新教材高中英语人教版必修第一册Unit3教学设计
Lesson Plan for M1U3 Living Legends
Ending
(1min)
To share their draft.words.
Step6 Homework (1min)To polish the draft To search for more
supporting evidence
about the legend you
choose and polish the
writing.
To practise writing
skills.
IV.Blackboard Writing Design
Langping Jordan
capability As.., As..., As..Seem to
Seem to
device Parallelism Hyperbole
Evidence2015 world cup What he says and does
Traits Devoted, determined,
inspiring Devoted, determined, generous, inspiring
V.Reflection
新课程理念之下，阅读课应该不仅仅关注学生的读，更要关注学生读的策略培养，以及读中、读后的思与言。
因此，在本次教学设计中，学生在教师的引导下去关注文中的有效信息，读取隐藏信息，寻找信息沟，同时教师可以补充适当的背景信息，帮助学生填补这个信息沟，并且在这个过程中，引导学生关注语言这个媒介，引导学生分析语言的特点，为学生的写做好铺垫。
同时，在理解的基础上，教师引导学生进一步思考，通过推断、分析、对比、综合锻炼学生的思维能力，最终通过写语言或者说语言等输出形式引导学生对课文的语言进行运用、基于原文话题进行创造，在这个过程考察锻炼学生的综合能力。
M1Unit3 Living Legends。
高中英语人教版必修第一册Unit 3 Listening and Talking 教学设计-
Listening and Talking 教学设计基本信息科目英语年级册次高一必修一版本单元人教版Unit 3姓名学校教学内容分析【What】本节课的话题是表达你对体育精神的看法voice your opinion on sportsmanship。
该话题属于主题语境--人与社会（文学、艺术与体育）。
子话题为体育活动、大型体育赛事、体育与健康、体育精神。
听力文本采用对话形式，介绍了三名来自不同国家的中学生就一次田径比赛中，在最后一圈进入百米冲刺时，一个女孩是否应该放弃夺冠去帮助意外她摔倒的竞争对手的不同观点。
整段对话可以分为两个部分。
第一部分是事件回顾部分，曹静首先向莉莉和麦克斯介绍了昨天体育运动会上，在某女子赛跑比赛中最后100米冲刺时，一名对手摔倒了，同她竞技的一个女孩放弃了夺冠的机会，而去帮助这个摔倒的对手的事件。
第二部分观点讨论部分，曹静认为这个女孩在最后100米冲刺时，放弃夺冠的机会而去帮助摔倒的竞争对手的做法体现了无私的助人精神，这比赢得比赛还要重要。
而莉莉和麦克斯则持不同观点，莉莉认为竞争对手在比赛中摔倒而失去比赛机会，固然很糟糕，但这恰恰是竞技体育的的一部分。
如果一个运动员是为国家荣誉而赛，那她考虑的就应该是支持她的粉丝和国家荣誉。
对此迈克表示非常赞同，迈克认为一个参赛选手在努力训练后，就应该竭尽全力去获得胜利。
曹静表示理解莉莉和麦克斯的观点，但是她仍然坚持自己的看法。
【Why】本课听力文本真实、典型，有助于学生理解体育竞争的残酷性，并激发学生思考什么是真正的体育精神。
在发展语言技能的同时，有助于提高学生分析问题和解决问题、批判与创新的能力。
【How】对话以曹静询问莉莉和麦克斯是否知道昨天田径赛场上发生的事为切入，此处曹静使用反义疑问句You saw the race yesterday, d idn’t you?来求证事实。
曹静讲述了在昨天的田径比赛中，一个女孩在最后一圈进入百米冲刺时，放弃夺冠去帮助意外她摔倒的竞争对手事迹。
高中英语人教版必修一Unit3Sports and Fitness-Living Legends教案
《Living Legends》教学设计Teaching Objectives:1.Students can learn to get information through reading with the help of mind maps and analysis forms.2.Students can learn the way of expressing their own opinions and how to support the ideas in both speaking and writing.3.Students can know the qualities of great/influential people.Focuses and Difficulties:1.To make sure the students understand the structure of an essay in which opinions are expressed.2.To make the students use the qualities they learned in the class to describe people they admire.Teaching Preparations:Multi-media, videos, worksheets教学环节Steps教师指导与学生活动Teaching Activities设计意图Intention1. Lead-in2. Fast Reading 1. Lead-in1. Teacher plays a video clip of the film <Duoguan>(<Chinese women’s volleyball>).2. Questions &AnswersT：Have you watched this movie?Ss: Not yet.T: I know you are busy, but you must have heard of it,right?Ss: Yes!T: Yeah, it has been such a great hit! Why it is sopopular?S1: Because it shows the spirit of Chinese people.S2: Becuase of the main character Lang Ping has alot of fans!T: Yes! Lang Ping is very influential! Do you knowthere is a magazine trying to select the greatestathletes as living legends? Now let’s go and have alook!2. Fast Reading利用热点话题，激发学习兴趣，创设情境讨论，让学生思考到主人翁郎平作为一个体育界的领袖人物所带来的影响，从而引入到课文学习中。
高一英语人教新课标必修1Unit3教案
