Unit 2 Iconic Attractions-Video Time 教案-2025-2026学年高中英语人教版选择性必修第四册

Unit 2 Iconic Attractions-Video Time 内容导航 The Video Time of Unit 2 Iconic Attractions mainly focuses on The Mbantua Festival and international students’ life and cultural experiences in China, showing the unique cultural connotations of iconic attractions and cultural activities, presenting the charm of diverse cultures, and helping students understand the connection between cultural activities and iconic attractions, laying a foundation for cross-cultural communication and language application. 教学目标和重难点 1. 教学目标 Language Ability: Master vocabulary and sentences related to cultural festivals and iconic attractions, and improve listening comprehension and oral expression skills. Cultural Awareness: Understand the cultural connotation of The Mbantua Festival and the cultural integration of international students in China, respect cultural diversity, and enhance cross-cultural communication awareness. Thinking Quality: Cultivate logical thinking through analyzing video content and critical thinking through discussing cultural differences. Learning Ability: Master listening strategies and cooperative learning methods, and improve the ability of independent learning and knowledge transfer. 2. 教学重难点 Key Points: Understand the main content and core information of the video, master key vocabulary (such as iconic, cultural heritage, festival, custom) and sentence patterns related to describing cultural activities and iconic attractions; be able to express personal views on cultural activities in simple English. Difficult Points: Grasp the details and implicit information in the video, accurately understand the cultural connotation behind the festival; flexibly use the learned language knowledge to carry out cross-cultural communication and topic discussion. 教学过程 Step 1: Lead-in (Warm-up and Preview) Activity 1: Daily Talk and Topic Introduction. The teacher greets students in English and starts with a question: “Have you ever participated in a special cultural festival? What’s your impression of it?” Guide students to express their experiences and feelings freely in English. Then, the teacher shows pictures of The Mbantua Festival and some international students studying in China, and asks: “Do you know this festival? What do you think international students will experience in China?” Invite 2-3 students to share their opinions, and then the teacher briefly introduces the background of The Mbantua Festival and the main content of the video, leading students into the theme of Video Time. Design Intention: This activity starts with students’ real life experiences, which can arouse their learning interest and enthusiasm, reduce their psychological pressure in English expression. Showing pictures and raising questions can help students form a preliminary understanding of the video content, lay a foundation for the subsequent listening and learning. At the same time, it can exercise students’ oral expression ability and activate their existing knowledge related to cultural festivals. Activity 2: Vocabulary Preview. The teacher presents the key vocabulary in the video on the blackboard or multimedia, including iconic, cultural heritage, festival, custom, traditional, celebration, perform, costume, represent, connotation, etc. For each word, the teacher explains its pronunciation, part of speech and basic meaning, and gives simple example sentences related to the video theme, such as “The Mbantua Festival is an iconic cultural celebration in Australia.” “Wearing traditional costumes is an important custom of this festival.” Then, organize students to read the words aloud in groups, correct their pronunciation and intonation, and ask them to make simple sentences with the words independently, then check and comment on their sentences. Design Intention: Previewing key vocabulary in advance can help students avoid obstacles in understanding the video due to unfamiliar words, improve their listening efficiency. Explaining words in combination with the video theme can make students better grasp the usage of words and lay a solid language foundation for the subsequent video watching and language application. Group reading and sentence making can enhance students’ participation and deepen their memory of vocabulary. Step 2: While-Watching (Listening Comprehension and Information Extraction) Activity 1: First Watching - Get the Main Idea. The teacher tells students: “Now we will watch the video for the first time. Please pay attention to the overall content and try to answer two questions: 1. What is the main topic of the video? 2. What two aspects of content does the video mainly show?” After playing the video, the teacher invites students to answer the questions, and summarizes the main idea of the video: The video mainly introduces The Mbantua Festival and the life and cultural experiences of international students in China, showing the charm of diverse cultures and the connection between cultural activities and iconic attractions. Design Intention: Watching the video for the first time focuses on training students’ ability to grasp the overall information and main idea, which is in line with the law of listening comprehension - from overall to local. The two guiding questions can help students focus their attention and avoid aimless watching, improving their listening efficiency. Summarizing the main idea by the teacher can help students correct their understanding and form a clear framework of the video content. Activity 2: Second Watching - Extract Key Information. The teacher distributes a worksheet to each student, which includes the following tasks: 1. Fill in the blanks about The Mbantua Festival: The Mbantua Festival is held in ______, it is a celebration of ______, and the main activities include ______, ______ and ______. 