Unit 5 Languages Around the World-Listening and Talking 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 Talking 内容导航 This section focuses on the diversity of English variants, including British, American and Australian English. It combines listening tasks to identify vocabulary and pronunciation differences, and oral practice to solve communication confusion, helping students understand language diversity and improve listening and speaking skills. 教学目标和重难点 1. 教学目标 Language Competence: Students can identify key information in listening materials, master core vocabulary and functional expressions about English variants, and conduct simple oral communication. Cultural Awareness: They understand the differences between British and American English, recognize language diversity, and cultivate respect for different cultures. Thinking Quality: They summarize rules of language differences through induction and improve logical thinking in communication. Learning Ability: They master basic listening strategies and cooperative learning skills, and enhance initiative in language practice. 2. 教学重难点 Key Points: Mastering typical vocabulary and spelling differences between British and American English (e.g., flat/apartment, colour/color); grasping listening strategies to extract key information; using functional expressions (e.g., "What does... mean?") to solve communication confusion. Difficult Points: Understanding contextual differences of some words (e.g., "pants") in British and American English; flexibly using learned expressions in oral interactions to achieve effective communication. 教学过程 Step 1: Lead-in (Warm-up and Activation) The lead-in aims to arouse students’ interest in the topic of language diversity, activate their prior knowledge, and lay a foundation for the following listening and speaking activities. First, the teacher greets students in both British and American English, such as using "Good morning, everyone" with British pronunciation and then American pronunciation, and asks students: "Did you notice any differences in my pronunciation just now?" Guide students to find the subtle differences in intonation and pronunciation. Then, the teacher shows pictures of famous scenic spots from the UK, the US and Australia on the screen, and asks: "Which countries are these places in? What kind of English do people speak there?" After students answer, the teacher summarizes: "As many countries speak English as a first language, there are many different kinds of English around the world, such as British English, American English and Australian English. Though they have some differences, people from these countries can usually understand each other. Today, we will learn about these differences through listening and talking, and learn how to communicate effectively when meeting such differences." Next, the teacher presents some common British and American English vocabulary pairs on the blackboard, such as flat/apartment, petrol/gas, underground/subway, and asks students to guess their meanings, which helps activate their vocabulary reserve and prepare for listening. Step 2: Pre-listening (Vocabulary and Strategy Guidance) Before listening, it is necessary to help students master key vocabulary and listening strategies to reduce listening difficulties. First, the teacher leads students to learn new words and phrases related to the listening material, such as variant, vocabulary, pronunciation, confusion, semester, term, convenient, subway, underground, etc. For each word, the teacher explains its pronunciation, meaning and usage, and asks students to make simple sentences to consolidate their memory. For example, when teaching "confusion", the teacher says: "Confusion means a feeling of not being able to understand something. If you don’t know the meaning of a word, you will feel confusion. Can you make a sentence with it?" Guide students to say sentences like "I felt confusion when I heard the American word ‘subway’ for the first time." Then, the teacher introduces listening strategies suitable for this lesson: focusing on key information (such as types of English, vocabulary differences, and functional expressions) and capturing the logical relationship in the conversation. The teacher reminds students: "When listening, pay attention to the words that show differences between British and American English, and the sentences that the speakers use to ask for explanations, such as ‘What does... mean?’ and ‘Do you mean...?’ These are the key points we need to grasp." In addition, the teacher asks students to predict the content of the listening material according to the title and the vocabulary they just learned: "What do you think the listening material will talk about? Will it introduce the differences between British and American English in vocabulary or pronunciation?" Through prediction, students can form a preliminary understanding of the listening content and improve their listening efficiency. Step 3: While-listening (Listening Practice and Information Extraction) The while-listening link is divided into two parts: listening for gist and listening for details, which helps students gradually deepen their understanding of the listening material and master key information. First, the teacher plays the first part of the listening material (an introduction to different kinds of English) and asks students to listen carefully and answer the following question: "What kinds of English are mentioned in the listening material?" After playing the recording once, the teacher invites students to answer. If students have difficulties, the teacher plays the recording again and gives appropriate hints, such as prompting with the words "British, American, Australian". Finally, the teacher confirms the answer: British English, American English and Australian English, and asks students to listen again to find out the main idea of this part: There are many different kinds of English in the world, and they have differences in vocabulary, pronunciation and grammar, but these differences do not affect mutual understanding. Next, the teacher plays the second part of the listening material (a conversation between a foreign student and an American classmate) and arranges the first detail-listening task: Ask students to listen and tick the pairs of words that the student is confused by. The options are semester/term, restroom/toilet, gas/petrol, subway/underground. After playing the recording, the teacher checks the answers with students, and emphasizes the meanings of these word pairs: "Semester and term both mean half of a school year; subway and underground both mean the train that goes under the ground. The former is American English, and the latter is British English." Then, the teacher plays the recording again and arranges the second detail-listening task: Ask students to fill in the blanks according to the listening material. The blanks include key information such as the time they agree to meet (Tuesday after lunch), the meeting place (a coffee shop near Betty’s home), and the way to get there (by subway). During the process, if students miss some information, the teacher can play the relevant part of the recording repeatedly to help them complete the task. After completing the filling-in task, the teacher invites students to read the completed sentences aloud to check the accuracy. Then, the teacher guides students to analyze the functional expressions in the conversation, such as "I’m sorry. What does ‘semester’ mean?" "You mean like a term?" "Got it!" The teacher explains the usage of these expressions: "When you don’t understand a word or a sentence in