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

Unit 4 Sports-Reading A-Listening and Viewing 教学目标和重难点 教学目标 Language Ability: Master key words and sentence patterns about sports and emotions, improve reading and listening comprehension, and express views on sports fluently. Cultural Awareness: Understand the spirit of sports and cross-cultural differences in sports, foster respect for diverse sports cultures. Thinking Quality: Develop logical, critical and innovative thinking through analyzing text structure and listening materials. Learning Ability: Cultivate autonomous learning and cooperative learning skills, form effective reading and listening strategies. 教学重难点 Key Points: Comprehend the main idea and details of Reading A (Open Love Letter to Basketball), grasp key vocabulary and sentence patterns; understand the main content of Listening and Viewing materials, and extract key information. Difficult Points: Understand the metaphorical expressions and emotional connotation in Reading A; infer implicit information from listening materials and express personal views on sports combined with what they have learned. 教学过程 Lead-in The teacher starts the class by showing a series of pictures and short video clips about sports, including basketball games, marathon races, and Olympic events. Then the teacher asks students some questions: “What sports do you like best? Why do people love sports? Have you ever heard of Michael Jordan?” After students answer the questions freely, the teacher introduces the topic of this class: Sports, and leads to Reading A — Open Love Letter to Basketball, which is a letter from Michael Jordan to basketball. Then the teacher briefly introduces Michael Jordan’s basic information, such as his achievements in basketball, to arouse students’ interest in the text. Design Intention: The visual materials (pictures and video clips) can quickly attract students’ attention and activate their prior knowledge about sports, laying a foundation for the study of the text. By asking questions, the teacher guides students to think actively and participate in the class interaction, which helps to create a relaxed and active class atmosphere. Introducing Michael Jordan’s background information helps students better understand the emotional connotation of the letter, as his personal experience is closely related to the content of the text. Reading A: Open Love Letter to Basketball Pre-reading Before reading the text, the teacher presents some key vocabulary and phrases related to the text, such as “garage, varsity, crushed, hustle, dribble, hoop, sneaker, severe, ally, competitor, passport, visa”. The teacher explains the pronunciation and basic meaning of these words and phrases, and combines simple sentences to help students understand their usage. For example, “hustle” can be explained as “to work hard and actively”, and the sentence “He hustled every day to improve his basketball skills” is given to help students master it. Then the teacher asks students to predict the content of the letter based on the title “Open Love Letter to Basketball”: “What do you think Michael Jordan will write in this letter? What kind of feelings will he express?” Students discuss in pairs and share their predictions. Design Intention: Pre-reading vocabulary teaching helps students remove language obstacles in reading, ensuring that they can understand the text smoothly. Predicting the content of the text can stimulate students’ reading desire and improve their reading initiative. Pair discussion allows students to communicate with each other, exchange ideas, and cultivate their cooperative learning ability. While-reading Skimming: The teacher asks students to read the text quickly and answer two questions: 1. How long has Michael Jordan known basketball? 2. What is the main emotion expressed in the letter? After students finish reading, the teacher invites some students to answer the questions and checks their understanding of the main idea of the text. The correct answers are: 28 years; love for basketball. Design Intention: Skimming is a basic reading skill that helps students quickly grasp the main idea of the text and improve their reading speed. By setting simple questions, the teacher guides students to focus on the core content of the text and lays a foundation for intensive reading. Scanning: The teacher asks students to read the text again carefully and complete a table about the development of Michael Jordan’s relationship with basketball. The table includes four columns: Time/Stage, Events, Feelings, and Actions. Students need to find relevant information from the text and fill in the table. For example, in the early stage, Michael Jordan barely remembered basketball’s name, felt curious, and began to watch basketball around the neighborhood and on TV; when he was left off the varsity, he felt crushed and hurt, then practiced hard every day; finally, he fell in love with basketball deeply and regarded it as an important part of his life. After students finish filling in the table, the teacher organizes a class discussion to check the answers and help students sort out the context of the text. Design Intention: Scanning helps students accurately extract specific information from the text, improve their ability to find key details. Completing the table allows students to sort out the logical structure of the text clearly, understand the development process of the theme, and lay a foundation for analyzing the emotional connotation of the text. Class discussion provides students with an opportunity to express their views and correct their mistakes, enhancing their sense of participation. Intensive Reading: The teacher guides students to read the text paragraph by paragraph, focusing on analyzing key sentences and rhetorical devices, and understanding the emotional connotation of the text. For example, the sentence “You’re my biggest fan and my severest critic. You’re my dearest friend and my strongest ally.” uses parallelism, which emphasizes the important position of basketball in Michael Jordan’s life. The teacher asks students to analyze the function of parallelism in this sentence and discuss how it expresses Michael Jordan’s deep love for basketball. Another example is the sentence “that night, at the Louisiana Superdome in the final seconds of the championship game against Georgetown, you found me in the corner and we danced.” The teacher asks students to think about the meaning of “we danced” and why Michael Jordan uses this metaphor. Students discuss in groups and conclude that “we