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Unit3Sportsandfitness3.1Period1ListeningSpeaking＆Talking3.2Period2ReadingandThinkingLivingLegends3.3Period3DiscoveringUsefulStructures—tagquestions3.4Period4ReadingForWriting

Period1ListeningSpeaking＆Talking教学目标与核心素养：1.Instructstudentstogetmainfactsbylisteningandmotivatethemtotalkaboutthetopicsabouthowtoinviteafriendtoasportsevent，voiceone’sownopinionsaboutsportsmanshipbylistening.2.Developstudents’senseofcooperativelearningandindividualthinkingcapability.3.Developstudents’differentlisteningskillstosolvedifferentlisteningcomprehensiveproblems.教学重难点：1.Teachstudentshowtofocusonkeywords,notonsinglewordsorgrammar.2.PromptSstotalkabouttherelatedtopics,suchashowtoinviteafriendtoasportseventandvoiceone’sownopinionsaboutsportsmanship.教学过程：Part1:ListeningandSpeakingLeadinTheteacherisadvisedtotalkwiththeirstudentsaboutsportsevents.Boysandgirls,lookatthepostersonp36,whatsportseventsdoyouliketowatch?Whichsportswouldyouliketotry?Aftertheirsmalltalk,theteachercanmoveonbyfinishingthefollowinglisteningtask:Playconversation1whichisaboutShenQi’smainpurposefortalkingtoAmyandafterfinishinglisteningforthefirsttime,thestudentsneedtosolvethefollowingtasks.1.Purpose_________________________________________________________________________________________________________________2.Listentoconversation1againandwritedownthewordsthatthespeakerstresses:_________________________________________________________________________________________________________________________________________Listeningtip:Listenformainideas.Trytocatchthemainideasinsteadoftryingtorememberandtranslateeachwordyouhear.Afterfinishingthetaskabove,theteacherisexpectedtoplayconversation2whichisaboutAdam’sinvitingJulietoasportseventandafterfinishinglistening,thestudentsneedtosolvethefollowingtask.ListentoConversation2.Thenanswerthefollowingquestions:1.Whenwilltheeventhappen?Theeventwillhappen____________________________________2.What'sa"BluePaint"run?A"BluePaintrunisafunrunthat________________________________________________3.Whyisitcalleda"BluePaint"run?Becausepeoplecanbuywaterballonsflledwith_________________and_______________therunners.4.If200peopletakepartintherunand400balloonsaresold,howmuchmoneywilltheycollect?_______________________________________________________________________________Finally,afterfinishingthetaskabove,theteacherisexpectedtoinstructstudentstoworkingroupstofinishthefollowingproject:SpeakingProjectWhateventoractivitywouldyouliketoinviteyourfriendto?Makeaconversationwithapartner.SkiRace:Zhangjiakou,abeautifulcityinnorthernChina,willhosttheYouthSkiRaceinDecember.TrackMeet:agreateventfortrack–and–fieldloverson26October.GymClass:comeandworkoutatagym!Youcanmakeit.Part2:ListeningandTalking:Theteacherisadvisedtotalkwiththeirnewstudentsabouttherelatedtopic:Boysandgirls,whatdoyouthinkofsportsmanship?Let’slistenandfindout:Playthelisteningandmatcheachopinionwiththerightspeaker.Whodoyouagreewith?Why?CaoJing________________Lily_____________________Max________________A.Anathleteshoulddohis/herbesttowin.B.Thegirlshouldstopandhelptheothergirl.Goodsportsmanshipismoreimportantthanwining!C.Anathleteshouldthinkabouthonorandhis/herfansifhe/sheiscompetingforhis/hercountry.Listenagainandcircletheexpressionsthatyouhearintheconversation.agreeingdisagreeingIagree.SodoI.Exactly!AllrightGoodidea.Yes,Ithinkso.Metoo.Sure./Certainly./Ofcourse.You'reright/correct.Iguessso.I'msorry,butIdisagree/don'tagree.Idon'tthinkso.That'snotright.Thatdoesn'tmakeanysense!That'snothowIseeit.Iseewhatyoumean,but…TalkingprojectWorkingroups.Chooseoneofthesituationsbelowandmakeaconversation:●Asoccerplayershouldnotpretendtofalldownevenifithelpshis/herteam.●Inschoolteams,everyoneshouldgetachancetoplay,notonlythebestplayers.●Itiswrongtopaypeoplemillionsofyuantoplaysports.●Athletesshouldplayonlyfortheirowncountry.EXAMPLEA:Iagreewiththeideathatasoccerplayershouldneverpretendtofalldownevenifithelpshisorherteam.Youshouldnevercheat.B:Exactly!It'simportanttodotherightthing.C:Well,|don'tthinkso.Manyplayersdoit,andtheythinkithelpstheirteamtowin.A:Thatdoesn'tmakeanysense!B:Iseewhatyoumean,buttheaudiencewantsfairplay.

Period2ReadingandThinkingLivingLegends教学目标与核心素养：1.ReadquicklytogetbasicinformationaboutLangPingandJordan;readdeeplytounderstandwhytheycanbecalledsportslegends.2.Understandthemeaningofsomelanguagesinthecontextofthetextthroughquestionguidance,suchas"timeseemstostandstill,graceful"andsoon.3.Readandclarifythecontextofeachpartofthetext,learninghowtotalkandwritesportslegends.4.Throughcomparativeanalysis,wecanformthecriteriaforjudgingthelegendaryfiguresandlearntochoosethelegendarysportsstarswelike.教学重难点：GetbasicinformationaboutLangPingandJordan;readdeeplyUnderstandwhytheycanbecalledsportslegends.Understandthemeaningofsomelanguagesinthecontextofthetext,suchas"timeseemstostandstill,graceful"andsoon.教学过程：1.WarmingupStep1Leading-inQ1:Whoareyourfavoritesportsplayer?Q2:Doyoulikehim/her?Why?2.TalkaboutLangPingandMichaelJordan.Q1:WhatdoyouknowaboutLangPingandMichaelJordan?Q2:Whatelsedoyouwanttoknowaboutthem?Step2:Readingtogetrelatedinformationaboutthetwosportsstar1.Readquicklytoanswerstudents’ownquestionsandthefollowingquestions.Q1:WhatcontributionsdidLangPingmakeinvolleyball?Q2:WhatcontributionsdidMichaelJordanmakeinbasketball?Q3:What’sspecialaboutMichaelJordaninhislife?2.Discussanswersanddealwithsomenewwords.Step3UnderstandingthetitleandtheleadparagraphAnswerthefollowingquestions.Q1:Whydoyouthinktheauthorchoosestowritethesetwosportsstars?Q2:Whatdoes“livinglegend”mean?Q3:Whatarethestandardsorrequirementstobechosenasalivinglegendofsportsstar?Step4GettingdetailedinformationaboutLangPing1.Readtoanswerthefollowingquestions.Q1:IsLangPingamasterinherarea?Howdoyouknowthat?Q2:WhatgoodexamplesdoesLangPingsetforothers?2.FocusonthestoryaboutLangPing.Q1:LangPing’sdeterminationwastested.Whathappenedtoher?Q2:Wasthechallengebig?Howdoyouknow?Q3:Didshegiveup?Q4:Howdidshesolveit?Q5:WhatcanwelearnaboutLangPingfromthesentence“Shehadmetdifficultiesbefore.”mean?Q6:WhatcanwelearnaboutLangPingfromthesentence“Sheknewheryoungplayercouldwiniftheyworkedtogetherasateam.”?SumuptheinformationaboutLangPingwiththetableLivinglegendsMastersGoodexamplesLangPingAsaAsaAsaGreatdeterminationandcourageQ:WhyisLangPingalivinglegendofsports?Step5:ExploringdetailedinformationaboutMichaelJordan1.ReadtheparagraphofMichaelJordanandcompletethefollowingtable.WehavegottoknowwhyLangPingisalivinglegend.NowreadandfindoutwhyMichaelJordanisalivinglegendonyourownbycompletingthefollowingtable.LivinglegendsMastersGoodexamplesJordan??1.SortoutdetailedinformationaboutMichaelJordan.(1)Understandthetransitionalsentence.Q:WhichpartisaboutMichaelJordanasamaster?Whichpartisabouttheexampleheset?(2)FocusonwhyMichaelJordanisamaster.Q1:Howdoestheauthordescribehisimpressiveskills?Q2:Howdoyouunderstand“timeseemedtostandstill”?Q3:Whatdoes“graceful”mean?(3)FocusonwhatgoodexamplesMichaelJordanset.Q4.Whichsentencedoyouthinkbestdescribeshismentalstrength?Q5.Whichwordsisimportantinthesentenceindescribinghismentalstrength?Why?Q6:Howdoyouunderstand“unique”?Q7:WhatcanwelearnfromMichaelJordan?Step6DiscussingandrecommendingRecommendtheirownlivinglegendsofsports.Workingroupstochooseyourownlivinglegendofsportsandgivethereasonsofyourchoice.

