Unit 2 Sports Culture-Welcome to the unit 教案-2025-2026学年高中英语译林版选择性必修第二册

Unit 2 Sports Culture-Welcome to the unit 教学目标和重难点 1. 教学目标 It focuses on improving students’ language ability in sports-related expression, cultivating cultural awareness of diverse sports cultures, developing critical thinking, and guiding students to master effective cooperative learning strategies. 2. 教学重难点 Key: Mastering sports-related core vocabulary and expressions; understanding the connotation of sports culture. Difficulty: Using English to discuss sports culture and express personal views fluently. 教学过程 1. Lead-in: Spark Interest and Introduce the Theme The teacher starts the class by showing a short video clip that includes a variety of sports events, such as football, basketball, table tennis, taekwondo, and sumo. The video is vivid and dynamic, with background music that is passionate and inspiring. After playing the video, the teacher asks students two simple and easy-to-answer questions in English: “What sports did you see in the video?” and “Which sport do you like best and why?” The teacher invites 3-4 students to share their answers freely. During the sharing process, the teacher gives positive feedback in a timely manner, such as “Your answer is very interesting!” “I agree with your opinion.” and properly guides students to use simple English expressions related to sports, such as “I like playing basketball because it is exciting.” “Table tennis is my favorite sport because it is easy to learn.” After the student sharing, the teacher summarizes naturally: “Today, we will enter a wonderful world of sports culture. We will learn about different sports, understand the cultural connotations behind them, and learn to express our views on sports culture in English. Let’s start our today’s lesson — Welcome to the unit of Sports Culture.” Design Intention: The video clip can quickly attract students’ attention and arouse their interest in sports, which lays a good emotional foundation for the smooth development of the follow-up teaching. The simple and direct questions are designed to reduce students’ speaking pressure, encourage them to participate in classroom interaction actively, and at the same time, imperceptibly lead students into the theme of sports culture, realizing a natural transition from daily life to classroom learning. 2. Vocabulary Preview: Lay a Foundation for Communication First, the teacher presents 10 core sports-related vocabulary words on the blackboard or multimedia courseware, including sport, athlete, competition, stadium, champion, team, spirit, fair, cooperate, and strength. For each word, the teacher pronounces it clearly and standardly twice, and asks students to follow along to ensure that students master the correct pronunciation. Then, the teacher explains the meaning of each word in simple English, combines it with the sports scenes in the lead-in video, and gives simple example sentences to help students understand and remember. For example, when explaining “athlete”, the teacher says: “An athlete is a person who plays sports professionally, like the basketball players we saw in the video.” When explaining “fair”, the teacher says: “Fair means everyone has the same chance, no cheating in the competition.” After explaining all the words, the teacher organizes a quick memory game: the teacher shows the Chinese meaning of the word, and students stand up quickly to say the corresponding English word; or the teacher says the English word, and students say the Chinese meaning. The game is conducted in groups, and the group with the most correct answers is praised appropriately. After the game, the teacher asks students to work in pairs to make simple dialogues using the newly learned vocabulary. The teacher gives a sample dialogue: “A: What sport do you like best? B: I like football best. A: Who is your favorite athlete? B: My favorite athlete is Messi. He is a great football player.” Then, students are allowed to create their own dialogues freely, and the teacher walks around the classroom to guide and help students who have difficulties in expression. Design Intention: Vocabulary is the foundation of English communication. Previewing core vocabulary before formal teaching can help students eliminate language barriers in the follow-up listening, speaking and discussion activities. The combination of pronunciation, explanation and example sentences helps students understand the meaning and usage of words in context. The quick memory game increases the fun of vocabulary learning, mobilizes students’ learning enthusiasm, and the pair dialogue activity enables students to apply the newly learned vocabulary in practice, laying a solid foundation for the follow-up teaching links. 3. Text Exploration: Understand Sports Culture and Improve Language Ability This link is divided into three parts: listening comprehension, reading and discussion, which are carried out step by step to help students deeply understand the connotation of sports culture and improve their comprehensive language ability. 