Unit 2 Sports Culture-Project 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-Project 教学目标和重难点 1. 教学目标 Language Ability: Enable students to master sports-related vocabulary (e.g., ambition, relay, motivate) and sentence patterns, and improve their ability to collect, sort out and express information about sportspeople in English. Cultural Awareness: Help students understand the connotation of sports spirit, recognize the differences and commonalities of sports culture at home and abroad, and enhance cross-cultural communication awareness. Thinking Quality: Cultivate students’ logical thinking through sorting out sportspeople’s life experiences and critical thinking through evaluating sports spirits. Learning Ability: Guide students to master the method of collecting and organizing information independently and cooperatively, and form the habit of lifelong learning. 2. 教学重难点 Key Points: Master core sports vocabulary and sentence patterns related to sportspeople’s introduction; learn to collect and sort out key information (basic information, career, achievements) of sportspeople; complete a fact file about a sportsperson and present it in English. Difficult Points: Use appropriate tenses and sentence structures to accurately describe sportspeople’s experiences and achievements; integrate sports spirit into the introduction and express personal views in a logical and fluent way. 教学过程 Step 1: Lead-in (Lead-in and Activation) The teacher starts the class by showing pictures and short video clips of famous Chinese and foreign sportspeople, such as Deng Yaping, Lang Ping, Yao Ming, and Michael Jordan. Then the teacher asks students the following questions in English: “Who is the sportsperson in the picture? What sport is he/she good at? What do you know about his/her achievements? Why do you admire him/her?” After that, the teacher invites 3-4 students to share their answers in front of the class, and gives positive comments and guidance, such as “Your introduction is very clear. You can add one more detail about his/her efforts.” Design Intention: The lead-in link uses vivid pictures and video clips to stimulate students’ learning interest and arouse their existing knowledge and experience about sportspeople. Asking questions and organizing students to share can not only activate the classroom atmosphere but also lay a foundation for the subsequent information collection and fact file production. At the same time, it can exercise students’ oral expression ability and help the teacher understand students’ mastery of sports-related vocabulary and expression. Step 2: Preparatory Guidance (Vocabulary and Task Explanation) First, the teacher sorts out and explains the core vocabulary and sentence patterns needed for this Project, combining the unit’s key knowledge. The core vocabulary includes ambition, relay, motivate, rank, compete, dedication, teamwork, championship, etc. For each vocabulary, the teacher gives accurate English definitions, example sentences related to sportspeople, and guides students to read and memorize them. For example, when explaining “motivate”, the teacher says: “Motivate means to encourage someone to do something. For example, Deng Yaping’s perseverance motivated many young people to practice table tennis.” Then the teacher introduces common sentence patterns for introducing sportspeople, such as “He/She was born in...”, “He/She started... at the age of...”, “He/She won... in...”, “He/She is regarded as...”, and asks students to make simple sentences with these sentence patterns in pairs. Next, the teacher explains the task requirements of the Project in detail: students need to work in groups of 4-5, choose a sportsperson (Chinese or foreign) they are interested in, collect relevant information, sort out the information according to basic information, professional career, main achievements and additional facts, complete a fact file, and then present the fact file to the whole class in English. The teacher also shows a sample fact file (taking Deng Yaping as an example) to let students have a clear understanding of the format and content of the fact file. The sample includes: Basic Information (Date of birth: 6 February 1973; Place of birth: Zhengzhou, China); Professional Career (Joined the table tennis team of Henan Province in 1986; Joined the Chinese table tennis team in 1988); Main Achievements (Won the Women’s Singles Championship in the Asian Cup in 1988; Won two gold medals at the 1992 Barcelona Olympic Games); Additional Facts (She continued to study after retirement and obtained a doctor’s degree). Design Intention: Vocabulary and sentence patterns are the basis for completing the Project. By focusing on explaining core vocabulary and common sentence patterns related to sportspeople, students can be helped to solve language obstacles in the process of information collection and expression. Showing sample fact files can make students clearly understand the task requirements and format, avoid confusion in the process of completing the task, and improve the efficiency of task completion. The pair practice of sentence patterns can help students consolidate the learned language knowledge and lay a foundation for the subsequent writing and presentation. Step 3: Group Cooperation (Information Collection and Sorting) First, students are divided into groups of 4-5, and each group elects a group leader to be responsible for organizing the group’s activities and coordinating the division of labor. The teacher guides each group to determine the sportsperson they want to research through discussion, and reminds students that the chosen sportsperson should have positive influence and sufficient information to collect. Then, the teacher introduces the channels for collecting information to students, including newspapers, websites, TV programs, and textbooks. At the same time, the teacher reminds students to pay attention to the authenticity and authority of the information and avoid collecting false or inaccurate content. After determining the research object and collecting channels, each group carries out division of labor: some students are responsible for collecting basic information of the sportsperson (date of birth, place of birth, family background, etc.), some are responsible for collecting professional career experience (the time of starting sports, the process of joining the team, important turning points, etc.), some are responsible for collecting main achievements (awards, records, honors, etc.), and some are responsible for collecting additional facts (personal qualities, stories behind success, social influence, etc.). During the process of information collection, the teacher walks around the classroom, observes the situation of each group, and provides timely help. For example, if a group has difficulty finding information about a sportsperson’s achievements, the teacher can guide them to use specific search keywords; if a group has disputes about the authenticity of the information, the teacher can help them verify it. After collecting the information, each group organizes a discussion to sort out and screen the collected information. The teacher guides students to screen out the key and useful information, discard the irrelevant or redundant content, and sort the information in a logical order (such as chronological order for professional career and achievements). At the same time, the teacher reminds students to use the learned vocabulary and sentence patterns to organize the information and pay attention to the correct use of tenses (past tense for past