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

Unit 2 Sports and Fitness-Writing Workshop 教学目标和重难点 1. 教学目标 Language Competence: Enable students to master words, phrases and sentence patterns related to sports and fitness, and accurately express sports stories and personal views in narrative writing. Cultural Awareness: Guide students to understand the connotation of sportsmanship such as fair competition and mutual assistance, and establish a correct view of sports and healthy life. Thinking Quality: Cultivate students’ ability to sort out writing ideas, analyze text structure and express logically and comprehensively. Learning Ability: Help students form good writing habits, master practical writing strategies and improve their autonomous learning and cooperative inquiry ability through group activities and independent practice. 2. 教学重难点 Key Points: Master the structure of narrative writing (setting, plot development, climax and ending) in the theme of sports and fitness; correctly use past tense, time clues and action verbs to describe sports-related stories. Difficult Points: Effectively integrate sportsmanship into narrative details, make the writing coherent and logical; avoid grammatical errors and improve the accuracy and fluency of language expression. 教学过程 Step 1: Lead-in and Theme Activation The teacher starts the class by showing a short video clip about the final sprint of the Santa Barbara cyclo-cross race in Spain, which tells the touching story of two cyclists—Ismael Esteban and Agustin Navarro. After playing the video, the teacher asks students two questions: “What happened to Esteban during the race? What did Navarro do when he caught up with Esteban?” Then, the teacher invites 2-3 students to share their answers in English. After that, the teacher summarizes the core of the story: Esteban’s bike got a puncture but he insisted on moving forward, while Navarro gave up the chance to overtake and accompanied him to the finish line, showing noble sportsmanship. Finally, the teacher leads to the theme of this Writing Workshop: write a true sports story to show sportsmanship or personal feelings about sports and fitness. Design Intention: The video clip is closely related to the unit theme and the writing task, which can quickly attract students’ attention and arouse their interest in learning. By asking questions and guiding students to share, it helps students recall the key elements of the story, lay a foundation for the subsequent text analysis and writing practice. At the same time, it subtly infiltrates the education of sportsmanship, which is in line with the requirements of cultural awareness and thinking quality in key competencies. Step 2: Text Analysis and Writing Skill Guidance First, the teacher distributes the text “The Final Sprint” (the story in the video) to students and asks them to read it silently. Then, the teacher guides students to analyze the text from three aspects: structure, language features and sportsmanship connotation. In terms of structure, the teacher organizes students to discuss in groups of 4 and asks them to find out the four parts of the narrative: setting, plot development, climax and ending. After the discussion, each group sends a representative to share their opinions, and the teacher summarizes and sorts out: Setting: The final sprint of the Santa Barbara XV Grand Prix cyclo-cross race in Spain. Plot Development: Esteban’s bike got a puncture when there were only 300 meters left in the race, but he didn’t give up and carried his bike to rush to the finish line. Climax: Navarro, who was in fourth place, caught up but slowed down and ran side by side with Esteban. Ending: Esteban wanted to give the bronze medal to Navarro, but Navarro refused, and their behavior won people’s respect. The teacher emphasizes that a good narrative should have a clear structure, and each part should be closely connected to form a complete story. In terms of language features, the teacher asks students to underline the key words and sentences in the text, and then summarizes the key points of writing: 1. Tense: The whole text uses the simple past tense to describe past events, which is the basic tense of narrative writing. 2. Time clues: Words and phrases such as “then”, “just a few seconds later” and “after the race” are used to connect the plot and make the writing coherent. 3. Action verbs: Verbs such as “line the road”, “cheer on”, “speed up”, “puncture”, “throw over”, “slow down” are used to describe the characters’ actions vividly, making the story more vivid and interesting. 