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

Unit 3 On the Move-Developing ideas 内容导航 This part takes "Running into a Better Life" as the theme, presenting real stories of four runners and a bar chart of marathon participants in China. It guides students to understand the positive impacts of running on physical and mental health, social life and public welfare, and master relevant vocabulary and sentence patterns. 教学目标和重难点 1. 教学目标 Language Ability: Students can interpret the bar chart, extract key information from runners’ stories, and use core vocabulary and sentence patterns to talk about sports. Cultural Awareness: They learn about marathon and Chinese characteristic running events, understanding the diverse value of sports across cultures. Thinking Quality: They develop data analysis, induction and critical thinking through chart reading and story discussion. Learning Ability: They master strategies for fast information acquisition and improve cooperative learning skills in group activities. 2. 教学重难点 Key Points: Extract the reasons and gains of the four runners for running, interpret the bar chart to describe data changes, and master core vocabulary (marathon, asthma, charity, etc.) and sentence patterns (Not only… but also…, Before I knew it…). Difficult Points: Explore the multi-dimensional positive impacts of running and understand the deep meaning of "a better life", and use the learned knowledge to talk about the significance of sports combined with personal experiences. 教学过程 Step 1: Lead-in – Activate Background and Arouse Interest Activity 1: Video Import and Interactive Q&A. The teacher plays a 45-second short video of the "Heilongjiang Ice Marathon" in China, showing the shocking scene of runners running on the ice at minus 30 degrees Celsius. After playing the video, the teacher asks the following questions and provides appropriate vocabulary support to help students express themselves: 1. What did you see in the video? (Guide students to answer: runners, ice, snow, cold) 2. What running event is it? (marathon) 3. How do you feel when watching it? (Provide vocabulary: excited, amazing, challenging, crazy) 4. Have you ever heard of marathon? What else do you know about it? Activity 2: Vocabulary Preview. The teacher presents core vocabulary related to running and marathon (such as marathon, asthma, stressful, charity, come across, deal with) with pictures and simple definitions. Students read the words aloud after the teacher and discuss the Chinese meanings in pairs to lay a foundation for subsequent reading. Design Intention: The visually impactful short video can quickly attract students’ attention and activate their existing knowledge about marathon, creating a good learning atmosphere. Previewing core vocabulary in advance helps reduce students’ reading obstacles, enabling them to focus more on understanding the content of the text and the theme of the lesson. The interactive Q&A links students’ life experience with the teaching content, stimulating their interest in learning and participation. Step 2: Pre-reading – Predict Content and Clarify Objectives Activity 1: Predict the Text Content. The teacher shows the title of the text "Running into a Better Life" and the bar chart "Marathon Participants in China (2012-2016)" in the textbook. Ask students to work in groups of 4 to discuss the following questions and predict the content of the text: 1. What do you think the text will talk about according to the title? 2. Look at the bar chart. What information can you get from it? (Guide students to observe the title, horizontal axis, vertical axis and bar changes) 3. Do you think the bar chart is related to the text content? If so, how? After the group discussion, each group sends a representative to share their predictions. The teacher comments and summarizes, guiding students to form a preliminary understanding that the text may introduce the relationship between running and a better life, and the bar chart may reflect the popularity of marathon in China. Activity 2: Clarify Learning Objectives. The teacher presents the learning objectives of this lesson in English, including: being able to interpret the bar chart and describe data changes; being able to extract key information from the text; being able to master core vocabulary and sentence patterns; and being able to talk about the significance of sports. Students read the objectives aloud to clarify their learning tasks. Design Intention: Predicting the text content before reading can activate students’ thinking, improve their ability to infer information based on clues, and help them form a preliminary framework of the text. Clarifying the learning objectives enables students to have a clear direction in the learning process, enhance their learning initiative and pertinence. Group discussion also cultivates students’ cooperative learning ability and oral expression ability. Step 3: While-reading – Analyze Text and Master Knowledge Activity 1: Fast Reading – Get the Main Idea Students read the text quickly within a certain time (without strictly limiting the time) and complete the following tasks: 1. What kind of text is this? (A forum discussion with real stories of runners) 2. How many runners’ stories are introduced in the text? Who are they? 3. What is the main idea of the text? After reading, students answer the questions independently, and then the teacher checks the answers and summarizes: This text is a forum discussion, introducing the real stories of four runners (Li Yue, Sarah, David, Grace), telling their reasons for starting running and the gains from running, and reflecting the positive impact of running on life. The bar chart at the beginning shows the increasing number of marathon participants in China from 2012 to 2016, indicating the growing popularity of running. Design Intention: Fast reading training helps students improve their reading speed and the ability to grasp the main idea of the text quickly. Through simple questions, students can quickly sort out the structure of the text and lay a foundation for in-depth reading. At the same time, it can check students’ preliminary understanding of the text and adjust the teaching progress appropriately. Activity 2: Detailed Reading – Extract Key Information Students read the text carefully and fill in the following table with their deskmates. The table includes four columns: Runner, Reason for Starting Running, Gains from Running, and Key Sentences. The teacher provides a table template on the blackboard or multimedia courseware, and guides students to read each runner’s story one by one, extract key information, and fill in the table. During the process, the teacher walks around the classroom to help students who have difficulties, prompts them to pay attention to key words and sentences, and explains difficult sentences in time (such as "Not only did running help improve my physical health, but it also brought me a lot of happiness."). After completing the table, the teacher invites several groups to show their answers, corrects mistakes and supplements missing information, and emphasizes the key sentences and core vocabulary in each story. For example, Li Yue’s story involves the word "asthma" and the sentence "Before I knew it, I was able to run a full marathon."; Sarah’s story involves "mobile app" and "make friends with other runners"; David’s story involves "stressful work" and "regain peace of mind"; Grace’s story involves "charity running" and "help protect endangered animals". Design Intention: Detailed reading is the key link to help students master the text content. By filling in the table, students can systematically extract the key information of each runner’s story, clarify the logical relationship between the reason and the gain, and deepen their understanding of the text. Cooperating with deskmates can promote mutual learning and help students solve problems in reading. Explaining difficult points in time can ensure that students understand the text accurately and lay a foundation for the application of knowledge later. Activity 3: Chart Analysis – Cultivate Data Literacy The teacher focuses on the bar chart "Marathon Participants in China (2012-2016)" and guides students to analyze the chart in detail through step-by-step questions: 1. What is the title of the chart? (Marathon participants in China) 2. What does the horizontal axis represent? (Years from 2012 to 2016) 3. What does the vertical axis represent? (The number of participants, in thousand) 4. What change do you find from the bars? Is the number of participants increasing or decreasing? (Increasing) 5. Can you describe the change in detail? (For example, the number of participants in 2012 was about... thousand, and it increased to about... thousand in 2016.) 6. Why do you think the number of marathon participants is increasing? (Combine the text content and students’ own understanding to answer, such as people pay more attention to physical health, running is easy to carry out, etc.) Students discuss in groups and then share their views. The teacher summarizes and guides students to connect the chart with the text: the increasing number of marathon participants reflects that more and more people begin to love running, which is consistent with the theme of the text that running brings a better life. Design Intention: Chart analysis is an important part of this lesson, which can cultivate students’ ability to extract information from non-continuous texts and data analysis ability. Through step-by-step questions, the teacher guides students to observe and analyze the chart systematically, helping them master the method of describing data changes. Connecting the chart with the text content can help students deepen their understanding of the theme and realize the connection between data and real life. Activity 4: Language Focus – Master Vocabulary and Sentence Patterns 1. Vocabulary Explanation and Practice: The teacher focuses on explaining the core vocabulary in the text, including nouns (marathon, asthma, charity, stress), verbs and verb phrases (come across, deal with, relieve, participate in), and adjectives (stressful, beneficial). For each word, the teacher provides the pronunciation, definition, textbook original sentence and example sentence, and guides students to make sentences with the words in combination with their own life experience. For example, for "deal with", the teacher gives the original sentence "I started running to deal with the stress from work." and asks students to make sentences like "I usually deal with difficulties by asking my teachers for help." 2. Sentence Pattern Analysis and Application: The teacher focuses on the key sentence patterns in the text, such as "Not only… but also…", "Before I knew it…", "I’m impressed by… because…". The teacher explains the structure, usage and translation of each sentence pattern, and provides example sentences for students to imitate. For example, for "Not only… but also…", the teacher explains that it is used to express two related situations, and the subject after "but also" should be consistent with the predicate. Then students practice making sentences, such as "Not only does exercise keep us healthy, but it also makes us happy." 