Unit 4 History and Traditions-Listening and Talking 教案-2025-2026学年高中英语人教版必修第二册

Unit 4 History and Traditions-Listening and Talking 内容导航 This section focuses on the theme of historical relics and cultural traditions. It includes two dialogues about visiting Qufu and Pingyao Ancient City, aiming to train students’ listening ability to grasp key information and their oral ability to express feelings and discuss historical and cultural topics. 教学目标和重难点 1. 教学目标 Language Ability: Master core vocabularies and expressions related to historical relics and feelings, and improve listening and oral communication skills. Cultural Awareness: Understand the connotation of Chinese traditional culture represented by Qufu and Pingyao, respect cultural diversity, and enhance cultural confidence. Thinking Quality: Develop the ability to analyze and summarize listening information and think deeply about the value of historical and cultural inheritance. Learning Ability: Cultivate autonomous learning and cooperative inquiry skills, and master strategies for listening and oral expression. 2. 教学重难点 Key Points: Master the listening skills of capturing key information and inferring implied meanings; be able to use appropriate words and sentences to express feelings such as excitement, surprise and disappointment; discuss historical relics and cultural traditions in simple English. Difficult Points: Understand and use English idioms in listening materials accurately; express personal views on historical and cultural topics fluently and logically; apply linking sound rules in oral expression to improve fluency. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class with a vivid lead-in to arouse students’ interest and activate their prior knowledge related to the unit theme. First, the teacher shows pictures of Qufu (Temple of Confucius, Mansion of Confucius, Cemetery of Confucius) and Pingyao Ancient City on the screen, and asks students to observe carefully. Then, the teacher puts forward simple and interactive questions to guide students to think and communicate, such as “Have you ever been to these places?”, “What do you know about them?”, “What makes these places special?”. After students share their views freely, the teacher makes a brief summary, emphasizing that Qufu is the birthplace of Confucian culture and Pingyao Ancient City is a treasure of ancient Chinese commercial civilization, both carrying profound historical and cultural connotations. Next, the teacher presents core vocabularies and phrases related to the listening materials, such as “philosopher, descendant, historic site, cultural heritage, Achilles’ heel, pull one’s leg, fish out of water”, and explains their meanings and usages with simple examples. For example, “Achilles’ heel means a person’s weakness, just like someone who is good at studying but bad at sports, sports is his Achilles’ heel.” This link helps students lay a solid vocabulary foundation for subsequent listening and oral activities, and naturally leads to the main content of the lesson. Step 2: Pre-Listening (Preparation and Prediction) Before listening, the teacher guides students to make full preparations to reduce the difficulty of listening. First, the teacher introduces the background of the listening materials: the first dialogue is between a British tourist William and a Chinese student Xiao Kong on their way to the Temple of Confucius, talking about Confucius, his ideas and related historical relics; the second dialogue is between a backpacker Paul and a receptionist Xiao Yan at an international youth hostel in Pingyao, sharing their feelings about visiting Pingyao Ancient City. Then, the teacher asks students to predict the content of the listening materials based on the background introduction and the pictures shown earlier. The teacher can design gradient questions to guide students’ prediction, such as “What do you think William and Xiao Kong will talk about?”, “What may Paul say about Pingyao Ancient City?”, “What feelings will the speakers express in the dialogues?”. After students put forward their predictions, the teacher encourages them to write down the key words they think may appear in the listening materials, such as “Confucius, education, ancient city, snacks, history” and so on. In addition, the teacher briefly introduces the listening tasks to students, telling them that there are two rounds of listening activities: the first round focuses on capturing the main information and key points, and the second round focuses on understanding details and inferring implied meanings. At the same time, the teacher reminds students of basic listening strategies, such as paying attention to the intonation and rhythm of the speakers to judge their feelings, and focusing on signal words such as “but, however, in my opinion” to grasp the key information. This link helps students clarify the listening goals and master the appropriate listening strategies, laying a foundation for efficient listening. Step 3: While-Listening (Listening and Task Completion) This link is the core of the listening part, which is divided into two rounds of listening to help students gradually deepen their understanding of the listening materials and complete the corresponding tasks. In the first round of listening, the teacher plays the recording of the two dialogues in turn, and asks students to listen carefully and complete the basic task: for the first dialogue, fill in the table about the facts and opinions of William and Xiao Kong on Confucius; for the second dialogue, write down the places mentioned by the speakers. After playing the recording, the teacher invites students to share their answers, corrects the wrong answers in time, and explains the key points. For example, in the first dialogue, Xiao Kong mentions that Confucius is a great philosopher and educator, and his ideas have a profound influence on Chinese history and culture; William says that he likes Confucius’ ideas and thinks they are very valuable. In the second dialogue, the places mentioned include Pingyao Ancient City, the city wall, the ancient streets and local snack shops. Through this task, students can grasp the main content of the listening materials and exercise their ability to capture key information. In the second round of listening, the teacher plays the recording again, and asks students to complete more in-depth tasks. For the first dialogue, students need to judge whether the statements are true (T), false (F) or not mentioned (NM), such as “Confucius has many descendants around the world.” (T), “Xiao Kong is studying Confucius’ philosophy at university.” (NM), “William thinks Confucius’ ideas are outdated.” (F). For the second dialogue, students need to complete the sentences to describe the speakers’ feelings, such as “Paul thinks Pingyao Ancient City is ______ (very amazing) and the snacks there are ______ (delicious).” “Xiao Yan feels ______ (happy) that Paul likes Pingyao.” After completing the tasks, the teacher organizes students to check their answers in pairs, and then explains the difficult points in the listening materials, especially the understanding of idioms. For