2020-2021學年人教版（2019）高一英語必修一精品教學設計：Unit 3 Sports and fitness Discovering Useful Structures

1、教學設計課 題unit3 sports and fitnessperiod 3 discovering useful structures學 科英語班 級class 授課教師教 學目 標1. 能夠理解并正確運用附加疑問句。2. 進一步培養(yǎng)學生實際運用語法的意識和運用本單元語法項目開展小對話的能力。3. 形成正確的健身意識和習慣。重 點引導學生得體地使用附加疑問句及恰當?shù)恼Z調，開展小對話。難 點讓學生關注語言表達的得體性。提高學生運用語法項目的準確性，體會在真實場景中運用附加疑問句的意義。教 學方 法self-learning approach; asking-and-answering act

2、ivity. 教學內容與過程step1 leading-inread the conversation aloud and pay attention to the tones of the tag questions. explain the meaning that different tones express. a: we re all so busy； but we cant just sit around and study all the time can we?b: no; we can t. sometimes i just have to get up and do a f

3、ew jumping jacks.a: jumping jacks? those are a kind of exercise； arent they?b: yes； they are! you jump and bring your hands together above your head and move your feet apart. then you jump again； bringing your hands to your side and your feet together. im sure youve done them before, havent you?a: i

4、 know what you mean now. they are also called star jumps； aren t they? why dont we do a few now?b: sure.step2 discovering觀察和發(fā)現(xiàn)的階段，要求學生歸納附加疑問句的基本形式和功能。1. 學生結對，分角色朗讀活動1中的三段對話，畫出附加疑問句及回答，歸納其功能。教師補充以下問題引導學生思考。when amy said “its not a real sport, is it?”, what does she mean? what is she asking shen qi fo

5、r? (she means she is not sure whether the sport is real or not and is asking shen qi for agreement.)2. write the following questions or similar ones of your own on the board before class. ask students to add a few more. when is your birthday?what do you have for breakfast?what is your favourite spor

6、t?what sports events have you been to?can you ski?3. ask students to add a few more questions.4. as a warm-up activity, have students ask each other the questions in pairs, swapping pairs a few times. 5. model the activity with a student first.tell students not to write down any of the answers, and

7、continue with your class on tag questions. 6. at the end of the class, ask the student you modelled with a tag question based on the questions from the start of the class. for example,teacher: your birthday is in june, isnt it?student: yes, it is.pretend you are not sure of the answer by using a ris

8、ing tone for the tag question. then ask another question where you are sure of the answer, using a falling tone. for example,teacher: you can play basketball, cant you?student: yes, i can.teacher: i thought so!7. elicit the difference between the two tones, then write questions on the board, highlig

9、hting positive/negative forms and tones. then have students ask their partners tag questions to practise. by the end of the class, students may have forgotten some of the answers while remembering others, so can practise using rising or falling tones as well as tag question forms.step3 teaching教師引導學

10、生對附加疑問句的結構特征和表達的語義進行總結。can you fifigure out how tag questions are structured? when do we usually use tag questions?附加疑問句還可以用來表示對某人剛說過或暗示過的事情的反應，表達對它的興趣、懷疑、吃驚或者憤怒等感情，這時，肯定陳述之后可以用肯定式附加疑問，而否定陳述之后可以用否定式附加疑問。例如：1. so the other girl won, did she? （根據(jù)語境，可以表示興趣）2. oh, youve made another mistake, have you? （

11、根據(jù)語境，可以表示憤怒）3. so i cant, cant i?（根據(jù)語境，可以表示挑戰(zhàn)）4. so you dont like my idea, dont you?（根據(jù)語境，可以表示不滿）教學提示：教師可以讓學生參考語法附錄中對附加疑問句的介紹，以鞏固相關知識，同時也應提醒學生附加疑問句主要用于口語，其作用是說話人向對方驗證自己的陳述或者判斷。疑問句的含義類似“這是真的嗎？”或“你同意嗎？”step4 consolidationpractise what has been learnt using tag questions in active role-play in context

12、of sports event.sample conversation 1a: the sports day is coming soon, isnt it?b: yes, it is. they need some volunteers, dont they?a: yes, they do. we should volunteer, shouldnt we?b: yes, we should.sample conversation 2a: wow, chen liang can jump really high, cant he?b: he sure can! we are going to win, arent we?a: i think so. the other team must score 10 points in two minutes. it cant be done, can it?b: i dont think so. ill be right back . oh no! the other team didnt win, did they? a: im afraid so! sample conversation 3 a: excuse me. this is badminton hall, isnt it? b: yes, it is. can i hel