Unit 2 Sports Culture-Reading 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-Reading 教学目标和重难点 1. 教学目标 Language Competence: Enable students to master core words and phrases related to sports culture and the Olympic Games, understand the structure and logical context of the reading text, and improve their abilities of skimming, scanning and intensive reading. Thinking Quality: Guide students to analyze the development context of the Olympic Games, explore the connotation of the Olympic spirit, and cultivate their critical thinking and logical reasoning abilities. Cultural Awareness: Help students understand the origin and development of the Olympic culture, perceive the cultural connotation contained in sports, and enhance their cross-cultural communication awareness and cultural confidence. Learning Ability: Guide students to master effective reading strategies, cultivate their autonomous learning and cooperative inquiry abilities, and lay a foundation for lifelong English learning. 2. 教学重难点 Key Points: Master the core vocabulary (athlete, champion, solidarity, fair play, etc.) and key sentence patterns in the reading text; understand the main content, structure and logical relationship of the text; grasp the connotation of the Olympic spirit and the development process of the ancient and modern Olympic Games. Difficult Points: Understand the deep meaning of the Olympic spirit and the cultural value behind sports events; flexibly use reading strategies to analyze the details and implied meanings of the text; express personal views on sports culture in English accurately and fluently. 教学过程 Step 1: Lead-in (Lead-in Activity) The teacher starts the class by showing pictures and short videos about the Olympic Games, including the opening ceremony of the 2008 Beijing Olympic Games, the 2022 Beijing Winter Olympic Games, and the wonderful moments of famous athletes such as Muhammad Ali and Jessica Ennis-Hill. After playing the video, the teacher asks two questions in English: “What do you see in the video? Do you know anything about the Olympic Games?” Then, invite 3-4 students to share their answers in English. After the students’ sharing, the teacher makes a brief summary: “Today, we will learn a reading text about the Olympic Games, which will take us to understand the origin, development and the spirit of the Olympic Games, and feel the charm of sports culture together.” Design Intention: The visual and auditory stimulation of pictures and videos can quickly attract students’ attention, activate their existing background knowledge about the Olympic Games, arouse their interest in learning the text, and create a good English learning atmosphere. By asking questions and inviting students to share, it can not only exercise students’ oral expression ability, but also naturally lead to the theme of the reading text, laying a solid foundation for the subsequent reading teaching. Step 2: Pre-reading (Pre-reading Preparation) First, the teacher presents the core vocabulary and phrases of the reading text on the blackboard or PPT, including athlete, champion, competition, solidarity, fair play, devote oneself to, push the boundaries of, die out, bring back to life, etc. For each word and phrase, the teacher explains its meaning and usage briefly, and gives example sentences related to the Olympic Games, such as “Thousands of athletes gather together to participate in the Olympic Games every four years.” “The Olympic spirit is friendship, solidarity and fair play.” Then, the teacher arranges a group activity: divide the students into groups of 4, and ask each group to discuss the following questions in English based on their existing knowledge: “What do you know about the ancient Olympic Games? What about the modern Olympic Games? Who is the founder of the modern Olympic Games?” Each group selects a representative to record the discussion results. After the group discussion, invite 2-3 groups to share their discussion results. The teacher comments on the students’ answers, supplements and corrects the relevant knowledge, such as the origin time of the ancient Olympic Games (776 BCE), the first host city of the modern Olympic Games (Athens in 1896), and the founder (Pierre de Coubertin). Finally, the teacher guides the students to predict the main content of the reading text: “Based on our discussion, what do you think this reading text will talk about? It may introduce the development of the Olympic Games, the Olympic spirit, or the stories of famous athletes.” Design Intention: Pre-reading vocabulary teaching helps students eliminate the language barriers in the subsequent reading process, laying a foundation for understanding the text. Group discussion can stimulate students’ enthusiasm for participation, encourage students to communicate and cooperate in English, and activate their background knowledge about the Olympic Games. Predicting the main content of the text can cultivate students’ reading prediction ability, help them form a preliminary understanding of the text, and improve their reading efficiency. Step 3: While-reading (In-depth Reading) This link is divided into three parts: skimming, scanning and intensive reading, to help students understand the text from the overall to the local, from the surface to the deep. 1. Skimming (Global Understanding) The teacher asks the students to read the text quickly, and requires them to finish reading within a certain time (without specifying the specific time). After reading, the students need to answer two questions: “What is the main topic of this text?” “How many parts can the text be divided into, and what is the main content of each part?” Then, the teacher invites students to answer the questions. After the students’ answers, the teacher summarizes the main content of the text: This text mainly introduces the origin and development of the Olympic Games, the connotation of the Olympic spirit, the stories of famous Olympic athletes, and the achievements of China in the Olympic Games. The text can be divided into three parts: the first part (Paragraph 1) introduces the general situation of the Olympic Games; the second part (Paragraphs 2-5) introduces the development of the ancient and modern Olympic Games and the stories of famous athletes; the third part (Paragraphs 6-7) introduces China’s achievements in the Olympic Games and the influence of the Olympic Games. Design Intention: Skimming is an important reading strategy. By guiding students to read the text quickly, they can grasp the main idea and structure of the text, form a global understanding of the text, and lay a foundation for the subsequent intensive reading. At the same time, it can cultivate students’ ability to extract key information quickly. 