《Unit3SportsandFitness》單元教案Unit3SportsandFitnessPeriod1ListeningandSpeaking&ListeningandTalking【教材分析】Inthisperiod,thethemeis“sportsandhealth”.Studentswillhaveageneralunderstandingofhowtoinviteafriendtoasportseventandvoiceone’sownopinionsaboutsportsmanshipbylisteningandultimatelycanformahealthylifestyleandgoodattitudestowardssports.ListeningandSpeakingintroducesthetopicofsportseventswithpostersadvertisingthem,alongwithrelatedvocabularyandgrammar,andisawarm-upfortheactivitieswhichfollows.ListeningandTalkingintroducesideaofsportsmanshipbylisteningtoaconversation,matchingspeakers’opinionsandgivinganddiscussingone’sownopinions.【教學目標與核心素養】Instructstudentstogetmainfactsbylisteningandmotivatethemtotalkaboutthetopicsabouthowtoinviteafriendtoasportsevent，voiceone’sownopinionsaboutsportsmanshipbylistening.Developstudents’senseofcooperativelearningandindividualthinkingcapability.Develop students’different listening skills to solve different comprehensiveproblems.【教學重難點】Teachstudentshowtofocusonkeywords,notonsinglewordsorgrammar.PromptSstotalkabouttherelatedtopics,suchashowtoinviteafriendtoasportseventandvoiceone’sownopinionsaboutsportsmanship.【教學過程】Part1:ListeningandSpeakingLeadinTheteacherisadvisedtotalkwiththeirstudentsaboutsportsevents.Boysandgirls,lookatthepostersonp36,whatsportseventsdoyouliketowatch?Whichsportswouldyouliketotry?Aftertheirsmalltalk,theteachercanmoveonbyfinishingthefollowinglisteningtask:Playconversation1whichisaboutShenQi’smainpurposefortalkingtoAmyandafterfinishinglisteningforthefirsttime,thestudentsneedtosolvethefollowingtasks.Purpose Listentoconversation1againandwritedownthewordsthatthespeakerstresses: Listeningtip:Listenformainideas.Listenformainideas.Trytocatchthemainideasinsteadoftryingtorememberandtranslateeachwordyouhear.Afterfinishingthetaskabove,theteacherisexpectedtoplayconversation2whichisaboutAdam’sinvitingJulietoasportseventandafterfinishinglistening,thestudentsneedtosolvethefollowingtask.ListentoConversation2.Thenanswerthefollowingquestions:Whenwilltheeventhappen?Theeventwillhappen What”sa“BluePaint“run?A“BluePaint“runisafunrunthat Whyisitcalleda“BluePaint“run?Becausepeoplecanbuywaterballonsflledwith and runners.If200peopletakepartintherunand400balloonsaresold,howmuchmoneywilltheycollect?Finally,afterfinishingthetaskabove,theteacherisexpectedtoinstructstudentstoworkingroupstofinishthefollowingproject:SpeakingProjectWhateventoractivitywouldyouliketoinviteyourfriendto?Makeaconversationwithapartner.SkiRace:Zhangjiakou,abeautifulcityinnorthernChina,willhosttheYouthSkiRaceinDecember.TrackMeet:agreateventfortrack–and–fieldloverson26October.GymClass:comeandworkoutatagym!Youcanmakeit.Part2:ListeningandTalking:Theteacherisadvisedtotalkwiththeirnewstudentsabouttherelatedtopic:Boysandgirls,whatdoyouthinkofsportsmanship?Let’slistenandfindout:Playthelisteningand matcheachopinionwith therightspeaker.Whodoyouagreewith?Why?CaoJing Lily Max Anathleteshoulddohis/herbesttowin.Thegirlshouldstopandhelptheothergirl.Goodsportsmanshipismoreimportantthanwining!Anathleteshouldthinkabouthonorandhis/herfansifhe/sheiscompetingforhis/hercountry.Listenagainandcircletheexpressionsthatyouhearintheconversation.agreeingIagree.SodoI.Exactly!AllrightGoodidea.Yes,Ithinkso.

