Unit 1 Cultural Heritage-Listening and Talking 教案-2025-2026学年高中英语人教版必修第二册

Unit 1 Cultural Heritage-Listening and Talking 内容导航 This section focuses on the theme of cultural heritage protection and cross-cultural communication, including two listening materials: one is an interview about an international youth project protecting Mount Tai, introducing the project details and the value of Mount Tai; the other is a dialogue between a guide and tourists about the Kremlin and Red Square, presenting their historical background and cultural significance. It aims to improve students’ listening and speaking skills through related tasks and deepen their understanding of cultural heritage. 教学目标和重难点 1. 教学目标 Language Ability: Students can understand key information in listening materials about cultural heritage, master core vocabulary and polite communication sentences, and express views on cultural heritage protection in simple English. Cultural Awareness: They can recognize the value of Chinese and foreign cultural heritage, respect cultural diversity, and establish a sense of responsibility for protecting cultural heritage. Thinking Quality: They can analyze and summarize listening information, develop critical thinking through comparing different cultural heritage protection methods. Learning Ability: They can master listening and speaking strategies, and improve autonomous learning and cooperative communication ability through group activities. 2. 教学重难点 Key Points: Master core vocabulary such as preserve, promote, cypress and functional sentences for asking and answering about cultural heritage; accurately extract key information (participants, measures, characteristics) from listening materials; use learned language to carry out simple oral communication about cultural heritage. Difficult Points: Guess the meaning of new words through context; flexibly use polite sentences in real communication scenarios; clearly and logically express views on cultural heritage protection and cross-cultural differences. 教学过程 Step 1: Lead-in (Warm-up and Lead-in) The lead-in session is designed to arouse students’ interest in the theme of cultural heritage, activate their existing knowledge reserve, and lay a foundation for the subsequent listening and speaking activities. First, the teacher shows pictures of well-known cultural heritage at home and abroad on the multimedia, including Mount Tai, the Forbidden City, the Kremlin, Red Square, the Eiffel Tower and the Pyramids. Then, the teacher asks students to look at the pictures and answer simple questions in English: “Do you know these places? What do you think they have in common?” After students express their opinions freely, the teacher summarizes: “These places are all precious cultural heritage. They are our legacy from the past, what we live with today, and what we pass on to future generations.” The teacher writes the key sentence on the blackboard and explains the meaning of “heritage” and “legacy” simply, helping students understand the core concept of cultural heritage. Next, the teacher leads students to talk about their own understanding of cultural heritage: “Have you ever visited any cultural heritage? What do you know about its history and value?” This link encourages students to open their mouths and express themselves, mobilizes their enthusiasm for participation, and naturally leads to the theme of this lesson—Listening and Talking about Cultural Heritage. In the lead-in process, the teacher pays attention to guiding students to use simple English to express, and corrects their pronunciation and expression errors appropriately. At the same time, the teacher can appropriately introduce the basic background of Mount Tai, the Kremlin and Red Square, such as “Mount Tai is one of the most famous mountains in China and was listed as a World Cultural and Natural Heritage by UNESCO in 1987”, so as to help students better understand the subsequent listening materials. Step 2: Pre-listening (Vocabulary and Sentence Preparation) Pre-listening preparation is crucial to improving students’ listening comprehension ability. This link mainly focuses on key vocabulary and functional sentences related to the listening materials, helping students remove language obstacles and lay a solid foundation for listening. First, the teacher presents the core vocabulary in the listening materials on the multimedia, including nouns (heritage, project, app, temple, cypress, Kremlin, Red Square, cathedral, palace), verbs (preserve, promote, design, participate, protect), and adjectives (cultural, international, historical, symbolic). For each word, the teacher pronounces it clearly, explains its meaning in simple English, and gives example sentences combined with the theme of cultural heritage. For example, for “preserve”, the teacher says: “Preserve means to keep something safe from harm or change. We need to preserve cultural heritage for future generations.” For “cypress”, the teacher shows a picture of a cypress tree and explains: “Cypress is a kind of tree, which was often planted in ancient China, especially on Mount Tai.” After explaining the vocabulary, the teacher organizes a quick memory game: the teacher reads the word, and students stand up and say the meaning and example sentence; or the teacher shows the picture, and students say the corresponding English word. This way can help students memorize the vocabulary quickly and consolidate their memory. Next, the teacher introduces the functional sentences related to the listening materials, which are mainly divided into two categories: one is the sentences for asking information about cultural heritage, such as “Why is the project here at Mount Tai?”, “What is the Kremlin exactly?”, “Can you tell me more about Red Square?”, “How many students are taking part in the project?”; the other is the sentences for answering and introducing cultural heritage, such as “It is a great example of how people preserve their cultural heritage.”, “The Kremlin is a special government area with 5 palaces and 4 cathedrals.”, “Red Square is the center of Moscow and holds important parades and activities.” The teacher leads students to read these sentences repeatedly, pays attention to the intonation and stress of the sentences, and explains the usage of polite expressions such as “Excuse me, but...”, “Forgive me for asking, but...”, guiding students to understand that these expressions can make communication more polite and appropriate. Then, the teacher organizes students to practice in pairs: one student asks questions with the learned functional sentences, and the other answers, so as to be familiar with the usage of the sentences. In addition, the teacher briefly introduces the background of the two listening materials: the first listening material is an interview between a reporter and two students who participate in an international youth project on Mount Tai, focusing on the project content and the value of Mount Tai; the second listening material is a dialogue between a guide and tourists, introducing the relevant information of the Kremlin and Red Square. This helps students have a general understanding of the listening content and improve their listening efficiency. Step 3: While-listening (Listening Practice and Information Extraction) The while-listening link is the core of this lesson, aiming to train students’ ability to extract key information, understand the main idea of the listening materials, and improve their listening comprehension ability. The teacher divides the listening practice into two parts according to the two listening materials, and adopts the method of “pre-listening prediction → first listening for main idea → second listening for key information → third listening for details” to carry out the training step by step. Part 1: Listening to the Interview about Mount Tai International Youth Project First, the teacher asks students to make predictions based on the background introduction: “What do you think the interview will talk about? What information can we get from it?” Students can predict freely, such as the number of participants in the project, the purpose of the project, the content of the app, etc. Then, the teacher plays the first listening material, and asks students to listen carefully and answer the question: “What is the main topic of the interview?” After listening, students express their opinions, and the teacher summarizes: “The main topic is an international youth project about protecting Mount Tai and the app they are creating.” Next, the teacher plays the listening material for the second time, and asks students to fill in the blanks according to the listening content. The blanks are designed around key information, such as: 1. There are ______ senior high school students from ______ countries taking part in the project. 2. Mount Tai and its temples have been protected for over ______ years. 3. The app teaches teenagers about Mount Tai and has games about ______. 4. There are ______ temples and some ______ stones with writing on Mount Tai. After students finish filling in the blanks, the teacher checks the answers together, and explains the key information that is easy to miss, such as “more than 6,000 steps” and “Dai Temple with many important paintings and relics”. Then, the teacher plays the listening material for the third time, and asks students to answer more detailed questions: 1. Why did the project choose Mount Tai? 2. What is the purpose of creating the app? 3. What else will the students do besides creating the app? 4. Do the students think people will use the app instead of visiting Mount Tai? Why? Students can discuss in pairs first, then share their answers with the whole class. The teacher corrects the errors in their answers and guides them to extract information accurately from the listening materials. For example, for the question “Why did the project choose Mount Tai?”, the teacher guides students to find the key sentence in the listening material: “Mount Tai is one of the most famous mountains in China. The mountain and the temples have been protected for over 3,000 years. So it's a great example of how people preserve their cultural heritage.” Part 2: Listening to the Dialogue between Guide and Tourists about the Kremlin and Red Square Similarly, the teacher first asks students to predict: “What do you want to know about the Kremlin and Red Square? What information may the dialogue include?” Then, the teacher plays the listening material for the first time, and asks students to listen and summarize the main idea: “The dialogue