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

Unit 2 Be Sporty,Be Healthy-Extended reading 教学目标和重难点 1. 教学目标 It focuses on improving students’ English language competence, cultivating their cultural awareness by exploring sports culture, developing critical thinking through analyzing sports-health relationships, and fostering positive attitudes towards lifelong sports and healthy living. 2. 教学重难点 Key points: Master core vocabulary and sentence patterns about sports and health; understand the text’s main idea and structure. Difficult points: Analyze the text’s logical relationships and express personal views on sports in English accurately. 教学过程 I. Pre-reading: Lead-in and Preview Guidance 1. Lead-in Activity: The teacher starts the class by showing a short video about different sports activities, including tai chi, basketball, running and yoga. After playing the video, the teacher asks students two questions: “What sports do you see in the video? Do you think tai chi is only for the elderly?” Then, the teacher invites 3-4 students to share their answers freely. During the sharing, the teacher responds positively and guides students to realize that different sports have their own characteristics and benefits, laying a foundation for the study of the extended reading text which focuses on tai chi experience. Design Intention: The video can attract students’ attention quickly and arouse their interest in the topic of sports. The guiding questions not only activate students’ existing knowledge and experience about sports but also lead to the core content of the extended reading text naturally. Meanwhile, it helps students break the stereotype that tai chi is only for the elderly, which is conducive to their better understanding of the author’s emotional changes in the text. 2. Preview Check: The teacher asks students to take out their preview notes and checks the preview results in two forms: individual check and group mutual check. First, the teacher randomly invites several students to read the new words and phrases in the text, such as “hesitate, martial arts, yin and yang, flexibility, routine” and corrects their pronunciation and intonation. Then, the teacher arranges students to check each other’s preview notes in groups of 4, focusing on whether they have mastered the basic meanings of new words and phrases and put forward their doubts during preview. Finally, the teacher collects the common doubts of each group and briefly explains them, helping students solve simple obstacles in advance. Design Intention: Preview check is an important link to ensure the smooth progress of in-class teaching. Individual check can help the teacher grasp the students’ mastery of new words and phrases in time, while group mutual check can promote students’ communication and cooperation, and help them solve simple problems independently. Brief explanation of common doubts can reduce students’ learning pressure in the reading process and improve their reading efficiency. 3. Background Introduction: The teacher briefly introduces the background of tai chi to students with simple and easy-to-understand English, including its origin, development and cultural connotation. The teacher tells students that tai chi is a traditional Chinese martial art, which is deeply rooted in Chinese philosophy of yin and yang, and it not only has the function of keeping fit but also can calm people’s mood. At the same time, the teacher shows some pictures of tai chi moves with descriptive names, such as “white crane spreading its wings” and “golden rooster standing on one leg”, letting students have a preliminary understanding of tai chi moves. Design Intention: The background introduction helps students understand the cultural connotation behind tai chi, which is in line with the requirement of cultivating students’ cultural awareness in core literacy. The pictures of tai chi moves can make the abstract content more concrete, help students understand the relevant descriptions in the text, and lay a foundation for their in-depth reading. II. While-reading: In-depth Reading and Skill Training 1. Skimming: The teacher asks students to read the text quickly and answer two questions: (1) What is the main topic of the text? (2) How did the author’s attitude towards tai chi change? After students finish reading, the teacher invites students to share their answers. The teacher summarizes and sorts out the answers, making it clear that the text mainly tells the author’s personal experience of practicing tai chi, and the author’s attitude changed from hesitation to love. Then, the teacher guides students to divide the text into three parts according to the author’s experience: the initial hesitation, the process of learning tai chi, and the harvest from practicing tai chi. Design Intention: Skimming is an important reading skill that can help students grasp the main idea of the text quickly. By answering the two questions, students can sort out the core content of the text and understand the author’s emotional changes, which is conducive to their overall grasp of the text structure. Dividing the text into parts helps students clarify the logical context of the text and lay a foundation for in-depth reading. 