Unit 8 world cultural spots warm up&listening教学设计-2025-2026学年高一中职英语语文版（2022）基础模块2

该中职英语教学设计聚焦世界文化景点词汇及“Have you ever been to...?”句型，通过1-2分钟世界地标视频导入激活学生旧知，结合图片匹配活动衔接已学现在完成时与新授景点词汇，辅以视觉 aids 和句子框架搭建学习支架。 资料特色在于融合文化意识与语言能力培养，采用任务型与交际教学法，如分层听力任务（泛听抓大意、精听提信息）、pair discussion练句型，通过中外景点对比增强文化自信。助力学生提升听力与表达能力，为教师提供清晰流程与差异化支持。

课程名称 《英语 基础模块2》（语文版2022版） Unit 8 World Cultural Spots warm up&listening 教材分析 Position and Role: This lesson is the warm-up and listening section of Unit 8, serving as the entry point to the topic of world cultural spots. It activates students' prior knowledge about famous cultural heritage sites through visual matching and pair discussion, then develops their listening comprehension skills through a passage introducing world-famous cultural spots. Mastering the vocabulary and listening strategies in this lesson lays a foundation for subsequent speaking, reading, and writing tasks in this unit. Knowledge Connection: The warm-up section introduces key vocabulary related to world cultural heritage (e.g., the Great Wall, Pyramid, Taj Mahal, Colosseum, Sydney Opera House) and reviews the present perfect tense句型 "Have you ever been to...?" The listening section builds on this vocabulary and introduces additional descriptive language for introducing cultural sites, connecting to students' existing knowledge of geography and world cultures. Content Adaptation: The textbook content is well-suited for vocational students as it connects to their general knowledge and curiosity about world-famous landmarks. To support weak learners, we will supplement visual aids (high-quality images of cultural sites), provide sentence frames for pair discussion, and use slower-paced audio with repeated listening. We will also pre-teach key vocabulary and preview listening questions to reduce anxiety and build confidence before the listening task. 学情分析 Knowledge Reserve: Students have basic knowledge of some world-famous landmarks (e.g., the Great Wall, the Pyramid) from general education and life experience. They have learned the present perfect tense in previous units and can form simple sentences using "Have you ever...?" However, they lack vocabulary for describing cultural sites and may be unfamiliar with the English names of many landmarks. Ability Level: Most students can understand simple spoken English with visual support but struggle with extended listening passages. They have limited experience in listening for specific information and may lose focus when the audio is long. Weak learners often fail to catch key words in listening and rely heavily on visual cues. Interest & Attitude: Students are highly interested in travel and world cultures, which makes the topic naturally engaging. The visual nature of the warm-up activities (matching pictures with names) appeals to their learning preferences. However, their weak listening skills may cause anxiety during the listening task, so activities must be scaffolded and low-stakes. 教学目标 1. Knowledge Objectives Students will master 10+ vocabulary words and phrases related to world cultural spots: the Great Wall, Pyramid, Taj Mahal, Colosseum, Sydney Opera House, the Forbidden City, Statue of Liberty, Big Ben, be located in, date back to, be famous for. 2. Skill Objectives Students will be able to identify and match world cultural spots with their names and countries through visual recognition. Students will be able to understand a listening passage about world cultural spots and extract key information (names, locations, features). Students will be able to conduct a short pair discussion about travel experiences using "Have you ever been to...?" 3. Emotional & Attitudinal Objectives Students will develop an appreciation for world cultural heritage and cultural diversity. Students will build confidence in listening comprehension through scaffolded, repeated listening practice. Students will cultivate curiosity about world cultures and a sense of pride in China's cultural heritage (e.g., the Great Wall, the Forbidden City). 教学重难点 Key Points: Mastering vocabulary for world cultural spots; understanding the listening passage and extracting key information; using "Have you ever been to...?" in pair discussions. Difficult Points: Recognizing and pronouncing unfamiliar English names of cultural sites; understanding the listening passage and matching descriptions to correct pictures; maintaining a short discussion using the target sentence pattern. 教学方法 Task-based Language Teaching (TBLT): Design pre-listening, while-listening, and post-listening tasks to guide students through the listening process. Communicative Language Teaching (CLT): Emphasize real-life communication through pair discussions about travel experiences. Audio-lingual Method: Use repetition and drilling to teach pronunciation of new vocabulary. 课前准备 Teacher Preparation: 1. Prepare PPT slides with images of world cultural spots (the Great Wall, Pyramid, Taj Mahal, Colosseum, Sydney Opera House, the Forbidden City, Statue of Liberty, Big Ben), vocabulary lists, and listening comprehension questions. 2. Record or download audio clips of the listening passage for multiple rounds of playing. 3. Create vocabulary handouts with Chinese translations for key cultural spot names and descriptive words. Student Preparation: 1. Review the present perfect tense "Have you ever...?" from previous lessons. 2. Think about famous cultural sites they know and prepare to share in class. 教学媒体 Multimedia computer, projector, speakers, PPT slides, vocabulary handouts, listening worksheets, whiteboard, markers, images of world cultural spots, short video clip of world landmarks. 