Unit 2 Things that matter-Listening and speaking 教案-2025-2026学年高中英语沪教版选择性必修第三册

Unit 2 Things that matter-Listening and speaking 教学目标和重难点 教学目标 Language Competence: Enable students to understand listening materials about things that matter in life, master core words and expressions related to values, and express their views fluently and appropriately. Cultural Awareness: Help students understand different cultural perspectives on important things, respect diverse values, and cultivate cross-cultural communication awareness. Thinking Quality: Guide students to analyze and judge the connotation of "things that matter" through listening and discussion, and develop logical thinking and critical thinking. Learning Ability: Cultivate students' listening strategies such as predicting and capturing key information, and encourage them to actively participate in interactive activities to improve autonomous and cooperative learning abilities. 教学重难点 Key Points: Master core vocabulary and expressions about life values and important things; understand the main idea and key details of listening materials; be able to express personal views on things that matter in simple and fluent English. Difficult Points: Capture implied information and speakers’ attitudes in listening materials accurately; use appropriate language to express and support their own views, and achieve logical and coherent communication in interactive activities. 教学过程 Step 1: Lead-in — Activate Prior Knowledge and Guide Theme (Warm-up & Lead-in) The teacher starts the class with an open question: “What are the most important things in your life? Please list 3 things and briefly explain why.” Then, invite 3-4 students to share their answers in front of the class. After each sharing, the teacher gives simple comments, such as “Your answer is very sincere. Family is indeed an irreplaceable part of our life.” or “It’s great that you value friendship so much. It brings us warmth and support.” Next, the teacher shows some pictures on the screen, including family, friendship, health, dreams, knowledge, money, etc. Then, ask students to work in pairs to discuss: “Which of these things do you think are the most important? Why? Are there any differences between your views and your partner’s?” After 5 minutes of pair discussion, the teacher invites several groups to present their discussion results, focusing on guiding students to use simple English to express their views and reasons, such as “I think health is the most important because without health, we can’t do anything we like.” Finally, the teacher summarizes: “Different people have different views on things that matter, and these views are closely related to our life experience and values. Today, we will listen to some people talking about what matters to them, and then learn to express our own views more clearly and fluently.” Design Intention: The lead-in link is designed to activate students’ prior knowledge and life experience. By asking open questions and showing relevant pictures, students can quickly enter the theme of “things that matter”, arouse their learning interest and enthusiasm. Pair discussion provides students with opportunities to practice oral expression initially, helps them build confidence in speaking English, and lays a foundation for the subsequent listening and speaking activities. At the same time, the teacher’s comments and summary can guide students to think deeply about the theme and clarify the learning objectives of this lesson. Step 2: Pre-listening — Preview Vocabulary and Predict Listening Content First, the teacher introduces the core vocabulary and expressions related to the listening materials. The vocabulary includes: matter (v. 重要), value (n. 价值观), cherish (v. 珍惜), accompany (v. 陪伴), ambition (n. 抱负), responsibility (n. 责任), precious (adj. 珍贵的), significance (n. 意义). For each word, the teacher explains its meaning, pronounces it clearly, and gives simple example sentences related to the theme, such as “Family companionship matters a lot to most people.” “We should cherish the precious time with our friends.” Then, ask students to read the words and example sentences after the teacher twice to ensure they master the pronunciation and basic usage. After learning the vocabulary, the teacher introduces the background of the listening materials: “Today we will listen to three short conversations. The speakers are talking about what matters to them — one is talking about family, one is talking about dreams, and the other is talking about friendship. Before listening, please predict: What do you think they will say about these things? What words or sentences may they use?” Invite students to share their predictions freely. For example, some students may say: “I think the speaker talking about family will mention his parents’ love and companionship.” Or “The speaker about dreams may talk about his ambition and how to realize it.” The teacher writes down the key predictions on the blackboard, and then says: “Let’s listen to the materials and check if your predictions are correct.” Design Intention: Pre-listening vocabulary preview is to solve the language barrier for students to understand the listening materials. By explaining the core vocabulary and example sentences related to the theme, students can better grasp the key information in the listening process. Prediction activity is an important listening strategy. It can stimulate students’ listening motivation, make them listen with purpose, and improve their listening efficiency. At the same time, this link also helps students connect the new knowledge with their existing language knowledge, laying a solid foundation for the listening link. Step 3: While-listening — Practice Listening Strategies and Capture Key Information This link is divided into three parts: listening for the main idea, listening for key details, and listening for speakers’ attitudes. The teacher plays the listening materials three times, and arranges corresponding tasks for each listening. First listening: Listen for the main idea. The teacher distributes a worksheet to each student, which has three questions: 1. What is the first speaker talking about? (A. Family B. Dreams C. Friendship) 2. What is the second speaker’s main point? (A. Dreams are more important than anything else B. It’s important to keep pursuing dreams C. Dreams are hard to realize) 3. What does the third speaker cherish most? (A. The time with friends B. The help from friends C. The trust between friends) After playing the listening materials once, ask students to finish the questions independently, then check the answers with the whole class. For students who make mistakes, the teacher plays the relevant part of the listening materials again, and guides them to find the key sentences to confirm the answer. Second listening: Listen for key details. The teacher revises the worksheet and adds detailed questions for each conversation: 1. For the first speaker: What does his mother do for him every day? How does he feel about it? 2. For the second speaker: What is his dream? What does he do to realize his dream? 3. For the third speaker: What happened to her when she was in trouble? How did her friend help her? Ask students to take notes while listening, and then finish the questions. After that, organize students to check the answers in groups of four, discuss the uncertain answers, and then the teacher explains the key points and plays the relevant parts again to help students clarify the details. Third listening: Listen for speakers’ attitudes. The teacher asks students to listen carefully again and think about the following questions: 1. What is the first speaker’s attitude towards family? (A. Grateful B. Indifferent C. Complaining) 2. How does the second speaker feel about his dream? (A. Doubtful B. Confident C. Disappointed) 3. What kind of emotion does the third speaker express when talking about her friend? (A. Sadness B. Happiness C. Gratitude) After listening, invite students to share their answers and explain the reasons, such as “The first speaker says ‘I am very grateful to my mother for her company’, so his attitude is grateful.” The teacher confirms the answers and summarizes the ways to judge the speaker’s attitude: pay attention to the intonation, key adjectives and adverbs in the listening materials. Design Intention: The while-listening link is designed to train students’ listening strategies in a hierarchical way. From listening for the main idea to key details, and then to speakers’ attitudes, the difficulty gradually increases, which conforms to the law of students’ cognitive development. Taking notes can help students cultivate the habit of focusing on listening and improve their ability to capture and sort out information. Group discussion allows students to learn from each other, solve problems together, and improve their cooperative learning ability. The teacher’s explanation and repeated playing of key parts can help students overcome listening difficulties and deepen their understanding of the listening materials. Step 4: Post-listening — Consolidate Listening Results and Extend Oral Expression This link is divided into two parts: retelling the listening content and discussing the theme in depth, so as to realize the transformation from listening input to oral output. Part 1: Retell the listening content. Ask students to work in pairs. Each pair chooses one of the three conversations, and retells the content of the conversation according to the key details they captured. The teacher gives a retelling template: “The speaker is talking about _______. He/She thinks _______ because _______. What’s more, he/she mentions that _______.” Students can refer to the template and combine their own notes to retell. After 10 minutes of preparation, invite 2-3 pairs to present their retelling in front of the class. The teacher gives comments on their retelling, focusing on whether the key details are complete, the language is fluent, and the pronunciation is correct. For students who have difficulties, the teacher gives appropriate guidance, such as prompting key words and sentences. Part 2: Discuss the theme in depth. The teacher raises the following discussion questions: 1. Do you agree with the speakers’ views on things that matter? Why or why not? 2. What is the most important thing in your life? Please explain your reasons in detail. 3. How can we cherish the important things in our life? 4. Do you think people’s views on things that matter will change with age? Why? Ask students to discuss these questions in groups of four. During the discussion, the teacher walks around the classroom, observes students’ performance, and provides help for students who have difficulties in expression, such as prompting relevant words and sentences: “I agree with the speaker because...”, “In my opinion, the most important thing is... because...”, “We can cherish it by...”. After 15 minutes of group discussion, invite each group to send a representative to present the group’s discussion results. The teacher makes a summary after each presentation, affirms the reasonable views of the students, and guides them to think more comprehensively, such as “Your view is very reasonable. Health is the foundation of all things, so we should take good care of ourselves. At the same time, we should also cherish our family and friends, because they bring us warmth and support.” Design Intention: Retelling the listening content is to help students consolidate the listening results, deepen their understanding of the listening materials, and at the same time exercise their oral expression ability and logical thinking ability. The retelling template can reduce the difficulty of oral expression for students and help them build confidence. In-depth discussion allows students to combine their own life experience, express their views on the theme, and realize the connection between language learning and real life. Group discussion provides students with more opportunities to practice oral expression, and the teacher’s guidance and help can help students solve the problems in expression, improve their oral fluency and accuracy. Step 5: Language Focus — Summarize Key Expressions and Strengthen Application The teacher summarizes the key expressions in this lesson on the blackboard, focusing on the expressions related to expressing views and emphasizing the importance of things: 1. Expressing views: In my opinion, ... / As far as I am concerned, ... / I think that ... / I believe that ... 