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

Unit 2 Sports and Fitness-Topic Talk 教学目标和重难点 1. 教学目标 Language Ability: Enable students to master core vocabulary and sentence patterns related to sports and fitness, and improve their ability to listen to and talk about sports habits, fitness methods and sports rules in English. Cultural Awareness: Help students understand sports customs and fitness concepts in different cultural backgrounds, compare the differences between Chinese and foreign students' sports styles, and cultivate cross-cultural communication awareness and respect. Thinking Quality: Guide students to analyze and evaluate the impact of different sports on physical and mental health, develop logical thinking and critical thinking, and realize the migration of knowledge and thinking ability. Learning Ability: Cultivate students' ability of autonomous inquiry and cooperative learning, enable them to master effective ways of learning sports-related vocabulary and sentences, and gradually improve their awareness of using English to learn other knowledge. 2. 教学重难点 Key Points: Master core vocabulary such as fitness, balanced diet, in good shape, serve the ball, court and key sentence patterns like "prefer to do... rather than do...", "be dependent on...", and be able to use them flexibly to talk about sports and fitness. Difficult Points: Understand and use the relevant expressions of sports rules accurately, especially the description of volleyball serving and hitting rules; use appropriate English expressions to express personal views on sports and fitness and carry out smooth oral communication. 教学过程 Step 1: Lead-in (Lead-in) The teacher starts the class by showing a collection of pictures and short videos. The pictures include common sports such as badminton, basketball, gymnastics, jogging and cycling, as well as scenes of students doing fitness exercises on campus. The short video is a 2-minute English clip introducing popular sports among high school students in English-speaking countries, with simple and easy-to-understand lines and vivid pictures. After playing the video, the teacher asks two simple questions in English: "What sports can you see in the pictures and video?" "Do you often do sports in your daily life? What sports do you like best?" Then, the teacher invites 3-4 students to answer the questions freely. During the students' answers, the teacher listens carefully, records the key words they use (such as basketball, running, swimming), and corrects simple pronunciation or expression mistakes gently. After the students' answers, the teacher summarizes: "Sports are an important part of our life. They can keep us healthy and bring us happiness. Today, we will focus on the topic of 'Sports and Fitness' and learn how to talk about sports and fitness in English." Design Intention: The lead-in link adopts the form of pictures and videos, which is intuitive and vivid, conforms to the cognitive characteristics of senior one students, and can quickly attract students' attention. By asking simple and close-to-life questions, it can activate students' existing background knowledge and life experience about sports, reduce their psychological pressure of learning new knowledge, and lay a good foundation for the smooth development of the follow-up teaching links. At the same time, through the students' free answers, the teacher can initially understand the students' mastery of sports-related English vocabulary and expressions, so as to adjust the teaching rhythm and content in a timely manner. Step 2: Vocabulary and Sentence Pattern Learning (Presentation and Practice) 2.1 Core Vocabulary Learning The teacher presents the core vocabulary of this lesson on the blackboard or courseware, including nouns (fitness, court, net, athlete, balanced diet), verbs (serve, cycle, jog, prefer), adjectives (energetic, balanced) and phrases (in good/bad shape, try out for, let sb. down, be dependent on). For each vocabulary, the teacher first reads the pronunciation standardly, and guides the students to read after him repeatedly, paying attention to the stress and intonation of the words. Then, the teacher explains the meaning and usage of the vocabulary with simple English and combined with specific examples, avoiding the use of Chinese as much as possible. For example, when explaining "fitness", the teacher says: "Fitness means the state of being healthy and strong. We can keep fitness by doing exercise every day." Then, he gives a sentence: "Physical exercise contributes directly to a person's physical fitness." When explaining "serve the ball", the teacher combines the volleyball pictures in the lead-in link and says: "When playing volleyball, a player from one team begins the game by serving the ball over the net into the other court." He also demonstrates the action of serving the ball simply to help students understand. When explaining the phrase "in good shape", the teacher says: "If you are in good shape, it means you are healthy and energetic. For example, 'I exercise every morning, so I am in pretty good shape.'" After explaining each group of vocabulary, the teacher designs simple oral practice. For example, ask students to make sentences