Unit 3 Faster, Higher, Stronger-Presenting 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-Presenting ideas 内容导航 This section focuses on the topic of sports spirit, guiding students to discuss the two views on winning in sports competitions, collect supporting arguments, conduct debates, and present their own opinions. It helps students deepen their understanding of "Faster, Higher, Stronger" and improve their comprehensive English expression ability. 教学目标和重难点 1. 教学目标 Language Ability: Enable students to master words and phrases related to sports spirit and debates, and use appropriate expressions to state views, provide arguments and participate in debates. Cultural Awareness: Help students understand the connotation of sports spirit in different cultural backgrounds and form a correct view of sports and success. Thinking Quality: Cultivate students’ critical thinking and logical reasoning ability through analyzing different views and organizing debate arguments. Learning Ability: Guide students to learn collaboratively, actively collect and sort out information, and improve their ability to use language to solve practical problems. 2. 教学重难点 Key Points: Master core vocabulary and sentence patterns related to sports and debates, such as "perseverance", "compete", "in my opinion", "on the contrary"; be able to clearly state personal views on "winning and participation" in sports and provide reasonable supporting arguments. Difficult Points: Organize logical and coherent debate speeches, use appropriate connecting words to link views and arguments; correctly understand the connotation of sports spirit and express personal insights in English accurately and fluently. 教学过程 Step 1: Lead-in (导入) Activity 1: Video Appreciation and Discussion. The teacher plays a short video about typical sports events, including the Olympic Games, FIFA World Cup and the Super Bowl, showing the wonderful moments of athletes competing and adhering to sports spirit. After watching the video, the teacher asks two questions: ① What major sports events are mentioned in the video? ② What shared qualities do the athletes in the video show? Then, the teacher invites 3-4 students to answer the questions in English, and guides students to summarize the core qualities of athletes, such as perseverance, hard work, and respect for opponents. Design Intention: This activity activates students’ prior knowledge about sports events and athletes, and stimulates their interest in the unit topic. Through watching videos and answering questions, students can quickly enter the theme of "sports spirit", lay a foundation for the subsequent discussion and debate, and also exercise their listening and oral expression abilities in a relaxed atmosphere. Activity 2: Review and Connection. The teacher reviews the key content of the previous sections, especially the relevant vocabulary and sentence patterns about sports spirit learned in Understanding Ideas and Developing Ideas, such as "persevere", "give way to", "set out to do", "beyond one’s expectations", and the story of Stephen Curry’s success. The teacher asks: "From Stephen Curry’s story, what do we know about the road to success?" Guides students to review that success comes from hard work and perseverance, not just material conditions. Then, the teacher leads to the topic of this lesson: "Today, we will discuss a controversial question in sports: Is winning more important, or is participation more important? We will learn to present our ideas and hold a small debate." Design Intention: Reviewing the previous knowledge helps students consolidate the learned language points and establish a connection between the old and new knowledge, ensuring the continuity of learning. By linking Stephen Curry’s story, students can naturally transition to the core topic of this lesson, making the lead-in more logical and coherent, and helping students understand the connection between personal efforts and sports spirit. Step 2: Pre-Presentation (呈现前准备) Activity 1: Learn Core Vocabulary and Sentence Patterns The teacher presents the core vocabulary and sentence patterns needed for presenting ideas and debates on the blackboard or multimedia courseware, including nouns (perseverance, competition, victory, spirit, effort), verbs (compete, argue, support, defend, insist), adjectives (competitive, determined, reasonable, convincing), and common sentence patterns for stating views, providing arguments and refuting others: ① In my opinion, ... / As far as I am concerned, ... ② I hold the view that ... because ... ③ One reason for this is that ... ④ On the contrary, some people think that ... ⑤ However, I disagree with this point because ... The teacher explains the usage of each word and sentence pattern, and gives examples combined with the topic of sports. For example, "In my opinion, participation is more important than winning because it helps us gain experience and exercise our will." Then, the teacher asks students to practice making sentences with the given words and sentence patterns in pairs. After 5 minutes of pair work, the teacher invites several pairs to present their sentences to the whole class, corrects the mistakes in their expressions, and strengthens their mastery of the language points. Design Intention: Mastering core vocabulary and sentence patterns is the basis for students to present ideas and participate in debates. Through the teacher’s explanation and pair practice, students can quickly grasp the usage of these language points, lay a solid language foundation for the subsequent activities, and improve their ability to use language accurately. Activity 2: Understand the Two Views The teacher presents the two views on the courseware: View 1: Winning is the most important thing in sports. Only by winning can we show our strength and achieve our goals. View 2: Participation is more important than winning. The value of sports lies in the process of striving, not just the result. Then, the teacher asks students to read the two views carefully, and explains the key points of each view to ensure that all students understand the connotation of the two views. Next, the teacher divides students into groups of 4-5, and asks each group to discuss the two views briefly. During the discussion, students can express their initial opinions and list simple reasons to support their views. The teacher walks around the classroom, listens to the students’ discussions, provides guidance for students who have difficulty expressing themselves, and reminds students to use the newly learned vocabulary and sentence patterns. Design Intention: Letting students understand the two views clearly is the premise of conducting effective discussions and debates. Group discussion allows students to exchange