Unit 3 Faster, higher, stronger Understanding ideas 教学设计-2025-2026学年外研版高中英语（2019）选择性必修一
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| 名称 | Unit 3 Faster, higher, stronger Understanding ideas 教学设计-2025-2026学年外研版高中英语（2019）选择性必修一 |  | |
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| 文件大小 | 285.5KB | ||
| 资源类型 | 试卷 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-09-02 12:38:56 | ||
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/ 让教学更有效 高效备课 | 英语学科
外研版《英语》（新标准）选择性必修一
Unit 3 Faster, higher, stronger Understanding ideas The Road to Success教学设计
课题 The Road to Success 单元 Unit 3 学科 English 年级 高二
教材 分析 【语篇研读】 本单元主题语境为“人与社会”，涉及的主题语境内容是在运动竞技领域，每个人都可以通过自己的努力和强大的团队精神,实现“Faster, Higher, Stronger”的体育精神。 What 本单元 Understanding ideas 板块围绕运动竞技领域——篮球话题展开，介绍了篮球明星 Stephen Curry 的成长之路和成功经验——自信、努力和毅力等优秀个人品质。 Why 本篇文章通过介绍篮球明星 Stephen Curry 的成长之路和成功经验，旨在引领学生理解成功与自信、努力和毅力等优秀个人品质紧密相关，引导学生在今后的学习、生活和工作中通过自信、努力和毅力等实现“更快，更高，更强”的精神。 How 本篇文章的语篇类型为新闻报道，结构鲜明、语言细腻，文章主体部分体现了新闻报道的写作特征和语言特征，使 Stephen Curry 的故事陈述更加鲜明简洁。第一至第三段陈述了 Stephen Curry 坚持自己的梦想以及所投入的时间和努力，第四至五段则是Stephen Curry 的成绩和成功的原因。
学习 目标 【教学目标】 在本课学习结束时，学生能够： 1. 通过标题和插图预测文章内容；依据标题梳理文章篇章结构和主旨大意,进而理解作者的写作意图；获取和整合库里成功之路的相关细节信息； 2. 对文章进行解构，感知文章的写作脉络和新闻报道的写作特征和语言特征；理解成功与自信、努力和毅力等优秀个人品质紧密相关，并运用思维导图和所学介绍运动员。 3. 读懂语篇，加深对主题意义的理解，并能引导学生了解时代使命，在今后的学习、生活和工作中通过自信、努力和毅力，实现“更快，更高，更强”的精神。
重点 引导学生依据标题梳理文章的篇章结构和主旨大意，感知文章的写作脉络形成思维导图，并结合所学，通过 Role-play 的方式介绍运动员。
难点 教学难点 基于文章学习，联系自身实际，总结成功经验，了解成功之路与自信、努力和毅力等优秀个人品质紧密相联，了解时代使命，实现“更快，更高，更强”的精神。
【学情分析】
学生特点：
本节课所教授班级学生来自高二年级，学生多数为理科生，且男生占比大，因此大部分学生性格沉稳、不善言谈且英语基础较为薄弱，但胜在认真好学，集体荣誉感强。
话题熟悉度：
本单元 Understanding ideas 板块涉及学生们较为了解的运动竞技领域——篮球，大部分学生对此话题感兴趣，了解这项体育活动且熟悉一些著名的运动员，这为本节课的学习铺垫了基础。但学生们极少去探究运动员的精神世界和优秀的个人品质。
知识储备：
经过一年的高中英语学习，本班学生已经具有了良好的知识储备：具备了一定的词汇量和语法知识，掌握了一定的英语阅读策略和快速寻找关键信息以解决英语问题的能力。但由于缺乏具体的英语语用环境且羞于英语表达，因此输出的机会较少，逻辑思辨能力也有待提升。
【教学工具和方法】
教学工具 多媒体, 黑板, 课本
教学方法 情景教学法, 交际教学法
教学环节 教师活动 学生活动 设计意图
Lead-in
Lead in Appreciating &Guessing 学习理解类活动 1.Teacher guides students to watch a video clip about sports collection and asks a question. Q: What sports did you see in the video 2.Teacher guides students to look at two pictures (a field map and a word cloud) and guess: Q1: Which sport is it the court for Q2: Who is the main character 1.Students watch the video clip and answer the question. 2.Students observe two pictures and guess. 1.To arouse students’ interest and activate students’ background information. 2.To develop students’ ability of observing.