2. Scanning (Detail Extraction) The teacher arranges a task for the students: read the text again carefully, and fill in the following table according to the content of the text. The table includes four columns: Time, Event, Key Information, and Significance. The teacher gives some prompts, such as “776 BCE”, “393 CE”, “1896”, “2008”, etc. The students need to find the corresponding information in the text and fill in the table. During the students’ reading, the teacher walks around the classroom, observes the students’ reading situation, and provides help for the students who have difficulties. After the students finish filling in the table, the teacher invites several students to show their tables, checks and corrects the answers, and emphasizes the key information, such as “The ancient Olympic Games began in 776 BCE and died out around 393 CE.” “The modern Olympic Games were first held in Athens in 1896, founded by Pierre de Coubertin.” “The 2008 Beijing Olympic Games was the first time China hosted the Olympic Games, and China ranked first in the medal table.” Design Intention: Scanning can help students extract specific details from the text, improve their ability to find key information accurately. The form of the table is intuitive and clear, which can help students sort out the time context of the development of the Olympic Games, deepen their understanding of the text details, and lay a foundation for the subsequent intensive reading and analysis. 3. Intensive Reading (In-depth Analysis) The teacher guides the students to read each paragraph of the text intensively, analyzes the key sentences, explores the deep meaning of the text, and cultivates students’ critical thinking ability. First, read Paragraph 1 intensively. The teacher asks the students to find the key sentence of this paragraph: “Every four years, thousands of highly trained and talented athletes gather together in the spirit of friendship, solidarity and fair play, ready to test their abilities against each other in the hope of being recognized as the best of the best.” Then, the teacher analyzes this sentence: “What is the spirit of the Olympics mentioned in the sentence? (Friendship, solidarity and fair play) What is the purpose of the athletes participating in the Olympics? (To test their abilities and be recognized as the best of the best)” The teacher invites students to express their understanding of the Olympic spirit in English, and guides them to realize that the Olympic spirit is not only about competition, but also about friendship and solidarity. Next, read Paragraphs 2-3 intensively. The teacher asks the students to think about the following questions: “What are the differences between the ancient Olympic Games and the modern Olympic Games? What is Pierre de Coubertin’s dream for the Olympic Games?” After the students think independently, the teacher organizes a class discussion. During the discussion, the teacher guides the students to summarize the differences: the ancient Olympic Games were only open to Greek men, while the modern Olympic Games are open to athletes from all over the world; the ancient Olympic Games lasted for nearly 12 centuries and then died out, while the modern Olympic Games have been held for more than a century and are still developing. Pierre de Coubertin’s dream is that the Olympic Games would help people of different racial origins and from different cultures live side by side in peace. Then, read Paragraphs 4-5 intensively. These two paragraphs introduce the stories of two famous athletes: Muhammad Ali and Jessica Ennis-Hill. The teacher asks the students to read the two paragraphs carefully and answer the following questions: “What achievements did Muhammad Ali make in the Olympic Games? What can we learn from Jessica Ennis-Hill’s story?” The students answer the questions independently, and then the teacher invites students to share their views. The teacher summarizes: Muhammad Ali won the light-heavyweight gold medal at the 1960 Rome Olympics, became the world heavyweight champion in 1964, and lit the Olympic flame at the 1996 Atlanta Olympic Games, showing the charm of the Olympic spirit. Jessica Ennis-Hill won the gold medal at the 2012 London Olympics and the silver medal at the 2016 Rio Olympics after giving birth, which tells us that hard work and devotion can lead to sporting excellence. Finally, read Paragraphs 6-7 intensively. The teacher asks the students to find the achievements of China in the Olympic Games mentioned in the text, such as “Xu Haifeng won China’s first-ever gold medal at the 1984 Los Angeles Olympic Games”, “Liu Xiang became the first Asian to win the gold medal in the men’s 110-metre hurdles at the 2004 Athens Olympic Games”, “The Chinese women’s volleyball team won the gold medal at the 2016 Rio Olympic Games”, “Beijing hosted the 2022 Winter Olympic Games”. Then, the teacher guides the students to think: “What does China’s achievements in the Olympic Games show? What impact do the Olympic Games have on the world?” The students discuss in groups, and the teacher summarizes: China’s achievements in the Olympic Games show the rapid development of Chinese sports and the improvement of national strength. The Olympic Games bring joy and excitement to people all over the world, promote the exchange and integration of different cultures, and help people of all countries live in peace. Design Intention: Intensive reading is the key link of reading teaching. By analyzing key sentences and guiding students to think and discuss, it can help students understand the deep meaning of the text, grasp the connotation of the Olympic spirit and the cultural value behind sports events. At the same time, it can cultivate students’ critical thinking ability, logical reasoning ability and oral expression ability, and realize the integration of language