Unit1 No Limits-C Listening and speaking 讲义-2025-2026学年高中英语沪教版必修第二册

Unit 1 No Limits-C Listening and speaking 教学目标和重难点 教学目标 Language Competence: Students can master core vocabularies and expressions related to "breaking limits" and improve their ability to obtain key information through listening and express personal views fluently in oral communication. Cultural Awareness: They can understand the connotation of "no limits" in different cultural contexts and cultivate respect for diverse cultures. Thinking Quality: They can analyze the logical relationship in listening materials and develop critical thinking through discussions on "limits and potential". Learning Ability: They can form good listening and speaking habits, master basic listening strategies and cooperative learning skills, and enhance autonomous learning awareness. 教学重难点 Key Points: Master core vocabularies and phrases such as limitation, challenge, overcome, determination and related sentence patterns; accurately capture main ideas and key details in listening materials; express views on "breaking limits" clearly and appropriately in oral communication. Difficult Points: Understand implicit information and speaker’s attitude in listening materials; use learned language knowledge flexibly to conduct in-depth discussions and avoid mechanical expression; improve fluency and accuracy in oral expression. 教学过程 Step 1: Lead-in (Warm-up and Lead-in) The teacher starts the class with a short video clip, which shows three inspiring scenes: a disabled athlete completing a marathon, a scientist making a major breakthrough after repeated failures, and a student overcoming learning difficulties to achieve progress. After playing the video, the teacher asks two guiding questions: “What do these people have in common?” and “What difficulties did they overcome?”. Then, the teacher invites 3-4 students to share their answers freely. After the sharing, the teacher summarizes: “All these people are brave enough to break their own limits and pursue their goals. Today, we will learn Unit 1 No Limits-C Listening and speaking, and we will improve our listening and speaking skills while exploring the theme of ‘breaking limits’.” Design Intention: The video clip is vivid and intuitive, which can quickly attract students’ attention and arouse their emotional resonance. The guiding questions can guide students to think about the theme of “no limits” and lay a good emotional and cognitive foundation for the subsequent listening and speaking activities. At the same time, it can activate students’ existing vocabulary related to challenges and perseverance, and pave the way for the acquisition of new knowledge. Step 2: Pre-listening (Vocabulary and Background Preview) First, the teacher presents the core vocabularies and phrases of this lesson on the blackboard or multimedia courseware, including limitation, challenge, overcome, determination, courage, inspiration, motivation, push one’s limits, take on challenges, never give up, etc. For each word and phrase, the teacher provides simple and easy-to-understand English explanations and typical example sentences, such as “Limitation means something that stops you from doing something well” and “She overcame many difficulties to realize her dream”. Then, the teacher organizes a quick memory activity: students read the words and phrases aloud twice with the teacher, and then work in pairs to make one simple sentence with each word or phrase within 5 minutes. After that, the teacher randomly invites several pairs to present their sentences to check their mastery. Next, the teacher briefly introduces the background of the listening material: “The listening material we will hear is an interview between a reporter and an extreme sports athlete. The athlete will talk about his experience of challenging his own limits, the difficulties he encountered and his feelings. Please think about what questions the reporter may ask the athlete before listening.” Students are encouraged to put forward their own questions, such as “What made you start extreme sports?”, “Have you ever thought about giving up?” and so on. The teacher writes down the representative questions on the blackboard and affirms students’ thinking. Design Intention: Pre-listening vocabulary preview helps students eliminate language barriers in listening, so that they can focus more on understanding the content of the listening material instead of struggling with new words. The sentence-making activity in pairs can not only help students remember words and phrases firmly, but also improve their ability to use language flexibly. The background introduction and question prediction can help students build a preliminary framework of the listening content, improve their listening predictability, and lay a foundation for accurate information capture in the listening process. Step 3: While-listening (Listening Practice and Information Extraction) This step is divided into three rounds of listening practice, from shallow to deep, to help students gradually master the listening content and improve their listening ability. First Listening: The teacher plays the listening material once, and asks students to listen carefully and answer two simple questions: “Who is the interviewee?” and “What is the main topic of the interview?”. After listening, the teacher invites students to answer the questions. If most students can’t answer correctly, the teacher plays the material again appropriately. The teacher summarizes the answers: “The interviewee is an extreme sports athlete, and the main topic is his experience of challenging his own limits in extreme sports.” Design Intention: The first listening focuses on the main idea and basic information of the listening material, which helps students establish a general understanding of the content and reduces their anxiety about listening. The simple questions can ensure that most students can participate in the activity, enhance their confidence in listening, and lay a foundation for the next detailed listening. Second Listening: The teacher distributes listening task sheets to students. The task sheet includes two parts: filling in the blanks and true or false questions. The filling-in-the-blank questions mainly involve key information such as the athlete’s name, the extreme sports he is engaged in, the biggest difficulty he encountered, and the reason why he insists on challenging. The true or false questions are designed around the details of the listening material, such as “The athlete started extreme sports because his parents encouraged him” (false) and “The athlete thinks that breaking limits requires perseverance and courage” (true). The teacher plays the listening material twice, and students complete the tasks on the task sheet independently. After that, students check their answers in pairs, and the teacher explains the key and difficult points in the task sheet, especially the sentences and expressions that are easy to be misunderstood. For example, the teacher emphasizes the sentence “I almost gave up when I got injured, but my love for extreme sports made me keep going”, which contains the key phrase “almost gave up” and the reason clause, helping students understand the athlete’s inner struggle and perseverance. Design Intention: The second listening focuses on the extraction of key details, which can train students’ ability to capture specific information in listening materials. The combination of filling in the blanks and true or false questions can comprehensively test students’ understanding of details. The pair check link can help students learn from each other and solve simple problems independently, while the teacher’s explanation can help students clarify misunderstandings and deepen their understanding of the listening content. Third Listening: The teacher plays the listening material again, and asks students to listen carefully and pay attention to the athlete’s tone, intonation and emotional changes, and then answer the question: “What is the athlete’s attitude towards challenging limits? How can you tell?”. Students are encouraged to think carefully and find evidence from the listening material to support their views. For example, some students may say: “The athlete is positive and determined. His tone is firm when he talks about his perseverance, and he uses words like ‘I believe’ and ‘never give up’.” After students share their views, the teacher summarizes: “The athlete holds a positive and determined attitude towards challenging limits. His tone and the words he uses all reflect his firm belief in breaking limits and pursuing dreams.” Design Intention: The third listening focuses on the understanding of implicit information and the speaker’s attitude, which is the key to improving students’ listening ability and also the difficulty of this lesson. By guiding students to pay attention to the speaker’s tone and intonation, students can better understand the emotional connotation of the listening material, not just the surface information. This link can also cultivate students’ ability to analyze and infer, and promote the development of their thinking quality. Step 4: Post-listening (Oral Practice and Language Application) This step is designed to help students apply the language knowledge and listening skills learned in this lesson to oral communication, and improve their oral expression ability. It is divided into three parts: role-play, group discussion and theme sharing. First, Role-play: The teacher divides students into groups of two, one as the reporter and the other as the extreme sports athlete. Students need to refer to the listening material, use the core vocabularies and phrases learned in this lesson, and simulate the interview scene. The teacher provides a simple dialogue framework for reference: Reporter: “What made you start challenging extreme sports?” Athlete: “I started it because I wanted to push my own limits and experience the joy of overcoming difficulties.” Reporter: “What is the biggest challenge you have ever encountered?” Athlete: “The biggest challenge is... I overcame it by...”. Students have 10 minutes to prepare their dialogues, and then the teacher invites 2-3 groups to perform in front of the class. After each performance, the teacher and other students give comments, focusing on the accuracy of vocabulary and sentences, the fluency of expression and the appropriateness of the scene. Design Intention: Role-play is a vivid and interesting oral practice form, which can make students immerse themselves in the real communication scene. By simulating the interview, students can review the listening content and flexibly use the core vocabularies and phrases learned, which helps to improve their oral expression fluency and accuracy. The comment link can help students find their own shortcomings and learn from each other’s advantages, and enhance their ability to evaluate oral expression. Second, Group Discussion: The teacher puts forward the discussion topic: “Do you think everyone should challenge their own limits? What limits have you encountered in your study or life, and how did you overcome them? If you haven’t overcome them yet, what plans do you have?”