2. Scanning: The teacher asks students to read the text again carefully and complete the following tasks in groups of 4: Task 1: Find out the reasons why the author hesitated to join the Tai Chi Club at first. Task 2: List the interesting points of tai chi that attracted the author in the first few classes. Task 3: Find out the difficulties the author encountered in learning tai chi and how he overcame them. Task 4: Summarize the benefits that tai chi brought to the author physically and mentally. During the group discussion, the teacher walks around the classroom, observes the discussion situation of each group, and provides appropriate guidance for groups with slow progress. After the discussion, each group sends a representative to share their answers, and the teacher comments and supplements, ensuring that students can find key information accurately. Design Intention: Scanning training can help students improve their ability to find key information quickly. Group discussion can promote students’ cooperation and communication, and let them learn from each other. The teacher’s guidance and comments can help students correct their mistakes in time and deepen their understanding of the text content. At the same time, the tasks are closely related to the text content, which can help students understand the details of the text in depth. 3. Close Reading: The teacher focuses on guiding students to analyze key sentences and paragraphs in the text, helping them understand the meaning and function of the sentences, and master the usage of key words and phrases. First, the teacher takes out the key sentence: “When my friend first suggested that we join the new Tai Chi Club at school, I hesitated. I always believed tai chi was for old people.” The teacher asks students to analyze the sentence structure, pay attention to the usage of “suggest that...” and the object clause. Then, the teacher guides students to think about the author’s mood when writing this sentence, and let them experience the author’s initial prejudice against tai chi. Second, the teacher focuses on the paragraph about the history of tai chi: “Zhang Sanfeng, a 13th-century Taoist, was said to have invented tai chi after drawing inspiration from a fight between a snake and a bird. However, nowadays people tend to believe that Chen Wangting, a 17th-century master of Chinese martial arts, developed tai chi based on martial arts skills.” The teacher asks students to find out the transition word “however” and analyze its function, helping students understand the logical relationship between the two sentences. At the same time, the teacher guides students to understand the origin of tai chi, deepening their understanding of tai chi culture. Third, the teacher analyzes the key sentence: “With these requirements of tai chi in mind, I found to my satisfaction that my balance and flexibility slowly improved, that I was able to do more difficult moves, and that my love for tai chi returned stronger than ever.” The teacher asks students to pay attention to the structure of “find that... that... that...” and the usage of “to my satisfaction”, and guides students to understand the author’s sense of achievement after overcoming difficulties, feeling the positive impact of tai chi on the author. In the process of close reading, the teacher invites students to read the key sentences aloud, and guides them to grasp the intonation and emotion in the sentences, so as to better understand the author’s feelings. Design Intention: Close reading is the key link to deepen students’ understanding of the text. By analyzing key sentences and paragraphs, students can master the usage of key words and sentence patterns, improve their language competence. At the same time, guiding students to experience the author’s emotions can help them resonate with the author, understand the theme of the text more deeply, and cultivate their emotional attitude and values. 4. Logical Analysis: The teacher guides students to sort out the logical relationship of the text again. The teacher uses a mind map to show the author’s experience and emotional changes: hesitation (prejudice against tai chi) → interest (attracted by tai chi moves and names) → boredom and difficulty (repeating the same moves, body ache) → overcoming difficulties (coach’s guidance, focusing on peace of mind) → love and harvest (physical and mental benefits, understanding of tai chi culture). Then, the teacher asks students to discuss in groups: “What is the author’s purpose of writing this article?” After the discussion, the teacher summarizes that the author wants to share his own experience of practicing tai chi, let readers understand the charm of tai chi, and encourage readers to try new sports and pursue a healthy lifestyle. Design Intention: Logical analysis helps students clarify the context of the text and understand the author’s writing ideas. The mind map can make the logical relationship more intuitive, which is convenient for students to remember and grasp. Discussing the author’s writing purpose can help students improve their ability to analyze and summarize, and deepen their understanding of the theme of the text, which is conducive to the cultivation of their critical thinking. III. Post-reading: Consolidation, Application and Expansion 1. Vocabulary and Sentence Pattern Consolidation: The teacher designs two exercises to help students consolidate the key words and sentence patterns learned in the text. Exercise 1: Fill in the blanks with the correct form of the given words. (hesitate, inspire, flexibility, routine, martial arts) ① When I was asked to give a speech, I ______ for a moment. ② The teacher’s words ______ me to work harder. ③ Practicing yoga can improve your ______. ④ Doing morning exercises is part of my daily ______. ⑤ He has been learning ______ since he was a child. Exercise 2: Rewrite the following sentences using the sentence patterns learned in the text. ① I found that my English has improved a lot. (use “find that...”) ② She was very happy when she heard the good news. (use “to one’s happiness”) After students finish the exercises, the teacher checks the answers and explains the key points, helping students master the usage of key words and sentence patterns flexibly. Design Intention: Vocabulary and sentence pattern consolidation is an important link to convert reading input into language output. The designed exercises are closely related to the text content, which can help students consolidate the knowledge they have learned and improve their ability to use language flexibly, laying a foundation for their subsequent oral and written expression. 