Unit 3 Faster, Higher, Stronger-Developing ideas 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-Developing ideas 内容导航 This section centers on the text "The Return of the Champions", describing the Chinese women’s volleyball team’s thrilling gold-winning moment in Rio Olympics and their enduring fighting spirit, helping students understand the connotation of sportsmanship and improve their English reading and expression abilities. 教学目标和重难点 1. 教学目标 Language Ability: Students can master key words and phrases related to sports and spirit, understand narrative and descriptive passages, and express opinions on sportsmanship. Cultural Awareness: They will perceive the spirit of Chinese women’s volleyball, enhance national pride, and understand the common value of "Faster, Higher, Stronger" across cultures. Thinking Quality: They learn to analyze the text structure, infer the author’s purpose, and develop logical and critical thinking. Learning Ability: They cultivate autonomous and cooperative learning skills, and form the habit of reflecting on and applying what they have learned. 2. 教学重难点 key Points: Mastering core vocabulary (e.g., electric, burst, vivid, competitive) and phrases (e.g., burst onto, a far cry from, day in and day out); understanding the text’s main idea, plot development and the embodiment of sportsmanship. Difficult Points: Analyzing the author’s writing techniques (e.g., scene description at the beginning) and their effects; accurately expressing personal understanding of sportsmanship in English; connecting the text with real life to explore the significance of perseverance and teamwork. 教学过程 Step 1: Lead-in (Warm-up & Activation) Activity 1: Video Appreciation and Discussion. Play a 2-minute video clip of the Chinese women’s volleyball team winning the gold medal in the 2016 Rio Olympics, focusing on the final critical point and the players’ emotional expressions. After watching, ask students two questions: ① How did you feel when you watched the video? ② What words can you use to describe the Chinese women’s volleyball team? Invite 3-4 students to share their answers, and write down the key words they mention (e.g., brave, persistent, united, impressive) on the blackboard. Activity 2: Vocabulary Preview. Present 5 key words from the text (electric, burst, vivid, competitive, embrace) with pictures and simple definitions. For example, show a picture of a lively stadium and explain "electric" as "full of excitement and energy". Ask students to read the words aloud and make simple sentences with them in pairs. For instance, "The atmosphere in the stadium was electric when our team scored the winning goal." Design Intention: The video clip can quickly attract students’ attention, arouse their emotional resonance, and activate their prior knowledge about the Chinese women’s volleyball team. Previewing key vocabulary helps remove language barriers for subsequent reading, laying a solid foundation for understanding the text. The pair work also encourages students to participate actively and improves their oral expression ability in a relaxed atmosphere. Step 2: Pre-reading (Prediction & Background Introduction) Activity 1: Title Prediction. Show the text title "The Return of the Champions" and the picture of the Chinese women’s volleyball team embracing after winning. Ask students to predict: ① Who are the "champions" in the title? ② What does "return" mean? Did they win the championship before? ③ What difficulties might they have encountered before winning the championship? Guide students to make reasonable guesses based on their existing knowledge, and record their predictions on the blackboard for verification after reading. Activity 2: Background Briefing. Briefly introduce the background of the Chinese women’s volleyball team in the Rio Olympics: They were assigned to a difficult group in the preliminary round, with ups and downs in the competition process, and finally entered the knockout stage and won the gold medal. Mention the team’s glory in the 1980s and the 2004 Athens Olympics, helping students understand the significance of "return" in the title and deepen their understanding of the team’s spirit. Design Intention: Title prediction can stimulate students’ curiosity and reading motivation, guiding them to read with questions. The background introduction supplements necessary information for students to understand the text, enabling them to better grasp the emotional connotation of the text and realize the hard-won nature of the championship, laying the foundation for perceiving sportsmanship later. Step 3: While-reading (Comprehension & Analysis) Task 1: Skimming for Main Idea Ask students to read the text quickly (skimming) and answer two questions: ① What is the main content of the text? ② What is the author’s purpose in writing this text? After students finish reading, invite them to share their answers. Summarize: The text describes the Chinese women’s volleyball team’s gold-winning moment in Rio Olympics, reviews their past glory, and eulogizes their indomitable fighting spirit. The author’s purpose is to let readers understand and inherit the spirit of the Chinese women’s volleyball team. Design Intention: Skimming training helps students improve their ability to grasp the main idea of the text quickly, cultivating their reading strategy of focusing on key information and ignoring trivial details. This task also helps students form an overall understanding of the text structure, laying the foundation for in-depth reading. Task 2: Scanning for Key Information Ask students to read the text again (scanning) and complete the following table, which includes three columns: Time, Event, and Significance. The key time points to guide students to find are the 1980s, 2004 Athens Olympics, and 2016 Rio Olympics. After students finish filling in the table, check the answers with the whole class, and supplement and correct the key information. For example, in