Unit 2 Bridging Cultures-Video Time 教案-2025-2026学年高中英语人教版选择性必修第二册

Unit 2 Bridging Cultures-Video Time 内容导航 The Video Time of Unit 2 Bridging Cultures focuses on four international students from different countries sharing their experiences in China. It mainly shows what impresses them most, such as Chinese language, calligraphy, Peking Opera, kung fu and customs, aiming to reflect cultural exchange and help students understand the charm of cultural diversity and the significance of bridging cultures. 教学目标和重难点 1. 教学目标 Language Ability: Students can master topic-related words and expressions, understand the video content, extract key information and express their views on cultural exchange in simple English. Cultural Awareness: They can understand the diversity of Chinese culture and the value of cross-cultural communication, cultivate cultural tolerance and enhance confidence in Chinese culture. Thinking Quality: Students can analyze the information from the video, compare cultural differences and develop critical and logical thinking. Learning Ability: They can master basic listening strategies, improve autonomous learning and cooperative learning skills through group activities. 2. 教学重难点 Key Points: Understanding the main content of the video, grasping the key information about the four international students’ experiences and impressions of China; mastering topic-related vocabulary and expressions such as calligraphy, Peking Opera, kung fu and cultural adaptation. Difficult Points: Comprehending the implied meaning of the video about cross-cultural communication; using the learned words and expressions to express personal views on cultural exchange fluently; cultivating the ability to analyze and solve simple cross-cultural communication problems. 教学过程 Step 1: Lead-in (Warm-up and Preview) Start the class with a question-and-answer activity to arouse students’ interest and activate their prior knowledge about cross-cultural communication. The teacher can ask: “Have you ever met a foreigner? What do you think foreigners are most interested in about China?” Guide students to think and answer freely, and write down the key words they mention on the blackboard, such as food, kung fu, calligraphy, Peking Opera, high-speed rail and online shopping. After that, briefly introduce the theme of the Video Time: “Today, we will watch a video about four international students from different countries. They will share their experiences and feelings in China. Let’s guess what impresses them most.” Then, present the new words and expressions related to the video, including calligraphy, Peking Opera, kung fu, taichi, custom, impress, cultural exchange and so on. For each new word, the teacher can use simple English explanations, pictures or body language to help students understand. For example, show pictures of Chinese calligraphy and Peking Opera, and demonstrate simple taichi movements to let students have a direct perception. Ask students to read the new words after the teacher, pay attention to the pronunciation and stress, and practice spelling and simple usage. Next, guide students to preview the “Before You Watch” part in the textbook. Let students work in pairs to discuss the questions: “What do you think the foreign students in the video enjoy most about China?” and “What do you expect to see in the video?” Encourage students to make predictions based on their own understanding and the key words mentioned earlier. After the discussion, invite several pairs to share their predictions with the whole class, and write down the main predictions on the blackboard for later verification. This link can not only help students preview the video content, but also cultivate their cooperative learning ability and predictive thinking. Step 2: While Watching (Comprehension and Practice) This step is divided into three times of watching the video, with different tasks each time to help students gradually deepen their understanding of the video content. First Watching: Ask students to watch the video carefully and get the general idea. After watching, ask students to answer the following questions: “How many international students are there in the video?” “Where are they from?” “What is the main topic of the video?” Guide students to summarize the general content of the video in simple English, and check whether their predictions are correct. At this stage, the focus is on training students’ ability to grasp the main idea of the video and improve their listening comprehension of the overall content. If some students have difficulty understanding, the teacher can play the video again briefly, focusing on the part related to the questions. Second Watching: Ask students to watch the video again, and focus on extracting key information about each international student. Distribute a form to each student, which includes the columns of “Student”, “Country” and “What impressed him/her”. Ask students to fill in the form while watching the video. The teacher can pause the video at the key parts to give students enough time to record the information. After watching, invite students to share their filled forms, and the teacher corrects and supplements the information on the blackboard. The correct information is as follows: Karim is from Pakistan, and he is impressed by Chinese language and calligraphy; Kathy is from Peru, and she is impressed by Chinese language, Chinese friends and birthday customs; Stella is from Rwanda, and she is impressed by Peking Opera; Anthony is from the UK, and he is impressed by kung fu (taichi). This link can help students master the key details of the video and improve their ability to extract specific information. Third Watching: Ask students to watch the video for the third time, and focus on the key sentences and quotes in the video. The teacher presents the incomplete quotes on the screen: 1. I think calligraphy is a wonderful expression of _______ and _____________________. 