example, in the first dialogue, William says “Maps are my Achilles’ heel.”, the teacher explains that this idiom comes from Greek mythology, referring to a person’s fatal weakness, and guides students to use this idiom to make simple sentences. In addition, the teacher plays the key sentences in the recording repeatedly, asks students to follow along, and pays attention to the intonation and rhythm of the speakers, helping students understand how to express different feelings through intonation. Step 4: Post-Listening (Consolidation and Internalization) After listening, the teacher guides students to consolidate and internalize the knowledge and skills learned in the listening part, mainly through idiom learning and pronunciation training. First, the teacher focuses on the three core idioms in the listening materials: Achilles’ heel, pull one’s leg, fish out of water. The teacher presents these idioms in the form of a table, including the English idiom, its meaning and Chinese equivalent, so that students can compare and remember them. Then, the teacher asks students to make sentences with these idioms in combination with their own life experiences, such as “My math is my Achilles’ heel.” “Don’t pull my leg—I really think you won the competition.” “When I first came to this new school, I felt like a fish out of water.” Through this practice, students can master the usage of idioms and lay a foundation for their oral expression. Next, the teacher carries out pronunciation training, focusing on the linking sound rules, which is an important part of improving oral fluency. The teacher first explains the definition and common rules of linking sounds: linking sounds means connecting the end sound of one word with the start sound of the next word to make the pronunciation more fluent. Common rules include consonant + vowel, r/re + vowel. For example, “Look at the photos.” is pronounced as /lʊk æt ðə ˈfəʊtəʊz/, “far away” is pronounced as /fɑːr əˈweɪ/. Then, the teacher selects a segment of the poem “If—” by Rudyard Kipling, which is related to the theme of perseverance and inheritance, and plays the recording of the poem. Students are asked to listen carefully, mark the linking sounds in the poem, and then follow the recording to read aloud. The teacher walks around the classroom to correct students’ pronunciation, and invites several students to read aloud in front of the class, giving positive comments and guidance. This link not only improves students’ pronunciation and intonation, but also integrates language learning with cultural edification. Step 5: Speaking (Practice and Output) The speaking part is the key to realizing the transformation from input to output, aiming to help students apply the vocabulary, sentences and communication skills learned in the listening part to practical oral communication. This link is carried out in the form of group discussion and presentation, which is divided into two stages. In the first stage, group discussion with clear topics. The teacher divides students into groups of 4-5, and puts forward two gradient discussion topics. The first topic is closely related to the listening materials: “What do you think of Confucius and his ideas? How have his ideas influenced our daily life?” The second topic is closely related to students’ life experience: “Introduce a historical relic you have visited, including its historical background and its importance, and share your feelings when visiting it.” Before the discussion, the teacher reminds students to use the vocabularies, idioms and sentence patterns learned in this lesson, such as “I think...”, “In my opinion...”, “It is famous for...”, “I felt excited/surprised when...”. During the discussion, the teacher walks around each group, provides guidance for students who have difficulties in expression, helps them organize their language, and encourages shy students to participate in the discussion actively. For example, if a student does not know how to describe the historical background of a relic, the teacher can prompt: “When was it built? Who built it? What important events happened here?” In the second stage, group presentation and evaluation. After the group discussion, each group selects a representative to make a presentation in front of the class, with a time limit of 2-3 minutes. When other groups are presenting, students are asked to listen carefully and take notes, and then evaluate the presentation from the aspects of content completeness, language fluency, pronunciation and intonation, and the use of learned knowledge. The teacher makes a summary evaluation, affirms the advantages of each group, such as accurate use of idioms, fluent expression, clear logic, and points out the areas that need improvement, such as incorrect pronunciation, improper use of words, and lack of details. At the same time, the teacher selects excellent presentations to share with the whole class, and summarizes the common expression methods and skills, helping students improve their oral expression ability. Step 6: Summary and Extension First, the teacher summarizes the key content of this lesson with the students. The teacher reviews the core vocabularies, idioms and sentence patterns learned in this lesson, and emphasizes the key listening strategies (capturing key information, inferring implied meanings) and oral expression skills (using appropriate words to express feelings, applying linking sound rules). The teacher also summarizes the theme of this lesson: historical relics are the carrier of culture, inheriting historical and cultural traditions is our responsibility, and we should respect cultural diversity and enhance cultural confidence. Then, the teacher designs extended tasks to extend the learning content from the classroom to daily life. The extended tasks are divided into two parts: individual tasks and group tasks. Individual task: Write a short passage (80-100 words) about a historical relic you like, introducing its basic information and your feelings. Group task: Prepare a short speech (3-5 minutes) with the theme of “Protecting Historical Relics”, and present it in the next class. The teacher reminds students to use the knowledge and skills learned in this lesson to complete the tasks, and encourages students to collect relevant materials through the Internet, books and other channels to enrich the content of their works. Step 7: Homework Arrangement The homework is designed to consolidate the knowledge and skills learned in this lesson, and further improve students’ listening and oral expression ability. The specific homework includes: 1. Listen to the recording of the two dialogues in this lesson again, and read along with the recording to improve pronunciation and intonation; 2. Recite the core vocabularies, idioms and key sentences learned in this lesson, and make 5 sentences with the idioms; 3. Complete the individual extended task (short passage) and prepare for the group extended task (short speech); 4. Preview the next part of the unit, and collect relevant materials about historical and cultural traditions in foreign countries. 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 $