Unit 4 Sharing-Video Time 教案-2025-2026学年高中英语人教版选择性必修第四册

Unit 4 Sharing-Video Time 内容导航 The Video Time of Unit 4 Sharing focuses on the theme of "Breaking Volunteering Boundaries", presenting the volunteer activities of a Hungarian youth charity named Most. It shows how the volunteers help the disadvantaged Roma ethnic group and refugees, including donating supplies, organizing workshops and spreading volunteer spirit, which helps students understand the practical significance of sharing and volunteering and perceive the value of mutual help among people. 教学目标和重难点 1. 教学目标 Language Ability: Master core words and expressions related to volunteering and sharing, and improve listening comprehension and oral expression skills through video watching and discussion. Cultural Awareness: Understand the living conditions of disadvantaged groups such as the Roma and refugees, respect cultural differences, and cultivate a sense of global citizenship and social responsibility. Thinking Quality: Analyze the volunteers’ motivations and behaviors, develop critical thinking and logical reasoning ability through discussion and reflection. Learning Ability: Cultivate autonomous learning and cooperative learning abilities, and master effective learning strategies such as listening for key information and summarizing video content. 2. 教学重难点 Key Points: Master the core vocabulary and expressions in the video, such as "charity", "donation", "refugee", "workshop" and related sentence patterns; understand the main content, key details and the volunteers’ spirit of the video. Difficult Points: Understand the deep meaning of volunteering and sharing reflected in the video; correctly use the learned vocabulary and sentence patterns to express personal views on volunteering; comprehend the cultural background of the Roma ethnic group and the differences in volunteer concepts in different regions. 教学过程 Step 1: Lead-in (Lead-in Activity) Activity 1: Warm-up Discussion The teacher starts the class with an open question: “Have you ever participated in any volunteer activities? If yes, what did you do? If not, what kind of volunteer activities would you like to take part in and why?” Then, invite 3-4 students to share their ideas in front of the class. After the sharing, the teacher makes a brief comment: “Volunteering is a great way to practice sharing. It not only helps those in need, but also brings us a sense of achievement and happiness. Today, we will watch a video about volunteer activities, which will show us how a group of young people break the boundaries of volunteering and spread love and care.” Design Intention: The warm-up discussion is closely linked to the theme of “Sharing” and “volunteering”, which is consistent with the core content of the Video Time. By asking students to share their own experiences or expectations, it can arouse their interest in the class and activate their prior knowledge related to volunteering. At the same time, it creates a relaxed and interactive classroom atmosphere, laying a good foundation for the subsequent video watching and learning. It also subtly guides students to think about the significance of volunteering, which is conducive to the cultivation of their social responsibility and the penetration of cultural awareness. Activity 2: Vocabulary Preview The teacher presents the key vocabulary and expressions that will appear in the video on the blackboard or multimedia courseware, including “charity”, “donation”, “Roma”, “refugee”, “workshop”, “distribute”, “obligation”, “discriminate against” and so on. For each word or phrase, the teacher explains its pronunciation, meaning and simple usage, and gives example sentences related to the video theme. For example, for “charity”, the teacher says: “Charity is an organization that helps people who are poor, sick or in trouble. The video we will watch is about a charity called Most run by young people in Hungary.” For “discriminate against”, the teacher explains: “It means to treat someone unfairly because of their race, gender, religion, etc. In the video, the Roma people are often discriminated against because of their ethnic background.” After the explanation, the teacher asks students to read the words and phrases aloud twice to familiarize themselves with their pronunciation and spelling. Design Intention: Vocabulary is the foundation of language learning. Previewing the key vocabulary before watching the video can help students avoid difficulties in understanding caused by unknown words, so that they can focus more on the content of the video. The example sentences given by the teacher are closely related to the video content, which can help students connect vocabulary with the actual context, deepen their understanding and memory of the vocabulary, and lay a solid foundation for the subsequent listening comprehension and language application. At the same time, the explanation of words such as “discriminate against” also involves the cultural background of the Roma ethnic group, which paves the way for the cultivation of students’ cultural awareness. Step 2: While-Watching (Video Watching and Comprehension) 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 main content of the video and try to answer two questions: 1. What is the name of the charity in the video? 