Unit 4 Journey Across a Vast Video Time 教案-2025-2026学年高中英语人教版选择性必修第二册

Unit 4 Journey Across a Vast Land-Video Time 内容导航 The Video Time themed “Exploring Quebec” shows two travelers’ experience in Quebec City, introducing its 400-year history, European-style vibe, delicious cuisine, and the integration of urban scenery with surrounding wilderness, presenting a unique travel experience combining culture and adventure. 教学目标和重难点 1. 教学目标 Language Ability: Master travel and scenery-related vocabulary, understand video content and speaker’s feelings, and express travel experiences in simple English. Cultural Awareness: Understand Quebec’s history and culture, realize the integration of urban and wild landscapes, and cultivate cross-cultural understanding. Thinking Quality: Analyze video structure and key information, develop logical thinking and critical thinking through discussion. Learning Ability: Improve listening and information-gathering skills, and enhance autonomous and cooperative learning ability in group activities. 2. 教学重难点 Key Points: Understand the main content of the video, grasp core vocabulary such as “wilderness”, “cuisine”, “architecture” and key sentences; learn to talk about travel experiences and scenery. Difficult Points: Accurately understand the implied meaning of the video, use appropriate English to describe scenery and feelings vividly; understand the cultural connotation behind Quebec’s urban and wild integration and express personal views. 教学过程 I. Lead-in: Activate Prior Knowledge and Arouse Interest The lead-in link is designed to connect students’ existing knowledge and life experience with the video content, reduce their listening pressure, and lay a good foundation for the smooth development of subsequent teaching activities. First, the teacher will show students pictures of Quebec City, including its old European-style architecture, the St. Lawrence River, local cuisine and wilderness scenery, and ask students to observe carefully. Then, the teacher will put forward guiding questions to stimulate students’ thinking and discussion: “Have you ever been to a city that combines old culture and natural beauty? What do you think such a city will be like? Do you know any cities with a long history and beautiful natural scenery in North America?” After students have a short discussion in pairs, the teacher will invite several groups to share their views. Some students may mention cities like Paris or London, while others may talk about some scenic spots in China. The teacher will affirm students’ answers and then introduce the theme of this lesson: “Today, we will learn about a special city in Canada - Quebec City. Through a video, we will follow two travelers to explore its unique charm, experience the integration of urban culture and wilderness adventure, and learn how to describe travel experiences in English.” Next, the teacher will briefly introduce the background of Quebec City: it is one of the oldest cities in North America with a history of about 400 years, which has a strong European cultural atmosphere and is surrounded by beautiful natural scenery. This brief introduction helps students have a preliminary understanding of Quebec City and improves their interest in watching the video. At the same time, the teacher will list several core vocabulary in the video, such as “wilderness”, “cuisine”, “architecture”, “vibe”, and explain their meanings and usage simply, so that students can better understand the video content when watching it. II. Pre-watching: Preview Vocabulary and Clarify Objectives Before watching the video, it is necessary to help students master the key vocabulary and phrases involved in the video, clarify the watching objectives, and enable them to watch the video with purpose, so as to improve the efficiency of listening and information acquisition. First, the teacher will present the key vocabulary and phrases in the video in the form of PPT, including nouns, verbs and adjectives related to travel, scenery and culture: Nouns: Quebec City, European vibe, architecture, neighborhood, celebration, St. Lawrence River, cuisine, wilderness, province; Verbs: wander, soak up, combine, explore; Adjectives: old, incredible, accessible, foreign, graceful, solitary. For each vocabulary, the teacher will explain its meaning in simple English, give example sentences combined with the video context, and guide students to read it aloud to master its pronunciation and usage. For example, when explaining “soak up”, the teacher will give the example sentence from the video: “Everyone’s out eating, drinking, and soaking up the sun.” and explain that it means “enjoy something fully”. When explaining “wilderness”, the teacher will combine the picture of Quebec’s wilderness and explain that it refers to “an area of land that is not cultivated or developed, where plants and animals live freely”. After explaining the vocabulary, the teacher will clarify the watching objectives for students: 1. Understand the main content of the video, including the characteristics of Quebec City and the activities of the two travelers. 2. Grasp the key information in the video, such as the history of Quebec City, the activities people do in summer, and the characteristics of local cuisine and wilderness. 