Unit 3 Sports and Fitness
Period 3 Discovering Useful Structures—tag questions
【教材分析】
This teaching period mainly deals with the grammar: tag questions.
This period carries a considerable significance to the cultivation of students’ spoken English. The teacher is expected to enable students to master this period thoroughly and consolidate the knowledge by doing some exercise of good quality.
【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.肯定式陈述部分+否定附加疑问部分（前肯后否） You often play badminton, don’t you? 你经常打羽毛球，是吗？ You are going to the gym with me, aren’t you? 你要和我一起去健身房，是吗？ She’s been to shanghai before, hasn’t she? 她以前去过上海，是吗？
2.否定式陈述部分+肯定附加疑问部分（前否后肯） It isn't a beautiful flower, is it? 那不是美丽的花，是吗？ You didn't go skating yesterday, did you? 你昨天没去滑冰，是吗？ They can’t finish it by Friday, can they? 他们不能在星期五之前完成，是吗？
3.含有否定词的附加疑问句 （1）当陈述句中含有seldom, hardly, never, rarely, little, few, none, neither ，no, not, nowhere, nothing no one, nobody等否定意义的词时，后面的附加疑问句则为肯定形式。 He hardly goes to school by car, does he? 他几乎不开车去上学，是吗？ You have never been to Paris, have you? 你从没去过巴黎，是吗？ They seldom come late, do they? 他们很少迟到，是吗？ 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定前缀的词unhappy, dislike, impossible等，则后面的附加疑问句仍为否定形式。 He is unfit for his job, isn’t he? 他不适合这项工作，是吗？ It is impossible, isn't it? 那不可能，是吗？ He dislikes his classmates, doesn’t he? 他不喜欢他的同学，是吗？
4.祈使句的附加疑问句 （1）肯定的祈使句的附加疑问句在句末加“will you? /won’t you?/can you ?/ can’t you?” （2）否定的祈使句的附加疑问句通常在句末加“will you?” Come along with me, will you / won’t you ?/can you ?/ can’t you? 跟我来，好吗？ Don't make any noise, will you? 别出声，好吗？
（1）Let's开头的祈使句，附加疑问句用shall we? （2）Let us开头的祈使句，附加疑问句用will you? Let's go and listen to the music, shall we? 让我们去听音乐，好吗？ 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/ everybody, someone/somebody, no one/ nobody, none等表示人的不定代词时， 附加疑问句部分的主语多用they，但也可用he；当陈述部分的主语是everything, anything, something, nothing等表示物的不定代词时，附加疑问句部分的主语用it。 Nobody saw him walk into the room, did they? 没人看见他走进房间，是吗？ Everything has gone wrong today, hasn’t it? 今天什么都出了问题了，是不是？
2.当陈述部分的主语是指示代词this, that, these, those时，附加疑问句的主语不再用指示代词，而要用it或they。 That isn’t your dictionary, is it? 这不是你的字典，是吗？ 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+其他”结构时，附加疑问句用“be (not) there”结构。 There is a book on the desk, isn’t there ? 桌子上有本书，是吗？ There are not any pens in the box, are there? 盒子里没笔了，是吗？
4.当陈述句的谓语动词是have时，如果作“有”讲，附加疑问句用have或助动词do的形式；如果表示其他意思时，附加疑问句只用助动词do的形式。 You have a nice house, haven’t/ don’t you? 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, don’t we? 我们必须现在完成工作，是吗？ They had a good time last night, didn’t they? 他们昨天晚上玩得很开心，是吗？
5.当陈述句的谓语部分含有had better, would rather, would like, ought to时，附加疑问句的谓语动词要用相应的助动词。 You’d better go now, hadn’t you? 你最好现在就走，是吗？ You’d rather go there early, wouldn’t you? 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时，附加疑问句的谓语部分用didn’t或usedn’t。 He used to get up early, didn’t/ usedn’t he? 他过去起床很早，是吗?
7.陈述句部分是主从复合句时，附加疑问句部分的代词和助动词要与主句中的主语和动词保持一致。 He is not the man who gave us a talk, is he? 他不是给我们演讲的人，是吗？ 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？
8.在宾语从句中，如果陈述句部分是“I (don’t) think/ believe/ suppose/ imagine/ expect等+宾语从句”，附加疑问句部分要与宾语从句的主谓保持一致，并且要注意否定转移（前肯后否，前否后肯）。 We believe she can do it better, can't she? 我们相信她能做得更好，是吗？ I don’t think you have heard of him before, have you? 我认为你以前没有听说过他，是吗？
三、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的差异： （1）对于“前肯后否”的附加疑问句的回答，如果事实是肯定的，就用yes，译成“是的”，事实是否定的，就要用no，译成“不”。 （2）对于“前否后肯”的附加疑问句的回答，如果事实是肯定的，就用yes，译成“不”，事实是否定的，就要用no，译成“是的”。 — Tom is an honest boy, isn't he? 汤姆是个诚实的男孩，是吗？ — Yes, he is. We trust him all the time. 是的，我们一直相信他。 — He likes playing football, doesn’t he? 他喜欢踢足球，是吗？ — No, he doesn’t. — 不，他不喜欢。 — You didn’t find the owner of the books, did you? 你没有找到书的主人，是吗？ — 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. 不，她参加了。她在会上讲话了。
2.祈使句的附加疑问句的肯定回答为“Yes, I will.”，否定回答为“No, I won’t.”。 —Write to me when you get home, will you? 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。
四、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，多表示疑问或请求 The school team have won the gold medal, ↘ haven't they? ↗ 校队获得了金牌，是吗？
2.用降调时，多表示求证或希望对方同意。 The school teams have won the gold medal, ↘ haven't they? ↘ 校队获得了金牌，对吧？
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Unit 3 Sports and Fitness
Period 1 Listening and Speaking & Listening and Talking
【教材分析】
In this period, the theme is “sports and health”. Students will have a general understanding of how to invite a friend to a sports event and voice one’s own opinions about sportsmanship by listening and ultimately can form a healthy lifestyle and good attitudes towards sports.
