Unit3 Sports and Fitness Reading and Thinking 教学设计-2025-2026学年高中英语人教版必修一

Unit 3 Sports and Fitness-Reading and Thinking 内容导航 This section focuses on two living legends in sports: Lang Ping and Michael Jordan. It narrates their sports careers, outstanding achievements, and the spiritual qualities behind their success, guiding students to understand the true meaning of sportsmanship and the value of perseverance. 教学目标和重难点 1. 教学目标 Language Ability: Master core words and expressions related to sports and characters, and improve reading skills such as skimming and scanning. Cultural Awareness: Understand the sports spirit at home and abroad, respect cultural differences in sports, and enhance cultural confidence. Thinking Quality: Cultivate logical thinking by sorting out character experiences and analyzing the relationship between achievements and qualities. Learning Ability: Develop autonomous and cooperative learning habits, and learn to apply reading strategies to solve problems in study. 2. 教学重难点 Key Points: Grasp the main idea and key details of the passage, master the usage of core vocabulary (such as determined, glory, strength) and key sentence patterns. Difficult Points: Deeply understand the connotation of "living legends" and the spiritual qualities embodied by the two athletes, and accurately express personal views on sportsmanship using the learned language knowledge. 教学过程 Step 1: Pre-reading The pre-reading stage is designed to activate students' prior knowledge, arouse their learning interest, and lay a solid foundation for the smooth development of reading activities. First, the teacher will start with a warm-up activity: show pictures and short video clips of Lang Ping and Michael Jordan on the screen. The pictures include Lang Ping guiding the Chinese women's volleyball team to win the championship and Michael Jordan making a wonderful dunk. The video clips are selected from the classic moments of their competitions, with no complicated narration, only exciting pictures and background music. After watching, the teacher will ask students to share what they know about these two athletes in English. For example, "Who is Lang Ping? What achievements has she made?" "What do you know about Michael Jordan? Why is he called 'Air Jordan'?" During the sharing process, the teacher will positively affirm students' answers, encourage them to express boldly, and properly supplement and correct. For students who are not familiar with the two athletes, the teacher will briefly introduce their basic information in simple English, such as "Lang Ping is a famous volleyball player and coach in China. She led the Chinese women's volleyball team to win many world championships." "Michael Jordan is a legendary basketball player in the United States. He is famous for his excellent skills and amazing jumps." Next, the teacher will present the title of the reading passage — "Living Legends" — and ask students to predict the content of the passage. The teacher can guide students to think: "What is a 'living legend'? What qualities should a living legend have? What do you think the passage will talk about about Lang Ping and Michael Jordan?" Students can discuss in groups of 4-5, and each group sends a representative to share their predictions. The teacher will record the key points of students' predictions on the blackboard, such as "their achievements", "their difficulties", "their spirit", etc., so as to let students have a clear direction when reading. Finally, the teacher will introduce the new words and expressions that need to be mastered in this reading passage. The key words include determined, glory, honour, strength, failure, graceful, mental, impressive, etc. The key phrases include lose heart, give up, learn from, share...with..., bring glory to, etc. When teaching new words, the teacher will combine the context of the passage and the life experience of students to help them understand and remember. For example, when teaching "determined", the teacher can say: "Lang Ping was determined to lead the Chinese women's volleyball team to win when they were in trouble. 'Determined' means having a strong will to do something." When teaching "lose heart", the teacher can ask students: "Have you ever lost heart when you failed in the exam? What did you do then?" Through such interactive activities, students can not only master the meaning and usage of new words, but also connect the new knowledge with their own life experience, improving the efficiency of learning. Step 2: While-reading The while-reading stage is the core part of the teaching process, which aims to help students master the reading skills, understand the main content and key details of the passage, and lay the foundation for the post-reading activities. This stage is divided into three parts: skimming, scanning and careful reading. First, skimming. The teacher asks students to read the passage quickly within a certain range, ignoring the new words and sentences that they don't understand temporarily, and mainly grasp the main idea of the passage. After reading, the teacher will ask students to answer the following questions: "What is the main idea of this passage?" "How many parts is the passage divided into? What does each part talk about?" Through skimming, students can quickly know that the passage mainly introduces the life experiences and spiritual qualities of two living legends in sports — Lang Ping and Michael Jordan, and the passage is divided into two parts, respectively introducing Lang Ping and Michael Jordan. Next, scanning. The teacher asks students to read the passage again, focusing on finding specific information and answering targeted questions. For the part about Lang Ping, the questions are: "What roles has Lang Ping played in her sports career?" "What challenges did Lang Ping face when preparing for the 2015 World Cup?" "What achievements did Lang Ping make later?" For the part about Michael Jordan, the questions are: "Why is Michael Jordan called 'Air Jordan'?" "What is the secret of Michael Jordan's success?" "What has Michael