Unit 2 Be Sporty,Be Healthy-Welcome to the unit 教案-2025-2026学年高中英语译林版必修第二册

Unit 2 Be Sporty,Be Healthy-Welcome to the unit 教学目标和重难点 1. 教学目标 Language ability: Master sport- and health-related words and simple expressions. Cultural awareness: Understand sports cultures at home and abroad. Thinking quality: Develop critical thinking through discussing sports’ effects. Learning ability: Cultivate autonomous and cooperative learning habits in interactive activities. 2. 教学重难点 Key points: Master core vocabulary like sporty, fitness, workout and expressions about sports preferences. Difficult points: Use target language fluently to talk about sports and their benefits, and express personal opinions logically. 教学过程 I. Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing a dynamic PPT with pictures of different sports scenes, including basketball, running, swimming, yoga, and table tennis. All the pictures are vivid and close to students’ daily life, with simple English labels under each picture, such as “play basketball”, “go running”, “do yoga”. Then the teacher greets the students and raises questions in simple and easy-to-understand English: “Good morning, everyone! Look at the pictures on the screen. What sports can you see? Do you often do these sports in your spare time? Which one is your favorite?” After asking the questions, the teacher gives students 2 minutes to think and then invites 3-4 students to share their answers. When students answer, the teacher listens carefully, gives positive feedback in time, such as “Great!”, “That’s a good choice!”, and helps students correct simple pronunciation or expression mistakes gently. For example, if a student says “I like play football”, the teacher can guide them to say “I like playing football” correctly. At the same time, the teacher writes the key sports words mentioned by students on the blackboard, such as basketball, football, swimming, yoga, running, to lay a foundation for the subsequent teaching. Design Intention: The lead-in link adopts the form of picture display and interactive questions, which is in line with the cognitive characteristics of senior high school students. Vivid sports pictures can quickly attract students’ attention and arouse their interest in the topic. By asking questions closely related to students’ daily life, it can activate students’ prior knowledge about sports, let them use simple English to express their own sports experience, reduce their fear of speaking English, and create a relaxed and active classroom atmosphere for the follow-up teaching. Writing down key words on the blackboard can help students consolidate vocabulary in time and lay a solid foundation for the subsequent language input and output. II. Presentation: Learn Core Vocabulary and Sentence Patterns 1. Vocabulary Teaching: On the basis of the lead-in link, the teacher introduces the core vocabulary of this unit one by one. First, the teacher presents the word “sporty” with the picture of a student doing sports actively, and explains its meaning in simple English: “Sporty means liking sports and being good at sports. For example, if you often play sports, you are sporty.” Then the teacher reads the word slowly, emphasizing the pronunciation and stress, and asks students to follow along twice. Then the teacher uses the same method to teach other core words, such as “fitness” (the state of being healthy and strong), “workout” (a period of physical exercise), “benefit” (something good that happens because of an action), “balance” (a state in which different things are equal or in the correct proportions). For each word, the teacher matches it with a corresponding picture or a simple example sentence to help students understand and remember. For example, when teaching “benefit”, the teacher says: “Doing sports has many benefits. It can make us strong and happy.” After teaching each group of words (3-4 words), the teacher designs a simple quick response game to consolidate the vocabulary. The teacher says the Chinese meaning of the word, and students stand up quickly and say the corresponding English word; or the teacher shows the picture, and students say the English word and make a simple sentence. For example, the teacher shows a picture of a person running, and students say “running — I like running. It’s good for my health.” 2. Sentence Pattern Teaching: After students master the core vocabulary, the teacher introduces the key sentence patterns of this lesson, which are mainly used to express sports preferences and the benefits of doing sports. The first sentence pattern is “I prefer... because...”, which is used to express personal preferences and reasons. The teacher gives an example first: “I prefer swimming because it can help me relax and keep fit.” Then the teacher reads the sentence pattern twice, emphasizing the pronunciation and intonation, and explains the usage of “prefer” (like something more than another thing) and the conjunction “because” (used to give reasons). Then the teacher invites students to practice the sentence pattern with the sports words they have just learned. For example, a student can say “I prefer playing basketball because it can help me make friends and keep healthy.” The second sentence pattern is “Doing... is good for...”, which is used to express the benefits of doing sports. The teacher gives an example: “Doing morning exercises is good for our bodies.” Then the teacher explains the structure of the sentence (Doing sth. is good for sth./sb.) and guides students to make sentences with the core vocabulary. For example, students can say “Doing yoga is good for our minds.” “Doing more exercise is good for our fitness.” In the process of sentence pattern teaching, the teacher pays attention to guiding students to use the core vocabulary they have learned, and corrects their mistakes in time. At the same time, the teacher encourages students to express their true feelings and experiences, so that the sentence pattern practice is not mechanical, but closely combined with their daily life. Design Intention: Vocabulary and sentence patterns are the basis of language communication. In this link, the teacher adopts the teaching method of “picture + example + practice”, which is in line with the law of language learning. Matching words with pictures can help students establish a direct connection between English words and real things, improve the efficiency of vocabulary memory. The quick response game can mobilize students’ enthusiasm and make vocabulary consolidation more interesting. The sentence pattern teaching starts with examples, then explains the usage, and finally lets students practice, which follows the cognitive law of “input — understanding — output”. Letting students practice with their own life experiences can help them master the sentence patterns more firmly and lay a foundation for the subsequent oral communication. III. Practice: Strengthen Language Application Through Interactive Activities This link is divided into two parts: pair work and group discussion, which aims to let students apply the learned vocabulary and sentence patterns in real communication, improve their oral expression ability and cooperative learning ability. 