Unit 2 Live longer, live better-Listening and speaking 教案-2025-2026学年高中英语沪教版选择性必修第四册

Unit 2 Live longer, live better-Listening and speaking 教学目标和重难点 教学目标 It focuses on developing students’ language ability to listen for key information and express views on healthy aging. It cultivates cultural awareness of diverse elderly care models, improves thinking quality through logical discussion, and fosters autonomous learning ability via cooperative activities. 教学重难点 Key: Mastering expressions about healthy living and elderly care; accurately extracting specific information from listening materials. Difficulty: Using target language flexibly to discuss aging issues and put forward reasonable suggestions logically. 教学过程 Step 1: Lead-in — Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing a group of contrastive pictures: one picture shows elderly people staying at home alone, looking lonely and inactive; the other shows elderly people doing square dances, learning calligraphy, and traveling with friends, looking energetic and happy. Then the teacher asks two guiding questions: “What do you think of the life of the elderly in the two pictures?” “What does ‘live longer, live better’ mean to you?” After asking the questions, the teacher invites 3-4 students to share their views freely. During the sharing process, the teacher positively affirms students’ ideas and guides them to use simple English expressions related to aging and healthy living, such as “healthy diet”, “regular exercise”, “keep a positive attitude”, etc. Then the teacher writes these expressions on the blackboard and briefly explains their usage, laying a foundation for the subsequent listening and speaking activities. Design Intention: The contrastive pictures can quickly attract students’ attention and arouse their emotional resonance, making them naturally enter the theme of “live longer, live better”. The guiding questions are closely related to students’ daily life and life experience, which can lower the threshold of expression and encourage students to actively participate in classroom interaction. Meanwhile, by sorting out and explaining key expressions in advance, it helps students eliminate language barriers in the follow-up listening and speaking, and effectively activates their prior knowledge about healthy aging. Step 2: Pre-listening — Preview Vocabulary and Predict Listening Content First, the teacher presents the key vocabulary and phrases in the listening materials through PPT, including “elderly care”, “nursing home”, “physical examination”, “mental health”, “balanced diet”, “moderate exercise”, “loneliness”, “emotional support” and so on. For each vocabulary and phrase, the teacher pronounces it clearly twice, and invites students to follow the pronunciation, correcting their incorrect pronunciation in time. Then, the teacher explains the meaning of the vocabulary and phrases in simple English, and combines them with simple example sentences to help students understand their usage, such as “Elderly care is very important for the elderly to live a happy life.” “We should give more emotional support to the elderly to help them get rid of loneliness.” After the vocabulary preview, the teacher introduces the background of the listening materials: “Today we will listen to two dialogues. The first dialogue is between a doctor and an elderly man, talking about how to keep healthy in old age. The second dialogue is between two students, discussing the ways of elderly care in different societies.” Then the teacher asks students to predict the content of the listening materials according to the background introduction and the previewed vocabulary. The teacher can guide students to put forward questions such as “What advice will the doctor give to the elderly man?” “What are the different ways of elderly care mentioned in the dialogue?” and asks students to write down their predictions on the exercise book. Design Intention: Vocabulary is the foundation of listening and speaking. Previewing key vocabulary before listening can help students avoid misunderstanding the listening content due to unfamiliar words, and improve their listening efficiency. The way of combining pronunciation correction and example sentence explanation helps students master the usage of vocabulary in context, rather than just memorizing the meaning mechanically. Predicting the listening content can stimulate students’ listening motivation, make them listen with purpose, and cultivate their ability to predict information based on existing clues, which is in line with the requirements of English learning activity view. Step 3: While-listening —Listen and Extract Information This link is divided into two parts: listening to the first dialogue and listening to the second dialogue, and adopts the method of layered listening to help students gradually grasp the listening content. First, listen to the first dialogue (doctor and elderly man). The first listening requires students to grasp the main idea of the dialogue. After listening, the teacher asks: “What is the main topic of the dialogue?” Then invites students to answer, and summarizes: “The dialogue mainly talks about the doctor’s advice on how the elderly man can keep healthy, including diet, exercise and mental health.” The second listening requires students to extract specific information. The teacher presents a form on the PPT, which includes three columns: “Aspects of Health”, “Doctor’s Advice” and “Reasons”. Students are asked to fill in the form while listening. After listening, the teacher invites students to share their answers, checks and corrects them, and emphasizes the key information in the dialogue, such as “You should have a balanced diet, eat more vegetables and fruits, and avoid too much meat and sugar.” “You should do moderate exercise every day, such as walking and tai chi, which is good for your heart and bones.” “You should keep a positive attitude, make more friends and participate in community activities to avoid loneliness.” Then, listen to the second dialogue (two students discussing elderly care). The first listening requires students to judge whether the following statements are true (T) or false (F). The statements are: 1. In some Western countries, most elderly people live in nursing homes. 