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

Unit 2 Be Sporty,Be Healthy-Project 教学目标和重难点 1. 教学目标 It focuses on language competence by practicing sports-related expression; cultivates cultural awareness by comparing sports cultures; develops thinking quality through critical discussion; and fosters learning ability via cooperative project-based learning. 2. 教学重难点 Key: Master sports and health-related vocabulary, use related sentence patterns flexibly, and complete group project design. Difficulty: Integrate language skills into project practice and express personal views logically in English. 教学过程 Step 1: Lead-in (Lead-in and Review) The teacher starts the class with a question-and-answer interaction: “Boys and girls, do you do sports regularly? What sports do you usually do? How does sports affect your body and mood?” After inviting 3-4 students to share their answers in simple English, the teacher shows pictures and short videos of different sports (such as running, swimming, basketball, tai chi) on the screen, and guides students to review the core vocabulary and sentence patterns learned in the unit, such as “work out regularly”, “keep fit”, “build up one’s strength”, “improve mental health”, “a balanced diet” and “live a healthy lifestyle”. Then the teacher says: “Today, we will carry out a project related to sports and health. We will work in groups to design a ‘Healthy Sports Plan’ for our class, so that everyone can learn to use English to solve practical problems and understand the importance of keeping sporty and healthy.” Design Intention: The lead-in links students’ daily life with the unit topic, which not only stimulates students’ learning interest and enthusiasm for participation, but also helps students review the language knowledge learned before, laying a solid foundation for the smooth development of the subsequent project. By asking questions and showing audio-visual materials, students can quickly enter the learning state, realize the connection between English learning and real life, and initially establish the awareness of applying language to practice. At the same time, it subtly leads to the theme of the project, making the transition from review to new content natural and smooth. Step 2: Project Introduction and Task Assignment First, the teacher introduces the project theme and requirements in detail in English: “Our project is called ‘Design a Healthy Sports Plan for Our Class’. The goal of this project is to help every student in our class form a good habit of doing sports, understand how to combine sports with a healthy diet to keep fit, and use English to express our ideas, design plans and present our works. Each group will complete the project together and finally present your plan to the whole class.” Then, the teacher clarifies the specific tasks of the project, which are divided into three parts: 1. Survey and Research: Investigate the sports habits, favorite sports and existing health problems of the students in the class, and record the results in English. 2. Plan Design: Based on the survey results, design a scientific and practical weekly sports plan, including the types of sports, time arrangement, precautions and matching diet suggestions, all expressed in English. 3. Work Presentation: Prepare a PPT or poster to present the group’s survey results and sports plan, and answer questions from teachers and other students in English. Next, the teacher divides the students into groups of 4-5 people, and assigns roles to each group member: Group Leader (responsible for organizing group discussions and coordinating tasks), Surveyor (responsible for investigating classmates and recording data), Designer (responsible for designing the sports plan and completing the PPT/poster), and Speaker (responsible for presenting the group’s work to the whole class). The teacher reminds students: “Each member must participate actively, communicate with each other in English as much as possible, and help each other to complete the project. If you have any questions, you can ask the teacher for help at any time.” Design Intention: Clarifying the project theme, requirements and task division helps students establish a clear learning goal and know what they need to do in each link. Dividing roles reasonably can ensure that every student participates in the project, avoid the phenomenon of some students being lazy, and cultivate students’ sense of responsibility and cooperative awareness. Introducing the project in English throughout the process can create an immersive English learning environment, help students improve their listening and understanding ability, and lay the foundation for the subsequent English communication and task completion. At the same time, the task design is closely combined with the unit theme, which can effectively consolidate students’ language knowledge and improve their ability to apply language to practical problems. Step 3: Group Cooperation and Project Implementation (Core Link) This link is the core of the project teaching, and the teacher guides each group to carry out the project step by step, and provides timely help and guidance. First, the Survey and Research stage. Under the organization of the group leader, the Surveyor of each group starts to investigate the students in the class. The teacher guides students to design simple and practical survey questions in English, such as “How often do you do sports?”, “What is your favorite sport?”, “Do you have any health problems caused by lack of sports?”, “What kind of sports do you want to try?”, “Do you pay attention to your diet while doing sports?”