will appear in the video, such as “heritage”, “preserve”, “volunteer”, “cultural relic”, “clear up”, “take measurements”, “pass down”, etc. For each vocabulary, the teacher will give simple explanations and example sentences combined with the context of cultural heritage protection. For example, “Preserve means to keep something safe from damage or change. We need to preserve cultural heritage so that it can be passed down to future generations.” Then, the teacher will ask students to read the vocabularies and example sentences aloud twice to help them familiarize themselves with the pronunciation and usage, which can effectively reduce the difficulty of understanding the video content. While-Watching: Comprehending the Video and Obtaining Information The while-watching session is the core part of the teaching process, aiming to help students gradually understand the video content, obtain key information, and improve their viewing ability. The video will be played three times, and each time with different tasks to guide students to focus on different aspects of the video, from overall understanding to detailed grasp. First Playing: Getting the Main Idea. Before playing the video for the first time, the teacher will ask students to pay attention to the overall content and answer the following question after watching: “What is the main topic of this video?” After playing the video, the teacher will invite students to share their answers. The correct answer should be: “The video mainly introduces the Great Wall and the stories of people protecting it.” Through this task, students can form a general understanding of the video and lay a foundation for the detailed understanding in the next step. Second Playing: Grasping Key Details. Before the second playing, the teacher will distribute a worksheet to each student, which includes fill-in-the-blank questions and true-or-false questions related to the video content. The fill-in-the-blank questions are as follows: 1. The Great Wall is one of the most famous ______ in China and a world cultural heritage. 2. An old man named Mei Jingtian has been ______ weeds on the Badaling Great Wall for 30 years. 3. The old man worked with the national surveying and mapping institution to ______ the length of the Great Wall again. 4. Volunteers come to the Great Wall to ______ garbage regularly to protect it. The true-or-false questions are: 1. The Great Wall has no problems and does not need protection. (F) 2. Only the government is responsible for protecting the Great Wall. (F) 3. Foreign tourists also recognize and pay attention to the historical and cultural value of the Great Wall. (T) 4. Volunteers come to the Great Wall once a week. (F) Then, the teacher will play the video again, and students will fill in the blanks and judge the true or false while watching. After the video is played, the teacher will check the answers with the whole class, explain the wrong answers in detail, and emphasize the key information in the video, such as the deeds of the old man Mei Jingtian and the actions of the volunteers. This task can help students accurately grasp the key details of the video and deepen their understanding of the content. Third Playing: Focusing on Language Expressions. Before the third playing, the teacher will ask students to pay attention to the useful sentences and expressions in the video, such as “This site is of great historical significance.” “We hope more people will protect our cultural heritage.” “We need to protect the Great Wall so that we can present it to future generations.” Students are required to write down these sentences while watching the video. After the video is played, the teacher will invite students to share the sentences they have written down, and then sort out and explain the key sentences together. For example, the teacher will explain the structure “be of great significance” and ask students to make sentences with this structure, such as “Protecting cultural heritage is of great significance for our country.” This task can help students accumulate useful language materials and lay a foundation for their oral and written expression later. Post-Watching: Deepening Understanding and Applying Knowledge The post-watching session is designed to help students deepen their understanding of the video content, apply the learned language knowledge, and develop their thinking quality and cultural awareness through various activities. This session includes group discussion, oral expression, and writing practice, which are carried out step by step. First, Group Discussion. The teacher will divide students into groups of 4-5, and assign the following discussion topics: 1. What do you think of the old man Mei Jingtian’s deeds of protecting the Great Wall for 30 years? 2. What can we learn from the volunteers’ actions? 3. As senior high school students, what can we do to protect cultural heritage in our daily life? Before the discussion, the teacher will remind students to use the vocabularies and sentences learned in the video and the previous classes. During the discussion, the teacher will walk around the classroom, observe the discussion situation of each group, and provide guidance and help when necessary. For example, if some students have difficulty expressing their views, the teacher can give them some prompt words, such as “admirable”, “persistent”, “take action”, etc. After 10 minutes of discussion, each group will send a representative to share their group’s views. The teacher will make comments on each group’s sharing, affirm their advantages, and put forward suggestions for improvement. For example, the teacher can say: “Your group has put forward very practical suggestions, such as not scribbling on cultural relics. If you can use the sentence ‘We should...’ to express your views, it will be better.” Through group discussion, students can exchange ideas, deepen their understanding of cultural heritage protection, and improve their oral expression ability and cooperative inquiry ability. Second, Oral Expression Practice. On the basis of group discussion, the teacher will carry out an oral expression activity with the theme “My Views on Cultural Heritage Protection”. Each student will prepare for 2 minutes, and then 3-4 students will be invited to make a short speech in front of the whole class. The speech should include the importance of cultural heritage protection and the specific actions we can take. The teacher will evaluate the students’ speeches from the aspects of pronunciation, intonation, language organization, and content richness, and encourage students to bravely express their views. For students who perform well, the teacher will give praise, such as “Your speech is very fluent and your views are very clear. Well done!” For students who have some deficiencies, the teacher will give patient guidance, such as “Your idea is very good. You can try to use more vocabularies related to cultural heritage to make your speech more vivid.” This activity can further improve students’ oral expression ability and help them better apply the learned language knowledge. Third, Writing Practice. The teacher will ask students to write a short passage with the title “How to Protect Cultural Heritage”. The passage should be about 80-100 words, and include the following points: 1. The importance of cultural heritage; 2. The current problems of cultural heritage protection; 3. The actions we can take to protect cultural heritage. Before writing, the teacher will give students some prompt words and sentences, such as “important cultural wealth”, “be damaged”, “volunteer”, “protect”, “pass down”, “We should...”, “It is necessary to...”. Students can refer to the video content and the views discussed in the group when writing. During the writing process, the teacher will walk around the classroom, answer students’ questions, and help them solve the difficulties in writing. After writing, the teacher will collect some students’ works, read them aloud in class, and make comments. For example, the teacher can say: “This passage is well-organized, and you have used many useful sentences we learned today. But there is a small mistake in grammar. ‘We should to protect cultural heritage’ should be ‘We should protect cultural heritage’.” Then, students will revise their own passages according to the teacher’s comments. This writing practice can help students consolidate the learned language knowledge and improve their written expression ability. Summary and Extension: Consolidating Knowledge and Expanding Vision First, Summary. The teacher will lead students to summarize the key points of this class. The teacher will ask students to review: “What did we learn today? What key vocabularies and sentences did we master? What do we need to do to protect cultural heritage?” Then, the teacher will make a comprehensive summary: “Today, we watched a video about the Great Wall, learned about the stories of ordinary people and volunteers protecting it, mastered some core vocabularies and sentences related to cultural heritage protection, and discussed how to protect cultural heritage. We should realize that cultural heritage is our precious wealth, and protecting it is the responsibility of every one of us.” Second, Extension. To expand students’ vision and deepen their understanding of cultural heritage, the teacher will introduce some other Chinese cultural heritages, such as the Forbidden City, the Mogao Grottoes, and the Terracotta Army, and briefly introduce their characteristics and protection status. Then, the teacher will assign a homework task: Ask students to surf the Internet to find information about a world cultural heritage (Chinese or foreign), and write a short introduction about it (about 100 words), including its basic information and protection status. This homework can help students consolidate the knowledge learned in class, expand their knowledge reserve, and further cultivate their awareness of cultural heritage protection. In addition, the teacher will encourage students to pay attention to cultural heritage protection in their daily life, such as not damaging cultural relics when visiting scenic spots, actively participating in volunteer activities related to cultural heritage protection, and spreading the concept of cultural heritage protection to their family and friends. Through this extension activity, students can connect the knowledge learned in class with real life, and truly realize the significance of cultural heritage protection, so as to achieve the goal of cultivating students’ cultural awareness and social responsibility. Teaching Feedback and Reflection (Embedded in the Teaching Process) During the whole teaching process, the teacher will timely collect students’ learning feedback through observation, questions, discussions, and assignments, so as to adjust the teaching progress and methods. For example, if students have difficulty understanding the video content during the while-watching session, the teacher can play the key parts of the video again and give more prompts. If students perform well in the oral expression and writing practice, the teacher will give more praise and encouragement to enhance their learning confidence. After the class, the teacher will reflect on the teaching process, summarize the advantages and deficiencies, and put forward improvement measures for the next teaching. For example, if some students are not active in group discussion, the teacher can design more interesting discussion topics in the next class to arouse their enthusiasm. If the time for writing practice is not enough, the teacher can adjust the teaching arrangement to ensure that students have enough time to complete the practice. Through the above teaching process, students can not only master the language knowledge related to cultural heritage, improve their language ability, but also deepen their understanding of cultural heritage, enhance their cultural confidence, develop their thinking quality and learning ability, and finally achieve the goal of cultivating students’ English subject core literacy. 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 $