Period3DiscoveringUsefulStructures—tagquestions教学目标与核心素养：1.Getstudentstohaveagoodunderstandingofthebasicusagesoftagquestions.2.Enablestudentstousethebasicphrasesstructuresflexibly.3.Developstudents’speakingandcooperatingabilities.4.Strengthenstudents’greatinterestingrammarlearning.教学重难点：1.Howtoenablestudentstohaveagoodunderstandingofthebasicusagesoftagquestions.2.Howtoenablestudentstousethebasicusagesoftagquestionsflexibly.教学过程：Step1:语法自主探究（一）基本组成方法1.肯定式陈述部分+否定附加疑问部分（前肯后否）Youoftenplaybadminton,don’tyou?你经常打羽毛球，是吗？Youaregoingtothegymwithme,aren’tyou?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.否定式陈述部分+肯定附加疑问部分（前否后肯）Itisn'tabeautifulflower,isit?那不是美丽的花，是吗？Youdidn'tgoskatingyesterday,didyou?你昨天没去滑冰，是吗？Theycan’tfinishitbyFriday,canthey?他们不能在星期五之前完成，是吗？3.含有否定词的附加疑问句（1）当陈述句中含有seldom,hardly,never,rarely,little,few,none,neither，no,not,nowhere,nothingnoone,nobody等否定意义的词时，后面的附加疑问句则为肯定形式。Hehardlygoestoschoolbycar,doeshe?他几乎不开车去上学，是吗？YouhaveneverbeentoParis,haveyou?你从没去过巴黎，是吗？Theyseldomcomelate,dothey?他们很少迟到，是吗？Littlehasbeendonetopreventpollution,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定前缀的词unhappy,dislike,impossible等，则后面的附加疑问句仍为否定形式。Heisunfitforhisjob,isn’the?他不适合这项工作，是吗？Itisimpossible,isn'tit?那不可能，是吗？Hedislikeshisclassmates,doesn’the?他不喜欢他的同学，是吗？4.祈使句的附加疑问句（1）肯定的祈使句的附加疑问句在句末加“willyou?/won’tyou?/canyou?/can’tyou?”（2）否定的祈使句的附加疑问句通常在句末加“willyou?”Comealongwithme,willyou/won’tyou?/canyou?/can’tyou?跟我来，好吗？Don'tmakeanynoise,willyou?别出声，好吗？（1）Let's开头的祈使句，附加疑问句用shallwe?（2）Letus开头的祈使句，附加疑问句用willyou?Let'sgoandlistentothemusic,shallwe?让我们去听音乐，好吗？Letuswaitforyouinthereading-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/everybody,someone/somebody,noone/nobody,none等表示人的不定代词时，附加疑问句部分的主语多用they，但也可用he；当陈述部分的主语是everything,anything,something,nothing等表示物的不定代词时，附加疑问句部分的主语用it。Nobodysawhimwalkintotheroom,didthey?没人看见他走进房间，是吗？Everythinghasgonewrongtoday,hasn’tit?今天什么都出了问题了，是不是？2.当陈述部分的主语是指示代词this,that,these,those时，附加疑问句的主语不再用指示代词，而要用it或they。Thatisn’tyourdictionary,isit?这不是你的字典，是吗？Theseareinterestingstories,aren’tthey?这些故事很有趣，不是吗？3.当陈述部分是“therebe+主语+其他”结构时，附加疑问句用“be(not)there”结构。Thereisabookonthedesk,isn’tthere?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，如果作“有”讲，附加疑问句用have或助动词do的形式；如果表示其他意思时，附加疑问句只用助动词do的形式。Youhaveanicehouse,haven’t/don’tyou?你有一所很漂亮的房子，是吗？Youoftenhaveheadaches,don’tyou?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hadbetter,wouldrather,wouldlike,oughtto时，附加疑问句的谓语动词要用相应的助动词。You’dbettergonow,hadn’tyou?你最好现在就走，是吗？You’drathergothereearly,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usedto时，附加疑问句的谓语部分用didn’t或usedn’t。Heusedtogetupearly,didn’t/usedn’the?他过去起床很早，是吗?7.陈述句部分是主从复合句时，附加疑问句部分的代词和助动词要与主句中的主语和动词保持一致。Heisnotthemanwhogaveusatalk,ishe?他不是给我们演讲的人，是吗？Hecanhardlystayawakebecauseheissotired,canhe?由于很累，他几乎不能保持醒着。ThisisthesecondtimethathehasbeentoJapan,isn’tit?这是他第二次去日本，是吗？Hesaidthathewouldcometomybirthdayparty,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“I(don’t)think/believe/suppose/imagine/expect等+宾语从句”，附加疑问句部分要与宾语从句的主谓保持一致，并且要注意否定转移（前肯后否，前否后肯）。