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

Unit 3 On the Move-Understanding ideas 内容导航 This section presents an argumentative essay titled A Game for the World, focusing on football as a globally popular sport. It briefly introduces football’s origin and development, analyzes three key reasons for its worldwide popularity, and concludes with its profound significance in connecting people across different cultures and backgrounds. 教学目标和重难点 1. 教学目标 Language Ability: Students will master key words (e.g., basis, represent, equipment) and phrases (e.g., to one’s heart’s content), and improve reading skills like skimming and scanning to understand the argumentative structure. Cultural Awareness: They will learn about football’s cultural connotation, understand the integration of sports and culture, and cultivate cross-cultural communication awareness. Thinking Quality: They will develop logical thinking by analyzing the article’s structure and critical thinking by discussing football’s impact. Learning Ability: They will form good reading habits, master effective reading strategies, and enhance autonomous and cooperative learning skills through group activities. 2. 教学重难点 Key Points: Master the core vocabulary and phrases related to football and sports; understand the main idea and structure of the argumentative essay; grasp the three reasons for football’s global popularity. Difficult Points: Comprehend the deep meaning of football beyond physical movement, such as its role in cultural exchange and social connection; flexibly use reading strategies to analyze the logical relationship between arguments and evidence; express personal views on sports and culture in accurate English. 教学过程 Step 1: Lead-in (Warm-up & Preview Review) Activity 1: Daily Talk & Picture Presentation The teacher greets the students and starts with a daily talk: “Good morning, everyone. Do you like doing sports? What’s your favorite sport? Can you share one reason why you like it?” Invite 2-3 students to answer freely. Then, show pictures of different popular sports around the world (football, basketball, tennis, surfing, etc.) on the screen, and ask: “Which of these sports do you think is the most popular in the world? Why?” Guide students to focus on football, and lead them to talk about their basic knowledge of football, such as football matches, famous football players, and football events. Activity 2: Preview Review Check the students’ preview results by asking questions: “Before class, you have previewed the new words and the text. Who can tell us the meaning of the word ‘represent’? And how to use the phrase ‘to one’s heart’s content’?” Invite several students to answer, and the teacher corrects and supplements. Then, present the key new words and phrases (basis, represent, equipment, content, defend, conflict, assure, to one’s heart’s content) on the screen, read them aloud with the students, and explain their basic usage combined with simple sentences related to football, such as “Football represents passion and unity.” “We can play football to our heart’s content on weekends.” Design Intention: The daily talk and picture presentation aim to activate students’ existing background knowledge and interest in sports, especially football, creating a relaxed English learning atmosphere. The preview review helps students consolidate the new vocabulary and phrases, laying a solid language foundation for the subsequent text reading. It also checks the students’ preview effect, guiding them to form a good habit of previewing before class. Step 2: Pre-reading (Prediction & Background Introduction) Activity 1: Title Prediction Show the title of the text “A Game for the World” on the screen, and ask students to predict: “What do you think this text will talk about? According to the title, who do you think the ‘game’ refers to? Why is it called ‘a game for the world’?” Organize students to discuss in pairs for 2 minutes, then invite several groups to share their predictions. The teacher writes down the key points of their predictions on the blackboard, such as “It may talk about a popular global sport.” “The game is football because it is popular all over the world.” Activity 2: Background Introduction The teacher briefly introduces the background of football: “Football, also known as soccer in some countries, has a long history. Its origin can be traced back to ancient China’s ‘cuju’, and modern football originated in Britain in the 19th century. Today, football is played in almost every country in the world, with billions of fans. It is not only a sport but also a bridge connecting different cultures.” At the same time, show a short video (1-2 minutes) about the history and global popularity of football, helping students have a more intuitive understanding of football’s background. Design Intention: Title prediction can stimulate students’ curiosity and reading desire, guiding them to form a preliminary understanding of the text content. The background introduction supplements students’ knowledge of football, helping them better understand the text’s theme and cultural connotation. The short video makes the background knowledge more vivid and interesting, improving students’ learning enthusiasm. Step 3: While-reading (Comprehension & Skill Training) Activity 1: Skimming (Get the Main Idea) Ask students to read the text quickly (skimming) and answer the following questions: 1. What is the main topic of the text? 2. How many reasons does the author mention for football’s popularity? 