Unit 3 Sports Are Good for You Reading and Writing I教学设计-2025-2026学年中职英语外研版（2021）基础模块1

Unit 3 Sports Are Good for You Period 2 Reading and WritingⅠ Teaching Analysis 【Textbook Analysis】 This is the second period of Unit 3, focusing on the reading comprehension section of "Reading & Writing". The reading text is an expository essay introducing China's National Fitness Day (August 8th), its origins (commemorating the 2008 Beijing Olympics), and the broader national fitness trend. The text aims to inform students and encourage their participation. It employs typical expository features: stating a topic, providing facts (date, purpose), and giving examples (activities, locations). The follow-up activities require students to extract key information and engage critically with the content. 【Student Analysis】 Students have been introduced to basic sports vocabulary and expressions in Period 1. They are now ready to process longer, informational texts. The topic of National Fitness Day and the fitness trend is relevant to their lives, as they likely observe or participate in such activities. Students need practice with reading strategies (skimming for gist, scanning for details) to efficiently navigate expository texts. They may encounter new vocabulary related to social trends and formal initiatives. 【Teaching Focus & Difficulties】 Teaching Focus: 1. Applying skimming and scanning strategies to understand the main idea and locate specific details in an expository text. 2. 2.Comprehending key information about China's National Fitness Day (date, purpose, manifestations). 3. Discussing personal opinions on participating in the fitness trend. Teaching Difficulties: 1.Understanding the concept of a "national fitness trend" and its societal implications. 2.Parsing longer sentences with subordinate clauses (e.g., clauses introduced by "that"). 3.Moving from factual comprehension to personal reflection and critical thinking (answering "why or why not"). 1. Learning Objectives 【Knowledge & Skills】 1.Students will be able to identify the main idea and specific details (date, purpose, activities) about China's National Fitness Day from the reading text. 2.Students will be able to recognize and describe the basic structure and features of an expository text. 3.Students will be able to express a personal stance on joining the national fitness trend with a simple reason. 1. 【Process & Methods】 Through guided reading tasks (pre-reading prediction, timed skimming, targeted scanning, post-reading analysis), students will develop effective reading strategies. Activities progress from individual silent reading to pair checking and class discussion, fostering both independent comprehension and collaborative sense-making. Focus on text structure helps students deconstruct expository writing. 【Affect, Attitude & Values】 To raise students' awareness of national health initiatives and their role within them. To inspire a sense of community and collective well-being through the concept of a "national trend." To encourage students to critically evaluate their own exercise habits and consider positive change. To foster pride in national events like the Beijing Olympics and their lasting legacy. Procedure Design 步 骤 教 学 活动 设 计 意 图 step 1 1. Visual Hook: Show pictures/videos of group activities in parks (square dancing, Tai Chi, community sports). Ask: "Where do you see this? Why do people do this together?" 2. Topic Prediction: Write the title "National Fitness Day" on the board. Ask: "What do you think this text will tell us?" Elicit predictions (e.g., what, when, why, how). 3. Task Clarification: Direct students to the three questions in Activity 1. Tell them these are their reading goals. To create context, activate prior knowledge about community fitness, and generate curiosity. Setting a clear purpose for reading (the three questions) focuses student attention and strategy use. step 2 1. Timed Skimming: Give students 2 minutes to quickly read the text silently. Their goal: Answer Question 1: "What’s the text about?" 2. Elicit Answers: Ask for volunteers. Guide them to a concise answer: "It's about China's National Fitness Day and the national fitness trend." 3. Confirm Prediction: Briefly compare the answer with their pre-reading predictions. To practice skimming for the main idea under time pressure, a key real-world reading skill. Building confidence by starting with a broad, manageable question. step 3 1. Focused Scanning: Students read the text again, more carefully. Their task: Find answers to Question 2: "When is China’s National Fitness Day?" and complete the "图表" (chart) in the learning plan: Who? What activities? Where? Benefits? 2. Pair Check: Students compare answers with a partner. 3. Class Feedback & Language Focus: Check answers. Highlight key phrases: "was set up to celebrate...", "a way of life", "step outdoors and leave behind your mobile phone". Briefly explain the function of the "that" clause as shown in the textbook note. To practice scanning for specific information. The chart provides a structured way to organize details. Peer checking promotes collaboration. Highlighting useful language prepares for future use. step 4 1. Expository Text Features: Guide students to analyze the text structure: - Introduction of topic (National Fitness Day) - Supporting facts (date, reason) - Expansion of topic (national trend) - Examples and details (who, what, where) - Call to action/Conclusion (encouragement) 2. Audio Support: Play the recording of the text. Students listen and follow, noting pronunciation and rhythm. 3. Critical Thinking (Question 3): In small groups, students discuss: "Will you join in the national fitness trend? Why or why not?" They should prepare at least one reason. To move beyond comprehension to analysis of how the text is built. Listening improves pronunciation and reinforces content. Group discussion on the personal application question develops critical thinking and oral fluency. step 5 1. Group Sharing: Each group shares their discussion conclusion and reasons with the class. 2. Teacher Summary & Link: Summarize the key points of the text: Fitness is not just a day but a lifestyle. Connect to students' lives: "What small step can you take?" Briefly introduce that next, they will look at a personal fitness plan. 3. Preview of Writing: Show the title of Activity 3 ("Read and decide") about Zhou Bo's fitness plan. Ask: "What is a 'couch potato'? Is his plan good?" This primes them for the next period. To synthesize learning through sharing opinions, reinforcing the text's message. Providing a clear summary helps consolidation. Creating a bridge to the next lesson maintains thematic continuity and builds anticipation. Assessment & Reflection 【Assessment】 Formative Assessment: Accuracy in answering reading comprehension questions (main idea, details); quality of information extracted for the chart; depth of participation in group discussion. Summative Assessment: Completion of the learning plan reading tasks; ability to articulate a personal opinion with a reason. 【Reflection】 The lesson balances strategy training (skimming/scanning) with content understanding and personal engagement. The text is accessible but contains enough substance for analysis. The discussion on joining the trend is crucial for personalizing the content—monitor to ensure all students contribute. The note on the "that" clause is a grammar point best handled briefly in context; a full grammar lesson is not the focus here. Time management is vital to allow sufficient time for the group discussion and sharing. 学科网（北京）股份有限公司 $