Unit 1 Decisions-Listening and speaking 教案-2025-2026学年高中英语沪教版选择性必修第二册

Unit 1 Decisions-Listening and speaking 教学目标和重难点 教学目标 Language Competence: Master decision-related words and expressions, understand listening materials about decisions and regrets, and express opinions on decision-making fluently. Cultural Awareness: Understand decision-making differences in different cultures and foster cross-cultural communication awareness. Thinking Quality: Develop logical and critical thinking by analyzing listening contents and discussing decision-making. Learning Ability: Master listening and speaking strategies and form autonomous and cooperative learning habits. 教学重难点 Key Points: Grasp key information in listening materials about life decisions and regrets; use proper words, phrases and sentence patterns to talk about decisions, express opinions and reasons. Difficult Points: Infer the speakers’ attitudes and implied meanings in listening; use decision-related language flexibly in real communication scenarios. 教学过程 Step 1: Warm-up and Lead-in The teacher starts the class with a free talk, asking students the following questions in English: “Have you ever made a difficult decision in your life? What was it? How did you make it?” Then, invite 3-4 students to share their own experiences freely. After the sharing, the teacher shows some pictures related to common life decisions on the screen, such as choosing a major, participating in an after-school activity, or helping a friend in trouble. The teacher guides students to discuss the pictures briefly, using simple English to express their thoughts. Finally, the teacher leads in the topic of the lesson: “Today, we will focus on listening and speaking about decisions and regrets, and learn how to express our ideas about decision-making in English.” Design Intent: The free talk and picture discussion are closely connected to students’ daily life, which can quickly arouse students’ interest and enthusiasm for the lesson. By sharing their own decision-making experiences, students can activate their existing knowledge and language reserves related to the topic, laying a foundation for the subsequent listening and speaking activities. Meanwhile, the lead-in naturally connects students’ life experience with the lesson content, helping students understand the theme of “decisions” more intuitively and entering the English learning state quickly. Step 2: Pre-listening Preparation First, the teacher introduces and explains the core words and phrases related to the listening materials. The key words and phrases include: decision, regret, choice, option, weigh, pros and cons, hesitate, determine, in a nutshell, fend for oneself, be impressed with. For each word and phrase, the teacher provides simple and easy-to-understand definitions in English, and gives example sentences combined with decision-making scenarios, such as “When you have to make a decision, you need to weigh the pros and cons carefully.” “I regret not studying hard when I was young.” Then, the teacher asks students to read the words and phrases aloud together twice, and invites several students to read them individually to correct their pronunciation and intonation. Next, the teacher guides students to predict the content of the listening materials. The teacher tells students: “The listening materials we will hear are two dialogues. The first dialogue is between two friends talking about a decision about choosing a part-time job, and the second one is about a person talking about his regret of a past decision.” Then, the teacher asks students to discuss in pairs: “What do you think they will talk about in the dialogues? What words or sentences may appear?” After 2 minutes of discussion, invite several pairs to share their predictions. Finally, the teacher clarifies the listening tasks: “When you listen to the dialogues, you need to finish two tasks. First, listen for the main idea of each dialogue. Second, listen for specific details, such as the reasons for making the decision, the regrets and the reasons behind them.” Design Intent: The pre-listening vocabulary teaching helps students eliminate language barriers, ensuring that they can understand the listening materials smoothly. The example sentences combined with decision-making scenarios make it easier for students to master and use the words and phrases flexibly. Predicting the listening content can cultivate students’ listening strategy of predicting, improve their listening efficiency, and make them listen with purpose. Clarifying the listening tasks helps students focus on the key points during listening, avoiding blind listening. Step 3: While-listening Activities The teacher plays the first listening material (dialogue about choosing a part-time job) twice. For the first time, students only listen to get the main idea. After listening, the teacher asks students to answer the question: “What is the main topic of the first dialogue?” The teacher invites several students to answer, and then summarizes: “The first dialogue is about two friends, Lily and Tom, talking about Lily’s decision to take a part-time job in a bookstore instead of a restaurant.” For the second time, students listen carefully to catch specific details. The teacher distributes a detail-filled worksheet to students, which includes the following questions: 1. Why does Lily want to take a part-time job? 2. What are the two options for Lily’s part-time job? 3. What are the pros and cons of each option? 4. What decision does Lily finally make? After listening, students complete the worksheet individually, and then check the answers with their deskmates. The teacher walks around the classroom to provide help for students who have difficulties. Finally, the teacher explains the key details and answers, emphasizing the key sentences in the dialogue, such as “I want to take a part-time job to gain some work experience and earn some pocket money.” “Working in a bookstore is quiet and I can read books in my spare time, but the salary is lower. Working in a restaurant has a higher salary, but it is very busy and tiring.” Then, the teacher plays the second listening material (monologue about regret) twice. Similarly, for the first time, students listen to grasp the main idea. After listening, the teacher asks: “What is the speaker’s regret?” Students answer together: “The speaker regrets not choosing to study abroad when he was in college.” For the second time, students listen carefully to get specific details, and complete the following tasks: 1. What was the speaker’s option after college? 