Unit 4 Sports-Reading B-Self-assessment 教案-2025-2026学年高中英语沪外版必修第二册

Unit 4 Sports-Reading B-Self-assessment 教学目标和重难点 教学目标 Language competence: Master key words and sentences about sports and love for basketball, and improve reading and expression skills. Cultural awareness: Understand the spirit of sports and cross-cultural sports values. Thinking quality: Develop logical and critical thinking through text analysis. Learning ability: Master reading strategies and form autonomous learning habits. 教学重难点 Key points: Grasp the main idea and structure of Michael Jordan’s letter to basketball, and master key vocabulary and sentence patterns. Difficult points: Understand the implied meaning of the text, analyze the emotional changes of the author, and use the learned language to express personal feelings about sports. 教学过程 Step 1: Lead-in The teacher starts the class by showing a short video clip of Michael Jordan’s classic basketball moments, including his wonderful dunks, crucial shots in championship games and his emotional speech after retiring. After playing the video, the teacher asks two questions: “Do you know who this basketball player is?” “What do you think of him?” Then, the teacher invites several students to share their answers. Some students may say Michael Jordan is a legendary basketball player, while others may mention his perseverance and passion for basketball. After the sharing, the teacher naturally leads to the topic of the lesson: “Today, we will read a special letter from Michael Jordan to basketball, which records his deep love and unforgettable experiences with basketball. Let’s walk into this letter and feel the connection between him and basketball.” Design Intention: The video clip can quickly attract students’ attention and arouse their interest in the lesson, as most students are interested in sports stars. By asking questions and organizing sharing, the teacher can activate students’ existing knowledge about Michael Jordan and basketball, lay a foundation for the following reading activities, and create a positive and active classroom atmosphere. Meanwhile, it can naturally lead to the theme of the text, helping students quickly enter the reading context. Step 2: Pre-reading First, the teacher presents the key vocabulary and phrases in the text on the blackboard or PPT, including “garage, neighborhood, varsity, crushed, hustle, dribble, hoop, sneaker, severest, ally, competitor, passport, visa”. For each word and phrase, the teacher explains its meaning and usage with simple English, combines it with the context of the text, and gives example sentences. For example, when explaining “crushed”, the teacher says: “When Jordan was left off the varsity, he felt crushed, which means he was very sad and heartbroken.” When explaining “hustle”, the teacher gives the example sentence: “Jordan hustled to practice basketball every day, which means he worked hard and actively.” Then, the teacher asks students to read the words and phrases aloud twice to help them familiarize themselves with the pronunciation and meaning. Next, the teacher guides students to predict the content of the text. The teacher shows the title of the text “Open Love Letter to Basketball” and asks: “From the title, what do you think the letter will talk about? What kind of feelings will Jordan express in the letter?” Students are encouraged to discuss in pairs for a few minutes, then share their predictions. Some students may predict that Jordan will talk about how he started playing basketball, while others may think he will express his love and gratitude to basketball. The teacher affirms students’ reasonable predictions and says: “Now, let’s read the text to check whether your predictions are correct.” Design Intention: The pre-reading link focuses on solving the language barriers for students. By explaining key vocabulary and phrases, students can avoid difficulties in understanding the text due to unknown words, which lays a solid foundation for smooth reading. Predicting the text content can stimulate students’ reading motivation, cultivate their ability to infer and predict based on the title, and help them form a good reading habit of active thinking before reading. Pair discussion also can improve students’ cooperative learning ability and oral expression ability. Step 3: While-reading This step is divided into three parts: skimming, scanning and intensive reading, which helps students understand the text from shallow to deep. First, skimming. The teacher asks students to read the text quickly and answer two questions: 1. What is the main idea of the text? 2. What is the relationship between Jordan and basketball in his eyes? After students finish reading, the teacher invites several students to answer the questions. The main idea of the text is Jordan’s love letter to basketball, recording his 28-year relationship with basketball, including his initial curiosity, setbacks, efforts and deep feelings. In Jordan’s eyes, basketball is more than a ball, a game, but his fan, critic, friend, ally, teacher, student, teammate, competitor, passport and visa. The teacher summarizes students’ answers and helps them grasp the overall framework of the text. Design Intention: Skimming is a basic reading strategy that helps students quickly grasp the main idea of the text and form an overall understanding of the text. By asking targeted questions, the teacher can guide students to focus on the key information of the text, avoid reading aimlessly, and improve students’ reading speed and ability to grasp the main idea. Second, scanning. The teacher asks students to read the text again, scan for specific information, and fill in the following table. The table includes