Unit 2 Iconic Attractions Using Language(Ⅰ) Listening and Speaking 教案 -2026-2027学年高中英语人教版（2019）选择性必修第四册

2026-2027学年高中英语人教版（2019）选择性必修第四册 Unit 2 Iconic Attractions Period 3 Using Language(Ⅰ) Listening and Speaking 教案 学科 英语 年级 高二 教材版本 人教版（2019）选择性必修第四册 课型 听说课 课时 1课时（45分钟） 授课时间 2026-2027学年下学期 一、教材分析 本课时是选必四Unit 2 Iconic Attractions的第三课时，Using Language板块的听说课。听力是电台节目"Amazing New Zealand"，三位不同职业的嘉宾分别聊什么最能代表新西兰——岛屿湾、地热公园、整体文化体验。前面课文刚讲过新西兰的标志性景点，这段听力相当于从阅读转到听说，让学生在真实对话里再听一遍别人怎么介绍一个地方。 语篇最有教学价值的不是新西兰景点本身，而是三位嘉宾收尾观点时用的总结句型——all in all, in short, in my opinion。学生聊一个地方往往只会说"I think it is good"，不会收尾。这段听力正好给他们一个框架：说完理由之后用总结句收束。口语部分顺着这个框架，让学生讨论"什么最能代表武汉"，学生有话可说。 二、教学目标 1. 知识目标：学生能够掌握iconic, attraction, geothermal, cruise, hiking, wildlife, bungee等核心词汇，熟悉all in all, in short, in summary等总结句型； 2. 能力目标：听前会预测，听的时候能把嘉宾和他们的选择、理由对应起来，还能注意到收尾的总结词；讨论的时候能用总结句型收束自己的观点； 3. 情感目标：通过讨论"什么最能代表武汉"，让学生想想自己城市的标志性东西是什么，增加一点对家乡的认同。 三、教学重难点 教学重点：第三遍听力中捕捉 all in all / in short / in my opinion 等总结词的逻辑位置，理解它们是说话人用来收尾观点的信号词。 教学难点：在武汉推介小组讨论中，主动用总结句（all in all / in short）收束推介观点，做到理由说完后有明确结论，而不是零散罗列。 四、教学方法 Task-based language teaching, audio-lingual method, cooperative learning, discussion approach 五、教学准备 Teacher-prepared pictures of the Yellow Crane Tower, Wuhan Yangtze River Bridge, and hot dry noodles; listening audio; printed group assessment rubrics for each group. 六、教学过程 Step 1: Lead-in and Pre-listening (10 minutes) Teacher Activity: 1. Show the three Wuhan pictures on the screen. Worksheets have been handed out before class. Give instructions: "Now look at the pictures. Work in pairs and discuss the three questions on your worksheet." ★ Worksheet tasks: 1. You saw three Wuhan icons in the preview—the tower, the bridge, and the noodles. Which one would you show a foreign visitor first? Why? 2. Have you ever been to any of these places? What impressed you most? 3. Now you are going to listen to a radio programme about New Zealand. Read the questions on the next page quickly. Underline the key words in each question—what are you listening for? 2. While students discuss in pairs, walk around the classroom and offer vocabulary support (e.g. iconic, landmark, represent). After 5 minutes, invite 2-3 pairs to share. Give positive feedback and write key words on the board. 【设计意图】 用学生天天见的武汉地标导入——黄鹤楼、长江大桥、热干面，不是课本上那种遥不可及的外国例子。学生一上来就有话说。第三个问题直接带学生做听前读题划词，把听力策略提前垫好。 Step 2: While-listening (20 minutes) Activity 1 First listening: match speakers with their choices Teacher Activity: "Listen to the radio programme 'Amazing New Zealand.' Three speakers are talking about what they believe best represents New Zealand. Match each speaker with their job and their choice." Play the recording. After listening, check answers orally as a class. ★ Worksheet tasks: Dave Edmonds writer of the Fantastic Life blog the geothermal parks Felicity James business journalist the New Zealand experience Jane Smith editor of World Nature magazine the Bay of Islands 【设计意图】 第一遍听只要求学生搞清楚谁是谁、选了什么，不抠细节。先建立信心。 Activity 2 Second listening: reasons Teacher Activity: "Listen again and fill in the blanks. List the reasons each speaker gives." Give students 20 seconds to read through the blanks, then play the recording. After listening, let students check with deskmates first, then confirm as a class. ★ Worksheet task: Speaker 1 (Bay of Islands): ________, hiking, explore small towns, rich ________, experience ________, beaches, water, ________ Speaker 2 (geothermal parks): hot ________, geysers, bubbling ________, and sulphuric ________ Speaker 3 (New Zealand experience): see a ________ bird, a flock of ________, try manuka ________, go ________ 【设计意图】 第二遍抓理由细节，填空逼着学生边听边记。三位嘉宾的理由分别是自然风光、地热奇观、文化体验，信息层次清楚。 Activity 3 Third listening: summary phrases ★ Key point breakthrough Teacher Activity: "Third time—this is the tricky part. Don't just catch facts. Listen for how each speaker wraps up their opinion. Write down the summary words you hear." Play the recording. After listening, let students compare with a partner, then show the summary phrase card on the board. ★ Worksheet tasks: 1. ________, the Bay of Islands is really what best represents New Zealand. 2. ________, the places that best represent New Zealand are the geothermal parks. 3. ________, I would like to suggest that tourists not just visit iconic places—they should experience its culture. ★ Summary phrase card: All in all / In short / In summary / To sum up / In my opinion—used at the end to wrap up the main point. 【设计意图】 【对应教学重点】这是这节课最有嚼头的地方。学生聊一个地方往往只会说“I think it is good”，不会收尾。三位嘉宾每人都用总结句收尾，正好给学生一个框架：听完之后要能识别出 all in all 这种词就是说话人要下结论了。给一张短语卡当拐杖，把听力输入里的策略显性化。 Step 3: Post-listening Speaking (12 minutes) Activity 1 Group task: What best represents Wuhan? (8 minutes) ★ Difficult point breakthrough Teacher Activity: "Imagine your group is on a Wuhan tourism promotion panel. Choose ONE thing below that you think best represents Wuhan. Discuss in groups of four, then within your group decide on one speaker to present. And remember—end your presentation with a summary phrase!" Show the five options and useful expressions on the screen. Walk around and support groups; when you hear someone in the group wrapping up without using a summary phrase, remind them to end with all in all or in short. ★ Worksheet tasks: A. The Yellow Crane Tower—Wuhan's most famous historical landmark B. The Yangtze River Bridge—the symbol of Wuhan's industrial era C. Hot dry noodles (reganmian)—the food Wuhan people eat every morning D. East Lake—the biggest urban lake in China, perfect for cycling E. Optics Valley (Guanggu)—Wuhan's modern science and technology hub Useful expressions (summary phrases from the interview): · In my opinion,... · I think... because... · The reason why... is that... · All in all,... · In short,... · To sum up,... · That is why I think... ★ Group peer assessment rubric: Criteria Excellent (3 pts) Good (2 pts) Needs improvement (1 pt) Opinion clarity Clear position, easy to follow Has a position, somewhat clear No clear position Summary phrases Uses 2+ summary phrases correctly Uses 1 summary phrase No summary phrase used Reasoning quality Specific, tied to Wuhan examples Has reasons, general Vague, no reasons Team cooperation Everyone speaks, good teamwork Most join in One person does all talking 【设计意图】 【对应教学难点】口语任务最怕学生没话说，也最怕说了一堆没有结论。