Unit 2 Sports Culture-Assessment 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-Assessment 教学目标和重难点 1. 教学目标 It focuses on improving students’ language ability to express sports culture in English, cultivating cultural awareness of respecting diverse sports cultures, developing critical thinking about sports spirit, and fostering autonomous learning ability to explore sports-related knowledge independently. 2. 教学重难点 Key points: Mastering sports-related vocabulary and complex sentences, and using English to introduce sports events and express views on sports culture. Difficult points: Comparing diverse sports cultures and analyzing the connotation of sports spirit in English. 教学过程 Step 1: Lead-in & Review (Warm-up and Knowledge Consolidation) The teacher starts the class by showing short video clips of typical international sports events, such as the Olympic Games, the World Cup, and traditional Chinese sports like tai chi and dragon boat racing. After playing the video, the teacher asks students to answer two questions in English: “What sports events did you see in the video?” and “What do you know about the cultural connotations of these sports?” Then, the teacher guides students to review the key vocabulary and sentences learned in the unit, such as athlete, champion, competition, stadium, “It is not just a sport, but a symbol of cultural communication” and “Sports can bridge the gap between different cultures”. During the review, the teacher randomly invites students to stand up and use the key vocabulary and sentences to make short speeches, and corrects their pronunciation and grammar errors in time. Design Intention: The video clips can quickly attract students’ attention and arouse their interest in sports culture, laying an emotional foundation for the assessment teaching. Reviewing key knowledge helps students consolidate what they have learned, connect the previous learning content with the assessment content, and ensure that students have the necessary language foundation to participate in the subsequent assessment activities. Random speeches can test students’ mastery of basic knowledge in a timely manner, and targeted corrections can help students avoid common mistakes and improve their language accuracy. Step 2: Assessment Guidance (Clarify Assessment Requirements and Methods) The teacher introduces the assessment objectives, contents and methods clearly to the students in English. The assessment objectives are closely linked to the four-dimensional core literacy: language ability (ability to use English to express sports-related content accurately and fluently), cultural awareness (ability to understand and compare different sports cultures), thinking quality (ability to analyze and evaluate sports phenomena and sports spirit), and learning ability (ability to use learning strategies to complete assessment tasks independently). The assessment content includes three parts: vocabulary and grammar assessment, reading and comprehension assessment, and speaking and writing assessment. The assessment methods adopt a combination of individual work and group cooperation, and the results are composed of process performance and task results. Then, the teacher explains the specific requirements of each assessment part in detail. For the vocabulary and grammar part, students need to complete the blank-filling and sentence-translation tasks, focusing on testing the mastery of sports-related vocabulary (such as participation, adaptation, motivation) and complex sentences (such as attributive clauses and subject clauses). For the reading and comprehension part, students need to read a passage about the comparison of Chinese and foreign sports cultures and answer relevant questions, focusing on testing the ability to obtain specific information, infer implied meaning and summarize the main idea. For the speaking and writing part, students need to work in groups to discuss the topic “The Impact of Sports Culture on Cross-Cultural Communication” and then write a short essay of 120-150 words, focusing on testing the ability to express views clearly and logically in English. Design Intention: Clarifying the assessment objectives and requirements helps students understand the direction of their efforts, clarify what they need to master and what abilities they need to improve, and avoid blindness in the assessment process. Introducing the assessment methods enables students to know how to participate in each assessment link, how to cooperate with group members, and how to show their learning results, which is conducive to the smooth progress of the assessment. At the same time, linking the assessment objectives with the four-dimensional core literacy ensures that the assessment can effectively reflect students’ core literacy development level. Step 3: Vocabulary and Grammar Assessment (Consolidate Language Foundation) The teacher distributes the vocabulary and grammar assessment task sheets to the students. The task sheet includes two parts: blank-filling and sentence-translation. In the blank-filling part, there are 15 questions, covering the key vocabulary of the unit (such as athlete, champion, competition, stadium, participation, adaptation, motivation, qualify) and fixed collocations (such as participate in, adapt to, qualify for). For example: 1. She has been training hard for years to become a qualified ______ (athlete). 2. The team’s ______ (participation) in the international competition has promoted cultural exchange. In the sentence-translation part, there are 5 sentences, including simple sentences and complex sentences, which are closely related to sports culture. For example: 1. 体育不仅能增强体质，还能培养人们的团队合作精神。(Sports can not only strengthen physical fitness, but also cultivate people’s sense of teamwork.) 2. 不同国家的体育文化反映了各自的历史和价值观。