Unit 1 Cultural Heritage Listening and Speaking 教案-2024-2025学年高中英语人教版（2019）必修第二册

该教案聚焦听力理解（主旨、细节）与IDEAS语境猜词策略，通过图片、名言激活文化遗产背景知识，引导学生观察“笔记本电脑、外国面孔”等细节预测国际青少年合作保护泰山遗产话题，搭建听力前背景支架。 特色在于融合语言能力与学习能力，以IDEAS策略显性教学（如用“that is”定义猜promote、同义词猜preserve）培养语境猜词能力，结合新闻导语4Ws结构整合听力细节（23学生/7国等）实现以听促写，渗透文化意识（青少年、科技保护遗产），助力学生提升信息捕捉与文本构建能力，为教师提供结构化听力教学路径。

Book2 Unit 1 Cultural Heritage - Listening and Speaking ---Take part in a youth project（教案） I. Teaching Objectives (教学目标) 1. Linguistic Ability: Students can identify key details (numbers, places, actions) from a news interview about the Mount Tai project. Students can apply the "IDEAS" strategy (Inference, Definition, Example, Antonym, Synonym) to deduce the meaning of unknown words like preserve, promote, and cypress in context. 2. Learning Ability: Shift from "passive listening" to "active guessing" by using context clues. Understand the structure of a News Lead (4Ws). 3. Cultural Awareness: Realize the role of youth and technology (Apps) in protecting cultural heritage II. Teaching Procedures (教学过程) Step 1: Lead-in & Context Activation (5 mins) (Focus: Activate schematic knowledge) Teacher's Instructions: "Good morning, class. Please look at the opening page. There is a quote: 'Heritage is our legacy from the past...'. When you hear 'Cultural Heritage', what images come to your mind? The Great Wall? The Forbidden City?" "Now, turn to Page 2. Look at the photos. Where are these students? Are they just sightseeing? What are they doing with their laptops?" [设计意图] 利用图片和名言进行热身。原文档提到的“五岳独尊” 可以作为背景补充，但核心是引导学生通过观察图片细节（如笔记本电脑、外国面孔），预测听力话题是“国际青少年合作保护遗产”，为后续听力降低背景知识障碍。 Step 2: Listening for Gist (5 mins) (Focus: Grasp the main idea without panic) Teacher's Instructions: "We are going to listen to an interview. Don't worry about new words. Just focus on the repeated keywords. Question: What is the main idea of the conversation? Choose from A, B, or C. (Play the tape) "Which one did you choose? Yes, Option B: Youths from seven countries working to protect relics on Mount Tai." "Did you hear words like 'project', 'international', or 'Mount Tai'? These are your signposts." Step 3: Strategy Training - The "IDEAS" Framework (15 mins) (Focus: Context Clues - The Core Difficulty) Teacher's Instructions: "In the interview, there were some difficult words. How can we understand them without a dictionary? We use Context Clues." (Write IDEAS on the blackboard) "Let's look at the example of 'former': 'The former palace was destroyed... make the new one look like the old one.' Here, 'new' and 'old' are antonyms helping us guess 'former' means 'past'." "Now, listen to Part 2 again. Focus on these three words: preserve, promote, and cypress." 1. "When the speaker says 'preserve', she mentions 'protected for over 3,000 years'. So, preserve means...?" (Students: Protect/Keep safe) - Synonym. 2. "Hear the phrase 'that is' after 'promote'? She explains: 'tell teenagers about it'. So promote means to spread information." - Definition. 3. "She talks about 'cypresses' that were planted. Since you plant them, they must be...?" (Students: Trees/Plants) - Example. [设计意图 & 难点突破] 这是本课最“硬核”的知识点。原教案反馈指出资料缺少设计，因此这里我强调了“显性教学”：不仅是核对答案，而是要把思维过程（Think-aloud）展示出来。特别是提示词（Signal words）如 "that is"（表定义）和逻辑关系（如 planting - tree）的点拨，能有效提升学生的猜词能力。 Step 4: Listening for Details (10 mins) (Focus: Information capture) Teacher's Instructions: "Now, open your notebooks. Let's act as reporters. We need specific facts." "Listen again and write down: How many students? Which countries? How many stones and temples? What did they do?" (Play tape) "Check answers: 23 students from 7 countries. 22 temples, 1,800 stones. They climbed over 6,000 steps." [设计意图] 从“猜词”转回到“抓细节”。此处数字较多，建议老师在黑板上通过板书填空的形式呈现，帮助基础薄弱的学生跟上节奏。 Step 5: Integration - Writing a News Lead (8 mins) (Focus: Structure of a News Report) Teacher's Instructions: "Great job. Now, imagine you are writing a news report for the school paper about this project." "A good news lead answers the 4Ws: Who, When, Where, What." "Look at the chart in Activity 6. Use the words we just learned—App, promote, temples—to complete the report." [设计意图] 实现“以听促写”。通过分析新闻导语结构（Lead Structure），让学生明白听力笔记中的碎片信息（Fragmented info）是如何被整合成连贯文本的。 III. Blackboard Design Unit 1 Listening: A Youth Project on Mount Tai 1. The "IDEAS" Strategy (Context Clues) 2. Key Facts (The 4 Ws) I - Inference Who: 23 students / 7 countries D - Definition (signal: "that is") Where: Mount Tai (Tai'an) E - Example (e.g., cypress - tree) What: A - Antonym - Climb 6,000 steps S - Synonym (preserve = protect) - Study 1,800 stones / 22 temples - Create an App to promote culture IV. Teaching Reflection 1. Highlights (亮点): The "IDEAS" framework worked well. When I explained "promote", I paused the audio right after the phrase "that is". This helped students realize that English speakers often explain difficult words immediately after saying them. The visualization of "cypress" (I drew a simple tree on the board) also helped visual learners. 2. Issues & Improvements (不足与改进): Pacing: The brainstorming part took too long (8 mins), leaving less time for the final writing task. Next time, I will cut the picture discussion shorter. Difficulty: Some students struggled with the number "1,800" (confusing eighteen hundred with eight hundred). I should do a quick "number dictation" warm-up before the detail listening. 1 学科网（北京）股份有限公司 $