Unit4 Words Listening and speaking教学设计-2025-2026学年高中英语沪教版选择性必修第三册

Unit 4 Words-Listening and speaking 教学目标和重难点 教学目标 Language Ability: Master core words of Unit 4 such as estimate, evolve, cybercrime and their usages, and develop the ability to understand listening materials and express opinions fluently. Cultural Awareness: Understand the cultural connotation behind related topics, respect cultural diversity and establish cross-cultural communication awareness. Thinking Quality: Cultivate logical thinking through listening information sorting and critical thinking through speaking discussions. Learning Capacity: Master effective word memory and listening strategies, and improve autonomous and cooperative learning abilities. 教学重难点 Key Points: Master the pronunciation, meaning and collocation of core words in Unit 4; understand the main idea and key details of listening materials; use target words and simple sentence patterns to express personal views in speaking. Difficult Points: Distinguish the usage of confusing words; grasp the logical connection of listening materials and infer implicit information; use target language accurately and fluently in real communication scenarios. 教学过程 Step 1: Lead-in (Warm-up and Word Preview) The teacher starts the class with a question: “Have you ever met some mysterious things in your life? Or have you heard about cybercrimes? How do you feel about them?” Then, the teacher shows some pictures related to the theme of Unit 4, such as artificial intelligence, spectacular scenery, and cybercrime scenes, and guides students to discuss the pictures in pairs. During the discussion, the teacher naturally presents 3-4 core words of Unit 4, such as mysterious, artificial, spectacular, and cybercrime, reads the words aloud, explains their basic meanings and simple collocations, and asks students to repeat after the teacher to familiarize themselves with the pronunciation. After that, the teacher organizes a “Word Guessing Game”. The teacher describes the meaning of the word in simple English, and students guess the corresponding word. For example, “It means something made by humans, not natural.” (artificial); “It means a crime done using the Internet.” (cybercrime); “It means very beautiful and amazing, especially to the eyes.” (spectacular). After students guess the words correctly, the teacher writes them on the blackboard and supplements more collocations, such as artificial intelligence, mysterious disappearance, spectacular scenery, cybercrime prevention. Design Intention: The warm-up question and picture display can quickly attract students’ attention, arouse their learning interest, and connect the theme of the unit with students’ real life, making the learning of new words more contextualized. The Word Guessing Game adopts an interactive form, which can help students quickly memorize the basic meanings of words in a relaxed atmosphere, lay a foundation for the subsequent listening and speaking activities, and also cultivate students’ listening and response abilities. Step 2: Word Learning (In-depth Mastery) In this part, the teacher focuses on teaching 8-10 core words of Unit 4, including estimate, evolve, alternative, superior, elegant, hack, extend, universally, based on the word preview. The teaching of each word follows the principle of “pronunciation - meaning - collocation - example - practice”, ensuring that students can master the words in depth. For pronunciation, the teacher first reads the word aloud, pays attention to the stress and intonation, and asks students to read individually and in groups to correct their pronunciation errors in time. For example, the stress of “estimate” is on the first syllable /ˈestɪmeɪt/, and the stress of “alternative” is on the second syllable /ɔːlˈtɜːnətɪv/; the teacher emphasizes the difference between the verb and noun pronunciation of “estimate” to avoid students’ confusion. For meaning and collocation, the teacher combines specific contexts and examples to help students understand. For example, when teaching “evolve”, the teacher says: “Many species evolve gradually over time to adapt to the changing environment. For example, humans evolved from apes.” Then, the teacher supplements the collocation “evolve from... to...”. When teaching “superior”, the teacher explains its meaning of “better than others of the same type” and the collocation “be superior to”, and gives an example: “This kind of material is superior to that one in quality.” After explaining each word, the teacher designs simple oral practice activities. For example, ask students to make sentences with the target words in pairs, and then invite several groups to present their sentences to the whole class. The teacher comments on the sentences, affirms the correct expressions, and corrects the inappropriate collocations or grammatical errors. In addition, the teacher also arranges a “Word Collocation Matching” activity: prepare some word cards, including nouns and verbs/adjectives, and ask students to match the collocations correctly, such as “extend the range”, “universally accepted”, “elegant style”, “hack a computer”. For confusing words, the teacher carries out comparative teaching. For example, compare “artificial” and “artistic”: “Artificial means made by humans, not natural, such as artificial flowers; artistic means related to art or having artistic ability, such as an artistic person.” Compare “estimate” and “calculate”: “Estimate means to form an idea of something without calculating it exactly, while calculate means to find the exact value by using numbers.” Design Intention: This part focuses on the in-depth