disagreeingI”msorry,butIdisagree/don”tagree.Idon”tthinkso.That”snotright.Thatdoesn”tmakeanysense!That”snothowIseeit.Iseewhatyoumean,but…Metoo.Metoo.Sure./Certainly./Ofcourse.You”reright/correct.Iguessso.TalkingprojectWorkingroups.Chooseoneofthesituationsbelowandmakeaconversation:●Asoccerplayershouldnotpretendtofalldownevenifithelpshis/herteam.●Inschoolteams,everyoneshouldgetachancetoplay,notonlythebestplayers.●Itiswrongtopaypeoplemillionsofyuantoplaysports.●Athletesshouldplayonlyfortheirowncountry.EXAMPLEA:Iagreewiththeideathatasoccerplayershouldneverpretendtofalldownevenifithelpshisorherteam.Youshouldnevercheat.B:Exactly!It”simportanttodotherightthing.C:Well,don”tthinkso.Manyplayersdoit,andtheythinkithelpstheirteamtowin.A:Thatdoesn”tmakeanysense!B:Iseewhatyoumean,buttheaudiencewantsfairplay.Unit3SportsandFitness-ListeningandSpeaking&ListeningandTalking【教材分析】Thislessonfocusesonthediscourseanalysisofitsorganizationandfeatures.Throughthequestions,thestudentsareguidedtosortoutwhyLangPingandJordanaremastersandwhatrolemodelstheyset.Onthisbasis,thestudentsareallowedtousethelanguagetheyhavelearnedtotalkaboutthesportsstarsintheirminds.【教學目標與核心素養】ReadquicklytogetbasicinformationaboutLangPingandJordan;readdeeplytounderstandwhytheycanbecalledsportslegends.Understandthemeaningofsomelanguagesinthecontextofthetextthroughquestionguidance,suchas“timeseemstostandstill,graceful“andsoon.Readandclarifythecontextofeachpartofthetext,learninghowtotalkawritesportslegends.Throughcomparativanalysiswecanformthecriterorjudgingthelegendaryfiguresandlearntochoosethelegendarysportsstarswelike.【教學重難點】GetbasicinformationaboutLangPingandJordan;readdeeplyUnderstandwhytheycanbecalledsportslegends.Understandthemeaningofsomelanguagesinthecontextofthetext,suchas“timeseemstostandstill,graceful“andsoon.【教學過程】Step1Leading-inHavetheSsaskandanswerinpairs.Q1:Whoareyourfavoritesportsplayer?Q2:Doyoulikehim/her?Why?ThenasktheSstotalkaboutLangPingandMichaelJordan,andhaveseveralSstosharetheirideas.Q1:WhatdoyouknowaboutLangPingandMichaelJordan?Q2:Whatelsedoyouwanttoknowaboutthem?Step2Understandingthetitleandtheleadparagraph.HavetheSsthinkaboutthetitleandanswerthefollowingquestions.Q1:Whydoyouthinktheauthorchoosestowritethesetwosportsstars?Q2:Whatdoes“livinglegend”mean?Q3:Whatarethestandardsorrequirementstobechosenasalivinglegendofsportsstar?ideas.Step3GettingdetailedinformationaboutLangPingReadtoanswerthefollowingquestions.Q1:IsLangPingamasterinherarea?Howdoyouknowthat?Q2:WhatgoodexamplesdoesLangPingsetforothers?ReadagainandFocusonthestoryaboutLangPing.ThentrytoretellthestoryofLangPing.Step4ExploringdetailedinformationaboutMichaelJordanReadtheparagraphofMichaelJordanandcompletethefollowingtable.LivinglegendsJordanMasters?Goodexamples?WehavegottoknowwhyLangPingisalivinglegend.NowreadandfindoutwhyMichaelJordanisalivinglegendonyourownbycompletingLivinglegendsJordanMasters?Goodexamples?SortoutdetailedinformationaboutMichaelJordan.Understandthetransitionalsentence.Q:WhichpartisaboutMichaelJordanasamaster?Whichpartisabouttheexampleheset?HavetheSsFocusonwhyMichaelJordanisamasterandwhatgoodexamplesMichaelJordansetwhenthey’rereading.Andthinkaboutthesequestionsasbelow:Q1:Howdoestheauthordescribehisimpressiveskills?Q2:Howdoyouunderstand“timeseemedtostandstill”?Q3:Whatdoes“graceful”mean?Q4.Whichsentencedoyouthinkbestdescribeshismentalstrength?Q5.Whichwordsisimportantinthesentenceindescribinghismentalstrength?Why?Q6:Howdoyouunderstand“unique”?Q7:WhatcanwelearnfromMichaelJordan?Step5DiscussingandrecommendingRecommendtheirownlivinglegendsofsports.Workingroupstochooseyourownlivinglegendofsportsandgivethereasonsofyourchoice.Step6HomeworkReviewthestoriesofLangPingandMichaelJordan,andtrytoretellthem.Unit3SportsandFitnessPeriod3DiscoveringUsefulStructures—tagquestions【教材分析】Thisteachingperiodmainlydealswiththegrammar:tagquestions.Thisperiodcarriesaconsiderablesignificancetothecultivationofstudents’spokenEnglish.Theteacherisexpectedtoenablestudentstomasterthisperiodthoroughlyandconsolidatetheknowledgebydoingsomeexerciseofgoodquality.【教學目標與核心素養】Getstudentstohaveagoodunderstandingofthebasicusagesoftagquestions.Enablestudentstousethebasicphrasesstructuresflexibly.Developstudents’speakingandcooperatingabilities.Strengthenstudents’greatinterestingrammarlearning.【教學重難點】Howtoenablestudentstohaveagoodunderstandingofthebasicusagesoftagquestions.Howtoenablestudentstousethebasicusagesoftagquestionsflexibly.【教學過程】1.確定式陳述You1.確定式陳述Youoftenplaybadminton,don’tyou?你常常打羽毛球，是嗎？局部+否認附加Youaregoingtothegymwithmearen’tyou?〔前肯你要和我一起去健身房，是嗎？后否〕She’sbeentoshanghai before,hasn’tshe?嗎？她以前去過上海，是否認式陳述Itisn”tabeautifulflower,isit?那不是秀麗的花，是嗎？局部+確定附加Youdidn”tgoskatingyesterday,didyou?你昨天沒去滑冰，是〔前否嗎？后肯〕 Theycan’tfinishitbyFriday,canthey?他們不能在星期五之前完成，是嗎？含有否認詞〔1〕當陳述句中含有Hehardlygoestoschoolbycar,的附加疑問句 seldom, hardly, never, doeshe?rarely, little, few, none, 他幾乎不開車去上學，是嗎？neither，no,not,nowhere, YouhaveneverbeentoParis,havenothingnoone,nobody等you?否認意義的詞時，后面的 你從沒去過巴黎，是嗎？附加疑問句則為確定形Theyseldomcomelate,dothey?式。 他們很少遲到，是嗎？Little has been done to preventpollution,hasit?幾乎沒有做什么來防止污染，是嗎？〔2〕假設陳述句中僅含否Heisunfitforhisjob,isn’the?定前綴的詞unhappy,他不適合這項工作，是嗎？dislike,impossibleItisimpossible,isn”tit?面的附加疑問句仍為否認那不行能，是嗎？形式。Hedislikeshisclassmates,doesn’the?