Unit 3 Sports and Fitness Reading and Thinking教学设计-2025-2026学年高中英语人教版（2019）必修第一册

该高中英语教学设计聚焦体育传奇人物的事迹与品质，通过阅读郎平与乔丹的故事，梳理文本结构，掌握描述运动员的词汇与表达。课堂以体育视频导入，结合AI数字人“Sports Buddy”提问激活已知，创设“体育传奇提名官”情境，搭建“预测-分析-讨论”的学习支架。 特色在于AI数字人互动贯穿教学，如Dubbing引导任务，结合“信息分类挑战”“提名辩论”等活动，提升语言能力与思维品质。通过深挖人物精神，增强文化意识，任务驱动设计助力学生语言迁移与合作表达，为教师提供创新情境教学范例，高效落实核心素养。

附件： 教学设计 课程基本信息 课题 新人教版必修第一册Unit 3 Sports and Fitness Reading and Thinking 课型 新授课 学科 英语 年级 高中 学段 高一 版本章节 新人教版必修第一册Unit 3 教学目标 Language Competence: Understand vocabulary and expressions about athletes’ achievements and qualities (e.g., honour, glory, determination, unique) in the text, and use these words to describe athletes; grasp the text structure and sort out the storylines of Lang Ping and Jordan. Cultural Awareness: Comprehend the sports spirit and personal charm carried by "sports legends", recognize the outstanding contributions of Chinese and foreign athletes in different sports fields, and enhance the diversified understanding of sports culture. Thinking Quality: Improve logical thinking and critical thinking by predicting, inferring and analyzing text information; think about the definition of "sports legends" from multiple perspectives and express personal opinions in group discussions. Learning Competence: Master the reading strategy of "predicting text content → detailed reading to extract information → transferring and applying expressions", and improve the ability of independent reading and cooperative learning. 教学重难点 Key Points: Understand the descriptions of Lang Ping’s and Michael Jordan’s deeds and qualities in the text; master vocabulary and sentence patterns for describing athletes. Difficult Points: Deeply analyze the connotation of "sports legends", and expand discussions and express opinions accurately combined with personal cognition. 学情分析 The target students are 2025 senior one freshmen who have just transitioned from junior high school. Linguistically, they possess a basic English vocabulary and fundamental reading skills, but lack familiarity with sports-specific terms (e.g., "determination," "glory," "mental strength") and complex sentence patterns for describing athletes’ qualities and deeds. Cognitively, they are curious about sports and have preliminary knowledge of world-famous sports stars like Lang Ping and Michael Jordan, which makes situational and task-driven teaching highly receptive. They show strong enthusiasm for interactive activities such as group discussions and debates, aligning with their developmental need for peer interaction. In terms of learning competence, they are gradually adapting to independent reading and cooperative learning but may struggle with deep text analysis (e.g., interpreting the connotation of "sports legends") and distinguishing between statements, inferences, and personal cognition. Emotionally, they tend to admire role models and are willing to explore the spiritual values behind sports, providing a solid foundation for cultivating cultural awareness and thinking quality. However, some students may face challenges in accurate English expression when sharing opinions, requiring scaffolding through vocabulary prompts and sentence examples during teaching. 教学准备 Multimedia courseware, digital human voice materials, learning task sheets 教学过程 教学任务 教学内容 设计意图 创新设计（含AI应用） Step1 Warming up Show a video about sports and ask students the following questions: ①What does the video talk about? ②What sports do you know? 核心素养提升点：通过展示体育活动的比赛视频，激发同学们对体育话题的热情和参与课堂的积极性，围绕主题创设情境，激活学生已有的知识经验，铺垫必要的语言和文化知识，并以此引入本单元主题。 AI数字人进行自我介绍与问题提问。 