Unit 3 Sports and Fitness-Discovering Useful Structures 教案-2025-2026学年高中英语人教版必修第一册

Unit 3 Sports and Fitness-Discovering Useful Structures 内容导航 This section focuses on tag questions, a key grammatical structure in daily communication. It guides students to identify, analyze and master the basic forms, special cases and usage scenarios of tag questions through situational dialogues and targeted exercises, combining the theme of sports and fitness to enhance practical application ability. 教学目标和重难点 1. 教学目标 Language Ability: Students can accurately identify tag questions in context, master their basic rules and special usages, and flexibly use them to express confirmation, inquiry and other meanings in sports-related conversations. Cultural Awareness: They understand the pragmatic differences of tag questions in daily communication and develop cross-cultural communication awareness. Thinking Quality: They cultivate logical thinking through summarizing rules and solving problems, and improve the ability of analysis and induction. Learning Ability: They form autonomous learning habits by exploring grammatical rules independently and cooperating with peers, and master effective grammar learning methods. 2. 教学重难点 Key Points: Master the basic structure of tag questions (affirmative statement + negative tag, negative statement + affirmative tag), and the matching rules of auxiliary verbs, be verbs, modal verbs in the tag part with the statement part. Difficult Points: Correctly handle special cases, such as tag questions with negative prefixes, negative adverbs, imperative sentences and indefinite pronouns as subjects; and use tag questions appropriately in different contexts to convey accurate meanings without pragmatic errors. 教学过程 1. Lead-in: Activate Prior Knowledge and Introduce the Topic The lead-in link is designed to arouse students' interest, connect with the unit theme of Sports and Fitness, and naturally lead to the target grammatical structure - tag questions. First, the teacher greets students with simple tag questions related to sports to create a relaxed English communication atmosphere. For example, the teacher says: “You like playing basketball, don’t you?” “We had a PE class yesterday, didn’t we?” “Sports can keep us healthy, can’t they?” While speaking, the teacher pays attention to the intonation of tag questions, rising intonation for inquiry and falling intonation for confirmation, and invites students to repeat after. This not only activates students' existing knowledge of simple tag questions, but also lets them feel the practical usage of tag questions in daily communication. After the oral interaction, the teacher shows a short video clip. The clip is a dialogue between two students talking about their after-school sports plans, which contains 3-4 simple tag questions, such as “It’s a fine day for playing football, isn’t it?” “You haven’t played badminton with me for a long time, have you?” “Let’s go to the gym after school, shall we?” After playing the video, the teacher asks students two questions: “What are the two students talking about?” “Did you hear any special questions in the dialogue?” Guide students to focus on the tag questions in the dialogue, and then the teacher writes these tag questions on the blackboard, points out their structural characteristics, and introduces the topic of this lesson: “Today we will focus on learning tag questions, which can help us express our ideas more naturally and politely in conversations about sports and daily life.” In this link, the teacher closely combines the unit theme, uses familiar sports scenarios to reduce students' psychological pressure on grammar learning, and lays a foundation for the subsequent learning of tag questions through oral repetition and video observation. 2. Presentation: Explore and Summarize the Basic Rules of Tag Questions This link is the core of the lesson, aiming to guide students to explore the basic structure and usage rules of tag questions independently through observation, discussion and induction, so as to deepen their understanding and memory. The teacher first presents the tag questions collected in the lead-in link on the blackboard, and adds two more groups of typical examples related to sports to make the examples more comprehensive: Group 1: Affirmative Statement + Negative Tag 1. You like playing basketball, don’t you? 2. It’s a fine day for playing football, isn’t it? 3. He often goes to the gym, doesn’t he? Group 2: Negative Statement + Affirmative Tag 1. You haven’t played badminton with me for a long time, have you? 2. They don’t like running, do they? 3. She isn’t good at swimming, is she? Then the teacher divides students into groups of 4, and assigns group tasks: Observe the two groups of sentences carefully, discuss and summarize two questions: 1. What is the structure of tag questions? 