Unit 2 Sports and Fitness-Viewing 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-Viewing Workshop 教学目标和重难点 1. 教学目标 Language Competence: Master sports-related vocabulary and sentence patterns, improve ability to understand and express sports and fitness information through video viewing. Cultural Awareness: Understand sports concepts in different cultures and cultivate respect for diverse sports cultures. Thinking Quality: Develop logical and critical thinking by analyzing video content and exploring proper exercise methods. Learning Ability: Form autonomous and cooperative learning habits and master effective video viewing strategies. 2. 教学重难点 Key Points: Grasp key information (benefits of sports, precautions for exercise) in the video; master core vocabulary and sentence patterns related to sports and fitness. Difficult Points: Understand the logical connection of video content; use learned language to express personal views on proper exercise and fitness scientifically. 教学过程 Step 1: Lead-in (Lead-in and Warm-up) The teacher starts the class by showing pictures of popular sports (such as basketball, running, yoga, and ballet) and asking students to answer questions in pairs: “What sports do you usually do in your spare time? Why do you choose these sports?” After 3 minutes of pair discussion, invite 2-3 groups to share their answers. Then, the teacher presents some core vocabulary of the lesson, such as “physical activity, warm-up, muscle, ligament, injury, nutrition” and explains their meanings and usages briefly with simple English and body language. For example, when explaining “warm-up”, the teacher does simple stretching movements and says, “Before doing sports, we need to do warm-up exercises to protect our bodies.” Design Intention: This lead-in activity is closely connected with students’ daily life. By asking about their favorite sports, it can arouse students’ learning interest and activate their existing knowledge about sports. Showing sports pictures can provide intuitive visual stimulation, helping students quickly enter the theme of “Sports and Fitness”. The brief explanation of core vocabulary lays a foundation for students to understand the video content later, avoiding difficulties in understanding due to unfamiliar words. Pair discussion also cultivates students’ cooperative learning awareness and initial oral expression ability. Step 2: Pre-viewing (Preparation for Viewing) First, the teacher introduces the main content of the video briefly: “Today we will watch a video about children’s physical activity and fitness. It tells us the benefits of children participating in sports and some important precautions we need to pay attention to when doing exercise.” Then, the teacher puts forward two guiding questions to help students clarify the viewing focus: 1. What are the benefits of children participating in physical activity? 2. What problems may occur if children do excessive training? Next, the teacher reviews the basic skills of video viewing: “When watching the video, please focus on the key information, such as key words, sentences and main opinions, and you can take simple notes to help you remember.” Design Intention: Pre-viewing preparation is an important link to improve viewing efficiency. By briefly introducing the video content, students can have a general understanding of the theme and context of the video, reducing the difficulty of viewing. Guiding questions can help students establish a clear viewing goal, avoid blind viewing, and enable them to focus on the key content that needs to be mastered. Reviewing viewing skills helps students use scientific methods to watch videos, cultivate their learning ability, and lay a foundation for subsequent in-depth understanding of the video. Step 3: While-viewing (In-depth Viewing and Information Extraction) This step is divided into three rounds of viewing to help students extract information from shallow to deep, and gradually understand the video content. First Viewing: Play the video completely. Ask students to watch it carefully and get the general idea of the video. After viewing, ask students to answer the question: “What is the main idea of the video?” Guide students to summarize: The video mainly discusses the benefits of children participating in physical activity and the problems caused by excessive training, and puts forward suggestions on proper exercise. Design Intention: The first complete viewing helps students form an overall understanding of the video, grasp the main theme and logical framework, and lay a foundation for extracting detailed information in the next step. The question of general idea can test students’ ability to grasp the overall content of the video and cultivate their ability of induction and summary. Second Viewing: Play the video segment by segment. The first segment (from the beginning to “They want to be physically active”) is played first. Ask students to fill in the blanks according to the video content: Childhood is the perfect time to enjoy ______ (healthy physical activity). Young children are more ______ (physically active) than adults. Then, play the second segment (from “But as children get older” to “organized sports at very young ages like soccer”). Ask students to answer: How does children’s involvement in physical activity change as they get older? Guide students to find the key information: Parents control their physical activity more, and there is an explosion of interest in organized sports at very young ages. Then, play the third segment (from “But sometimes, parents or coaches” to “permanent damage to their growing ligaments and tendons”). Ask students to circle the key words related to the problems of excessive training: over-training, permanent damage, ligaments, tendons. Finally, play the fourth segment (the last part of the video). Ask students to take notes on the suggestions put forward in the video: Rest and nutrition are also part of children’s healthy growth; we should let children exercise their muscles in different ways. Design Intention: Segment viewing helps students focus on the detailed content of each part, avoid missing key information due to the fast speed of the video. Filling in the blanks, answering questions and taking notes are specific and operable tasks, which can guide students to watch the video purposefully, improve the efficiency of information extraction. At the same time, it can help students consolidate the core vocabulary and sentence patterns learned, and improve their language ability. Third Viewing: Play the video completely again. Ask students to check the information they extracted in the second viewing, correct the wrong or missing parts, and discuss with their group members whether they have the same understanding of the video content. The teacher walks around the classroom, observes students’ discussion, and provides timely help for students who have difficulties in