Jordan done to help young people?" Students can read the passage carefully, find the corresponding information in the passage, and answer the questions in complete sentences. During this process, the teacher will walk around the classroom, guide students who have difficulties in reading, and help them find the key information. After students finish answering, the teacher will check the answers, correct the mistakes in students' answers, and emphasize the key sentences and expressions in the passage. Then, careful reading. On the basis of skimming and scanning, the teacher asks students to read the passage carefully, pay attention to the details of the passage, analyze the sentence structure and the author's emotional attitude, and deeply understand the connotation of the passage. First, the teacher will lead students to analyze the key sentences in the passage. For example, for the sentence "As a player, Lang Ping brought honour and glory to her country. As a coach, she led the China women's volleyball team to medals at world championships and the Olympics. As a person, Lang Ping is loved by fans at home and abroad.", the teacher will guide students to analyze the structure of the sentence (As a..., As a..., As a...), and let students understand the different roles played by Lang Ping and her contributions in each role. For the sentence "I can accept failure; everyone fails at something. But I can't accept not trying.", the teacher will ask students to think about the meaning of this sentence, and what kind of spiritual quality it reflects. Students can discuss in groups, and the teacher will summarize that this sentence reflects Michael Jordan's spirit of daring to face failure and never giving up. In addition, the teacher will guide students to analyze the rhetorical devices used in the passage. For example, the sentence "When Michael Jordan's feet left the ground, time seemed to stand still." uses the rhetorical device of hyperbole, which vividly describes Jordan's amazing jumping ability. The teacher will explain the function of hyperbole, and let students find other rhetorical devices in the passage, such as parallelism in Lang Ping's part. Through the analysis of rhetorical devices, students can better understand the language characteristics of the passage and appreciate the beauty of English language. At the same time, the teacher will guide students to think about the spiritual qualities embodied by Lang Ping and Michael Jordan. For Lang Ping, students can summarize her qualities such as determination, perseverance, teamwork awareness and sense of responsibility through her experience of facing difficulties and leading the team to win. For Michael Jordan, students can summarize his qualities such as excellent skills, strong mental strength, courage to face failure and willingness to share. The teacher will guide students to connect these qualities with their own life and study, and let them understand the importance of these qualities. Step 3: Post-reading The post-reading stage is designed to consolidate the knowledge learned, improve students' language application ability, and升华 the theme of the passage. This stage includes three parts: language consolidation, discussion and expansion, and summary and reflection. First, language consolidation. The teacher will design some exercises to help students consolidate the new words, phrases and sentence patterns learned in the passage. For example, fill in the blanks with the correct form of the given words: 1. Lang Ping is a ______ (determine) woman who never gives up. 2. Michael Jordan's ______ (impress) skills made him a legendary basketball player. 3. We should ______ (learn from) our failures and keep working hard. Students can finish the exercises independently, and then the teacher will check the answers and explain the key points. In addition, the teacher will ask students to make sentences with the key phrases, such as "bring glory to", "share...with...", to ensure that students can flexibly use the learned language knowledge. Next, discussion and expansion. The teacher will put forward some discussion topics to guide students to think deeply and express their own views. The topics are: 1. What do you think is the most important quality of a living legend? Why? 2. Who is your favorite sports star? What can you learn from him/her? 3. How can we apply the sports spirit learned from Lang Ping and Michael Jordan to our daily study and life? Students will discuss these topics in groups of 4-5, and each group will select a representative to make a speech in front of the whole class. During the discussion, the teacher will guide students to use the learned language knowledge to express their views, and encourage them to put forward different opinions. For example, when discussing the first topic, some students may think that determination is the most important quality, while others may think that teamwork awareness is more important. The teacher will affirm all students' views and guide them to understand that different qualities are equally important for a living legend. In addition, the teacher will expand the content of the passage, introduce other living legends in sports, such as Yao Ming, Li Na, etc., and let students briefly introduce these athletes in English. This not only enriches students' knowledge, but also improves their oral expression ability. At the same time, the teacher will guide students to think about the relationship between sports and fitness, and let them understand that sports is not only a way to pursue achievements, but also an important way to keep healthy. The teacher can ask students: "What sports do you usually do? How does sports help you keep fit?" Students can share their own sports experience, and the teacher will encourage students to insist on doing sports and develop a healthy lifestyle. Then, summary and reflection. The teacher will lead students to summarize the main content of the passage, including the life experiences and spiritual qualities of Lang Ping and Michael Jordan, the key words and phrases