Unit 4 Sports-Reading A-Digging in 教案-2025-2026学年高中英语沪外版必修第二册

Unit 4 Sports-Reading A-Digging in 教学目标和重难点 教学目标 It develops students’ language ability via reading and expressing sports-related contents, cultivates cultural awareness by understanding sports spirit across cultures, improves thinking quality through in-depth analysis, and fosters learning ability by guiding autonomous and cooperative learning. 教学重难点 Key points: Master core vocabulary and sentence patterns about sports, understand the text’s main idea and structure. Difficult points: Grasp the deep meaning of sports spirit and flexibly use learned language to express personal views on sports. 教学过程 Lead-in The teacher starts the class by showing students a collection of short videos and pictures, including different sports events such as basketball, football, table tennis, and marathon, as well as famous athletes like Michael Jordan, Lionel Messi, and Yao Ming. After playing the videos and displaying the pictures, the teacher asks two open-ended questions: “Which sport in the video or picture do you like best? Why?” and “What do you think sports mean to us?”. Then, the teacher invites 3-4 students to share their answers in front of the class, and gives positive comments and guidance, such as “Your answer is very vivid. It shows that you have a deep understanding of this sport.” or “I agree with your view. Sports can indeed bring us strength.” Design Intention: The lead-in links students’ daily life with the unit theme “Sports” through vivid audio-visual materials. It can quickly arouse students’ interest in learning, activate their existing knowledge and experience about sports, and lay a good emotional and cognitive foundation for the subsequent reading teaching. Meanwhile, asking students to express their views in English can initially exercise their oral expression ability and mobilize their enthusiasm for participation. Pre-reading Vocabulary Preview: The teacher presents the core vocabulary of Reading A-Digging in on the blackboard or multimedia courseware, including “passion”, “perseverance”, “challenge”, “overcome”, “champion”, “devotion”, “teamwork” and difficult sentence patterns such as “Not only does sports bring us physical health, but it also shapes our personality.”. For each vocabulary, the teacher explains its pronunciation, part of speech, and core meaning, and gives simple example sentences related to sports, such as “His passion for basketball has never faded.” and “We need perseverance to overcome difficulties in sports.”. Then, the teacher organizes students to read the vocabulary and example sentences together twice, and asks students to make simple sentences with 2-3 of the words by themselves, and checks their answers randomly. Background Introduction: The teacher briefly introduces the background of the text. The text mainly tells the story of an athlete who adheres to his sports dream and finally achieves success through unremitting efforts, reflecting the sports spirit of perseverance, courage to challenge and teamwork. The teacher also mentions that sports spirit is a common cultural wealth of all mankind, and different countries and regions have the same pursuit of sports spirit, which paves the way for students to understand the cultural connotation of the text. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary and difficult sentence patterns can help students reduce obstacles in reading, improve reading efficiency, and lay a solid language foundation for in-depth understanding of the text. The background introduction enables students to have a preliminary understanding of the text’s main content and theme, helps them quickly enter the text context, and lays the groundwork for cultivating their cultural awareness. While-reading This part is divided into three steps: skimming, scanning and intensive reading, which guides students to understand the text from shallow to deep, and gradually improve their reading ability. Skimming: The teacher asks students to read the text quickly within a certain range, and puts forward two simple questions: “What is the main topic of the text?” and “Who is the main character in the text?”. After students finish reading, the teacher invites students to answer the questions, and summarizes the main idea of the text together with the students: The text tells the story of an athlete who faces many challenges in his sports career, but never gives up, and finally realizes his dream with perseverance and teamwork, interpreting the true meaning of sports spirit. Design Intention: Skimming is a fast reading skill that helps students quickly grasp the core content of the text, cultivate their ability to capture key information, and lay a foundation for further in-depth reading. The simple questions designed can guide students to read with goals, avoid aimless reading, and improve reading efficiency. Scanning: The teacher asks students to read the text again carefully, and assigns specific tasks: (1) Find out the key events in the athlete’s sports career and sort them out in chronological order; (2) Underline the sentences that reflect the athlete’s feelings and attitudes at different stages; (3) Circle the words and phrases that show the athlete’s perseverance and teamwork. After students finish the task, the teacher organizes students to exchange their answers in groups of 4, and each group sends a representative to share the group’s results. The teacher makes comments and supplements, corrects the wrong answers, and emphasizes the key points. Design Intention: Scanning requires students to read with specific goals, which can cultivate their ability to locate key information accurately and quickly. Group exchange can promote students’ cooperative learning, let them learn from each other, complement each other’s advantages, and improve their ability to analyze and sort out information. At the same time, it can also mobilize the enthusiasm of all students and make each student participate in the learning process. Intensive Reading: The teacher guides students to read the text paragraph by paragraph, focusing on analyzing the key paragraphs and difficult sentences, helping students understand the deep meaning of the text and the author’s expression intention. For the first paragraph, the teacher asks students to read it aloud, and then asks: “What does the author want to express by describing the athlete’s childhood dream?” The teacher guides students to think and discuss, and summarizes: The author describes the athlete’s childhood dream to lay a foundation for his subsequent efforts and persistence, and reflects his deep love for sports from the beginning. For the paragraphs describing the athlete’s setbacks and difficulties, the teacher focuses on analyzing the difficult sentence: “Although he suffered many injuries and failures, he never thought of giving up, because he knew that every setback was a step towards success.” The teacher explains the structure of the complex sentence, the