3. What is the author’s attitude towards football? After students finish reading, invite them to answer the questions. The teacher summarizes and confirms: The main topic of the text is the global popularity of football and the reasons for it. The author mentions three reasons for football’s popularity. The author holds a positive attitude towards football, emphasizing its important role in connecting people. At the same time, guide students to analyze the structure of the argumentative essay: The first paragraph is the introduction, which puts forward the view that football is one of the most popular sports in the world. Paragraphs 2-4 are the body, which analyzes the three reasons for football’s popularity respectively. The fifth paragraph is the conclusion, which summarizes the significance of football. Design Intention: Skimming training helps students master the skill of quickly grasping the main idea and structure of the text, improving their reading efficiency. Analyzing the structure of the argumentative essay helps students understand the logical relationship of the text, laying a foundation for their future writing of argumentative essays. Activity 2: Scanning (Find Key Details) Ask students to read the text again carefully (scanning) and complete the following table about the three reasons for football’s popularity. The table is presented on the screen: Reasons for Football’s Popularity Details Reason 1 Reason 2 Reason 3 Give students 5 minutes to complete the table independently. Then, organize students to check their answers in groups, and the teacher walks around to guide. Finally, invite a group to present their answers on the blackboard, and the teacher corrects and supplements. The correct answers are: Reason 1: It is simple to play—all you need is a ball and a flat surface, which makes it accessible to people all over the world. Reason 2: It has a strong sense of teamwork, which can bring people together and strengthen their friendship. Reason 3: It transcends cultural and national boundaries, becoming a common language for people around the world. Design Intention: Scanning training helps students master the skill of quickly finding key details in the text, improving their ability to obtain specific information. Completing the table makes the key information of the text more clear and organized, helping students deepen their understanding of the text content. Group checking encourages students to communicate and cooperate, improving their cooperative learning ability. Activity 3: Deep Reading (Analyze Sentences & Logical Relationships) Select several key sentences from the text and guide students to analyze them, helping them understand the meaning and logical relationship of the sentences. 1. “These days, football is one of the most popular sports in the world, played by millions of people of all ages and backgrounds.” Guide students to analyze the participial phrase “played by millions of people...” as an attributive modifying “football”, and understand the meaning of the sentence: Football is very popular around the world, and people of different ages and backgrounds play it. 2. “On the basis of these simple rules, football has developed into a global sport that unites people from all walks of life.” Guide students to understand the phrase “on the basis of” (on the basis of) and the attributive clause “that unites people...”, and analyze the logical relationship between the two parts of the sentence: Because football has simple rules, it has become a global sport that connects people of different professions. 3. “It is not just a game, but a way of life for many people, and a symbol of hope and unity in difficult times.” Guide students to understand the structure “not just...but...”, and analyze the author’s intention: The author emphasizes that football is more than a sport; it has a profound impact on people’s life and spirit. After analyzing the key sentences, ask students to discuss in groups: “What is the logical relationship between the three reasons for football’s popularity? Are they independent of each other or interrelated?” Invite groups to share their views, and the teacher summarizes: The three reasons are interrelated. The simplicity of football (Reason 1) lays the foundation for its popularity; the sense of teamwork (Reason 2) makes it loved by people; and transcending cultural and national boundaries (Reason 3) promotes its global development. Design Intention: Analyzing key sentences helps students master the key vocabulary, phrases and sentence structures in the text, improving their language ability. Discussing the logical relationship between the reasons helps students develop logical thinking ability, enabling them to deeply understand the text’s argumentation logic. Step 4: Post-reading (Application & Extension) Activity 1: Text Retelling Organize students to retell the text in pairs. The teacher provides a retelling outline on the screen: 1. The main topic of the text. 2. The origin and development of football. 