Unit 3 On the Move-Starting out 教案-2025-2026学年高中英语外研版必修第二册

Unit 3 On the Move-Starting out 内容导航 Starting out, the opening section of Unit 3 On the Move, serves as a thematic introduction focusing on sports and physical activities. It mainly consists of picture observation, video watching and simple oral communication. Through recognizing different sports from pictures, learning related core vocabulary and phrases, and discussing favorite sports after watching a video about popular sports in the UK, it activates students’ prior knowledge of sports, lays a solid foundation for subsequent learning sections, and guides students to initially perceive the unit theme of “sports and healthy lifestyle”. 教学目标和重难点 1. 教学目标 Language Ability: Students can master sports-related vocabulary and simple sentence patterns, understand and talk about sports topics. Cultural Awareness: They learn about popular sports in the UK, compare them with Chinese traditional sports, and enhance cross-cultural understanding and identity of their own culture. Thinking Quality: They develop the ability to observe, analyze and summarize through picture and video analysis, and cultivate logical thinking in topic discussion. Learning Ability: They stimulate interest in English learning through situational activities, master basic ways of topic exploration, and form the habit of active participation and cooperative learning. 2. 教学重难点 Key Points: Mastering core vocabulary related to sports (such as surfing, represent, goal, equipment) and phrases (to one’s heart’s content); understanding the main content of the video about popular sports in the UK; being able to use simple sentence patterns to talk about favorite sports and their reasons. Difficult Points: Using the learned vocabulary and sentence patterns flexibly in oral communication; understanding the cultural background of British popular sports and realizing the differences and connections between Chinese and foreign sports cultures; cultivating the ability to express personal views clearly and logically. 教学过程 Step 1: Lead-in (Warm-up & Activation) Activity 1: Greeting and Free Talk The teacher greets students in English: “Good morning, everyone! How are you today? I’m great because I did some jogging yesterday. It made me feel energetic. Do you often do sports? What sports do you usually do after class or on weekends?” The teacher invites 3-4 students to share their sports experiences freely, and responds positively to their answers, such as “That’s a good choice! Playing basketball is really exciting.” or “I agree with you. Swimming is a great way to keep fit.” Design Intention: The warm-up starts with daily greetings and free talk about sports, which is close to students’ daily life. It can quickly narrow the distance between teachers and students, create a relaxed and pleasant English learning atmosphere. At the same time, it can activate students’ prior knowledge and experience of sports, arouse their interest in the topic, and lay an emotional and cognitive foundation for the subsequent teaching activities. Activity 2: Picture Recognition & Vocabulary Introduction The teacher shows pictures of different sports on the screen, including basketball, badminton, football, cricket, rugby, tennis, marathon, surfing, jogging, lifting, boxing and wrestling. For each picture, the teacher first asks students to guess the name of the sport in Chinese, then teaches the English expression, pronounces it slowly and clearly, and asks students to follow along. After teaching all the words, the teacher conducts a quick review: show the pictures again randomly, and ask students to say the English words together or individually. For difficult words such as “cricket” and “rugby”, the teacher explains them briefly with simple English: “Cricket is a popular sport in the UK, played with a bat and a ball.” “Rugby is a rough sport where players carry the ball and run with it.” Then, the teacher introduces core phrases and sentence patterns related to the topic: “to one’s heart’s content”, “I’m a big fan of...”, “What I really like/enjoy is...”, “...makes me happy.” The teacher gives examples to help students understand: “I can play basketball to my heart’s content on weekends.” “I’m a big fan of football. I watch football matches every week.” “What I really like is swimming. It makes me relaxed.” Design Intention: Picture recognition is intuitive and vivid, which helps students associate the English words with specific images, improving the efficiency of vocabulary memory. Teaching difficult words with simple English explanations conforms to the principle of “teaching in English” in high school English teaching, and helps students gradually adapt to English thinking. The introduction of phrases and sentence patterns provides language support for students’ subsequent oral communication, solving the problem of “having nothing to say” in English discussion. Step 2: Presentation (Video Watching & Comprehension) Activity 1: Pre-watching Preparation Before playing the video, the teacher tells students: “Today we will watch a video about popular sports in the UK. Before watching, let’s think about two questions: 1. What sports will be mentioned in the video? 2. Which sport is the most popular in the UK?” The teacher writes the two questions on the blackboard or shows them on the screen, and asks students to read them carefully, so that they have a clear goal when watching the video. Design Intention: Pre-watching preparation helps students clarify the viewing focus, avoid blind watching, and improve the efficiency of video comprehension. It also guides students to predict the content of the video, cultivating their predictive ability and logical thinking. Activity 2: While-watching (First Viewing) The teacher plays the video for the first time at a normal speed. After watching, the teacher invites students to answer the two pre-designed questions. For the first question, students may list football, cricket, rugby, tennis, marathon and other sports. The teacher affirms their answers and supplements them if necessary. For the second question, the teacher guides students to find the key information in the video and conclude that football is the most popular sport in the UK. Design Intention: The first viewing focuses on the overall understanding of the video content, helping students grasp the main