1. Pair Work: The teacher divides students into pairs (deskmates or random pairs) and assigns tasks: “Talk with your partner about your favorite sports. You should use the words and sentence patterns we just learned, such as ‘I prefer... because...’ and ‘Doing... is good for...’. You can also ask your partner questions, like ‘What sports do you often do?’, ‘Why do you like it?’” Before the pair work starts, the teacher gives a sample dialogue to guide students: “Student A: What’s your favorite sport? Student B: My favorite sport is running. Student A: Why do you like running? Student B: I prefer running because it’s easy to do and it’s good for my fitness. What about you? Student A: I like playing basketball. It’s exciting and it can help me make friends.” Then the teacher gives students 5 minutes to carry out pair work. During this period, the teacher walks around the classroom, observes students’ communication, and provides help in time. For students who have difficulty expressing, the teacher guides them to use the learned words and sentence patterns, and encourages them to speak boldly. For example, if a student doesn’t know how to express “I like yoga because it can make me relaxed”, the teacher can prompt them with the words “yoga”, “relaxed” and the sentence pattern “I prefer... because...”. After the pair work, the teacher invites 2-3 pairs to present their dialogues in front of the class. After each presentation, the teacher gives positive comments and appropriate suggestions. For example, “Your dialogue is very fluent! You used the sentence patterns we learned correctly. If you can add one more sentence about the benefits of sports, it will be better.” 2. Group Discussion: On the basis of pair work, the teacher divides students into groups of 4-5, and assigns a more in-depth discussion topic: “What are the benefits of doing sports? How can we keep a sporty and healthy lifestyle?” The teacher writes the discussion questions on the blackboard and reminds students to use the core vocabulary and sentence patterns they have learned, such as “benefit”, “fitness”, “balance”, “Doing... is good for...”, “We should...”. At the same time, the teacher assigns roles to each group: a recorder (responsible for recording the key points of the group’s discussion), a speaker (responsible for presenting the group’s opinions to the class), and the other members are responsible for discussing and supplementing. During the group discussion, the teacher walks around each group, listens to their discussions, guides students to think in depth, and helps them solve problems in communication. For example, if a group only talks about the physical benefits of sports (such as keeping fit, strengthening the body), the teacher can prompt them: “Besides physical benefits, can doing sports bring us mental benefits? For example, can it help us reduce stress?” If students have difficulty expressing their opinions in English, the teacher can help them translate some key words or sentences, but avoid directly telling them the whole sentence, so as to cultivate their independent expression ability. After the group discussion (about 8 minutes), each group’s speaker presents the group’s opinions in front of the class. The teacher listens carefully, records the key points of each group’s speech, and summarizes them after all groups finish presenting. For example, “All groups have put forward very good opinions. We can summarize the benefits of doing sports into two aspects: physical benefits (keeping fit, strengthening the body, improving sleep) and mental benefits (reducing stress, making us happy, improving concentration). And we can keep a healthy lifestyle by doing sports regularly, having a balanced diet and getting enough sleep.” Design Intention: Interactive activities such as pair work and group discussion are important ways to improve students’ oral expression ability and cooperative learning ability. Pair work is relatively simple, which is suitable for students to practice the learned sentence patterns initially, and help them build confidence in speaking English. Group discussion has higher requirements, which can guide students to think in depth, explore the theme of “sporty and healthy” more comprehensively, and at the same time cultivate their cooperative spirit and communication ability. Assigning roles to each group can ensure that every student participates in the activity, avoid some students being passive, and improve the efficiency of group activities. The teacher’s guidance and summary in the process can help students sort out their ideas, consolidate the learned knowledge, and deepen their understanding of the theme. IV. Consolidation: Consolidate Knowledge Through Diversified Exercises In order to help students consolidate the learned vocabulary and sentence patterns, and improve their ability to use language comprehensively, this link designs two types of exercises: filling in the blanks and sentence rewriting. 1. Filling in the Blanks: The teacher presents the exercise on the PPT, and the blanks are filled with the core vocabulary learned in this lesson. The exercises are as follows: ① Doing sports every day is good for our _________ (健康). ② She is very _________ (爱好运动的) and often plays basketball after school. ③ I have a _________ (锻炼) every morning to keep fit. ④ There are many _________ (益处) of playing football, such as making friends and strengthening the body. The teacher gives students 3 minutes to finish the exercises, then invites students to answer one by one, and corrects the answers in time. For students who make mistakes, the teacher explains the reasons and guides them to master the correct usage of the words. 