Unit 3 Sports and Fitness-Assessing Your Progress 教案-2025-2026学年高中英语人教版必修第一册

Unit 3 Sports and Fitness-Assessing Your Progress 内容导航 This section serves as a comprehensive review and assessment of Unit 3 “Sports and Fitness”, aiming to help students check their learning progress. It includes vocabulary practice in real contexts, application of tag questions in dialogues, self-reflection on unit learning, and a group project of designing a sports survey. Through these activities, students consolidate key knowledge, improve language skills, and deepen their understanding of the significance of sports and fitness, laying a solid foundation for further learning. It also connects the core content of the unit and guides students to form correct fitness awareness and habits. 教学目标和重难点 1. 教学目标 Language Competence: Students master and apply key unit vocabulary (e.g., compete, master, stress) and tag questions, improving their ability to use language accurately in listening, speaking, reading and writing. Cultural Awareness: They understand the diversity of global sports culture and the value of sportsmanship, fostering cultural confidence and a global perspective. Thinking Quality: They develop logical thinking through sorting out unit knowledge and critical thinking through discussing sports-related issues. Learning Ability: They learn to self-assess, summarize learning experiences, and develop effective learning strategies, laying a foundation for lifelong learning. 2. 教学重难点 Key Points: Review and consolidate key vocabulary and phrases of the unit, ensuring accurate use in different contexts; master the basic structure and usage of tag questions, and be able to use them appropriately in oral communication. Grasp the overall knowledge framework of the unit and form a systematic understanding of sports and fitness topics. Difficult Points: Use tag questions flexibly according to different communicative contexts to express appropriate emotions; conduct in-depth self-reflection on learning effects and put forward practical improvement plans; integrate knowledge into the group project and complete the survey design and report writing. 教学过程 The teaching process is designed to be student-centered, focusing on consolidating knowledge, improving skills and cultivating core competencies. It is carried out through multiple links such as lead-in, knowledge review, practice and application, self-assessment, group project and summary, ensuring that students can comprehensively master the content of the assessment section and effectively improve their English comprehensive ability. Step 1: Lead-in (Warm-up and Activation) To arouse students’ interest and activate their prior knowledge of the unit, the lead-in link starts with a video related to sports. The teacher plays a short video about Mia Hamm, a famous athlete, which shows her sports experience and the insights she gained from sports—emphasizing that sports is not just about winning, but about playing fairly and putting the team above individual needs. After watching the video, the teacher asks students two questions to guide them to think and speak: “What did Mia Hamm learn from sports?” and “What have you learned about sports and fitness in this unit?”. Students are invited to share their answers freely. Some may mention key vocabulary they have learned, such as “compete” and “strength”; some may talk about the importance of sports for physical and mental health; others may refer to the grammar knowledge of tag questions. During the sharing process, the teacher affirms students’ answers in a timely manner, and naturally leads to the theme of this lesson—“Assessing Your Progress”, telling students that this lesson will help them review what they have learned in the unit, check their learning effects, and find out their strengths and weaknesses. This lead-in activity not only mobilizes students’ enthusiasm for participation but also connects the new lesson with the previous learning content, laying a good foundation for the subsequent knowledge review and practice. Step 2: Vocabulary Review and Practice Vocabulary is the foundation of language learning, so this link focuses on helping students review and consolidate the key vocabulary of the unit. First, the teacher guides students to sort out the key vocabulary and phrases of the unit, including verbs (compete, master, stress, reduce), nouns (failure, audience, events, cheating), and phrases (make a difference, go bananas, cut out). The teacher writes these words and phrases on the blackboard or displays them on the screen, and asks students to read them aloud together to strengthen their memory of pronunciation and spelling. Next, targeted vocabulary practice is carried out. The teacher presents a passage related to sports and fitness, which contains blanks that need to be filled with the key vocabulary of the unit. The passage mainly talks about the benefits of sports for young people, which is consistent with the theme of the unit. The teacher first asks students to scan the passage quickly to grasp the main idea, then guides them to predict the answers according to the context and part of speech, and finally fills in the blanks independently. After students finish filling in the blanks, the teacher invites several students to share their answers, and explains the usage of the key words and phrases in detail, especially the collocations and usage scenarios that are easy to be confused. For example, when explaining the word “compete”, the teacher emphasizes its collocation “compete with sb. for sth.” and gives an example sentence: “Many athletes compete with each other for the gold medal in the Olympic Games.”; when explaining the phrase “go bananas”, the teacher tells students that it is an informal expression meaning “go crazy” and gives an example related to the passage: “Some young people go bananas when they try various diets to lose weight.”. In addition, the teacher also asks students to make sentences with the key vocabulary and phrases by themselves, and invites them to share their sentences in class, so as to check their mastery and application ability. After the filling-in-the-blank exercise, the teacher designs a group discussion activity. Students are divided into groups of 4-5, and discuss the question: “What sports are good for seniors’ health? And why?”