他不寵愛他的同學，是嗎？4.祈使句的附〔1〕確定的祈使句的附加Comealongwithme,willyou/加疑問句疑問句在句末加“willyou?won’tyou?/canyou?/can’tyou?/won’t/won’tyou?/canyou?/can’tyou?”〔2〕否認的祈使句的附加疑問句通常在句末加“willyou?”跟我來，好嗎？Don”tmakeanynoise,willyou?別出聲，好嗎？Let”s開頭的祈使句，Let”sgoandlistentothemusic,附加疑問句用shallwe? shallwe?LetusLet us wait for you in thereading-room,willyou?我們在閱覽室等你，好嗎？二、附加疑問句留意幾種特別狀況：當陳述部分主語是everyone/ Nobodysawhimwalkintotheroom,everybody, someone/somebody, no one/ didthey?nobody,none等表示人的不定代詞時，沒人觀看他走進房間，是嗎？附加疑問句局部的主語多用they，但也Everything has gone wrong today,可用h當陳述局部的主語是everything, hasn’tanything,something,nothing等表示物的今日什么都出了問題了，是不是？不定代詞時，附加疑問句局部的主語用it。當陳述局部的主語是指示代詞 this, Thatisn’tyourdictionary,isit?that,these,those時，附加疑問句的主語這不是你的字典，是嗎？代詞，而要用it或they。 These are interesting stories, aren’tthey?這些故事很好玩，不是嗎？當陳述局部是“therebe+主語+其他”結Thereisabookonthedesk,isn’tthere“be(not)there”Therearenotanypensinthebox,arethere?盒子里沒筆了，是嗎？have時，假設Youhaveanicehouse,haven’t/don’thave或助動詞you?do的形式；假設表示其他意思時，附加你有一所很秀麗的房子，是嗎？疑問句只用助動詞do的形式。 Youoftenhaveheadaches,don’tyou?你常常頭疼，是嗎？Wehavetofinishtheworknow,don’twe?我們必需現在完成工作，是嗎？Theyhadagoodtimelastnight,didn’tthey?天晚上玩得很愉快，是嗎？5.當陳述句的謂語局部含有hadbetter, You’dbettergonow,hadn’tyou?wouldrather,wouldlike,oughtto時附加你最好現在就走，是嗎？疑問句的謂語動詞要用相應的助動詞。 You’drathergothereearly,wouldn’tyou?你寧可早點去那里，不是嗎？usedto時，Heusedtogetupearly,didn’t/usedn’t附加疑問句的謂語局部用didn’t 或he?usedn’t。 他過去起床很早，是嗎?Heisnotthemanwhogaveusatalk,is句局部的代詞和助動詞要與主句中的主 he?語和動詞保持全都。 他不是給我們演講的人，是嗎？Hecanhardlystayawakebecauseheissotired,canhe?由于很累，他幾乎不能保持醒著。ThisisthesecondtimethathehasbeentoJapan,isn’tit?這是他其次次去日本，是嗎？HeHesaidthathewouldcometomybirthdayparty,didn’the?嗎？8.在賓語從句中，假設陳述句局部是“I(don’t)think/believe/suppose/imagine/expect等賓語從句與賓語從句的主謂保持全都，并且要注Webelieveshecandoitbetter,can”tshe?我們信任她能做得更好，是嗎？意否認轉移〔前肯后否，前否后肯。Idon’tthinkyouhaveheardofhimbefore,haveyou?我認為你以前沒有聽說過他，是嗎？三、附加疑問句的答復yes，事實是no。1.附加疑問句的答語與漢語 —Tomisanhonestboy,isn”the?表達的差異： 湯姆是個懇切的男孩，是嗎？對于“前肯后否”的附加—Yes,heis.Wetrusthimallthetime.疑問句的答復，假設事實是肯是的，我們始終信任他。事實是否認的，就要用no，他寵愛踢足球，是嗎？譯成“不”。 —No,hedoesn’t.對于“前否后肯”的附加—不，他不寵愛。—Youdidn’tfindtheownerofthebooks,didyou?yes，譯成“不”，你沒有找到書的仆人，是嗎？事實是否認的，就要用no，—NoIdidn’t.SoIgavethemtoourteacher.譯成“是的”。 是的，我沒有找到。因此我把書交給教師了。Hissisterdidn’tattendthemeeting,didshe?他妹妹沒有參與會議，是嗎？Yes,shedid.Shespokeatthemeeting.不，她參與了。她在會上講話了。不，她參與了。她在會上講話了。2.祈使句的附加疑問句的肯定答復為“Yes,Iwill.”，否認答復為“NoIwon’t.”。—Writetomewhenyougethome,willyou?到家后給我寫信好嗎？—Yes,Iwill.好的，我會的。—Don’tmakeanoise,willyou?不要弄出響聲，好嗎？—No,Iwon’t.好的，我不會的。四、附加疑問局部的讀法teamhavewonthegoldmedal,↘haven”tthey?↗問或懇求 校隊獲得了金牌，是嗎？用降調時，多表示求Theschoolteamshavewonthegoldmedal,haven”tthey?↘證或期望對方同意。 校隊獲得了金牌，對吧？