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

Unit4JourneyAcrossaVastLand-VideoTime内容导航TheVideoTimethemed“ExploringQuebec”showstwotravelers’experienceinQuebecCity,introducingits400-yearhistory,European-stylevibe,deliciouscuisine,andtheintegrationofurbanscenerywithsurroundingwilderness,presentingauniquetravelexperiencecombiningcultureandadventure.教学目标和重难点教学目标和重难点1.教学目标LanguageAbility:Mastertravelandscenery-relatedvocabulary,understandvideocontentandspeaker’sfeelings,andexpresstravelexperiencesinsimpleEnglish.CulturalAwareness:UnderstandQuebec’shistoryandculture,realizetheintegrationofurbanandwildlandscapes,andcultivatecross-culturalunderstanding.ThinkingQuality:Analyzevideostructureandkeyinformation,developlogicalthinkingandcriticalthinkingthroughdiscussion.LearningAbility:Improvelisteningandinformation-gatheringskills,andenhanceautonomousandcooperativelearningabilityingroupactivities.2.教学重难点KeyPoints:Understandthemaincontentofthevideo,graspcorevocabularysuchas“wilderness”,“cuisine”,“architecture”andkeysentences;learntotalkabouttravelexperiencesandscenery.DifficultPoints:Accuratelyunderstandtheimpliedmeaningofthevideo,useappropriateEnglishtodescribesceneryandfeelingsvividly;understandtheculturalconnotationbehindQuebec’surbanandwildintegrationandexpresspersonalviews.教学过程教学过程I.Lead-in:ActivatePriorKnowledgeandArouseInterestThelead-inlinkisdesignedtoconnectstudents’existingknowledgeandlifeexperiencewiththevideocontent,reducetheirlisteningpressure,andlayagoodfoundationforthesmoothdevelopmentofsubsequentteachingactivities.First,theteacherwillshowstudentspicturesofQuebecCity,includingitsoldEuropean-stylearchitecture,theSt.LawrenceRiver,localcuisineandwildernessscenery,andaskstudentstoobservecarefully.Then,theteacherwillputforwardguidingquestionstostimulatestudents’thinkinganddiscussion:“Haveyoueverbeentoacitythatcombinesoldcultureandnaturalbeauty?Whatdoyouthinksuchacitywillbelike?DoyouknowanycitieswithalonghistoryandbeautifulnaturalsceneryinNorthAmerica?”Afterstudentshaveashortdiscussioninpairs,theteacherwillinviteseveralgroupstosharetheirviews.SomestudentsmaymentioncitieslikeParisorLondon,whileothersmaytalkaboutsomescenicspotsinChina.Theteacherwillaffirmstudents’answersandthenintroducethethemeofthislesson:“Today,wewilllearnaboutaspecialcityinCanada-QuebecCity.Throughavideo,wewillfollowtwotravelerstoexploreitsuniquecharm,experiencetheintegrationofurbancultureandwildernessadventure,andlearnhowtodescribetravelexperiencesinEnglish.”Next,theteacherwillbrieflyintroducethebackgroundofQuebecCity:itisoneoftheoldestcitiesinNorthAmericawithahistoryofabout400years,whichhasastrongEuropeanculturalatmosphereandissurroundedbybeautifulnaturalscenery.ThisbriefintroductionhelpsstudentshaveapreliminaryunderstandingofQuebecCityandimprovestheirinterestinwatchingthevideo.Atthesametime,theteacherwilllistseveralcorevocabularyinthevideo,suchas“wilderness”,“cuisine”,“architecture”,“vibe”,andexplaintheirmeaningsandusagesimply,sothatstudentscanbetterunderstandthevideocontentwhenwatchingit.II.Pre-watching:PreviewVocabularyandClarifyObjectivesBeforewatchingthevideo,itisnecessarytohelpstudentsmasterthekeyvocabularyandphrasesinvolvedinthevideo,clarifythewatchingobjectives