understanding. Design Intention: The third complete viewing helps students connect the detailed information of each segment, form a complete understanding of the video content, and check and supplement the extracted information to ensure the accuracy of the information. Group discussion can promote the exchange and communication between students, help students solve their own doubts in the viewing process, and cultivate their cooperative learning ability and communication ability. Step 4: Post-viewing (Consolidation, Application and Expansion) This step is divided into four activities to help students consolidate the learned knowledge, apply it flexibly and expand their thinking. Activity 1: Vocabulary and Sentence Pattern Consolidation. The teacher presents the core vocabulary and sentence patterns extracted from the video, such as “physical activity, warm-up, permanent damage, take advantage of, not only...but also...”, and organizes students to do substitution exercises. For example, the teacher gives the sentence: “Children’s health depends not only on exercise, but also on nutrition.” Ask students to substitute “exercise” and “nutrition” with other words, such as “diet” and “rest”, to make new sentences. Then, invite students to share their sentences, and the teacher corrects the mistakes in grammar and expression. Design Intention: Vocabulary and sentence pattern consolidation is the basis of language learning. Substitution exercises are simple and easy to operate, which can help students master the usage of core vocabulary and sentence patterns quickly, and improve their ability to use language flexibly. Sharing and correcting can help students find their own mistakes and deepen their understanding of knowledge. Activity 2: Group Discussion. Divide students into groups of 4-5, and assign the discussion topic: “What do you think are the proper ways for teenagers to do exercise? Please combine the video content and your own experience to discuss.” The discussion points are given: 1. The importance of warm-up before exercise; 2. How to avoid excessive training; 3. The relationship between exercise, rest and nutrition. After 8 minutes of discussion, each group sends a representative to make a 2-minute report, introducing the group’s views. Design Intention: Group discussion combines the video content with students’ own experience, which can stimulate students’ thinking and improve their ability to apply the learned knowledge to practical life. The given discussion points can guide students to discuss in a targeted way, avoid the discussion from being out of focus. The group report can exercise students’ oral expression ability and logical thinking ability, and at the same time, let students learn from each other and expand their ideas. Activity 3: Critical Thinking Training. The teacher puts forward a controversial question: “Some parents let their children take part in various sports training classes at a very young age, hoping that their children can become professional athletes. Do you agree with this practice? Why or why not?” Ask students to think independently for 2 minutes first, then express their views in pairs. After that, invite some students to share their views with the whole class, and guide students to analyze the advantages and disadvantages of this practice from the perspective of children’s physical and mental health. For example, some students may think that it can cultivate children’s sports skills, while others may think that it will bring pressure to children and even cause physical damage. Design Intention: This activity aims to cultivate students’ critical thinking ability. The controversial question can stimulate students to think from multiple angles, not just follow the views in the video. Independent thinking and pair discussion can help students sort out their own ideas, and sharing with the whole class can promote the collision of ideas, let students understand different views, and cultivate their ability to analyze and judge problems objectively. Activity 4: Knowledge Expansion. The teacher introduces some sports and fitness knowledge related to teenagers in English, such as “The best time for teenagers to do exercise is 30-60 minutes a day, 3-5 times a week; common warm-up exercises include stretching, jogging, etc.” Then, the teacher shows some pictures of incorrect exercise postures and asks students to point out the mistakes and put forward correct suggestions. Finally, the teacher encourages students to develop a good exercise habit and keep a balance between exercise, rest and nutrition. Design Intention: Knowledge expansion enriches students’ sports and fitness knowledge, helps students apply the learned knowledge to practical life, and guides students to establish a scientific concept of fitness. Pointing out incorrect exercise postures can enhance students’ awareness of safe exercise, and encouraging students to develop good exercise habits is in line with the theme of the unit and the requirements of core literacy cultivation. Step 5: Summary and Homework Summary: The teacher summarizes the key content of this lesson with students: “In this class, we watched a video about children’s physical activity and fitness, learned the benefits of sports and the precautions for exercise, mastered some core vocabulary and sentence patterns, and discussed the proper ways of exercise for teenagers. We also learned that sports can bring us health and happiness, but we must pay attention to scientific exercise.” Then, the teacher asks students to reflect on what they have learned in this class and share their gains briefly. Design Intention: The summary helps students sort out the knowledge system of this lesson, consolidate the key content, and form a complete understanding of the lesson. Student reflection can help students realize their own learning gains and deficiencies, and cultivate their self-reflection ability, which is conducive to the improvement of their learning ability. Homework: 1. Watch the video again after class, and write a 100-word summary of the video content, using the core vocabulary and sentence patterns learned in this class. 2. Interview your family members about their exercise habits, and write a short report (120-150 words) to introduce their exercise habits and put forward your own suggestions. 3. Preview the next lesson and collect some English expressions about sports competitions. Design Intention: Homework is an extension of classroom teaching. Writing a video summary can help students consolidate the video content and the learned language knowledge, and improve their writing ability. Interviewing family members combines English learning with real life, which can improve students’ practical application ability and communication ability. Previewing the next lesson helps students form a good learning habit and lay a foundation for the next class. 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 $