Unit4 AchievementsC Listening and speaking 讲义-2025-2026学年高中英语沪教版必修第二册

Unit 4 Achievements-C Listening and speaking 教学目标和重难点 教学目标 Language Ability: Students can master core vocabulary and functional sentences related to achievements, understand listening materials about human achievements and personal accomplishments, and express their views on achievements fluently. Cultural Awareness: They can learn about achievements from different countries and cultures, respect cultural diversity, and establish a sense of cultural confidence. Thinking Quality: They can analyze the logical relationship in listening materials, think critically about the significance of achievements, and develop logical and divergent thinking. Learning Ability: They can master basic listening strategies, actively participate in cooperative learning, and form good habits of independent learning and mutual help. 教学重难点 Key Points: Mastering core vocabulary (e.g., achievement, accomplish, devote, breakthrough) and functional sentences for talking about achievements; grasping listening strategies such as identifying key information and predicting content; being able to talk about personal or others’ achievements clearly. Difficult Points: Understanding long sentences and implied meanings in listening materials; using appropriate vocabulary and sentences to express personal views on the significance of achievements flexibly; improving listening comprehension in fast-paced conversations. 教学过程 Step 1: Lead-in (Warm-up and Lead-in) The teacher starts the class with a multimedia presentation, showing pictures and short video clips of great achievements in human history, such as the invention of the compass, the landing on the moon, the development of vaccines, and the construction of high-speed railways. Then the teacher asks students to look at the materials and answer the following questions: “What achievements can you see in the pictures and videos? Which one impresses you the most? Why?” After students give their answers, the teacher summarizes and leads to the unit topic: “Today we will focus on listening and speaking about achievements, learning how to understand others’ introduction of achievements and express our own views on them.” Design Intention: The warm-up activity uses vivid pictures and videos to attract students’ attention quickly, stimulate their interest in the topic of achievements, and activate their prior knowledge about achievements. By asking open-ended questions, it encourages students to express their own thoughts in simple English, laying a foundation for the subsequent listening and speaking activities. At the same time, it naturally leads to the teaching content of this lesson, making the transition smooth and natural. Step 2: Pre-listening (Vocabulary and Strategy Preparation) First, the teacher presents the core vocabulary of this lesson on the blackboard or multimedia courseware, including nouns (achievement, breakthrough, progress, contribution), verbs (accomplish, devote, achieve, make, promote), adjectives (remarkable, outstanding, great, significant), and functional phrases (make great achievements in, devote oneself to, make a breakthrough, in my opinion, as far as I know). For each word and phrase, the teacher gives simple explanations and example sentences related to achievements, such as “She has made great achievements in the field of science.” “He devoted himself to the research on environmental protection and made a major breakthrough.” Then, the teacher organizes students to do a quick vocabulary matching exercise: match the words on the left with their meanings on the right, and invite several students to answer in class to check their mastery. Next, the teacher introduces basic listening strategies for this lesson: predicting content and identifying key information. The teacher explains: “Before listening, we can predict the main content of the listening material according to the title, pictures or questions; during listening, we should focus on key information such as time, place, people, events, and opinions, which can help us understand the material better.” Then the teacher shows the title of the listening material “What’s the greatest achievement in human history?” and asks students to predict: “What do you think the speakers will talk about? What kinds of achievements may be mentioned?” Students discuss in pairs for a short time and share their predictions. Design Intention: Vocabulary is the foundation of listening and speaking. By presenting and explaining core vocabulary and doing matching exercises, students can master the necessary language tools for this lesson, reducing language barriers in listening and speaking. Introducing listening strategies helps students form scientific listening habits, improve their listening efficiency, and lay a foundation for the subsequent listening activities. Predicting activities can stimulate students’ thinking and make them more active in the listening process. Step 3: While-listening (Listening Practice and Skill Training) This step is divided into two parts: extensive listening and intensive listening, aiming at training students’ ability to grasp the main idea and key details of the listening material respectively. First, extensive listening: The teacher plays the listening material once. The listening material is a dialogue between two students, Tom and Lily, talking about their views on the greatest achievements in human history. Tom thinks the invention of the Internet is the greatest achievement, while Lily holds the opinion that the development of medical technology is more important. After playing the material, the teacher asks students two questions: “What are Tom and Lily talking about? What are their different opinions on the greatest achievement?” Students answer the questions independently, and then the teacher checks the answers and summarizes the main idea of the listening material, helping students confirm their understanding of the overall content. Then, intensive listening: The teacher plays the listening material twice again. For the first time, students are asked to fill in the blanks with the key words and phrases they hear. The blanks mainly involve the core vocabulary and functional sentences learned in the pre-listening part, such as “Tom thinks the invention of the Internet has ______ people’s lives greatly.” “Lily believes that medical technology has helped people ______ many serious diseases.” After filling in the blanks, students check their answers in pairs, and the teacher explains the key points and difficult points in the blanks, such as the collocation of verbs and nouns. For the second time, students are asked to answer detailed questions: “Why does Tom think the Internet is the greatest achievement? What examples does Lily give to support her opinion?” Students listen carefully and take notes, then answer the questions one by one. The teacher corrects the answers and