,andenablethemtowatchthevideowithpurpose,soastoimprovetheefficiencyoflisteningandinformationacquisition.First,theteacherwillpresentthekeyvocabularyandphrasesinthevideointheformofPPT,includingnouns,verbsandadjectivesrelatedtotravel,sceneryandculture:Nouns:QuebecCity,Europeanvibe,architecture,neighborhood,celebration,St.LawrenceRiver,cuisine,wilderness,province;Verbs:wander,soakup,combine,explore;Adjectives:old,incredible,accessible,foreign,graceful,solitary.Foreachvocabulary,theteacherwillexplainitsmeaninginsimpleEnglish,giveexamplesentencescombinedwiththevideocontext,andguidestudentstoreaditaloudtomasteritspronunciationandusage.Forexample,whenexplaining“soakup”,theteacherwillgivetheexamplesentencefromthevideo:“Everyone’souteating,drinking,andsoakingupthesun.”andexplainthatitmeans“enjoysomethingfully”.Whenexplaining“wilderness”,theteacherwillcombinethepictureofQuebec’swildernessandexplainthatitrefersto“anareaoflandthatisnotcultivatedordeveloped,whereplantsandanimalslivefreely”.Afterexplainingthevocabulary,theteacherwillclarifythewatchingobjectivesforstudents:1.Understandthemaincontentofthevideo,includingthecharacteristicsofQuebecCityandtheactivitiesofthetwotravelers.2.Graspthekeyinformationinthevideo,suchasthehistoryofQuebecCity,theactivitiespeopledoinsummer,andthecharacteristicsoflocalcuisineandwilderness.3.Understandthefeelingsofthetwotravelersandthemainideaofthevideo.Inaddition,theteacherwillremindstudentstopayattentiontothepronunciationandintonationofthespeakersinthevideo,andtrytocatchthekeysentencesandusefulexpressions,whichwillhelpthembettermasterthelanguageknowledgeandimprovetheirlisteningability.Atthesametime,theteacherwillaskstudentstoprepareanotebooktorecordthekeyinformationandusefulexpressionstheyhearduringthewatchingprocess.III.While-watching:分层观看，获取信息Thewhile-watchinglinkisthecorepartofthislesson,whichisdesignedtohelpstudentsgraduallyunderstandthevideocontent,graspkeyinformation,andimprovetheirlisteningabilityandinformation-gatheringability.Thislinkisdividedintothreelayers:firstwatchingforthemainidea,secondwatchingforkeydetails,andthirdwatchingforlanguagepointsandemotionalexpression,soastoachievethepurposeofprogressivelearning.1.FirstWatching:GettheMainIdeaTheteacherwillplaythevideocompletelyforthefirsttime,andaskstudentstowatchitcarefullywithouttakingnotes,focusingongraspingthemaincontentofthevideo.Afterwatching,theteacherwillaskstudentstoanswerthefollowingsimplequestionstochecktheirunderstandingofthemainidea:“Whoarethespeakersinthevideo?Wherearethey?Whataretheydoing?Whatisthemaintopicofthevideo?”Afterstudentsanswerthequestions,theteacherwillsummarizethemainideaofthevideo:ThevideoisatravelintroductionofQuebecCitybytwotravelers,AndyMaserandTahriaSheather.Theyintroducethehistory,culture,cuisineandsurroundingwildernessofQuebecCity,showingtheuniquecharmofthecitythatcombinesurbancultureandnaturaladventure.Thislinkhelpsstudentsestablishageneralunderstandingofthevideo,layafoundationforfurthergraspingthedetails,andatthesametimecultivatestudents’abilitytograspthemainideaofthelisteningmaterialquickly.2.SecondWatching:GraspKeyDetailsOnthebasisofgraspingthemainidea,theteacherwillplaythevideoagain,andaskstudentstowatchitcarefullyandtakenotes,focusingongraspingthekeydetailsinthevideo.Theteacherwillputforwardspecificquestionsinadvancetoguidestudentstowatchwithpurpose:①HowoldisQuebecCity?