I. Warming up Step1. lead-in by discussing Talk about experence of journey. 1. Where have you ever been before/ in the National Day? 2. How do you like the travel to …? (eg: I have been Beijing during holiday. It is very interesting that … We visit … and found … That journey helps me know the culture there better.) 3. Why do you think the journey is helpful? To To ……(to brunden our horizons; to learn more about local culture and history; to relax; to make friends; to get a better understanding of of……) Step2. Warming up Task1. Part 1 on Page17 1. If you want to go travelling, where are you going? How did you get there? (on foot; by bike; by bus; by car/jeep; by train; by plane/by air; by boat/by ship/by sea )2. If you are given a chance to travel around the world, what kind of transportations will you use and why? (What do you have to consider before you decide which means of transport you will use? Cost(花费)/ Safety(安全安全)/ Comfort (舒适)/ Quickness/ Convenience (方便)) 3. Now look at the following chart on Studentbook and discuss it in your group. (Discussion Making note Grouping sentencesSpeech ) Task2. Part 2 on Page 17 Make dialogues A: When are you leaving? B: I am leaving …Sample dialogue A: Tom, where are you going on holiday? B: I ’m going to Laos. A: When are you leaving? B: I am leaving next Sunday. A: How are you going to Laos? B: I ’m taking a plane. A: How long are you staying in Laos? B: I am staying there about two weeks. A: Great. Have a good trip. B: Thanks. Step3. Homework 1. Make a speech (workbook) 2.导学大课堂P67-68/课前导读课前导读II. Reading(1) Step1. RevisionMake a speech on Page55 Workbook Step2. Lead-in Do you like traveling along a river, a great river? What role does a river play in people’s life? In other words, how do people who live along a river use it? 1. Where are you going on holiday? 2. When are you leaving? 3. How are you going to…?4. When are you arriving in/at…?5. Where are you staying? 6. How long are you staying there? 7. When are you coming back?The suggested answers:People can drink the water in a river or wash their clothes. People can swim in a river in summer. People can use a river to irrigate their fields. People can use a river to produce electricity. People can travel along a river. of/abouta…dreamthat…sb.1) He dreams of working for himself and not having a boss one day.= sb.sb.sb.sb.sb. persuade persuade5) 我想把这些椅子弄到楼上去．I want to get these chairs ________. 6. stubborn1) He is too stubborn to apologize. 2) You’ll have to push hard, that door is a bit stubborn.3) The old man has got a stubborn cough that has lasted for weeks. (as) stubborn as a mule 7. Although she didn’t know the best way of getting get to p laces, she insisted that she organize the trip properly. 尽管她不知道旅行的最佳方式, 但是她还是坚决主张她来合理安排这次旅行。
人教版 高中英语必修一 Unit 3 教案
Step 2 Pre-writing
1.老师向学生展示健康簿，并让学生们谈谈对其的了解，借此激活学生的背景知识，激发学生的好奇心和求知欲。
2.让学生阅读语篇，完成课本P42活动1，通过活动1的三个问题帮助学生理解文章的主要内容。
3.让学生再次阅读语篇，通过填写表格梳理Kayla前后的变化，以及这些变化带来的结果。
4.让学生再次阅读语篇，完成课本P42活动2，梳理健康簿的文本结构，分析其写作技巧。
5.让学生完成课本P43活动3的1和2，为接下来的写作收集素材。
Step 3 While-writing
1.让学生借助刚刚积累的素材，结合写作提纲列出写作要点，以及表示对比的语言。
教学
重点
1.指导学生通过阅读，学习健康簿的文本结构和语言特色。
2.指导学生正确描述健康方面的问题和解决办法，让他们学会使用比较和对比的方法，描述事物前后的变化。
教学难点
1.引导学生运用所学知识为班级健康簿编写一页内容。
2.培养学生关注健康的意识，形成正确的健康观。
教
学
内
容
与
过
程
Step 1 Lead-in
