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/ 教学评一体化 高效备课 | 英语学科
Unit 4 Ready, steady, go第4课时 Listening and Speaking课时教学设计
教材分析
What---语篇主题和主要内容 Topic: What are extreme sports and how can we stay safe Main content: This lesson focuses on listening and speaking about extreme sports and safety. It begins with students identifying different types of extreme sports (skydiving, rock climbing, mountain biking, etc.) from pictures (D1). Next, students listen to a podcast about extreme sports and choose the best answers (D2). Then, they listen again and complete the notes on Do's and Don'ts for safety (D3). After that, they discuss the dangers of different sports in groups (D4). Finally, they listen to a story about Richard Parks' difficult bike race (D5-D7), discuss the challenges athletes face (D8), and role-play an interview with an athlete (D9). Why---语篇传递的主题意义 Core values conveyed: 1. Understanding extreme sports — Students learn to identify different types of extreme sports and understand why they are exciting but dangerous. 2. Learning safety rules — Students learn the Do's and Don'ts of extreme sports, such as wearing protection, getting training, and not trying dangerous sports without practice. 3. Developing listening skills — Students learn to guess the meaning of new words from context and listen for specific information (true/false, sequencing). 4. Building communication skills — Students learn to discuss dangers, ask questions, and role-play an interview while making eye contact. 5. Understanding the value of effort — Through Richard Parks' story and the athletes' experiences, students understand that effort and participation matter more than winning. How---文体结构、语言特点及功能 1. Text structure The lesson follows a clear listening and speaking structure. First, students identify extreme sports from pictures (D1). Next, they listen to a podcast and choose the best answers (D2). Then, they listen again and complete the notes on safety (D3). After that, they discuss dangers in groups (D4). Finally, they listen to a story about a difficult bike race (D5-D7), discuss the challenges (D8), and role-play an interview with an athlete (D9). 2. Language features The lesson uses the simple present tense to describe extreme sports and safety rules (e.g., Extreme sports are becoming more and more popular. / Don't go too high or too fast without practice.). It uses the simple past tense to describe Richard Parks' race experience (e.g., The race started. / The athletes finished the race together.). Key phrases include getting injured, being too hot/cold, running out of breath, wear protection, get training, and make eye contact. 3. Language functions Students are able to identify different types of extreme sports, guess the meaning of new words from context, listen for specific information in a podcast or story, complete notes on safety rules, discuss the dangers of different sports, and role-play an interview with an athlete using target expressions.
学情分析
【已知】Students have learned basic vocabulary about sports and daily activities in primary school, such as swimming, running, basketball, and ping-pong. They can understand and use simple sentences to describe their daily routines and hobbies. They are familiar with the simple present tense and can talk about their habits using simple sentences. They also have basic listening skills and can understand short, simple dialogues about sports. Most students can work in pairs to ask and answer simple questions like What sport do you like and How often do you play 【未知】Students do not know how to identify different types of extreme sports (e.g., skydiving, rock climbing, mountain biking) or describe their characteristics (e.g., dangerous, exciting, popular). They cannot yet guess the meaning of new words from context while listening, nor can they complete notes by listening for specific information (e.g., Do's and Don'ts). They may struggle to discuss the dangers of different sports and give safety advice. Additionally, they lack the ability to role-play an interview with an athlete, ask appropriate questions, and make eye contact during the conversation. 【能知】 Through picture observation, listening practice, group discussion, and role-play, students will be able to identify different types of extreme sports and describe their characteristics. They will be able to guess the meaning of new words from context, listen for specific information (true/false, sequencing), and complete notes on safety rules. They will also be able to discuss the dangers of different sports, give safety advice using target expressions (e.g., wear protection, get training, see a doctor), and role-play an interview with an athlete while making eye contact. Furthermore, they will understand the value of effort, participation, and safety in extreme sports.
核心素养教学目标
通过本课学习，学生能够： 1.语言能力：Use key vocabulary to identify different types of extreme sports and describe their characteristics. Understand and use key phrases to talk about safety and risks. Use the simple present tense to describe extreme sports and safety rules, and the simple past tense to describe past events in a race. Ask and answer questions about extreme sports and safety tips using target expressions. 2.学习能力：Apply the subskill of guessing the meaning of a new word from context while listening. Listen for specific information in a podcast or story. Complete notes on Do's and Don'ts for safety by listening for key details. Work in pairs to discuss the dangers of different sports and role-play an interview with an athlete. 3.思维品质：Develop logical thinking by analyzing the dangers of different sports and explaining why they are dangerous. Understand cause-and-effect relationships between actions and pare different sports and draw conclusions about how to stay safe while doing extreme sports. 4.文化意识：Understand the importance of safety and effort in extreme sports, not just winning. Learn to respect extreme athletes and appreciate their courage and hard work. Realize the value of making eye contact and showing interest during an interview.
