Unit3 The way we are-C Listening and speaking 讲义-2025-2026学年高中英语沪教版必修第三册

Unit 3 The way we are-C Listening and speaking 教学目标和重难点 教学目标 Language ability: Master topic-related words and listening-speaking skills. Cultural awareness: Understand lifestyle differences and respect diversity. Thinking quality: Develop logical inference and critical thinking. Learning ability: Cultivate autonomous and cooperative learning habits. 教学重难点 Key: Catch key information in listening materials and express opinions about lifestyles fluently. Difficulty: Infer speakers’ attitudes and use appropriate expressions to discuss lifestyle differences politely. 教学过程 Step 1: Warm-up and Lead-in The teacher starts the class with a free talk: “Good morning, everyone. Today we are going to talk about ‘the way we are’—our lifestyles, habits, and the things we do every day. First, I want to ask you two simple questions: What do you usually do after school? Do you think your lifestyle is healthy?” Then, invite 3-4 students to share their answers in front of the class. After that, show some pictures on the screen, including different lifestyles: some students reading books in the library, some doing sports on the playground, some watching TV at home, and some chatting with friends in the café. Ask students to look at the pictures and discuss in pairs: “What can you see in the pictures? Do you have the same habits as the people in the pictures? Why or why not?” Design Intention: The warm-up activity is designed to activate students’ prior knowledge and experience related to lifestyles. The free talk and picture observation can arouse students’ interest in the topic, reduce their anxiety in speaking English, and create a relaxed and active classroom atmosphere. By asking simple and close-to-life questions, students can easily participate in the interaction, which lays a solid foundation for the subsequent listening and speaking activities. Meanwhile, the pair discussion helps students practice simple oral expression and cultivate their cooperative learning awareness. Step 2: Pre-listening Preparation First, the teacher introduces the core vocabulary and phrases related to the listening material. Write the following words and phrases on the blackboard or show them on the screen: lifestyle, habit, daily routine, balanced diet, take exercise, stay up late, in one’s spare time, prefer...to..., be fond of. Then, explain the meanings of these words and phrases with simple English sentences and examples, and ask students to read them after the teacher twice to ensure they can pronounce them correctly. For example, “Balanced diet means eating different kinds of food to keep healthy, such as vegetables, fruits, and meat.” “Take exercise includes running, swimming, playing basketball, etc.” Next, guide students to predict the content of the listening material. The teacher says: “Today we will listen to a conversation between two students, Lily and Tom. They are talking about their daily lifestyles. Please think: What do you think they will talk about? Will they talk about their study, hobbies, or daily routines? What differences do you think there are between their lifestyles?” Ask students to share their predictions in groups of four, and then invite 2-3 groups to report their ideas to the class. Design Intention: Pre-listening preparation is crucial for improving students’ listening comprehension. The core vocabulary and phrases are the basis for understanding the listening material; by explaining and practicing them, we can help students remove language barriers and lay a foundation for smooth listening. Predicting the listening content can stimulate students’ thinking, make them more focused during listening, and help them form a good listening habit of active thinking. Group discussion in the prediction link can also enhance students’ cooperative learning ability and make them more actively involved in the class. Step 3: While-listening Activities This link includes three listening tasks, from easy to difficult, to help students gradually grasp the key information of the listening material. Task 1: Listen for the main idea. The teacher plays the listening material once, and asks students to answer the following question: “What is the main topic of the conversation between Lily and Tom?” After listening, invite students to answer the question. The correct answer is: They are talking about their daily lifestyles and the differences between them. If some students can’t get the main idea, the teacher can play the listening material again and give appropriate hints, such as “Pay attention to the key words ‘lifestyle’, ‘daily routine’ and ‘different’.” Design Intention: The first listening task focuses on training students’ ability to grasp the main idea of the listening material. This is a basic listening skill, which helps students form an overall understanding of the content and lay a foundation for capturing detailed information in the next step. Playing the listening material twice (if necessary) can meet the needs of students with different listening levels, ensuring that most students can complete the task and build their confidence in listening. Task 2: Listen for detailed information. The teacher distributes a worksheet to each student, which includes the following questions and blanks. Then play the listening material twice, and ask students to fill in the blanks and answer the questions. What does Lily usually do in the morning? She usually ______ at 7:00, has breakfast, and