Unit 2 Sports and Fitness-Lesson 3 Running and Fitness 教案-2025-2026学年高中英语北师大版必修第一册

Unit 2 Sports and Fitness-Lesson 3 Running and Fitness 教学目标和重难点 1. 教学目标 Language competence: Master running-related words and sentences. Thinking quality: Analyze running’s benefits and tips logically. Cultural awareness: Recognize scientific fitness value. Learning ability: Cultivate autonomous and cooperative learning habits. 2. 教学重难点 Key points: Master new words (e.g., fitness, jog) and sentences about running benefits/tips; understand the text’s structure. Difficult points: Use target language to give fitness advice and distinguish present perfect and past simple tenses. 教学过程 Lead-in The teacher starts the class by showing a short video about different people running—some jogging in the park, some taking long-distance runs on the street, and some practicing running in the playground. After playing the video, the teacher asks two questions: “Do you like running? What do you know about the benefits of running?” Then, invite 3-4 students to share their answers in English. After the sharing, the teacher briefly comments and leads to the topic of the lesson: “Today, we will learn Lesson 3 Running and Fitness to explore more about running’s benefits, scientific methods and relevant tips.” Design Intention: The video can quickly attract students’ attention and arouse their interest in the lesson topic, as running is a common sport in students’ daily life. The guiding questions connect students’ prior experience with the new lesson, helping them build a bridge between existing knowledge and new content. Meanwhile, it provides students with an opportunity to practice oral expression, laying a foundation for the subsequent listening and speaking activities. Pre-reading New Words and Phrases Teaching The teacher presents the new words and phrases in the lesson on the screen, including fitness, jog, strengthen, immune system, relieve, tension, warm up, cool down, etc. For each word and phrase, the teacher first pronounces it clearly and asks students to follow, then explains its meaning with simple English and combines it with daily examples. For example, when teaching “fitness”, the teacher says: “Fitness means the state of being physically healthy and strong. If you keep running every day, your fitness will improve.” When teaching “warm up”, the teacher demonstrates simple warm-up actions and says: “Before running, we need to warm up our bodies to avoid injury, such as stretching our legs and arms.” Then, the teacher organizes a quick memory game: show the Chinese meaning of the words and phrases, and ask students to respond with the corresponding English quickly. Those who answer correctly will get verbal praise. Design Intention: New words and phrases are the basis for understanding the text. Teaching them in combination with pronunciation, simple explanations and real-life examples helps students understand and remember them easily, avoiding mechanical memorization. The quick memory game increases the interactivity of the class, mobilizes students’ enthusiasm, and ensures that students master the basic vocabulary needed for reading. Predicting the Text The teacher shows the title of the text “Running and Fitness” and the pictures in the text (e.g., people running, a list of running tips). Then, ask students to work in pairs to predict the content of the text. The teacher gives a prompt: “What do you think the text will talk about? Will it introduce the benefits of running, how to run scientifically, or other things about running?” After 3 minutes of pair discussion, invite several pairs to share their predictions. The teacher writes down the key points of their predictions on the blackboard, then says: “Now let’s read the text to check if your predictions are correct.” Design Intention: Predicting the text content can stimulate students’ reading motivation and cultivate their ability to infer information based on clues (title, pictures). Pair discussion encourages students to communicate and cooperate, and helps them form a good reading habit of thinking actively before reading. While-reading 3.1 Fast Reading Ask students to read the text quickly and finish two tasks: ① Find out the main idea of the text. ② Divide the text into several parts and summarize the main content of each part. After students finish reading, invite them to share their answers. The teacher guides students to conclude: The text mainly introduces the benefits of running, the scientific methods of running and some practical tips to avoid injury. It can be divided into three parts: Part 1 (Paragraph 1-2): Introduction to running as a popular fitness activity; Part 2 (Paragraph 3-4): The benefits of running for physical and mental health; Part 3 (Paragraph 5-6): Scientific running methods and tips. Design Intention: Fast reading aims to train students’ ability to grasp the main idea and text structure quickly. By dividing the text and summarizing each part, students can have a clear overall understanding of the text, laying a foundation for detailed reading. Detailed Reading Guide students to read the text carefully paragraph by paragraph, and finish the corresponding tasks to help them understand the details of the text. For Paragraph 1-2: Ask students to read carefully and answer the following questions: ① Why is running one of the most popular fitness activities? ② What do people think of running? After students answer, the teacher checks and supplements: Running is popular because it is simple, cheap and effective; people think it is a good way to keep fit and relieve stress. For Paragraph 3-4: The teacher asks students to find out the benefits of running mentioned in the text, and then sort them into physical benefits and mental benefits. Students work in groups of 4 to finish this task. After discussion, each group sends a representative to share their answers. The teacher helps students sort out: Physical benefits: get fit and prevent diseases, strengthen upper and lower body strength, increase blood and oxygen flow to the brain, strengthen the immune system, reduce the risk of health problems; Mental benefits: cheer people up, relieve tension and aches. For Paragraph 5-6: The teacher asks students to underline the scientific running tips in the text, and then explain each tip in their own words. For example, “Warm up before running” means we need to do some light exercise to prepare our bodies; “Cool down after running” means we should jog slowly for a few minutes and do some stretching after running. During the detailed reading process, the teacher pays attention to guiding students to understand difficult sentences, such as “Running is not only good for your body, but also good for your mind.” The teacher explains the structure “not only...but also...” and asks students to make simple sentences with this structure. Design Intention: Detailed reading helps students grasp the key details of the text, such as the benefits of running and scientific tips. Group discussion encourages students to cooperate and communicate, and improves their ability to find and sort out information. Explaining difficult sentences and structures helps students break through the language difficulties, laying a foundation for the subsequent language application. Text Structure Analysis After detailed reading, the teacher guides students to analyze the text structure again. The teacher says: “This text is an expository text. It first introduces the popularity of running, then explains the benefits of running, and finally gives scientific running tips. This kind of structure is clear and logical, which helps readers understand the content easily.” Then, the teacher asks students to draw a mind map of the text based on the text structure and key details. Students can draw it individually or in pairs. After finishing, invite several students to show their mind maps on the screen, and the teacher comments and modifies them. Design Intention: Analyzing the text structure helps students understand the logical relationship of the text content, cultivate their logical thinking ability. Drawing a mind map can help students sort out the key information of the text systematically, deepen their understanding of the text, and also train their ability to summarize and organize information. Post-reading Language Practice Activity 1: Fill in the blanks with the new words and phrases learned in the lesson. The teacher prepares sentences such as: ① Regular running can ________ your immune system. ② You should ________ before running to avoid injury. ③ Running can help ________ tension after a long day of study. Students finish the exercise individually, then the teacher checks the answers and explains the key points. Activity 2: Make sentences with the structure “not only...but also...”. The teacher gives an example: “Running not only keeps me fit, but also makes me happy.” Then, ask students to make their own sentences related to sports and fitness. Invite several students to share their sentences, and the teacher gives comments and corrections. Activity 3: Grammar Focus. The teacher focuses on the present perfect and past simple tenses mentioned in the text. First, the teacher presents two sentences from the text: “I have been running for three years.” and “I started running when I was 15.” Then, explain the differences between the two tenses: The present perfect tense is used to express an action that started in the past and continues to the present, while the past simple tense is used to express an action that happened and ended in the past. Then, organize students to do some exercises: Choose the correct tense to fill in the blanks. For example: ① He ________ (run) five miles yesterday. ② She ________ (run) every morning for two years. After students finish, the teacher checks and explains. Design Intention: Language practice is an important link to consolidate the new knowledge learned. The fill-in-the-blank exercise helps students consolidate the new words and phrases; making sentences with the target structure helps students master the usage of the structure; the grammar practice helps students distinguish and use the present perfect and past simple tenses correctly, improving their language application ability. Speaking Activity The teacher organizes a group discussion: “Suppose your friend wants to start running to keep fit, but he doesn’t know how to run scientifically. What advice will you give him? Use the knowledge we learned today, such as running benefits, warm-up, cool-down and other tips.” Students work in groups of 4 to discuss, and each group prepares a 2-minute oral report. During the discussion, the teacher walks around the classroom, provides help for students who have difficulties in expression, and guides them to use the target language correctly. After discussion, each group sends a representative to give the oral report. The teacher evaluates their performance from the aspects of language accuracy, fluency and content completeness, and gives positive comments and suggestions for improvement. Design Intention: The speaking activity combines the text content with real life, providing students with an opportunity to apply the new knowledge in practice. It can improve students’ oral expression ability, cooperation ability and problem-solving ability. The teacher’s guidance and evaluation help students find their own shortcomings and improve their language application level. Writing Activity Ask students to write a short passage titled “My Running Plan” with 80-100 words. The teacher gives the following prompts: ① Do you like running? ② What are your running goals? ③ When and where will you run? ④ What will you do before and after running? ⑤ What benefits do you think running will bring you? Students finish the writing individually. During the writing process, the teacher walks around to help students solve problems in vocabulary and sentence structure. After writing, invite several students to read their passages aloud, and the teacher gives comments and corrections. Then, ask students to exchange their passages with their deskmates and correct each other’s mistakes. Design Intention: Writing is an important way to test students’ language application ability. The writing task combines the knowledge learned in the lesson with students’ own life, which is helpful for students to express their true feelings and consolidate the new knowledge. Peer correction can help students find their own mistakes and learn from each other, improving their writing ability. Summary and Homework Summary The teacher invites students to summarize what they have learned in this lesson. Ask 2-3 students to share their summaries, then the teacher makes a final summary: “In this lesson, we have learned some new words and phrases about running and fitness, understood the benefits of running for physical and mental health, mastered the scientific methods and tips of running, and practiced using the target language in speaking and writing. We also realized the importance of scientific fitness and keeping a healthy lifestyle.” Design Intention: Letting students summarize the lesson content can help them sort out the knowledge learned in the class systematically, deepen their memory and understanding. It also cultivates students’ ability to summarize and express. Homework 1. Review the new words, phrases and grammar points learned in this lesson, and recite the key sentences. 2. Polish the short passage “My Running Plan” written in class and hand it in the next day. 3. Try to run according to your own running plan, and write a short diary about your running experience (in English, 50-60 words). 4. Find more information about scientific fitness and share it with the class in the next lesson. Design Intention: Homework is an extension of classroom teaching. Reviewing the knowledge helps students consolidate what they have learned; polishing the passage and writing a diary helps students further improve their writing ability; finding more fitness information can expand students’ horizons and arouse their interest in fitness, which is in line with the cultural awareness and learning ability in the core literacy. 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 $