Unit 2 Digital humans-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 2 Digital humans-Listening and speaking 教学目标和重难点 教学目标 Language Competence: Master core vocabulary and sentence patterns about digital humans, improve listening comprehension of relevant conversations and passages, and enhance oral expression ability to talk about digital humans’ functions and impacts. Thinking Quality: Cultivate logical thinking through analyzing listening materials and critical thinking through discussing digital humans’ pros and cons. Cultural Awareness: Understand the application of digital humans in different cultural contexts and develop an open attitude towards technological and cultural integration. Learning Ability: Form effective listening strategies and develop cooperative learning and autonomous inquiry abilities in oral practice. 教学重难点 Key Points: Master core vocabulary (e.g., digital human, virtual, interact, potential, constant) and functional sentence patterns for talking about digital humans; accurately understand the main idea and key details of listening materials; express views on digital humans fluently in English. Difficult Points: Grasp the logical connection of listening materials and infer implicit information; use appropriate vocabulary and sentence patterns to conduct in-depth discussions on digital humans’ impacts and future development. 教学过程 Step 1: Lead-in (Warm-up and Preview) The teacher starts the class by showing short video clips of digital humans in different scenarios, such as digital anchors, virtual idols, and digital teachers. After playing the video, the teacher asks the whole class simple and interactive questions in English: “Have you seen these characters before? What do you think they are? Can you tell the differences between them and real humans?” Then, the teacher writes the key term “digital human” on the blackboard and leads students to read it correctly. Next, the teacher presents 5-6 core vocabulary words related to the listening and speaking task, including “virtual”, “interact”, “potential”, “constant”, “prior” and “comprise”, and explains their meanings with simple English definitions and short sentences combined with the video content. For example, “Virtual means not real, but looking like real. The digital human in the video is a virtual character.” Then, the teacher organizes a quick pair work: students work with their deskmates to make simple sentences with the new vocabulary, and 2-3 pairs are invited to share their sentences in front of the class. Design Intention: The video clips can quickly attract students’ attention and arouse their interest in the topic of digital humans, which lays a good emotional foundation for the subsequent listening and speaking activities. Introducing core vocabulary in the lead-in stage helps students remove language barriers in listening materials, ensuring they can better understand the content later. The pair work activity enables students to consolidate the new vocabulary in time, improve their ability to use vocabulary flexibly, and cultivate their cooperative learning awareness. Step 2: Listening Practice (Comprehension and Skill Training) This step is divided into three parts: pre-listening, while-listening and post-listening, to help students gradually improve their listening comprehension ability and master effective listening strategies. Pre-listening Before playing the listening material, the teacher briefly introduces the background of the listening content: “Today we will listen to two conversations and a short passage. The first conversation is between two students talking about their experience of interacting with digital humans; the second conversation is about the application of digital humans in education; the short passage introduces the development and characteristics of digital humans.” Then, the teacher guides students to predict the content of the listening material based on the title and the vocabulary they have just learned. The teacher asks: “What do you think the two students will talk about when they mention interacting with digital humans? What applications of digital humans in education can you imagine?” Students are encouraged to express their predictions freely, and the teacher gives positive feedback and supplements appropriately. Finally, the teacher reminds students of key listening strategies: pay attention to key words (such as time, place, people, opinions) and logical connectives (such as however, therefore, besides) to grasp the main idea and key details. Design Intention: Pre-listening preparation helps students build a connection between the known knowledge and the new listening content, reducing the difficulty of listening comprehension. Predicting the listening content can stimulate students’ thinking and make them more focused during the listening process. Guiding students to master listening strategies is conducive to improving their listening ability in the long run, enabling them to apply these strategies to other listening tasks independently. While-listening The teacher plays the listening material twice. For the first time, students are required to listen carefully and finish a simple task: tick the main topics mentioned in the listening material (options include: digital humans in daily life, digital humans in education, the history of digital humans, the advantages of digital humans, the problems of digital humans). After the first listening, the teacher checks the answers with the whole class, and asks a few students to briefly explain their choices to ensure they have a general understanding of the listening content. For the second listening, students are required to finish a detailed comprehension task. The task is divided into two parts: filling