2. Who does the charity help?” Then, the teacher plays the video once. After the video is played, the teacher invites students to answer the two questions. The correct answers are: 1. The charity is called Most. 2. It helps the Roma people and refugees. After confirming the answers, the teacher summarizes: “The video mainly tells about the volunteer activities of the youth charity Most in Hungary, which is committed to helping the disadvantaged groups such as the Roma and refugees, reflecting the spirit of sharing and mutual help.” Design Intention: The first watching focuses on guiding students to grasp the main idea of the video, which conforms to the law of listening comprehension - from overall to local. By setting simple and direct questions, it can reduce the pressure of students’ first watching, help them build confidence in listening, and let them have a general understanding of the video content. At the same time, it can test whether students can quickly capture the key information in the video, which is conducive to the training of their listening ability and information screening ability. Activity 2: Second Watching - Catch Key Details The teacher says to students: “Now we will watch the video for the second time. This time, please pay more attention to the key details and fill in the following form. You can take notes while watching.” Then, the teacher presents a detail-filled form on the multimedia courseware: Details Answers How far is the Roma Community Centre from Budapest? How many families will be helped by their donations to the Roma Community Centre? How many members does Most currently have? What three things do they plan to do at the refugee centre in Austria? After playing the video for the second time, the teacher gives students 2 minutes to check and complete their forms, then invites students to share their answers one by one, and corrects and supplements them. The correct answers are: 1. It’s 200 kilometres. 2. About 30 families. 3. It has 20 members. 4. They plan to run workshops for children, distribute clothes, and spread the message that Hungarians can be keen volunteers as well. Design Intention: The second watching focuses on key details, which is a further deepening of listening comprehension. By filling in the form, it can guide students to watch the video more carefully, train their ability to capture specific information, and help them have a more comprehensive and in-depth understanding of the video content. Taking notes while watching can also cultivate students’ good listening habits and improve their learning efficiency. The design of the form is simple and clear, which is convenient for students to record and organize information, and also helps the teacher check the students’ listening effect in time. Activity 3: Third Watching - Understand the Quotes and Emotional Tone The teacher presents the key quotes from the video on the multimedia courseware: 1. Domonkos Sera: “We feel a lot better if we know that we’re not just enjoying the good life we have in Budapest but also doing good things somewhere else in the country.” 2. Mark Takats: “We feel it’s kind of an obligation to ... to help those who are not that lucky but that we were.” 3. Laci Siroki: “It’s good to see youngsters from Budapest that feel an obligation to do something in this country, to collect donations, and help the lives of others outside of school.” Then, the teacher plays the video for the third time, asking students to pay attention to the tone of the speakers and the emotional meaning contained in the quotes. After the video is played, the teacher leads students to analyze each quote: “What does Domonkos Sera mean by this sentence? What kind of emotion does he express?” “What is the ‘obligation’ Mark Takats mentioned? Why do they think it is an obligation to help others?” Through group discussion (3-4 students in a group), students share their understanding of the quotes. The teacher summarizes and supplements: “These quotes reflect the volunteers’ sense of responsibility and compassion. They believe that helping the disadvantaged is their obligation, and they can get spiritual satisfaction from helping others. Their tone is sincere and firm, showing their enthusiasm and persistence for volunteer work.” Design Intention: The third watching focuses on the emotional connotation and language expression of the video, which is a further improvement of listening comprehension and language appreciation ability. By analyzing the quotes, it can help students understand the volunteers’ inner thoughts and spiritual realm, and deeply perceive the theme of sharing and volunteering. Group discussion can stimulate students’ thinking, let them exchange ideas with each other, and improve their oral expression ability and cooperative learning ability. At the same time, analyzing the tone and emotion of the speakers can help students improve their ability to understand the emotional meaning of language, which is conducive to the cultivation of their language ability and thinking quality. Step 3: After-Watching (Consolidation, Expansion and Application) Activity 1: Vocabulary and Sentence Pattern Consolidation 1. Vocabulary Practice: The teacher organizes a “Vocabulary Matching” game. The teacher writes the key vocabulary on one side of the blackboard and their corresponding meanings and example sentences on the other side, then invites students to come to the blackboard to match them. After the matching, the teacher checks and explains the wrong matches, and asks students to make their own sentences with 3-4 key words, such as “charity”, “donation”, “obligation”. For example, a student may say: “I want to join a charity to make donations to help the poor children.” The teacher comments and corrects the sentences to ensure that students can use the vocabulary correctly. 