4. Sentence types: A variety of sentence types are used, including simple sentences and compound sentences, to avoid monotony in writing. In terms of the connotation of sportsmanship, the teacher asks students: “What kind of sportsmanship do Esteban and Navarro show?” Students are encouraged to express their views freely, and the teacher summarizes: Esteban shows perseverance and never giving up, while Navarro shows kindness, mutual assistance and respect for others. The teacher points out that when writing a sports story, we should not only describe the process of the event, but also integrate the connotation of sportsmanship into the details, so as to make the writing have more depth and appeal. Design Intention: Text analysis is the basis of writing teaching. By guiding students to analyze the structure and language features of the model text, it helps students master the basic methods of narrative writing and lay a solid foundation for their own writing. Group discussion can stimulate students’ learning enthusiasm, cultivate their cooperative learning ability and thinking quality. The analysis of sportsmanship connotation not only deepens students’ understanding of the unit theme, but also guides students to establish a correct view of sports, which reflects the requirements of cultural awareness. Step 3: Vocabulary and Sentence Pattern Consolidation To help students better apply the language knowledge to writing, the teacher carries out vocabulary and sentence pattern consolidation activities. First, vocabulary consolidation: The teacher lists the key words and phrases related to sports and fitness on the blackboard, including sports events (cyclo-cross race, running, basketball, etc.), action verbs (sprint, speed up, slow down, carry, overtake, etc.), adjectives describing sportsmanship (perseverant, kind, respectful, fair, etc.) and other common expressions (sportsmanship, bronze medal, finish line, catch up with, give up, etc.). Then, the teacher asks students to make sentences with these words and phrases in pairs. For example, “He showed great perseverance when he finished the marathon with a hurt leg.” “The audience lined the road to cheer on the athletes.” After that, the teacher invites several pairs to share their sentences and corrects the wrong expressions in time. Then, sentence pattern guidance: The teacher introduces several common sentence patterns in narrative writing, which are suitable for describing sports stories: 1. Subject clause: It was a touching moment in the race that Navarro slowed down to accompany Esteban. 2. Adverbial clause of time: When Esteban’s bike got a puncture, he didn’t choose to quit the race. 3. Adverbial clause of reason: Navarro refused the bronze medal because he thought Esteban deserved it more. 4. Common transitional sentences: Just a few seconds later, Navarro caught up with Esteban. After the race, Esteban expressed his gratitude to Navarro. The teacher explains the usage of these sentence patterns and gives examples, then asks students to practice making sentences with these patterns, combining the theme of sports. Finally, the teacher summarizes the key points of vocabulary and sentence pattern application: When writing, we should choose appropriate words and phrases according to the content of the story, and use different sentence patterns flexibly to make the writing more vivid and coherent. At the same time, we should pay attention to the correct use of tense and avoid grammatical errors. Design Intention: Vocabulary and sentence patterns are the basis of writing. Through consolidation and practice, it helps students master the language materials related to the theme, improve their language application ability, and solve the problem of insufficient vocabulary and improper sentence use in writing. Pair practice and sentence making activities can enhance students’ participation and enthusiasm, and help them apply the learned knowledge to practice in time, which reflects the requirements of language competence and learning ability. Step 4: Writing Practice and Guidance After mastering the writing skills and language knowledge, the teacher arranges writing practice. The writing task is: Write a short narrative (about 120-150 words) about a sports story that impressed you most, which can be your own experience or a story you heard or saw. It should include the four parts of narrative structure, use the learned words, phrases and sentence patterns, and reflect the connotation of sportsmanship. Before students start writing, the teacher gives specific writing guidance: 1. Brainstorming: Ask students to think about the sports story they want to write, sort out the setting, plot development, climax and ending of the story, and list the key words and sentences they want to use. 2. Structure arrangement: Remind students to arrange the structure clearly, start with the setting of the story, then describe the plot development and climax in detail, and finally summarize the feeling or the connotation of sportsmanship reflected by the story. 3. Language requirements: Use the simple past tense correctly, use appropriate action verbs and transitional words to make the writing coherent and vivid, and avoid repeating words and simple sentence patterns. 4. Content requirements: The story should be true and touching, and the sportsmanship should be naturally integrated into the details, not be imposed. Then, students start independent writing. During the writing process, the teacher walks around the classroom to provide individual guidance for students who have difficulties. For example, for students who can’t think of a story, the teacher can give some hints, such as “a sports meeting experience”, “a game between classmates”, “a touching sports story on TV”, etc.; for students who have problems in sentence making or grammar, the teacher guides them to correct and improve; for students who have a clear structure but insufficient details, the teacher encourages them to add more action descriptions and psychological descriptions to make the story more vivid. Design Intention: Writing