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【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 Legends
3.3 Period 3 Discovering Useful Structures—tag questions
3.4 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 them
to talk about the topics about how to invite a friend to a sports event，
voice one’s own opinions about sportsmanship by listening.
2. Develop students’ sense of cooperative learning and individual
thinking capability.
3. Develop students’ different listening skills to solve different
listening comprehensive problems.
教学重难点：
1. Teach students how to focus on key words, not on single words or
grammar.
2. Prompt Ss 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.
教学过程：
Part 1: Listening and Speaking
Lead in
The teacher is advised to talk with their students about sports
events.
Boys and girls, look at the posters on p36, what sports events do you
like 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 Qi’s main purpose for talking
to Amy and after finishing listening for the first time, the students need
to 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 remember and translate
each word you hear.
After finishing the task above, the teacher is expected to play
conversation 2 which is about Adam’s inviting Julie to a sports event
and after finishing listening, the students need to solve the following
task.
Listen to Conversation 2. Then answer the following questions:
1. When will the event happen
The event will happen____________________________________
2. What's a "Blue Paint" run
A
"Blue
Paint
run
is
a
fun
run
that-
flled
________________________________________________
3. Why is it called a "Blue Paint" run
Because
people
can
buy
water
ballons
with_________________and_______________the runners.
4. If 200 people take part in the run and 400 balloons are sold, how much
money will they collect
_____________________________________________________________________
__________
Finally, after finishing the task above, the teacher is expected to
instruct students to work in groups to finish the following project:
Speaking Project
What event or activity would you like to invite your friend to Make
a conversation with a partner.
Ski Race: Zhangjiakou, a beautiful city in northern China, will host
the 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 the
related topic:
Boys and girls , what do you think of sportsmanship Let’s listen
and find out:
Play the listening and match each opinion with the right speaker. 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 honorand his/her fans if he/she is
competing for his/her country.
Listen again and circle the expressions that you hear in the
conversation.
disagreeing
I'm sorry, but I disagree/don't
agree.
All right
Good idea.
Yes, I think so.
That doesn't make any sense!
That's not how I see it.
I see what you mean, but …
Sure./Certainly./
Of course. You're right/correct.
I guess so.
Talking project
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.
EXAMPLE
A: I agree with the idea that a soccer player should never pretend to fall
down even if it helps his or her team. You should never cheat.
B: Exactly! It's important to do the right thing.
C: Well, | don't think so. Many players do it, and they think it helps
their team to win.
A: That doesn't make any sense!
B: I see what you mean, but the audience wants fair play.
Period 2 Reading and Thinking
Living Legends
教学目标与核心素养：
1. Read quickly to get basic 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 text
through question guidance, such as "time seems to stand still, graceful"
and so on.
3. Read and clarify the context of each part of the text, learning
how to talk and write sports legends.
4. Through comparative analysis, we can form the criteria for judging
the legendary figures and learn to choose the legendary sports stars we
like.
教学重难点：
1. Get basic information about Lang Ping and Jordan; read deeply
2. Understand why they can be called sports legends.
3. Understand the meaning of some languages in the context of the
text, such as "time seems to stand still, graceful" and so on.
教学过程：
1. Warming up
Step 1 Leading-in
Q2: Do you like him/her Why
Q1: What do you know about Lang Ping and Michael Jordan
Q2: What else do you want to know about them
Step 2: Reading to get related information about the two sports star
1. Read quickly to answer students’ own questions and the following
questions.
Q1: What contributions did Lang Ping make in volleyball
Q2: What contributions did Michael Jordan make in basketball
Q3: What’s special about Michael Jordan in his life
2. Discuss answers and deal with some new words.
Step 3 Understanding the title and the lead paragraph
Answer 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 requirements to be chosen as a living
legend of sports star
Step 4 Getting detailed information about Lang Ping
1. 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: Lang Ping’s 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 met
difficulties before.” mean
Q6: What can we learn about Lang Ping from the sentence “She knew her
young player could win if they worked together as a team.”
4. Sum up the information about Lang Ping with the table
Great determination
and courage
As a
Q: Why is Lang Ping a living legend of sports
Step 5: Exploring detailed information about Michael Jordan
1. Read the paragraph of Michael Jordan and complete the following table.
We have got to know why Lang Ping is a living legend. Now read and find
out why Michael Jordan is a living legend on your own by completing the
following table.