3. The three reasons for football’s popularity. 4. The significance of football. Give students 3 minutes to prepare, then invite 2-3 pairs to retell the text in front of the class. The teacher evaluates their retelling from the aspects of fluency, accuracy and completeness, and gives appropriate suggestions for improvement. Design Intention: Text retelling helps students consolidate the text content, improve their oral expression ability, and test their understanding of the text. The outline provides guidance for students, reducing the difficulty of retelling and enhancing their confidence in speaking English. Activity 2: Group Discussion Divide students into groups of 4-5, and set the discussion topic: “1. Do you agree with the author’s views on football’s popularity? Why or why not? 2. What sports are popular in China? What are the reasons for their popularity? 3. How can sports promote cultural exchange between China and other countries?” Give students 8 minutes to discuss, and the teacher walks around to guide, helping students express their views in English and solve the problems they encounter in the discussion. After the discussion, invite one representative from each group to share the group’s views. The teacher comments on their views, affirms their positive performance, and supplements relevant content, such as the popularity of table tennis, basketball and badminton in China, and the role of sports in Sino-foreign cultural exchange, such as the Olympic Games and the Asian Games. Design Intention: Group discussion provides students with a platform to express their views, improving their oral communication ability and critical thinking ability. The discussion topic is closely related to the text and students’ real life, helping students connect the text knowledge with practical life, and cultivating their cultural awareness and cross-cultural communication ability. Activity 3: Language Application Ask students to complete the following exercises to consolidate the key vocabulary and phrases learned in the text: 1. Fill in the blanks with the correct form of the given words: (represent, content, defend, assure, equipment) ① He ______ his country in the international football match last year. ② We should ______ our rights and interests when necessary. ③ The coach ______ the players that they would win the game if they worked hard. ④ We need to buy some new ______ for the football team. ⑤ She is ______ with her present life. 2. Translate the following sentences into English using the phrases learned: ① 孩子们在公园里尽情地玩耍。② 在这些简单规则的基础上，我们可以开展这个活动。③ 足球不仅是一项运动，更是一种文化。 Give students 5 minutes to complete the exercises independently. Then, the teacher checks the answers with the students, corrects the mistakes, and explains the key points of the exercises. For example, remind students of the past tense of “represent” (represented), the usage of “defend...against/from”, and the structure of “not just...but...”. Design Intention: The language application exercises help students consolidate the key vocabulary and phrases, and improve their ability to use language flexibly. Translating sentences helps students connect Chinese and English, improving their translation ability and language application ability. Step 5: Summary & Homework Activity 1: Class Summary The teacher summarizes the content of this class with the students: “Today, we learned the text ‘A Game for the World’, which introduces the global popularity of football and the three reasons for it. We have mastered the key vocabulary and phrases related to football, and improved our reading skills such as skimming and scanning. We also discussed the popularity of sports in China and the role of sports in cultural exchange. I hope you can apply what you have learned today to your daily English learning and life.” At the same time, guide students to reflect on their learning in this class: “What have you learned in this class? What difficulties have you encountered? How can you solve these difficulties?” Invite 1-2 students to share their reflections. Design Intention: Class summary helps students sort out the knowledge learned in this class, forming a systematic knowledge framework. Reflecting on learning helps students find their own problems and deficiencies, guiding them to form a good learning habit of self-reflection. Activity 2: Homework Arrangement 1. Read the text aloud for 15 minutes every day, and recite the key sentences and paragraphs. 2. Finish the remaining exercises in the textbook related to this section. 3. Write a short passage (80-100 words) about your favorite sport, introducing its characteristics and the reasons why you like it. 4. Preview the next section of the unit. Design Intention: Reading aloud and reciting help students consolidate the text content and improve their pronunciation and intonation. Finishing the exercises helps students further consolidate the knowledge learned. Writing a short passage helps students apply the language knowledge to practical writing, improving their writing ability. Previewing the next section helps students lay a foundation for the next class, forming a good learning cycle. 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 $