2. What is the relationship between the verb in the tag part and the verb in the statement part? The teacher walks around the classroom to guide the groups, reminds students to focus on the form of the statement part (affirmative or negative) and the type of verb (be verb, auxiliary verb, modal verb, ordinary verb) in the statement part, and helps students who have difficulties in discussion. After 5 minutes of group discussion, each group sends a representative to share their discussion results. The teacher listens carefully, affirms the correct views of the students, and supplements and corrects the incorrect or incomplete points. Finally, the teacher summarizes the basic rules of tag questions together with the students: First, the basic structure of tag questions is “Statement Part + Tag Part”. The tag part is a short question composed of an auxiliary verb, be verb or modal verb and a subject pronoun. Second, the tag part and the statement part are in the opposite form: if the statement part is affirmative, the tag part is negative; if the statement part is negative, the tag part is affirmative. Third, the verb in the tag part should be consistent with the verb in the statement part in tense and person: if the statement part uses be verb (am, is, are, was, were), the tag part also uses the corresponding be verb; if the statement part uses auxiliary verb (have, has, do, does, did) or modal verb (can, will, should, etc.), the tag part uses the corresponding auxiliary verb or modal verb; if the statement part uses ordinary verb, the tag part uses do, does or did according to the tense. In order to strengthen students' understanding, the teacher gives further explanations with examples: For example, in the sentence “He often goes to the gym, doesn’t he?”, the statement part uses the ordinary verb “goes” (third person singular, present tense), so the tag part uses “doesn’t” (negative form of does) and the subject pronoun “he”. In the sentence “They will play football tomorrow, won’t they?”, the statement part uses the modal verb “will”, so the tag part uses “won’t” and the subject pronoun “they”. After summarizing the basic rules, the teacher leads students to do a simple oral drill: the teacher says the statement part, and students answer the tag part. For example, Teacher: “You are a sports lover”, Students: “aren’t you?”; Teacher: “She hasn’t participated in a sports meeting”, Students: “has she?” This drill helps students consolidate the basic structure of tag questions in a timely manner. 3. Exploration of Special Cases: Break Through the Difficult Points On the basis of mastering the basic rules, this link focuses on the special cases of tag questions, which are the difficult points of this lesson. The teacher presents various special cases one by one, combines examples related to sports, guides students to explore and summarize, and breaks through the difficulties step by step. Case 1: Tag questions with negative prefixes or suffixes in the statement part. The teacher presents the following examples: 1. Tom dislikes playing volleyball, doesn’t he? 2. She is unhappy because she can’t play basketball, isn’t she? Then the teacher asks students: “Is the statement part negative? Why?” Guide students to find that the statement part uses negative prefixes (dis-) or suffixes (-less), but the whole statement is still affirmative, so the tag part should be negative. The teacher summarizes: If the statement part contains negative prefixes (such as un-, in-, im-, dis-) or suffixes (such as -less), the statement part is regarded as affirmative, and the tag part is negative. Case 2: Tag questions with negative adverbs in the statement part. The teacher presents examples: 1. He hardly ever plays sports, does he? 2. They rarely go to the gym, do they? 3. There is little time for us to play football, is there? Then the teacher asks students to observe the difference between these sentences and the previous ones. The teacher explains: The statement part contains negative or semi-negative adverbs such as never, hardly, rarely, seldom, little, few, none, neither, which means the statement part is negative, so the tag part is affirmative. The teacher emphasizes that these adverbs are easy to be ignored by students, and asks students to remember these common negative adverbs. Case 3: Tag questions with imperative sentences as the statement part. The teacher presents examples related to sports: 1. Come and play football with us, will you? 2. Don’t run too fast, will you? 3. Let’s go to the playground, shall we? 4. Let us practice swimming, will you? Then the teacher divides students into groups to discuss the rules of tag questions for imperative sentences. After discussion, the teacher summarizes: For affirmative or negative imperative sentences (except those starting with Let’s), the tag part usually uses “will you?” or “won’t you?” to express politeness; for imperative sentences starting with Let’s (including the speaker), the tag part uses “shall we?”; for imperative sentences starting with Let us (not including the speaker), the tag part uses “will you?”