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

Unit 2 Be Sporty,Be Healthy-Assessment 教学目标和重难点 1. 教学目标 It focuses on developing students’ language ability to use sports and health-related words and sentences, cultural awareness of sports cultures at home and abroad, thinking quality of analyzing sports-health relationships, and learning ability of self-assessment and cooperative exploration. 2. 教学重难点 Key: Mastering core words, phrases and sentence patterns about sports and health; completing assessment tasks proficiently. Difficulty: Using language comprehensively to express views on sports and health and solving practical problems in assessment. 教学过程 1. Pre-assessment: Lead-in and Review (Warm-up & Revision) The teacher starts the class by showing a short video about different sports activities, such as jogging, swimming, gymnastics and tai chi. After playing the video, the teacher asks students some questions: “What sports can you see in the video? Do you often do sports? What benefits can sports bring to our health?” Then, the teacher guides students to review the core vocabulary and phrases learned in this unit, including “aerobic exercise, jogging, gymnastics, stretch, muscle, bone, reduce, prevent, injury, stick with, make up for” and key sentence patterns like “Doing sports regularly can do wonders for our physical and mental health.” The teacher invites several students to answer the questions and spell the key words, correcting their pronunciation and spelling mistakes in time. After that, the teacher briefly introduces the purpose of this assessment: to check students’ mastery of the unit’s knowledge and skills, and help them find their own strengths and weaknesses in learning, so as to improve their comprehensive English ability related to sports and health. Design Intention: The video lead-in can arouse students’ interest in the topic of sports and health, activate their prior knowledge and create a relaxed and active classroom atmosphere. Reviewing core vocabulary and sentence patterns helps students consolidate the knowledge they have learned, lay a solid foundation for the smooth development of the subsequent assessment tasks, and let students clearly understand the purpose and significance of the assessment, so as to face the assessment with a positive attitude. 2. In-assessment: Task Implementation (Assessment Tasks) 2.1 Listening Assessment: Understand Sports-related Information The teacher tells students that they will listen to two recordings. The first recording is a conversation between two students talking about their daily sports habits, and the second recording is a short report about the benefits of aerobic exercise. Before listening, the teacher guides students to read the listening tasks carefully, including multiple-choice questions and short-answer questions, and reminds them to pay attention to key information such as time, frequency, sports types and advantages of sports when listening. Then, the teacher plays each recording twice. For the first time, students listen to get the general idea; for the second time, they listen carefully to complete the tasks. After listening, the teacher invites students to share their answers, and explains the key listening points and difficult sentences in detail. For example, when analyzing the conversation, the teacher points out that “I tend to go jogging for 30 minutes every morning” uses the phrase “tend to do sth.”, which means “often do sth.”, and “it helps me keep fit and reduce stress” contains the words “keep fit” and “reduce stress” that are closely related to the unit theme. For students who have wrong answers, the teacher patiently asks them the reasons for their mistakes, helps them find the problems in listening, such as not catching key words or not understanding the context, and gives targeted guidance. Design Intention: Listening assessment is an important part of language ability training. By setting listening tasks closely related to the unit theme, it can check students’ ability to understand oral English about sports and health. Guiding students to preview listening tasks before listening helps them improve their listening efficiency. Playing the recording twice meets the cognitive level of senior high school students, and explaining key points and difficult points after listening can help students make up for their deficiencies in listening and further consolidate the unit’s knowledge. 2.2 Speaking Assessment: Express Views on Sports and Health The teacher divides students into groups of 4. Each group is given a discussion topic: “What is the most suitable sport for senior high school students? Why? How can we stick to doing sports in our busy study life?” The teacher gives students a few minutes to prepare. During the preparation, students can use the vocabulary, phrases and sentence patterns they have learned in the unit, and the teacher walks around the classroom to provide help for students who have difficulties in expression, such as reminding them to use “I think...because...”, “In my opinion...”, “We can...to stick to doing sports” and other sentence patterns. After preparation, each group sends a representative to make a 2-3 minute speech, and other members of the group can supplement. After each speech, the teacher and other students make comments. The teacher mainly evaluates students’ language fluency, accuracy of vocabulary and sentence patterns, and clarity of views; students evaluate each other from the perspective of whether the speech is logical and whether the views are reasonable. For example, if a student says “Playing basketball is good for us, it can make our muscles strong and help us make friends”, the