Unit 2 Roads to education-C Listening and speaking 教案-2025-2026学年高中英语沪教版必修第二册

Unit 2 Roads to education-C Listening and speaking 教学目标和重难点 教学目标 Language Ability: Develop students’ ability to understand listening materials about diverse educational approaches and express views on education paths fluently using proper vocabulary and sentence patterns. Cultural Awareness: Help students understand different educational concepts worldwide, respect cultural differences in education, and strengthen confidence in Chinese educational traditions. Thinking Quality: Guide students to analyze, judge and summarize listening information, and cultivate logical thinking and critical thinking through discussion and role-play. Learning Ability: Enable students to master effective listening and speaking strategies, form good cooperative learning habits, and improve their ability to independently explore and solve problems in language learning. 教学重难点 Key Points: Master core vocabulary and functional expressions related to educational paths and game-based learning; accurately grasp the main idea and key details of the listening materials; skillfully conduct oral communication such as discussing educational experiences and conducting surveys. Difficult Points: Quickly identify and record key details in real listening contexts with natural discourse features; flexibly use logical connecting words to express complex views appropriately and fluently in oral output. 教学过程 Step 1: Lead-in (Warm-up and Topic Introduction) The teacher starts the class by showing pictures of different learning scenarios, including classroom learning, outdoor exploration, online courses, and game-based activities. Then the teacher asks open-ended questions in English: “How do you usually learn new knowledge? Do you think learning can only happen in the classroom? Have you ever learned something through playing games?” After asking the questions, the teacher invites 3-4 students to share their answers freely. During the sharing process, the teacher listens carefully, gives positive feedback in time, and guides students to use simple English to express their true feelings and experiences. For example, if a student says “I learn English words through playing word games”, the teacher can respond “That’s a great way! It makes learning more interesting. Can you briefly talk about how you play the game?” After the student sharing, the teacher summarizes: “As we can see, there are many different ways to learn. Learning is not limited to the classroom. Today, we will focus on ‘Roads to education’ and explore how people learn through different activities, especially through playing games. We will first listen to some materials about game-based learning and then practice our speaking skills through various activities.” Design Intention: The lead-in links students’ real life with the unit topic, which can quickly arouse students’ learning interest and enthusiasm. By showing vivid pictures and asking targeted questions, students are guided to think about the diversity of educational paths, laying a good foundation for the subsequent listening and speaking activities. At the same time, free sharing provides students with an opportunity to practice oral expression, helps the teacher understand students’ existing language foundation and thinking status, and makes the subsequent teaching more targeted. In addition, the summary of the teacher clarifies the learning focus of this lesson, enabling students to have a clear learning goal at the beginning of the class. Step 2: Pre-listening (Vocabulary Preview and Prediction) First, the teacher presents the core vocabulary and functional expressions related to the listening materials on the screen, including nouns (game, competition, challenge, satisfaction, learning experience), verbs (participate, compete, cooperate, gain), adjectives (risky, competitive, interesting, valuable) and functional expressions (I think…, In my opinion…, It is important to…, Playing games helps us…). The teacher explains the pronunciation and meaning of the new words with simple English, and gives example sentences combined with the topic of education and games. For example, when explaining “risky”, the teacher says “A risky game is a game that may bring danger, but it can also help us build courage. For example, rock climbing is a risky but meaningful activity.” Then, the teacher organizes students to do a quick vocabulary matching exercise: match the words with their corresponding definitions. After the exercise, the teacher checks the answers together with the students, and corrects the wrong pronunciations and understandings in time. Next, the teacher introduces the background of the listening materials: “The listening materials we will hear are a conversation between two people. They are talking about children and teenagers’ participation in different types of games and the learning experiences and satisfaction they get from these games. Now, please look at the pictures on the screen (showing pictures of different games: chasing games, competitive games, ‘dare’ games) and predict: What do you think they will talk about? What kinds of games will be mentioned? What benefits can these games bring to children?” Students are invited to discuss in pairs for 2 minutes, and then each pair sends a representative to share their predictions. The teacher writes down the key prediction points on the blackboard, such as “They will talk about the advantages of playing games”, “Chasing games and competitive games may be mentioned”, “Games can help children develop cooperation ability”. Finally, the teacher reminds students of listening strategies: “When listening, we should first focus on the main idea of the conversation, and then catch the key details, such as the types of games, the characteristics of participants