Unit 3 Sports Are Good for You Warming-up & Listening and Speaking教学设计-2025-2026学年中职英语外研版（2021）基础模块1

Unit 3 Sports Are Good for You Period 1 Warming up & Listening and Speaking Teaching Analysis 【Textbook Analysis】 This is the first period of Unit 3 "Sports Are Good for You", focusing on the Warming up and Listening & Speaking section. The content revolves around sports activities and healthy habits, introducing common sports (go swimming, play table tennis, do Tai Chi, go jogging) and healthy lifestyle choices. It aims to activate students' existing knowledge about sports, cultivate awareness of healthy living, and lay the foundation for talking about favorite sports and making fitness plans. The textbook uses picture matching, listening selections, and simple dialogues to engage students in the topic. 【Student Analysis】 Students have personal experiences with various sports and daily activities. They are familiar with some sports vocabulary but may need to learn and consolidate English expressions for specific activities (like "do Tai Chi"). Most students can understand simple dialogues about daily routines. They are likely motivated to talk about their own sports preferences and habits, making the topic highly relatable and engaging. 【Teaching Focus & Difficulties】 Teaching Focus: 1.Mastering English expressions for common sports and activities. 2.Understanding dialogues about sports preferences and extracting key information. 3.Identifying and discussing healthy vs. unhealthy habits. Teaching Difficulties: 1.Correct usage of verbs paired with sports (e.g., play basketball, go swimming, do Tai Chi). 2.Distinguishing between similar-sounding sports names in listening tasks. 3.Expressing personal sports preferences and habits using simple but accurate English. 1. Learning Objectives 【Knowledge & Skills】 1. 1.Students will be able to identify and name common sports and activities in English (go swimming, play table tennis, do Tai Chi, go jogging, ride a bike, go dancing, etc.). 2.Students will be able to understand simple dialogues about sports preferences and extract key information (e.g., what sport someone likes, who they play with). 3.Students will be able to talk about their own favorite sports or activities using simple sentences. 2. 【Process & Methods】 Through picture recognition, listening comprehension tasks, pair work dialogues, and class discussions, students will develop listening and speaking skills in the context of sports and healthy living. Multimodal input (visual, auditory) and interactive activities will facilitate language acquisition and personal connection to the topic. 【Affect, Attitude & Values】 To stimulate students' interest in sports and physical activity, help them recognize the importance of a healthy lifestyle, encourage positive habits, and build confidence in discussing personal preferences in English. To foster a supportive classroom environment where students share and learn from each other's experiences. Procedure Design 步 骤 教 学 活动 设 计 意 图 step 1 1. Picture Talk: Show pictures of people doing various sports (swimming, playing basketball, running, etc.). Ask: "What are they doing? Do you like these activities?" 2. Personal Connection: Ask students to quickly share one sport or physical activity they like. Board the names. 3. Topic Introduction: Introduce the unit title: "Sports Are Good for You." Discuss briefly: Why are sports good for us? (e.g., healthy, fun, make friends). To activate students' prior knowledge and personal experiences related to sports. Creating a visual and interactive start lowers anxiety and generates interest. The discussion links the topic to personal well-being. step 2 1. Listen and Match (Activity 1): Play the audio for "go swimming, play table tennis, do Tai Chi, go jogging." Students match the words with the correct pictures. Check answers. 2. Verb Collocation Focus: Highlight the verb patterns: go + (activity ending in -ing), play + (ball games/specific games), do + (Tai Chi/yoga/other activities). Provide more examples. 3. Look and Choose (Activity 2): Students look at pictures showing different activities/habits. They choose which ones are good for health (ride a bike, go dancing). Discuss why the others (eat fast food, play video games excessively) are not. 4. Knowledge Expansion: Introduce additional phrases from the "知识拓展" box (e.g., go to bed early, stay up late). Discuss which are healthy habits. To build and categorize vocabulary for sports and habits. Explicitly teaching verb collocations prevents common errors. The discussion on healthy choices adds a values dimension and critical thinking. Expanding vocabulary prepares students for richer expression. step 3 1. Pre-listening Prediction: Show the two options for Activity 1: "Sports" and "Family activities." Ask: "What might you hear in a dialogue about sports?" 2. First Listening (Activity 1): Play the first dialogue (Joe & Wu Lin). Students choose the main topic: Sports. 3. Second Listening (Activity 2): Students listen again and complete the blanks: Wu Lin likes playing badminton with her roommates. Joe wants her to teach him. Joe likes playing basketball. 4. Language Focus: Pick up useful phrases: "That's great.", "By the way...", "You got it!" Explain "be good at" and "much fun." To develop listening strategies for gist and specific information. The focused tasks ensure comprehension. Highlighting useful conversational phrases equips students for their own dialogues. step 4 1. Controlled Practice (Activity 3): In pairs, students use the given prompts ("play tennis, with my sister; interesting" and "play football, with my friends; enjoyable") to create similar short dialogues. Model: A: What do you usually do after school? B: I usually play tennis with my sister. It's interesting. 2. Semi-controlled Practice: Pairs create one more dialogue using their own favorite sport/activity, following the same pattern. 3. Class Performance: Invite 3-4 pairs to perform one of their dialogues for the class. Provide positive feedback. To move from comprehension to production in a scaffolded way. Starting with provided prompts reduces pressure. Encouraging personalization increases engagement and relevance. Performance builds speaking confidence. step 5 1. Context Setting: Introduce Li Wei and Lyn. Ask: "Li Wei looks refreshed. Why?" 2. Listening for Details (Activity 4): Play the second dialogue. Students listen and complete Li Wei's exercise plan table. - Sport: play basketball; Club: basketball club; How often: two or three times a week. - Sport: go jogging; Club: jogging club; How often: every morning for half an hour. 3. Post-listening Discussion: Discuss Li Wei's advice: "Getting regular exercise can help you stay focused when studying." Do students agree? Why? 4. Preview of Next Activity: Briefly introduce that in the next part (or next class), they will discuss and share their own exercise plans. To practice listening for more detailed information (frequency, club names). The discussion connects sports to academic life, reinforcing the unit's core message. Previewing the next task creates continuity and purpose. Assessment & Reflection 【Assessment】Formative Assessment: Observation of participation in matching and discussion activities; accuracy in listening completion tasks; fluency and effort in pair dialogues. Summative Assessment: Completion of the Learning Plan tasks; performance in speaking activities (can be noted for participation).【Reflection】 The lesson successfully uses engaging and familiar content to introduce the unit. The variety of activities (individual, pair, whole class) caters to different learners. The verb collocation (play/go/do) is a crucial point that needs clear presentation and plenty of examples; a simple chart on the board might help. Time management is key—the pair dialogue creation and sharing need adequate time. Ensure all students have a chance to speak in pairs before volunteers perform for the class. The healthy habits discussion is a good values-based addition but should be kept positive and non-judgmental. 学科网（北京）股份有限公司 $