②WhatdoesQuebecCitybringtomind?③WhatdopeopledoinQuebecCityinsummer?④WhereisQuebecCitylocated?⑤Whatisthecharacteristicoflocalrestaurants?⑥Whatdidthetwotravelersthinkofthelocalfood?⑦Whydidthetwotravelerswanttogotothewilderness?⑧WhatistheuniquefeatureofQuebecCitymentionedinthevideo?Afterwatchingthevideo,theteacherwillorganizestudentstodiscusstheanswersingroupsoffour,andtheninviteeachgrouptosendarepresentativetosharetheiranswers.Fortheanswersthatstudentsfinddifficulttograsp,theteacherwillplaythecorrespondingpartofthevideoagain,guidestudentstolistencarefully,andhelpthemfindthecorrectanswers.Forexample,forthequestion“WhatistheuniquefeatureofQuebecCitymentionedinthevideo?”,theteacherwillplaythelastpartofthevideoagain,letstudentslistentothesentence“TherearefewplacesinNorthAmericawhereyoucansoeasilycombinetheurbanwiththewild,outdooradventurewithculturalexploration,traveljustaroundthecornertosomewherethatfeelssoforeign.”andguidestudentstosummarizetheuniquefeature:itcaneasilycombineurbanculturewithwildadventure,andpeoplecanexperienceforeignfeelingsnearby.Atthesametime,theteacherwillcheckthenotestakenbystudents,andguidethemtosortoutthekeydetails,suchasthehistoryofQuebecCity(about400yearsold),itscharacteristics(Europeanvibe,history,oldarchitecture),summeractivities(eating,drinking,soakingupthesun),location(ontheSt.LawrenceRiver),restaurantcharacteristics(smallsize,accessible,family-like),foodfeelings(strangebutincredible),andthereasonforgoingtothewilderness(theyareoutdooradventurersatheart,wanttogetfreshairandexperiencesolitude).Thislinkhelpsstudentsdeeplyunderstandthevideocontent,masterkeydetails,andimprovetheirabilitytogatherandsortoutinformation.3.ThirdWatching:FocusonLanguagePointsandEmotionalExpressionAftergraspingthemainideaandkeydetails,theteacherwillplaythevideoforthethirdtime,focusingonguidingstudentstopayattentiontothekeysentences,usefulexpressionsandtheemotionalexpressionofthespeakersinthevideo.First,theteacherwilllistthekeysentencesinthevideoonthePPT,playthecorrespondingpartofthevideorepeatedly,guidestudentstoreadaloud,andexplainthestructureandusageofthesentences:①Eventheoldestofplacescanbeseenthroughneweyes.(Sentencestructure:Even+n.+canbedone.Itisusedtoexpressaconcession.)②QuebecCitybringstomindEuropeanvibe,historyandoldarchitecture.(Phrase:bringtomind,meaning“makepeoplethinkof”.)③Afterthelong,coldwinters,summeristheseasonofcelebration.(Phrase:theseasonof...,meaning“theseasonof...”.)④Eveninthisoldcity,weweredowntotrysomethingnew...Maybenotalwayssuccessfully.(Phrase:bedowntodosth.,meaning“bewillingtodosth.”.)⑤Weatesomestrangethings,butitwasallincredible.(Adjective:incredible,meaning“verygoodoramazing”.)⑥TherearefewplacesinNorthAmericawhereyoucansoeasilycombinetheurbanwiththewild,outdooradventurewithculturalexploration.