Unit 3 The Internet Listening and Talking Choose the Best App 教案-2026-2027学年人教版高中英语必修第二册

Period 5 Listening and Talking Choose the Best App 教案 学科 高中英语 年级 高一 教材版本 人教版必修二 单元 Unit 3 The Internet 课时 Period 5 课型 听说课 一、教材分析 本课时是人教版必修二Unit 3 The Internet单元的第五课时，承接前面Reading and Thinking板块中“互联网的利与弊”的主题，学生已经积累了network, blog, update等和网络相关的基础词汇。本课时以学生每天都接触的手机应用为话题，通过教材对话训练学生抓取听力细节、分辨说话人语气的能力，重点突破“表推测、个人观点”的口语功能句型，为单元后续写作任务（给外国网友写邮件推荐实用app）做好语言铺垫。话题都是学生日常接触的内容，容易开口，不会冷场。 二、教学目标 1. 学生能通过三轮分层听力，准确抓取对话主旨和两款app的核心功能细节，完成信息填空； 2. 学生能识别并掌握might / I guess / I suppose / I believe等表推测、观点的常用表达，区分不同情态动词的确定程度差异； 3. 学生能结合武汉本地生活场景，运用本节课所学的功能句型，完成2分钟的app设计口头展示。 三、教学重难点 【★ 教学重点】 1. 分层完成听力任务，抓取对话中两款app的核心功能细节； 2. 掌握表推测、个人观点的核心功能句型，能在口语中灵活运用。 【▲ 教学难点】 1. 准确分辨听力中表推测语气的句式，区分不同情态动词的确定程度差异； 2. 结合武汉本地场景自然运用功能句型完成口语展示，避免中式英语。 四、教学过程 Lead-in (5 mins) Teacher Activity: ● Show students 3 popular app icons on the slide (WeChat, DingTalk, Meituan). Ask: "How many apps do you have on your phone? Which one do you open first every morning?" ● Organize pair discussion with 2 guiding questions: 1. Which app do you use most often? Why? 2. If you could delete one app forever, which would it be? Student Activity: ● Pair talk about their daily app use habits, share 2-3 examples with the whole class, and warm up for today’s topic of choosing useful apps. Pre-teach key listening words before playing the audio: ● piggy bank: 小猪存钱罐 ● oink: （幽默用法）零钱 ● bank account: 银行账户 Step 1 First Listening (8 mins) Teacher Activity: ● Tell students: "You will hear Laura and Xiao Bo talking about apps. This time, don’t try to catch every word — just note what apps they are looking for, and fill in the 3 blanks." ● Play the audio for the first time, then check answers with the whole class. Tasks for students: Xiao Bo is looking for a(n) ________ app to help him get in shape. Laura would like an app for getting ________ and another that will make her ________ better. Student Activity: ● Listen for the main idea, write down short key words as they listen, compare answers with their deskmates when the audio ends. Step 2 Second Listening (12 mins) Teacher Activity: ● Tell students: "Listen again for detailed information. First guess the meaning of the phrase 'add some oink to my piggy bank', then fill in the function details of the two apps in the table." ● Play the audio the second time, walk around the classroom to check students’ filling progress. Tasks for students: 1. What does "add some oink to my piggy bank" mean? Who Xiao Bo Laura Which app An exercise app An app for getting rich What are the apps used to do? It __________ how much you exercise and what you eat. It also helps you __________. This app would help you __________. It helps you __________ for whatever you’re looking for. Every time you pay with your phone, it __________ into your bank account. You could __________ with this app. Student Activity: ● Catch specific details while listening, fill in the table, check answers in groups after listening. Step 3 Third Listening (10 mins) Teacher Activity: ● Explain the level of certainty for modal verbs we use to make guesses: ● Almost certain: must, can’t, couldn’t ● Expected to happen: should ● Not certain / guesswork: might, may, could ● Tell students: "Listen for the third time. Tick the sentences you hear, and underline the words that show guesses or beliefs." Sentences for students to tick: □ It might help me walk more. □ My guess is that it wouldn’t work. □ I imagine this app would help me get fit faster. □ I suppose that would be good. □ I guess you could save a little with this app. □ I suppose there would be some problems, too. □ I believe this app could help me get thinner. Student Activity: ● Notice the functional expressions while listening, tick the heard sentences, and read the expressions aloud together after checking. Step 4 Oral Practice: Design a Wuhan-life App (10 mins) Teacher Activity: ● Give students the task: "Design an app that solves a daily problem in Wuhan. Think about these guiding questions:" ● What Wuhan problem will your app solve? (Examples: crowded metro, hard-to-find breakfast shops, East Lake route confusion, Yellow Crane Tower queues) ● What is your app’s name? ● Who will use it? ● What special features will it have? ● How will you persuade others to download it? ● Show the sample introduction of Wuhan Greenway Guide, highlight the functional expressions "I guess" in the sample. Sample: "My app is called Wuhan Greenway Guide. It is made for runners along East Lake Greenway. I guess most outdoor lovers in Wuhan would download it — it is much more useful than a generic map." Student Activity: ● Work in pairs, design their own app, and prepare a 2-minute introduction using the "guess / suppose / believe" expressions. ● Present their app ideas to the class, and rate classmates’ presentations with the assessment form. 五、Homework Search online for 3 popular apps used by tourists when they travel in Wuhan. Write 60-80 words to introduce one app, explaining why it is useful for visitors. Be ready to share in next class. 六、板书设计 Unit 3 Choose the Best App 1. Listening key words: piggy bank / oink / bank account 2. Expressions for guesses & beliefs: might / may / could (not certain) should (expected) must / can’t (almost certain) I guess / I suppose / I believe... 3. Writing scaffold: My app is for... I guess... would use it because... 七、教学反思 【本节课优点】 1. 导入环节从学生每天都用的微信、美团手机app切入，没有用空泛的科技话题，学生很快进入状态，pair讨论时发言积极，没有出现听说课开头冷场的情况； 2. 三轮听力的分层设计符合本班学生的听力水平：第一遍只抓主旨，第二遍填功能细节，第三遍抓功能句型，大部分学生能跟上节奏，最后表格填空的正确率比之前的常规听课本高； 3. 口语任务融入武汉本地生活场景（过早找店、东湖绿道导览、黄鹤楼排队），学生设计app的时候思路很活，有学生想到做“武汉过早避坑导航”“长江轮渡实时班次”这类和本地生活强相关的点子，开口意愿明显比之前的口语课强； 4. 本节课的核心句型I guess / I suppose / I believe，学生在最后的展示环节真的自然用上了，没有生硬背模板的痕迹。 【存在的不足】 1. 情态动词确定程度区分这个难点，部分基础薄弱的学生还是没完全掌握：讲完must/could/might的语气差异后，课堂提问发现近三分之一的学生还是分不清“肯定”和“猜测”的区别，第三轮听力的句子勾选错了一半； 2. 时间安排有点紧：原计划10分钟的口语展示环节，压缩了讲解时间还是只请了3组同学上台，很多举手想展示的小组没轮到； 3. 提前讲解的生词piggy bank、oink，部分基础弱的学生听到俚语“add some oink to my piggy bank”的时候还是卡壳了，没有第一时间反应过来是存钱的意思； 4. 最后的互评表走了形式：学生打分的时候不分水平全给Excellent，没有给出真实的同伴反馈。 参考答案 Step 1: exercise; rich; grades Step 2: 1. It means to add some money to my savings. 2. Xiao Bo: keeps track of; make a fitness plan; get fit faster. Laura: find discounts and the best price; puts a little money; save a little. Step 3: The heard sentences are: It might help me walk more; I imagine this app would help me get fit faster; I suppose that would be good; I guess you could save a little with this app. 学科网（北京）股份有限公司 $