Living legends
Jordan
Masters

Good examples

Q: Which part is about Michael Jordan as a master Which part is about
the example he 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 strength
Q5. Which words is important in the sentence in describing his mental
strength 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 the
reasons of your choice.
Period 3 Discovering Useful
Structures—tag questions
教学目标与核心素养：
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.
教学重难点：
1. How to enable students to have a good understanding of the basic
usages of tag questions.
2. How to enable students to use the basic usages of tag questions
flexibly.
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, don’t you 你经常打羽毛球，
部分+否定附加 是吗？
She’s been to shanghai before, hasn’t she 她以前去过
上海，是吗？
2. 否定式陈述 It isn't 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 didn't go skating yesterday, did you 你昨天没去滑
They can’t 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, neither ，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 prevent
pollution, 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, 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 It is impossible, isn't it 那
He dislikes his classmates,
doesn’t 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 won’t you /can you / can’t
you /won’t you /can you
（2）否定的祈使句的附加 Don't make any noise, will you
疑 问 句 通 常 在 句 末 加 别出声，好吗？
“will you ”
（1）Let's 开头的祈使句， Let's 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 the
reading-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 they 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 hasn’t 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 isn’t your dictionary, 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。 These are interesting stories,
aren’t 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, 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？
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, haven’t/
果作“有”讲， 附加疑问句用 have 或 don’t 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, don’t
you 你经常头疼，是吗？
We have to finish the work now,
They had a good time last night,
didn’t they 他们昨天晚上玩得很
5. 当陈述句的谓语部分含有 had You’d better go now, hadn’t you
better, would rather, would like, 你最好现在就走，是吗？
ought to 时， 附加疑问句的谓语动词要 You’d 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, didn’t/
时， 附加疑问句的谓语部分用 didn’t usedn’t he
或 usedn’t。
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 he
is so tired, can he 由于很累，他
几乎不能保持醒着。
This is the second time that he has
been to Japan, isn’t it 这是他
第二次去日本，是吗？
He said that he would come to my
birthday party, didn’t he 他说
他要来参加我的生日聚会，是吗？
We believe she can do it better,
“I (don’t) think/ believe/ can't 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 don’t think 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, isn't 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”，事实是否 —He likes playing football, doesn’t
he 他喜欢踢足球，是吗？
（2）对于“前否后肯”的附加疑问 —No, he doesn’t. 不，他不喜欢。
句的回答，如果事实是肯定的，就 —You didn’t 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 didn’t. So I gave them to our
teacher.
是的，我没有找到。因此我把书交给老师了。
—His sister didn’t attend the
meeting, did she
他妹妹没有参加会议，是吗？
—Yes, she did. She spoke at the
meeting.
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 won’t.”。
到家后给我写信好吗？
—Yes, I will. 好的，我会的。
—Don’t make a noise, will you 不要弄
出响声，好吗？
—No, I won’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 The school team have won the gold medal, ↘ haven't
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 haven't 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 class
wellness book properly.
2. Enable students to use some writing skills 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 skills
of writing a class wellness book 2.How to enable students to write a good
class wellness book using some writing skills properly.
教学过程：
Step1 Lead in:
At the beginning, a teacher can introduce the topic by asking: Do you
want to lose weight and why Do you think you are fit After having a small
discussion about it, they can move on to read the passage and handle the
following activities one by one.
Step 2: Read to discover details
Students are instructed to read a passage titled “Going Positive” and
then 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 up
Read the passage again and figure out the organization and language
features.
Title:_______________________________________________
The turning point:________________________________________________
the past
the present
__________________________
______________________
______________________
______________________
______________________
______________________
Aim: _________________________
Mood :__________________________
Actions:________________________
______________________
______________________
______________________
Step 4: Use what you have learnt to write a proper class wellness book.
1. Work in groups. Discuss the questions below.
Exercise
What can you do to make exercise like jogging more enjoyable
Stress
How can you plan your work and make sure that you also have time to rest
and relax
Self-confidence
What can you doto become more confident and feel better about yourself
Food
How can you make your meals healthier
2.Use the ideas from your discussion to list some positive changes.
●What you used to do/do now and results:
●What you do now/will do in the future
Useful expressions to show similarities and differences：
like so too still similarly similar to the same (... as ..). in common (with)
both ... and ... and possible results:
instead than however/but/though different from rather than instead of the
difference is ..
Write a short paragraph to describe and explain your changes.
