Unit 4 Information Technology-Lesson 2 Apps 教案-2025-2026学年高中英语北师大版必修第二册

Unit 4 Information Technology-Lesson 2 Apps 教学目标和重难点 1. 教学目标 Language Competence: Students can master core vocabulary about apps (e.g., download, update, privacy) and functional sentences, improving their abilities to listen for key information, express opinions on app usage and communicate in real contexts. Cultural Awareness: They understand the application of apps in different cultural backgrounds, broaden their international horizons and form a rational attitude towards the integration of information technology and life. Thinking Quality: Students develop critical thinking by analyzing the advantages and disadvantages of apps, and logical reasoning ability through sorting out app functions and usage scenarios. Learning Ability: They cultivate autonomous learning and cooperative inquiry skills, mastering strategies such as context-based vocabulary learning and listening prediction to lay a foundation for lifelong learning. 2. 教学重难点 Key Points: Mastering core vocabulary and phrases related to apps and functional sentences for describing app functions, seeking and offering help in app usage; understanding the main content of listening materials and extracting key information. Difficult Points: Flexibly using learned language knowledge to describe app features and express personal views on app impacts in English; understanding the ethical and privacy issues brought by app usage and conducting in-depth discussions. 教学过程 Pre-Class Preparation Teacher’s Preparation: Prepare teaching resources including pictures of common apps (WeChat, Douyin, Xuexitong, etc.), short English videos about app applications, listening materials (consistent with the textbook), vocabulary cards, and group task sheets. Sort out the key and difficult points of the lesson, design hierarchical tasks according to students’ English proficiency, and predict possible difficulties students may encounter in listening and speaking. Student’s Preparation: Preview the new lesson, collect information about their favorite apps (including their functions, usage frequency and reasons for preference), and try to memorize new words in the lesson with the help of word lists. Preview the listening materials briefly to get a general idea of the topic. Design Intention: Pre-class preparation is an important link to connect pre-class preview and in-class teaching. Teachers prepare targeted resources to ensure the smooth development of in-class activities, while guiding students to preview independently helps activate their prior knowledge about apps, a topic closely related to their daily life. This not only reduces the difficulty of in-class learning but also cultivates students’ autonomous learning ability, laying a solid foundation for in-class listening, speaking and discussion activities. Lead-In (Warm-Up and Lead-In) First, the teacher greets students in English and starts with a free talk: “Good morning, everyone. In our daily life, we use smartphones every day. What apps do you usually use? Can you tell us your favorite app and why you like it?” Invite 3-4 students to share their views in English. During the sharing process, the teacher guides students to use simple English expressions, and timely supplements core vocabulary such as “download”, “update”, “function” and “convenient” to help students express themselves smoothly. Then, the teacher shows pictures of different types of apps on the screen, including social media apps, learning apps, entertainment apps and life service apps, and asks students to classify them and describe their basic functions in pairs. After 3 minutes of pair discussion, invite several groups to present their results. Finally, the teacher summarizes: “Today we will focus on Lesson 2 Apps, and we will learn how to talk about apps in English, understand the functions of different apps and discuss their impacts on our lives.” Design Intention: The lead-in link takes students’ daily life as the starting point, using free talk and picture observation to stimulate students’ learning interest. Since apps are closely related to students’ daily life, they have a lot to say, which can quickly arouse their enthusiasm for participation and reduce their anxiety in speaking English. By guiding students to share and discuss, we can activate their prior knowledge, preview the core vocabulary and topic of the lesson, and naturally lead to the new lesson content, realizing the connection between life and teaching. Vocabulary and Sentence Presentation (Presentation of New Knowledge) First, the teacher presents the core vocabulary of the lesson through context. Combine the app pictures shown in the lead-in link to introduce new words and phrases one by one: “When we want to get an app on our phones, we need to download it (write “download” on the blackboard and read it aloud, ask students to follow). After downloading, we may need to update it to get new functions (present “update”). We should pay attention to our privacy when using apps (present “privacy”).” For each word, the teacher explains its meaning, pronunciation and usage briefly, and gives simple example sentences, such as “I download a learning app to improve my English.” “We should update the app regularly to ensure its safety.” Then, the teacher organizes a quick memory game: show vocabulary cards randomly, and ask students to read the words and make simple sentences quickly. Those who answer correctly will get verbal praise to mobilize students’ enthusiasm. Next, the teacher presents the functional sentences of the lesson, focusing on sentences for describing app functions and seeking/offering help in app usage. Present sentences such as “What’s the function of this app?” “It can help us study English and practice listening.” “I can’t open this app. Can you help me?” “Sure, you can try to restart your phone or update the app.” The teacher reads the sentences aloud, explains the usage scenarios, and guides students to read after them repeatedly. Then, organize pair practice: ask students to use the functional sentences to talk about their favorite apps, describing their functions and simulating the scenario of seeking help