(Attributiveclause:whereguidestheattributiveclausetomodifyplaces.)Foreachkeysentence,theteacherwillguidestudentstoreaditaloud,imitatethepronunciationandintonationofthespeakers,andthenaskstudentstomakesentenceswiththekeyphrasesandsentencestructures,soastohelpthemmasterthelanguageknowledgeandimprovetheirlanguageapplicationability.Forexample,afterexplaining“bringtomind”,theteacherwillaskstudentstomakesentenceslike“Theoldphotobringstomindmychildhoodmemories.”Atthesametime,theteacherwillguidestudentstofeeltheemotionalexpressionofthespeakersinthevideo.Forexample,whenthespeakerstalkaboutQuebecCity’ssummer,theirtoneisfullofjoyandexpectation;whentheytalkaboutlocalfood,theirtoneisfullofpraise;whentheytalkaboutthewilderness,theirtoneisfullofyearningandsatisfaction.Theteacherwillaskstudentstothinkanddiscuss:“HowdothetwotravelersfeelaboutQuebecCity?Whatwordsorsentencesinthevideocanshowtheirfeelings?”Throughdiscussion,studentscandeeplyunderstandtheemotionalconnotationofthevideo,andatthesametimecultivatetheirabilitytoperceiveandexpressemotionsinEnglish.IV.Post-watching:ConsolidateandExtend,ApplyKnowledgeThepost-watchinglinkisdesignedtohelpstudentsconsolidatetheknowledgelearnedinthevideo,applythelanguagepointsandkeyexpressionstopracticalcommunication,andextendthethemeofthevideo,soastoachievethegoalofimprovingstudents’comprehensivelanguageability.Thislinkisdividedintofouractivities:languageconsolidation,groupdiscussion,role-playandthemeextension.1.LanguageConsolidationActivityFirst,theteacherwillorganizestudentstodovocabularyandsentenceexercisestoconsolidatethekeyvocabularyandsentencestructureslearnedinthevideo.Theexercisesaredesignedasfollows:①Fillintheblankswiththecorrectformofthegivenwords:wander,soakup,combine,explore,incredible.a.Wespenttheafternoon________theoldstreetsofQuebecCity.b.Everyoneisout________thewarmsuninsummer.c.Itis________thatsuchasmallrestaurantcanserveworld-classcuisine.d.Thetwotravelersdecidedto________thewildernessaroundQuebecCity.e.Weshould________workandresttokeephealthy.②Rewritethesentencesusingthegivenphrasesorsentencestructures:a.QuebecCitymakespeoplethinkofEuropeanvibe,historyandoldarchitecture.(use“bringtomind”)b.Althoughthecityisold,wearewillingtotrynewthings.(use“even”and“bedowntodosth.”)c.TherearefewplacesinNorthAmericathatcancombinetheurbanwiththewildeasily.(use“where”toguidetheattributiveclause)Afterstudentsfinishtheexercises,theteacherwillchecktheanswers,explainthewrongquestionsindetail,andguidestudentstocorrectthem.Thisactivityhelpsstudentsconsolidatethekeyvocabularyandsentencestructures,andimprovetheirabilitytouselanguageknowledgeflexibly.2.GroupDiscussionActivityTheteacherwillputforwardatopicforgroupdiscussion:“IfyouhaveachancetotraveltoQuebecCity,whatdoyouwanttodomost?Why?DoyouthinktherearesimilarcitiesinChina?Inwhatwayaretheysimilarordifferent?”Studentswilldiscussingroupsoffour,andeachgroupwilldesignatearecordertorecordthekeypointsofthediscussion.Duringthediscussion,theteacherwillwalkaroundtheclassroom,guidestudentstousethevocabularyandsentencestructureslearnedinthevideo,andhelpstudentssolvethelanguageproblemsencounteredinthediscussion.Afterthediscussion,eachgroupwillsendarepresentativetosharetheresultsofthediscussion.Forexample,somegroupsmaysaythattheywanttotrylocalcuisinebecauseitisuniqueandincredible;somegroupsmaysaythattheywanttoexplorethewildernessaroundQuebecCitybecausetheylikeoutdooradventures;somegroupsmaycompareQuebecCitywithLijianginChina,pointingoutthatbothhavealonghistoryandbeautifulnaturalscenery,butLijianghasmoreethnicculturalcharacteristics.Theteacherwillaffirmstudents’ideasandgivepositivecomments,andguidestudentstothinkabouttheculturaldifferencesandcommonalitiesbetweendifferentregions,soastocultivatetheircross-culturalawareness.3.Role-playActivityTofurtherimprovestudents’oralexpressionability,theteacherwillorganizearole-playactivity.Studentswillbedividedintopairs,oneasatravelerwhohasbeentoQuebecCity,andtheotherasafriendwhowantstotraveltoQuebecCity.ThefriendwillaskquestionsaboutQuebecCity,suchasitshistory,scenery,cuisineandactivities,andthetravelerwillanswerthequestionsusingtheknowledgelearnedinthevideo.Theteacherwillgivesomeguidingquestionsandusefulexpressionstohelpstudentscarryouttherole-playsmoothly:Guidingquestionsforthefriend:①HowoldisQuebecCity?②WhatisQuebecCityfamousfor?③WhatcanIdoinQuebecCityinsummer?④Isthelocalfooddelicious?⑤WhatisthemostspecialthingaboutQuebecCity?Usefulexpressionsforthetraveler:①QuebecCityisabout400yearsold,withastrongEuropeanvibe.②Itisfamousforitsoldarchitectureandbeautifulnaturalscenery.③Youcaneatdeliciousfood,drinkandsoakupthesuninsummer.④Thelocalfoodisabitstrangebutincredible.⑤Themostspecialthingisthatitcombinesurbanculturewithwildadventure.Studentswillhave10minutestoprepare,andthentheteacherwillinviteseveralpairstoperforminfrontoftheclass.Aftereachperformance,theteacherwillcommentontheirperformance,affirmtheiradvantages,andpointouttheplacesthatneedimprovement,suchastheuseofvocabularyandsentencestructures,pronunciationandintonation,etc.Thisactivityhelpsstudentsapplythelanguageknowledgelearnedinthevideotopracticaloralcommunication,improvetheiroralexpressionability,andenhancetheirconfidenceinspeakingEnglish.4.ThemeExtensionActivityToextendthethemeofthevideoandconnectitwithstudents’reallife,theteacherwillorganizeathemeextensionactivity:“IntroduceacityorscenicspotinChinathatcombinescultureandnaturalbeauty”.Studentswillthinkabouttheirowntravelexperienceorthecitiestheyknow,andprepareashortintroduction(about50words)inEnglish,introducingthecharacteristicsofthecityorscenicspot,includingitshistory,culture,naturalsceneryandotheraspects.Afterstudentsprepare,theteacherwillinviteseveralstudentstosharetheirintroductions.Forexample,somestudentsmayintroduceWestLakeinHangzhou,talkingaboutitsbeautifulnaturalsceneryandlonghistory;somestudentsmayintroduceChengdu,talkingaboutitsdeliciousfoodandslowliferhythm.Theteacherwillaffirmstudents’introductions,andguidestudentstousethevocabularyandsentencestructureslearnedinthevideotomaketheirintroductionsmorevividandaccurate.Thisactivitynotonlyhelpsstudentsconsolidatethelanguageknowledge,butalsocultivatestheirabilitytointroduceChinesecultureinEnglish,enhancestheirculturalconfidence,andachievesthegoalofculturalinheritanceandcommunication.V.SummaryandHomework1.SummaryAttheendoftheclass,theteacherwillsummarizethecontentofthislessonwithstudents.First,theteacherwillreviewthemaincontentofthevideo:theintroductionofQuebecCitybytwotravelers,includingitshistory,culture,cuisineandsurroundingwilderness.Then,theteacherwillreviewthekeyvocabularyandsentencestructureslearnedinthislesson,suchas“wilderness”,“cuisine”,“bringtomind”,“bedowntodosth.”andtheattributiveclauseguidedby“where”.Fin