ideas freely, express their initial views, and accumulate initial arguments for the subsequent debate. At the same time, it can cultivate students’ cooperative learning ability and make them more confident in expressing their opinions in English. Activity 3: Collect and Sort Out Arguments On the basis of group discussion, the teacher asks students to further collect and sort out arguments to support their own views. The teacher provides some guidance on collecting arguments: they can use the stories of athletes learned in the unit (such as Stephen Curry, Xu Haifeng, Yelena Isinbayeva), real-life sports examples, or reasonable reasoning. For example, for View 1 (Winning is the most important), students can collect arguments like "Winning can inspire people to work harder and pursue higher goals" or "For professional athletes, winning is the recognition of their hard work". For View 2 (Participation is more important), arguments can be "The process of striving in sports can exercise our will and improve our ability" or "Participation can let us learn to respect others and cooperate with others". Each group chooses one view to support, collects at least 3 arguments, and writes them down on a piece of paper. The teacher asks each group to send a representative to briefly introduce their arguments to the whole class, and other groups can supplement or put forward different opinions. The teacher summarizes and combs the arguments of each group, helps students sort out the logical relationship between arguments, and reminds students to use accurate English expressions. Design Intention: Collecting and sorting out arguments is an important link to improve students’ logical thinking ability and language organization ability. By providing guidance, the teacher helps students find the direction of collecting arguments, avoids the emptiness of their views. The sharing link allows students to learn from each other, enrich their own arguments, and lay a foundation for the formal debate. Step 3: While-Presentation (呈现过程) Activity 1: Debate Preparation The teacher divides the class into two teams: the affirmative team (supports View 1: Winning is the most important) and the negative team (supports View 2: Participation is more important). Each team elects a captain, who is responsible for organizing the team members to arrange the debate order (first speaker, second speaker, third speaker, and debater). The first speaker is responsible for stating the team’s view and the main arguments; the second and third speakers are responsible for supplementing the arguments and refuting the opponent’s views; the debater is responsible for summarizing the team’s views and the debate process. Each team has 15 minutes to prepare for the debate. During the preparation, team members discuss and determine the content of each speaker’s speech, sort out the logical order of the arguments, and practice their oral expression. The teacher walks around the classroom, provides guidance for each team: helps them sort out the logical relationship of the arguments, modifies the inappropriate English expressions, and reminds them to use the connecting words and sentence patterns learned earlier to make the speech more coherent. For example, remind students to use "firstly", "secondly", "finally" to list arguments, and use "however", "on the contrary" to refute the opponent’s views. Design Intention: Debate preparation is a key link to ensure the smooth progress of the debate. By electing a captain and dividing the roles, students can clarify their own responsibilities and improve the efficiency of preparation. The teacher’s guidance helps students solve the problems encountered in the preparation process, improve the quality of their speeches, and enhance their confidence in participating in the debate. Activity 2: Formal Debate The debate is carried out in the following order: ① The affirmative team’s first speaker states the team’s view and main arguments (3 minutes); ② The negative team’s first speaker states the team’s view and main arguments (3 minutes); ③ The affirmative team’s second speaker supplements arguments and refutes the negative team’s views (2 minutes); ④ The negative team’s second speaker supplements arguments and refutes the affirmative team’s views (2 minutes); ⑤ The affirmative team’s third speaker further refutes and supplements (2 minutes); ⑥ The negative team’s third speaker further refutes and supplements (2 minutes); ⑦ The debaters of both teams summarize respectively (each 2 minutes); ⑧ The teacher comments on the debate (5 minutes). During the debate, the teacher reminds students to speak fluently and clearly in English, respect the opponent’s views, and avoid interrupting others’ speeches. The teacher records the advantages and disadvantages of both teams in the debate, such as the rationality of the arguments, the fluency of the expression, the use of language points, and the logicality of the speech. After the debate, the teacher makes a comprehensive comment: affirms the advantages of both teams, such as the rich arguments, the flexible use of learned vocabulary and sentence patterns, and the active participation of team members; points out the existing problems, such as the inappropriate use of some sentence patterns, the lack of logical connection between arguments, or the lack of confidence in oral expression. Then, the teacher guides students to summarize the skills of debate, such as how to state views clearly, how to provide convincing arguments, and how to refute the opponent’s views politely and effectively. Design Intention: The formal debate is the core activity of this lesson, which can comprehensively exercise students’ oral expression ability, logical reasoning ability and critical thinking ability. Through the debate, students can apply the learned vocabulary and sentence patterns to practical communication, deepen their understanding of the two views on winning and participation, and form their own correct view of sports. The teacher’s comment helps students understand their own advantages and disadvantages, and master the skills of debate, which is conducive to the improvement of their comprehensive language ability. Activity 3: Individual Presentation After the debate, the teacher asks each student to sort out their own views on "winning and participation in sports" and prepare a 1-2 minute individual presentation. Students can choose to support either view, or put forward their own unique views (such as "Winning and participation are equally important, and they complement each other"). During the preparation, students can refer to the arguments in the debate and the vocabulary and sentence patterns learned in this lesson. Then, the teacher invites 6-8 students to make individual