Unit 3 Sports and Fitness-Listening and Speaking 教案-2025-2026学年高中英语人教版必修第一册

Unit 3 Sports and Fitness-Listening and Speaking 内容导航 This section focuses on the theme of sports and fitness, with listening materials about inviting friends to sports events (e-sports and Blue Paint run) and related responses. It aims to help students master sports-related vocabulary and invitation expressions, and improve their listening and speaking skills in real sports communication contexts. 教学目标和重难点 1. 教学目标 Language Competence: Students can understand listening dialogues about sports invitations, extract key information, and use basic invitation sentences to respond appropriately. Cultural Awareness: They learn about diverse sports forms (traditional and emerging) and understand the social value of sports combined with charity. Thinking Quality: They develop the ability to screen listening information and think dialectically about emerging sports. Learning Ability: They master basic listening strategies and form good habits of peer evaluation and autonomous learning. 2. 教学重难点 Key Points: Master core vocabulary about sports (e-sports, stadium, marathon, etc.) and functional sentences for invitations (Would you like to...? How about...?) and responses. Develop listening skills of grasping main ideas and key details. Difficult Points: Distinguish the intonation of tag questions (rising for doubt, falling for confirmation), accurately capture and process digital information in listening, and express refusal reasons logically in oral communication. 教学过程 Step 1: Lead-in (Lead-in and Activation) The lead-in session is designed to activate students' prior knowledge about sports, arouse their learning interest, and lay a foundation for the subsequent listening and speaking activities. First, the teacher shows a series of sports-related pictures on the screen, including both traditional sports (such as table tennis, basketball, badminton, and soccer) and emerging sports (such as e-sports and Blue Paint run). Then, the teacher asks open-ended questions to guide students to express their opinions freely: “What sports do you usually do in your spare time? Do you know any new types of sports? Have you ever been invited to a sports event?” During the interaction, the teacher writes down the key sports vocabulary mentioned by students on the blackboard, such as “basketball”, “badminton”, “e-sports”, “marathon”, and corrects their pronunciation in a timely manner, especially for difficult words like “gymnastics” and “fencing”. After that, the teacher briefly introduces the two emerging sports involved in the listening materials—e-sports and Blue Paint run—without giving too much detail, so as to arouse students' curiosity about the listening content. Finally, the teacher transitions naturally to the next part: “Today, we will listen to two conversations about inviting friends to these two sports events. Let’s learn how to invite others to do sports and respond to their invitations.” Step 2: Pre-Listening (Preparation and Preview) The pre-listening stage aims to help students eliminate language barriers, master key vocabulary and functional sentences, and familiarize themselves with the listening context, so as to improve their listening efficiency. This stage is divided into two parts: vocabulary preview and functional sentence learning. In the vocabulary preview part, the teacher presents the core vocabulary of this lesson on the screen, including sports-related nouns (e-sports, stadium, runner, paint, balloon), verbs (invite, refuse, accept, join), and adjectives (fun, tiring, interesting). The teacher first reads the words aloud, and asks students to follow along, paying attention to the stress and intonation of each word. Then, the teacher explains the meaning and usage of the words in simple English, combined with simple examples. For example, when explaining “e-sports”, the teacher says: “E-sports are competitive sports played on computers or other electronic devices, and many young people like watching e-sports events.” When explaining “Blue Paint run”, the teacher says: “A Blue Paint run is a fun run where people can throw blue paint at runners, and it is often related to charity activities.” After that, the teacher organizes a quick vocabulary competition: the teacher shows the Chinese meaning of the words, and students compete to answer the English words, which not only consolidates the vocabulary but also mobilizes the enthusiasm of the students. In the functional sentence learning part, the teacher focuses on the invitation sentences and response sentences that will appear in the listening materials. First, the teacher presents the common invitation sentences on the screen: “Would you like to come along?”, “Why don’t you join us?”, “How about going to...?”, “Do you want to...?” Then, the teacher explains the differences in the formality of these sentences: “Would you like to...?” is more polite, while “Why don’t you...?” and “How about...?” are more casual, suitable for communicating with friends. Next, the teacher presents the corresponding response sentences, including accepting and refusing. For accepting: “I’d love to!”, “That sounds like a great idea!”, “Sure, I’d be glad to.” For refusing: “I’m sorry, I can’t.”, “That’s too bad, but I have other plans.”, “I’d love to, but I’m busy.” When explaining the refusing sentences, the teacher emphasizes that it is necessary to give a reasonable reason after refusing to show politeness. After explaining the functional sentences, the teacher invites several pairs of students to practice the sentences in front of the class. For example, the teacher gives a scenario: “Invite your friend to watch a basketball game this weekend.” Students practice using the learned invitation sentences and response sentences. The teacher corrects their mistakes in pronunciation, intonation, and sentence structure in a timely manner, ensuring that each student can master the basic usage of these sentences. Step 3: While-Listening (Listening Practice and Skill Training) The while-listening stage is the core part of this lesson, aiming to help students improve their listening skills, such as grasping the main idea, extracting key information, and understanding the speaker’s intention. This stage is divided into two rounds of listening practice, corresponding to the two conversations in the listening materials, and each round of listening has clear tasks to guide students to listen purposefully. First Listening: Listen for the Main Idea Before playing the listening material for the first time, the teacher clarifies the task for students: “Listen carefully to the two conversations, and then tell me what each conversation is about. For Conversation 1, who invites whom to do what? For Conversation 2, what kind of sports event is it?” Then, the teacher plays the listening material at a normal speed. After listening, the teacher invites students to share their answers. For Conversation 1, students should be able to answer: “Shen Qi invites Amy to watch an e-sports event, but Amy refuses because she has to meet her badminton coach.” For Conversation 2, students should be able to answer: “Adam invites Julie to take part in a Blue Paint run, and Julie accepts it.” If some students fail to grasp the main idea, the teacher can play the listening material again, and guide students to pay attention to the key words, such as “invite”, “e-sports event”, “Blue Paint run”, “refuse”, “accept”. After confirming that most students have mastered the main idea of the two conversations, the teacher moves on to the second round of listening. Second Listening: Listen for Key Details In this round of listening, the teacher designs detailed tasks to help students extract specific information from the listening materials, including time, place, reasons, and details of the sports events. The teacher distributes a listening task sheet to each student, which includes the following questions: Conversation 1: 1. What are e-sports according to Shen Qi? 2. Where is the e-sports event held? 3. When does Shen Qi invite Amy to go to the e-sports event? 4. Why does Amy refuse Shen Qi’s invitation? Conversation 2: 1. What is a Blue Paint run? Is it a marathon? 2. How much does it cost to take part in the Blue Paint run? 3. Why is it called a Blue Paint run? 4. Where does the money from the balloons go? Then, the teacher plays the listening material again, and students fill in the answers on the task sheet while listening. During the listening process, the teacher reminds students to take notes briefly, such as writing down key words and numbers. After listening, the teacher checks the answers with the whole class, and explains the difficult points in the listening materials. For example, in Conversation 1, the sentence “Those aren’t real sports, are they?” is a tag question. The teacher explains that the rising intonation of this sentence expresses doubt, and the falling intonation expresses confirmation. Then, the teacher plays the sentence again, and asks students to imitate the intonation. In Conversation 2, the digital information “20 dollars” and “5 dollars” may be difficult for students to catch. The teacher can play this part several times, and guide students to listen to the numbers carefully and write them down quickly. After checking the answers, the teacher plays the listening material again, and asks students to listen and repeat the key sentences in the conversation, such as “Would you like to come along?”, “I’m sorry, I can’t. I have to meet my badminton coach.”, “That sounds like a great idea!”, so as to consolidate the functional sentences and improve students’ pronunciation and intonation. Step 4: Post-Listening (Consolidation and Application) The post-listening stage aims to help students consolidate the knowledge and skills learned in the listening practice, and apply them to oral communication. This stage includes three activities: role-play, group discussion, and error correction. Activity 1: Role-Play The teacher divides students into pairs, and asks each pair to choose one of the two conversations in the listening materials to perform the role-play. Before the role-play, the teacher reminds students to pay attention to the following points: use the correct functional sentences, pay attention to the intonation of tag questions, and express their emotions naturally (such as politeness when inviting, regret when refusing, and excitement when accepting). Then, each pair practices for a few minutes. After the practice, the teacher invites several pairs of students to perform in front of the class. After each performance, the teacher and other students comment on their performance, including the accuracy of the sentences, the correctness of the intonation, and the naturalness of the performance. For example, if a student uses the wrong invitation sentence, the teacher corrects it in time; if a student’s intonation of the tag question is wrong, the teacher guides them to imitate again. This activity not only consolidates the functional sentences and listening content but also improves students’ oral expression ability and performance ability. Activity 2: Group Discussion The teacher divides students into groups of 4-5, and puts forward a discussion topic: “Do you think e-sports is a real sport? Why or why not?” Before the discussion, the teacher gives some hints to guide students to think