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

Unit 4 Information Technology-Topic Talk 教学目标和重难点 1. 教学目标 Language Competence: Master core vocabulary and sentence patterns related to information technology, and improve listening and speaking abilities to talk about the functions and influences of apps. Cultural Awareness: Understand the impact of information technology on global life and respect the differences in digital culture. Thinking Quality: Develop critical thinking to dialectically view the advantages and disadvantages of information technology. Learning Ability: Cultivate the habit of independent learning and cooperative inquiry to actively explore the application of information technology in English learning. 2. 教学重难点 Key Points: Master core vocabulary such as convenience, effect, addicted, avatar and phrases like explore new technologies, shopping online; understand and use the past future tense and compound words correctly; improve the ability to listen for specific information and talk about the influence of information technology. Difficult Points: Using target language to express views on the advantages and disadvantages of information technology logically; cultivating critical thinking to view the impact of information technology dialectically. 教学过程 Step 1: Warming-up and Lead-in The teacher starts the class by showing a group of pictures and short video clips about information technology in daily life, including online shopping apps, video calls with friends overseas, avatar in games, and smart phone functions. Then the teacher asks the students two questions in English: “What information technology tools do you use in daily life?” “How do these tools affect your study and life?” The teacher invites 3-4 students to share their answers freely, and guides other students to listen carefully and respond simply. After the sharing, the teacher summarizes briefly: “Information technology is everywhere in our life, bringing us convenience and some troubles. Today, we will talk about it together through Topic Talk of Unit 4.” Design Intention: This part adopts the way of audio-visual stimulation and interactive questioning to activate students' prior knowledge and life experience related to information technology. The familiar pictures and video clips can quickly attract students' attention, reduce their nervousness in English expression, and lay a good foundation for the smooth development of subsequent listening and speaking activities. At the same time, through free sharing, students can initially try to express their views in English, which is conducive to cultivating their oral expression awareness and paving the way for the subsequent in-depth discussion. Step 2: Vocabulary and Phrase Preview First, the teacher presents the core vocabulary and phrases of this lesson on the screen, including convenience (n. convenience), effect (n. influence), addicted (adj. addicted), avatar (n. avatar), explore new technologies (explore new technologies), shopping online (online shopping), enable people to communicate better with each other (enable people to communicate better with each other), spend too much time on them (spend too much time on them), get addicted (get addicted), feel less lonely (feel less lonely). For each word and phrase, the teacher pronounces it clearly twice, and asks the students to follow along. Then, the teacher explains the key words and phrases with simple English and combined with specific examples. For example, when explaining “convenience”, the teacher says: “Convenience means something is easy to use. For example, shopping online brings us convenience because we don't need to go out to buy things.” When explaining “addicted”, the teacher says: “If you are addicted to something, you can't stop doing it. For example, some students are addicted to playing mobile games, which is not good for their study.” After the explanation, the teacher organizes a “word matching” activity. The teacher divides the students into groups of 4, and gives each group a set of word cards and phrase cards. One student takes out a word card, and the other students in the group quickly find the corresponding phrase card and explain the meaning in simple English. The group that completes the matching fastest and most accurately wins a small reward. Then, the teacher asks the students to make simple sentences with 3-4 core words or phrases, and invites several students to share their sentences in front of the class. The teacher corrects the mistakes in pronunciation and grammar in time and gives positive encouragement. Design Intention: Vocabulary and phrases are the foundation of listening and speaking. Previewing core vocabulary and phrases in advance can help students reduce difficulties in subsequent listening and expression. The combination of pronunciation guidance, example explanation and interactive activities makes vocabulary learning more vivid and interesting, avoiding the tediousness of mechanical memorization. The group matching activity can not only improve students' enthusiasm for participation, but also cultivate their cooperative learning ability. Making sentences can help students consolidate the use of vocabulary and phrases, and lay a solid language foundation for the following listening and speaking activities. Step 3: Listening Practice This part includes two listening materials, which are dialogues about the use and influence of apps. Before listening, the teacher guides the students to read the listening tasks carefully, including multiple-choice questions and sentence completion questions, and reminds them to pay attention to the key information such as time, characters and opinions in the dialogue. The teacher says: “When listening, please focus on what the speakers are talking about, what apps they use, and what advantages and disadvantages they mention. For the multiple-choice questions, pay attention to the options and choose the correct answer according to the listening content. For the sentence completion questions, write down the key words you hear.” First Listening: The teacher plays the audio of Listening 1 (dialogue about the convenience and disadvantages of online shopping apps) once. After listening, the teacher asks the students to complete the multiple-choice questions independently. Then, the teacher checks the answers with the students, and asks the students to retell the key content of the dialogue according to the answers, such as “The woman likes exploring new technologies because they are convenient. She uses apps to buy things online and can receive them the same day. But one disadvantage is that too much online chatting takes up too much time.” Second Listening: The teacher plays the audio of Listening 1 again. This time, the teacher asks the students to focus on the key sentences and write down the sentences related to the advantages and disadvantages of apps. After listening, the teacher invites students to share the sentences they wrote down, and writes the key sentences on the blackboard, such as “I use apps to buy things online and I usually receive them the same day!” “We really need time to focus on what we are doing.” Then, the teacher leads the students to read these key sentences, and explains the sentence structure and key words, helping students understand and master them. Third Listening: The teacher plays the audio of Listening 2 (dialogue about using avatars in games and limiting Internet access time) twice. The first time, the students listen to get the main idea of the dialogue. The second time, the students complete the sentence completion questions and multiple-choice questions. After completing the tasks, the teacher checks the answers, and invites students to role-play the dialogue in pairs. The teacher walks around the classroom to guide the students, corrects their pronunciation and intonation, and encourages them to express themselves naturally. After the listening practice, the teacher summarizes the listening skills: “When listening to dialogues about a certain topic, we should first grasp the main idea, then catch the specific information according to the listening tasks, and pay attention to the logical connection between the speakers' words. At the same time, we should accumulate useful sentences in the listening materials, which can help us improve our oral expression.” Design Intention: Listening is an important part of language input. This part is designed to help students improve their listening ability by listening to dialogues closely related to the theme. Through multiple listening activities (listening for main idea, listening for specific information, listening for key sentences), students can gradually improve their listening comprehension ability. The role-play activity after listening can not only help students consolidate the listening content, but also transfer the listening input to oral output, laying a foundation for the subsequent speaking practice. Summarizing listening skills can help students form good listening habits and improve their learning ability. Step 4: Speaking Practice This part is carried out in the form of group discussion and class presentation, which is divided into three stages to realize the gradual improvement of students' oral expression ability. Stage 1: Pair Discussion. The teacher asks the students to discuss the following question in pairs: “What apps do you often use? What are their advantages and disadvantages?” The teacher gives some guiding sentences to help students express themselves, such as “I love ... because ...” “Besides, it can ...” “However, there are some disadvantages about it, such as ...” “I think we should ...” The teacher walks around the classroom to guide the students, helps them solve the problems encountered in expression, and encourages them to use the core vocabulary and phrases learned in this lesson. After the discussion, the teacher invites 2-3 pairs to share their discussion results in front of the class, and gives positive comments and suggestions, such as “Your expression is very clear. You can use more phrases we learned, such as ‘enable people to communicate better’.” Stage 2: Group Discussion. The teacher divides the students into groups of 5-6, and assigns the discussion topic: “How can we use information technology properly? What suggestions can you give to your classmates who are addicted to mobile phones?” The teacher requires each group to elect a recorder and a speaker. The recorder records the key points of the group's discussion, and the speaker is responsible for reporting the group's views to the class. During the discussion, the teacher guides the students to think dialectically, not only to see the convenience brought by information technology, but also to pay attention to its negative impact, and put forward practical suggestions. For example, the teacher can prompt: “What can we do to avoid spending too much time on mobile phones? How can we use apps to help our study?” Stage 3: Class Presentation. Each group's speaker reports the group's discussion results in front of the class. The other students listen carefully and can ask questions after the presentation, such as “Why do you think we should limit the time of using mobile phones?” “Do you have any other suggestions?” The teacher summarizes the views of each group, affirms the reasonable suggestions, and guides the students to form a correct view: Information technology is a double-edged sword. We should make good use of it to help our study and life, and avoid being addicted to it. Design Intention: Speaking practice is an important way to realize language output. The design of pair discussion and