information of the video, such as the sports mentioned and the most popular sport. It trains students’ ability to listen for gist, which is an important listening skill in high school English learning. Activity 3: While-watching (Second Viewing) The teacher plays the video for the second time, and asks students to take notes while watching, focusing on the key information about each sport mentioned in the video, such as the characteristics of the sport, the reasons for its popularity, or related interesting facts. After watching, the teacher organizes students to share their notes in pairs. Then, the teacher invites several pairs to present their shared content to the whole class. The teacher corrects their mistakes in expression and supplements the key information: for example, “Football is popular in the UK because it is simple to play, requires little equipment, and can bring people excitement and a sense of unity.” “Marathon is popular because it is a sport that challenges people’s limits and can also be a social activity.” Design Intention: The second viewing focuses on detailed understanding, requiring students to take notes to train their ability to listen for specific information. Pair sharing provides students with opportunities to communicate and cooperate, and helps them complement each other’s information. The teacher’s correction and supplement can help students master the key information of the video accurately and deepen their understanding of the content. Activity 4: Post-watching Discussion The teacher puts forward the following discussion questions: “1. What do you think of the popular sports in the UK? Do you like any of them? Why or why not? 2. Compare the popular sports in the UK with those in China. What are the similarities and differences? 3. What benefits can we get from doing sports?” The teacher divides students into groups of 4-5, and asks them to discuss the questions in groups. During the discussion, the teacher walks around the classroom, observes students’ discussion situation, provides help for students who have difficulties in expression, and guides them to use the learned vocabulary and sentence patterns. After the discussion, each group sends a representative to present the group’s views to the whole class. The teacher listens carefully, gives positive evaluations, and guides students to think deeply. For example, when students talk about the differences between Chinese and foreign sports, the teacher can guide them to think about the reasons for the differences, such as cultural background and living habits. When students talk about the benefits of sports, the teacher can help them sort out and supplement, such as keeping healthy, relieving pressure, making friends, and cultivating perseverance. Design Intention: Post-watching discussion connects the video content with students’ own life and cultural background, which not only helps students deepen their understanding of the video content, but also cultivates their cross-cultural awareness and critical thinking. Group discussion can stimulate students’ enthusiasm for participation, improve their oral communication ability and cooperative learning ability. The teacher’s guidance and evaluation can help students standardize their English expression and improve their thinking depth. Step 3: Practice (Language Application & Consolidation) Activity 1: Vocabulary and Phrase Practice The teacher designs two types of exercises to help students consolidate the learned vocabulary and phrases. Exercise 1: Fill in the blanks with the correct words or phrases. The teacher provides sentences such as: 1. Many people like to play football ______ (尽情地) on weekends. 2. She ______ (代表) her school to take part in the sports meeting last year. 3. We need to prepare some ______ (装备) before going camping. 4. ______ (我真正喜欢的) is running, because it is easy to do anywhere. Students complete the exercises individually, then check the answers together. The teacher explains the usage of the words and phrases again for the mistakes that students often make. Exercise 2: Match the words with their meanings. The teacher lists the words on the left (surfing, defend, content, basis, conflict) and their meanings on the right, and asks students to match them. After matching, the teacher asks students to make a sentence with each word to check their mastery. Design Intention: Vocabulary and phrase practice is an important link to consolidate the learned knowledge. The designed exercises are closely combined with the context of the unit, which helps students understand and master the usage of words and phrases in practice. Individual practice and group checking can ensure that every student participates in the activity, and the teacher’s explanation can solve the difficulties and doubts in students’ learning. Activity 2: Sentence Pattern Practice The teacher guides students to practice the key sentence patterns learned in the lead-in part. First, the teacher gives a model sentence, and asks students to imitate it to make their own sentences. For example: Model 1: I’m a big fan of football. I watch football matches every week. Student’s sentence: I’m a big fan of badminton. I play badminton with my friends every afternoon. Model 2: What I really like is swimming. It makes me relaxed. Student’s sentence: What I really like is yoga. It makes me calm. Then, the teacher organizes students to carry out a “sentence chain” activity: the first student says a sentence with the key sentence pattern, the next student continues to say a new sentence, and so on. For example, Student 1: “I’m a big fan of tennis.” Student 2: “I’m a big fan of tennis, too. What I really like is playing tennis with my brother.” Student 3: “What I really like is playing tennis with my brother. It makes me happy.” Design Intention: Sentence pattern practice from imitation to creation helps students master the usage of sentence patterns step by step. The “sentence chain” activity increases the interest of the practice, stimulates students’ enthusiasm for participation, and improves their ability of flexible application of sentence patterns. Activity 3: Role-play The teacher designs a role-play scenario: “Suppose you are talking with your foreign friend Tom on WeChat. Tom is interested in Chinese sports, and he asks you about your favorite sport, the popular sports in China, and the