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[2019統(tǒng)編版】
人教版高中英語必修第一冊Unit3全單元
備課教案教學(xué)設(shè)計(jì)
Unit3Sportsandfitness
3.1Period1ListeningSpeaking&Taiking
3.2Period2ReadingandThinkingLivingLegends
3.3Period3DiscoveringUsefulStructures一tagquestions
3.4Period4ReadingForWriting
Period1ListeningSpeaking&Talking
教學(xué)目標(biāo)與核心素養(yǎng):
1.Instructstudentstogetmainfactsbylisteningandmotivatethem
totalkaboutthetopicsabouthowtoinviteafriendtoasportsevent,
voiceone'sownopinionsaboutsportsmanshipbylistening.
2.Developstudents?senseofcooperativelearningandindividual
thinkingcapability.
3.Developstudents?differentlisteningskillstosolvedifferent
listeningcomprehensiveproblems.
教學(xué)重難點(diǎn):
1.Teachstudentshowtofocusonkeywords,notonsinglewordsor
grammar.
2.PromptSstotalkabouttherelatedtopics,suchashowtoinvite
afriendtoasportseventandvoiceone'sownopinionsabout
sportsmanship.
教學(xué)過程:
Part1:ListeningandSpeaking
Leadin
Theteacherisadvisedtotalkwiththeirstudentsaboutsports
events.
Boysandgirls,lookatthepostersonp36,whatsportseventsdoyou
liketowatch?Whichsportswouldyouliketotry?Aftertheirsmalltalk,
theteachercanmoveonbyfinishingthefollowinglisteningtask:
Playconversation1whichisaboutShenQi'smainpurposefortalking
toAmyandafterfinishinglisteningforthefirsttime,thestudentsneed
tosolvethefollowingtasks.
1.Purpose____________________________________________________________
2.Listentoconversation1againandwritedownthewordsthatthe
speakerstresses:
Listeningtip:
Listenformainideas.
Trytocatchthemainideasinsteadoftryingtorememberandtranslate
eachwordyouhear.
Afterfinishingthetaskabove,theteacherisexpectedtoplay
conversation2whichisaboutAdam'sinvitingJulietoasportsevent
andafterfinishinglistening,thestudentsneedtosolvethefollowing
task.
ListentoConversation2.Thenanswerthefollowingquestions:
1.Whenwilltheeventhappen?
Theeventwillhappen________________________________________
2.What'sa〃BluePaintz/run?
A"BluePaintrunisafunrunthat-
3.Whyisitcalleda"BluePaint"run?
Becausepeoplecanbuywaterballonsfiled
withandtherunners.
4.If200peopletakepartintherunand400balloonsaresold,howmuch
moneywilltheycollect?
Finally,afterfinishingthetaskabove,theteacherisexpectedto
instructstudentstoworkingroupstofinishthefollowingproject:
SpeakingProject
Whateventoractivitywouldyouliketoinviteyourfriendto?Make
aconversationwithapartner.
SkiRace:Zhangjiakou,abeautifulcityinnorthernChina,willhost
theYouthSkiRaceinDecember.
TrackMeet:agreateventfortrack-and-fieldloverson26October.
GymClass:comeandworkoutatagym!Youcanmakeit.
Part2:ListeningandTalking:
Theteacherisadvisedtotalkwiththeirnewstudentsaboutthe
relatedtopic:
Boysandgirls,whatdoyouthinkofsportsmanship?Let'slisten
andfindout:
Playthelisteningandmatcheachopinionwiththerightspeaker.Who
doyouagreewith?Why?
CaoJing
Li1yMax
A.Anathleteshoulddohis/herbesttowin.
B.Thegirlshouldstopandhelptheothergirl.Goodsportsmanship
ismoreimportantthanwining!
C.Anathleteshouldthinkabouthonorandhis/herfansifhe/sheis
competingforhis/hercountry.
Listenagainandcircletheexpressionsthatyouhearinthe
conversation.
agreeingdisagreeing
Iagree.rmsorry,butIdisagree/don,t
SodoI.agree.
Exactly!Idon,tthinkso.
AllrightThat,snotright.