from different angles: the definition of sports, the characteristics of e-sports (competitiveness, rules, teamwork), and the differences between e-sports and traditional sports. Then, students discuss the topic in groups, and each student expresses their own opinions. During the discussion, the teacher walks around the classroom, listens to the students’ discussions, and provides guidance when necessary. For example, if a student cannot express their opinions clearly, the teacher helps them organize their language; if the discussion deviates from the topic, the teacher guides them back. After the discussion, each group sends a representative to share their group’s opinions with the whole class. The teacher summarizes the students’ opinions, and guides students to form a dialectical view: e-sports has the characteristics of sports (competitiveness, rules, teamwork), so it can be regarded as a new type of sports, but it also has differences from traditional sports (such as relying on electronic devices), so we should treat it rationally. Activity 3: Error Correction The teacher presents some common errors in the listening and speaking process on the screen, such as wrong vocabulary usage, incorrect sentence structure, and wrong intonation. For example: 1. “I very like playing basketball.” (Correct: I like playing basketball very much.) 2. “Would you like come to my party?” (Correct: Would you like to come to my party?) 3. “Those aren’t real sports, are they?” (Wrong intonation: falling intonation for doubt.) Then, the teacher asks students to find the errors and correct them. After correcting the errors, the teacher explains the reasons for the errors, so that students can avoid making the same mistakes in the future. This activity helps students consolidate the correct usage of language knowledge and improve their ability to find and correct errors. Step 5: Summary and Extension In the summary part, the teacher leads students to review the key content of this lesson: first, the core vocabulary about sports and invitation; second, the functional sentences for inviting others to do sports and responding to invitations; third, the listening skills of grasping the main idea and key details; fourth, the dialectical understanding of emerging sports such as e-sports. The teacher emphasizes that in daily communication, we should use the correct invitation sentences and respond politely, and we should keep an open mind to accept new types of sports while loving traditional sports. In the extension part, the teacher assigns a homework task to help students apply the knowledge and skills learned in this lesson to real life. The homework task is: 1. Listen to the listening materials again after class, and repeat the conversations until you can speak them fluently. 2. Invite one of your friends to do a sports activity you like, using the invitation sentences and response sentences learned in this lesson, and record the conversation (in audio or video form). 3. Write a short passage (about 50 words) to introduce your favorite sports and why you like it. This homework task not only consolidates the knowledge and skills learned in class but also connects classroom learning with real life, improving students’ comprehensive language application ability. In addition, the teacher encourages students to pay more attention to sports in daily life, take part in more sports activities, and form a healthy lifestyle. At the same time, the teacher encourages students to use English to communicate with their classmates about sports, so as to improve their oral English level in practice. Step 6: Evaluation and Feedback Evaluation and feedback run through the whole teaching process, aiming to understand students’ learning effect and find out their existing problems, so as to adjust the teaching strategy in time. During the lead-in, pre-listening, while-listening, and post-listening stages, the teacher observes students’ performance, such as their participation in the interaction, the accuracy of their answers, and their performance in the role-play and group discussion. The teacher gives timely praise and encouragement to students who perform well, such as “You did a good job! Your pronunciation is very standard.”, “Your opinion is very creative.” For students who have difficulties, the teacher gives patient guidance and help, such as “Don’t worry, let’s listen again.”, “I can help you organize your language.” After class, the teacher checks the students’ homework, evaluates their performance in the homework, and gives feedback. For the audio or video recordings of the conversations, the teacher comments on the accuracy of the sentences, the correctness of the intonation, and the naturalness of the communication, and puts forward suggestions for improvement. For the short passages, the teacher checks the vocabulary usage, sentence structure, and content expression, and corrects the errors in time. At the beginning of the next class, the teacher summarizes the students’ learning situation, affirms their progress, and points out the existing problems, so as to help students improve their learning effect continuously. In the whole teaching process, the teacher adheres to the student-centered teaching concept, adopts task-based teaching method and interactive teaching method, combines listening and speaking, and integrates knowledge learning, skill training, and core literacy cultivation. Through a series of rich and diverse teaching activities, students’ interest in learning English is aroused, their listening and speaking skills are improved, and their four-dimensional core literacy is developed in an all-round way. 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 $