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經(jīng)典word整理文檔,僅參考,雙擊此處可刪除頁眉頁腳。本資料屬于網(wǎng)絡(luò)整理,如有侵權(quán),請(qǐng)聯(lián)系刪除,謝謝!【2019統(tǒng)編版】人教版高中英語必修第一冊(cè)Unit3全單元3.2Period2ReadingandThinkingLivingLegends3.3Period3DiscoveringUsefulStructures—tagquestions3.4Period4ReadingForWritingPeriod1ListeningSpeaking&Talking教學(xué)目標(biāo)與核心素養(yǎng):1.Instructstudentstogetmainfactsbylisteningandmotivatethemtotalkaboutthetopicsabouthowtoinviteafriendtoasportsevent,voiceone’sownopinionsaboutsportsmanshipbylistening.2.Developstudents’senseofcooperativelearningandindividualthinkingcapability.3.Developstudents’differentlisteningskillstosolvedifferentlisteningcomprehensiveproblems.教學(xué)重難點(diǎn):1.Teachstudentshowtofocusonkeywords,notonsinglewordsorgrammar.2.PromptSstotalkabouttherelatedtopics,suchashowtoinviteafriendtoasportseventandvoiceone’sownopinionsaboutsportsmanship.教學(xué)過程: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-flled________________________________________________3.Whyisitcalleda"BluePaint"run?Becausepeoplecanbuywaterballonswith_________________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.disagreeingI'msorry,butIdisagree/don'tagree.AllrightGoodidea.Thatdoesn'tmakeanysense!That'snothowIseeit.Yes,Ithinkso.Iseewhatyoumean,but…Sure./Certainly./Ofcourse.You'reright/correct.Iguessso.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.2ReadingandThinkingLivingLegends教學(xué)目標(biāo)與核心素養(yǎng):1.ReadquicklytogetbasicinformationaboutLangPingandJordan;readdeeplytounderstandwhytheycanbecalledsportslegends.2.Understandthemeaningofsomelanguagesinthecontextofthetextthroughquestionguidance,suchas"timeseemstostandstill,graceful"andsoon.3.Readandclarifythecontextofeachpartofthetext,learninghowtotalkandwritesportslegends.4.Throughcomparativeanalysis,wecanformthecriteriaforjudgingthelegendaryfiguresandlearntochoosethelegendarysportsstarswelike.教學(xué)重難點(diǎn):1.GetbasicinformationaboutLangPingandJordan;readdeeply2.Understandwhytheycanbecalledsportslegends.3.Understandthemeaningofsomelanguagesinthecontextofthetext,suchas"timeseemstostandstill,graceful"andsoon.教學(xué)過程:1.WarmingupStep1Leading-inQ2:Doyoulikehim/her?Why?Q1:WhatdoyouknowaboutLangPingandMichaelJordan?Q2:Whatelsedoyouwanttoknowaboutthem?Step2:Readingtogetrelatedinformationaboutthetwosportsstar1.Readquicklytoanswerstudents’ownquestionsandthefollowingquestions.Q3:Whatarethestandardsorrequirementstobechosenasalivinglegendofsportsstar?Step4GettingdetailedinformationaboutLangPing1.Readtoanswerthefollowingquestions.Q1:IsLangPingamasterinherarea?Howdoyouknowthat?Q2:WhatgoodexamplesdoesLangPingsetforothers?2.FocusonthestoryaboutLangPing.Q1:LangPing’sdeterminationwastested.Whathappenedtoher?Q2:Wasthechallengebig?Howdoyouknow?Q3:Didshegiveup?Q5:WhatcanwelearnaboutLangPingfromthesentence“Shehadmetdifficultiesbefore.”mean?Q6:WhatcanwelearnaboutLangPingfromthesentence“Sheknewheryoungplayercouldwiniftheyworkedtogetherasateam.”