Unit 3 Faster, Higher, Stronger-Using language 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-Using language 内容导航 This part focuses on the grammar of gerunds as subjects, combined with sports-related topics. It includes listening, speaking, reading and writing activities to help students master the usage of gerunds and express opinions about sports spirit in English. 教学目标和重难点 1. 教学目标 Language Competence: Students master gerunds as subjects and sports-related vocabulary, improving their ability to listen, speak, read and write in English. Cultural Awareness: They understand the Olympic spirit and sports cultures at home and abroad, fostering cross-cultural communication awareness. Thinking Quality: They analyze grammar rules and express opinions logically, developing critical thinking. Learning Ability: They form autonomous and cooperative learning habits, enhancing their ability to summarize and apply knowledge. 2. 教学重难点 Key Points: Master the basic usage of gerunds (or gerund phrases) as subjects, including basic forms, the use of formal subjects and subject-verb agreement. Grasp sports-related vocabulary and phrases to express views on sports and sports spirit. Difficult Points: Distinguish the differences between gerunds as subjects and infinitives as subjects; correctly use gerund phrases and formal subject structures in practical communication and writing. 教学过程 Step 1: Lead-in (Lead-in Activity) Activity 1: Video Appreciation and Discussion. Play a 3-minute short video about outstanding athletes in international competitions, such as sprinters breaking world records, gymnasts showing perfect movements, and team athletes cooperating closely. The video is accompanied by English commentary that contains simple gerund structures, such as “Running fast is the lifelong pursuit of these sprinters” and “Cooperating with teammates brings them victory”. After playing the video, ask students two questions: 1. What sports events did you see in the video? 2. What do you think is the most important thing for an athlete to achieve success? Invite 3-4 students to answer in English, and guide them to use simple gerund structures unconsciously, such as “Practicing hard is very important”. Design Intention: The video about sports events is closely related to the unit theme “Faster, Higher, Stronger”, which can quickly attract students’ attention and arouse their interest in learning. The English commentary in the video subtly presents the target grammar (gerunds as subjects), laying a foundation for the subsequent grammar teaching. Through discussion, students can activate their existing knowledge about sports, improve their oral expression ability, and naturally transition to the new lesson content. Activity 2: Vocabulary Review. Display sports-related vocabulary and phrases on the screen, including “sprint”, “gymnastics”, “cooperation”, “perseverance”, “break a record”, “overcome difficulties”, “devote oneself to”, etc. Ask students to read the words and phrases aloud in groups, and then do a quick matching exercise: match the words with their English explanations. After that, invite students to make simple sentences with these words, and encourage them to try to use gerund structures, such as “Devoting oneself to sports can make people stronger”. Design Intention: Reviewing sports-related vocabulary and phrases helps students eliminate language barriers in subsequent listening, speaking, reading and writing activities. By making sentences, students can initially experience the use of gerund structures, lay a solid foundation for the in-depth study of grammar, and also strengthen the connection between vocabulary and grammar. Step 2: Presentation (Grammar and Language Points Presentation) 2.1 Presentation of Gerunds as Subjects Activity 1: Sentence Observation. Display 6 sentences on the screen, all related to sports and containing gerunds as subjects: 1. Running is a popular sport around the world. 2. Playing basketball requires teamwork. 3. Winning the competition brings great joy to the athletes. 4. It is important to keep practicing every day. (Comparative sentence with infinitive as subject) 5. It is no use complaining about the result. (Formal subject structure with gerund) 6. Collecting sports souvenirs is his hobby. Ask students to observe these sentences carefully and discuss in groups: What do the underlined parts have in common? What function do they serve in the sentences? After 5 minutes of group discussion, invite each group to send a representative to share their findings. Design Intention: Through observing and discussing sentences, students can independently find the characteristics of gerunds as subjects, which is more conducive to their understanding and memory of grammar rules than direct explanation by teachers. The sentences are closely related to sports, which is consistent with the unit theme and can enhance students’ sense of familiarity. The introduction of comparative sentences with infinitives as subjects lays a foundation for distinguishing the two later. Activity 2: Grammar Explanation. Based on students’ discussion results, the teacher summarizes and explains the usage of gerunds as subjects in detail: 1. Basic form: Gerund (v.-ing) or gerund phrase serves as the subject of a sentence, and the predicate verb usually uses the third person singular form. For example, “Swimming is good for health.” 2. Formal subject structure: When the gerund phrase is long, “it” can be used as the formal subject, and the gerund phrase is placed at the end of the sentence. Common structures include “It is + adj. + doing sth.”, “It is + n. + doing sth.”, such as “It is useful practicing English every morning.” 