外研版（2019）必修 第二册 Unit 3 on the move developing ideas教学设计（表格式）
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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（表格式） |
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| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2026-03-23 00:00:00 | ||
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Book 2 Unit 3 On the move教案设计
基本信息：
教材版本：外研版必修2
单元及名称：unit3 on the move
单元课时数：5
Part1 单元整体教学设计
单元主题：
本单元的主题语境是“人与社会”，涉及的主题语境内容是体育运动和健康的生活方式。阅读课文介绍了目前世界上流行的运动——足球，以及跑步者的运动故事。语言运用部分介绍了不同的运动方式，尤其是中国传统运动。通过本单元的学习，学生能够了解不同的运动方式，思考运动对身心的影响，并学会如何介绍自己的运动故事。
单元教学内容：
板块核心内容Starting out激活运动话题，通过图片与讨论认识各类运动项目，积累基础运动词汇，引发对运动意义的思考。Understanding ideas精读论说文《Why football is so popular》，分析足球风靡全球的原因，学习议论文的论证结构与表达。Using language聚焦语法不定式作定语/状语，拓展运动、健康、比赛类话题词汇与短语，进行句式操练与语用实践。Developing ideas阅读跑者的个人故事，体会运动对生活态度与个人成长的积极影响，学习叙事类文本的阅读策略。Presenting ideas以口头或书面形式分享个人运动经历，完成观点表达与成果展示，提升综合语言运用能力。Reflection梳理单元知识与学习收获，反思运动与健康、学习与生活的关系，升华“积极运动、健康生活”的价值观。
三、单元教学整体框架图
课时1: Starting out + 词汇激活]
课时2: Understanding ideas 阅读课]
课时3: Using language 语法课(不定式)]
课时4: Developing ideas 阅读与拓展]
课时5: Presenting ideas 口语/写作输出]
四、学情分析
高一学生已掌握基础运动类词汇，对足球、跑步等常见运动有生活体验，具备一定的话题认知。已学习基础时态、简单句结构，能进行日常话题交流，但对议论文阅读、不定式复杂用法及长难句分析能力较弱。习惯小组合作与任务型学习，对贴近生活的运动话题兴趣较高，乐于参与讨论与展示类活动。他们关注运动与健康、个人成长等话题，需要在真实语境中运用语言表达观点，同时需要针对性指导提升语法运用与书面表达能力。
五、单元学习目标
1. 语言能力
掌握运动、健康、比赛、情感态度等核心词汇与短语（如 athletic, endurance, motivation, contribute to, be regarded as 等）。
熟练运用不定式作定语、结果状语、目的状语的语法规则，能在口语与书面表达中升级句式。
能读懂议论文、叙事类运动主题文本，提取主旨、细节与作者观点；能口头介绍个人运动经历、书面撰写运动故事或观点短文。
2. 文化意识
了解足球的全球文化内涵、西方大众健身理念，对比中外运动习惯差异。
认识运动的社交价值与治愈功能，树立“运动促进身心健康”的文化认知与生活态度。
3. 思维品质
分析议论文的论证逻辑（观点—例证—结论），提升逻辑思辨能力；辩证看待运动与学习、生活的关系。
通过阅读个人运动故事，培养共情能力与积极面对挑战的思维品质。
4. 学习能力
运用略读、寻读、思维导图等策略自主阅读与整理单元知识。
通过小组讨论、合作探究等活动，提升协作学习与自主探究能力。
六、单元教学重难点
重点
运动与健康话题核心词汇、短语的积累与运用。
不定式作定语/状语的语法规则理解与语用实践。
提取文本主旨、分析论证结构，完成观点表达与叙事写作。
难点
长难句分析（含不定式结构）与理解。
Developing ideas板块教学设计（建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型 Reading + Writing
主题语境 人与社会——运动
内容分析 本板块呈现了从另一角度反映单元主题的课文，语篇类型为论坛专题讨论，是新媒体语篇，用图文并茂的方式介绍了几位跑步者的故事，介绍了跑步给他们的生活带来的积极变化。读写部分呈现了作者从不会滑冰到加入冰球队并志在夺取全国比赛冠军的故事。通过这一板块的学习，学生能够体会 体育运动给生活带来的乐趣和给健康带来的益处，并且初步掌握个人故事的文体特征和写作方法。
教学目标 1. 学生能够初步了解柱状图的特点和功能，学会利用图表收集和整合信息；2. 学生能够理解课文内容，通过复述几位跑步者的故事，从每个故事中体会积极的人生态度；3. 学生能够联系自身实际，加深对单元主题意义的理解，讲述自己参与体育运动的故事。
教学重点 1. 引导学生读懂文章，从每个故事中体会积极的人生态度；2. 引导学生掌握重要的过渡性词汇及句型表达，运用到自己的写作中。
教学难点 1. 引导学生利用图表收集和整合信息；2. 引导学生分享自己参与体育运动的故事。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T shares his/her personal experience in Yantai Marathon and ask students whether they have taken part in amateur marathon or what they know about marathon.2. T asks Ss to look at the chart and answer the questions in Activity 1. 1. Ss listen to teacher’s personal experience in Yantai Marathon and share opinions on open questions like “whether they have taken part in amateur marathon or what they know about marathon”. 2. Ss look at the chart and answer the questions in Activity 1. To add students' background knowledge of marathon and stimulate their interest.