2. Fill in the blanks about international students: The international students in the video come from different countries, they mainly learn ______ in China, and their favorite Chinese cultural activities include ______, ______ and ______. 3. Mark the key sentences that describe the characteristics of The Mbantua Festival and the feelings of international students. After playing the video for the second time, the teacher gives students 5 minutes to finish the worksheet independently, then organizes students to check the answers in groups. Each group selects a representative to report the answers, and the teacher corrects the mistakes and supplements the key information. For the key sentences marked by students, the teacher writes them on the blackboard and explains their meanings and sentence structures, such as “Chinese characters are really difficult but I also think that they are so artistic!” This sentence uses the conjunction “but” to express a turning relationship, which can be used to express contradictory feelings. Design Intention: Watching the video for the second time focuses on training students’ ability to extract key information and details, which is the key part of listening comprehension. The worksheet tasks are designed to guide students to focus on the key content of the video, improve their ability to capture specific information. Group check can help students learn from each other, solve problems in time, and enhance their cooperative learning ability. Explaining key sentences can help students master important sentence structures and lay a foundation for subsequent language application. Activity 3: Third Watching - Deepen Understanding. The teacher tells students: “Now we will watch the video for the third time. Please pay attention to the details and implicit information, and think about the following questions: 1. What is the cultural connotation of The Mbantua Festival? 2. Why do international students like learning Chinese and participating in Chinese cultural activities? 3. What can we learn from the video about cross-cultural communication?” After playing the video, the teacher organizes students to discuss these questions in groups of 4-5. During the discussion, the teacher walks around the classroom, guides students to express their views freely, and helps them solve the problems they encounter. After the discussion, each group selects a representative to share their group’s views. The teacher comments on their views, affirms their correct opinions, and supplements and improves the insufficient parts. For example, for the cultural connotation of The Mbantua Festival, the teacher can supplement: “The Mbantua Festival not only reflects the traditional customs of the local people, but also symbolizes the inheritance and development of local culture, which is an important part of cultural heritage.” Design Intention: Watching the video for the third time focuses on training students’ ability to understand the implicit information and cultural connotation of the video, which is the deepening of listening comprehension. Group discussion can stimulate students’ thinking, let them express their views in English, improve their oral expression ability and logical thinking ability. The teacher’s guidance and comments can help students deepen their understanding of the video content and cultural connotation, and cultivate their cross-cultural communication awareness. Step 3: Post-Watching (Language Application and Ability Improvement) Activity 1: Vocabulary and Sentence Practice. The teacher organizes students to carry out vocabulary and sentence practice based on the key vocabulary and sentences extracted from the video. 1. Vocabulary Matching: Match the words on the left with their meanings on the right (e.g., iconic - symbolic; cultural heritage - the legacy of a culture). 2. Sentence Rewriting: Ask students to rewrite the key sentences in the video with the learned vocabulary and sentence structures, such as rewriting “I think calligraphy is a wonderful expression of freedom and respect for individuality.” into “In my opinion, calligraphy is a great way to express freedom and respect for individuality.” 3. Sentence Making: Ask students to make sentences with the key vocabulary and sentence structures, combined with their own experiences, such as “I think the Spring Festival is an iconic traditional festival in China, which is a celebration of family reunion.” After the practice, the teacher checks the students’ answers, corrects their mistakes, and selects some excellent sentences to share with the whole class, affirming their efforts and encouraging them to use the learned language knowledge flexibly. Design Intention: This activity aims to consolidate the key vocabulary and sentence structures learned in the video, improve students’ ability to use language flexibly. Vocabulary matching helps students deepen their understanding of word meanings; sentence rewriting and making help students master the usage of sentence structures and apply them to real situations, realizing the transformation from input to output. Activity 2: Topic Discussion. The teacher raises the topic: “Combined with the video content, talk about your views on iconic cultural festivals and cross-cultural communication. You can discuss from the following aspects: 1. What is the significance of iconic cultural festivals to a country or region? 