Welcome unit Listening and Speaking 教案-2025-2026学年高中英语人教版必修第一册

Welcome unit-Listening and Speaking 科目 英语 年级 高一 核心素养目标 The Listening and Speaking section of the Welcome Unit focuses on cultivating senior one students’ four-dimensional core literacy in English. For language competence, it helps students master core vocabulary and basic sentence patterns related to self-introduction, greetings and school life, and improve their ability to understand oral conversations and express themselves fluently and appropriately. In terms of cultural awareness, it guides students to understand the differences in communication etiquette between Chinese and foreign senior high school students, and fosters their awareness of respectful and appropriate communication in cross-cultural interactions. For thinking quality, it trains students to analyze listening materials, sort out key information and develop logical thinking and critical thinking through interactive activities. As for learning ability, it helps students master basic listening strategies such as prediction and key information extraction, and cultivate the habit of active participation and independent practice, laying a solid foundation for their future English learning. 教学重难点 The key points of this section are: first, enabling students to accurately capture key information (such as names, hobbies, subjects and learning styles) from listening materials and understand the main idea of the conversations; second, guiding students to use appropriate vocabulary and sentence patterns to carry out daily communication activities such as greetings, self-introduction and talking about learning preferences. The difficult points mainly include: distinguishing similar pronunciations and intonation changes in listening materials to avoid misunderstanding the speaker’s intention; flexibly using formal and informal language according to different communication scenarios (such as conversations between teachers and students, and between classmates); and overcoming the shyness of speaking English to actively participate in oral practice and improve the fluency and accuracy of oral expression. 教学过程——主要思路 1. Lead-in: Activate Prior Knowledge and Arouse Learning Interest The teacher starts the class with a relaxed English greeting, such as “Good morning, everyone! Welcome to senior high school English class. Today, we will get to know new friends and learn how to communicate with them in English.” Then, the teacher shows three pictures about the first day of senior high school on the screen, including students registering at the school office, chatting in the cafeteria and consulting teachers about courses. The teacher asks students to observe the pictures and discuss in pairs: “What can you see in the pictures? What are they doing?” After 3 minutes of discussion, several groups are invited to share their ideas in English. Then, the teacher leads students to review junior high school knowledge related to greetings and self-introduction, such as “Hello, my name is...”, “Nice to meet you” and “I like...”, and writes key sentences on the blackboard. Design Intent: The lead-in links students’ real campus life, which is close to their actual experience and helps reduce their anxiety about learning senior high English. By observing pictures and group discussions, students can quickly enter the English learning state and activate their prior knowledge of greetings and self-introduction. Reviewing junior high school sentences lays a language foundation for the follow-up listening and speaking activities, and arouses students’ learning interest by focusing on the familiar topic of “getting to know new people”. 2. Pre-Listening: Preview Vocabulary and Predict Listening Content First, the teacher introduces the new vocabulary and phrases needed for this lesson, including “register, anxious, confident, concentrate, nationality, course, designer” and so on. For each word, the teacher pronounces it standardly, explains its meaning in simple English and gives example sentences combined with campus scenarios, such as “When you first come to senior high school, you may feel anxious, but don’t worry, your classmates and teachers will help you.” Then, the teacher organizes a “word matching” game: write the words on one side of the blackboard and their Chinese meanings on the other side, and ask students to come to the blackboard to match them. After the game, the teacher checks the answers and emphasizes the pronunciation of difficult words, especially the pronunciation rules of vowel letters a, e, i, o, u in open and closed syllables. Next, the teacher guides students to preview the listening tasks. The teacher shows the student registration form in Listening Activity 2 and asks: “Look at this form, what information do you think we need to fill in? What kind of conversation do you think the listening material will be?” Then, the teacher leads students to browse the questions in Listening Activity 3 and 4, and asks them to circle the key words (such as “favorite subject, future major, learning style”) to predict the main content of the listening materials. The teacher reminds students: “When listening, we can first predict the content according to the key words, which will help us capture information more accurately.” Design Intent: Previewing vocabulary helps students eliminate language barriers in listening and avoid being unable to understand the listening content due to unfamiliar words. The word matching game increases the interactivity of the class and makes students master new words in a relaxed atmosphere. Guiding students to predict the listening content cultivates their listening strategy awareness, helps them form the habit of active thinking before listening, and lays a foundation for improving listening efficiency. 3. While-Listening:分层 Listening Practice and Key Information Extraction This link is divided into three layers: extensive listening, intensive listening and imitation, following the law of listening teaching of “extensive listening for main idea, intensive listening for details and imitation for pronunciation and intonation”. First, extensive listening: The teacher plays the first listening material (the conversation about Amy’s registration) once. After playing, the teacher asks students: “What is the main idea of this conversation? What is Amy doing?” Students are allowed to answer in simple English, and the teacher summarizes and supplements, emphasizing that the main content is Amy going through the registration procedures at the school office. Then, the teacher plays the second and third listening materials (the conversation between Amy and Max about favorite subjects, and the conversation between Amy and Ms. Li about course selection) once respectively, and asks similar questions to guide students to grasp the main idea of each conversation. Second, intensive listening: For each listening material, the teacher plays it twice. For the first listening material, students are asked to fill in the student registration form, focusing on key information such as name, sex, nationality and class. For the second listening material, students are asked to answer the questions in Activity 3, such as “What is Max’s favorite subject? Why does he like it?” For the third listening material, students are asked to complete the task in Activity 4 and guess the meaning of “designer” according to the context. After each intensive listening, students first check their answers in pairs, then the teacher plays the recording again to correct the answers and explains the difficult points in the listening materials, such as the understanding of “I’m not sure yet, but I’m interested in design” and the distinction between similar pronunciations like “course” and “cause”. Third, imitation: The teacher plays the listening materials