外研版（2019）必修 第二册 Unit 3 On the move Developing ideas 教学设计
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| 名称 | 外研版（2019）必修 第二册 Unit 3 On the move Developing ideas 教学设计 |
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| 科目 | 英语 | ||
| 更新时间 | 2026-03-22 00:00:00 | ||
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Unit3 On the move Developing ideas 教学设计
【基本教学信息】
课时名称：Unit3 Developing ideas---On the move
授课课型：Reading + Writing
授课时长：2 课时
【文本分析】
外研版高中英语必修二 Unit3 的主题语境是 “运动与社会生活”，本节课为本单元的 Developing Ideas 部分，语篇选取关于团队运动 / 极限运动的纪实性文本，围绕 “运动中的协作与挑战” 展开，讲述了运动员 / 普通参与者在运动中克服困难、团队协作、突破自我的经历，旨在引导学生思考运动的深层价值，体会坚持、协作、拼搏的体育精神，同时培养学生的批判性思维和跨文化意识。
【What】
语篇以叙事为主，穿插观点表达，介绍了某一团队运动（如排球、龙舟）或极限运动（如徒步、攀岩）的参与经历，详细描述了运动中的困难、团队的配合、最终的收获，核心围绕 “运动不仅是身体的锻炼，更是精神的成长” 展开。
【Why】
通过本板块的学习，学生能够深入理解运动的多元价值，辩证思考运动中的 “挑战与成长”“个人与团队” 的关系，树立积极的运动理念；同时积累描述运动过程、表达情感感悟的词汇和句式，提升英语阅读和写作能力，培养坚持、协作、勇于挑战的良好品质。
【How】
语篇采用 “场景描写 — 过程叙述 — 情感感悟” 的结构，通过动作描写、心理描写展现运动中的细节，运用连接词（however, finally, in my opinion）梳理叙事脉络。教学中可通过 “梳理情节 — 分析细节 — 提炼感悟” 的路径，引导学生理解语篇；同时结合小组讨论、读写结合的方式，实现知识的迁移运用，让学生在语言学习中体会体育精神。
【学情分析】
本课的教学对象为高一学生，他们具备一定的英语阅读能力，能读懂叙事类语篇的基本情节，提取事实性信息；且对团队运动、极限运动有一定的生活体验和认知，容易对语篇主题产生共鸣。
但学生存在以下不足：一是词汇储备不足，缺乏描述运动心理、动作细节的高阶词汇，难以精准理解语篇中的情感表达；二是思维深度不够，对语篇的理解多停留在 “情节梳理”，难以提炼运动背后的精神内涵；三是读写转化能力薄弱，无法将语篇中的表达技巧运用到自己的写作中，难以写出有细节、有感悟的运动类短文。
因此，教学中需通过问题链引导、词汇支架搭建、读写结合训练，降低学生的理解难度，引导学生深入思考；同时通过模仿语篇表达，提升学生的写作能力，实现 “读懂 — 理解 — 运用” 的递进。
【Teaching objectives】
At the end of the class, students will be able to：
Language Knowledge
Grasp the main plot and key details of the text, master the core vocabulary and sentence patterns to describe sports process and emotional feelings (e.g. cooperate, overcome, challenge, It was not until...that..., What impressed me most is...).
Understand the structural features of the narrative text (scene description - process narration - emotional perception).
Cultural Awareness
Explore the cultural connotation of team sports/extreme sports, understand the sports spirit of perseverance, cooperation and daring to challenge in different sports.
Compare the sports concepts of China and foreign countries, enhance cultural confidence and cross-cultural communication awareness.
Thinking Quality
Analyze the relationship between "individual and team" and "challenge and growth" in sports, and develop dialectical thinking and critical thinking.
Combine the text content with personal experience, and express their own views on the value of sports with logical and in-depth language.
Learning Ability
Master the reading strategies of narrative text (skimming for main idea, scanning for details, inferring for connotation), and improve reading ability.
Imitate the writing skills of the text, write a short passage about personal sports experience, and improve the ability of reading-writing transformation.
【Teaching key points】
Help students grasp the main plot and key details of the text, and master the core vocabulary and sentence patterns to describe sports.
Guide students to explore the spiritual connotation behind the text and understand the sports spirit of cooperation, perseverance and daring to challenge.
Train students' reading strategies of narrative text and improve their ability to extract and infer information.
【Teaching difficult points】
Guide students to analyze the psychological and action details in the text, and infer the emotional changes and spiritual gains of the characters.
Help students didactically think about the relationship between "challenge and risk" in sports, and express their own views with logical and in-depth English.