2. In China, most elderly people live with their children. 3. Nursing homes can provide professional care for the elderly, but they may make the elderly feel lonely. 4. Living with children can make the elderly feel warm, but it may bring pressure to the children. After listening, students exchange their answers in pairs, and then the teacher explains the correct answers and analyzes the reasons for the wrong answers. The second listening requires students to take notes on the advantages and disadvantages of different elderly care methods mentioned in the dialogue. After listening, the teacher organizes students to share their notes, and summarizes the advantages and disadvantages of living in nursing homes and living with children: Living in nursing homes: advantages — professional care, regular physical examination, more companions; disadvantages — lack of family care, may feel lonely. Living with children: advantages — full of family warmth, emotional support; disadvantages — may bring pressure to children, lack of professional care. During the listening process, the teacher can play the recording repeatedly according to the students’ listening situation, and remind students to pay attention to the pronunciation, intonation and pause of the speaker, which helps students better understand the emotional connotation and logical relationship of the dialogue. At the same time, the teacher guides students to use listening strategies such as catching key words and taking simple notes, such as using “diet” “exercise” to record the key points of the doctor’s advice, and using “pros” and “cons” to record the advantages and disadvantages of elderly care methods. Design Intention: Layered listening is in line with the law of students’ cognitive development. From grasping the main idea to extracting specific information, it gradually deepens the requirements, helps students build confidence in listening and improves their listening ability step by step. The form filling and true-false judgment tasks make the listening activity more targeted, and can effectively test students’ listening effect. Guiding students to use listening strategies helps them master scientific listening methods, which is conducive to their long-term English learning. Repeating the recording appropriately ensures that most students can keep up with the teaching progress and achieve the listening goal. Step 4: Post-listening — Consolidate and Extend, Improve Speaking Ability This link is divided into three parts: retelling the listening content, group discussion and role-play, which realizes the transformation from listening input to speaking output, and helps students consolidate the learned knowledge and improve their speaking ability. First, retell the listening content. The teacher asks students to retell the two dialogues respectively in pairs. One student retells the first dialogue (doctor and elderly man), and the other retells the second dialogue (two students discussing elderly care). During the retelling process, students are required to use the key vocabulary and expressions previewed before, and ensure the logic and fluency of the retelling. After the pair retelling, the teacher invites 2-3 groups to present their retelling results in front of the class, and gives comments and guidance: affirm the advantages of the retelling, such as accurate use of vocabulary and clear logic; point out the deficiencies, such as incomplete content and unsmooth expression, and give suggestions for improvement. For example, if a student forgets to mention the doctor’s advice on mental health, the teacher can remind him: “You did a good job, but you missed an important point. The doctor also advised the elderly man to keep a positive attitude and make more friends. Can you add it?” Design Intention: Retelling is an effective way to consolidate listening input. It can help students review the key content of the listening materials, flexibly use the learned vocabulary and expressions, and improve their language organization and expression ability. Pair retelling provides a relaxed language environment for students, reduces their speaking pressure, and enables each student to have the opportunity to practice speaking. The teacher’s comments and guidance can help students find their own deficiencies and improve their speaking level in a targeted way. Second, group discussion. The teacher puts forward the discussion topic: “With the aging of society, more and more elderly people need care. What is the best way to help the elderly live longer and better? Please combine the listening content and your own experience to discuss and put forward your own suggestions.” Then the teacher divides students into groups of 4-5, and assigns roles to each group: recorder (responsible for recording the group’s suggestions), speaker (responsible for presenting the group’s views), and supervisor (responsible for ensuring that everyone participates in the discussion). During the discussion, the teacher walks around the classroom, observes the discussion situation of each group, and provides guidance when necessary. For example, if a group has no ideas, the teacher can guide them: “You can think from the aspects of diet, exercise, mental health and elderly care methods mentioned in the listening materials.” If a student has difficulty expressing his views in English, the teacher can remind him to use the key expressions learned before, such as “We suggest that the elderly should...” “In our opinion, the best way is...” After the discussion, each group’s