Unit 3 Sports and Fitness Listening and Speaking 教学设计-2025-2026学年人教版高中英语必修第一册

该高中英语教学设计聚焦Unit 3 Sports and Fitness的运动词汇、邀请句型及听说技能，通过播放学生运动场景与巴黎奥运会视频导入，结合运动猜词游戏，复习初中基础运动词汇，引入电子竞技、慈善跑等新词汇，搭建从已知到未知的学习支架。 亮点在于AI工具深度融合与情境化口语实践，运用AI视频编辑标记运动名称、互动游戏实时计分，结合听力训练工具调整语速、发音评价检测语调，提升语言能力；通过小组对话邀请朋友参加运动、AI思维导图梳理运动好处，培养思维品质与学习能力。情境化听说训练助力学生口语流利度提升，AI赋能让教师实时掌握学情，优化教学。

教学设计 课程基本信息 课题 Unit 3 Sports and Fitness (Reading and Thinking) 课型 新授课 学科  英语 年级  高一 学段  高中 版本章节 人教版必修一Unit 3 教学目标 1. Knowledge Objectives:Students can learn more English names of sports events, master core words and sentence patterns for making and responding to invitations and understand knowledge about stress and intonation. 2. Ability Objectives: Students are able to improve the ability to grasp the main idea and key information in listening and use the learned sentence patterns to make dialogues to invite friends to sports events. 3. Literacy Objectives: Students will expand understanding of different types of sports, feel the fun and diverse values of sports and cultivate oral expression and teamwork abilities. 教学重难点 Key Points: Guide Students to master the usage of core words and phrases related to sports events and invitations,and accurately grasp the main idea and key information in listening. Difficult Points: Students can flexibly use the learned sentence patterns to make dialogues and complete the oral expression task of inviting friends to sports events. 学情分析 The students are freshmen in senior high school. They have mastered English names of basic sports such as basketball and football in junior high school and have the ability of simple oral English communication. They are highly interested in new sports (such as e-sports and charity runs) and are easily attracted by interactive activities. However, their ability to flexibly use sentence patterns in oral expression is weak, which needs to be strengthened through situational exercises. 教学准备 1. Teacher's Preparation: Short videos of senior high freshmen's sports scenes, clips of the Paris Olympic Games, sports posters, listening materials and supporting exercises, pronunciation and intonation learning materials, teaching PPT. 2. Student's Preparation: Review the learned English names of sports in advance and have a better understanding of knowledge related to common sports events.  教学过程 教学任务 教学内容 设计意图 创新设计（含AI应用）   Step 1 Lead-in                1.Teacher Plays short videos of students’ sports scenes and the clips of the Paris Olympic Games; 2.Teacher Guides students to say the English names of sports in the video. 3.Teacher guide students to carry out sports guessing games, and conduct action transmission and vocabulary guessing in groups Stimulate students' interest in learning the theme of "Sports and Fitness" and consolidate the learned sports vocabulary; Arouse students' class interest, deepen the memory of English vocabulary of sports, and improve class participation  Use AI video editing tools to intercept exciting clips of events, add English subtitles and mark sports names to help students memorize more related vocabulary; Set up guessing tasks through AI interactive game applets, automatically time and score, and display group scores in real time to enhance the competitiveness of the game Step 2 Pre-listening                1.Students read sports posters together and ask interactive questions using invitation sentence patterns; 2.Teacher explain some background information of new sports such as e-sports, color runs and blue runs  Familiarize with core vocabulary and invitation sentence patterns, improve oral expression ability, and lay a background foundation for listening exercises  Use AI vocabulary tools to generate vocabulary cards for new sports, with pronunciation and example sentences to help students quickly grasp the meaning of words Step 3 While-listening                  1. Teacher plays two listening dialogues and complete corresponding exercises (main idea judgment, sentence pattern extraction, stress marking, etc.). 2.Teacher supplements videos related to color runs to assist understanding.  Strengthen core vocabulary memory, exercise listening information extraction ability, and be familiar with invitation sentence pattern expressions  Use AI listening training tools to adjust the speed of listening materials, support repeated playback, automatically check exercise answers and mark wrong points Step 4 Post-listening 1. Students discuss in groups and make dialogues for inviting friends to sports events. 2. Students read dialogues to judge the intonation of tag questions (rising/falling); 2. Learn intonation use skills and practice in groups 3.Students brainstorm the benefits of sports. 4.Students learn proverbs related to sports. Cultivate students' teamwork ability and thinking imagination, and strengthen oral expression and comprehensive knowledge application ability; Improve the standardization of students' English pronunciation and master the rules of intonation use in tag questions Use AI mind mapping tools to sort out the benefits of sports, automatically generate structured frameworks, and help students sort out ideas clearly; Use AI pronunciation evaluation tools to detect the accuracy of students' intonation pronunciation, and generate pronunciation feedback and improvement suggestions Step 5 Self-Assessment Guide students to self-score (on a 5-point scale: 5 = proficient, 1 = needs improvement) against 4 competency goals: 1. Use learned listening strategies to grasp main ideas; 2. Extract key details (time, place, purpose) from sports-event conversations; 3. Distinguish rising/falling intonation in tag questions accurately and quickly; 4. Create dialogues about inviting a friend to a sports event using learned expressions. 1.Help students reflect on their mastery of core competencies in this lesson; 2. Enable teachers to quickly gauge students’ learning outcomes for follow-up teaching adjustments. 1.Convert the self-assessment form into an online questionnaire (via AI tools like Wenjuanxing + AI analysis) to automatically calculate the score distribution of each competency across the class; 2. Let AI generate personalized improvement suggestions based on students’ self-scores (e.g., "If you scored low in intonation identification, the AI speech tool can be recommended for tag question intonation practice"). 作业设计 1. Basic Homework:Compose a conversation on inviting your friend to a “Blue-paint” run. 2. Extended Homework: Design an English poster of favorite athletes, marking the athlete's name, specialty and personal highlights; 板书设计/课堂小结 Unit 3 Sports and Fitness(Listening and Speaking) Invitation:Accept an invitation Yes, I’d love to… That sounds like a great/good idea. That’s great! I’m looking forward to… Thanks, that’s very nice of you. That would be very nice. Refuse an invitation I’m sorry/afraid that I can’t. I’d love to, but … 1. Would you like to go/ do ... ? 2. Why not do/ don’t you do ... ? 3. How about doing ... ? 4. I’d like to invite you to ... 5. Could/Would you please do ... ? 6. Shall we do ... ? 7. I wonder if you’re interested in ...? 8. Do you want to ...?  教学反思 1. Through interactive forms such as short videos and fun games, this lesson effectively mobilized students' enthusiasm for class participation. Most students can quickly master sports vocabulary and basic invitation sentence patterns, and their listening information capture ability has been improved to a certain extent. 2. Some students' oral expression is not fluent enough, and their flexibility in using sentence patterns is insufficient. In the future, more one-on-one oral practice opportunities can be added to target and strengthen weak links. 3. The integration of AI tools has enriched the teaching form, but it is necessary to reasonably control the use time to avoid excessive reliance on tools affecting the depth of class interaction. In the future, the application scenarios of tools can be optimized to improve teaching efficiency.   学科网（北京）股份有限公司 $