Unit 5 Launching Your Career-Video Time 教案-2025-2026学年高中英语人教版选择性必修第四册

Unit 5 Launching Your Career-Video Time 内容导航 The Video Time of Unit 5 Launching Your Career mainly tells the story of a teenage photographer Mateusz Piesiak, showing his passion for wildlife photography, the efforts he makes to take excellent photos (such as hiding in a well-disguised tent to wait for animals), and his achievements in this field. It guides students to understand that passion and hard work are the key factors for career success, and connects with the unit theme of career planning to inspire students to explore their own career interests. 教学目标和重难点 1. 教学目标 Language Ability: Students can master words and phrases related to career and photography, understand the video content accurately, and express their views on career passion and efforts in simple English. Cultural Awareness: They can understand the diversity of career choices and the universal value of hard work and passion in different cultural contexts, forming an open attitude towards career development. Thinking Quality: They can analyze the reasons for Mateusz’s success, conduct logical reasoning and critical thinking, and link his experience with their own career planning. Learning Ability: They can improve their listening comprehension and information extraction skills through watching videos, and develop the habit of autonomous exploration and cooperative learning in related activities. 2. 教学重难点 Key Points: Master core words and phrases such as passion, disguise, edit, presentation, wildlife, and related sentence patterns; accurately understand the main content of the video, including Mateusz’s efforts and achievements; be able to discuss the relationship between passion and career success in simple English. Difficult Points: Understand the long sentences and listening details in the video, especially the description of Mateusz’s shooting process; effectively connect the video content with personal career planning, and express personal views on career choices logically and coherently in English; deeply understand the connotation of career passion and hard work. 教学过程 Step 1: Lead-in (Lead-in and Topic Introduction) Activity 1: Warm-up Discussion The teacher starts the class with a question: “What do you want to be in the future? What makes you choose this career?” Ask 3-4 students to share their answers in English. After their sharing, the teacher makes a brief comment: “Different people have different career dreams. Some people choose a career because of interest, some because of responsibility, and some because of passion. Today, we will watch a video about a teenager who pursues his career dream with passion. Let’s explore what we can learn from him.” Design Intention: The lead-in question is closely related to students’ own life and future planning, which can quickly arouse students’ interest and enthusiasm for the class. By asking students to share their career dreams, it not only creates a relaxed English communication atmosphere, but also naturally leads to the core theme of the video—passion and career, laying a foundation for the subsequent video watching and learning. At the same time, it helps students connect their own experiences with the video content in advance, improving their sense of participation and identity in the class. Activity 2: Vocabulary Preview The teacher presents the core vocabulary and phrases related to the video on the blackboard or courseware, including passion, wildlife, photographer, disguise, well-disguised, tent, grass, camera, hide, wait, edit, presentation, award, talent. For each word and phrase, the teacher gives a simple English explanation and example sentence, and asks students to read after the teacher to familiarize themselves with the pronunciation and meaning. For example, “Passion means a strong feeling of love or enthusiasm for something. For example, He has a passion for music.” “Well-disguised means hidden or covered so that people cannot easily find it. For example, The spy stayed in a well-disguised house.” After the preview, the teacher organizes a quick memory game: show the Chinese meaning of the words randomly, and ask students to stand up and say the corresponding English words quickly. Those who answer correctly will get verbal praise. This activity lasts for a few minutes to help students consolidate the newly learned vocabulary. Design Intention: Vocabulary is the foundation of understanding the video content. Previewing the core vocabulary in advance can help students reduce the difficulty of listening and understanding when watching the video, avoid being blocked by unfamiliar words, and improve the efficiency of video watching. The quick memory game can increase the fun of vocabulary learning, arouse students’ learning enthusiasm, and help them remember the words more firmly. At the same time, it lays a solid language foundation for the subsequent listening, speaking and other activities. Step 2: Before Watching (Prediction and Preparation) Activity 1: Title and Picture Prediction The teacher shows the title of the video—“A Teen’s Passion for His Work” and several pictures from the video (including Mateusz hiding in the grass with a camera, editing photos on the computer, and giving a presentation in smart clothes). Then ask students to work in pairs to discuss the following questions: “What do you think the video is about? What does the ‘teen’ do? What difficulties do you think he will encounter in his work? What achievements may he get?” After the pair discussion, invite 2-3 groups to share their predictions. The teacher writes down the key points of their predictions on the blackboard, such as “The teen is a photographer.” “He may take photos of wild animals.” “He may win an award.” Then the teacher says: “Let’s watch the video to check whether your predictions are correct.” Design Intention: Predicting the video content through the title and pictures can stimulate students’ curiosity and expectation for the video, make them watch the video with a clear purpose, and improve their ability to extract and predict information. Pair discussion can cultivate students’ cooperative learning ability and oral expression ability, and let them learn from each other’s ideas. At the same time, writing down the predictions on the blackboard can help students compare their own ideas with the actual content of the video after watching, deepening their understanding of the video. Activity 2: Listening Guide The teacher tells students the listening tasks they need to complete when watching the video for the first time: “When you watch the video for the first time, please pay attention to the main content and try to answer two questions: 1. Who is the main character of the video? 