Unit 1 Feeling good-Listening and speaking 教案-2025-2026学年高中英语沪教版选择性必修第一册

Unit 1 Feeling good-Listening and speaking 教学目标和重难点 教学目标 Language Ability: Master emotional vocabulary and listening-speaking skills to express feelings fluently in real contexts. Cultural Awareness: Understand emotional expression differences between cultures and foster respect for cultural diversity. Thinking Quality: Develop logical thinking through analyzing listening materials and critical thinking via interactive discussions. Learning Ability: Cultivate autonomous and cooperative learning habits to improve self-directed learning and communication skills. 教学重难点 Key Points: Master core emotional vocabulary (e.g., excited, anxious, grateful) and basic sentence patterns for expressing feelings; accurately obtain key information from listening materials; conduct simple oral communication about emotions. Difficult Points: Understand implicit emotional information in listening; use emotional expressions appropriately in different contexts; improve fluency and naturalness of oral expression. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing a set of pictures with different facial expressions (smiling, frowning, crying, looking worried) on the screen. Then, the teacher asks students to look at the pictures and answer the following questions: “What feeling does each picture show? How do you usually express this feeling in English? Have you ever felt this way recently?” After asking, the teacher invites 3-4 students to share their answers publicly. For example, if a student says “The first picture shows happiness. I usually say ‘I feel happy when I get good grades’”, the teacher gives positive feedback and supplements relevant vocabulary, such as “delighted” or “thrilled” as synonyms for “happy”. Then, the teacher writes the core emotional vocabulary mentioned by students on the blackboard and leads the whole class to read them twice to consolidate pronunciation. Design Intention: The lead-in links students’ real-life experiences with the lesson theme. By using intuitive pictures, it lowers the difficulty of emotional cognition and helps students quickly enter the learning state. Asking open questions encourages students to actively participate in classroom interaction, activate their existing vocabulary reserve related to emotions, and lay a solid foundation for the subsequent listening and speaking activities. Meanwhile, the teacher’s positive feedback and vocabulary supplement can enhance students’ confidence and stimulate their interest in learning. Pre-Listening: Preview Vocabulary and Predict Content First, the teacher presents the new vocabulary and key phrases in this listening part on the PPT, including “self-esteem, discipline, commitment, self-reliance, cooperate, sacrifice” and sentence patterns like “I feel... because...”, “Playing sports helps me develop...”, “The advantage of... is that...”. The teacher explains the pronunciation, meaning and usage of each new word and phrase with simple examples. For instance, when explaining “self-esteem”, the teacher says, “Self-esteem is how you feel about yourself. If you have high self-esteem, you believe in your own abilities.” Then, the teacher organizes a quick vocabulary game: the teacher says the Chinese meaning of a word, and students respond with the English word quickly; or the teacher says the English word, and students make a simple sentence with it. This game lasts for a few rounds to help students master the new vocabulary proficiently. Next, the teacher introduces the background of the listening material: “Today we will listen to an interview between a reporter and two students, Georgina and Carl. Georgina likes team sports, while Carl prefers individual sports. They will talk about the benefits and disadvantages of the sports they like.” Then, the teacher asks students to predict: “What benefits do you think team sports and individual sports will bring? What disadvantages may they have? Discuss with your deskmate and list 2-3 points respectively.” After 2 minutes of discussion, the teacher invites several groups to share their predictions and writes the key points on the blackboard. Design Intention: Pre-listening vocabulary preview is an important link to solve listening obstacles. By explaining new words and phrases with simple examples and organizing vocabulary games, it helps students master the core vocabulary quickly and accurately, avoiding the situation that they cannot understand the listening content due to unknown words. Predicting the listening content based on the background introduction can activate students’ thinking, cultivate their ability to predict information, and make them more targeted when listening, thus improving listening efficiency. Group discussion also lays the foundation for subsequent cooperative learning. While-Listening: Graded Listening and Information Extraction This part is divided into three steps: first listening for the main idea, second listening for key details, and third listening for deep understanding. Step 1: First Listening for Main Idea. The teacher plays the listening material once and asks students to answer two