Insufficient display of national consciousness is a problem in moral value education of college foreign language courses. This study has conducted two rounds of action research in the “Intercultural Communication” course among non-English sophomores in order to construct a Content-Language Integrated Learning (CLIL) model by giving full play to the positive role of national consciousness in English language courses. Empowered by multi-level thematic tasks and multi-channel assessments in the blended teaching practice, this model aims to realize adequate integration of cultivating national consciousness and international horizon into its teaching design. Through in-depth observation of teaching, continuous assessment and reflection, it proves that the model effectively integrates the moral value education with language teaching, which helps to promote the development of students’ cross-cultural cognition, attitude and skills. Enhanced national consciousness of English learners plays a positive role in motivating them to present China stories in cross-cultural communication, which provides a chance for college students in the new era to realize both self-value and social value.