. Case 4: Tag questions with indefinite pronouns as the subject in the statement part. The teacher presents examples: 1. Everyone likes doing sports, don’t they? / doesn’t he? 2. Nothing is more important than health, is it? 3. Someone is playing basketball on the playground, aren’t they? / isn’t he? The teacher explains: When the subject of the statement part is indefinite pronouns referring to people (such as everyone, everybody, someone, somebody, no one, nobody), the subject of the tag part can be “they” (more commonly used in daily communication) or “he”; when the subject is indefinite pronouns referring to things (such as everything, anything, something, nothing), the subject of the tag part is “it”. Case 5: Tag questions with “there be” structure. The teacher presents examples: 1. There are many students playing football on the playground, aren’t there? 2. There isn’t a gym in our school, is there? The teacher summarizes: For the “there be” structure, the tag part still uses “there” as the subject, and the verb is consistent with the “be” verb in the statement part in form and tense. After introducing each special case, the teacher arranges a small group competition: each group is given 2-3 sentences related to sports, and they need to complete the tag part according to the rules. The group that completes correctly and quickly gets a small reward. This form not only mobilizes students' enthusiasm, but also helps teachers check students' mastery of special cases in time, and supplement and explain the confusing points. 4. Practice: Consolidate and Improve the Application Ability Practice is an important link to consolidate grammatical knowledge and improve application ability. This link is designed with hierarchical practice, from basic mechanical practice to situational communicative practice, to meet the needs of different students and gradually improve their ability to use tag questions flexibly. 4.1 Basic Practice: Complete the Tag Questions The teacher distributes practice sheets, which include 15 sentences related to sports, covering basic forms and various special cases. Students complete the tag part independently. For example: 1. You play tennis very well, ______? 2. She doesn’t like running in the morning, ______? 3. He has never participated in a marathon, ______? 4. Let’s go to the gym after class, ______? 5. Everyone in our class likes playing basketball, ______? 6. There is a new sports ground in our school, ______? 7. Tom is unhappy because he missed the sports meeting, ______? 8. Don’t forget to bring your sports shoes, ______? 9. Something is wrong with his sports equipment, ______? 10. They will take part in the school sports meet next week, ______? After students finish, the teacher checks the answers one by one, focuses on explaining the error-prone questions, such as the tag questions with negative adverbs and indefinite pronouns, and asks students to correct their mistakes in time. This practice mainly helps students consolidate the rules of tag questions and ensure the accuracy of usage. 4.2 Intermediate Practice: Choose the Correct Tag Questions This practice is multiple-choice questions, which mainly examines students' ability to distinguish different usages of tag questions and avoid common mistakes. Each question has 4 options, and students need to choose the most appropriate tag part according to the context. For example: 1. He often plays basketball after school, ______? A. doesn’t he B. does he C. isn’t he D. is he 2. She hardly ever goes to the swimming pool, ______? A. doesn’t she B. does she C. isn’t she D. is she 3. Let us play badminton together, ______? A. shall we B. will you C. won’t you D. don’t you 4. Nothing can stop us from doing sports, ______? A. can it B. can’t it C. can they D. can’t they After completing the questions, students exchange answers in pairs, discuss the reasons for choosing, and then the teacher explains the key questions, especially the error-prone options, helping students clarify the differences between similar usages and avoid making the same mistakes again. 4.3 Advanced Practice: Situational Dialogue Practice The purpose of this practice is to connect grammatical knowledge with practical communication, let students use tag questions flexibly in real situations, and improve their communicative ability. The teacher designs 4 situational topics related to sports, and each group chooses one topic to prepare a short dialogue (3-5 sentences), which must contain at least 2 tag questions. The situational topics are as follows: Topic 1: Inviting a friend to play football on weekends. Topic 2: Talking about the school sports meet with classmates. Topic 3: Discussing the benefits of doing sports with a partner. Topic 4: Complaining about not having enough time to do sports. Each group has 5 minutes to prepare. During the preparation, the teacher walks around to guide, helps students use tag questions correctly, and reminds them to pay attention to the intonation and pragmatics of tag questions. After preparation, each group performs their dialogue in front of the class. Other students listen carefully and evaluate whether the tag questions are used correctly and appropriately. The teacher makes comments, affirms the advantages of each group, points out the existing problems, and gives suggestions for improvement. For example, if a group says: “You like playing football, don’t you? Let’s go to the playground, shall we? I think we can win the game, can’t we?” The teacher affirms that the tag questions are used correctly, and reminds students to pay attention to the rising intonation when asking for confirmation. 