simple questions: “Who are the two speakers in the interview? What are they talking about?” After listening, students answer the questions independently. The teacher checks the answers and summarizes the main idea of the listening material: “The interview is between a reporter and Georgina and Carl. They are talking about the advantages and disadvantages of team sports and individual sports.” Step 2: Second Listening for Key Details. The teacher distributes a listening task sheet to each student. The task sheet includes two parts: filling in the blanks and true or false questions. The blanks are about the sports Georgina and Carl like, the advantages of the sports they choose, and the key phrases they use. The true or false questions are designed based on the details in the listening material, such as “Georgina plays football, which is a team sport.” (True), “Carl thinks individual sports can help develop team spirit.” (False). The teacher plays the listening material twice. For the first time, students try to fill in the blanks and judge the true or false of each question; for the second time, they check and correct their answers. After that, the teacher invites students to share their answers, corrects the mistakes in time, and explains the difficult sentences and key information in the listening material, such as “You get to cooperate with people and develop team spirit. This is helpful in other areas of life.” Step 3: Third Listening for Deep Understanding. The teacher plays the listening material again and asks students to think about two questions: “Why does Georgina like team sports? Why does Carl prefer individual sports? What feelings do they express when talking about their favorite sports?” After listening, students discuss these questions in groups of 4. Each group selects a representative to share their opinions. The teacher guides students to analyze the emotional tendency of the speakers, such as Georgina expresses excitement and satisfaction when talking about team sports, while Carl shows confidence and calm when introducing individual sports. Design Intention: Graded listening design conforms to the cognitive law of students. From listening for the main idea to key details and then to deep understanding, it gradually deepens the students’ understanding of the listening material and helps them form a systematic listening method. The listening task sheet makes the listening activity more targeted, allowing students to focus on the key information and improve their ability to extract information. Group discussion in the third step not only helps students understand the emotional connotation of the listening material but also cultivates their cooperative learning ability and logical thinking ability. Post-Listening: Consolidate Listening and Transition to Speaking First, the teacher organizes a listening retelling activity. The teacher divides students into groups of 3. Each group is assigned a part of the listening material: one student retells Georgina’s opinions on team sports, one student retells Carl’s opinions on individual sports, and the third student summarizes the main content of the interview. Students have 3 minutes to prepare. After preparation, each group performs the retelling in front of the class. The teacher evaluates their performance from the aspects of fluency, accuracy and completeness, and gives suggestions for improvement, such as “You can use more connecting words, like ‘first, besides, finally’ to make your retelling more coherent.” Then, the teacher leads students to sort out the key sentence patterns in the listening material, such as “I like... because it helps me...”, “The advantage of... is that...”, “One disadvantage is that...”, and extends them to more emotional expression sentence patterns, such as “I feel excited about...”, “I am grateful for...”, “I worry about...”. The teacher gives examples for each sentence pattern and asks students to make sentences with the new vocabulary and sentence patterns. For example, “I like playing basketball because it helps me develop team spirit and make more friends. I feel excited when I play with my teammates.” Design Intention: The listening retelling activity helps students consolidate the listening content, improve their oral expression ability and logical organization ability. Sorting out and extending the key sentence patterns connects the listening and speaking links, lays a foundation for the subsequent oral communication activities, and helps students master the method of expressing emotions and opinions in English. The sentence-making exercise enables students to apply the new vocabulary and sentence patterns flexibly, realizing the transformation from input to output. Speaking: Interactive Practice and Context Application This part includes three interactive activities: pair work, group discussion and role-play, which gradually improve students’ oral expression ability. Activity 1: Pair Work. The teacher asks students to work with their deskmates to talk about their favorite sports (team sports or individual sports) and their feelings about them. The teacher provides a discussion outline on the PPT: 1. What sport do you like best? Is it a team sport or an individual sport? 