Welcome unit Listening and Speaking 教学设计（表格式）-2025-2026学年高中英语人教版（2019）必修第一册
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| 名称 | Welcome unit Listening and Speaking 教学设计（表格式）-2025-2026学年高中英语人教版（2019）必修第一册 |  | |
| 格式 | docx | ||
| 文件大小 | 191.8KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-10-16 23:47:49 | ||
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石泉县英语学科教学设计
课题名称 Welcome Unit Listening and Speaking 授课教师
授课时间 2025.9.2-9.4 授课班级 高一2、6班
课型 Listening and Speaking 课时数 3课时
课程标准要求 1.主题语境引领下的词汇、听力与口语教学，融合英语学习活动观。 2.强调学生主体地位，通过真实情境任务培养跨文化交际意识与合作学习能力。
教材内容分析 【What】本听力精听部分语篇以外国高中生Amy 到中国学习第一天报到的情况展开。第一段材料描述了Amy 办理入学报到手续。第二段对话关于同学Amy 和Max在餐厅相遇并讨论自己喜欢的科目，语气较为随意。第三段对话是关于Amy 向老师咨询课程选择，语言较为正式。泛听部分语篇是通过Amy 和Li Ming的一段对话， 来了解对方各自喜欢的学习方式和方法。 【Why】文本信息容易，与初中内容衔接紧密，旨在让学生通过英语从不同侧面表达自我，尽快让同学们开学之初了解自己，认识他人，为高中学习奠定良好的人际关系和正确的学习方法。 【How】本节课听力内容主要为对话，情景内容旨在帮助学生复习初中所学的打招呼、自我介绍、了解学习风格等内容，语言比较口语化，但根据对话发生的场景不同，分正式和非正式：师生之间的对话，语言较为正式，而同学之间的对话，用语较为随意，充满大量的重复、停顿和日常寒暄。
教学目标设计 Language ability：Students can understand and use words such as "nervous" and "curious" to describe emotions, as well as campus-related terms like "student ID card" and "lecture hall". They can complete tables and answer questions based on listening materials, and introduce themselves and have conversations using the learned sentence patterns. 2. Learning ability：Guide students to master and practice the ability to predict the content of listening materials based on information, and use listening strategies such as keyword capture and note-taking. 3. Cultural Awareness：Understand the differences in curriculum and extracurricular activities between high schools in China and the United States, and cultivate cross-cultural understanding. Thinking Quality： In oral expression, learn to organize language and express viewpoints clearly, and improve the logicality of thinking.
教学重难点及处理 教学重点：Guide students to master and practice the ability to predict the content of listening materials based on information, and use listening strategies such as keyword capture and note-taking. 【突破策略】By guiding students to use listening strategies such as keyword capture and note-taking. 教学难点：learn to organize language and express viewpoints clearly, and improve the logicality of thinking. 【突破策略】Through group cooperation to complete dialogue exercises, enhance cooperative learning and autonomous learning abilities.
教学资源选择 希沃白板、黑板。
教学过程设计 Period 1：Listening and Speaking （1） Activity 1 lead in——Revision Match English words with Chinese ones（seewo） Purpose：recall new words of this unit and lay foundation for speaking and listening. Activity 2 presentation 1. Show the opening-page picture and the quotation “A thousand-mile journey begins with the first step.” 2.Ask: “How do you feel about ‘your first step’ ” Guide students to use words such as excited, nervous, curious, etc. Purpose：Activate prior knowledge, spark interest and pave the way for the listening tasks by linking the theme to students’ real feelings on the first school day. Activity 3 Pre-listening 1.Display three pictures (classroom, lecture hall, registration office). 2.Students match each picture with a sentence, e.g. “My name is Amy. I’d like to have a student ID card, please.” 3.Predict who Amy, Max and the headmaster are and what they will talk about. Purpose：Create context–language connections and train students to anticipate content before listening. Activity 3 While-listening Procedure 1 (Conversation 1 – Registration) Listen to Amy getting her student ID card and complete the table (student number, name, nationality, grade, email). Strategy tip: write the first one or two letters while listening, then the full word afterwards. Purpose:Develop students’ ability to catch specific details of listening. Activity 4 Summary Review important phrases and 3 sentences that they have learnt in this class. Homework: Read words(exchange-impression)小组长处过关 Period 2：Listening and Speaking （2） Activity 1 lead in——Revision Have students describe the pictures(who what where ) Try to write down the sentences. Purpose:Guide students to review important sentences that they have learnt last class and lead to the topic. Activity 2 While-listening