套个“武汉旅游推介”的壳，五个选项总有一个跟学生生活沾边。互评表专门盯“有没有用总结句收尾”这一项——这就是本节课难点的外化：不是让学生说得多，而是让学生说完之后能用 all in all 收个尾。8分钟讨论+组内推代表，时间刚好。 Activity 2 Group report (4 minutes) Teacher Activity: "Your chosen speaker presents your choice and reasons to the whole class. Try to end with a summary phrase. Other groups may ask one question after each presentation." Invite 2-3 groups to present. Give specific feedback—instead of just "good," point out "I liked how you ended with 'all in all'." Activity 3 Role-play (after class) Teacher Activity: "After class, stay in your groups: one person is a tourism officer, the other three are visitors from different countries. Prepare a 2-minute dialogue where you recommend what a visitor must see in Wuhan. We'll perform selected groups next lesson." Step 4: Summary and Homework (3 minutes) Teacher Activity: Briefly review the lesson: the radio programme about New Zealand, the three speakers and their choices, and the summary phrases we practiced today. Then assign homework: read aloud new words, and write an 80-word passage on what best represents Wuhan. 七、板书设计 Unit 2 Iconic Attractions — Period 3 Listening and Speaking Key words: iconic, attraction, geothermal, cruise, hiking, wildlife, bungee Radio programme: Amazing New Zealand Dave Edmonds (business journalist) → Bay of Islands (boat, hiking, culture, beaches) Felicity James (editor) → geothermal parks (hot springs, geysers, bubbling mud, sulphuric pools) Jane Smith (blog writer) → NZ experience (kiwi, sheep, honey, bungee) Summary phrases: all in all / in short / in summary / to sum up / in my opinion Wuhan panel: Yellow Crane Tower · Yangtze Bridge · hot dry noodles · East Lake · Optics Valley 八、作业布置 1. Read aloud the new words and expressions on the textbook pages. 2. Write a short passage (about 80 words): What do you think best represents Wuhan? Give two reasons and end with a summary phrase. 九、教学反思 导入比预想的顺，三张武汉图一放学生马上就来劲了。有个学生说"热干面有什么好代表的，外地人都吃不惯"，旁边同学马上接"那你每天早上吃的是什么"，吵起来了，正好往后面"什么最能代表一个地方"的话题上带，比我自己引自然。 听力三遍的节奏还行。第三遍抓总结词那个环节，一开始有点冷场——学生光顾着回忆第二遍填了什么，没人动笔记all in all这些词。后来我在黑板上先写了"all in all"和"in short"，说"听到这两个就写下来"，才慢慢有人跟上。下次得在听前先把短语卡带着读一遍，让他们带着"找词"的任务去听。 口语讨论选黄鹤楼和热干面的最多。有组选了热干面，说自己奶奶每天早上都去巷子口买，这才是武汉人的日常，说得挺具体。互评表发下去之后，小组里会互相挑"你刚才结尾没用all in all"，效果比我自己催管用。不过8分钟讨论还是紧，有组还在争选A还是选B就到时间了，下次把Activity 1对答案的时间压一压，给讨论多挤两分钟。 展示请了三组，覆盖面还是不够。下次组内先互评推代表，再抽两组全班讲。另外巡视的时候发现，学生说总结句的时候经常用得很生硬——"All in all, I like hot dry noodles."就完了，没有把理由带进去。下次讨论前先做个小热身——每人用all in all说一句跟武汉有关的完整话，再进小组讨论，可能会好点。 【参考答案】 Note: The following are reference key points; teachers may adjust according to actual recording content. Pre-listening 1. Open answer. 2. Open answers. 3. Students should underline key words like "speakers," "choices," "reasons," "summary." While-listening Activity 1 Dave Edmonds—business journalist—the Bay of Islands Felicity James—editor of World Nature magazine—the geothermal parks Jane Smith—writer of the Fantastic Life blog—the New Zealand experience While-listening Activity 2 Speaker 1: boat; history; culture; wildlife Speaker 2: springs; mud; pools Speaker 3: kiwi; sheep; honey; bungee While-listening Activity 3 1. All in all 2. In my opinion 3. In short 学科网（北京）股份有限公司 $