Unit 3 On the move-Integrated skills 教案-2025-2026学年高中英语译林版选修第一册

Unit 3 On the move-Integrated skills 教学目标和重难点 1. 教学目标 Language Ability: Enable students to master key words and sentence patterns related to sports and sportsmanship, and improve their comprehensive skills in listening, speaking, reading and writing to express views on sports smoothly. Cultural Awareness: Guide students to understand the cultural connotation of different sports around the world, respect cultural diversity and establish a sense of cross-cultural communication. Thinking Quality: Cultivate students’ logical thinking and critical thinking through analyzing sports events and expressing personal opinions. Learning Ability: Help students master effective learning strategies such as listening for key information and cooperative discussion, and improve their ability of independent learning and collaborative inquiry. 2. 教学重难点 Key Points: Master core vocabulary (e.g., benefit, defend, conflict, equipment) and sentence patterns about sports; skillfully use listening strategies to obtain key information from listening materials; complete speaking and writing tasks by integrating learned knowledge. Difficult Points: Use appropriate language to express personal views on sports and sportsmanship coherently and logically; understand the implied meaning in listening materials and accurately convert listening information into oral and written expressions. 教学过程 Step 1: Lead-in (Warm-up and Preview) The teacher starts the class by showing a short video (3-5 minutes) that includes various sports scenes, such as football matches, basketball games, marathon races and traditional sports from different countries. After playing the video, the teacher asks students two questions: “What sports can you see in the video?” and “What do you think of the role of sports in our life?” Then, invite 3-5 students to share their answers in front of the class. After the sharing, the teacher briefly comments on students’ answers, and naturally leads to the theme of this lesson — “On the Move” and the core task of Integrated Skills: integrating listening, speaking, reading and writing skills to talk and write about sports and sportsmanship. Next, the teacher presents the key vocabulary and sentence patterns of this unit on the blackboard or multimedia courseware, including benefit (n. benefit; v. benefit from), defend (v. defend, guard), conflict (n. & v. conflict), equipment (n. equipment), on the basis of, be beneficial to, defend...from..., etc. The teacher explains the pronunciation and usage of the vocabulary with simple examples, and guides students to read after the teacher twice to ensure that students can pronounce correctly and master the basic usage. Design Intention: The short video of sports scenes can quickly attract students’ attention, arouse their interest in learning, and help students connect with their own life experience, laying a foundation for the smooth development of the following teaching activities. Previewing key vocabulary and sentence patterns in advance can reduce students’ difficulty in understanding listening materials and completing language output tasks, and help students build confidence in learning. The simple fill-in-the-blank exercise can test students’ mastery of vocabulary and consolidate the preview effect, ensuring that students can use the key vocabulary flexibly in the following links. Step 2: Listening Practice (Input and Comprehension) This link is divided into three parts: pre-listening, while-listening and post-listening, focusing on training students’ listening skills and ability to obtain and process information. First, pre-listening preparation. The teacher tells students that the listening material is a conversation between two students, Tom and Lucy, who are talking about their favorite sports, the benefits of doing sports and a sports match they watched recently. Then, the teacher presents two forms on the courseware: one is about the key information to be noted (the favorite sports of Tom and Lucy, the benefits they mentioned, and the details of the sports match), and the other is the new words and phrases in the listening material that students may not be familiar with (e.g., marathon, stamina, teamwork, defeat). The teacher explains these new words briefly to help students eliminate language barriers in listening. At the same time, the teacher guides students to predict the content of the listening material according to the title and the key information to be noted, and reminds students to pay attention to the intonation and pause of the speaker to better understand the implied meaning of the conversation. Design Intention: Pre-listening preparation is an important link to improve listening efficiency. By introducing the theme and main content of the listening material, students can have a preliminary understanding of the listening content, reduce the sense of strangeness, and improve their ability to capture key information. Explaining new words in advance can help students avoid being distracted by unfamiliar words during listening, and predicting the content can cultivate students’ logical thinking ability and lay a foundation for accurate listening. Second, while-listening practice. The teacher plays the listening material twice. For the first time, students are asked to listen carefully and complete the first form (key information sorting), focusing on grasping the general idea of the conversation and the main information of each part. For the second time, students are asked to listen again and check and supplement the content in the form, and pay attention to the details of the conversation, such as the reasons why Tom and Lucy like their favorite sports, the specific process of the sports match, and their feelings after watching the match. During the listening process, the teacher reminds students to take notes quickly, focus on key words and sentences, and not to stop listening because of a certain word or sentence they don’t understand. Design Intention: Playing the listening material twice conforms to the law of listening teaching. The first listening focuses on the general idea, which helps students establish an overall understanding of the listening content; the second listening focuses on details, which can train students’ ability to capture specific information. Asking students to take notes can help them develop good listening habits and improve their ability to process and store information. Reminding students to avoid being distracted by unfamiliar words can help them master correct listening strategies and improve listening efficiency. Third, post-listening consolidation. After playing the listening material, the teacher invites students to share their completed forms, and checks the answers together. For the wrong or missing content, the teacher plays the corresponding part of the listening material again, guides students to listen carefully and correct it, and explains the key sentences and difficult points in the listening material. For example, if students fail to capture the sentence “Doing marathon can not only exercise our stamina, but also cultivate our perseverance”, the teacher plays this sentence again, explains the meaning of “stamina” and “perseverance”, and guides students to read the sentence aloud to deepen their understanding. Then, the teacher asks students to retell the main content of the listening conversation in their own words, and invites 2-3 students to retell in front of the class. The teacher comments on students’ retelling, affirming their advantages and pointing out the places that need improvement, such as the lack of logical connection or the incorrect use of vocabulary. Design Intention: Checking answers and correcting mistakes can help students find their own deficiencies in listening, and replaying the key parts can help students deepen their understanding of the listening material. Retelling the conversation in their own words can not only test students’ understanding of the listening content, but also exercise their oral expression ability, and lay a foundation for the following speaking practice. The teacher’s comments can help students improve their oral expression ability and build confidence in speaking. Step 3: Speaking Practice (Output and Communication) On the basis of listening practice, this link focuses on training students’ oral expression ability and cooperative communication ability, and guides students to use the learned vocabulary and sentence patterns to express their own views on sports. First, group discussion. The teacher divides students into groups of 4-5, and puts forward the discussion topic: “What is your favorite sport? What benefits can you get from doing it? Do you think sports can help us solve conflicts between people? Why or why not?” Before the discussion, the teacher gives students 3 minutes to think about their own views and organize their language, and reminds students to use the key vocabulary and sentence patterns learned in this lesson, such as “I like... because...”, “Doing... is beneficial to...”, “I think sports can... because...”. During the discussion, the teacher walks around each group, listens to students’ discussions, and gives timely guidance to students who have difficulties in expression, such as helping them organize sentences or providing appropriate vocabulary. For example, if a student wants to express “sports can enhance friendship” but doesn’t know how to say it in English, the teacher can remind them to use “Sports can strengthen friendship”. Design Intention: Group discussion can create a relaxed and active communication atmosphere, encourage every student to participate in the discussion, and exercise their oral expression ability and cooperative communication ability. Giving students time to think in advance can help them organize their language more smoothly and improve the efficiency of the discussion. The teacher’s on-site guidance can help students solve the difficulties in expression in time, ensure that the discussion can be carried out smoothly, and help students master the correct way of using language. Second, group presentation. After the discussion, each group selects a representative to present the group’s views in front of the class, and the presentation time of each group is 2-3 minutes. The other students listen carefully and take notes, and can ask questions to the presenting group after the presentation. For example, if a group says that “sports can help us solve conflicts”, other students can ask “How can sports help us solve conflicts?” The presenting group needs to answer the questions according to their own views. After all groups finish the presentation, the teacher makes a summary and comment, affirming the advantages of each group, such as clear logic, fluent expression and proper use of vocabulary, and points out the places that need improvement, such as the lack of specific examples or the incorrect use of tense. At the same time, the teacher sorts out the key views of each group and writes them on the blackboard, helping students sort out their ideas and deepen their understanding of the topic. Design Intention: Group presentation can test the effect of group discussion, exercise students’ oral expression ability and on-site response ability, and let students learn from each other. Asking questions can stimulate students’ thinking, make the communication more in-depth, and help students better understand the views of others. The teacher’s summary and comment can help students find their own deficiencies, improve their oral expression ability, and strengthen their mastery of the learned knowledge. Third, individual expression. The teacher puts forward a new question: “If you are a sports coach, what advice would you give to students