Unit1 The media-C Listening and speaking 讲义-2025-2026学年高中英语沪教版必修第三册

Unit 1 The media-C Listening and speaking 教学目标和重难点 教学目标 Language Competence: Master media-related vocabulary and expressions, improve listening comprehension of real contexts like podcasts and speeches, and enhance oral expression ability in discussing media issues. Thinking Quality: Cultivate critical thinking by analyzing media’s influence and distinguishing different media views. Cultural Awareness: Understand media culture differences and develop cross-cultural communication awareness. Learning Ability: Master listening and speaking strategies to form autonomous and cooperative learning habits. 教学重难点 Key Points: Grasp core information in listening materials about youth and social media, master expressions for expressing opinions and comments on media. Difficult Points: Understanding weak forms and liaisons in listening, using appropriate language to express personal views logically and participating in in-depth group discussions. 教学过程 Lead-in The teacher starts the class by showing pictures of various media forms, including traditional media (newspapers, TV, radio) and new media (social media platforms, podcasts, short videos). Then the teacher asks students two questions: “What media do you use most frequently in daily life?” and “How does media affect your study and life?” Students are invited to share their answers freely. After 3-4 students finish sharing, the teacher makes a brief summary, pointing out that media is an indispensable part of modern life and it has both positive and negative influences. Then the teacher introduces the topic of this lesson: today we will improve our listening and speaking skills through materials related to youth and social media, and learn to express our views on media issues. Design Intention: The lead-in links students’ real life with the lesson topic, which can quickly arouse students’ interest in learning. By asking open questions, students are encouraged to speak actively, creating a relaxed oral communication atmosphere. Meanwhile, it lays a foundation for the follow-up listening and speaking activities, helping students establish a preliminary cognitive connection between their own experience and the lesson content. Showing various media pictures can also help students review relevant vocabulary, reducing the language barrier for subsequent learning. Pre-listening First, the teacher presents the core vocabulary and expressions related to the listening material on the blackboard or multimedia, including “social media”, “podcast”, “teenager”, “influence”, “addiction”, “benefit”, “harm”, “express opinions”, “agree with”, “disagree with”, “in my opinion” and so on. For each word and expression, the teacher reads it aloud and explains its meaning and usage briefly, and asks students to read after the teacher twice to ensure correct pronunciation. Then, the teacher introduces the background of the listening material: the listening content is an excerpt from a TED speech titled “Youth and Social Media”, which mainly discusses the influence of social media on teenagers’ life and study, including both positive aspects such as expanding horizons and making friends, and negative aspects such as addiction and distraction. Next, the teacher asks students to predict the content of the listening material based on the title and background: “What do you think the speaker will talk about in the speech? What aspects of social media’s influence on teenagers will be mentioned?” Students discuss in pairs for a short time, and then several groups share their predictions. Design Intention: Pre-listening activities aim to help students remove language obstacles and build background knowledge, laying a solid foundation for smooth listening. The core vocabulary and expressions are closely related to the listening content, which can help students understand the listening material more accurately. Introducing the background of the listening material enables students to have a preliminary understanding of the theme and context of the listening content, reducing the difficulty of listening comprehension. Predicting the listening content can stimulate students’ thinking, improve their enthusiasm for listening, and help them form the habit of active prediction in listening, which is an important listening strategy. While-listening The while-listening activity is carried out in three steps to help students grasp the listening content gradually from overall to detail. Step 1: First Listening (Grasp the Main Idea). The teacher plays the listening material once, and asks students to listen carefully and answer the following question: “What is the main topic of the speech?” After listening, students are invited to answer the question. The teacher confirms the correct answer: the main topic is the influence of social media on teenagers. Then the teacher asks students to briefly talk about what they heard, and guides students to summarize the main idea of the speech, helping students form the habit of grasping the overall content first in listening. Step 2: Second Listening (Catch Key Details). The teacher plays the listening material again, and asks students to fill in the blanks in the listening task sheet. The blanks mainly involve the key information in the speech, such as the positive influences of social media (expanding horizons, making friends with people from different countries, learning new knowledge) and negative influences (spending too much time, affecting study and sleep, being addicted to virtual world). After listening, students check their answers in pairs, and then the teacher plays the listening material again, pausing at the key points to explain and correct the answers. For the key sentences and difficult sentences in the listening material, the teacher reads them aloud, analyzes the sentence structure and meaning, and helps students understand them thoroughly. Especially for the weak forms and liaisons in the speech, such as “gimme” and “wanna”, the teacher explains their pronunciation rules and asks students to practice reading, improving students’ ability to recognize weak forms and liaisons in listening. Step 3: Third Listening (Deepen Understanding). The teacher plays the listening material for the third time, and asks students to listen carefully and answer the following questions: 1. What does the speaker think is the biggest benefit of social media for teenagers? 2. What problems does social media bring to some teenagers? 3. What suggestions does the speaker put forward for teenagers to use social media correctly? After listening, students discuss the answers in groups of four, and then each group sends a representative to share their answers. The teacher makes comments and supplements, helping students deeply understand the speaker’s views and suggestions, and cultivating students’ ability to extract specific information and understand the speaker’s attitude. Design Intention: The while-listening activity is designed from overall to detail, which conforms to the law of listening comprehension. The first listening helps students grasp the main idea, establishing a general framework of the listening content. The second listening focuses on key details, helping students extract specific information and master the core content of the speech. The third listening deepens students’ understanding of the listening content, enabling students to understand the speaker’s views and suggestions, and improving their listening comprehension ability. The design of listening tasks is closely related to the key and difficult points of the lesson, focusing on training students’ ability to grasp key information and understand weak forms and liaisons. Group discussion in the third listening can also cultivate students’ cooperative learning ability and communication ability. Post-listening Post-listening activities are carried out to help students consolidate the listening content, transfer the