Unit 3 Sports and Fitness Listening and Speaking 课时教学设计-2025-2026学年高中英语人教版必修第一册

Unit 3 Sports and Fitness Listening and Speaking 课时教学设计 教学目标 通过体育海报和对话预测听力主题，理解赛事邀请的细节信息（事件/时间/地点/目的）；帮助学生掌握和运用邀请、接受与拒绝的功能句型，体会语言交际在体育活 动中的实际作用。 对体育精神的观点信息进行分析和判断，理清不同说话者的立场逻辑，运用同意/ 不同意表达参与道德议题讨论。 归纳听力对话中描述体育行为和价值观的核心词汇，通过小组访谈活动内化语言， 并在海报设计、邀请对话中迁移运用所学知识。 教学重难点 本课教学重点： 引导学生理解体育邀请对话的细节信息（事件/时间/地点/目的）及对话功能结构（邀 请-接受/拒绝）。 学生对体育精神观点信息进行分析判断，理清说话者逻辑立场。 本课教学难点： 归纳听力语篇中描述体育行为与价值观的抽象词汇，让学生通过访谈情境内化语 言，并在海报设计、视频录制中迁移运用。 教学目标 教学活动及互动方式 设计意图 能够识别体育赛事海报的核心要素（Logo, Slogan, Features）， 并能对比电子竞技（E-sports）与传统体育项目的差异。 Step 1 Concept Prediction: Show the word "legend" with two definitions (ancient story vs. famous person). Guide students to answer: Q1、How do you understand the word "legend" in sports? (Choose A/B) Step 2 Text Source Prediction: Show the text title ("Living Legends of Sports"), lead paragraph, and subtitles (Lang Ping/Jordan). Guide students to answer: Q2、Where is the text probably taken from? (A/B/C/D) Step 3 Aspect Brainstorming: Guide students to discuss: Q3、What aspects should we focus on for "living legends of sports"? (e.g., achievements/personality/influence) 利用体育赛事海报图片，创设主题情景，导入体育邀请主题，激活学生的观察与表 达能力。 激活学生关于海报设计和电子竞技的背景知识，为后续听力活动（涉及邀请和电 子竞技内容）做铺垫。 能够听懂关于体育赛事邀请的对话主旨和细节信息（事件、时 间、地点、目的），并完成信息提取、选择和计算任务。 Step 1 Listen for Main Purpose (Conversation 1): Students listen to Conversation 1 (Shen Qi & Amy). Students answer the multiple-choice question: Q1、What is Shen Qi’s main purpose for talking to Amy? (A/B/C) Step 2 Listen for Details & Stress (Conversation 1): Students listen again to Conversation 1. Students complete the information table: Event: _________ When: _________ Where: _________ Purpose: _________ Successful? _________ Teacher highlights listening tip: Stressed content words (nouns, verbs, adjectives). Students practice circling stressed words. Step 3 Listen for Specifics & Calculation (Conversation 2): Students listen to Conversation 2 (Adam & Julie). Students answer comprehension questions: Q1、When will the event happen? (Answer:_______________) Q2、What's a "Blue Paint" run? (Answer: A fun run that______________.) Q3、Why is it called a "Blue Paint" run? (Answer: Because people can buy water balloons filled with ________ and________ the runners.) Q4、Calculation: If 200 people take part and 400 balloons are sold, how much money collected? (Answer: _________ dollars. Show formula briefly.) Step 4 Video & Concept Link (The Color Run): Students watch a short video about “The Color Run”. Teacher links the concept to the “Blue Paint” run mentioned in Conversation 2 通过听对话 1 完成选择题和表格填空，训练学生捕捉主 旨（邀请目的）和关键细节信息（事件、时间、地点、结果）的能力，并引入重音 识别技巧辅助理解。 通过听对话 2 回答问题，训练学生提取具体信息（定义、原因）和应用数学知识 解决实际问题的能力。观看相关视频拓展背景知识，加深对听力材料中新型运动 形式的理解。 能够在体育赛事邀请的情境中，运用目标语言（邀请、接受邀 请、拒绝邀请的常用句型）进行简单的对话交流。 Step 1 Language Focus Presentation: Present and categorize key expressions from the PPT: Making Invitations: Would you like to...? / How about...? / Why not...? / Did you hear that...? Would you like to come along? Accepting Invitations: I’d love to! / All right! / That would be great/very nice! / That sounds like a great idea! / Thanks. That’s very nice of you. / I’m looking forward to… Refusing Invitations: Sorry, I can’t. / I’m afraid I can’t. / I’d love to, but… Step 2 Model Dialogue Practice: Show the example conversation (A: Ski Race Invitation; B: Response). Students read the dialogue aloud in pairs, practicing both acceptance (I’d love to!) and refusal (Oh, sorry. I can’t.) responses based on the model. Step 3 Pair Work - Create Invitation Dialogues: Students work in pairs. Task: Create a conversation to invite their partner to a sports event or activity of their choice, using the target language. Prompt: What event or activity would you like to invite your friend to? 