with the vocabulary they have just learned in pairs. The teacher walks around the classroom, observes the students' practice situation, and provides guidance to students who have difficulties in making sentences. After the pair practice, the teacher invites several groups to present their sentences to the whole class, and comments and corrects them, emphasizing the correct usage of vocabulary. Design Intention: Vocabulary is the foundation of language learning. By presenting vocabulary in combination with pictures, examples and actions, it can help students understand the meaning and usage of vocabulary more intuitively, and avoid mechanical memorization. The pair practice link can enhance the interaction between students, let students apply the learned vocabulary in practice in time, deepen their memory and understanding of vocabulary, and lay a foundation for the subsequent listening and speaking practice. 2.2 Key Sentence Pattern Learning On the basis of vocabulary learning, the teacher presents the key sentence patterns of this lesson, focusing on three types of sentence patterns: 1. Sentences expressing preferences: "I prefer to do... rather than do..." "I prefer... to..."; 2. Sentences expressing dependence: "One's health and wellness are dependent not only on diet, but also on sport and exercise."; 3. Sentences describing sports rules: "A player from one team begins the game by serving the ball over the net into the other court." "The team can hit the ball up to three times before sending it over into the other court." For each sentence pattern, the teacher first analyzes its structure and usage, then gives 2-3 examples to help students understand. For example, when explaining "I prefer to do... rather than do...", the teacher says: "This sentence pattern is used to express that you like to do one thing more than another. For example, 'I prefer to jog in the morning rather than stay at home.' 'She prefers to play badminton rather than play basketball.'". When explaining the sentence pattern about sports rules, the teacher combines the volleyball rules introduced in the textbook, uses simple English to explain the meaning of the sentence, and lets students repeat the sentence to familiarize themselves with the structure. After the explanation, the teacher designs a "sentence pattern transformation" exercise. For example, let students transform the sentence "I like to play football. I don't like to watch football matches." into "I prefer to play football rather than watch football matches."; transform the sentence "Health depends on diet and exercise." into "Health is dependent not only on diet, but also on exercise.". Then, the teacher organizes students to carry out group practice: each group is given a topic (such as "My Sports Habits", "Sports Rules I Know"), and asks students to discuss and use the learned sentence patterns to express their views. The teacher participates in the discussion of each group, guides students to use sentence patterns flexibly, and corrects their mistakes in expression. Design Intention: Sentence patterns are the basis of oral expression. By analyzing the structure and giving examples, students can master the usage of sentence patterns quickly. The sentence pattern transformation exercise can help students consolidate the learned sentence patterns and improve their ability to use sentence patterns flexibly. The group discussion link can provide students with more opportunities to speak, let them apply the learned sentence patterns in real communication scenarios, and improve their oral expression ability. Step 3: Listening Practice (Listening Comprehension) The teacher tells students that they will listen to two dialogues about sports and fitness, and the listening materials are closely related to the vocabulary and sentence patterns they have just learned. Before listening, the teacher gives students 2 minutes to read the listening tasks (filling in the blanks and answering questions) on the courseware, and guides students to predict the content of the listening materials according to the tasks and the learned knowledge. For example, if the filling-in-the-blank task has blanks such as "______ the ball" and "other ______", students can predict that the content may be about sports rules, and the words to be filled may be "serve" and "court". Then, the teacher plays the first listening material (Dialogue 1: Talking about sports habits and health status) twice. The first time, students listen carefully to understand the main idea of the dialogue; the second time, students complete the filling-in-the-blank task according to the listening content. After listening, the teacher checks the answers with the students, reads the key sentences in the listening material again, and explains the difficult sentences and key words in the listening material, such as "I think I have a healthy and balanced diet." and "I am in pretty good shape.". At the same time, the teacher guides students to find out the sentence patterns they have just learned in the listening material, such as "prefer to do... rather than do...". Next, the teacher plays the second listening material (Dialogue 2: Introducing volleyball rules) twice. The first time, students