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

Linguistic competence: Master key words and sentence patterns about sports to improve oral and written expression.

Cultural awareness: Understand sports cultures at home and abroad, respect cultural differences.

Thinking quality: Cultivate logical thinking through organizing and presenting ideas.

Learning ability: Develop autonomous and cooperative learning skills by participating in group activities, and form good learning habits of summarizing and reflecting.

Key points: Master key vocabulary (e.g., balance, adjust, inspire) and sentence patterns for presenting ideas; be able to clearly express personal views on sports with correct logic.

Difficult points: Using appropriate connecting words to ensure coherence of expression; combining specific examples to support views; flexibly applying what they’ve learned to practical communication scenarios.

Step 1: Lead-in (Warm-up and Activation)

The teacher starts the class by showing a short video about different sports, including running, ice hockey, surfing and traditional Chinese sports like tai chi. After playing the video, the teacher asks students two questions: “What sports can you see in the video?” and “Which sport do you like best and why?” Then, invite 3-4 students to share their answers with the whole class. After the sharing, the teacher summarizes: “Today, we will learn how to present our ideas about sports clearly and logically, which is the core of Presenting ideas in this unit.”

Design Intention: The short video is vivid and intuitive, which can quickly attract students’ attention and arouse their interest in the topic of sports. The simple and practical questions are close to students’ daily life, enabling them to open their mouths easily and activate their existing vocabulary and knowledge about sports. This link lays a good foundation for the subsequent presentation of ideas, helps students transition from passive acceptance to active participation, and cultivates their initial ability to express personal views.

Step 2: Presentation and Explanation (Key Knowledge Input)

First, the teacher presents the key vocabulary and sentence patterns needed for presenting ideas, combining the context of the unit. The key vocabulary includes balance, adjust, inspire, persuade, terrified, treat, power, compare, response and their related collocations, such as keep one’s balance, adjust to doing sth., inspire sb. to do sth., persuade sb. to do sth., be terrified of, treat sb. to sth., have the power to do sth., compare...with..., in response to. For each word and collocation, the teacher gives simple and easy-to-understand example sentences related to sports, such as “Running can help us keep our balance and strengthen our bodies.” “She adjusted herself to running every morning.” “His perseverance in sports inspires me to keep trying.”

Then, the teacher introduces the common sentence patterns for presenting ideas, which are divided into three parts: expressing preferences, stating reasons and putting forward suggestions. Expressing preferences: “I prefer...because...”, “My

favorite sport is...since...”, “I am fond of...as...”. Stating reasons: “The main reason is that...”, “One of the advantages is that...”, “It is beneficial for us to...because...”. Putting forward suggestions: “I suggest that we...”, “We’d better...”, “It is a good idea to...”. The teacher explains the usage of each sentence pattern in detail, and invites students to make simple sentences with the new words and sentence patterns, correcting their mistakes in pronunciation and grammar in time.

After that, the teacher presents a sample presentation about “My Favorite Sport” on the screen, which uses the key words and sentence patterns just learned. The sample is short and concise, with clear logic: first expressing the favorite sport, then stating the reasons, and finally putting forward suggestions for classmates. The teacher reads the sample aloud, and asks students to read after him/her, paying attention to the intonation and pause. Then, the teacher analyzes the structure of the sample: opening (stating the topic) — body (stating reasons with examples) — closing (putting forward suggestions or expressing expectations). The teacher emphasizes: “A good presentation should have a clear structure, correct logic and appropriate language, and we should use the key words and sentence patterns we have learned flexibly.”

Design Intention: This link focuses on inputting key knowledge, which is the basis for students to present ideas. By combining vocabulary with sports context and example sentences, students can better understand and remember the usage of words and sentence patterns, avoiding mechanical memorization. The sample presentation provides a specific model for students, enabling them to have a clear understanding of the structure and language characteristics of a good presentation. Reading aloud helps students improve their pronunciation and intonation, and analyzing the structure cultivates their logical thinking ability, laying a solid foundation for their subsequent independent presentation.

Step 3: Guided Practice (Controlled Practice)

In this step, students are divided into groups of 4-5, and each group is given a task card. The task card contains a specific topic related to sports, such as “The Benefits of Daily Exercise”, “How to Keep a Balanced Diet While Doing Sports”, “My Sports Experience”, “The Differences Between Chinese and Foreign Sports Cultures”. Each group chooses one topic (or the teacher assigns topics to each group) and completes a short group presentation outline according to the following requirements: 1. Use at least 5 key words and 3 sentence patterns learned in this class; 2. The outline should include opening, body and closing parts; 3. The body part should have at least 2 reasons or examples.

During the group discussion, the teacher walks around the classroom, observes the situation of each group, and provides timely guidance. For groups that have difficulty starting, the teacher gives hints, such as “You can start with your own experience”, “You can use the example sentences we learned just now”. For groups that have mistakes in the use of words or sentence patterns, the teacher corrects them patiently and explains the reasons. For groups with good performance, the teacher gives affirmation and encouragement, and guides them to enrich their content, such as adding more specific examples.

After the group discussion, each group sends a representative to share their outline with the whole class. After each sharing, the teacher and other students make comments: first affirm the advantages, such as “The outline is clear”, “They used many key words correctly”, then put forward suggestions for improvement, such as “You can add a specific example to support your reason”, “Pay attention to the correct use of the sentence pattern ‘I suggest that...’”. The teacher summarizes the common problems in the students’ outlines, such as incorrect collocation of words, unclear logic, and incomplete structure, and emphasizes the key points again.

Design Intention: Guided practice is a bridge from knowledge input to ability output. Group cooperation enables students to communicate and learn from each other, improve their cooperative learning ability and communication ability. The task card limits the scope of the topic and the use of key knowledge, which can help students consolidate the knowledge they have just learned and avoid being at a loss. The teacher’s guidance and comments can help students find their own problems in time, correct mistakes, and gradually improve their ability to organize and present ideas. At the same time, affirmation and encouragement can enhance students’ confidence and enthusiasm for learning.

Step 4: Independent Practice (Uncontrolled Practice)