高中英语人教版 (2019)必修 第一册Unit 3 Sports and fitness教学设计
展开教学设计
课 题 | Unit3 SPORTS AND FITNESS Period 3 Discovering Useful Structures | 学 科 | 英语 | 班 级 | Class | 授课教师 |
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教 学目 标 |
2. 进一步培养学生实际运用语法的意识和运用本单元语法项目开展小对话的能力。 3. 形成正确的健身意识和习惯。 | ||||||
重 点 | 引导学生得体地使用附加疑问句及恰当的语调，开展小对话。 | ||||||
难 点 | 让学生关注语言表达的得体性。提高学生运用语法项目的准确性，体会在真实场景中运用附加疑问句的意义。 | ||||||
教 学方 法 | Self-learning approach; asking-and-answering activity. | ||||||
教 学 内 容 与 过 程 | Step1 Leading-in Read 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 can’t 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 few jumping jacks. A: Jumping jacks? Those are a kind of exercise； aren’t 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, haven’t you? A: I know what you mean now. They are also called star jumps； aren t they? Why don't we do a few now? B: Sure.
Step2 Discovering 观察和发现的阶段，要求学生归纳附加疑问句的基本形式和功能。
When Amy said “It’s not a real sport, is it?”, what does she mean? What is she asking Shen Qi for? (She means she is not sure whether the sport is real or not and is asking Shen Qi for agreement.)
When is your birthday? What do you have for breakfast? What is your favourite sport? 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 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, isn’t it? Student: Yes, it is. Pretend you are not sure of the answer by using a rising 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, can’t you? Student: Yes, I can. Teacher: I thought so! 7. Elicit the difference between the two tones, then write questions on the board, highlighting 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 教师引导学生对附加疑问句的结构特征和表达的语义进行总结。 Can you fifigure out how tag questions are structured? When do we usually use tag questions? 附加疑问句还可以用来表示对某人刚说过或暗示过的事情的反应，表达对它的兴趣、怀疑、吃惊或者愤怒等感情，这时，肯定陈述之后可以用肯定式附加疑问，而否定陈述之后可以用否定式附加疑问。例如： 1. So the other girl won, did she? （根据语境，可以表示兴趣） 2. Oh, you’ve made another mistake, have you? （根据语境，可以表示愤怒） 3. So I can’t, can’t I?（根据语境，可以表示挑战） 4. So you don’t like my idea, don’t you?（根据语境，可以表示不满） 教学提示：教师可以让学生参考语法附录中对附加疑问句的介绍，以巩固相关知识，同时也应提醒学生附加疑问句主要用于口语，其作用是说话人向对方验证自己的陈述或者判断。疑问句的含义类似“这是真的吗？”或“你同意吗？”
Step4 Consolidation Practise what has been learnt using tag questions in active role-play in context of sports event. Sample Conversation 1 A: The Sports Day is coming soon, isn’t it? B: Yes, it is. They need some volunteers, don’t they? A: Yes, they do. We should volunteer, shouldn’t we? B: Yes, we should. Sample Conversation 2 A: Wow, Chen Liang can jump really high, can’t he? B: He sure can! We are going to win, aren’t we? A: I think so. The other team must score 10 points in two minutes. It can’t be done, can it? B: I don’t think so. I’ll be right back ... Oh no! The other team didn’t win, did they? A: I’m afraid so! Sample Conversation 3 A: Excuse me. This is badminton hall, isn’t it? B: Yes, it is. Can I help? A: Coach Wang works here, doesn’t he? B: Yes, he does. He is practising on the basketball court right now. It’s over there, next to the football pitch. A: Thanks!
Step5 Homework 基于健身的话题，学生结对自创对话，要求使用所学问句。 | 备注 | |||||
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