2. How can we better carry out cross-cultural communication with people from different countries? 3. What Chinese cultural festivals do you think can be introduced to foreign friends, and why?” Organize students to discuss the topic in groups. Each group is required to select a recorder to record the key views of the group, and a representative to report the group’s discussion results. During the discussion, the teacher guides students to use the learned vocabulary and sentence structures to express their views, and encourages them to put forward their own unique opinions. After the group report, the teacher summarizes the discussion results, emphasizes the importance of respecting cultural diversity and carrying out cross-cultural communication, and guides students to establish a correct cross-cultural communication concept. Design Intention: Topic discussion is an important link to improve students’ oral expression ability and thinking quality. It can let students apply the learned language knowledge to practical communication, and deepen their understanding of the video theme and cultural connotation. Discussing the significance of cultural festivals and cross-cultural communication can help students cultivate cultural awareness and cross-cultural communication ability, and achieve the goal of core literacy training. Activity 3: Role-Play. Divide students into several groups, and assign roles to each group: some groups play international students studying in China, some groups play Chinese students, and some groups play hosts introducing The Mbantua Festival. The task of each group is to design a short dialogue or performance based on the video content and the topic discussed. For example, the group playing international students and Chinese students can design a dialogue about their favorite cultural activities; the group playing hosts can design a short introduction to The Mbantua Festival. Give students 10 minutes to prepare, then invite each group to perform their dialogue or performance in front of the whole class. After the performance, the teacher and other students comment on their performance, affirming their advantages (such as fluent expression, correct use of language, vivid performance) and putting forward suggestions for improvement (such as adding more details, using more diverse sentence structures). Design Intention: Role-play can make students immerse themselves in the language environment, improve their oral expression ability and communicative competence in real situations. It can also stimulate students’ learning interest and enthusiasm, and let them better understand the roles and feelings of different characters in the video. Comments from teachers and students can help students find their own shortcomings and improve their language application ability. Activity 4: Writing Practice. The teacher assigns a writing task: “Write a short passage (about 100 words) about your favorite iconic cultural festival. You should include the following content: 1. What is the name of the festival? 2. When is it held? 3. What are the main activities of the festival? 4. What is the cultural connotation of the festival?” Before writing, the teacher guides students to sort out the writing ideas, and reminds them to use the key vocabulary and sentence structures learned in the video. During writing, the teacher walks around the classroom, helps students solve the problems they encounter in writing (such as vocabulary and sentence structure problems). After writing, students exchange their passages in pairs, correct each other’s mistakes, and then the teacher selects some excellent passages and problematic passages to comment on, analyzing the advantages and shortcomings of the passages, and guiding students to improve their writing ability. Design Intention: Writing practice is an important way to test students’ language application ability and realize the transformation from oral expression to written expression. The writing task is closely related to the video theme, which can help students consolidate the learned language knowledge and deepen their understanding of cultural festivals. Peer correction and teacher’s comments can help students find their own mistakes and improve their writing level. Step 4: Summary and Extension Activity 1: Class Summary. The teacher invites students to summarize the main content of this class, including the key information of the video, the key vocabulary and sentence structures learned, and the views on cultural festivals and cross-cultural communication. Then, the teacher makes a comprehensive summary, emphasizing the key points and difficulties of this class, and reviewing the learning goals of this class. The teacher also encourages students to keep learning, pay attention to different cultural festivals around the world, and improve their cross-cultural communication ability. Design Intention: Letting students summarize the class content can help them sort out the knowledge they have learned, deepen their memory and understanding. The teacher’s comprehensive summary can help students form a systematic knowledge framework, clarify the key points and difficulties, and consolidate the learning effect. Encouraging students can stimulate their learning motivation and interest in continuous learning. Activity 2: Homework Arrangement. 