experiences and achievements, present tense for current status and influence). Design Intention: Group cooperation is an important part of the Project, which can cultivate students’ cooperative learning ability and communication ability. Dividing labor in groups can make the information collection work more efficient and ensure that each student can participate in the task. Guiding students to collect and sort out information can help them master the method of information processing, cultivate their logical thinking ability, and at the same time let them understand the importance of authenticity and authority of information. The teacher’s on-site guidance can solve the problems encountered by students in time, ensure the smooth progress of the task, and give full play to the guiding role of the teacher. Step 4: Task Completion (Fact File Writing) On the basis of information sorting, each group starts to write the fact file. The teacher reminds students to refer to the sample fact file, pay attention to the format of the fact file, and ensure that the content is complete, logical, and fluent. When writing, students need to use the learned core vocabulary and sentence patterns, and pay attention to the correct use of grammar and tenses. For example, when describing the sportsperson’s past achievements, they should use the simple past tense; when describing the sportsperson’s influence, they can use the present perfect tense. During the writing process, the teacher walks around the classroom, checks the writing situation of each group, and provides targeted guidance. For students with weak language foundation, the teacher can remind them to use simple and clear sentences and help them correct grammatical mistakes and spelling errors; for students with strong language ability, the teacher can encourage them to use more complex sentence patterns and rich vocabulary to improve the quality of the fact file. At the same time, the teacher reminds students to pay attention to the coherence of the text and use connecting words such as first, then, besides, finally to connect the content of each part. After the fact file is completed, each group checks their own work. The group leader organizes the members to read the fact file together, check for grammatical mistakes, spelling errors, and logical inconsistencies, and revise and improve the fact file. The teacher can select 1-2 groups with obvious problems to conduct collective comments, point out the existing problems and improvement methods, and let other groups learn from them. Design Intention: Writing the fact file is the key link to test students’ language application ability. By writing, students can consolidate the learned vocabulary, sentence patterns and grammar knowledge, and improve their written expression ability. The teacher’s targeted guidance can help students solve the problems encountered in writing, improve the quality of the fact file, and ensure that each student can make progress in writing. Group self-check and collective comment can cultivate students’ ability of self-evaluation and mutual evaluation, and let students learn from each other and make progress together. Step 5: Presentation and Evaluation (Display and Feedback) Each group sends a representative to present their fact file to the whole class. The presentation time of each group is controlled appropriately, and the representative needs to introduce the sportsperson clearly and fluently in English, including the basic information, professional career, main achievements and additional facts of the sportsperson, and can also share the group’s feelings and insights about the sportsperson. During the presentation, other students need to listen carefully, take notes, and prepare to ask questions and make comments. After each group’s presentation, the teacher organizes students to conduct mutual evaluation first. Students can comment on the content, language expression, and presentation effect of the fact file, such as “The content of your fact file is very complete, but you can speak more fluently” or “I think you can add more stories about the sportsperson’s efforts”. Then the teacher makes a summary evaluation, affirms the advantages of each group (such as complete content, accurate language, fluent presentation), points out the existing problems (such as grammatical mistakes, unclear logic, lack of details), and gives specific improvement suggestions. At the same time, the teacher evaluates students’ performance in group cooperation, information collection, and writing, and gives positive encouragement and recognition, such as “Your group cooperated very well, and the collected information is very detailed”. In addition, the teacher guides students to think deeply: “What qualities do these outstanding sportspeople have? How can we learn from these qualities in our study and life?” Invite students to share their views, and guide students to understand the connotation of sports spirit (such as perseverance, dedication, teamwork, fair play) and integrate these qualities into their daily life. Design Intention: The presentation link can exercise students’ oral expression ability and on-site adaptability, and let students show the results of their group cooperation. Mutual evaluation and teacher’s evaluation can help students find their own advantages and disadvantages, learn from each other, and improve their comprehensive language ability. Guiding students to think about the qualities of sportspeople and sports spirit can not only deepen students’ understanding of the unit theme but also cultivate their good moral qualities and values, which is in line with the requirements of cultural awareness and thinking quality in core literacy. Step 6: Summary and Extension (Consolidation and Expansion) First, the teacher summarizes the whole class. The teacher reviews the key content of this class, including the core vocabulary and sentence patterns related to sportspeople, the steps of completing the Project (information collection, sorting, writing, presentation), and the connotation of sports spirit. The teacher emphasizes that students should not only master the relevant language knowledge but also learn the excellent qualities of sportspeople and apply them to their study and life. Then, the teacher designs extended tasks to consolidate the learning effect. The extended tasks include two parts: 1. Individual task: Revise and improve the fact file of the group according to the evaluation opinions, and write a short passage (about 100 words) to introduce the sportsperson and express their own feelings. 2. Group task: Collect the fact files of each group, make a class sports star album, and display it in the classroom to share with other students. At the same time, the teacher encourages students to continue to pay attention to sports events and sportspeople in daily life, and accumulate more sports-related English vocabulary and expressions. Design Intention: The summary link can help students sort out the knowledge and skills learned in this class, consolidate the learning effect, and form a systematic knowledge framework. Extended tasks can not only consolidate the language knowledge and skills learned but also expand students’ learning space, let students apply the learned knowledge to practice, and cultivate their ability of independent learning and innovation. Making a class sports star album can enhance students’ sense of achievement and cooperation awareness, and further stimulate their interest in sports culture and English 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 $