【Digital Human Dubbing】“Hello, everyone! I am digital assistant ‘Sports Buddy’ and I want to share a video with you. Let us enjoy it together! ” Step2 Situational Lead-in: Recruitment of "Sports Legend Nominators" Situational Task: Dear classmates, today we will start the challenge journey of "Sports Legend Nominators"! An international sports organization is recruiting "Sports Legend Nominators" worldwide. You need to read and analyze the text to finally select the "sports legend" in your heart. First, let our digital assistant "Sports Buddy" introduce the task background to you. 核心素养提升点：创设“体育传奇提名官”的大情境，快速激发学生的参与热情与代入感；通过文本标题和图片预测活动（对应教材Exercise 1），培养学生的文本预测能力，为后续深度阅读搭建认知基础。 运用AI数字人进行情景创设。 【Digital Human Dubbing】"Dear classmates, welcome to the 'Sports Legend Nominator' challenge! Please first look at the title 'Living Legends' in the textbook and the sports silhouette pictures, and guess what this text will talk about?" Step3 Text Study — "Decoding Legend Files" Task 1 Show the picture and heading to let students predict the content. ①The pictures show figures doing different_________, so it must be about_________. ②The title is Living Legends, so it must be about ________________. ③The subtitles are Lang Pig and Michael Jordan, so it must be about _________. Task 1 核心素养提升点：通过课文所提供的图片和标题，引导学生学会预测文章内容，激发学生探索课文的激情。 Step3 Text Study — "Decoding Legend Files" Task2 Define "living legend of sports" (Skimming the whole text) Students skim the entire text to find clues and answer the question: What is a 'living legend of sports'? Task2 核心素养提升点：根据问题，快速阅读，掌握living legend of sports的定义，明确体育传奇人物的评选标准，为后续解读介绍郎平和乔丹奠定基础。 运用AI数字人进行问题提问，以锻炼学生的听取信息能力。 【Digital Human Dubbing】"Now, let’s start with the core question of this challenge: What is a 'living legend of sports'? Please skim the text quickly and find the key clues to define it!" Step3 Text Study — "Decoding Legend Files" Task 3 Analyze the text structure (Scanning the text) ①Students scan each paragraph to identify the main idea, and complete the text structure framework: a Introduction: The concept of "living legends of sports" b Body Part 1: The story of Lang Ping (athlete & coach) c Body Part 2: The story of Michael Jordan (basketball player) ②Ask students the question: Where can we find this passage? Task 3核心素养提升点：引导学生思考和理解标题、导语和主体，三个部分环环相扣，层层推进，有助于厘清标题、导语和主体的逻辑关系，推断作者写作意图。同时，引导学生熟悉文章出处这一类型考题。 运用AI数字人进行任务设置，以锻炼学生的听取信息能力。【Digital Human Dubbing】"After clarifying the definition of 'living legends', let’s sort out the text structure. Please find the main idea of each paragraph and figure out how the author introduces these two legends!" Step3 Text Study — "Decoding Legend Files" Task 4 Explore Lang Ping’s story (Close reading of Lang Ping’s part) Students read Lang Ping’s paragraph carefully and complete the following tasks: ①Sort out Lang Ping’s achievements and qualities as a player, coach and person in a table. ②Think: How was Lang Ping’s determination tested in the 2015 World Cup? (Textbook Exercise 3, Question 1) How did she deal with the difficulty? How was the result? Task4、5 核心素养提升点：任务4到任务5，根据对评选体育传奇人物的两个标准，引导学生分别对郎平和乔丹的段落进行整体阅读，鼓励学生从语篇中获得新知，通过梳理、概括、整合信息，建立信息间的关联，形成新的知识结构，符合学生“从整体到局部”的阅读认知规律。同时通过结构梳理帮助学生建立文本逻辑框架，突破“深入理解体育传奇内涵”的教学难点。 运用AI数字人进行文本导入，明确学习任务。 【Digital Human Dubbing】 "Now let’s focus on Lang Ping’s 'legend file'—let’s see how she created glory in different stages of her sports career!" Step 3 Text Study — "Decoding Legend Files" Task 5 Dig into Michael Jordan’s charm (Close reading of Jordan’s part) Students read Michael Jordan’s paragraph and complete the following tasks: ①Find key words describing Jordan’s skills and spiritual qualities (e.g., graceful, mental strength, unique). ②Analyze: What does the first sentence of Jordan’s paragraph mean?Why does the author mention "the last few seconds of a game"? (Textbook Exercise 3, Questions 3 & 4) Does Jordan set a good example for us? Find out the key information to support your idea!（failure, success） 运用AI数字人进行文本导入，明确学习任务。 