benefits of doing sports. Please have a dialogue with your partner, imitating the video content and using the learned vocabulary, phrases and sentence patterns.” The teacher provides a simple dialogue model for reference: Tom: Hi, Li Ming! I watched a video about popular sports in China. They are very interesting. What’s your favorite sport? Li Ming: Hi, Tom! My favorite sport is table tennis. I’m a big fan of it. Tom: Why do you like table tennis so much? Li Ming: Because it is easy to play, and it can improve my reaction ability. I can play it to my heart’s content with my classmates after class. Tom: That sounds great! What other popular sports are there in China? Li Ming: Besides table tennis, basketball, badminton and Tai Chi are also very popular. Tai Chi is a traditional Chinese sport, which is good for our health. Tom: I see. I want to learn Tai Chi someday. Do you think it’s difficult? Li Ming: Not very difficult. I can teach you when you come to China. Doing sports is really good for us. It can make us strong and relieve pressure. Tom: You’re right. Thank you for telling me so much. Li Ming: You’re welcome. Students prepare the dialogue in pairs for 5 minutes, then the teacher invites 2-3 pairs to perform their dialogues in front of the class. The teacher evaluates their performance from the aspects of pronunciation, intonation, vocabulary and sentence pattern application, and gives suggestions for improvement. Design Intention: Role-play is a situational language application activity, which can simulate real communication scenarios, help students apply the learned knowledge flexibly in practice, and improve their oral communication ability. The dialogue model provides a reference for students, reducing the difficulty of role-play, and making every student have the ability to participate. The teacher’s evaluation and suggestions can help students find their own shortcomings and improve their English expression level. Step 4: Consolidation & Extension Activity 1: Summary The teacher invites students to summarize what they have learned in this class. The teacher guides students to sort out the key points: 1. The core vocabulary and phrases related to sports. 2. The main content of the video about popular sports in the UK. 3. The key sentence patterns used to talk about sports. 4. The benefits of doing sports and the differences between Chinese and foreign popular sports. After students’ summary, the teacher makes a brief supplement and sorting, helping students form a systematic knowledge framework. Design Intention: Letting students summarize what they have learned can help them review and consolidate the knowledge, improve their ability of induction and summary. The teacher’s supplement and sorting can help students sort out the knowledge systematically, deepening their understanding and memory of the knowledge. Activity 2: Extension Activity The teacher assigns an extension task: “After class, please find some information about a traditional Chinese sport (such as Tai Chi, dragon boat racing, martial arts) in English, and write a short passage (about 50 words) to introduce it, including its characteristics and benefits. Next class, we will invite some students to share their passages.” The teacher provides a sample passage for reference: Tai Chi is a traditional Chinese sport. It is slow and gentle, and it is suitable for people of all ages. Playing Tai Chi can improve our physical health, relieve pressure, and help us keep calm. It is not only a sport, but also a kind of traditional culture. Design Intention: The extension activity connects classroom learning with after-class learning, expands students’ knowledge scope, and guides students to pay attention to Chinese traditional sports culture. Writing a short passage can consolidate students’ writing ability, and at the same time cultivate their ability to collecting and sorting out information. Sharing the passage in the next class can also provide students with more opportunities for language output. Activity 3: Reflection The teacher asks students to think about the following questions: “1. What have you learned in this class? 2. What do you think you did well in this class? 3. What difficulties did you encounter? How can you solve them?” Students think independently for 2 minutes, then share their reflections with their deskmates. The teacher listens to their reflections and gives positive guidance and encouragement. For example, if a student says that he has difficulty in pronouncing some words, the teacher can suggest him to listen to the recording and practice more after class. Design Intention: Reflection activity helps students realize their own advantages and shortcomings in learning, and cultivate their ability of self-evaluation and self-reflection. It also helps teachers understand students’ learning situation, adjust the teaching plan in time, and improve the teaching effect. Step 5: Homework Arrangement 1. Review the core vocabulary and phrases learned in this class, and make 5 sentences with them respectively. 2. Complete the extension task: write a short passage about a traditional Chinese sport in English. 3. Watch the video again after class, and try to retell the main content of the video in your own words. 4. Talk with your family or friends about your favorite sport in English, using the learned sentence patterns. Design Intention: Homework is an important link to consolidate classroom learning. The designed homework covers vocabulary, sentence patterns, listening and speaking, which can help students consolidate the learned knowledge comprehensively. The homework is closely combined with students’ daily life, which can improve students’ ability of language application and cultivate their good learning habits. The entire teaching process adheres to the student-centered concept, follows the principle of “learning understanding - application practice - migration innovation” in English learning activity view, and integrates the four-dimensional core literacy into each teaching link. Through a variety of situational activities and practice tasks, it not only helps students master the knowledge and skills, but also cultivates their cultural awareness, thinking quality and learning ability, laying a solid foundation for the subsequent learning of the unit. 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 $