(The sports cultures of different countries reflect their own histories and values.) Students complete the tasks independently. During the process, the teacher walks around the classroom, observes students’ performance, and provides appropriate guidance to students who have difficulties, such as reminding them of the part of speech of vocabulary and the structure of complex sentences, but does not directly give the answers. After all students finish the tasks, the teacher invites several students to present their answers on the blackboard, and then corrects them together with the whole class, focusing on explaining the key and difficult points, such as the usage of the word “qualify” (qualify sb. to do sth., qualify for sth.) and the translation skills of complex sentences. Finally, the teacher asks students to correct their own mistakes and sort out the wrong questions in their notebooks for review. Design Intention: The vocabulary and grammar assessment is the basis of the whole unit assessment, which can test students’ mastery of the basic language knowledge of the unit. Independent completion of tasks can cultivate students’ autonomous learning ability and sense of responsibility. The teacher’s on-site guidance can help students solve difficulties in time and avoid giving up because of confusion. Collective correction and explanation can strengthen students’ understanding of key and difficult knowledge, and sorting out wrong questions can help students find their own deficiencies and lay a foundation for subsequent review and improvement. At the same time, the assessment content is closely linked to sports culture, which can also consolidate students’ understanding of the unit theme. Step 4: Reading and Comprehension Assessment (Improve Reading Ability and Cultural Awareness) The teacher distributes the reading materials to the students. The reading passage is about 300 words, titled “Sports Culture: A Bridge Between Cultures”, which mainly introduces the characteristics of sports cultures in different countries (such as football in Brazil, sumo in Japan, and table tennis in China), the differences between them, and the role of sports in promoting cross-cultural communication. After distributing the materials, the teacher asks students to read the passage carefully and complete three types of questions: multiple-choice questions (5 questions, testing the ability to obtain specific information), true or false questions (5 questions, testing the ability to judge the consistency between the information in the passage and the questions), and short-answer questions (2 questions, testing the ability to summarize the main idea and infer implied meaning). For example, the short-answer questions are: 1. What is the main idea of the passage? 2. How can sports promote cross-cultural communication? Before students start reading, the teacher guides them to use reading strategies: first, read the title and the first and last paragraphs to predict the main content of the passage; then, read the passage quickly to get the general idea; finally, read the passage carefully to find the key information needed to answer the questions. During the reading process, students can mark the key sentences and words in the passage. After students finish the reading tasks, the teacher organizes students to exchange their answers in groups of 4, discuss the controversial questions, and express their own views and reasons. Then, the teacher invites representatives of each group to share the group’s answers and discussions, and comments on them, focusing on explaining the methods of finding key information, inferring implied meaning and summarizing the main idea. For the wrong answers, the teacher guides students to find the corresponding sentences in the passage and analyze the reasons for the mistakes. In addition, the teacher leads students to further think and discuss: “What are the similarities and differences between Chinese traditional sports culture and foreign sports culture? How should we treat these differences?” Through the discussion, students can deepen their understanding of diverse sports cultures, cultivate their cultural awareness of respect and tolerance, and develop their critical thinking ability. Design Intention: The reading passage is closely linked to the unit theme of sports culture, which can not only test students’ reading ability, but also help students understand the diversity of sports cultures and improve their cultural awareness. Guiding students to use reading strategies can help them master scientific reading methods and improve their reading efficiency and accuracy. Group discussion can cultivate students’ cooperative learning ability and expression ability, and enable students to learn from each other and make progress together. Further thinking and discussion can deepen students’ understanding of the connotation of sports culture, guide them to view cultural differences from an objective and rational perspective, and effectively cultivate their thinking quality and cultural awareness. Step 5: Speaking and Writing Assessment (Integrate Language Application and Core Literacy) This part is divided into two links: group speaking discussion and individual writing. First, the teacher divides students into groups of 5, and assigns the discussion topic: “The Impact of Sports Culture on Cross-Cultural Communication”. The teacher puts forward specific requirements for the discussion: each group member must speak, express their own views clearly, use the key vocabulary and sentences learned in the unit, and listen to the views of other members carefully, put forward their own opinions and supplement them. During the discussion, the teacher walks around each group, observes the discussion situation, guides students to use English to communicate, corrects their pronunciation and grammar errors in time, and encourages students to express their views boldly. After the group discussion, each group selects a representative to make a 3-5 minute speech in front of the whole class, introducing the group’s discussion results. The speech content should include: the positive impact of sports culture on cross-cultural communication, the existing challenges, and their own suggestions. After each representative’s speech, the teacher and other students make comments, focusing on evaluating the fluency and accuracy of the speech, the clarity and rationality of the views, and the use of key vocabulary and sentences. The teacher gives positive affirmation to the advantages of the speech, and puts forward targeted suggestions for improvement, such as how to organize the language more logically and how to use more complex sentences to enrich the expression. Then, students start the individual writing task. The writing topic is consistent with the discussion topic: “The Impact of Sports Culture on Cross-Cultural Communication”. The teacher requires students to write a short essay of 120-150 words, which should include the main points discussed in the group, have a clear theme, logical