Unit 1 Teenage Life Listening and Speaking 教案-2025-2026学年高中英语人教版必修第一册

Unit 1 Teenage Life-Listening and Speaking 内容导航 This section focuses on teenage life, including interesting science about age and hearing, a debate on teenage dating, and club selection. It helps students develop listening skills to catch key information and oral ability to express opinions, adapting to senior high school communication scenarios. 教学目标和重难点 1. 教学目标 Language Ability: Understand listening materials about teenage life and use functional expressions to express views and advice. Cultural Awareness: Understand the diversity of teenage life and view teenage emotional issues rationally. Thinking Quality: Develop logical reasoning through listening and critical thinking through debates. Learning Ability: Master listening strategies and improve oral expression through cooperation and practice. 2. 教学重难点 Key Points: Master functional expressions for expressing views, reasons and advice; improve the ability to get the main idea and key details from listening materials. Difficult Points: Flexibly use relevant expressions in real communication; understand the implied meaning in listening materials and imitate pronunciation phenomena such as weak reading and liaison. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class with an interesting warm-up activity to arouse students' interest and activate their prior knowledge related to teenage life. First, the teacher writes the famous quote by Aristotle on the blackboard: "Good habits formed at youth make all the difference." Then, the teacher asks students to read it aloud and discuss briefly: "What do you think of this sentence? What habits do you think are important for teenagers?" This activity not only helps students familiarize themselves with the unit theme but also encourages them to express their own views in simple English. Next, the teacher carries out a listening test similar to the one in Conversation 1. The teacher plays two high-frequency sounds in turn and asks students: "Did you hear the first sound? What about the second one?" After students respond, the teacher笑着 says: "If you couldn't hear the first one, you're not a dog! Dogs can hear very high frequency sounds, but people can't. And if you could hear the second one, you're younger than 25." This interesting interaction immediately attracts students' attention and naturally leads to the first listening material, laying a foundation for the following listening practice. Finally, the teacher introduces the learning objectives of this lesson clearly: "Today, we will listen to three conversations about teenage life. We will learn to catch key information from listening materials and use English to express our opinions, debate and talk about club selection. By the end of this class, you will be able to communicate confidently on relevant topics." Step 2: Pre-listening (Vocabulary and Prediction) Before listening, the teacher helps students preview key vocabulary and expressions to remove language barriers. The teacher presents the following words and phrases on the PPT with simple pictures and example sentences to help students understand and remember: 1. High frequency: related to the sound test in Conversation 1. Example: Dogs can hear high frequency sounds that humans cannot. 2. Date: the core word in the debate topic. Example: Some teenagers think they can date while studying. 3. Club: the key word in Conversation 3. Examples: Ballet Club, Nature Club, Volunteer Club, Cartoon Club. 4. Functional expressions: Group 1 (Expressing views): I think... / We don't agree... / Our answer is...; Group 2 (Giving reasons): One reason is that... / Because... / Besides...; Group 3 (Talking about interests): I like... / I'm not good at... / I'm interested in... The teacher leads students to read these words and expressions twice, emphasizing stress and intonation, such as "We DON'T agree with Team A." and "I'm NOT good at drawing." Then, the teacher checks the mastery by asking random students to make sentences with the expressions. After vocabulary preview, the teacher guides students to predict the content of the listening materials. The teacher shows the pictures of the three conversations (if available) or describes the scenarios briefly: "The first conversation is between a teacher and students, talking about the relationship between age and hearing. The second one is a debate about whether teenagers should date. The third one is a dialogue between two students about choosing a club." Then, the teacher asks students to predict: "What do you think they will talk about in each conversation? What key words may appear?" Students are encouraged to discuss in pairs for 2 minutes, and then several groups share their predictions. This activity helps students form a preliminary understanding of the listening materials and improves their listening efficiency. Step 3: While-listening (Listening Practice and Information Extraction) This step is divided into three parts, corresponding to the three conversations in the textbook. The teacher plays the audio for each conversation in turn, and designs hierarchical tasks to help students extract information step by step, from main idea to key details. 