Unit 2 Sports Culture-Grammar and usage 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-Grammar and usage 教学目标和重难点 1. 教学目标 It focuses on cultivating students’ language competence by mastering passive voices of past continuous and past perfect tenses. It develops cultural awareness through sports contexts, fosters thinking quality via logical analysis, and promotes learning ability by guiding autonomous and cooperative exploration in sports-related language practice. 2. 教学重难点 Key points: The structures and basic usages of the passive voice of past continuous tense (was/were being done) and past perfect tense (had been done). Difficult points: Distinguishing their usages in specific sports contexts and applying them accurately in speaking and writing. 教学过程 Step 1: Lead-in (Lead into the Grammar with Sports Context) The teacher starts the class by showing a short video clip about a city half-marathon, which is closely related to the unit theme of Sports Culture. The video includes scenes like runners being cheered on by the crowd, the race route being decorated, and the medals having been prepared before the race. After playing the video, the teacher asks students two questions in English: “What was happening to the runners when the camera showed the finish line?” and “What had been done before the marathon started?” Then, the teacher invites 3-4 students to share their answers, and writes down their typical responses on the blackboard, even if there are grammatical mistakes. For example, if a student says “Many people cheered the runners”, the teacher modifies it to “The runners were being cheered by many people” and marks the structure; if a student says “They prepared the medals before the race”, the teacher changes it to “The medals had been prepared before the race” and highlights the difference from the previous sentence. Finally, the teacher summarizes: “Today we will learn two kinds of passive voices that are often used in describing past sports events — the passive voice of past continuous tense and past perfect tense.” Design Intention: Taking the half-marathon, a typical sports event, as the lead-in context can closely connect the grammar teaching with the unit theme of Sports Culture, which not only stimulates students’ interest in learning but also lays a practical foundation for the subsequent grammar learning. By asking questions and correcting students’ answers, the teacher can naturally lead out the target grammar points, help students realize the application scenario of the grammar in real life, and reduce their difficulty in understanding abstract grammar knowledge. At the same time, it can activate students’ prior knowledge of passive voice and pave the way for the in-depth study of the new grammar. Step 2: Presentation (Explain the Grammar Rules with Sports Examples) In this step, the teacher focuses on explaining the structure, usage and key points of the two passive voices, combined with a large number of sports-related examples, to ensure that students can understand and master them in a specific context. First, the teacher introduces the passive voice of past continuous tense. The teacher writes the basic structure on the blackboard: Subject + was/were + being + past participle (done). Then, the teacher explains: “This structure is used to express an action that was being carried out passively at a specific moment or period in the past. It emphasizes the process of the passive action at that time.” To make the explanation more vivid, the teacher gives several examples closely related to sports: 1. At 9 o’clock yesterday morning, the basketball court was being cleaned by the students (At 9 o’clock yesterday morning, the students were cleaning the basketball court, and we focus on the basketball court being cleaned at that specific moment). 2. When I arrived at the gym, a volleyball match was being held (When I arrived, the match was in progress, and the match was the object of the action of “holding”). 3. During the sports meeting last week, the athletes’ uniforms were being designed by the art students (It emphasizes the process of the uniforms being designed during the sports meeting). After giving the examples, the teacher invites students to analyze the structure of each sentence, point out the subject, was/were being done part, and the agent (by + doer). Then, the teacher summarizes the key points: When the doer is not important or unknown, the “by + agent” part can be omitted; “was” is used when the subject is singular, and “were” is used when the subject is plural; the past participle must be written correctly, and irregular verbs should be memorized firmly. Next, the teacher introduces the passive voice of past perfect tense. The basic structure is written on the blackboard: Subject + had + been + past participle (done). The teacher explains: “This structure is used to express a passive action that had been completed before another past action or a specific past time. It emphasizes the sequence of two past actions — the passive action is completed first, and then another past action happens.” Similarly, the teacher gives sports-related examples: 1. By the end of last year, the new stadium had been built (The stadium was completed before the end of last year, and “the end of last year” is a specific past time). 2. When the coach arrived, the training plan had been discussed by the team members (The team members discussed the training plan first, and then the coach arrived). 