Activity 2 1. T asks Ss to read the passage and tell the text type of the passage.2. T asks Ss to share with the classmates the understanding of the title. 1. Ss read the passage and tell the text type of the passage.2. Ss share with the classmates the understanding of the title. To have students understand the title and the text type.
Activity 3 T asks Ss to read the passage and complete the table with expressions from the passage. Ss read the passage and complete the table with expressions from the passage. To get students to have some details in the text and figure out the structure of the text.
Think & Share 1. T asks Ss to discuss the four questions in “Think and Share”.2. T invites some Ss to share their opinions. 1. Ss discuss the four questions in “Think and Share”.2. Ss share their opinions with the class. To guide students to recognize the significance of running
Activity 4 1. T creates a scene: Imagine a marathon is going on in Yantai NO.4 High School, and many students take part in it. Work in group of six to create an interview. Student A is a journalist. Student BCDEF are participants. The journalist could ask questions like: What is your name How old are you Why do you choose to take part in marathon When did you start to like running What do you think of this marathon What challenges did you face What makes you keep going 2. T asks Ss to write a passage introducing another runner within 100 words after class, and share with other students next class. 1. Ss work in groups, organise their ideas and present their interview.2. Ss write a passage introducing another runner within 100 words, and share with other students next class. To create a situation for students to experience a real interview by themselves.
Activity 5 1. T asks Ss to read the sample and answer the first two questions in Activity 5.2. T guides Ss to read and complete the table.3. T guides Ss to find out useful expressions which can be used in their writing. 1. Ss read the sample and answer the first two questions in Activity 5.2. Ss read and complete the table.3. Ss find out useful expressions which can be used in their writing. To have students understand the theme, the content and figure out the structure of the sample.
Activity 6 1. T asks Ss to think of their own stories and make notes. 2. T asks Ss to write their own sports stories and reminds them to use the useful expressions. 1. Ss complete the notes with their own sports experiences.2. Ss write their own sports stories according to the notes. To have students write their own sports stories with the help of the given structure.
Activity 7 1. T shows the criteria of a good composition and asks Ss to exchange with their partner to correct mistakes2. T asks some Ss to show their stories to the class, and invites other Ss to judge. Ss show their stories to the class, and do peer evaluation. To get students correct mistakes and improve writing through peer evaluation.
作业设计：
Read the passages on page 32-33 again,understand these passages better.
Complete the exercises of the guide plan.
Students write their own sports stories with the help of the given structure.
