Unit 4 History and Traditions-Video Time教案（表格式）-2025-2026学年高中英语人教版（2019）必修第二册

Unit 4 History and Traditions-Video Time
内容导航
This Video Time focuses on London’s historic landmarks and traditions, showing iconic sites like Tower Bridge and Westminster Abbey, introducing their historical backgrounds and cultural meanings, and helping students understand how history shapes a city’s culture and identity. It integrates listening practice with cultural cognition to deepen students’ understanding of history and traditions.
1. 教学目标
Language Competence: Students can grasp key words and expressions about historic sites and traditions, understand the video’s main idea and details, and express related content simply. Cultural Awareness: They learn about London’s historical and cultural heritage, respect cultural diversity, and cultivate cross-cultural empathy. Thinking Quality: They analyze the video’s logical structure, infer implicit meanings from historical facts, and develop analytical and inductive abilities. Learning Ability: They master strategies like note-taking to extract key information, and form good habits of autonomous and cooperative learning.
2. 教学重难点
Key Points: Master core vocabulary and phrases related to history and traditions (e.g., landmark, heritage, coronation); understand the video’s structure and main content; grasp the connection between historic sites and their cultural connotations. Difficult Points: Accurately understanding and using complex sentences in the video; connecting historical events with cultural traditions; interpreting symbolic elements in visuals; expressing personal views on history and traditions in fluent English.
教学过程
Step 1: Lead-in (Lead-in and Preview) The lead-in aims to arouse students’ interest in the topic of history and traditions, activate their prior knowledge, and lay a foundation for the video learning. First, the teacher greets the students and starts with a free discussion. The teacher asks: “Good morning, everyone. In our previous classes, we have talked about history and traditions around the world. Today, we will focus on a famous city that is full of history and traditions — London. What do you know about London Have you ever seen pictures or heard stories about this city Who would like to share your ideas with the class ” After inviting 2-3 students to share their answers (such as Big Ben, River Thames, Buckingham Palace), the teacher comments positively and supplements: “You all have a good understanding of London. London is not only the capital of the United Kingdom but also a city with a history of more than 2,000 years, dating back to Roman times. It has witnessed countless historical changes and preserved a large number of precious historic landmarks. These landmarks are not just buildings; they carry the city’s history and traditions. Today, through Video Time, we will walk into London’s historic sites and explore the stories behind them.” Next, the teacher presents the key vocabulary and phrases that will appear in the video on the screen, including landmark, historic site, heritage, Tower Bridge, Westminster Abbey, Buckingham Palace, Houses of Parliament, Big Ben, coronation, royal funeral, armoury, crown jewels. The teacher reads each word and phrase slowly, emphasizing the pronunciation and stress, and explains their meanings briefly with simple English and pictures. For example, when introducing “Tower Bridge”, the teacher shows a picture of Tower Bridge and says: “This is Tower Bridge, one of the most famous landmarks in London. It has two towers and a bridge that can open for ships to pass through. It is a symbol of London.” For “coronation”, the teacher explains: “Coronation is a ceremony where a king or queen is officially crowned.” Then, the teacher asks students to read the vocabulary and phrases aloud twice together to ensure they are familiar with the pronunciation. After that, the teacher designs a simple matching game: show pictures of different historic sites on the screen, and ask students to match them with the corresponding names. This activity not only helps students memorize the vocabulary but also enables them to have a preliminary understanding of the historic sites in the video, laying a solid foundation for watching the video. Step 2: While-Watching (Watch the Video and Extract Information) This step is the core of the teaching process, aiming to help students understand the video’s content, extract key information, and improve their listening ability. The teacher tells students: “Now, we will watch the video. Please pay attention to the content carefully and try to answer the questions I will put forward. There are three rounds of watching: the first round is to get the main idea, the second round is to extract key details, and the third round is to check and supplement the information.” First Round: Watch for the Main Idea. The teacher plays the video once, and after watching, asks students: “What is the main content of this video What does it mainly introduce ” The teacher invites several students to answer, and then summarizes: “The main content of the video is the introduction of London’s famous historic landmarks, including their historical backgrounds, functions and cultural meanings. It also tells us the importance of history to London and people’s feelings towards this city.” Second Round: Watch for Key Details. Before playing the video for the second time, the teacher distributes a worksheet to each student, which includes two parts: filling in the blanks and answering questions. The worksheet content is as follows: Part 1: Fill in the blanks with the correct words or phrases from the video. 1. Tower Bridge is a ________ of the city of London. It can open for ships to pass through. 2. Westminster Abbey is a place where all royal ________ and most coronations take place. 3. Buckingham Palace is where the ________ king or queen lives. 4. The National Gallery contains a great ________ collection. 5. Trafalgar Square is a traditional place for public ________. 6. The Houses of Parliament is also called the Palace of ________. 7. Big Ben is in fact the name of the ________ in the tower. 8. The Tower of London used to be a place of imprisonment, a royal residence, an ________ and a repository of the crown jewels. Part 2: Answer the following questions. 