learning of core words, following the law of language learning from shallow to deep. The combination of pronunciation, meaning, collocation and examples helps students establish a complete cognitive system of words, instead of mechanical memory. Oral practice and matching activities enable students to apply the learned words in practice in time, deepen their memory and improve their ability to use words flexibly. Comparative teaching of confusing words can help students distinguish the differences between similar words and avoid misuse in subsequent listening and speaking. Step 3: Listening Practice (Comprehension and Application) The listening practice is divided into three parts: pre-listening, while-listening and post-listening, which is carried out step by step to help students improve their listening comprehension ability and lay a foundation for speaking activities. Pre-listening: The teacher briefly introduces the background of the listening material. The listening material is about a discussion between two students, Tom and Lily, about cybercrimes and how to prevent them. The teacher asks students to predict the content of the listening material according to the theme and the core words they have learned, such as “What do you think Tom and Lily will talk about? What measures will they mention to prevent cybercrimes?” Then, the teacher reminds students to pay attention to the key information such as time, characters and opinions in the listening material, and teaches them simple listening strategies: circle the key words when listening, pay attention to the logical connection words such as but, however, so, and infer the implicit meaning according to the intonation and context. While-listening: The teacher plays the listening material twice. For the first time, students are asked to listen carefully and grasp the main idea of the material, and then answer the question: “What is the main topic of Tom and Lily’s discussion?” After students answer, the teacher checks and summarizes the main idea: They are discussing different types of cybercrimes and the ways to prevent them. For the second time, students are asked to listen carefully again, fill in the blanks with the core words they have learned, and answer the detailed questions. The blanks are mainly related to the core words of the unit, such as cybercrime, hack, protect, personal information, etc. The detailed questions include: “What types of cybercrimes are mentioned in the conversation?”, “What advice does Lily give to prevent cybercrimes?” During the listening process, the teacher observes students’ performance, and if most students have difficulty in filling in the blanks or answering questions, the teacher can play the corresponding part of the listening material again. After the listening, the teacher checks the answers with the whole class, explains the difficult points in the listening material, such as difficult sentences or new expressions, and emphasizes the usage of core words in the listening context. Post-listening: The teacher organizes students to carry out a “Listening Retelling” activity. Students work in groups of 3-4, and retell the main content of the listening material with the help of the key words and sentences they have heard. The teacher requires students to use as many core words of the unit as possible, such as cybercrime, hack, protect, extend, etc. After each group finishes retelling, the teacher comments, affirms the advantages, and puts forward suggestions for improvement, such as adding more details or using more accurate words. In addition, the teacher designs a “Listening Comprehension and Discussion” activity. The teacher asks students: “Do you agree with the suggestions mentioned in the listening material? What other ways do you think can prevent cybercrimes?” Students discuss in pairs, and then share their views with the whole class. During the discussion, the teacher guides students to use the core words and sentence patterns they have learned, such as “I think we should...”, “We can protect our personal information by...”, “Hacking is a kind of cybercrime that we should prevent.” Design Intention: The three-step listening practice conforms to the law of listening comprehension, from grasping the main idea to understanding the details, and then to retelling and discussion, which can gradually improve students’ listening ability. Pre-listening prediction helps students establish a connection between the known and the unknown, and improve their listening efficiency. While-listening practice focuses on the application of core words, which can deepen students’ memory of words and their understanding of the context. Post-listening retelling and discussion not only test students’ listening comprehension ability, but also lay a foundation for the subsequent speaking activities, and cultivate students’ logical thinking and oral expression ability. Step 4: Speaking Practice (Expression and Communication) The speaking practice is carried out around the theme of “Cybercrimes and Prevention” and “Cultural Differences in Communication”, combining the core words and listening content learned, and is divided into two parts: basic practice and comprehensive practice, to help students improve their oral expression ability and communication ability. Basic Speaking Practice: The teacher designs a “Sentence Making and Dialogue” activity. First, the teacher gives some sentence patterns related to the theme, such as “I think... is a serious cybercrime because...”, “We should take measures to... to prevent cybercrimes.”, “Compared with..., I prefer... because it is more superior.” Then, students