Procedure 2 (Conversation 2 – Dining hall chat) 1.Brainstorm: What subjects do you know 2.Listen to Amy and Max in the dining hall; tick their favourite subjects and note key comments, e.g. “Maths is difficult but interesting.” Procedure 3 (Conversation 3 – Course consultation) Listen to Amy talking with Ms Li; answer “What does Amy want to be in the future ” and “Which course will she choose ” Purpose:Develop the ability to catch specific details, recognise informal vs formal spoken English, and become familiar with campus-related vocabulary. Activity3 Presentation&Summary 1.Present some important dialogues from 3 conversations. 2.Have students read the dialogues by role-play. 3.Guide students to classify introductions,greetings and responses and make a summary. 4.Teach students to read them together. Purpose:Lay a foundation for speaking. Homework: 1. sort out important phrases(5+) that they have learnt in this class and remember them. 2.Preview “pronunciation(P3)” Period 3：Listening and Speaking （3） Activity 1 lead in——Revision Read words and expressions by following the tapes. Purpose:It is a nice way to help students to read words and expressions fluently. Activity2 free talk Recall introductions,greetings and responses by “Ask and Answer”. Purpose:It can assist students to express their own ideas in speaking part. Activity 3:Speaking--- Group work choose one scene (registration, dining hall, course talk) and role-play a conversation using sentence frames provided: – My name is … I’m … – Have you met … – May I introduce … Purpose:Recycle the language from listening in a new context, focus on appropriacy (formal vs informal) . Activity 4 Pronunciation 1. Listen to and repeat the words on Page 3. 2. Guide students to discover the rule: vowels usually say their alphabet name in open syllables and another sound in closed syllables. 3. Find more examples in Conversation 1 (name, am, here, yes, nice, sit, student, number …). Purpose:Improve pronunciation accuracy and help students memorise spelling through sound–spelling links. Activity5 Self-evaluation Students complete a short self-check table on participation, vocabulary use, pronunciation and cooperation. Purpose:Foster learner autonomy and encourage reflection on both success and areas for improvement. Homework: Translate 5 sentences(写在作业本上。摘抄汉语，英语写在上一行，汉语写在下一行。） Purpose:Encourage authentic language use, and reinforce vocabulary and intonation learnt today.
板书设计 Period 1：Listening and Speaking （1） 1.begin with 2.Would like to do sth. 3.Match...with 4.Sb be doing +sp. Period 2：Listening and Speaking （2） Period 3：Listening and Speaking （3） – My name is … . I’m … – Have you met … – May I introduce … –How’s it going --Great.
课题名称 Welcome Unit Listening and Speaking 授课教师
授课时间 2025.9.2-9.4 授课班级 高一2、6班
课型 Listening and Speaking 课时数 3课时
课程标准要求 1.主题语境引领下的词汇、听力与口语教学，融合英语学习活动观。 2.强调学生主体地位，通过真实情境任务培养跨文化交际意识与合作学习能力。
教材内容分析 【What】本听力精听部分语篇以外国高中生Amy 到中国学习第一天报到的情况展开。第一段材料描述了Amy 办理入学报到手续。第二段对话关于同学Amy 和Max在餐厅相遇并讨论自己喜欢的科目，语气较为随意。第三段对话是关于Amy 向老师咨询课程选择，语言较为正式。泛听部分语篇是通过Amy 和Li Ming的一段对话， 来了解对方各自喜欢的学习方式和方法。 【Why】文本信息容易，与初中内容衔接紧密，旨在让学生通过英语从不同侧面表达自我，尽快让同学们开学之初了解自己，认识他人，为高中学习奠定良好的人际关系和正确的学习方法。 【How】本节课听力内容主要为对话，情景内容旨在帮助学生复习初中所学的打招呼、自我介绍、了解学习风格等内容，语言比较口语化，但根据对话发生的场景不同，分正式和非正式：师生之间的对话，语言较为正式，而同学之间的对话，用语较为随意，充满大量的重复、停顿和日常寒暄。
教学目标设计 Language ability：Students can understand and use words such as "nervous" and "curious" to describe emotions, as well as campus-related terms like "student ID card" and "lecture hall". They can complete tables and answer questions based on listening materials, and introduce themselves and have conversations using the learned sentence patterns. 2. Learning ability：Guide students to master and practice the ability to predict the content of listening materials based on information, and use listening strategies such as keyword capture and note-taking. 3. Cultural Awareness：Understand the differences in curriculum and extracurricular activities between high schools in China and the United States, and cultivate cross-cultural understanding. Thinking Quality： In oral expression, learn to organize language and express viewpoints clearly, and improve the logicality of thinking.