?4.SumuptheinformationaboutLangPingwiththetableGreatdeterminationandcourageAsaQ:WhyisLangPingalivinglegendofsports?Step5:ExploringdetailedinformationaboutMichaelJordan1.ReadtheparagraphofMichaelJordanandcompletethefollowingtable.LivinglegendsMastersGoodexamples?Jordan?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?Workingroupstochooseyourownlivinglegendofsportsandgivethereasonsofyourchoice.3DiscoveringUsefulStructures—tagquestions教學(xué)目標(biāo)與核心素養(yǎng):1.Getstudentstohaveagoodunderstandingofthebasicusagesoftagquestions.2.Enablestudentstousethebasicphrasesstructuresflexibly.3.Developstudents’speakingandcooperatingabilities.4.Strengthenstudents’greatinterestingrammarlearning.教學(xué)重難點(diǎn):1.Howtoenablestudentstohaveagoodunderstandingofthebasicusagesoftagquestions.2.Howtoenablestudentstousethebasicusagesoftagquestionsflexibly.教學(xué)過程:Step1:語法自主探究(一)基本組成方法1.肯定式陳述Youoftenplaybadminton,don’tyou?你經(jīng)常打羽毛球,部分+否定附加是嗎?She’sbeentoshanghaibefore,hasn’tshe?她以前去過上海,是嗎?2.否定式陳述Itisn'tabeautifulflower,isit?那不是美麗的花,是部分+肯定附加嗎?疑問部分(前否Youdidn'tgoskatingyesterday,didyou?你昨天沒去滑Theycan’tfinishitbyFriday,canthey?他們不能在星期五之前完成,是嗎?3.含有否定詞(1)當(dāng)陳述句中含有Hehardlygoestoschoolbycar,的附加疑問句seldom,hardly,never,doeshe?rarely,little,few,他幾乎不開車去上學(xué),是嗎?none,neither,no,not,YouhaveneverbeentoParis,nowhere,nothingnoone,haveyou?nobody等否定意義的詞你從沒去過巴黎,是嗎?時(shí),后面的附加疑問句則為Theyseldomcomelate,dothey?Littlehasbeendonetopreventpollution,hasit?幾乎沒有做什么來防止污染,是嗎?(2)如果陳述句中僅含否Heisunfitforhisjob,isn’t定前綴的詞unhappy,he?dislike,impossible等,他不適合這項(xiàng)工作,是嗎?則后面的附加疑問句仍為Itisimpossible,isn'tit?那Hedislikeshisclassmates,doesn’the?他不喜歡他的同學(xué),是嗎?4.祈使句的附(1)肯定的祈使句的附加Comealongwithme,willyou/疑問句在句末加“willwon’tyou?/canyou?/can’tyou?/won’tyou?/canyou?(2)否定的祈使句的附加Don'tmakeanynoise,willyou?疑問句通常在句末加別出聲,好嗎?“willyou?”Let's開頭的祈使句,Let'sgoandlistentothe附加疑問句用shallwe?music,shallwe?(2)Letus開頭的祈使讓我們?nèi)ヂ犚魳罚脝??句,附加疑問句用willLetuswaitforyouinthereading-room,willyou?我們?cè)陂営[室等你,好嗎?(二)附加疑問句注意幾種特殊情況:1.當(dāng)陳述部分主語是everyone/Nobodysawhimwalkintotheroom,everybody,someone/somebody,noone/didthey?沒人看見他走進(jìn)房間,是nobody,none等表示人的不定代詞時(shí),嗎?附加疑問句部分的主語多用they,但也Everythinghasgonewrongtoday,可用he;當(dāng)陳述部分的主語是hasn’tit?everything,anything,something,今天什么都出了問題了,是不是?nothing等表示物的不定代詞時(shí),附加疑問句部分的主語用it。