Unit 2 Honesty and Care-Listening, Understanding and Communicating 教案-2025-2026学年高中英语重大版必修第三册

Unit 2 Honesty and Care-Listening, Understanding and Communicating 教学目标和重难点 教学目标 This section focuses on cultivating students’ four-dimensional core literacy in English. Language competence is developed by training students to listen for key information, understand conversational logic and express views fluently in related contexts. Cultural awareness is fostered by guiding students to perceive the universal value of honesty and care across cultures and respect the similarities and differences of moral concepts in different contexts. Thinking quality is improved through analyzing listening materials, distinguishing between facts and opinions, and conducting logical reasoning and critical thinking. Learning competence is enhanced by encouraging students to use listening strategies independently, summarize experience actively and cooperate with peers to complete learning tasks, laying a foundation for lifelong learning. 教学重难点 Key points include: mastering core vocabulary and expressions related to honesty and care (such as integrity, empathy, apologize, forgive); being able to accurately capture specific information (time, events, attitudes) and main ideas in listening materials; and using appropriate language to express views on honesty and care in communication. Difficult points are: understanding the implied meaning and speaker’s emotional tone in listening materials, especially the subtle expression of care and the hesitation in honest communication; using learned language flexibly to carry out real and in-depth conversations about moral dilemmas; and applying listening strategies (prediction, inference, note-taking) to solve listening obstacles effectively. 教学过程 Lead-in: Activate Prior Knowledge and Build Emotional Connection The teacher starts the class with an open question: “What does honesty mean to you? Have you ever had an experience where you chose to be honest or showed care for others?” Then, the teacher shows some pictures and short video clips related to honesty and care, such as a student returning a lost wallet, a classmate helping a sick peer with homework, and a person admitting their mistake bravely. After watching, students are invited to share their views and related experiences in simple English. The teacher guides students to use basic words and expressions about honesty and care, such as “honest”, “care about”, “help others”, and writes the key words on the blackboard. Design Intent: This lead-in links the teaching content with students’ real life, activating their prior knowledge and emotional experience about honesty and care. The visual materials (pictures and videos) can arouse students’ interest in learning and reduce their psychological pressure in English expression. By encouraging students to share personal experiences, the teacher creates a relaxed and interactive classroom atmosphere, lays an emotional foundation for the subsequent listening and communication activities, and implicitly guides students to recognize the importance of the theme, which is in line with the requirements of cultivating cultural awareness and emotional attitude. Pre-listening: Preview Vocabulary and Guide Listening Strategies First, the teacher focuses on teaching core vocabulary and expressions closely related to the listening materials, such as integrity, empathy, confess, forgive, misunderstanding, thoughtful, considerate, take responsibility, tell the truth, show concern for. For each word and expression, the teacher explains its meaning, pronounces it standardly, and gives simple and practical example sentences combined with the theme, such as “We should have the courage to confess our mistakes and take responsibility, which is a sign of honesty.” “Showing empathy to others means putting ourselves in their shoes and understanding their feelings.” Then, students read the words and sentences aloud in groups to consolidate their memory and pronunciation. Next, the teacher guides students to predict the content of the listening materials. The teacher shows the title and related pictures of the listening materials (e.g., a conversation between two students about a lost notebook, a dialogue between a teacher and a student about a mistake in an exam) and asks: “What do you think the listening materials will talk about? Who are the speakers? What might they talk about?” Students discuss in pairs and share their predictions. The teacher summarizes and supplements, and then teaches basic listening strategies: prediction based on context, capturing key information (who, what, when, where, why, how), and noting down key words to help understand the listening content. Design Intent: Vocabulary is the foundation of listening and communication. Previewing core vocabulary can help students avoid obstacles in understanding the listening materials and improve their listening efficiency. The example sentences closely combined with the theme can help students understand the usage of vocabulary in specific contexts and lay a foundation for subsequent language expression. Guiding students to predict the listening content can activate their thinking, make them more targeted in listening, and cultivate their learning ability of using listening strategies. At the same time, pair discussion can enhance students’ cooperative learning awareness and improve their oral expression ability in a simple way. While-listening: Step-by-Step Training, Improve Listening Comprehension This link is divided into three parts: first listening, second listening and third listening, with progressive requirements to help students gradually deepen their understanding of the listening materials. First Listening: Focus on the main idea. The teacher plays the listening material once, and asks students to answer two simple questions after listening: “What is the main topic of the listening material?” “Who are the speakers and what is their relationship?” After students answer, the teacher checks the answers, summarizes the main idea of the listening material, and guides students to confirm whether their previous predictions are correct. If there are students who fail to grasp the main idea, the teacher plays the key part of the listening material again and gives appropriate hints. Second Listening: Focus on specific information. The teacher distributes listening task sheets, which include questions about specific information in the listening materials, such as “What did the speaker do wrong?” “How did the other speaker respond?” “What solution did they put forward?” Students are required to listen carefully, take notes of key words, and complete the task sheet. After listening, students check their answers in pairs, and the teacher explains the difficult points in the listening materials, such as the understanding of long sentences, the discrimination of homophones, and the expression of implied meaning. For example, if the speaker says “I’m really sorry, I didn’t mean to hurt you”, the teacher guides students to understand the speaker’s sincere apology and regret. Third Listening: Focus on emotional tone and implied meaning. The teacher plays the listening material again, and asks students to pay attention to the speaker’s tone, intonation and speed, and judge the speaker’s emotional state (such as sorry, guilty, caring, understanding) and implied meaning. Then, students are invited to simulate the speaker’s tone and