Welcome unit Listening and Speaking 教案-2025-2026学年人教版英语必修第一册

该高中英语教案聚焦校园词汇、问候与自我介绍句型及日常沟通技能，通过展示单元封面图与名言“千里之行始于足下”导入，结合新生开学感受提问，激活经验积累情感词汇，搭建学习支架，为听力口语任务奠定基础。 此资料亮点在于分层听力（整体、细节、深层理解）与情境化口语（模仿、角色扮演、拓展）设计，听力音频辅助理解，预测策略培养学习能力，角色扮演区分正式与非正式语言培养文化意识，分析语言风格提升思维品质，助力学生提升听说与跨文化沟通能力，为教师提供结构化教学流程，便于高效教学。

Welcome unit-Listening and Speaking 内容导航 This section centers on senior high school freshmen’s campus life and initial communication. It includes listening materials about registration, campus conversations and course consultation, and oral tasks of self-introduction and greeting, helping students adapt to high school English learning and master basic daily communication skills. 教学目标和重难点 1. 教学目标 Language Competence: Master campus-related vocabulary and greeting/self-introduction sentences, understand simple listening dialogues, and express personal information fluently. Learning Ability: Develop listening strategies like key information capture and prediction, and improve autonomous and cooperative learning skills. Cultural Awareness: Understand differences in campus communication etiquette between Chinese and foreign students and cultivate cultural inclusiveness. Thinking Quality: Enhance logical thinking through information analysis and organize language clearly to express ideas in oral communication. 2. 教学重难点 Key Points: Master core vocabulary (e.g., nervous, curious, campus, student ID card) and basic communication sentences; improve the ability to capture key information in listening and use learned language for daily communication. Difficult Points: Accurately understand colloquial expressions and cultural background in listening materials; use learned vocabulary and sentences naturally and coherently in oral output, and distinguish formal and informal communication styles in different scenarios. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class by showing the opening page picture of the Welcome Unit and the quotation “A thousand-mile journey begins with the first step.” Then, the teacher asks two guiding questions: “How do you think of ‘your first step’ as a senior high freshman?” and “How do you feel on the first day of school?” The teacher encourages students to express their feelings freely, guides them to use words like excited, nervous, curious, and anxious, and writes these words on the blackboard. After that, the teacher briefly introduces the topic of this lesson: getting to know new people and communicating in campus scenarios through listening and speaking practice. Design Intention: This lead-in activity combines the unit’s core theme and students’ real life. By asking questions closely related to freshmen’s first-day experience, it activates students’ prior knowledge and life experience, stimulates their learning interest and emotional resonance. Writing down emotional words helps students accumulate vocabulary in advance, laying a foundation for subsequent listening and speaking tasks. The quotation also conveys a positive attitude towards senior high study, guiding students to establish a good learning mindset. Step 2: Pre-Listening (Vocabulary and Background Preview) Activity 1: Vocabulary Preview The teacher presents key vocabulary and phrases related to the listening materials, including campus scene words (campus, registration office, dining hall, lecture hall, student ID card), emotional words (nervous, curious, confident, anxious), and communication phrases (nice to meet you, how’s it going, I’d like to...). For each word and phrase, the teacher pronounces it clearly, explains its meaning and usage, and invites students to repeat after the teacher to ensure correct pronunciation. Then, the teacher organizes a quick matching game: show pictures of campus scenes (registration office, dining hall, etc.) and ask students to match them with corresponding words and phrases. For example, match “registration office” with “I’d like to have a student ID card, please.” Design Intention: Vocabulary is the foundation of listening and speaking. Previewing key vocabulary in advance helps students avoid difficulties in understanding caused by unknown words during listening, improving listening efficiency. The matching game combines visual images and language, making vocabulary memory more vivid and interesting, and helping students establish the connection between language and specific scenes, laying a solid foundation for understanding listening contexts. Activity 2: Background and Prediction The teacher introduces the background of the listening materials: the main character is Amy, a foreign senior high student who comes to China to study, and the listening materials include three dialogues about her first day at school. Then, the teacher shows pictures of three scenarios (Amy at the registration office, Amy and Max in the dining hall, Amy talking with Ms. Li, the school adviser) and introduces the characters (Amy, Max, Ms. Li). The teacher guides students to predict the content of each dialogue based on the pictures and character information, such as “What do you think Amy will do at the registration office?” “What topics will Amy and Max talk about in the dining hall?” Students are encouraged to express their