Unit 2 Sports Culture-Integrated skills 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-Integrated skills 教学目标和重难点 1. 教学目标 Language Competence: Master sports-related vocabulary and expressions, improve listening, speaking, reading and writing skills to communicate effectively about sports culture. Thinking Quality: Cultivate critical thinking by analyzing sports spirits and cultural differences. Cultural Awareness: Understand the commonalities and differences of sports culture in different regions and enhance cross-cultural tolerance. Learning Ability: Develop autonomous and cooperative learning skills through multi-modal activities and practical tasks. 2. 教学重难点 Key Points: Master core vocabulary and expressions about sportsmanship and sports events; grasp listening strategies to extract key information; learn to organize ideas and write a short argumentative essay on sports culture. Difficult Points: Use sports-related vocabulary and expressions accurately; express complex views on sports spirit fluently in English; ensure logical coherence in argumentative writing. 教学过程 Step 1: Lead-in (Warm-up & Activation) The teacher starts the class by showing a short video clip, which includes exciting moments of different international sports events, such as the Olympic Games, the World Cup, and some traditional sports from various countries. After playing the video, the teacher asks students two questions: “What sports events did you see in the video?” and “What do you think is the most important thing in sports competitions?” Then, the teacher invites 3-4 students to share their answers with the whole class. After the sharing, the teacher summarizes and leads to the topic of this lesson: “Today, we will focus on sports culture and sportsmanship through integrated skills training, including listening, speaking, reading and writing.” Design Intention: The short video can quickly attract students’ attention and arouse their interest in the topic of sports culture, as senior high school students are generally interested in sports events. The two guiding questions help activate students’ prior knowledge and life experience about sports, lay a foundation for the subsequent listening and speaking activities, and also naturally lead to the core content of the lesson. Meanwhile, this link can cultivate students’ language expression ability and initial thinking about sports spirit. Step 2: Listening Practice (Input & Comprehension) This part is divided into three stages: pre-listening, while-listening and post-listening, to help students gradually improve their listening ability and grasp key information. First, pre-listening. The teacher presents some new words and expressions related to the listening material on the screen, including “sportsmanship, fair play, perseverance, teamwork, compete, opponent, medal” and so on. The teacher explains the meanings and usages of these words briefly, and gives simple example sentences, such as “Fair play is an important part of sportsmanship.” Then, the teacher introduces the background of the listening material: it is a radio interview about two famous athletes, Bobby Charlton and Eugenio Monti, who have shown excellent sportsmanship in their careers. The teacher asks students to predict: “What do you think the interview will talk about?” Students can discuss in pairs for a short time and share their predictions. Design Intention: Pre-listening activities help students remove language barriers, master key vocabulary needed for listening, and lay a solid foundation for understanding the listening material. Predicting the content of the listening material can stimulate students’ thinking and improve their listening initiative, which is in line with the training requirements of listening strategies in integrated skills. Second, while-listening. The teacher plays the listening material twice. For the first time, students are asked to listen carefully and get the main idea: what the interview is mainly about and what kind of sportsmanship the two athletes have shown. For the second time, students are required to finish the listening tasks designed by the teacher, which include two parts: 1. Fill in the blanks with the key information from the listening material, such as the athletes’ achievements and the specific behaviors reflecting their sportsmanship; 2. Judge whether the statements are true (T) or false (F), such as “Bobby Charlton gave up his chance to win the medal to help his opponent” and “Eugenio Monti was praised for his fair play.” During the listening process, the teacher reminds students to focus on key words and sentences, such as time, place, characters and events, and take simple notes if necessary. Design Intention: Playing the listening material twice follows the law of listening teaching, from overall understanding to detailed grasp. The designed tasks are hierarchical, which can help students gradually improve their ability to extract main ideas and key details. Taking notes is a practical listening strategy that can help students better remember and sort out the information they hear, and cultivate their listening comprehension ability. Third, post-listening. The teacher checks the answers with the whole class, and explains the difficult points in the listening material, such as some long sentences or difficult expressions. Then, the teacher invites students to retell the stories of the two athletes in their own words, based on the key information they heard. Students can first practice in groups of three, and then each group selects one representative to retell in front of the class. The teacher gives appropriate comments and guidance, such as correcting pronunciation and grammar mistakes, and helping students organize their language more fluently. Design Intention: Post-listening activities not only help students consolidate the listening content and check their listening effect, but also connect listening with speaking. Retelling the stories can improve students’ oral expression ability and logical organization ability, and deepen their understanding of sportsmanship. Group practice provides more opportunities for students to speak, which can help shy students dare to express themselves and improve their learning confidence. Step 3: Reading Practice (Deep Understanding & Language Accumulation) The reading material is an article titled “The Spirit of Sports Beyond Victory”, which mainly discusses the connotation of sportsmanship, the performance of sportsmanship in different sports events, and the significance of sports culture to society. This part is also divided into three stages: pre-reading, while-reading and post-reading. Pre-reading: The teacher asks students a question: “What do you think is true sportsmanship?” Students can discuss freely in groups, and share their opinions, such as respecting opponents, abiding by rules, never giving up, and helping others. Then, the teacher introduces the main content of the reading article briefly, and asks students to predict the structure of the article, such as whether it is divided into introduction, main body and conclusion. Design Intention: Pre-reading discussion can stimulate students’ thinking about sportsmanship, make them have a preliminary understanding of the theme of the article, and lay a foundation for in-depth reading. Predicting the structure of the article helps students master the reading strategy of grasping the text structure, which is conducive to improving their reading efficiency and comprehension ability. While-reading: First, students read the article quickly (skimming) to confirm their predictions about the text structure and get the main idea of each paragraph. Then, students read the article carefully (scanning) and finish the following tasks: 1. Underline the key sentences in each paragraph that express the main idea; 2. Answer the detailed questions designed by the teacher, such as “What examples does the article use to illustrate sportsmanship?” and “What is the significance of sports culture to society?”; 3. Find out the linking words used in the article, such as “however, besides, therefore, in addition”, and analyze their functions in connecting ideas. During the reading process, the teacher walks around the classroom, provides help for students who have difficulties in reading, such as explaining difficult words and sentences, and guides students to use correct reading strategies. Design Intention: Skimming and scanning are important reading strategies in integrated skills training. Skimming helps students grasp the overall structure and main idea of the article, while scanning helps students extract key details. Underlining key sentences and analyzing linking words can help students understand the logical structure of the article and accumulate useful language expressions, which lays a foundation for the subsequent writing link. The teacher’s guidance and help can ensure that all students can participate in the reading activity and improve their reading ability. Post-reading: First, the teacher organizes students to discuss the following questions in groups: “Do you agree with the view that ‘sports spirit is more important than victory’? Why or why not?” “Can you give some examples of sportsmanship in our daily life?” Each group discusses for a few minutes, and then sends a representative to share the group’s views with the whole class. The teacher makes appropriate comments, guides students to think dialectically about the relationship between victory and sports spirit, and emphasizes the importance of sportsmanship. Then, the teacher leads students to sort out the key vocabulary and expressions in the reading article, such as “connotation, abide by, cherish, cooperate, contribute to, beyond victory”, and asks students to make sentences with these words and expressions to consolidate their memory and usage. Design Intention: Group discussion can deepen students’ understanding of the theme of the article, cultivate their critical thinking ability and cooperative learning ability. Making sentences with key words and expressions helps students accumulate language knowledge and improve their ability to use language flexibly. The teacher’s guidance can help students establish a correct view of sports and understand the profound significance of sports culture. Step 4: Speaking Practice (Communication & Application) Based on the listening and reading materials, the speaking activity is designed as a group debate. The debate topic is “Which is more important in sports competitions: victory or sportsmanship?” The teacher divides the class into two groups: Group A holds the view that “victory is more important”, and Group B holds the view that “sportsmanship is more important”. Before the debate, the teacher gives students 10 minutes to prepare. Students can use the information from the listening and reading materials, and combine their own life experience to collect arguments and supporting examples. The teacher reminds students to use the key words and expressions they have learned, and pay attention to the coherence and fluency of their language. During the debate, each group takes turns to state their views and refute the opposite group’s