. During the survey, the teacher walks around the classroom, observes the communication situation of each group, and reminds students to use English to communicate with the surveyed classmates. For students who have difficulty expressing in English, the teacher gives appropriate prompts, such as providing related vocabulary and sentence patterns, to help them complete the survey smoothly. After the survey, each group sorts out the survey results, counts the data, and writes a short survey report in English, which includes the main findings of the survey, such as the most popular sports among classmates, the main health problems caused by lack of sports, and the sports needs of classmates. Design Intention: The survey and research stage aims to let students practice their oral expression and written expression ability in English in practical communication. By designing survey questions and conducting surveys, students can not only consolidate the sports and health-related vocabulary and sentence patterns learned in the unit, but also cultivate their ability to collect and sort out information. The teacher’s timely guidance can help students solve the difficulties encountered in the communication process, enhance their confidence in using English, and ensure that the survey work is carried out smoothly. At the same time, the survey results provide a realistic basis for the subsequent plan design, making the designed sports plan more targeted and practical. Second, the Plan Design stage. Based on the survey results, each group carries out a heated discussion under the organization of the group leader, and the Designer is responsible for recording the group’s ideas and designing the sports plan. The teacher guides students to consider the following points when designing the plan: 1. The sports types should be diverse, combining individual sports and group sports, so as to meet the different needs of students, such as running, jumping rope, basketball, badminton, yoga, etc. 2. The time arrangement should be reasonable, combining the spare time of the class, such as morning exercises, after-school time, and weekends, to avoid conflicting with the normal teaching schedule. 3. The precautions should be specific, such as warming up before sports, avoiding strenuous exercise after meals, and protecting oneself during sports to prevent injuries. 4. The diet suggestions should be scientific, matching the sports content, such as supplementing protein and vitamins after sports, drinking more water, and avoiding junk food. During the discussion, the teacher reminds students to express their opinions in English, and encourages students to put forward their own unique ideas to make the plan more innovative and practical. For groups that have difficulty designing the plan, the teacher gives appropriate guidance, such as providing sample plans for reference, or helping students sort out their ideas, so as to ensure that each group can complete the plan design. After the plan is designed, the Designer completes the PPT or poster, which should be concise and clear, with clear logic, and all the content should be expressed in English, including the survey results, the specific content of the sports plan, and the expected effect of the plan. Design Intention: The plan design stage is the key to cultivating students’ thinking quality and cooperative ability. Through group discussion, students can exchange ideas, learn from each other, and improve their ability to analyze and solve problems. Designing a scientific and practical sports plan requires students to combine the survey results, use their own knowledge and experience, and carry out critical thinking and creative thinking, which is conducive to the development of students’ thinking quality. At the same time, the process of completing the PPT or poster can exercise students’ written expression ability and aesthetic ability, and let students learn to present their works in a standardized and beautiful way. The teacher’s guidance can help students solve the difficulties encountered in the design process, ensure the quality of the plan, and let students experience the sense of achievement brought by cooperation and creation. Third, the Work Polishing stage. After each group completes the survey report, sports plan and PPT/poster, the group members work together to polish their works. The teacher guides students to check the following points: 1. Whether the English expression is correct, including vocabulary, grammar, sentence structure, etc., and correct the wrong expressions. 2. Whether the logic of the plan is clear, whether the content is complete, and whether it is in line with the survey results and the actual situation of the class. 3. Whether the PPT/poster is concise and beautiful, whether the key content is highlighted, and whether it is easy to understand. During the polishing process, the teacher organizes each group to exchange their works with other groups, and put forward suggestions for revision in English. For example, Group A can put forward suggestions on the sports time arrangement of Group B, and Group B can put forward suggestions on the English expression of Group A. The teacher reminds students to listen carefully to the suggestions of other groups, adopt reasonable suggestions, and improve their own works. Design Intention: The work polishing stage aims to improve the quality of students’ works and further consolidate their language knowledge. By checking and revising their own works, students can find their own mistakes and deficiencies, and improve their ability to use English correctly. Exchanging works with other groups and putting forward suggestions in English can not only exercise students’ oral expression ability and critical thinking ability, but also cultivate students’ ability to listen to others’ opinions and cooperate with others. The teacher’s guidance can help students grasp the key points of polishing, ensure that the works meet the requirements, and let students learn to pursue excellence in the process of polishing. Step 4: Project Presentation and Evaluation First, the project presentation. Each group sends the Speaker to present the group’s work to the whole class. The presentation time of each group is appropriate, and the Speaker needs to introduce the group’s survey results, the design ideas of the sports plan, the specific content of the plan and the expected effect in fluent English. During the presentation, other students listen carefully, take notes, and prepare to ask questions. After the presentation of each group, the teacher invites other students to ask questions in English, such as “Why did you choose these sports?”, “Do you think this time arrangement is reasonable?”, “What should we do if we can’t adhere to the sports plan?”, and the Speaker of the group answers the questions in English. The teacher encourages students to ask questions actively and answer them bravely, and gives appropriate prompts to students who have difficulty expressing themselves. Design Intention: The project presentation is an important link to show students’ learning results and improve their oral expression ability. Through presenting their works in English, students can exercise their oral fluency and expression ability, and enhance their confidence in using English. Asking and answering questions can not only deepen students’ understanding of the project content, but also exercise their ability to respond flexibly and think critically. The teacher’s encouragement and prompts can help students overcome the fear of speaking English, and create a positive and active learning atmosphere. Second, the evaluation link. The evaluation adopts the combination of student self-evaluation, group mutual evaluation and teacher evaluation, and the evaluation content is closely combined with the four-dimensional core literacy and key and difficult points. 