Unit 4 The senses-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 4 The Senses-Listening and Speaking 教学目标和重难点 教学目标 Language Competence: Students can master core vocabularies and sentence patterns related to the five senses, understand listening materials about sensory experiences, and express personal sensory feelings and related opinions fluently. Cultural Awareness: They learn about the expression differences of sensory experiences in different cultures, respect cultural diversity and enhance cross-cultural communication sensitivity. Thinking Quality: They develop logical thinking by analyzing listening details and reasoning about implied meanings, and critical thinking by discussing and evaluating different sensory-related views. Learning Ability: They cultivate autonomous learning ability through listening practice and cooperative activities, and master effective listening and speaking strategies to lay a foundation for lifelong learning. 教学重难点 Key Points: Master core vocabularies (e.g., taste buds, saliva, texture, scent) and functional sentence patterns for describing sensory experiences; accurately capture main ideas and key details in listening materials; use learned language to express personal sensory feelings and make simple comments. Difficult Points: Understand the logical connection between different sensory experiences in listening materials; flexibly use target language in real communication scenarios; correctly handle the subtle differences in expressing sensory feelings in cross-cultural communication. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing a series of vivid pictures and short video clips on the screen, which include scenes such as a person smelling a blooming flower, tasting a delicious cake, touching a soft plush toy, listening to beautiful music, and watching a colorful sunset. Then the teacher asks open-ended questions one by one: “What can you see in the picture? How do you think the person feels when smelling the flower? Have you ever had a similar experience that made you feel happy through your senses?” After asking each question, the teacher invites 2-3 students to share their answers freely. During the sharing process, the teacher guides students to use simple English expressions related to the senses, such as “It smells good”, “It tastes sweet”, “It feels soft”, and writes these expressions on the blackboard. Then the teacher introduces the topic of this lesson: “Today we will focus on our five senses, learn how to describe sensory experiences in English through listening and speaking activities, and explore the wonderful world brought by our senses.” Design Intention: The visual and auditory stimuli of pictures and videos can quickly attract students’ attention, arouse their interest in learning, and activate their prior knowledge and life experience related to the senses. By asking open-ended questions and encouraging students to share, the teacher creates a relaxed and active classroom atmosphere, reduces students’ anxiety in speaking English, and lays a foundation for the subsequent listening and speaking activities. Meanwhile, the simple sensory expressions guided by the teacher can effectively pave the way for the learning of new words and sentence patterns in this lesson. Step 2: Pre-listening (Vocabulary and Sentence Pattern Preview) First, the teacher presents the core vocabularies of this lesson on the multimedia courseware, including nouns (taste buds, saliva, texture, scent, sight, hearing, touch, taste, smell), verbs (perceive, differentiate, detect), adjectives (bitter, sweet, sour, spicy, soft, rough, fragrant, unpleasant), and some fixed collocations (have a good sense of smell, differentiate between different tastes, be sensitive to sound). For each word, the teacher pronounces it clearly and slowly, and asks students to follow along twice to ensure that students master the correct pronunciation. Then the teacher explains the meaning of the words in simple English, combined with specific examples or body language to help students understand. For example, when explaining “texture”, the teacher shows a piece of rough sandpaper and a piece of smooth paper, and says: “This paper is smooth, and that one is rough. Their textures are different.” After the vocabulary teaching, the teacher introduces the functional sentence patterns needed for this lesson, which are mainly divided into two categories: one is sentences for describing sensory experiences, such as “I can smell a fragrant scent from the kitchen.” “The soup tastes a bit spicy but very delicious.” “The cloth feels soft and comfortable.”; the other is sentences for asking and responding to sensory-related questions, such as “What does it taste like?” “It tastes sweet and juicy.” “How does it feel when you touch it?” “It feels hard and cold.” To help students master these sentence patterns, the teacher organizes a “Quick Response” activity. The teacher shows different objects (such as an apple, a pencil, a bottle of perfume) or plays different sounds (such as bird singing, rain falling), and asks students to respond with the learned sentence patterns quickly. For example, the teacher holds an apple and asks: “What does it taste like?” Students respond together: “It tastes sweet and crisp.” The teacher plays the sound of rain and asks: “What do you hear?” Students respond: “I hear the sound of rain falling.” Design Intention: Vocabulary and sentence patterns are the foundation of listening and