Unit3SportsandFitness-ReadingforWriting【教材分析】Thisteachingperiodmainlydealswithreadingforwritingaclasswellnessbook.Studentsareexpectedtolearntheknowledgeabouthowtowriteaclasswellnessbook.First,studentsaresupposedtoreadapassagewhichisspeciallydesignedtostudyforthewritingpurpose.Then,undertheguidanceoftheteacher,studentsshoulddiscussthetopicsmentionedonthetextbookandlearntowriteaproperwellnessbook.Theteacherisexpectedtoenablestudentstomastersomewritingskillsconcerningclasswellnessbookandlearntowriteone.【教學目標與核心素養】Getstudentstohaveagoodunderstandingofhowtowriteclasswellnessbookproperly.Enablestudentstousesomewritingskillsflexibly.writingandcooperatingabilities.Strengthenstudents’greatinterestinwritingdiscourses.【教學重難點】1.Howtoenablestudentstohaveagoodunderstandingoftheskillsofwritingaclasswellnessbook2.Howtoenablestudentstowriteagoodclasswellnessbookusingsomewritingskillsproperly.【教學過程】Step1Leadin:Atthebeginning,ateachercanintroducethetopicbyasking:Doyouwanttoloseweightandwhy?Doyouthinkyouarefit?Afterhavingasmalldiscussionaboutit,theycanmoveontoreadthepassageandhandlethefollowingactivitiesonebyone.Step2ReadtodiscoverdetailsStudentsareinstructedtoreadapassagetitled“GoingPositive”andthensolvethequestionsbelow.WhatproblemdidKaylahaveinthepast?Whatdoesthesentence“almostwentbananas”mean?Whatmadeherchangeherthinking?Aftercompletingtheactivitiesabove,theycanmoveontothetexttask:Step3:ReadtosumupReadthepassageagainandfigureouttheorganizationandlanguagefeatures.Step4:Usewhatyouhavelearnttowriteaproperclasswellnessbook.HavetheSsworkingroups.Discussthequestionsbelow,thengetseveralstudentstoshowtheirideas.Exercise:Whatcanyoudotomakeexerciselikejoggingmoreenjoyable?Stress:Howcanyouplanyourworkandmakesurethatyoualsohavetimetorestandrelax?Self-confidence:Whatcanyoudotobecomemoreconfidentandfeelbetteraboutyourself?Food:Howcanyoumakeyourmealshealthier?GettheSstousetheideasfromdiscussiontolistsomepositivechanges.●Whatyouusedtodo/donowandresults.●Whatyoudonow/willdointhefuture?Thenhavethemwriteashortparagraphtodescribeandexplaintheirchanges.Afterthat,gettheSstoexchangetheirdraftswiththeirpartnersandusethechecklisttogivefeedbackontheirdrafts,andfinallyreviseit.Step5Summaryofhowtowriteawellnessbook1.安康書的審題步驟：第一步：明確要求;時態以一股現在時為主。其次步：確定段落該類文章可以從以下三個方面人手:Para.1首先說明寫作的目的Para.2自己的做法及心得體會Para.3表示期望及感謝第三步：提煉要點2.安康書常見句式：Itisanhonorformetosharemyfavoritesportwithyou,Itmakesmefeelrelaxedplayingwithmyfriends.Itmakesmeridmyselfofstresswhileplayingwithmyfriends.Moreover,itprovidesmeavaluablechancetocommunicatewithothers.Iweeattoolittleortoomuch,orifwechoosethewrongfood,wemaybecomesick.Wecandosomethingtochangethepoorsituation.Step6HomeworkBok80字左右的文章你寵愛的運動是什么？