work in pairs to make dialogues according to the sentence patterns and core words. For example, Student A: “I think hacking is a serious cybercrime because it can steal people’s personal information.” Student B: “I agree with you. We should protect our personal information and not tell others our passwords easily.” The teacher walks around the classroom, guides students to use the core words and sentence patterns correctly, and corrects their pronunciation and grammatical errors in time. After the dialogue practice, the teacher invites several pairs of students to present their dialogues to the whole class. The teacher comments on their performance, focusing on the accuracy of word usage, the fluency of expression and the appropriateness of the dialogue content, and encourages students to speak boldly and confidently. Comprehensive Speaking Practice: The teacher organizes a group discussion with the topic “How to Protect Ourselves from Cybercrimes in Daily Life”. Students are divided into groups of 4-5, and each group elects a leader to organize the discussion. The teacher puts forward specific requirements for the discussion: each student must speak at least once, use at least 3 core words of the unit, and the discussion should have a clear logical structure, including the types of cybercrimes, the harms of cybercrimes, and the prevention measures. During the discussion, the teacher walks around each group, provides guidance when students have difficulties, such as reminding them to use the core words or sentence patterns, and encourages students to express their own views and listen to the views of others. After the group discussion, each group sends a representative to report the results of the discussion to the whole class. The representative should summarize the views of the group, and the other students can ask questions or put forward supplementary opinions after the report. For example, if a group mentions “We can use anti-virus software to prevent cybercrimes”, other students can ask: “What kind of anti-virus software do you think is better?” The teacher guides the students to carry out in-depth discussions, and emphasizes the correct use of core words and the fluency and logic of expression. In addition, the teacher designs a “Role-play” activity. The roles include a reporter, a cyber security expert, and a student who has encountered cybercrimes. The reporter interviews the cyber security expert and the student, asking about the types of cybercrimes, the experiences of being attacked by cybercrimes, and the prevention measures. Students are free to choose roles, work in groups to design the dialogue content, and then perform the role-play in front of the whole class. The teacher requires students to use as many core words and sentence patterns as possible, and pay attention to the appropriateness of the language in different roles. Design Intention: Basic speaking practice helps students consolidate the core words and sentence patterns they have learned, and lay a foundation for comprehensive oral expression. Comprehensive speaking practice, including group discussion and role-play, creates a real communication scenario for students, enabling them to apply the learned language knowledge in real communication, improve their oral expression ability and communication ability. Group discussion also cultivates students’ cooperative learning ability and logical thinking ability, and role-play makes students experience different communication scenarios, improve their ability to use language flexibly, and enhance their cultural awareness in communication. Step 5: Summary and Consolidation First, the teacher leads students to summarize the content of this class. The teacher asks students to review the core words they have learned in this class, and invites students to list the words and their collocations. Then, the teacher summarizes the key points of listening and speaking: the skills of grasping the main idea and details in listening, and the methods of using core words and sentence patterns to express opinions in speaking. The teacher also emphasizes the importance of the four-dimensional core literacy in this class, such as how to improve language ability through word learning and listening and speaking practice, how to cultivate cultural awareness and thinking quality through discussion and role-play, and how to improve learning ability through autonomous and cooperative learning. Then, the teacher arranges the consolidation tasks. The tasks are divided into two parts: individual tasks and group tasks. Individual tasks: 1. Recite the core words of Unit 4 and their collocations, and make 5 sentences with the target words. 2. Listen to the listening material again after class, and write a short retelling (about 50 words) of the listening content. Group tasks: Work in groups to design a poster about “Cybercrime Prevention”, using the core words and sentence patterns learned in this class, and present the poster in the next class. Design Intention: The summary links help students sort out the knowledge learned in this class, form a systematic knowledge structure, and deepen their understanding and memory of the key points. The consolidation tasks combine individual and group tasks, which not only can consolidate the knowledge learned by students individually, but also can cultivate students’ cooperative learning ability and innovative ability through group tasks. The poster design task also combines language learning with practical operation, making the learning of English more interesting and practical. 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 $