teacher affirms his correct use of vocabulary and sentence patterns, and suggests that he can add more details, such as “Playing basketball every afternoon for 40 minutes can not only strengthen our muscles but also cultivate our team spirit, which is very important for our growth.” Design Intention: Speaking assessment aims to improve students’ oral expression ability and cooperative learning ability. Group discussion allows students to communicate and interact with each other, stimulate their thinking, and improve their ability to use language comprehensively. The teacher’s guidance and comments can help students find their own problems in oral expression, such as unfluent speech or incorrect use of words, and help them improve their speaking ability. Students’ mutual evaluation can enhance their sense of participation and self-assessment ability. 2.3 Reading Assessment: Comprehend Sports and Health-related Passages The teacher distributes two reading passages to students. Passage 1 is an expository article introducing the relationship between sports and physical health, including how sports affect the heart, lungs and muscles. Passage 2 is a narrative article about a student who improved his physical and mental health through insisting on doing sports. Before reading, the teacher asks students to predict the main content of the passages according to the titles and pictures, and guides them to use reading strategies such as skimming and scanning. Then, students read the passages independently and complete the following tasks: ① Skim the passages to get the main idea of each passage; ② Scan the passages to find specific information and answer detailed questions; ③ Analyze the structure of the passages and the author’s purpose of writing. After students finish the tasks, the teacher checks the answers one by one, and explains the difficult words, sentences and reading strategies in the passages. For example, in Passage 1, the sentence “Regular aerobic exercise can improve lung function and increase the body’s immunity” contains the words “aerobic exercise, lung function, immunity” which are key words of the unit. The teacher explains the meaning and usage of these words, and guides students to understand the logical relationship between the sentences. In Passage 2, the teacher helps students analyze the development of the plot and the author’s emotional changes, and guides them to realize the importance of sticking to doing sports. For students who have difficulties in reading, the teacher gives individual guidance, helps them master reading strategies, and improves their reading ability. Design Intention: Reading assessment is an important way to check students’ ability to understand written language. Choosing expository and narrative passages closely related to the unit theme can not only check students’ mastery of the unit’s knowledge but also improve their reading ability and thinking quality. Guiding students to use reading strategies helps them improve their reading efficiency and ability to solve problems independently. Explaining difficult points and guiding students to analyze the passages can help them deepen their understanding of the text and cultivate their ability to analyze and summarize. 2.4 Writing Assessment: Write a Sports and Health-related Passage The teacher asks students to write a short passage with the title “My Sports Habit and Its Benefits”. The teacher reminds students to pay attention to the following points: ① Clearly state their own sports habits, such as the type of sports, time and frequency; ② Introduce the benefits of their sports habits to physical and mental health; ③ Use the vocabulary, phrases and sentence patterns learned in the unit; ④ Ensure that the passage is logical, fluent and free of grammatical mistakes. Before writing, the teacher guides students to make an outline, including the beginning (introduce their sports habits), the body (introduce the benefits of sports) and the ending (express their determination to stick to doing sports). During writing, the teacher walks around the classroom, observes students’ writing situation, and provides help for students who have difficulties in writing, such as helping them organize their ideas or correct grammatical mistakes. After students finish writing, they exchange their passages with their deskmates and correct each other’s mistakes, including spelling, grammar, punctuation and expression. Then, the teacher collects some typical passages, both excellent and problematic ones, and comments on them in class. For excellent passages, the teacher affirms their strengths, such as accurate use of language, clear logic and rich content, and asks students to learn from them. For problematic passages, the teacher points out the mistakes and gives correct suggestions, such as correcting wrong sentence structures or inappropriate words, and guiding students to improve their writing ability. Design Intention: Writing assessment aims to check students’ ability to use language comprehensively and express their views in writing. Guiding students to make an outline helps them organize their ideas and ensure the logic of the passage. Deskmate mutual correction can help students find their own mistakes and learn from each other. The teacher’s comments on typical passages can let students clearly understand the standards of good writing and their own deficiencies, so as to improve their writing ability. 