2019统编人教版高中英语必修第一册unit-3《Sports-and-fitness》全单元教案.docx

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1、 【2019 统编版】人教版高中英语必修第一册 Unit 3 全单元备课教案教学设计3.2 Period 2 Reading and Thinking Living Legends3.3 Period 3 Discovering Useful Structurestag questions3.4 Period 4 Reading For Writing Period 1 Listening Speaking Talking教学目标与核心素养：1. Instruct students to get main facts by listening and motivate themto talk

2、about the topics about how to invite a friend to a sports event，voice ones own opinions about sportsmanship by listening.2. Develop students sense of cooperative learning and individualthinking capability.3. Develop students different listening skills to solve differentlistening comprehensive proble

3、ms.教学重难点：1. Teach students how to focus on key words, not on single words orgrammar.2. Prompt Ss to talk about the related topics, such as how to invitea friend to a sports event and voice ones own opinions aboutsportsmanship.教学过程：Part 1: Listening and SpeakingLead inThe teacher is advised to talk w

4、ith their students about sportsevents.Boys and girls, look at the posters on p36, what sports events do youlike to watch? Which sports would you like to try? After their small talk,the teacher can move on by finishing the following listening task:Play conversation 1 which is about Shen Qis main purp

5、ose for talkingto Amy and after finishing listening for the first time, the students needto solve the following tasks.1.Purpose_2. Listen to conversation 1 again and write down the words that the speaker stresses:_Listening tip:Listen for main ideas.Try to catch the main ideas instead of trying to r

6、emember and translateeach word you hear.After finishing the task above, the teacher is expected to playconversation 2 which is about Adams inviting Julie to a sports eventand after finishing listening, the students need to solve the followingtask.Listen to Conversation 2. Then answer the following q

7、uestions:1. When will the event happen?The event will happen_2. Whats a Blue Paint run?ABluePaintrunisafunrunthat-flled_3. Why is it called a Blue Paint run?Becausepeoplecanbuywaterballonswith_and_the runners.4. If 200 people take part in the run and 400 balloons are sold, how muchmoney will they co

8、llect?_Finally, after finishing the task above, the teacher is expected toinstruct students to work in groups to finish the following project:Speaking ProjectWhat event or activity would you like to invite your friend to? Make a conversation with a partner.Ski Race: Zhangjiakou, a beautiful city in

9、northern China, will hostthe Youth Ski Race in December.Track Meet: a great event for track and field lovers on 26 October.Gym Class: come and work out at a gym! You can make it.Part 2: Listening and Talking:The teacher is advised to talk with their new students about therelated topic:Boys and girls

10、 , what do you think of sportsmanship? Lets listenand find out:Play the listening and match each opinion with the right speaker. Whodo you agree with? Why?CaoJing_Lily_Max_A. An athlete should do his/her best to win.B. The girl should stop and help the other girl. Good sportsmanshipis more important

11、 than wining!C. An athlete should think about honorand his/her fans if he/she iscompeting for his/her country.Listen again and circle the expressions that you hear in theconversation.disagreeingIm sorry, but I disagree/dontagree.All rightGood idea.Yes, I think so.That doesnt make any sense!Thats not

12、 how I see it. I see what you mean, but Sure./Certainly./Of course. Youre right/correct.I guess so.Talking projectWork in groups. Choose one of the situations below and make a conversation:A soccer player should not pretend to fall down even if it helps his/herteam.In school teams, everyone should g

13、et a chance to play, not only the bestplayers.It is wrong to pay people millions of yuan to play sports.Athletes should play only for their own country.EXAMPLEA: I agree with the idea that a soccer player should never pretend to falldown even if it helps his or her team. You should never cheat.B: Ex

14、actly! Its important to do the right thing.C: Well, | dont think so. Many players do it, and they think it helpstheir team to win.A: That doesnt make any sense!B: I see what you mean, but the audience wants fair play. Period 2 Reading and ThinkingLiving Legends教学目标与核心素养：1. Read quickly to get basic

15、information about Lang Ping and Jordan;read deeply to understand why they can be called sports legends.2. Understand the meaning of some languages in the context of the textthrough question guidance, such as time seems to stand still, gracefuland so on.3. Read and clarify the context of each part of

16、 the text, learninghow to talk and write sports legends.4. Through comparative analysis, we can form the criteria for judgingthe legendary figures and learn to choose the legendary sports stars welike.教学重难点：1. Get basic information about Lang Ping and Jordan; read deeply2. Understand why they can be

17、 called sports legends.3. Understand the meaning of some languages in the context of thetext, such as time seems to stand still, graceful and so on.教学过程：1. Warming upStep 1 Leading-inQ2: Do you like him/her? Why?Q1: What do you know about Lang Ping and Michael Jordan?Q2: What else do you want to kno

18、w about them?Step 2: Reading to get related information about the two sports star 1. Read quickly to answer students own questions and the followingquestions.Q1: What contributions did Lang Ping make in volleyball?Q2: What contributions did Michael Jordan make in basketball?Q3: Whats special about M