2. Sentence Pattern Practice: The teacher extracts the key sentence patterns from the video, such as “It’s kind of an obligation to...”, “We feel a lot better if we...”, “It’s good to see...”. The teacher explains the structure and usage of each sentence pattern, then gives students some topics, such as “volunteering in the community”, “helping the elderly”, and asks them to make sentences with the sentence patterns. After students finish making sentences, the teacher invites some students to share their sentences, and gives positive comments and guidance. Design Intention: Vocabulary and sentence pattern consolidation is an important link to consolidate the learning results. The “Vocabulary Matching” game increases the趣味性 of learning, makes students actively participate in the activity, and deepens their memory of vocabulary. Asking students to make their own sentences can help them apply the learned vocabulary and sentence patterns to practical language expression, improve their language application ability. The teacher’s comments and guidance can help students correct mistakes in time, standardize their language expression, and lay a solid foundation for their subsequent oral discussion and writing. Activity 2: Group Discussion - In-depth Exploration of the Theme The teacher divides students into groups of 4-5, and puts forward the following discussion questions: 1. What motivates these young people in the video to engage in volunteer work? 2. How do you think their own lives are changed by helping others? 3. The Roma people are often discriminated against. What do you think we should do to respect ethnic differences and help disadvantaged groups? 4. Combining your own experience, what can you do to practice sharing and volunteering in your daily life? The teacher gives students 8-10 minutes to discuss, and walks around the classroom to guide and help students who have difficulties in discussion. After the discussion, each group selects a representative to share the group’s views, and the teacher makes a summary and comment after each group’s sharing. For example, for the first question, the teacher can summarize: “The main motivations of these young people are their sense of obligation, compassion and the desire to help others. They also get spiritual satisfaction from helping others.” For the third question, the teacher can guide students to realize: “We should respect the cultural traditions and living habits of different ethnic groups, eliminate discrimination, care for the disadvantaged groups, and do our best to help them.” Design Intention: Group discussion is an important way to cultivate students’ cooperative learning ability and critical thinking ability. The discussion questions are designed around the video content and the theme of sharing and volunteering, which can guide students to think in depth, express their own views and listen to the views of others. The discussion of questions related to ethnic discrimination and disadvantaged groups can help students establish a correct view of equality and respect, cultivate their sense of social responsibility and global citizenship, and realize the goal of cultural awareness cultivation. The teacher’s guidance and comments can help students sort out their ideas, deepen their understanding of the theme, and improve their oral expression ability and logical thinking ability. Activity 3: Role-Play - Simulate Volunteer Activities The teacher divides students into groups of 5-6, and assigns roles to each group: volunteer, person in charge of the charity, recipient of help (such as a Roma child, a refugee), etc. The teacher asks students to simulate a volunteer activity scene, such as donating supplies to the Roma community or organizing a workshop for refugee children. Students need to use the learned vocabulary and sentence patterns in the role-play, and show the communication process between volunteers and recipients. The teacher gives students 10 minutes to prepare, then invites 2-3 groups to perform their role-play in front of the class. After the performance, the teacher makes comments, affirming the advantages of each group, such as fluent expression, appropriate use of vocabulary and sentence patterns, and puts forward suggestions for improvement, such as paying more attention to the emotional communication between roles. Design Intention: Role-play is a practical language application activity that can make students put themselves in the real context, apply the learned language knowledge to communication, and improve their oral expression ability and communication ability. Simulating volunteer activities is closely linked to the video content and the theme of the unit, which can deepen students’ understanding of volunteer work and experience the significance of sharing and mutual help. In the process of preparation and performance, students need to cooperate with each other, which can cultivate their cooperative learning ability and team spirit. The teacher’s comments can help students find their own advantages and disadvantages, and further improve their language application ability. Activity 4: Writing Practice - Express Personal Views