3.1 Listening Comprehension: Perceive Sports Culture through Listening The teacher plays a short listening material twice. The content of the listening material is simple and closely related to the theme of sports culture, mainly introducing the characteristics of three sports: football in Brazil, table tennis in China and sumo in Japan. The listening material includes simple introductions to the popularity of sports in the corresponding countries and the cultural connotations behind them, such as “Football is the most popular sport in Brazil. It is not only a sport, but also a part of Brazilian culture. Brazilians love football deeply.” Before playing the listening material, the teacher puts forward two guiding questions to help students grasp the key points of listening: “1. Which three sports are mentioned in the listening material? 2. What is the relationship between each sport and the culture of its country?” Then, the teacher plays the listening material for the first time, and asks students to listen carefully and grasp the general idea. After playing it for the second time, students are asked to answer the guiding questions, and the teacher checks and corrects the answers. For students who fail to answer correctly, the teacher plays the corresponding part of the listening material again to help them understand. After answering the questions, the teacher invites students to retell the main content of the listening material in their own words, and guides students to use the vocabulary and expressions learned earlier, such as “The listening material introduces three sports: football, table tennis and sumo. Football is very popular in Brazil and is a part of Brazilian culture.” Design Intention: Listening is an important way to perceive language and obtain information. The design of the listening material is closely related to the theme of sports culture, which can help students initially understand the diversity of sports culture while improving their listening ability. The guiding questions can help students focus on listening, improve listening efficiency, and the retelling activity can test students’ understanding of the listening material and exercise their oral expression ability. 3.2 Reading and Discussion: Deepen the Understanding of Sports Culture The teacher distributes a short reading passage to each student. The reading passage is about the Olympic Games, focusing on the Olympic spirit of “higher, faster, stronger — together” and the role of the Olympic Games in promoting the exchange and integration of sports cultures among different countries. The difficulty of the reading passage is suitable for senior high school students, and it contains the core vocabulary and expressions learned earlier, which is conducive to students’ reading and understanding. First, students are asked to read the passage silently by themselves, and mark the new words and sentences they don’t understand. During the silent reading process, the teacher walks around the classroom to answer students’ questions in a timely manner. After silent reading, the teacher leads students to read the passage aloud together, pays attention to correcting students’ pronunciation and intonation, and helps students understand the long and difficult sentences in the passage. For example, for the sentence “The Olympic Games not only promotes the development of sports, but also promotes the communication and understanding between different cultures”, the teacher analyzes the sentence structure: “not only... but also...” means “not only... but also...”, and guides students to make sentences with this structure. After reading, the teacher organizes students to carry out group discussions around the following three questions: “1. What is the Olympic spirit? 2. How does the Olympic Games promote the exchange of sports cultures? 3. What can we learn from the Olympic spirit?” Students are divided into groups of 4-5, and each group elects a recorder and a spokesperson. During the discussion, the teacher walks around each group to guide students to express their views in English, encourages students to use the vocabulary and sentences learned in the class, and reminds students to listen to their group members’ opinions carefully and communicate actively. After the group discussion, each group’s spokesperson takes turns to share the group’s views. The teacher gives positive comments and guidance on each group’s sharing, such as “Your group’s discussion is very in-depth.” “You have a good understanding of the Olympic spirit.” For the views that are not accurate or the expressions that are not fluent, the teacher corrects them patiently and guides students to express them more accurately and fluently. For example, if a student says “The Olympic Games can make different countries talk together”, the teacher guides the student to say “The Olympic Games can promote communication between different countries.” Design Intention: Reading is an important way to obtain detailed information and deepen the understanding of the theme. The reading passage about the Olympic Games is closely related to the unit theme, which can help students deeply understand the connotation of sports culture and the spirit of sports. The group discussion activity can not only exercise students’ oral expression ability and cooperative learning ability, but also cultivate students’ critical thinking ability, allowing students to express their own views on sports culture and deepen their understanding of the theme. 4. Interactive Practice: Apply Knowledge and Show Self In this link, two interactive activities are designed to let students apply the knowledge and skills learned in the class in practice, enhance their confidence in English expression, and further deepen their understanding of sports culture. 