Unit 4 Parents and Children-Listening, Understanding and Communicating 教案-2025-2026学年高中英语重大版必修第二册

Unit 4 Parents and Children-Listening, Understanding and Communicating 教学目标和重难点 教学目标 This lesson focuses on the theme of parent-child relationships, aiming to cultivate students’ four-dimensional core literacy in English. In terms of language competence, students will master key words and sentence patterns related to parent-child communication, and improve their abilities of listening for specific information and expressing opinions. For cultural awareness, it guides students to understand the diversity of parent-child interaction modes in different cultures and cultivate respect for cultural differences. Regarding thinking quality, it encourages students to analyze the causes of parent-child conflicts and put forward solutions, developing their critical and logical thinking. As for learning ability, it helps students master effective listening strategies and cooperative learning skills, enabling them to actively participate in interactive activities and lay a foundation for lifelong English learning. 教学重难点 The key points of this lesson are: mastering core vocabulary and sentence patterns about parent-child communication, such as “disagree”, “compromise”, “communicate openly” and relevant functional sentences; being able to accurately obtain specific information (such as the causes of conflicts, the attitudes of both sides) from listening materials; and expressing personal views on parent-child communication in simple English. The difficult points lie in: understanding the implied meaning and emotional tendency in the listening materials through intonation and key words; using appropriate language and tone to express different attitudes in simulated parent-child communication scenarios; and applying listening and communication skills to solve practical parent-child conflict problems flexibly. 教学过程 Pre-Listening: Lead-in and Preview (Design Intention: Activate students’ prior knowledge, arouse their interest in the theme, and lay a language foundation for listening and communicating. By connecting with students’ real life, it reduces their listening anxiety and makes them quickly integrate into the lesson.) First, the teacher starts with a free talk: “Do you often have disagreements with your parents? What are the common reasons? For example, about study, hobbies or daily habits?” The teacher invites 2-3 students to share their real experiences in English. This activity closely links the lesson theme with students’ daily life, making students feel that the content is practical and close to them, thus stimulating their enthusiasm to participate in the class. Next, the teacher presents the core vocabulary and functional sentences related to the lesson through pictures and short sentences. The vocabulary includes “conflict”, “misunderstanding”, “explain”, “understand”, “support”, “compromise” and so on. For each word, the teacher matches it with a simple and easy-to-understand example sentence, such as “There is a conflict between my parents and me because I want to play basketball after school.” For functional sentences, the teacher focuses on those used to express disagreements, explanations and compromises, such as “I don’t think it’s necessary to...”, “Let me explain why...”, “How about we compromise and...”. The teacher reads the words and sentences aloud, and asks students to follow along, correcting their pronunciation and intonation in time to ensure that students can pronounce them correctly and understand their meanings. Then, the teacher guides students to predict the content of the listening material. The teacher shows a picture of a parent and a child talking with serious expressions, and asks: “Look at the picture. What do you think they are talking about? What may be the reason for their conversation?” Students are encouraged to discuss in pairs and put forward their own predictions. This link helps students form a preliminary cognitive framework for the listening material, improves their listening pertinence, and cultivates their ability of logical prediction. While-Listening: Comprehension and Analysis (Design Intention: Guide students to listen step by step, from overall understanding to detailed grasping, and then to in-depth analysis. Through different listening tasks, it exercises students’ listening skills, such as listening for the main idea, specific information and implied meaning, and helps students deeply understand the content and emotional connotation of the listening material.) The first listening: Focus on the main idea. The teacher plays the listening material once, and asks students to answer two simple questions after listening: “Who are the speakers in the listening material?” and “What is the main topic of their conversation?” After students answer, the teacher checks the answers and summarizes the main idea of the listening material: It is a conversation between a mother and her son, who have a conflict because the son wants to join the school basketball team but the mother worries that it will affect his study. This link helps students establish an overall understanding of the listening material and lay a foundation for further listening. The second listening: Grasp specific information. The teacher distributes listening task sheets to students, which include questions about specific details: 1. Why does the son want to join the basketball team? 2. What is the mother’s worry? 3. What suggestions does the son put forward? The teacher plays the listening material again, and asks students to listen carefully and fill in the answers on the task sheet. After listening, students exchange answers in pairs, and then the teacher explains the key points and difficult points in the listening material, especially the key sentences and expressions related to the questions. For example, when explaining the son’s reason for joining the basketball team, the teacher emphasizes the sentence “Playing basketball can help me relax and make more friends”, and guides students to master the expression of “help sb. do sth.”