Unit 3 Friends and Friendship-Listening, Understanding and Communicating 教案-2025-2026学年高中英语重大版必修第二册

Unit 3 Friends and Friendship-Listening, Understanding and Communicating 教学目标和重难点 教学目标 This listening lesson focuses on the theme of friends and friendship, aiming to develop students’ four-dimensional key competencies. Language competence is cultivated by guiding students to understand listening materials about friendship, master key words and functional expressions related to interpersonal communication, and improve their ability to capture key information and understand implied meanings. Cultural awareness is enhanced by helping students perceive the similarities and differences of friendship concepts in different cultural contexts and cultivate respect for diverse cultures. Thinking quality is developed through guiding students to analyze the logical relationship of listening content, infer the speakers’ attitudes and intentions, and form critical thinking. Learning ability is promoted by encouraging students to use effective listening strategies, participate in cooperative learning actively, and summarize listening experience independently to lay a foundation for lifelong learning. 教学重难点 Key points of this lesson include: understanding the main idea and key details of listening materials (such as the problems in friendship and solutions), mastering key vocabulary and expressions about friendship and communication (e.g., misunderstand, forgive, support, get along with), and applying basic listening strategies (predicting, capturing key information, inferring). Difficult points are: inferring the speakers’ true attitudes and implied meanings through intonation and context, overcoming the interference of new words and colloquial expressions in listening, and flexibly using the learned content to communicate and express their own views on friendship in English, especially in simulating real communication scenarios related to friendship. 教学过程 Pre-Listening: Lead-in and Preparation The teacher starts the class with a warm-up activity: showing pictures of different friendship scenarios (e.g., students helping each other with studies, friends chatting happily, resolving conflicts between friends) on the screen, and asks students to look at the pictures and discuss briefly in pairs: “What do you think they are talking about? What kind of friendship do these pictures show?” After 3 minutes of pair discussion, invite 2-3 groups to share their opinions. Then, the teacher introduces the theme of this lesson: “Today we will listen to some materials about friends and friendship, and learn how to understand others’ opinions on friendship and communicate effectively with friends when there are problems.” Next, the teacher presents key vocabulary and expressions related to the listening materials, including nouns (friendship, misunderstanding, conflict, support), verbs (misunderstand, forgive, comfort, resolve), and functional sentences (I think…, Why don’t you…, It’s better to…, I’m sorry that…). The teacher pronounces each word and sentence clearly, and asks students to follow along, correcting their pronunciation and intonation in time. Then, the teacher guides students to predict the listening content: “According to the theme of friendship and the key words we just learned, what do you think the listening materials will talk about? Will they talk about happy moments between friends or problems in friendship?” Students are encouraged to express their predictions freely, and the teacher writes down the key prediction points on the blackboard. Design Intent: The warm-up activity with pictures stimulates students’ interest in learning and activates their prior knowledge about friendship, making them quickly enter the theme of the lesson. The presentation of key vocabulary and expressions helps students remove language barriers in listening, laying a solid foundation for understanding the listening materials. The prediction link cultivates students’ listening strategy awareness, guides them to use contextual clues to predict the listening content, and improves their listening efficiency. While-Listening: Comprehension and Skill Training This part is divided into three steps: listening for the main idea, listening for key details, and listening for implied meanings, with each step focusing on different listening skills and combining corresponding tasks to help students deepen their understanding of the listening materials. First, listen for the main idea. The teacher plays the listening material for the first time (the material includes two dialogues: one is about a girl complaining to her friend about a misunderstanding with her best friend, and the other is about two friends discussing how to maintain a long friendship). After playing, the teacher asks students to answer two questions: “How many dialogues are there in the listening material? What is the main topic of each dialogue?” Students can answer individually or in pairs, and the teacher checks the answers and summarizes: “There are two dialogues. The first dialogue is about a misunderstanding between friends, and the second is about how to maintain friendship.” At the same time, the teacher guides students to summarize the method of listening for the main idea: “When listening for the main idea, we should not pay too much attention to individual words or sentences, but focus on the overall content and grasp the core information of the dialogue.” Second, listen for key details. The teacher distributes task sheets to students, which include blank filling and short answer questions related to key details of the listening materials. For example, for the first dialogue: “What caused the misunderstanding between the girl and her best friend? What did the girl do wrong?” For the second dialogue: “What suggestions do the two friends put forward to maintain friendship?” Then, the teacher plays the listening material twice. For the first time, students listen and fill in the blanks roughly; for the second time, they check and supplement the answers, and answer the short answer questions. After completing the tasks, the teacher invites students to share their answers, corrects the wrong answers, and explains the key points and difficult points in the listening materials, such as the understanding of colloquial expressions (e.g., “I