Unit 2 Sports and Fitness Lesson 3 Running and Fitness 教学设计课件-2025-2026学年高一英语北师大版必修第一册

北师大版教材 必修第一册 Unit 2 Lesson 3 Running and Fitness 各位专家老师大家好，接下来我为大家呈现的是北师大版教材必修第一册。Unit 2 lesson 3 Reading and Fitness 的教学设计。 1 目录 单元整体分析 2 课时分析 3 教学过程 4 指导思想与理论依据 1 5 教学反思 Analysis of the Unit Teaching Procedures Teaching Reflections Analysis of the Lesson Theoretical Basis 我将从以下5方面进行说明。 3 指导思想与理论依据 教学特色与反思 课时教学设计 单元整体教学设计 教材内容 单元整合 探究主题意义 促进教学评一体化 融入课程思政元素 以解决问题为主线，将主题意义探究与学生的生活建立密切相关的联系。 课程思政融入学科教学，知识传授与价值引领融合。 处理好教、学、评的关系，达到以评促教、以评促学的目的。 首先是指导思想和理论依据 在课程思政，主题意义引领和教学评一体化三个主要理念的指导下，我力求帮学生解决实际问题。 4 指导思想与理论依据 教学特色与反思 课时教学设计 单元整体教学设计 教材内容 单元整合 单元主题意义： 本单元以多种形式、内容丰富的语篇介绍了运动方式、比赛规则、体育精神、运动与健康的关系以及运动对健康的意义，旨在引导学生意识到运动对保持健康的重要意义，理解体育精神、尊重体育赛事规则，养成健康的生活方式和积极的人生态度。 主题语境 人与自我 主题群 健康的生活方式、积极的生活态度 第二部分：单元教学内容分析 本单元主题是运动与健康 主题语境涉及人与自我，包含的子主题群是健康的生活方式、积极的生活态度 本单元以多种形式、内容丰富的语篇介绍了运动方式、比赛规则、体育精神、运动与健康的关系以及运动对健康的意义，旨在引导学生意识到运动对保持健康的重要意义，理解体育精神、尊重体育赛事规则，养成健康的生活方式和积极的人生态度。 5 指导思想与理论依据 教学特色与反思 课时教学设计 单元整体教学设计 教材内容 单元整合 通过对本单元进行语篇分析、整合，我设计了单元整体教学思路：围绕 “认识运动”“科学运动”“践行体育运动精神” 三个维度，深入探讨运动与健康的关系。本节课隶属于子主题：探讨运动的益处，学会科学运动。本单元的学习将通过完成三输出任务推进，具体包括：制作英文运动规则手册、开展 “推荐喜爱运动项目” 的英文宣讲、完成 “令你感动的运动故事” 主题英语写作。单元学习结束后，需完成单元输出任务 —— 拍摄 Vlog，介绍个人最喜欢的运动项目，内容需涵盖该运动的适配群体、规则、益处、科学运动建议及个人运动经历等核心模块。 6 指导思想与理论依据 教学特色与反思 单元整体教学设计 课时教学设计 Reading Unit 2 Sports and Fitness Lesson 3 Running and Fitness 以上是单元整体教学设计分析，接下来请和我一起走进课时，Unit2 Lesson3 Running and Fitness 阅读课 7 Teaching Objectives Teaching Methods Information about Ss Teaching Procedures Teaching Reflection Text Analysis 语篇为新媒体语篇，由相互关联的三篇文章组成，主要内容为通过网站进行的咨询和回复。 帮助学生正确认识跑步与健康的关系，鼓励学生坚持运动，解决困扰。 语篇一：高中生 Jeremy 咨询长跑是否能解决其健康与体育考试困境。 语篇二：Dr. Martin回复：长跑是对新手友好的理想运动，长期坚持能收获多重健康益处。 语篇三：帮助学生获取更多的跑步注意事项。 帮助学生正确认识跑步与健康的关系，鼓励学生坚持运动，解决困扰。 句式： 运用大量祈使句 结构：“提出问题——寻求帮助”的逻辑顺序展开。 结构：“提出观点—给出建议—列举所需设备—介绍长跑的好处”的逻辑顺序展开。 本课时语篇为新媒体语篇，由相互关联的三篇文章组成，主要内容为通过网站进行的咨询和回复。 语篇一介绍高中生 Jeremy 咨询长跑是否能解决其健康与体育考试困境。语篇按照 “提出问题—— 给出建议——寻求帮助” 的逻辑顺序展开，条理清晰，让读者快速理解他的处境和需求 语篇二为主体语篇，通过 Dr.Martin 在网站上的回复，详细阐释了为什么长跑是一项适合新手的入门运动。结构以“提出观点—给出建议—列举所需设备—介绍长跑的好处”的逻辑顺序展开。 语篇三：为语篇二的补充链接，通过祈使句帮助读者快速获取更多关于跑步的注意事项。 8 主题词汇不熟悉，表达不完整。 获取信息零碎化。 对篇章结构意识和写作手法关注不够。 与自己建立联系有挑战。 存在问题与困难 与Topic talk关联，巩固主题词汇，围绕主题意义探究，设计梳理、内化和运用主题词汇 的活动。 围绕主题意义设计问题链，并运用思维图示帮助梳理信息。 设计分析，评价类活动，关注语篇结构和写作手法对表达主题的作用。 设计贴近学生生活的真实情境，在解决问题中运用所学，将学科德育内化于心，外化于行。 解决措施 针对问题4 Teaching Objectives Teaching Methods Information about Ss Teaching Procedures Teaching Reflection Text Analysis Information about Ss 基于语篇分析和前几节课所学：学情分析如下： 学生存在问题与困难： 1.对跑步对身心的好处相应的词汇不够熟悉，表达不够完整 2.获取信息可能会零碎化，影响整体理解效果 3.对篇章结构意识和写作手法关注不够 4.会以旁观者角度学习语篇，在与自己建立联系时有一定挑战 针对以上存在问题，解决措施如下： 1.与Topic talk关联，巩固主题词汇，围绕主题意义探究，设计梳理、内化和运用主题词汇的活动； 2.围绕主题意义设计问题链，并运用思维图示帮助梳理信息； 3.设计分析，评价类活动，关注语篇结构和写作手法对表达主题的作用； 4.设计贴近学生生活的真实情境，在解决问题中运用所学，将学科德育内化于心，外化于行。 9 学习理解 应用实践 迁移创新 3.基于所读文本，通过讨论，辩证地看长跑与健康的关系，表达自己对跑步与健康关系的观点，并向别人推荐一项运动。 2.通过制作并展示思维导图，介绍长跑的好处及对初学者的建议，分析Dr. Martin给出的回复是否能够解决Jeremy的问题并解释原因； 1.通过阅读求助信和回复信，获取Jeremy求助的健康问题以及Dr. Martin给他的回信中关于长跑的事实信息（如：长跑适合的人群、设备、好处、建议）； 教学难点 教学重点 教学目标一 教学目标二 教学目标三 教学目标一 教学目标二 教学目标三 Teaching Objectives Teaching Methods Information about Ss Teaching Procedures Teaching Reflection Text Analysis Information about Ss Teaching Objectives 基于语篇分析和学情分析，确定如下三个相互关联、逐层递进的教学目标 1.通过阅读求助信和回复信，获取Jeremy求助的健康问题以及Dr. Martin给他的回信中关于长跑的事实信息； 2.通过制作并展示思维导图，介绍长跑的好处及对初学者的建议，分析Dr. Martin给出的回复是否能够解决Jeremy的问题并解释原因； 3.