你最寵愛的緣由是什么？你參與熬煉的體會。Unit3SportsandFitness-ListeningandSpeaking&ListeningandTalking導學案【學習目標】Tolearnhowtogetthebasicfactsbylisteningandinfersomeconclusionsbasedonthelisteningmaterials.Totalkabouttherelatedtopicsmentionedinthelisteningparts.【學習重難點】Tolearntousedifferentlisteningtipstogetthenecessaryinformation.Totalkabouttherelatedtopicsuchashowtoinviteafriendtoasportseventandvoiceone’sownopinionsaboutsportsmanship【第一課時】【學習內容】ListeningandSpeaking【學習過程】Step1:LeadinLookatthepostersonp36,whatsportseventsdoyouliketowatch?Whichsportswouldyouliketotry?Step2:Whilelistening:Playconversation1,solvethefollowingtasks.Purpose Listentoconversation1againandwritedownthewordsthatthespeakerstresses:Playconversation2,answerthefollowingquestions:Whenwilltheeventhappen?Theeventwillhappen What”sa“BluePaint“run?A“BluePaintrunisafunrunthat Whyisitcalleda“BluePaint“run?Becausepeoplecanbuywaterballoonsfilledwith and therunners.If200peopletakepartintherunand400balloonsaresold,howmuchmoneywilltheycollect?Step3:SpeakingProjectWhateventoractivitywouldyouliketoinviteyourfriendto?Makeaconversationwithapartner.SkiRace:Zhangjiakou,abeautifulcityinnorthernChina,willhosttheYouthSkiRaceinDecember.TrackMeet:agreateventfortrack–and–fieldloverson26October.GymClass:comeandworkoutatagym!Youcanmakeit.【其次課時】【學習內容】ListeningandTalking【學習過程】Step1:LeadinWhatdoyouthinkofsportsmanship?Let’slistenandfindout:Step2:Whilelistening:Playthelisteningandmatcheachopinionwith therightspeaker.Whodoyouagreewith?Why?CaoJing Lily Max Anathleteshoulddohis/herbesttowin.Thegirlshouldstopandhelptheothergirl.Goodsportsmanshipismoreimportantthanwining!Anathleteshouldthinkabouthonorandhis/herfansifhe/sheiscompetingforhis/hercountry.Listenagainandcircletheexpressionsthatyouhearintheconversation.agreeingIagree.SodoI.Exactly!AllrightGoodidea.Yes,Ithinkso.Metoo.Sure./Certainly./Ofcourse.You”reright/correct.Iguessso.Step3:SpeakingProject

disagreeingI”msorry,butIdisagree/don”tagree.Idon”tthinkso.That”snotright.Thatdoesn”tmakeanysense!That”snothowIseeit.Iseewhatyoumean,but…Workingroups.Chooseoneofthesituationsbelowandmakeaconversation:●Asoccerplayershouldnotpretendtofalldownevenifithelpshis/herteam.●Inschoolteams,everyoneshouldgetachancetoplay,notonlythebestplayers.●Itiswrongtopaypeoplemillionsofyuantoplaysports.●Athletesshouldplayonlyfortheirowncountry.EXAMPLEA:Iagreewiththeideathatasoccerplayershouldneverpretendtofalldownevenifithelpshisorherteam.Youshouldnevercheat.B:Exactly!It”simportanttodotherightthing.C:Well,don”tthinkso.Manyplayersdoit,andtheythinkithelpstheirteamtowin.