Goodidea.Thatdoesn,tmakeanysense!
Yes,Ithinkso.That'snothowIseeit.
Metoo.Iseewhatyoumean,but
Sure./Certainly./
Ofcourse.You,reright/correct.
Iguessso.
Talkingproject
Workingroups.Chooseoneofthesituationsbelowandmakeaconversation:
?Asoccerplayershouldnotpretendtofalldownevenifithelpshis/her
team.
?Inschoolteams,everyoneshouldgetachancetoplay,notonlythebest
players.
?Itiswrongtopaypeoplemillionsofyuantoplaysports.
?Athletesshouldplayonlyfortheirowncountry.
EXAMPLE
A:Iagreewiththeideathatasoccerplayershouldneverpretendtofall
downevenifithelpshisorherteam.Youshouldnevercheat.
B:Exactly!It'simportanttodotherightthing.
C:Well,|don,tthinkso.Manyplayersdoit,andtheythinkithelps
theirteamtowin.
A:Thatdoesn,tmakeanysense!
B:Iseewhatyoumean,buttheaudiencewantsfairplay.
Period2ReadingandThinking
LivingLegends
教學(xué)目標(biāo)與核心素養(yǎng):
1.ReadquicklytogetbasicinformationaboutLangPingandJordan;
readdeeplytounderstandwhytheycanbecalledsportslegends.
2.Understandthemeaningofsomelanguagesinthecontextofthetext
throughquestionguidance,suchas"timeseemstostandstill,graceful77
andsoon.
3.Readandclarifythecontextofeachpartofthetext,learning
howtotalkandwritesportslegends.
4.Throughcomparativeanalysis,wecanformthecriteriaforjudging
thelegendaryfiguresandlearntochoosethelegendarysportsstarswe
like.
教學(xué)重難點(diǎn):
1.GetbasicinformationaboutLangPingandJordan;readdeeply
2.Understandwhytheycanbecalledsportslegends.
3.Understandthemeaningofsomelanguagesinthecontextofthe
text,suchas"timeseemstostandstill,graceful〃andsoon.
教學(xué)過程:
1.Warmingup
Step1Leading-in
QI:Whoareyourfavoritesportsplayer?
Q2:Doyoulikehim/her?Why?
2.TalkaboutLangPingandMichaelJordan.
QI:WhatdoyouknowaboutLangPingandMichaelJordan?
Q2:Whatelsedoyouwanttoknowaboutthem?
Step2:Readingtogetrelatedinformationaboutthetwosportsstar
1.Readquicklytoanswerstudents?ownquestionsandthefollowing
questions.
QI:WhatcontributionsdidLangPingmakeinvolleyball?
Q2:WhatcontributionsdidMichaelJordanmakeinbasketball?
Q3:What'sspecialaboutMichaelJordaninhislife?
2.Discussanswersanddealwithsomenewwords.
Step3Understandingthetitleandtheleadparagraph
Answerthefollowingquestions.
QI:Whydoyouthinktheauthorchoosestowritethesetwosportsstars?
Q2:Whatdoes“l(fā)ivinglegend??mean?
Q3:Whatarethestandardsorrequirementstobechosenasaliving
legendofsportsstar?
Step4GettingdetailedinformationaboutLangPing
1.Readtoanswerthefollowingquestions.
QI:IsLangPingamasterinherarea?Howdoyouknowthat?
Q2:WhatgoodexamplesdoesLangPingsetforothers?
2.FocusonthestoryaboutLangPing.
QI:LangPing'sdeterminationwastested.Whathappenedtoher?
Q2:Wasthechallengebig?Howdoyouknow?
Q3:Didshegiveup?
Q4:Howdidshesolveit?
Q5:WhatcanwelearnaboutLangPingfromthesentence“Shehadmet
difficultiesbefore."mean?
Q6:WhatcanwelearnaboutLangPingfromthesentence“Sheknewher
youngplayercouldwiniftheyworkedtogetherasateam."?
4.SumuptheinformationaboutLangPingwiththetable
LivinglegendsMastersGoodexamples
LangPingAsaGreatdetermination
Asaandcourage
Asa
Q:WhyisLangPingalivinglegendofsports?
Step5:ExploringdetailedinformationaboutMichaelJordan
1.ReadtheparagraphofMichaelJordanandcompletethefollowingtable.
WehavegottoknowwhyLangPingisalivinglegend.Nowreadandfind
outwhyMichaelJordanisalivinglegendonyourownbycompletingthe
followingtable.
LivinglegendsMastersGoodexamples
Jordan??
1.SortoutdetailedinformationaboutMichaelJordan.
(1)Understandthetransitionalsentence.
Q:WhichpartisaboutMichaelJordanasamaster?Whichpartisabout
theexampleheset?
(2)FocusonwhyMichaelJordanisamaster.
QI:Howdoestheauthordescribehisimpressiveskills?
Q2:Howdoyouunderstand“timeseemedtostandstill”?
Q3:Whatdoes“graceful"mean?
(3)FocusonwhatgoodexamplesMichaelJordanset.
Q4.Whichsentencedoyouthinkbestdescribeshismentalstrength?
Q5.Whichwordsisimportantinthesentenceindescribinghismental
strength?Why?
Q6:Howdoyouunderstand“unique”?
Q7:WhatcanwelearnfromMichaelJordan?
Step6Discussingandrecommending
Recommendtheirownlivinglegendsofsports.
Workingroupstochooseyourownlivinglegendofsportsandgivethe
reasonsofyourchoice.
Period3DiscoveringUseful
Structures—tagquestions
教學(xué)目標(biāo)與核心素養(yǎng):
1.Getstudentstohaveagoodunderstandingofthebasicusagesof
tagquestions.
2.Enablestudentstousethebasicphrasesstructuresflexibly.
3.Developstudents?speakingandcooperatingabilities.
4.Strengthenstudents,greatinterestingrammarlearning.
教學(xué)重難點(diǎn):
1.Howtoenablestudentstohaveagoodunderstandingofthebasic
usagesoftagquestions.
2.Howtoenablestudentstousethebasicusagesoftagquestions
flexibly.
教學(xué)過程:
Stepl:語法自主探究
(一)基本組成方法
1.肯定式陳述Youoftenplaybadminton,don'tyou?你經(jīng)常打羽毛球,
部分+否定附加是嗎?
疑問部分(前肯Youaregoingtothegymwithme,aren?tyou?
后否)你要和我一起去健身房,是嗎?
She'sbeentoshanghaibefore,hasn'tshe?她以前去過
上海,是嗎?
2.否定式陳述Itisn,tabeautifulflower,isit?那不是美麗的花,是
部分+肯定附加嗎?
疑問部分(前否Youdidn,tgoskatingyesterday,didyou?你昨天沒去滑
后肯)冰,是嗎?
Theycan'tfinishitbyFriday,canthey?
他們不能在星期五之前完成,是嗎?
3.含有否定詞(1)當(dāng)陳述句中含有Hehardlygoestoschoolbycar,
的附加疑問句seldom,hardly,never,doeshe?
rarely,little,few,他幾乎不開車去上學(xué),是嗎?
none,neither,no,not,YouhaveneverbeentoParis,
nowhere,nothingnoone,haveyou?
nobody等否定意義的詞你從沒去過巴黎,是嗎?
時,后面的附加疑問句則為Theyseldomcomelate,dothey?
肯定形式。他們很少遲到,是嗎?
Littlehasbeendonetoprevent
pollution,hasit?幾乎沒有做
什么來防止污染,是嗎?
(2)如果陳述句中僅含否Heisunfitforhisjob,isn't
定前綴的詞unhappy,he?
dislike,impossible等,他不適合這項(xiàng)工作,是嗎?
則后面的附加疑問句仍為Itisimpossible,isn,tit?那
否定形式。不可能,是嗎?
Hedislikeshisclassmates,
doesn'the?
他不喜歡他的同學(xué),是嗎?
4.祈使句的附(1)肯定的祈使句的附加Comealongwithme,willyou/
加疑問句疑問句在句末加“winwon'tyou?/canyou?/can't
you?/won'tyou?/canyou?
you?/can'tyou?"跟我來,好嗎?