2.當(dāng)陳述部分的主語是指示代詞this,Thatisn’tyourdictionary,isthat,these,those時(shí),附加疑問句的it?這不是你的字典,是嗎?主語不再用指示代詞,而要用it或they。Theseareinterestingstories,aren’tthey?這些故事很有趣,不是嗎?3.當(dāng)陳述部分是“therebe+主語+其Thereisabookonthedesk,isn’t他”結(jié)構(gòu)時(shí),附加疑問句用“be(not)there?there”結(jié)構(gòu)。桌子上有本書,是嗎?Therearenotanypensinthebox,arethere?4.當(dāng)陳述句的謂語動(dòng)詞是have時(shí),如Youhaveanicehouse,haven’t/果作“有”講,附加疑問句用have或don’tyou?助動(dòng)詞doYouoftenhaveheadaches,don’tyou?你經(jīng)常頭疼,是嗎?Wehavetofinishtheworknow,Theyhadagoodtimelastnight,didn’tthey?他們昨天晚上玩得很5.當(dāng)陳述句的謂語部分含有hadYou’dbettergonow,hadn’tyou?better,wouldrather,wouldlike,你最好現(xiàn)在就走,是嗎?oughtto時(shí),附加疑問句的謂語動(dòng)詞要You’drathergothereearly,你寧可早點(diǎn)去那里,不是嗎?6.當(dāng)陳述句的謂語動(dòng)詞含有usedtoHeusedtogetupearly,didn’t/時(shí),附加疑問句的謂語部分用didn’tusedn’the?或usedn’t。他過去起床很早,是嗎?7.陳述句部分是主從復(fù)合句時(shí),附加疑Heisnotthemanwhogaveusa問句部分的代詞和助動(dòng)詞要與主句中的talk,ishe?他不是給我們演講的Hecanhardlystayawakebecauseheissotired,canhe?由于很累,他幾乎不能保持醒著。ThisisthesecondtimethathehasbeentoJapan,isn’tit?這是他第二次去日本,是嗎?Hesaidthathewouldcometomybirthdayparty,didn’the?他說他要來參加我的生日聚會(huì),是嗎?Webelieveshecandoitbetter,“I(don’t)think/believe/can'tshe?我們相信她能做得更好,suppose/imagine/expect等+賓語從是嗎?句”,附加疑問句部分要與賓語從句Idon’tthinkyouhaveheardof(前肯后否,前否后肯二.附加疑問句的回答我認(rèn)為你以前沒有聽說過他,是嗎?附加疑問句的答語與一般疑問句類似,注意其與漢語表達(dá)習(xí)慣的差異?;卮鸶郊尤绻聦?shí)是肯定的,就用yes,事實(shí)是否定的,就要用no。1.附加疑問句的答語與漢語表達(dá)一Tomisanhonestboy,isn'the?湯姆是個(gè)誠(chéng)實(shí)的男孩,是嗎?)對(duì)于前肯后否的附加疑問一Yes,heis.Wetrusthimallthetime.句的回答,如果事實(shí)是肯定的,就是的,我們一直相信他。用yes,譯成“是的”,事實(shí)是否—Helikesplayingfootball,doesn’the?他喜歡踢足球,是嗎?)對(duì)于前否后肯的附加疑問—No,hedoesn’t.不,他不喜歡。句的回答,如果事實(shí)是肯定的,就—Youdidn’tfindtheownerofthe用yes,譯成“不”,事實(shí)是否定books,didyou?你沒有找到書的主人,是—No,Ididn’t.SoIgavethemtoourteacher.是的,我沒有找到。因此我把書交給老師了。—Hissisterdidn’tattendthemeeting,didshe?他妹妹沒有參加會(huì)議,是嗎?—Yes,shedid.Shespokeatthemeeting.2.祈使句的附加疑問句的肯定回答—Writetomewhenyougethome,will為“Yes,Iwill.”,否定回答為you?“No,Iwon’t.”。到家后給我寫信好嗎?—Yes,Iwill.好的,我會(huì)的。—Don’tmakeanoise,willyou?不要弄出響聲,好嗎?—No,Iwon’t.好的,我不會(huì)的。三.附加疑問部分的讀法陳述部分一般用降調(diào),而附加疑問部分既可用升調(diào)也可用降調(diào),但含義有所不同。1.用升調(diào)時(shí),多表示Theschoolteamhavewonthegoldmedal,↘haven't校隊(duì)獲得了金牌,是嗎?2.用降調(diào)時(shí),多表示Theschoolteamshavewonthegoldmedal,↘求證或希望對(duì)方同haven'tthey?↘意。校隊(duì)獲得了金牌,對(duì)吧?Period4ReadingForWriting教學(xué)目標(biāo)與核心素養(yǎng):1.Getstudentstohaveagoodunderstandingofhowtowriteclasswellnessbookproperly.2.Enablestudentstousesomewritingskillsflexibly.3.Developstudents’writingandcooperatingabilities.4.Strengthenstudents’greatinterestinwritingdiscourses.