listen to grasp the main content of the dialogue; the second time, students answer the questions according to the listening content, such as "How does a volleyball game begin?" "How many times can a team hit the ball before sending it over the net?". After listening, the teacher invites students to answer the questions, and then plays the listening material again, pausing at the key points to let students listen carefully and confirm the answers. For the difficult parts in the listening material, such as the description of volleyball rules, the teacher uses pictures and simple actions to help students understand, and guides students to repeat the relevant sentences in the listening material. After the listening practice, the teacher organizes students to discuss in pairs: "What are the main contents of the two dialogues?" "What new words and sentence patterns have you learned from the listening material?". Then, the teacher invites several pairs to share their discussion results, and summarizes the listening practice, emphasizing that listening to English materials related to daily life can help improve listening ability, and guiding students to pay attention to the connection between listening and the learned vocabulary and sentence patterns. Design Intention: Listening practice is an important part of improving students' language ability. By arranging listening tasks closely related to the learned knowledge, it can help students consolidate the vocabulary and sentence patterns they have learned, and improve their listening comprehension ability. The link of predicting the listening content before listening can cultivate students' listening strategy and improve their listening efficiency. The post-listening discussion and summary can help students sort out the listening content, deepen their understanding of the topic, and lay a foundation for the subsequent speaking practice. Step 4: Speaking Practice (Oral Communication) 4.1 Pair Work: Talk About Sports Habits The teacher divides students into pairs, and gives them a dialogue sample on the courseware: "A: Do you often do sports? B: Yes, I do. I exercise every afternoon. A: What sports do you prefer? B: I prefer to jog rather than play ball games. A: Why do you like jogging? B: Because jogging is easy and can keep me fit. A: Do you have a balanced diet? B: Yes, I eat a lot of vegetables and fruits every day. I think health is dependent not only on diet, but also on sport." Then, the teacher asks students to refer to the sample, use the learned vocabulary and sentence patterns to talk about their own sports habits, including the sports they like, the time they exercise, their diet habits and their health status. The teacher walks around the classroom, provides guidance to students who have difficulties in speaking, helps them organize their language, and corrects their pronunciation and expression mistakes. During the practice, the teacher encourages students to speak boldly, not to be afraid of making mistakes, and to use the learned knowledge flexibly. After the pair work, the teacher invites 2-3 pairs to present their dialogues to the whole class. After each pair's presentation, the teacher comments positively, affirms their advantages, and puts forward suggestions for improvement. For example, if a student says "I prefer play basketball", the teacher corrects it gently: "It's better to say 'I prefer to play basketball'." Then, the teacher asks other students to listen carefully and put forward their own suggestions. 4.2 Group Discussion: Sports and Fitness The teacher divides students into groups of 4-5, and puts forward the discussion topic: "What are the benefits of doing sports? What problems may we encounter when doing sports? How can we keep fit better?" The teacher gives students 5 minutes to discuss, and asks each group to elect a recorder to record the key points of the discussion and a speaker to present the group's views to the whole class. During the discussion, the teacher participates in the discussion of each group, guides students to think deeply, and encourages students to use the learned vocabulary and sentence patterns to express their views. For example, when students talk about the benefits of sports, the teacher guides them to use expressions such as "keep fit", "be energetic", "improve physical quality"; when students talk about the problems encountered in doing sports, the teacher guides them to use expressions such as "get hurt", "lack of time"; when students talk about how to keep fit, the teacher guides them to use expressions such as "do exercise regularly", "have a balanced diet", "keep a good mood". After the discussion, each group's speaker presents the group's views. The teacher listens carefully, records the key points of each group's presentation, and makes a summary after all groups have presented. The teacher emphasizes that doing sports regularly and having a balanced diet are important ways to keep fit, and encourages students to develop good sports habits and live a healthy life. 4.3 Role-Play: Introduce Sports Rules The teacher assigns roles to students: one student acts as a sports teacher, and the other students act as students who want to learn a certain