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

Unit 2 Sports Culture-Extended reading 教学目标和重难点 1. 教学目标 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. 2. 教学重难点 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. 教学过程 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 guided to read in depth, grasp the key information and details of the text, and understand the connotation of the text. Explaining difficult sentences and key words in time can help students solve reading obstacles and improve their understanding of the text. Guiding students to pay attention to the logical relationship between paragraphs and sentences can cultivate their logical thinking ability and improve their reading comprehension level. 3.3 Intensive Reading: Appreciate Language and Analyze Rhetoric After careful reading, the teacher guides students to conduct intensive reading, focusing on appreciating the language characteristics and rhetorical devices of the text, and accumulating excellent words and sentences. The teacher selects several typical sentences from the text for analysis: 1. “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.” The teacher guides students to appreciate the use of adjectives (“highly trained, talented”) and prepositional phrases (“in the spirit of..., ready to..., in the hope of...”), which makes the sentence vivid and logical, and helps to express the grand occasion of the Olympic Games. 2. “Her story is a remarkable example of how hard work and devotion can lead to sporting excellence.” The teacher guides students to understand the function of the attributive clause “how hard work and devotion can lead to sporting excellence”, which explains the content of “a remarkable example” and highlights the importance of hard work and devotion. 3. “By the time he died in 2016, Ali had been recognized as one of the greatest boxers of all time.” The teacher explains the use of the past perfect tense in this sentence, which emphasizes that Ali’s achievement of being “one of the greatest boxers of all time” was formed before his death, and helps students master the usage of the past perfect tense in specific contexts. Then, the teacher asks students to find other excellent words and sentences in the text by themselves, copy them down, and share them with their group members. Each group selects 2-3 representative sentences to share with the whole class, and the teacher makes comments and guidance, encouraging students to accumulate and use these words and sentences in their future writing and speaking. Design Intention: Intensive reading helps students appreciate the beauty of the language of the text, master the usage of excellent words and sentences, and improve their language expression ability. By analyzing rhetorical devices and sentence structures, students can deepen their understanding of the text, and at the same time accumulate language materials, which lays a foundation for their subsequent language application. Encouraging students to share and exchange can stimulate their learning enthusiasm and improve their cooperative learning ability. 4. Post-reading: Consolidate and Extend, Apply Knowledge 4.1 Group Discussion: Explore Sports Spirits and Cultural Significance The teacher divides students into groups of 4-5, and puts forward the discussion topic: “Combined with the text and your own experience, what do you think is the true meaning of sports spirits? How can we inherit and carry forward sports spirits in our daily life?” Students are allowed to discuss freely in groups, and the teacher walks around the classroom to guide and help students when necessary, reminding them to use the words and sentences learned in the text to express their views. After the discussion, each group sends a representative to make a speech in front of the whole class, and the other groups can ask questions or supplement. Finally, the teacher makes a summary, emphasizing that sports spirits not only include “Faster, Higher, Stronger”, but also friendship, solidarity, fair play, hard work and perseverance. In daily life, we can inherit and carry forward sports spirits by doing physical exercise actively, adhering to our goals and helping each other. Design Intention: Group discussion can cultivate students’ cooperative learning ability and oral expression ability. By exploring the true meaning of sports spirits and how to inherit them, students can deepen their understanding of the cultural connotation of the text, combine the text with real life, and realize the value of the text. At the same time, it can guide students to establish a correct outlook on life and values, and cultivate their sense of responsibility and perseverance. 4.2 Language Practice: Improve Language Application Ability The teacher designs two language practice tasks to help students consolidate the knowledge learned and improve their language application ability: Task 1: Fill in the blanks with the core vocabulary learned in the text. The teacher provides a short passage related to sports, and blanks out the core vocabulary (such as athlete, devotion, demonstrate, boundary, consistent). Students need to fill in the blanks with the appropriate form of the words. After finishing, the teacher checks the answers with the students, explains the usage of the words again, and emphasizes the collocation and grammatical rules of the words. Task 2: Write a short passage (80-100 words) about “My Favorite Athlete”. The teacher requires students to introduce their favorite athlete, including his/her achievements and the sports spirits he/she embodies, and use at least 3 words or sentences learned in the text. Students are allowed to write independently, and the teacher walks around to provide guidance for students who have difficulties. After finishing, the teacher selects several students’ works to read in class, makes comments and corrections, and affirms the advantages of the works, points out the deficiencies and puts forward suggestions for improvement. Design Intention: Language practice is an important link to consolidate the knowledge learned. Task 1 helps students consolidate the core vocabulary and master its usage in context. Task 2 requires students to apply the learned words and sentences to writing, which can improve their writing ability and language application ability. By commenting on students’ works, the teacher can understand students’ learning effect, find out their deficiencies, and provide targeted guidance, which is conducive to improving students’ language level. 4.3 Cultural Extension: Understand Global Sports Culture The teacher introduces some other important international sports events to students, such as the World Cup, the Asian Games, and the Paralympic Games, and briefly introduces their origin, characteristics and cultural significance. Then, the teacher shows some pictures of these sports events and asks students to talk about their understanding of these sports events in English. In addition, the teacher guides students to compare the sports culture of different countries, such as the differences between Chinese sports culture and Western sports culture, and encourages students to respect and understand cultural diversity, and promote cultural exchange and integration through sports. Design Intention: Cultural extension can broaden students’ horizons, help them understand more global sports culture, and improve their cultural awareness. By comparing different sports cultures, students can better understand the cultural connotation of sports, respect cultural diversity, and cultivate their cross-cultural communication ability, which is in line with the requirements of core literacy. 5. Summary and Homework 5.1 Summary The teacher invites students to summarize the content of this class, including the main idea of the text, the core vocabulary and sentences, the sports spirits and cultural significance. Then, the teacher makes a comprehensive summary, emphasizing the key and difficult points of this class, and reviewing the learning objectives. The teacher encourages students to keep reading more English articles about sports culture, accumulate language materials, and improve their English comprehensive ability. Design Intention: Letting students summarize the class content can help them sort out the knowledge learned in this class, deepen their memory and understanding, and cultivate their ability to summarize and generalize. The teacher’s summary can help students clarify the key and difficult points, and form a systematic knowledge framework. 5.2 Homework 1. Review the core vocabulary and sentences learned in this class, and recite 5 excellent sentences from the text. 2. Polish the short passage “My Favorite Athlete” written in class, and hand it in the next class. 3. Search for an English article about international sports events after class, read it carefully, and write a 50-word summary. 4. Discuss with your family members about sports spirits, and share what you have learned in this class with them in English. Design Intention: Homework is an extension of classroom teaching. Reviewing vocabulary and sentences can help students consolidate the knowledge learned. Polishing the short passage can improve students’ writing ability. Searching for English articles and writing summaries can cultivate students’ autonomous reading ability. Discussing with family members can improve students’ oral expression ability and promote the integration of English learning and real life. 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 $