基于所读文本，通过讨论，辩证地看长跑与健康的关系，表达自己对跑步与健康关系的观点，并向别人推荐一项运动。 教学目标指向核心素养，符合英语学习活动观： 其中教学目标一和二为教学重点，教学目标三为教学难点。 10 Teaching Procedures Activate and Share Read and Explore Reading and Create Compare and Evaluate Read and Analysis Summary and Homework Watch and Explore Read and Analysis Read and Explore Create and Evaluate Step 4：Read and find out how long-distance running solve this problem according to the mind map. Step 2:Find out Jeremy's problems and predict Dr.Martin's opinions about long distance running. Step 3：Read and check out Ss' prediction. Step 6：Role play as Jeremy’s friends to recommend a kind of sport and solve his problem. Step 5：Analyze Dr. Martin's way of giving suggestions. 学习理解 应用实践 迁移创新 教学目标一 教学目标二 教学目标三 Step 1:Talk about sports and the benefits of taking exercise regularly. 基于学情、围绕教学目标设计了如下层层递进的教学活动。 11 Teaching Procedures Activate and Share Read and Explore Reading and Create Compare and Evaluate Read and Analysis Summary and Homework   To lead to the topic Activate and Share Watch and Explore Read and Analysis Read and Explore Create and Evaluate   To review topic-related vocabulary about sports and fitness Now comes to the teaching procedures: Starting from here, I will switch to English. The first part is activate and share. I began by showing some pictures about students who were engaged in various sports. And asked "What are they doing?" to lead to the topic, activate their prior knowledge. Then I provided sentence scaffolds to help them discuss the benefits of regular exercise. This served as an effective way to connect to their personal experiences while reviewing topic related vocabulary about sports and fitness. 12 Teaching Procedures Activate and Share Watch and Explore Read and Analysis Summary and Homework Watch and Explore Teaching Procedures Read and Explore Create and Evaluate 1.What is Jeremy’s problem? 2.What is his friend’s suggestion? 3.Why did Jeremy write this message? 4.Do you think long distance running will be helpful to Jeremy? To help Ss quickly figure out Jeremy’s problem To arose Ss’ sympathy and interest to help solve his problem I then introduced Jeremy by showing his digital image. This high school student, was seeking help about sports through his video. Students watched and answered four key questions about his situation. ： 1.What is Jeremy’s problem? 2.What is his friend’s suggestion? 3.Why did Jeremy write this message? 4.Do you think long distance running will be helpful to Jeremy? By adapting the first text into a face-to-face narration delivered by a digital person, it enabled students to quickly figure out Jeremy‘s problem，visually and audibly feel Jeremy's pain and confusion, thus effectively aroused their sympathy to help solve his problem. Additionally, this encouraged students to make initial evaluations and provide reasons based on their existing knowledge. 13 Teaching Procedures Activate and Share Prediction Read and Analysis Summary and Homework Prediction Teaching Procedures Read and Explore Create and Evaluate To stimulate Ss’ interest and help get perpared for exploring the text Before reading the passage, I asked students to identify the Dr.Martin’s identity from the picture and spoke out how they would respond if they were Dr. Martin. By doing so, I stimulated Ss’ interest and help get prepared for exploring the text and laid the foundation for later analysis of the writing style. 