3. Differences between gerunds as subjects and infinitives as subjects: Gerunds as subjects usually express general, habitual or abstract actions, while infinitives as subjects usually express specific, one-time or future actions. For example, “Running is my hobby.” (general action) and “To run in tomorrow’s race is my dream.” (specific action). Design Intention: On the basis of students’ independent exploration, the teacher’s systematic explanation can help students sort out grammar rules, make up for the deficiencies in students’ understanding, and ensure that students master the core usage of gerunds as subjects. The combination of examples and explanations makes the grammar rules more specific and easy to understand, and the distinction between gerunds and infinitives helps students avoid confusion in use. 2.2 Presentation of Key Vocabulary and Phrases Display the key vocabulary and phrases in Using language part, such as “significant”, “injure”, “origin”, “cure”, “beyond recognition”, “down to”, “for instance”, “to date”, etc. For each word and phrase, the teacher explains its meaning, part of speech, collocation and usage, and gives example sentences related to sports. For example, for “significant”, explain: adj. important and far-reaching; collocation: be of great significance; example sentence: “Winning this game is of great significance for our team.” For “injure”, explain: v. to hurt someone; derivative: injured (adj.), injury (n.); example sentence: “The athlete was injured in the training and had to give up the competition.” Design Intention: Key vocabulary and phrases are the basis for students to carry out language practice. Combining with sports-related example sentences, students can better understand and remember the usage of words and phrases, and lay a foundation for subsequent listening, speaking, reading and writing activities. The explanation of derivatives and collocations helps students expand their vocabulary and improve their ability to use words flexibly. Step 3: Practice (Consolidation Practice) 3.1 Grammar Practice Activity 1: Fill in the Blanks. Design 10 fill-in-the-blank questions, focusing on the basic usage of gerunds as subjects, formal subject structures and the distinction between gerunds and infinitives. The questions are closely related to sports. For example: 1. _______ (play) football is my favorite after-school activity. 2. It is no use _______ (complain) about the bad weather; we still need to finish the training. 3. _______ (win) the gold medal is the goal of every athlete. 4. It is important _______ (keep) a balanced diet for athletes. (Test the distinction between gerund and infinitive) Ask students to complete the questions independently, and then check the answers in groups. For the wrong questions, the teacher explains the reasons in detail, emphasizing the key points and difficulties. Design Intention: Through fill-in-the-blank exercises, students can consolidate the grammar rules they have just learned, test their mastery of gerunds as subjects, and find out their own deficiencies. Group check can promote mutual learning and help students solve problems in time. The teacher’s explanation of wrong questions can strengthen students’ understanding of key and difficult points and avoid making the same mistakes again. Activity 2: Sentence Rewriting. Ask students to rewrite the following sentences according to the requirements: 1. To practice every day is necessary for athletes. (Rewrite with gerund as subject) 2. It is important that we keep a positive attitude in sports. (Rewrite with “It is important + doing sth.” structure) 3. Collecting sports cards is his hobby. (Rewrite with formal subject structure) Invite students to write their answers on the blackboard, and the teacher comments and corrects them, emphasizing the correct use of grammar structures. Design Intention: Sentence rewriting can test students’ ability to flexibly use gerund structures, help them master the conversion between different sentence structures, and improve their ability to use grammar knowledge in practice. The teacher’s comments and corrections can help students standardize their sentence expression and avoid grammatical errors. 3.2 Listening Practice Activity 1: Pre-listening Preparation. Display the listening materials’ background information: an interview with a famous athlete about his training experience and understanding of sports spirit. Introduce the main content of the interview briefly, and remind students to pay attention to the gerund structures and sports-related vocabulary in the listening materials. Then, display some key words and phrases in the listening materials, such as “training plan”, “perseverance”, “overcome difficulties”, “devote oneself to”, etc., to help students predict the listening content. Design Intention: Pre-listening preparation can help students eliminate language barriers, understand the background of listening materials, and predict the content, which is conducive to improving their listening comprehension ability. Focusing on gerund structures and sports-related vocabulary can combine listening practice with grammar and vocabulary learning, achieving the goal of integrating knowledge and skills. Activity 2: While-listening Practice. Play the listening material twice. For the first time, ask students to listen carefully and answer the following general questions: 1. What is the athlete’s main sport? 