教学反思：
通过本节内容学习，学生是否理解了文章标题意义在文中的具体体现和文章的结构；
通过本节内容学习，学生是否明白了运动给人们带来的积极影响；
3、学生能否运用所学词汇写下自己的运动故事。
基本信息：
教材版本：外研版必修2
单元及名称：unit3 on the move
单元课时数：5
Part1 单元整体教学设计
单元主题：
本单元的主题语境是“人与社会”，涉及的主题语境内容是体育运动和健康的生活方式。阅读课文介绍了目前世界上流行的运动——足球，以及跑步者的运动故事。语言运用部分介绍了不同的运动方式，尤其是中国传统运动。通过本单元的学习，学生能够了解不同的运动方式，思考运动对身心的影响，并学会如何介绍自己的运动故事。
单元教学内容：
板块核心内容Starting out激活运动话题，通过图片与讨论认识各类运动项目，积累基础运动词汇，引发对运动意义的思考。Understanding ideas精读论说文《Why football is so popular》，分析足球风靡全球的原因，学习议论文的论证结构与表达。Using language聚焦语法不定式作定语/状语，拓展运动、健康、比赛类话题词汇与短语，进行句式操练与语用实践。Developing ideas阅读跑者的个人故事，体会运动对生活态度与个人成长的积极影响，学习叙事类文本的阅读策略。Presenting ideas以口头或书面形式分享个人运动经历，完成观点表达与成果展示，提升综合语言运用能力。Reflection梳理单元知识与学习收获，反思运动与健康、学习与生活的关系，升华“积极运动、健康生活”的价值观。
三、单元教学整体框架图
课时1: Starting out + 词汇激活]
课时2: Understanding ideas 阅读课]
课时3: Using language 语法课(不定式)]
课时4: Developing ideas 阅读与拓展]
课时5: Presenting ideas 口语/写作输出]
四、学情分析
高一学生已掌握基础运动类词汇，对足球、跑步等常见运动有生活体验，具备一定的话题认知。已学习基础时态、简单句结构，能进行日常话题交流，但对议论文阅读、不定式复杂用法及长难句分析能力较弱。习惯小组合作与任务型学习，对贴近生活的运动话题兴趣较高，乐于参与讨论与展示类活动。他们关注运动与健康、个人成长等话题，需要在真实语境中运用语言表达观点，同时需要针对性指导提升语法运用与书面表达能力。
五、单元学习目标
1. 语言能力
掌握运动、健康、比赛、情感态度等核心词汇与短语（如 athletic, endurance, motivation, contribute to, be regarded as 等）。
熟练运用不定式作定语、结果状语、目的状语的语法规则，能在口语与书面表达中升级句式。
能读懂议论文、叙事类运动主题文本，提取主旨、细节与作者观点；能口头介绍个人运动经历、书面撰写运动故事或观点短文。
2. 文化意识
了解足球的全球文化内涵、西方大众健身理念，对比中外运动习惯差异。
认识运动的社交价值与治愈功能，树立“运动促进身心健康”的文化认知与生活态度。
3. 思维品质
分析议论文的论证逻辑（观点—例证—结论），提升逻辑思辨能力；辩证看待运动与学习、生活的关系。
通过阅读个人运动故事，培养共情能力与积极面对挑战的思维品质。
4. 学习能力
运用略读、寻读、思维导图等策略自主阅读与整理单元知识。
通过小组讨论、合作探究等活动，提升协作学习与自主探究能力。
六、单元教学重难点
重点
运动与健康话题核心词汇、短语的积累与运用。
不定式作定语/状语的语法规则理解与语用实践。
提取文本主旨、分析论证结构，完成观点表达与叙事写作。
难点
长难句分析（含不定式结构）与理解。
Developing ideas板块教学设计（建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型 Reading + Writing
主题语境 人与社会——运动
内容分析 本板块呈现了从另一角度反映单元主题的课文，语篇类型为论坛专题讨论，是新媒体语篇，用图文并茂的方式介绍了几位跑步者的故事，介绍了跑步给他们的生活带来的积极变化。读写部分呈现了作者从不会滑冰到加入冰球队并志在夺取全国比赛冠军的故事。通过这一板块的学习，学生能够体会 体育运动给生活带来的乐趣和给健康带来的益处，并且初步掌握个人故事的文体特征和写作方法。
教学目标 1. 学生能够初步了解柱状图的特点和功能，学会利用图表收集和整合信息；2. 学生能够理解课文内容，通过复述几位跑步者的故事，从每个故事中体会积极的人生态度；3. 学生能够联系自身实际，加深对单元主题意义的理解，讲述自己参与体育运动的故事。
教学重点 1. 引导学生读懂文章，从每个故事中体会积极的人生态度；2. 引导学生掌握重要的过渡性词汇及句型表达，运用到自己的写作中。
教学难点 1. 引导学生利用图表收集和整合信息；2. 引导学生分享自己参与体育运动的故事。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T shares his/her personal experience in Yantai Marathon and ask students whether they have taken part in amateur marathon or what they know about marathon.2. T asks Ss to look at the chart and answer the questions in Activity 1. 1. Ss listen to teacher’s personal experience in Yantai Marathon and share opinions on open questions like “whether they have taken part in amateur marathon or what they know about marathon”. 2. Ss look at the chart and answer the questions in Activity 1. To add students' background knowledge of marathon and stimulate their interest.
Activity 2 1. T asks Ss to read the passage and tell the text type of the passage.2. T asks Ss to share with the classmates the understanding of the title. 1. Ss read the passage and tell the text type of the passage.2. Ss share with the classmates the understanding of the title. To have students understand the title and the text type.
