Unit 3 Faster, Higher, Stronger-Starting out 教案-2025-2026学年高中英语外研版选择性必修第一册

Unit 3 Faster, Higher, Stronger-Starting out 内容导航 This section focuses on the theme of sports and the Olympic spirit “Faster, Higher, Stronger”. It includes videos, pictures and simple dialogues, introducing three major sports events and outstanding athletes, activating students’ prior knowledge and laying a foundation for the whole unit’s learning. 教学目标和重难点 1. 教学目标 Language Competence: Master sports-related vocabulary and simple sentence patterns, and improve listening and speaking skills through understanding and discussing sports events and athletes. Cultural Awareness: Understand the Olympic spirit and sports cultures in different countries, cultivate cross-cultural awareness and respect for diverse sports cultures. Thinking Quality: Develop logical thinking and critical thinking by analyzing athletes’ experiences and discussing the connotation of sports spirit. Learning Ability: Cultivate autonomous learning and cooperative learning abilities through preview, group discussion and information sorting. 2. 教学重难点 Key Points: Master core vocabulary related to sports events and athletes, such as “Olympic Games, FIFA World Cup, perseverance”; understand the main content of the video and pictures, and be able to talk about sports events and athletes simply. Difficult Points: Understand the deep connotation of the Olympic spirit “Faster, Higher, Stronger”; use sports-related vocabulary and sentence patterns flexibly to express personal views on sports and athletes; retell the life profiles of the three athletes based on the given information. 教学过程 Step 1: Lead-in (Warm-up & Preview Check) Activity 1: Daily Greeting and Topic Introduction The teacher greets the students in English, such as “Good morning, everyone! How are you today? I’m glad to see you all. Today, we are going to start a new unit. Before that, I want to ask you a question: Do you like doing sports? What’s your favorite sport? Who is your favorite athlete?” Invite 3-4 students to answer the questions freely. After their answers, the teacher summarizes: “Sports are an important part of our life. They can make us strong and healthy. Today, we will explore the theme of sports and the famous Olympic spirit ‘Faster, Higher, Stronger’ together.” Design Intention: The daily greeting and casual questions about sports can quickly narrow the distance between teachers and students, create a relaxed and active English learning atmosphere. By asking about students’ favorite sports and athletes, it can activate students’ prior knowledge and life experience related to sports, arouse their interest in the unit theme, and lay a good emotional and cognitive foundation for the follow-up teaching. Activity 2: Preview Check The teacher asks students to take out their preview notes and carries out a quick preview check in the form of “Vocabulary Matching”. The teacher shows the English words and Chinese meanings on the screen respectively: 1. Olympic Games (奥运会) 2. FIFA World Cup (国际足联世界杯) 3. Super Bowl (超级碗) 4. athlete (运动员) 5. perseverance (毅力) 6. sprint (短跑) 7. championship (冠军头衔). Invite students to match them one by one, and correct the mistakes in time. Then, the teacher asks students to read these words together twice to strengthen their memory. After that, the teacher asks: “During your preview, what did you find about the three sports events and the three athletes? Can you share a little?” Let 2-3 students briefly talk about their preview findings, and the teacher gives positive comments, such as “Your preview is very careful!” “That’s a good observation!” Design Intention: Preview check can urge students to complete the preview task seriously, help teachers understand students’ preview effect, and clarify the key vocabulary that needs to be emphasized in the follow-up teaching. The vocabulary matching activity is simple and direct, which can quickly help students review and consolidate the core vocabulary of this section, laying a foundation for understanding the video and pictures later. Encouraging students to share their preview findings can cultivate their autonomous learning ability and expression desire. Step 2: Presentation (Understanding the Video and Pictures) Activity 1: Watching the Video for the First Time The teacher tells students: “Now, we will watch a short video about sports events and athletes. Please watch it carefully and try to answer two questions: 1. What are the three sports events mentioned in the video? 2. How many athletes are introduced in the video?” Then, the teacher plays the video once. After watching, invite students to answer the questions. For the first question, guide students to answer “Olympic Games, FIFA World Cup and Super Bowl”; for the second question, guide students to answer “Three athletes”. If students can’t answer completely, the teacher can give appropriate hints, such as repeating the key parts of the video. After confirming the correct answers, the teacher writes the three sports events on the blackboard. Design Intention: Watching the video for the first time focuses on training students’ listening comprehension ability of grasping the main information. The two questions are simple and targeted, which can help students quickly get the core content of the video, avoid the confusion caused by too much information, and enhance their confidence in understanding the video. Activity 2: Watching the Video for the Second Time The teacher says: “Now, let’s watch the video again. This time, please pay more attention to the details. Try to fill in the blanks on the learning sheet. The blanks are about the three athletes’ names, their sports and their outstanding achievements.” The teacher distributes the learning sheets to students in advance, and the content of the blanks is as follows: 1. Athlete 1: Name ______, Sport ______, Achievement ______. 