Unit3 The Internet Listening and Speaking 教案-2025-2026学年高中英语人教版必修第二册

Book 2 Unit 3 The Internet - Listening and Speaking --- Ask about online habits (Lesson Plan) I. Analysis of the Students (学情分析) The target students for this lesson are Senior High School Grade 1 students. As "digital natives," they are highly familiar with the topic of the Internet and possess abundant background knowledge. However, they may encounter vocabulary bottlenecks or resort to "Chinglish" when expressing specific online activities (e.g., "stream movies," "use a search engine"). Furthermore, while students can catch fragmented information during listening, they lack the conscious awareness to apply top-down listening strategies—such as identifying signal words like "that is" or "for example" to deduce the meaning of unfamiliar words in real-time. Therefore, this lesson aims to bridge the gap between their daily experiences and authentic English expression, focusing heavily on listening micro-skills and communicative speaking strategies. II. Teaching Objectives Based on the English Curriculum Standards for Senior High School, the objectives are: 1. Linguistic Ability: Students will master and accurately pronounce core vocabulary related to online activities: write a blog post, chat online, use a search engine, stream movies and music. Students will fluently ask and answer questions about online habits, such as "How much time do you spend online every day?" and "What do you usually do online?". 2. Learning Ability: Students will capture specific information (time spent, activities, reasons) from a survey-style listening track. Students will identify and apply listening strategies for defining new words using cues like "that is", "for example", and "it's like". III. Key & Difficult Points Key Point: Grasping key information while listening and using the target language to conduct a survey about online habits. Difficult Point: Recognizing and effectively employing the three strategies for defining unfamiliar words in real-time communication ; mastering note-taking skills during listening. IV. Teaching Procedures Step 1: Lead-in (5 mins) Activity: Quote Analysis & Brainstorming Show the quote on the screen: "The Internet is becoming the town square for the global village of tomorrow. -Bill Gates". Ask students: "What happens in a town square?" (People meet, share information, trade) . Follow up: "How is the Internet like a town square?". Brainstorm: Ask "What do you usually do online?" and create a quick mind map on the blackboard. 【设计意图】High school students might find abstract quotes difficult to grasp initially. By scaffolding the concept—comparing the abstract "Internet" to a concrete "town square" through sequential questioning—the teacher activates students' existing life experiences. The mind map generated on the blackboard serves not only as a brainstorming result but also as a readily available vocabulary bank for subsequent speaking tasks, lowering the affective filter for verbal output. Step 2: Pre-listening (5 mins) Task 1: Vocabulary Match (Activity 1) Students match target phrases (write a blog post, chat online, use a search engine, stream movies and music) with pictures A, B, C, D. Students tick the activities they personally enjoy. Task 2: Prediction Guide students to look at the table in Activity 2. Ask: "Are we going to listen to a conversation or a monologue?" and "What will the survey questions be?". 【设计意图】 Pre-listening prediction is a crucial habit for high schoolers. Having students tick their own preferences immediately connects the textbook to their personal lives. Analyzing the table structure before playing the audio helps students build a listening schema, significantly improving their information capture rate during the actual listening phase. Step 3: While-listening (15 mins) Task 1: General Information (Activity 2) Listen: Play the recording of Sam surveying Anna, Paul, and Joe. Fill in the table: Students record "Time spent", "Online activities", and "Reasons" for each person. 【难点突破】 When filling out the table, students often miss subsequent information because they are busy spelling out long words. The teacher must explicitly demonstrate note-taking micro-skills here. For instance, showing them how to write "2-3 hrs" instead of "two or three hours", or using acronyms and symbols for the "Reasons" column. This alleviates listening anxiety. Task 2: Strategy Focus - Listen for Definitions (Activity 3 & 4) Listen again: Play the recording and ask students to fill in the blanks regarding the definitions of blog, stream, and search engine. Analyze: Direct students' attention to the "Listen for definitions" box. Ask them to match the strategies to the words used: A. Use simpler words → "that is". B. Use an example → "for example". C. Compare to something → "it's like". Step 4: Post-listening & Speaking (10 mins) Task: Online Habits Interview (Activity 5) Review expressions: Briefly review useful chunks from the audio on the board (e.g., It depends, It's hard to say, look up information). Pair Work: Students take turns interviewing each other using the target questions: "How much time do you spend online every day?" and "What do you usually do online?". Challenge: Encourage students to mention at least one specific app or website they use and define it for their partner using one of the three strategies learned today. 【设计意图】 Language input must ultimately transition into authentic communicative output. The "Challenge" section bridges knowledge transfer. When students explain local apps like Bilibili or Xiaohongshu to each other, they will naturally employ "It's like..." or "For example...", turning a theoretical listening strategy into a practical speaking competency. Step 5: Performance & Evaluation (5 mins) Showtime: Invite 2-3 pairs to perform their conversation in front of the class. Feedback: Provide comprehensive evaluation focusing on information content, language accuracy, and pronunciation/intonation. V. Homework & Summary 1. Summary: Create a small reference card summarizing the 3 strategies for defining new words in speech, including the key signal phrases. 2. Homework: Based on your pair-work interview, write a short report (50-80 words) summarizing your partner's online habits. VI. Teaching Reflection (教学反思) The strength of this lesson's design lies in its smooth transition from Bill Gates' conceptual quote to the students' actual daily lives; the initial mind map effectively reduced the cognitive load for later speaking tasks. However, in actual practice, the "Pair Work" output phase can sometimes devolve into a rigid, scripted Q&A, especially for lower-proficiency students. To improve this in future iterations, I need to insert a brief "Reaction" chunk practice before Step 4. By explicitly teaching conversational fillers—such as "Really?", "Me too", or "That's interesting!"—students will learn how to react naturally to their partners' answers. This emphasis on interaction will make the communication feel much more authentic rather than simply reading off a page. 1 学科网（北京）股份有限公司 $