Unit 3 Sports and Fitness Discovering Useful Structures 教案 -2024-2025学年高一英语人教版（2019）必修第一册

琼海市嘉积中学集体备课教案 (2024—2025学年度第一学期) 科目: 英语 年级: 高一 教案序号: 课题 Book 1 Unit 3 Discovering Useful Structure 主备课人 授课日期 2024年 月 日 课标要求及本节课在大单元中的地位 This period is the fourth period of Unit 3. It focuses on the usage of tag questions. 教学目标 1. Get students to have a good understanding of the basic usages of tag 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. 教学重点 How to enable students to have a good understanding of the basic usages of tag questions. 教学难点 How to enable students to use the basic usages of tag questions flexibly. 教学资源 普通高中教科书教师教学用书、志鸿优秀教案、巴蜀中学课件和学科网课件 教学过程 Step 1 The rising tone and falling tone in tag questions 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 The school team have won the gold medal, ↘ haven't they? ↗ 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 。 The school teams have won the gold medal, ↘ haven't they? ↘ 校队获得了金牌，对吧？ Step 2 Presentation 1. 反意疑问句由两部分构成： 前一部分是陈述句，后一部分是一个简短的疑问句，前后两部分在时态、人称和数上都要保持一致。 1.肯定式陈述部分+否定式疑问部分 例：He looks like his father, doesn’t he﹖ She was ill yesterday, wasn’t she? 她昨天病了，不是吗？ 2.否定式陈述部分+肯定式疑问部分 例：He doesn’t need to work so late, does he？ He can’t ride a bike, can he? 他不会骑自行，是吗？ 2. 主语的选择 1.陈述部分主语是he, she或某人,疑问句主语为he, she或某人 例：You/He/Tom can’t be too careful, can you/he/Tom ? 2.陈述部分的主语是this, that时，疑问部分的主语多用it； 陈述部分的主语是these, those时，疑问部分的主语多用they. 例：This is a dictionary, isn’t it﹖ Those are shelves, aren’t they﹖ 3.陈述句的主语是nobody, no one, everyone, somebody等不定代词时，反意疑问部分的主语多用he/they 陈述句的主语是something,nothing,anything,everything等不定代词时，反意疑问部分的主语多用it。 例：Nobody says a word about the accident, do they﹖ Everything seems all right, doesn’t it﹖ 4. 陈述句如果是there be结构时，疑问部分仍用there。 例：There was a man named Saint Nicholas, wasn’t there? 5.陈述句的主语是动词不定式、动词的ing形式或从句时，反意疑问句主语多用it来体现。 例：Taking care of our children is very important, isn’t it﹖ What he said is wrong, isn’t it﹖ 3.谓语的选择 1.陈述部分谓语为have、has、had (1)表示“拥有”,反意疑问句的谓语用have或do的相应形式都可以。 不表示“拥有”，用do 的相应形式。 例：They have a house in the town, haven’t they/don’t they? He has lunch at school, doesn’t he？ (2)陈述句的谓语动词是情态动词have(has)to(必须)时，疑问部分用do的相应形式。 例：They have to go there, don’t they？ He has to leave early, doesn’t he？ (3)陈述部分的谓语是had better(最好)时,疑问部分用hadn’t。 例：You’d better have a good rest, hadn’t you？ 作业布置 师说同步导学案 版书设计 Tag questions 教学反思 学科网（北京）股份有限公司 $$ 琼海市嘉积中学集体备课教案 (2024—2025学年度第一学期) 科目: 英语 年级: 高一 教案序号: 课题 Book 1 Unit 3 Listening and Talking 主备课人 授课日期 2024年 月 日 课标要求及本节课在大单元中的地位 This period is the fifth period of Unit 3. The topic is about voicing your opinion on sportsmanship. Students are encouraged to express their opinions on some controversial issues in modern sports competition. The listening text is a dialogue between three students. The three students expresses their views on one player giving up the chance to win the game to help anther player who fell. 教学目标 At the end of this period, students are able to 1.develop a sense of cooperative learning and individual thinking capability 2. get main facts by listening and talk about the topics about sportsmanship, voice their agreement or disagreement on athletes' performance and sportsmanship. 3. rationally analyze and judge the statements and examples about sportsmanship, 4. express reasons and form personal opinions in some sport situations 教学重点 Teach students how to focus on key words, not on single words or grammar. 教学难点 Prompt students to talk about the related topics, such as how to invite a friend to a sports event and voice one’s own opinions about sportsmanship. 教学资源 普通高中教科书教师教学用书、志鸿优秀教案、巴蜀中学课件和学科网课件 教学过程 Step 1 Warming up Teacher show some famous sentences about sportsmanship and ask the question that what is sportsmanship. 1. It is not the winning but the taking part that is important.--Pierre 2. What do you think of sportsmanship? Sportsmanship is behavior and attitudes that show respect for the rules of a game and for the other players. Sportsmanship is fair, generous and polite behavior. Step2 While-listening 1. Three students are talking about sportsmanship. Listen to the conversation and match each opinion with the right speakers. The teacher is advised to talk with their new students about the related topic: What do you think of sportsmanship? Let’s listen and find out: Who do you agree with? Why? Cao Jing Lily Max A. An athlete should do his/her best to win. B. The girl should stop and help the other girl. Good sportsmanship is more important than wining! C. An