教学重难点
教学重点： 1. Master the key vocabulary for describing extreme sports and safety: Acquire the vocabulary to name extreme sports and describe risks and safety measures. 2. Understand and use the subskill of guessing meaning from context: Recognize that the words around a new word can help guess its meaning. 3. Listen for specific information in a podcast or story: Accurately extract key information from listening materials, including true/false statements and the sequence of events in a race (D2, D6, D7). 4. Complete notes on safety rules (Do's and Don'ts): Listen for key details and complete the notes on what to do and what not to do when doing extreme sports (D3). 教学难点： 1. Guessing the meaning of new words from context while listening: Students may struggle to use the surrounding words to guess the meaning of unfamiliar words, especially when listening at normal speed. 2. Discussing the dangers of different sports and giving safety advice: Students may lack the vocabulary and logical thinking skills to explain why a sport is dangerous and give appropriate safety advice. 3. Role-playing an interview with an athlete and making eye contact: Students may feel shy or lack the confidence to ask and answer questions in a role-play, and they may forget to make eye contact during the conversation.
教学过程
教学环节 教师活动 学生活动 设计意图
Lead in 情景导入 1. Play a short video about extreme sports to introduce the topic and capture students' attention. 2. Present two pictures (bungee jumping and a basketball game) and guide students to compare them by asking: "What sports can you see in the two pictures " 3. Ask students to think and discuss: "Which one is more dangerous Why " and "Would you like to try the dangerous one Why or why not " 1. Watch the video and focus on the topic of extreme sports. 2. Look at the two pictures and identify the sports. 3. Discuss with a partner which sport is more dangerous and explain why. 4. Share their own opinions on whether they would like to try the dangerous sport and give reasons. 1. To activate students' prior knowledge about sports through visual aids and a video. 2. To introduce the topic of extreme sports naturally by comparing a common sport with a dangerous one. 3. To encourage students to think critically about risk and safety, laying a foundation for the subsequent listening and speaking tasks.
Presentation 学习理解 1. Present the pictures of different sports (skydiving, baseball, ice skating, rock climbing) and guide students to identify which ones are extreme sports and explain why (D1). 2. Play the podcast and guide students to choose the best answers about extreme sports and safety (D2). 3. Play the recording again and guide students to complete the notes on Do's and Don'ts for staying safe (D3). 4. Present the dangers and guide students to think of a sport for each danger and explain why it is dangerous (D4). 1. Look at the pictures and identify the extreme sports and explain why they are extreme. 2. Listen to the podcast and choose the best answers about extreme sports and safety. 3. Listen again and complete the notes on Do's and Don'ts. 4. Work in groups to discuss the dangers and think of a sport for each one, then explain why it is dangerous. 1. To help students identify extreme sports and understand their characteristics through picture observation. 2. To develop students' listening skills by practicing listening for specific information and guessing meaning from context. 3. To guide students to learn safety rules for extreme sports through listening and note-completion. 4. To encourage students to apply what they have learned by discussing dangers and giving explanations in groups.
Practice 探究应用 1. Guide students to answer the question about the difficulties racers may face in the most difficult bike race (D5), providing the example as support. 2. Play the recording and guide students to write T (true) or F (false) for the statements about Richard Parks (D6). 3. Play the recording again and guide students to number the days according to the order of events in the race (D7). 4. Check the answers together and clarify any remaining questions. 1. Discuss and answer the question: "What difficulties do you think the racers will have " using the example as a model. 2. Listen to the recording and write T (true) or F (false) for the three statements about Richard Parks. 3. Listen again and number the days (1-5) according to the order of events in the bike race. 4. Check their answers with the teacher and correct any mistakes. 1. To develop students' listening skills by practicing listening for specific information. 2. To encourage students to think critically about the difficulties and challenges in extreme sports. 3. To consolidate students' understanding of the listening content through checking and correcting answers.
Production 迁移创新 1. Guide students to discuss the questions in pairs: "Why is the bike race the most difficult in the world " and "What do you think of the extreme athletes like Richard Parks " (D8). 2. Present the interview task (D9) and guide students to brainstorm and write down four questions they would like to ask Richard Parks, then role-play the interview in pairs. 3. Guide students to practice the target pronunciation by listening, imitating, and writing down the pronunciations of the purple letters. 4. Lead students to read the sentences aloud after the recording, paying attention to the pronunciation of the purple letters. 1. Work in pairs to discuss the two questions and share their opinions on the difficulties of the bike race and the extreme athletes. 2. Brainstorm and write down four interview questions for Richard Parks, then take turns to role-play the interview. 3. Listen and imitate the target sounds, then write down the correct pronunciations for each group of words. 4. Read the sentences aloud after the recording, focusing on the pronunciation of the purple letters. 1. To develop students' speaking and cooperative skills through pair discussion and role-play activities. 2. To apply the target language in a meaningful context by interviewing an athlete. 3. To improve students' pronunciation and phonetic awareness by practicing the target sounds and reading sentences aloud.