and the satisfaction they get. Pay attention to the logical connecting words, such as ‘first’, ‘besides’, ‘however’, which can help us understand the structure of the conversation better.” Design Intention: Vocabulary preview is the basis for students to understand the listening materials. By explaining new words with simple English and combining example sentences closely related to the topic, students can master the usage of new words in context, avoiding mechanical memory. The vocabulary matching exercise helps students consolidate the newly learned words and improve their vocabulary application ability. Prediction activities can activate students’ prior knowledge and thinking, make students more targeted when listening, and improve their listening efficiency. Reminding listening strategies helps students master scientific listening methods, cultivate their listening ability, and lay a foundation for the subsequent while-listening activities. Step 3: While-listening (Listening Practice and Information Extraction) This step is divided into two parts: listening for the main idea and listening for key details. First, the teacher plays the listening material for the first time. After playing, the teacher asks students two questions: “What is the main topic of the conversation?” “What is the speakers’ attitude towards playing games?” Students are allowed to think independently for 1 minute, and then raise their hands to answer. The teacher guides students to summarize the main idea: The conversation is about different types of games that children and teenagers participate in, and the speakers hold a positive attitude towards playing games, believing that games can bring valuable learning experiences and satisfaction to children. Then, the teacher plays the listening material for the second time. This time, students are required to complete a detailed information table. The table includes three columns: Types of Games, Characteristics of Participants, and Satisfaction Gained. Before playing, the teacher explains the requirements clearly: “Please listen carefully and fill in the blanks in the table. Pay attention to the key information, such as the names of the games, the age of the participants and the feelings they have after playing the games.” After playing the listening material, students are allowed to check their answers with their deskmates for 1 minute. Then the teacher invites students to share their answers, and corrects the wrong information in time. For example, if a student fills in “children aged 10-12” for the participants of chasing games, the teacher can remind them: “Listen again carefully. The speaker said ‘children aged 8-12 like chasing games’, so the correct answer is 8-12.” After checking the answers, the teacher plays the listening material for the third time, and pauses at the key information points to let students confirm and supplement their answers, ensuring that most students can grasp the key details. In addition, the teacher guides students to analyze the logical structure of the listening material: “The speakers first talk about the common games that children like, then introduce the characteristics of each game and the satisfaction brought by them, and finally compare these games with computer games and TV programs, emphasizing the unique value of unstructured games.” Then the teacher asks students to find out the logical connecting words used in the conversation, such as “first of all”, “besides”, “in contrast”, and explains how these words help to organize the discourse. Design Intention: Dividing the while-listening activity into two parts (listening for main idea and listening for key details) follows the law of students’ listening comprehension, from overall to partial, which is conducive to students’ gradual understanding of the listening material. The first listening focuses on the overall grasp, helping students establish a general understanding of the conversation; the second and third listenings focus on key details, enabling students to extract specific information accurately. The information table provides a clear framework for students to extract information, which can improve their listening efficiency and accuracy. Analyzing the logical structure and connecting words helps students understand the discourse organization mode, cultivate their logical thinking ability, and lay a foundation for their subsequent oral expression and writing. Step 4: Post-listening (Oral Practice and Language Application) This step includes three activities: retelling, group discussion and role-play, which gradually improve students’ oral expression ability from simple to complex. Activity 1: Retelling. The teacher asks students to retell the main content of the listening material with the help of the information table and the key words and sentences learned. First, the teacher gives a model retelling: “The conversation is about different types of games that children and teenagers like. First of all, the speakers talk about chasing games, which are popular among children aged 8-12. These games can help children improve their running ability and bring them a lot of fun. Besides, competitive games are loved by teenagers. They can help teenagers learn to cooperate and compete, and gain a sense of achievement. In contrast, computer games and TV programs can’t bring such valuable learning experiences.” Then, students are allowed to practice retelling in pairs for 3 minutes. After the practice, the teacher invites 2-3 students to retell in front of the class. The teacher gives comments on their retelling, affirming their advantages (such as accurate key information, fluent expression) and putting forward suggestions for improvement (such as adding more connecting words to make the retelling more logical). Activity 2: Group Discussion. The