3. Post-assessment: Summary, Reflection and Improvement (Summary & Reflection) 3.1 Classroom Summary The teacher summarizes the whole assessment process, reviews the key knowledge and skills involved in the assessment, including core vocabulary, phrases, sentence patterns and listening, speaking, reading and writing skills. The teacher affirms the performance of students in the assessment, such as active participation in group discussions, accurate completion of listening and reading tasks, and fluent expression in speaking and writing. At the same time, the teacher points out the common problems existing in students’ learning, such as incorrect use of some phrases, unfluent oral expression, and insufficient logicality in writing. Then, the teacher emphasizes the importance of combining knowledge learning with practical application, and encourages students to apply the English knowledge and skills learned in this unit to their daily life, such as talking about sports with classmates in English and writing down their sports diaries. Design Intention: Classroom summary helps students sort out the knowledge and skills learned in the assessment, consolidate the key points, and clarify their own problems. Affirming students’ performance can enhance their confidence in learning English, and pointing out common problems can help students find the direction of improvement, so as to improve their comprehensive English ability. 3.2 Student Self-reflection The teacher asks students to carry out self-reflection, and fill in a self-assessment form. The self-assessment form includes the following contents: ① How do you think you performed in this assessment? (Excellent, Good, Average, Need Improvement) ② Which part did you do well in? (Listening, Speaking, Reading, Writing) ③ Which part did you have difficulties in? What are the reasons? ④ What measures will you take to improve your deficiencies? Students are given a few minutes to complete the self-assessment form independently. After completion, students can exchange their self-reflection results with their group members, share their learning experience and confusion, and learn from each other’s strengths. The teacher walks around the classroom, listens to students’ exchanges, and provides guidance for students who have confusion, such as helping them formulate specific improvement plans. Design Intention: Student self-reflection is an important part of cultivating students’ learning ability. Through self-reflection, students can clearly understand their own learning situation, find their own strengths and weaknesses, and cultivate their ability of self-evaluation and self-adjustment. Exchanging self-reflection results with group members can promote mutual learning and communication, and help students solve their learning confusion. 3.3 Homework Arrangement The teacher assigns homework according to the results of the assessment and students’ self-reflection: ① For students who have mastered the unit’s knowledge well, ask them to write a 100-word English passage about “How to Persuade Classmates to Do More Sports”; ② For students who have deficiencies in listening, ask them to listen to the unit’s listening materials again and take notes of key words and sentences; ③ For students who have deficiencies in speaking, ask them to practice the speaking topic of this assessment with their deskmates and record their own speech; ④ For students who have deficiencies in reading and writing, ask them to read an English article about sports and health and rewrite a short passage according to the article. At the same time, the teacher asks students to review the whole unit’s knowledge, sort out the key points and difficult points, and prepare for the unit test. Design Intention: Assigning hierarchical homework according to students’ different learning levels can meet the learning needs of different students, help students make up for their deficiencies in a targeted way, and further consolidate the unit’s knowledge and skills. Reviewing the unit’s knowledge can help students form a systematic knowledge framework and lay a solid foundation for subsequent learning. 4. Teaching Feedback and Adjustment After the class, the teacher sorts out the assessment results of students, including the scores of each assessment task and the common problems reflected in students’ performance. The teacher analyzes the reasons for these problems, such as whether the teaching content is appropriate, whether the teaching methods are reasonable, and whether students’ learning attitude is positive. Then, the teacher adjusts the subsequent teaching plan according to the feedback results. For example, if many students have difficulties in listening, the teacher will increase the listening training in the subsequent classes, and choose listening materials closely related to the unit theme to help students improve their listening ability. If students have problems in the use of vocabulary and sentence patterns, the teacher will strengthen the explanation and practice of vocabulary and sentence patterns, and design more practical language application tasks. At the same time, the teacher pays attention to communicating with students after class, understands their learning needs and confusion, and provides targeted help and guidance to ensure that every student can make progress in learning. Design Intention: Teaching feedback and adjustment are important links to improve teaching quality. By sorting out and analyzing the assessment results, the teacher can find the problems in teaching and students’ learning, adjust the teaching plan in a targeted way, and make the teaching more in line with the learning needs of students. Communicating with students after class can enhance the teacher-student relationship, understand students’ real learning situation, and help students solve their learning problems in time. 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 $