presentations in front of the whole class. After each student’s presentation, the teacher and other students give simple evaluations, focusing on the clarity of the view, the rationality of the argument, the fluency of the expression, and the use of language points. For students who perform well, the teacher gives timely praise; for students who have difficulties, the teacher gives encouragement and guidance, helps them correct their mistakes, and improves their confidence in oral expression. Design Intention: Individual presentation allows each student to have the opportunity to express their own views independently, which can better reflect the individual differences of students and exercise their independent oral expression ability. The evaluation link helps students learn from each other, find their own problems, and further improve their language expression ability. At the same time, it can deepen students’ understanding of the theme of sports spirit and form their own unique insights. Step 4: Post-Presentation (呈现后巩固) Activity 1: Group Discussion and Summary The teacher divides students into groups of 4 again, and asks them to discuss the following questions: ① What have you learned from today’s debate and individual presentation? ② What is your final view on "winning and participation in sports"? ③ How can we apply the sports spirit we have learned to our daily study and life? During the discussion, students are required to use the vocabulary and sentence patterns learned in this lesson to express their views, and the group leader is responsible for recording the key points of the group’s discussion. After 10 minutes of group discussion, each group sends a representative to share the group’s discussion results with the whole class. The teacher listens carefully to the sharing of each group, summarizes and combs the key points, guides students to realize that the core of sports spirit is not only winning, but also the perseverance, hard work and respect for others in the process of participation. The teacher emphasizes that in daily study and life, we should also learn from the sports spirit, dare to compete, be willing to work hard, and treat success and failure correctly. Design Intention: Group discussion and summary help students sort out the knowledge and experience learned in this lesson, deepen their understanding of sports spirit, and realize the connection between sports spirit and daily life. It can not only consolidate the language points learned in this lesson, but also cultivate students’ ability of cooperation and summary, and achieve the goal of integrating moral education into English teaching. Activity 2: Language Consolidation Exercise The teacher assigns a language consolidation exercise on the courseware: ask students to complete a short passage about sports spirit, using the core vocabulary and sentence patterns learned in this lesson. The passage is as follows: "In sports, people have different views on winning and participation. Some people think that winning is the most important thing because it can show their strength and bring honor. However, others hold the view that participation is more important. They believe that the value of sports lies in the process of striving. During the process, we can exercise our will, improve our ability, and learn to cooperate with others. In my opinion, _______________ (students fill in their own views). We should have the spirit of perseverance, dare to compete, and treat success and failure correctly. This is the true meaning of 'Faster, Higher, Stronger'." Students complete the exercise independently. After completing, the teacher invites several students to read their completed passages to the whole class, corrects the mistakes in their expressions, and comments on their writing. Then, the teacher presents the reference answer, and guides students to compare their own answers with the reference answer, find out the gaps, and consolidate the mastery of vocabulary and sentence patterns. Design Intention: The language consolidation exercise is a necessary link to consolidate the knowledge learned in this lesson. By completing the short passage, students can apply the core vocabulary and sentence patterns to written expression, improve their written expression ability, and further deepen their understanding of the theme of sports spirit. The teacher’s correction and comment help students find their own mistakes and improve their ability to use language accurately. Activity 3: Homework Arrangement The teacher assigns two homework tasks: ① Write a short essay (150-200 words) about your views on sports spirit, using the vocabulary and sentence patterns learned in this lesson. The essay should include your own views on winning and participation, and combine with specific examples (such as athletes’ stories or your own sports experience). ② Preview the Reflection section of this unit, and sort out the knowledge and experience learned in the whole unit, including core vocabulary, sentence patterns, and the understanding of sports spirit. Design Intention: Homework is an extension of classroom teaching, which can help students consolidate the knowledge learned in class and apply it to practical written expression. The first homework task exercises students’ written expression ability and deepens their understanding of sports spirit; the second homework task helps students sort out the knowledge of the whole unit, form a systematic knowledge framework, and lay a foundation for the review of the unit. Step 5: Teaching Summary The teacher makes a summary of the whole lesson: This lesson focuses on the topic of sports spirit, guides students to discuss the two views on winning and participation in sports, learn core vocabulary and sentence patterns related to debates, conduct group debates and individual presentations, and consolidate the knowledge through discussion, exercise and homework. Through this lesson, students not only improve their comprehensive English expression ability, but also deepen their understanding of "Faster, Higher, Stronger" sports spirit, and form a correct view of sports and success. The teacher encourages students to apply the sports spirit learned in this lesson to their daily study and life, dare to pursue their goals, and never give up in the face of difficulties. Design Intention: The teaching summary helps students sort out the key content of the whole lesson, clarify the learning goals and gains, and strengthen the connection between the knowledge learned and practical life. It can also arouse students’ emotional resonance, let them realize the value of sports spirit, and achieve the teaching goal of integrating language teaching and moral education. 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 $