Enable students to imitate the text's writing structure and expression skills, and write a short sports experience with details and feelings.
【Teaching procedures】
教学目标 活动设计 设计意图
Activate prior knowledge and lead in the topic. Step1 Lead-in (3 mins)1. Show pictures/videos of team sports (volleyball/dragon boat) or extreme sports (hiking/rock climbing), ask students: ① What sport is it ② What do you think people need to do well in this sport 2. Summarize students' answers, lead in the text topic: "Today we will read a story about this sport, and explore what we can learn from it." 以学生熟悉的运动图片 / 视频导入，激活学生对运动的已有认知，引出本课语篇主题，激发学生的阅读兴趣；同时铺垫 “cooperate, overcome, challenge” 等核心词汇。
Grasp the main idea and structural features of the text. Step 2 Pre-reading & Fast Reading (7 mins)Pre-reading (3 mins)Ask students to predict the content of the text according to the title and pictures: What may the story talk about Fast Reading (4 mins)1. Ask students to skim the text, finish two tasks: ① Find out the main characters and the sport in the text. ② Divide the text into three parts (scene description/process narration/emotional perception) and write down the main idea of each part.2. Check the answers and summarize the structural features of the text. 通过预测激活学生的想象力，培养预测能力；通过略读让学生把握语篇的主要人物、核心运动和结构脉络，掌握叙事类语篇的略读策略，为后续细读做好铺垫。
Extract key details, master core vocabulary and sentence patterns, and analyze character emotional changes. Step 3 While-reading — Careful Reading (15 mins)1. Ask students to scan Part 1 (scene description), answer: What is the background of the sport How did the author feel at first (Guide students to master words like nervous, excited.)2. Ask students to scan Part 2 (process narration), finish a chart: Difficulties
Deepen the understanding of the text theme, develop dialectical thinking, and express personal views. Step 4 Post-reading — Discussion & Exploration (12 mins)1. Group discussion (8 mins): Divide students into 4 groups, discuss two questions: ① What do you think is the most important quality in this sport Why ② Do you think extreme sports are worth trying What are the advantages and disadvantages (Teacher provides expression scaffolds: In my opinion..., The advantage is..., The disadvantage is..., We should...)2. Class sharing (4 mins): Invite representatives of each group to share their views, teacher comments and guides students to express their views logically. 通过小组讨论，引导学生结合语篇内容和个人经历，深入探讨运动的价值和极限运动的利与弊，培养学生的辩证思维和批判性思维；通过表达支架搭建，降低学生的口语表达难度，提升学生的口头表达能力，突破教学难点。
Imitate the text's writing skills and finish a short writing about personal sports experience. Step 5 Reading-Writing Transformation (10 mins)1. Guide students to summarize the text's writing skills: ① Structure: scene description → process narration → emotional perception. ② Skills: use action/psychological description, connect with conjunctions (however, finally).2. Writing task: Ask students to write a short passage (80-100 words) about their own sports experience, using the structure and skills of the text, and the core vocabulary and sentence patterns learned today.3. Peer evaluation (3 mins): Students exchange their compositions, evaluate according to "structure, details, vocabulary". 通过梳理语篇写作技巧，为学生搭建写作支架；通过读写转化训练，让学生将所学语言知识和写作技巧运用到实际写作中，提升学生的读写转化能力和写作能力，实现知识的迁移运用。
Summarize the key points of the class and carry out self-evaluation. Step 6 Summary & Self-evaluation (3 mins)1. Teacher summary: Review the core vocabulary, sentence patterns, reading strategies and writing skills of this class, and emphasize the sports spirit of cooperation, perseverance and daring to challenge.2. Self-evaluation: Students finish a simple self-evaluation form according to the learning objectives: I can
Consolidate the knowledge and expand the reading and writing. Step 7 Homework (2 mins)1. Compulsory: Polish the short passage written in class, expand it to 120-150 words, add more action/psychological description.2. Optional: Read a short story about other sports, and write a 50-word reading reflection, talking about what you have learned.3. Preview: The content of Presenting ideas, collect information about campus sports promotion. 设置分层作业，兼顾不同学生的学习需求：基础作业巩固读写能力，拓展作业提升阅读和反思能力，预习作业为下一节课做好铺垫，实现 “课内外衔接”。
【作业与拓展学习设计】
Task1: Polishing the composition (Compulsory)
Requirements：
Polish the short passage about personal sports experience written in class, expand it to 120-150 words.
Add more action and psychological description to make the passage more vivid.
Use at least 5 core vocabulary and 2 sentence patterns learned in this class.
Task2: Reading reflection & Sports investigation (Optional)
Read a short English story about sports (e.g. basketball, marathon), write a 50-word reading reflection, talking about the sports spirit you have learned.
Do a small investigation in your class: "What sports do students like most in our class " , collect and sort out the results, and prepare to share in the next class.
Task3: Campus sports promotion information collection (Preview)
Collect information about campus sports promotion (e.g. promotion methods, activity forms), and prepare a preliminary idea for the "campus sports promotion plan" in Presenting ideas.
【板书设计】
Unit3 Developing ideas — On the move
Ⅰ. Core Vocabulary
Sports words: cooperate, overcome, challenge, stick to, compete
Feeling words: nervous, excited, frustrated, determined, proud
Ⅱ. Key Sentence Patterns
It was not until...that...
What impressed me most is...
We tried our best to...
It was difficult for us to...
Ⅲ. Text Structure
Scene description → Process narration (Difficulties → Actions → Feelings) → Emotional perception
Ⅳ. Sports Spirit
Cooperation → Perseverance → Daring to challenge
Ⅴ. Writing Skills
Structure: Scene → Process → Perception
Skills: Action/psychological description; conjunctions (however, finally)
【特色说明】
本课时围绕 “运动中的协作与挑战” 展开，以核心素养为导向，将语言知识学习、阅读能力培养、思维品质提升和文化意识渗透有机融合，充分体现了英语学习活动观。
教学中遵循 “输入 — 加工 — 输出” 的教学路径，设计了 “导入 — 略读 — 细读 — 讨论 — 读写转化 — 总结” 的递进式学习活动，层层深入引导学生理解语篇：通过多模态资源导入，激发学习兴趣；通过略读和细读，培养学生的阅读策略，掌握核心语言知识；充分利用C30双师生命课堂通过小组思辨讨论，引导学生深入思考运动的价值，培养辩证思维；通过读写转化训练，实现语言知识的迁移运用，提升学生的读写能力。
同时，本课注重支架式教学，为学生搭建了词汇、句式、表达和写作支架，降低了学习难度，兼顾了不同层次学生的学习需求；设置了分层作业和课内外衔接活动，实现了知识的巩固与拓展。整个教学设计不仅注重学生语言能力的提升，更注重引导学生体会坚持、协作、勇于挑战的体育精神，实现了 “语言学习” 与 “人文熏陶” 的双重目标，体现了高中英语教学的育人价值。
【基本教学信息】
课时名称：Unit3 Developing ideas---On the move
授课课型：Reading + Writing
授课时长：2 课时
【文本分析】
外研版高中英语必修二 Unit3 的主题语境是 “运动与社会生活”，本节课为本单元的 Developing Ideas 部分，语篇选取关于团队运动 / 极限运动的纪实性文本，围绕 “运动中的协作与挑战” 展开，讲述了运动员 / 普通参与者在运动中克服困难、团队协作、突破自我的经历，旨在引导学生思考运动的深层价值，体会坚持、协作、拼搏的体育精神，同时培养学生的批判性思维和跨文化意识。
【What】
语篇以叙事为主，穿插观点表达，介绍了某一团队运动（如排球、龙舟）或极限运动（如徒步、攀岩）的参与经历，详细描述了运动中的困难、团队的配合、最终的收获，核心围绕 “运动不仅是身体的锻炼，更是精神的成长” 展开。
【Why】
通过本板块的学习，学生能够深入理解运动的多元价值，辩证思考运动中的 “挑战与成长”“个人与团队” 的关系，树立积极的运动理念；同时积累描述运动过程、表达情感感悟的词汇和句式，提升英语阅读和写作能力，培养坚持、协作、勇于挑战的良好品质。
【How】
语篇采用 “场景描写 — 过程叙述 — 情感感悟” 的结构，通过动作描写、心理描写展现运动中的细节，运用连接词（however, finally, in my opinion）梳理叙事脉络。教学中可通过 “梳理情节 — 分析细节 — 提炼感悟” 的路径，引导学生理解语篇；同时结合小组讨论、读写结合的方式，实现知识的迁移运用，让学生在语言学习中体会体育精神。
【学情分析】
本课的教学对象为高一学生，他们具备一定的英语阅读能力，能读懂叙事类语篇的基本情节，提取事实性信息；且对团队运动、极限运动有一定的生活体验和认知，容易对语篇主题产生共鸣。
但学生存在以下不足：一是词汇储备不足，缺乏描述运动心理、动作细节的高阶词汇，难以精准理解语篇中的情感表达；二是思维深度不够，对语篇的理解多停留在 “情节梳理”，难以提炼运动背后的精神内涵；三是读写转化能力薄弱，无法将语篇中的表达技巧运用到自己的写作中，难以写出有细节、有感悟的运动类短文。
因此，教学中需通过问题链引导、词汇支架搭建、读写结合训练，降低学生的理解难度，引导学生深入思考；同时通过模仿语篇表达，提升学生的写作能力，实现 “读懂 — 理解 — 运用” 的递进。
【Teaching objectives】
At the end of the class, students will be able to：
Language Knowledge
Grasp the main plot and key details of the text, master the core vocabulary and sentence patterns to describe sports process and emotional feelings (e.g. cooperate, overcome, challenge, It was not until...that..., What impressed me most is...).
Understand the structural features of the narrative text (scene description - process narration - emotional perception).
Cultural Awareness
Explore the cultural connotation of team sports/extreme sports, understand the sports spirit of perseverance, cooperation and daring to challenge in different sports.
Compare the sports concepts of China and foreign countries, enhance cultural confidence and cross-cultural communication awareness.
Thinking Quality
Analyze the relationship between "individual and team" and "challenge and growth" in sports, and develop dialectical thinking and critical thinking.
Combine the text content with personal experience, and express their own views on the value of sports with logical and in-depth language.
Learning Ability
Master the reading strategies of narrative text (skimming for main idea, scanning for details, inferring for connotation), and improve reading ability.
Imitate the writing skills of the text, write a short passage about personal sports experience, and improve the ability of reading-writing transformation.
【Teaching key points】
Help students grasp the main plot and key details of the text, and master the core vocabulary and sentence patterns to describe sports.
Guide students to explore the spiritual connotation behind the text and understand the sports spirit of cooperation, perseverance and daring to challenge.
Train students' reading strategies of narrative text and improve their ability to extract and infer information.
【Teaching difficult points】
Guide students to analyze the psychological and action details in the text, and infer the emotional changes and spiritual gains of the characters.
Help students didactically think about the relationship between "challenge and risk" in sports, and express their own views with logical and in-depth English.
Enable students to imitate the text's writing structure and expression skills, and write a short sports experience with details and feelings.
【Teaching procedures】
教学目标 活动设计 设计意图
Activate prior knowledge and lead in the topic. Step1 Lead-in (3 mins)1. Show pictures/videos of team sports (volleyball/dragon boat) or extreme sports (hiking/rock climbing), ask students: ① What sport is it ② What do you think people need to do well in this sport 2. Summarize students' answers, lead in the text topic: "Today we will read a story about this sport, and explore what we can learn from it." 以学生熟悉的运动图片 / 视频导入，激活学生对运动的已有认知，引出本课语篇主题，激发学生的阅读兴趣；同时铺垫 “cooperate, overcome, challenge” 等核心词汇。
Grasp the main idea and structural features of the text. Step 2 Pre-reading & Fast Reading (7 mins)Pre-reading (3 mins)Ask students to predict the content of the text according to the title and pictures: What may the story talk about Fast Reading (4 mins)1. Ask students to skim the text, finish two tasks: ① Find out the main characters and the sport in the text. ② Divide the text into three parts (scene description/process narration/emotional perception) and write down the main idea of each part.2. Check the answers and summarize the structural features of the text. 通过预测激活学生的想象力，培养预测能力；通过略读让学生把握语篇的主要人物、核心运动和结构脉络，掌握叙事类语篇的略读策略，为后续细读做好铺垫。
Extract key details, master core vocabulary and sentence patterns, and analyze character emotional changes. Step 3 While-reading — Careful Reading (15 mins)1. Ask students to scan Part 1 (scene description), answer: What is the background of the sport How did the author feel at first (Guide students to master words like nervous, excited.)2. Ask students to scan Part 2 (process narration), finish a chart: Difficulties
Deepen the understanding of the text theme, develop dialectical thinking, and express personal views. Step 4 Post-reading — Discussion & Exploration (12 mins)1. Group discussion (8 mins): Divide students into 4 groups, discuss two questions: ① What do you think is the most important quality in this sport Why ② Do you think extreme sports are worth trying What are the advantages and disadvantages (Teacher provides expression scaffolds: In my opinion..., The advantage is..., The disadvantage is..., We should...)2. Class sharing (4 mins): Invite representatives of each group to share their views, teacher comments and guides students to express their views logically. 通过小组讨论，引导学生结合语篇内容和个人经历，深入探讨运动的价值和极限运动的利与弊，培养学生的辩证思维和批判性思维；通过表达支架搭建，降低学生的口语表达难度，提升学生的口头表达能力，突破教学难点。