. During the discussion, students need to use as many key vocabulary and phrases of the unit as possible. The teacher walks around the classroom, listens to students’ discussions, and provides guidance and help when necessary. After the discussion, each group sends a representative to report their opinions. For example, some groups may say: “Tennis is good for seniors’ health because it can exercise their muscles and improve their flexibility.”; others may mention: “Walking is a good choice for seniors because it is not too intense and can reduce stress.”. This link not only helps students consolidate the key vocabulary and phrases of the unit but also improves their ability to use language in real contexts, laying a solid foundation for the subsequent grammar practice and comprehensive application. Step 3: Grammar Review and Practice (Tag Questions) The key grammar point of this unit is tag questions, so this link focuses on helping students review and master the usage of tag questions. First, the teacher guides students to review the basic structure and usage of tag questions through a mind map. The mind map clearly shows that the basic structure of tag questions is “statement + tag”, and the tag is composed of a auxiliary verb or be verb and a subject pronoun. The teacher emphasizes the basic rules: if the statement is positive, the tag is negative; if the statement is negative, the tag is positive. At the same time, the teacher also reminds students of some special cases, such as the tag question of “Let’s...” is “shall we?”, and the tag question of “Let us...” is “will you?”. To help students better understand and master the usage of tag questions, the teacher presents several example sentences on the screen, including both basic and special cases. For example: “You like playing basketball, don’t you?”, “He didn’t go to the gym yesterday, did he?”, “Let’s go for a run, shall we?”. The teacher asks students to analyze the structure of these sentences and read them aloud, paying attention to the intonation—rising intonation for doubt and falling intonation for confirmation. Next, grammar practice is carried out in the form of exercises and role-play. First, the teacher presents a set of fill-in-the-blank exercises, which require students to complete the dialogues with appropriate tag questions or answers. For example: “There is a new sports center in our city, ______?”, “You are going to take part in the school sports meeting, ______?”. Students complete the exercises independently, and then the teacher checks the answers together with the students, explaining the reasons for each answer in detail. For example, for the first question, the statement is positive, so the tag is negative, and the answer is “isn’t there?”. After the fill-in-the-blank exercise, the teacher organizes a role-play activity. Students are divided into pairs, and each pair is given a situational dialogue that contains tag questions. Students need to read the dialogue aloud first, then practice it with appropriate intonation, and finally act it out in front of the class. For example, one dialogue is: “A: You often go swimming on weekends, don’t you? B: Yes, I do. It’s good for my health. A: I want to learn swimming. Can you teach me, will you? B: Sure, I will. We can go together next weekend.”. During the role-play, the teacher pays attention to students’ pronunciation, intonation and the accurate use of tag questions, and corrects their mistakes in a timely manner. In addition, the teacher also guides students to discuss the function of tag questions in communication. Students summarize that tag questions are often used in informal oral communication to start a conversation, express doubt, surprise, or confirmation. For example, “You like this sport, don’t you?” can be used to start a conversation about sports; “He didn’t pass the physical test, did he?” can express surprise. This link helps students not only master the structure of tag questions but also understand their practical communicative functions, improving their ability to use grammar in real communication. Step 4: Self-Assessment and Reflection Self-assessment is an important part of “Assessing Your Progress”, which helps students understand their own learning situation, find out their strengths and weaknesses, and put forward improvement plans. First, the teacher distributes a self-assessment form to each student, which includes four aspects: vocabulary mastery, grammar application, listening and speaking ability, and understanding of sports and fitness. Each aspect is divided into three levels: “excellent”, “good” and “needs improvement”. Students fill in the self-assessment form independently, combining their own learning situation. For example, in the aspect of vocabulary mastery, students who can accurately use all key vocabulary and phrases can choose “excellent”; those who can master most of the vocabulary but sometimes make mistakes in application can choose “good”; those who are not familiar with many vocabulary and cannot use them correctly can choose “needs improvement”. After filling in the form, students are asked to write a short self-reflection, introducing their strengths in this unit, the problems they encountered, and the improvement plans they will put forward. For example, a student may write: “In this unit, I did well in vocabulary memory and can use words like ‘compete’ and ‘strength’ correctly. But I have some difficulties in using tag questions flexibly, especially in oral communication. In the future, I will practice more dialogues containing tag questions and ask the teacher and classmates for help when I encounter problems. I also want to learn more about sports culture to improve my cultural awareness.”