1. What did Samuel Johnson say about London 2. Why is London a great city to walk in 3. What did the writer W. U. Weatherby write about London Then, the teacher plays the video for the second time, and asks students to fill in the worksheet while watching. During the playing process, the teacher can pause appropriately at the key points to give students time to write down the information. After watching, the teacher invites students to share their answers, corrects the mistakes, and explains the difficult points. For example, when checking the answer to “Samuel Johnson’s words”, the teacher emphasizes: “Samuel Johnson said that when one is tired of London, one is tired of life. It means London is a very attractive city with so many things to do that you will never feel bored.” For the Tower of London, the teacher supplements: “The Tower of London has a long and bloody history. Many famous people were imprisoned and executed there, and it also houses the crown jewels of the United Kingdom, which are very precious.” Third Round: Watch for Deep Understanding. The teacher plays the video for the third time, and asks students to pay attention to the details they may have missed, such as the intonation of the speaker, the description of the historic sites, and the emotional attitude expressed in the video. After watching, the teacher asks: “What is the speaker’s attitude towards London’s historic landmarks Do you think the speaker likes London Why ” Students can discuss in pairs for 2 minutes, then share their views. The teacher summarizes: “The speaker has a positive and appreciative attitude towards London’s historic landmarks. He introduces each site in detail with a warm tone, which shows that he likes London very much. Because these historic landmarks are not only buildings but also the carrier of London’s history and culture, which makes the city unique and charming.” Step 3: Post-Watching (Consolidation and Expansion) This step aims to help students consolidate the knowledge learned from the video, apply the key vocabulary and sentences, and expand their thinking. It includes three activities: vocabulary and sentence practice, group discussion, and cultural expansion. Activity 1: Vocabulary and Sentence Practice. First, the teacher reviews the key vocabulary and phrases again, and designs a substitution exercise. For example, the teacher says: “Tower Bridge is a symbol of London.” Then asks students to substitute “Tower Bridge” with other historic sites, such as “Westminster Abbey is a symbol of British royal history.” “Buckingham Palace is a symbol of British monarchy.” This exercise helps students master the usage of the key phrases. Then, the teacher extracts several key sentences from the video, such as: “London is a city that has witnessed centuries of history and is rich in various traditions.” “The Tower Bridge, which has a unique design, is the gateway to the capital for ships.” “Westminster Abbey is where all royal funerals and most coronations take place.” The teacher explains the structure of these sentences, especially the attributive clause and the table predicative clause, and asks students to make sentences with the same structure. For example, ask students to make a sentence with “where” clause: “My hometown is where many historic sites are located.” Or make a sentence with attributive clause: “The old building, which was built 100 years ago, is a famous historic site in our city.” After students finish making sentences, the teacher invites several students to share their sentences, comments and corrects them, and encourages students to use the key vocabulary and sentence structures flexibly. Activity 2: Group Discussion. The teacher divides students into groups of 4-5, and assigns the discussion topic: “Which historic site in London introduced in the video do you like best Why If you have a chance to visit London, which one would you visit first And what do you think we can learn from London’s way of protecting historic landmarks ” The teacher gives students 8-10 minutes to discuss, and asks each group to elect a representative to prepare a 2-3 minute report. During the discussion, the teacher walks around the classroom, guides students to use the vocabulary and sentences learned, and helps students solve the problems they meet. For example, if a student doesn’t know how to express “protect historic landmarks”, the teacher can remind them of the phrase “protect cultural heritage” or “preserve historic sites”. After the discussion, each group’s representative makes a report, and the teacher comments positively, affirms the advantages of each group, and puts forward suggestions for improvement. For example, the teacher can say: “Group 1’s report is very clear. They mentioned that they like Westminster Abbey because of its rich royal history, and they used many key words we learned today. If they can add more details about the coronation ceremony, it will be better.” Activity 3: Cultural Expansion. The teacher says: “London has a lot of historic landmarks that carry its history and traditions. In fact, every country and every city has its own historical and cultural heritage. For example, in China, we have the Great Wall, the Forbidden City, Qufu and Pingyao. These are our precious cultural heritage, which need us to protect and inherit.” Then, the teacher shows pictures of some Chinese historic sites on the screen, and asks students: “What do you know about these historic sites How do we protect our own cultural heritage ” Students can share their views freely. The teacher summarizes: “Cultural heritage is the treasure of a nation. It records the history and culture of a nation, and is an important part of national identity. We should respect and protect cultural heritage, not only the cultural heritage of our own country but also that of other countries. Only in this way can we promote cultural exchange and mutual understanding between different nations.” Step 4: Summary and Homework Summary: The teacher summarizes the content of this class: “Today, we watched the Video Time about London’s historic landmarks. We learned a lot of key vocabulary and phrases related to history and traditions, understood the main content and details of the video, and discussed our views on London’s historic sites. We also talked about the importance of protecting cultural heritage. I hope you can remember what we learned today, and apply the knowledge to your daily English learning.” Homework: The teacher assigns three types of homework to meet the needs of different students: 1. Basic Homework: Review the key vocabulary and phrases learned today, copy them 3 times, and make 5 sentences with the key sentences. 2. Intermediate Homework: Write a short passage (80-100 words) about your favorite historic site in London introduced in the video, including its historical background, functions and your reasons for liking it. 3. Advanced Homework: Find information about a Chinese historic site (such as the Great Wall, the Forbidden City), write a short passage (100-120 words) to introduce it in English, and think about how to protect it. The passage will be shared in the next class. Finally, the teacher says: “I hope you can finish your homework carefully. If you have any questions, you can ask me after class or send me a message. See you next class!” Step 5: Blackboard Design The blackboard is divided into three parts: key vocabulary, key sentences, and main content. Left Part (Key Vocabulary): landmark, historic site, heritage, Tower Bridge, Westminster Abbey, Buckingham Palace, Houses of Parliament, Big Ben, coronation, royal funeral, armoury, crown jewels Middle Part (Key Sentences): 1. London is a city that has witnessed centuries of history and is rich in various traditions. 2. Tower Bridge is a symbol of the city of London. 3. Westminster Abbey is where all royal funerals and most coronations take place. 4. When one is tired of London, one is tired of life. (Samuel Johnson) Right Part (Main Content): Video Time: London’s Historic Landmarks 1. Introduced sites: Tower Bridge, Westminster Abbey, Buckingham Palace, etc. 2. Core: History shapes culture and identity. 3. Value: Protect cultural heritage.