(2)否定的祈使句的附加Don,tmakeanynoise,willyou?
疑問句通常在句末加別出聲,好嗎?
“willyou?”
(l)Let's開頭的祈使句,Let,sgoandlistentothe
附加疑問句用shallwe?music,shallwe?
(2)Letus開頭的祈使讓我們?nèi)ヂ犚魳?,好嗎?/p>
句,附加疑問句用willLetuswaitforyouinthe
you?reading-room,willyou?我們在
閱覽室等你,好嗎?
(二)附加疑問句注意幾種特殊情況:
1.當(dāng)陳述部分主語是everyone/Nobodysawhimwalkintotheroom,
everybody,someone/somebody,noone/didthey?沒人看見他走進(jìn)房間,是
nobody,none等表示人的不定代詞時,嗎?
附加疑問句部分的主語多用they,但也Everythinghasgonewrongtoday,
可用he;當(dāng)陳述部分的主語是hasn,tit?
everything,anything,something,今天什么都出了問題了,是不是?
nothing等表示物的不定代詞時,附加
疑問句部分的主語用it。
2.當(dāng)陳述部分的主語是指示代詞this,Thatisn'tyourdictionary,is
that,these,those時,附加疑問句的it?這不是你的字典,是嗎?
主語不再用指示代詞,而要用it或they。Theseareinterestingstories,
aren'tthey?
這些故事很有趣,不是嗎?
3.當(dāng)陳述部分是"therebe+主語+其Thereisabookonthedesk,isn't
他”結(jié)構(gòu)時,附加疑問句用“be(not)there?
there”結(jié)構(gòu)。桌子上有本書,是嗎?
Therearenotanypensinthebox,
arethere?
盒子里沒筆了,是嗎?
4.當(dāng)陳述句的謂語動詞是have時,如Youhaveanicehouse,haven,t/
果作“有”講,附加疑問句用have或don'tyou?
助動詞do的形式;如果表示其他意思時,你有一所很漂亮的房子,是嗎?
附加疑問句只用助動詞do的形式。Youoftenhaveheadaches,don't
you?你經(jīng)常頭疼,是嗎?
Wehavetofinishtheworknow,
don'twe?
我們必須現(xiàn)在完成工作,是嗎?
Theyhadagoodtimelastnight,
didn?tthey?他們昨天晚上玩得很
開心,是嗎?
5.當(dāng)陳述句的謂語部分含有hadYou'dbettergonow,hadn'tyou?
better,wouldrather,wouldlike,你最好現(xiàn)在就走,是嗎?
oughtto時,附加疑問句的謂語動詞要You'drathergothereearly,
用相應(yīng)的助動詞。wouldn'tyou?
你寧可早點(diǎn)去那里,不是嗎?
6.當(dāng)陳述句的謂語動詞含有usedtoHeusedtogetupearly,didn't/
時,附加疑問句的謂語部分用diddtusedn'the?
或usedn'to他過去起床很早,是嗎?
7.陳述句部分是主從復(fù)合句時,附加疑Heisnotthemanwhogaveusa
問句部分的代詞和助動詞要與主句中的talk,ishe?他不是給我們演講的
主語和動詞保持一致。人,是嗎?
Hecanhardlystayawakebecausehe
issotired,canhe?由于很累,他
幾乎不能保持醒著。
Thisisthesecondtimethathehas
beentoJapan,isn'tit?這是他
第二次去日本,是嗎?
Hesaidthathewouldcometomy
birthdayparty,didn'the?他說
他要來參加我的生日聚會,是嗎?
8.在賓語從句中,如果陳述句部分是Webelieveshecandoitbetter,
“I(don't)think/believe/can'tshe?我們相信她能做得更好,
suppose/imagine/expect等+賓語從是嗎?
句”,附加疑問句部分要與賓語從句Idon'tthinkyouhaveheardof
的主謂保持一致,并且要注意否定轉(zhuǎn)移himbefore,haveyou?
(前肯后否,前否后肯)。我認(rèn)為你以前沒有聽說過他,是嗎?