speaker presents the group’s suggestions in front of the class. The teacher listens carefully, records the key points of each group’s suggestions, and after all groups finish presenting, summarizes and comments: affirms the reasonable suggestions put forward by each group, such as “Some groups suggest that communities should set up elderly activity centers to provide a place for the elderly to communicate and exercise, which is very practical.”; guides students to supplement and improve their suggestions, such as “If we suggest that the elderly do more exercise, we can also add what kind of exercise is suitable for the elderly, such as walking, tai chi and so on.”; and emphasizes the logicality and fluency of the expression, requiring students to use connecting words such as “firstly”, “secondly”, “besides”, “finally” to organize their language. Design Intention: Group discussion is a kind of cooperative learning activity, which can stimulate students’ thinking, let them exchange views with each other, learn from each other’s strengths, and improve their logical thinking and cooperative communication ability. The discussion topic is closely related to the unit theme and social reality, which can stimulate students’ sense of social responsibility and make them realize the practical significance of learning this unit. Assigning roles to each group ensures that every student can participate in the discussion actively, avoiding the phenomenon that some students are passive in group activities. The teacher’s on-site guidance can help students solve the difficulties encountered in the discussion and ensure the smooth progress of the discussion. Third, role-play. The teacher designs two role-play scenarios based on the listening content and the discussion results: Scenario 1: A doctor and an elderly man. The doctor gives advice on how to keep healthy to the elderly man. Scenario 2: A student and his/her grandparents. The student talks with his/her grandparents about the way of elderly care and puts forward his/her own suggestions. The teacher asks students to choose one scenario in pairs, design the dialogue by themselves, and perform it in front of the class. During the role-play preparation, the teacher reminds students to use the key vocabulary and expressions learned in this class, pay attention to the appropriate tone and intonation, and make the dialogue more real and natural. For example, the doctor’s tone should be gentle and patient, and the elderly man’s tone can be a little helpless but eager to get advice. After the role-play performance, the teacher and other students give comments, focusing on the accuracy of vocabulary and grammar, the fluency of the dialogue, and the appropriateness of the tone and intonation. Design Intention: Role-play can create a real language communication situation for students, let them apply the learned language knowledge to practical communication, and improve their oral expression ability and communication ability. The scenarios designed are close to life, which can stimulate students’ interest in participation and make them more actively involved in the role-play. The comments from teachers and students can help students find their own advantages and disadvantages in oral expression, and continuously improve their speaking level. At the same time, role-play can also cultivate students’ emotional intelligence and empathy, making them better understand the needs and feelings of the elderly. Step 5: Summary and Homework First, summary. The teacher leads students to review the key content of this class: briefly reviews the key vocabulary and expressions about healthy aging and elderly care, summarizes the listening strategies and speaking skills learned in this class, such as how to extract key information in listening, how to organize language in speaking, and how to use connecting words to improve the logicality of expression. Then the teacher emphasizes the theme of the unit again: “Live longer, live better” is not only about living a long life, but also about living a healthy, happy and meaningful life. We should pay more attention to the elderly around us and help them live a better life. Design Intention: Summarizing the key content of the class can help students sort out the knowledge system, consolidate the learned knowledge, and form a complete cognitive structure. Emphasizing the unit theme again can deepen students’ understanding of the theme, and infiltrate emotional education, cultivating their sense of social responsibility and care for the elderly. Then, homework. The teacher assigns two types of homework: 1. Listening homework: Listen to the recording of this class again, and retell the two dialogues in your own words, recording your retelling and sending it to the teacher. 2. Speaking homework: Have a dialogue with your family members about how to help the elderly live longer and better, use the key expressions learned in this class, and write down the main content of the dialogue. 3. Extended homework: Collect information about elderly care methods in different countries, and prepare a short speech (about 100 words) to be shared in the next class. Design Intention: The homework design is closely related to the classroom teaching content, which can help students consolidate the knowledge and skills learned in class. Listening homework can strengthen students’ listening ability and language expression ability; speaking homework combines classroom learning with family life, making English learning closer to life and improving students’ practical application ability; extended homework can expand students’ horizons, let them understand the diversity of elderly care models in different countries, and lay a foundation for the next class’s speech activity. At the same time, the homework is hierarchical, which can meet the needs of different students. 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 $