Unit 3 Sports Are Good for You Around the World & Fun Time & My Progress Check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 5 Around the World & Fun Time & My Progress Check Teaching Analysis 【Textbook Analysis】 This is the fifth and final period of Unit 3, combining three concluding sections: "Around the World," "Fun Time," and "My Progress Check." The "Around the World" section provides two short, informative reading passages about rock climbing (a modern extreme sport) and the marathon (a historic endurance event), broadening the unit's scope beyond common activities. "Fun Time" focuses on pronunciation, distinguishing between the vowel sounds /ɜː/ (as in "bird") and /eɪ/ (as in "feather"). Finally, "My Progress Check" offers students a structured opportunity to review and self-assess the vocabulary and key sentences learned throughout the unit, fostering metacognitive skills. 【Student Analysis】 Students have explored personal fitness, safety, and the meaning of sports. They are now ready to learn about specific sports with rich cultural and historical backgrounds. The readings introduce more advanced vocabulary (e.g., extreme sport, endurance, courage, supervised, origins, traced back) and concepts, challenging students' comprehension. The pronunciation practice addresses common difficulties with English vowel sounds. The self-check section is crucial for consolidating learning and building a sense of accomplishment, but students may need guidance on how to use it effectively. 【Teaching Focus & Difficulties】 Teaching Focus: 1.Understanding key details about the history and characteristics of rock climbing and the marathon. 2.Practicing and distinguishing between the pronunciation of /ɜː/ and /eɪ/. 3.Reviewing and self-assessing mastery of unit vocabulary and core sentences. Teaching Difficulties: 1.Comprehending texts containing historical references (490 BC) and specialized terms (supervised, endurance). 2.Accurately producing and distinguishing between the two target vowel sounds, which may not exist in students' first language. 1. 3.Actively and honestly engaging in self-assessment, identifying areas of strength and weakness. 2. 1. Learning Objectives 【Knowledge & Skills】 1.Students will be able to extract and state basic facts about rock climbing (e.g., an extreme sport, Olympic since 2020, needs training) and the marathon (origin story, distance). 2.Students will be able to pronounce words containing /ɜː/ (e.g., bird, worm) and /eɪ/ (e.g., feather, together) with increased accuracy. 3.Students will be able to recall and use a selection of core vocabulary and sentences from Unit 3 in review activities. 1. 1. 2. 【Process & Methods】 Through a multi-faceted lesson structure, students will engage in reading comprehension, discussion, pronunciation drills, and reflective review. The "Around the World" section uses pre-reading discussion, guided reading, and post-reading sharing. "Fun Time" employs auditory discrimination, choral repetition, and individual practice. "My Progress Check" facilitates individual reflection and collaborative review games. 【Affect, Attitude & Values】 To cultivate curiosity about diverse and challenging sports from around the world. To appreciate the historical and cultural stories embedded in sports traditions. To develop perseverance and courage through learning about activities like rock climbing and marathon running. To build confidence in English pronunciation. To foster a sense of responsibility for one's own learning through self-assessment. Procedure Design 步 骤 教 学 活动 设 计 意 图 step 1 1. Quick Poll: Ask the two pre-reading questions: 1) "Do you like sports?" (quick show of hands). 2) "Which of these would you like to try: rock climbing, marathon, or something else? Why?" Have a few students answer. 2. Introduce the Section: Explain that today they will learn about two famous sports from around the world and check their progress in this unit. To immediately engage students with the topic, activate personal interest, and set the agenda for the lesson. step 2 1. Pre-reading Prediction: Show a picture of rock climbing. Ask: "What do you know about it? Is it easy or difficult? Why?" 2. First Reading (Gist): Students read the first paragraph silently. Ask: "What is rock climbing?" (An extreme sport, popular, requires strength/endurance/courage). 3. Second Reading (Details): Students read again to find answers for the Learning Plan chart: requirements, training, Olympic status, safe way to start. Check answers. 4. Discussion: Ask: "Would you like to try indoor climbing? Why or why not?" To practice reading for specific information. The discussion personalizes the content and connects to the pre-reading question. step 3 1. Historical Hook: Ask: "Do you know why it's called a 'marathon'?" Let students guess. 2. Reading for the Story: Students read the second paragraph silently to find the origin story. Their task: Complete the "story sequence" in the Learning Plan. 3. Check & Clarify: Check answers. Clarify key points: distance (~42 km), year (490 BC), the soldier's mission. Emphasize the link between history and the modern sport. 4. Connection: Ask: "What does this story tell us about the spirit of marathon runners?" (Endurance, determination, delivering a message). To develop reading comprehension focused on narrative sequence and historical fact. Making the connection between the story and the sport's spirit adds a values dimension. step 4 1. Sound Introduction: Write the two example sentences on the board. Underline the key sounds: "The early bird catches the worm." /ɜː/ and "Ba... of a feather flock together." /eɪ/ (focus on 'a' in 'feather' as /e/ and 'ea' as /eɪ/ might be confusing; clarify based on standard pronunciation /ˈfeð.ər/). Actually, the target seems to be /ɜː/ (bird, worm) and /eɪ/ (same, feather, together). Model the sounds clearly. 2. Mouth Position & Discrimination: Demonstrate mouth shape for /ɜː/ (relaxed, neutral) and /eɪ/ (a glide from /e/ to /ɪ/). Say words (bird, work, first; same, day, play) and have students identify the sound. 3. Choral & Individual Practice: Lead the class in reading the two proverbs several times. Then call on individuals to read. Provide gentle correction. To provide explicit, focused practice on two challenging vowel sounds. Using proverbs makes the practice meaningful and memorable. step 5 1. Vocabulary Review Game: Use the word list from "My Progress Check." Play a quick game: Teacher says the Chinese meaning, students say the English word (or vice versa). Or do a "Word Race" in teams. 2. Sentence Recall: Point to the key sentences. Ask students to create a new, similar sentence using a different sport/activity. 3. Guided Self-Assessment: Distribute or display the "My Progress Check" section. Guide students to honestly rate themselves on the Learning Plan. Emphasize it's for self-improvement, not for a grade. To actively review unit content in an engaging way, reinforcing memory. The self-assessment component is crucial for developing learner autonomy and metacognition. Assessment & Reflection 【Assessment】 Formative Assessment: Accuracy in reading comprehension tasks; participation in discussions about the sports; improvement in pronunciation during practice; engagement in review games. Summative Assessment: Completion of the Learning Plan review sections; the self-assessment ratings and written reflection.【Reflection】 This lesson effectively concludes the unit with variety and depth. The readings are informative but contain challenging vocabulary; pre-teaching key terms might be helpful. The pronunciation focus on /ɜː/ and /eɪ/ is valuable, but the example words in the textbook ("feather" has /e/ not /eɪ/ in standard RP; "together" has /ə/) could be confusing. The teacher should clarify the target sounds clearly with their own examples if needed. The self-check is an often-overlooked but vital component; dedicating time to it teaches students how to learn. Ensure the lesson pace is brisk to cover all three sections. 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $