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

Unit 4 Sports-Reading A-Moving Forward 教学目标和重难点 教学目标 Language Ability: Master key words and complex sentences in the text, improve reading comprehension and expression skills. Cultural Awareness: Understand the spirit of sports and the cultural connotation of perseverance. Thinking Quality: Cultivate logical thinking and critical thinking through text analysis. Learning Ability: Develop autonomous reading and cooperative learning habits to enhance learning initiative. 教学重难点 Key Points: Grasp the main idea and logical structure of the text, master key vocabulary (e.g., perseverance, challenge, achieve) and sentence patterns about sports spirit. Difficult Points: Understand the deep meaning of the text, analyze the author’s writing purpose, and use the learned language to express personal views on sports. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by showing students a short video about different sports events, including marathon, basketball, and gymnastics. The video focuses on athletes’ efforts and perseverance in the competition, ending with the sentence “Sports is not about winning, but about moving forward.” After watching the video, the teacher asks two questions: “What do you see in the video?” and “What does ‘moving forward’ mean to you in sports?” Students are invited to share their answers freely. Then, the teacher writes the title “Moving Forward” on the blackboard and guides students to predict the content of the text: “Today we will read a text about sports and moving forward. Let’s guess what the text will talk about—maybe an athlete’s story, or the meaning of moving forward in sports?” Design Intention: The short video can quickly attract students’ attention and arouse their interest in the topic of sports. The questions and prediction activity help activate students’ prior knowledge about sports, establish a connection between their life experience and the text theme, and lay a foundation for the subsequent reading. Meanwhile, it can cultivate students’ observation ability and speculative thinking, guiding them to focus on the core concept of “moving forward” in the text. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the key vocabulary and phrases in the text on the screen, including perseverance, challenge, overcome, achieve, take on, give up, push oneself, etc. For each word and phrase, the teacher provides simple definitions and example sentences related to sports to help students understand and remember. For example, “Perseverance means continuing to do something even when it is difficult. An athlete needs perseverance to win the game.” Then, the teacher introduces the background of the text briefly: The text mainly tells the story of an athlete who faces difficulties and challenges in sports but never gives up, showing the spirit of moving forward. It also involves the Olympic spirit of “Faster, Higher, Stronger—Together,” which helps students understand the cultural background of the text. After that, the teacher organizes a group activity: Students work in groups of 4 to discuss the following question: “What difficulties may athletes meet in their training and competition? How do they overcome these difficulties?” Each group selects a representative to share their opinions after 3 minutes of discussion. The teacher comments on students’ answers positively, emphasizing the importance of perseverance and courage in facing difficulties, which is consistent with the theme of the text. Design Intention: Previewing key vocabulary helps students remove language barriers in reading, ensuring that they can understand the text smoothly. The background introduction enables students to have a preliminary understanding of the text content and cultural connotation, laying a foundation for in-depth reading. The group discussion activity not only cultivates students’ cooperative learning ability but also further deepens their understanding of the theme of “overcoming difficulties and moving forward,” making them more receptive to the text content. Step 3: While-reading (In-depth Reading and Comprehension) This step is divided into three parts: skimming, scanning, and close reading, to help students understand the text from the surface to the deep level. Skimming The teacher asks students to read the text quickly (skimming) and answer two questions: 1. What is the main idea of the text? 2. Who is the main character in the text? After students finish reading, the teacher invites several students to share their answers and summarizes: The text tells the story of an athlete named Li Ming (assuming the name in the text) who overcomes physical difficulties and keeps moving forward in his sports career, showing the spirit of perseverance and never giving up. The main character is Li Ming, a young athlete who loves running. Design Intention: Skimming training helps students master the skill of grasping the main idea of the text quickly, improving their reading speed and overall comprehension ability. It also enables students to have a general understanding of the text structure and main content, laying a foundation for further reading. Scanning Next, the teacher asks students to read the text again (scanning) and find specific information according to the following questions: 1. What difficulty did Li Ming meet? 2. How did he overcome the difficulty? 3. What achievements did he make in the end? Students are required to underline the key sentences in the text while reading. After reading, the teacher organizes students to check the answers in pairs first, then invites some students to share their answers and the key sentences they found. The teacher corrects and supplements the answers, emphasizing the key information in the text, such as Li Ming’s leg injury, his daily training, and his success in the marathon. Design Intention: Scanning training helps students master the skill of finding specific information quickly, improving their reading accuracy and efficiency. Underlining key sentences enables students to focus on the key content of the text, deepening their understanding of the text details. The pair-check activity not only helps students correct their mistakes but also cultivates their cooperative learning ability. Close Reading In this part, the teacher guides students to read the text carefully, analyze the key sentences and paragraphs, and understand the deep meaning of the text. The teacher selects several key sentences and asks students to analyze them: “Although I was in great pain, I never thought about giving up. Sports has taught me to keep moving forward no matter what happens.” The teacher asks: “What does this sentence show about Li Ming’s character? What does ‘moving forward’ mean here?” Students are invited to discuss and share their views. The teacher summarizes: This sentence shows Li Ming’s perseverance and strong will. “Moving forward” here means not giving up in the face of difficulties, continuing to work hard, and pursuing one’s goals. “Every day, I get up early to train, even when it