Unit 4 Sports-Reading B-Further Exploration 教案-2025-2026学年高中英语沪外版必修二册

Unit 4 Sports-Reading B-Further Exploration 教学目标和重难点 教学目标 It focuses on developing students’ language ability to use sports-related words and complex sentences flexibly, cultural awareness to understand the spiritual connotation of sports, thinking quality to conduct critical analysis and logical reasoning, and learning ability to form autonomous and cooperative learning habits. 教学重难点 Key points: Master the core vocabulary and sentence patterns in the text, understand the logical structure and theme of the passage. Difficult points: Analyze the rhetorical devices and their effects, and express personal views on sports spirit combined with the text. 教学过程 Lead-in: Activate Prior Knowledge and Guide Exploration (Lead-in) The teacher starts the class by showing a short video clip about Michael Jordan’s classic basketball moments, including his efforts in training, key shots in games and his attitude towards victory and failure. After playing the video, the teacher asks two questions: “What do you know about Michael Jordan? ” and “What qualities do you think a great athlete should have? ” Then, the teacher invites 3-4 students to share their answers in English. After the sharing, the teacher makes a brief comment, points out the connection between the students’ answers and the theme of Reading A—“An Open Love Letter to Basketball”, and naturally leads to the Further Exploration part: “Today, we will further explore the deep meaning of Jordan’s love for basketball, and dig out the sports spirit contained in the text, so as to improve our language ability and thinking quality. ” Design Intention: The video clip is vivid and intuitive, which can quickly attract students’ attention and arouse their interest in the topic of sports. By asking questions, students’ prior knowledge about famous athletes and sports spirit is activated, which lays a foundation for the further exploration of the text. At the same time, the teacher’s comment connects the students’ answers with the text theme, realizing the natural transition from daily life to text exploration, and guiding students to enter the learning state quickly. Text Retrospection: Consolidate the Foundation and Highlight the Key Points (Text Review) Vocabulary and Sentence Pattern Consolidation: The teacher arranges a group competition activity. Students are divided into 4 groups. Each group is asked to take turns to list the sports-related vocabulary and key sentences in Reading A. For example, vocabulary like “hustle, dribble, shoot, championship, legend” and sentences like “I fell in love with you not because of your glory, but because of the joy you brought me. ” The teacher records the answers of each group on the blackboard, corrects the wrong expressions in time, and emphasizes the usage of difficult words and sentence patterns, such as the usage of “not...but...” structure and the meaning of polysemous words in specific contexts. After the competition, the teacher awards small rewards to the group with the most correct answers to stimulate students’ enthusiasm. Text Structure Retrospection: The teacher asks students to work in pairs to sort out the logical structure of Reading A. They need to summarize the main content of each part of the letter: the beginning (the origin of Jordan’s connection with basketball), the development (the ups and downs of Jordan’s relationship with basketball), the climax (Jordan’s efforts to win back basketball’s “love”) and the ending (Jordan’s gratitude and deep love for basketball). After 5 minutes of discussion, each pair sends a representative to report their results. The teacher makes a summary, combs the clear text structure for students, and emphasizes that the whole letter takes “love” as the main line, showing Jordan’s sincere feelings for basketball. Design Intention: Vocabulary and sentence patterns are the foundation of language learning. The group competition activity not only consolidates the knowledge students have learned in Reading A, but also improves their participation and cooperation ability. Retrospecting the text structure helps students grasp the overall context of the text, understand the logical connection between each part, and lay a solid foundation for the further exploration of the theme and connotation of the text. The form of pair discussion conforms to the characteristics of senior high school students’ learning, which can stimulate their thinking and improve their ability to summarize and express. Further Exploration: Deepen Understanding and Cultivate Competencies (Core Exploration) This part is the core of the teaching process, which is carried out from three aspects: text connotation exploration, rhetorical device analysis and critical thinking training, so as to comprehensively cultivate students’ four-dimensional key competencies. Exploration of Text Connotation: The teacher puts forward a series of hierarchical questions to guide students to think deeply. First, basic questions: “Why did Jordan say he didn’t fall in love with basketball at the very beginning? ” “What difficulties did Jordan encounter in his basketball career, and how did he overcome them? ” Students are asked to find the relevant information in the text and answer in English. The teacher guides students to realize that Jordan was once rejected by the varsity team, but he didn’t give up. Instead, he worked hard through constant practice, which laid the foundation for his later success. Then, in-depth questions: “What does Jordan mean by saying ‘We danced’ in the text? ” “What does Jordan’s love for basketball reflect? Is it just a kind of interest or a kind of pursuit? ” Students are arranged to discuss in groups of 4. During the discussion, the teacher walks around the classroom, listens to the students’ opinions, and gives appropriate guidance when necessary. After the discussion, each group sends a representative to express their views. Some students may think that “We danced” refers to Jordan’s wonderful cooperation with basketball in the game, while others may think that it symbolizes the harmonious relationship between Jordan and basketball. The teacher affirms all reasonable views, and then makes a summary: “‘We danced’ is a vivid metaphor. It not only describes Jordan’s wonderful performance in the game, but also reflects the deep emotional connection between him and basketball. Jordan’s love for basketball is not only a kind of interest, but also a kind of persistence and pursuit, which contains the sports spirit of never giving up and striving for the best. ” Finally, extended questions: “What can we learn from Jordan’s experience? How can we apply the sports spirit to our study and life? ” Students are asked to combine their own experiences to share their views, which realizes the connection between text learning and real life. Design Intention: Hierarchical questions guide students to think from shallow to deep, from text content to text connotation, which helps students deepen their understanding of the theme of the text. Group discussion provides students with a platform to exchange ideas, which can stimulate their thinking and improve their cooperative learning ability and oral expression ability. The extended questions connect the text with students’ real life, so that students can understand the practical significance of sports spirit, and cultivate their cultural awareness and emotional attitude. Analysis of Rhetorical Devices: The teacher first introduces common rhetorical devices in English reading, such as metaphor, personification, parallelism and so on, and briefly explains their definitions and functions. Then, the teacher asks students to find the sentences with rhetorical devices in Reading A, mark them out, and analyze their effects in groups. For example, the sentence “Basketball, you were my first love, my first heartbreak, my first joy” uses parallelism and personification. Students are asked to discuss: “What is the effect of using personification here? ” “What does the parallel structure emphasize? ” After the discussion, the teacher invites students to share their analysis results. The teacher makes a supplement and summary: “Personification is used to regard basketball as a person, which makes the expression more vivid and emotional, and reflects Jordan’s sincere feelings for basketball. The parallel structure emphasizes the important position of basketball in Jordan’s life, and strengthens the rhythm and appeal of the language. ” Then, the teacher asks students to try to use these rhetorical devices to write a short sentence about their favorite sport, so as to consolidate the knowledge they have learned and improve their language application ability. Design Intention: Analyzing rhetorical devices is one of the key and difficult points of this lesson. By introducing rhetorical devices first and then guiding students to find and analyze them in the text, it conforms to the law of students’ cognitive development and reduces the difficulty of learning. Letting students try to write sentences can not only consolidate the knowledge of rhetorical devices, but also improve their language expression ability and cultivate their language ability. Critical Thinking Training: The teacher puts forward a controversial question: “Is winning the most important thing in sports? ” Then, the teacher divides students into two groups: Group A holds the view that “winning is the most important thing”, and Group B holds the view that “the process of striving is more important than winning”. Each group is asked to collect arguments from the text and real life to support their own views. During the discussion, the teacher guides students to think comprehensively: “Jordan has won many championships, but he also experienced failures. What did he gain from the process of striving? ” “If an athlete fails to win the game, does it mean that he is a loser? ” After 10 minutes of discussion, the two groups hold a debate. Each group sends 3 representatives to express their views and refute the opposite group’s views. After the debate, the teacher makes a comment: “Winning is an important goal in sports, but it is not the only goal. The process of striving, the persistence in difficulties and the respect for opponents are more important. Jordan’s success is not only because he won many championships, but also because he never gave up in the face of failures and always maintained a sincere love for basketball. This is the true meaning of sports spirit. ” Design Intention: Critical thinking training is an important part of cultivating students’ thinking quality. The debate activity can stimulate students’ critical thinking, let them think about the meaning of sports from different