Unit3 Progress C Listening and speaking 教学设计-2025-2026学年高中英语沪教版必修第二册

Unit 3 Progress-C Listening and speaking 教学目标和重难点 教学目标 Language Competence: Enable students to understand key information about personal and professional progress in listening materials, master topic-related vocabulary and sentence patterns, and express their own progress experiences and goals fluently in oral communication. Cultural Awareness: Guide students to understand the connotation of progress in different cultural contexts, respect diverse views on progress, and cultivate a positive attitude towards personal growth. Thinking Quality: Help students sort out and summarize listening information, analyze the logical relationship between ideas, and develop critical thinking and innovative thinking through discussion and expression. Learning Ability: Cultivate students’ good listening habits and oral communication skills, enable them to use effective learning strategies to improve their listening and speaking abilities, and enhance their confidence in independent learning and cooperative communication. 教学重难点 Key Points: Master topic-related vocabulary (such as achieve, improve, challenge, make progress, overcome difficulties) and sentence patterns for expressing progress; understand the main idea and key details of the listening materials; be able to talk about personal progress experiences and set future goals in simple English dialogues. Difficult Points: Catching specific details and logical relationships in listening materials accurately; using appropriate vocabulary and sentence patterns to express personal views and experiences fluently and appropriately in oral communication; overcoming shyness and actively participating in interactive speaking activities. 教学过程 Lead-in (Warm-up and Topic Introduction) The teacher starts the class with a question-and-answer activity: “What does progress mean to you? Have you made any progress in your study or life recently? Please share your ideas briefly.” Then, the teacher shows some pictures related to progress, such as a student improving his English score, an athlete breaking his own record, and a scientist making a new discovery. After showing the pictures, the teacher asks students to discuss in pairs: “What can you see in the pictures? What progress have these people made? How did they achieve their progress?” After 3 minutes of pair discussion, invite 2-3 groups to share their opinions with the whole class. Finally, the teacher summarizes: “Progress is a process of continuous improvement and breakthrough. Today, we will learn to listen to dialogues and monologues about progress, and practice talking about our own progress experiences.” Design Intention: The question-and-answer activity and picture display can quickly attract students’ attention, arouse their interest in the topic of “progress”, and activate their existing knowledge and life experience related to progress. Pair discussion provides students with an opportunity to express their initial views in English, lays a foundation for the subsequent listening and speaking activities, and helps students build confidence in oral expression. At the same time, it naturally leads to the theme of the lesson, making the transition from daily life to English learning smooth and natural. Pre-listening (Vocabulary and Skill Preparation) First, the teacher introduces and explains the key vocabulary of the lesson. On the blackboard or multimedia courseware, list the core vocabulary: achieve (v.), improvement (n.), challenge (n./v.), overcome (v.), make progress, take efforts, keep trying, set a goal. For each word and phrase, the teacher provides simple and easy-to-understand definitions and example sentences related to progress. For example, “achieve” is defined as “to succeed in reaching a particular goal or standard”, and the example sentence is “She worked hard and achieved great progress in English.” “Overcome” is defined as “to succeed in dealing with a problem or difficulty”, with the example sentence “He overcame many difficulties and finally passed the exam.” After explaining, the teacher asks students to read the words and example sentences aloud twice to familiarize themselves with the pronunciation and usage. Next, the teacher introduces listening skills related to the lesson: listening for key information (such as time, events, opinions) and listening for definitions. The teacher explains: “When listening, we should pay attention to key words related to progress, such as ‘improve’, ‘achieve’, ‘progress’, etc. At the same time, when we hear a new word, we can listen carefully to the following sentences, which may contain the definition of the word, usually guided by words like ‘it’s like’, ‘that is’, ‘for example’.” Then, the teacher gives a simple example: “If you hear ‘A blog is like an online diary where you write about something you’re interested in.’, you can know the definition of ‘blog’ through ‘it’s like’.” Finally, the teacher briefly introduces the background of the listening materials: “The listening materials we will hear are two dialogues and one monologue. The first dialogue is between two students talking about their progress in study; the second dialogue is an interview about personal progress; the monologue is a student’s introduction of his own progress experience. Please predict what kind of information you may hear.” Design Intention: Vocabulary is the foundation of listening and speaking. By explaining the core vocabulary and example sentences related to the topic, students can master the necessary language tools for understanding listening materials and conducting oral communication, avoiding difficulties in listening and speaking due to unfamiliar vocabulary. The introduction of listening skills helps students master scientific listening methods, improve their listening efficiency, and lay a foundation for the subsequent while-listening activities. Predicting the listening content can activate students’ thinking, make them more focused when listening, and improve their ability to capture key information. While-listening (Listening Practice and Information Extraction) This part is divided into three steps: listening for the main idea, listening for key details, and listening for deep understanding. Step 1: Listening for the main idea. The teacher plays the listening materials once. After listening, ask students to answer the following questions: “What are the listening materials mainly about? How many speakers are there? What is their relationship?” Then, invite students to answer the questions one by one, and the teacher corrects and summarizes: “The listening materials are mainly about people’s progress experiences in study and life. There are five speakers in total, including students, an interviewer and an interviewee.” Step 2: Listening for key details. The teacher plays the listening materials again. This time, students are required to fill in the blanks in the exercise sheet prepared in advance. The blanks mainly involve key information such as the speakers’ progress, the methods they used to make progress, and their future goals. For example: 1. Tom made great progress in English by ______ every morning. 2. Lucy overcame her fear of speaking English by ______. 