3.1 Listening to Conversation 1 First, the teacher plays the audio of Conversation 1 once. The task for students is to get the main idea: "What is the conversation mainly about?" After listening, students share their answers, and the teacher summarizes: "It's about the difference in hearing ability between different ages. The teacher explains why young people can hear some sounds that older people can't." Then, the teacher plays the audio again, and asks students to finish the following detailed tasks: 1. Fill in the blanks: Dogs can hear very ______ frequency sounds, but people can't. 2. Answer the question: Why can't most people older than 25 hear the second sound? After students finish, the teacher checks the answers with the whole class. For the second question, the teacher guides students to find the key sentence in the conversation: "Our ears change when we get older. Children and young people can hear the second one, but most people older than 25 can't." Then, the teacher asks students to read this sentence aloud to strengthen their memory. Finally, the teacher plays the audio for the third time, and asks students to imitate the pronunciation and intonation of the teacher and students in the conversation. Students can read in pairs, and the teacher walks around to correct their pronunciation, especially the intonation of the teacher's joke and the student's surprise. 3.2 Listening to Conversation 2 First, the teacher plays the audio of Conversation 2 once, and asks students to answer: "What is the debate topic? Which two teams are debating?" Students can easily get the answers: The topic is "Should teenagers date?"; Team A and Team B are debating. Then, the teacher plays the audio again, and asks students to fill in the table about the views and reasons of Team A and Team B: Teams Views (Should teenagers date?) Reasons Team A No, they shouldn't. 1. Teenagers are too young. 2. They should think about schoolwork and spend more time studying. Team B Yes, they can. 1. It is quite natural for teenagers to feel they like somebody. 2. It's possible for teenagers to date and study at the same time. After students finish filling in the table, the teacher invites two students to present their answers, and corrects any mistakes. Then, the teacher plays the audio again, and asks students to pay attention to the functional expressions used in the debate, such as "We say no, they shouldn't." "We don't agree with Team A." "One reason is that..." Students are asked to underline these expressions in their textbooks and read them aloud in pairs, imitating the tone of debate. 3.3 Listening to Conversation 3 First, the teacher plays the audio of Conversation 3 once, and asks students to get the main idea: "What are Adam and Julie talking about?" The answer is: They are talking about Adam choosing a club. Then, the teacher plays the audio again, and asks students to answer the following questions: 1. What club does Julie want to join? Why? 2. What clubs does Adam consider? What are his opinions on each club? 3. What advice does Julie give to Adam? After students answer the questions, the teacher checks and summarizes. For question 2, the teacher guides students to list the clubs and Adam's opinions clearly: 1. Ballet Club: Dancing's not for him—he's got two left feet. 2. Nature Club: He likes animals but is not interested in plants. 3. Cartoon Club: He loves cartoons but is not good at drawing and wants to do something outdoors. 4. Volunteer Club: Julie suggests he talk to Max about it. Then, the teacher plays the audio for the third time, and asks students to role-play the conversation with their partners. Students need to pay attention to the daily tone of the conversation and the expression of Adam's hesitation and Julie's enthusiasm. The teacher selects several pairs to perform in front of the class and gives positive comments and suggestions. Step 4: Post-listening (Oral Practice and Application) This step aims to help students apply the knowledge and skills learned in listening to oral communication, realizing the transformation from "listening" to "speaking". The teacher designs three hierarchical oral activities to meet the needs of different students. 4.1 Activity 1: Sentence Making and Consolidation The teacher presents the functional expressions learned in the listening materials again, and asks students to make sentences with these expressions in pairs. The requirements are as follows: 1. Use the expressions for expressing views and reasons to talk about teenage life (e.g., hobbies, study, friends). 2. Use the expressions for talking about interests to introduce your favorite club or activity. Students have 3 minutes to prepare, and then the teacher invites several students to share their sentences. For example, a student may say: "I think playing basketball is good for teenagers because it can keep us healthy. Besides, it can help us make more friends." Another student may say: "I'm interested in the English Club because I want to improve my spoken English. I'm not good at singing, so I don't want to join the Music Club." The teacher gives positive feedback and corrects any grammatical or expression mistakes. 