2. What does the athlete think is the key to success? For the second time, ask students to listen again and fill in the blanks in the listening script. The blanks mainly involve gerund structures and key vocabulary, such as “_______ (train) for 8 hours every day is very tiring, but I never give up.” “_______ (overcome) difficulties makes me stronger.” After listening, check the answers with the whole class, and play the difficult parts again if necessary. Design Intention: Listening practice is divided into two times, which conforms to the law of listening teaching. The first listening focuses on grasping the main idea, and the second listening focuses on details, which can help students improve their listening comprehension ability step by step. The blanks involve gerund structures and key vocabulary, which can consolidate the knowledge learned and achieve the purpose of integrating listening and grammar learning. Activity 3: Post-listening Discussion. Ask students to discuss in groups based on the listening content: What can we learn from the athlete’s experience? Do you agree with the athlete’s view on sports spirit? How can we apply the sports spirit to our study and life? Each group discusses for 5 minutes, and then invites 2-3 groups to share their views. The teacher guides students to use gerund structures to express their opinions, such as “From his experience, I learn that _______ (persist) is very important.” Design Intention: Post-listening discussion can help students deepen their understanding of the listening content, cultivate their ability to analyze and express opinions, and at the same time, create opportunities for students to use gerund structures in oral expression, improving their oral English ability. Combining the sports spirit with students’ study and life can enhance the practicality of the lesson and cultivate students’ correct values. 3.3 Speaking Practice Activity 1: Pair Work. Ask students to work in pairs to discuss the following topic: “What is the most important quality for an athlete? Why?” Require students to use at least 3 gerund structures and 5 sports-related vocabulary and phrases in the discussion. For example, “I think _______ (persevere) is the most important quality, because _______ (keep practicing) even when facing difficulties can help athletes achieve their goals.” The teacher walks around the classroom, observes students’ performance, and provides guidance and help to students who have difficulties in expression. Design Intention: Pair work is a common oral practice form, which can provide more opportunities for students to speak. Requiring students to use gerund structures and sports-related vocabulary can consolidate the knowledge learned and improve their oral expression ability. The teacher’s guidance can help students solve problems in time and standardize their oral expression. Activity 2: Group Debate. Divide the students into two groups, and set the debate topic: “Is winning the most important thing in sports?” Group A holds the view that “Winning is the most important thing in sports”, and Group B holds the view that “Participation is more important than winning”. Each group prepares for 5 minutes, and then the debate begins. Each group sends 3 representatives to speak, and each representative speaks for 1-2 minutes. Require students to use gerund structures and sports-related vocabulary and phrases in their speeches, and express their views logically. Design Intention: Debate can stimulate students’ thinking, cultivate their critical thinking ability and logical expression ability. The debate topic is closely related to the unit theme, which can deepen students’ understanding of sports spirit. Requiring students to use gerund structures in their speeches can further consolidate grammar knowledge and improve their oral expression ability in practical communication. 3.4 Reading Practice Activity 1: Pre-reading. Display the title of the reading passage “The Spirit of Sports” and a picture of athletes helping each other in competitions. Ask students to predict the content of the passage: What do you think the passage will talk about? What is the spirit of sports in your opinion? Invite students to share their predictions, and then introduce the background of the passage briefly. Design Intention: Pre-reading activities can arouse students’ interest in reading, activate their existing knowledge about sports spirit, and help them predict the content of the passage, which is conducive to improving their reading comprehension ability. Activity 2: While-reading. Ask students to read the passage silently, and complete two tasks: 1. Find out the topic sentence of each paragraph. 2. Underline the sentences that contain gerund structures and key vocabulary. After reading, check the topic sentences with the whole class, and ask students to read the underlined sentences aloud, explaining the usage of gerund structures in these sentences. Then, ask students to answer the following detailed questions: 1. What is the core of the spirit of sports? 2. How do athletes embody the spirit of sports in competitions? 3. What can we learn from the spirit of sports? Design Intention: While-reading activities can help students grasp the main idea and key details of the passage, improve their reading comprehension ability. Underlining gerund structures and key vocabulary can combine reading practice with grammar and vocabulary learning, helping students consolidate the knowledge learned. Answering detailed questions can test students’ understanding of the passage and deepen their understanding of sports spirit. Activity 3: Post-reading. Ask students to discuss in groups: What is the significance of the spirit of sports to individuals and society? How can we inherit and carry forward the spirit of sports? After discussion, invite each group to send a representative to share their views. Then, ask students to summarize the main content of the passage in 3-5 sentences, using at least 2 gerund structures. Design Intention: Post-reading discussion can help students deepen their understanding of the passage and the spirit of sports, cultivate their ability to analyze and summarize, and at the same time, create opportunities for students to use gerund structures in oral and written expression. Summarizing the passage can improve students’ ability to grasp the main idea and express it in English. 