didn’t mean to…” “It’s no big deal”) and the capture of time, reasons, and suggestions. The teacher also guides students to sort out the key details of the two dialogues and write them on the blackboard to help students form a clear framework of the listening content. Third, listen for implied meanings. On the basis of understanding the main idea and key details, the teacher guides students to listen to the listening material again, focusing on the speakers’ intonation, tone, and choice of words, and asks students to infer the speakers’ attitudes and implied meanings. For example: “In the first dialogue, what is the girl’s attitude towards the misunderstanding? Is she sad, angry, or regretful? How can you tell? In the second dialogue, which suggestion does the boy prefer? Why?” Students are organized to discuss in groups of 4, and each group selects a representative to share their inferences and the basis for them. The teacher comments on students’ answers, emphasizes that intonation and context are important clues to infer implied meanings, and summarizes the method of inferring implied meanings in listening: “We should combine the speakers’ tone, intonation, and the context of the dialogue to understand their true intentions, not just the literal meaning of the words.” Design Intent: The step-by-step listening training from main idea to key details to implied meanings conforms to the law of students’ listening comprehension, helping students gradually improve their listening ability. The design of different tasks (blank filling, short answer questions, group discussion) not only mobilizes students’ enthusiasm for participation but also trains their ability to apply listening strategies. The explanation of key and difficult points helps students solve the problems encountered in listening in time, and the guidance of listening methods lays a foundation for their independent listening in the future. Post-Listening: Consolidation and Communication This part focuses on consolidating the listening content, applying the learned knowledge and skills, and realizing the transformation from listening understanding to oral communication, so as to achieve the teaching goal of “listening and communicating”. First, role-play. The teacher divides students into groups of 2-3, and assigns roles according to the two dialogues in the listening materials (e.g., in the first dialogue, one student plays the girl who has a misunderstanding, and the other plays her friend who comforts her; in the second dialogue, two students play the two friends who discuss how to maintain friendship). Students are required to imitate the intonation and tone of the speakers in the listening materials, complete the role-play, and can appropriately add their own words and expressions on the basis of the original dialogue to make the communication more natural and real. During the role-play, the teacher walks around the classroom, observes students’ performance, and gives timely guidance on their pronunciation, intonation, and expression, helping students improve their oral expression ability. Second, group discussion. The teacher puts forward a practical topic related to the lesson: “What should we do when we have a misunderstanding with our friends? What are the important factors to maintain a good friendship?” Students are organized to discuss in groups of 4-5, and each group is required to put forward at least 3 suggestions and explain the reasons. During the discussion, the teacher encourages students to use the key vocabulary and functional expressions learned in the lesson (e.g., forgive each other, communicate frankly, support each other, understand each other) to express their views. After the discussion, each group selects a representative to make a presentation in front of the whole class, and other groups can ask questions or supplement their opinions. The teacher comments on students’ presentations, affirms their positive performance, and supplements and improves their suggestions, guiding students to establish a correct view of friendship. Third, summary and extension. The teacher summarizes the key points of this lesson with students: reviewing the key vocabulary and expressions about friendship and communication, the listening strategies (predicting, capturing key details, inferring implied meanings), and the methods of communicating with friends when there are problems. Then, the teacher puts forward an extension task: “After class, interview your deskmate or good friend in English, ask them about their views on friendship, and take notes. Next class, we will invite some students to share their interview results.” Design Intent: Role-play helps students deepen their understanding of the listening content, imitate the language expression in real communication scenarios, and improve their oral expression ability and communicative competence. Group discussion combines the listening content with students’ real life, stimulates students’ thinking, and enables them to apply the learned knowledge to practice, realizing the integration of listening and speaking. The extension task extends the teaching content from the classroom to daily life, encourages students to use English in real scenarios, and cultivates their ability to use language comprehensively. Teaching Reflection (Embedded in the Process) In the whole teaching process, the teacher pays attention to the dominant position of students, designs various interactive activities to mobilize students’ enthusiasm for participation, and guides students to learn actively and independently. The step-by-step listening training conforms to the cognitive law of senior high school students, helping students gradually improve their listening ability. At the same time, the teacher pays attention to the cultivation of students’ four-dimensional key competencies, integrates language competence, cultural awareness, thinking quality, and learning ability into each teaching link. However, in the teaching process, we should also pay attention to the individual differences of students. For students with poor listening ability, we should give more guidance and help, such as playing the listening material more times or providing appropriate hints, to ensure that every student can gain something in the lesson. 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 $