3. Understand the feelings of the two travelers and the main idea of the video. In addition, the teacher will remind students to pay attention to the pronunciation and intonation of the speakers in the video, and try to catch the key sentences and useful expressions, which will help them better master the language knowledge and improve their listening ability. At the same time, the teacher will ask students to prepare a notebook to record the key information and useful expressions they hear during the watching process. III. While-watching:分层观看，获取信息 The while-watching link is the core part of this lesson, which is designed to help students gradually understand the video content, grasp key information, and improve their listening ability and information-gathering ability. This link is divided into three layers: first watching for the main idea, second watching for key details, and third watching for language points and emotional expression, so as to achieve the purpose of progressive learning. 1. First Watching: Get the Main Idea The teacher will play the video completely for the first time, and ask students to watch it carefully without taking notes, focusing on grasping the main content of the video. After watching, the teacher will ask students to answer the following simple questions to check their understanding of the main idea: “Who are the speakers in the video? Where are they? What are they doing? What is the main topic of the video?” After students answer the questions, the teacher will summarize the main idea of the video: The video is a travel introduction of Quebec City by two travelers, Andy Maser and Tahria Sheather. They introduce the history, culture, cuisine and surrounding wilderness of Quebec City, showing the unique charm of the city that combines urban culture and natural adventure. This link helps students establish a general understanding of the video, lay a foundation for further grasping the details, and at the same time cultivate students’ ability to grasp the main idea of the listening material quickly. 2. Second Watching: Grasp Key Details On the basis of grasping the main idea, the teacher will play the video again, and ask students to watch it carefully and take notes, focusing on grasping the key details in the video. The teacher will put forward specific questions in advance to guide students to watch with purpose: ① How old is Quebec City? ② What does Quebec City bring to mind? ③ What do people do in Quebec City in summer? ④ Where is Quebec City located? ⑤ What is the characteristic of local restaurants? ⑥ What did the two travelers think of the local food? ⑦ Why did the two travelers want to go to the wilderness? ⑧ What is the unique feature of Quebec City mentioned in the video? After watching the video, the teacher will organize students to discuss the answers in groups of four, and then invite each group to send a representative to share their answers. For the answers that students find difficult to grasp, the teacher will play the corresponding part of the video again, guide students to listen carefully, and help them find the correct answers. For example, for the question “What is the unique feature of Quebec City mentioned in the video?”, the teacher will play the last part of the video again, let students listen to the sentence “There are few places in North America where you can so easily combine the urban with the wild, outdoor adventure with cultural exploration, travel just around the corner to somewhere that feels so foreign.” and guide students to summarize the unique feature: it can easily combine urban culture with wild adventure, and people can experience foreign feelings nearby. At the same time, the teacher will check the notes taken by students, and guide them to sort out the key details, such as the history of Quebec City (about 400 years old), its characteristics (European vibe, history, old architecture), summer activities (eating, drinking, soaking up the sun), location (on the St. Lawrence River), restaurant characteristics (small size, accessible, family-like), food feelings (strange but incredible), and the reason for going to the wilderness (they are outdoor adventurers at heart, want to get fresh air and experience solitude). This link helps students deeply understand the video content, master key details, and improve their ability to gather and sort out information. 3. Third Watching: Focus on Language Points and Emotional Expression After grasping the main idea and key details, the teacher will play the video for the third time, focusing on guiding students to pay attention to the key sentences, useful expressions and the emotional expression of the speakers in the video. First, the teacher will list the key sentences in the video on the PPT, play the corresponding part of the video repeatedly, guide students to read aloud, and explain the structure and usage of the sentences: ① Even the oldest of places can be seen through new eyes. (Sentence structure: Even + n. + can be done. It is used to express a concession.) ② Quebec City brings to mind European vibe, history and old architecture. (Phrase: bring to mind, meaning “make people think of”.) ③ After the long, cold winters, summer is the season of celebration. (Phrase: the season of..., meaning “the season of...”