1. Review the key vocabulary and sentence structures learned in this class, and make 5 sentences with the key vocabulary. 2. Watch the video again after class, and write a short summary (about 80 words) of the video. 3. Collect information about one iconic cultural festival in a foreign country, and prepare a 2-minute oral report to share in the next class. 4. Talk with your classmates in English about your favorite cultural festival after class, and practice your oral expression ability. Design Intention: Homework arrangement is an extension of classroom learning, which can help students consolidate the knowledge they have learned and improve their language application ability. Reviewing vocabulary and writing a video summary can consolidate the listening and language knowledge learned in class; collecting information about foreign cultural festivals and preparing oral reports can expand students’ horizons, improve their ability of information collection and oral expression; talking with classmates in English can create a good language learning environment and improve their communicative competence. Activity 3: Cultural Extension. The teacher introduces some other iconic cultural festivals around the world (such as the Spring Festival in China, the Christmas in Western countries, the Cherry Blossom Festival in Japan) through pictures and short videos, and briefly introduces their cultural connotations and main activities. Then, the teacher asks students: “What are the similarities and differences between these festivals and The Mbantua Festival?” Guide students to think and discuss, and help them understand the diversity of world cultures, cultivate their awareness of respecting cultural diversity. Design Intention: Cultural extension can expand students’ cultural horizons, let them understand more iconic cultural festivals around the world, and deepen their understanding of cultural diversity. Comparing different cultural festivals can help students cultivate their comparative thinking ability and cross-cultural communication awareness, and achieve the goal of cultural awareness training in core literacy. Step 5: Evaluation and Feedback Activity 1: Process Evaluation. During the whole teaching process, the teacher evaluates students’ performance in real time, including their participation in warm-up activities, vocabulary preview, video watching, group discussion, role-play, writing practice and other links. The evaluation focuses on students’ enthusiasm, participation, language expression ability, thinking ability and cooperative learning ability. For students who perform well, the teacher gives timely praise and encouragement (such as “Your pronunciation is very standard!” “Your idea is very creative!”); for students who have difficulties, the teacher gives patient guidance and help, and encourages them to actively participate. Design Intention: Process evaluation can timely understand students’ learning status and progress, help teachers adjust teaching strategies and methods, and better meet students’ learning needs. Timely praise and encouragement can stimulate students’ learning motivation and confidence, while patient guidance can help students solve learning difficulties and improve their learning effect. Activity 2: Feedback and Reflection. After the class, the teacher collects students’ worksheets, writing assignments and other works, and makes a detailed analysis, understanding students’ mastery of knowledge and existing problems. In the next class, the teacher feeds back the problems found to the students, and guides them to reflect on their own learning process, find their own shortcomings, and put forward improvement measures. At the same time, the teacher also reflects on his own teaching process, summarizes the advantages and shortcomings of the teaching, and improves the teaching plan for the next time. Design Intention: Feedback and reflection can help students understand their own learning status, find their own shortcomings, and improve their learning ability. The teacher’s reflection can help improve the teaching level and quality, and make the teaching more in line with students’ learning needs, so as to better achieve the teaching goals and core literacy training goals. Through the above teaching process, students can not only master the key vocabulary and sentence structures related to the video, improve their listening, speaking, reading and writing abilities, but also understand the cultural connotation of iconic cultural festivals, cultivate their cross-cultural communication awareness, thinking quality and learning ability, and achieve the training goals of the four-dimensional core literacy. At the same time, the design of teaching activities is closely combined with students’ actual situation, which can stimulate students’ learning interest and enthusiasm, and improve the teaching effect. 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 $