19、ichael Jordan in his life?2. Discuss answers and deal with some new words.Step 3 Understanding the title and the lead paragraphAnswer the following questions.Q1: Why do you think the author chooses to write these two sports stars?Q2: What does “living legend” mean?Q3: What are the standards or requi

20、rements to be chosen as a livinglegend of sports star?Step 4 Getting detailed information about Lang Ping1. Read to answer the following questions.Q1: Is Lang Ping a master in her area? How do you know that?Q2: What good examples does Lang Ping set for others?2. Focus on the story about Lang Ping.Q1

21、: Lang Pings determination was tested. What happened to her?Q2: Was the challenge big? How do you know?Q3: Did she give up?Q5: What can we learn about Lang Ping from the sentence “She had metdifficulties before.” mean?Q6: What can we learn about Lang Ping from the sentence “She knew heryoung player

22、could win if they worked together as a team.”?4. Sum up the information about Lang Ping with the table Great determinationand courageAs aQ: Why is Lang Ping a living legend of sports?Step 5: Exploring detailed information about Michael Jordan1. Read the paragraph of Michael Jordan and complete the f

23、ollowing table.We have got to know why Lang Ping is a living legend. Now read and findout why Michael Jordan is a living legend on your own by completing thefollowing table.Living legendsJordanMasters?Good examples?Q: Which part is about Michael Jordan as a master? Which part is aboutthe example he

24、set?(2) Focus on why Michael Jordan is a master.Q1: How does the author describe his impressive skills?Q2: How do you understand “time seemed to stand still”?Q3: What does “graceful” mean?(3) Focus on what good examples Michael Jordan set.Q4. Which sentence do you think best describes his mental str

25、ength?Q5. Which words is important in the sentence in describing his mentalstrength? Why?Q6: How do you understand “unique”?Q7: What can we learn from Michael Jordan? Work in groups to choose your own living legend of sports and give thereasons of your choice. Period 3 Discovering UsefulStructuresta

26、g questions教学目标与核心素养：1. Get students to have a good understanding of the basic usages oftag questions.2. Enable students to use the basic phrases structures flexibly.3. Develop students speaking and cooperating abilities.4. Strengthen students great interest in grammar learning.教学重难点：1. How to enabl

27、e students to have a good understanding of the basicusages of tag questions.2. How to enable students to use the basic usages of tag questionsflexibly.教学过程：Step1: 语法自主探究（一）基本组成方法1. 肯定式陈述 You often play badminton, dont you? 你经常打羽毛球，部分+否定附加 是吗？Shes been to shanghai before, hasnt she? 她以前去过上海，是吗？2. 否定式

28、陈述 It isnt a beautiful flower, is it? 那不是美丽的花，是部分+肯定附加 吗？疑问部分（前否 You didnt go skating yesterday, did you? 你昨天没去滑They cant finish it by Friday, can they?他们不能在星期五之前完成，是吗？ 3. 含有否定词 （1）当陈述句中含有 He hardly goes to school by car,的附加疑问句 seldom, hardly, never, does he?rarely, little, few, 他几乎不开车去上学，是吗？none, n

29、either ，no, not, You have never been to Paris,nowhere, nothing no one, have you?nobody 等否定意义的词 你从没去过巴黎，是吗？时，后面的附加疑问句则为 They seldom come late, do they?Little has been done to preventpollution, has it? 几乎没有做什么来防止污染，是吗？（2）如果陈述句中仅含否 He is unfit for his job, isnt定 前 缀 的 词 unhappy, he?dislike, impossible等

30、， 他不适合这项工作，是吗？则后面的附加疑问句仍为 It is impossible, isnt it? 那He dislikes his classmates,doesnt he?他不喜欢他的同学，是吗？4. 祈使句的附 （1）肯定的祈使句的附加 Come along with me, will you /疑问句在句末加“will wont you ?/can you ?/ cantyou? /wont you?/can you?（2）否定的祈使句的附加 Dont make any noise, will you?疑 问 句 通 常 在 句 末 加 别出声，好吗？“will you?”（1）

31、Lets 开头的祈使句， Lets go and listen to the附加疑问句用 shall we? music, shall we?（2）Let us 开头的祈使 让我们去听音乐，好吗？ 句，附加 疑问 句用 will Let us wait for you in thereading-room, will you? 我们在阅览室等你，好吗？（二）附加疑问句注意几种特殊情况：1. 当 陈 述 部 分 主 语 是 everyone/ Nobody saw him walk into the room,everybody, someone/somebody, no one/ did th

32、ey? 没人看见他走进房间，是nobody, none 等表示人的不定代词时， 吗？附加疑问句部分的主语多用 they，但也 Everything has gone wrong today,可 用 he ； 当 陈 述 部 分 的 主 语 是 hasnt it?everything, anything, something, 今天什么都出了问题了，是不是？nothing 等表示物的不定代词时， 附加疑问句部分的主语用 it。2. 当陈述部分的主语是指示代词 this, That isnt your dictionary, isthat, these, those 时， 附加疑问句的 it? 这