2. Sentence Rewriting: The teacher presents simple sentences, and asks students to rewrite them using the key sentence patterns learned in this lesson. The exercises are as follows: ① I like swimming best. It can help me relax. (Use “prefer... because...”) ② Doing morning exercises can make us healthy. (Use “Doing... is good for...”) ③ He often plays table tennis. It can improve his reaction ability. (Combine the two sentences with “because”) After students finish rewriting, the teacher collects some students’ answers, shows them on the PPT, and comments on them. For correct answers, the teacher gives praise; for incorrect answers, the teacher guides students to correct them together, emphasizing the correct use of sentence patterns. In addition, the teacher designs a small competition: divide the class into two groups, and each group sends a representative to answer the exercises. For each correct answer, the group gets one point, and the group with the highest score at the end gets a small reward (such as a sticker). This can mobilize students’ enthusiasm and make the consolidation exercise more interesting. Design Intention: Diversified exercises can help students consolidate the learned knowledge from different angles. Filling in the blanks focuses on the mastery of vocabulary, and sentence rewriting focuses on the application of sentence patterns, which can effectively improve students’ ability to use language. The small competition can stimulate students’ competitive awareness and learning enthusiasm, make the consolidation link no longer boring, and help students master the knowledge more firmly. At the same time, through correcting mistakes, students can find their own deficiencies and improve their learning efficiency. V. Expansion: Extend the Theme and Cultivate Cultural Awareness On the basis of mastering the basic knowledge, the teacher extends the theme to help students understand the sports cultures at home and abroad, and cultivate their cultural awareness and international perspective. The teacher shows pictures of different sports cultures on the PPT, such as Chinese martial arts, American basketball, Japanese sumo, and introduces them in simple English: “In China, martial arts is a traditional sport. It has a long history and can help us keep fit and cultivate our morality. In America, basketball is very popular. Many people like playing basketball and watching basketball games. In Japan, sumo is a traditional sport, which is considered a symbol of strength and honor.” Then the teacher raises questions: “What other traditional sports do you know in China? How are they different from foreign sports? Do you think we should learn from foreign sports cultures?” The teacher gives students 3 minutes to think and discuss, then invites students to share their opinions. When students share, the teacher guides them to respect different sports cultures and realize that sports is a bridge of cultural exchange. In addition, the teacher introduces some common sports slogans in English, such as “Keep sporty, keep healthy”, “Sports make life better”, and asks students to read them aloud, so as to deepen their understanding of the theme of the unit and cultivate their positive attitude towards sports. Design Intention: The expansion link is an important part of cultivating students’ cultural awareness. By introducing sports cultures at home and abroad, students can broaden their horizons, understand the differences and commonalities between different sports cultures, and cultivate their cross-cultural communication awareness and ability. Asking students to discuss can stimulate their thinking and let them form their own views on cultural exchange. The sports slogans can not only consolidate the learned language knowledge, but also convey positive values, guide students to develop a good habit of doing sports and pursue a healthy lifestyle. VI. Summary and Homework: Sort Out Knowledge and Extend Learning 1. Summary: The teacher leads students to sort out the knowledge learned in this lesson. First, the teacher asks students to review the core vocabulary: “What words did we learn today? Who can list them?” Then the teacher asks students to review the key sentence patterns: “What sentence patterns did we learn to express sports preferences and benefits?” After students answer, the teacher summarizes: “Today we learned some core words about sports and health, such as sporty, fitness, benefit, and two key sentence patterns: ‘I prefer... because...’ and ‘Doing... is good for...’. We also discussed the benefits of doing sports and how to keep a healthy lifestyle. I hope everyone can apply what we learned today to our daily life and keep sporty and healthy.” 2. Homework: The teacher assigns two types of homework, which are divided into basic homework and extended homework, to meet the needs of different students. ① Basic Homework: Copy the core vocabulary and key sentence patterns learned in this lesson twice, and make 5 sentences with the sentence patterns (3 sentences with “I prefer... because...” and 2 sentences with “Doing... is good for...”). ② Extended Homework: Talk with your family about their favorite sports and the benefits of doing sports, and write a short passage (about 50 words) to record the conversation. You can use the words and sentence patterns learned in this lesson. Before the end of the class, the teacher reminds students to finish their homework on time, and encourages them to do more sports in their spare time, keep a healthy lifestyle, and apply the English knowledge they learned to real communication. Design Intention: The summary link can help students sort out the knowledge learned in this lesson, form a systematic knowledge framework, and deepen their memory. Assigning hierarchical homework can meet the learning needs of different students: basic homework is mainly to consolidate the learned vocabulary and sentence patterns, ensuring that all students can master the basic knowledge; extended homework is to guide students to apply the learned knowledge to real life, connect English learning with daily life, and improve their comprehensive language application ability. Encouraging students to do more sports can also echo the theme of the unit and help students develop a healthy lifestyle. 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 $