teacher puts forward a discussion topic: “Do you agree that playing games is a good way to learn? What kinds of games have you played that help you learn? What benefits did you get from these games? If you were a teacher, would you encourage students to learn through playing games? Why or why not?” Students are divided into groups of 4-5, and each group elects a group leader to organize the discussion. During the discussion, the teacher walks around the classroom, listens to the discussion of each group, and gives guidance when necessary. For example, if a group has no idea, the teacher can prompt: “You can talk about the word games you played in English class, or the team games you played in PE class, and analyze what you learned from these games.” If a student uses incorrect sentence patterns, the teacher can correct them gently: “It’s better to say ‘Playing word games helps me remember new words’ instead of ‘Play word games help me remember new words’.” After the discussion (about 5 minutes), each group sends a representative to share the group’s views. The teacher listens carefully, summarizes the different views of each group, and guides students to think dialectically: “Playing games can bring many benefits to our learning, but we should also pay attention to choosing appropriate games and arranging time reasonably, so that games can really become a helper for our learning.” Activity 3: Role-play. The teacher designs a role-play task based on the listening material and the discussion topic: “Suppose you are holding a small meeting about ‘Game-based Learning’. There are three roles: a teacher, a student who likes game-based learning, and a student who doubts the effect of game-based learning. The teacher needs to guide the discussion, the student who likes game-based learning should introduce the benefits of game-based learning combined with their own experience, and the student who doubts should put forward their own questions (such as ‘Will playing games affect our study time?’). Then, they need to discuss and find solutions together.” The teacher first introduces the requirements of the role-play: “You should use the vocabulary and functional expressions we learned today, and pay attention to the logic and fluency of the dialogue. Each group can choose their own roles and prepare for 4 minutes.” After the preparation, 2-3 groups are invited to perform the role-play in front of the class. After each performance, the teacher and other students give comments, focusing on the use of language, the appropriateness of the role performance and the logic of the dialogue. For example, the teacher can say: “This group’s performance is very good. They used many functional expressions we learned, such as ‘In my opinion’, ‘I think’, and the dialogue is very logical. If they can add more specific examples, it will be better.” Design Intention: Retelling is a kind of output activity based on input, which can help students consolidate the listening information and the newly learned language knowledge, and improve their oral expression ability. Group discussion provides students with a platform for interactive communication, enables students to express their views freely, and cultivates their cooperative learning ability and critical thinking ability. Role-play creates a real communication context, which makes students apply the learned vocabulary and functional expressions flexibly in practical communication, realizing the transformation from language input to output. The guidance and comments of the teacher help students find their own shortcomings and improve their oral expression ability continuously. Step 5: Summary and Extension First, the teacher summarizes the content of this lesson with the students: “In today’s class, we listened to a conversation about game-based learning, mastered some core vocabulary and functional expressions related to educational paths and games, and practiced our listening and speaking skills through retelling, group discussion and role-play. We also realized that learning can happen in various scenarios, and game-based learning is a valuable way to learn.” Then, the teacher combs the key points of this lesson again, emphasizing the key vocabulary, listening strategies and oral expression skills. Next, the teacher arranges the extension task: “After class, please do two things. First, interview your classmates or family members about their views on game-based learning, and take notes in English. Second, prepare a short speech (about 1 minute) about ‘My Favorite Way of Learning’, which should include the way of learning, the reasons why you like it and the benefits you get from it. We will share our speeches in the next class.” Finally, the teacher encourages students: “Today, everyone performed very well. You actively participated in various activities, and your listening and speaking skills have been improved. I hope you can apply the knowledge and skills learned today to your daily learning and life, explore more diverse learning paths, and make learning more interesting and effective.” Design Intention: The summary helps students sort out the knowledge and skills learned in this lesson, strengthen memory and form a systematic knowledge structure. The extension task connects classroom learning with daily life, enables students to apply the learned language knowledge and skills in real scenarios, and improves their comprehensive language application ability. Interviewing others can cultivate students’ communication ability and information collection ability, and preparing speeches can further improve their oral expression ability. The encouragement of the teacher can enhance students’ learning confidence and enthusiasm, and lay a foundation for their subsequent English learning. 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 $