Summary 归纳总结 1. Guide students to review the key vocabulary and key sentences by reading them aloud and explaining the safety rules. 2. Lead students to summarize the listening and speaking skills they have practiced. 3. Present the topic and feelings summary, highlighting the main topics and the core values. 1. Read and review the key vocabulary and sentences aloud, and explain the safety rules in their own words. 2. Reflect on and share the listening and speaking skills they have learned in this lesson. 3. Discuss the topic and feelings, expressing their own opinions about extreme sports and safety. 1. To consolidate the key vocabulary, sentences, and skills learned in this lesson through systematic review. 2. To help students build a clear knowledge framework and reflect on their own learning process. 3. To reinforce the core values of safety, effort, and teamwork in extreme sports.
Language points 知识梳理 1. Present a summary chart on the blackboard covering the listening sub-skill, listening tasks, speaking topics, and key questions. 2. Guide students to review the listening sub-skill of guessing meaning from context and recall the two listening tasks. 3. Review the speaking topics and key questions, and encourage students to use them in conversations. 1. Review the listening sub-skill and tasks, and explain how to guess the meaning of a new word from context. 2. Recall the listening tasks and share what they learned from the podcast and the notes on Do's and Don'ts. 3. Practice the key questions by asking and answering them with a partner, using the target expressions. 1. To provide a clear and structured visual summary of the listening and speaking content, helping students build a systematic knowledge framework. 2. To reinforce students' understanding of the listening sub-skill and key questions through review and practice. 3. To prepare students for applying the target language in real-life communication about extreme sports and safety.
Exercises 练习巩固 1. Assign differentiated homework tasks: Basic, Improving, and Extending, to meet the needs of students at different levels. 2. Explain the requirements clearly: Basic tasks focus on reading, recording, and writing simple sentences; Improving tasks involve having a conversation with family and writing a short passage; Extending tasks require writing interview questions and recording a role-play interview. 3. Provide clear evaluation criteria and encourage students to use the target vocabulary and sentence patterns accurately. 1. Complete the Basic task by reading and recording the extreme sports words and sentence patterns, and writing three sentences to introduce an extreme sport they know. 2. For the Improving task, talk with family members about their opinions on extreme sports, and write a short passage based on the conversation. 3. For the Extending task, write four interview questions for Richard Parks using the target sentence patterns, and record a 1-minute role-play interview. 1. To consolidate the target vocabulary and sentence patterns through varied and leveled practice tasks. 2. To encourage students to apply the target language in real-life situations, such as discussing extreme sports with family and role-playing an interview. 3. To develop students' comprehensive language skills, including speaking, writing, and creative expression, while reinforcing the importance of safety in extreme sports.
分层作业设计
A层： 基础巩固 面向基础薄弱学生，设计简单、保底的作业任务….
B层： 能力运用 面向大多数学生，设计应用型、巩固性作业….
C层： 拓展挑战 面向学有余力学生，设计拓展性、创造性作业….
教学反思
亮点：The lead-in activities effectively aroused students' interest in the topic of extreme sports through the video and picture observation. Most students could understand and use the target vocabulary to name different extreme sports and describe their risks. The step-by-step listening design helped students grasp the listening content smoothly. The subskill "Guessing the meaning from context" provided solid support for students' listening tasks. Students learned to identify the Do's and Don'ts of extreme sports safety. The pair discussion and role-play interview activities successfully integrated speaking practice with logical thinking, helping students learn to ask and answer questions about extreme sports and make eye contact during an interview. 不足：Some weak students could not guess the meaning of new words from context flexibly while listening. Limited class time left insufficient time for students to present their role-play interviews and share their group results. A few students failed to complete the notes accurately while listening to the podcast. Individual students made mistakes in pronunciation when reading the sentences aloud. 改进：Offer more sentence frames and visual aids as learning support for low-level students before the listening and speaking tasks. Better arrange class time to spare more time for students' presentations and peer sharing. Design more guided practice exercises to help students guess the meaning from context and complete notes while listening. Provide more opportunities for students to practice the target sounds and role-play interviews in real-life situations.
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