SБайду номын сангаасep 5Homework
According to the teacher’s and students’evaluation, polish your page for yourclass wellness book and then hand in it before the next class.
备注
2.结合写作提纲和P43活动3的3给出的提示，写出初稿。
人教版高中英语必修一unit3教案
高三英语组教案必修一Unit 3 Travel journalReview planBackground informationSchool: Kai Yuan Middle SchoolTeacher: zhang keliStudents: 34 senior high school students, Class 16, Grade 3Material: review of unit 1 Friendship, New Senior English f or China Student’s Book 1Type of lesson: reviewLesson duration: 40 minutesDate:Aids: Learning material, PPT, whiteboard, textbook, chalk, blackboard,ContentsReview and exerciseObjectives1）students can recognize the Chinese meaning of the words of unit32）students can use some important words, phrases and sentences pattern to make sentences.(for example: prefer sth. to sth,persuade sb to do sth, persuade sb into doing sth3）students can distinguish some important phrases’ meaning(burst, give 系列)4）students can develop the ability to finish grammar filling by doing blank-filling during class.5）Students can develop the good habit of preview.Focal points1）students can use some important words, phrases and sentences pattern to make sentences.(for example: prefer sth. to sth,persuade sb to do sth, persuade sb into doing sth2）students can develop the ability to finish grammar filling by doing blank-filling during class.3）Students can develop the good habit of preview.Difficult points1）students can develop the ability to finish grammar filling by doing blank-filling during class.2）Students can develop the good habit of preview.Period1：Step 1：lead in (ask students the question, let them say it one by one)T: Do you like traveling? Why do you like traveling?Enrich our knowledge Make friends Be good to healthT:You will go to some places for a holiday, what kind of transport does you prefer to use? Why?by train by car by plane/ air by ship/boat/seathe advantages and disadvantagesStep2: check students’ memory one by one (before class ask students preview the words of this unit)(5mins)核心单词1.n．& vt.运送；运输2.vt.说服；劝说3.adv.最后；终于4.n．时间表；进度表vt.为某事安排时间5.n．弯；拐角vt.使弯曲vi.弯身；弯腰6. n．态度；看法7.n ．& vt.预测；预报 8.n ．保险9.n ．风景；视野；见解 vt.观看；注视；考虑10.n ．不利条件；不便之处→ n ．(反义词)有利条件；优势11.vi.毕业 n ．大学毕业生→ n ．毕业12.vt.决定；确定；下定决心→ adj.坚决的；有决心的→ n ．决心13.adj.可信赖的；可靠的→ vi.依靠；依赖14.vt.更喜欢；选择某事物(而不选择其他事物)→ _________n ．偏爱；爱好15.vt.组织；成立→ n ．组织者→ ___________n ．组织→ adj.有组织的高频短语1．Ever___ 自从；自……以后 2．Care___ 关心；忧虑；惦念 3．be fond___ 喜爱；喜欢 4．____ one's mind 改变主意 5．Make___one's mind 下决心；决定 6．Give____ 投降；屈服；让步7．____usual 照常8．_____ midnight 在午夜9．be dressed____穿着……10．Feel____ 喜欢；想要Step 3 finish the following blank-filling( students can finish it in group or by themselves.)(5-6mins)课文缩写语法填空Wang Kun and Wang Wei are brothers and sisters. They have dreamed of ①________ (take) a great bike trip.②________ was Wang Wei who first had the idea to cycle along the Mekong River. They ③________ (ride) bicycles to travel along the Mekong River, ④________ source is in Qinghai Province.⑤________ it enters Southeast Asia, it travels slowly through hills and low valleys and the plains where rice grows. Despite the ⑥________ (difficult), Wang Kun and Wang Wei were ⑦________ (determination) to begin their journey at ⑧________ altitude of more than 5,000 meters in Qinghai Province. During their journey, they enjoyed the ⑨________ (continue) change of the weather. Finally, they reached Dali in Yunnan Province, ⑩________ Dao Wei and Yu Hang joined them. The four of them went on with their great bike trip.重点词汇及短语Step 4: 重点词汇(以抽查的形式进行复习，以下黑体部分均为上课抽查内容)词汇的复习多结合语法填空的形式进行考察，旨在引导学生养成该题型的做题思维。
