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

Unit 3 On the Move-Presenting ideas 内容导航 This part centers on sports and physical activities, guiding students to integrate what they’ve learned to present ideas about sports experiences, preferences and values. It emphasizes oral expression, logical organization and practical application, helping students develop comprehensive language competence. 教学目标和重难点 1. 教学目标 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. 2. 教学重难点 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. 教学过程 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) On the basis of guided practice, students are required to complete an independent presentation. The topic can be chosen freely from the following options: 1. My Favorite Sport and Its Benefits; 2. A Unforgettable Sports Experience; 3. My Suggestions on How to Develop a Good Sports Habit; 4. My Views on the Future of Sports. Students need to write a short speech script (about 80-100 words) first, which should include the key words and sentence patterns learned, have a clear structure, and be combined with their own real experience or views. Then, each student practices the speech independently, paying attention to pronunciation, intonation, pause and body language. During the independent practice, the teacher walks around, answers students’ questions, and provides targeted guidance. For students with poor oral expression, the teacher helps them practice sentence by sentence, corrects their pronunciation and intonation, and encourages them to speak boldly. For students with good performance, the teacher guides them to enrich their content, improve their expression skills, and add appropriate body language to make the presentation more vivid and attractive. After the independent practice, the teacher randomly invites 5-6 students to present their speeches in front of the whole class. Other students listen carefully and fill in the evaluation form, which includes three aspects: language (correct use of words and sentence patterns, pronunciation and intonation), logic (clear structure, coherent expression) and content (rich and real, with examples). After each presentation, the teacher invites 1-2 students to give comments according to the evaluation form, then the teacher makes a summary evaluation, affirming the advantages and pointing out the areas for improvement. For example, if a student’s presentation is fluent but lacks examples, the teacher can say: “Your presentation is very fluent, and you used many key words correctly. If you can add a specific example of your own sports experience, it will be more convincing.” Design Intention: Independent practice is the key link to cultivate students’ independent expression ability. Allowing students to choose their own topics can stimulate their enthusiasm and initiative, and make their presentations more real and personalized. Writing a speech script first helps students organize their ideas and ensure the logic and fluency of their expression. The evaluation form enables students to learn to evaluate others objectively, find their own advantages and disadvantages, and improve their listening and evaluation ability. The teacher’s targeted guidance and summary evaluation can help students further improve their oral expression ability and lay a foundation for their future practical communication. Step 5: Cooperative Exploration (Deepening and Expansion) Students are still in their original groups, and the teacher assigns a new task: “Design a ‘Sports Promotion Activity’ for our school, and present your activity plan to the whole class.” The requirements of the activity plan are as follows: 1. The theme of the activity should be positive and closely related to students’ daily life; 2. The plan should include the purpose of the activity, the content of the activity, the time and place of the activity, and the promotion methods; 3. Each group’s presentation should last 3-5 minutes, using the key words and sentence patterns learned in this class, with clear logic and vivid expression; 4. The presentation should include interactive links, such as asking questions to the audience. During the group cooperation, students need to divide the work and cooperate: some are responsible for designing the activity content, some are responsible for organizing the language of the presentation, some are responsible for preparing the interactive links, and some are responsible for practicing the presentation. The teacher walks around, observes the cooperation of each group, and provides guidance when necessary. For example, if a group has no idea about the activity content, the teacher can give hints: “You can design a sports competition, a sports knowledge lecture, or a sports experience activity.” For groups that have difficulty in organizing the language, the teacher guides them to use the key words and sentence patterns flexibly, and ensures the coherence and logic of the presentation. After the group preparation, each group presents their activity plan in front of the whole class. During the presentation, other students can ask questions, and the group members need to answer them patiently. After all groups finish their presentations, the teacher organizes a vote to select the “Best Sports Promotion Activity Plan”, and gives small rewards to the winning group. Then, the teacher summarizes: “All groups have done a good job. Your activity plans are creative and practical, and your presentations are clear and fluent. This activity not only helps you consolidate the knowledge you have learned, but also cultivates your cooperative ability, creative thinking and practical ability.” Design Intention: Cooperative exploration deepens the application of knowledge and expands students’ thinking. Designing a sports promotion activity plan is closely related to students’ campus life, which can stimulate their creative thinking and practical ability. Dividing the work and cooperating enables students to give full play to their strengths and improve their cooperative learning ability and sense of responsibility. The interactive links and voting link increase the participation of students, make the class more lively and interesting, and at the same time, enable students to further improve their oral expression ability and communication ability. The small rewards can enhance students’ sense of achievement and enthusiasm for learning. Step 6: Summary and Reflection First, the teacher leads students to summarize the key points of this class: 1. Key vocabulary and their collocations about sports; 2. Common sentence patterns for presenting ideas; 3. The structure of a good presentation (opening — body — closing); 4. Skills of presenting ideas (clear logic, appropriate language, combined with examples). The teacher asks students to recall and repeat the key points, ensuring that each student masters the core knowledge of this class. Then, the teacher guides students to reflect on their performance in this class: “What did you learn in this class? What did you do well? What are the areas for improvement? How can you improve your ability to present ideas in the future?” Students can think independently first, then share their reflections with their group members, and finally invite 2-3 students to share their reflections with the whole class. The teacher listens carefully to students’ reflections, affirms their progress, and puts forward suggestions for improvement, such as “If you want to improve your oral expression ability, you can practice speaking English every day, and try to use the key words and sentence patterns we learned in daily communication.” Finally, the teacher assigns homework: 1. Polish the independent speech script written in class, and recite it fluently; 2. Work with group members to revise the sports promotion activity plan, and make a PPT for the next class; 3. Collect 5 more new words about sports and their example sentences, and share them in the next class. Design Intention: Summary helps students sort out the knowledge they have learned, form a systematic knowledge framework, and consolidate the key points. Reflection enables students to realize their own advantages and disadvantages, cultivate their self-reflection ability, and clarify the direction of future efforts. The homework is closely related to the content of this class, which can help students consolidate the knowledge and skills they have learned, and lay a foundation for the next class. At the same time, collecting new words can expand students’ vocabulary and improve their language accumulation. 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 $