2. Athlete 2: Name ______, Sport ______, Achievement ______. 3. Athlete 3: Name ______, Sport ______, Achievement ______. After playing the video, give students 2 minutes to check and complete their blanks with their deskmates. Then, invite 3 students to present their answers on the blackboard, and the teacher corrects them in time, emphasizing the correct spelling of athletes’ names and key words. For example, if students misspell “sprint” or the athlete’s name, the teacher will write the correct spelling on the blackboard and let students read it twice. Design Intention: Watching the video for the second time focuses on training students’ ability to grasp detailed information. The blank-filling task can guide students to watch the video with purpose, improve their listening concentration and accuracy. Cooperating with deskmates to check the answers can cultivate students’ cooperative learning ability, and the teacher’s correction can help students standardize their language expression and avoid mistakes in vocabulary spelling and information understanding. Activity 3: Analyzing the Pictures The teacher shows the pictures of the three sports events and the three athletes on the screen, and guides students to analyze them one by one. For the pictures of sports events: “Look at this picture. It’s the Olympic Games. Do you know the origin of the Olympic Games? What’s the motto of the Olympic Games?” Guide students to answer “The Olympic Games originated in ancient Greece. The motto is ‘Faster, Higher, Stronger’.” Then, the teacher explains briefly: “The Olympic Games is the biggest sports event in the world, which promotes the communication and friendship between people of all countries.” For the pictures of athletes: “This is the athlete we just mentioned in the video. What do you think of him/her? What qualities does he/she have?” Invite students to express their views freely, such as “He is very brave.” “She has strong perseverance.” The teacher summarizes: “These athletes have made great efforts to achieve their goals. They have the qualities of perseverance, hard work and never giving up, which are the embodiment of the Olympic spirit.” Design Intention: The picture analysis activity connects the video content with the visual materials, which helps students deepen their understanding of sports events and athletes. By asking questions about the origin and motto of the Olympic Games, it can enrich students’ cultural knowledge and cultivate their cultural awareness. Guiding students to talk about the qualities of athletes can help students initially perceive the connotation of the Olympic spirit, lay a foundation for the follow-up discussion, and also cultivate their thinking ability and oral expression ability. Step 3: Practice (Language Application and Consolidation) Activity 1: Vocabulary Consolidation Game — “Word Relay” The teacher divides students into 4 groups. The rules of the game are: Each group starts with a sports-related word (such as “athlete”), and the next student must say a word related to sports, which cannot be repeated. The group that says the most words in 5 minutes wins. Before the game, the teacher gives some hints, such as “sports events, sports equipment, athletes’ qualities”. During the game, the teacher records the words said by each group, and after the game, the teacher comments and rewards the winning group (such as giving a small sticker). At the same time, the teacher corrects the wrong words or inappropriate words, such as if a student says “book”, which is not related to sports, the teacher will remind him/her to say a sports-related word. Design Intention: The “Word Relay” game makes the vocabulary consolidation more interesting, which can arouse students’ enthusiasm and participation, and help students review and expand sports-related vocabulary in a relaxed atmosphere. Group competition can cultivate students’ team spirit and competitive awareness, and the teacher’s correction and hints can help students standardize their vocabulary use and expand their vocabulary reserve. Activity 2: Sentence Pattern Practice — “Make Sentences” The teacher writes the key sentence patterns on the blackboard: 1. I think... is a great athlete because he/she... 2. The... is one of the most famous sports events in the world. 