【Digital Human Dubbing】"Next, let’s decode the 'legend code' of 'Air Jordan'—see how he redefined basketball!" Step 4 Reading for language Ask students to cooperate in groups to find out some special sentences and judge what kind of figures of speech do they use. 核心素养提升点：通过深挖文本句子，感受英文语言的魅力，为本单元的人物描写的这一写作话题埋下语言基础与伏笔。 运用AI数字人进行任务安排，明确学习任务。 【Digital Human Dubbing】Now let us go to the “reading for language”—please cooperate in groups to find out some special sentences and judge what kind of figures of speech do they use. Step 5 Further thinking Ask students the following questions： ① What makes a real living legend? ② What are the common qualities of successful athletes? 核心素养提升点：引导学生思考伟大运动员身上的运动精神、高贵品质和人格魅力，学习运动员不畏困难，坚持不懈，决不放弃的优秀品质。引导学生养成通过分析与判断，对人物进行客观公正评价的能力，训练学生的高阶思维能力。 运用AI数字人设置问题的提问，培养学生的听取信息能力。【Digital Human Dubbing】Let’s think: What makes a real living legend? What are the common qualities of successful athletes? Step 6 Interactive Inquiry: "Legend Nomination Debate" Task 1 "Information Classification Challenge" (Textbook Exercise 2) In groups, students judge whether the g information belongs to "Statement (S)", "Inference (I)" or "Experience & Cognition (E)"。 Task 1核心素养提升点：判断信息的来源和性质，感知并理解语言所表达的意义和语篇所承载的文化，进一步增强和提升梳理文本浅层和深层信息的能力。 运用AI数字人进行任务安排，明确学习任务。 【Digital Human Dubbing】"Now we enter the 'Information Classification Arena'—please cooperate in groups to judge the type of information accurately, and collect reliable evidence for your nomination argument! Step 6 Interactive Inquiry: "Legend Nomination Debate" Task 2: "Share Nomination Reasons" (Textbook Exercise 4, Question 1) Group Discussion: 1. Why did the author choose Lang Ping and Jordan as "sports legends"? 2. Which athlete would you nominate as a "sports legend"? Explain the reasons based on his/her deeds and qualities (refer to the Yao Ming example in the textbook or choose independently). Task 2核心素养提升点：通过词汇应用任务，将文本输入的核心词汇转化为语言输出，实现从“理解到运用”的迁移，巩固语言能力目标；同时让学生在创作中进一步深化对“体育传奇”品质的认知，实现语言学习与思维提升的结合。同时，小组讨论围绕“提名理由”展开，既呼应开篇“提名官”情境，又能让学生结合文本与自身经验表达观点，落实“学为中心”的新课标理念，提升语言表达与合作能力。 运用AI数字人进行任务安排，明确学习任务。 【Digital Human Dubbing】"As a nominator, please explain your nomination reasons clearly to convince everyone of your choice!" Step 7 Class Summary: "Nominator Growth Log" vocabulary/expression I learned:__________ My new understanding of "sports legends"___________ My gains in group cooperation: __________________ 核心素养提升点：引导学生自主梳理知识与收获，培养元认知能力；通过“成长日志”中的“体育传奇新理解”，升华情感态度，让学生从“学习文本”走向“内化精神”，实现文化意识与思维品质的双重提升。 运用AI数字人进行任务总结。 【Digital Human Dubbing】"Congratulations on completing the 'Sports Legend Nominator' challenge! Please record your growth and thoughts, and let the sports spirit accompany you forward!" 作业设计 1. Review the text on Page 38. 2. Surf the Internet to collect more information about Lang Ping and Michael Jordan. 3. Write a short article about the living legend you choose. 板书设计/课堂小结 Unit3 Sports and Fitness Living Legends Introduction Body Part 1 Lang Ping Body Part 2 Michael Jordan 教学反思 Successes: The big situation of "Sports Legend Nominator" runs through the whole class, which effectively stimulates students’ learning motivation; the task-driven design conforms to the concept of the new curriculum standard, and students improve their language competence and thinking quality in cooperative inquiry; the integration of digital humans enhances the authenticity and interest of the situation. Areas for Improvement: Some students did not express themselves fully in the group debate, so targeted expression training is needed in the future; more cases of Chinese and foreign sports legends can be expanded to enrich students’ cultural cognition. Improvement Directions: Design hierarchical tasks to meet the learning needs of students at different levels; use multimedia resources (e.g., short videos of sports events) to create more real language contexts, and improve the audio-visual experience and cultural immersion of the class. 学科网（北京）股份有限公司 $