Unit 1 Favourite Teacher-Listening, Understanding and Communicating 教案-2025-2026学年高中英语重大版必修第二册

This lesson focuses on the theme of "Favourite Teacher" and integrates the four-dimensional core literacy of English subject.

Language competence is developed by guiding students to master core vocabularies (e.g., inspire, patient, devoted) and functional sentence patterns related to describing teachers, and to improve listening comprehension and oral communication skills.

Cultural awareness is cultivated by helping students understand the similarities and differences in teacher-student relationships between Chinese and Western cultures.

Thinking quality is promoted through guiding students to analyze the characteristics and behaviors of teachers in listening materials and make reasonable inferences.

Learning ability is enhanced by teaching students effective listening strategies (e.g., prediction, key information extraction) and encouraging independent and cooperative learning to lay a solid foundation for lifelong English learning.

Key points include: mastering core vocabularies and sentence patterns used to describe teachers’ personalities, behaviors and teaching styles; being able to accurately extract key information (e.g., teachers’ characteristics, students’ experiences with teachers) from listening materials; and being able to use the learned language knowledge to talk about their own favorite teachers simply and fluently.

Difficult points are: understanding the implied meaning and speakers’ emotional attitudes in listening materials (e.g., the subtle encouragement in teachers’ words); using appropriate vocabularies and sentence patterns to express personal feelings and opinions about favorite teachers; and overcoming the barrier of converting emotional experiences into accurate English expression.

Lead-in: Activate Prior Knowledge and Guide Theme

The teacher starts the class with a free talk: “Everyone has a favorite teacher in their school life. Who is your favorite teacher? What do you think of him or her? You can use simple words or sentences to describe.” After inviting 2-3 students to share their ideas briefly, the teacher shows some pictures of different teachers (e.g., a teacher helping students with homework, a teacher encouraging students in class, a teacher organizing group activities) and presents core vocabularies related to the lesson, such as “patient, devoted, inspiring, strict, caring, knowledgeable” through pictures and simple explanations. For example, when showing a picture of a teacher staying after class to help students, the teacher says: “This teacher is very devoted. He spends extra time helping his students. ‘Devoted’ means giving a lot of time and energy to something or someone.”

Design Intention: The free talk is designed to activate students’ prior life experience and emotional resonance, making them quickly enter the theme of “Favourite Teacher”. Showing pictures helps visualize abstract vocabularies, reducing students’ difficulty in understanding new words. This link not only lays a foundation for listening comprehension but also stimulates students’ interest in learning, creating a relaxed and active classroom atmosphere.

Pre-listening: Preview Vocabularies and Predict Listening Content

First, the teacher organizes a vocabulary matching activity. The left side of the blackboard lists the new vocabularies (devoted, inspiring, patient, strict, caring, knowledgeable) and the right side lists their Chinese meanings and simple English explanations. Students are asked to match them in pairs, and then the teacher checks the answers and explains the key usages of the vocabularies, such as collocations (“be devoted to”, “inspire sb. to do sth.”) and example sentences. For example, “My English teacher is very inspiring. She always encourages me to keep learning English.”

Next, the teacher introduces the background of the listening materials: “Today we will listen to two conversations. The first one is between two students, Tom and Lucy, talking about their favorite teachers. The second one is an interview with a teacher, Ms. Wang, about her teaching experience and her students’ feelings about her.” Then the teacher asks students to

predict: “What do you think Tom and Lucy will talk about their favorite teachers? What questions may the interviewer ask Ms. Wang?” Students are invited to share their predictions, and the teacher writes down the key prediction points on the blackboard, such as “teachers’ personalities, teaching methods, interesting things in class”.

Finally, the teacher teaches basic listening strategies: “When listening, we should first pay attention to the main idea, then catch the key information, such as names, adjectives describing teachers, and specific events. You can take simple notes while listening, such as writing down the key adjectives or verbs.”

Design Intention: Vocabulary matching helps students consolidate and master new words quickly, laying a solid language foundation for listening. Predicting listening content can activate students’ thinking, improve their attention during listening, and help them form the habit of using listening strategies. Teaching basic listening strategies is conducive to improving students’ listening ability and learning ability, enabling them to learn how to listen effectively.

While-listening: Listening and Comprehend Information

First Listening: Get the Main Idea

The teacher plays the recording of the two conversations once, and then asks students two questions: “What is the main topic of the first conversation? What is the main content of the second conversation?” After students think for a while, the teacher invites several students to answer, and then summarizes: “The first conversation is about Tom and Lucy talking about their favorite teachers—Tom’s favorite teacher is his math teacher, and Lucy’s favorite teacher is her English teacher. The second conversation is an interview with Ms. Wang, talking about her teaching philosophy and her students’ love for her.”

Design Intention: The first listening focuses on the main idea, helping students establish a general understanding of the listening materials, avoid being trapped in details, and cultivate their ability to grasp the overall information of the discourse.

Second Listening: Extract Key Information

The teacher plays the recording again, and asks students to complete the following tasks: For the first conversation, fill in the blanks about Tom’s and Lucy’s favorite teachers: (1) Tom’s favorite teacher is Mr. Li, who teaches ______. He is ______ and ______. He often helps students solve difficult problems after class. (2) Lucy’s favorite teacher is Ms. Zhang, who teaches ______. She is ______ and ______. She makes her classes interesting by telling stories and playing games. For the second conversation, answer the following questions: (1) What is Ms. Wang’s teaching philosophy? (2) What do students think of Ms. Wang? (3) What does Ms. Wang think is the most important thing in teaching?

Students complete the tasks independently, and then discuss their answers in groups of 4. After the discussion, the teacher checks the answers one by one, explains the difficult points in the listening materials, such as the sentence “She believes that every student has potential and should be encouraged to develop their strengths”, and points out the key information that students need to pay attention to, such as the names of teachers, subjects, and adjectives describing teachers.

Design Intention: The second listening focuses on extracting key information, which is the key point of this lesson. Completing fill-in-the-blank and question-answering tasks can help students accurately grasp the specific content of the listening materials, consolidate the learned vocabularies and sentence patterns, and improve their ability to obtain specific information. Group discussion can promote students’ cooperative learning, let them learn from each other, and solve problems together.

Third Listening: Deepen Understanding and Analyze Emotional Attitudes

The teacher plays the recording for the third time, and asks students to focus on the speakers’ tone and emotional attitudes. Then the teacher raises questions: “When Tom talks about Mr. Li, what is his tone? Is he happy or grateful? When Ms. Wang talks about her students, what kind of emotion does she show? Do you think she loves her job and her students?”

After students express their opinions, the teacher plays the key parts of the recording again, lets students listen carefully and imitate the tone, and then summarizes: “Tom talks about Mr. Li in a grateful tone, because Mr. Li has helped him a lot. Ms. Wang talks about her students in a warm and loving tone, which shows that she is devoted to her teaching job and cares