Unit 4 Inspiration-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 4 Inspiration-Listening and speaking 教学目标和重难点 教学目标 Language Ability: Master core vocabularies and sentence patterns about inspiration, improve listening comprehension of themed materials and oral expression skills. Cultural Awareness: Understand the diversity of inspirational figures and events in different cultures, cultivate respect for cultural differences. Thinking Quality: Develop logical thinking through analyzing listening materials and critical thinking through expressing personal views on inspiration. Learning Ability: Cultivate autonomous learning habits by summarizing listening skills and cooperative learning ability through group interactions. 教学重难点 Key Points: Master core vocabularies (e.g., amateur, pessimistic, interact, persistence) and phrases (e.g., cling to, in the midst of) related to inspiration; grasp listening skills of capturing key information and main ideas; be able to talk about inspirational figures or events in simple English. Difficult Points: Understand inverted sentences and complex clauses in listening materials; express personal views on inspiration fluently and logically with correct grammar and appropriate vocabulary. 教学过程 Lead-in: Arousing Interest and Previewing Vocabulary The teacher starts the class by showing pictures of three inspirational figures from different fields: a persistent amateur artist, an optimistic person who overcomes difficulties, and a person who devotes himself to helping others. Then the teacher asks the whole class open-ended questions in English: “Who are these people? What do you think makes them inspirational? Have you ever met an inspirational person in your life?” After inviting 2-3 students to share their answers briefly, the teacher writes down the key words mentioned by students on the blackboard, such as “persistence”, “optimism”, “courage”, and “devotion”. Next, the teacher focuses on the core vocabularies and phrases of this unit. For each vocabulary, the teacher first pronounces it clearly and asks students to follow, then explains its meaning with simple English and combines it with the pictures shown just now to give examples. For example, when teaching “amateur”, the teacher says: “An amateur is a person who does something for pleasure, not as a job. The artist in the picture is an amateur, but he keeps practicing painting every day.” When teaching the phrase “cling to”, the teacher explains: “It means to hold something tightly, and it can also mean to keep a belief firmly. The inspirational person clings to his dream even when he meets difficulties.” After explaining 5-6 key vocabularies and phrases, the teacher organizes a quick memory game: the teacher says the Chinese meaning, and students respond with the corresponding English words or phrases quickly; then the teacher says the English words or phrases, and students make simple sentences orally. This activity lasts for a few rounds to help students consolidate the newly learned vocabulary. Design Intention: The lead-in part uses vivid pictures to arouse students’ interest in the theme of “inspiration” and activate their prior knowledge and life experience, laying a foundation for the follow-up listening and speaking activities. Previewing core vocabularies and phrases before listening helps students reduce language barriers when understanding listening materials, which is conducive to improving their listening comprehension efficiency. The quick memory game makes the vocabulary learning more interesting, avoids the dullness of mechanical memorization, and helps students master the vocabulary in a relaxed atmosphere. Listening Practice: From Overall Comprehension to Detailed Understanding Pre-listening: Predicting the Content Before playing the listening material, the teacher shows the title of the listening passage—“The Story of an Inspirational Amateur Artist” and asks students to predict the content based on the title and the vocabularies they just learned. The teacher guides students to think: “What do you think the story will be about? What difficulties may the amateur artist meet? How does he overcome them?” Students are allowed to discuss in pairs for 2 minutes, then each pair sends a representative to share their predictions. The teacher comments on students’ predictions positively, affirming their reasonable guesses and encouraging them to verify whether their predictions are correct during listening. Design Intention: Predicting the listening content before listening is an important listening skill. It can help students establish a clear listening goal, focus their attention on the key points of the listening material, and improve their listening efficiency. Pair discussion allows students to communicate with each other, stimulate their thinking, and also lay a foundation for their oral expression in the follow-up links. While-listening: First Listening (Overall Comprehension) The teacher plays the listening material for the first time at a normal speed. After listening, the teacher asks students two simple questions to check their overall comprehension: “What is the main idea of the listening passage?” and “What kind of person is the amateur artist in the story?” Students are asked to answer individually. For students who have difficulty answering, the teacher gives appropriate hints, such as reminding them of the key words mentioned in the listening material. After most students have given their answers, the teacher summarizes the main idea of the listening passage: It tells the story of an amateur artist who clings to his dream of painting despite being severely ill and finally achieves his goal. Design Intention: The first listening focuses on overall comprehension, helping students grasp the main content of the listening material and form a general understanding of the passage. The simple questions designed are easy for students to answer, which can enhance their confidence in listening and stimulate their enthusiasm for further listening practice. While-listening: Second Listening (Detailed Understanding) The teacher plays the listening material for the second time. This time, students are required to complete a detailed listening task: fill in the blanks with the key information from the listening material. The blanks mainly involve the key vocabularies, phrases and important details of the passage, such as “The amateur artist was ______ (pessimistic) at first because of his illness”, “He clung to his dream of ______ (painting) and never gave up”, “After years of hard work, his works were finally ______ (recognized) by the public”. After listening, students exchange their answers with their deskmates and check each other’s