通过呈现和分类听力对话中出现的邀请、接受、拒绝核心句型，帮助学生系统化 学习和内化目标语言功能。 通过模仿示例对话进行口头练习，巩固目标句型的发音和用法。最后通过创设真 实邀请情境的结对活动，促使学生迁移运用所学语言进行交际，为完成设计海报 和邀请对话的作业任务奠定基础 能够识别体育精神（sportsmanship）的核心内涵（如公平、尊重、合作、永不放弃等），并对相关行为进行初步的价值判断。 Step 1 Concept Introduction & Discussion: Present key terms associated with “sportsmanship” (healthy, fair, cooperative, respect, never give up, etc.). Show images or describe scenarios depicting both good and potentially bad sportsmanship (e.g., helping a fallen opponent vs. pretending to fall down). Step 2 Opinion Poll & Reasoning: Guide students to express initial agreement/disagreement on sample statements: Q1、Do you agree that “Athletes should not play only for their own country”? (Yes/No) Q2、Is pretending to fall down in a game good or bad sportsmanship? (Good/Bad) Q3、Should everyone on a school team get a chance to play? (Yes/No) 利用体育精神核心词汇和典型行为图片/情境描述，创设主题情景，导入体育精神 讨论主题，激活学生的道德判断意识。 激活学生关于体育道德和公平竞赛的背景知识与个人观点，为后续听力活动（听取他人关于体育精神 的观点并进行匹配）做铺垫。 能够听懂关于体育精神（sportsmanship） 的讨论，匹配不同说话者的核心观点，并 提取对话中的关键信息完成填空。 Step 1 Listen for Opinions & Match: Students listen to the conversation (Cao Jing, Lily, Max talking about sportsmanship). Students match each opinion (A, B, C) to the correct speaker (Cao Jing, Lily, Max). Step 2 Listen for Details & Fill in Blanks: Students listen to the conversation again. Students complete the sentences by filling in the blanks (8 items based on the audio, e.g., race, fell, get up, stopped and helped, help each other, fans, honor, Helping others). Step 3 Language Focus Presentation: Present expressions for Agreeing (I agree., So do I., Exactly!, You're right. etc.) and Disagreeing (I don't agree., I don't think so., That's not right., I see what you mean, but... etc.) from the PPT. 通过听对话完成观点匹配任，训练学生捕捉不同说话者核心观点和立场的能力。 通过再次听对话完成细节填空任务，训练学生抓取具体信息（事件描述、人物行 为、核心概念）和准确还原语言的能力。 呈现同意与不同意的功能句型，为学生后续表达个人观点并参与讨论提供必要的语言支持。 能够运用所学观点表达框架（Opinion + Reason）和同意/不同意功能句型，在小组访谈中就体育精神 （sportsmanship）相关议题清晰表达个人立场并进行简单论证。 Step 1 Framework Review & Topic Assignment: Briefly review the opinion expression framework: Opinion = What’s your view? + Reason = Why do you think so? Present discussion topics from the PPT (e.g., A soccer player should not pretend to fall down..., In school teams, everyone should get a chance to play..., It is wrong to pay people millions..., Athletes should play only for their own country.). Step 2 Group Work - Interview Simulation: Students form groups. Task: Conduct an interview within the group on sportsmanship. Each member takes turns expressing their opinion on assigned topics, giving reasons, and using agreeing/disagreeing expressions to respond to others. Focus: Using the framework Opinion + Reason and Agreeing/Disagreeing expressions. Step 3 Homework Instruction: Assign the homework: Record a 5-minute group interview video discussing sportsmanship 通过回顾观点表达框架和明确讨论议题，为学生的小组访谈活动提供清晰的内容和语言结构指引。 通过模拟访谈的小组活动，创设真实交际情境，促使学生迁移运用听力输入的观 点、个人思考以及功能句型（表达观点、理由、同意/不同意）进行有意义的交流和观点碰撞，深化对体育精神的理解与思辨能力。明确视频作业要求，将课堂讨论延伸到课外实践 学科网（北京）股份有限公司 $