2. Why did he give up studying abroad? 3. What is his regret now? 4. What lesson does he learn from this experience? After students finish the tasks individually, the teacher organizes a class discussion to check the answers, and guides students to pay attention to the expressions of regret in the monologue, such as “I regret not taking the chance to study abroad.” “If I had chosen to study abroad, I would have had more opportunities.” During the listening process, the teacher reminds students to take notes briefly, such as key words, numbers and reasons, to help them remember the details. For students who have difficulty in listening, the teacher plays the relevant part of the listening material again appropriately. Design Intent: The while-listening activities are designed from extensive listening to intensive listening, which conforms to the law of students’ listening comprehension. Extensive listening helps students grasp the main idea, while intensive listening focuses on specific details, which can improve students’ ability to capture key information. The worksheet and tasks make the listening activities more targeted, and the peer check and teacher explanation help students correct their mistakes in time. Reminding students to take notes cultivates their listening strategy of note-taking, which is conducive to improving their listening ability in the long run. Playing the listening material repeatedly ensures that most students can understand the content, taking care of students’ individual differences. Step 4: Language Focus and Practice First, the teacher summarizes the key language points in the listening materials, focusing on the expressions related to decision-making and regret. The key sentence patterns include: 1. Expressing options: “I have two options: one is…, the other is…” “I can choose to… or…” 2. Expressing weighing pros and cons: “The advantage of… is…, but the disadvantage is…” “If I choose…, I will…; if I choose…, I will…” 3. Expressing decisions: “I decide to… because…” “After weighing the pros and cons, I finally choose…” 4. Expressing regret: “I regret (not) doing sth.” “If I had done sth., I would have…” Then, the teacher organizes language practice activities. The first activity is sentence replacement. The teacher gives a model sentence, and students replace the key parts to make new sentences. For example, the model sentence: “I decide to take a part-time job in a bookstore because it is quiet and I can read books.” Students can replace “take a part-time job in a bookstore” with “join the English club” and “because it is quiet and I can read books” with “because it can improve my English speaking ability.” The teacher invites several students to share their sentences, and corrects their mistakes in grammar and expression. The second activity is fill in the blanks. The teacher provides a short passage related to decision-making, with some key words and sentences missing. Students need to fill in the blanks with the words, phrases and sentence patterns they have learned. The passage is: “When I graduated from high school, I had to make a big decision. I had two options: one was to go to a local university, and the other was to go to a university in another city. The advantage of going to a local university was that I could live with my family and save money, but the disadvantage was that I could not experience a new life. The advantage of going to a university in another city was that I could make new friends and broaden my horizons, but the disadvantage was that I had to fend for myself. After weighing the pros and cons, I finally decided to go to a university in another city. Now, I don’t regret my decision at all.” After students finish filling in the blanks, the teacher checks the answers together, and explains the difficult points. Design Intent: The language focus link helps students sort out and consolidate the key language points in the listening materials, laying a solid foundation for their subsequent oral output. The sentence replacement and fill-in-the-blank activities are controlled practice, which can help students master the use of key words and sentence patterns flexibly. The practice is closely connected to the listening content and the theme of decision-making, ensuring the consistency of the lesson content. The teacher’s correction and explanation help students avoid mistakes and improve the accuracy of language expression. Step 5: Pre-speaking Preparation The teacher divides students into groups of 4. Each group is assigned a specific decision-making scenario, which is closely related to students’ daily life. The scenarios are: 1. You have to choose between joining the school’s sports club and the art club. 2. You have to decide whether to spend your weekend studying at home or going on a trip with your friends. 3. You have to choose between taking a part-time job to earn money or volunteering in a community during the holiday. 4. You have to decide whether to study abroad or study in China after graduating from high school. The teacher asks each group to discuss their assigned scenario, and guides them to prepare for the oral expression. The teacher reminds students to use the words, phrases and sentence patterns they have learned, including expressing options, weighing pros and cons, making decisions and expressing opinions. The teacher also provides a simple discussion outline for each group: 1. What are the two options? 2. What are the pros and cons of each option? 3. What is your group’s decision? 4. What are the reasons for your decision? 