. After students finish their self-reflection, the teacher invites several students to share their self-assessment results and reflections in class. The teacher affirms students’ strengths and encourages them to continue to maintain them; for the problems mentioned by students, the teacher gives targeted suggestions. For example, for students who have difficulties in tag questions, the teacher suggests that they listen to more English dialogues, practice speaking more, and use tag questions in daily communication as much as possible. In addition, the teacher also guides students to learn from each other, and students with good performance can share their learning methods with their classmates. This link not only helps students understand their own learning situation but also cultivates their ability of self-reflection and self-improvement, which is in line with the requirements of learning ability in key competencies. Step 5: Group Project - Design a Sports Survey The group project is designed to integrate the knowledge and skills learned in the unit, improve students’ comprehensive application ability and cooperative learning ability. The theme of the project is “Design a survey on students’ sports interests and needs” to help the school set up new sports clubs that are more in line with students’ interests. First, the teacher explains the requirements of the project: students are divided into groups of 5, and each group designs a questionnaire about students’ sports interests and needs. The questionnaire should include at least 4 questions, and students can add one more question according to their own ideas. The questions should be closely related to the theme of sports and fitness, and be easy for students to answer. For example, the questions can be: “What is your favorite sport?”, “At what time of day do you like to do sports?”, “How often do you do sports every week?”, “How long do you do sports each time?”, and the additional question can be: “What sports clubs do you want the school to set up?”. After explaining the requirements, the teacher guides students to discuss in groups and design the questionnaire. During the discussion, students need to determine the questions of the questionnaire, the options of each question, and the way of distributing the questionnaire. The teacher walks around the classroom, listens to students’ discussions, and provides guidance when necessary. For example, if a group is not sure about the options of a question, the teacher can give suggestions: “For the question ‘How often do you do sports every week?’, you can set options like ‘once a week’, ‘twice a week’, ‘three times or more a week’.”. After the questionnaire is designed, each group distributes the questionnaire to other students in the class or grade, collects the answers, and sorts out and analyzes the data. For example, a group may find that most students like basketball, and they do sports twice a week, so they suggest that the school set up a basketball club. During the data sorting and analysis process, students need to use the key vocabulary and phrases of the unit, and use simple English to record the results. After completing the data analysis, each group writes a short survey report, which includes the purpose of the survey, the content of the questionnaire, the results of the survey, and the suggestions put forward. The report should be written in English, and the language should be accurate and concise. For example, the purpose of the survey can be written as: “The purpose of this survey is to understand students’ sports interests and needs, so as to put forward suggestions for the school to set up new sports clubs.”; the results of the survey can be written as: “According to the survey, 60% of the students like basketball, 20% like running, and 20% like other sports. Most students do sports twice a week, and they hope the school can set up a basketball club and a running club.”. Finally, each group sends a representative to report the survey results in class. The representative needs to introduce the survey process, the key results, and the suggestions put forward. Other students can ask questions after the report, and the group members answer them together. The teacher comments on each group’s project, affirming their strengths, such as the reasonable design of the questionnaire and the accurate analysis of the data, and puts forward suggestions for improvement, such as improving the accuracy of the language in the report and enriching the content of the survey. This group project not only integrates the knowledge and skills learned in the unit but also improves students’ cooperative learning ability, practical application ability and problem-solving ability, which is conducive to the comprehensive development of students’ core competencies. Step 6: Summary and Extension In the summary link, the teacher first guides students to review the content of this lesson together, including vocabulary review, grammar practice, self-assessment, and group project. The teacher emphasizes that this lesson is a comprehensive assessment of the unit, and the key is to master the key vocabulary and grammar of the unit, improve the ability of language application, and form correct fitness awareness and learning habits. Then, the teacher makes an extension based on the theme of the unit. The teacher introduces some global sports events, such as the Olympic Games and the World Cup, and the sportsmanship contained in them—excellence, friendship, respect. The teacher also introduces the inheritance and development of Chinese traditional martial arts in modern society, guiding students to understand the diversity of sports culture, enhance cultural confidence, and establish a global perspective. In addition, the teacher also puts forward after-class tasks: 1. Review the key vocabulary and grammar of the unit, and finish the remaining exercises in the assessment section; 2. Improve the self-reflection and group survey report according to the teacher’s suggestions; 3. Share the survey results with family members and introduce the importance of sports and fitness to them; 4. Keep a sports log in English, recording their daily sports activities and feelings. Finally, the teacher encourages students to keep doing sports in daily life, develop good fitness habits, and apply the knowledge and skills learned in the unit to real life, so as to achieve the goal of integrating language learning and quality development. 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 $