二.附加疑問句的回答
附加疑問句的答語與一般疑問句類似,注意其與漢語表達(dá)習(xí)慣的差異。
回答附加疑問句通常應(yīng)根據(jù)實(shí)際情況來確定,如果事實(shí)是肯定的,就用yes,事
實(shí)是否定的,就要用no。
1.附加疑問句的答語與漢語表達(dá)-kTomisanhonestboy,isn,the?湯
的差異:姆是個誠實(shí)的男孩,是嗎?
(1)對于“前肯后否”的附加疑問-kYes,heis.Wetrusthimallthetime.
句的回答,如果事實(shí)是肯定的,就是的,我們一直相信他。
用yes,譯成“是的”,事實(shí)是否一Helikesplayingfootball,doesn't
定的,就要用no,譯成“不”。he?他喜歡踢足球,是嗎?
(2)對于“前否后肯”的附加疑問一No,hedoesn't.不,他不喜歡。
句的回答,如果事實(shí)是肯定的,就一Youdidn'tfindtheownerofthe
用yes,譯成“不”,事實(shí)是否定books,didyou?你沒有找到書的主人,是
的,就要用no,譯成“是的”。嗎?
一No,Ididn't.SoIgavethemtoour
teacher.
是的,我沒有找到。因此我把書交給老師了。
一Hissisterdidn'tattendthe
meeting,didshe?
他妹妹沒有參加會議,是嗎?
一Yes,shedid.Shespokeatthe
meeting.
不,她參加了。她在會上講話了。
2.祈使句的附加疑問句的肯定回答一Writetomewhenyougethome,will
為“Yes,Iwill.",否定回答為you?
“No,Iwon't.”。到家后給我寫信好嗎?
一Yes,Iwill.好的,我會的。
一Don'tmakeanoise,willyou?不要弄
出響聲,好嗎?
一No,Iwon't.好的,我不會的。
三.附加疑問部分的讀法
陳述部分一般用降調(diào),而附加疑問部分既可用升調(diào)也可用降調(diào),但含義有所不
同。
1.用升調(diào)時,多表示Theschoolteamhavewonthegoldmedal,Xhaven,t
疑問或請求they?/
校隊(duì)獲得了金牌,是嗎?
2.用降調(diào)時,多表示Theschoolteamshavewonthegoldmedal,X
求證或希望對方同haven,tthey?X
局、O校隊(duì)獲得了金牌,對吧?
Period4ReadingForWriting
教學(xué)目標(biāo)與核心素養(yǎng):
1.Getstudentstohaveagoodunderstandingofhowtowriteclass
wellnessbookproperly.
2.Enablestudentstousesomewritingskillsflexibly.
3.Developstudents?writingandcooperatingabilities.
4.Strengthenstudents,greatinterestinwritingdiscourses.
教學(xué)重難點(diǎn):
1.Howtoenablestudentstohaveagoodunderstandingoftheskills
ofwritingaclasswellnessbook2.Howtoenablestudentstowriteagood
classwellnessbookusingsomewritingskillsproperly.
教學(xué)過程:
SteplLeadin:
Atthebeginning,ateachercanintroducethetopicbyasking:Doyou
wanttoloseweightandwhy?Doyouthinkyouarefit?Afterhavingasmall
discussionaboutit,theycanmoveontoreadthepassageandhandlethe
followingactivitiesonebyone.
Step2:Readtodiscoverdetails
StudentsareinstructedtoreadapassagetitledaGoingPositive”and
thensolvethequestionsbelow.
1.WhatproblemdidKaylahaveinthepast?
2.Whatdoesthesentence"|almostwentbananas"mean?
3.Whatmadeherchangeherthinking?
Aftercompletingtheactivitiesabove,theycanmoveontothetexttask:
Step3:Readtosumup
Readthepassageagainandfigureouttheorganizationandlanguage
features.
Title:___________________________________________________
Theturningpoint:____________________________________________________
thepastthepresent
Aim:___________________________
Mood:____________________________
Actions:__________________________
Step4:Usewhatyouhavelearnttowriteaproperclasswellnessbook.
1.Workingroups.Discussthequestionsbelow.
Exer
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