2. What is his job?” Then the teacher reminds students: “When watching, you can take simple notes, such as key words and phrases, to help you remember the information. Don’t worry about understanding every word, just grasp the main idea.” Design Intention: Giving clear listening tasks before watching the video can help students focus their attention, avoid aimless watching, and improve the efficiency of information extraction. Reminding students to take notes can cultivate their listening habits and information sorting ability, and help them better complete the listening tasks. At the same time, telling students not to worry about every word can reduce their listening pressure, make them relax and watch the video with a positive attitude. Step 3: While Watching (Listening Comprehension and Information Extraction) Activity 1: First Watching – Grasp the Main Idea The teacher plays the video for the first time. During the playing process, the teacher observes students’ performance, reminds them to take notes, and avoids interrupting the video playback. After the video is played, the teacher invites students to answer the two listening tasks raised before watching. First, ask individual students to answer, then check the answers together. The correct answers are: 1. The main character is Mateusz Piesiak. 2. He is a teenage wildlife photographer. After checking the answers, the teacher asks students: “What other information did you get from the video? You can share any key points you noticed.” Encourage students to share freely, such as “He takes photos of wild animals.” “He hides in a tent to wait for animals.” “He won an award.” The teacher affirms students’ performance and supplements the key points that students did not mention. Design Intention: Watching the video for the first time focuses on grasping the main idea, which conforms to the law of listening comprehension—from overall to local. Letting students answer simple questions first can enhance their confidence in listening, and sharing other information can help students further understand the main content of the video. The teacher’s affirmation and supplement can help students sort out the main information of the video and lay a foundation for the detailed understanding of the video in the next step. Activity 2: Second Watching – Extract Detailed Information The teacher plays the video for the second time, and asks students to complete the following detailed information table while watching. The table is presented on the courseware, and students can copy it on their exercise books: What does Mateusz do to take good photos? What achievements has Mateusz made? What qualities does Mateusz have? After the video is played, the teacher organizes students to complete the table in groups of four. Each group discusses and sorts out the information, and fills in the table. Then invite 1-2 groups to present their answers on the blackboard, and the teacher corrects and supplements them. The correct answers are: 1. He hides in a well-disguised tent in the tall grass with his camera and waits patiently for wild animals; he edits the photos with a computer. 2. He won the Best Young Wildlife Photographer award from the Natural History Museum in New York; his award-winning photo of oyster catchers was taken on a beach; he gave presentations about his work. 3. Passionate, patient, hard-working, persistent, talented. Design Intention: Watching the video for the second time focuses on extracting detailed information, which can help students deeply understand the content of the video and improve their ability to extract key details from listening materials. Completing the table in groups can cultivate students’ cooperative learning ability and information sorting ability, and let them learn from each other’s ideas. The teacher’s correction and supplement can help students master the detailed information of the video accurately, and lay a foundation for the subsequent discussion and expansion. Activity 3: Third Watching – Understand Difficult Sentences and Details The teacher plays the video for the third time, pausing at the difficult sentences and key details to help students understand. For example, when the video plays “He spends hours hiding in a well-disguised tent in the tall grass, waiting quietly for the perfect moment to take a photo,” the teacher pauses and explains: “‘Spends hours doing sth.’ means to spend a lot of time doing something. ‘Well-disguised’ means hidden well. ‘Waiting quietly for the perfect moment’ is a present participle phrase used as an adverbial, indicating the accompanying state when he hides in the tent.” Then ask students to read the sentence after the teacher to familiarize themselves with the sentence structure. Another example: when the video plays “The Natural History Museum in New York recognised his talent with the award Best Young Wildlife Photographer,” the teacher pauses and asks students: “What does ‘recognised his talent’ mean? It means they agreed that he is talented. ‘With the award’ means they gave him the award to show their recognition.” Then ask students to translate the sentence into Chinese to check their understanding. After the video is played, the teacher asks students if there are any other sentences or details they don’t understand. Invite students to put forward their questions, and the teacher answers them patiently. If necessary, play the relevant part of the video again to help students understand. Design Intention: The third watching focuses on solving difficult points, which can help students overcome the difficulties in listening and understanding, and master the key sentence structures and details. Pausing and explaining in the process of playing the video can make students understand the difficult points in time, avoid accumulating difficulties, and improve their listening comprehension ability. Asking students to put forward their own questions can cultivate their problem-solving awareness and autonomous learning ability, and make the teaching more targeted. Step 4: After Watching (Discussion, Expansion and Application) Activity 1: Group Discussion – Deepen Understanding The teacher divides students into groups of four, and assigns the following discussion topics: 1. Why can Mateusz achieve success at a young age? What are the key factors for his success? 