14 Teaching Procedures Activate and Share Watch and Explore Reading and Create Compare and Evaluate Read and Analysis Summary and Homework Read and Explore Teaching Procedures Watch and Explore Read and Analysis Read and Explore Create and Evaluate To build structured knowledge and comprehend the content After prediction, I asked students to read the passage quickly to verify their ideas and answer the key question: " In Dr Martin’s opinion, can running help solve his problems?" Once they confirmed the answer，they then read it again to find out and analyze how long distance running can solve his problem. Ss drew mind maps on their worksheet. Then after group discussion about findings, I invited a student to show before class. During the process, Ss sorted out the key information from the text and integrate the physical and mental benefits and precautions of running into a mind map. By doing so, I guide students to read under the central theme of problem-solving for Jeremy, which enabled them to build structured knowledge and comprehend the content. 15 Teaching Procedures Activate and Share Watch and Explore Reading and Create Compare and Evaluate Read and Analysis Summary and Homework 1.To internalize the benefits of long-distance running 2.To evaluate from the perspective of writing techniques 3.To cultivate critical thinking Read and Analyze Persuasive Well-organized Empathetic Too formal Less-emotional Teaching Procedures Watch and Explore Read and Analysis Read and Explore Create and Evaluate Then, I led students to consider: "If you were Jeremy, would you try long-distance running after reading Dr. Martin’s email?" Ss could give opinions and explain reasons based on the content, language, structure and writing style. The purpose of it is to lead Ss to internalize the benefits of long-distance running and evaluate from the perspective of writing techniques. This was where I observed their critical thinking. Some students accept the suggestions. They mentioned the physical and mental benefits of long-distance running, and was convinced by the persuasive language, well-organized structure and his empathetic tone. While others were against and pointed out his tone was too formal and lack emotional connection. 16 Teaching Procedures Activate and Share Watch and Explore Reading and Create Compare and Evaluate Read and Analysis Summary and Homework Create and Evaluate provide supplementary reading materials about sports——generated by AI and adapted by the teacher Teaching Procedures Watch and Explore Read and Analysis Create and Evaluate Read and Explore To develop Ss’ ability to solve problems in authentic scenarios To address these insights, I organized a role-play activity where students recommended different kinds of sports as Jeremy's friend. I provided supplementary reading materials about sports like basketball , yoga and badminton to support their recommendations. The materials were generated by AI and adapted by teachers based on Ss’ levels. In this way, students were provided with rich language materials. Also the role-play included clear assessment criteria for self and peer evaluation in content integration, language expression, and emotional communication. The purpose of the activity is to develop their ability to solve problems in authentic scenarios. 17 Teaching Procedures Activate and Share Watch and Explore Reading and Create Compare and Evaluate Read and Analysis Summary and Homework Level A:班级宣讲——我是运动代言人 学校即将举办运动月活动，以“运动与健康”为主题，请选择一项你最喜欢的运动介绍给大家，准备一次英文宣讲。 Teaching Procedures Watch and Explore Read and Analysis Read and Explore Create and Evaluate Summary and Homework Level B:假设你是李华，你的交换生朋友Jim写信向你寻求关于运动的建议，请你建议他选择某项运动，列举此项运动的优点。 To transfer and apply what they learnt to analyze and solve problems in new contexts Based on what they have learned， I designed homework for different level’s students. It required students to transfer and apply what they learnt to analyze and solve problems in new contexts. What’s more, this provided students with choices and supported their personalized development. For Level B students: they need to write a letter to Jeremy, recommending a specific sport, listing its benefits and necessary precautions. The homework of level A is designed for higher proficiency levels within a more complex scenario: Based on the school's "Sports Month," students prepared a speech themed sports and fitness. They introduced their favorite sport and encouraged others to participate. Through this output task, students revisited the relationship between sports and fitness, reinforcing the unit theme, establishing a correct view on sports, and nurturing a sense of responsibility. 18 Teaching Procedures Activate and Share Watch and Explore Reading and Create Compare and Evaluate Read and Analysis Summary and Homework 宣讲稿 Teaching Procedures Watch and Explore Read and Analysis Read and Explore Create and Evaluate Students’works play football play basketball go cycling 学生宣讲 宣讲评价表 紧扣主题、内容充实、 结构清晰、有交际性 主题、内容、 结构、交际 Here are some Ss’ works. The drafts of the speech were well-organized and closely connected to the topic. They shared the benefits of sports, practical tips, and values like persistence and self-discipline. Their presentation was clear and communicative." Ss need to do self and peer evaluation , By doing so, Ss could especially focus on the theme, content, structure and communicative skills. 19 Teaching Philosophy Text Analysis Teaching Objectives Teaching Procedures Teaching Reflection Information about Ss 一、课程思政融入，主题意义探究 以主题意义探究为主线，以 “帮助Jeremy解决烦恼” 这一真实情境任务为引领，提升责任意识； 通过角色扮演、课后检测作业等让学生在实践中树立科学的运动观，对自身身心健康负责，树立健全人格。 教学特色： 一、课程思政融入，语篇主题意义探究 以主题意义探究为主线，以 “帮助Jeremy解决烦恼” 这一真实情境任务为引领，提升责任意识； 通过角色扮演、课后检查作业等让学生在实践中树立科学的运动观，对自身身心健康负责。树立健全人格。 20 Teaching Philosophy Text Analysis Teaching Objectives Teaching Procedures Teaching Reflection Information about Ss 二、用英语分析和解决实际问题 1.以数字人模拟真实情境，快速明确问题; 2.以真问题驱动学习，内化促进评价， 3.以角色扮演、语料补充辅助，促进迁移创新，真实解决情境问题。 4.以班级宣讲实现知识向能力、素养的转化。 二、用英语分析和解决实际问题 1. 通过数字人视频设置问题情境，将学生代入，并明确要解决的问题。同时也启发学生在遇到困难时有主动求助的意识； 2. 以真问题驱动学习：让学生怀着解决问题的意识进行语篇阅读和学习，从回信中获取帮助别人的方法；同时从语篇内容、语言、结构、写作手法和语气等多维度分析是否能够真正解决问题。 3. 通过角色扮演、语料补充辅助，学生迁移创新，真实解决情境问题。 4. 课后输出任务，通过宣讲推荐运动，实现知识向能力、素养的转化。 21 Teaching Philosophy Text Analysis Teaching Objectives Teaching Procedures Teaching Reflection Information about Ss 三、“教学评一体化”贯穿教学活动 1.实时评价学生的课堂生成与内化落实情况 2.角色扮演评价量表检测学习效果及迁移运用。 3.课后作业评价表，检测单元项目达成情况，以评促学 三、“教学评一体化”贯穿教学活动 1.通过课上师生实时互动、评价学生思维导图、问题链问答等，实时评价学生的课堂生成与内化落实情况； 2.课上对于角色扮演活动设计评价量表，检测学生学习效果及能否将课堂所学迁移运用。 3.课后输出任务评价表，检测单元项目达成情况，以评促学 22 谢 谢 以上就是我的教学设计分享，谢谢大家！ $