2. Emphasizing importance: ... matters a lot. / ... is very important to sb. / ... is of great significance. / We should cherish ... / ... is precious. 3. Explaining reasons: Because ... / The reason is that ... / ... because of ... Then, the teacher gives some practical scenarios and asks students to use the key expressions to make sentences. For example: 1. Scenario: Talk about the importance of family. 2. Scenario: Express your views on dreams. 3. Scenario: Explain why you cherish friendship. Ask students to make sentences independently first, then share their sentences with the class. The teacher corrects the wrong sentences and gives positive comments, such as “Your sentence is very correct and fluent. You use the expression ‘is very important to’ very well.” In addition, the teacher also guides students to summarize the listening strategies learned in this lesson: predicting before listening, capturing key information while listening, taking notes, and judging the speaker’s attitude according to intonation and key words. Encourage students to use these strategies in future listening practice. Design Intention: This link is to help students sort out and consolidate the key language points and listening strategies in this lesson. By summarizing the key expressions and practicing making sentences in scenarios, students can better master and apply these expressions, improving their language application ability. Summarizing listening strategies can help students form good listening habits, improve their listening ability in the long run, and lay a foundation for their future English learning. Step 6: Consolidation and Extension — Task-based Practice and Emotional Guidance First, the teacher arranges a small group task: Each group designs a short dialogue (3-4 sentences) around the theme “Things that matter”. The dialogue should include expressing views, emphasizing importance and explaining reasons, and using the key expressions learned in this lesson. Students work in groups to design the dialogue, and then practice it. After 10 minutes of preparation, invite 2-3 groups to perform their dialogues in front of the class. The teacher gives comments on their dialogues, focusing on the use of key expressions, language fluency and logical coherence. Then, the teacher carries out emotional guidance: “Through today’s listening and discussion, we have a deeper understanding of things that matter in life. Family, friendship, health, dreams, responsibility... these are all precious things that we should cherish. In our daily life, we should learn to care about our family and friends, keep pursuing our dreams, and take responsibility for our own life. I hope you can remember these important things and make your life more meaningful.” Finally, the teacher assigns after-class tasks: 1. Listen to the listening materials again and retell each conversation in writing (50-80 words per conversation). 2. Write a short passage (100-120 words) about “The most important thing in my life”, using the key expressions learned in this lesson. 3. Discuss the theme “Things that matter” with your family or friends in English after class. Design Intention: The group dialogue task is to further consolidate the key expressions and oral expression ability of students, and let students apply the knowledge learned in class to practical communication. Emotional guidance combines language learning with moral education, helps students establish correct values, and realizes the educational function of English courses. After-class tasks are designed to extend the classroom learning to daily life, consolidate the learning results, and provide students with more opportunities to practice listening, speaking and writing, so as to improve their comprehensive language ability. Step 7: Summary and Reflection The teacher summarizes the content of this lesson: “Today, we listened to three conversations about things that matter, mastered the core vocabulary and expressions related to the theme, practiced listening strategies such as predicting, capturing key information and judging speakers’ attitudes, and expressed our own views on things that matter through discussion and dialogue. I hope you can apply what you have learned today to your daily English communication and cherish the important things in your life.” Then, ask students to reflect on their own learning in this lesson: “What have you learned in this lesson? What difficulties have you encountered? How can you improve in the future?” Invite 2-3 students to share their reflections, and the teacher gives appropriate guidance and encouragement, such as “You have made great progress in listening today. If you practice more after class, your listening ability will be better.” Design Intention: Summary helps students sort out the knowledge system of this lesson and deepen their understanding of the learning content. Reflection link allows students to understand their own learning situation, find out their own advantages and disadvantages, and put forward improvement measures, which is conducive to cultivating students’ learning ability and autonomous learning awareness. The teacher’s guidance and encouragement can enhance students’ learning confidence and motivation. 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 $