5. Do you think you will regret this decision in the future? Why or why not? During the group discussion, the teacher walks around each group, listens to their discussions, and provides help and guidance when necessary. For example, if a group has difficulty in expressing their ideas, the teacher can prompt them with key words or sentences; if there are mistakes in their expression, the teacher can correct them in time. The teacher also encourages students to express their own opinions freely and respect the different views of their group members. Design Intent: Dividing students into groups and assigning specific scenarios makes the oral practice more targeted and realistic. The discussion outline helps students organize their ideas and ensures that the discussion can be carried out smoothly. The teacher’s guidance and help can solve the difficulties encountered by students in the discussion, improve the efficiency of the discussion, and help students use the learned language knowledge flexibly. Encouraging students to express their own opinions and respect others’ views cultivates their cooperative learning ability and critical thinking, and also creates a relaxed and active oral communication atmosphere. Step 6: While-speaking Activities First, each group conducts an internal presentation. Each member of the group takes turns to express their own views on the assigned scenario, and then the group discusses together to reach a unified decision. During the internal presentation, the teacher reminds students to pay attention to their pronunciation, intonation and fluency, and to use the key language points correctly. The teacher also encourages students to use body language appropriately to make their expression more vivid. Then, each group sends a representative to make a class presentation. The representative needs to introduce the group’s scenario, the two options, the pros and cons of each option, the group’s decision and the reasons. The presentation time of each group is about 3-4 minutes. After each group’s presentation, the other groups can ask questions, such as “Why did your group choose this option instead of the other one?” “Do you think there are other factors that need to be considered when making this decision?” The representative of the group answers the questions raised by other groups. After all groups finish their presentations, the teacher makes comments on each group’s performance. The teacher affirms the advantages of each group, such as fluent expression, correct use of language points, clear ideas, etc., and also points out the areas that need improvement, such as pronunciation errors, inappropriate word choice, or lack of details. The teacher also emphasizes the importance of listening to others’ opinions when making decisions and respecting different views. In addition, the teacher organizes a class discussion: “What factors should we consider when making a difficult decision?” Students can express their own views freely, and the teacher summarizes the key factors, such as their own interests, family opinions, future development, pros and cons of each option, etc. Design Intent: The internal presentation and class presentation provide students with a platform to show their oral expression ability. The internal presentation allows each student to have the opportunity to speak, ensuring that all students can participate in the oral practice. The class presentation and question-and-answer session can improve students’ oral expression ability and listening ability, and also cultivate their ability to respond flexibly. The teacher’s comments help students understand their own strengths and weaknesses, and improve their oral expression level. The class discussion further deepens students’ understanding of decision-making, and cultivates their logical thinking and critical thinking ability. Step 7: Post-speaking Consolidation and Expansion First, the teacher leads students to review the key contents of the lesson, including the core words, phrases, sentence patterns and the listening and speaking skills. The teacher asks students to retell the main contents of the listening materials briefly, and to summarize the methods of expressing decision-making and regret in English. Then, the teacher assigns a small oral task: each student writes a short speech (about 100 words) about a difficult decision they have made in their life, including the options, the reasons for making the decision, and whether they regret it. Students can finish the speech after class, and share it in the next class. The teacher reminds students to use the words, phrases and sentence patterns they have learned in the lesson. In addition, the teacher recommends some English listening materials related to decision-making, such as English dialogues, monologues or news reports, and asks students to listen to them after class to improve their listening ability. The teacher also encourages students to communicate with their classmates in English about decision-making in daily life, so as to consolidate the knowledge and skills learned in the lesson. Design Intent: The review link helps students consolidate the knowledge and skills learned in the lesson, and form a systematic understanding of the lesson content. The after-class oral task extends the oral practice from the classroom to the after-class, which can improve students’ oral expression ability and autonomous learning ability. Recommending listening materials and encouraging students to communicate in English after class helps students expand their learning channels, improve their listening and speaking ability in a long-term way, and achieve the goal of applying what they have learned. Step 8: Summary and Reflection The teacher summarizes the whole lesson: “In today’s class, we have listened to two materials about decision-making and regret, mastered some key words, phrases and sentence patterns related to decision-making, and practiced our listening and speaking skills through group discussion and presentation. We also learned how to make a rational decision by weighing the pros and cons, and understood the importance of respecting different views in the decision-making process.” Then, the teacher guides students to reflect on their own performance in the class: “What did you do well in today’s class? What areas do you need to improve? What have you learned from today’s lesson?” Students can think independently for a few minutes, and then share their reflections with their deskmates. The teacher invites several students to share their reflections with the whole class, and gives positive encouragement and guidance. Design Intent: The summary helps students sort out the key contents of the lesson, and deepen their understanding of the theme and learning goals. The reflection link encourages students to think about their own learning process, find out their strengths and weaknesses, and form the habit of self-reflection, which is conducive to improving their learning ability. The teacher’s encouragement and guidance can enhance students’ confidence in learning English, and stimulate their enthusiasm for subsequent 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 $