predictions freely, and the teacher gives positive feedback. Design Intention: Introducing the background helps students understand the context of the listening materials, reducing the difficulty of listening comprehension. Predicting the listening content is an important listening strategy; it can activate students’ thinking, make them listen with purpose, and improve their ability to capture key information. At the same time, this activity also cultivates students’ logical reasoning ability, which is in line with the requirements of thinking quality cultivation. Step 3: While-Listening (Listening Practice with Tasks) The teacher plays the listening audio three times, and arranges hierarchical listening tasks according to the “learning understanding” link of the English learning activity view, guiding students to listen step by step, from overall understanding to detailed grasp. First Listening: Overall Comprehension The teacher plays the full listening audio once, and asks students to complete a simple task: match each dialogue with its corresponding scenario (registration, dining hall conversation, course consultation). After listening, the teacher invites several students to share their answers, checks and corrects them, and briefly summarizes the main content of each dialogue: Dialogue 1 is about Amy applying for a student ID card at the registration office; Dialogue 2 is a casual conversation between Amy and Max in the dining hall, talking about their favorite subjects; Dialogue 3 is Amy consulting Ms. Li about course selection. Design Intention: The first listening focuses on overall comprehension, helping students establish a general understanding of the listening materials, grasp the main context and core content of each dialogue, and avoid being trapped in details. The matching task is simple and easy to complete, which can enhance students’ confidence in listening and lay the foundation for subsequent detailed listening. Second Listening: Detailed Comprehension The teacher plays the audio again, and arranges different detailed tasks for each dialogue according to the characteristics of the listening materials: 1. For Dialogue 1 (Registration): Ask students to fill in the information form, including Amy’s student number, name, nationality, and grade. The teacher provides a blank form on the blackboard or courseware, and students fill in the information while listening. 2. For Dialogue 2 (Dining Hall Conversation): Ask students to tick Max’s and Amy’s favorite subjects. The options include maths, English, chemistry, and science, and students tick the correct answers according to the listening content. 3. For Dialogue 3 (Course Consultation): Ask students to answer two questions: “What does Amy want to be in the future?” and “What course does Ms. Li suggest Amy take first?” After listening, the teacher organizes students to check their answers in pairs first, then invites students to share their answers with the whole class, and plays the key parts of the audio again to confirm the correct answers. For the information that students find difficult to capture, the teacher explains it in detail, such as the pronunciation of names, numbers, and key sentences, and guides students to master the method of capturing detailed information (focusing on nouns, numbers, and key verbs). Design Intention: Detailed listening is the key link to improve students’ listening ability. By arranging targeted tasks for each dialogue, it guides students to focus on key details, such as personal information, preferences, and suggestions, and masters the listening strategy of capturing key information. The pair check activity not only allows students to learn from each other and correct mistakes, but also cultivates their cooperative learning ability. Replaying key parts helps students solve listening difficulties and deepen their understanding of the listening materials. Third Listening: Deep Comprehension The teacher plays the audio for the third time, and asks students to pay attention to the language style and emotional tone of the speakers in different dialogues: “What’s the difference between the language style of Amy and Ms. Li (Dialogue 3) and that of Amy and Max (Dialogue 2)?” “How does Amy feel when she talks with Ms. Li? And how does she feel when she talks with Max?” After listening, students discuss in groups for a short time, then share their views. The teacher summarizes: the dialogue between Amy and Ms. Li is formal, because it is a communication between students and teachers; the dialogue between Amy and Max is informal and casual, because it is a communication between peers. Amy feels polite and serious when talking with Ms. Li, and relaxed and casual when talking with Max. Design Intention: Deep comprehension helps students go beyond the surface information of the listening materials, understand the language style and emotional connotation in different communication scenarios, and lay a foundation for the correct use of language in subsequent oral communication. Group discussion encourages students to express their views freely, improves their ability to analyze and summarize information, and cultivates their thinking quality and cooperative learning ability. Step 4: Post-Listening (Oral Practice and Application) This link focuses on the “application practice” and “transfer innovation” of the English learning activity view, guiding students to apply the vocabulary, sentences and communication skills learned from listening to oral practice, and realizing the transformation from input to output. Activity 1: Sentence Imitation and Consolidation The teacher extracts key sentences from the listening materials and writes them on the blackboard, including: 1. Greeting sentences: “Good morning.” “Hi, Amy! How’s it going?” “How are you doing?” 