Unit 3 Sports and Fitness Discovering Useful Structures教案2025-2026学年人教版（2019）高中英语必修第一册
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| 名称 | Unit 3 Sports and Fitness Discovering Useful Structures教案2025-2026学年人教版（2019）高中英语必修第一册 |
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| 格式 | docx | ||
| 文件大小 | 22.6KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-11-16 00:00:00 | ||
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文档简介
Unit 3 Sports and Fitness-Discovering Useful Structures
教案(Lesson Plan)
I. Teaching Objectives：
1.Identify and understand the structure of tag questions and their four basic forms.
2.Practice and use the target structure through pair work, role-plays, and group collaboration.
3.Appreciate the role of tag questions in making language more polite and conversational.
II. Important and Difficult Points：
1.Guide students to master the basic structure and function of tag questions and form them accurately.
2.Answering tag questions with negative statements correctly (where 'Yes' and 'No' contradict Chinese habits).
3.Using tag questions naturally and appropriately in authentic situations.
III. Teaching Aids
Multimedia PPT, whiteboard and markers, Role-play scenario cards, Audio clips for intonation practice, Worksheet for class exercises.
IV. Teaching Procedures：
Step 1: Lead-in (5 minutes)
1.Teacher's Activity:
Begin the class with friendly chit-chat using tag questions:
T: "It's a beautiful day, ↘ isn't it "
T: "You all like sports, ↗ don't you "
T: "We had an exciting basketball game last week, ↘ didn't we "
Encourage brief student responses.
Write one example on the board, circle the tag, and ask: "What is this common structure called in English What is its purpose " Introduce the topic: Tag Questions.
2. Purpose: To present the target grammar in an authentic context, spark interest, and let students experience the function of tag questions firsthand.
Step 2: Guided Discovery (12 minutes)
1. Students' Activity - Observation & Analysis:
Task1: In pairs, students read the three conversations from the PPT.
Task2: Underline all the tag questions and their answers.
Task3: Discuss the function of each tag question (seeking agreement, confirming information, or starting a conversation ).
2. Teacher's Activity - Guidance & Summary:
Monitor and guide the pair discussions.
Invite groups to share their findings. Guide the class to summarize the functions.
Systematic Explanation: Using the PPT, clearly write the core rules on the board:
Golden Rule: Affirmative statement + negative tag / Negative statement + affirmative tag
Negative words include: not, no, never, hardly, etc.
Briefly introduce special cases from the PPT (Imperatives: will you / shall we ; There be...).
Purpose: To shift from teacher-led instruction to student-centered discovery, enhancing understanding and retention.
Step 3: Controlled Practice (8 minutes)
1. Practice 1: Fill-in-the-blank
Students complete sentences on the worksheet by writing the correct tag question.
She can swim very well, ______
They won the game, ______
Let's go home, ______
Don't be late, ______
Review answers as a class, providing immediate feedback and correction.
2. Practice 2: Transformation
Teacher says a statement, students quickly respond with the corresponding tag question.
Example: T: He is tall. -> Ss: isn't he T: They don't like it. -> Ss: do they
3. Purpose: To consolidate the mechanical ability to form tag questions correctly.
Step 4: Intonation and Response Practice (5 minutes)
1. Intonation Focus:
Emphasize: Intonation conveys intention.
Falling Tone (↘): Speaker expects agreement or is making small talk.
Rising Tone (↗): Speaker is genuinely asking for information.
Teacher models, students repeat to feel the difference.
2. Answering (Tackling the Difficulty):
Focus on answering negative-statement tag questions.
Use the PPT example:
—Your mother isn't a teacher, is she
—Yes, she is. (Fact is positive)
—No, she isn't. (Fact is negative)
Golden Rule for Answers: Base your answer on the fact.
Purpose: To elevate learning from form to meaning and use, addressing common pragmatic errors.
Step 5: Role-play Production (10 minutes)
1. Activity: Pair Role-play.
2. Setup: Distribute scenario cards.
Scenario 1: Discussing events and recruiting volunteers for the upcoming Sports Day.
Scenario 2: Talking with a friend about a famous athlete's recent performance.
Scenario 3: Starting a conversation with a classmate and inviting them to play sports on the weekend.
3. Requirements:
Include at least 4 different tag questions.
Try to use different intonations.
3 minutes preparation time.
4.Teacher's Role: Monitor, provide language support, and note common errors.
5.Performance & Feedback: Invite 2-3 pairs to perform. Provide positive feedback and gentle correction on common issues.
6. Purpose:To create a semi-authentic context for students to use the target language, promoting effective output.
Step 6: Homework
Consolidation: Complete the consolidation exercises on pp.87-88 of the optimization worksheet.
Production: Write a dialogue (at least 8 lines) about "Planning a Weekend Sports Activity." Use at least 4 tag questions and mark the intended intonation with (↗) or (↘).