2. I especially like ________________. You can figure out every character’s personality and status through _____________ and _____________________! 3. I’ve found that almost everything in Chinese culture is connected to _______________________. When I do taichi, I feel__________________ come over me. 4. They told me that in China, people won’t__________________ without these noodles, because long noodles represent_________________. Ask students to fill in the blanks while watching the video. After watching, check the answers with the whole class, and explain the key phrases and sentence structures in the quotes, such as “a wonderful expression of”, “figure out”, “be connected to”, “represent” and so on. Ask students to read the quotes aloud, pay attention to the tone and emotion, and practice using these sentence structures to make their own sentences. For example, ask students to say: “I think Chinese food is a wonderful expression of Chinese culture and people’s wisdom.” This link can help students master the key language points in the video and improve their ability to use language in context. Step 3: Post Watching (Consolidation and Expansion) This step is designed to help students consolidate the knowledge learned from the video, expand their thinking and improve their comprehensive language ability. It includes four activities: group discussion, language practice, cultural exploration and presentation. Activity 1: Group Discussion. Divide students into groups of 4-5, and give them the discussion topic: “What can we learn from the international students’ experiences? How can we be good cultural messengers to bridge different cultures?” Ask students to discuss the topic in groups, and remind them to use the words, expressions and sentence structures learned from the video. The teacher walks around the classroom to guide the discussion, helps students solve the language problems they encounter, and encourages shy students to participate in the discussion. After the discussion, each group selects a representative to share their views with the whole class. The teacher makes comments on each group’s performance, affirms their advantages and puts forward suggestions for improvement. This activity can not only help students deepen their understanding of the theme of cross-cultural communication, but also improve their oral expression ability and cooperative learning ability. Activity 2: Language Practice. This activity is divided into two parts: vocabulary exercise and sentence exercise. For the vocabulary exercise, the teacher presents some sentences with blanks, and asks students to fill in the blanks with the new words and expressions learned in the class. For example: 1. Chinese _______ is a traditional art form with a long history. (calligraphy) 2. Many foreigners are interested in Chinese _______ because it is full of mystery and power. (kung fu) 3. We should respect the _______ of different countries. (customs) 4. The beautiful scenery in China _______ many foreign tourists every year. (impresses) For the sentence exercise, ask students to use the key sentence structures from the video to write 3-5 sentences about their own views on cultural exchange. For example: “I think cultural exchange is very important because it can help people understand different cultures better.” After students finish writing, invite several students to share their sentences with the whole class, and the teacher corrects the mistakes in grammar and expression. This activity can help students consolidate the language knowledge learned and improve their ability to use language in writing. Activity 3: Cultural Exploration. The teacher introduces the cultural background related to the video content, such as the history of Chinese calligraphy, the characteristics of Peking Opera, the origin of taichi and the customs of Chinese birthday. Use pictures, short videos or simple explanations to let students understand the cultural connotation behind these cultural elements. Then, ask students to share the cultural customs of their own regions or other countries they know, and discuss how to respect and understand cultural differences. For example, ask students: “What are the differences between Chinese birthday customs and foreign birthday customs? How should we treat these differences?” Guide students to realize that there is no distinction between superior and inferior cultures, and that we should respect cultural diversity and promote cultural exchange. This activity can help students enhance their cultural awareness and cultivate their cultural tolerance. Activity 4: Presentation. Ask students to work in groups to prepare a short presentation about “How to Bridge Cultures”. Each group can choose a specific topic, such as “How to communicate with foreign students”, “How to introduce Chinese culture to foreigners” or “The importance of cross-cultural