Unit 4 Traveller's tales-C Listening and speaking 教案-2025-2026学年高中英语沪教版必修第三册

Unit 4 Traveller's tales-C Listening and speaking 教学目标和重难点 教学目标 Language Competence: Students can understand key information about travel interviews and events, master relevant expressions for talking about travel experiences and entertainment activities, and communicate fluently in English. Cultural Awareness: They learn about cultural differences in travel and entertainment, foster respect for diverse cultures, and establish a sense of global citizenship. Thinking Quality: They develop logical thinking by sorting out listening information and critical thinking by discussing travel-related topics. Learning Ability: They cultivate autonomous learning and cooperative communication skills through group activities and independent practice. 教学重难点 Key Points: Understanding the main idea and key details of the listening materials about travel interviews and London entertainment events; mastering common expressions for asking about, describing and discussing travel experiences and related activities. Difficult Points: Catching specific details in the listening materials accurately; using the learned expressions flexibly to express personal opinions and have in-depth communication about travel and entertainment topics. 教学过程 Step 1: Lead-in (Warm-up and Preview) The teacher starts the class with a question: “Have you ever been to a new city or country? What interesting things did you experience there?” Then, invites 2-3 students to share their travel stories briefly in English. After that, the teacher presents some pictures of London’s famous scenic spots and entertainment events, such as Trafalgar Square, London Video Games Festival, and ethnic restaurants. The teacher asks students to guess what these pictures are about and leads them to learn some new words and expressions related to the lesson, such as “interview”, “ethnic restaurant”, “video games festival”, “tent”, “demo”, “download”, “e-book reader” and so on. The teacher pronounces each word and expression clearly, and asks students to repeat after him/her to ensure correct pronunciation. Then, the teacher groups students into pairs and asks them to talk about their favorite travel activities or entertainment events using the new words they just learned. Design Intention: The lead-in part is designed to arouse students’ interest in the lesson topic by connecting with their own travel experiences, which can reduce their learning pressure and activate their prior knowledge about travel. Showing pictures of London’s scenic spots and entertainment events helps students build a visual connection with the listening materials, laying a foundation for understanding the content later. Learning new words and expressions in the context of the topic instead of mechanical memorization makes it easier for students to master and apply them. Pair work encourages students to speak English actively, creating a good English learning atmosphere and laying the groundwork for the subsequent speaking activities. Step 2: Listening (Pre-listening, While-listening and Post-listening) Pre-listening Before playing the listening material, the teacher introduces the background of the listening content: “Today we will listen to a conversation between Joe, Andy and Janet. They are talking about an interview with a Chinese friend and the upcoming London Video Games Festival. They also discuss the changes in ways of getting music and TV, as well as the rise of e-book readers.” Then, the teacher puts forward some guiding questions to help students predict the content of the listening material: “What is the purpose of their interview? How many people attended the London Video Games Festival last year? What are the advantages and disadvantages of e-book readers?” The teacher asks students to discuss these questions in groups of 3-4, and then invites several groups to share their predictions. This process helps students clarify the listening focus and improve their listening efficiency. Design Intention: Pre-listening activities help students build a clear framework of the listening content by introducing the background and putting forward guiding questions. Predicting the listening content can stimulate students’ thinking and make them more focused when listening. Group discussion allows students to exchange ideas with each other, which not only enriches their predictions but also cultivates their cooperative learning ability. At the same time, this link can help students review the new words and expressions learned in the lead-in part, strengthening their memory. While-listening The teacher plays the listening material twice. For the first time, students are asked to listen carefully and get the main idea of the conversation, and then answer the following questions: “What are the three people mainly talking about?” After students finish answering, the teacher checks the answers and summarizes the main idea: They are talking about the interview plan, the London Video Games Festival, the changes in entertainment ways and the rise of e-book readers. For the second time, students are asked to listen for specific details and fill in the blanks or answer detailed questions. The questions include: 1. When will they meet Janet’s Chinese friend? 2. What is the interview part of? 3. How many people attended the London Video Games Festival last year? 4. How did they hold the video games festival outdoors? 5. What is the trouble of reading e-books according to Janet? 6. What does Andy think is the great thing about e-book readers? During the listening process, the teacher can pause appropriately at the key points to help students catch the details. After listening, students check their answers in pairs first, and then the teacher explains the key points and difficult points in the listening material, such as the sentence “there’s no such thing as a free lunch” and the usage of the present perfect tense in some sentences. Design Intention: Playing the listening material twice is in line with the cognitive law of students. The first listening focuses on the main idea, helping students establish an overall understanding of the listening content. The second listening focuses on specific details, which can train students’ ability to catch key information. The design of fill-in-the-blank and detailed questions is targeted, which can help teachers check students’ listening effect in time. Pausing appropriately at key points can help students overcome listening difficulties and improve their listening confidence. Pair checking not only reduces the teacher’s burden but also allows students to learn from each other and deepen their understanding of the listening content. Explaining key and difficult points helps students master the language points in the listening material, laying a foundation for their subsequent speaking and writing. Post-listening First, the teacher asks students to retell the listening content in their own words. Students can choose to retell it individually or in pairs. The teacher encourages students to use the new words and expressions learned in the lesson and the key sentences from the listening material. After several students finish retelling, the teacher makes comments, affirming their advantages and pointing out the places that need improvement, such as pronunciation, grammar and expression. Then, the teacher organizes a group discussion: “Do you like attending large-scale outdoor events like the London Video Games Festival? Why or why not? Do you prefer reading e-books or traditional books? What are the advantages and disadvantages of each?” Each group discusses