Unit 1 People of Achievement-Video Time 教案-2025-2026学年高中英语人教版选择性必修第一册

Language Ability: Students can master key words and sentences related to artistic achievements and patriotism, and improve their ability to understand and express information about outstanding figures in videos. Cultural Awareness: They can understand the charm of Peking Opera and Mei Lanfang’s contribution to cultural communication, strengthen cultural confidence and cross-cultural communication awareness. Thinking Quality: They can analyze Mei Lanfang’s qualities and achievements through video information, and develop logical and critical thinking. Learning Ability: They can use listening and note-taking strategies to obtain key information, and cultivate autonomous learning and cooperative inquiry abilities.

Key Points: Mastering key vocabulary (such as remarkable, integrity, inherit, innovate, cultural ambassador) and sentence patterns used to describe achievements and qualities; understanding the main content of the video, including Mei Lanfang’s artistic contributions and patriotic behaviors. Difficult Points: Comprehending the deep cultural connotation of Peking Opera reflected in the video; using the learned language knowledge to express opinions on Mei Lanfang’s achievements and spirit; understanding complex sentence structures in the video.

Lead-in

Start the class with a warm-up activity to arouse students’ interest and connect with the unit theme. First, show students some pictures of Peking Opera masks and costumes on the screen, and ask them simple questions: “Do you know what kind of art these pictures show?” “Have you ever watched a Peking Opera performance?” “Can you name any famous Peking Opera artists?” Guide students to speak actively and share their existing knowledge about Peking Opera. Then, introduce the topic of this Video Time: “Today, we will watch a video about a great Peking Opera artist who is not only a master of art but also a loyal patriot. He is Mei Lanfang, a cultural ambassador who spread Chinese culture to the world.”

After that, briefly introduce Mei Lanfang’s basic background to help students lay a foundation for understanding the video. Tell students: “Mei Lanfang was one of the most famous Peking Opera artists in modern Chinese history. He devoted his whole life to the inheritance and development of Peking Opera, and he also refused to perform for the Japanese invaders during the War of Resistance Against Japanese Aggression, showing noble patriotic feelings.” At the same time, write key words such as “Mei Lanfang”, “Peking Opera artist”, “cultural ambassador”, “patriotism” on the blackboard to help students focus on the core content of the video.

Pre-viewing

In this stage, help students sort out the key language points and listening strategies to reduce difficulties in watching the video. First, learn key vocabulary and sentence patterns. Show the following key words and phrases on the screen, explain their meanings and usages, and ask students to read them aloud to master their pronunciations and spellings: remarkable (adj. 非凡的，显著的), integrity (n. 正直，气节), inherit (v. 继承), innovate (v. 创新), cultural ambassador (文化大使), devote...to... (致力于...), make contributions to (为...做贡献), refuse to do sth. (拒绝做某事). For example, explain “remarkable” with the sentence “Mei Lanfang made remarkable achievements in Peking Opera.”; explain “integrity” by

combining Mei Lanfang’s patriotic behavior: “Mei Lanfang showed great integrity by refusing to perform for the Japanese invaders.”

Then, introduce listening strategies to students: “When watching the video, we should focus on the key information, such as who the character is, what he did, what his achievements are, and what his qualities are. We can take simple notes to record key words and sentences, which will help us understand the video better.” At the same time, give students a simple note-taking template, including columns such as “Mei Lanfang’s achievements”, “Mei Lanfang’s behaviors”, “Mei Lanfang’s qualities”, so that students can have a clear direction when taking notes.

Finally, ask students to predict the content of the video based on the title and the information they have learned. Ask: “What do you think the video will introduce about Mei Lanfang?” Guide students to put forward their own predictions, such as “It may introduce his Peking Opera works.” “It may talk about his experience of spreading Peking Opera abroad.” “It may introduce his patriotic deeds.” Through prediction, students can actively participate in the learning process and improve their listening initiative.

While-viewing

This stage is the core of the teaching process, aiming to help students understand the video content in depth and master key information. Divide the viewing process into three times to ensure that students can gradually grasp the content from overall to detailed.

First viewing: Ask students to watch the video completely and get the general idea. After watching, ask students to answer the following questions: “What is the main content of the video?” “What kind of person is Mei Lanfang according to the video?” Guide students to summarize the main content of the video: The video introduces Mei Lanfang’s artistic achievements, his efforts to inherit and innovate Peking Opera, his experience of spreading Peking Opera to foreign countries, and his patriotic behavior of refusing to perform for the Japanese invaders. Then, let students share their initial impressions of Mei Lanfang, and encourage them to express their own views freely.

Second viewing: Ask students to watch the video again, focus on key details, and fill in the note-taking template prepared in advance. During the viewing process, the teacher can pause the video at key points to give students time to take notes. For example, when the video mentions “Mei Lanfang improved Peking Opera’s singing, dancing and costumes”, pause the video and ask students to record this achievement; when the video talks about “Mei Lanfang went to the United States, the Soviet Union and other countries to perform Peking Opera”, pause and let students record this behavior of spreading Chinese culture; when the video introduces “Mei Lanfang refused to perform for the Japanese invaders and even grew a beard to show his determination”, pause and let students record this patriotic behavior.

After the second viewing, organize students to exchange their notes in groups of 4-5. Each group member shares the key information they recorded, and complements and improves each other’s notes. The teacher walks around the classroom to guide students, help students sort out key information, and correct any mistakes in their notes. For example, if a student misses the information “Mei Lanfang is known as the ‘Oriental Beauty’ in the world”, the teacher can remind the student to add it to the notes.

Third viewing: Ask students to watch the video for the third time, focusing on understanding the details that they did not grasp in the previous two viewings and the emotional tone of the video. After watching, ask students to answer more detailed questions: “What specific improvements did Mei Lanfang make to Peking Opera?” “Why did Mei Lanfang go to foreign countries to perform Peking Opera?” “What did Mei Lanfang do to show his patriotism during the War of Resistance Against Japanese Aggression?” “What kind of emotional tone does the video use to introduce Mei Lanfang?”

For the question about the emotional tone, guide students to feel that the video uses a respectful and praiseworthy tone to introduce Mei Lanfang, highlighting his extraordinary artistic achievements and noble patriotic spirit. At the same time, play some key clips of the video again, such as the clips of Mei Lanfang performing Peking Opera and the clips of him refusing to