who don’t like doing sports?” Invite students to think independently for 2 minutes, and then invite 3-4 students to express their views in front of the class. The teacher guides students to use the key vocabulary and sentence patterns flexibly, and encourages students to put forward practical and reasonable suggestions. For example, a student can say: “I would advise them to try different sports to find the one they like, because doing sports they like can make them feel happy and benefit their health.” After each student finishes speaking, the teacher gives positive comments and encourages other students to learn from them. Design Intention: Individual expression can exercise students’ independent thinking ability and oral expression ability, and let each student have the opportunity to show themselves. The new question can stimulate students’ thinking, let them apply the learned knowledge to practical situations, and improve their ability of language application. Positive comments from the teacher can help students build confidence in oral expression and improve their enthusiasm for learning. Step 4: Reading Practice (Input and Deep Understanding) This link selects a short passage related to the unit theme. The passage mainly introduces the development of football and its impact on people’s life, including the origin of football, the spread of football around the world, and the role of football in promoting friendship and resolving conflicts. The passage is about 300 words, and contains the key vocabulary and sentence patterns learned in this lesson, which is suitable for students’ reading level. First, fast reading. The teacher asks students to read the passage quickly and answer two questions: 1. What is the main idea of the passage? 2. What role does football play in people’s life? Students are given 2 minutes to read the passage and write down their answers. After reading, the teacher invites students to share their answers, and checks and corrects them together. The teacher guides students to summarize the main idea of the passage in a concise way, such as “The passage mainly introduces the development of football and its positive impact on people’s life.” Design Intention: Fast reading training can improve students’ reading speed and ability to grasp the main idea of the passage. The two simple questions can guide students to focus on the key content of the passage, avoid aimless reading, and help students establish an overall understanding of the passage. Second, careful reading. The teacher asks students to read the passage carefully and complete the following tasks: 1. Underline the key vocabulary and sentence patterns learned in this lesson in the passage; 2. Answer the detailed questions: (1) Where did football originate? (2) How did football spread around the world? (3) What example does the passage give to show that football can resolve conflicts? Students are given 5 minutes to complete the tasks. During the reading process, the teacher walks around the classroom, and provides help to students who have difficulties in reading, such as explaining the meaning of difficult sentences or guiding them to find the key information in the passage. After students finish the tasks, the teacher checks the answers together, and explains the key sentences and difficult points in the passage. For example, the sentence “Football breaks down walls and brings people together on and off the field” is underlined, and the teacher explains the meaning of “breaks down walls” and guides students to understand the deep meaning of the sentence — football can eliminate estrangement between people and promote friendship. Design Intention: Careful reading can help students deeply understand the content of the passage, master the key details, and consolidate the key vocabulary and sentence patterns learned in this lesson. Underlining key vocabulary and sentence patterns can help students connect the reading material with the previously learned knowledge, deepen their memory and understanding. Answering detailed questions can train students’ ability to find and extract key information from the passage, and improve their reading comprehension ability. The teacher’s on-site help can help students solve the difficulties in reading in time, ensure that students can understand the passage smoothly. Third, after-reading discussion. The teacher asks students to discuss the following question in groups: “What can we learn from the development of football? How can we promote the spirit of sports in our daily life?” Students are given 3 minutes to discuss, and then invite 2-3 groups to share their views. The teacher makes a summary and comment, guiding students to realize that sports not only can keep us healthy, but also can promote friendship, resolve conflicts and cultivate good qualities such as perseverance and teamwork. At the same time, the teacher encourages students to take an active part in sports activities in their daily life and carry forward the spirit of sports. Design Intention: After-reading discussion can help students deepen their understanding of the passage, connect the reading content with real life, and cultivate their critical thinking and practical ability. The discussion topic can guide students to think about the significance of sports, help them establish a correct attitude towards sports, and achieve the goal of cultivating cultural awareness and thinking quality. Step 5: Writing Practice (Comprehensive Output) On the basis of listening, speaking and reading practice, this link focuses on training students’ writing ability, guiding students to integrate the learned knowledge and express their views on sports in writing. The writing task is: Write a short passage (about 150 words) titled “The Importance of Sports in Our Life”, requiring students to use the key vocabulary and sentence patterns learned in this lesson, and combine