meaning of the conjunction “although”, and guides students to understand the athlete’s perseverance and positive attitude towards setbacks. Then, the teacher asks students: “If you were the athlete, would you give up when facing such setbacks? Why?” to guide students to think about the significance of perseverance in life. For the paragraphs describing the athlete’s success, the teacher asks students to find out the sentences that reflect teamwork, such as “With the help of his teammates, he overcame the final difficulty and won the championship.”, and guides students to understand the importance of teamwork in sports and even in life. The teacher also asks students to think: “What can we learn from the athlete’s success?” to let students connect the text content with their own life and deepen their understanding of sports spirit. In the process of intensive reading, the teacher also pays attention to guiding students to appreciate the author’s writing skills, such as the use of descriptive language and emotional expression, and asks students to read the key sentences aloud to experience the author’s emotional tone. Design Intention: Intensive reading is the key link of reading teaching, which helps students deeply understand the text’s details, difficult points and deep connotation. By analyzing key paragraphs and difficult sentences, students’ language ability can be improved, and their ability to analyze and understand texts can be cultivated. Guiding students to think and discuss can stimulate their thinking, improve their thinking quality, and let them truly understand the sports spirit conveyed in the text, so as to achieve the goal of cultivating cultural awareness. Post-reading This part mainly includes three activities: text retelling, group discussion and language application, which aims to help students consolidate the knowledge they have learned, improve their language application ability and deepen their understanding of the text theme. Text Retelling: The teacher asks students to retell the text in their own words according to the key events sorted out in the scanning link. The teacher can give some hints, such as the time sequence, the athlete’s experiences and feelings. Students can retell individually or in pairs. After retelling, the teacher invites 2-3 students to retell in front of the class, and gives comments and guidance, such as “Your retelling is very complete, but you can use more of the new words we learned today.” or “Your retelling is very fluent, which shows that you have a good understanding of the text.”. Design Intention: Text retelling can help students consolidate the text content, exercise their oral expression ability and logical thinking ability, and test whether students have a good grasp of the text’s main idea and key details. At the same time, it can also help students flexibly use the new words and sentence patterns they have learned, improving their language application ability. Group Discussion: The teacher puts forward a discussion topic: “What is the true meaning of sports spirit in your opinion? How can we apply sports spirit to our study and life?”. Students are divided into groups of 4 to discuss the topic. During the discussion, the teacher walks around the classroom, listens to the students’ discussions, and gives appropriate guidance and help when necessary. After the discussion, each group sends a representative to share the group’s views. The teacher makes a summary, affirms the reasonable views of each group, and supplements and improves them, guiding students to realize that sports spirit is not only perseverance and courage to challenge, but also teamwork, humility and the courage to face failure, and that they should apply these spirits to their study and life, and strive to become better people. Design Intention: Group discussion can stimulate students’ thinking, let them express their views freely, improve their ability to communicate and cooperate, and deepen their understanding of the text theme. The discussion topic connects the text content with students’ real life, which is conducive to students’ internalization of sports spirit and the cultivation of their correct values and outlook on life, so as to achieve the goal of moral education. Language Application: The teacher assigns a writing task: Write a short passage of about 80-100 words, introducing your favorite sport and explaining why you like it, and combining with the sports spirit you learned from the text. Before writing, the teacher gives some writing hints, such as the structure of the passage (introduction of the sport, reasons for liking it, connection with sports spirit), and the use of new words and sentence patterns. Students finish the writing task independently. After writing, the teacher collects some students’ works, comments on them in class, points out the advantages and shortcomings, and guides students to revise their works. Design Intention: Language application is the ultimate goal of English teaching. The writing task can help students flexibly use the new words, sentence patterns and text knowledge they have learned, improve their writing ability, and consolidate their understanding of the text theme. Commenting on students’ works can let students know their own advantages and shortcomings, and help them improve their writing level continuously. Summary and Homework Summary: The teacher summarizes the whole class with the students. First, the teacher reviews the core vocabulary, difficult sentence patterns and the main content of the text, then emphasizes the sports spirit conveyed in the text and the requirements of the four-dimensional core literacy, and finally encourages students to love sports, inherit and carry forward the sports spirit, and apply it to their study and life. Design Intention: Summary can help students sort out the knowledge they have learned in the class, form a systematic knowledge framework, and deepen their memory and understanding of the knowledge. Encouraging students can enhance their confidence in learning and stimulate their enthusiasm for learning sports and English. Homework: (1) Recite the core vocabulary and key sentences of this lesson, and write them down 3 times each; (2) Revise the short passage written in the class and hand it in the next class; (3) Find a story about an athlete who embodies sports spirit, and prepare to share it in the next class; (4) Preview the next part of the unit. Design Intention: Homework is an extension of classroom teaching. Reciting and writing vocabulary and sentences can help students consolidate the language knowledge they have learned. Revising the short passage can improve their writing ability. Finding athlete stories can enrich students’ knowledge, deepen their understanding of sports spirit, and lay a foundation for the next class. Previewing can help students get familiar with the next learning content and improve learning efficiency. 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 $