communication”. The presentation should be 3-5 minutes long, and each group member should participate in the presentation. The teacher gives students enough time to prepare, and provides guidance on the content and language of the presentation. After the preparation, each group presents their work in front of the whole class. The teacher and other students make comments on the presentation, focusing on the content, language expression and teamwork. This activity can comprehensively improve students’ oral expression ability, cooperative learning ability and comprehensive application ability of language. Step 4: Summary and Homework Summary: The teacher summarizes the key points of the class, including the main content of the video, the key words and expressions, and the core idea of cross-cultural communication. Emphasize that cultural diversity is a precious wealth of human beings, and that we should actively participate in cross-cultural communication, respect cultural differences, and be good cultural messengers to bridge different cultures. At the same time, review the learning process of the class, affirm the performance of students, and encourage them to continue to work hard in future English learning. Homework: Assign three types of homework to meet the needs of different students. 1. Basic Homework: Review the new words and expressions learned in the class, copy them 3 times and make sentences with each word or expression; write a 100-word summary of the video content. 2. Improved Homework: Interview a foreign friend (if possible) or search for information online to find out what foreigners think about Chinese culture, and write a 150-word report. 3. Challenging Homework: Prepare a short speech about “My Role in Bridging Cultures”, which will be presented in the next class. This kind of hierarchical homework can not only help students consolidate the knowledge learned, but also stimulate their learning enthusiasm and meet the individual needs of students. Step 5: Teaching Reflection (for Teachers) After the class, the teacher should reflect on the teaching process, including the advantages and deficiencies of the teaching design, the performance of students in the class, and the effect of teaching objectives. For example, whether the lead-in activity can effectively arouse students’ interest, whether the watching tasks are reasonable and can help students understand the video content, whether the group activities can fully mobilize students’ enthusiasm, and whether the homework can effectively consolidate the teaching effect. According to the reflection, adjust and improve the teaching design for the next class, so as to continuously improve the teaching quality. At the same time, pay attention to the individual differences of students, and provide targeted guidance for students who have difficulties in learning, so as to ensure that every student can gain something in the class. In the whole teaching process, the teacher should adhere to the student-centered teaching concept, pay attention to the cultivation of students’ four-dimensional core literacy, and combine listening, speaking, reading and writing to help students improve their comprehensive English ability. At the same time, closely focus on the theme of “Bridging Cultures”, integrate cultural education into the whole teaching process, let students understand the significance of cross-cultural communication, cultivate their cultural awareness and cross-cultural communication ability, and lay a solid foundation for their future study and life in the globalized context. In addition, during the teaching process, the teacher can use various teaching aids, such as pictures, videos, audio and PPT, to make the teaching content more vivid and intuitive, and improve the attractiveness of the class. At the same time, pay attention to the interaction between teachers and students and between students and students, create a relaxed and pleasant learning atmosphere, and let students actively participate in the teaching activities. For example, in the group discussion and presentation links, encourage students to express their views freely, and praise their bold attempts and progress, so as to enhance their learning confidence and enthusiasm. It should also be noted that when dealing with the difficult points of the class, such as using the learned language to express views on cultural exchange, the teacher should give enough guidance and practice opportunities, and break down the difficult points into small tasks, so that students can gradually master them. For example, first practice simple sentences, then gradually transition to complex sentences and paragraphs; first practice in groups, then practice individually, so as to reduce the difficulty of learning and help students build up learning confidence. Finally, in the process of teaching, the teacher should timely adjust the teaching progress and methods according to the actual situation of students, so as to ensure that the teaching objectives are achieved. For example, if students have difficulty understanding the video content, the teacher can play the video more times, or explain the key parts in detail; if students master the language points quickly, the teacher can appropriately increase the difficulty of the practice tasks, so as to meet the learning needs of students at different levels. 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 $