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【优质课1】人教版高中英语必修二 Unit 4 History and Traditions Listening and Speaking — Confucius and Qufu 听说课教学设计

发布时间：2026-10-27 07:30:18 最近访问：2026-10-27 07:30:18
【优质课1】人教版高中英语必修二 Unit 4 History and Traditions Listening and Speaking — Confucius and Qufu 听说课教学设计
Wang Huan
Subject: English
Topic: History and Traditions — Confucius and Qufu
Type: Listening and Speaking
Duration: 40 minutes
Textbook: PEP Book 2 (2019), Unit 4
一、Teaching Objectives
By the end of the lesson, students will be able to:
1.Language competence: Extract key facts and opinions about Confucius and Qufu from listening material, and use them in a coherent oral introduction.
2.Learning strategies: Apply prediction, note‑taking with short forms, and fact‑checking through repeated listening.
3.Cultural awareness: Deepen understanding of Confucius's philosophy (Ren and Li) and the cultural significance of Qufu, and develop the ability to share Chinese traditional culture in English.
4.Thinking quality: Distinguish facts from opinions and organize information logically for oral output.
二、Key Points and Difficulties
Key Points
1. Grasping facts about Confucius from three rounds of listening.
2. Organizing cultural information into a coherent oral introduction.
3. Using sentence patterns for a tour guide speech.
Difficulties
1. Distinguishing facts from opinions in listening.
2. Integrating listening content with background knowledge for fluent oral output.
3. Delivering a structured one‑minute speech within time limit.
三、Teaching Method
Task‑based Language Teaching (TBLT), Communicative Approach, Audio‑lingual Method with repeated listening scaffolding.
四、Teaching Aids
Multimedia (PPT, audio), student worksheet, countdown timer.
五、Teaching Procedures
Stage 1  Time：2 min  Activity：Lead‑in
Teacher：Display four quotes by Confucius on PPT. Ask: Do you know who said these? What do they mean in Chinese? Guide students to match English quotes with Chinese originals.
Students：Read quotes, discuss in pairs, and match English‑Chinese originals. Share which quote inspires them most.
Design Intention：Activate prior knowledge; build interest in the topic of Confucius; set cultural context.（学习理解）
Stage 2  Time：7 min  Activity：Pre‑listening
Teacher：Ask: What do you know about Confucius? Guide students to fill in the background knowledge table (name, identity, core ideas, The Analects). Then play a video about Qufu and ask: What do you know about this city?
Students：Fill in the background table about Confucius based on prior knowledge. Watch the video and note key information about Qufu (Three Confucian Sites, Dacheng Hall, etc.).
Design Intention：Build background knowledge scaffold; activate schema for the listening task; provide cultural input to support later output.（学习理解）
Stage 3  Time：3 min  Activity：Task 1: First Listening
Teacher：Present the listening situation (William and Xiao Kong). Ask students to predict: What will they talk about? Remind: In the Gaokao, good students always predict before listening. Play the recording once.
Students：Predict the topic based on the situation. Listen for the gist and check predictions.
Design Intention：Train prediction strategy (Gaokao skill); develop gist‑listening ability.（学习理解）
Time：8 min  Activity：Task 2: Second Listening
Teacher：Ask students to note down facts and opinions about Confucius from William and Xiao Kong. Remind: Use short forms (e.g. 2,500 yrs ago) to save time — a Gaokao skill. Play the recording again.Ask students to distinguish facts from opinions.
Students：Listen and fill in the note‑taking table: William's opinions and Xiao Kong's facts about Confucius. Try to distinguish facts from opinions,and remember when outputting,students should use faces.
Design Intention：Develop detailed listening and note‑taking skills; practise using short forms for efficiency; develop analytical skills in distinguishing facts from opinions.（应用实践）
Time：5 min  Activity：Task 3: Third Listening
Teacher：Present three statements for True/False judgement. Play the recording a third time. Ask: Why is no building in Qufu taller than Dacheng Hall?
Students：Listen again, judge T/F, correct false statements, and answer the comprehension question about Dacheng Hall.
Design Intention：Deepen understanding through repeated listening; develop analytical skills in judging accuracy and correcting errors; apply listening content to cultural reasoning.（应用实践）
Stage 4  Time：3 min  Activity：Post‑listening: Organize
Teacher：Guide students to categorize collected facts into two columns: Confucius (Person and Ideas) and Qufu (Place and Heritage). Provide sentence patterns: It is my great honor to... / The highlight of this tour is... / Now let us talk about... / It is a place where...
Students：Organize facts from listening into the categorization table. Study the sentence patterns for the tour guide speech.
Design Intention：Bridge input to output; provide scaffolding structures; help students organize information logically before speaking.（应用实践）
Stage 5  Time：10 min  Activity：Output: Show Time
Teacher：Present the task: You are the Qufu Cultural Heritage Ambassador. Give a one‑minute tour to a foreign visitor. Display success checklist. Organize pair practice, then invite 2‑3 students to present. Give feedback based on the checklist.
Students：Organize tour content using collected facts and sentence patterns. Practise in pairs. Selected students present to the class. Peers evaluate using the success checklist.
Design Intention：Integrate listening input into oral output; develop fluency and cultural communication skills; peer assessment promotes active learning.（迁移创新）
Stage 6  Time：2 min  Activity：Summary and Homework
Teacher：Summarize the key takeaways: what we learned about Confucius, Qufu, and how to deliver a cultural introduction. Assign differentiated homework (required / recommended / challenge).
Students：Review key points. Note homework assignments.
Design Intention：Consolidate learning; differentiated homework caters to different levels.（迁移创新）
六、Blackboard Design
Unit 4 History and Traditions — Listening and Speaking
Confucius                              Qufu
‑ philosopher / thinker / educator      ‑ Three Confucian Sites
‑ Ren (仁) and Li (礼)                       ‑ Temple / Mansion / Cemetery
‑ The Analects (《论语》)               ‑ Dacheng Hall (tallest)
‑ over 2,500 years ago                      ‑ respect for history
‑ 3 million descendants
Tour Guide Speech Structure:
1. Greeting  →  2. Who is Confucius?  →  3. What to see?  →  4. Closing
七、Homework (Differentiated)----迁移创新
Required
Write an email (about 80 words) introducing Qufu and one of the Three Confucian Sites to a foreign friend.
Recommended
Write an email (80‑100 words) introducing a one‑day tour route in Qufu, covering two sites and the cultural meaning of Confucius's ideas.
Challenging
Write a short passage (about 100 words) introducing a cultural landmark in Tangshan (local context), including its location, cultural spirit, and contemporary value.
八、Teaching Reflection
(To be completed after the lesson)
1. Were the three rounds of listening effectively scaffolded? Did students improve from gist to detail?
2. Did the background knowledge input ( pre‑listening+while‑listening) provide sufficient support for the output task?
3. How well did students integrate listening content with cultural knowledge in their oral presentations?
4. Was the time allocation appropriate? Which stage needs adjustment?
5. How did differentiated homework meet the needs of students at different levels?

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