is between a guide and tourists, introducing the Kremlin, St. Basil's Cathedral and Red Square.” In the second listening, the teacher asks students to complete a table about the key information of the three places (Kremlin, St. Basil's Cathedral, Red Square). The table includes columns such as “Location”, “Characteristics”, “Function/Significance”. Students need to extract information from the listening material and fill in the table. For example, for the Kremlin: Location - Moscow; Characteristics - a special government area, with 5 palaces and 4 cathedrals, built between the 14th and 17th centuries, similar to the Forbidden City in Beijing; Function - the residence of the president. After filling in the table, the teacher invites several students to show their tables, checks the answers, and supplements the key information that students may miss. In the third listening, the teacher focuses on training students’ ability to understand details and logical relationships. The teacher asks questions such as: 1. What is St. Basil's Cathedral famous for? 2. What was Red Square used for in the past? What can people do there now? 3. Why does the guide compare the Kremlin to the Forbidden City and St. Basil's Cathedral to the Eiffel Tower and the Great Wall? Students listen carefully and answer the questions. The teacher guides students to understand the analogy method used in the listening material, which helps to better understand the cultural significance of these landmarks. For example, the guide uses analogy to let tourists better understand the status of the Kremlin and St. Basil's Cathedral in Russian culture. In the whole while-listening process, the teacher pays attention to controlling the speed of playing the listening material, and plays it repeatedly if necessary to ensure that most students can understand the content. At the same time, the teacher guides students to master listening strategies, such as focusing on key words (numbers, proper nouns, verbs), understanding the logical relationship between sentences through conjunctions such as “for example”, “well”, and guessing the meaning of new words through context. Step 4: Post-listening (Consolidation and Extension) The post-listening link is designed to help students consolidate the knowledge and skills learned in the listening process, extend the theme, and transition from listening to speaking, so as to improve their oral communication ability. This link includes three parts: listening retelling, group discussion and role-play. 1. Listening Retelling The teacher divides students into two groups: Group A is responsible for retelling the interview about Mount Tai international youth project, and Group B is responsible for retelling the dialogue about the Kremlin and Red Square. Students can discuss in their groups first, sort out the key information of the listening materials, and then use their own words to retell the content. The teacher reminds students to use the core vocabulary and functional sentences learned in this lesson, such as “preserve”, “promote”, “It is a great example of...”, “Excuse me, but...”. After the group discussion, the teacher invites 2-3 students from each group to retell in front of the whole class. The teacher evaluates their retelling, affirms their advantages, and points out the deficiencies, such as incomplete information, incorrect use of words or sentences, and incorrect pronunciation. Then, the teacher retells the listening materials together with students, helping them sort out the logical structure and consolidate the key information. 2. Group Discussion The teacher puts forward a discussion topic related to the theme: “What can we do as senior high school students to protect cultural heritage? How can we promote Chinese cultural heritage to the world?” Then, the teacher divides students into groups of 4-5, and asks them to discuss the topic in English. During the discussion, the teacher walks around the classroom, guides students to use the learned language to express their views, helps students who have difficulty in expression, and encourages them to speak actively. The teacher reminds students to pay attention to the use of polite expressions and logical connection words during the discussion, such as “firstly”, “secondly”, “in my opinion”, “I think that...”, “We can...”. For example, students can put forward views such as “We can learn more about cultural heritage and tell our friends and family about it”, “We can use social media to introduce Chinese cultural heritage to foreigners”, “We should not damage cultural relics when visiting cultural heritage sites”. After the discussion, each group sends a representative to share their group’s views with the whole class. The teacher listens carefully, makes comments, and guides students to think more deeply. For example, the teacher can ask: “Do you think the app developed by the international youth in the listening material is a good way to promote cultural heritage? Why or why not?” This helps to develop students’ critical thinking ability. 