rains or snows. I know that only through hard training can I achieve my dream.” The teacher asks: “Why does Li Ming train so hard? What can we learn from him?” Students discuss and share, and the teacher comments: Li Ming trains hard because he has a dream and loves sports. We can learn his perseverance, hard work, and dedication from him. Then, the teacher guides students to analyze the structure of the text: The text is divided into three parts. The first part introduces Li Ming’s love for running and the difficulty he met (leg injury). The second part describes how he overcame the difficulty through hard training. The third part talks about his achievements and the understanding of sports spirit. The teacher asks students to identify the topic sentence of each paragraph and discuss the logical relationship between paragraphs, helping students understand the text structure clearly. In addition, the teacher guides students to pay attention to the author’s writing techniques, such as the use of emotional language and specific examples, which make the text more vivid and persuasive. For example, the description of Li Ming’s training process makes his spirit of perseverance more convincing. Design Intention: Close reading helps students understand the deep meaning of the text, analyze the author’s writing purpose and writing techniques, and improve their critical thinking and text analysis ability. The analysis of key sentences and text structure enables students to have a more in-depth understanding of the text, and the discussion activity cultivates students’ expressive ability and cooperative learning ability. At the same time, it helps students perceive the sports spirit conveyed in the text, laying a foundation for the subsequent emotional education. Step 4: Post-reading (Consolidation and Application) This step includes three activities: language consolidation, theme discussion, and writing practice, to help students consolidate the learned knowledge and apply it to practice. Language Consolidation The teacher presents the key vocabulary and sentence patterns learned in the text on the screen, and organizes students to do exercises: 1. Fill in the blanks with the correct form of the key words and phrases. 2. Rewrite the sentences using the key sentence patterns. For example, “He overcame many difficulties. He achieved his dream.” → “Although he overcame many difficulties, he never gave up and finally achieved his dream.” Students finish the exercises independently, then check the answers with the teacher. The teacher explains the difficult points in the exercises, ensuring that students master the use of key vocabulary and sentence patterns. Design Intention: Language consolidation exercises help students consolidate the learned vocabulary and sentence patterns, improving their language application ability. Independent practice and collective correction enable students to find their own mistakes and correct them in time, deepening their memory of the language knowledge. Theme Discussion The teacher organizes a group discussion activity: Students work in groups of 4 to discuss the question: “What does ‘moving forward’ mean to you in your study and life? How can we keep moving forward when we meet difficulties?” Each group is required to list 2-3 points and select a representative to share their opinions after 5 minutes of discussion. During the discussion, the teacher walks around the classroom, guides students to express their views freely, and helps them solve the problems they meet. After the discussion, each group’s representative shares their opinions, and the teacher comments positively, emphasizing that “moving forward” is a kind of spirit, which means perseverance, courage, and never giving up. In study and life, we should also have this spirit, face difficulties bravely, and keep moving forward to achieve our goals. Design Intention: The theme discussion activity helps students connect the text theme with their own study and life, deepen their understanding of the spirit of “moving forward,” and realize the practical significance of the text. It also cultivates students’ critical thinking, expressive ability, and cooperative learning ability, and carries out emotional education, guiding students to establish a positive and optimistic attitude towards life. Writing Practice The teacher assigns a writing task: Write a short passage (about 100 words) about “My Experience of Moving Forward.” Students are required to use the key vocabulary and sentence patterns learned in the text, describe a time when they met difficulties and overcame them by keeping moving forward. Before writing, the teacher guides students to brainstorm: What difficulty did you meet? How did you overcome it? What did you learn from it? Then, students start writing independently. After writing, the teacher invites several students to read their passages in class, and comments on them, pointing out the advantages and shortcomings, and giving suggestions for improvement. Finally, students revise their passages according to the teacher’s comments. Design Intention: Writing practice is an important way to test students’ language application ability. It helps students apply the learned vocabulary and sentence patterns to practical writing, improving their writing ability. Brainstorming helps students sort out their ideas and complete the writing task smoothly. The comment and revision link enables students to find their own shortcomings and improve their writing level, and also helps them deepen their understanding of the theme of “moving forward.” Step 5: Summary and Extension First, the teacher summarizes the content of the class: In this class, we read the text “Moving Forward,” understood the story of Li Ming, mastered the key vocabulary and sentence patterns, and learned the spirit of perseverance and never giving up. We also discussed the meaning of “moving forward” in our study and life, and practiced writing about our own experience. The teacher emphasizes that the spirit of moving forward is very important in our life. We should learn from Li Ming, face difficulties bravely, keep moving forward, and pursue our dreams. Then, the teacher assigns the after-class homework: 1. Recite the key vocabulary and sentences in the text. 2. Revise the writing passage and hand it in the next class. 3. Find a story about an athlete who keeps moving forward and share it in the next class. 4. Think about how to apply the spirit of moving forward to your daily study and life. Design Intention: The summary helps students sort out the knowledge and content learned in the class, deepen their memory and understanding. The after-class homework not only consolidates the learned knowledge but also extends the theme of the class, guiding students to pay more attention to the spirit of moving forward in real life, and realize the integration of knowledge and practice. The story-sharing task can also arouse students’ interest and enrich their knowledge about sports spirit. 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 $