Step V:
1.健康书的审题步骤：
第一步：明确要求
该写作属于经验分享，故要用第一人称来写;时态以一股现在时为主。
第二步：确定段落
该类文章可以从以下三个方面人手:
Para.1 首 先表明写作的目的
Para.2 自己的做法及心得体会
Para.3 表示期望 及感谢
第三步：提炼要点
2.健康书常见句式：
健康书常见句式：
1.我非常高兴与大家分享我喜欢的体育项目。
(一般表达)I'm happy to share my favorite sport.
(高级表达)It is an honor for me to share my favorite sport with you,
2.和朋友一起打篮球让我放松。
(一般表达)It reduces stress playing with my friends.
(高级表达 1)It makes me feel relaxed playing with my friends.
(高级表达 2)It makes me rid myself of stress while playing with my friends.
3.另外，我有机会和其他人交流。
(一般表达) Moreover, I have the chance to communicate with others.
(高级表达 Moreover, it provides me a valuable chance to communicate with
others.
4.如果我们吃的太少或太多或选了不好的食物，我们可能会生病。
I we eat too little or too much, or if we choose the wrong food, we may
become sick.
5.我们可以做些事情来改变这种糟糕的局面。
We can do something to change the poor situation.
6.为什么不和朋友交流下来摆脱孤独和压力呢
Why not have a talk with your friends to get rid of your loneliness and
stress
7.每个人都有可能遇到这样的麻烦。
Everyone may come across such trouble.
8.我们所能做的就是带着勇气和微笑去面对它。
The only thing we can do is to face it with courage and smile.
9.你最好要相信自己。那是你实现目标的关键。
You'd better believe in yourself. That's the key to your goal.
10.欢乐就是健康。
Cheerfulness is health.
11.健康是最大的财富。
Good health is over wealth/ Wealth is nothing without health.
12.只工作不玩耍,聪明的孩子会变傻。
All work and no play make Jack a dull boy. (谚语)
13.一天一个苹果,医生远离我。
An apple a day keeps the doctor away. (谚语)
4.习题巩固：假如你的老师让你在班级 Wellness Bok 上分享自己的亲身经历及
心得，请根据以下要点写一篇 80 字左右的文章
1. 你喜欢的运动是什么？
2. 你最喜欢的原因是什么？
3. 你参加锻炼的体会。
第一步：明确要求
该写作属于经验分享，故要用第一人称来写;时态以一股现在时为主。
第二步：确定段落
该类文章可以从以下三个方面人手:
Para.1 首 先表明写作的目的
Para.2 自己的做法及心得体会
Para.3 表示期望 及感谢
第三步：提炼要点
2.健康书常见句式：
健康书常见句式：
1.我非常高兴与大家分享我喜欢的体育项目。
(一般表达)I'm happy to share my favorite sport.
(高级表达)It is an honor for me to share my favorite sport with you,
2.和朋友一起打篮球让我放松。
(一般表达)It reduces stress playing with my friends.
(高级表达 1)It makes me feel relaxed playing with my friends.
(高级表达 2)It makes me rid myself of stress while playing with my friends.
3.另外，我有机会和其他人交流。
(一般表达) Moreover, I have the chance to communicate with others.
(高级表达 Moreover, it provides me a valuable chance to communicate with
others.
4.如果我们吃的太少或太多或选了不好的食物，我们可能会生病。
I we eat too little or too much, or if we choose the wrong food, we may
become sick.
5.我们可以做些事情来改变这种糟糕的局面。
We can do something to change the poor situation.
6.为什么不和朋友交流下来摆脱孤独和压力呢
Why not have a talk with your friends to get rid of your loneliness and
stress
7.每个人都有可能遇到这样的麻烦。
Everyone may come across such trouble.
8.我们所能做的就是带着勇气和微笑去面对它。
The only thing we can do is to face it with courage and smile.
9.你最好要相信自己。那是你实现目标的关键。
You'd better believe in yourself. That's the key to your goal.
10.欢乐就是健康。
Cheerfulness is health.
11.健康是最大的财富。
Good health is over wealth/ Wealth is nothing without health.
12.只工作不玩耍,聪明的孩子会变傻。
All work and no play make Jack a dull boy. (谚语)
13.一天一个苹果,医生远离我。
An apple a day keeps the doctor away. (谚语)
4.习题巩固：假如你的老师让你在班级 Wellness Bok 上分享自己的亲身经历及
心得，请根据以下要点写一篇 80 字左右的文章
1. 你喜欢的运动是什么？
2. 你最喜欢的原因是什么？
3. 你参加锻炼的体会。

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