2. What are the advantages of this sport? 3. How do you feel when you play this sport? 4. Do you have any disadvantages of this sport? Students need to use the vocabulary and sentence patterns learned in this lesson to complete the dialogue. The teacher walks around the classroom, observes students’ communication, and provides help to students who have difficulties, such as reminding them of relevant vocabulary or sentence patterns. After 5 minutes of pair work, the teacher invites 2-3 pairs to present their dialogues in front of the class and gives positive evaluation and guidance. Activity 2: Group Discussion. The teacher raises a topic for group discussion: “Which is better, team sports or individual sports? Why? How can playing sports help us feel good?” Students are divided into groups of 4-5. Each group selects a group leader to organize the discussion. During the discussion, students need to express their own opinions, listen to others’ views, and put forward their own suggestions. The teacher reminds students to use the emotional expression sentence patterns and key vocabulary learned, and pay attention to the fluency and politeness of communication. After 8 minutes of discussion, each group’s leader summarizes the group’s opinions and shares them with the whole class. The teacher comments on each group’s performance, affirms their advantages, and guides them to think from different perspectives, such as “Both team sports and individual sports have their own advantages. Team sports can cultivate team spirit, while individual sports can improve self-reliance. It depends on personal preferences.” Activity 3: Role-Play. The teacher designs a real-life scenario: “Suppose you are talking with your foreign friend about your feelings and favorite sports. Your friend is feeling a little down recently. You need to comfort him/her and invite him/her to play sports with you to make him/her feel better.” Students are divided into pairs. One student plays the role of the foreign friend, and the other plays the role of the comfortor. Students need to combine the emotional expression and sports-related content learned in this lesson to complete the role-play. The teacher provides some tips on the PPT, such as “You can say ‘I’m sorry to hear that. Why don’t we play... together? It will make you feel better.’” Students have 5 minutes to prepare. After preparation, several pairs perform the role-play in front of the class. The teacher evaluates their performance from the aspects of emotional expression, language accuracy, and scenario adaptation, and gives suggestions for improvement. Design Intention: The three interactive activities are designed from simple to complex, conforming to the students’ oral expression development law. Pair work helps students practice basic dialogue skills and build confidence in speaking. Group discussion cultivates students’ cooperative learning ability, critical thinking ability and ability to express and defend their own opinions. Role-play combines the lesson content with real-life scenarios, allowing students to apply the learned knowledge flexibly, improve their ability to communicate in real contexts, and realize the teaching goal of “using what they have learned”. The teacher’s guidance and evaluation during the activities can help students find their own shortcomings and improve their oral expression ability in time. Summary and Consolidation First, the teacher invites students to summarize the key content of this lesson. The teacher guides students to review the core vocabulary (emotional words and sports-related words), key sentence patterns (emotional expression and opinion expression), and the main content of the listening material. Then, the teacher makes a supplement and summary: “In this lesson, we have learned some emotional vocabulary and sentence patterns, listened to an interview about team sports and individual sports, and practiced oral communication about emotions and sports. We know that sports can help us develop good qualities and make us feel good. We also learned how to express our feelings and opinions in English fluently and appropriately.” Then, the teacher assigns after-class tasks: 1. Listen to the listening material again and retell it in your own words (about 100 words). 2. Talk with your family members about their favorite sports and feelings, and write down the key points of the conversation. 3. Preview the next part of the unit and collect more emotional vocabulary. Design Intention: Letting students summarize the lesson content can help them sort out the knowledge system and deepen their understanding and memory of the lesson content. The after-class tasks are closely combined with the lesson content, which not only helps students consolidate the knowledge learned in class but also extends the learning context to daily life, realizing the connection between classroom learning and real life. Previewing the next part and collecting emotional vocabulary can lay a foundation for the subsequent learning and cultivate students’ 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 $