. Students are divided into groups of 4-5, and each group elects a recorder and a spokesman. During the discussion, students need to use the language knowledge learned in this lesson to express their views, and the recorder records the key points of the group’s discussion. The teacher walks around the classroom to guide students, helps them solve language problems encountered in the discussion, and encourages shy students to participate in the discussion actively. Design Intention: Group discussion can provide more opportunities for students to speak, and help students practice oral expression in a relaxed and harmonious atmosphere. The discussion topic is closely related to students’ daily study and life, which can arouse their enthusiasm for participation and make them better understand the theme of “no limits” in combination with their own experiences. At the same time, group discussion can cultivate students’ cooperative learning ability and communication ability, and promote the development of their learning ability and thinking quality. Third, Theme Sharing: After the group discussion, each group’s spokesman gives a 2-3 minute report on the group’s discussion results. The spokesman needs to introduce the group’s views on challenging limits, share the typical cases of group members overcoming limits, and put forward specific plans for overcoming existing limits. After all groups finish sharing, the teacher makes a summary: “Everyone has their own limits, but as long as we have the courage to face them, the determination to overcome them and the perseverance to persist, we can break the limits and achieve better ourselves. I hope you can apply the spirit of ‘no limits’ to your study and life and keep moving forward.” Design Intention: Theme sharing is the extension and sublimation of group discussion. It can not only exercise students’ ability to organize language and express views in public, but also let students learn from each other’s experiences and gain inspiration. The teacher’s summary can further deepen students’ understanding of the theme of “no limits”, integrate emotional education into language teaching, and help students establish a positive and optimistic attitude towards life. Step 5: Summary and Consolidation First, the teacher leads students to review the key content of this lesson: core vocabularies and phrases related to “breaking limits”, listening strategies (capturing main ideas, key details and implicit information), and oral expression skills (expressing views clearly and fluently). The teacher emphasizes that in listening, we should pay attention to the combination of surface information and implicit information, and in oral expression, we should flexibly use the learned language knowledge to avoid mechanical memorization and expression. Then, the teacher assigns consolidation tasks: 1. Listen to the listening material again after class, and retell the main content of the interview in your own words (about 100 words). 2. With the theme of “My Experience of Breaking Limits”, write a short passage (about 150 words), using the core vocabularies and phrases learned in this lesson. 3. Practice the role-play dialogue with your deskmate again, and try to add more details to make the dialogue more vivid. Design Intention: The summary link helps students sort out the knowledge and skills learned in this lesson, form a systematic knowledge framework, and deepen their memory and understanding. The consolidation tasks are closely related to the teaching content, which can help students review and consolidate the knowledge and skills learned in class, and realize the integration of listening, speaking and writing. At the same time, the tasks are hierarchical, which can meet the needs of different students and promote the improvement of their comprehensive language ability. Step 6: Evaluation and Feedback The evaluation of this lesson is carried out in a combination of formative evaluation and summative evaluation. During the class, the teacher evaluates students’ performance in various links, such as the participation in the lead-in link, the mastery of vocabulary in the pre-listening link, the completion of listening tasks in the while-listening link, and the performance in oral practice in the post-listening link. The teacher gives positive affirmation and encouragement to students’ progress, and puts forward targeted suggestions for their shortcomings. For example, for students who have difficulty in capturing implicit information in listening, the teacher suggests that they pay more attention to the speaker’s tone and intonation when listening; for students who are not fluent in oral expression, the teacher suggests that they practice more and accumulate more useful sentences. After class, the teacher evaluates students’ consolidation tasks, focuses on checking the accuracy of students’ use of vocabulary and sentences, the fluency of retelling and the rationality of the short passage. For the common problems of students, the teacher will explain and review them in the next class. At the same time, the teacher invites students to evaluate their own performance in this lesson, reflect on their own shortcomings and put forward improvement plans, so as to cultivate students’ self-evaluation ability and autonomous learning awareness. Design Intention: Scientific and reasonable evaluation can help teachers timely grasp students’ learning situation, adjust teaching strategies and improve teaching effect. At the same time, it can help students understand their own advantages and shortcomings, enhance their learning motivation and confidence, and promote the improvement of their learning ability. The combination of teacher evaluation and student self-evaluation can make the evaluation more comprehensive and objective, and better promote students’ all-round development. 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 $