four columns: Time/Stage, Jordan’s Feelings, Jordan’s Actions, and Key Events. The teacher gives an example in the first row: “28 years ago, when he first met basketball: Curious; Saw basketball around the neighborhood and on TV; His parents introduced him to basketball.” Then, students are asked to complete the table independently. After completion, students exchange their answers in groups, and the teacher checks and corrects them, focusing on the key events such as Jordan being left off the varsity, his hard practice, and the championship game moment. For example, in the stage of being left off the varsity, Jordan’s feelings are crushed and hurt, his actions are practicing hard (passing, dribbling, shooting, running, doing sit-ups, etc.), and the key event is being rejected by the varsity because he was not good enough. Design Intention: Scanning helps students accurately find specific information in the text, improve their ability to locate information quickly. The form of the table makes the information more organized and clear, which is convenient for students to sort out the context of the text and understand the process of Jordan’s relationship with basketball. Independent completion and group exchange can not only cultivate students’ independent learning ability, but also promote mutual learning and progress among students. Third, intensive reading. The teacher guides students to read the text carefully paragraph by paragraph, analyze the key sentences and the author’s emotional changes, and solve the difficult points in the text. For the first paragraph, the teacher asks: “Why does Jordan mention ‘28 years’ three times? What does it show?” Students discuss and conclude that repeating “28 years” emphasizes the long time of Jordan’s relationship with basketball, showing his deep feelings for basketball. For the paragraph about being left off the varsity, the teacher asks: “What does ‘You told me I wasn’t good enough’ mean? How did Jordan feel at that time? And what did he do after that?” Students answer that it means the varsity rejected Jordan because he was not qualified. Jordan felt crushed and hurt, but he didn’t give up. Instead, he practiced hard to prove himself. The teacher then guides students to understand the sentence “The more I got to know you, the more I liked you.”, explaining that it is a comparative structure, which expresses the deepening of Jordan’s love for basketball. For the paragraph describing the championship game moment, the teacher asks: “What does ‘we danced’ mean in the sentence ‘you found me in the corner and we danced’? Why does Jordan use this metaphor?” Students think and discuss, and the teacher summarizes that “we danced” metaphorically refers to Jordan’s wonderful cooperation with basketball in the final seconds of the game, showing the perfect integration between Jordan and basketball, and his deep love for basketball. For the last two paragraphs, the teacher asks students to read them aloud, and then asks: “What does Jordan compare basketball to? What do these metaphors show?” Students list the metaphors: biggest fan, severest critic, dearest friend, strongest ally, most challenging teacher, most endearing student, ultimate teammate, toughest competitor, passport around the world, visa into the hearts of millions. The teacher explains that these metaphors fully show that basketball has become an indispensable part of Jordan’s life, and his love for basketball is deep and comprehensive. In the process of intensive reading, the teacher also guides students to pay attention to the key sentence patterns, such as “It’s been... since...”, “The more..., the more...”, and asks students to make sentences with these sentence patterns to consolidate their understanding and usage. Design Intention: Intensive reading is the key link to help students deeply understand the text. By analyzing key sentences and paragraphs, students can grasp the implied meaning of the text, understand the author’s emotional changes, and break through the difficult points of the lesson. Asking questions and organizing discussions can stimulate students’ thinking, guide them to think deeply about the text, and improve their ability to analyze and understand the text. Learning and using key sentence patterns can help students consolidate their language knowledge and improve their language application ability. Step 4: Post-reading This step includes three activities to help students consolidate the knowledge learned, improve their language application ability and develop their thinking quality. Activity 1: Retelling the text. The teacher asks students to retell the text according to the table completed in the scanning link, using the key vocabulary and sentence patterns learned. Students can retell the text independently first, then invite 2-3 students to retell it in front of the class. The teacher gives comments and guidance, affirming the advantages of students and pointing out the places that need improvement, such as the use of vocabulary and sentence patterns, and the logic of retelling. Design Intention: Retelling the text can help students consolidate the content of the text, review the key vocabulary and sentence patterns, and improve their oral expression ability and logical thinking ability. It also can check students’ understanding of the text, so that the teacher can timely grasp the learning effect of students. Activity 2: Group discussion. The teacher puts forward the discussion topic: “What can we learn from Michael Jordan’s experience with basketball? How can we apply this spirit to our study and life?” Students are divided into groups of 4-5, and discuss the topic for 5 minutes. During the discussion, the teacher walks