Unit 2 Being a Good Language Learner Listening, Understanding and Communicating 教案-2025-2026学年高中英语重大版必修第一册

Unit 2 Being a Good Language Learner-Listening, Understanding and Communicating 教学目标和重难点 教学目标 It focuses on listening and communication skills, cultivates students’ ability to understand and respond to language learning strategies. It develops cultural awareness of cross-cultural language learning, fosters critical thinking and independent learning ability to become good language learners. 教学重难点 Key: Master listening skills to catch key information about language learning strategies and communicate views politely. Difficulty: Understand implied meanings in listening materials and flexibly use strategies to express personal learning experiences. 教学过程 Lead-in: Activate Prior Knowledge and Guide Theme The teacher starts the class with an interactive question: “Dear students, when you learn English, do you often feel confused about how to remember new words or understand listening materials? What methods do you usually use to solve these problems?” Then, invite 2-3 students to share their own English learning experiences and methods briefly. After that, the teacher shows some pictures about common language learning activities, such as listening to English songs, taking notes, practicing dialogues with partners, and asks: “Which of these activities do you often do? Do you think they are helpful for your English learning?” Next, the teacher naturally leads to the theme of this lesson: “Today, we will listen to some conversations about language learning strategies. Through listening, understanding and communicating, we will learn more effective ways to be good language learners.” Design Intention: The lead-in links students’ real English learning situations, which can quickly arouse their interest and participation. By asking questions and showing pictures, it activates students’ prior knowledge about language learning strategies, lays a foundation for the following listening activities, and helps students establish a connection between their own experiences and the teaching content, so as to enter the learning state actively. Pre-listening: Preview Vocabulary and Predict Content Vocabulary Preview: The teacher presents the key vocabulary and phrases related to the listening materials on the blackboard or multimedia, including “strategy, memorize, pronunciation, grammar, take notes, pay attention to, ask for help, make progress, overcome difficulties, effective”. For each word and phrase, the teacher explains the meaning briefly and gives simple example sentences, such as “strategy means a plan to achieve a goal; ‘take notes’ means write down important information when listening or reading”. Then, organize students to read the words and phrases together twice to ensure they can read them correctly and understand their basic meanings. Content Prediction: The teacher shows the background information of the listening materials: “There are two conversations in the listening. The first one is between two students, Lily and Tom, who are talking about their English learning difficulties and solutions. The second one is a dialogue between a student and a teacher, where the student asks the teacher for advice on improving listening skills.” Then, ask students to work in pairs to discuss: “What do you think they will talk about? What kind of advice do you think the teacher will give?” After 3 minutes of discussion, invite several pairs to share their predictions. Design Intention: Vocabulary is the foundation of listening understanding. Previewing key vocabulary can help students avoid obstacles in understanding the listening materials due to unfamiliar words, and improve their listening efficiency. Content prediction guides students to think actively before listening, cultivates their ability to predict information based on background clues, and makes their listening process more targeted, rather than listening passively. While-listening: Step-by-Step Listening and Deep Understanding This part is divided into two rounds of listening, focusing on training students’ ability to catch key information, understand the main idea and grasp implied meanings, which is closely combined with the key and difficult points of this lesson. First Listening: Focus on Main Idea The teacher plays the listening materials once, and asks students to listen carefully and finish two simple tasks: (1) For the first conversation, write down the two students’ names and their main learning difficulties. (2) For the second conversation, write down the student’s problem and the teacher’s main advice. After listening, give students 1 minute to sort out their answers, then invite students to share their answers, and the teacher corrects and supplements them. The key points are: Lily has difficulty in memorizing new words; Tom can’t understand long sentences in listening; the student’s problem is poor listening ability, and the teacher advises him to listen to English materials every day and take notes of key information. Design Intention: The first listening focuses on the main idea and key information, which conforms to the law of listening learning — from overall to partial. Simple tasks can reduce students’ listening pressure, help them build confidence in listening, and lay a foundation for in-depth understanding in the second listening. Second Listening: Deepen Understanding and Capture Details The teacher plays the listening materials again, and asks students to listen carefully and complete the following detailed tasks: Task 1: Fill in the blanks according to the first conversation. Lily: I find it hard to ______ new words. I often forget them soon after I memorize them. Tom: I have the same problem. My teacher told me to ______ new words in sentences, not just by heart. It’s more effective. Lily: That sounds good. I will try it. What about you? Do you have other difficulties? Tom: Yes. When I listen to English, I can’t understand ______ ______. They are too long and complicated. Lily: Maybe you can ______ ______ the key words first, and then guess the meaning of the whole sentence. Task 2: Answer the questions according to the second conversation. (1) What does the student usually do to practice listening? (2) Why does the teacher advise him to listen to English news and songs? (3) What should he do when he meets unfamiliar words while listening? After listening, organize students to check their answers in pairs first, then the teacher explains the key points in detail. For Task 1, the correct answers are “memorize, use, long sentences, pay attention to”. For Task 2, the answers are: (1) He usually listens to English textbooks. (2) Because they are close to real life and can improve his listening ability quickly. (3) He should not stop listening to look up the words immediately; he should guess the meaning first and check them after listening. In the process of explaining, the teacher focuses on guiding students to understand the listening skills mentioned in the