3. To achieve success, athletes need... Then, the teacher gives examples: “I think Liu Xiang is a great athlete because he won the gold medal in the Olympic Games.” “The Olympic Games is one of the most famous sports events in the world.” “To achieve success, athletes need perseverance and hard work.” Then, ask students to make sentences with these three sentence patterns, using the vocabulary and information they have learned in this section. Each student makes one sentence, and then shares it with their group members. After that, invite 5-6 students to share their sentences in front of the class, and the teacher gives comments and corrections, such as “Your sentence is very correct!” “You can use more advanced words to make the sentence better.” Design Intention: Sentence pattern practice is the key link of language application. By giving examples and guiding students to make sentences, it can help students master the key sentence patterns flexibly, and combine the learned vocabulary with sentence patterns to improve their language expression ability. Sharing sentences in groups and in front of the class can provide students with more opportunities to express themselves, enhance their confidence in speaking English, and also help the teacher find the problems in students’ sentence making and correct them in time. Activity 3: Group Discussion — “Talk About Sports Spirit” The teacher divides students into groups of 4-5, and puts forward the discussion topic: “What does the Olympic spirit ‘Faster, Higher, Stronger’ mean to you? Combine the athletes introduced in the video, talk about what we can learn from them.” The teacher gives 5 minutes for group discussion, and during the discussion, the teacher walks around the classroom, guides the students who have difficulty in expressing, and reminds students to use the learned vocabulary and sentence patterns. For example, if a student doesn’t know how to express “perseverance”, the teacher can remind him/her of the word “perseverance” and guide him/her to make sentences with it. After the discussion, each group sends a representative to share the group’s views, and the teacher listens carefully, gives positive comments, and summarizes: “The Olympic spirit is not only about being faster, higher and stronger in sports, but also about perseverance, hard work, never giving up and daring to challenge ourselves. We can learn these qualities from the athletes and apply them to our study and life.” Design Intention: Group discussion can cultivate students’ cooperative learning ability and critical thinking ability. The discussion topic is closely related to the unit theme and the content of this section, which can help students deepen their understanding of the Olympic spirit. The teacher’s guidance can help students solve the difficulties in expression, ensure the smooth progress of the discussion, and the teacher’s summary can help students sort out their ideas and form a correct understanding of the Olympic spirit, which is conducive to the cultivation of students’ cultural awareness and thinking quality. Step 4: Consolidation and Extension Activity 1: Retelling Practice The teacher says: “Now, let’s try to retell the life profiles of the three athletes introduced in the video. You can use the information on the learning sheet and the sentences we just practiced. First, practice with your deskmate for 3 minutes, and then I will invite some students to retell in front of the class.” After 3 minutes of pair practice, invite 3 students to retell each athlete’s life profile respectively. The teacher evaluates their retelling from the aspects of information completeness, language fluency and vocabulary accuracy, and gives suggestions for improvement. For example, if a student forgets some details, the teacher can give a hint; if a student’s expression is not fluent, the teacher can guide him/her to adjust the sentence structure. Design Intention: Retelling practice is an important way to test students’ understanding and application of the learned content. It can help students integrate the information of athletes, improve their oral expression fluency and logical thinking ability. Pair practice can let students help each other, make up for their own deficiencies, and the teacher’s evaluation and suggestions can help students find their own problems and improve their retelling ability, which also breaks through the teaching difficulty of retelling athletes’ life profiles. Activity 2: Cultural Extension — Introducing Other Sports Events and Athletes The teacher says: “In addition to the three sports events and three athletes we learned today, there are many other famous sports events and outstanding athletes in the world. For example, the Paralympic Games, the Asian Games, and athletes like Yao Ming, Li Na. Now, I will show you some pictures and short videos about them, and then please introduce one of them to your group members.” The teacher plays the pictures and short videos, and then gives students 4 minutes to prepare. After preparation, each group invites one student to introduce a sports event or athlete to the class. The teacher gives comments and encouragement, such as “You have a good understanding of this athlete!” “Your introduction is very clear and fluent.” Design Intention: Cultural extension can enrich students’ sports culture knowledge, expand their horizons, and further cultivate their cultural awareness. By introducing other sports events and athletes, it can help students connect the learned content with the real world, deepen their understanding of the theme of sports, and also provide students with more opportunities to practice their oral expression ability, which is conducive to the improvement of students’ language ability and learning ability. Activity 3: Written Practice The teacher asks students to write a short passage (80-100 words) about their favorite sport or athlete. The requirements are: 1. Use the vocabulary and sentence patterns learned in this section. 