mistakes. Then the teacher plays the listening material again, pausing at the key points to confirm the correct answers and explain the difficult sentences in the listening material. For example, when explaining the sentence “After the heavy rain and strong wind, there yet stood out against the brick wall one firm ivy leaf”, the teacher analyzes the inverted structure and tells students that the real subject is “one firm ivy leaf”, helping students understand the sentence structure and the implied meaning of perseverance. Design Intention: The second listening focuses on detailed understanding, helping students capture specific information in the listening material and consolidate the core vocabularies and phrases learned. The fill-in-the-blank task is targeted, which can effectively test students’ listening effect. Mutual checking between deskmates can not only help students find their own mistakes but also promote mutual learning and communication. Explaining difficult sentences can help students break through the language barriers in listening and deepen their understanding of the listening material. While-listening: Third Listening (Deep Comprehension) The teacher plays the listening material for the third time. This time, students are required to listen carefully and answer some inferential questions to test their deep comprehension ability: “Why did the amateur artist never give up his dream?” “What can we learn from his story?” “What does the ivy leaf in the story symbolize?” After listening, students discuss these questions in groups of 4. Each group conducts a full discussion, and each member expresses their own views. Then the teacher invites representatives from each group to share their group’s opinions. The teacher makes appropriate comments and supplements, guiding students to realize that the ivy leaf symbolizes perseverance and hope, and the artist’s story tells us that as long as we cling to our dreams and never give up, we can achieve success. Design Intention: The third listening focuses on deep comprehension, guiding students to think beyond the surface information of the listening material, analyze the implied meaning and the author’s intention, and cultivate their logical thinking and critical thinking ability. Group discussion provides students with more opportunities to express themselves, exercises their oral expression ability, and also cultivates their cooperative learning ability. Post-listening: Summarizing Listening Skills After the listening practice, the teacher guides students to summarize the listening skills they used in this lesson. The teacher asks: “What skills did you use when listening to the passage? How did you capture the main idea? How did you find the detailed information?” Students are encouraged to speak freely, and the teacher summarizes and sorts out their answers, emphasizing three key listening skills: First, pay attention to the title and key words to predict the content; second, focus on the beginning and end of the passage to grasp the main idea; third, listen carefully to the details related to time, place, person and event to complete the detailed tasks. Then the teacher gives a brief explanation of each skill and reminds students to apply these skills in future listening practice. Design Intention: Summarizing listening skills can help students systematize the listening experience they gained in this lesson, form their own listening methods, and improve their autonomous learning ability. It also lays a foundation for students to cope with listening tasks in future study. Speaking Practice: From Imitation to Creation Imitation Practice The teacher selects a short and representative part from the listening material, such as the part where the artist talks about his dream and perseverance. The teacher plays the recording sentence by sentence, and students follow the recording to imitate the pronunciation, intonation and rhythm. The teacher pays attention to correcting students’ incorrect pronunciation and intonation, especially the pronunciation of key words such as “pessimistic”, “severely” and “persistence”. After several rounds of imitation, students are asked to read the part aloud individually or in pairs, and the teacher comments on their performance, affirming their progress and putting forward suggestions for improvement. Design Intention: Imitation practice is the basis of oral expression. By imitating the pronunciation and intonation of the listening material, students can improve their oral expression fluency and accuracy, and lay a foundation for their subsequent independent expression. Correcting students’ pronunciation and intonation in time can help them form good speaking habits. Guided Expression: Talking About the Listening Story The teacher guides students to retell the story of the amateur artist in the listening material with the help of key words and sentences. The teacher writes the key words and sentences on the blackboard, such as “amateur artist”, “severely ill”, “pessimistic”, “cling to the dream”, “hard work”, “recognized by the public”. Students are allowed to prepare individually for 3 minutes, then invite 3-4 students to retell the story in front of the whole class. The teacher encourages students to use the vocabularies and phrases they learned in this lesson and the sentence patterns in the listening material, such as “Although he was..., he never gave up”, “He clung to his dream and finally...”. For students who have difficulty retelling, the teacher gives appropriate hints and guidance. Design Intention: Guided expression helps students consolidate the content of the listening material and the learned language knowledge, and gradually transition from passive listening to active speaking. The key words and sentences provided by the teacher can reduce the difficulty of students’ expression, enhance their confidence, and lay a foundation for their independent creation in the next link. Cooperative Speaking: Group Discussion The teacher puts forward a discussion topic closely related to the theme of “inspiration”: “Who is the most inspirational person in your life? What did he/she do to inspire you? What can you learn from him/her?” Students are divided into groups of 4-5, and each group conducts a 10-minute discussion. During the discussion, each member should express their own views, listen to others’ opinions carefully, and put forward their own suggestions. The teacher walks around the classroom, observes the discussion situation of each group, and provides timely help for students who have difficulty expressing themselves, such as reminding them of relevant vocabularies and sentence patterns. For example, if a student does not know how to express “perseverance”, the teacher can remind him/her of the word “persistence”; if a student has difficulty organizing sentences, the teacher can guide him/her to use the sentence pattern “The reason why he/she inspires me is that...”