around the classroom, guides students to express their views, and helps students solve the problems encountered in the discussion. After the discussion, each group sends a representative to share their views. Some groups may say that they learn perseverance from Jordan—never giving up when encountering setbacks; some groups may say that they learn the spirit of hard work—only through unremitting efforts can they achieve their goals; others may say that they learn to love what they do and pursue their dreams with passion. The teacher summarizes students’ views, emphasizes the spirit of perseverance, hard work and passion for dreams, and guides students to establish a positive and progressive attitude towards life. Design Intention: Group discussion can cultivate students’ cooperative learning ability and oral expression ability. The discussion topic is closely related to students’ study and life, which can help students connect the text content with real life, deepen their understanding of the text’s connotation, and realize the value guidance of the lesson. It also can develop students’ critical thinking and innovative thinking, as students need to combine Jordan’s experience to express their own views. Activity 3: Writing practice. The teacher asks students to write a short passage of 80-100 words, with the topic “My Love for a Sport”. Students need to use the key vocabulary and sentence patterns learned in this lesson, and refer to the structure of Jordan’s letter to express their own feelings for a sport they love. The teacher gives an example: “My love for running started when I was 10 years old. At first, I ran just for fun, but later I found that running can make me strong and confident. When I feel tired or upset, I will go for a run. It’s like my best friend, always accompanying me. I will keep running and pursue my love for it forever.” After students finish writing, the teacher collects some students’ works, reads them aloud in class, and gives comments and revisions, focusing on the use of vocabulary and sentence patterns, the logic of the passage and the expression of feelings. Design Intention: Writing practice is an important way to consolidate students’ language knowledge and improve their writing ability. By letting students write about their own love for a sport, it can stimulate their writing interest, and enable them to apply the key vocabulary and sentence patterns learned in the lesson to practical writing. Reading and commenting on students’ works can help students find their own shortcomings and learn from each other, thus improving their writing level. Step 5: Self-assessment and Summary First, self-assessment. The teacher guides students to carry out self-assessment according to the four-dimensional core literacy. The teacher puts forward the following self-assessment questions on the PPT: 1. Have I mastered the key vocabulary and sentence patterns of this lesson? 2. Can I understand the main idea and key details of the text? 3. Can I express my views on sports and the spirit of Jordan in simple English? 4. Have I learned useful reading strategies and improved my reading ability? Students think about these questions independently, and then rate themselves on a scale of 1-5 (1 means not at all, 5 means very well). Then, students can share their self-assessment results with their deskmates, and put forward their own shortcomings and improvement plans. Next, the teacher summarizes the lesson. The teacher reviews the key content of this lesson, including the main idea of the text, key vocabulary and sentence patterns, reading strategies and the spirit of Jordan. The teacher emphasizes that through this lesson, we not only learn language knowledge, but also understand the deep love between Jordan and basketball, and learn the spirit of perseverance, hard work and passion for dreams. The teacher encourages students to apply this spirit to their study and life, and keep loving and pursuing their dreams. Design Intention: Self-assessment can help students understand their own learning situation, find their own shortcomings, and form a good habit of self-reflection and autonomous learning. It also can let the teacher know the learning effect of each student, so as to adjust the teaching plan in time. The summary of the teacher can help students sort out the knowledge learned in the lesson, consolidate the key points, and deepen their understanding of the text’s connotation and the spirit of sports, realizing the integration of language learning and value guidance. Step 6: Homework 1. Review the key vocabulary and sentence patterns of this lesson, and make 5 sentences with the key sentence patterns “It’s been... since...” and “The more..., the more...”. 2. Polish the short passage written in the post-reading activity, and hand it in the next class. 3. Search for information about a sports star you admire, and write a short introduction (about 100 words) to share in the next class. 4. Read the text aloud for 10 minutes every day, and try to recite the last two paragraphs. Design Intention: Homework is an extension of classroom teaching, which can help students consolidate the knowledge learned in class and improve their language application ability. The homework is designed hierarchically, including reviewing knowledge, polishing writing, searching for information and reading aloud, which can meet the needs of different students. Searching for information about sports stars can further stimulate students’ interest in sports and expand their knowledge. Reading aloud and reciting can help students improve their pronunciation and intonation, and deepen their memory of the text. 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 $