learned, and the reading skills mastered. Students can also summarize the content of the class by themselves, and share their gains and doubts in the class. For example, some students may say: "I learned a lot of new words about sports in this class, and I also understand the importance of perseverance." Some students may have doubts: "How to use the present perfect tense correctly when describing the achievements of athletes?" The teacher will answer students' doubts patiently and help them sort out the knowledge learned in the class. Finally, the teacher will assign after-class tasks. The tasks are divided into three levels: basic tasks, improved tasks and challenging tasks. Basic tasks: Recite the key words, phrases and key sentences of the passage, and write a short summary of the passage (about 100 words). Improved tasks: Write a short passage about your favorite sports star, introducing his/her achievements and qualities, and using the learned words and phrases. Challenging tasks: Conduct a survey among your classmates about their favorite sports and sports stars, and write a survey report in English. This hierarchical assignment can meet the needs of different students, help students consolidate the knowledge learned in the class, and improve their language application ability. Step 4: Teaching Evaluation Teaching evaluation is an important part of the teaching process, which aims to understand students' learning effect, find out the problems in the teaching process, and improve the teaching quality. The evaluation in this class adopts a combination of formative evaluation and summative evaluation. Formative evaluation is carried out throughout the whole teaching process. During the pre-reading stage, the teacher evaluates students' participation in the warm-up activity and the prediction link, focusing on their enthusiasm and courage to express. During the while-reading stage, the teacher evaluates students' mastery of reading skills, such as skimming and scanning, and their ability to find key information. During the post-reading stage, the teacher evaluates students' performance in language consolidation exercises, group discussions and speeches, focusing on their mastery of language knowledge and their oral expression ability. The teacher will use positive evaluation language, such as "You did a good job!", "Your answer is very correct!", "Your speech is wonderful!" to encourage students and enhance their learning confidence. Summative evaluation is carried out through after-class tasks. The teacher evaluates students' after-class tasks, focusing on their mastery of key words, phrases and sentence patterns, their ability to summarize the passage, and their ability to write short passages. For students who complete the tasks well, the teacher will give praise and encouragement, and display their works in the class. For students who have difficulties in completing the tasks, the teacher will communicate with them in time, find out the reasons for their difficulties, and give targeted guidance. In addition, the teacher will also ask students to evaluate their own learning effect and the teaching process. Students can fill in a simple evaluation form, which includes questions such as "What have you learned in this class?", "What do you think you did well in this class?", "What do you think needs to be improved in the teaching process?". The teacher will collect students' evaluation opinions, summarize the advantages and disadvantages of the teaching process, and make corresponding improvements in the subsequent teaching. Step 5: Teaching Reflection After the class, the teacher will conduct a comprehensive reflection on the teaching process, including the advantages and disadvantages of the teaching design, the performance of students in the class, and the problems encountered in the teaching process. In terms of the advantages of the teaching design, the warm-up activity in the pre-reading stage can effectively arouse students' learning interest and activate their prior knowledge; the while-reading stage is divided into skimming, scanning and careful reading, which conforms to the law of students' reading and helps students gradually master the reading skills; the post-reading stage includes language consolidation, discussion and expansion, which can effectively consolidate the knowledge learned and improve students' language application ability; the hierarchical after-class tasks can meet the needs of different students. In terms of the disadvantages, some students may have poor oral expression ability, and they are not willing to speak in the group discussion and speech link; some students may have difficulty in understanding the long sentences and complex sentence structures in the passage, which affects their reading speed and understanding; the time control in the class may be unreasonable, and some links may be too hasty, resulting in students not having enough time to think and practice. In view of the above problems, the teacher will make corresponding improvements in the subsequent teaching. For students with poor oral expression ability, the teacher will design more simple and interesting oral practice activities to encourage them to speak boldly; for the long sentences and complex sentence structures in the passage, the teacher will explain them in more detail, and let students practice analyzing and translating these sentences; in terms of time control, the teacher will make a more detailed teaching plan before the class, and flexibly adjust the time according to the actual situation of the class to ensure that each link can be carried out smoothly. In addition, the teacher will also pay attention to the individual differences of students, give more care and guidance to students with learning difficulties, and help them build up their learning confidence. At the same time, the teacher will continue to learn new teaching concepts and methods, improve their own teaching level, and make the English class more interesting and effective. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $