Unit 1 Teenage Life Listening and Talking教学设计-2025-2026学年高中英语人教版必修第一册

西安市第二届基础教育青年教师基本功大赛 教学设计（中小学） 学段：高中 学科：英语 姓名： 课题名称：Unit 1 Teenage Life — Listening and Talking 年级：高一 课时：第4课时 教学理念 This lesson adopts a communicative and student-centered approach, focusing on developing students’ listening and speaking skills through real-life contexts. By engaging in discussions about school clubs and camp planning, students enhance their ability to express future intentions using target structures ("be going to", "will", etc.). The lesson emphasizes collaborative learning, critical thinking, and practical language use. 教材解析 This lesson is the fifth period of Unit 1, focusing on listening and speaking skills. The listening material is a conversation between two teenagers discussing their camp plans, closely related to students' lives, which helps stimulate interest and participation. The speaking task requires students to design and present their own camp ideas, applying the target language. What: The core theme of this lesson is integrating listening and speaking to plan a camp for teenagers, consisting of two interconnected sections: listening input and speaking output. Why: Today, more senior high students are interested in camps—experiences that let them make friends, broaden horizons, and build teamwork/communication skills. This makes the “camp planning” theme highly engaging and relatable. On one hand, the lesson sparks students’ imagination by having them design a peer-friendly camp, fostering logical thinking and creativity. On the other, it centers on the “talking about future activities” language function, helping students master and use structures like “be going to+base verb” and “will+base verb” for meaningful communication. How: The listening text takes the form of a dialogue between Max and Cao Jing. They discuss their weekend plans to attend an adventure camp (Max) and an international youth camp (Cao Jing) respectively. During the conversation, they detail the specific activities of each camp and share their expectations for the camp experience—with frequent use of the target future-tense structures. 学情分析 Students are in the first year of high school with a basic foundation in English. They are familiar with simple future tense but need to expand their range of expressions for discussing future plans. Most students are interested in topics related to their lives, like camps, but may lack confidence in extended speaking. Scaffolded activities and group work are essential to support their output. 教学目标 By the end of this period, students will be able to: Talk about activities in different camps and reasons for choosing them. Identify useful expressions from the listening text. Use target language to express their own ideas about planning a camp. 教学重点 Extracting key information from the listening text. Learning and using expressions related to future plans and intentions. 教学难点 Helping students catch key details while listening. Guiding students to use target vocabulary to plan and describe a camp. 教学方法与策略 Task-based language teaching Communicative approach Scaffolded listening and speaking activities Group work and presentation 教学资源与工具 Multimedia PPT Audio recordings of conversations Worksheets for listening tasks Blackboard / Whiteboard 教学流程 教师活动 学生活动 设计意图 Lead-in(5 mins) Show pictures of camps and ask the students to describe the photos and predict what kind of camps they represent. Describe the photos and predict the kind of the camps Activate prior knowledge, stimulate interest, and introduce the topic contextually. 1st Listening(2 mins) Play the audio. Ask students to identify which camp each speaker chooses. Listen for the gist and match Cao Jing and Max to their respective camps. Develop overall listening comprehension and grasp the main topic. 2nd Listening(5 mins) Play the audio again. Instruct students to tick the specific activities each speaker will do. Listen for specific details and complete the activity checklist for Max and Cao Jing. Practice listening for specific information and enhance detail-capturing skills. 3rd Listening(3 mins) Play the audio and guide students to fill in blanks with key words. Listen intensively and complete the cloze exercise. Extract specific information and understand details. 4th Listening(3 mins) Play the audio or parts of it. Guide students to fill in blanks with future plan expressions. Listen intensively, identify target language, and fill in the blanks with future tense expressions. Focus on recognizing and learning key expressions for discussing future plans. Organize group work ( 17mins) Plan a camp using guiding questions and models, create and present a camp plan. Discuss camp ideas in groups, design a camp, and present it to the class. Use the framework to present and the planning worksheet to plan the camp in a more efficient and detailed way. Encourage collaborative learning, creative application of target language, and develop speaking skills. To guide students in producing a structured, coherent text with appropriate language scaffolding. Sharing & Summary (10mins) 1. Invites 1-2 students to share their revised work. 2. Gives positive feedback. 3. Summarizes the lesson and announces the collection for the Wellness Book. Volunteers share their writing. Listen and appreciate peers’ work. Understand the final product outcome. To transform planning into authentic communication. This stage integrates listening, speaking, and critical thinking, providing a platform for formative peer assessment and celebrating student creativity. 拓展延伸 作业 作业内容 设计思路 Option 1:The Camp Poster (Creative Visual) Create a simple poster for your camp (hand-drawn or digital). It must include: · Camp name · Slogan · Time · Location · Activities(using future tense) Option 2: The “Camp Challenge” Solver (Problem-Solving) Identify one common teenage problem (e.g., stress, loneliness). Design ONE special camp activity to address it. Write a short description (3-4 sentences) including: 1. The problem 2. Activity name 3. What they will do/learn (using future tense). Option 3:The Camp Consultant (Written Response) Write a short email (5-7 sentences) to a new, shy student named Alex. Recommend one of the camps designed in class and explain why it is suitable for him, using at least two different future tense expressions. Caters to visual learners by reducing the linguistic demand and allowing for creative expression. Develops problem-solving skills and connects learning directly to real-life challenges. Applies language in a real-world context while practicing persuasion and empathy. 评价手段 · Observation of student participation during activities. · Completion and accuracy of listening tasks. · Teacher feedback on content and language use during presentations. · Peer evaluation of group presentations using a simple rubric (e.g., clarity, use of target language, creativity). (Clarity: Was the presentation easy to understand? Target Language: Did the speaker use words like “will,” “going to,” and “plan to”? Creativity: Was the camp idea fun and original? Preparation: Did the speaker speak clearly and seem ready? Overall Score: How good was the presentation overall?) 教学板书 1 学科网（北京）股份有限公司 $