then goes to school. What does Tom do in the morning? He often ______ because he likes sports. What does Lily do after school? She usually ______ first, then reads books in the evening. Why does Tom stay up late sometimes? Because he ______. What does Lily think of Tom’s lifestyle? She thinks it is ______ and advises him to have a balanced lifestyle. After students finish the task, the teacher checks the answers with the whole class, and explains the difficult points in the listening material, such as the pronunciation of some words, the understanding of long sentences, and the implied meaning of some expressions. For example, when checking the fourth question, the teacher can explain: “Tom stays up late sometimes because he likes playing computer games. We should pay attention to the sentence ‘I sometimes stay up late to play computer games’ in the listening material, and catch the key reason ‘play computer games’.” Design Intention: The second listening task focuses on training students’ ability to capture detailed information, which is an important listening skill for senior high school students. The worksheet with blanks and questions can guide students to listen purposefully, avoid blind listening, and improve their listening efficiency. Checking answers and explaining difficult points can help students solve the problems they encounter in listening, deepen their understanding of the listening material, and consolidate the core vocabulary and phrases learned in the pre-listening link. Task 3: Listen for speakers’ attitudes and opinions. The teacher plays the listening material again, and asks students to discuss in pairs: “What is Lily’s attitude towards Tom’s lifestyle? What is Tom’s opinion on his own lifestyle? Do they agree with each other’s lifestyles?” After discussion, invite several pairs to share their opinions. The teacher summarizes: “Lily thinks Tom’s lifestyle is unhealthy because he stays up late and doesn’t have a regular routine. She advises Tom to change his habits. Tom thinks his lifestyle is interesting, but he also accepts Lily’s advice and says he will try to have a balanced lifestyle.” Design Intention: Listening for speakers’ attitudes and opinions is a higher-level listening skill, which can help students understand the deep meaning of the listening material, not just the surface information. Pair discussion can encourage students to exchange ideas, express their own views, and improve their ability to analyze and infer. This task also lays a foundation for the subsequent speaking activities, as students need to express their own attitudes and opinions about lifestyles. Step 4: Language Focus and Practice First, the teacher combs the key sentences in the listening material and writes them on the blackboard: 1. I usually get up at 7:00 in the morning. 2. He often takes exercise before going to school. 3. I prefer reading books to watching TV. 4. I think your lifestyle is a bit unhealthy. 5. You’d better have a balanced diet and go to bed early. Then, explain the usage of these sentences, focusing on the expression of daily routines (usually, often, always) and the way of giving advice (You’d better..., I think you should...). Next, carry out controlled practice. Ask students to complete the following sentences with the correct words or phrases, using the key sentences learned: 1. My mother ______ cooks breakfast for me every morning. (usually/often) 2. I ______ playing football ______ playing basketball. (prefer...to...) 3. You ______ drink more water every day. (had better/should) 4. She ______ goes to the library in her spare time. (always/sometimes) After students finish, check the answers together, and ask them to read the sentences aloud to practice pronunciation and intonation. Then, carry out semi-controlled practice. Divide students into groups of three, and ask them to talk about their own daily routines using the key sentences and vocabulary learned. The teacher gives a sample dialogue: Student A: What do you usually do in the morning? Student B: I usually get up at 6:30, take exercise for 20 minutes, and then have breakfast. What about you? Student A: I often get up late, so I have breakfast quickly and go to school. Student C: I think you’d better get up early and have a good breakfast. It’s good for your health. Student A: Thank you. I will try. Ask each group to practice the dialogue, and the teacher walks around the classroom to guide students, correct their mistakes in pronunciation and grammar, and help them use the key sentences correctly. Design Intention: Language focus and practice is a bridge between listening and speaking. By combing the key sentences and explaining their usage, students can master the language points needed for speaking, and lay a foundation for smooth oral expression. Controlled practice helps students consolidate the language points and ensure the accuracy of their expression. Semi-controlled practice provides students with more space for expression, allowing them to apply the learned language points to real communication, and gradually improve their oral expression ability. The teacher’s guidance and correction can help students avoid mistakes and improve the quality of their oral expression. Step 5: Speaking Activities This link includes two speaking tasks, from semi-controlled to free, to help students improve their oral expression ability and apply the learned knowledge to real communication. Task 1: Role-play. Divide students into pairs, and assign roles to them: Student A is a student who has an unhealthy lifestyle (stays up late, doesn’t take exercise, eats junk food), and Student B is Student A’s friend who gives advice on how to have a healthy lifestyle. Ask students to make a dialogue according to the following requirements: 1. Student A introduces his/her unhealthy lifestyle. 