Webelieveshecandoitbetter,can'tshe?我们相信她能做得更好，是吗？Idon’tthinkyouhaveheardofhimbefore,haveyou?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的差异：（1）对于“前肯后否”的附加疑问句的回答，如果事实是肯定的，就用yes，译成“是的”，事实是否定的，就要用no，译成“不”。（2）对于“前否后肯”的附加疑问句的回答，如果事实是肯定的，就用yes，译成“不”，事实是否定的，就要用no，译成“是的”。一Tomisanhonestboy,isn'the?汤姆是个诚实的男孩，是吗？一Yes,heis.Wetrusthimallthetime.是的，我们一直相信他。—Helikesplayingfootball,doesn’the?他喜欢踢足球，是吗？—No,hedoesn’t.不，他不喜欢。—Youdidn’tfindtheownerofthebooks,didyou?你没有找到书的主人，是吗？—No,Ididn’t.SoIgavethemtoourteacher.是的，我没有找到。因此我把书交给老师了。—Hissisterdidn’tattendthemeeting,didshe?他妹妹没有参加会议，是吗？—Yes,shedid.Shespokeatthemeeting.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为“Yes,Iwill.”，否定回答为“No,Iwon’t.”。—Writetomewhenyougethome,willyou?到家后给我写信好吗？—Yes,Iwill.好的，我会的。—Don’tmakeanoise,willyou?不要弄出响声，好吗？—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，多表示疑问或请求Theschoolteamhavewonthegoldmedal,↘haven'tthey?↗校队获得了金牌，是吗？2.用降调时，多表示求证或希望对方同意。Theschoolteamshavewonthegoldmedal,↘haven'tthey?↘校队获得了金牌，对吧？

Period4ReadingForWriting教学目标与核心素养：1.Getstudentstohaveagoodunderstandingofhowtowriteclasswellnessbookproperly.2.Enablestudentstousesomewritingskillsflexibly.3.Developstudents’writingandcooperatingabilities.4.Strengthenstudents’greatinterestinwritingdiscourses.教学重难点：1.Howtoenablestudentstohaveagoodunderstandingoftheskillsofwritingaclasswellnessbook2.Howtoenablestudentstowriteagoodclasswellnessbookusingsomewritingskillsproperly.教学过程：Step1Leadin:Atthebeginning,ateachercanintroducethetopicbyasking:Doyouwanttoloseweightandwhy?Doyouthinkyouarefit?Afterhavingasmalldiscussionaboutit,theycanmoveontoreadthepassageandhandlethefollowingactivitiesonebyone.Step2:ReadtodiscoverdetailsStudentsareinstructedtoreadapassagetitled“GoingPositive”andthensolvethequestionsbelow.1．WhatproblemdidKaylahaveinthepast?2．Whatdoesthesentence“|almostwentbananas“mean?3．Whatmadeherchangeherthinking?Aftercompletingtheactivitiesabove,theycanmoveontothetexttask:Step3:ReadtosumupReadthepassageagainandfigureouttheorganizationandlanguagefeatures.Title:_______________________________________________Theturningpoint:________________________________________________thepastthepresentAim:___________________________________________________Mood:________________________________________________Actions:__________________________________________________________________________________________________________________________________________________________________________________Step4:Usewhatyouhavelearnttowriteaproperclasswellnessbook.1.Workingroups.Discussthequestionsbelow.ExerciseWhatcanyoudotomakeexerciselikejoggingmoreenjoyable?StressHowcanyouplanyourworkandmakesurethatyoualsohavetimetorestandrelax?Self-confidenceWhatcanyoudotobecomemoreconfidentandfeelbetteraboutyourself?FoodHowcanyoumakeyourmealshealthier?2.Usetheideasfromyourdiscussiontolistsomepositivechanges.●Whatyouusedtodo/donowandresults:●Whatyoudonow/willdointhefutureUsefulexpressionstoshowsimilaritiesan