33、不是你的字典，是吗？主语不再用指示代词，而要用 it 或 they。 These are interesting stories,arent they?这些故事很有趣，不是吗？3. 当陈述部分是“there be+主语 +其 There is a book on the desk, isnt他”结构时， 附加疑问句用“be (not) there ?there”结构。桌子上有本书，是吗？There are not any pens in the box,are there?4. 当陈述句的谓语动词是 have 时，如 You have a nice house, havent/果作“有”讲，

34、附加疑问句用 have 或 dont you?助动词 do 的形式；如果表示其他意思时， 你有一所很漂亮的房子，是吗？You often have headaches, dontyou?你经常头疼，是吗？We have to finish the work now, They had a good time last night,didnt they? 他们昨天晚上玩得很5. 当陈述句的谓语部分含有 had Youd better go now, hadnt you?better, would rather, would like, 你最好现在就走，是吗？ought to 时， 附加疑问句的谓

35、语动词要 Youd rather go there early,你宁可早点去那里，不是吗？6. 当陈述句的谓语动词含有 used to He used to get up early, didnt/时， 附加疑问句的谓语部分用 didnt usednt he?或 usednt。他过去起床很早，是吗?7.陈述句部分是主从复合句时， 附加疑 He is not the man who gave us a问句部分的代词和助动词要与主句中的 talk, is he? 他不是给我们演讲的He can hardly stay awake because heis so tired, can he? 由于很

36、累，他几乎不能保持醒着。This is the second time that he hasbeen to Japan, isnt it? 这是他第二次去日本，是吗？He said that he would come to mybirthday party, didnt he? 他说他要来参加我的生日聚会，是吗？We believe she can do it better,“I (dont) think/ believe/ cant she?我们相信她能做得更好，suppose/ imagine/ expect 等 +宾语从 是吗？句”， 附加疑问句部分要与宾语从句 I dont thi

37、nk you have heard of （前肯后否，前否后肯）。我认为你以前没有听说过他，是吗？二附加疑问句的回答附加疑问句的答语与一般疑问句类似 ，注意其与汉语表达习惯的差异 。回答附加疑问句通常应根据实际情况来确定，如果事实是肯定的，就用 yes，事实是否定的，就要用 no。1. 附加疑问句的答语与汉语表达 一 Tom is an honest boy, isnt he? 汤姆是个诚实的男孩，是吗？（1）对于“前肯后否”的附加疑问 一 Yes, he is. We trust him all the time.句的回答，如果事实是肯定的，就 是的，我们一直相信他。用 yes，译成“是的”

38、，事实是否 He likes playing football, doesnthe? 他喜欢踢足球，是吗？（2）对于“前否后肯”的附加疑问 No, he doesnt. 不，他不喜欢。句的回答，如果事实是肯定的，就 You didnt find the owner of the用 yes，译成“不”，事实是否定 books, did you? 你没有找到书的主人，是No, I didnt. So I gave them to ourteacher.是的，我没有找到。因此我把书交给老师了。His sister didnt attend themeeting, did she?他妹妹没有参加会议，

39、是吗？Yes, she did. She spoke at themeeting.2.祈使句的附加疑问句的肯定回答 Write to me when you get home, will为“Yes, I will.” ，否定回答为 you?“No, I wont.”。到家后给我写信好吗？ Yes, I will. 好的，我会的。Dont make a noise, will you?不要弄出响声，好吗？No, I wont. 好的，我不会的。三附加疑问部分的读法陈述部分一般用降调，而附加疑问部分既可用升调也可用降调 ，但含义有所不同 。1. 用升调时，多表示 The school team h

40、ave won the gold medal, havent校队获得了金牌，是吗？2. 用降调时，多表示 The school teams have won the gold medal, 求证或希望对方同 havent they? 意 。校队获得了金牌，对吧？ Period 4 Reading For Writing教学目标与核心素养：1. Get students to have a good understanding of how to write classwellness book properly.2. Enable students to use some writing sk

41、ills flexibly.3. Develop students writing and cooperating abilities.4. Strengthen students great interest in writing discourses.教学重难点：1. How to enable studentsto have a good understanding of the skillsof writing a class wellness book 2.How to enable students to write a goodclass wellness book using

42、some writing skills properly.教学过程：Step1 Lead in:At the beginning, a teacher can introduce the topic by asking: Do youwant to lose weight and why? Do you think you are fit? After having a smalldiscussion about it, they can move on to read the passage and handle thefollowing activities one by one.Step

43、 2: Read to discover detailsStudents are instructed to read a passage titled “Going Positive” andthen solve the questions below.1 What problem did Kayla have in the past?2 What does the sentence“| almost went bananas “mean?3 What made her change her thinking?After completing the activities above, they can move on to the text task:Step 3: Read to sum upRead the passage again and figure out the organization and languagefeatures.Title:_The turning point:_ the pastthe present_Aim: _Mood :_Actions:_Step 4: Use what you have learnt to write a proper class wellness book.1. Wo