danced” refers to Michael Jordan’s wonderful performance in the final seconds of the game, which symbolizes the perfect combination between him and basketball, and expresses his deep love and gratitude to basketball. In addition, the teacher also focuses on explaining the subjunctive mood in the text, such as “If someone had told me then what would become of us, I'm not sure I would have believed them”, and helps students master the usage of subjunctive mood by giving examples and practicing. Design Intention: Intensive reading helps students deeply understand the details, key sentences and rhetorical devices of the text, and grasp the emotional connotation of the text. Analyzing rhetorical devices can improve students’ ability to appreciate the text and cultivate their literary literacy. Explaining the subjunctive mood helps students master key grammar points and improve their language application ability. Group discussion encourages students to think deeply and exchange ideas, developing their logical thinking and cooperative learning ability. Post-reading Summary: The teacher asks students to summarize the main content of the text in their own words, including the development of Michael Jordan’s relationship with basketball and the emotions he expressed. Students can summarize individually first, then share their summaries in groups, and finally the teacher invites some students to present their summaries to the class and makes appropriate comments and supplements. Design Intention: Summarizing the text helps students consolidate their understanding of the text, improve their ability to organize language and express ideas. Group sharing and class presentation provide students with more opportunities to practice oral English and enhance their confidence in expression. Discussion: The teacher puts forward a topic for students to discuss in groups: “What can we learn from Michael Jordan’s experience with basketball? How does sports influence our life?” Students discuss actively, combining their own experiences and views, and then each group sends a representative to share their discussion results. The teacher makes comments on students’ views, guides students to realize the positive role of sports in life, such as cultivating perseverance, enhancing self-confidence, and promoting friendship. Design Intention: The discussion topic is closely related to the text and students’ real life, which helps students connect the text with their own experiences, deepen their understanding of the theme of sports, and cultivate their critical thinking and ability to express personal views. Group discussion also helps to improve students’ cooperative learning ability and communication skills. Language Practice: The teacher designs some language practice activities to help students consolidate the key vocabulary and sentence patterns learned in the text. For example, ask students to complete sentences with the key words and phrases learned, such as “After failing the exam, he was ______ (crushed/hustled) and decided to work harder.”; or ask students to use the parallelism and metaphor learned to write a short paragraph about their favorite sport. Students complete the practice individually, then check the answers together with the teacher. Design Intention: Language practice helps students consolidate the key knowledge learned, improve their ability to use language flexibly, and achieve the goal of applying what they have learned. Different types of practice activities can meet the needs of different students and improve their learning interest. Listening and Viewing Pre-listening and Pre-viewing The teacher first introduces the theme of the listening and viewing materials: sports interviews and sports events. Then the teacher presents some key vocabulary and phrases related to the materials, such as “interview, athlete, championship, performance, training, challenge, perseverance, teamwork”. The teacher explains these words and phrases briefly and combines them with simple sentences to help students master them. Then the teacher asks students to predict the content of the listening and viewing materials based on the theme: “What do you think the interview will be about? What kind of questions will the interviewer ask? What will the athlete talk about?” Students discuss freely and share their predictions. In addition, the teacher reminds students of some listening skills, such as focusing on key words, grasping the main idea, and inferring implicit information. Design Intention: Pre-listening and pre-viewing preparation helps students remove language obstacles, understand the theme of the materials, and improve their listening and viewing efficiency. Predicting the content can stimulate students’ interest and initiative. Reminding students of listening skills helps them master scientific listening methods and improve their listening ability. While-listening and While-viewing First Listening/Viewing: The teacher plays the listening and viewing materials once, and asks students to listen/watch carefully and answer the following questions: 1. What is the main topic of the interview? 2. Who is the interviewee? 3. What is the interviewee’s main achievement? After playing the materials, the teacher invites some students to answer the questions and checks their understanding of the main content. Design Intention: The first listening/viewing focuses on helping students grasp the main idea of the materials, cultivate their ability to get key information quickly. The simple questions guide students to focus on the core content of the materials and lay a foundation for the second listening/viewing. Second Listening/Viewing: The teacher plays the materials again, and asks students to listen/watch carefully and complete a detailed information form. The form includes the interviewee’s name, sport he/she is good at, training experience, challenges he/she has faced, ways to overcome challenges, and his/her views on sports. Students need to extract relevant information from the materials and fill in the form. During the process, the teacher can pause the materials appropriately to give students time to write down the information. After filling in the form, students check their answers in pairs, and then the teacher checks the answers with the whole class, explaining the difficult points and key information. Design Intention: The second listening/viewing focuses on helping students extract detailed information from the materials, improve their ability to capture specific details. Completing the information form allows students to sort out the information systematically and deepen their understanding of the materials. Pausing the materials appropriately helps students keep up with the rhythm of the materials and improve their listening/viewing effect. Pair checking and class checking help students correct their mistakes and consolidate their understanding. Third Listening/Viewing: The teacher plays the materials for the third time, and asks students to listen/watch carefully and pay attention to the intonation, emotion and body language of the speaker (in viewing materials). Then the teacher asks students to answer some inferential questions: 1. What kind of person is the interviewee? 