教學(xué)重難點(diǎn):1.Howtoenablestudentstohaveagoodunderstandingoftheskillsofwritingaclasswellnessbook2.Howtoenablestudentstowriteagoodclasswellnessbookusingsomewritingskillsproperly.教學(xué)過程: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:________________________________________________thepastthepresent________________________________________________________________________________________________________________________________________Aim:_________________________Mood:__________________________Actions:__________________________________________________________________________________________Step4:Usewhatyouhavelearnttowriteaproperclasswellnessbook.1.Workingroups.Discussthequestionsbelow.ExerciseWhatcanyoudotomakeexerciselikejoggingmoreenjoyable?StressHowcanyouplanyourworkandmakesurethatyoualsohavetimetorestandrelax?Self-confidenceWhatcanyoudotobecomemoreconfidentandfeelbetteraboutyourself?FoodHowcanyoumakeyourmealshealthier?2.Usetheideasfromyourdiscussiontolistsomepositivechanges.●Whatyouusedtodo/donowandresults:●Whatyoudonow/willdointhefutureUsefulexpressionstoshowsimilaritiesanddifferences:likesotoostillsimilarlysimilartothesame(...as..).incommon(with)both...and...andpossibleresults:insteadthanhowever/but/thoughdifferentfromratherthaninsteadofthedifferenceis..Writeashortparagraphtodescribeandexplainyourchanges.StepV:1.健康書的審題步驟:第一步:明確要求該寫作屬于經(jīng)驗(yàn)分享,故要用第一人稱來寫;時(shí)態(tài)以一股現(xiàn)在時(shí)為主。第二步:確定段落該類文章可以從以下三個(gè)方面人手:Para.1首先表明寫作的目的Para.2自己的做法及心得體會(huì)Para.3表示期望及感謝第三步:提煉要點(diǎn)2.健康書常見句式:健康書常見句式:1.我非常高興與大家分享我喜歡的體育項(xiàng)目。(一般表達(dá))I'mhappytosharemyfavoritesport.(高級(jí)表達(dá))Itisanhonorformetosharemyfavoritesportwithyou,2.和朋友一起打籃球讓我放松。(一般表達(dá))Itreducesstressplayingwithmyfriends.(高級(jí)表達(dá)1)Itmakesmefeelrelaxedplayingwithmyfriends.(高級(jí)表達(dá)2)Itmakesmeridmyselfofstresswhileplayingwithmyfriends.3.另外,我有機(jī)會(huì)和其他人交流。(一般表達(dá))Moreover,Ihavethechancetocommunicatewithothers.(高級(jí)表達(dá)Moreover,itprovidesmeavaluablechancetocommunicatewithothers.4.如果我們吃的太少或太多或選了不好的食物,我們可能會(huì)生病。Iweeattoolittleortoomuch,orifwechoosethewrongfood,wemaybecomesick.5.我們可以做些事情來改變這種糟糕的局面。Wecandosomethingtochangethepoorsituation.6.為什么不和朋友交流下來擺脫孤獨(dú)和壓力呢?Whynothaveatalkwithyourfriendstogetridofyourlonelinessandstress?7.每個(gè)人都有可能遇到這樣的麻煩。Everyonemaycomeacrosssuchtrouble.8.我們所能做的就是帶著勇氣和微笑去面對(duì)它。Theonlythingwecandoistofaceitwithcourageandsmile.9.你最好要相信自己。那是你實(shí)現(xiàn)目標(biāo)的關(guān)鍵。You'dbetterbelieveinyourself.That'sthekeytoyourgoal.10.歡樂就是健康。Cheerfulnessishealth.11.健康是最大的財(cái)富。Goodhealthisoverwealth/Wealthis
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