practice is the key link to test students’ learning effect and improve their writing ability. The design of the writing task is closely related to the unit theme and the learned skills, which is conducive to students applying the knowledge and skills they have learned to practice. Individual guidance can help students solve their own problems in time, meet the learning needs of different students, and improve the effectiveness of writing teaching. At the same time, independent writing can cultivate students’ autonomous learning ability and thinking quality, and help them form good writing habits. Step 5: Peer Evaluation and Revision After students finish writing, the teacher organizes peer evaluation activities. The evaluation standards are formulated in advance by the teacher, including four aspects: 1. Structure: Whether the story has clear setting, plot development, climax and ending. 2. Language: Whether the words and phrases are used appropriately, whether the tense is correct, whether the sentence patterns are flexible, and whether there are grammatical errors. 3. Content: Whether the story is true and touching, and whether the sportsmanship is reflected. 4. Coherence: Whether the plot is coherent and whether transitional words are used properly. Students exchange their compositions in pairs, and evaluate their partners’ compositions according to the evaluation standards, and fill in the peer evaluation form. When evaluating, students are required to point out the advantages of their partners’ compositions and put forward specific revision suggestions. For example, “Your story is very touching, but you can add more action descriptions to make the climax more vivid.” “You used a lot of learned sentence patterns, but there are some grammatical errors in the past tense, which need to be corrected.” After the peer evaluation, students revise their own compositions according to their partners’ suggestions and their own thinking. During the revision process, the teacher continues to provide guidance, helps students sort out their revision ideas, and solves the problems encountered in the revision. For students who have great difficulties in revision, the teacher can help them revise sentence by sentence, and guide them to improve the quality of their compositions. Design Intention: Peer evaluation can not only help students find their own problems in writing, but also learn from each other’s advantages, improve their ability of appreciation and evaluation. At the same time, it can cultivate students’ cooperative learning ability and communication ability. Revision is an important link in writing teaching, which can help students improve their writing level, form a good habit of revising compositions, and reflect the requirements of learning ability and thinking quality. Step 6: Sample Display and Summary First, the teacher selects 2-3 representative compositions (including excellent compositions and compositions with common problems) to display in the class. For excellent compositions, the teacher reads them aloud, analyzes their advantages, such as clear structure, vivid details, correct use of language and natural reflection of sportsmanship, and encourages other students to learn from them. For compositions with common problems, the teacher guides students to analyze the existing problems together, such as unclear structure, incorrect tense, insufficient details, etc., and puts forward revision suggestions, so that students can avoid similar problems in their own writing. Then, the teacher summarizes the whole class. The teacher reviews the key points of this Writing Workshop: the structure of narrative writing, the key language features, the application of vocabulary and sentence patterns, and the method of integrating sportsmanship into the story. The teacher emphasizes that writing a good sports story requires not only mastering basic writing skills, but also feeling the connotation of sportsmanship with your heart, and expressing your true feelings. At the same time, the teacher encourages students to pay more attention to sports in daily life, accumulate sports-related materials, and constantly improve their English writing ability. Finally, the teacher assigns after-class homework: Revise the composition again according to the revision suggestions in class, and write a supplementary paragraph (about 50 words) to describe your feelings about the sports story, further reflecting your understanding of sportsmanship. In addition, ask students to read 2-3 English sports stories after class, accumulate good words and sentences, and lay a foundation for future writing. Design Intention: Sample display can make students have a more intuitive understanding of excellent compositions and common problems, which is conducive to improving their writing level and appreciation ability. The summary of the class helps students sort out the knowledge and skills they have learned in this class, deepen their understanding and memory. After-class homework is an extension of classroom teaching, which can help students consolidate the knowledge and skills they have learned, and cultivate their autonomous learning ability and accumulation awareness, which is in line with the requirements of the four-dimensional key competencies. 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 $