when encountering problems in app usage. The teacher walks around the classroom to guide, correct students’ pronunciation and grammar mistakes in time, and help students who have difficulty expressing themselves. Listening Practice (Listening Comprehension) This link is divided into three parts: pre-listening, while-listening and post-listening, to help students improve their listening ability step by step. Pre-listening: The teacher introduces the background of the listening material: “The listening material is an interview between a reporter and an app developer. They will talk about the functions of a new educational app, the difficulties in development and how to solve problems in usage.” Then, the teacher asks students to predict the content of the listening material according to the title and background: “What do you think they will talk about? What functions may the educational app have?” Invite several students to share their predictions, which helps students form a preliminary understanding of the listening content and improve their listening prediction ability. While-listening: First, play the listening material once, and ask students to do a general listening task: “Listen carefully and find out the main topic of the conversation.” After playing, invite students to answer, and the teacher summarizes to confirm that students have grasped the main content. Then, play the listening material again, and ask students to complete the detailed listening task: fill in the blanks with the key information extracted from the listening material (the blanks mainly involve the functions of the app, development difficulties and solutions). During the listening process, the teacher can pause appropriately for students who have difficulty keeping up, but avoid pausing too frequently to ensure the integrity of the listening material. After playing, invite students to show their answers, correct mistakes together, and emphasize the key information and listening skills, such as catching key words (e.g., “function”, “difficulty”, “solve”). Finally, play the listening material for the third time, ask students to listen and repeat the key sentences, helping them consolidate the functional sentences and key vocabulary learned, and improve their listening and speaking ability. Post-listening: Organize group discussion: “After listening to the interview, what do you think of this educational app? Do you think it can help us with our study? What improvements do you think it needs?” Each group discusses for 5 minutes, and then invites 2-3 groups to present their views. The teacher guides students to use the learned vocabulary and sentences to express their opinions, and timely supplements and enriches their expressions. Design Intention: The three-step listening training (pre-listening, while-listening and post-listening) conforms to the law of listening teaching and the cognitive characteristics of students. Pre-listening prediction helps students establish a connection between prior knowledge and listening content, improving their listening efficiency. While-listening tasks are designed from general to detailed, helping students gradually improve their ability to extract key information and master listening skills. Post-listening discussion not only helps students deepen their understanding of the listening content but also provides them with opportunities to apply the learned language knowledge, realizing the integration of listening and speaking. The teacher’s appropriate guidance and help can help students overcome listening difficulties and build confidence in listening. Speaking and Discussion (Oral Practice and Critical Thinking Training) First, organize a role-play activity. Divide students into groups of 4, and assign roles: reporter, app developer, app user and observer. The task is to simulate an interview about a new app (students can design the type and function of the app by themselves). The reporter asks questions about the app’s functions, development process and usage skills; the app developer answers the questions; the app user shares his/her experience of using the app; the observer records the key points of the interview and puts forward suggestions after the interview. Each group prepares for 8 minutes, and then invites 2 groups to perform their role-play in front of the class. After the performance, the teacher and other students make comments, focusing on the accuracy of language usage, the fluency of expression and the rationality of the content, and give positive feedback and improvement suggestions. Then, carry out a thematic discussion: “Apps have become an important part of our life. They bring convenience to us, but also bring some problems (such as privacy leakage, internet addiction). What are the advantages and disadvantages of apps? How should we use apps rationally?” First, ask students to think independently for 3 minutes, sort out their own views and supporting reasons. Then, organize group discussion, each group selects a recorder to record the group’s views. During the discussion, the teacher walks around the classroom to guide students to express their views clearly, use the learned vocabulary and sentences flexibly, and encourage students to put forward different opinions. After 10 minutes of discussion, each group sends a representative to present the group’s views. The teacher summarizes the students’ views, emphasizes that apps are a double-edged sword, and guides students to establish a correct attitude towards app usage, cherish their privacy and avoid internet addiction. Design Intention: Role-play activity combines listening, speaking and imagination, which can stimulate students’ participation enthusiasm and improve their oral expression ability and cooperative learning ability. By designing their own apps and simulating interviews, students can apply the learned language knowledge flexibly and cultivate their innovation ability. The thematic discussion guides students to think critically about the impact of apps on life, not only improving their oral discussion ability but also cultivating their critical thinking and correct values. The teacher’s guidance and summary help students deepen their