Unit 2 The things around us-C Listening and speaking 教案-2025-2026学年高中英语沪教版必修第三册

Unit 2 The things around us-C Listening and speaking 教学目标和重难点 教学目标 Language competence: Master listening skills of grasping key information and oral expressions about describing surrounding things, and communicate smoothly. Cultural awareness: Understand the cultural connotation of daily things in different contexts and respect cultural differences. Thinking quality: Develop logical thinking through listening analysis and critical thinking through oral discussion. Learning ability: Cultivate autonomous listening habits and cooperative learning ability in oral practice. 教学重难点 Key points: Master key words and phrases about surrounding things, grasp the skills of listening for specific information and main ideas, and use proper expressions to talk about opinions on daily things. Difficult points: Understand implied information in listening materials and express personal views fluently and logically in oral communication. 教学过程 Step 1: Lead-in (Warm-up and Lead-in) The teacher starts the class by showing some common things around students, such as schoolbags, notebooks, potted plants, basketballs and the pictures of the campus environment. Then the teacher asks simple and interesting questions in English: “What can you see in our classroom? Do you like these things? Why or why not?” The teacher invites 3-4 students to answer freely, and guides them to use simple descriptive words, such as beautiful, useful, convenient, interesting. After that, the teacher writes the key descriptive words mentioned by students on the blackboard, and briefly explains their usage with simple examples, such as “This notebook is useful because it helps me take notes.” Design Intention: This lead-in activity is closely connected with students’ daily life, which can quickly arouse students’ interest in learning and reduce their anxiety in English communication. By asking simple questions, it provides a relaxed language environment for students to open their mouths to speak English, lays a foundation for the subsequent listening and speaking activities, and also helps students review the existing descriptive vocabulary, paving the way for learning new knowledge. At the same time, showing things around helps students quickly enter the theme of “The things around us” and realize the connection between English learning and real life. Step 2: Pre-listening (Vocabulary and Background Preview) First, the teacher introduces the new vocabulary and phrases related to the listening materials, including words about daily things (such as novel, coat, self-portrait, bicycle) and expressions about asking for and giving opinions (such as “What’s your opinion?”, “In my opinion...”, “What do you think of...”, “It seems to me that...”). For each new word, the teacher pronounces it clearly, asks students to follow along, and explains its meaning and usage with simple sentences and real objects or pictures. For example, when teaching “self-portrait”, the teacher shows a simple self-portrait drawing and says, “This is a self-portrait. It is a picture that a person draws of himself or herself.” For the expressions of asking for and giving opinions, the teacher demonstrates with a partner first, such as Teacher A: “What do you think of this coat?” Teacher B: “In my opinion, it is very stylish.” Then asks students to practice in pairs for 2 minutes to be familiar with these expressions. Next, the teacher briefly introduces the background of the listening materials. He tells students that the listening materials include three parts: short sentences for pronunciation practice, a news report about an old man setting a cycling record, and a conversation about a basketball game. He also reminds students that they need to pay attention to the pronunciation of initials, numbers and the key information in the news and conversation, such as time, figures, people’s opinions. At the same time, the teacher asks students to predict the content of the listening materials according to the background introduction: “What do you think the news report will talk about? What opinions may the two speakers have in the basketball conversation?” Design Intention: Pre-listening vocabulary preview is an important link to help students overcome listening obstacles. By teaching new words and key expressions in advance, it can avoid students being distracted by unknown words during listening, so that they can focus on grasping the main content of the listening materials. The demonstration and pair practice of opinion expressions lay a foundation for students to carry out oral communication after listening. Background introduction and content prediction can activate students’ prior knowledge, improve their listening initiative, and help them form a preliminary understanding of the listening materials, so as to improve their listening efficiency. In addition, paying attention to pronunciation points such as initials and numbers can help students improve their ability to distinguish details in listening. Step 3: While-listening (Listening Practice and Skill Training) This link is divided into three parts according to the types of listening materials, and different listening tasks are designed to train students’ listening skills step by step. First part: Pronunciation and short sentences listening. The teacher plays the recording of 6 short sentences twice. For the first time, students only listen and try to understand the meaning of each sentence. For the second time, students listen and choose the correct answers according to the questions raised by the teacher (the questions are consistent with the listening materials, such as “What does the speaker say about his teacher’s initials?”). After listening, the teacher checks the answers together with students, and plays the recording again for the sentences with more wrong answers, emphasizing the pronunciation of key points such as initials (A.G.), numbers (13) and proper nouns (Mrs. Morrison). Then the teacher asks students to read the sentences after the recording to practice their pronunciation and intonation. Second part: News report listening. The teacher plays the news report about Robert Marchand twice. The first listening task is to let students grasp the main idea: “What is the main content of this news report?” After students finish answering, the teacher summarizes the main idea together with them (An old man named Robert Marchand set a new cycling record for people 105 years old or older). The second listening task is to let students grasp specific details, and the teacher hands out a detail-filled worksheet, which includes questions such as “How old was Marchand when he set the first record?”, “How many kilometers did he complete this year?”, “Why did he think he could have done better?”