Unit 3 Sports and Fitness-Reading and Thinking 教学设计-2025-2026学年人教版高中英语必修第一册

西安市第二届基础教育青年教师基本功大赛 教学设计（中小学） 学段：高中 学科：英语 姓名： 课题名称：Book 1 Unit 3 Sports and Fitness — Reading and Thinking 年级：高一 课时：第2课时 教学理念 This lesson is guided by core competencies and adopts a student-centered teaching approach, focusing on developing students’ language proficiency, cultural awareness, critical thinking, and learning ability within authentic contexts. 教材解析 What：The text is taken from the required course book 1, published by People’s Education Press which is intended for students to choose “Living Legends of Sports”. It introduces two athletes, Lang Ping and Michael Jordan, who are masters in their respective sports (volleyball and basketball) and set good examples for others. The text describes their achievements, the challenges they faced, and their positive qualities. Why: The purpose is to invite readers to help select “Living Legends of Sports” by presenting these two athletes as prime examples. It aims to highlight the excellence, determination, and inspiring stories of outstanding athletes, encouraging readers to recognize and appreciate such sports figures. How: The text employs a clear, accessible, and persuasive structure and style to achieve its purposes. ·Structure: The text starts with a call to action to choose living legends, then provides introductions to Lang Ping and Michael Jordan separately. Each athlete’s section outlines their career highlights, struggles, and admirable traits. ·Language: It uses descriptive language to depict the athletes’ accomplishments (e.g., “brought honour and glory”, “changed basketball”) and challenges (e.g., “the team... was falling apart”, “learning from his failures”). It also employs a narrative style to tell their stories, making the content engaging. 学情分析 Students are in their first year of high school. They have basic English reading skills but need to develop inferencing, summarizing, and critical thinking abilities. They are familiar with sports figures, which can motivate engagement. 教学目标 By the end of this lesson, the students will be able to: 1. Understand the main ideas and details of the text. 2. Infer implicit meanings from the text. 3. Describe athletes using key vocabulary. 4. Discuss and evaluate the qualities of a “living legend.” 教学重点 Comprehension of the text Identifying stated and inferred information Using vocabulary to describe athletes 教学难点 Distinguishing between stated information and inferences Expressing personal opinions in English 教学方法与策略 Task-based Language Teaching PWP (Pre-reading, While-reading, Post-reading) Communicative Language Teaching group discussion guided questioning 教学资源与工具 Multimedia PPT video clips of Lang Ping and Michael Jordan Blackboard/whiteboard 教学流程 教师活动 学生活动 设计意图 Lead-in(3 mins) Shows pictures of Lang Ping and Michael Jordan. Asks: “Who are they? What do you know about them?” Brainstorm and share prior knowledge in a class discussion. To activate students’ existing schema (background knowledge) and engage their interest in the topic. Pre-reading(5 mins) Guides students to look at the titles and pictures. Asks: “What type of text is this? What do you think the text is about? What are the criteria for becoming living legends? What is a ‘living legend’?” Make predictions about the text's content and the definition of a “living legend” in pairs. To develop predictive reading skills and set a clear purpose for reading. While-reading *(Task 2: S/I/E)* (10 mins) Asks students to read the text silently. Instructs them to complete Task 2, distinguishing between stated [S], inferred [I], and experienced [E] information. Read individually and complete Task 2. Discuss and justify their answers in small groups. To improve reading for detail and develop critical inferencing skills, moving beyond literal comprehension. While-reading (Task 3: Q&A)(6 mins) Guides students to read the text again and answer the comprehension questions in Task 3. Present video clips of Lang Ping and Michael Jordan. Re-read specific paragraphs to find answers. Discuss in pairs before sharing with the class. Watch and think To ensure deep comprehension of specific details, writer's examples, and authorial intent. Enhance their understanding of the text. Post-reading (Think-Pair-Share) (9 mins) Guides students to look at questions 1 and 2(Task 4: Q&A) individually. Underline key reasons in the text for Lang Ping and Jordan. Think about their own legend for 1 minute. Then leads a group discussion based on Task 4: “Who would you choose as another ‘living legend’? Why? What can we learn from athletes?” Discuss in groups, using Yao Ming as a prompt or choosing their own athlete. Present their ideas to the class. Think-Pair-Share To encourage critical thinking, evaluation, and oral expression. It personalizes the lesson's themes. Language Focus (Vocabulary Use)(9 mins) Reviews the key vocabulary from Task 5. Models how to use the words to describe an athlete. Then guide the Ss to find out the features of a magazine article and explain them one by one. · Eye-catching title · Visuals with a purpose · Clear sections/ subheadings · Engaging Language · Direct address to the reader · Call to action Use the target vocabulary to describe Lang Ping, Michael Jordan, and their own chosen athlete in spoken sentences. Read the target sentences and identify the rhetorical devices. To reinforce and actively use the new lexical set in a meaningful and personalized context. Learn the features of this magazine article can develop their textual analysis skills and encourage collaborative thinking. Wrap-up & Assignment(3 mins) Summarizes the key qualities of a “living legend.” Assigns homework Listen and reflect on the lesson’s takeaways. Note down the homework assignment. To consolidate the lesson’s content and values. 拓展延伸 作业 作业内容 设计思路 Option A: Create a “Living Legend” Poster Choose an athlete you admire. Create a digital or hand-drawn poster. Your poster must include: 1. A short biography highlighting their key achievements and challenges. 2. At least 5 words from the unit’s vocabulary list. 3. A section explaining why they are a “living legend”—focusing on both their mastery AND the example they set. This task is visual and creative, appealing to different learning styles. It moves beyond simple paragraph writing to encourage information synthesis, design thinking, and concise justification. The clear checklist ensures all learning objectives (vocabulary, content, values) are met. Option B: Record a 1-Minute Video Tribute Prepare and record a short video (about 1 minute) introducing your chosen “living legend.” In your video: 1. Describe who they are and their major achievement. 2. Use at least 5 words from the vocabulary list. 3. Explain one important lesson we can learn from them. This task integrates  speaking and digital literacy skills, making it highly relevant for modern students. It promotes fluency, pronunciation practice, and concise communication. The personal touch of a video can increase student engagement and ownership of learning. For Both Options: Add a Self-Reflection: Answer in 1-2 sentences: Which quality of your chosen athlete inspires you most in your own life? The self-reflection component is crucial. It prompts students to internalize the values discussed in class (determination, resilience) and connect them to their own experiences, fostering personal growth alongside language acquisition. 评价手段 Observation of group discussions Completion of reading tasks (S/I/E, Q&A) Vocabulary usage in speaking and writing Peer and teacher feedback 教学板书 1 学科网（北京）股份有限公司 $