教学重难点及处理 教学重点：Guide students to master and practice the ability to predict the content of listening materials based on information, and use listening strategies such as keyword capture and note-taking. 【突破策略】By guiding students to use listening strategies such as keyword capture and note-taking. 教学难点：learn to organize language and express viewpoints clearly, and improve the logicality of thinking. 【突破策略】Through group cooperation to complete dialogue exercises, enhance cooperative learning and autonomous learning abilities.
教学资源选择 希沃白板、黑板。
教学过程设计 Period 1：Listening and Speaking （1） Activity 1 lead in——Revision Match English words with Chinese ones（seewo） Purpose：recall new words of this unit and lay foundation for speaking and listening. Activity 2 presentation 1. Show the opening-page picture and the quotation “A thousand-mile journey begins with the first step.” 2.Ask: “How do you feel about ‘your first step’ ” Guide students to use words such as excited, nervous, curious, etc. Purpose：Activate prior knowledge, spark interest and pave the way for the listening tasks by linking the theme to students’ real feelings on the first school day. Activity 3 Pre-listening 1.Display three pictures (classroom, lecture hall, registration office). 2.Students match each picture with a sentence, e.g. “My name is Amy. I’d like to have a student ID card, please.” 3.Predict who Amy, Max and the headmaster are and what they will talk about. Purpose：Create context–language connections and train students to anticipate content before listening. Activity 3 While-listening Procedure 1 (Conversation 1 – Registration) Listen to Amy getting her student ID card and complete the table (student number, name, nationality, grade, email). Strategy tip: write the first one or two letters while listening, then the full word afterwards. Purpose:Develop students’ ability to catch specific details of listening. Activity 4 Summary Review important phrases and 3 sentences that they have learnt in this class. Homework: Read words(exchange-impression)小组长处过关 Period 2：Listening and Speaking （2） Activity 1 lead in——Revision Have students describe the pictures(who what where ) Try to write down the sentences. Purpose:Guide students to review important sentences that they have learnt last class and lead to the topic. Activity 2 While-listening Procedure 2 (Conversation 2 – Dining hall chat) 1.Brainstorm: What subjects do you know 2.Listen to Amy and Max in the dining hall; tick their favourite subjects and note key comments, e.g. “Maths is difficult but interesting.” Procedure 3 (Conversation 3 – Course consultation) Listen to Amy talking with Ms Li; answer “What does Amy want to be in the future ” and “Which course will she choose ” Purpose:Develop the ability to catch specific details, recognise informal vs formal spoken English, and become familiar with campus-related vocabulary. Activity3 Presentation&Summary 1.Present some important dialogues from 3 conversations. 2.Have students read the dialogues by role-play. 3.Guide students to classify introductions,greetings and responses and make a summary. 4.Teach students to read them together. Purpose:Lay a foundation for speaking. Homework: 1. sort out important phrases(5+) that they have learnt in this class and remember them. 2.Preview “pronunciation(P3)” Period 3：Listening and Speaking （3） Activity 1 lead in——Revision Read words and expressions by following the tapes. Purpose:It is a nice way to help students to read words and expressions fluently. Activity2 free talk Recall introductions,greetings and responses by “Ask and Answer”. Purpose:It can assist students to express their own ideas in speaking part. Activity 3:Speaking--- Group work choose one scene (registration, dining hall, course talk) and role-play a conversation using sentence frames provided: – My name is … I’m … – Have you met … – May I introduce … Purpose:Recycle the language from listening in a new context, focus on appropriacy (formal vs informal) . Activity 4 Pronunciation 1. Listen to and repeat the words on Page 3. 2. Guide students to discover the rule: vowels usually say their alphabet name in open syllables and another sound in closed syllables. 3. Find more examples in Conversation 1 (name, am, here, yes, nice, sit, student, number …). Purpose:Improve pronunciation accuracy and help students memorise spelling through sound–spelling links. Activity5 Self-evaluation Students complete a short self-check table on participation, vocabulary use, pronunciation and cooperation. Purpose:Foster learner autonomy and encourage reflection on both success and areas for improvement. Homework: Translate 5 sentences(写在作业本上。摘抄汉语，英语写在上一行，汉语写在下一行。） Purpose:Encourage authentic language use, and reinforce vocabulary and intonation learnt today.
板书设计 Period 1：Listening and Speaking （1） 1.begin with 2.Would like to do sth. 3.Match...with 4.Sb be doing +sp. Period 2：Listening and Speaking （2） Period 3：Listening and Speaking （3） – My name is … . I’m … – Have you met … – May I introduce … –How’s it going --Great.