Unit 4 Technology-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 4 Technology-Listening and speaking 教学目标和重难点 教学目标 Language Competence: Master listening and speaking skills related to technology, understand technological topics and core information, and use appropriate expressions to talk about technology’s influence. Cultural Awareness: Understand the impact of technology on global life and respect diverse views on technological development. Thinking Quality: Develop logical thinking to analyze technology’s pros and cons and critical thinking to evaluate technological applications. Learning Ability: Cultivate autonomous listening and cooperative speaking habits to improve independent and collaborative learning skills. 教学重难点 Key Points: Understand the listening materials about technology application and development, extract key information such as technological functions and influences; master core sentences for describing technology, putting forward opinions and pros and cons. Difficult Points: Distinguish different speakers’ views in listening accurately; express opinions on technology naturally and logically with correct grammar and appropriate vocabulary. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing pictures and short video clips of common technological products in daily life, such as smart phones, AI speakers, smart homes and self-driving cars. After playing the video, the teacher asks open-ended questions to guide students to talk freely: “What technological products do you use every day? How do they change your life? Do you think technology is always good for us?” Then, the teacher invites 3-4 students to share their answers with the whole class, and gives simple comments and guidance, such as correcting small pronunciation errors and supplementing relevant expressions, like “facilitate our life”, “improve work efficiency” and “bring potential risks”. Design Intention: This lead-in links students’ daily life with the unit topic “Technology”, which can quickly arouse students’ interest in learning and activate their existing knowledge and experience about technology. By asking open questions, students are encouraged to express their true thoughts in simple English, laying a foundation for the subsequent listening and speaking activities. Meanwhile, the teacher’s appropriate guidance helps students accumulate basic expressions related to the topic, reducing the difficulty of subsequent learning. Step 2: Pre-listening (Vocabulary and Prediction) First, the teacher presents the key vocabulary and phrases in the listening materials on the blackboard or multimedia courseware, including “artificial intelligence (AI)”, “digital technology”, “online education”, “data security”, “privacy”, “innovation” and “impact”. For each word or phrase, the teacher explains its meaning in simple English, combines it with simple example sentences, and guides students to read it aloud repeatedly to ensure that students can recognize and understand these words when listening. For example, when explaining “data security”, the teacher says: “Data security means keeping our personal information, such as phone numbers and passwords, safe and not being stolen by others.” Then, the teacher introduces the background of the listening materials briefly: “Today we will listen to two conversations. The first one is between a teacher and a student, talking about the impact of AI on education. The second one is a discussion among three students about the advantages and disadvantages of digital technology in daily life.” After that, the teacher asks students to predict the content of the listening materials based on the background introduction and the key vocabulary: “What do you think they will talk about? What advantages or disadvantages of AI in education may they mention?” Students can discuss in pairs for a short time, and then the teacher invites several groups to share their predictions. Design Intention: Pre-listening vocabulary teaching helps students remove language barriers in listening, avoiding the situation that they cannot understand the listening content due to unfamiliar words. The prediction activity can activate students’ thinking, make them pay more attention to the key information in the listening materials, and improve their listening efficiency. Pair discussion also cultivates students’ cooperative learning ability and lays a foundation for the smooth development of listening activities. Step 3: While-listening (Comprehension and Practice) This step is divided into two parts according to the two listening materials, and adopts the layered listening method to help students gradually master the listening skills and understand the content. For the first listening material (conversation between teacher and student about AI in education): First listening: Students are required to listen carefully and answer two general questions: 1. What is the main topic of the conversation? 2. Does the student support the application of AI in education? After listening, the teacher invites students to answer the questions, checks their understanding of the main idea, and summarizes the main content of the conversation: The conversation mainly discusses the impact of AI on education, and the student holds a supportive attitude. Second listening: Students are asked to listen again and fill in the blanks. The blanks mainly involve key information such as the advantages of AI in education mentioned in the conversation, such as “AI can provide personalized learning plans for students”, “AI can help teachers correct homework more efficiently” and “AI can make learning more interesting”. After listening, the teacher checks the answers with the whole class, explains the key sentences and difficult points in the blanks, and guides students to read these sentences aloud to strengthen their memory. For the second listening material (discussion among three students about digital technology’s pros and cons): First listening: Students need to listen and identify the main views of each speaker: Speaker 1 mainly talks about the advantages of digital technology (convenient communication, rich information sources); Speaker 2 focuses on the disadvantages (addiction to electronic devices, damage to eyesight); Speaker 3 puts forward a balanced view (we should make good use of digital technology and avoid its negative impact). After listening, the teacher organizes students to discuss in groups, confirm the views of each speaker, and then invites representatives of each group to report the results. Second listening: Students listen again and take notes, recording the specific reasons or examples mentioned by each speaker to support their views. For example, Speaker 1 says “We can communicate with friends far away through video calls”, Speaker 2 mentions “Many students spend too much time playing mobile phones and neglect their studies”, and Speaker 3 suggests “We can set a time limit for using electronic devices every day”. After listening, students exchange their notes in pairs, supplement each other’s information, and the teacher randomly checks several students’ notes to ensure that they can extract detailed information. Design Intention: The layered listening method (from general idea to detailed information) conforms to the law of students’ listening comprehension, helping students gradually deepen their understanding of the listening materials. The design of different types of tasks (answering questions, filling in blanks, taking notes) not only trains students’ listening skills of grasping main ideas and key details, but also exercises their ability to process information. Group