2. How does the interviewee feel when talking about his/her challenges? 3. What can we infer from the interviewee’s words and body language? Students discuss in groups and share their answers. The teacher makes comments and guides students to understand the implicit information and emotional connotation of the materials. Design Intention: The third listening/viewing focuses on helping students understand the implicit information and emotional connotation of the materials, improve their ability to infer and judge. Paying attention to intonation, emotion and body language helps students better understand the speaker’s feelings and attitudes, and cultivate their ability to perceive and understand emotional information. Group discussion encourages students to think deeply and exchange ideas, developing their critical thinking and cooperative learning ability. Post-listening and Post-viewing Retelling: The teacher asks students to retell the main content of the listening and viewing materials in their own words, including the interviewee’s information, training experience, challenges and views on sports. Students can retell individually first, then retell in pairs, and finally the teacher invites some students to retell in front of the class and makes appropriate comments and guidance. Design Intention: Retelling helps students consolidate their understanding of the listening and viewing materials, improve their ability to organize language and express ideas orally. Individual retelling, pair retelling and class retelling provide students with different opportunities to practice oral English, and help them improve their oral expression ability and confidence. Role-play: The teacher divides students into groups of three: interviewer, interviewee (athlete) and observer. The interviewer designs questions about sports based on the listening and viewing materials, the interviewee answers the questions imitating the athlete in the materials, and the observer makes comments on their performance. After the role-play, each group presents their performance to the class, and the teacher makes comments on their performance, focusing on their language expression, emotion and body language. Design Intention: Role-play is a practical language application activity that helps students apply the knowledge and skills learned in listening and viewing to real communication scenarios, improving their language application ability and communication skills. It also helps to stimulate students’ learning interest and enhance their sense of participation. The observer’s comments help students find their own advantages and disadvantages and improve their performance. Extension: The teacher asks students to think about a question: “What are the differences between the sports spirit expressed in Reading A and that in the listening and viewing materials?” Students discuss in groups and share their views. The teacher guides students to summarize that both express the love for sports and the spirit of perseverance, but Reading A focuses on the personal feelings and growth brought by sports, while the listening and viewing materials focus on the athlete’s training experience, challenges and teamwork spirit. Then the teacher asks students to write a short passage about their understanding of sports spirit, combining what they have learned from Reading A and Listening and Viewing. Design Intention: The extension activity helps students connect Reading A with Listening and Viewing, deepen their understanding of the theme of sports and sports spirit, and cultivate their ability to summarize and compare. Writing a short passage helps students consolidate their language knowledge and improve their writing ability, and also helps them express their own views on sports spirit, realizing the integration of language learning and moral education. Summary and Homework Summary The teacher summarizes the content of this class: in this class, we have learned Reading A — Open Love Letter to Basketball, understood Michael Jordan’s deep love for basketball and his growth experience with basketball, mastered key vocabulary, phrases and grammar points; we have also learned the listening and viewing materials about sports interviews, improved our listening and viewing ability, and understood the athlete’s training experience and views on sports. The teacher also emphasizes the importance of sports and sports spirit, encouraging students to participate in sports actively and cultivate good qualities such as perseverance and teamwork. Design Intention: Summarizing the class content helps students sort out the knowledge learned in this class, consolidate their understanding, and form a systematic knowledge framework. Emphasizing the importance of sports and sports spirit helps to achieve the moral education goal of the class and guide students to develop good living habits and qualities. Homework Read Reading A again carefully, recite the key sentences and paragraphs, and review the key vocabulary and grammar points learned. Listen to the listening materials again, and complete the listening exercises in the workbook related to this unit. Finish the short passage about sports spirit assigned in the extension activity, and hand it in the next class. Interview a classmate who likes sports, ask him/her about his/her favorite sport, training experience and views on sports, and take notes for the next class discussion. Design Intention: Homework is an extension of classroom teaching, which helps students consolidate the knowledge and skills learned in class. Reciting and reviewing help students master key knowledge firmly; listening exercises help students improve their listening ability; writing and interviewing tasks help students apply the knowledge learned to practice, improve their language application ability and autonomous learning ability, 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 $