统编人教版高中英语必修第一册unit 3《Sports and fitness》全单元教学设计

[2019统编版】

人教版高中英语必修第一册Unit3全单元

备课教案教学设计

Unit3Sportsandfitness

3.1Period1ListeningSpeaking&Taiking

3.2Period2ReadingandThinkingLivingLegends

3.3Period3DiscoveringUsefulStructures一tagquestions

3.4Period4ReadingForWriting

Period1ListeningSpeaking&Talking

教学目标与核心素养：

1.Instructstudentstogetmainfactsbylisteningandmotivatethem

totalkaboutthetopicsabouthowtoinviteafriendtoasportsevent,

voiceone'sownopinionsaboutsportsmanshipbylistening.

2.Developstudents?senseofcooperativelearningandindividual

thinkingcapability.

3.Developstudents?differentlisteningskillstosolvedifferent

listeningcomprehensiveproblems.

教学重难点：

1.Teachstudentshowtofocusonkeywords,notonsinglewordsor

grammar.

2.PromptSstotalkabouttherelatedtopics,suchashowtoinvite

afriendtoasportseventandvoiceone'sownopinionsabout

sportsmanship.

教学过程：

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

教学目标与核心素养：

1.ReadquicklytogetbasicinformationaboutLangPingandJordan;

readdeeplytounderstandwhytheycanbecalledsportslegends.

2.Understandthemeaningofsomelanguagesinthecontextofthetext

throughquestionguidance,suchas"timeseemstostandstill,graceful77

andsoon.

3.Readandclarifythecontextofeachpartofthetext,learning

howtotalkandwritesportslegends.

4.Throughcomparativeanalysis,wecanformthecriteriaforjudging

thelegendaryfiguresandlearntochoosethelegendarysportsstarswe

like.

教学重难点：

1.GetbasicinformationaboutLangPingandJordan;readdeeply

2.Understandwhytheycanbecalledsportslegends.

3.Understandthemeaningofsomelanguagesinthecontextofthe

text,suchas"timeseemstostandstill,graceful〃andsoon.

教学过程：

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“livinglegend??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

教学目标与核心素养：

1.Getstudentstohaveagoodunderstandingofthebasicusagesof

tagquestions.

2.Enablestudentstousethebasicphrasesstructuresflexibly.

3.Developstudents?speakingandcooperatingabilities.

4.Strengthenstudents,greatinterestingrammarlearning.

教学重难点：

1.Howtoenablestudentstohaveagoodunderstandingofthebasic

usagesoftagquestions.

2.Howtoenablestudentstousethebasicusagesoftagquestions

flexibly.

教学过程：

Stepl:语法自主探究

（一）基本组成方法

1.肯定式陈述Youoftenplaybadminton,don'tyou?你经常打羽毛球，

部分+否定附加是吗？

疑问部分（前肯Youaregoingtothegymwithme,aren?tyou?

后否）你要和我一起去健身房，是吗？

She'sbeentoshanghaibefore,hasn'tshe?她以前去过

上海，是吗？

2.否定式陈述Itisn，tabeautifulflower,isit?那不是美丽的花，是

部分+肯定附加吗？

疑问部分（前否Youdidn，tgoskatingyesterday,didyou?你昨天没去滑

后肯）冰，是吗？

Theycan'tfinishitbyFriday,canthey?

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Hehardlygoestoschoolbycar,

的附加疑问句seldom,hardly,never,doeshe?

rarely,little,few,他几乎不开车去上学，是吗？

none,neither,no,not,YouhaveneverbeentoParis,

nowhere,nothingnoone,haveyou?

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Theyseldomcomelate,dothey?

肯定形式。他们很少迟到，是吗？

Littlehasbeendonetoprevent

pollution,hasit?几乎没有做

什么来防止污染，是吗？

（2）如果陈述句中仅含否Heisunfitforhisjob,isn't

定前缀的词unhappy,he?

dislike,impossible等，他不适合这项工作，是吗？

则后面的附加疑问句仍为Itisimpossible,isn，tit?那

否定形式。不可能，是吗？

Hedislikeshisclassmates,

doesn'the?

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Comealongwithme,willyou/

加疑问句疑问句在句末加“winwon'tyou?/canyou?/can't

you?/won'tyou?/canyou?

you?/can'tyou?"跟我来，好吗？

（2）否定的祈使句的附加Don，tmakeanynoise,willyou?

疑问句通常在句末加别出声，好吗？

“willyou?”

（l）Let's开头的祈使句，Let，sgoandlistentothe

附加疑问句用shallwe?music,shallwe?