2. Introduce the sport or athlete briefly. 3. Express their own views on the sport or athlete. The teacher gives 8 minutes for students to write, and during the writing process, the teacher walks around the classroom, helps students who have difficulty in writing, such as guiding them to choose words and make sentences. After writing, invite 2-3 students to read their passages in front of the class, and the teacher comments and corrects them, focusing on the use of vocabulary and sentence patterns, grammar correctness and content completeness. Then, ask students to correct their own passages according to the teacher’s comments. Design Intention: Written practice is an important part of language application, which can help students consolidate the learned vocabulary and sentence patterns, improve their writing ability. The requirements of the passage are clear and in line with the learning content of this section, which can ensure that students can use the learned knowledge to complete the writing task. The teacher’s guidance and correction can help students find the problems in their writing and improve their writing level, and the self-correction link can cultivate students’ self-reflection ability and learning ability. Step 5: Summary and Homework Activity 1: Class Summary The teacher leads students to summarize the content of this class: “Today, we learned about three major sports events — Olympic Games, FIFA World Cup and Super Bowl, and three outstanding athletes. We mastered some sports-related vocabulary and key sentence patterns, and discussed the connotation of the Olympic spirit ‘Faster, Higher, Stronger’. We also practiced listening, speaking and writing skills through various activities. I hope you can remember what we learned today and apply the Olympic spirit to your study and life.” Design Intention: Class summary can help students sort out the knowledge system of this class, strengthen their memory of the learned content, and let students have a clear understanding of what they have learned. Connecting the Olympic spirit with students’ study and life can make the teaching content more close to students’ life, enhance the practical significance of the teaching, and help students form a positive attitude towards life and study. Activity 2: Assigning Homework The teacher assigns three levels of homework to meet the needs of different students: 1. Basic Homework: Review the vocabulary and sentence patterns learned in this class, copy them twice and make 5 sentences with the key sentence patterns. 2. Intermediate Homework: Polish the short passage written in class, and supplement more details to make it more complete and fluent. 3. Advanced Homework: Search for more information about the Olympic Games or other sports events, write a short introduction (120-150 words) and share it in the next class. Design Intention: Assigning hierarchical homework can take care of the differences of students’ learning levels, ensure that every student can complete the homework according to their own level, and also stimulate the learning potential of advanced students. Basic homework focuses on consolidating the basic knowledge, intermediate homework focuses on improving the writing ability, and advanced homework focuses on cultivating students’ autonomous learning ability and information collection ability, which is conducive to the all-round development of students’ learning ability. Step 6: Teaching Reflection (For Teachers) After the class, teachers should reflect on the following aspects: 1. Whether the teaching activities are in line with the students’ learning level and can arouse their interest and participation. 2. Whether the key and difficult points of the teaching are effectively broken through, and whether students have mastered the core vocabulary and sentence patterns. 3. Whether the four-dimensional key competencies are effectively cultivated in the teaching process, especially the training of students’ language ability and cultural awareness. 4. Whether there are problems in the teaching process, such as insufficient guidance for students with learning difficulties, and how to improve them in the next class. 5. Whether the homework design is reasonable and can effectively consolidate the teaching content and promote students’ learning. Design Intention: Teaching reflection is an important part of teaching practice, which can help teachers summarize their teaching experience, find out the problems in teaching, and continuously optimize the teaching design and teaching methods. It is conducive to the improvement of teachers’ teaching level and the better realization of teaching goals, so as to better cultivate students’ English subject core competencies. 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 $