4.2 Activity 2: Group Debate The teacher organizes a group debate based on the topic in Conversation 2: "Should teenagers date?" Students are divided into four groups: two groups for the affirmative (Yes, they should) and two groups for the negative (No, they shouldn't). Each group has 5 minutes to discuss and prepare their arguments and reasons. The teacher walks around to help students organize their language and provide necessary support. After preparation, the debate begins. The teacher acts as the host, and each group sends a representative to present their views and reasons. Then, the two sides debate freely, and other members of the group can supplement their arguments. During the debate, the teacher encourages students to use the functional expressions learned in the listening materials, such as "We don't agree with you because..." "One reason is that..." "Besides..." After the debate, the teacher summarizes the performance of each group, affirms their strengths, and puts forward suggestions for improvement. For example, the teacher may say: "All groups have prepared well and expressed their views clearly. You have used the expressions we learned correctly. Next time, you can add more examples to make your arguments more convincing." At the same time, the teacher guides students to view teenage dating rationally: "Teenage is a period of growth, and it's natural to have a good impression on others. But we should focus on our study and growth first, and handle emotional issues properly." 4.3 Activity 3: Role-play - Choosing a Club The teacher asks students to work in pairs to role-play a dialogue about choosing a club. The scenario is: One student is a new student who wants to join a club but doesn't know which one to choose; the other student is a senior student who gives advice. Students need to refer to Conversation 3 and use the expressions for talking about interests, opinions and advice. The teacher provides a sample dialogue to help students get started: Student A (New student): Hi, I'm a new student. I want to join a club, but I'm not sure which one. Can you give me some advice? Student B (Senior student): Hi! Of course. What are your interests? Student A: I like reading and writing, but I'm not good at sports. Student B: Then you can join the Reading Club or the Writing Club. In the Reading Club, you can read different kinds of books and discuss them with other students. In the Writing Club, you can practice writing stories and poems. Student A: That sounds good! I think I will join the Writing Club. Thank you for your advice. Student B: You're welcome! I hope you will enjoy it. Students have 5 minutes to prepare their own dialogues, and then the teacher selects several pairs to perform in front of the class. After each performance, the teacher and other students give comments, focusing on the accuracy and fluency of the language and the proper use of functional expressions. This activity helps students apply the knowledge learned to real communication scenarios and improve their oral expression ability. Step 5: Pronunciation Practice Based on the pronunciation part in the textbook, the teacher guides students to practice the pronunciation of the letter combination "al" and other key sounds. First, the teacher plays the audio of the pronunciation part, and asks students to listen carefully and repeat. The teacher emphasizes the pronunciation of "al" in "talk" and "wall" (/ɔ:/), and asks students to read these words aloud several times, paying attention to the mouth shape. Then, the teacher asks students to add more words with the letter combination "al" and read them together, such as "fall", "call", "small". After that, the teacher guides students to practice the weak reading and liaison in the listening materials. For example, in the sentence "They watch biology lectures and grow plants in a greenhouse.", the teacher points out that "and" is weakly read as /ənd/, and there is a liaison between "watch" and "biology" (/wɒtʃ baɪˈɒlədʒi/). The teacher plays the audio again, and students imitate the pronunciation and intonation, practicing sentence by sentence. The teacher walks around to correct students' pronunciation and intonation, helping them improve their oral English pronunciation and fluency. Step 6: Summary and Extension First, the teacher summarizes the key content of this lesson with the whole class: "Today, we listened to three conversations about teenage life, including the relationship between age and hearing, a debate on teenage dating, and club selection. We also learned some functional expressions for expressing views, reasons and advice, and practiced our oral English through debate and role-play." The teacher asks students to review the key expressions and main points by themselves for 2 minutes. Then, the teacher puts forward an extension task to help students connect the classroom knowledge with real life: "After class, please talk with your partner about your favorite club in our school, and explain why you like it. You can also discuss another topic related to teenage life, such as 'How to balance study and hobbies', and write down three key points of your discussion." This task not only consolidates the knowledge learned in class but also encourages students to use English in real life. Finally, the teacher makes a brief comment on the students' performance in this class: "All of you have performed very well today. You listened carefully in the listening practice, actively participated in the oral activities, and made great progress in expressing your views. I hope you can continue to practice your listening and speaking skills after class, and use English to communicate more confidently." Step 7: Homework Arrangement 1. Listen to the three conversations again and again, and imitate the pronunciation and intonation until you can read them fluently. 2. Finish the extension task: talk with your partner about your favorite club and write down three key points. 3. Preview the new words and expressions of the next part, and try to predict the content of the next lesson. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $