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

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.”