高中英语人教版必修第一册Unit 3 Listening and Speaking 教学设计-
Listening and Speaking 教学设计基本信息科目英语年级册次高一必修一版本单元人教版Unit 1姓名学校教学内容分析【What】本节课的话题是邀请朋友观看或参加一项体育赛事invite a friend to a sport event。
该话题属于主题语境—人与社会（文学、艺术与体育）。
子话题为体育活动、大型体育赛事、体育与健康、体育精神。
听力文本一是对话，内容是Shen Qi邀请Amy周六下午观看电子竞技比赛，Amy 因为与羽毛球教练有约在先而婉拒Shen Qi的邀请。
本段听力文本共4.5个话轮：第一轮：Shen Qi询问Amy是否知晓周末举行的电子竞技，Amy表示不知道，并询问何为电子竞技。
第二轮：Shen Qi简要介绍电子竞技与电子游戏相似，Amy质疑其是否属于体育竞技。
第三轮：Shen Qi认为电子竞技属于体育竞技并发出邀请，Amy表示出有兴趣并询问比赛地点。
第四轮：Shen Qi告知Amy比赛地点和时间并再次发出邀请，因为Amy早已与羽毛球教练有约，而不得不表示拒绝。
Shen Qi表示惋惜。
（听力结束）本段听力文本是对话，内容是Adam邀请Julie周六下午参加“B lue Paint”跑，在了解该项赛事的内容后，Julie欣然接受邀请。
听力文本二共3个话轮：第一轮：Adam询问Julie周末安排并介绍周六下午有蓝色跑。
Julie询问何为蓝色跑，同时求证该项活动是否是类似马拉松似的比赛。
第二轮：Adam介绍蓝色跑不是马拉松，而是一种收取一定费用，采用跑步形式，推动社会公益的趣味体育活动。
Julie认为该活动听起来并不有趣，并且进一步询问该项活动名字的来源。
第三轮：Adam详细介绍蓝色跑名字的来源和它的公益目的，并再次发出邀请。
Julie 在了解详情后，表示出极大兴趣，欣然接受邀请。
（听力结束）注：电子竞技作为一项新兴的体育项目，这几年在中国得到长足发展，开始成为信息时代人们文化体育生活的新需求，成为引领信息产业发展的新动力，展现出勃勃生机和广阔美好的发展前景。
高中英语人教版必修第一册Unit 3 Sports and Fitness 教案
Invite a friend to a sports event听力课教案1.Teaching Objectives(1)Studenst can understand the conversations and grasp the main idea.(2)Students can master the common expressions used when inviting and replying others.(3)Students can understand the relationship between sport and philanthropy.(4)Students can understand the importance of physical activity and have an optimistic attitudetowards life.2.Teaching Key and Teacning Difficult PointTeaching key points :Students can master the common expressions used when inviting and replying others.Teaching difficult points :Students can understand the importance of physical activity and have an optimistic attitude towards life.3.Teaching ProceduresStep 1 Lead-in (5 minutes)watch a clip of sports event video and ask “what’s your feeling about it? Do you often watch sports event?”(Justification:this step can attract student’s interest and introduce the topic.)Step 2 pre-listening (8 minutes)●Ask students if they have participated in sports competitions. Is it alone or with friends?What is their favourite sport?●Ask students look at the posters on the textbook, use pictures to help students becomefamiliar with new words, then ask “ Which one are you most interested in?’●Ask students look at the question in activity 2 and make preparations for listening. (Justification:this step can provide some background information and pave the way for the following activities.)Step 3 while-listening (20 minutes)1)Ask students to listen conversation 1 and find out Shen Qi’s main purpose for talking to Amy.Then check the answer together.2)Summarize some tips to grasp main idea.3)Ask students to listen conversation 1 again and finish activity 3.Then check the answertogether.4)Ask students to listen conversation 2 and finish the questions in activity 4.Then check theanswer together.5)Ask students think about the purpose of “BluePaint” run, and ask do you think this activity isworthwhile? Why? If you were given a chance, would you go for it?