. This link focuses on training students’ ability to listen for specific information, enabling them to accurately extract key content from the listening material. The third listening: Analyze implied meaning and emotional tendency. The teacher plays the listening material for the third time, and asks students to focus on the intonation and key words of the speakers to analyze their emotional changes and implied meanings. For example: “When the mother says ‘I’m worried that it will affect your grades’, what is her emotion? Is she angry or concerned?” “When the son says ‘I promise I will finish my homework before playing basketball’, what kind of attitude does he show?” Students are organized to discuss in groups of four, and each group selects a representative to share their views. The teacher comments on students’ answers, guides them to understand that the mother’s tone is concerned rather than angry, and the son’s attitude is sincere and willing to communicate. This link helps students go beyond the surface meaning of the language, deeply understand the emotional connotation of the conversation, and improve their ability to understand implied information. Post-Listening: Consolidation and Communication (Design Intention: Connect listening with speaking, consolidate the language knowledge and listening skills learned in the lesson, and provide students with opportunities to apply the knowledge to practical communication. Through role-playing, group discussion and other activities, it improves students’ oral expression ability and cooperative communication ability, and guides students to establish a correct concept of parent-child communication.) Activity 1: Role-playing. The teacher divides students into groups of two, and asks them to play the roles of the mother and the son in the listening material to retell the conversation. Students need to use the core vocabulary and functional sentences learned in the lesson, and pay attention to imitating the intonation and emotional expression of the speakers. Before the role-playing, the teacher invites a group of students to demonstrate first, and gives guidance and correction on their language expression and emotional performance. Then, each group performs in turn, and the teacher comments on their performance, affirming their advantages and putting forward suggestions for improvement. This activity not only consolidates the listening content and language knowledge, but also exercises students’ oral expression ability and performance ability, making students more proficient in using the language in specific scenarios. Activity 2: Group discussion. The teacher puts forward a discussion topic: “What should we do when we have conflicts with our parents? How can we communicate effectively with our parents?” Students are divided into groups of four to discuss the topic. During the discussion, students need to combine their own real experiences and the content of the listening material, put forward specific methods and suggestions, and use the functional sentences learned in the lesson to express their views. For example, students can put forward suggestions such as “We should listen to our parents’ opinions patiently”, “We should explain our own ideas clearly to our parents”, “We can find a suitable time to communicate with our parents”. The teacher walks around the classroom, participates in the discussion of each group, guides students to use English to communicate, and helps them solve the problems encountered in the discussion. After the discussion, each group selects a representative to make a report to the whole class, sharing the group’s views and suggestions. This activity encourages students to think deeply about parent-child communication, combines the knowledge learned with practical life, and improves their ability of cooperative learning and oral communication. Activity 3: Summary and extension. The teacher summarizes the key content of the lesson, including core vocabulary, functional sentences and listening skills, and emphasizes the importance of effective parent-child communication. The teacher says: “In our daily life, conflicts with parents are inevitable, but as long as we communicate openly and sincerely, understand each other and compromise appropriately, we can solve these conflicts and establish a harmonious parent-child relationship.” Then, the teacher puts forward an extension task: “After class, try to communicate with your parents about one of your troubles or ideas in English, and record your communication process and feelings. We will share them in the next class.” This extension task connects classroom learning with daily life, encourages students to apply the language knowledge and communication skills learned in the lesson to practical life, and further deepens their understanding of the theme of parent-child communication. Summary and Reflection (Design Intention: Help students sort out the knowledge and skills learned in the lesson, consolidate the learning effect, and cultivate their ability of self-reflection. Through self-reflection, students can find their own advantages and deficiencies, and put forward improvement methods for themselves.) The teacher invites students to summarize what they have learned in this lesson, including vocabulary, sentences, listening skills and their understanding of parent-child communication. Then, the teacher makes a supplement and summary, emphasizing that this lesson not only improves students’ English listening and speaking ability, but also guides them to understand the importance of parent-child communication and learn how to communicate effectively with their parents. Finally, the teacher asks students to do self-reflection: “What did you do well in this lesson? What are your deficiencies? How will you improve them in the future?” Students can write down their reflections in their notebooks, which helps them clarify their learning goals and improve their learning efficiency. Throughout the teaching process, all activities are closely around the theme of parent-child communication, integrating language learning, skill training and value guidance. Each link has a clear design intention, which not only focuses on cultivating students’ language ability, but also pays attention to the development of their cultural awareness, thinking quality and learning ability, so as to achieve the goal of comprehensively improving students’ English core literacy. 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 $