3. Before the Olympic Games started, all the venues had been inspected (The inspection of the venues was completed before the Olympic Games started, which is a passive action completed before another past action). After the examples, the teacher organizes students to have a group discussion for 5 minutes: “Compare the two passive voices we just learned, and discuss their differences in structure and usage.” Then, each group sends a representative to share their discussion results, and the teacher makes supplements and summaries, focusing on the difference in time meaning: the passive voice of past continuous tense emphasizes the “process of the passive action at a specific past moment”, while the passive voice of past perfect tense emphasizes the “completion of the passive action before another past action or time”. Design Intention: The explanation of grammar rules is combined with sports examples, which is consistent with the unit theme and makes abstract grammar knowledge concrete and visualized, helping students understand the usage scenarios of grammar. By letting students analyze sentences and discuss differences independently, it can cultivate their logical thinking ability and autonomous learning ability. The step-by-step explanation from structure to usage, and from example to summary, conforms to the cognitive law of senior high school students, and can help students master grammar rules systematically. At the same time, it can deepen students’ understanding of sports culture through sports-related examples, and integrate cultural awareness into grammar teaching. Step 3: Practice (Consolidate Grammar Knowledge through Hierarchical Exercises) Practice is an important link to consolidate grammar knowledge. In this step, the teacher designs hierarchical exercises from easy to difficult, combining individual practice, group practice and interactive practice, to ensure that students can master the grammar rules in practice and apply them flexibly. The first level is basic filling-in-the-blank exercises, focusing on testing students’ mastery of the basic structure of the two passive voices. The teacher distributes exercise sheets, and the exercises are all related to sports. For example: 1. When we got to the playground, the football match ________ (hold) (answer: was being held). 2. By the time the sports meeting began, all the equipment ________ (prepare) (answer: had been prepared). 3. At 8 last night, the gym ________ (clean) by the teachers (answer: was being cleaned). 4. Before he joined the team, the training plan ________ (discuss) by the coach (answer: had been discussed). Students complete the exercises independently, and then the teacher checks the answers in class, focuses on explaining the wrong questions, and emphasizes the key points such as the choice of was/were and the correct form of past participle. For students who make mistakes, the teacher asks them to correct the mistakes by themselves and explain the reasons, so as to deepen their understanding. The second level is sentence transformation exercises, which focus on training students’ ability to convert active voice into passive voice, and further consolidate their mastery of grammar rules. The exercises are also combined with sports contexts. For example: 1. The students were decorating the sports field yesterday afternoon. (Change to passive voice) → The sports field was being decorated by the students yesterday afternoon. 2. The coach had arranged the training task before the team gathered. (Change to passive voice) → The training task had been arranged by the coach before the team gathered. 3. They were holding a table tennis match when the rain started. (Change to passive voice) → A table tennis match was being held when the rain started. Students complete the transformation in pairs, and then exchange their answers with each other for correction. The teacher walks around the classroom to guide, and selects several typical transformation sentences to comment on, pointing out common mistakes, such as forgetting to add “being” in the passive voice of past continuous tense, or using “was/were” instead of “had” in the passive voice of past perfect tense. The third level is situational dialogue and short paragraph writing, focusing on training students’ ability to apply grammar in practical communication and writing, and improving their comprehensive language application ability. First, the teacher divides students into groups of 4, and gives each group a situational task: Suppose you are reporters covering a school sports meeting, and you need to have a dialogue about the scenes of the sports meeting, using at least 3 sentences with the two passive voices learned today. For example, one student can say: “When I arrived at the scene, the 100-meter race was being held.” Another student can respond: “Yes, and the awards had been prepared before the race started.” Each group practices for 8 minutes, and then 2-3 groups are invited to perform their dialogues in front of the class. The teacher comments on their performance, focusing on whether the grammar is used correctly, whether the dialogue is fluent, and whether it is closely related to the sports context. Then, the teacher asks students to write a short paragraph (about 80-100 words) about a sports event they have participated in or watched, requiring the use of at least 2 sentences of the passive voice of past continuous tense and 2 sentences of the passive voice of past perfect tense. The teacher gives a sample paragraph for reference: “Last month, I watched a school basketball match. When I got there, the match was being held fiercely. The court had been cleaned by the students before the match. Many students were cheering for the players, and the water and towels had been prepared by the volunteers. It was a wonderful match that I will never forget.” Students write independently, and after finishing, they exchange their paragraphs with their deskmates for mutual evaluation, focusing on the correct use of grammar, the fluency of the paragraph and the richness of the content. The teacher collects some representative paragraphs, comments on them in class, affirms the advantages, points out the problems and puts forward suggestions for improvement. Design Intention: Hierarchical exercises from basic to difficult conform to the cognitive law of students, which can help students consolidate grammar knowledge step by step, from mastering the basic structure to flexible application. The combination of individual practice, pair practice and group practice can fully mobilize students’ enthusiasm and participation, and let each student have the opportunity to practice. The exercises are closely combined with sports contexts, which not only consolidates grammar knowledge but also deepens students’ understanding of sports culture, realizing the integration of language learning and theme exploration. Situational dialogue and short paragraph writing can train students’ comprehensive language application ability, and lay a foundation for their subsequent speaking and writing learning. Mutual evaluation among students can also improve their learning ability and cooperative learning ability. Step 4: Consolidation and Extension (Integrate Grammar with Unit Theme and Cultural Exploration) On the basis of practice, this step further consolidates students’ grammar mastery, extends the