Unit 3 Sports and Fitness Listening and Speaking 教案 -2025-2026学年人教版（2019）高中英语必修第一册
文档属性
| 名称 | Unit 3 Sports and Fitness Listening and Speaking 教案 -2025-2026学年人教版（2019）高中英语必修第一册 |
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| 格式 | docx | ||
| 文件大小 | 1.8MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-11-19 00:00:00 | ||
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文档简介
Lesson Plan Of PEP(2019) Student Book 1
Unit 3 Listening and Speaking
Teacher:
School :
Time: Thursday, 10th week, 20251106
Analysis of Teaching Material
The theme of this section is "Invite a friend to a sports event", which is closely related to students' daily life. Students not only enjoy participating in sports but also show great interest in watching competitions. The textbook presents scenes of various sports events, including e-sports, charity runs, marathons, football, badminton, boxing, skiing, track and field, and gym workouts. These scenes cover both classic and novel, interesting sports, while also including indoor and outdoor activities as well as sports suitable for southern and northern regions. The significance of this theme lies in reflecting the fun of sports, the integration of sports with modern technology, and the combination of sports and charitable causes.
Analysis of the Students
Class 4 of Senior One consists of positive and motivated students. However, their English proficiency varies significantly—there is a notable gap between high-achieving and low-achieving learners. A large proportion of the class has a strong interest in sports, which aligns closely with the section theme "Invite a friend to a sports event". Most students are from county-town areas, and their listening and speaking skills are relatively weak compared to their reading and writing abilities. Academically, the students have acquired a considerable number of theme-related vocabulary (e.g., sports terms and invitation expressions) through previous learning, but they fail to retain these words firmly and struggle to apply them flexibly. In terms of learning preferences, the class tends to prioritize reading and writing over listening and speaking, showing less confidence and engagement in oral communication and aural comprehension. Key challenges in listening include: 1) Easily feeling discouraged and giving up when encountering unfamiliar words due to insufficient vocabulary reserves; 2) Over-focusing on the meaning of individual words rather than grasping core information, which hinders overall comprehension; 3) Neglecting speakers’ tone of voice, a crucial element for interpreting emotional nuances and implied meanings in communicative contexts.
Learning Objectives
At the end of this section, students will be able to: Language Ability Master core sentence patterns for making and responding to invitations (e.g., "Would you like to...", "I’d love to but...") through listening and speaking activities, and complete oral conversations of at least 3 turns in sports-related contexts. Understand the main ideas and key details (time, events, attitudes) in dialogues, and identify the emotional and emphasis functions of stressed words. Cultural Awareness Explore the common ground of sportsmanship between Chinese and Western cultures (e.g., Pierre de Coubertin’s "It is not the winning but the taking part that matters"). Recognize the inclusiveness (all sports for all people) and diverse values (competition, charity, social interaction) of sports, and respect the cultural connotations of different sports. Thinking Capacity Develop critical thinking through discussing "whether to help a fallen player in a race". Enhance logical organization and situational adaptability when designing invitation dialogues. Learning Ability Master listening skills such as "grasping core information instead of single words", and independently accumulate sports-related vocabulary and invitation patterns. Improve confidence in cooperative learning and oral expression in group activities.
Focal and difficult points
Key Points Master common sentence patterns for invitations and responses (acceptance/prehend the main ideas and key details of dialogues, and recognize the expressive function of stressed words. Difficult Points Flexibly apply invitation patterns in real contexts and complete natural dialogues with sports event details. Understand the emotional transmission of intonation and stress in oral communication, and overcome the listening misunderstanding of "word-for-word translation". Dialectically think about sportsmanship in specific situations and clearly express personal views in simple English.
Teaching Procedure
Teaching steps Teacher’s activity Students’ activity
Step 1. Leading- in (5 mins) Show the Ss a short video about legends different sports events in Olympics with 2017’s theme song of LOL World Championship Play the record of the quote from Pierre de Coubertin on the opening page and show the Chinese meaning. Watch the video and speak out the sports events in the video. Read the quote from Pierre de Coubertin on the opening page
Purpose: Activate the Ss’ stored knowledge about sports events and arouse the Ss’ interest in this class as well as boost their confidence.
Step 2. Pre- Listening (5 mins) Guide the students to prepare for an informal oral invitation to a sports event. Guide the students to have a brief conversation. List some useful expressions about invitation and responses on BB. Go through the 6 sports events on the PPT and choose one to discuss in groups for the invitation in 2 minutes. Invite the teacher and continue the conversation with the teacher.
Purpose: Know more about students’ stored knowledge of invitation and responses and informed students of where they are lacking responses so as to provoke their desire to learn more and to polish their oral language. Provide them with some basic information about invitation and response.