speaking. Previewing core vocabularies before listening can help students avoid obstacles in understanding listening materials due to unknown words, and improve their listening efficiency. The combination of pronunciation practice, example explanation and body language makes vocabulary teaching more vivid and intuitive, which is conducive to students’ memory and understanding. The “Quick Response” activity can help students consolidate the learned sentence patterns in a relaxed and interesting way, improve their reaction speed and language application ability, and lay a solid language foundation for the subsequent listening activities. Step 3: While-listening (Listening Practice and Comprehension) This link is divided into two parts: extensive listening and intensive listening, aiming to help students gradually improve their listening comprehension ability from grasping the main idea to extracting key details. In the extensive listening part, the teacher tells students: “Now we will listen to a short passage. Please listen carefully and try to figure out the main idea of the passage—what is the passage mainly about?” Then the teacher plays the listening material once. The passage mainly talks about a person’s wonderful sensory experiences in a park, including seeing colorful flowers, hearing birds singing, smelling the fragrance of grass, touching the cool breeze and tasting a sweet ice cream. After listening, the teacher invites several students to share their understanding of the main idea. If students have different opinions, the teacher guides them to discuss and summarize the correct main idea together. In the intensive listening part, the teacher first presents a listening task form on the courseware, which includes three parts: filling in the blanks, true or false questions and short answer questions. The filling-in-the-blank questions mainly involve core vocabularies and key details in the passage, such as “The writer can see ______ flowers in the park.” “The birds are singing ______ in the tree.” The true or false questions are designed to test students’ understanding of the details and logical relationships in the passage, such as “The writer tastes a sour ice cream. (T/F)” “The writer can smell the fragrance of flowers and grass. (T/F)” The short answer questions require students to extract specific information from the passage, such as “What does the writer touch in the park?” “How does the writer feel about his sensory experiences?” Then the teacher plays the listening material twice. For the first time, students try to fill in the blanks and judge the true or false questions; for the second time, students check and supplement their answers, and answer the short answer questions. After listening, the teacher checks the answers with the whole class. For the questions that students answer incorrectly, the teacher plays the corresponding part of the listening material again, guides students to listen carefully and find the correct answers, and explains the reasons for the mistakes. At the same time, the teacher emphasizes the key sentences and difficult points in the listening material, such as the use of past tense to describe past sensory experiences, and the connection between different sensory descriptions. In addition, the teacher guides students to pay attention to the intonation and stress in the listening material, such as the rising intonation when expressing pleasure, and the stress on key words (such as adjectives describing sensory feelings). The teacher plays the key sentences again, asks students to follow along, and imitates the intonation and stress, so as to lay a foundation for the subsequent oral expression. Design Intention: The combination of extensive listening and intensive listening conforms to the law of students’ listening comprehension. Extensive listening helps students grasp the main idea of the listening material and establish an overall understanding; intensive listening enables students to extract key details and deepen their understanding of the content. The design of different types of listening tasks can comprehensively test students’ listening ability, including the ability to grasp the main idea, extract details, judge logic and answer questions. By checking answers and explaining mistakes, the teacher can timely find the problems existing in students’ listening, help students correct their mistakes and improve their listening skills. Paying attention to intonation and stress can help students better understand the emotional connotation in the listening material and improve their oral expression level. Step 4: Post-listening (Oral Practice and Application) This link is designed to help students internalize the language knowledge learned in listening, and improve their oral expression ability through a variety of interactive activities. It is divided into three small activities: pair work, group discussion and role-play. Activity 1: Pair Work. The teacher asks students to work in pairs. Each pair needs to talk about their own unforgettable sensory experiences, using the vocabularies and sentence patterns learned in this lesson. The teacher gives a sample dialogue on the courseware: “A: What is your most unforgettable sensory experience? B: My most unforgettable sensory experience is when I tasted my grandmother’s homemade dumplings for the first time. A: What did it taste like? B: It tasted very fresh and warm. I could also smell the fragrance of pork and cabbage. A: How did you