3.5 Writing Practice Activity 1: Writing Guidance. The teacher guides students to write a short passage with the title “My View on Sports Spirit”, and puts forward the following requirements: 1. The passage should be 120-150 words. 2. At least 5 gerund structures should be used. 3. At least 6 sports-related vocabulary and phrases should be used. 4. The passage should have a clear theme, logical structure and correct grammar. Then, the teacher introduces the writing structure: the first paragraph introduces the importance of sports spirit; the second paragraph explains what sports spirit is and how to embody it; the third paragraph expresses their own determination to inherit the sports spirit. At the same time, the teacher provides some useful sentences and phrases, such as “Sports spirit plays an important role in our life.” “_______ (Persevere) and _______ (cooperate) are important parts of sports spirit.” Design Intention: Writing guidance can help students clarify the writing requirements and structure, avoid blindness in writing. Providing useful sentences and phrases can help students solve the problem of “not knowing what to write” and improve their writing ability. Combining gerund structures and sports-related vocabulary with writing can consolidate the knowledge learned and achieve the goal of integrating grammar, vocabulary and writing. Activity 2: Independent Writing. Ask students to write the short passage independently according to the teacher’s guidance. The teacher walks around the classroom, observes students’ writing situation, and provides guidance and help to students who have difficulties in writing, such as helping them correct grammatical errors, adjust sentence structure, and enrich content. Design Intention: Independent writing can test students’ ability to comprehensively use the knowledge learned, including grammar, vocabulary, listening, speaking and reading skills. The teacher’s guidance can help students solve problems in time, improve their writing level, and cultivate their independent writing ability. Activity 3: Peer Evaluation and Teacher Comment. Ask students to exchange their writing works in pairs, and evaluate each other according to the following standards: 1. Are the gerund structures used correctly? 2. Are the sports-related vocabulary and phrases used properly? 3. Is the theme clear and the structure logical? 4. Are there any grammatical errors? After peer evaluation, students revise their own works according to the suggestions. Then, the teacher selects 2-3 representative works (one excellent work and one work with common problems) to comment on, affirming the advantages of the excellent work and pointing out the problems and improvement suggestions of the other work. Finally, the teacher summarizes the common problems in students’ writing and gives corresponding improvement methods. Design Intention: Peer evaluation can help students learn from each other, find out their own deficiencies, and improve their ability to evaluate and revise works. Teacher’s comment can help students further understand their own problems, master writing skills, and improve their writing level. The combination of peer evaluation and teacher’s comment can make the writing evaluation more comprehensive and effective. Step 4: Consolidation and Extension Activity 1: Knowledge Summary. Ask students to summarize the key points of this lesson in groups, including the usage of gerunds as subjects, key vocabulary and phrases, and the understanding of sports spirit. Each group summarizes for 3 minutes, and then invites a representative to share the summary results. The teacher supplements and improves the summary, helping students sort out the knowledge system of this lesson and strengthen their memory. Design Intention: Knowledge summary can help students sort out the knowledge learned in this lesson, form a complete knowledge system, and improve their ability to summarize and sort out knowledge. Group summary can promote mutual learning and help students consolidate knowledge better. Activity 2: Extension Activity. Assign an after-class extension task: 1. Collect 5 English sentences about sports spirit that use gerund structures, and translate them into Chinese. 2. Write a short speech about sports spirit (150-200 words), and prepare to give a speech in the next class. 3. Watch an English sports documentary and take notes of the gerund structures and sports-related vocabulary in it. Design Intention: Extension activities can extend the teaching content from class to after class, help students consolidate the knowledge learned, and improve their ability to apply knowledge in real life. Collecting sentences, writing speeches and watching documentaries can not only consolidate grammar and vocabulary, but also improve students’ listening, speaking, reading and writing abilities, and deepen their understanding of sports culture and sports spirit. Step 5: Summary and Reflection The teacher summarizes the whole lesson: In this lesson, we have learned the usage of gerunds as subjects, mastered some sports-related vocabulary and phrases, and had in-depth understanding of sports spirit through listening, speaking, reading and writing activities. We have also improved our comprehensive English ability and cultivated correct values. Then, ask students to reflect on their own learning situation in this lesson: What have you learned? What difficulties have you encountered? How will you solve these difficulties in the future? Invite 2-3 students to share their reflections. Design Intention: Lesson summary can help students review the whole lesson, clarify the learning gains, and strengthen the memory of knowledge. Student reflection can help students understand their own learning situation, find out their own deficiencies, and put forward corresponding improvement measures, which is conducive to improving their learning ability and forming good learning habits. 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 $