Unit 3 The Internet-Listening and Talking 教案-2025-2026学年高中英语人教版必修第二册

该高中英语教案聚焦互联网主题，涵盖核心词汇（如blog、search engine）、听力理解及口语表达。课堂导入通过free talk激活学生在线习惯认知，结合图片猜测学习新词汇，搭建从已知到未知的学习支架，为后续听、说任务奠定基础。 此教案以“听说整合”为特色，听力分层训练（预测-听主旨-填空）提升语言能力，小组讨论互联网使用利弊培养思维品质，融入数字文化观渗透文化意识。如角色扮演推荐APP活动，既强化语言应用，又助力学生形成理性用网观，为教师提供清晰教学流程与策略支持。

Unit 3 The Internet-Listening and Talking 内容导航 This section focuses on the theme of the Internet, including two listening tasks about students’ online habits and exercise apps, followed by speaking activities. It helps students master Internet-related vocabulary, improve listening comprehension and oral expression skills, and guide them to think about rational Internet use. 教学目标和重难点 1. 教学目标 Language Ability: Master core vocabulary such as blog, search engine and exercise app, and use functional sentences to talk about online habits and app functions. Cultural Awareness: Understand the impact of the Internet on daily life at home and abroad, and form a correct view on digital culture. Thinking Quality: Develop logical thinking through sorting out listening information and critical thinking through discussing Internet use. Learning Capacity: Master basic listening strategies and cooperative learning skills, and cultivate the awareness of active language practice. 2. 教学重难点 Key Points: Master the pronunciation and usage of Internet-related words and phrases; understand the main idea and key information of listening materials; use simple sentences to describe online habits and app functions fluently. Difficult Points: Catch key information quickly in listening materials with fast speed; use appropriate words and sentences to express personal views and make recommendations in oral communication; avoid grammatical errors in practical expression. 教学过程 Warm-up and Lead-in The warm-up activity is designed to arouse students’ interest in the theme of the Internet and activate their existing knowledge reserve, laying a solid foundation for the subsequent listening and speaking tasks. First, the teacher greets the students in English and starts with a free talk: “Good morning, everyone. As we all know, the Internet has become an important part of our daily life. I want to ask you two simple questions: How much time do you spend online every day? What do you usually do when you are online?” The teacher invites 3-4 students to answer freely. During the students’ answers, the teacher pays attention to their pronunciation and expression, and appropriately guides them to use simple and correct sentences. For example, if a student says “I often watch videos online”, the teacher can respond “Great! You can also say ‘I like to stream videos online’” and write the word “stream” on the blackboard, briefly explaining its meaning and usage. After the free talk, the teacher shows some pictures on the screen, including blog pages, search engines, exercise apps and other scenes related to the listening content. The teacher asks students to look at the pictures and guess the words corresponding to the scenes. For example, pointing to the picture of a blog, the teacher asks “What is this? Does anyone know the English word for it?” Guide students to say “blog”, then extend to “blogger” and “blog post”, and read the words together with the students to correct their pronunciation. In the same way, guide students to review and learn words such as “search engine”, “exercise app”, “identity card” and “keep track of”. During this process, the teacher can use body language and simple explanations to help students understand the meaning of the words, and let students make simple collocations, such as “chat with friends”, “make a fitness plan” and “use a search engine to do homework”, so as to deepen their memory of the words. Finally, the teacher leads in the topic of this lesson: “Today, we will listen to two conversations about online habits and exercise apps. After listening, we will learn to talk about our own online habits and recommend useful apps to our classmates. Let’s start our listening and talking journey.” Listening Practice (Listening Comprehension) Listening practice is divided into two parts, corresponding to the two listening materials in the textbook. The teaching design follows the principle of “from easy to difficult, step by step”, guiding students to master listening strategies and improve listening comprehension ability. First, the teacher introduces the first listening task: “The first conversation is between Sam, Anna, Paul and Joe. They are talking about their online habits, including the time they spend online every day and what they usually do online. Before listening, let’s read the tips and the blanks together, and predict the possible content.” The teacher asks students to open their textbooks, read the listening task requirements and the blanks silently for 1 minute, then invites students to share their predictions. For example, for the blank “how much time do you spend online every day?”, students may predict words like “one hour” or “two hours”; for the blank “What do you usually do online, Joe?”, students may predict “play games” or “chat with friends”. The teacher affirms students’ reasonable predictions and reminds them to focus on the key information such as time, actions and reasons during listening. Then, the teacher plays the first listening material for the first time. The requirement for students is to listen carefully and grasp the main idea, not to fill in the blanks immediately. After playing, the teacher asks: “What is the main topic of this conversation?” Guide students to answer “They are talking about their online habits.” Then, the teacher plays the material for the second time, and asks students to fill in the blanks according to what they hear. During the listening process, the teacher can pause appropriately at the key information points to give students time to write. After playing, the teacher invites students to share their answers, corrects the wrong answers, and explains the key points. For example, for the sentence “It's like an online diary where you write about something you're interested in”, the teacher emphasizes the usage of “where” to guide the attributive clause, and lets students read the sentence twice to familiarize themselves with the sentence structure. For the phrase “stream videos and music”, the teacher explains that “stream” means to play audio and video online without downloading, and gives an example “I often stream English songs after class” to help students understand. After finishing the first listening task, the teacher moves on to the second listening task. The teacher introduces: “The second conversation is between Laura and Xiao Bo. Xiao Bo is trying to get in shape, so he is looking for an exercise app. They are talking about the functions of different exercise apps. Let’s do the same as before: first read the blanks and predict, then listen and fill in the blanks.” Students read the blanks silently, and the teacher guides them to predict the words related to exercise and apps, such as “count”, “fitness plan” and “save money”. Then, the teacher plays the second listening material twice. The first time, students listen for the main idea; the second time, they fill in the blanks. After that, the teacher checks the answers with the students, and focuses on explaining the key phrases and sentences. For example, “get in shape” means to keep fit, “keep track of” means to master the latest information of something, “make a fitness plan” means to make a plan for keeping fit. The teacher also asks students to read the key sentences in the conversation, such as “It might help me walk more, but I don't think it'd be enough.” and “I imagine this app would help me get fit faster.”, and explains the usage of “might” and “imagine” to express speculation. In order to strengthen students’ understanding of the listening materials, the teacher arranges a listening retelling activity. The teacher divides the students into groups of 4, and asks each group to retell one of the two conversations according to the listening content and the filled blanks. Each student in the group is responsible for retelling a part of the conversation. For example, in the first conversation, one student retells Sam’s questions, one retells Anna’s answers, one retells Paul’s answers, and one retells Joe’s answers. After the group preparation, the teacher invites 2-3 groups to present their retelling in front of the class. The teacher comments on their performance, affirms their advantages, and puts forward suggestions for improvement, such as paying attention to the tense and pronunciation. In addition, the teacher summarizes the listening strategies for students: “When listening to conversations about daily life, we should focus on the key information such as time, place, people, actions and reasons. We can also use the context to predict the content, which can help us catch the key points more quickly. At the same time, we should pay attention to the pronunciation and intonation of the speakers, which is helpful for us to understand the meaning of the conversation.” Speaking Practice (Oral Expression) Speaking practice is based on the listening materials, aiming to help students transfer the language knowledge learned in listening to oral expression, improve their oral fluency and accuracy, and achieve the goal of “listening and speaking integration”. First, the teacher arranges a pair work activity: “Now, work with your partner. Ask each other about your online habits, just like Sam, Anna and their friends. You can use the sentences we learned in the listening material, such as ‘How much time do you spend online every day?’, ‘What do you usually do online?’, ‘What do you think life would be like without the Internet?’” The teacher gives students 5 minutes to prepare, and walks around the classroom to guide them. During the guidance, the teacher pays attention to students’ use of words and sentences, corrects their grammatical errors and pronunciation problems in time, and encourages students to use the new words and phrases they have learned, such as “blog”, “stream”, “search engine” and so on. For example, if a student says “I use Internet to do homework”, the teacher can correct it to “I use a search engine to do my homework” and explain the correct collocation. After the pair work, the teacher invites several pairs to present their dialogues in front of the class. After each presentation, the teacher comments on their performance, focusing on the fluency of the dialogue, the accuracy of the words and sentences, and the appropriateness of the expression. For example, if a pair’s dialogue is fluent and uses a lot of new words, the teacher can say “Great! Your dialogue is very fluent, and you use many new words we learned today. Well done!” If there are some errors, the teacher can point them out gently and ask other students to help correct them, so as to mobilize the enthusiasm of all students. Next, the teacher arranges a group discussion activity. The topic of the discussion is “What are the advantages and disadvantages of using exercise apps? And what useful apps do you recommend to your classmates?” The teacher divides the students into groups of 5-6, and gives them 8 minutes to discuss. Before the discussion, the teacher puts forward some guiding questions on the screen: “1. What functions do exercise apps have? 2. Can exercise apps really help us keep fit? 3. What are the disadvantages of using exercise apps? 4. What other useful apps do you know? What are their functions?” The teacher walks around the classroom to participate in the discussion of each group, guides students to express their views clearly, and helps them solve the problems encountered in the discussion. For example, if a student doesn’t know how to express “discount” in English, the teacher can tell them the word and explain its meaning and usage. During the discussion, the teacher encourages students to put forward different views and develop their critical thinking ability. After the group discussion, each group sends a representative to report the discussion results to the whole class. The representative should introduce the group’s views on the advantages and disadvantages of exercise apps, and recommend 1-2 useful apps, explaining their functions. For example, a representative may say: “In our group, we think exercise apps have many advantages. They can count our steps, keep track of our exercise time and help us make fitness plans. But they also have some