Imitate the text's writing skills and finish a short writing about personal sports experience. Step 5 Reading-Writing Transformation (10 mins)1. Guide students to summarize the text's writing skills: ① Structure: scene description → process narration → emotional perception. ② Skills: use action/psychological description, connect with conjunctions (however, finally).2. Writing task: Ask students to write a short passage (80-100 words) about their own sports experience, using the structure and skills of the text, and the core vocabulary and sentence patterns learned today.3. Peer evaluation (3 mins): Students exchange their compositions, evaluate according to "structure, details, vocabulary". 通过梳理语篇写作技巧，为学生搭建写作支架；通过读写转化训练，让学生将所学语言知识和写作技巧运用到实际写作中，提升学生的读写转化能力和写作能力，实现知识的迁移运用。
Summarize the key points of the class and carry out self-evaluation. Step 6 Summary & Self-evaluation (3 mins)1. Teacher summary: Review the core vocabulary, sentence patterns, reading strategies and writing skills of this class, and emphasize the sports spirit of cooperation, perseverance and daring to challenge.2. Self-evaluation: Students finish a simple self-evaluation form according to the learning objectives: I can
Consolidate the knowledge and expand the reading and writing. Step 7 Homework (2 mins)1. Compulsory: Polish the short passage written in class, expand it to 120-150 words, add more action/psychological description.2. Optional: Read a short story about other sports, and write a 50-word reading reflection, talking about what you have learned.3. Preview: The content of Presenting ideas, collect information about campus sports promotion. 设置分层作业，兼顾不同学生的学习需求：基础作业巩固读写能力，拓展作业提升阅读和反思能力，预习作业为下一节课做好铺垫，实现 “课内外衔接”。
【作业与拓展学习设计】
Task1: Polishing the composition (Compulsory)
Requirements：
Polish the short passage about personal sports experience written in class, expand it to 120-150 words.
Add more action and psychological description to make the passage more vivid.
Use at least 5 core vocabulary and 2 sentence patterns learned in this class.
Task2: Reading reflection & Sports investigation (Optional)
Read a short English story about sports (e.g. basketball, marathon), write a 50-word reading reflection, talking about the sports spirit you have learned.
Do a small investigation in your class: "What sports do students like most in our class " , collect and sort out the results, and prepare to share in the next class.
Task3: Campus sports promotion information collection (Preview)
Collect information about campus sports promotion (e.g. promotion methods, activity forms), and prepare a preliminary idea for the "campus sports promotion plan" in Presenting ideas.
【板书设计】
Unit3 Developing ideas — On the move
Ⅰ. Core Vocabulary
Sports words: cooperate, overcome, challenge, stick to, compete
Feeling words: nervous, excited, frustrated, determined, proud
Ⅱ. Key Sentence Patterns
It was not until...that...
What impressed me most is...
We tried our best to...
It was difficult for us to...
Ⅲ. Text Structure
Scene description → Process narration (Difficulties → Actions → Feelings) → Emotional perception
Ⅳ. Sports Spirit
Cooperation → Perseverance → Daring to challenge
Ⅴ. Writing Skills
Structure: Scene → Process → Perception
Skills: Action/psychological description; conjunctions (however, finally)
【特色说明】
本课时围绕 “运动中的协作与挑战” 展开，以核心素养为导向，将语言知识学习、阅读能力培养、思维品质提升和文化意识渗透有机融合，充分体现了英语学习活动观。
教学中遵循 “输入 — 加工 — 输出” 的教学路径，设计了 “导入 — 略读 — 细读 — 讨论 — 读写转化 — 总结” 的递进式学习活动，层层深入引导学生理解语篇：通过多模态资源导入，激发学习兴趣；通过略读和细读，培养学生的阅读策略，掌握核心语言知识；充分利用C30双师生命课堂通过小组思辨讨论，引导学生深入思考运动的价值，培养辩证思维；通过读写转化训练，实现语言知识的迁移运用，提升学生的读写能力。
同时，本课注重支架式教学，为学生搭建了词汇、句式、表达和写作支架，降低了学习难度，兼顾了不同层次学生的学习需求；设置了分层作业和课内外衔接活动，实现了知识的巩固与拓展。整个教学设计不仅注重学生语言能力的提升，更注重引导学生体会坚持、协作、勇于挑战的体育精神，实现了 “语言学习” 与 “人文熏陶” 的双重目标，体现了高中英语教学的育人价值。