2. What can we learn from Mateusz’s experience? How can we apply these qualities to our own study and future career planning? 3. Do you think passion is more important than ability in career development? Why or why not? The teacher gives students 10 minutes to discuss, and walks around the classroom to guide students, help them solve the problems encountered in the discussion, and remind them to use the words and phrases learned in the class. For example, if a student doesn’t know how to express “persistent” in English, the teacher can remind them of the word “persistent” and give an example sentence. After the discussion, invite 2-3 groups to share their views on each topic. When a group shares, the teacher asks other students to listen carefully, and encourages them to put forward their own opinions and supplement. For example, if a group says “Mateusz’s success comes from his passion and hard work,” the teacher can ask: “Do you agree with this view? Are there any other factors?” After all groups finish sharing, the teacher makes a summary: “Mateusz’s success is not accidental. It comes from his passion for wildlife photography, his patience and hard work, and his persistence in pursuing his dream. These qualities are very important for our study and future career. Passion can give us motivation, hard work can help us achieve our goals, and persistence can make us overcome difficulties. In terms of passion and ability, both are important. Passion is the motivation, and ability is the foundation. Only by combining passion with ability can we achieve greater success in our career.” Design Intention: Group discussion can help students deeply understand the connotation of the video, connect the video content with their own life and future planning, and improve their oral expression ability and critical thinking ability. The teacher’s guidance and reminder can help students use the learned language knowledge flexibly, improve their language application ability. The summary after the discussion can help students sort out their ideas, deepen their understanding of the theme of the video, and guide them to establish a correct view of career and success. Activity 2: Individual Reflection – Connect with Personal Career Planning The teacher asks students to write a short reflection (about 80-100 words) on their exercise books, with the theme “My Career Dream and How to Achieve It.” The teacher reminds students to use the words and phrases learned in the class, such as passion, hard work, persistent, goal, effort, and combine Mateusz’s experience to write their own reflection. For example, students can write: “My career dream is to be a teacher. I have a passion for education. From Mateusz’s experience, I know that passion and hard work are very important. I will study hard to master professional knowledge, keep practicing my teaching skills, and be persistent in pursuing my dream. I believe I can achieve my career dream one day.” After students finish writing, the teacher invites 3-4 students to read their reflections in front of the class. The teacher makes positive comments on each student’s reflection, affirming their ideas and language expression, and putting forward appropriate suggestions for improvement. For example, if a student’s sentence is not smooth, the teacher can help them revise it; if a student uses a lot of learned words and phrases, the teacher can praise them. Design Intention: Individual reflection can help students further integrate the content of the video with their own career planning, clarify their own career goals, and cultivate their ability to think independently and express their views in writing. Inviting students to read their reflections can enhance their confidence in writing and oral expression, and the teacher’s comments and suggestions can help students improve their writing ability and language application ability. At the same time, it can also let students learn from each other’s ideas and enrich their own understanding of career planning. Activity 3: Vocabulary and Sentence Pattern Consolidation The teacher organizes two consolidation activities to help students master the learned vocabulary and sentence patterns. Activity 3.1: Fill in the Blanks The teacher presents the following sentences on the courseware, and asks students to fill in the blanks with the correct words and phrases learned in the class. The words and phrases for choice are: passion, well-disguised, edit, presentation, persistent, talent, hide, wait. 1. She has a great ______ for painting, so she spends a lot of time practicing it every day. 2. The hunter ______ in the bush and ______ for the prey quietly. 3. He spent the whole afternoon ______ the photos he took yesterday. 4. The scientist gave a wonderful ______ about his new invention. 5. He is very ______ and never gives up when he meets difficulties. 6. The ______ tent helped him avoid being found by the wild animals. 