Unit 3 Sports Are Good for You For Better Performance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 4 For Better Performance Teaching Analysis 【Textbook Analysis】 This is the fourth period of Unit 3, serving as the integrated skills extension ("For Better Performance"). The content comprises two main sections: 1) A listening passage featuring a PE teacher giving safety and preparation tips for sports, structured in a "Dos and Don'ts" format. 2) A reading text from a sports column exploring the deeper meaning of sports beyond winning, highlighting concepts like sportsmanship, role models, and personal growth. The lesson integrates comprehension of practical advice with reflection on abstract values, moving from the "how" to the "why" of sports. 【Student Analysis】 Students have learned vocabulary for various sports and created personal fitness plans. They now need to learn about safe practices and engage with the philosophical/social aspects of sports. The listening task requires careful attention to extract specific, practical advice. The reading and discussion on the "meaning of sports" may involve more abstract vocabulary (e.g., strong-minded, fairness, grace, courage) and concepts, pushing students to think critically and express personal values in English. 【Teaching Focus & Difficulties】 Teaching Focus: 1.Extracting specific "Dos and Don'ts" related to sports safety from a listening passage. 2.Understanding different personal perspectives on the meaning and value of sports. 3.Articulating one's own gains and personal meaning derived from sports participation. Teaching Difficulties: 1.Distinguishing and noting down key advice from a longer, informative monologue. 2.Comprehending and discussing abstract concepts related to sportsmanship and personal development. 3.Moving from understanding others' views to formulating and expressing one's own coherent perspective in English. 1. Learning Objectives 【Knowledge & Skills】 1.Students will be able to identify and list key "Dos and Don'ts" for general sports safety from the listening material. 2.Students will be able to apply this structure to discuss safety precautions for their favorite sport. 3.Students will be able to comprehend and summarize different viewpoints on what sports mean (energy, role models, sportsmanship). 4.Students will be able to articulate, orally or in writing, what personal benefits or meaning they gain from sports. 1. 【Process & Methods】 Through a sequenced "listen → extract → apply → read → analyze → reflect → share" approach, students will integrate multiple skills. Activities progress from concrete information-gathering (listening chart) to personalized application (discussing their sport), then to interpretive reading and higher-order personal reflection. Group discussions and sharing sessions facilitate collaborative learning and expressive output. 【Affect, Attitude & Values】 To cultivate awareness of safety and responsibility in physical activity. To broaden students' understanding of sports beyond competition to include personal growth, inspiration, and ethical values (fairness, grace). To encourage self-reflection on personal experiences and identity in relation to sports. To foster appreciation for sportsmanship and the Olympic spirit of participation. Procedure Design 步 骤 教 学 活动 设 计 意 图 step 1 1. Brainstorming: Ask: "What do you need to do to be safe when you exercise or play sports?" Board students' ideas in simple English or Chinese. 2. Introduce Key Terms: Introduce the terms "Dos" and "Don'ts." Explain they are common for giving advice/rules. 3. Set the Scene: Tell students they will listen to a PE teacher's first class, giving important tips. Their task is to be good note-takers. To activate prior knowledge about sports safety, create relevance, and introduce the key organizing framework ("Dos and Don'ts") for the listening task. step 2 1. First Listening (Gist): Play the full audio. Ask: "Who is speaking? What is the main topic?" (PE teacher; tips/safety for sports). 2. Second Listening (Details - Chart 1): Play audio again, pausing after key points. Students complete the "Dos" and "Don'ts" chart in the learning plan for the general advice. Check answers. 3. Language & Content Focus: Clarify key phrases: "protect your feet and ankles," "do some warm-ups," "stretching," "feel unwell," "rest immediately," "harm your body." To practice listening for specific information in an informative context. The chart provides a clear structure for note-taking. Clarifying vocabulary ensures comprehension and prepares for application. step 3 1. Model Presentation: Show the textbook example for swimming. Highlight how the "Dos and Don'ts" structure is applied to a specific sport. 2. Pair Work - Preparation: In pairs, students choose one favorite sport (can be same or different). They brainstorm and write down 2-3 Dos and 2-3 Don'ts for that sport. 3. Pair Work - Discussion: Pairs practice sharing their lists with each other using the model: "My favourite sport is... Dos: ... Don'ts: ..." 4. Class Sharing: Invite several pairs to share their sport and one "Do" or "Don't" with the class. To transfer and apply the learned structure to a personalized context. Pair work lowers anxiety and generates ideas. Sharing with the class expands everyone's knowledge about different sports' safety aspects. step 4 1. Pre-reading Prediction: Show the title "What do sports mean to you?" and the pictures/names (Joe, Li Wei, Lyn). Ask: "How might their answers be different?" 2. Silent Reading & Information Extraction: Students read the text silently. Their task: Complete the mind map in the learning plan by summarizing what sports mean to Joe, Li Wei, and Lyn. 3. Class Check & Concept Discussion: Check answers. Discuss key concepts: "strong-minded," "gives me strength and courage," "fairness and grace." Introduce Pierre de Coubertin and his quote. Link "Teamwork" and "Fairness" to the core of sportsmanship. To develop reading comprehension skills for extracting and synthesizing opinions. The mind map visually organizes different perspectives. Discussing abstract concepts is crucial for understanding the text's deeper message about sports values. step 5 1. Personal Reflection: Students think individually about the question: "What do sports mean to YOU?" or "What has sports brought to you?" They can use Lyn's example ("helped me build up my self-confidence") as a model. They jot down notes in English or Chinese. 2. Small Group Sharing: In groups of 4, students take turns sharing their thoughts. Group members can ask simple questions. 3. Voluntary Class Sharing & Summary: Invite 2-3 volunteers to share their insights with the whole class. Teacher summarizes: Sports are for safety, health, friendship, personal growth, and learning good values. Encourage making sports a lifelong habit. To facilitate the highest level of learning: personal reflection and expression. Small group sharing provides a safe, supportive environment for everyone to speak. Class sharing celebrates diverse perspectives and reinforces the unit's core themes. Assessment & Reflection 【Assessment】 Formative Assessment: Accuracy in completing the listening chart and reading mind map; appropriateness and relevance of "Dos and Don'ts" created for their sport; depth of participation in group reflection and sharing. Summative Assessment: Completion of the learning plan tasks, particularly the written response to "What sports mean to me."【Reflection】 This lesson effectively bridges practical knowledge (safety) with higher-order reflection (meaning). The listening text is clear but contains several pieces of information; students may need the audio played twice. The transition from specific sports rules to abstract meaning is a significant cognitive jump; teacher questioning and the mind map are essential scaffolds. The personal reflection is the heart of the lesson—create a respectful, non-judgmental atmosphere. Some students with less sports experience might feel they have nothing to share; encourage them to think about sports they watch or want to try, or the feeling of cheering for a team. 学科网（北京）股份有限公司 $