Listening and Speaking introduces the topic of sports events with posters advertising them, along with related vocabulary and grammar, and is a warm-up for the activities which follows.
Listening and Talking introduces idea of sportsmanship by listening to a conversation, matching speakers’ opinions and giving and discussing one’s own opinions.
【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_________________________________________
3. Why is it called a "Blue Paint" run?
Because people can buy water ballons flled 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 honor and his/her fans if he/she is competing for his/her country.
Listen again and circle the expressions that you hear in the conversation.
agreeing disagreeing
I agree. So do I. Exactly! All right Good idea. Yes, I think so. Me too. Sure./Certainly./ Of course. You're right/correct. I guess so. I'm sorry, but I disagree/don't agree. I don't think so. That's not right. That doesn't make any sense! That's not how I see it. I see what you mean, but …
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.
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Unit 3 Sports and Fitness-Listening and Speaking & Listening and Talking
【教材分析】
This lesson focuses on the discourse analysis of its organization and features. Through the questions, the students are guided to sort out why Lang Ping and Jordan are masters and what role models they set. On this basis, the students are allowed to use the language they have learned to talk about the sports stars in their minds.
【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】
Step 1 Leading-in
1. Have the Ss ask and answer in pairs.
Q1: Who are your favorite sports player?
Q2: Do you like him/her? Why?
2. Then ask the Ss to talk about Lang Ping and Michael Jordan, and have several Ss to share their ideas.
Q1: What do you know about Lang Ping and Michael Jordan?
Q2: What else do you want to know about them?
Step 2 Understanding the title and the lead paragraph.
Have the Ss think about the title and 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?
Then discuss the questions above in groups, then have someone to share their ideas.
Step 3 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. Read again and Focus on the story about Lang Ping. Then try to retell the story of Lang Ping.
Step 4 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 Masters Good examples
Jordan ? ?
2. Sort out detailed information about Michael Jordan.
（1） Understand the transitional sentence.
Q: Which part is about Michael Jordan as a master? Which part is about the example he set?
（2） Have the Ss Focus on why Michael Jordan is a master and what good examples Michael Jordan set when they’re reading. And think about these questions as below:
Q1: How does the author describe his impressive skills?
Q2: How do you understand “time seemed to stand still”?
Q3: What does “graceful” mean?
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?
Step 5 Discussing and recommending
Recommend their own living legends of sports.
Work in groups to choose your own living legend of sports and give the reasons of your choice.
Step 6 Homework
Review the stories of Lang Ping and Michael Jordan, and try to retell them.
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Unit 3 Sports and Fitness-Reading for Writing
【教材分析】
This teaching period mainly deals with reading for writing a class wellness book. Students are expected to learn the knowledge about how to write a class wellness book. First, students are supposed to read a passage which is specially designed to study for the writing purpose. Then, under the guidance of the teacher, students should discuss the topics mentioned on the textbook and learn to write a proper wellness book. The teacher is expected to enable students to master some writing skills concerning class wellness book and learn to write one.
【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 students to 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.
Step 4: Use what you have learnt to write a proper class wellness book.
1. Have the Ss work in groups. Discuss the questions below, then get several students to show their ideas.
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 do to become more confident and feel better about yourself?
Food: How can you make your meals healthier?
2. Get the Ss to use the ideas from discussion to list some positive changes.
●What you used to do/do now and results.
●What you do now/will do in the future?
Then have them write a short paragraph to describe and explain their changes. After that, get the Ss to exchange their drafts with their partners and use the checklist to give feedback on their drafts, and finally revise it.
Step 5 Summary of how to write a wellness book
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：
It is an honor for me to share my favorite sport with you,
It makes me feel relaxed playing with my friends.
It makes me rid myself of stress while playing with my friends.
Moreover, it provides me a valuable chance to communicate with others.
I we eat too little or too much, or if we choose the wrong food, we may become sick.
We can do something to change the poor situation.
Step 6Homework
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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