feel at that time? B: I felt very happy and warm.” Then the teacher asks students to refer to the sample dialogue, combine their own life experiences, and carry out the dialogue practice. During the practice, the teacher walks around the classroom, observes students’ performance, and provides timely guidance for students who have difficulties, such as reminding them of the use of vocabularies and sentence patterns, and helping them organize their language. Activity 2: Group Discussion. After the pair work, the teacher divides students into groups of 4-5. The discussion topic is: “Which sense do you think is the most important? Why? How does it help you in your daily life?” The teacher gives some guiding questions to help students carry out the discussion, such as “Can you live a normal life without this sense?” “What interesting things can you do with this sense?” “Have you ever had an experience that made you realize the importance of this sense?” Each group elects a recorder to record the key points of the discussion, and a speaker to report the group’s opinions to the whole class. During the discussion, the teacher encourages students to express their own views boldly, and guides students to use the learned language to support their own opinions, such as “I think the sense of sight is the most important because it allows me to see the beautiful world around me. I can see my family, friends and all the colorful things.” Activity 3: Role-play. The teacher sets a real-life scenario: “A group of foreign students come to our school. You are their guide. You need to introduce the school to them, describing the things they can see, hear, smell, taste and touch in the school.” The teacher assigns roles to each group: one student acts as the guide, and the other students act as foreign students. The guide needs to use the vocabularies and sentence patterns learned in this lesson to introduce the school, such as “Look! This is our school garden. You can see many beautiful flowers and green trees. You can smell the fragrance of the flowers. When you touch the leaves, you will feel they are smooth and soft. In the dining hall, you can taste delicious Chinese food.” The foreign students can ask questions related to sensory experiences, such as “What does the school canteen food taste like?” “Can we hear music in the school?” After each group finishes the role-play, the teacher invites 2-3 groups to perform in front of the whole class, and then makes comments on their performance, affirming their advantages (such as fluent expression, correct use of vocabularies and sentence patterns) and putting forward suggestions for improvement (such as adding more details to make the introduction more vivid). Design Intention: Pair work, group discussion and role-play are effective ways to improve students’ oral expression ability. Pair work allows each student to have sufficient opportunities to speak, and helps students consolidate the learned language knowledge in communication; group discussion can cultivate students’ cooperative learning ability and logical thinking ability, and encourage students to express different views, thus developing their critical thinking; role-play simulates real communication scenarios, making oral practice more targeted and practical, helping students apply the learned language to real life, and improving their cross-cultural communication ability. The teacher’s guidance and comments can help students find their own problems in oral expression and improve their oral expression level in a targeted way. Step 5: Summary and Extension First, the teacher leads students to summarize the content of this lesson. The teacher asks: “What have we learned today? What new vocabularies and sentence patterns have we mastered? What listening and speaking skills have we learned?” Then the teacher summarizes together with students: in this lesson, we have learned the core vocabularies and sentence patterns related to the five senses, mastered the skills of grasping the main idea and extracting key details in listening, and improved our oral expression ability through a variety of interactive activities. We also realized the importance of the five senses in our daily life. Then the teacher carries out the extension activity. The teacher says: “Our senses are very magical. They help us perceive the world around us. After class, please observe your daily life carefully, record your sensory experiences (what you see, hear, smell, taste and touch) in English, and write a short passage of 50-80 words. Next class, we will invite some students to share their records.” In addition, the teacher recommends some English songs, videos or short passages related to the senses for students to listen to and read after class, so as to expand their language input and improve their listening and reading ability. Design Intention: Summarizing the lesson can help students sort out the knowledge learned in this lesson, consolidate the key points, and form a systematic knowledge structure. The extension activity combines classroom learning with daily life, encourages students to observe and think carefully, and helps students apply the learned language knowledge to real life, thus improving their language application ability. Recommending relevant English materials can enrich students’ after-class learning resources, expand their horizons, and lay a foundation for their lifelong English learning. 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 $