.) ④ Even in this old city, we were down to try something new... Maybe not always successfully. (Phrase: be down to do sth., meaning “be willing to do sth.”.) ⑤ We ate some strange things, but it was all incredible. (Adjective: incredible, meaning “very good or amazing”.) ⑥ There are few places in North America where you can so easily combine the urban with the wild, outdoor adventure with cultural exploration. (Attributive clause: where guides the attributive clause to modify places.) For each key sentence, the teacher will guide students to read it aloud, imitate the pronunciation and intonation of the speakers, and then ask students to make sentences with the key phrases and sentence structures, so as to help them master the language knowledge and improve their language application ability. For example, after explaining “bring to mind”, the teacher will ask students to make sentences like “The old photo brings to mind my childhood memories.” At the same time, the teacher will guide students to feel the emotional expression of the speakers in the video. For example, when the speakers talk about Quebec City’s summer, their tone is full of joy and expectation; when they talk about local food, their tone is full of praise; when they talk about the wilderness, their tone is full of yearning and satisfaction. The teacher will ask students to think and discuss: “How do the two travelers feel about Quebec City? What words or sentences in the video can show their feelings?” Through discussion, students can deeply understand the emotional connotation of the video, and at the same time cultivate their ability to perceive and express emotions in English. IV. Post-watching: Consolidate and Extend, Apply Knowledge The post-watching link is designed to help students consolidate the knowledge learned in the video, apply the language points and key expressions to practical communication, and extend the theme of the video, so as to achieve the goal of improving students’ comprehensive language ability. This link is divided into four activities: language consolidation, group discussion, role-play and theme extension. 1. Language Consolidation Activity First, the teacher will organize students to do vocabulary and sentence exercises to consolidate the key vocabulary and sentence structures learned in the video. The exercises are designed as follows: ① Fill in the blanks with the correct form of the given words: wander, soak up, combine, explore, incredible. a. We spent the afternoon ________ the old streets of Quebec City. b. Everyone is out ________ the warm sun in summer. c. It is ________ that such a small restaurant can serve world-class cuisine. d. The two travelers decided to ________ the wilderness around Quebec City. e. We should ________ work and rest to keep healthy. ② Rewrite the sentences using the given phrases or sentence structures: a. Quebec City makes people think of European vibe, history and old architecture. (use “bring to mind”) b. Although the city is old, we are willing to try new things. (use “even” and “be down to do sth.”) c. There are few places in North America that can combine the urban with the wild easily. (use “where” to guide the attributive clause) After students finish the exercises, the teacher will check the answers, explain the wrong questions in detail, and guide students to correct them. This activity helps students consolidate the key vocabulary and sentence structures, and improve their ability to use language knowledge flexibly. 2. Group Discussion Activity The teacher will put forward a topic for group discussion: “If you have a chance to travel to Quebec City, what do you want to do most? Why? Do you think there are similar cities in China? In what way are they similar or different?” Students will discuss in groups of four, and each group will designate a recorder to record the key points of the discussion. During the discussion, the teacher will walk around the classroom, guide students to use the vocabulary and sentence structures learned in the video, and help students solve the language problems encountered in the discussion. After the discussion, each group will send a representative to share the results of the discussion. For example, some groups may say that they want to try local cuisine because it is unique and incredible; some groups may say that they want to explore the wilderness around Quebec City because they like outdoor adventures; some groups may compare Quebec City with Lijiang in China, pointing out that both have a long history and beautiful natural scenery, but Lijiang has more ethnic cultural characteristics. The teacher will affirm students’ ideas and give positive comments, and guide students to think about the cultural differences and commonalities between different regions, so as to cultivate their cross-cultural awareness. 