1. Student Self-evaluation: Each student evaluates their own performance in the project, including their participation in group activities, the use of English, the completion of their own tasks, etc., and writes a short self-evaluation report in English. 2. Group Mutual Evaluation: Each group evaluates the works of other groups, including the completeness of the survey results, the scientificity and practicality of the sports plan, the correctness and fluency of English expression, the quality of the PPT/poster, and the performance of the Speaker, and fills in the mutual evaluation form in English. 3. Teacher Evaluation: The teacher evaluates each group’s work comprehensively, affirms the advantages of each group, such as innovative design, fluent English expression, and active group cooperation, and points out the deficiencies that need to be improved, such as incorrect English grammar, unreasonable plan arrangement, etc. At the same time, the teacher evaluates each student’s performance in the project, pays attention to the progress of each student, and gives positive encouragement and guidance. Finally, the teacher summarizes the project, selects the “Excellent Group” and “Excellent Individual”, and awards small prizes to encourage students. Design Intention: The multi-dimensional evaluation method can comprehensively and objectively evaluate students’ learning results and comprehensive quality, and avoid the one-sidedness of a single evaluation. Student self-evaluation can help students realize their own advantages and deficiencies, and cultivate their self-reflection ability. Group mutual evaluation can let students learn from each other’s strengths and make up for their own weaknesses, and enhance their sense of cooperation and competition. Teacher evaluation can give students professional guidance and positive encouragement, help students establish confidence in learning, and clarify the direction of improvement. The evaluation process is carried out in English, which can further consolidate students’ language knowledge and improve their written and oral expression ability. At the same time, the selection of excellent groups and individuals can stimulate students’ learning enthusiasm and motivation, and make students experience the sense of achievement brought by hard work. Step 5: Summary and Extension First, the teacher summarizes the whole project teaching: “Today, we have completed the ‘Design a Healthy Sports Plan for Our Class’ project. In the process, each group worked hard, cooperated closely, and completed the survey, plan design and work presentation excellently. Through this project, we not only mastered more sports and health-related English vocabulary and sentence patterns, but also learned to use English to solve practical problems, and understood the importance of keeping sporty and healthy. I hope every student can put the designed sports plan into practice, form a good habit of doing sports, and live a healthy and positive life.” Then, the teacher carries out the extension activity: “After class, please revise your group’s sports plan according to the evaluation suggestions, and share the plan with your family in English, introduce the importance of sports and health to your family, and encourage your family to do sports together. At the same time, you can collect information about sports cultures in different countries, such as the popular sports in foreign countries, the relationship between sports and local culture, and share it in the next class. ” Design Intention: The summary link helps students sort out the knowledge and experience gained in the project, consolidate the learning results, and deepen their understanding of the unit theme. The extension activity extends the classroom teaching to daily life and extracurricular learning, which not only enables students to apply the language knowledge and project results learned in the class to real life, but also helps students expand their horizons, understand different sports cultures, and cultivate their cultural awareness and learning ability. Sharing the plan with family can let students further practice their oral expression ability, and at the same time drive their family to pay attention to sports and health, realizing the educational significance of the project. Collecting information about foreign sports cultures can enrich students’ knowledge and lay a foundation for the cultivation of cross-cultural communication ability. Step 6: Homework Arrangement 1. Revise the group’s sports plan and survey report according to the evaluation suggestions, and print them out to hand in. 2. Share the sports plan with your family in English, and write a short report (about 100 words) to record the communication process and your family’s opinions. 3. Collect information about sports cultures in one foreign country, and prepare a short speech (about 50 words) to share in the next class. 4. Adhere to doing sports according to the designed sports plan, and record your sports situation every day in simple English. Design Intention: The homework arrangement is closely combined with the project teaching and the four-dimensional core literacy, which not only helps students consolidate the learning results, but also further exercises their written and oral expression ability. Revising the plan and survey report can help students improve their ability to use English correctly and solve practical problems. Sharing with family and collecting information about foreign sports cultures can expand students’ learning space, cultivate their learning ability and cultural awareness. Recording the sports situation every day can help students form a good habit of doing sports, and realize the integration of English learning and healthy life. 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 $