angles, and improve their ability to analyze and solve problems. At the same time, the debate can also improve students’ oral expression ability and logical reasoning ability, and help students establish a correct view of success and failure. Language Application: Strengthen Practice and Improve Ability (Application) Group Task: The teacher arranges a group task. Each group is asked to write a short speech about “The Sports Spirit I Understand” with reference to Reading A. The speech should include the following points: the understanding of sports spirit, the examples supporting the view (can be from the text or real life), and the enlightenment of sports spirit to themselves. Each group has 15 minutes to prepare. During the preparation, the teacher walks around the classroom, provides help for students who have difficulties in expression, and corrects their wrong sentences in time. After the preparation, each group sends a representative to give a speech in front of the class. The teacher makes a comment on each speech, affirming the advantages and pointing out the areas that need improvement, such as the usage of vocabulary and sentence patterns, the logic of the speech and so on. Individual Practice: The teacher asks students to write a short passage of 100-120 words about their favorite sport. They need to use the vocabulary, sentence patterns and rhetorical devices learned in this lesson, and express their feelings and understanding of the sport. After students finish writing, the teacher collects some compositions, comments on them in class, and selects excellent compositions to share with the whole class, so as to set an example for students. Design Intention: Language application is the ultimate goal of English learning. The group speech task not only consolidates the knowledge students have learned in this lesson, but also improves their cooperative learning ability and oral expression ability. The individual writing practice helps students apply the language knowledge to practical writing, improve their writing ability, and realize the transformation from input to output. The teacher’s comment and sharing can help students find their own shortcomings and learn from excellent works, which is conducive to improving their overall language level. Summary and Reflection: Sort Out Knowledge and Cultivate Habits (Summary and Reflection) Class Summary: The teacher invites students to summarize the key points of this lesson. Students can take turns to share what they have learned, including the exploration of text connotation, the analysis of rhetorical devices, the understanding of sports spirit and the application of language knowledge. After students finish sharing, the teacher makes a comprehensive summary: “In this lesson, we further explored the deep meaning of Reading A, analyzed the rhetorical devices in the text, discussed the true meaning of sports spirit, and carried out language application practice. We not only consolidated our language knowledge, but also improved our thinking quality and cultural awareness. I hope you can keep the sports spirit in mind and apply it to your study and life. ” Self-Reflection: The teacher asks students to carry out self-reflection in combination with their own performance in this lesson. They need to think about the following questions: “What have I learned in this lesson? ” “What are my advantages and shortcomings in the learning process? ” “What should I do to improve my English ability and understanding of sports spirit? ” Students can write down their reflections in their notebooks. The teacher randomly checks some students’ reflection notes and gives appropriate guidance and encouragement. Design Intention: Letting students summarize the lesson by themselves can help them sort out the knowledge they have learned, deepen their understanding and memory. Self-reflection helps students understand their own learning situation, find their own shortcomings, and form good learning habits. It is conducive to cultivating students’ learning ability and autonomous learning awareness. Homework Arrangement: Extend Learning and Consolidate Effect (Homework) Basic Homework: Review the key vocabulary, sentence patterns and rhetorical devices learned in this lesson, and copy the key sentences 3 times to consolidate the basic knowledge. Improving Homework: Revise the short passage written in class according to the teacher’s comments, and enrich the content and improve the language expression. At the same time, read an English article about sports spirit and write a 50-word summary. Extended Homework: Interview your classmates or family members about their favorite sports and their understanding of sports spirit, and make a simple report in English (oral or written). Design Intention: The homework is designed hierarchically, which meets the learning needs of different students. The basic homework is to consolidate the knowledge learned in class; the improving homework is to improve students’ writing ability and reading ability; the extended homework connects classroom learning with real life, which can stimulate students’ interest in learning and improve their ability to collect and organize information. At the same time, the extended homework can also cultivate students’ communication ability and practical application ability. 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 $