3. Error Correction: The teacher designs several error sentences related to the vocabulary and sentence patterns of this lesson, and asks students to correct them in pairs. For example, "He deal with his problems by running." (Correct: deals with); "Not only he is good at running, but also he is good at swimming." (Correct: Not only is he good at running, but also he is good at swimming.) After correction, the teacher checks the answers and explains the reasons for the errors to strengthen students’ memory. Design Intention: Mastering vocabulary and sentence patterns is the basis for improving students’ language ability. Through detailed explanation, example sentences and practice, students can deeply understand the usage of vocabulary and sentence patterns and be able to apply them flexibly. Error correction can help students find their own mistakes in use, avoid repeating the same mistakes, and consolidate the learned knowledge. Step 4: Post-reading – Expand and Apply Knowledge Activity 1: Group Discussion – Deepen Theme Understanding Students are divided into groups of 5-6, and discuss the following questions. The teacher provides appropriate vocabulary and sentence pattern support to help students express their views: 1. Which runner’s story impresses you the most? Why? 2. What positive impacts can running bring to people’s life? (Combine the text content and your own understanding, such as physical health, mental relaxation, making friends, helping others, etc.) 3. Do you often do sports? What sports do you like? What benefits have you got from them? 4. How can we encourage more people to take part in sports? During the discussion, the teacher walks around the classroom, guides students to express their views freely, corrects their pronunciation and grammar mistakes in time, and encourages students who are not willing to speak to participate in the discussion. After the discussion, each group sends a representative to share the group’s views, and the teacher makes comments and summaries, emphasizing the theme of "sports change life" and guiding students to establish the awareness of physical exercise. Design Intention: Group discussion can provide students with more opportunities to practice oral English, improve their oral expression ability and cooperative learning ability. Through discussing the theme-related questions, students can deepen their understanding of the positive impact of sports, connect the text content with their own life experience, and realize the practical significance of the lesson. The teacher’s guidance and encouragement can help students build confidence in speaking English and stimulate their enthusiasm for expression. Activity 2: Role-play – Strengthen Language Application Students work in pairs to carry out role-play activities. The teacher provides two role-play scenarios for students to choose from, or students can create their own scenarios: Scenario 1: A is a student who doesn’t like doing sports, and B is A’s friend. B tries to persuade A to take part in running, introducing the benefits of running and sharing his/her own running experience. (Students need to use the vocabulary and sentence patterns learned in this lesson, such as "Running is beneficial to our health.", "Not only can running relieve stress, but it also helps us make friends.") Scenario 2: A is a reporter, and B is a runner. A interviews B about his/her reasons for starting running, the gains from running and his/her views on the popularity of marathon. (Students need to use the key information and sentence patterns in the text, such as "Why did you start running?", "What gains have you got from running?", "I think the number of marathon participants is increasing because more and more people pay attention to their health.") Students prepare for 5 minutes, then several pairs of students perform their role-play in front of the class. The teacher comments on their performance, focusing on the correct use of vocabulary and sentence patterns, oral expression fluency and scenario adaptability, and gives positive evaluations and suggestions for improvement. Design Intention: Role-play is a practical language application activity that can help students apply the learned vocabulary and sentence patterns to real communication scenarios, improving their language application ability and communicative competence. Creating scenarios close to students’ life can stimulate their interest in participation and make them realize the practical value of English learning. The teacher’s comments can help students find their own advantages and disadvantages and improve their oral expression ability continuously. Activity 3: Writing Practice – Consolidate Learning Achievements Students write a short passage (about 80-100 words) with the title "My Favorite Sport". The requirements are as follows: 1. Introduce the sport you like; 2. Explain why you like it and the benefits you have got from it; 3. Use at least 3 core vocabulary and 2 key sentence patterns learned in this lesson. Before writing, the teacher provides a writing outline and some key vocabulary and sentence patterns for students to refer to. For example, outline: 1. My favorite sport is... 2. I like it because... 