the 1980s, the team won several major world titles and the 1984 Los Angeles Olympics gold medal, becoming national heroes; in 2004, they won the Athens Olympics gold medal again; in 2016, they won the Rio Olympics gold medal, which vividly reflects their competitive spirit. Design Intention: Scanning training helps students improve their ability to find specific information quickly, which is an important reading skill. Completing the table can help students sort out the context of the text clearly, understand the development of events, and lay a foundation for analyzing the embodiment of sportsmanship in the text. Task 3: Intensive Reading for Details and Language Points Divide the text into three paragraphs and guide students to read intensively paragraph by paragraph, analyzing key sentences, language points and writing techniques. Paragraph 1: Focus on scene description. Ask students to read the paragraph aloud and find the sentences that describe the scene of winning the gold medal. For example, "The atmosphere here at Rio de Janeiro is electric! If China wins this point, they will walk out of the stadium with an Olympic gold medal." Guide students to analyze the effect of this kind of scene description: It creates a tense and exciting atmosphere, attracts readers’ attention, and makes readers feel the thrill of the winning moment as if they were on the scene. At the same time, explain the key phrase "walk out of the stadium with an Olympic gold medal" and the structure "if" conditional clause. Paragraph 2: Focus on the team’s past glory and the significance of the Rio gold medal. Ask students to find the sentences that reflect the team’s status in the nation’s heart: "The Chinese women’s volleyball team holds a very special place in the nation’s heart." Guide students to analyze the reasons why the team is special: their glory in the 1980s and the 2004 Athens Olympics, and their indomitable spirit. Explain the key phrases "burst onto the international volleyball scene", "major world titles", and "a vivid portrait of the team’s competitive spirit". Paragraph 3: (If the text has a third paragraph, adjust accordingly; based on the provided text, focus on the in-depth explanation of the team’s spirit) Guide students to find the sentences that reflect the team’s fighting spirit, and discuss: What difficulties did the team encounter in Rio? How did they overcome them? Combine the background introduced earlier to let students understand that the team’s victory is not accidental, but the result of hard work and perseverance. Explain the key word “persevere” and its noun form “perseverance”". During the analysis, ask students to take notes, and invite them to read key sentences aloud to experience the emotional color of the text. For difficult sentences, such as "It’s a dream come true for China!", guide students to parse the structure ("dream come true" is a fixed expression, meaning "the realization of a dream") and translate it, helping students grasp the language points in context. Design Intention: Intensive reading is the key link to deepen students’ understanding of the text. By analyzing details, language points and writing techniques paragraph by paragraph, students can not only master the key language knowledge, but also understand the author’s expression skills and emotional connotation. Reading aloud and note-taking help students consolidate what they have learned and improve their language sense and writing ability. Step 4: Post-reading (Discussion & Application) Task 1: Group Discussion Divide students into groups of 4-5, and assign the following discussion topics: ① What kind of sportsmanship does the Chinese women’s volleyball team reflect? (e.g., perseverance, teamwork, never giving up, fighting spirit) ② How can we apply this sportsmanship in our study and life? ③ Are there any other athletes or teams that reflect similar sportsmanship? Please give examples and explain. Set a discussion time, and ask each group to assign a recorder to record the key points of the discussion and a reporter to share the group’s views after the discussion. After the discussion, invite 2-3 groups to share their views. For example, some groups may say that they can apply the perseverance of the women’s volleyball team in their study, never giving up when encountering difficult problems; some groups may mention athletes like Stephen Curry, who persisted in their dreams despite being underestimated. Comment on the students’ sharing, affirm their positive views, and supplement and expand, guiding students to deeply understand the universal significance of sportsmanship. Design Intention: Group discussion encourages students to communicate and cooperate, express their views in English, and improve their oral expression and cooperative learning abilities. Connecting the text with students’ study and life makes the sportsmanship more vivid and practical, helping students internalize the spiritual connotation and realize the value of learning. Task 2: Language Application – Sentence Making and Short Paragraph Writing First, carry out sentence making practice. Present 5 key phrases from the text: burst onto, a far cry from, day in and day out, beyond expectations, living proof. Ask students to make sentences with these phrases, combining their own experiences or the content of the text. For example, "Stephen Curry’s success is living proof that perseverance leads to achievement." Invite students to share their sentences and correct them if there are any mistakes. Then, carry out short paragraph writing. Ask students to write a short paragraph (80-100 words) about "My Understanding of Sportsmanship", using at least 3 of the key phrases learned. Before writing, guide students to sort out their ideas: first put forward their understanding of sportsmanship, then give examples (from the text or real life), and finally express their determination to learn from sportsmanship. After students finish