disadvantages. Some students may spend too much time using them and ignore real exercise. We recommend the ‘Keep’ app. It has many fitness courses and can help us exercise scientifically.” After each group’s report, the teacher makes a summary, affirms the reasonable views of each group, and supplements some relevant content, such as other useful apps and their functions, to enrich students’ knowledge. In order to further improve students’ oral expression ability, the teacher arranges a role-play activity. The teacher sets two scenarios for students to choose from: Scenario 1: You and your friend are talking about your online habits. You ask each other about the time spent online, the online activities and your views on the Internet. Scenario 2: You and your friend are discussing useful apps. You recommend your favorite app to your friend, introduce its functions and explain why you recommend it. Students choose a scenario in pairs, and prepare a 2-3 minute dialogue. The teacher gives students 7 minutes to prepare, and provides appropriate help when necessary. After the preparation, the teacher invites several pairs to perform their role-play in front of the class. The teacher evaluates their performance from the aspects of pronunciation, intonation, fluency, accuracy and appropriateness, and encourages students to dare to speak and speak actively. Language Consolidation and Extension This part aims to help students consolidate the language knowledge learned in this lesson, expand their vocabulary and sentence patterns, and improve their comprehensive language application ability. First, the teacher summarizes the key words and phrases of this lesson on the blackboard, including blog, blogger, search engine, stream, identity card, online habits, chat with friends, get in shape, keep track of, make a fitness plan, discount, account and so on. The teacher leads the students to read these words and phrases again, and asks them to make sentences with each word or phrase. For example, ask students to make a sentence with “stream”, and students may say “I often stream movies on weekends.” The teacher affirms the correct sentences and corrects the wrong ones. Then, the teacher introduces some extended words and phrases related to the Internet, such as “social media”, “online shopping”, “video call”, “password”, “privacy” and so on. The teacher explains the meaning of these words and phrases, and gives examples to help students understand. For example, “social media” means platforms such as WeChat and QQ where people can communicate and share information; “online shopping” means buying things on the Internet; “privacy” means personal information that is not willing to be known by others. The teacher also reminds students to pay attention to protecting their privacy when using the Internet, which infiltrates the education of Internet safety. Next, the teacher arranges a sentence transformation activity. The teacher gives some simple sentences, and asks students to transform them into more complex and appropriate sentences using the sentence patterns learned in this lesson. For example, the original sentence: “I use a search engine to do my homework.” The transformed sentence: “I usually use a search engine to do my homework, which is very helpful for me to find the information I need.” Another example: “The app can help me keep fit.” The transformed sentence: “I imagine this app would help me get fit faster by keeping track of my exercise and diet.” This activity can help students master the usage of complex sentences and improve their ability to express themselves in English. In addition, the teacher invites students to share their own experience of using the Internet or apps. Students can talk about their favorite apps, their online habits, or interesting things that happened when using the Internet. This activity not only can consolidate the language knowledge learned, but also can arouse students’ interest in learning English and improve their oral expression ability. During the sharing, the teacher encourages students to use the words, phrases and sentence patterns learned in this lesson, and corrects their errors in time. Summary and Homework First, the teacher makes a summary of this lesson: “Today, we have finished the Listening and Talking section of Unit 3. We listened to two conversations about online habits and exercise apps, mastered many Internet-related words and phrases, and learned to talk about our online habits and recommend useful apps. We also discussed the advantages and disadvantages of using apps, which helps us form a correct view on rational Internet use. I hope everyone can apply the language knowledge learned today to their daily life and dare to speak English actively.” Then, the teacher assigns homework to students. The homework is divided into three parts: 1. Listen to the two listening materials again after class, and retell the conversations to your family or friends in English. 2. Write a short passage (about 80-100 words) to introduce your online habits and your favorite app, using the words and phrases learned in this lesson. 3. Practice the role-play with your partner again, and prepare to perform it in the next class. The teacher reminds students to pay attention to the accuracy of words and sentences when writing the passage, and to practice their oral English more after class. Finally, the teacher ends the class with a summary: “Today’s class is over. I hope everyone can keep practicing listening and speaking, and make progress in English. See you next class!” Blackboard Design Unit 3 The Internet - Listening and Talking Key Words & Phrases: 1. blog, blogger, blog post 2. search engine, online habits, chat with friends 3. stream, identity card, identity 4. get in shape, keep track of, make a fitness plan 5. discount, account, exercise app Useful Sentences: 1. How much time do you spend online every day? 2. What do you usually do online? 3. It's like an online diary where you write about something you're interested in. 4. It might help me walk more, but I don't think it'd be enough. 5. I imagine this app would help me get fit faster. 6. What do you think life would be like without the Internet? 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 $