Unit
3
Sports
and
Fitness
Period
4Reading
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
3Read
to
sum
up
Read
the
passage
again
and
figure
out
the
organization
and
language
features.
Step
4Use
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
5Summary
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;时态以一般现在时为主。
第二步：确定段落
该类文章可以从以下三个方面入手：
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：
1)It
is
an
honor
for
me
to
share
my
favorite
sport
with
you.
2)It
makes
me
feel
relaxed
playing
with
my
friends.
3)It
makes
me
rid
myself
of
stress
while
playing
with
my
friends.
4)Moreover,
it
provides
me
a
valuable
chance
to
communicate
with
others.
5)I
we
eat
too
little
or
too
much,
or
if
we
choose
the
wrong
food,
we
may
become
sick.
6)We
can
do
something
to
change
the
poor
situation.
Step
6Homework
假如你的老师让你在班级Wellness
Book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。Unit
3
Sports
and
Fitness
Period
3
Discovering
Useful
Structures
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？Unit
3
Sports
and
Fitness
Period
2
Reading
and
Thinking
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
2Understanding
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
andMichael
Jordan,
and
try
to
retell
them.Unit
3
Sports
and
Fitness
Period
1
ListeningandSpeaking
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
Speakingintroduces
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.
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：
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
balloons
filled
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.
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.
Homework
Review
the
stories
of
Lang
Ping
and?Michael
Jordan,
and
try
to
retell
them.