read the key sentences in the listening materials, and the teacher corrects their intonation and expression to help them better understand the emotional connotation in the language. For example, when the speaker says “It’s okay, I know you didn’t do it on purpose”, the teacher guides students to feel the tolerance and care in the tone. Design Intent: The step-by-step listening training conforms to the law of students’ listening comprehension. From grasping the main idea to capturing specific information, and then to understanding emotional tone and implied meaning, it gradually improves the requirements of students’ listening ability, and helps students form a scientific listening process. Taking notes can cultivate students’ learning ability of sorting out information and improving listening efficiency. Pair checking and teacher’s explanation can help students find their own mistakes in time, solve listening obstacles, and deepen their understanding of the listening materials. Simulating the speaker’s tone can not only improve students’ listening comprehension, but also lay a foundation for their subsequent oral communication, and cultivate their language sense and emotional perception ability. Post-listening: Deepen Understanding and Promote Language Application This link is divided into two parts: listening retelling and situational communication, to realize the transformation from listening input to language output, and deepen students’ understanding of the theme of honesty and care. Listening Retelling: Students work in groups of three. Each group selects a part of the listening material, retells it in their own words, and pays attention to using the core vocabulary and expressions learned. During the retelling, other students in the group can supplement and correct. After each group completes the retelling, the teacher makes comments, affirms the advantages of the students, points out the problems in the retelling (such as incorrect use of vocabulary, unclear logic), and guides students to improve. For example, if a student says “He made a mistake and said sorry”, the teacher guides the student to use more accurate expressions, such as “He confessed his mistake and apologized sincerely.” Situational Communication: The teacher sets up three real-life situations related to honesty and care, and students choose one situation to carry out role-play in pairs. The situations are as follows: Situation 1: You accidentally broke your classmate’s favorite pen, but your classmate doesn’t know it. What will you do? How will you communicate with your classmate? Situation 2: Your friend copied others’ homework in the exam and asked you not to tell the teacher. What will you do? How will you persuade your friend? Situation 3: A new classmate is not familiar with the school and feels lonely. How will you show care for him/her? Before the role-play, students discuss in pairs to design the dialogue content, and the teacher walks around to guide them to use the core vocabulary and expressions learned, and pay attention to the appropriateness of language and emotional expression. After the role-play, several groups are invited to perform in front of the class, and the teacher and other students make comments, focusing on the fluency of the dialogue, the accuracy of vocabulary use, and whether the expression of honesty and care is appropriate. Design Intent: Listening retelling is an effective way to test students’ listening comprehension and language organization ability, which can help students consolidate the listening content and core vocabulary, and improve their oral expression ability. Situational communication combines the theme of the unit with real life, providing students with a platform to apply the learned language knowledge. Role-play can stimulate students’ participation enthusiasm, let students experience the importance of honesty and care in real communication, and cultivate their language application ability and communication ability. Group cooperation and class performance can enhance students’ cooperative learning awareness and self-confidence in oral expression, and at the same time, through comments, students can find their own deficiencies and improve their language expression level. Summary and Extension: Consolidate Knowledge and Guide Value Orientation First, the teacher summarizes the content of this class with the help of students: reviewing the core vocabulary and expressions related to honesty and care, mastering the listening strategies of capturing key information and understanding implied meaning, and being able to use the learned language to carry out simple communication about honesty and care. Then, the teacher guides students to think deeply: “Why is honesty and care important in our life? How can we be honest and caring people in daily life?” Students share their views freely, and the teacher guides them to establish correct values, emphasizing that honesty is the foundation of interpersonal communication, and care is the bond of harmonious relationships. For the extension part, the teacher assigns two after-class tasks: 1. Listen to the listening material again and record the key sentences, then recite them; 2. Write a short passage (about 80 words) about an experience where you showed honesty or care, and share it in the next class. At the same time, the teacher recommends some English short stories and videos about honesty and care, and encourages students to listen to and watch them after class to expand their learning resources. Design Intent: The summary helps students sort out the knowledge and skills learned in this class, form a systematic knowledge framework, and consolidate the learning effect. The in-depth thinking and discussion on the theme can guide students to recognize the moral value of honesty and care, cultivate their cultural awareness and correct values, and realize the educational function of the English course. The after-class tasks can consolidate the knowledge learned in class, extend the learning content, and encourage students to apply the learned language knowledge in daily life. Recommending learning resources can help students develop good learning habits and improve their learning ability of independent learning. Teaching Reflection (Embedded in the Teaching Process) In the whole teaching process, the teacher pays attention to observing students’ performance in each link, understands their listening and expression difficulties, and adjusts the teaching rhythm and guidance methods in time. For example, if students have difficulty understanding the implied meaning in the listening materials, the teacher can play the relevant part repeatedly and give more hints; if students have insufficient vocabulary when carrying out situational communication, the teacher can provide appropriate vocabulary support. At the same time, the teacher pays attention to the individual differences of students, encourages students with poor foundation to participate actively, and gives them more affirmation and guidance, so as to ensure that every student can gain something in the class. This teaching process focuses on the cultivation of students’ four-dimensional core literacy, integrates knowledge learning, skill training and value guidance, and reflects the concept of student-centered teaching, which is in line with the requirements of the new senior high school English curriculum standard. 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 $