sentence by sentence, and asks students to follow along, imitating the pronunciation, intonation and rhythm of the speakers. The teacher focuses on guiding students to pay attention to the stress and intonation changes in daily conversations, such as the rising intonation when asking questions and the falling intonation when making statements. For difficult sentences, such as “Pleased to meet you. I’m looking forward to making new friends here”, the teacher demonstrates repeatedly and corrects students’ pronunciation one by one. Design Intent: Extensive listening helps students grasp the overall framework of the listening materials and establish a sense of the whole text. Intensive listening focuses on training students’ ability to capture key details, which is the key to improving listening ability. Imitation practice not only helps students consolidate the vocabulary and sentence patterns learned in listening, but also improves their oral pronunciation and intonation, laying a foundation for subsequent oral expression. The layered listening design conforms to the cognitive law of students, from easy to difficult, helping students gradually improve their listening ability. 4. Post-Listening: Consolidate Knowledge and Promote Oral Output This link is divided into three parts: sorting out listening information, oral practice and group interaction, aiming to connect listening and speaking and realize the transformation from input to output. First, sort out listening information: The teacher guides students to sort out the key information of the three listening materials and fill in a summary form on the blackboard, including the scene of the conversation, the main characters and the core content. For example, the first conversation is in the school office, between Amy and the staff, about registration; the second conversation is in the cafeteria, between Amy and Max, about favorite subjects; the third conversation is in the teacher’s office, between Amy and Ms. Li, about course selection. Then, the teacher asks students to retell the main content of one of the conversations in their own words, which helps students consolidate the listening information and improve their language organization ability. Second, oral practice: The teacher first sets a demonstration scenario. The teacher plays the role of a new student and a student in the class plays the role of an old student, carrying out a dialogue about self-introduction and greetings, using the sentences and vocabulary learned in the lesson, such as “Hello, my name is Lily. I’m a new student here. Nice to meet you.” “Nice to meet you too. My name is Tom. I can show you around our school.” Then, the teacher asks students to practice in pairs. The task is to simulate the scenario of “meeting new classmates in the classroom” or “consulting teachers about courses”, and make up dialogues using the key sentences and vocabulary learned. The teacher walks around the classroom, observes students’ practice, and provides guidance for students who have difficulties, such as reminding them to use appropriate language according to the scenario (formal language when talking to teachers, informal language when talking to classmates). Third, group interaction: The teacher divides students into groups of 4-5. Each group is required to design a short scene about “getting to know new friends in senior high school”, which includes greetings, self-introduction, talking about hobbies or learning preferences. Each group member plays a role and performs the dialogue in front of the class. After each group’s performance, the teacher and other students make comments, focusing on whether the language is appropriate, the pronunciation is standard and the dialogue is fluent. The teacher affirms the advantages of each group and puts forward targeted suggestions for improvement, such as “Your dialogue is very fluent, but you can use more phrases like ‘I’m interested in...’ to enrich the content.” Design Intent: Sorting out listening information helps students systematize the scattered information in the listening materials and form a clear knowledge framework. Pair practice provides students with a relaxed oral expression environment, helping them overcome the shyness of speaking English and improve their oral expression ability. Group interaction not only enhances the interactivity and fun of the class, but also trains students’ cooperative learning ability and language application ability, realizing the organic combination of listening and speaking. 5. Pronunciation Practice: Strengthen Pronunciation Rules and Improve Oral Expression The teacher reviews the pronunciation rules of vowel letters a, e, i, o, u in open and closed syllables, and lists some example words, such as “name (open syllable, /eɪ/), cat (closed syllable, /æ/); he (open syllable, /iː/), pen (closed syllable, /e/)”. Then, the teacher organizes a “pronunciation competition” game: the teacher reads a word, and students quickly stand up and read the word correctly, and the group with the most correct answers wins. After the game, the teacher focuses on correcting the wrong pronunciations that students often make, such as the pronunciation of “anxious” and “confident”, and guides students to read the words and sentences in the listening materials again, paying attention to the connection and weak reading in oral English. Design Intent: Pronunciation is the foundation of oral expression. Strengthening the practice of pronunciation rules helps students master the correct pronunciation of words, improve the fluency and authenticity of oral expression, and also helps them better understand the listening materials by distinguishing different pronunciations. The pronunciation competition increases the fun of the class and stimulates students’ enthusiasm for participating in pronunciation practice. 6. Summary and Extension: Consolidate Learning and Guide Independent Learning First, summary: The teacher invites students to review what they have learned in this lesson, including new vocabulary, key sentences, listening strategies and oral expression skills. The teacher summarizes and supplements, emphasizing that in this lesson, we have learned to capture key information in listening materials, use appropriate language to carry out daily communication, and master the basic pronunciation rules of vowel letters. The teacher also reminds students that listening and speaking are closely connected, and only through more practice can we improve our English communication ability. Second, extension: The teacher assigns after-class tasks: 1. Listen to the listening materials again and imitate the pronunciation and intonation, recording their own imitation and comparing it with the original recording; 2. Interview 2-3 classmates about their hobbies, favorite subjects and learning styles, and make a short report in English; 3. Preview the next part of the Welcome Unit and collect more expressions about self-introduction and greetings. The teacher also encourages students to use English to communicate with classmates and teachers in daily campus life, and cultivate the habit of using English actively. Design Intent: The summary helps students sort out the knowledge learned in this lesson, deepen their understanding and memory, and form a complete knowledge system. The after-class tasks extend the classroom learning to daily life, helping students consolidate the knowledge and skills learned in class and cultivate their independent learning ability and the awareness of applying English in real scenarios. Encouraging students to communicate in English in daily life helps create a good English learning environment and lay a foundation for their long-term English learning. 1 / 2 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 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $