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

Language Competence: Master sports-related vocabulary and complex sentences to improve reading comprehension and expression ability.

Cultural Awareness: Understand the origin and development of Olympic culture and sports spirits, respect cultural diversity.

Thinking Quality: Develop logical and critical thinking through analyzing athletes’ stories and text structure.

Learning Ability: Cultivate autonomous reading and cooperative learning skills to form good reading habits.

Key Points: Grasp the main idea and structure of the text, master core vocabulary (e.g., athlete, champion, devotion) and sentence patterns (e.g., attributive clauses, passive voice).

Difficult Points: Understand the connotation of sports spirits and the cultural significance behind the text, and apply the learned language to express personal views on sports culture.

1. Lead-in: Activate Prior Knowledge and Arouse Interest

The teacher starts the class by showing a short video clip about the Olympic Games, including wonderful moments of athletes competing, the lighting of the Olympic flame, and the scene of athletes hugging each other after the competition. After playing the video, the teacher asks two questions in English: “What can you see in the video?” “What do you think of the Olympic Games?” Then, invite 3-4 students to share their answers. After the sharing, the teacher makes a brief comment and leads to the topic of the extended reading: “Today, we will read a passage about the Olympic Games and outstanding athletes, exploring the charm of sports culture and the power of sports spirits.”

Design Intention: The video clip is intuitive and vivid, which can quickly attract students’ attention and arouse their interest in the topic of sports culture. By asking questions and inviting students to share, the teacher can activate students’ prior knowledge about the Olympic Games, such as the Olympic motto, common sports events, and famous athletes, laying a good foundation for the subsequent reading teaching. At the same time, it helps students enter the English thinking mode quickly and creates a good English learning atmosphere.

2. Pre-reading: Preview Vocabulary and Predict Text Content

First, the teacher presents the core vocabulary of the text on the blackboard or multimedia courseware, including both new words and key words in the unit, such as “athlete, champion, devotion, demonstrate, boundary, consistent, light the Olympic flame, push the boundaries of human achievement”. For each word, the teacher explains its pronunciation, part of speech and basic meaning, and gives simple example sentences related to sports, such as “Muhammad Ali was a famous boxer and a world champion.” “Jessica Ennis-Hill’s success comes from her consistent hard work and devotion.” Then, the teacher asks students to read the example sentences aloud to familiarize themselves with the usage of the words.

Next, the teacher shows the title of the extended reading passage and the subheadings (if any) to the students, and guides them to predict the content of the text. The teacher asks: “According to the title and subheadings, what do you think this passage will talk about? Will it introduce the history of the Olympic Games, or the stories of some athletes? What kind of sports spirits will it convey?” Students are allowed to discuss in groups of 4 for a short time, and then each group sends a representative to share their predictions. The teacher records the key points of students’ predictions on the blackboard and encourages students to verify their predictions in the subsequent reading process.

Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary before reading can help students reduce reading obstacles, improve reading speed and comprehension ability. By giving example sentences related to sports, students can better understand the meaning and usage of words in context, which is conducive to their subsequent

application of vocabulary. Predicting the text content based on the title and subheadings can cultivate students’ reading strategy of predicting, stimulate their desire to read, and make their reading more targeted.

3. While-reading: In-depth Reading and Comprehension

3.1 Fast Reading: Grasp the Main Idea and Text Structure

The teacher asks students to read the passage quickly, without paying too much attention to new words or difficult sentences, and complete two tasks: (1) Summarize the main idea of the passage in one sentence. (2) Analyze the structure of the passage and divide it into several parts, and briefly describe the main content of each part. After students finish reading, the teacher invites several students to share their answers, and then makes a summary and correction. The main idea of the passage is: It introduces the origin and development of the Olympic Games, tells the stories of outstanding athletes such as Muhammad Ali and Jessica Ennis-Hill, and interprets the Olympic spirit of “Faster, Higher, Stronger” and the significance of sports culture. The text structure can be divided into three parts: the first part introduces the origin and revival of the Olympic Games; the second part tells the stories of two outstanding athletes; the third part talks about the development of Chinese sports in the Olympic Games and the influence of the Olympic Games on the world.

Design Intention: Fast reading is an important reading skill. Through fast reading, students can quickly grasp the main idea and text structure of the passage, form an overall understanding of the text, and lay a foundation for in-depth reading. The design of the two tasks can guide students to read with goals, avoid aimless reading, and improve reading efficiency. At the same time, it can cultivate students’ ability to summarize and generalize.

3.2 Careful Reading: Analyze Details and Understand Connotation

The teacher guides students to read the passage carefully paragraph by paragraph, and designs targeted questions for each part to help students analyze details and understand the connotation of the text. The specific questions are as follows:

For the first part (the origin and revival of the Olympic Games): (1) When and where did the ancient Olympic Games begin? Who was allowed to participate in the early Games? (2) When did the ancient Olympic Games die out? (3) When and where were the modern Olympic Games first held? Who brought the Olympic Games back to life? (4) What was Pierre de Coubertin’s dream for the Olympic Games?

For the second part (the stories of outstanding athletes): (1) How did Muhammad Ali attract public attention? What achievements did he make in his sports career? (2) What makes Jessica Ennis-Hill’s story remarkable? What is the secret of her consistent good performance? (3) What sports spirits do Muhammad Ali and Jessica Ennis-Hill embody?

For the third part (Chinese sports and the Olympic Games): (1) What is the slogan of the 2008 Beijing Olympic Games? What achievements did China make in this Olympic Games? (2) What historic achievements did Xu Haifeng, Liu Xiang and the Chinese women’s volleyball team make in the Olympic Games? (3) What influence do the Olympic Games have on people all over the world?

When students answer the questions, the teacher guides them to find the corresponding information in the text, marks the key sentences and words, and explains the difficult sentences in time. For example, the sentence “It was a Frenchman, Pierre de Coubertin, who brought the Olympics back to life.” is an emphatic sentence, and the teacher explains its structure and usage. For the sentence “Motivated by the Olympic motto ‘Faster, Higher, Stronger’, many well-known athletes, both male and female, have devoted themselves to achieving sporting excellence and pushing the boundaries of human achievement.” the teacher guides students to understand the meaning of “push the boundaries of human achievement” and the connotation of the Olympic motto.

In addition, the teacher guides students to pay attention to the connection between paragraphs and the logical relationship between sentences, such as the use of transitional words like “however, besides, as if” in the text, which helps students better understand the structure of the text and the author’s writing ideas.

Design Intention: Careful reading is the key link of reading teaching. By designing detailed questions, students can be