group discussion conforms to the cognitive law of students, from simple to complex, from individual expression to cooperative expression, which can help students gradually improve their oral expression ability. The guiding sentences provided by the teacher can reduce the difficulty of students' expression and help them use the target language correctly. The class presentation can not only exercise students' oral expression ability and logical thinking ability, but also cultivate their courage to express themselves in public. Through the discussion on “using information technology properly”, students can establish a correct view of information technology, which is conducive to the cultivation of their thinking quality and cultural awareness. Step 5: Famous Quote Appreciation and Thinking The teacher presents a famous quote about information technology on the screen: “The Internet is becoming the town square for the global village of tomorrow.” by Bill Gates. The teacher reads the quote twice, and asks the students to read it after. Then, the teacher explains the meaning of the quote in simple English: “This quote means that the Internet will connect people all over the world, just like a town square where people can communicate and interact with each other freely. It shows the great influence of information technology on the world.” Then, the teacher asks the students to think and discuss the following question: “What do you think of this quote? What preparations should we make to adapt to the information age?” The students can discuss in pairs first, then share their views in front of the class. The teacher guides the students to realize that the development of information technology is an inevitable trend, and we should actively learn information technology, improve our information literacy, and use it to create a better life. At the same time, we should also pay attention to the problems brought by information technology, such as privacy security and Internet addiction, and take corresponding measures to solve them. Design Intention: Famous quote appreciation can enrich the teaching content, improve students' interest in learning, and help students understand the profound influence of information technology from a higher perspective. The discussion on the quote and the preparation for the information age can not only improve students' oral expression ability and thinking ability, but also guide students to establish a correct attitude towards the development of information technology, which is conducive to the cultivation of their core literacy such as thinking quality and learning ability. Step 6: Summary and Consolidation First, the teacher invites students to summarize the content of this lesson. The teacher can prompt: “What have we learned today? What core vocabulary and phrases have we mastered? What listening and speaking skills have we learned?” After students' summary, the teacher makes a comprehensive summary: “Today, we have learned the Topic Talk of Unit 4 Information Technology. We have mastered core vocabulary and phrases related to information technology, improved our listening ability by listening to dialogues about apps, and practiced our oral expression ability through group discussion. We also discussed how to use information technology properly and understood the great influence of information technology on our life. I hope you can apply what you have learned today to your daily life and study.” Then, the teacher arranges a small consolidation task: Ask the students to record a 1-2 minute English oral expression, which should include their views on information technology, 2 reasons to support their views, and 1 suggestion on using information technology properly. The students can complete it after class and share it in the next class. The teacher reminds the students to use the core vocabulary, phrases and sentences learned in this lesson, and pay attention to the fluency and clarity of expression. Design Intention: Letting students summarize the lesson by themselves can help them sort out the knowledge they have learned, deepen their understanding and memory, and improve their ability to summarize and sort out information. The after-class oral task can consolidate the knowledge and skills learned in class, realize the extension of classroom teaching to after-class, and help students further improve their oral expression ability. At the same time, the task requires students to put forward their own views and suggestions, which is conducive to cultivating their critical thinking and innovative thinking. Step 7: Homework Arrangement 1. Recite the core vocabulary and phrases of this lesson, and make 5 sentences with them, which should be closely related to information technology. 2. Complete the oral recording task arranged in the consolidation part, and prepare to share it in the next class. 3. Preview the next part of the unit, and find out the new words and phrases that you don't understand. 4. Observe the application of information technology in your daily life, and write down 2 examples, which will be used in the next class discussion. Design Intention: The homework arrangement is closely combined with the content of this lesson, which is designed to help students consolidate the knowledge and skills learned in class. Reciting vocabulary and making sentences can help students consolidate the use of language knowledge. The oral recording task can further improve students' oral expression ability. Previewing the next part can help students lay a foundation for the next class. Observing the application of information technology in daily life can help students connect classroom learning with real life, improve their ability to apply knowledge and cultivate their awareness of observing life. 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 $