the questions for a few minutes, and then each group sends a representative to share their opinions with the whole class. The teacher listens carefully and gives appropriate guidance and comments, encouraging students to express their views freely. Design Intention: Retelling the listening content can help students consolidate the listening information and improve their oral expression ability. It also tests whether students have a thorough understanding of the listening material. Group discussion is designed to extend the listening content to real life, allowing students to apply the learned language knowledge to practical communication. Encouraging students to express their own views can cultivate their critical thinking and independent thinking ability. The teacher’s comments and guidance can help students find their own shortcomings and improve their oral expression level continuously. Step 3: Speaking (Practice and Application) Language Input and Practice The teacher sorts out the key expressions from the listening material and presents them on the blackboard or multimedia, such as expressions for asking about plans: “What are we going to do for...?”, “Can we try to think about something which will go with it?”; expressions for describing events: “About... people attended last year.”, “They put up a huge tent and there were demos of...”; expressions for discussing advantages and disadvantages: “The great thing about... is...”, “The trouble is...”, “There is nothing quite like...”. Then, the teacher explains the usage of these expressions and gives more examples to help students understand. For example, “The great thing about traveling is that we can experience different cultures.”, “The trouble of living in a big city is that the traffic is always heavy.”. After that, the teacher organizes pair work: students take turns to use these expressions to talk about their own travel plans, favorite entertainment events, or the advantages and disadvantages of different reading ways. The teacher walks around the classroom, observes students’ communication, and provides help in time for students who have difficulties in expression, such as prompting words or correcting grammar mistakes. Design Intention: Sorting out key expressions helps students systematize the language knowledge they have learned, making it easier for them to use in speaking. Giving examples can help students understand the usage of expressions more clearly and flexibly. Pair work provides students with more opportunities to practice speaking, allowing them to apply the learned expressions in real communication. The teacher’s guidance and help can help students solve problems in time, enhance their confidence in speaking English, and ensure that every student can participate in the activity. Situational Speaking Task The teacher sets up a real situational task: “Suppose you are a group of reporters from the school English newspaper. You need to interview your classmates about their travel experiences and their views on modern entertainment ways (such as downloading music, playing video games, reading e-books). Then, you need to make a short report based on the interview results.” First, the teacher divides students into groups of 4-5, and assigns roles to each student: 2 reporters, 2 interviewees, and 1 recorder. The reporters need to design interview questions using the key expressions learned; the interviewees need to answer the questions truthfully and express their own views; the recorder needs to record the key information of the interview. Then, students have 15 minutes to prepare the interview and the report. During the preparation process, the teacher walks around the classroom to guide students, such as helping reporters design reasonable questions, prompting interviewees to use appropriate expressions, and helping recorders sort out the key information. After preparation, each group presents their interview and report in front of the whole class. The other students listen carefully and can ask questions after the presentation. The teacher makes comments on each group’s performance, focusing on the accuracy of language, the fluency of communication, and the rationality of the report. The teacher affirms the advantages of each group and puts forward suggestions for improvement. Design Intention: The situational speaking task is designed to simulate real communication scenarios, making students feel that English is a practical communication tool rather than a simple subject. Assigning roles makes each student have a clear task, ensuring that every student can participate in the activity actively. The preparation process allows students to cooperate with each other, cultivating their cooperative learning ability and communication ability. The presentation and questioning link not only tests students’ speaking ability but also trains their listening ability and critical thinking ability. The teacher’s comments can help students understand their own strengths and weaknesses, and improve their comprehensive language application ability. Step 4: Consolidation and Summary First, the teacher leads students to review the key points of the lesson: the new words and expressions related to travel and entertainment, the key information of the listening material, and the common expressions for talking about travel experiences and entertainment ways. The teacher can ask students to repeat the key points voluntarily to strengthen their memory. Then, the teacher arranges a small consolidation exercise: students write a short passage (50-80 words) about their own travel experience or their views on modern entertainment ways, using the key expressions learned in the lesson. After students finish writing, they exchange their passages with their deskmates and correct each other’s mistakes, such as grammar, spelling, and expression. The teacher collects some typical passages, reads them out in class, and makes comments, pointing out the advantages and mistakes, and guiding students to correct them. Design Intention: Reviewing the key points helps students consolidate the knowledge learned in the lesson and form a systematic knowledge framework. The consolidation exercise combines speaking and writing, which can train students’ comprehensive language application ability. Exchanging and correcting passages with deskmates allows students to learn from each other and improve their ability to find and correct mistakes. The teacher’s comments on typical passages can help students avoid common mistakes and improve their writing level. Step 5: Homework Arrangement 1. Listen to the listening material again after class, and retell it to your family or friends in English. 2. Finish the short passage written in class and polish it, and hand it in the next class. 3. Interview your parents or relatives about their travel experiences and their views on traditional and modern entertainment ways, and take notes. 4. Preview the next part of the unit and learn the new words in advance. Design Intention: The homework is designed to consolidate the knowledge and skills learned in class. Listening to the material again and retelling it helps students further consolidate the listening content and improve their oral expression ability. Polishing the short passage can improve students’ writing level. Interviewing parents or relatives extends the classroom content to real life, allowing students to apply the learned language knowledge in more scenarios. Previewing the next part helps students lay a foundation for the next class and cultivate their autonomous learning ability. 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 $