4.4 Comprehensive Practice: Write a Short Paragraph This practice integrates grammar, vocabulary and writing, and examines students' comprehensive application ability. The teacher asks students to write a short paragraph (80-100 words) about their daily sports life, which must contain at least 3 tag questions. The teacher gives a sample paragraph for reference: I like doing sports very much, don’t I? Every morning, I get up early to run in the park, isn’t that a good habit? I often play basketball with my friends after school, don’t we? Playing basketball makes me strong and happy, doesn’t it? I think everyone should do more sports to keep healthy, shouldn’t they? Students write independently, and the teacher checks and guides them in the process. After writing, students exchange their paragraphs in pairs, correct each other's mistakes, and then the teacher selects 2-3 excellent paragraphs and 1-2 paragraphs with common mistakes to comment on, focusing on the correct use of tag questions and the fluency of the paragraph. This practice not only consolidates students' mastery of tag questions, but also improves their writing ability and the ability to integrate grammatical knowledge into practical writing. 5. Summary: Sort Out Knowledge and Strengthen Memory In this link, the teacher guides students to sort out the knowledge of this lesson independently, forming a complete knowledge system. First, the teacher asks students to recall: “What did we learn today? What are the basic rules of tag questions? What special cases are there?” Then, the teacher invites students to answer one by one, and writes the key points on the blackboard to form a knowledge framework: Tag Questions 1. Basic Structure: Statement Part + Tag Part (opposite form) 2. Verb Matching: Be verb/auxiliary verb/modal verb in the tag part is consistent with that in the statement part 3. Special Cases: - Negative prefixes/suffixes → affirmative statement + negative tag - Negative adverbs (never, hardly, etc.) → negative statement + affirmative tag - Imperative sentences: Let’s → shall we?; others → will you? - Indefinite pronouns as subjects: people → they/he; things → it - There be structure → tag part uses there Then, the teacher makes a brief summary: “Tag questions are very useful in daily communication, especially in conversations about sports. They can help us express confirmation, inquiry and politeness. We should master their basic rules and special cases, and use them flexibly in speaking and writing.” 6. Homework: Consolidate and Extend The homework is designed to consolidate the knowledge learned in class, extend the application scenario, and connect classroom learning with daily life. It is divided into three levels to meet the needs of different students: Level 1 (Basic): Complete 20 tag question exercises, including basic forms and special cases, to consolidate the rules of tag questions. Level 2 (Intermediate): Have a 3-minute English dialogue with a family member or classmate about sports, using at least 4 tag questions, and record the dialogue (in writing or audio). Level 3 (Advanced): Write a short passage (100-120 words) about the importance of sports, using at least 5 tag questions, and try to use the new words and phrases learned in this unit. The teacher reminds students to pay attention to the correct use of tag questions when doing homework, especially the special cases, and encourages students to use tag questions in daily English communication as much as possible to improve their practical application ability. 7. Blackboard Design Unit 3 Sports and Fitness - Discovering Useful Structures (Tag Questions) 1. Basic Structure: Affirmative Statement + Negative Tag: You like sports, don’t you? Negative Statement + Affirmative Tag: You don’t like running, do you? 2. Verb Matching: Be verb: is → isn’t; are → aren’t Auxiliary verb: do → don’t; has → hasn’t Modal verb: can → can’t; will → won’t 3. Special Cases: - Negative prefixes/suffixes: unhappy → isn’t she? - Negative adverbs: hardly → does he? - Imperative sentences: Let’s → shall we?; Come → will you? - Indefinite pronouns: Everyone → don’t they? - There be: There is → isn’t there? 4. Key: Opposite form; Consistent verb; Correct intonation 5. Difficulty: Special cases; Pragmatic appropriate use 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $