Unit 5 Languages Around the World-Listening and Speaking 教案-2025-2026学年高中英语人教版必修第一册

Unit 5 Languages Around the World-Listening and Speaking 内容导航 This section focuses on the diversity of world languages, with listening materials about the number of global languages, native speakers and UN official languages. It guides students to listen for key information and practice speaking about language learning reasons and language choices, laying a foundation for cross-cultural communication. 教学目标和重难点 1. 教学目标 Language Ability: Master language-related vocabulary and expressions, improve listening skills of capturing details and main ideas, and develop oral expression ability to talk about language topics. Cultural Awareness: Understand the diversity of world languages, respect different languages and their cultures, and enhance the sense of responsibility for protecting language heritage. Thinking Quality: Cultivate logical thinking through listening inference and speaking discussion, and develop critical thinking by analyzing the significance of language learning. Learning Ability: Master listening strategies such as predicting and focusing on key points, and form good habits of cooperative learning and independent exploration. 2. 教学重难点 Key Points: Master core vocabulary (native speaker, official language, etc.) and functional expressions for talking about language learning; improve the ability to listen for specific information (numbers, languages, reasons) and express personal views on language choices. Difficult Points: Accurately capture the reference of pronouns in listening materials; flexibly use functional expressions to express opinions and reasons fluently; understanding the cultural connotation behind language diversity and avoiding cultural prejudice. 教学过程 Step 1: Lead-in (Warm-up and Activation) The lead-in aims to arouse students’ interest in the topic of world languages, activate their prior knowledge, and lay a solid foundation for the subsequent listening and speaking activities. At the beginning of the class, the teacher greets students in different languages, such as “Ni Hao” (Chinese), “Bonjour” (French), “Hola” (Spanish), “Guten Tag” (German) and “Privet” (Russian). After greeting, the teacher asks students: “Did you recognize these greetings? What languages are they? How many languages do you know in the world?” Then, the teacher shows a world map on the screen, marks several countries and their official languages, and invites students to share what they know about these languages. For example, the teacher can point to China and ask: “What is the official language of China? How many native speakers does it have?” Then point to Spain and ask: “What language do people speak in Spain? Do you know any simple Spanish words?” During the interaction, the teacher writes down key words and expressions on the blackboard, such as “official language”, “native speaker”, “Spanish”, “French”, “German” and “Chinese”. Next, the teacher plays a short video about world languages, which shows people from different countries communicating in their own languages and introduces the diversity of world languages. After watching the video, the teacher asks students to discuss in pairs: “How do you feel after watching the video? Why is it important to learn foreign languages?” After 2 minutes of discussion, the teacher invites several pairs to share their views. Through this link, students can fully activate their prior knowledge, arouse their enthusiasm for learning, and naturally lead to the theme of this lesson—exploring world languages through listening and speaking. Step 2: Pre-Listening (Preparation and Prediction) Pre-listening activities are designed to help students clarify the listening objectives, master basic listening strategies, and make reasonable predictions about the listening content, so as to reduce the difficulty of listening and improve listening efficiency. First, the teacher introduces the listening task briefly: students will listen to a speech about world languages, which mainly talks about the number of world languages, the languages with the most native speakers and the official languages of the United Nations. Then, the teacher reviews and expands the key vocabulary and expressions related to the listening content. The teacher writes the following words and phrases on the blackboard and explains their meanings and usages with simple examples: native speaker (a person who speaks a language as their first language), official language (a language used by a government for official purposes), the United Nations (UN), billion, nearly, etc. For example, the teacher says: “A native speaker of Chinese is someone who learns Chinese as their first language. English is one of the official languages of the UN.” Then, the teacher asks students to make sentences with these words to ensure that they can understand and master them. After that, the teacher guides students to predict the listening content. The teacher shows the listening tasks on the screen (such as ticking the two languages with the most native speakers and circling the official languages of the UN) and asks students: “Before listening, let’s guess. What languages do you think have the most native speakers? What are the official languages of the UN?” Students can freely express their guesses, and the teacher writes down their guesses on the blackboard without correcting them for the time being. At the same time, the teacher teaches students listening strategies: pay attention to numbers when answering questions starting with “How many”; pay attention to pronouns (it, they, etc.) and their references; pay attention to signal words (because, so, etc.) to understand the reasons and attitudes. Finally, the teacher reminds students to listen carefully, take notes of key information (such as numbers, language names) and keep a relaxed attitude. If they can’t catch a certain sentence, they don’t need to stop, but continue to listen to the whole content. Step 3: While-Listening (Listening and Comprehension) While-listening is the core link of this lesson, which aims to train students’ ability to listen for main ideas, details, attitudes and logical relationships. The listening material is played three times, and each time with different listening tasks, so as to achieve the purpose of progressive improvement. First Listening: Listen for the main idea. The teacher plays the listening material for the first time and asks students to think about the following question: “What is the main idea of the speech?” After listening, the teacher invites students to share their answers. The main idea of the speech is: There are nearly 7,000 languages in the world; Chinese and Spanish have the most native speakers; the UN has six official languages, and learning foreign languages is very important. The teacher confirms the correct answer and helps students sort out the structure of the speech: the first part introduces the number of world languages; the second part talks about the languages with the most native speakers; the third part introduces the official languages of the UN; the fourth part explains the significance of learning foreign languages. Second Listening: Listen for details. The teacher plays the listening material for the second time and asks students to complete two tasks: Task 1: Tick the two languages with the most native speakers (Chinese and Spanish); Task 2: Circle the official languages of the UN (Chinese, English, French, Russian, Spanish and Arabic). At the same time, students need to fill in the blanks about numbers: There are nearly 7,000 languages in the world; around 2.8 billion people speak the UN’s official languages as their native or second languages. After listening, the teacher organizes students to check the answers in pairs. Then, the teacher checks the answers one by one on the screen, explains the key points and difficult points in the listening material, such as the pronunciation of “billion” and the plural form of “native speaker”. For the wrong answers, the teacher plays the corresponding part of the listening material again to help students find out the reasons for the mistakes. Third Listening: Listen for deep understanding. The teacher plays the listening material for the third time and arranges two tasks: Task 1: Figure out what the italicized pronouns refer to in the following sentences from the listening material: ① “They think it means better job chances in the future.” (They refers to some students; it refers to learning a foreign language.) ② “They are spoken by around 2.8 billion people.” (They refers to the UN’s official languages.) Task 2: Figure out the speaker’s attitude towards foreign language learning and the reasons given by the speaker. The speaker’s attitude is positive; the reasons are: learning a foreign language can bring better job chances, help people communicate with others, understand other cultures and promote personal development. After completing the tasks, the teacher invites students to share their answers, and explains the listening strategies again: when listening to pronouns, we should pay attention to the context to find out their references; when listening to attitudes and reasons, we should pay attention to signal words and the speaker’s tone. Then, the teacher plays the listening material again, and asks students to follow the recording and read aloud, so as to familiarize themselves with the pronunciation, intonation and sentence structure of the listening material, and lay a foundation for the subsequent speaking activities. Step 4: Post-Listening (Consolidation and Extension) Post-listening activities aim to help students consolidate the listening content, convert the listening input into oral output, and improve their oral expression ability. This link is divided into three parts: language consolidation, group discussion and role-play. First, Language Consolidation. The teacher summarizes the key vocabulary, expressions and sentence structures in the listening material, and organizes students to practice. For example, the teacher writes the following functional expressions on the blackboard: ① There are nearly... languages in the world. ② ... is one of the official languages of the UN. ③ The number of native speakers of... is the largest. ④ Learning a foreign language can help us... ⑤ I think it is important to learn... because... Then, the teacher asks students to make sentences with these expressions, and invites several students to share their sentences in front of the class. The teacher corrects the mistakes in their sentences and guides them to use the expressions correctly and fluently. Second, Group Discussion. The teacher divides students into groups of 4-5, and assigns the discussion topic: “What foreign language would you choose to study and why? What benefits can learning this language bring to you?” Before the discussion, the teacher reminds students to use the functional expressions they just learned and the information from the listening material. During the discussion, the teacher walks around the classroom, listens to the students’ discussions, and provides help and guidance when necessary. For example, if a student doesn’t know how to express a certain idea, the teacher can prompt them with appropriate expressions; if there are mistakes in their expression, the teacher can correct them in time. After 5 minutes of discussion, each group selects a representative to share their group’s views in front of the class. After each representative’s sharing, the teacher makes a brief comment, affirming their advantages and putting forward suggestions for improvement. Third, Role-Play. The teacher designs a role-play scenario: Suppose you are talking with your partner about world languages. You can talk about the languages you know, the reasons for learning a foreign language, and the language you want to learn. The teacher provides a sample dialogue for reference: Student A: Do you know how many languages there are in the world? Student B: Yes, there are nearly 7,000 languages in the world. It’s amazing! Student A: Which languages have the most native speakers? Student B: Chinese and Spanish. Chinese is my native language, and I’m very proud of it. Student A: What foreign language do you want to learn? Student B: I want to learn English. Because it is one of the official languages of the UN, and learning English can help me communicate with people from all over the world and get better job chances. Student A: That’s a good idea. I want to learn French. I think French is very beautiful, and I want to understand French culture. Then, students practice the role-play in pairs. The teacher asks them to be creative and add their own ideas to the dialogue. After 3 minutes of practice, the teacher invites several pairs to perform their dialogues in front of the class. The teacher evaluates their performance from the aspects of pronunciation, intonation, fluency and the use of functional expressions, and encourages students to express themselves boldly. Step 5: Cultural Exploration (Cultural Awareness Cultivation) Combined with the core literacy of cultural awareness, this link aims to help students understand the diversity of world languages, respect different languages and their cultures, and enhance their sense of responsibility for protecting language heritage. First, the teacher introduces some interesting facts about world languages to students: For example, there are more than 300 languages in Africa; some languages are spoken by only a few people and are in danger of disappearing; Chinese characters are one of the oldest writing systems in the world and have a long history. Then, the teacher asks students to discuss: “Why is it important to protect the diversity of world languages? What can we do to protect endangered languages?” Students discuss in groups, and the teacher guides them to realize that each language carries a unique culture and history, and the disappearance of a language means the loss of a kind of cultural heritage. We can protect endangered languages by learning them, spreading them, and recording their words and culture. Next, the teacher introduces the quote by Frank Smith: “One language sets you in a corridor for life. Two languages open every door along the way.” The teacher asks students to discuss the meaning of this quote and share their understanding. Through this discussion, students can deeply realize the significance of learning foreign languages, not only to improve their own ability, but also to promote cross-cultural communication and understanding. Finally, the teacher emphasizes that we should respect all languages and their cultures, avoid cultural prejudice, and become communicators and inheritors of cross-cultural communication. Step 6: Summary and Homework Summary: The teacher summarizes the content of this lesson with students. First, review the key vocabulary and expressions learned in this lesson, such as native speaker, official language, the United Nations, etc. Then, review the listening strategies: predicting, listening for main ideas, details, pronouns and attitudes. Finally, summarize the oral expressions used to talk about language learning. The teacher emphasizes that listening and speaking are closely linked, and we should practice more in daily life to improve our English listening and speaking ability. Homework: ① Listen to the listening material again and again, and try to retell the main content of the speech in your own words. ② Practice the role-play with your partner again, and record your dialogue (optional). ③ Search for information about one endangered language, and write a short passage (about 50 words) to introduce it, including its origin, current situation and the measures to protect it. ④ Preview the next part of the unit, and learn the new vocabulary in advance. Step 7: Evaluation and Feedback Evaluation runs through the whole teaching process to comprehensively understand students’ learning situation and provide targeted feedback. In the lead-in and pre-listening links, the teacher evaluates students’ participation and prior knowledge mastery through observation and interaction. In the while-listening link, the teacher evaluates students’ listening ability by checking their completion of listening tasks, and finds out their weak points in listening (such as not being able to catch numbers or pronouns). In the post-listening link, the teacher evaluates students’ oral expression ability through group discussion and role-play, focusing on their fluency, accuracy and the use of functional expressions. After the class, the teacher collects students’ homework, checks their retelling, short passages and other assignments, and gives timely feedback. For students who have made progress, the teacher gives affirmation and encouragement; for students who have difficulties, the teacher provides targeted guidance and help, such as arranging after-class counseling or assigning additional practice tasks. At the same time, the teacher collects students’ opinions and suggestions on this lesson, and adjusts the teaching methods and activities in the next class to improve the teaching effect. In the whole teaching process, the teacher adheres to the student-centered concept, designs various interactive activities, and guides students to participate actively in listening, speaking, reading and discussing. Through progressive teaching links, students’ listening and speaking ability is improved, and the four-dimensional core literacy is effectively cultivated, which lays a solid foundation for their future English learning and cross-cultural communication. 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 $