4.1 Activity 1: “Sports Culture Speaker” Students are asked to work in pairs, and each pair chooses a sport they are familiar with (it can be the sport mentioned in the class or other sports they like). They need to prepare a 1-2 minute speech in English, introducing the sport, its characteristics, and the cultural connotations behind it. The teacher gives a sample speech: “Today, I want to introduce table tennis. Table tennis is very popular in China. It is called the ‘national sport’ of China. It not only exercises our body, but also embodies the spirit of perseverance and cooperation. Many Chinese table tennis athletes have won world championships, bringing glory to our country.” Students are given 5 minutes to prepare. During the preparation process, the teacher provides guidance and help to students, such as helping students organize their speech ideas, correcting their wrong expressions, and reminding students to use the vocabulary and sentences learned in the class. After the preparation, each pair takes turns to give a speech in front of the class. The teacher and other students listen carefully, and after each speech, the teacher gives comments and encouragement, and other students can ask simple questions, such as “Do you like playing this sport?” “How long have you been playing it?” 4.2 Activity 2: “Debate on Sports Culture” The teacher divides the students into two groups: the positive group and the negative group. The debate topic is “Is winning the most important thing in sports?” The positive group holds the view that “winning is the most important thing in sports”, and the negative group holds the view that “winning is not the most important thing in sports; the spirit of sports is more important”. Before the debate, the teacher explains the rules of the debate simply: each group has 3 minutes to state their views, 2 minutes to refute the other group’s views, and 1 minute to summarize their views. Students are given 5 minutes to discuss with their group members and prepare for the debate. During the discussion, the teacher guides students to think from multiple angles, such as combining the Olympic spirit, the stories of athletes, and their own experience of participating in sports to support their own views. For example, the positive group can say: “Winning is the goal of every athlete’s efforts. It can prove their strength and bring honor to their country.” The negative group can say: “The spirit of perseverance, never giving up and fair competition in sports is more important than winning. Even if you don’t win, as long as you try your best, you are a winner.” After the preparation, the debate officially starts. The teacher acts as the host and referee, and guides the debate to carry out in an orderly manner. During the debate, the teacher reminds students to express their views in English, pay attention to the politeness of language, and listen to the other group’s views carefully. After the debate, the teacher summarizes the debate, affirms the advantages of both groups, points out the areas that need to be improved, and emphasizes that “winning is important, but the spirit of sports such as fair competition, perseverance and cooperation is more valuable.” Design Intention: The “Sports Culture Speaker” activity can let students apply the vocabulary, sentences and knowledge of sports culture learned in the class to practice, exercise their oral expression ability and logical thinking ability, and enhance their confidence in English expression. The debate activity can not only deepen students’ understanding of the connotation of sports spirit, but also cultivate their critical thinking ability, argumentation ability and cooperative learning ability, making students realize the true meaning of sports culture. 5. Summary and Extension: Consolidate Knowledge and Expand Vision First, the teacher summarizes the content of the whole class in English: “Today, we have learned a lot about sports culture. We have mastered some core sports-related vocabulary and expressions, understood the diversity of sports culture through listening and reading, discussed the Olympic spirit and the meaning of sports, and practiced our oral expression ability through speeches and debates. I hope everyone can keep the enthusiasm for sports and learn to use English to communicate and share their views on sports culture.” Then, the teacher puts forward two after-class extension tasks: 1. Write a short English passage (about 80-100 words) to introduce your favorite sport and the cultural connotation behind it, and hand it in the next class. 2. Surf the Internet to collect information about a foreign sport and its culture, and prepare to share it in the next class. Finally, the teacher ends the class with an inspiring sentence: “Sports connect the world, and culture enriches life. Let’s love sports, understand sports culture, and use English to bridge the gap between different cultures!” Design Intention: The summary of the class helps students sort out the knowledge learned in the class, consolidate the key points, and form a systematic knowledge framework. The after-class extension tasks can extend the classroom teaching to daily life, let students continue to learn and explore sports culture after class, further improve their English writing ability and information collection ability, and expand their vision, which is conducive to the long-term development of students’ core literacy. 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 $