3. It brings me many benefits, such as... 4. I hope more people can... Key vocabulary and sentence patterns: beneficial, relieve stress, make friends, Not only… but also…, I’m impressed by… because…. Students write independently, and the teacher walks around to help students who have difficulties in writing, such as guiding them to organize their ideas, choose appropriate words and sentences, and correct grammar mistakes. After writing, students exchange their passages with their deskmates and correct each other’s mistakes. Then the teacher selects several excellent passages and common wrong passages to comment on, affirming the advantages of excellent passages and pointing out the mistakes in common wrong passages, helping students improve their writing ability. Design Intention: Writing practice is an important way to consolidate students’ language knowledge and improve their writing ability. Combining the theme of the lesson and the learned knowledge, the writing task can help students apply the vocabulary and sentence patterns flexibly, and cultivate their ability to organize language and express ideas. Peer correction can promote mutual learning between students, and the teacher’s comment can help students master writing skills and avoid common mistakes. Step 5: Summary and Homework – Consolidate and Extend Activity 1: Lesson Summary The teacher guides students to summarize the content of this lesson together. First, ask students to recall what they have learned in this lesson, including the text content (four runners’ stories and the bar chart), core vocabulary and sentence patterns, and the theme of the lesson. Then the teacher makes a comprehensive summary: In this lesson, we have learned the real stories of four runners, understood the positive impact of running on physical and mental health, social life and public welfare, mastered the core vocabulary and sentence patterns related to running, and improved our reading, speaking and writing abilities. We also realized that sports can change our life, so we should take part in more sports in daily life to keep healthy and pursue a better life. Design Intention: Summarizing the lesson together can help students sort out the knowledge learned in this lesson, form a systematic knowledge framework, and deepen their memory and understanding of the knowledge. At the same time, it can guide students to review the theme of the lesson and strengthen their awareness of physical exercise. Activity 2: Homework Arrangement 1. Basic Homework: Recite the core vocabulary and key sentence patterns of this lesson, and copy each word and sentence pattern twice. Read the text aloud for 15 minutes every day to familiarize yourself with the text content and pronunciation. 2. Consolidation Homework: Revise the short passage written in class according to the teacher’s and deskmate’s comments, and submit it in the next class. Complete the exercise sheet related to the text and language points, focusing on the practice of vocabulary and sentence patterns. 3. Extension Homework: Interview your family members or friends about their favorite sports, record their reasons for liking the sports and the benefits they have got, and write a short interview report (about 100 words). Search for information about Chinese characteristic sports events (such as the Great Wall Marathon, Ice Marathon) and share it in the next class. Design Intention: The homework is designed in three levels: basic, consolidation and extension, which can meet the needs of different students. Basic homework helps students consolidate the learned vocabulary and text content; consolidation homework helps students deepen their understanding and application of knowledge; extension homework can expand students’ horizons, connect classroom learning with real life, and cultivate their ability to collect and process information. At the same time, it can lay a foundation for the next class’s sharing activity. Step 6: Evaluation and Feedback – Promote Continuous Improvement 1. Process Evaluation: During the whole teaching process, the teacher evaluates students’ performance in activities such as group discussion, role-play, answering questions and writing, focusing on their participation, oral expression ability, cooperative learning ability and the application of knowledge. The teacher gives timely positive feedback and encouragement, such as "Your answer is very good!", "You used the sentence pattern correctly!", to help students build confidence. 2. Homework Evaluation: After collecting students’ homework, the teacher evaluates it carefully, marks the excellent homework and common mistakes, and comments on each student’s homework, pointing out their advantages and areas for improvement. For students with poor performance, the teacher communicates with them individually to understand their difficulties and provide targeted help. 3. Feedback and Improvement: The teacher collects students’ opinions on this lesson through a short questionnaire or oral inquiry, such as whether the teaching content is difficult or easy, whether the activities are interesting, and whether they have mastered the knowledge. According to the feedback, the teacher adjusts the teaching plan and methods for the next class to improve the teaching effect. Design Intention: Evaluation and feedback are important links in the teaching process, which can help the teacher understand students’ learning situation and adjust the teaching plan in time. Process evaluation can stimulate students’ learning motivation and improve their learning initiative; homework evaluation can help students find their own problems and improve their learning effect; collecting students’ opinions can make the teaching more in line with students’ needs and improve the quality of teaching. 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 $