. Design Intention: Group discussion is an important form of cooperative learning. It provides students with more opportunities to speak, helps them practice oral expression in real communication scenarios, and improves their communication ability and cooperative learning ability. The discussion topic is closely related to students’ life experience, which can stimulate their enthusiasm for expression and make their speech more real and vivid. Public Presentation: Sharing Group Views After the group discussion, each group selects a representative to make a 2-3 minute public presentation, sharing the group’s discussion results. The representative should introduce the inspirational person in detail, talk about his/her deeds and the reasons why he/she is inspirational, and express the group’s views on inspiration. Other students listen carefully and can ask questions after the presentation, such as “What else did that person do?”, “How did you feel when you knew his/her story?” The teacher makes comments on each group’s presentation, affirming their advantages, such as fluent expression, correct use of vocabularies and sentence patterns, and puts forward suggestions for improvement, such as paying attention to the logic of expression and adjusting the intonation appropriately. At the same time, the teacher guides students to learn from each other’s presentations and accumulate more expressions related to inspiration. Design Intention: Public presentation can exercise students’ oral expression ability and courage, and also test the effect of group discussion. Asking questions after the presentation can promote interaction between students and enliven the classroom atmosphere. The teacher’s comments can help students find their own shortcomings and improve their oral expression ability continuously. Extended Speaking: Expressing Personal Views on Inspiration The teacher raises a deeper question: “What is inspiration in your opinion? Can inspiration only come from famous people or great events? How can we find inspiration in daily life?” Students are allowed to think independently for 2 minutes, then express their personal views freely. The teacher encourages students to use the language knowledge they learned in this lesson and combine their own life experience to express their views. For example, some students may say that inspiration can come from ordinary people around them, such as their parents, teachers or classmates; some students may say that inspiration can come from small things in daily life, such as a persistent plant or a warm help. The teacher affirms all students’ views and guides them to realize that inspiration is everywhere in life, and we should learn to find inspiration and use it to motivate ourselves to move forward. Design Intention: Extended speaking guides students to think deeply about the theme of “inspiration”, expands their thinking, and cultivates their critical thinking ability. It also allows students to apply the learned language knowledge to more extensive communication scenarios, improving their oral expression ability and comprehensive language application ability. Consolidation and Summary Vocabulary and Sentence Pattern Consolidation The teacher organizes a “Sentence Making Competition” to consolidate the core vocabularies and sentence patterns learned in this lesson. The teacher writes the core vocabularies and phrases on the blackboard, and students are divided into two groups. Each group takes turns to make sentences with the given vocabularies and phrases. The sentences should be closely related to the theme of “inspiration” and be grammatically correct. The group that makes more correct and meaningful sentences wins. After the competition, the teacher comments on the sentences made by students, corrects the wrong sentences, and emphasizes the correct use of vocabularies and sentence patterns. Design Intention: The sentence making competition makes the vocabulary and sentence pattern consolidation more interesting, stimulates students’ enthusiasm for participation, and helps students master the correct use of vocabularies and sentence patterns in practice. It also cultivates students’ competitive awareness and cooperative spirit. Lesson Summary The teacher invites students to summarize the content of this lesson. Students are encouraged to talk about what they have learned, including the core vocabularies and phrases, listening skills, and the views on inspiration. Then the teacher makes a comprehensive summary: In this lesson, we have learned the core vocabularies and phrases related to inspiration, mastered some important listening skills through listening practice, and practiced our oral expression ability through group discussion and public presentation. We also discussed the theme of inspiration and realized that inspiration is everywhere in life, which can motivate us to overcome difficulties and pursue our dreams. The teacher reminds students to review the knowledge learned in this lesson after class and apply the listening and speaking skills to daily study and life. Design Intention: Letting students summarize the lesson by themselves can help them sort out the knowledge they have learned, deepen their understanding and memory, and improve their autonomous learning ability. The teacher’s comprehensive summary can help students form a systematic understanding of the lesson content and clarify the key points and requirements of the lesson. Homework Arrangement 1. Listen to the listening material of this lesson again and again, and retell the story to your family or friends in English. 2. Write a short passage (80-100 words) about an inspirational person or event in your life, using the vocabularies and sentence patterns learned in this lesson. 3. Find an English video about inspirational figures after class, watch it carefully, and take notes of the key information, then share it with the class in the next lesson. Design Intention: The homework arrangement is closely related to the content of this lesson, which can help students consolidate the knowledge and skills learned in class. Retelling the story can strengthen students’ oral expression ability; writing a short passage can combine listening and speaking with writing, improving their comprehensive language application ability; watching inspirational videos can expand students’ horizons, enrich their knowledge, and further deepen their understanding of the theme of inspiration. 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 $