discussion and pair exchange in the process can promote students’ mutual learning and improve their cooperative learning ability. Step 4: Post-listening (Consolidation and Extension) First, the teacher organizes a summary activity. The teacher invites students to retell the content of the two listening materials in their own words, either individually or in pairs. When students retell, the teacher gives appropriate prompts and guidance, such as reminding them of key vocabulary and sentences, and correcting their grammatical errors and inappropriate expressions. After several students retell, the teacher summarizes the key points of the listening materials, emphasizes the core information and key expressions, and helps students consolidate what they have learned in listening. Then, the teacher carries out a vocabulary and sentence consolidation exercise. The teacher presents several incomplete sentences on the courseware, and asks students to fill in the blanks with the key vocabulary and phrases learned in the pre-listening and while-listening links. For example: 1. With the development of ______, our life has become more and more convenient. (artificial intelligence) 2. Digital technology has many advantages, but it also brings some ______, such as data security problems. (risks) 3. We should ______ digital technology to improve our study and work efficiency. (make good use of) After students finish filling in the blanks, the teacher checks the answers, and guides students to read the complete sentences aloud to strengthen their mastery of vocabulary and sentences. In addition, the teacher extends the listening content to real life, and asks students to think about a question: “Combined with the listening materials and your own experience, what other impacts does technology have on our study, work and life? What should we do to make better use of technology?” Students can discuss this question in groups of 4-5, and each group appoints a recorder to record the key points of the discussion. Design Intention: The retelling activity helps students consolidate the listening content, improve their oral expression ability and information organization ability. The vocabulary and sentence consolidation exercise can strengthen students’ mastery of key language points, laying a foundation for the subsequent speaking activities. The group discussion on extended questions connects the listening content with real life, guides students to think deeply about the topic of technology, and cultivates their critical thinking and logical thinking ability. Step 5: Speaking (Practice and Expression) This link is divided into two parts: guided speaking and free speaking, to help students gradually improve their oral expression ability and use the learned language points flexibly. Part 1: Guided Speaking The teacher presents a situational dialogue on the courseware, which is related to the topic of “AI in daily life”. The dialogue includes the key sentences and expressions learned in the listening link, such as “I think AI is very helpful in our daily life because...”, “However, AI also has some disadvantages, for example...”, “In my opinion, we should...”. The teacher first reads the dialogue with a student as a model, then guides students to practice the dialogue in pairs. During the practice, the teacher walks around the classroom, observes students’ practice situation, and gives timely guidance to students who have difficulties, such as helping them organize their language, correct pronunciation and intonation, and remind them to use the key expressions correctly. After the pair practice, the teacher invites several pairs to perform the dialogue in front of the whole class, and gives positive comments and suggestions, affirming their advantages and pointing out areas for improvement. Part 2: Free Speaking On the basis of guided speaking, the teacher sets a more open speaking task: “Suppose you are having a discussion with your classmates about the impact of technology on teenagers. You can talk about the advantages, disadvantages, and your own suggestions. Try to use the key vocabulary and sentences we have learned today.” Students are allowed to choose their partners freely, discuss for a period of time, and then each group sends a representative to make a 2-3 minute speech in front of the whole class. When students speak, the teacher records their performance, including the use of vocabulary and sentences, the fluency of expression, and the clarity of logic. After all groups finish speaking, the teacher makes a summary comment, affirms the advantages of each group, such as fluent expression, rich content, and correct use of language points, and puts forward suggestions for improvement, such as paying attention to pronunciation and intonation, organizing language more logically, and adding more specific examples. In addition, the teacher encourages students to ask questions to the speakers, such as “Do you think there are other disadvantages of technology for teenagers?” “What specific suggestions do you have for us to use technology correctly?” This not only enriches the speaking activity, but also improves students’ listening and response ability. Design Intention: Guided speaking helps students adapt to the speaking task gradually, reduce their speaking anxiety, and master the key expressions and sentence patterns flexibly. Free speaking provides students with more space for expression, allowing them to use the learned language points to express their own views, improving their oral fluency and logical thinking ability. The interactive link of asking questions can enhance students’ participation and cultivate their listening and response ability. The teacher’s timely guidance and positive comments can help students build confidence in speaking English and stimulate their enthusiasm for oral practice. Step 6: Summary and Homework Summary: The teacher leads students to review the content of this class together. First, review the key vocabulary and phrases related to technology, such as AI, digital technology, data security, etc.; then, sort out the key listening skills learned, such as grasping the main idea, extracting key details, and distinguishing speakers’ views; finally, summarize the key expressions for speaking about technology’s pros and cons. The teacher emphasizes that in this class, we not only improved our listening and speaking skills, but also learned to view technology from a dialectical perspective, which helps us cultivate critical thinking. Homework: 1. Listen to the listening materials again after class, and retell the content to your family or classmates in English. 2. Write a short passage (80-100 words) about your views on technology, using the key vocabulary and sentences learned today. 3. Have a discussion with your partners after class about a specific technological product (such as smart phones, AI speakers), and talk about its advantages, disadvantages and improvement suggestions. Design Intention: The summary link helps students sort out the knowledge and skills learned in this class, strengthen their memory and understanding, and form a systematic knowledge framework. The homework design is closely linked to the class content, which not only consolidates the listening and speaking skills and language points learned in class, but also extends the learning to after class, promoting students’ autonomous learning and cooperative learning. The combination of oral retelling, writing and after-class discussion can comprehensively improve students’ comprehensive language application 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 $