Unit3SportaandFitnessListeningandSpeaking教學設(shè)計-2023-2024學年高中英語人教版

InstructionDesign

Basicinformation

Students

SeniorGradeOne

Duration

40minutes

Typeoflesson

ListeningandSpeaking

Teachingmaterial

Inviteafriendtoasportsevent,ListeningandSpeaking,Unit3Sport＆Fitness，SeniorHighSchoolEnglishBook1,publishedbyPEP.

Materialanalysis

Thematiccontext:ManandSociety—sportsandfitness

Texttype:Dialogue

What:Followthethemeof“inviteafriendtoasportsevent”,thispartincludestwodialoguesandfiveactivities.Inthefirstdialogue,ShenQiinvitesAmytowatchanesportsmatch,butAmydeclines.ShenQiusedsomesentenceslike“Wouldyouliketoealong?”“Whydon'tyoujoinus...?"toinviteAmy.Amyrepliedtothisinvitationbyusing“Really?I'dloveto!”“Oh.sorry!Ican’t.Ihaveto…”andsoon.Intheseconddialogue,AdaminvitesJulietowatchthe“BluePaint”runandJulieaccepts.Sentenceslike“Wouldyouliketogo?”“Thatsoundslikeagreatidea!”wouldbeusedinthisconversationtoinviteandacceptothers.Tagquestionsareusedinbothdialoguestosetthestageforthegrammarexerciselaterinthisunit.

Why:Afterlearningthislesson,thestudentswillbeableto:

Getthemainideasofthedialoguesandthenamesofthesportsevents.

Identifykeywordsbasedonthespeaker'spronunciation,intonation,andstresschanges.

Useappropriatelanguagetoinviteotherstoasporteventandrespondtotheinvitation.

Feelthecharmofsportsandsportsevents.

How:GuidedbytheviewofEnglishleaningactivities,thisclassadoptsCLT,TBLTtoimplementteachingactivities.

Learners

analysis

Linguisticachievement

StudentsinSeniorGradeOneareinterestedinsportsandtheyareeagertolearnmoreaboutsportsandsportsevents.Thetextsofthislessonaredialogues.Inthislesson,studentswillbeguidedtolistentotheconversationscarefully,soastopromotetheirlisteningstrategiesofintensivelisteningandextensivelistening,andfinallyuseappropriatelanguagetoinvitesomebodyandrespondtoinvitations.

Culturalandaffectivestate

StudentsinSeniorGradeOnehavesomeknowledgeaboutsports.However,theydon’tknowsomesportseventsandtheimportantmeaningofsports.Inthislesson,studentswillrealizethespecialmeaningofsportseventsandfeelthecharmofsportssoastolovesports.

Teaching

objectives

Theteachingobjectivesofthisclassaresetbasedontheanalysisofmaterials,learnersandEnglishdisciplinarybasedcorequalities.

Bytheendoftheclass,studentswillbeableto:

Languagepetence:

Identifykeywordsbasedonthespeaker'spronunciation,intonation,andstresschanges.

Useappropriatelanguagetoinviteotherstoasportseventandrespondtoinvitations.

Thinkingquality:

Usecreativeandcriticalthinkingtolookatasportsevent.

Culturalawareness:

Learnthebrilliantinfluenceofsportseventsathomeandabroad.

Understandthethemeofthispartistoreflectthefunofsports,aswellasthebinationofsportsandmoderntechnology,sportsandcharity.

Learningcapacity:

Usebothintensiveandextensivelisteningstrategiestogetthegistandspecificinformationofthedialogue.Focusonthemainideasoftheconversationinsteadoftryingtorememberandtranslateeachword.

Teaching

focus

Keypoints

Waysout

Studentslistentothemainideasofthedialoguesandgetthenamesofthesportsevents.

Studentscanidentifykeywordsbasedonthespeaker'spronunciation,intonation,andstresschanges.

Studentscanuseappropriatelanguagetoinvitesomebodyandrespondtoinvitations.

Listentoeachdialoguetwiceandfinishtheexerciseinthetextbook.

Listentothefirstdialogueandcirclethestressedwords.

Workingroupsandsummarizethesentencepatternsusedinthedialoguesaboutinvitationsandhowtorespondtoinvitations.

Makeupdialoguesintheeditedlanguageandtalkwiththeirdeskmates.

Talkaboutupingsportseventsaroundthemandinvitetheirfriendstojointhem.

Difficultpoint

Waysout

Studentscanrealizethesignificanceofsportsevents.