understanding of the theme and form a rational attitude towards information technology. Reading and Consolidation (Reading Practice and Knowledge Consolidation) The teacher presents a short reading passage about apps (consistent with the topic of the lesson, involving the types, functions and impacts of apps). First, ask students to read the passage quickly (skimming) and answer the question: “What is the main idea of the passage?” This helps students improve their ability to grasp the main content of the passage quickly. Then, ask students to read the passage carefully (scanning) and complete the following tasks: 1. Underline the core vocabulary and functional sentences learned in the lesson; 2. Answer detailed questions about the passage (e.g., What types of apps are mentioned in the passage? What are the advantages of apps according to the passage?); 3. Translate 2-3 key sentences in the passage into Chinese (focusing on the application of core vocabulary and sentence patterns). After students finish the tasks, the teacher checks the answers together, explains the difficult sentences and key points in the passage, and guides students to sort out the structure of the passage. Then, organize students to retell the passage in their own words in pairs, using the core vocabulary and sentences learned. The teacher guides students to retell the passage clearly and logically, and corrects their mistakes in expression in time. Finally, the teacher arranges a small exercise: ask students to fill in the blanks with the correct form of the core vocabulary learned in the lesson, helping students consolidate the usage of vocabulary and grammar. Design Intention: Reading practice is an important way to consolidate the learned knowledge and improve students’ reading ability. Skimming and scanning tasks help students master different reading skills and improve their reading efficiency. Underlining core vocabulary and functional sentences helps students review and consolidate the new knowledge learned in the lesson. Retelling the passage in pairs helps students integrate listening, speaking and reading, and improve their ability to use language comprehensively. The fill-in-the-blank exercise focuses on the consolidation of vocabulary and grammar, ensuring that students master the basic knowledge firmly. Writing Practice (Writing Training) The teacher assigns a writing task: “Write a short passage about your favorite app, with a length of 80-100 words. The passage should include the following points: 1. What is your favorite app? 2. What are its functions? 3. Why do you like it? 4. How do you use it rationally?” First, the teacher guides students to sort out the writing ideas: start with introducing the favorite app, then describe its functions, explain the reasons for liking it, and finally talk about how to use it rationally. Then, the teacher presents a sample passage, analyzes its structure and the usage of core vocabulary and sentences, and gives writing tips: use simple and clear language, pay attention to the logical connection between sentences, and use the functional sentences learned in the lesson. Students start to write independently, and the teacher walks around the classroom to provide guidance for students who have difficulty writing, such as helping them sort out ideas, supplement vocabulary and correct grammar mistakes. After students finish writing, organize peer evaluation: each student exchanges their writing with their deskmate, and evaluates according to the following standards: 1. Whether the content is complete; 2. Whether the language is accurate and fluent; 3. Whether the core vocabulary and sentences are used correctly. After peer evaluation, students revise their own writing according to the suggestions. Finally, invite 2-3 students to show their revised writing, and the teacher makes comments and revisions, affirming the advantages and putting forward improvement suggestions. Design Intention: Writing practice is an important link to test students’ comprehensive language ability. The writing task is closely related to the lesson content and students’ daily life, which can reduce students’ writing pressure and make them have something to write. Guiding students to sort out writing ideas and providing sample passages helps students master the writing method and structure, improving their writing ability. Peer evaluation and teacher’s comments help students find their own mistakes and improve their writing level, while also cultivating students’ ability to evaluate and modify their own works. Summary and Homework (Summary and Homework Arrangement) Summary: The teacher summarizes the content of the lesson in English: “Today we learned Lesson 2 Apps. We mastered core vocabulary and functional sentences related to apps, improved our listening, speaking, reading and writing abilities through various activities, and discussed the advantages and disadvantages of apps. We should remember to use apps rationally, protect our privacy and make apps serve our study and life better.” Then, ask students to summarize the key points of the lesson in pairs, helping them consolidate the knowledge learned. Homework: 1. Review the core vocabulary and functional sentences of the lesson, and make 5 sentences with the new words; 2. Revise the writing task completed in class and hand it in the next class; 3. Interview your family members about their favorite apps, and take notes in English (record the app’s name, functions and reasons for liking it); 4. Preview the next lesson. Design Intention: The summary link helps students sort out the knowledge learned in the lesson, form a systematic knowledge framework, and deepen their understanding of the lesson content. The homework arrangement is hierarchical, including knowledge review, writing revision, practical investigation and preview. It not only helps students consolidate the knowledge learned in class but also extends the classroom content to daily life, cultivating students’ practical ability and autonomous learning ability. The interview task can also improve students’ oral communication ability and practical application ability. 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 $