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

Unit 1 Favourite Teacher-Listening, Understanding and Communicating 教学目标和重难点 教学目标 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. 教学重难点 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. 教学过程 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 about her students.” At the same time, the teacher guides students to understand the implied meaning in the listening materials, such as “Ms. Wang often stays late to prepare lessons” implies that she is hard-working and responsible. Design Intention: The third listening focuses on deepening understanding and analyzing emotional attitudes, which is the difficult point of this lesson. By listening to the tone and analyzing emotional attitudes, students can better understand the speakers’ intentions and the connotation of the listening materials, improve their ability to understand implied information, and cultivate their thinking quality. Imitating the tone can also help students improve their oral expression ability and sense of language. Post-listening: Consolidate and Extend, Realize Communication Vocabulary and Sentence Pattern Consolidation The teacher organizes a sentence-making activity. Students are asked to use the core vocabularies (devoted, inspiring, patient, etc.) and sentence patterns (e.g., “My favorite teacher is..., who is... He/She often...”) to make sentences about their own favorite teachers. Each student makes 2-3 sentences, and then shares them in groups. The teacher walks around the classroom, guides students who have difficulties, and corrects their mistakes in vocabulary and grammar. After the group sharing, the teacher invites several students to share their sentences with the whole class and gives positive comments and encouragement. Design Intention: Sentence-making activity is a process of applying the learned language knowledge, which can help students consolidate the vocabularies and sentence patterns, and lay a foundation for oral communication. Group sharing and teacher’s comments can enhance students’ confidence in speaking English and stimulate their enthusiasm for oral expression. Role-play Activity The teacher divides students into groups of 3. Each group is assigned a task: simulate a conversation about favorite teachers. One student plays the role of Student A, one plays Student B, and one plays the role of the interviewer. Student A and Student B talk about their favorite teachers, and the interviewer asks questions about their favorite teachers, such as “What does your favorite teacher look like? What is his/her teaching style? Why do you like him/her?” The teacher provides a simple dialogue template for reference, but encourages students to use their own words to complete the role-play. After 10 minutes of preparation, each group performs their role-play in front of the class. The teacher evaluates each group’s performance from the aspects of language accuracy, fluency, and emotional expression, and gives suggestions for improvement. Design Intention: Role-play activity is a key link to realize communication. It creates a real oral communication context for students, allowing them to apply the learned language knowledge to practical communication, improve their oral communication ability, and cultivate their cooperative learning ability and communicative competence. The evaluation and suggestions from the teacher can help students find their own shortcomings and improve their oral expression level. Theme Discussion The teacher raises a discussion question: “What qualities should a good teacher have? Do you think the teachers mentioned in the listening materials have these qualities? What can we do to express our gratitude to our favorite teachers?” Students are asked to discuss the question in groups, and then share their opinions with the whole class. The teacher guides students to think deeply, such as “A good teacher should not only be knowledgeable but also be caring and patient. He/She should encourage students and help them grow.” At the same time, the teacher leads students to understand the importance of teacher-student relationship, and guides them to respect teachers and be grateful to teachers. Design Intention: Theme discussion can help students deepen their understanding of the theme “Favourite Teacher”, cultivate their critical thinking ability and ability to express personal opinions. It also integrates emotional education into English teaching, guiding students to establish a correct attitude towards teachers and teacher-student relationship, and realizing the integration of language teaching and moral education. Summary and Homework Summary The teacher summarizes the lesson with the students: “In this lesson, we have learned some core vocabularies and sentence patterns used to describe teachers. We have listened to two conversations about favorite teachers, mastered the listening strategies of extracting key information and understanding emotional attitudes, and practiced oral communication through role-play and theme discussion. We also talked about our own favorite teachers and understood the qualities of a good teacher.” Design Intention: The summary helps students sort out the knowledge and skills learned in this lesson, strengthen their memory, and form a systematic understanding of the lesson content. Homework The teacher assigns two homework tasks: (1) Listen to the recording of this lesson again after class, and try to retell the main content of the two conversations in your own words. (2) Write a short passage (80-100 words) about your favorite teacher, using the vocabularies and sentence patterns learned in this lesson, and describe his/her personality, teaching style and the reasons why you like him/her. (3) Talk with your partner about your favorite teacher in English after class, using the dialogue skills practiced in the role-play activity. Design Intention: The first homework task is to consolidate students’ listening comprehension and retelling ability, and help them further master the listening materials. The second homework task is to combine listening and writing, allowing students to apply the learned language knowledge to writing, improving their writing ability. The third homework task is to extend the classroom communication to after class, creating more opportunities for students to practice oral English, and improving their comprehensive language application ability. 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 $