A:Thatdoesn”tmakeanysense!B:Iseewhatyoumean,buttheaudiencewantsfairplay.Unit3SportsandFitness-ReadingandThinking導學案【學習目標】1.TogetbasicinformationaboutLangPingandJordan;readdeeply2.Tounderstandwhytheycanbecalledsportslegends.3.Tounderstandthemeaningofsomelanguagesinthecontextofthetext,suchas“timeseemstostandstill,graceful“andsoon.【學習重難點】Tolearntousedifferentreadingstrategiessuchasskimming,scanningandsummarizing.Totalkaboutyourlivinglegends.【學習過程】Step1Leading-inWhoareyourfavoritesportsplayer?Doyoulikehim/her?Why?Step2Readingtogetrelatedinformationaboutthetwosportsstar1.Readquicklytoanswerstudents’ownquestionsandthefollowingquestions.WhatcontributionsdidLangPingmakeinvolleyball?WhatcontributionsdidMichaelJordanmakeinbasketball?What’sspecialaboutMichaelJordaninhislife?Step3UnderstandingthetitleandtheleadparagraphAnswerthefollowingquestions.1:Whydoyouthinktheauthorchoosestowritethesetwosportsstars?2:Whatdoes“livinglegend”mean?3:Whatarethestandardsorrequirementstobechosenasalivinglegendofsportsstar?Step4GettingdetailedinformationaboutLangPingReadtoanswerthefollowingquestions.IsLangPingamasterinherarea?Howdoyouknowthat?WhatgoodexamplesdoesLangPingsetforothers?FocusonthestoryaboutLangPing.LangPing’sdeterminationwastested.Whathappenedtoher?Wasthechallengebig?Howdoyouknow? Howdidshesolveit?WhatcanwelearnaboutLangPingfromthesentence“Shehadmetdifficultiesbefore”mean?WhatcanwelearnaboutLangPingfromthesentence“Sheknewheryoungplayercouldwiniftheyworkedtogetherasateam.”?SumuptheinformationaboutLangPingwiththetableLivinglegendsLivinglegendsMastersGoodexamplesLangPingAsaAsaAsaStep5:ExploringdetailedinformationaboutMichaelJordanReadtheparagraphofMichaelJordanandcompletethefollowingtable.LivinglegendsJordanMastersGoodexamplesLivinglegendsJordanMastersGoodexamplesSortoutdetailedinformationaboutMichaelJordan.Howdoestheauthordescribehisimpressiveskills?Howdoyouunderstand“timeseemedtostandstill”?Whatdoes“graceful”mean?Whichsentencedoyouthinkbestdescribeshismentalstrength?Whichwordsisimportantinthesentenceindescribinghismentalstrength?Why?Howdoyouunderstand“unique”?WhatcanwelearnfromMichaelJordan?Step6DiscussingandrecommendingRecommendtheirownlivinglegendsofsports.Workingroupstochooseyourownlivinglegendofsportsandgivethereasonsofyourchoice.Unit3SportsandFitness-DiscoveringUsefulStructure導學案【學習目標】Tomasterthebasicusagesoftagquestions.Tolearntousetagquestionstoexpressproperemotionsorally.【學習重難點】TousedifferenttypesoftagquestionsinoralEnglish.附加疑問句的定義：附加疑問句，又稱反意疑問句，主要用于口語，其作用是說話人向對方 自己的陳述或者推斷，也可以用于祈使句表示 或者 。附加疑問句的組成附加疑問句由兩局部組成：前一局部是 局部，后一局部是 局部兩局部的人稱和時態應保持 局部一般由助動詞、be動詞或情態動詞和表示主語的代詞構成。二、自主探究1. 確定式陳1. 確定式陳述局部+否認附加疑問局部Youoftenplaybadminton,don’t you?你常常打羽毛球，是嗎？〔前肯后否〕Youaregoingtothegymwithme, you?你要和我一起去健身房，是嗎？She’sbeentoshanghaibefore, she? 上海，是嗎？2. 否認式陳述局部+確定附加疑問局部Itisn”tabeautifulflower,isit?那不是秀麗的花，是嗎？Youdidn”tgoskatingyesterday, you?你昨天沒去滑冰，是嗎？〔前否后肯〕Theycan’tfinishitbyFriday, ?在星期五之前完成，是嗎？他們不能3. 含有否認〔1〕當陳述句中含有詞的附加疑問seldom, hardly,never,句Hehardlygoestoschoolbycar,doeshe?rarely,little,few,none, 他幾乎不開車去上學，是嗎？neither ，no,not, You have never been to Paris,nowhere, nothing no you?one,nobody等否認意你從沒去過巴黎，是嗎？義的詞時后面的附加Theyseldomcomelate, they?疑問句則為確定形式。他們很少遲到，是嗎？Littlehasbeendonetopreventpollution, it?幾乎沒有做什么來防止污染，是嗎？〔2〕假設陳述句中僅Heisunfitforhisjob, ?含否定前綴的詞他不適合這項工作，是嗎？unhappy, dislike, Itisimpossible,isn”tit?那不行能，impossible等，則后面是嗎？的附加疑問句仍為否 He dislikes his定形式。

classmates, ?他不寵愛他的同學，是嗎？4. 祈使句的〔1〕確定的祈使句的Comealongwithme,willyou/附加疑問句 附加疑問句在句末加 won’tyou?/canyou?/can’tyou?“will you? /won’t 跟我來，好嗎？you?/can you?/ can’t Don”tmakeanynoise, ?you?”〔2〕否認的祈使句的附加疑問句通常在句末加“willyou?”