V. Blackboard Design
VI. Teaching Reflection
This lesson successfully engaged students by transforming grammar rules into meaningful communicative activities through a "Discovery - Practice - Application" model.The role-play activity effectively motivated students to communicate using the target grammar.The dedicated focus on intonation and answers addressed common underlying difficulties. But some students tended to recite prepared lines during the role-play rather than generate language spontaneously. Future lessons could incorporate "information gap" activities to necessitate genuine communication.
教案(Lesson Plan)
I. Teaching Objectives：
1.Identify and understand the structure of tag questions and their four basic forms.
2.Practice and use the target structure through pair work, role-plays, and group collaboration.
3.Appreciate the role of tag questions in making language more polite and conversational.
II. Important and Difficult Points：
1.Guide students to master the basic structure and function of tag questions and form them accurately.
2.Answering tag questions with negative statements correctly (where 'Yes' and 'No' contradict Chinese habits).
3.Using tag questions naturally and appropriately in authentic situations.
III. Teaching Aids
Multimedia PPT, whiteboard and markers, Role-play scenario cards, Audio clips for intonation practice, Worksheet for class exercises.
IV. Teaching Procedures：
Step 1: Lead-in (5 minutes)
1.Teacher's Activity:
Begin the class with friendly chit-chat using tag questions:
T: "It's a beautiful day, ↘ isn't it "
T: "You all like sports, ↗ don't you "
T: "We had an exciting basketball game last week, ↘ didn't we "
Encourage brief student responses.
Write one example on the board, circle the tag, and ask: "What is this common structure called in English What is its purpose " Introduce the topic: Tag Questions.
2. Purpose: To present the target grammar in an authentic context, spark interest, and let students experience the function of tag questions firsthand.
Step 2: Guided Discovery (12 minutes)
1. Students' Activity - Observation & Analysis:
Task1: In pairs, students read the three conversations from the PPT.
Task2: Underline all the tag questions and their answers.
Task3: Discuss the function of each tag question (seeking agreement, confirming information, or starting a conversation ).
2. Teacher's Activity - Guidance & Summary:
Monitor and guide the pair discussions.
Invite groups to share their findings. Guide the class to summarize the functions.
Systematic Explanation: Using the PPT, clearly write the core rules on the board:
Golden Rule: Affirmative statement + negative tag / Negative statement + affirmative tag
Negative words include: not, no, never, hardly, etc.
Briefly introduce special cases from the PPT (Imperatives: will you / shall we ; There be...).
Purpose: To shift from teacher-led instruction to student-centered discovery, enhancing understanding and retention.
Step 3: Controlled Practice (8 minutes)
1. Practice 1: Fill-in-the-blank
Students complete sentences on the worksheet by writing the correct tag question.
She can swim very well, ______
They won the game, ______
Let's go home, ______
Don't be late, ______
Review answers as a class, providing immediate feedback and correction.
2. Practice 2: Transformation
Teacher says a statement, students quickly respond with the corresponding tag question.
Example: T: He is tall. -> Ss: isn't he T: They don't like it. -> Ss: do they
3. Purpose: To consolidate the mechanical ability to form tag questions correctly.
Step 4: Intonation and Response Practice (5 minutes)
1. Intonation Focus:
Emphasize: Intonation conveys intention.
Falling Tone (↘): Speaker expects agreement or is making small talk.
Rising Tone (↗): Speaker is genuinely asking for information.
Teacher models, students repeat to feel the difference.
2. Answering (Tackling the Difficulty):
Focus on answering negative-statement tag questions.
Use the PPT example:
—Your mother isn't a teacher, is she
—Yes, she is. (Fact is positive)
—No, she isn't. (Fact is negative)
Golden Rule for Answers: Base your answer on the fact.
Purpose: To elevate learning from form to meaning and use, addressing common pragmatic errors.
Step 5: Role-play Production (10 minutes)
1. Activity: Pair Role-play.
2. Setup: Distribute scenario cards.
Scenario 1: Discussing events and recruiting volunteers for the upcoming Sports Day.
Scenario 2: Talking with a friend about a famous athlete's recent performance.
Scenario 3: Starting a conversation with a classmate and inviting them to play sports on the weekend.
3. Requirements:
Include at least 4 different tag questions.
Try to use different intonations.
3 minutes preparation time.
4.Teacher's Role: Monitor, provide language support, and note common errors.
5.Performance & Feedback: Invite 2-3 pairs to perform. Provide positive feedback and gentle correction on common issues.
6. Purpose:To create a semi-authentic context for students to use the target language, promoting effective output.
Step 6: Homework
Consolidation: Complete the consolidation exercises on pp.87-88 of the optimization worksheet.
Production: Write a dialogue (at least 8 lines) about "Planning a Weekend Sports Activity." Use at least 4 tag questions and mark the intended intonation with (↗) or (↘).
V. Blackboard Design
VI. Teaching Reflection
This lesson successfully engaged students by transforming grammar rules into meaningful communicative activities through a "Discovery - Practice - Application" model.The role-play activity effectively motivated students to communicate using the target grammar.The dedicated focus on intonation and answers addressed common underlying difficulties. But some students tended to recite prepared lines during the role-play rather than generate language spontaneously. Future lessons could incorporate "information gap" activities to necessitate genuine communication.