2. Student B points out the problems of Student A’s lifestyle. 3. Student B gives practical advice to Student A. 4. Student A accepts the advice and says he/she will try to change. The teacher provides some key words and sentences for help: stay up late, eat junk food, no exercise, unhealthy, advice, balanced diet, take exercise, go to bed early, keep healthy. After students finish preparing the dialogue, invite 2-3 pairs to perform their dialogues in front of the class. The teacher comments on their performance, affirming their advantages and pointing out the areas that need improvement, such as pronunciation, intonation, and the use of language points. Design Intention: Role-play is a practical and interesting speaking activity, which can simulate real communication scenarios and help students apply the learned language points to actual communication. By assigning specific roles and requirements, students can have a clear direction for speaking, avoid being unable to speak. The key words and sentences provided can help students who have difficulty in expression, ensuring that all students can participate in the activity. Performing in front of the class can enhance students’ confidence in speaking English, and the teacher’s comments can help students improve their oral expression ability. Task 2: Group Discussion and Report. Divide students into groups of four, and ask them to discuss the following topic: “What is a healthy lifestyle? What are the differences between your lifestyle and your classmates’? How can we keep a healthy lifestyle?” Each group appoints a recorder to take notes of the key points of the discussion, and a reporter to report the group’s opinions to the class. The teacher gives some hints to guide the discussion: 1. Daily routine (getting up, going to bed, eating habits). 2. Sports and exercise. 3. Hobbies and spare time activities. 4. Ways to keep a healthy mind. During the discussion, the teacher walks around the classroom, listens to the students’ discussion, and provides help when necessary, such as reminding students to use the key sentences and vocabulary learned, and correcting their mistakes. After the discussion, each group’s reporter takes turns to report. For example, one reporter might say: “In our group, we think a healthy lifestyle includes getting up early, going to bed early, having a balanced diet, taking regular exercise, and keeping a happy mood. Some of us get up early and take exercise every morning, but some stay up late to do homework. We think we should arrange our time reasonably, take more exercise, and eat less junk food to keep healthy.” After all groups finish reporting, the teacher summarizes the key points of the discussion, emphasizes the importance of a healthy lifestyle, and encourages students to keep a healthy lifestyle in their daily life. Design Intention: Group discussion and report is a free speaking activity, which can fully mobilize students’ enthusiasm and initiative, and improve their ability to express their own views and communicate with others. The topic is close to students’ life, so students have a lot to say, which can stimulate their interest in speaking. The recorder and reporter roles can let each student participate in the activity, and cultivate their cooperative learning ability and sense of responsibility. The teacher’s guidance and summary can help students sort out their ideas, deepen their understanding of the topic, and consolidate the learned language points. Step 6: Summary and Extension First, the teacher summarizes the content of the class with the students: “Today we have learned about lifestyles through listening and speaking activities. We have mastered some core vocabulary and phrases related to lifestyles, and some key sentences for expressing daily routines and giving advice. We have also practiced listening for main ideas, detailed information, and speakers’ attitudes, and improved our oral expression ability through role-play and group discussion.” Then, the teacher puts forward extension tasks: 1. After class, listen to the listening material again and retell the conversation between Lily and Tom in your own words. 2. Interview your parents or friends about their lifestyles, and write a short report (about 80 words) to introduce their lifestyles and your opinions. 3. Make a poster about “healthy lifestyle” with your group members, and present it in the next class. Design Intention: The summary helps students sort out the knowledge and skills learned in the class, deepen their memory, and form a systematic understanding. The extension tasks connect the classroom learning with daily life, which can help students consolidate the learned knowledge and skills, and improve their autonomous learning ability. The retelling task can strengthen students’ listening and speaking ability; the interview and report task can let students practice oral expression and writing ability; the poster task can cultivate students’ cooperative learning ability and creativity. These tasks can also stimulate students’ interest in learning English and make them realize the practical value of English. 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 $