Step 3. While- listening (15mins) Instruct the students to read the questions before listening and pay attention to the reading skills in the textbook. Play the record of the conversation 1 once and check the answer. Inform the students that there are some words the speakers stress to convey certain emotion or the focus of their conversation. Play the record again and show them the stressed words on PPT. Lead to the students to read the sentence together. Go through the questions in 30s and read the reading skills. Listen to the conversation and choose the correct answer. Listen to the conversation and pay attention to the stressed words. Read the sentences together.
Purpose: Help the Ss learn the language functions of making and responding to invitations; Impress the Ss with the importance of stress and intonation in spoken language.
Instruct the students to read the questions before listening and offer help if there are any new words for them. Play the record of the conversation 2 twice and check the answer. (For the income calculation, if needed, play the record specifically ) Show students the script of the conversation 2 with blanks and play the record again. Inform students the structure of the conversation. Play a short video about Color Run. Go through the questions. Listen to the conversation and fill in the blanks. Check the answer. Listen to conversation 2 again and fill in the blanks. Read in Roles the conversation by genders. Watch the video to get more background information about charity run.
Purpose: Help the Ss learn the language functions of making and responding to invitations; Guide the students to learn the multi-purpose of sports events, especially especially to do something good.
Step 4. Speaking(10mins) Show students three sports event and ask them to make a conversation to invite a friend to a sports event/activity they like most this weekend. Listen to their conversation and offer help if needed. Sum up the speaking activity with another quote from Pierre de Coubertin. Instruct the students to brainstorm more expressions about sportsmanship and add to the BB design. Make a conversation no less than three rounds in groups in 3 min. Role- play their conversation. Discuss or refer to their dictionary, textbook or resource books for more expressions about sportsmanship and take notes if needed.
Purpose: Offer students a chance to show what they have learned from the listening part. Activate their stored knowledge about sportsmanship and increase their confidence in speaking English.
Step 5. Thinking(10 mins) Instruct the Ss to go through the questions before listening to conversation between 3 speakers and draw their attention to distinguish the identity of three speakers. Play the record twice and check the answer. (If needed, play the record again to make sure they know who is Caojing from the greeting part. ) Play the record one more time and instruct Ss to choose Lily’s and Max’s opinion. Invite Ss to share their opinion about whether to help the fallen girl in a race. Look through all the questions quickly to make sure that they understand all the options. Listen to the conversation twice and choose the correct answer. Listen and figure out Lily’s and Max’s opinion. Present their idea individually.
Purpose: To develop the Ss’ critical thinking and and improve their expressing ability base on what they have learnt in this class.
Conclude the text by showing the students some inspiring sentences: Listen to the teacher and read the content on PPT.
Summary
Homework Share your favorite sports and sportsmanship you have learned from it. No less than 50 words.
安全提示
Blackboard Design
Teaching Reflection
Unit 3 Listening and Speaking
Teacher:
School :
Time: Thursday, 10th week, 20251106
Analysis of Teaching Material
The theme of this section is "Invite a friend to a sports event", which is closely related to students' daily life. Students not only enjoy participating in sports but also show great interest in watching competitions. The textbook presents scenes of various sports events, including e-sports, charity runs, marathons, football, badminton, boxing, skiing, track and field, and gym workouts. These scenes cover both classic and novel, interesting sports, while also including indoor and outdoor activities as well as sports suitable for southern and northern regions. The significance of this theme lies in reflecting the fun of sports, the integration of sports with modern technology, and the combination of sports and charitable causes.
Analysis of the Students
Class 4 of Senior One consists of positive and motivated students. However, their English proficiency varies significantly—there is a notable gap between high-achieving and low-achieving learners. A large proportion of the class has a strong interest in sports, which aligns closely with the section theme "Invite a friend to a sports event". Most students are from county-town areas, and their listening and speaking skills are relatively weak compared to their reading and writing abilities. Academically, the students have acquired a considerable number of theme-related vocabulary (e.g., sports terms and invitation expressions) through previous learning, but they fail to retain these words firmly and struggle to apply them flexibly. In terms of learning preferences, the class tends to prioritize reading and writing over listening and speaking, showing less confidence and engagement in oral communication and aural comprehension. Key challenges in listening include: 1) Easily feeling discouraged and giving up when encountering unfamiliar words due to insufficient vocabulary reserves; 2) Over-focusing on the meaning of individual words rather than grasping core information, which hinders overall comprehension; 3) Neglecting speakers’ tone of voice, a crucial element for interpreting emotional nuances and implied meanings in communicative contexts.