2. Self-introduction sentences: “My name is Amy.” “I’m from...” 3. Consultation sentences: “I want to be a designer in the future, so what courses do you think I should choose?” 4. Response sentences: “Very well, thank you.” “Great. How about you?” “I think an art course would be helpful to you.” The teacher leads students to read these sentences repeatedly, pays attention to correcting their pronunciation and intonation, and explains the usage scenarios of each sentence (formal or informal). Then, the teacher asks students to replace the key information in the sentences with their own information to make new sentences. For example, replace “Amy” with their own names, “designer” with their own dream jobs, and “art course” with their favorite courses. Each student practices independently first, then invites several students to share their sentences with the whole class, and the teacher gives positive comments and corrections. Design Intention: Sentence imitation is the basis of oral output. By imitating key sentences in listening materials, students can consolidate the learned language knowledge and master the correct usage of sentences. Replacing key information with their own information makes the practice more close to students’ real life, improves their enthusiasm for participation, and lays a foundation for subsequent dialogue practice. Activity 2: Role-Play (Scenario Simulation) The teacher divides students into groups of 3-4, and assigns three scenarios based on the listening materials, asking each group to choose one scenario to perform role-play: Scenario 1: Registration Office. Roles: Amy (a new student), staff (in charge of registration). Requirements: Use the sentences about registration in the listening materials, such as applying for a student ID card, providing personal information. Scenario 2: Dining Hall. Roles: Amy and Max (new classmates). Requirements: Use casual greeting and conversation sentences, talk about favorite subjects and feelings about senior high school. Scenario 3: Teacher’s Office. Roles: Amy and Ms. Li (school adviser). Requirements: Use formal communication sentences, consult about course selection and future dreams. Before the performance, the teacher gives students 5 minutes to discuss and prepare in groups, and walks around to guide students to use the learned vocabulary and sentences correctly, and pay attention to the language style and emotional tone suitable for the scenario. After preparation, each group sends a representative to perform the role-play in front of the class. The teacher and other students evaluate the performance from the aspects of language accuracy, fluency, scenario adaptation and emotional expression, and give suggestions for improvement. Design Intention: Role-play is a practical oral practice activity that simulates real communication scenarios, allowing students to apply the learned language knowledge in real contexts, improving their oral expression ability and communication skills. Group preparation cultivates students’ cooperative learning ability and communication ability. Evaluation and feedback help students find their own shortcomings and improve their oral expression level continuously. At the same time, role-play also makes students experience the differences between formal and informal communication, which is conducive to the cultivation of cultural awareness. Activity 3: Extended Oral Practice (Transfer Innovation) The teacher expands the scenario on the basis of the previous role-play, and asks students to carry out a more open oral practice: “Suppose you are new students in senior high school, and you meet a new classmate in the classroom/playground. How will you greet each other, introduce yourself and start a conversation?” The teacher guides students to use the vocabulary and sentences learned in this lesson, and can add their own hobbies, learning plans and other content to enrich the conversation. Students can practice in pairs first, then invite several pairs to share their conversations with the whole class. The teacher encourages students to be creative and use language flexibly, and gives positive affirmation to their creative expressions. Design Intention: Extended oral practice is a transfer and innovation of the learned knowledge, which helps students break through the limitations of the listening materials, apply the learned language knowledge to more extensive scenarios, and improve their ability to use language flexibly. The open scenario allows students to give full play to their initiative and creativity, and enhances their confidence in oral expression. Pair practice provides more opportunities for each student to speak, ensuring that every student can participate in the oral practice. Step 5: Pronunciation Practice The teacher focuses on the pronunciation of vowels (A, E, I, O, U) in the listening materials, which are the key points of pronunciation in this lesson. The teacher plays the pronunciation part of the audio, asks students to listen carefully and pay attention to the pronunciation of vowels in different words, such as /eɪ/ in “grade” and “escape”, /æ/ in “map” and “campus”. Then, the teacher leads students to read these words repeatedly, corrects their incorrect pronunciation one by one, and explains the differences between different vowel sounds. After that, the teacher organizes a “pronunciation competition”: the teacher reads a word, and students raise their hands to read it, and the teacher evaluates who reads the most accurately. Finally, the teacher asks students to add one more word to each vowel group, such as adding “cake” to the /eɪ/ group and “cat” to the /æ/ group. Design Intention: Pronunciation is an important part of oral expression. Focusing on vowel pronunciation helps students improve their pronunciation accuracy and fluency, and lays a foundation for clear and standard oral expression. The pronunciation competition increases the fun of practice, stimulates students’ enthusiasm for participation, and helps students consolidate the vowel pronunciation they have learned. Adding new words expands students’ vocabulary and strengthens the connection between pronunciation and vocabulary. Step 6: Summary and Reflection Activity 1: Lesson Summary The teacher invites students to summarize the key content of this lesson independently, including the key vocabulary, sentences, listening strategies and oral communication skills they have learned. Then, the teacher makes a systematic summary: in this lesson, we have learned campus-related vocabulary and basic communication sentences, mastered the listening strategies of predicting content and capturing key information, and practiced oral communication through role-play and scenario simulation. We also understood the differences between formal and informal language styles in different communication scenarios. Design Intention: Letting students summarize independently helps them sort out the knowledge they have learned, deepen their understanding and memory, and improve their ability to summarize and sort out information. The teacher’s systematic summary helps students form a complete knowledge system and clarify the key and difficult points of the lesson. Activity 2: Learning Reflection The teacher asks students to reflect on their learning in this lesson, and puts forward the following guiding questions: “What have you learned in this lesson? What do you do well in listening and speaking practice? What are your shortcomings? How will you improve them in the future?” Students think independently for a few minutes, then share their reflections with their deskmates. Finally, the teacher invites 2-3 students to share their reflections with the whole class, and gives positive guidance and encouragement, such as “If you find it difficult to capture detailed information in listening, you can practice more and take simple notes while listening; if you are nervous about speaking English, you can practice more in daily life and build up your confidence.” Design Intention: Learning reflection is an important part of improving learning ability. It helps students understand their own learning status, find their own shortcomings, and put forward targeted improvement measures. Sharing reflections with deskmates and the whole class allows students to learn from each other and promote common progress. The teacher’s guidance helps students establish correct learning methods and improve their autonomous learning ability. Step 7: Homework Arrangement 1. Listen to the listening materials of this lesson again and again, and try to retell the main content of each dialogue in your own words. 2. Practice the key sentences and pronunciation learned in this lesson, and record your own reading and send it to the teacher. 3. Have a conversation with your classmates in English after class, using the vocabulary and sentences learned in this lesson, and talk about your senior high school life and dreams. 4. Collect 5-10 new campus-related English words and write down their meanings and usage. Design Intention: Homework is an extension of classroom learning, which helps students consolidate the knowledge and skills learned in class. Listening and retelling help students deepen their understanding of the listening materials and improve their listening and retelling ability. Recording reading helps the teacher understand students’ pronunciation and intonation, and provides targeted guidance. After-class conversation practice allows students to apply the learned language knowledge to real life, improving their oral communication ability. Collecting new words helps students expand their vocabulary and lay a foundation for subsequent English learning. 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 $