Inordertosolvethisdifficultpoint,theteacherwill:

guidestudentstolistentothedialoguesandunderstandtheesportsandBluePaintrun.

askstudentsthereasonswhytheywanttojointhesportsevents.

invitestudentstotalkaboutupingsportseventsaroundthemandthemeaningofthesportsevents.

Teachingaids

Textbook,Blackboard,PowerPoint,puter,Chalk

Teachingmethod

TBLT,CLT

TeachingProcedures

Stages

Teacher’sactivities

Stage1Learningandunderstanding(4minutes)

Step1:Leadin(3minutes)(CW,IW)

Invitestudentstolookatthepostersandask:

whatsportseventsdoyouliketowatchandwhichsportwouldyouliketotry?

besidesthesportseventsmentionedintheposters,whatothersportsoreventswouldyouliketowatchortry?DoyouknowsomethingaboutesportsorBluePaintrun?

ReasonsforStage1

Leadtothethemeofthislesson.

Studentswillfirstlylearnthelanguageusedtoinviteandrespondtoinvitationsinpreparationforlisteningandspeaking.

Stage2

Applyingand

practicing

(21minutes)

Step2:Listentothefirstdialogue.(12minutes)(IW,GW)

Beforelistening,theteacherasks:whatsportseventisShenQiandAmytalkingabout?Whatisthereasonforyourdecidingthepurposeoftheconversation?

AskstudentstolistentotheConversation1andfinishactivity2inthetextbook.

Listentothedialogueagainandcirclethestressedwordsinactivity3.

Workingroupsof4andlistentothedialoguethirdlythensummarizethesentencepatternsusedintheconversationaboutinvitationsandhowtorespondtoinvitations.

Invitesomegroupstosharetheirsentencepatternsandwritethemdown.

Step3:Listentotheseconddialogue(13minutes)(IW,GW)

Listentotheseconddialogueandpleteactivity4independently.Thenchecktheanswerswitheachother.

Listentothedialogueagainandanswerthefollowingquestions:

Whatisthepurposeofthe“BluePaint”run?

Doyouwanttojointhe“BluePaint”run?Whyandwhynot?

Workingroupsof4andlistentothedialoguethirdlythentrytowritedownthesentencepatternsusedinthisdialogueaboutinvitationsandhowtorespondtoinvitations.

Invitesomegroupstosharetheirsentencepatternsandwritethemdown.

Reasonsfor

Stage2

Activity2andactivity4aretotrainstudentstolistentothemainideasandthekeyinformationandunderstandthepurposesofthespeakers'conversations.

Activity3ishelpfulforstudentstodeterminethekeywordsaccordingtothespeaker'spronunciation,intonationandstresschanges.Thisisalsoanimportantlisteningskill,whichechoesthelisteningstrategyofUnit2,Focusonkeywords.

Summarizethesentencepatternsusedintheconversationaboutinvitationsandhowtorespondtoinvitationsisusefulforoutput.

Thesetwostepsbothmentionedthesportsevents,whichisusefulforstudentstorealizetheimportanceofsportsandsportsevents.

Stage3Transferringandcreating(15minutes)

Step4:Preparationofoutput(3minutes)(IW,GW)

Theteacherasksthegroupstoorganizethesentencespatternsaboutinvitationsandresponsetotheinvitationstheysummarizedinthefirsttwostepsbyasking:

whatkindsoflanguagedoyouusetoinviteothers?

howdoweacceptorrefusetheinvitation?

Afterthestudentshaveconcluded,theteachercanaddsomesentencesforinvitingandreplyingtotheinvitation.Forexample,

What/howabout…?

I’dliketoinviteyouto…?

Wouldyoulike…?

Yes,I’dloveto…

Iamlookingforwardto…

Iamsorry/afraidIcan’t.

I’dloveto,but…

Step5:Output(6minute)(IW,PW,CW)

AskstudentstochoosethesituationinActivity5.Thentheteacherinvitesthemtomakeupdialoguesintheeditedlanguageandtalkwiththeirdeskmates.

Shareavideoandsomepicturesaboutsportsandsportseventswithstudents.Thentheteacherinvitesstudentstotalkaboutupingsportseventsaroundthemandinvitetheirfriendstojointhem.

Step6:Conclusion(2minute)(IW,CW)

Theteachermakesasummaryaboutthislessonandinvitestwostudentstosharewhatdidtheylearninthislesson.

Step7:Homework(1minute)

1.Listentothesetwodialogueforseveraltimes.

2.Searchformoresportseventsandsharewithclassmatesnextlesson.

ReasonsforStage3

Activity5isanoutputactivity.Studentscanchoosetheirfavoritesituation,binedwiththesentenceslistedinthepreviousstep