application of grammar, and integrates grammar learning with the unit theme of Sports Culture and cross-cultural exploration, so as to improve students’ cultural awareness and comprehensive language literacy. First, the teacher arranges a “grammar error correction” activity. The teacher writes several sentences with grammar errors on the blackboard, all of which are related to sports and involve the two passive voices learned today. For example: 1. The marathon was being hold when we arrived. (Error: hold → held) 2. By the end of last month, the new gym has been built. (Error: has → had) 3. The athletes were being trained by their coach at 7 yesterday evening. (Correct) 4. The sports meeting had been hold in our school last year. (Error: hold → held) Students are invited to correct the errors one by one, explain the reasons for the errors, and the teacher makes supplements and summaries, focusing on the common errors and key points, to help students avoid making the same mistakes in the future. Then, the teacher carries out a cultural extension activity. The teacher shows some pictures and short texts about the Olympic Games, introducing the historical development of the Olympic Games and the deeds of famous athletes, and the texts contain the two passive voices learned today. For example: “The ancient Olympic Games were first held in Greece in 776 BCE. Only Greek men were allowed to participate in the games at that time. By the 4th century CE, the ancient Olympic Games had been stopped. It was Pierre de Coubertin who brought the Olympic Games back to life, and the first modern Olympic Games were held in Athens in 1896.” The teacher asks students to read the texts, find out the sentences with the two passive voices, analyze their usages, and then discuss in groups: “What can we learn from the development of the Olympic Games? What qualities do Olympic athletes have?” After the discussion, each group shares their views, and the teacher guides students to realize the Olympic spirit of solidarity, friendship and fair competition, and cultivate their cultural awareness and patriotic feelings. In addition, the teacher extends the grammar to daily life, asking students to think: “In addition to sports events, in what other scenarios can we use the passive voice of past continuous tense and past perfect tense?” Students are invited to share their examples, such as “My homework was being done when my mother came back yesterday” and “The letter had been sent before I realized I made a mistake”. The teacher affirms students’ examples and summarizes that these two passive voices are widely used in daily life, and encourages students to use them consciously in their future English learning and communication. Design Intention: The grammar error correction activity can help students further consolidate the key and difficult points of grammar, find out their own weak links, and avoid making the same mistakes. The cultural extension activity combines grammar learning with the Olympic culture, which not only enriches students’ cultural knowledge but also deepens their understanding of the unit theme, realizing the integration of language competence and cultural awareness. Extending grammar to daily life can help students realize the practical value of grammar, stimulate their interest in learning, and improve their ability to apply grammar flexibly in real life. At the same time, group discussion can cultivate students’ cooperative learning ability and logical thinking ability. Step 5: Summary and Homework (Systematize Knowledge and Extend Practice) First, the teacher invites students to summarize the key points of this class independently. Students are encouraged to talk about the structure, usage and differences of the two passive voices, and the teacher makes supplements and systematizes the knowledge. The teacher summarizes: “Today we learned the passive voice of past continuous tense (was/were being done) and past perfect tense (had been done). The former emphasizes the process of a passive action at a specific past moment, while the latter emphasizes the completion of a passive action before another past action or time. We should master their structures, distinguish their usages, and apply them flexibly in speaking and writing, especially in sports-related contexts.” Then, the teacher assigns hierarchical homework, which is divided into basic homework and extended homework, to meet the needs of different students. Basic homework: 1. Complete the exercise sheet distributed in class, focusing on the filling-in-the-blank and sentence transformation exercises, to consolidate the basic structure and usage of the two passive voices. 2. Write 5 sentences with the passive voice of past continuous tense and 5 sentences with the passive voice of past perfect tense, all related to sports. Extended homework: 1. Write a short passage (about 120 words) about a famous sports event or athlete, using the two passive voices learned today, and introduce the sports culture or spirit reflected in it. 2. Find 3-5 sentences with the two passive voices in the reading materials of this unit, analyze their usages, and write down your understanding. Finally, the teacher encourages students: “Grammar learning needs constant practice. I hope you can use the grammar we learned today in your daily English learning and communication, pay attention to observing the application of grammar in real contexts, and continuously improve your English language competence and comprehensive literacy. At the same time, I hope you can pay more attention to sports culture, feel the charm of sports, and inherit the sports spirit.” Design Intention: Letting students summarize independently can help them systematize the knowledge learned in this class, deepen their understanding and memory, and improve their autonomous learning ability. Hierarchical homework can meet the learning needs of different students. Basic homework focuses on consolidating grammar knowledge, while extended homework focuses on improving students’ comprehensive language application ability and integrating grammar learning with unit theme exploration. The encouragement from the teacher can stimulate students’ learning motivation and interest, and guide them to pay attention to the combination of grammar learning and practical application, as well as the inheritance of sports culture. 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 $