7. His ______ in music was noticed by a famous musician when he was young. After students finish filling in the blanks, the teacher checks the answers together, and explains the usage of the key words and phrases again to help students consolidate their memory. Activity 3.2: Sentence Making The teacher asks students to make sentences with the following words and phrases: passion for, spend...doing..., wait for, be persistent in, recognise...for... Each student makes at least one sentence, and writes it on their exercise books. Then invite students to share their sentences in class. The teacher comments on their sentences, affirming the correct ones and correcting the wrong ones. For example, if a student makes a sentence: “I have a passion for reading books.” The teacher can praise them: “Very good! This sentence is correct and uses the phrase ‘passion for’ properly.” If a student makes a sentence: “He spends two hours to do his homework every day.” The teacher can correct it: “It should be ‘He spends two hours doing his homework every day.’ Because ‘spend...doing sth.’ is the correct structure.” Design Intention: The two consolidation activities can help students master the learned vocabulary and sentence patterns flexibly, improve their language application ability. Fill in the blanks focuses on the understanding and memory of words and phrases, while sentence making focuses on the flexible use of words and phrases. The teacher’s explanation and correction can help students correct their mistakes in time, deepen their understanding of the usage of words and phrases, and lay a solid language foundation for their future English learning. Activity 4: Theme Expansion – Career Diversity The teacher shows pictures of different kinds of careers on the courseware, including photographer, teacher, doctor, programmer, artist, volunteer, etc. Then asks students: “Besides the photographer in the video, what other careers do you know? What are the characteristics of these careers? What qualities do you need to have to engage in these careers?” Invite students to share their views freely. For example, a student may say: “A doctor needs to have a lot of professional knowledge and be patient and responsible.” Another student may say: “A programmer needs to be good at logical thinking and keep learning new skills.” The teacher supplements and summarizes: “There are many kinds of careers in the world, each with its own characteristics and requirements. No matter what career we choose, we need to have passion, hard work and persistence. At the same time, we need to continuously improve our own abilities to adapt to the needs of the career.” Then the teacher introduces some emerging careers in the modern society, such as social media operator, environmental protector, AI trainer, etc., and briefly introduces their work content and requirements. Then asks students: “Do you want to engage in these emerging careers? Why or why not?” Encourage students to express their views, expanding their vision of career choices. Design Intention: Theme expansion can help students understand the diversity of careers, expand their vision of career choices, and help them establish a more comprehensive and open view of career. Introducing emerging careers can connect the class with the real society, make students understand the development trend of careers, and help them better plan their future careers. At the same time, it can also stimulate students’ interest in learning and explore more knowledge about careers. Step 5: Summary and Homework Activity 1: Class Summary The teacher summarizes the whole class: “Today, we watched a video about Mateusz, a teenage wildlife photographer. We learned about his passion for photography, his efforts and achievements. We also discussed the key factors for career success and connected the video content with our own career planning. We mastered some core words and phrases related to career and photography, and improved our listening, speaking and writing abilities. I hope everyone can learn from Mateusz, keep their passion for their dreams, work hard and persistently, and lay a solid foundation for their future career development.” Design Intention: The class summary can help students sort out the key content of the whole class, consolidate the learned knowledge and skills, and deepen their understanding of the theme of the class. At the same time, it can also inspire students, guide them to apply the learned content to their own life and study, and achieve the teaching goal of moral education. Activity 2: Homework Arrangement The teacher assigns three levels of homework to meet the needs of students with different English levels: 1. Basic Homework: Review the core words and phrases learned in the class, copy each word and phrase three times, and make one sentence for each. Watch the video again and write a 50-word summary of the video content. 2. Intermediate Homework: Finish the reflection written in class, revise and improve it according to the teacher’s suggestions, and expand it to 120-150 words. Discuss with your family about their careers and write a short report (about 100 words) in English. 3. Advanced Homework: Choose a career you are interested in, collect relevant information about it (such as work content, required qualities, development prospects), and prepare a 2-minute English speech to introduce this career. The speech should include your understanding of the career and your reasons for being interested in it. The teacher reminds students: “When doing homework, try to use the words and phrases learned in the class, and pay attention to the correctness of grammar and sentence structure. If you have any questions, you can ask the teacher or your classmates for help.” Design Intention: Assigning hierarchical homework can meet the needs of students with different English levels, ensure that every student can gain something from the homework, and avoid the situation that some students think the homework is too easy while others think it is too difficult. Basic homework focuses on consolidating the learned knowledge, intermediate homework focuses on improving the language application ability, and advanced homework focuses on cultivating the students’ autonomous exploration ability and oral expression ability. At the same time, the homework is closely related to the theme of the class, which can help students further consolidate the learned content and connect it with real life. 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 $