Learning Objectives
At the end of this section, students will be able to: Language Ability Master core sentence patterns for making and responding to invitations (e.g., "Would you like to...", "I’d love to but...") through listening and speaking activities, and complete oral conversations of at least 3 turns in sports-related contexts. Understand the main ideas and key details (time, events, attitudes) in dialogues, and identify the emotional and emphasis functions of stressed words. Cultural Awareness Explore the common ground of sportsmanship between Chinese and Western cultures (e.g., Pierre de Coubertin’s "It is not the winning but the taking part that matters"). Recognize the inclusiveness (all sports for all people) and diverse values (competition, charity, social interaction) of sports, and respect the cultural connotations of different sports. Thinking Capacity Develop critical thinking through discussing "whether to help a fallen player in a race". Enhance logical organization and situational adaptability when designing invitation dialogues. Learning Ability Master listening skills such as "grasping core information instead of single words", and independently accumulate sports-related vocabulary and invitation patterns. Improve confidence in cooperative learning and oral expression in group activities.
Focal and difficult points
Key Points Master common sentence patterns for invitations and responses (acceptance/prehend the main ideas and key details of dialogues, and recognize the expressive function of stressed words. Difficult Points Flexibly apply invitation patterns in real contexts and complete natural dialogues with sports event details. Understand the emotional transmission of intonation and stress in oral communication, and overcome the listening misunderstanding of "word-for-word translation". Dialectically think about sportsmanship in specific situations and clearly express personal views in simple English.
Teaching Procedure
Teaching steps Teacher’s activity Students’ activity
Step 1. Leading- in (5 mins) Show the Ss a short video about legends different sports events in Olympics with 2017’s theme song of LOL World Championship Play the record of the quote from Pierre de Coubertin on the opening page and show the Chinese meaning. Watch the video and speak out the sports events in the video. Read the quote from Pierre de Coubertin on the opening page
Purpose: Activate the Ss’ stored knowledge about sports events and arouse the Ss’ interest in this class as well as boost their confidence.
Step 2. Pre- Listening (5 mins) Guide the students to prepare for an informal oral invitation to a sports event. Guide the students to have a brief conversation. List some useful expressions about invitation and responses on BB. Go through the 6 sports events on the PPT and choose one to discuss in groups for the invitation in 2 minutes. Invite the teacher and continue the conversation with the teacher.
Purpose: Know more about students’ stored knowledge of invitation and responses and informed students of where they are lacking responses so as to provoke their desire to learn more and to polish their oral language. Provide them with some basic information about invitation and response.
Step 3. While- listening (15mins) Instruct the students to read the questions before listening and pay attention to the reading skills in the textbook. Play the record of the conversation 1 once and check the answer. Inform the students that there are some words the speakers stress to convey certain emotion or the focus of their conversation. Play the record again and show them the stressed words on PPT. Lead to the students to read the sentence together. Go through the questions in 30s and read the reading skills. Listen to the conversation and choose the correct answer. Listen to the conversation and pay attention to the stressed words. Read the sentences together.
Purpose: Help the Ss learn the language functions of making and responding to invitations; Impress the Ss with the importance of stress and intonation in spoken language.
Instruct the students to read the questions before listening and offer help if there are any new words for them. Play the record of the conversation 2 twice and check the answer. (For the income calculation, if needed, play the record specifically ) Show students the script of the conversation 2 with blanks and play the record again. Inform students the structure of the conversation. Play a short video about Color Run. Go through the questions. Listen to the conversation and fill in the blanks. Check the answer. Listen to conversation 2 again and fill in the blanks. Read in Roles the conversation by genders. Watch the video to get more background information about charity run.
Purpose: Help the Ss learn the language functions of making and responding to invitations; Guide the students to learn the multi-purpose of sports events, especially especially to do something good.
Step 4. Speaking(10mins) Show students three sports event and ask them to make a conversation to invite a friend to a sports event/activity they like most this weekend. Listen to their conversation and offer help if needed. Sum up the speaking activity with another quote from Pierre de Coubertin. Instruct the students to brainstorm more expressions about sportsmanship and add to the BB design. Make a conversation no less than three rounds in groups in 3 min. Role- play their conversation. Discuss or refer to their dictionary, textbook or resource books for more expressions about sportsmanship and take notes if needed.
Purpose: Offer students a chance to show what they have learned from the listening part. Activate their stored knowledge about sportsmanship and increase their confidence in speaking English.
Step 5. Thinking(10 mins) Instruct the Ss to go through the questions before listening to conversation between 3 speakers and draw their attention to distinguish the identity of three speakers. Play the record twice and check the answer. (If needed, play the record again to make sure they know who is Caojing from the greeting part. ) Play the record one more time and instruct Ss to choose Lily’s and Max’s opinion. Invite Ss to share their opinion about whether to help the fallen girl in a race. Look through all the questions quickly to make sure that they understand all the options. Listen to the conversation twice and choose the correct answer. Listen and figure out Lily’s and Max’s opinion. Present their idea individually.
Purpose: To develop the Ss’ critical thinking and and improve their expressing ability base on what they have learnt in this class.
Conclude the text by showing the students some inspiring sentences: Listen to the teacher and read the content on PPT.
Summary
Homework Share your favorite sports and sportsmanship you have learned from it. No less than 50 words.
安全提示
Blackboard Design
Teaching Reflection