their own experience or the content of listening and reading materials to elaborate on the importance of sports. First, writing guidance. The teacher guides students to sort out the writing ideas: first, put forward the topic (sports are very important in our life); second, elaborate on the importance of sports from different aspects (such as physical health, mental health, promoting friendship, cultivating good qualities, etc.); third, put forward suggestions (we should take an active part in sports activities). Then, the teacher presents a sample paragraph on the courseware, which includes the key vocabulary and sentence patterns learned in this lesson, such as “benefit from”, “be beneficial to”, “strengthen friendship”, “cultivate perseverance”, etc. The teacher analyzes the structure and language of the sample paragraph, guiding students to learn how to organize the content and use the language correctly. At the same time, the teacher reminds students to pay attention to the coherence and logic of the passage, and the correct use of tense and punctuation. Design Intention: Writing guidance can help students sort out their writing ideas, avoid aimless writing, and improve the quality of writing. The sample paragraph can provide a reference for students, help them understand how to use the learned vocabulary and sentence patterns in writing, and reduce their difficulty in writing. Reminding students to pay attention to coherence, logic, tense and punctuation can help them develop good writing habits and improve their writing ability. Second, independent writing. Students are asked to write independently according to the writing task and the teacher’s guidance. During the writing process, the teacher walks around the classroom, and provides timely help to students who have difficulties in writing, such as helping them organize sentences, choose appropriate vocabulary, or correct grammatical mistakes. For example, if a student doesn’t know how to express “sports can cultivate our perseverance”, the teacher can guide them to write “Sports can cultivate our perseverance.” Design Intention: Independent writing can exercise students’ ability of comprehensive language application, and test the effect of listening, speaking and reading practice. The teacher’s on-site help can help students solve the difficulties in writing in time, ensure that students can complete the writing task smoothly, and improve their confidence in writing. Third, writing evaluation. After students finish writing, the teacher collects some students’ works (including excellent works and works with common problems), and displays them on the courseware. First, invite students to evaluate the excellent works, point out their advantages, such as clear structure, fluent expression, proper use of vocabulary and sentence patterns. Then, the teacher analyzes the works with common problems, such as incorrect use of vocabulary, unclear logic, grammatical mistakes, and guides students to correct them together. Finally, the teacher makes a summary of the writing task, emphasizing the key points of writing and the places that need attention, and encourages students to revise their own works after class. Design Intention: Writing evaluation can help students find their own deficiencies in writing, learn from excellent works, and improve their writing ability. Inviting students to evaluate can exercise their ability of appreciation and evaluation, and make them more aware of the key points of writing. The teacher’s analysis and summary can help students master the correct writing methods and skills, and lay a foundation for their future writing. Step 6: Summary and Homework First, class summary. The teacher leads students to review the key content of this lesson: the key vocabulary and sentence patterns related to sports, the listening strategies, the skills of oral expression and writing, and the significance of sports. The teacher emphasizes that this lesson integrates listening, speaking, reading and writing skills, and hopes that students can master these skills and apply them to their daily English learning and communication. At the same time, the teacher encourages students to take an active part in sports activities, carry forward the spirit of sports, and improve their physical and mental quality. Design Intention: Class summary can help students sort out the key content of the lesson, consolidate the learned knowledge, and form a systematic understanding of the lesson. Emphasizing the integration of comprehensive skills can help students realize the importance of integrated skills, and encourage students to apply the learned knowledge to practice, which is in line with the requirements of core literacy training. Second, homework arrangement. 1. Revise the writing task completed in class, and improve the content and language of the passage; 2. Listen to the listening material of this lesson again, and retell the conversation to your deskmate; 3. Collect information about a kind of traditional sports in your own country, and prepare to share it in the next class; 4. Review the key vocabulary and sentence patterns of this unit, and finish the related exercises. Design Intention: The homework arrangement is closely combined with the content of this lesson, which can help students consolidate the learned knowledge and skills. Revising the writing task can improve students’ writing ability; listening to the listening material again and retelling can strengthen students’ listening and oral expression ability; collecting information about traditional sports can cultivate students’ learning ability and cultural awareness; reviewing vocabulary and doing exercises can consolidate the basic knowledge of the unit. The diversity of homework can meet the needs of different students and promote the all-round development of students. 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 $