. Students listen to the recording again and fill in the worksheet. After that, students exchange their answers in pairs, and the teacher checks and explains the key points, especially the figures and reasons, and supplements the sentence pattern “He could have done better, though.” to help students understand the usage of the subjunctive mood in this sentence. Third part: Conversation listening. The teacher plays the conversation between Mary and Mike about the basketball game twice. The first listening task is to judge true or false according to the conversation content (such as “John scored the most points in the game.” “John’s passing was perfect.”). The second listening task is to fill in the blanks with the key expressions in the conversation, such as “any thoughts”, “honestly”, “how about”, “it seems to me that”, “anyway; I think”. After listening, the teacher checks the answers, plays the recording again, and asks students to imitate the conversation with their partners, paying attention to the tone and emotion of the speakers (such as the praise for John and the slight regret about his passing). Design Intention: The while-listening link adopts the step-by-step training method from grasping the main idea to details, which conforms to the law of students’ listening comprehension. The pronunciation and short sentences listening can help students improve their sensitivity to English pronunciation and intonation, and lay a foundation for accurate listening and speaking. The news report listening focuses on training students’ ability to grasp specific information such as figures and reasons, which is a key listening skill in senior high school English. The conversation listening not only trains students’ ability to understand the content, but also lets them accumulate practical oral expressions, which paves the way for the subsequent oral practice. The design of different tasks can meet the needs of students at different levels, and the pair exchange and imitation links can enhance students’ participation and deepen their understanding of the listening materials. Step 4: Post-listening (Oral Practice and Knowledge Application) This link is designed to connect listening with speaking, guide students to apply the knowledge and skills learned in listening to oral communication, and improve their oral expression ability. It is divided into three levels of oral activities. Level 1: Sentence-level practice. The teacher shows the key sentences and expressions in the listening materials, such as “What’s your opinion?”, “In my opinion, it’s very stylish.”, “It seems to me that this was his only weakness.”, “Anyway, I think he’s the greatest.”. Students are asked to practice these sentences in pairs, and the teacher walks around to guide them, correcting their pronunciation and intonation. Then the teacher invites several pairs of students to perform in front of the class, and gives positive comments and suggestions, such as “Your pronunciation is very clear. You can add more emotions when speaking.” Level 2: Topic-based pair discussion. The teacher sets two topics closely related to the listening materials and students’ daily life: Topic 1: “What do you think of the old man Robert Marchand? Do you admire him? Why or why not?” Topic 2: “Do you like watching sports games? Who is your favorite sports player? What do you think of his/her performance?” Students are asked to discuss these topics in pairs for 5 minutes, using the expressions of asking for and giving opinions learned in the pre-listening and while-listening links. During the discussion, the teacher walks around to observe students’ performance, helps students who have difficulty expressing themselves, and reminds them to use the key vocabulary and sentences learned. Level 3: Role-play activity. The teacher divides students into groups of 4, and assigns different roles to each group according to the sample conversations in the teaching materials. The scenarios are: Scenario 1: Maria and Steve are talking about a coat, discussing its style and color, and Maria decides to buy it. Scenario 2: Keith and Meg are talking about Keith’s self-portrait, and Meg gives suggestions on modifying it. Each group is given 7 minutes to prepare the role-play, and they can add their own ideas on the basis of the sample conversations to make the dialogue more vivid. After preparation, each group sends a representative to perform in front of the class. After each performance, the teacher and other students give comments, focusing on whether the expressions are correct, whether the dialogue is fluent, and whether the roles are well-played. The teacher also summarizes the advantages and disadvantages of each group, and supplements relevant expressions to help students improve their oral expression. Design Intention: The post-listening oral practice adopts the progressive mode from sentence-level to topic discussion to role-play, which conforms to the law of students’ language acquisition and can gradually improve their oral expression ability. Sentence-level practice helps students consolidate the key expressions learned, laying a solid foundation for further oral communication. Topic-based discussion connects the listening materials with students’ daily life, enabling students to apply the learned knowledge to real communication scenarios, and cultivating their ability to express personal views. Role-play activity simulates real communication situations, which can stimulate students’ interest in oral expression, improve their cooperative learning ability and communicative competence. The comments and guidance from teachers and students can help students find their own shortcomings and improve their oral expression level in time. Step 5: Summary and Consolidation First, the teacher leads students to summarize the key points of this class: 1. The new vocabulary and phrases about surrounding things and asking for/giving opinions. 2. The listening skills of grasping main ideas and specific details, and paying attention to pronunciation points such as initials and numbers. 3. The oral expressions of asking for and giving opinions, and how to apply them in real communication. The teacher emphasizes that listening and speaking are closely connected, and only by more listening and more practice can we improve our English communicative competence. Then, the teacher arranges a small consolidation task: Ask students to talk with their family members about a thing around them (such as a family heirloom, a favorite toy, a piece of furniture) after class, using the expressions learned in this class, and record the main content of the conversation (at least 5 sentences). In addition, ask students to listen to the listening materials of this class again after class, and imitate the pronunciation and intonation of the speakers to consolidate their listening and speaking skills. Design Intention: The summary link helps students sort out the knowledge and skills learned in this class, form a systematic cognitive structure, and deepen their memory of the key points. The after-class consolidation task connects classroom learning with family life, expands the scope of language application, and enables students to practice listening and speaking in real life, which helps to consolidate the learning effect. The recording task can also help teachers understand students’ oral expression level after class and provide targeted guidance for the next class. 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 $