structure, correct grammar and appropriate vocabulary. Before writing, the teacher guides students to sort out the writing ideas: first, put forward the theme (sports culture is an important bridge for cross-cultural communication); then, elaborate on the specific impact (promote mutual understanding, enhance friendship, etc.); finally, put forward their own views or suggestions (we should inherit and carry forward excellent traditional sports culture and promote cultural exchange through sports). During the writing process, students can refer to the discussion results of the group and the key vocabulary and sentences learned in the unit. The teacher provides appropriate guidance to students who have difficulties in writing, such as helping them sort out their ideas and remind them of the writing structure. After students finish writing, the teacher collects the compositions, selects several typical compositions (including excellent compositions and compositions with common problems) and presents them to the whole class for comment and analysis. For excellent compositions, the teacher guides students to learn from their advantages, such as logical structure, accurate vocabulary and fluent expression. For compositions with common problems, the teacher analyzes the mistakes together with the students, such as grammar errors, inappropriate vocabulary use and unclear logic, and teaches them how to correct them. Finally, students revise their own compositions according to the comments and suggestions. Design Intention: Group speaking discussion can cultivate students’ cooperative learning ability, oral expression ability and logical thinking ability. Each student’s participation ensures that every student has the opportunity to practice oral English and express their own views. The speech link can test students’ oral expression ability in public and enhance their confidence in speaking English. The writing task integrates the discussion results and the knowledge learned in the unit, which can test students’ comprehensive language application ability. Guiding students to sort out writing ideas helps them master the basic writing methods and improve the logicality of their compositions. Collective comment and revision can help students find their own deficiencies in writing, learn from each other, and improve their writing level. At the same time, the topic of speaking and writing is closely linked to the unit theme, which can further deepen students’ understanding of sports culture and its role in cross-cultural communication, and effectively integrate the cultivation of four-dimensional core literacy into the assessment process. Step 6: Summary and Reflection (Consolidate Assessment Results and Improve Learning Ability) First, the teacher summarizes the whole assessment process and results in English. The teacher affirms the efforts and progress made by students in the assessment, such as the accurate mastery of key vocabulary and sentences, the improvement of reading and writing ability, and the active participation in group activities. At the same time, the teacher points out the common problems existing in students, such as the insufficient use of complex sentences, the unclear logic of writing, and the lack of in-depth understanding of sports culture. Then, the teacher guides students to carry out self-reflection: “What did you do well in this assessment? What problems did you encounter? How will you improve these problems in the future?” Students think independently for a few minutes, and then share their reflection results with their deskmates. Finally, the teacher puts forward specific requirements for follow-up learning: review the key knowledge of the unit, sort out the wrong questions in the assessment, read more English materials about sports culture, and practice oral English and writing regularly. Design Intention: Summarizing the assessment results can help students have a clear understanding of their own learning level, enhance their confidence in learning and find their own deficiencies. Self-reflection can cultivate students’ self-evaluation ability and learning ability, enable them to actively find problems and put forward solutions, which is conducive to their long-term learning and development. Putting forward follow-up learning requirements can guide students to make reasonable learning plans, consolidate the assessment results, and continuously improve their English ability and core literacy. The whole summary and reflection link can form a closed loop of “assessment - feedback - improvement”, which is conducive to the continuous improvement of teaching quality. Step 7: Extended Activity (Enrich Learning Experience and Deepen Cultural Understanding) The teacher assigns an extended task to the students: “Choose a sports culture that you are interested in (either Chinese traditional sports culture or foreign sports culture), collect relevant information (such as the origin, characteristics, cultural connotation, etc.), and make a short PPT. In the next class, you will present your PPT to the whole class in English.” The teacher puts forward specific requirements for the PPT: the content is accurate and detailed, the layout is beautiful and clear, and the presentation time is 3-5 minutes. During the process of collecting information and making PPT, students can cooperate with their group members or complete it independently. The teacher provides appropriate guidance and help to students who have difficulties in collecting information or making PPT. Design Intention: The extended activity is an extension of the unit assessment, which can further stimulate students’ interest in sports culture and cultivate their ability to collect and sort out information. Making PPT and presenting it in English can not only improve students’ comprehensive language application ability, but also enhance their ability to use modern information technology. At the same time, through collecting and understanding the information of different sports cultures, students can further deepen their understanding of diverse sports cultures, cultivate their cultural awareness and cross-cultural communication ability, and lay a foundation for their lifelong learning and development. This activity also connects the classroom learning with extracurricular practice, making the learning of English more practical and interesting. 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 $