Unit 1 Across the globe-Listening and speaking 教案-2025-2026学年高中英语沪教版选择性必修第三册

Unit 1 Across the Globe-Listening and Speaking 教学目标和重难点 教学目标 Language Competence: Develop students’ ability to understand listening materials about global cultures and communicate views on cross-cultural communication in fluent English. Cultural Awareness: Help students respect cultural diversity and cultivate cross-cultural communication awareness. Thinking Quality: Guide students to analyze listening information and express views logically. Learning Ability: Enable students to master listening and speaking strategies and form autonomous and cooperative learning habits. 教学重难点 Key Points: Master core words and expressions related to global cultures and cross-cultural communication; understand the main idea and key details of listening materials; express personal views on global cultural exchange clearly. Difficult Points: Catch implied information in listening materials; use appropriate language to talk about cultural differences and communication skills flexibly. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing a set of pictures on the screen, including famous scenic spots, traditional customs and characteristic foods from different countries and regions around the world, such as the Great Wall of China, the Eiffel Tower in France, Japanese tea ceremony and Mexican tacos. Then the teacher asks students some open-ended questions in English: “Have you ever been to any foreign countries? What do you know about their cultures? What do you think is the most interesting part of cross-cultural communication?” After asking the questions, the teacher invites 3-4 students to share their answers with the whole class. For students who have no experience of going abroad, the teacher guides them to talk about the foreign cultures they know from books, movies or the Internet. During the sharing process, the teacher positively affirms students’ answers, corrects minor language mistakes gently, and writes down key words and expressions mentioned by students on the blackboard, such as “cultural diversity”, “traditional custom”, “cross-cultural communication” and “cultural difference”. Design Intention: This lead-in activity is closely linked to the unit theme “Across the Globe”. By showing vivid pictures and asking targeted questions, it can quickly attract students’ attention and activate their prior knowledge about global cultures. It provides students with an opportunity to express themselves in English at the beginning of the class, reducing their anxiety about speaking English and laying a good foundation for the subsequent listening and speaking activities. Meanwhile, writing down key words and expressions helps students consolidate relevant vocabulary and prepare for the following learning. Pre-listening: Preview Vocabulary and Clarify Listening Goals First, the teacher focuses on the core vocabulary and expressions related to the listening materials. The teacher presents new words and phrases on the screen, including “minority”, “restrict”, “impress”, “at random”, “drop out”, “apply for a job” and some phrases about cultural communication, such as “exchange ideas”, “bridge cultural gaps”, “respect cultural differences” and “adapt to local customs”. For each new word and phrase, the teacher pronounces it clearly and asks students to repeat it twice to ensure that students master the correct pronunciation. Then the teacher explains the meaning of the words and phrases in simple English, combines them with simple example sentences to help students understand their usage. For example, when explaining “impress”, the teacher says: “If something impresses you, it makes you feel admiration or respect. For example, Her excellent performance in the speech impressed all the teachers.” For phrases like “bridge cultural gaps”, the teacher explains: “It means to reduce the differences between different cultures and promote communication between them.” After explaining the vocabulary, the teacher introduces the main topic of the listening materials: “Today we will listen to two conversations. The first conversation is between two students talking about their experience of participating in an international cultural exchange activity. The second one is a report about the cultural characteristics of a minority group in Norway.” Then the teacher clarifies the listening goals: “After listening, you need to understand the main idea of each conversation, catch the key details, such as the time, place and main content of the activity, and the living habits of the minority group.” In addition, the teacher briefly introduces some listening skills to the students: “When listening, you should first pay attention to the main idea, not get stuck on individual new words. If you miss some details, don’t worry, you can catch them in the second listening. At the same time, pay attention to the intonation and tone of the speakers, which can help you understand their emotions and implied meanings.” Design Intention: Previewing vocabulary is an important link to ensure the smooth progress of listening activities. By explaining new words and phrases in simple English and combining them with example sentences, students can master their meanings and usages quickly, avoiding the situation that they can’t understand the listening materials due to unknown vocabulary. Clarifying listening goals helps students focus their attention during listening and improve listening efficiency. Introducing listening skills can help students master scientific listening methods, which is conducive to improving their listening ability in the long run. While-listening: Practice Listening and Improve Comprehension This part is divided into two rounds of listening, aiming at training students’ ability to grasp the main idea and key details respectively. First Round of Listening: Focus on the Main Idea The teacher plays the recording of the two conversations once. After playing, the teacher asks students two questions: “What is the first conversation mainly about?” and “What does the second conversation talk about?” Then the teacher invites students to answer the questions. For the first question, the correct answer should be “It’s about two students’ experience of participating in an international cultural exchange activity.” For the second question, it should be “It’s a report about the cultural characteristics of a minority group in Norway.” If students have difficulty answering, the teacher can play the recording again partially, guide students to catch the key sentences, such as “Last week, I participated in an international cultural exchange activity held in our school.” in the first conversation and “Today, we will talk about the Sami people, a minority group living in Norway.” in the second conversation. After students answer correctly, the teacher summarizes and confirms the main ideas of the two conversations. Second Round of Listening: Catch Key Details The teacher distributes listening task sheets to students. The task sheets include detailed questions about the two conversations. For the first conversation, the questions are: 1. When was the international cultural exchange activity held? 2. What did the students do in the activity? 3. How did the speaker feel about the activity? For the second conversation, the questions are: 1. Where do the Sami people live? 2. What do the Sami people mainly do for a living? 3. What is the traditional culture of the Sami people like? Then the teacher plays the recording twice. During the first playing, students can take notes briefly; during the second playing, students can supplement their notes and complete the task sheets. After the recording is played, the teacher invites students to exchange their answers in pairs, check each other’s answers and discuss the questions they are not sure about. Then the teacher invites several pairs to share their answers with the whole class, corrects the wrong answers and explains the reasons. At the same time, the teacher writes down the key details on the blackboard, such as “last week”, “introduced their own cultures, tasted different foods, watched cultural performances” for the first conversation, and “Norway”, “raise reindeer, fish”, “keep their traditional language and customs” for the second conversation. In addition, for some implied information in the listening materials, such as the speaker’s attitude towards cross-cultural exchange in the first conversation (“I think it’s a great opportunity to learn about different cultures and make friends from all over the world.”) and the importance of protecting the Sami people’s culture in the second conversation (“We should respect and protect the traditional culture of the Sami people, which is an important part of global cultural diversity.”), the teacher guides students to analyze and understand them by asking questions like “What does the speaker think of the international cultural exchange activity?” and “Why should we protect the Sami people’s traditional culture?” Design Intention: Dividing listening into two rounds helps students gradually improve their listening comprehension ability. The first round focuses on the main idea, which can help students establish an overall understanding of the listening materials. The second round focuses on key details, which can train students’ ability to catch specific information. Distributing task sheets makes students’ listening more targeted. Pair exchange activities not only help students check their answers, but also provide them with opportunities to communicate in English, improving their oral expression ability indirectly. Guiding students to understand implied information can cultivate their critical thinking ability and deepen their understanding of the listening materials. Post-listening: Consolidate Listening and Promote Speaking This part includes two activities: retelling the listening materials and group discussion, aiming at consolidating the listening content and improving students’ oral expression ability. Activity 1: Retell the Listening Materials The teacher asks students to retell the two conversations respectively. First, the teacher invites two students to retell the first conversation and the second conversation respectively. Then the teacher guides other students to evaluate their retelling, such as whether the main idea is clear, whether the key details are complete, and whether the language is fluent. For students who have difficulty retelling, the teacher can give them some hints, such as the key words and phrases written on the blackboard. After the evaluation, the teacher retells the two conversations briefly, emphasizing the key points and correct expression. Design Intention: Retelling the listening materials is an effective way to consolidate the listening content. It can help students review the key information and improve their ability to organize language and express themselves in English. Evaluating each other’s retelling can make students pay more attention to the accuracy and fluency of language expression, and learn from each other’s strengths. Activity 2: Group Discussion The teacher divides students into groups of 4-5. Then the teacher puts forward the discussion topic: “With the development of globalization, cross-cultural communication is becoming more and more frequent. What do you think we should do to promote cross-cultural communication and respect cultural diversity?” The teacher gives students 5 minutes to discuss the topic in groups. During the discussion, the teacher walks around the classroom, observes students’ discussion situation, helps students solve the language problems they encounter, and guides students to use the vocabulary and expressions learned in this class, such as “respect cultural differences”, “exchange ideas”, “bridge cultural gaps” and so on. After the discussion, each group selects a representative to share their group’s views with the whole class. When the representatives share, the teacher listens carefully, takes notes, and gives positive comments and guidance. For example, if a group mentions “We should learn about different cultures through books, movies and the Internet”, the teacher can say: “That’s a good idea. Learning about different cultures can help us understand and respect them better.” If a group’s expression is not fluent or there are some language mistakes, the teacher corrects them gently and helps them improve their expression. After all groups finish sharing, the teacher summarizes the discussion results: “To promote cross-cultural communication and respect cultural diversity, we should first learn about different cultures, respect their customs and values, communicate with people from different cultures actively, and try to understand their ideas and feelings. At the same time, we should also spread our own culture and let the world know more about China.” Design Intention: Group discussion is an important part of speaking training. It provides students with a relaxed and interactive environment to express their views, which can stimulate their enthusiasm for speaking English. The discussion topic is closely linked to the unit theme and the listening materials, which can help students apply the knowledge and skills learned in this class to practice. The teacher’s guidance and comments can help students improve their oral expression ability and deepen their understanding of cross-cultural communication. Summary and Extension First, the teacher summarizes the content of this class: “In today’s class, we have learned some core vocabulary and expressions related to global cultures and cross-cultural communication. We have listened to two conversations about international cultural exchange and the Sami people’s culture, and mastered some listening skills. We have also practiced retelling and group discussion, which improved our listening and speaking ability. At the same time, we have a deeper understanding of cultural diversity and the importance of cross-cultural communication.” Then the teacher puts forward the extension task: “After class, please find some information about a foreign culture you are interested in, such as its traditional customs, food, festivals or language. Next class, you will have a 2-minute speech to introduce the culture to your classmates. When preparing the speech, please use the vocabulary and expressions learned in this class as much as possible.” In addition, the teacher encourages students to use English to communicate with their classmates about global cultures in daily life, and try to watch English news or documentaries about different cultures to improve their listening and speaking ability. Design Intention: Summarizing the class content helps students sort out the knowledge and skills learned in this class, strengthen their memory. The extension task can extend the learning from the classroom to daily life, encourage students to learn independently and explore actively, which is conducive to improving their learning ability. Encouraging students to use English in daily life can create a good English learning environment and help them form the habit of using English frequently. 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 $