Activity 3 T asks Ss to read the passage and complete the table with expressions from the passage. Ss read the passage and complete the table with expressions from the passage. To get students to have some details in the text and figure out the structure of the text.
Think & Share 1. T asks Ss to discuss the four questions in “Think and Share”.2. T invites some Ss to share their opinions. 1. Ss discuss the four questions in “Think and Share”.2. Ss share their opinions with the class. To guide students to recognize the significance of running
Activity 4 1. T creates a scene: Imagine a marathon is going on in Yantai NO.4 High School, and many students take part in it. Work in group of six to create an interview. Student A is a journalist. Student BCDEF are participants. The journalist could ask questions like: What is your name How old are you Why do you choose to take part in marathon When did you start to like running What do you think of this marathon What challenges did you face What makes you keep going 2. T asks Ss to write a passage introducing another runner within 100 words after class, and share with other students next class. 1. Ss work in groups, organise their ideas and present their interview.2. Ss write a passage introducing another runner within 100 words, and share with other students next class. To create a situation for students to experience a real interview by themselves.
Activity 5 1. T asks Ss to read the sample and answer the first two questions in Activity 5.2. T guides Ss to read and complete the table.3. T guides Ss to find out useful expressions which can be used in their writing. 1. Ss read the sample and answer the first two questions in Activity 5.2. Ss read and complete the table.3. Ss find out useful expressions which can be used in their writing. To have students understand the theme, the content and figure out the structure of the sample.
Activity 6 1. T asks Ss to think of their own stories and make notes. 2. T asks Ss to write their own sports stories and reminds them to use the useful expressions. 1. Ss complete the notes with their own sports experiences.2. Ss write their own sports stories according to the notes. To have students write their own sports stories with the help of the given structure.
Activity 7 1. T shows the criteria of a good composition and asks Ss to exchange with their partner to correct mistakes2. T asks some Ss to show their stories to the class, and invites other Ss to judge. Ss show their stories to the class, and do peer evaluation. To get students correct mistakes and improve writing through peer evaluation.
作业设计：
Read the passages on page 32-33 again,understand these passages better.
Complete the exercises of the guide plan.
Students write their own sports stories with the help of the given structure.
教学反思：
通过本节内容学习，学生是否理解了文章标题意义在文中的具体体现和文章的结构；
通过本节内容学习，学生是否明白了运动给人们带来的积极影响；
3、学生能否运用所学词汇写下自己的运动故事。