Unit 3 Faster, Higher, Stronger Understanding ideas教学设计-2025-2026学年高二英语外研版（2019）选择性必修第一册

该高中英语教学设计以“体育精神”为核心主题，系统整合多模态语篇资源，通过读前预测、读中细节分析、读后迁移应用的递进式活动，串联Curry事迹与体育精神内涵，构建“语篇理解-品质提炼-自我反思”的知识网络，帮助学生梳理单元核心词汇与表达。 其亮点在于采用大单元教学思路，融合语言能力与思维品质培养，如视频导入激发兴趣，角色扮演记者报道训练表达，写作输出深化理解。评价体系含学案填空检测与分层写作作业，助力学生巩固知识提升素养，教师可精准把握学情优化复习教学。

盐湖区中学青年教师赛课教学设计 教材版本：外研版选修一 章节：Unit3 Understanding Ideas 教学设计 运城中学 王亚绢 1、 单元教学目标 学生能够围绕本单元的主题语境内容，基于单元提供的人物介绍、新闻报道、语音信息等多模态语篇，综合运用各种语言技能，读懂与体育精神相关的语篇内容，听懂并谈论与体育运动相关的话题，恰当使用所学词汇与表达介绍运动员及其精神品质，描述体育赛事场景，了解中外优秀运动员的经历和事迹，感知他们的精神品质，深化对单元主题意义的理解;同时，要能够运用单元所学内容，通过比较、分析，准确获取语篇中与体育精神相关的信息并在此基础上联系自身实际，思考这些体育精神对自己的启发;此外，还能够组织一场趣味运动会，实现知识与思维能力的拓展和迁移，树立不畏艰难、团结协作、不断超越的体育精神;能够通过运用各种学习策略，在自主学习、合作学习与探究式学习的过程中，结合单元所提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程，激发英语学习的兴趣，提高自己的理解能力和表达能力，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。 2、 课时教学目标与评价目标 1. 通过预测问题和阅读理清文章主要内容，提取关键信息，培养学生的语言能力； 2.感知Curry追寻梦想的决心，树立正确态度和价值行为，培养学生的文化意识； 3.分析Curry走向成功的优秀品质，推断文章写作意图，创造性地表达自己的观点，培养学生的思维品质； 4.自主学习与合作探究，按要求报道Curry的故事，培养学生的学习能力。 3、 学科核心素养（课时） 语言能力 文化意识 思维品质 学习能力 4、 教学思路 首先，通过观看Curry篮球比赛的精彩视频导入文章标题；在读前带领学生根据标题和图片预测文章内容并提出相关问题；读中引导学生回答根据标题预测的问题并深入挖掘细节信息，分析Curry的优秀精神品质；读后环节推断文章写作意图，并扮演一名记者报道Curry成功的道路，成就和人生哲学；作业将课上小组讨论的结果按照内容、语言和行文组织的要求写下来，有效完成课堂内容的输出。 5、 教学过程 步骤 教学活动 设计意图 活动层次 Lead-in Step 1 Teacher asks students to watch a video on Curry’s wonderful performances and lead to the title: The Road to Success. To arouse students’ interest in the topic. 感知与注意 Pre-reading Step2 Teacher asks students to predict what the passage may talk about and list related questions. To prepare students for reading. 感知与注意; 学习理解 While-reading Step 3 1. Teacher leads students to answer the questions they have listed one by one according to the writing sequence of the passage. 2. Teacher asks students to find out the beginning of Curry’s road and answer two questions:Q1:What is Curry’s basket like? Q2: How does the author describe Curry’s court? 3. Teacher asks students to find out the difficulties Curry faced on his way to success and asks them to underline the key expressions that describe the poor training conditions and then answer these questions: Did Curry give up? How did he do? What qualities did he show? 4. Teacher asks students to find out other difficulties Curry faced and answer these questions: How did he do with it? What made him a star player? 5. Teacher asks students to find out Curry’s achievements. 6. Teacher asks students to find out Curry’s philosophy to success. 1. To have students get the main idea of the passage. 2. To let students gather information about the passage. 3. To train students’ ability to analyze. 学习理解;获取与梳理;描述与阐释;分析与判断 Post-reading Step 4 Think & Share 1. Teacher asks students to choose the author’s purpose in writing the passage. 2. Teacher asks students to work in their groups and act as a reporter to cover Curry’s road to success, achievements and philosophy 1. To develop students’ abilities to analyze and infer. 2. To train students’ ability to imagine, transfer and create 分析与判断; 推理与论证; 迁移创新;想象与创造 Step 5 Assignment: Teacher asks students to write down their reports on Curry’s story in no less than 150 words. To let students output what they have learned in this class. 应用实践;内化与运;迁移创新; 想象与创造 6、 目标检测： 完成本节课的落实学案相关的词、短语和句子填空。 7、 板书设计： 8、 作业设计： 学科网（北京）股份有限公司 $