views. Each speaker has a limited time to express, and other members of the group can supplement. The teacher acts as the host and judge, guides the debate to proceed in an orderly manner, and reminds students to respect each other’s views. After the debate, the teacher summarizes the performance of both groups, affirms their advantages, points out their shortcomings, such as insufficient arguments or unfluent expression, and gives guidance on how to improve oral expression in debates. Design Intention: The group debate is a practical speaking activity that can fully mobilize students’ enthusiasm and participation. It not only helps students apply the language knowledge and expressions they have learned in listening and reading to oral communication, but also cultivates their logical thinking ability, critical thinking ability and cooperative learning ability. The teacher’s guidance and evaluation can help students find their own shortcomings and improve their oral expression ability effectively. Step 5: Writing Practice (Output & Consolidation) The writing task is to write a short argumentative essay with the title “The Importance of Sportsmanship”. The teacher first guides students to sort out the writing ideas: first, introduce the connotation of sportsmanship; second, use specific examples to illustrate the importance of sportsmanship (they can use the examples from the listening and reading materials or their own life experience); finally, summarize the significance of sportsmanship and put forward their own views or expectations. Then, the teacher reminds students of the key points of writing an argumentative essay: clear viewpoint, sufficient arguments, logical structure, and correct use of linking words to connect paragraphs. At the same time, the teacher encourages students to use the key vocabulary and expressions they have learned in this lesson, such as “sportsmanship, fair play, perseverance, contribute to, in my opinion” and so on. During the writing process, the teacher walks around the classroom, provides individual guidance for students who have difficulties in writing, such as helping them organize their ideas, correct grammar mistakes, and improve the expression of sentences. After students finish writing, the teacher organizes students to carry out peer evaluation. Each student exchanges their composition with their deskmate, and evaluates it according to the evaluation criteria designed by the teacher: whether the viewpoint is clear, whether the arguments are sufficient, whether the structure is logical, whether the language is fluent, and whether the key words and expressions are used correctly. Students can put forward suggestions for revision. Then, the teacher selects 2-3 representative compositions (including excellent ones and those with common problems) to comment on in the whole class, affirms the advantages of excellent compositions, and points out the common problems and revision methods. Finally, students revise their own compositions according to the peer evaluation and teacher’s comments. Design Intention: Writing is an important part of integrated skills, which can test students’ ability to integrate and apply language knowledge. Guiding students to sort out writing ideas helps them establish a clear logical structure and avoid disorganized writing. Peer evaluation and teacher’s comment can help students find their own shortcomings in writing, learn from each other’s advantages, and improve their writing ability effectively. The combination of individual guidance and collective comment ensures that all students can make progress in writing. Step 6: Summary & Extension First, summary. The teacher invites students to review what they have learned in this lesson, including the key vocabulary and expressions about sports culture and sportsmanship, the listening strategies of extracting key information, the reading skills of grasping text structure, the oral expression in debates, and the writing methods of argumentative essays. Then, the teacher makes a final summary: this lesson focuses on integrated skills training, which helps us improve our listening, speaking, reading and writing abilities, and deepen our understanding of sports culture and sportsmanship. The teacher emphasizes that sportsmanship is not only important in sports competitions, but also in our daily life, which can help us become better people. Then, extension. The teacher assigns after-class tasks: 1. Read an English article about sports culture and write a short reading report (about 100 words); 2. Discuss with your family or friends about the sportsmanship in a recent sports event, and record the main points of the discussion in English; 3. Revise the composition written in class and hand it in the next class. In addition, the teacher recommends some English websites and videos about sports culture, such as the official website of the Olympic Games, to help students expand their knowledge and improve their English ability after class. Design Intention: The summary link helps students sort out the knowledge they have learned in this lesson, consolidate their memory, and form a systematic knowledge framework. The extension tasks connect classroom learning with after-class learning, which can help students further apply the language knowledge and skills they have learned, expand their vision, and cultivate their autonomous learning ability. Recommending relevant learning resources provides students with more learning channels and helps them develop the habit of lifelong learning. 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 $