资源简介

U3 Sports and Fitness
Listening and Speaking 教案
教材分析：
本课时介绍了两段邀请朋友参加体育项目的对话。重点表达主要涉及等介绍体育活动、参加体育活动等话题，如host, come along等。重点句式主要涉及邀请朋友参加活动等话题，如Would you like to…等,。本文的价值取向在于学生通过学习，了解各类体育活动，了解如何介绍体育项目，并能有礼貌的得体的邀请朋友参与体育活动。
教学策略与设计说明：
1. 采用情境教学法(Situational teaching method), 借助多媒体设备，创设主题情境，引导学生进入体育活动主题，达成教学步骤设计目的。
2. 采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，意识到口语对话中重音与语调的重要性，熟悉附加疑问句语调的选择与使用，习得涉及介绍体育活动、参加体育活动等话题的词汇与表达，如marathon, host, sweat, come along，习得涉及邀请朋友参加活动等话题的句式，如Would you like to…。能听懂课文对话，了解主要体育项目，介绍体育活动，并邀请朋友参加体育活动。
思维品质上，整理归纳对话的主要思想，梳理对话发展脉络与逻辑，熟悉如何发展对话邀请朋友参与体育活动。
文化意识上，了解英语对话中重音与语调的作用，能结合语境使用正确语音语调；了解国外慈善活动的意义与主要形式；了解不同体育项目的主要特点，理解体育运动精神，自信大方的邀请朋友参加体育活动。
学习能力上，形成听前预测意识，掌握听取主要思想技巧，灵活结合精听策略，归纳整理对话大意与细节信息。
教学重点：
学生通过听力练习，获取听力原文的大意与细节信息，按要求回答问题并进行填空。
教学难点：
学生通过模仿听力原文思路，自己邀请朋友参与体育活动。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Warm-up for the unit: Ss are asked to appreciate the sentence and think about the meaning of it. Then T introduce Pierre de Coubertin to them. T could lead Ss to share their understanding of the saying and offer a hint if necessary. 导入单元主题，拓展介绍名人名言及背景知识。 3’ CW
Step 2 Warm-up for the unit: Ss are asked to discuss the following questions: 1. Do you jog often What sports and exercise do you like 2. What do you think sports and exercise can do for you Suggested answers: I do jog a lot. Besides jogging, I also love mountain climbing and I go mountain climbing with my parents once a week. I believe it can help me a lot in keeping me awake/ building my body/keeping me fit/making more friends. 创设情境，进一步引出主题，激活学生已有知识与经验。 6’ GW
Step 3 Invite a friend to a sports event: Ss are asked to look at the posters and recognize the sports event on the posters. T could guide Ss to learn the name of the sports on the posters. Then Ss share their answers of the questions. 利用图片，创设情境，引出主题，激活学生已有知识与经验。 5’ CW/IW
Step 4 Invite a friend to a sports event: Ss are asked to discuss with a partner about the following question. Before their discussion, T could give them an example and a formula for discussing. What sports events do you like to watch Which sports would you like to try Suggested answers: A: I enjoy watching marathon on TV a lot. I’d like to try running a marathon myself someday. B: Really Why do you like it A: Because I think the process of running such miles really requires patience and perseverance. I want to see how good I am. 延伸上一活动，激发学生学习兴趣。 5’ GW
Step 5 Listening strategy: Ss are asked to choose the right methods for listening for main ideas. Then T lead Ss to summarize the exact information in the main ideas and the elements we should look for while listening. 听前引导学生学习听大意策略，提升学生学习能力。 5’ CW
Step 6 Listen and answer: Ss are asked to listen to Conversation 1 and choose the right answer for the question. Ss should preview the question before listening. After checking the answer, T should lead Ss to conclude the elements for main ideas in the conversation. T also lead Ss to learn key words. 听前引导学生阅读题目，形成听前预测意识；听后总结音频大意，引导学生活用听力策略技巧。 4’ CW
Step 7 Listen and circle: Ss are asked to listen to Conversation 1 again and circle the words that the speaker stresses. After circling the words, T should lead Ss to think about why we should stress the words and check the answer together. 引导学生发现对话中的重音，提升学生语言能力，并思考为何要重读，做到“知其所以然”。 5’ CW
Step 8 Practice in pairs: Ss are asked to practice the stresses with their partners. 学习重音后，及时进行操练。 3’ GW
Step 9 How to stress: T leads Ss to learn what part to stress and when to stress. 引导学生学习重音的具体技巧。 3’ CW
Step 10 Listen and answer: Ss are asked to listen to Conversation 2 and answer the questions. T could lead Ss to summarize what to answer according to the interrogatives. Then Ss are asked to check the answers one by one. T could lead Ss to check according to the scripts if necessary. Ss also learn some new expressions while checking the answers. For the question No. 3, T could introduce Ss some background information about the charity fundraising events in western countries such as their purposes and their common form. 根据听力文细节信息，并能应用信息解决问题；渗透慈善活动文化知识，引导学生了解西方国家慈善活动意义与形式，提升学生文化意识。 10’ CW/IW
Step 11 Think about it: Ss are asked to about the event or activity they would like to invite their friends to. Before discussion, T could lead Ss to check the pros and cons of each event to help them think in a critical manner. T could give several examples to guide Ss and offer a formula for making a discussion. Ss would learn some new expressions. 引导学生思考个人喜爱的活动。 10’ CW
Step 12 Pronunciation: Ss are asked to read the conversation, find the tag questions and decide whether the intonation of the tag questions is rising or falling. 引导学生注意附加疑问句，根据上下文探索附加疑问句的升降调。 3’ GW
Step 13 Pronunciation: Ss are asked to listen and check the answers. Then they are asked to practice with their partners. 根据录音核对答案，引导学生与同伴进行对话练习，进一步熟悉附加疑问句语调。 5’ CW/GW
Step 14 Discuss with a partner: Ss are asked to discuss with a partner about the event or activity they would like to invite their friends to. T should offer help to them while they are in a discussion. 引导学生模仿听力原文与范文思路，自主进行讨论，夯实学生口语技能。 8’ GW
Step 15 Homework: Ss are asked to think and discuss the following questions with their partners. Do you like sports If yes, what do you think the sports can give you If no, why don’t you like sports
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
通过本堂课的学习，学生是否能大体听懂对话，了解听力对话的大体意思。
通过本堂课的学习，学生是否能掌握听大意的听力技巧，是否了解大意的主要要素，是否能熟练运用听力策略。
通过本堂课的学习，学生是否能模仿对话，采用合适的语重音、语调邀请同伴参加活动。

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