explains the difficult sentences in the listening material, such as long sentences or implied meaning sentences, helping students fully understand the details of the material. During the listening process, the teacher pays attention to the performance of each student, and gives timely guidance to students who have difficulties in listening, such as reminding them to focus on key information or repeating the difficult part of the listening material appropriately. Design Intention: Dividing listening into extensive and intensive listening conforms to the law of students’ cognitive development, from overall understanding to detailed grasp, helping students gradually improve their listening ability. Extensive listening focuses on training students’ ability to grasp the main idea, while intensive listening focuses on key details and language points, which can not only consolidate the learned vocabulary and sentences but also improve students’ ability to capture key information. The design of filling in the blanks and detailed questions can test students’ listening effect in a targeted way, and the teacher’s timely guidance can help students solve listening difficulties and enhance their confidence in listening. Step 4: Post-listening (Consolidation and Extension) This step includes three activities: listening retelling, group discussion, and role-play, aiming at helping students consolidate the listening content, flexibly use the learned language knowledge, and improve their oral expression ability. Activity 1: Listening Retelling. The teacher invites several students to retell the main content of the listening material in their own words, including the topic of the dialogue, Tom and Lily’s different opinions, and the reasons they gave. Other students listen carefully and put forward suggestions for improvement, such as adding more details or using more accurate vocabulary. The teacher summarizes and evaluates the retelling, affirming the advantages of the students and pointing out the areas that need improvement, such as the logicality of the retelling or the accuracy of the language. Design Intention: Listening retelling is an effective way to consolidate the listening content. It can not only test students’ understanding of the listening material but also train their ability to organize language and express ideas in English. By letting other students put forward suggestions, it can promote mutual learning and improve students’ participation in the class. Activity 2: Group Discussion. The teacher divides students into groups of 4-5, and gives the discussion topic: “What do you think is the greatest achievement in human history? Why? What achievements have you made in your study or life? How did you achieve them?” Each group elects a group leader to organize the discussion. During the discussion, students should use the core vocabulary and functional sentences learned in this lesson, such as “I think the greatest achievement is... because...”, “I have achieved... by devoting myself to...”, “In my opinion, achievements require hard work and persistence.” The teacher walks around the classroom, observes the discussion situation of each group, and gives timely guidance to students who have difficulties in expression, such as reminding them of appropriate vocabulary and sentences. Design Intention: Group discussion provides students with a platform for oral practice, enabling them to use the learned language knowledge in real communication. It can not only improve students’ oral expression ability but also cultivate their cooperative learning ability and divergent thinking. The discussion topic is closely related to the listening material and students’ real life, which can stimulate students’ enthusiasm for expression and make them more actively participate in the activity. Activity 3: Role-play. Each group selects two students to play the roles of Tom and Lily, and the other students play the role of listeners. The two students should simulate the dialogue in the listening material, and at the same time, add their own opinions on achievements according to the discussion results of the group. After the role-play of one group, other groups can comment on their performance, such as the fluency of the dialogue, the accuracy of the language, and the expression of emotions. The teacher makes a final evaluation, affirming the advantages of each group and putting forward suggestions for improvement, such as paying attention to the intonation and emotion in the dialogue. Design Intention: Role-play can make students integrate into the language context better, improve their ability to use language flexibly in real communication, and enhance their sense of language. By letting students add their own opinions, it can further expand the content of the dialogue and train students’ ability to express personal views. The evaluation link can help students find their own shortcomings and learn from each other, improving their oral expression level. Step 5: Summary and Reflection First, the teacher summarizes the content of this lesson with students: “In this lesson, we have learned core vocabulary and functional sentences related to achievements, mastered basic listening strategies, listened to a dialogue about the greatest achievements in human history, and practiced oral expression through group discussion and role-play. We have also learned how to understand others’ views on achievements and express our own opinions.” Then, the teacher guides students to reflect on their own learning: “What have you learned in this lesson? What do you do well in? What are your shortcomings? How can you improve them in the future?” Students think independently for a short time and share their reflections with the class. The teacher listens carefully and gives positive feedback, encouraging students to keep improving their listening and speaking ability. Finally, the teacher assigns after-class tasks: 1. Listen to the listening material again and retell it to your family or friends in English. 2. Prepare a short speech (about 1-2 minutes) about your own achievement, using the vocabulary and sentences learned in this lesson. 3. Discuss with your partners about the achievements of a famous person you admire and write down the key points of the discussion. Design Intention: Summary helps students sort out the knowledge learned in this lesson, form a systematic knowledge framework, and deepen their understanding of the teaching content. Reflection enables students to realize their own advantages and shortcomings, and clarify the direction of future efforts, which is conducive to improving their learning ability. After-class tasks are closely linked to the teaching content of this lesson, which can consolidate the knowledge learned in class, extend the teaching effect, and provide more opportunities for students to practice listening and speaking. 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 $