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

该高中英语教案聚焦运动主题，围绕运动相关词汇、阅读策略及文本结构展开。通过展示学生运动图片激活生活经验，结合对比短视频（运动活力与缺乏运动疲劳）引发思考，搭建从生活到文本的学习支架，自然引入主题。 此资料亮点在于融合语言能力与思维品质培养，如While-reading环节通过推理问题（如只做力量训练忽略柔韧性训练的后果）发展批判性思维，Post-reading的角色扮演（健身顾问建议）和个人健身计划写作促进语言输出，绘制思维导图梳理知识体系。过程性评价关注参与度与思维深度，助力教师把握学情，提升学生英语应用与健康素养。

Unit 2 Be Sporty,Be Healthy-Reading 教学目标和重难点 1. 教学目标 It focuses on developing students’ language ability to understand and use sports-related words and sentences, cultivates their thinking quality through critical analysis of sports benefits, strengthens cultural awareness of sports spirit, and improves their learning ability to master reading strategies autonomously. 2. 教学重难点 Key points: Master sports-related vocabulary and sentence patterns, grasp the main idea and structure of the reading text, and master skimming and scanning strategies. Difficult points: Understand the deep connotation of sports and health and flexibly use reading strategies to analyze text logic. 教学过程 I. Lead-in Show several pictures of students doing different sports and ask: What sports do you often do? How do you feel after exercising? Invite volunteers to share their real experiences in simple English. Design intention: Connect students’ daily life with the topic, activate prior knowledge, arouse learning interest and create a relaxed English communication atmosphere. Present two opposite short videos: one about a student full of energy after regular exercise, the other about a student feeling tired easily without sports. Then raise the core question: Why is sports closely connected with our health? Lead students to think and naturally introduce the title Be Sporty, Be Healthy. Design intention: Use visual materials to highlight the theme, guide students to think about the relationship between sports and health, and lay a foundation for formal text learning. II. Pre-reading Teach key vocabulary in context: List words such as fitness, benefit, cardiovascular, flexibility, strength training, injury, warm-up, stretch on the blackboard. Explain their meanings with gestures and simple examples, and guide students to read them aloud to correct pronunciation. Design intention: Remove vocabulary obstacles in advance, help students recognize and understand core words, ensuring smooth reading and comprehension. Guide students to predict the content: Ask them to look at the text title, subheadings and pictures, and discuss in pairs: What might the passage talk about? What suggestions about sports and health can we get from it? Design intention: Train prediction ability, cultivate logical thinking, and make students take the initiative to explore the text with questions. Introduce basic reading strategies: Briefly tell students to use skimming to get the main idea and scanning to find specific details, which will be used in the following reading activities. Design intention: Equip students with effective reading methods, improve reading efficiency and develop independent learning ability. III. While-reading Task 1 Skimming for the main idea Ask students to read the passage quickly, ignore new words temporarily, and finish two tasks: (1) Sum up the main topic of each paragraph. (2) Divide the passage into several parts and conclude the main idea of each part. Then check answers in class and sort out the text structure: introduction of sports benefits → types of exercise → suggestions for safe exercise → healthy eating with sports.Design intention: Train skimming skill, help students grasp the overall framework of the text, and improve overall text comprehension ability. Task 2 Scanning for detailed information Set detailed questions related to each paragraph and let students scan to find answers quickly: What physical benefits does exercise bring to our body? What are the three main types of exercise mentioned in the passage? What should we do to avoid sports injuries? Why is healthy eating important for people who exercise regularly? Organize group competition: Divide students into four groups, each group answers questions corresponding to one paragraph. Award points for accurate and quick answers to stimulate participation. Design intention: Exercise scanning ability, deepen understanding of key details, and enhance teamwork spirit and classroom engagement through competition. Task 3 Careful reading and deep understanding Guide students to read key sentences carefully, analyze long and difficult sentences, such as "Flexibility training, including gymnastics and tai chi, helps stretch your muscles and improve your body’s range of movement." Help them split sentence components and understand the meaning accurately. Design intention: Break through long and difficult sentences, improve students’ ability to analyze complex sentence structures and enhance language application ability. Ask inferential questions to develop critical thinking: Why does the author emphasize warming up before exercise and stretching after exercise? What will happen if we only do strength training but ignore flexibility training? How can we balance different types of exercise in our daily life? Let students discuss in groups of four, express their own opinions, and then invite group representatives to share. Teacher guides and supplements to help students understand the hidden logic of the text. Design intention: Go beyond literal understanding, cultivate inferential and critical thinking, and encourage students to express independent views in English. Task 4 Language focus learning Extract key phrases and sentence patterns from the text: a range of, be beneficial to, reduce stress, build up, start small, etc. Explain their usage and give example sentences combined with sports scenarios. Design immediate practice: Let students make new sentences with these phrases and patterns to describe their own sports habits, and teacher corrects mistakes timely. Design intention: Consolidate key language points, realize the transformation from input to output, and improve students’ ability to use language accurately. IV. Post-reading Activity 1 Role-play Pair students up: One acts as a student who wants to keep fit but doesn’t know how to start, the other acts as a "fitness advisor" to give reasonable sports and diet suggestions based on text knowledge. Encourage them to use the vocabulary and sentences learned in class.Design intention: Apply text knowledge to real communication scenarios, improve oral expression ability, and deepen memory of language points and text content. Activity 2 Summary and mind map Invite students to summarize what they have learned: the benefits of sports, types of exercise, safety suggestions and healthy eating tips. Draw a mind map on the blackboard together with students to sort out the knowledge system of the whole passage clearly. Activity 3 Critical discussion Raise a controversial topic: Some students say "I have no time for exercise, so I can stay healthy by eating well." Ask students to debate whether this view is right or wrong, and give reasons combined with text information and life experience.Design intention: Further develop critical thinking, guide students to form a correct and comprehensive view of sports and health, and enhance logical expression ability in English. Activity 4 Personal fitness plan Ask students to write a short personal weekly fitness plan in English, including the types of exercise, time arrangement and safety tips. They can refer to the text content and add their own ideas. After writing, some students share their plans in class, and teacher gives positive feedback and suggestions.Design intention: Realize the transformation from text learning to practical application, guide students to apply knowledge to life, and cultivate awareness of healthy living. V. Homework Read the passage fluently and recite key sentences and phrases. Interview family members about their sports habits and write a short English report. Adjust and perfect personal fitness plan according to class feedback. Design intention: Consolidate classroom learning content, expand learning to after-class life, improve comprehensive language application ability and form good sports habits. VI. Classroom Assessment Observe students’ performance in discussion, role-play and sharing, evaluate their participation, language accuracy and thinking depth. Give timely encouragement and affirmation to enhance their learning confidence.Design intention: Conduct process evaluation, understand students’ learning effect in real time, motivate students to participate actively and promote the development of 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 $