communication, you can use ‘What does... mean?’ to ask for an explanation; ‘You mean...?’ is used to confirm whether you understand correctly; ‘Got it!’ means ‘I understand’." The teacher asks students to read these expressions aloud several times to familiarize themselves with their pronunciation and usage. Step 4: Post-listening (Consolidation and Oral Practice) The post-listening link is mainly to help students consolidate the knowledge and skills learned in listening, and transfer them to oral communication. First, the teacher arranges a group discussion activity: Divide students into groups of 4-5, and ask them to discuss the following questions: "What other differences between British and American English do you know? Can you give some examples?" "If you meet a foreigner who speaks American English, and you don’t understand some words, what will you do?" During the discussion, the teacher walks around the classroom, observes students’ performance, and provides help when necessary. For example, if students can’t think of more differences, the teacher can give hints, such as spelling differences (colour/color, metre/meter) and pronunciation differences (schedule, advertisement). After the discussion, each group invites a representative to share their opinions. The teacher comments on students’ sharing, affirms their achievements, and supplements relevant knowledge. For example, the teacher can add: "Besides vocabulary and spelling differences, British and American English also have differences in pronunciation and grammar. For example, the word ‘schedule’ is pronounced /ˈʃɛdjuːl/ in British English and /ˈskɛdʒuːl/ in American English; in grammar, British English often uses ‘have got’ while American English uses ‘have’." Then, the teacher arranges a role-play activity: Ask students to work in pairs, imitate the listening conversation, and create a new dialogue. The requirements are: Use the functional expressions learned (such as "What does... mean?" "Do you mean...?") and at least two pairs of British and American English vocabulary differences. The teacher gives an example first: "A: Let’s go to the cinema by underground. B: I’m sorry. What does ‘underground’ mean? A: You mean like a subway? B: Yes! Got it! Let’s go." After students finish preparing the dialogue, the teacher invites several pairs to perform in front of the class. After each performance, the teacher comments on their performance, focusing on whether they use the functional expressions correctly, whether the vocabulary differences are used appropriately, and whether the dialogue is fluent. For students who perform well, the teacher gives praise; for students who have deficiencies, the teacher gives guidance and correction. For example, if a student says "What mean ‘petrol’?", the teacher corrects it: "The correct sentence is ‘What does ‘petrol’ mean?’ Remember to add ‘does’ after ‘what’." Step 5: Language Points Summary After the oral practice, the teacher summarizes the key language points of this lesson to help students sort out the knowledge system and deepen their memory. First, the teacher summarizes the vocabulary differences between British and American English, and lists the key word pairs in the lesson in a table on the blackboard, including British English words, American English words and their Chinese meanings: flat (公寓) - apartment, petrol (汽油) - gas, underground (地铁) - subway, term (学期) - semester. The teacher reminds students to remember these word pairs and pay attention to their usage in different contexts. Then, the teacher summarizes the functional expressions for solving communication confusion: 1. Asking for explanation: What does... mean? 2. Confirming understanding: Do you mean...? 3. Expressing understanding: Got it! / I see. The teacher asks students to read these expressions again and make sentences with each of them to ensure that they can use them flexibly. In addition, the teacher supplements the listening strategy summarized in this lesson: When listening to conversations about language differences, focus on key vocabulary and functional expressions, and capture the logical relationship between speakers to improve listening efficiency. Finally, the teacher guides students to think about the significance of learning about English variants: "Learning about the differences between British and American English can help us better understand language diversity, avoid communication confusion, and improve our cross-cultural communication ability. In future English learning, we should pay attention to these differences and use English more accurately and flexibly." Step 6: Extension Activity To expand students’ horizons and deepen their understanding of language diversity, the teacher arranges an extension activity: "Language Exploration". First, the teacher introduces that there are not only differences between British and American English, but also many other English variants in the world, such as Australian English, Canadian English, and Indian English. Then, the teacher shows a short video clip about Australian English, which includes some typical Australian English words and pronunciation features, such as "G’day" (hello), "mate" (friend), and the unique intonation of Australian English. After watching the video, the teacher asks students to discuss: "What differences did you find between Australian English and British/American English? How do you think these differences are formed?" Guide students to realize that language variants are formed under the influence of geography, history, culture and other factors. Then, the teacher assigns a small task: Ask students to search for information about one kind of English variant (other than British and American English) after class, including its characteristics, typical vocabulary and usage, and prepare a short report to share in the next class. This activity not only enriches students’ knowledge of language diversity, but also cultivates their autonomous learning ability and information collection ability. Step 7: Summary and Homework First, the teacher summarizes the whole lesson: "In this class, we learned about the diversity of English variants, mastered the key vocabulary and functional expressions about British and American English differences, improved our listening ability to extract key information, and practiced oral communication skills to solve communication confusion. We also realized the importance of respecting language diversity and improving cross-cultural communication ability." Then, the teacher assigns homework to consolidate the knowledge and skills learned in class: 1. Listen to the listening material again after class, imitate the pronunciation and intonation of the speakers, and record your own imitation to check your pronunciation. 2. Memorize the key vocabulary and functional expressions learned in this lesson, and make 5 sentences with the functional expressions. 3. Complete the role-play dialogue with your partner, and practice it fluently. 4. Search for information about one English variant and prepare a short report (about 50 words). 5. Observe the English used in daily life (such as movies, songs, advertisements) and record the differences between British and American English you find. Before the end of the class, the teacher encourages students: "Language learning is a long-term process. I hope you can keep practicing listening and speaking, pay attention to language differences in daily life, and make continuous progress in English learning. Next class, we will share your reports about English variants, so please prepare carefully." 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 $