听说课教学设计Invite a Friend to a Sports Event
主题语境：人与社会——体育运动、体育赛事 语篇类型： 对话
教 材：人教版（2019版）
课 题： Invite a Friend to a Sports Event (Listening and Speaking) 授课时长：一课时（每课时40分钟）
内容分析
本单元以运动与健康为主题，本课是Listening and Speaking板块，学生学习关于体育运动、体育赛事的词汇和背景知识，初步感知附加疑问句的含义和语调，为后续板块中开展说、读、看、写活动以及语法学习作铺垫。
本板块的活动主题是“邀请朋友参加体育运动”，这和学生的日常生活密切相关。学生不仅喜欢参加体育运动，而且对观看比赛非常感兴趣。教材中呈现了足球、羽毛球、拳击、马拉松、电子竞技、“慈善跑”、滑雪、田径、器械健身等运动项目的场景，这些场景既包含了经典运动项目，也包含新兴运动项目，并且兼顾了室内和室外、南方和北方的运动项目。本活动的主题意义是体现体育的趣味性，以及体育与现代科技的结合，体育与慈善事业的结合。活动目的是让学生结合语境，通过听和说的形式，学习提出邀请和答复邀请的语言功能项目。
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教材包括三段对话文本。第一段是听力文本，Shen Qi邀请Amy去观看电子竞技比赛（其中涉及对电子竞技比赛的介绍），但Amy因为有约在身而婉拒了。Shen Qi发出邀请时使用的语言包括“Would you like to come along?”和“Why don’t you join us…?”。Amy答复邀请时使用的语言包括“Really? I’d love to!” “Oh, sorry.” “I can’t.” “I have to…”等。第二段是听力文本，Adam邀请Julie观看“Blue Paint” run, Julie欣然接受。Adam使用“Would do like to go?”向Julie发出邀请。Julie使用“That sounds like a great idea!”答复邀请。第三段对话是器械健身房内陌生人之间的small talk，谈及健身频率、健身感受、运动与健康。三段对话都使用了附加疑问句，为本单元后面的语法学习作铺垫。
学情分析
本班学生属于珠海市的优秀生源，整体外向、思维活跃，学习态度认真，充满学习热情。大部分学生英语基础较好，在听力理解时有一定的获取信息的能力，但往往因为侧重听取个别词汇而忽略听力材料的主旨大意，听力策略有待加强。学生乐于并善于用英语进行表达，但是在语音语调方面还有所欠缺。
在相关知识储备方面，作为“零五后”的学生不仅观看和认识很多经典体育运动和赛事，也在体育课上得到学习和体验，并普遍接触或听闻电子竞技和“彩色跑”。另外，由于本校还承办内地新疆高中班，本地生通过与新疆生的日常交流，增加了对少数民族传统体育运动的认识。然而，学生对体育运动和体育赛事相关词汇方面的积累不多，曾经接触过附加疑问句但印象不深刻，不能熟练地运用该结构。
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教学目标
在本课学习结束时，学生能够：
1. 通过观看主题图和理解名言，熟悉单元的主题语境，明确单元的主要学习任务。
2. 通过头脑风暴和听取信息，了解世界各地的特色体育项目、著名运动员和大型体育赛事。
3. 在听对话时，通过注意重读词汇，获取材料主旨大意。
4. 通过听和说的形式，学会谈论自己身边将要进行的体育赛事或活动，邀请朋友参加或答复邀请。
5. 掌握附加疑问句随语境和提问者的真实意图使用不同语调的基本知识，在口语中正确使用语调表达情感，进行交流。
教学重点
听取对话的主旨大意，掌握本板块出现的体育运动和体育赛事的相关词汇，认识体育运动的多样性、趣味性以及体育与健康的关系，掌握附加疑问句的语调使用。
教学难点
谈论自己身边的体育运动或体育赛事，使用得体的语言邀请别人以及答复邀请。
教学资源
教材、多媒体课件、黑板和粉笔
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教学过程
(Note: IW=Individual Work; GW=Group Work; CW=Class Work; T=Teacher; Ss=Students)
Step 1: Discuss the Opening Page. (2 minutes, IW, CW) Ss read the Opening Page, understand the goals of the unit and discuss the following questions.
Q1: What is your first impression of the picture? What elements of the picture give you such an impression?
Q2: Why is doing sports good for us?
Q3: How do you understand the quote “All sports for all people”?
设计说明：学生讨论开篇页，了解本单元的活动语境和学习任务，关注体育与健康的关系，了解运动的多样性和普遍性。
Step 2: Brainstorm. (4 minutes, CW) 1. Some posters and pictures are presented for the whole class to recall/learn the names of the events.
2. 4 Ss are invited to answer questions in complete sentences.
Q: What sport do you want to try? What sports events do you like to watch? You want to invite a friend to go along with you, don’t you (falling tone)?
3. Ss look at another picture showing a scene of e-sports.
Q: What are they doing? Is it a kind of sports event? What do you know about it?
设计说明：教师展示教材插图，常见奥运会、亚运会和世锦赛图片，与学生相关的市级体育盛事（包括“彩色跑”）图片，激发学生的兴趣、激活已有知识，铺垫词汇。同时让学生初步感知附加疑问句。教师再展示学生熟悉的“IG战队”比赛场景，引起学生对电子竞技这项新兴体育项目的关注，为即将开展的听力活动作铺垫。
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Step 3: Listen to Conversation 1. (2 minutes, IW) Q: What is Shen Qi’s main purpose for talking to Amy? (A/B/C) What is the reason for your decision?
设计说明：播放录音前，教师提醒学生注意教材上的听力策略：尽量把握主旨大意，而非记忆和翻译所听到的每个词。
Step 4: Listen to Conversation 1 again and circle the words stressed. (3 minutes, IW, CW) Q1: Which words are stressed? Do you know how to read these sentences? Q2: Why are those words stressed? Q3: Do you see how to stress words?
设计说明：教师邀请五位学生分别指出教材上五个句子里的重读词汇并模仿朗读，其他同学作补充。然后根据五句话里被圈出的重读词所承载的信息，教师引导学生理解重读的作用。集体朗读五个句子，感知并总结如何在句子表达时实现重读。
Step 5: Listen to Conversation 2. (8 minutes, IW, GW, CW) 1. Listen to the conversation, finish the exercise of Activity 4 on P37, and check the answers with your partners.
2. Listen to the conversation again and check the answers with the whole class. One student is invited to do the math to explain the answer to Q4.
3. Fill in a table carrying some details of the event (if there’s any), like the name of the event, the venue, the time, participants, activities and the goal.
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what when who how why “Blue Paint” run this Saturday afternoon Runners pay 20 dollars to run. Viewers buy 5-dollar water balloons filled with blue paint and throw them at the runners. to help the poor people in the community … where 设计说明：锻炼学生获取、处理信息（包括推断和梳理）的能力。所需要填写的表格给学生提供思维支架，既帮助学生梳理本对话中的信息，也让学生感知邀请别人参加体育项目时可能涉及的方面，为后面的口语活动作铺垫。
Step 6: Have a discussion. (6 minutes, GW, CW) Ss discuss at least one of the following questions in groups and present their ideas to the whole class.
Q1: E-sports events have been admitted by the Asian Games but not by the Olympics. What’s your opinion on this? Do you think it easy to balance e-sports and studies?
Q2: If invited, you won’t join in the “Blue Paint” run, will you (rising tone)? Why or why not?
设计说明：让学生基于听力环节所获取和梳理的信息，进行思考、讨论和分享，进一步理解体育与现代技术的结合、体育与慈善事业的结合。再次让学生在问题中体会附加疑问句的语调和含义。
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Step 7: Summarize expressions about invitation and response. (3 minutes, IW, CW) Ss explore the texts of Conversation 1 and 2, find out the expressions about invitation and response.
According to what is mentioned in the texts and Ss’s experience, Ss and T summarize some related expressions such as:
What/How about …?
Why don’t you …? Would do like to …? All right (then)! That would be very nice. That sounds like a good idea. That’d be great! I’d love to, but … I’d like to invite you to …
I wonder if you’re interested in …? Yes, I’d love to …
I’m looking forward to … Thanks, that’s very nice of you. I’m sorry/afraid I can’t.
设计说明：从听力文本中提炼与“邀请和答复”的语言结构，以头脑风暴激活学生原有的相关语言知识储备，为后面的语言输出做铺垫。
Step 8: Make a conversation. (8 minutes, GW, CW) T: What event or activity would you like to invite your friend to? Make a conversation with your partner.
Tip 1: Use the information on P37, or create a sports event on your own (using the previous table to sort out the details).
Tip 2: Use the expressions about invitation and response.
Tip 3: Stress some key information and your feelings when speaking.
设计说明：让学生巩固并迁移在听力活动中所学到的关于体育项目的介绍、关于邀请和答复的表达、重读等词汇知识、文化知识、语用知识和语音知识，进行创造性输出。 第 1 页
Step 9: Focus on tag questions. (3 minutes, CW) 1. T repeats 2 tag questions used in previous steps and presents each of them in 2 different ways.
Q1: You want to invite a friend to go along with you, don’t you (falling tone)?
Q2: You want to invite a friend to go along with you, don’t you (rising tone)? Why or why not?
Q3: If invited, you won’t join in the “Blue Paint” run, will you (falling tone)?
Q4: If invited, you won’t join in the “Blue Paint” run, will you (rising tone)? Why or why not?
2. Ss are asked to pay attention to the intonation, compare Q1 with Q2, and compare Q3 with Q4.
3. Ss conclude the relationship between the intonation and the meaning of a tag question.
If you know the answer and just emphasize what you are saying, you use falling tone for a tag question.
If you really want an answer, you use rising tone for a tag question. 设计说明：让学生根据之前铺垫的语境，通过观察、发现、归纳、模仿，学习附加疑问句的语调和作用。为后面的语法学习板块作铺垫。
Step 10: Make a summary individually. (1 minute, IW) Ss are asked to make a summary individually by thinking over the following questions.
Q1: What sports events have you learnt in this lesson?
Q2: What listening or speaking strategies have you learnt in this lesson? Q3: Can you read the tag questions with correct intonation?
设计说明：让学生通过自我反思与评价，总结课堂所学的关于体育运动的词汇知识、文化知识、听说策略和附加疑问句的语音知识。 第 1 页
作业设计
1. Supposing that you happen to read a poster promoting an upcoming sports event that is your favorite, write an invitation to Michael, your friend from America, including:
(1) some details about the sports event you are interested in; (2) the reason for your interest in the event; (3) a poster designed by yourself for the sports event.
2. Study tag questions on P108 of the textbook. Practice the conversation on P37 by imitating the audio recording.
3. Do some research on your favorite athlete(s).
设计说明：课后作业是课堂活动的延伸，旨在让学生在新的情境下写邀请信，综合运用所学，把课堂上的口头输出转化为书面输出；自主学习教材附录对附加疑问句的基本组成、用法及功能介绍，加以练习巩固，为后面“Discovering Useful Structures”板块作铺垫；搜集个人心目中的体育偶像的信息，为阅读板块作铺垫。
板书设计
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板书设计(注释版)
课文原文
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（指导教师：广东省教育研究院 罗永华；珠海市教育研究中心昂；珠海市实验中学 陆金范）
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