athlete should think about honor and his/her fans if he/she is competing for his/her country. Answer: Cao Jing (B) Lily (C) Max (A) 2. Listen again and circle the expressions that you hear in the conversation. agreeing disagreeing I agree. So do I. Exactly! All right Good idea. Yes, I think so. Me too. Sure./Certainly./ Of course. You're correct. I guess so. I'm sorry, but I disagree. I don't think so. That doesn't make any sense! That's not how I see it. I see what you mean, but … Step 3 Talking Work 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/her team. · In school teams, everyone should get a chance to play, not only the best players. · It is wrong to pay people millions of yuan to play sports. · Athletes should play only for their own country. Ask Students to talk about specific arguments & fill in the form. Students should come up with at least two reasons to agree or disagree, and add the reasons into the form. 作业布置 师说同步导学案、Make a debate posters in groups. 版书设计 Unit 3 Listening and Talking How to express one's opinion Agreeing Disagreeing I agree I'm sorry, but I ... Good idea. That's not how I see it. 教学反思 学科网（北京）股份有限公司 $$ 琼海市嘉积中学集体备课教案 (2024—2025学年度第一学期) 科目: 英语 年级: 高一 教案序号: 课题 Book 1 Unit 3 Reading for Writing 主备课人 授课日期 2024年 月 日 课标要求及本节课在大单元中的地位 This period is the sixth period of Unit 3. The topic is about writing a page in a wellness book, and the previous section of this unit discussed sport from the perspective of sports figures and sports competitions, while the reading for writing section explores the relationship between sport and people's lives from the perspective of health. This lesson helps bring the topic to our daily life and it seems to be more approachable to the ordinary people. Besides, it will help students learn a new writing strategy--comparison and contrast 教学目标 At the end of this period, students are able to 1. understand the general idea and structure of the passage, and master the writing techniques to compare similarities and differences. 2. use the writing strategies and language points learned to write a short paragraph describing their changes in fitness in the past and now. 3. form the right health awareness and habits by discussing solutions to their health problems. 4. improve the thinking ability in terms of logicality, critical thinking and innovativeness by evaluating other’ s draft and brainstorming. 教学重点 Teach the students how to describe the problem and how to solve it. Teach them how to compare and contrast things 教学难点 Write a page in a wellness book using the writing skills. 教学资源 普通高中教科书教师教学用书、志鸿优秀教案、巴蜀中学课件和学科网课件 教学过程 Step 1 Warming up At the beginning, teacher can introduce the topic by asking the following two questions: 1. Do you want to lose weight and why? Do you think you are fit? 2. In your opinion, what are the good ways to keep fit? T: We can keep fit by working out, having a balanced diet, guaranteeing enough sleep, and coping with negative emotions in proper ways. Step2 Reading comprehension 1. Teacher leads students to find out what the text is about? This sample article in a wellness book is an shorting writing to share personal experience. 2. Teacher ask students to read the passage and finish the outline. past present                         about her weight tried                                       . Instead of asking Am I             ? Think about rather than                      . Instead of saying “I want to                               .” Rather than                       the foods  not stop                            actress& models                       & healthier Am I            ? Think about                . I want to                                    in 8 minutes. I want to be able to                                  .             healthy foods Instead, I                                       . 3. Ask students to read paragraph 1 and answer the following questions. What problem did Kayla have in the past? What does the sentence“ I almost went bananas ”mean? 4. Ask students to read paragraph 2&3 and answer the following questions. What made her change her mind? What are her actions now? How does she feel now? 5. Analyze the change of Kayla’s feeling 6. Step 3 Summary Give students some useful expressions to show similarities and differences. 作业布置 师说同步导学案 版书设计 Unit 3 Reading for Writing Instead of doing, I would do... Rather than doing, I did.. I could still.., but... I stop doing...Instead, I did... 教学反思 学科网（北京）股份有限公司 $$