（2）Letus开头的祈使让我们去听音乐，好吗？

句，附加疑问句用willLetuswaitforyouinthe

you?reading-room,willyou?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/Nobodysawhimwalkintotheroom,

everybody,someone/somebody,noone/didthey?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Everythinghasgonewrongtoday,

可用he；当陈述部分的主语是hasn,tit?

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,Thatisn'tyourdictionary,is

that,these,those时，附加疑问句的it?这不是你的字典，是吗？

主语不再用指示代词，而要用it或they。Theseareinterestingstories,

aren'tthey?

这些故事很有趣，不是吗？

3.当陈述部分是"therebe+主语+其Thereisabookonthedesk,isn't

他”结构时，附加疑问句用“be(not)there?

there”结构。桌子上有本书，是吗？

Therearenotanypensinthebox,

arethere?

盒子里没笔了，是吗？

4.当陈述句的谓语动词是have时，如Youhaveanicehouse,haven,t/

果作“有”讲，附加疑问句用have或don'tyou?

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？

附加疑问句只用助动词do的形式。Youoftenhaveheadaches,don't

you?你经常头疼，是吗？

Wehavetofinishtheworknow,

don'twe?

我们必须现在完成工作，是吗？

Theyhadagoodtimelastnight,

didn?tthey?他们昨天晚上玩得很

开心，是吗？

5.当陈述句的谓语部分含有hadYou'dbettergonow,hadn'tyou?

better,wouldrather,wouldlike,你最好现在就走，是吗？

oughtto时，附加疑问句的谓语动词要You'drathergothereearly,

用相应的助动词。wouldn'tyou?

你宁可早点去那里，不是吗？

6.当陈述句的谓语动词含有usedtoHeusedtogetupearly,didn't/

时，附加疑问句的谓语部分用diddtusedn'the?

或usedn'to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Heisnotthemanwhogaveusa

问句部分的代词和助动词要与主句中的talk,ishe?他不是给我们演讲的

主语和动词保持一致。人，是吗？

Hecanhardlystayawakebecausehe

issotired,canhe?由于很累，他

几乎不能保持醒着。

Thisisthesecondtimethathehas

beentoJapan,isn'tit?这是他

第二次去日本，是吗？

Hesaidthathewouldcometomy

birthdayparty,didn'the?他说

他要来参加我的生日聚会，是吗？

8.在宾语从句中，如果陈述句部分是Webelieveshecandoitbetter,

“I(don't)think/believe/can'tshe?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Idon'tthinkyouhaveheardof

的主谓保持一致，并且要注意否定转移himbefore,haveyou?

（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-kTomisanhonestboy,isn，the?汤

的差异：姆是个诚实的男孩，是吗？

（1）对于“前肯后否”的附加疑问-kYes,heis.Wetrusthimallthetime.

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”，事实是否一Helikesplayingfootball,doesn't

定的，就要用no,译成“不”。he?他喜欢踢足球，是吗？

（2）对于“前否后肯”的附加疑问一No,hedoesn't.不，他不喜欢。

句的回答，如果事实是肯定的，就一Youdidn'tfindtheownerofthe

用yes,译成“不”，事实是否定books,didyou?你没有找到书的主人，是

的，就要用no,译成“是的”。吗？

一No,Ididn't.SoIgavethemtoour

teacher.

是的,我没有找到。因此我把书交给老师了。

一Hissisterdidn'tattendthe

meeting,didshe?

他妹妹没有参加会议，是吗？

一Yes,shedid.Shespokeatthe

meeting.

不，她参加了。她在会上讲话了。

2.祈使句的附加疑问句的肯定回答一Writetomewhenyougethome,will

为“Yes,Iwill.",否定回答为you?

“No,Iwon't.”。到家后给我写信好吗？

一Yes,Iwill.好的，我会的。

一Don'tmakeanoise,willyou?不要弄

出响声，好吗？

一No,Iwon't.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Theschoolteamhavewonthegoldmedal,Xhaven，t

疑问或请求they?/

校队获得了金牌，是吗？

2.用降调时，多表示Theschoolteamshavewonthegoldmedal,X

求证或希望对方同haven，tthey?X

局、O校队获得了金牌，对吧？

Period4ReadingForWriting

教学目标与核心素养：

1.Getstudentstohaveagoodunderstandingofhowtowriteclass

wellnessbookproperly.

2.Enablestudentstousesomewritingskillsflexibly.

3.Developstudents?writingandcooperatingabilities.

4.Strengthenstudents,greatinterestinwritingdiscourses.

教学重难点：

1.Howtoenablestudentstohaveagoodunderstandingoftheskills

ofwritingaclasswellnessbook2.Howtoenablestudentstowriteagood

classwellnessbookusingsomewritingskillsproperly.

教学过程：

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