(Justification: This step can help students understand the listening material and improve their listening abilities to grasp main idea and detailed information.)Step 4 post-listening(10 minutes)Pair work●Summarize the expression used to invite othersWould you like to.....That would be great.How/What about....All right!Why don’t you....Yes, I’d love to.Could you please.....I’m sorry./I’m afraid I can’tI’d like to invite you to.....I’d like to, but......●Look at the three sports event in activity 5, which one would you like to invite your friends to?Make a conversation used what we have learnt today.(Justification: This step can help students consolidate what they have learned and help students to apply the new knowledge to other situation.)4.Homework (2 minutes)Invite your friends to watch sports with you.。
人教版高一英语必修一课件 Unit 3 教案
Unit 3 Travel journalTeaching aims and demands：1. Topic:traveling; describing a journey2. Vocabulary and useful expressions:journal, fare, transport, finally, cycle, persuade, insist, proper, properly, determine, rapid, valley, waterfall, plain, attitude, shorts, camp, record, afterthought, topic, familiar, brave change one’s mind, give in3. Function:(2) Means of transportation:walking, cycling, horse riding, taking buses/trains/boats/planes4. Grammar: 现在进行表将来e.g.Where are you going on holiday?I am going to Hawaii on holiday.When are we coming back?Teaching procedures:Period OneStep 1.Warming up1. Ask Ss to talk about the places where they have been.2. Following the steps of the warming up on page 17.Step 2. Pre-reading1. Show some traveling pictures of the teacher’s.2. Discuss: (1) Which river is the longest one in the world and which is the largest one; which river is the longest one in China.(2) How people who live along a river use it.Step 3. Reading1. After reading quickly and answer:What are they going to do?2. Ss read again and finish comprehending 1 on page 19.3. Ss read and get the main ideas of each paragraph.4. Ss list the countries that the Mekong River flows through.Step 4. After-readingSs in pai rs and discuss: Wang Wei’s and Wang Kun’s similar and different attitudes about the trip.Similar attitudes about the trip different attitudes about the trip.Both Wang Wei and Wang Kun think…1. Taking this trip is a dream come true.2. That they will enjoy this trip a lot.3. They should see a lot of the Mekong.4. That most of the Mekong will be found in Southeast Asia.Wang Wei believes…1. They must start in Qinghai where the river begins /see all of the Mekong.2. T hat they don’t need to prepare much.Wang Kun believes…1. it is too cold and high to start in Qinghai.2. that using an atlas is very important.Step 5. Homework1. Surf the internet and get more information about the Mekong River.2. Retell the passage use your own words.Period TwoStep 1. Warming upReview what Ss have learned and come to the new lesson.Step 2. Learning about the language1. persuade sb. into /out of sth.: cause sb. (not) to do sth. by arguing or reasoning with him 说服或劝说某人（不）做某事e.g. He is easily persuaded.You try and persuade her to come out with us.persuade sb. (that clause): cause sb. to believe sth.; convince sb. 