3. Role-play Role-play is an important way to improve students’ oral communication ability, which can let students apply the learned language to real communication scenarios. The teacher designs two role-play tasks according to the listening materials, and students can choose one to complete. Task 1: Interview Simulation. Students are divided into pairs: one plays the role of a reporter, and the other plays the role of a student who participates in the Mount Tai international youth project. The reporter asks questions about the project, such as the number of participants, the purpose of the project, the content of the app, and the understanding of cultural heritage protection; the student answers the questions according to the listening materials and their own understanding. Task 2: Guide and Tourist Simulation. Students are divided into groups of 3-4: one plays the role of a guide, and the others play the role of tourists. The tourists ask questions about a certain cultural heritage (such as the Forbidden City, the Great Wall, the Eiffel Tower), and the guide introduces the relevant information of the cultural heritage, including its history, characteristics, cultural significance, etc. The guide needs to use the polite expressions and functional sentences learned in this lesson, and the tourists need to use the sentences for asking information. During the role-play, the teacher encourages students to be creative, not limited to the content of the listening materials, and can add their own ideas. After the role-play, the teacher invites several groups to perform in front of the whole class, evaluates their performance from the aspects of language use, communication skills, politeness, etc., and gives suggestions for improvement. For example, if a student uses the wrong sentence structure, the teacher corrects it in time and guides them to use the correct expression; if a student’s expression is not fluent, the teacher encourages them to practice more. Step 5: Summary and Homework First, the teacher summarizes the content of this lesson with students. The teacher reviews the core vocabulary, functional sentences and listening strategies learned in this lesson, and emphasizes the importance of cultural heritage protection and cross-cultural communication. The teacher says: “In this lesson, we have learned two listening materials about cultural heritage, mastered some key words and sentences, and practiced our listening and speaking skills. Cultural heritage is a precious treasure left by our ancestors, and it is our responsibility to protect it and promote it to the world.” Then, the teacher assigns homework, which is divided into three parts to consolidate the knowledge and skills learned in this lesson and extend the theme: 1. Listening Homework: Listen to the two listening materials again after class, and retell the content in your own words, recording it with a voice recorder and submitting it to the teacher. This helps students consolidate their listening comprehension and oral expression ability. 2. Speaking Homework: Practice the role-play tasks with your deskmate after class, and try to add more content according to your own understanding. At the same time, prepare a 1-minute speech about “My Views on Cultural Heritage Protection” and share it in the next class. This helps to improve students’ oral expression ability and deepen their understanding of the theme. 3. Written Homework: Write a short passage (about 80-100 words) about a cultural heritage you know, introducing its history, characteristics and cultural significance. This combines listening, speaking and writing, and helps students consolidate the learned language knowledge and improve their writing ability. Finally, the teacher encourages students: “Cultural heritage is an important part of human civilization. I hope you can pay more attention to cultural heritage in your daily life, learn more about it, and make your own contribution to protecting and promoting cultural heritage. I believe you can do better in the next class!” Step 6: Blackboard Design The blackboard design is concise and clear, focusing on the key content of this lesson, which is convenient for students to review and remember. The blackboard is divided into three parts: Left Part: Core Vocabulary. Include nouns (heritage, project, app, temple, cypress, Kremlin, Red Square), verbs (preserve, promote, participate, protect), adjectives (cultural, international, symbolic). Middle Part: Functional Sentences. Include sentences for asking information (Why...? What is...? Can you tell me...?) and sentences for answering (It is a great example of...; It has...; It is used for...). Right Part: Key Points. Include listening strategies (focus on key words, guess new words through context), theme of the lesson (Protect Cultural Heritage, Promote Cross-cultural Communication). In the whole teaching process, the teacher adheres to the student-centered teaching concept, focuses on training students’ listening and speaking skills, and integrates the cultivation of four-dimensional core literacy into each teaching link. Through various teaching activities such as warm-up, pre-listening, while-listening, post-listening, summary and homework, students can not only master the relevant language knowledge and skills, but also deepen their understanding of cultural heritage, establish a sense of responsibility for cultural heritage protection, and improve their cross-cultural communication ability. 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 $