2. Oral Expression Activity: The teacher arranges an oral discussion activity with the topic “My Favorite Sport”. The teacher asks students to discuss in groups of 4, and each student should introduce their favorite sport, including the reasons why they like it, the benefits it brings to them, and their experience of practicing it. During the discussion, students should try to use the key words and sentence patterns learned in the text. After the discussion, each group sends a representative to make a 2-3 minute speech in front of the class. The teacher comments on the students’ speeches, affirming their advantages and putting forward suggestions for improvement, such as pronunciation, intonation and language expression. Design Intention: Oral expression activity can convert students’ reading input into oral output, improving their oral expression ability. The topic is closely related to students’ daily life, which can arouse their enthusiasm to participate. Asking students to use the key words and sentence patterns learned in the text can help them consolidate the knowledge and improve their language application ability. At the same time, group discussion and class speech can cultivate students’ communication ability and cooperation awareness. 3. Text Expansion: The teacher introduces different sports cultures around the world to students, such as ancient Greek Olympic Games and modern sports. The teacher tells students that ancient Greek Olympic Games advocate “sacred truce” and pay attention to the unity of body and spirit, while modern sports pay more attention to fairness and competition. Then, the teacher asks students to discuss: “What are the similarities and differences between Chinese tai chi culture and ancient Greek Olympic culture?” After the discussion, the teacher summarizes that both emphasize the importance of sports to physical and mental health, and advocate the pursuit of a balanced and healthy lifestyle, but they have different cultural connotations and expression forms. Design Intention: Text expansion helps students expand their horizons and understand different sports cultures, which is conducive to the cultivation of their cultural awareness and cross-cultural communication ability. The discussion on the similarities and differences between different sports cultures can help students develop critical thinking and learn to view different cultures from an objective perspective. 4. Emotional Guidance: The teacher guides students to think about the significance of sports to healthy living. The teacher asks students: “What can we learn from the author’s tai chi experience?” Then, the teacher invites students to share their views freely. Finally, the teacher summarizes that sports can not only keep our bodies healthy but also calm our mood, help us overcome difficulties and cultivate our perseverance. We should establish a correct concept of sports, actively participate in sports activities, and pursue a lifelong healthy lifestyle. Design Intention: Emotional guidance is an important link to implement the core literacy of emotional attitude and values. By guiding students to think and share, students can deeply understand the significance of sports to healthy living, establish a positive attitude towards sports and life, and achieve the teaching goal of “Be Sporty, Be Healthy”. IV. Summary and Homework Arrangement 1. Summary: The teacher invites a student to summarize the main content of this class, including the main idea of the extended reading text, the key words and sentence patterns learned, and the gains from the class. Then, the teacher supplements and improves the summary, helping students sort out the knowledge system of this class and deepen their understanding of the content. Design Intention: Letting students summarize the class content can help them sort out the knowledge they have learned, improve their ability to summarize and generalize. The teacher’s supplement and improvement can ensure that students grasp the key points of the class and form a complete knowledge system. 2. Homework Arrangement: Homework 1: Write a short passage of 100-120 words about your favorite sport, using the key words and sentence patterns learned in this class. The passage should include the reasons why you like it and the benefits it brings to you. Homework 2: Surf the Internet to find more information about tai chi or other traditional Chinese sports, and prepare a short report to share in the next class. Homework 3: Review the key words and sentence patterns of this class, and finish the related exercises in the textbook. Design Intention: The homework arrangement is hierarchical, which can meet the needs of different students. Homework 1 focuses on consolidating students’ language application ability, converting oral expression into written expression. Homework 2 helps students expand their knowledge and deepen their understanding of traditional Chinese sports culture, which is conducive to the cultivation of their cultural awareness. Homework 3 focuses on consolidating the basic knowledge, ensuring that students master the key content of the class. 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 $