listening knowledge to oral expression, and improve their oral communication ability. First, the teacher leads students to review the listening content, summarizes the positive and negative influences of social media mentioned in the speech, and reviews the key vocabulary and expressions again. Then, the teacher organizes a group discussion activity: “Do you agree with the speaker’s views on social media? What do you think are the advantages and disadvantages of social media for us senior high school students? How can we use social media correctly?” Each group is divided into 4-5 students, and each group elects a recorder and a reporter. During the discussion, the teacher walks around the classroom, guides students to use the key vocabulary and expressions learned in the lesson, and helps students who have difficulties in expression. For example, if a student cannot express “I think social media is beneficial because it can help us learn new knowledge”, the teacher can prompt the student to use the expression “in my opinion” and “benefit from”. After the discussion, each group’s reporter presents the group’s views to the whole class. The teacher makes comments on each group’s performance, affirming their advantages, pointing out their deficiencies, and guiding students to express their views more logically and fluently. Then, the teacher organizes a debate activity. The class is divided into two groups: the positive group holds the view that “social media does more good than harm to senior high school students”, and the negative group holds the view that “social media does more harm than good to senior high school students”. Before the debate, the teacher gives students 5 minutes to prepare, and guides students to list their own arguments and supporting materials, using the knowledge and expressions learned in the lesson. During the debate, each group takes turns to state their own views and refute the opposite group’s views. The teacher acts as the host and judge, guiding the debate to proceed in an orderly manner, and reminding students to use polite language and express their views clearly and logically. After the debate, the teacher makes a summary, affirming the performance of both groups, and guiding students to realize that social media has both advantages and disadvantages, and the key is to use it correctly. Design Intention: Post-listening activities connect listening and speaking closely, realizing the transfer and application of knowledge. Group discussion enables students to fully express their views, practice oral expression, and cultivate cooperative learning ability. The debate activity further improves students’ oral expression ability and logical thinking ability, and also cultivates students’ critical thinking ability, which is in line with the requirements of core literacy. The teacher’s guidance and comments can help students find their own deficiencies and improve their oral expression level. At the same time, the debate activity can also deepen students’ understanding of the influence of social media, guiding students to establish a correct view of using social media. Speaking Practice On the basis of post-listening activities, the teacher designs targeted speaking practice to help students master the expressions for expressing opinions and comments, and improve their oral expression ability. First, the teacher presents some common expressions for expressing opinions and comments on the multimedia, such as “In my opinion, ...”, “I think that ...”, “From my point of view, ...”, “As far as I am concerned, ...”, “I agree with the view that ...”, “I disagree with the idea that ...”, “The advantage of ... is that ...”, “The disadvantage of ... is that ...” and so on. The teacher explains the usage of these expressions, and gives examples to help students understand. For example, “In my opinion, social media is a good tool for us to learn, because we can get a lot of useful information from it.” Then, the teacher asks students to practice these expressions in pairs, using the topic of “social media” to make sentences. After the pair practice, the teacher invites several students to share their sentences, and corrects their pronunciation and grammar errors. Then, the teacher designs a role-play activity. Students are divided into pairs, and each pair plays the role of two friends who are discussing the influence of social media. One student holds the view that social media is beneficial, and the other holds the view that social media is harmful. They need to use the expressions learned to express their own views, argue gently, and finally reach a consensus that social media should be used correctly. During the role-play, the teacher walks around the classroom, observes students’ performance, and provides help and guidance to students who have difficulties. After the role-play, several pairs are invited to perform in front of the whole class. The teacher makes comments, affirming their good performance in using expressions and logical expression, and putting forward suggestions for improvement, such as paying attention to pronunciation and intonation, and using more complex sentences to express views. Design Intention: Speaking practice is designed from basic expression practice to situational role-play, which is gradual and conforms to the law of students’ language learning. The practice of common expressions helps students master the basic tools of oral expression, laying a foundation for more fluent communication. Role-play activity creates a real oral communication situation, enabling students to apply the learned expressions and knowledge to real communication, improving their oral communication ability and flexibility. The teacher’s guidance and comments can help students correct their mistakes in time and improve their oral expression level. At the same time, role-play can also cultivate students’ ability to cooperate and communicate with others. Summary and Extension First, the teacher summarizes the content of this lesson with the students. The teacher leads students to review the key vocabulary and expressions learned in this lesson, the main content of the listening material, and the common expressions for expressing opinions. Then, the teacher emphasizes the key and difficult points of this lesson, reminding students to pay attention to understanding weak forms and liaisons in listening, and to use appropriate expressions to express their views logically in oral communication. Finally, the teacher makes a brief summary of the core literacy training in this lesson, pointing out that through this lesson, students have improved their listening and speaking ability, cultivated critical thinking and cooperative learning ability, and deepened their understanding of media culture. For the extension activity, the teacher assigns a homework task: 1. Listen to the listening material again after class, and retell the main content of the speech in your own words. 2. With the topic “How to Use Social Media Correctly as a Senior High School Student”, write a short speech (about 100 words), and practice speaking it fluently. 3. Discuss with your family members about the influence of media on their life, and share the discussion results in the next class. Design Intention: The summary links up the whole lesson, helping students sort out the knowledge system and consolidate the learned knowledge. Emphasizing the key and difficult points can help students focus on the key content and improve their learning efficiency. The extension activity connects classroom learning with after-class life, enabling students to consolidate the learned knowledge and skills in practice, and further improve their listening and speaking ability. At the same time, the homework task also cultivates students’ autonomous learning ability and communication ability with family members, realizing the extension of classroom learning to daily 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 $