3. Role-play Activity To further improve students’ oral expression ability, the teacher will organize a role-play activity. Students will be divided into pairs, one as a traveler who has been to Quebec City, and the other as a friend who wants to travel to Quebec City. The friend will ask questions about Quebec City, such as its history, scenery, cuisine and activities, and the traveler will answer the questions using the knowledge learned in the video. The teacher will give some guiding questions and useful expressions to help students carry out the role-play smoothly: Guiding questions for the friend: ① How old is Quebec City? ② What is Quebec City famous for? ③ What can I do in Quebec City in summer? ④ Is the local food delicious? ⑤ What is the most special thing about Quebec City? Useful expressions for the traveler: ① Quebec City is about 400 years old, with a strong European vibe. ② It is famous for its old architecture and beautiful natural scenery. ③ You can eat delicious food, drink and soak up the sun in summer. ④ The local food is a bit strange but incredible. ⑤ The most special thing is that it combines urban culture with wild adventure. Students will have 10 minutes to prepare, and then the teacher will invite several pairs to perform in front of the class. After each performance, the teacher will comment on their performance, affirm their advantages, and point out the places that need improvement, such as the use of vocabulary and sentence structures, pronunciation and intonation, etc. This activity helps students apply the language knowledge learned in the video to practical oral communication, improve their oral expression ability, and enhance their confidence in speaking English. 4. Theme Extension Activity To extend the theme of the video and connect it with students’ real life, the teacher will organize a theme extension activity: “Introduce a city or scenic spot in China that combines culture and natural beauty”. Students will think about their own travel experience or the cities they know, and prepare a short introduction (about 50 words) in English, introducing the characteristics of the city or scenic spot, including its history, culture, natural scenery and other aspects. After students prepare, the teacher will invite several students to share their introductions. For example, some students may introduce West Lake in Hangzhou, talking about its beautiful natural scenery and long history; some students may introduce Chengdu, talking about its delicious food and slow life rhythm. The teacher will affirm students’ introductions, and guide students to use the vocabulary and sentence structures learned in the video to make their introductions more vivid and accurate. This activity not only helps students consolidate the language knowledge, but also cultivates their ability to introduce Chinese culture in English, enhances their cultural confidence, and achieves the goal of cultural inheritance and communication. V. Summary and Homework 1. Summary At the end of the class, the teacher will summarize the content of this lesson with students. First, the teacher will review the main content of the video: the introduction of Quebec City by two travelers, including its history, culture, cuisine and surrounding wilderness. Then, the teacher will review the key vocabulary and sentence structures learned in this lesson, such as “wilderness”, “cuisine”, “bring to mind”, “be down to do sth.” and the attributive clause guided by “where”. Finally, the teacher will emphasize the four-dimensional core literacy goals of this lesson: improving language ability, cultivating cultural awareness, developing thinking quality and enhancing learning ability. The teacher will encourage students to apply the knowledge learned in this lesson to their daily life, and actively use English to describe travel experiences and communicate. 2. Homework To consolidate the knowledge learned in the class and extend the learning content, the teacher will assign the following homework: ① Review the key vocabulary and sentence structures learned in this lesson, and make 5 sentences with the key phrases (bring to mind, be down to do sth., combine...with...). ② Write a short passage (about 100 words) introducing your favorite travel place, using the vocabulary and sentence structures learned in the video, and describing its scenery, culture and your feelings. ③ Watch the video again after class, and try to retell the main content of the video in your own words. ④ Collect information about other cities in Canada, and prepare a short introduction for the next class. The homework is designed to consolidate the language knowledge, improve students’ writing and speaking ability, and expand their horizons, so as to achieve the goal of continuous learning and improvement. VI. Blackboard Design To help students sort out the key content of this lesson clearly, the blackboard design is as follows: Unit 4 Journey Across a Vast Land - Video Time 1. Content Overview: Exploring Quebec City (history, culture, cuisine, wilderness) 2. Key Vocabulary: wilderness, cuisine, architecture, vibe, wander, soak up, combine, explore, incredible 3. Key Sentences: ① Even the oldest of places can be seen through new eyes. ② Quebec City brings to mind European vibe, history and old architecture. ③ We ate some strange things, but it was all incredible. ④ There are few places in North America where you can so easily combine the urban with the wild. 4. Discussion Topic: Quebec City & Chinese Similar Cities 5. Homework: Sentences, Short Passage, Retell, Collect Information 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 $