in the blanks and answering questions. The fill-in-the-blank questions mainly involve key vocabulary and key information in the listening material, such as “The digital human can ______ with humans in real time.” (interact) “Digital humans in education can help students learn at their own ______.” (pace) The questions include both factual questions and inferential questions, such as “What does the girl think of interacting with digital humans?” (She thinks it is interesting and convenient.) “Why are digital humans more and more popular in education according to the conversation?” (Because they can provide personalized learning help and never get tired.) During the second listening, the teacher pauses appropriately at the key points to give students enough time to write down the answers. Design Intention: Listening twice with different tasks conforms to the law of listening comprehension—from overall understanding to detailed grasp. The first listening focuses on the main idea, helping students establish a framework of the listening content. The second listening focuses on key details and implicit information, training students’ ability to capture specific information and infer meaning. The appropriate pauses during listening ensure that most students can keep up with the listening rhythm and complete the task successfully, enhancing their confidence in listening. Post-listening First, the teacher checks the answers to the detailed comprehension task, and explains the difficult points in the listening material. For example, if students have difficulty understanding the sentence “Digital humans have the potential to change the way we live and work”, the teacher parses the sentence structure and explains the meaning of “potential” again. Then, the teacher plays the listening material for the third time, and asks students to follow the tape and read aloud, paying attention to the pronunciation, intonation and rhythm of the speakers. This helps students consolidate the key vocabulary and sentence patterns in the listening material, and improve their oral expression ability indirectly. Next, the teacher organizes a group discussion: students work in groups of 4 to discuss the following question: “What key information did you get from the listening material? What do you think is the most important feature of digital humans mentioned in the material?” Each group selects a representative to share their discussion results, and the teacher gives comments and supplements, guiding students to sort out the key points of the listening material systematically. Design Intention: Checking answers and explaining difficult points helps students solve the problems encountered in listening, and deepen their understanding of the listening content. Following the tape to read aloud combines listening and speaking, which is conducive to improving students’ pronunciation and intonation, and laying a foundation for their subsequent oral expression. Group discussion not only helps students consolidate the listening content, but also cultivates their cooperative learning ability and logical expression ability. Step 3: Speaking Practice (Application and Improvement) This step is designed to help students apply the vocabulary, sentence patterns and listening experience they have learned to oral expression, and gradually improve their oral fluency and accuracy. It is divided into three levels: controlled practice, semi-controlled practice and free practice, to meet the needs of students with different English levels. Controlled Practice: Sentence Pattern Drilling The teacher presents several functional sentence patterns related to talking about digital humans, which are extracted from the listening material. The key sentence patterns include: 1. I think digital humans are very useful because they can... 2. Digital humans can be used in... such as... 3. Some people believe that digital humans will..., but I think... 4. Compared with real humans, digital humans have the advantage of... 5. The development of digital humans has brought both... and... The teacher explains the usage of each sentence pattern with simple examples, then organizes students to practice in pairs. Each pair chooses 3-4 sentence patterns and makes sentences related to digital humans. For example, “I think digital humans are very useful because they can help us learn English at any time.” “Digital humans can be used in education, such as acting as virtual teachers.” After the pair practice, the teacher invites 3-4 pairs to present their sentences, and corrects their mistakes in pronunciation, grammar and expression, ensuring that students can use the sentence patterns correctly. Design Intention: Controlled practice focuses on the mastery and application of basic sentence patterns, which is suitable for students who have just contacted the topic. By drilling sentence patterns, students can quickly grasp the way to express views on digital humans, laying a solid foundation for more in-depth oral communication. Correcting mistakes in time helps students avoid wrong expressions and improve the accuracy of their oral English. Semi-controlled Practice: Topic Discussion The teacher puts forward three topics related to the listening content and daily life, and students discuss them in groups of 5. The topics are: 1. What are the advantages of digital humans in daily life? 2. How can digital humans help students in their study? 3. What problems may digital humans bring to our life? Before the discussion, the teacher gives students 3 minutes to think about the topics and list their ideas. During the discussion, the teacher walks around the classroom, observes students’ performance, and provides help when necessary. For example, if a student cannot express an idea clearly, the teacher guides them to use the sentence patterns and vocabulary they have learned. After the discussion, each group selects a representative to make a 1-2 minute report to the whole class, introducing their group’s views. Other students can ask questions or supplement after the report. Design Intention: Semi-controlled practice increases the flexibility of oral expression on the basis of controlled practice, allowing students to express their own views while using the learned knowledge. Giving students time to think independently before discussion helps them sort out their ideas and improve the efficiency of the discussion. The teacher’s guidance and help ensure that all students can participate in the discussion actively, and the group report and interaction can improve students’ oral expression ability and listening ability in communication. Free Practice: Role-play The teacher designs two role-play scenarios, and students choose one scenario to practice in pairs. Scenario 1: You and your friend are talking about your experience of using digital humans. You can talk about what digital humans you have used, how you used them, and your feelings about them. Scenario 2: You are a reporter interviewing an expert on digital humans. You can ask the expert about the development of digital humans, their future applications, and the problems we need to pay attention to. The teacher provides some key prompts for each scenario to help students carry out the role-play smoothly. For example, in Scenario 1, the prompts are: “Have you ever used a digital human?”, “What did you use it for?”, “Did you like it? Why or why not?” In Scenario 2, the prompts are: “What is the current development level of digital humans?”, “In which fields will digital humans be widely used in the future?”, “What problems may digital humans bring to society?” Students have 5 minutes to prepare for the role-play, and then 4-5 pairs are invited to perform in front of the class. After each performance, the teacher and other students give comments, focusing on the fluency, accuracy and appropriateness of the expression, and put forward suggestions for improvement. For example, “Their conversation is very fluent, but they can use more sentence patterns we learned just now to make the expression more rich.” Design Intention: Free practice provides students with a real communication scenario, allowing them to apply the learned vocabulary and sentence patterns flexibly, and improve their ability to communicate in real contexts. Role-play can stimulate students’ enthusiasm and participation, making oral practice more interesting. The comments from teachers and students help students find their own shortcomings and improve their oral expression ability continuously. Step 4: Consolidation and Summary First, the teacher leads students to review the key content of the class. The teacher asks: “What core vocabulary did we learn today? What functional sentence patterns can we use to talk about digital humans? What key information did we get from the listening material?” Students answer the questions one by one, and the teacher supplements and sorts out, helping students form a systematic knowledge framework. Then, the teacher arranges a small consolidation task: students write a short paragraph (80-100 words) about their views on digital humans, using the vocabulary and sentence patterns they learned in the class. Students can write about the advantages, disadvantages or future of digital humans, and the teacher collects the paragraphs after class to check students’ mastery of the knowledge. Finally, the teacher makes a summary of the class: “Today we have improved our listening comprehension ability through listening practice, and mastered how to talk about digital humans in English through oral practice. Digital humans are a new technology that is changing our life and work. I hope you can pay more attention to the development of digital humans in daily life, and continue to practice your oral English to express your views on new technologies.” Design Intention: Reviewing and summarizing helps students consolidate the knowledge learned in the class and form a systematic understanding. The short paragraph writing task combines oral and written expression, enabling students to further consolidate the vocabulary and sentence patterns, and improve their comprehensive language application ability. The teacher’s summary not only reviews the class content, but also guides students to pay attention to the connection between knowledge and real life, cultivating their ability to observe and think about new things. Step 5: Homework Arrangement 1. Listen to the listening material again after class, and record your own reading of the material, paying attention to pronunciation and intonation. 2. Finish the short paragraph writing task assigned in class, and revise it according to the teacher’s comments after class. 3. Have a conversation with your partner about the future of digital humans, using the sentence patterns and vocabulary learned today, and record the conversation (optional). 4. Search for some information about digital humans after class, and prepare a 2-minute oral report for the next class. Design Intention: The homework is closely related to the class content, which helps students consolidate the knowledge and skills learned in the class. Listening and reading again can improve students’ listening and pronunciation ability. The conversation and oral report tasks encourage students to practice oral English after class and expand their knowledge about digital humans, which is conducive to the long-term improvement of their language ability and 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 $