The teacher asks students to write a short passage (about 100-120 words) with the title “My View on Volunteering”. The requirements are: 1. Express your understanding of volunteering; 2. Combine the video content or your own experience to talk about the significance of volunteering; 3. Use at least 3 key words and 2 key sentence patterns learned in this class. The teacher gives students 15 minutes to write, and walks around the classroom to provide guidance for students who have difficulties in writing. After students finish writing, the teacher collects some students’ works, reads them aloud in class, and makes comments, pointing out the advantages and deficiencies of the works, such as whether the theme is clear, whether the vocabulary and sentence patterns are used correctly, and whether the logic is smooth. Then, the teacher selects a better work to share with the whole class as an example. Design Intention: Writing practice is an important way to consolidate students’ language knowledge and improve their writing ability. The title of the writing is closely linked to the theme of the class, which can guide students to sort out their thoughts on volunteering and express their personal views. The requirements of using key words and sentence patterns can ensure that students apply the knowledge learned in this class to writing, achieving the goal of knowledge consolidation and application. The teacher’s guidance and comments can help students improve their writing skills, correct mistakes in time, and enhance their confidence in writing. At the same time, reading students’ works aloud can let students learn from each other, improve their writing level together. Step 4: Summary and Extension Activity 1: Class Summary The teacher leads students to summarize the content of this class: “Today, we watched a video about the volunteer activities of the Hungarian youth charity Most. We learned the key vocabulary and sentence patterns related to volunteering and sharing, understood the main content and key details of the video, and discussed the significance of volunteering and sharing. We also practiced our oral expression and writing ability through group discussion, role-play and writing practice. Through this class, we should realize that volunteering is a kind of sharing, which can bring warmth to others and happiness to ourselves. We should actively participate in volunteer activities and spread love and care.” Design Intention: The class summary helps students sort out the knowledge and skills learned in this class, form a systematic knowledge framework, and deepen their understanding of the theme of the class. It also helps students review the key points of the class, consolidate the learning results, and achieve the teaching goals of this class. At the same time, the summary also guides students to connect the knowledge learned in class with real life, inspiring them to practice sharing and volunteering, which is conducive to the cultivation of their social responsibility and positive values. Activity 2: After-Class Extension The teacher assigns the following after-class tasks: 1. Review the key vocabulary and sentence patterns learned in this class, and make a vocabulary card for them; 2. Watch the video again after class, and write a 200-word summary of the video; 3. Find some information about volunteer organizations in China (such as the Red Cross Society of China), and share it with the class in the next class; 4. Try to participate in a volunteer activity in your community or school, and record your experience and feelings. Design Intention: After-class extension is an extension and supplement of classroom teaching, which can help students consolidate the knowledge learned in class and apply it to real life. Making vocabulary cards can help students memorize vocabulary better; writing a video summary can improve students’ ability to summarize and express; finding information about Chinese volunteer organizations can expand students’ horizons, let them understand the development of volunteer work in China, and enhance their sense of national identity; participating in volunteer activities can let students practice the concept of sharing and volunteering in practice, deepen their understanding of the theme, and achieve the goal of integrating knowledge and practice. Activity 3: Emotional Enlightenment The teacher ends the class with an inspiring speech: “Sharing is a kind of virtue, and volunteering is a kind of responsibility. The young people in the video use their actions to interpret the meaning of sharing and volunteering, bringing hope and warmth to the disadvantaged groups. I hope that each of you can take action, take volunteering as a way to practice sharing, care for others, help others, and use your own strength to make the world a better place. Remember, every small act of sharing and help can bring great changes.” Design Intention: Emotional enlightenment is an important part of cultivating students’ positive values and cultural awareness. The inspiring speech can arouse students’ emotional resonance, strengthen their sense of social responsibility and the awareness of practicing sharing and volunteering, and let the theme of the class be further sublimated. It also helps students establish correct values, which is conducive to their personal growth and the cultivation of good moral qualities. 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 $