使某人信服e.g. I am not fully persuaded by the evidence.2. insist v. : demand (sth.) forcefully, not accepting a refusal 坚持或坚决要求Since he insisted, I had to stay.insist on sth./doing sth.: require or demand; refuse to accept an alternative 一定要（某事物），坚决主张e.g. She insists on getting up early and playing her radio loud.3. care about: be worried, concerned or interested 忧虑，关心，惦念e.g. D on’t you care about anybody?I don’t care about what happens to him.care for /to do: be willing or agree to do sth.; wish or like to do sth.e.g. Would you care a drink?Would you care to go for a walk?care for sb.(1) like or love sb.e.g. He cares for her deeply.(2) look after sb.; take care of sb.; be responsible for sb.e.g. Who will care for your child if you are out?4. Once she has made up her mind, nothing can change it.once: adv.(1) for one time 一次e.g. I have only been here once.(2) at some time in the past 一度；曾经e.g. He once lived in Zambia.(3) all at once: suddenly 突然e.g. All at once the door opened.once conj.：as soon as 一旦；一…就…e.g. Once you understand this rule, you’ll have no further difficulty.Step 3. Practice1. Ss finish Ex 1 and 2 on page 20 by themselves.2. Check the answer.3. Ss do Ex 3. on page 20.4. Teacher gives Ss suggested answer and tell them why if the Ss have any problem.Step 4. Homework1. Learn the useful expressions by heart.2. Finish Wb. Ex1 on page 56.3. Finish Wb. Ex 2 on page 57.Period ThreeStep 1. RevisionCheck the answers of Wb Ex 1 and 2 on page 56 and 57.Step 2. Discoverig useful structures1. Ss look at the following sentences and underline the verbs. Let Ss themselves find the rules and tell what tense they are used.e.g. Are you working this evening?We’re having an English party this weekend.He is leaving tomorrow.2. Ss finish the dialogue on page 21 and pay attention to the tense.(Answers: are going, going, going/traveling, staying, are coming, coming, are going)3. Ss finish part 3 on page 21.Step 3. Talking1. Discuss the topic on page 55 in groups.2. Ss make a list about the objects: Which is the most useful and which is the least useful and why?3. Ss show their result to the class.Step 4. Speaking1. Discuss: What do you think a dam does to a river and the people who live on it?2. Make a list of some good and bad things a dam does.3. Discuss your report with your classmates and then show it in class.Step 5. HomeworkFinish Wb Ex 1 using structures on page 57.Period FourStep 1. Warming upAsk Ss some questions about Journey Down The Mekong (I).1. W hat was Wang Kun and Wang Wei’s dream?2. What can they see when they travel along the Mekong?3. Will they have some difficulties in their journey? What are they?Step 2. Reading1. Ss read the passage: A Night in the Mountains and answer the following questions:(1) How does Wang Kun feel about the trip now?