writing, collect 2-3 excellent works and 1-2 works with common mistakes, comment on them in class, affirm the advantages, point out the mistakes and put forward suggestions for improvement. Design Intention: Sentence making and short paragraph writing help students consolidate the key language points learned, realize the flexible application of language, and improve their writing ability. Commenting on students’ works can help them find their own advantages and shortcomings, and improve their writing level in a targeted way. At the same time, it can also deepen students’ understanding of sportsmanship through writing. Task 3: Text Retelling Ask students to retell the text in their own words, with the help of the key information in the table completed in the scanning task. Guide students to pay attention to the logical connection of the text and the correct use of key words and phrases. Invite 2-3 students to retell the text in class, and comment on their retelling, focusing on whether the main idea is clear, whether the key information is complete, and whether the language is accurate and fluent. For students who have difficulties in retelling, give appropriate prompts, such as "First, the text describes... Then, it reviews... Finally, it eulogizes...". Design Intention: Text retelling helps students consolidate the content of the text, improve their ability to organize language and express ideas in English. It also tests students’ mastery of the text and key language points, and helps teachers understand students’ learning effect in time, so as to adjust the teaching progress and methods. Step 5: Summary & Extension Task 1: Class Summary Invite students to summarize what they have learned in this class, including the main content of the text, key words and phrases, and their understanding of sportsmanship. Then, the teacher makes a supplementary summary: This class mainly learns the text "The Return of the Champions", understands the hard-won gold medal of the Chinese women’s volleyball team in Rio Olympics and their indomitable fighting spirit, masters the key language points related to sports and spirit, and learns to apply sportsmanship in study and life. Emphasize that "Faster, Higher, Stronger" is not only the Olympic spirit, but also the spiritual motivation for us to move forward. Design Intention: Letting students summarize independently helps them sort out the knowledge learned in class, deepen their memory and understanding, and cultivate their ability to summarize and sort out knowledge. The teacher’s supplementary summary can help students form a systematic knowledge framework and highlight the key points and difficulties of the class. Task 2: Homework Extension Assign three levels of homework to meet the needs of different students: 1. Basic Homework: Recite the key words and phrases learned in this class, and copy the key sentences of each paragraph. Read the text aloud for 15 minutes every day, and record the reading audio. 2. Intermediate Homework: Polish the short paragraph written in class, and expand it to 120-150 words. Add more specific examples to illustrate your understanding of sportsmanship. 3. Advanced Homework: Search for information about a sports star or team you admire, write a short introduction (150-200 words) about them, focusing on their sportsmanship, and prepare a 2-minute oral report for the next class. Design Intention: Hierarchical homework takes into account the differences in students’ English level, so that every student can complete the homework within their ability and make progress. Basic homework helps students consolidate the basic knowledge; intermediate homework improves their writing ability; advanced homework expands their horizons, cultivates their ability to collect and process information, and lays a foundation for the next class’s oral report. Task 3: Emotional Education Extension Play a short video of the Chinese women’s volleyball team’s training process, showing their hard training and efforts. After watching, ask students to think: What can we learn from the Chinese women’s volleyball team? Guide students to realize that success requires hard work, perseverance and teamwork, and encourage students to apply this spirit in their study and life, bravely face difficulties and challenges, and pursue "Faster, Higher, Stronger" in their own fields. Design Intention: Emotional education extension further deepens students’ understanding of sportsmanship, inspires their positive emotions, and guides them to establish correct values. It connects the text learning with students’ personal growth, realizing the educational value of language teaching. Step 6: Evaluation & Feedback Carry out formative evaluation throughout the class, including students’ performance in lead-in discussion, vocabulary preview, reading tasks, group discussion, sentence making, writing and retelling. Record students’ participation and mastery, and give timely feedback. For students who perform well, affirm and praise them in time to enhance their confidence; for students who have difficulties, give patient guidance and help them find solutions. After class, collect students’ homework and oral report materials, evaluate them carefully, and give targeted comments and suggestions. In the next class, briefly summarize the students’ learning situation, affirm the progress, point out the existing problems, and put forward improvement suggestions. At the same time, ask students to reflect on their own learning process, find their own shortcomings, and adjust their learning methods. Design Intention: Formative evaluation helps teachers timely grasp students’ learning effect, adjust teaching strategies and methods, and improve teaching efficiency. It also helps students understand their own learning situation, enhance their learning initiative and enthusiasm, and cultivate their ability to reflect and improve. 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 $