3. The interviewee’s biggest progress is ______. After listening, the teacher invites students to share their answers, checks the answers with the whole class, and explains the difficult points in the listening materials, such as difficult sentences or unclear pronunciation. For example, if students have difficulty understanding “I used to be afraid of speaking in public, but I kept practicing and finally made it”, the teacher can parse the sentence structure and explain the meaning of “used to be” and “made it”. Step 3: Listening for deep understanding. The teacher plays the listening materials for the third time. Students are required to discuss in groups of four: “What difficulties did the speakers meet when making progress? How did they solve these difficulties? What can we learn from their experiences?” After 5 minutes of group discussion, each group selects a representative to share their discussion results. The teacher comments on the students’ answers, affirms their correct views, and supplements and enriches the content. For example, if a group mentions that “the speakers all kept trying when meeting difficulties”, the teacher can add: “Yes, perseverance is very important for making progress. No one can make progress without hard work and persistence.” Design Intention: Listening for the main idea helps students grasp the overall content of the listening materials and form a general understanding. Listening for key details enables students to extract specific information accurately, improve their ability to capture details, and consolidate the key vocabulary and sentence patterns learned. Listening for deep understanding guides students to think beyond the surface information, analyze the speakers’ experiences and feelings, and cultivate their logical thinking and critical thinking ability. Group discussion in this step also provides students with an opportunity to communicate and cooperate, and promotes the improvement of their oral expression ability. Post-listening (Oral Practice and Language Application) This part includes three activities: role-play, group discussion and personal report, which are carried out step by step to help students apply the language knowledge and listening skills learned to oral communication. Activity 1: Role-play. The teacher divides students into pairs. Each pair is assigned a scene related to progress. The scenes are: 1. Two students talk about their progress in a certain subject and the methods they used. 2. An interviewer interviews a classmate about his/her progress in extracurricular activities. 3. A student shares his/her progress experience with his/her teacher and asks for advice on future goals. The teacher provides a simple dialogue template for reference, such as: Student A: “I have made great progress in ______ recently. ” Student B: “Really? How did you do that? ” Student A: “I ______ every day. It was not easy at first, but I kept trying. ” Student B: “That’s amazing! I should learn from you. I want to make progress in ______ too. ” Student A: “You can ______. I believe you can make it. ” Students are required to use the key vocabulary and sentence patterns learned in the lesson to complete the role-play. After 10 minutes of preparation, invite 2-3 pairs to perform their dialogues in front of the whole class. The teacher comments on their performance, affirming their advantages in language use and pronunciation, and putting forward suggestions for improvement, such as “You can use more complex sentences to express your ideas” or “Pay attention to the intonation when asking questions”. Activity 2: Group discussion. Students are divided into groups of 5-6. The discussion topic is: “What progress do you want to make in the next three months? What difficulties may you meet? How will you overcome these difficulties? ” The teacher asks students to take notes while discussing, and encourages each student to speak actively. During the discussion, the teacher walks around the classroom, provides guidance for students who have difficulties in expression, helps them organize their language, and reminds them to use the key vocabulary and sentence patterns learned. For example, if a student doesn’t know how to express “I want to improve my listening ability”, the teacher can guide him/her to say “I want to make progress in listening. I plan to listen to English materials for 20 minutes every day.” Activity 3: Personal report. Each student prepares a 1-2 minute personal report based on the group discussion. The report should include: 1. The progress you want to make. 2. The methods you will use to make progress. 3. The difficulties you may meet and how to overcome them. Students take turns to give their reports in front of the group first, and then each group selects the best report to share with the whole class. The teacher gives positive comments and encouragement to each reporter, such as “Your report is very clear and fluent. I believe you can achieve your goal if you keep trying.” Design Intention: Role-play enables students to simulate real communication scenarios, apply the key vocabulary and sentence patterns learned to practical communication, and improve their oral expression ability and communication skills. Group discussion provides students with more opportunities to speak, encourages them to express their own views, and cultivates their cooperative learning ability and communication ability. Personal report helps students sort out their own ideas, improve their ability to organize language and make public speeches, and enhance their confidence in oral English. The teacher’s guidance and comments in the process can help students find their own shortcomings and improve their language use ability in a targeted way. Summary and Consolidation First, the teacher leads students to summarize the key content of the lesson. The teacher asks: “What have we learned today? What key vocabulary and sentence patterns have we mastered? What listening skills have we learned? ” Students answer the questions one by one, and the teacher supplements and sorts out: “Today, we learned to listen to dialogues and monologues about progress, mastered key vocabulary such as achieve, improve, overcome and related sentence patterns, and learned listening skills of catching key information and listening for definitions. We also practiced talking about our own progress experiences and future goals through role-play, group discussion and personal report.” Then, the teacher arranges a small consolidation exercise: students are required to write 3 sentences about their own progress or future progress goals using the key vocabulary and sentence patterns learned in the lesson. For example: 1. I have made great progress in English by reading English articles every day. 2. I will overcome my shyness and practice speaking English more. 3. My goal is to achieve better grades in the next exam, so I will study harder. After students finish writing, the teacher invites several students to share their sentences and checks them. Finally, the teacher makes a summary and puts forward expectations: “Progress is not achieved overnight. It requires hard work, persistence and courage. I hope you can apply what you have learned today to your daily life, keep making progress in your study and life, and become better versions of yourselves.” Design Intention: Summarizing the key content of the lesson helps students sort out the knowledge they have learned, deepen their understanding and memory, and form a systematic knowledge structure. The consolidation exercise enables students to further apply the key vocabulary and sentence patterns learned, consolidate the learning effect, and lay a foundation for subsequent learning. The teacher’s expectations can inspire students’ learning motivation, cultivate their positive attitude towards progress, and realize the educational value of the lesson. 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 $