教学过程 教学环节 教师活动设计 学生活动设计 设计意图 Lead-in Greet students and play a short video clip (1-2 minutes) showing famous world cultural landmarks (the Great Wall, Pyramid, Taj Mahal, etc. Ask: "What places did you see in the video?" in simple English, with gestures and images to help comprehension. Introduce the lesson topic: "Today we will learn about world cultural spots and practice our listening skills!" Watch the video and try to name the landmarks they recognize in English or Chinese. Answer the teacher's question in simple English or Chinese (e.g., "Great Wall!", "Pyramid!" Listen to the lesson topic and get excited about the content. Use video to capture students' attention and activate prior knowledge about world cultural sites. Visual and auditory input lowers anxiety and makes the topic accessible to all learners. Warm-up Activities Display images of 6-8 world cultural spots on PPT with their names jumbled below. - the Great Wall (China) - Pyramid (Egypt) - Taj Mahal (India) - Colosseum (Italy) - Sydney Opera House (Australia) - Statue of Liberty (USA) - Big Ben (UK) - the Forbidden City (China) Ask students to match the pictures with the names. Walk around to monitor and offer help. Check answers as a class. Have students repeat each name 2-3 times, correcting pronunciation. Look at the images and work individually or in pairs to match each picture with its correct name. Check answers with the teacher and repeat the names after the teacher. Pair work encourages peer learning and reduces anxiety. Repetition builds muscle memory for pronunciation of unfamiliar English names. Pre-listening Introduce the listening task: "Now we will listen to a passage about world cultural spots. Listen carefully and find out what places are mentioned." Display the 4 listening comprehension questions on PPT with Chinese translations: 1) How many places are mentioned in the passage? 2) Where is the Great Wall? 3) Which country is the Pyramid in? 4) What other cultural spots are mentioned? Listen to the teacher's introduction and look at the worksheet. Read the questions and underline key words (e.g., how many, where, which country). Previewing questions and key words helps students focus their listening and reduces anxiety. Highlighting key words trains students in listening for specific information. While-listening Step 1: First Listening Play the audio of the listening passage from beginning to end. Ask: "How many places did you hear?" to check general understanding. Step 2: Second listening Play the audio a second time. Pause after each section to give students time to answer the questions on their worksheet. Walk around to check students' answers and offer help. Step 3: Third listening Play the audio a third time, playing each section one by one. Check answers as a class. Write correct answers on the board. Step 1: First Listening Listen from beginning to end, trying to catch the main idea and the names of places mentioned. Answer the teacher's question (e.g., "Three." / "Four." Step 2: Second listening Practice the dialogue with their partner, using the sentence frames if needed. Focus on correct pronunciation and natural intonation. Step 3: Third listening Check answers as a class. Write correct answers on the board. Volunteer to share their answers. Correct their own worksheets. Listening and reading aloud help students internalize the dialogue and improve pronunciation. Role-play reduces speaking anxiety and provides a low-stakes environment for practice. Performance builds confidence and allows for peer learning. Post - listening Display the audio script on PPT (or a simplified version) and read it aloud. Ask follow-up questions to extend the discussion: "Which cultural spot do you want to visit most? Why?" Summarize key vocabulary and sentence patterns learned in the lesson. Follow along with the script and circle any unfamiliar words. Follow along with the script and circle any unfamiliar words. Repeat the key vocabulary and sentences after the teacher. Model answers provide a clear template for weak learners.- Extended pair work encourages spontaneous speaking and applies the functional phrases to real-life scenarios. Sentence frames scaffold students to form complete sentences. Summary &Homework 1) Review the names of 8 world cultural spots and practice saying them aloud. 2) Complete the listening worksheet (fill in the blanks with the correct place names). 3) Ask a family member or friend "Have you ever been to...?" and write down their answer in English. 4) Preview the reading passage about the Forbidden City for next class. Blackboard design Unit 8 World cultural spots (warm up&listening) 1. World cultural spots The Great Wall(China) Pyramid(Egypt) The Colosseum(Italy) The Kremlin(Russia) 2. Key Sentence Pattern A: Have you ever been to the Great Wall? B: Yes, I have. / No, I haven't. 3. Listening Questions 1) How many places are mentioned? 2) Where is the Great Wall? 3) Which country is the Pyramid in? 4) What other cultural spots are mentioned? Teaching Evaluation 1. Formative Evaluation (In-class) (1) Matching Activity: Observe students' ability to correctly match images with cultural spot names, assessing their vocabulary recognition.Pronunciation Mastery: Evaluate students' ability to pronounce weak forms of and, than, but correctly during choral reading and pair practice. (2) Pair Discussion: Evaluate students' ability to use "Have you ever been to...?" correctly in pair conversations. (3)  Listening Comprehension: Check students' worksheet answers to assess their ability to extract key information from the listening passage. 2. Summative Evaluation (Homework) (1) Check homework worksheets for correct identification of cultural spots and listening comprehension. (2) Assess students' ability to use "Have you ever been to...?" in their written homework. Teaching reflection 1. Successes (1) The warm-up video and picture-matching activity successfully engaged students, as they were highly interested in the visual content of world-famous landmarks. Most students participated actively in the pair discussion. (2) Scaffolding (sentence frames, visual aids, repeated listening) effectively supported weak learners, allowing them to complete the listening task with growing confidence. (3) The connection between the topic and students' curiosity about travel and world cultures boosted their motivation to learn. 2. Areas for Improvement (1) Some students struggled to pronounce unfamiliar cultural spot names (e.g., Colosseum, Taj Mahal). More pronunciation drilling may be needed in future lessons. (2) A few students had difficulty catching specific information during the second listening. Providing a gap-fill version of the listening script could offer additional support. (3) Time management: The pair discussion section took longer than planned, reducing time for the third listening. I will adjust the timing in future lessons to ensure all listening stages are covered. 3. Future Adjustments (1) Add more pronunciation practice for unfamiliar vocabulary before the listening task. (2) Provide differentiated listening tasks (e.g., gap-fill for weaker students, open-ended questions for advanced students). (3) Prepare a short cultural quiz game as an optional extension activity for fast finishers. 学科网（北京）股份有限公司 $