materials, such as “using new words in sentences”, “catching key words”, “guessing the meaning of unfamiliar words”, and emphasizes the importance of these skills for English learning. Design Intention: The second listening focuses on details and deep understanding, which helps students grasp the specific content of the listening materials and master the language learning strategies involved. The form of filling in the blanks and answering questions can test students’ listening effect comprehensively. Pair checking not only improves students’ participation, but also helps them find their own mistakes and learn from each other. The teacher’s explanation focuses on the connection between listening content and language learning strategies, which highlights the theme of the unit. Third Listening: Listen and Imitate The teacher plays the listening materials sentence by sentence, and asks students to listen carefully, imitate the pronunciation, intonation and rhythm of the speakers. For some key sentences, such as “I find it hard to memorize new words.” “You should pay attention to the key words when listening.”, the teacher leads students to read repeatedly, corrects their incorrect pronunciation and intonation, and guides them to express the appropriate emotion according to the context (such as confusion, advice, etc.). Design Intention: Listening and imitating is an important link to improve students’ oral expression ability and listening comprehension ability. By imitating the pronunciation and intonation of the speakers, students can better understand the emotional connotation of the dialogue, and lay a foundation for the following communication activities. At the same time, it can also strengthen students’ memory of key sentences and vocabulary. Post-listening: Consolidate and Extend, Realize Communication This part aims to help students consolidate the listening content and language points, and guide them to apply the learned language learning strategies to real communication, so as to achieve the goal of “listening, understanding and communicating”. Retell the Listening Content Organize students to work in groups of 4. Each group is divided into two pairs. One pair retells the first conversation, and the other pair retells the second conversation. When retelling, students need to use the key vocabulary and sentences learned in the listening materials, and try to express the main content completely and fluently. After 5 minutes of preparation, invite 2-3 groups to present their retelling in front of the class. The teacher comments on their performance, affirms their advantages, and puts forward suggestions for improvement (such as adding more details, improving pronunciation and intonation, etc.). Design Intention: Retelling the listening content can help students consolidate the key information and language points in the listening materials, and improve their oral expression ability and logical thinking ability. Group cooperation can let students help each other, reduce the pressure of speaking alone, and improve their participation and enthusiasm. Group Discussion: Share Personal Learning Strategies The teacher puts forward the discussion topic: “After listening to the conversations, we have learned some effective language learning strategies. Now, please discuss with your group members: What are your own effective English learning strategies? How do you use them in your daily learning? If you have learning difficulties, what solutions do you have?” During the discussion, the teacher walks around the classroom, guides students to use the key vocabulary and sentences learned in this lesson (such as “I think... is a good strategy.” “I usually... to improve my...”, “When I meet difficulties, I...”), and helps students who have difficulty in expressing themselves. After 8 minutes of discussion, each group selects a representative to share the group’s discussion results with the whole class. Design Intention: Group discussion combines the listening content with students’ real learning situations, which helps students transfer the learned knowledge and strategies to practical use. It not only consolidates the teaching content, but also cultivates students’ ability to communicate and cooperate with others. At the same time, it enables students to learn from each other’s good learning strategies and improve their own learning ability. Role-play: Simulate Communication Scenarios The teacher designs two communication scenarios based on the listening content and students’ real situations, and asks students to work in pairs to complete the role-play: Scenario 1: Student A has difficulty in improving his pronunciation. He asks Student B for advice. Student B gives him some effective suggestions (such as listening to English songs, imitating the pronunciation of native speakers, practicing reading aloud, etc.). Scenario 2: Student A is worried about his English listening. He talks to his teacher (Student B) about his problem. The teacher gives him specific advice and encourages him. Students need to use the key vocabulary, sentences and language learning strategies learned in this lesson to complete the role-play. After 5 minutes of preparation, invite several pairs to perform in front of the class. The teacher and other students evaluate their performance from the aspects of fluency, accuracy, appropriateness of language and emotional expression. Design Intention: Role-play is a practical communication activity that can simulate real language communication scenarios, help students apply the learned knowledge and skills flexibly, and improve their oral communication ability. It also enables students to experience the process of communicating in English, enhance their confidence in speaking English, and realize the teaching goal of “communicating”. Summary The teacher summarizes the content of this lesson with the students: “Today, we listened to two conversations about English learning strategies, learned some key vocabulary and sentences related to language learning, and mastered some effective listening skills and language learning methods. We also practiced retelling, group discussion and role-play, which helped us improve our listening and speaking abilities. I hope you can apply these strategies and methods to your daily English learning and become good language learners.” At the same time, the teacher emphasizes the key and difficult points of this lesson again: mastering the listening skills to catch key information, understanding the implied meanings in the listening materials, and being able to communicate views on language learning politely and flexibly. Design Intention: The summary helps students sort out the knowledge and skills learned in this lesson, form a systematic cognitive structure, and deepen their understanding of the teaching content. Emphasizing the key and difficult points again can help students focus on the key content and consolidate their learning results. 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 $