learning and cultural inheritance. Step 4: Post-reading (Consolidation and Extension) This link is divided into three parts: language points consolidation, group discussion and writing practice, to help students consolidate the knowledge learned, apply the language comprehensively, and extend the theme of the text. 1. Language Points Consolidation The teacher focuses on explaining the key words, phrases and sentence patterns in the text, and arranges corresponding exercises to help students consolidate and master them. For example, for the phrase “devote oneself to”, the teacher explains its usage: “devote oneself to doing sth.”, and gives example sentences: “Muhammad Ali devoted himself to boxing and became one of the greatest boxers of all time.” Then, the teacher arranges an exercise: ask the students to complete the sentences with the correct form of the given words and phrases. The exercises are closely related to the text content, such as “Many athletes ________ (devote oneself to) achieving sporting excellence.” “The ancient Olympic Games ________ (die out) around 393 CE.” After the students finish the exercises, the teacher checks the answers, explains the common mistakes, and emphasizes the key points again. At the same time, the teacher guides the students to sort out the key language points and take notes, helping them form a systematic knowledge system. Design Intention: Consolidating language points is an important part of English teaching. By explaining and practicing, it can help students master the key vocabulary, phrases and sentence patterns in the text, improve their language application ability, and lay a foundation for their subsequent English learning and communication. 2. Group Discussion The teacher divides the students into groups of 4-5, and arranges the discussion topic: “What can we learn from the Olympic spirit? How can we apply the Olympic spirit to our daily study and life?” The teacher requires each group to discuss in English, and each student should express their own views. During the discussion, the teacher walks around the classroom, listens to the students’ discussions, provides guidance and help for the students who have difficulties in expression, and encourages students to use the words, phrases and sentence patterns learned in the text. After the discussion, each group selects a representative to share the group’s discussion results in front of the class. The teacher comments on the students’ sharing, affirms the advantages, points out the deficiencies, and guides the students to have a deeper understanding of the Olympic spirit. For example, the teacher can guide the students to realize that the Olympic spirit of “faster, higher, stronger” can encourage us to work hard in our study, pursue progress, and never give up; the spirit of friendship and solidarity can help us get along well with our classmates, cooperate with each other, and make progress together. Design Intention: Group discussion can stimulate students’ enthusiasm for participation, exercise their oral expression ability and cooperative learning ability. By connecting the Olympic spirit with students’ daily study and life, it can make the theme of the text more close to students’ life, help students internalize the Olympic spirit, and realize the integration of language teaching and moral education. 3. Writing Practice The teacher arranges a short writing task: ask the students to write a short passage of 80-100 words about “My Understanding of the Olympic Spirit”. The teacher requires the students to use the words, phrases and sentence patterns learned in the text, and combine their own feelings and experiences. Before writing, the teacher gives a brief guidance: first, clarify the main idea of the passage (my understanding of the Olympic spirit); second, list the key points (such as the connotation of the Olympic spirit, the influence of the Olympic spirit on me); third, organize the language and write the passage. After the students finish writing, the teacher collects some students’ works, reads them in front of the class, and comments on them, pointing out the advantages and deficiencies, and giving suggestions for revision. At the same time, the teacher selects excellent works to share with the whole class, encouraging students to learn from each other and improve their writing ability. Design Intention: Writing practice is an important way to test students’ language application ability. By asking students to write about their understanding of the Olympic spirit, it can not only help students consolidate the knowledge learned in the text, but also exercise their writing ability, and deepen their understanding of the theme of the text. At the same time, it can cultivate students’ ability to express their own views in English accurately and fluently. Step 5: Summary and Homework (Summary and Extension) First, the teacher makes a brief summary of the whole class: “In today’s class, we learned a reading text about the Olympic Games. We understood the origin and development of the Olympic Games, mastered the core vocabulary and key sentence patterns in the text, explored the connotation of the Olympic spirit, and discussed the influence of the Olympic spirit on our daily study and life. I hope you can remember the Olympic spirit, apply it to your study and life, and keep pursuing progress.” Then, the teacher arranges the homework: 1. Recite the core vocabulary and key sentences of the reading text. 2. Revise the short passage written in class and improve it according to the teacher’s comments. 3. Search for more stories about Olympic athletes after class, and share them in the next class. 4. Write a short English passage about a sport you like, introducing its characteristics and significance. Design Intention: Summarizing the class can help students sort out the knowledge learned in the class, form a systematic understanding, and deepen their memory. The homework arrangement is closely related to the class content, which can not only help students consolidate the knowledge learned, but also extend the theme of the text, cultivate students’ autonomous learning ability and information collection ability, and lay a foundation for the subsequent teaching. 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 $