Pre-reading
Pre-reading Brainstorming＆Predicting 学习理解类活动 1.Teacher guides students to talk about Stephen. Q: What do you know about Stephen 2.Teacher guides students to predict what happened to Stephen based on the title as well as the picture in the textbook. 1.Students think about this question. 2.Students make a prediction based on the title of the passage as well as the picture. 1.To trigger the topic of the text. 2.To develop students’logical thinking and ability to predict
While-reading
While-reading Reading for structure and main idea 学习理解类活动 1.Teacher guides students to read the passage as quickly as they can and divide the passage into two parts based on the title. 2.Teacher guides students to match the main idea of each part. Students read the passage quickly and silently to divide the passage into two parts and match the main idea of each part. To guide students to understand the general information of the passage
While-reading Reading for writing order and purpose 学习理解类活动 Teacher guides students to understand author’s writing order and purpose. Q1: In what order does the author develop this passage Q2: What is the author’s purpose in writing this passage Students understand the author’s writing order and purpose. To improve students’ability to deconstruct
While-reading Reading for details （“Road” part）学习理解类活动+应用实践类活动 Teacher guides students to read the “Road” part (Para.1-3) and answer the questions. Q1: What was Stephen’s basket like (Para.1) Q2: What other poor conditions were mentioned (Para.2-3) Q3: What efforts did he make to improve himself (Para.2-3) Students read the passage carefully to answer questions To have students further sort out the passage structure and enhance students’ reading and analytical abilities.
While-reading Reading for details（“Success” part） 学习理解类活动+应用实践类活动 1.Teacher guides students to read the “Success” part (Para.4-5) and answer the questions. Q1: What has Stephen achieved (Para.4-5) Q2: What qualities did Stephen show on the road to success (Para.5) 2.Teacher guides students to read the passage carefully and find out the supporting details for the three qualities. Q: What are the characteristics of these sentences 3.Teacher guides students to engage in a group discussion. Q: What are other important qualities on the road to success as a student 1. Students read the passage carefully to answer questions 2.Students find out the supporting details and complete the mindmap provided by the textbook. 3.Students get involved in a group discussion and brainstorm their deep thinking. 1.To cultivate students’ ability to gain information through reading. 2.To guide students to summarize the reasons for Stephen Curry’s success and dig deeper into the key to his success. 3.To improve students’ cooperative ability and critical thinking.
Post-reading
Post-reading Reading for text type 应用实践类活动 Teacher guides students to find out the source of the passage and understand the text type. Q1: Where is the passage probably from Q2: What is the text type of this passage Students find out the source of the passage and think about the text type. To help students identify the text type.
Post-reading Reading for language 应用实践类活动 Teacher guides students to understand the function of background and parallelism. Students perceive the function of background and parallelism. To help students have a deeper insight into this passage and perceive the function of background and parallelism.
Post-reading Acting out a role play 应用实践类活动 +迁移创新类活动 Teacher guides students to engage in group work through a video clip. Group work: interview Suppose you are a sports fan and are interviewed by a reporter from CCTV5. Please complete a street interview based on the mind map. Students work in groups and act out a role play. To develop students’ability to use the expressions in topic-related real-life context and apply what students have learned in this period to daily communication.
Presentation and Summary
Presentation and Summary 迁移创新类活动 Teacher presents some pictures and guides students to read some sentences aloud. Students perceive and read some sentences. To cultivate students’ability for deep thinking and enhance their sense of historical mission in the era.