(2) What do you think has changed his attitude?2. Ss make a dialogue about things happen the next morning before Wang Kun and Wang Wei leave their camp.3. Show the dialogue to the class.Step 3. Reading1. Read the passage: The End Of Our Journey on page 59.2. Ss fill in the form with the information from the travel journal.Period FiveStep 1. Listening1. Ss listen to part 3 and tick the words they hear on page 23.Step 2. ListeningSs listen to part 4 and finish Ex1 and 2 on Wb, page 55.Step 3. Listening task1. Ss listen to part 5 and finish Wb. Ex 1 on page 58.2. Ss listen to the tape again and fill in the information on the chart.Period SixStep 1. Pre-writing1. Ss read the passage and get the general idea about it.2. Ss make a list of details from the travel journal that you believe are real and you don’tbelieve are real.Step 2. Writing1. Ss write a short letter to Wang Wei as one of her friend and ask her to describe: how she feels, what she is doing, and some place you want to know about. Then wish her well on her journey by using some of the following expressions:Have a nice/good time.Have a nice/good trip.Good luck on your journey.Say “Hello” to …Give my love/best wishes to…Have fun.Take care.Write to me.2. Ss read their writing and check the mistakes by themselves.3. Ss exchange their writing and correct the mistakes.4. Ss rewrite the letter again.Step 3. After-writingChoose some samples and show them in class.Tips on writing:(1) Pay attention to the form of writing a letter.(2) Pay attention to the tense while writing.(3) Pay attention to the structures of the sentences.Step 4. HomeworkMake an advertisement or finish the project on page 61 in groups.。
Unit3 教学设计-【新教材】人教版高中英语必修第一册
5.Before people saw Michael Jordanplay,they did not knowthat basketbal
could be played
Practiseand develop
Blackboard Design
Unit 3 Sports and Fitness
Period 2 Choose your favourite athlete
LangPingMichael Jordan determinedAirJordan
teamworkspiritimpressive skills
教学过程
教学环节
教师活动
学生活动
设计意图
Pre-reading
Step 1
Teacher presents questions:
Students answer
Activate
Lead-in
What do you usually do on Weekends?
thequestions
students’
states their own
theirreading
passage on Page 38 and predict what the
ideas.
abilityof
passage is probably about.
prediction
What does “legend”mean and what requires
presentation
教 学 方法：
Task-based method to make students interested in what they will learn Fast reading to get the general idea of the passage
Unit3SportsandFitnessListeningandSpeaking教学设计高中英语人
人教版（2019）必修第一册Unit 3 Sports and FitnessListening and SpeakingTeaching Plans一、教材分析：本节课主要包括Listening and Speaking两个部分，通过听力和口语练习来提高学生的语言能力以及培养他们的文化意识和思维品质。
二、教学目标：语言能力目标：1. 构建与运动相关的词汇网，积累与话题相关的句型，准确使用这些知识表达观点。
2. 运用听前预测的听力策略，预先感知文本内容，掌握获取听力文本大意的方法，理解听力内容。
3. 总结并掌握邀请及回复邀请的表达，并能够在真实语境中恰当运用。
文化意识和思维品质目标：1. 初步感受体育运动和慈善活动相结合的意义，积极参与体育运动。
2. 运用元认知策略反思语言产出，评价学习效果。
三、教学重点：1. 运用听前预测的听力策略，掌握获取听力文本大意的方法，理解听力内容。
2. 构建与运动相关的词汇网，准确使用这些知识表达观点。
3. 掌握邀请及回复邀请的表达，并能够在真实语境中恰当运用。
四、教学难点：1. 听力理解能力的培养，尤其是对于新的主题和场景的听力理解。
2. 运用所学的词汇和知识表达观点的能力。
3. 口语表达能力的培养，特别是在约请及回复邀请的情境中。
五、学情分析：学生是高一年级的英语学习者，具备一定的英语基础知识和听说能力。
他们有一定的学习能力和思维品质，但对于体育运动和慈善活动相结合的主题可能较为陌生。
因此，在教学中需要给予他们足够的情境及语言表达的机会，同时培养他们探索和思考的能力。
六、教学策略：1. 设计多样化的任务，激发学生参与学习的兴趣。
2. 借助视觉材料，引发学生的思考和讨论。
3. 引导学生进行交互式的口语练习，培养他们的口语表达能力。
4. 提供反思和评价的机会，引导学生从元认知的角度思考和评价自己的学习效果。
七、教学方法：1. 预测法：在听力前，引导学生根据提示或图片预测即将听到的内容。