統(tǒng)編人教版高中英語必修第一冊(cè)u(píng)nit 3《Sports and fitness》全單元教學(xué)設(shè)計(jì)

[2019統(tǒng)編版】

人教版高中英語必修第一冊(cè)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(shí)，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?cè)?/p>

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(shí)，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(shí)，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(shí)，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(shí)，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(dòng)詞是have時(shí)，如Youhaveanicehouse,haven,t/

果作“有”講，附加疑問句用have或don'tyou?

助動(dòng)詞do的形式;如果表示其他意思時(shí)，你有一所很漂亮的房子，是嗎？

附加疑問句只用助動(dòng)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(shí)，附加疑問句的謂語動(dòng)詞要You'drathergothereearly,

用相應(yīng)的助動(dòng)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(dòng)詞含有usedtoHeusedtogetupearly,didn't/

時(shí)，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(shí)，附加疑Heisnotthemanwhogaveusa

問句部分的代詞和助動(dòng)詞要與主句中的talk,ishe?他不是給我們演講的

主語和動(dòng)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(huì)，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(gè)誠實(shí)的男孩，是嗎？

（1）對(duì)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(duì)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(huì)議，是嗎？

一Yes,shedid.Shespokeatthe

meeting.

不，她參加了。她在會(huì)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(huì)的。

一Don'tmakeanoise,willyou?不要弄

出響聲，好嗎？

一No,Iwon't.好的，我不會(huì)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(shí)，多表示Theschoolteamhavewonthegoldmedal,Xhaven，t

疑問或請(qǐng)求they?/

校隊(duì)獲得了金牌，是嗎？

2.用降調(diào)時(shí)，多表示Theschoolteamshavewonthegoldmedal,X

求證或希望對(duì)方同haven，tthey?X

局、O校隊(duì)獲得了金牌，對(duì)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