Assignment： 1. Write down and polish your interview based on what we have learned. 2. (Optional) Carry out a survey about others’ interview and design a poster for athletes using AI.
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）
21世纪教育网(www.21cnjy.com)
外研版《英语》（新标准）选择性必修一
Unit 3 Faster, higher, stronger Understanding ideas The Road to Success教学设计
课题 The Road to Success 单元 Unit 3 学科 English 年级 高二
教材 分析 【语篇研读】 本单元主题语境为“人与社会”，涉及的主题语境内容是在运动竞技领域，每个人都可以通过自己的努力和强大的团队精神,实现“Faster, Higher, Stronger”的体育精神。 What 本单元 Understanding ideas 板块围绕运动竞技领域——篮球话题展开，介绍了篮球明星 Stephen Curry 的成长之路和成功经验——自信、努力和毅力等优秀个人品质。 Why 本篇文章通过介绍篮球明星 Stephen Curry 的成长之路和成功经验，旨在引领学生理解成功与自信、努力和毅力等优秀个人品质紧密相关，引导学生在今后的学习、生活和工作中通过自信、努力和毅力等实现“更快，更高，更强”的精神。 How 本篇文章的语篇类型为新闻报道，结构鲜明、语言细腻，文章主体部分体现了新闻报道的写作特征和语言特征，使 Stephen Curry 的故事陈述更加鲜明简洁。第一至第三段陈述了 Stephen Curry 坚持自己的梦想以及所投入的时间和努力，第四至五段则是Stephen Curry 的成绩和成功的原因。
学习 目标 【教学目标】 在本课学习结束时，学生能够： 1. 通过标题和插图预测文章内容；依据标题梳理文章篇章结构和主旨大意,进而理解作者的写作意图；获取和整合库里成功之路的相关细节信息； 2. 对文章进行解构，感知文章的写作脉络和新闻报道的写作特征和语言特征；理解成功与自信、努力和毅力等优秀个人品质紧密相关，并运用思维导图和所学介绍运动员。 3. 读懂语篇，加深对主题意义的理解，并能引导学生了解时代使命，在今后的学习、生活和工作中通过自信、努力和毅力，实现“更快，更高，更强”的精神。
重点 引导学生依据标题梳理文章的篇章结构和主旨大意，感知文章的写作脉络形成思维导图，并结合所学，通过 Role-play 的方式介绍运动员。
难点 教学难点 基于文章学习，联系自身实际，总结成功经验，了解成功之路与自信、努力和毅力等优秀个人品质紧密相联，了解时代使命，实现“更快，更高，更强”的精神。
【学情分析】
学生特点：
本节课所教授班级学生来自高二年级，学生多数为理科生，且男生占比大，因此大部分学生性格沉稳、不善言谈且英语基础较为薄弱，但胜在认真好学，集体荣誉感强。
话题熟悉度：
本单元 Understanding ideas 板块涉及学生们较为了解的运动竞技领域——篮球，大部分学生对此话题感兴趣，了解这项体育活动且熟悉一些著名的运动员，这为本节课的学习铺垫了基础。但学生们极少去探究运动员的精神世界和优秀的个人品质。
知识储备：
经过一年的高中英语学习，本班学生已经具有了良好的知识储备：具备了一定的词汇量和语法知识，掌握了一定的英语阅读策略和快速寻找关键信息以解决英语问题的能力。但由于缺乏具体的英语语用环境且羞于英语表达，因此输出的机会较少，逻辑思辨能力也有待提升。
【教学工具和方法】
教学工具 多媒体, 黑板, 课本
教学方法 情景教学法, 交际教学法
教学环节 教师活动 学生活动 设计意图
Lead-in
Lead in Appreciating &Guessing 学习理解类活动 1.Teacher guides students to watch a video clip about sports collection and asks a question. Q: What sports did you see in the video 2.Teacher guides students to look at two pictures (a field map and a word cloud) and guess: Q1: Which sport is it the court for Q2: Who is the main character 1.Students watch the video clip and answer the question. 2.Students observe two pictures and guess. 1.To arouse students’ interest and activate students’ background information. 2.To develop students’ ability of observing.