sport (such as volleyball, badminton, basketball). The "sports teacher" needs to introduce the basic rules of the sport to the "students" by using the learned sentence patterns about sports rules, such as "A player from one team begins the game by serving the ball over the net into the other court." "You can't touch the net when playing volleyball.". The "students" can ask questions about the sports rules, such as "How many players are there in a volleyball team?" "What will happen if we touch the net?". The teacher gives students 3 minutes to prepare, and then invites 2-3 groups to perform the role-play. After each group's performance, the teacher comments, affirms the students' performance, and corrects the mistakes in their expression of sports rules. For example, if a student says "The team can hit the ball three times before sending it over the net", the teacher supplements: "It's better to say 'The team can hit the ball up to three times before sending it over into the other court.'". Design Intention: Speaking practice is the key link to improve students' oral expression ability. The pair work, group discussion and role-play are arranged in turn, from simple to complex, which conforms to the cognitive law of students. The dialogue sample and discussion topic are closely related to students' life, which can stimulate students' interest in speaking and make them willing to express themselves. Through the guidance and comment of the teacher, students can find their own problems in oral expression, correct their mistakes in time, and improve their oral expression ability and communication ability. At the same time, the role-play link can help students master the expression of sports rules more firmly and improve their ability to apply knowledge flexibly. Step 5: Summary and Extension (Summary and Extension) 5.1 Summary The teacher invites students to summarize the content of this lesson. First, ask students to recall the core vocabulary and key sentence patterns learned in this lesson, and then ask students to talk about the main links of this lesson and what they have learned. After students' summary, the teacher makes a comprehensive summary: "In this lesson, we have learned core vocabulary related to sports and fitness, such as fitness, balanced diet, serve the ball, and key sentence patterns such as 'prefer to do... rather than do...', 'be dependent on...'. We have also done listening and speaking practice, and learned how to talk about sports habits, fitness methods and sports rules in English. I hope you can remember the knowledge learned today and apply it to your daily life." 5.2 Extension The teacher puts forward two extension tasks to help students consolidate the knowledge learned and expand their horizons: 1. After class, find an English article about sports and fitness, read it carefully, and underline the core vocabulary and key sentence patterns in the article, then write a short summary (about 50 words) of the article. 2. With their partners, design a simple fitness plan, including the sports to be done, the time to exercise and the diet arrangement, and use English to introduce the fitness plan in the next class. In addition, the teacher recommends some English resources related to sports and fitness to students, such as English sports news, sports-related English videos and English books like "Born to Run", encouraging students to use these resources to learn English after class and improve their English ability in a real language environment. Design Intention: The summary link can help students sort out the knowledge learned in this lesson, form a systematic knowledge structure, and deepen their memory and understanding of the knowledge. The extension tasks can extend the teaching content from the classroom to the after-class, let students apply the learned knowledge in practice, and improve their autonomous learning ability. The recommended English resources can broaden students' horizons, stimulate their interest in learning English, and help them form a good habit of learning English independently. Step 6: Homework Arrangement (Homework) 1. Recite the core vocabulary and key sentence patterns learned in this lesson, and write 5 sentences with the key sentence patterns. 2. Complete the extension task 1: read an English article about sports and fitness and write a short summary. 3. Prepare the extension task 2: design a fitness plan with partners and prepare for the presentation in the next class. 4. Listen to the listening materials of this lesson again and read after the recording to improve pronunciation and intonation. Design Intention: Homework is an important link to consolidate the knowledge learned in class. By arranging recitation, sentence making, reading summary and other homework, it can help students consolidate the vocabulary and sentence patterns learned in class, and improve their listening, speaking, reading and writing abilities. The group homework of designing a fitness plan can cultivate students' cooperative learning ability and practical ability, and let students apply the learned knowledge to real life, realizing the combination of learning and application. 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 $