Pre-reading
Pre-reading Brainstorming＆Predicting 学习理解类活动 1.Teacher guides students to talk about Stephen. Q: What do you know about Stephen 2.Teacher guides students to predict what happened to Stephen based on the title as well as the picture in the textbook. 1.Students think about this question. 2.Students make a prediction based on the title of the passage as well as the picture. 1.To trigger the topic of the text. 2.To develop students’logical thinking and ability to predict
While-reading
While-reading Reading for structure and main idea 学习理解类活动 1.Teacher guides students to read the passage as quickly as they can and divide the passage into two parts based on the title. 2.Teacher guides students to match the main idea of each part. Students read the passage quickly and silently to divide the passage into two parts and match the main idea of each part. To guide students to understand the general information of the passage
While-reading Reading for writing order and purpose 学习理解类活动 Teacher guides students to understand author’s writing order and purpose. Q1: In what order does the author develop this passage Q2: What is the author’s purpose in writing this passage Students understand the author’s writing order and purpose. To improve students’ability to deconstruct
While-reading Reading for details （“Road” part）学习理解类活动+应用实践类活动 Teacher guides students to read the “Road” part (Para.1-3) and answer the questions. Q1: What was Stephen’s basket like (Para.1) Q2: What other poor conditions were mentioned (Para.2-3) Q3: What efforts did he make to improve himself (Para.2-3) Students read the passage carefully to answer questions To have students further sort out the passage structure and enhance students’ reading and analytical abilities.
While-reading Reading for details（“Success” part） 学习理解类活动+应用实践类活动 1.Teacher guides students to read the “Success” part (Para.4-5) and answer the questions. Q1: What has Stephen achieved (Para.4-5) Q2: What qualities did Stephen show on the road to success (Para.5) 2.Teacher guides students to read the passage carefully and find out the supporting details for the three qualities. Q: What are the characteristics of these sentences 3.Teacher guides students to engage in a group discussion. Q: What are other important qualities on the road to success as a student 1. Students read the passage carefully to answer questions 2.Students find out the supporting details and complete the mindmap provided by the textbook. 3.Students get involved in a group discussion and brainstorm their deep thinking. 1.To cultivate students’ ability to gain information through reading. 2.To guide students to summarize the reasons for Stephen Curry’s success and dig deeper into the key to his success. 3.To improve students’ cooperative ability and critical thinking.
Post-reading
Post-reading Reading for text type 应用实践类活动 Teacher guides students to find out the source of the passage and understand the text type. Q1: Where is the passage probably from Q2: What is the text type of this passage Students find out the source of the passage and think about the text type. To help students identify the text type.
Post-reading Reading for language 应用实践类活动 Teacher guides students to understand the function of background and parallelism. Students perceive the function of background and parallelism. To help students have a deeper insight into this passage and perceive the function of background and parallelism.
Post-reading Acting out a role play 应用实践类活动 +迁移创新类活动 Teacher guides students to engage in group work through a video clip. Group work: interview Suppose you are a sports fan and are interviewed by a reporter from CCTV5. Please complete a street interview based on the mind map. Students work in groups and act out a role play. To develop students’ability to use the expressions in topic-related real-life context and apply what students have learned in this period to daily communication.
Presentation and Summary
Presentation and Summary 迁移创新类活动 Teacher presents some pictures and guides students to read some sentences aloud. Students perceive and read some sentences. To cultivate students’ability for deep thinking and enhance their sense of historical mission in the era.
Assignment： 1. Write down and polish your interview based on what we have learned. 2. (Optional) Carry out a survey about others’ interview and design a poster for athletes using AI.
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）
21世纪教育网(www.21cnjy.com)