別出聲，好嗎？Let”s開頭的祈使Let”s go and listen to the句附加疑問句用shall music, ?we? 讓我們去聽音樂，好嗎？Letus開頭的祈Let us wait for you in the使句，附加疑問句用 reading-room, ? 我們willyou?

在閱覽室等你，好嗎？當陳述局部主語是everyone/ Nobodysawhimwalkintotheroom,everybody, someone/somebody, no didthey?沒人觀看他走進房間，是one/nobody,none等表示人的不定嗎？代詞時，附加疑問句局部的主語多Everything has gone wrong用they，但也可用he；當陳述局部today, ?的主語是everything, anything, 今日什么都出了問題了，是不是？something,nothing等表示物的不定代詞時，附加疑問句局部的主語用it。當陳述局部的主語是指示代詞 Thatisn’tyourdictionary,isit?這不是this,that,these,those時,附加疑問你的字典，是嗎？句的主語不再用指示代詞，而要用These are interesting。

stories, ?這些故事很好玩，不是嗎？當陳述局部是“therebe+主語+其Thereisabookonthedesk,isn’tthere?他”構造時，附加疑問句用“be(not) 桌子上有本書，是嗎？there”構造。 There are not any pens in box, ?盒子里沒筆了，是嗎？當陳述句的謂語動詞是haveYouhaveanicehouse,haven’t/don’t假設作“有”講，附加疑問句用have you?do意思時，附加疑問句只用助動詞We have to finish the workdo的形式。

now, ?我們必需現在完成工作，是嗎？They had a good time last night, they?他們昨天晚上玩得很愉快，是嗎？當陳述句的謂語局部含有 had You’dbettergonow,hadn’tyou?better, would rather, would like, 你最好現在就走，是嗎？oughtto時，附加疑問句的謂語動You’d rather go there early,詞要用相應的助動詞。

?你寧可早點去那里，不是嗎？當陳述句的謂語動詞含有used Heusedtogetupearly,didn’t/usedn’tto時，附加疑問句的謂語局部用he?。 他過去起床很早，是嗎?陳述句局部是主從復合句時，附Heisnotthemanwhogaveusatalk,is加疑問句局部的代詞和助動詞要與he?他不是給我們演講的人，是嗎？主句中的主語和動詞保持全都。Hecanhardlystayawakebecauseheissotired, ?能保持醒著。在賓語從句中，假設陳述句局部Webelieveshecandoitbetter,can”t是“I(don’t)think/believe/suppose/she?imagine/expect等+賓語從句”，附我們信任她能做得更好，是嗎？加疑問句局部要與賓語從句的主謂Idon’tthinkyouhaveheardofhim保持全都并且要留意否認轉〔前before, ?。二．附加疑問句的答復

我認為你以前沒有聽說過他，是嗎？1.附加疑問句的答語與漢語表達的差異：Tomisanhonestboy,isn”the? 湯姆是個1.附加疑問句的答語與漢語表達的差異：Tomisanhonestboy,isn”the? 湯姆是個懇切的男孩，是嗎？〔1〕對于“前肯后否”的附加一Yes,heis.Wetrusthimallthetime.疑問句的答復，假設事實是肯是的，我們始終信任他。he? 事實是否認的，就要用no，寵愛踢足球，是嗎？”。—No,hedoesn’t.不，他不寵愛。〔〔2〕對于“前否后肯”的附加yes，譯成“不”，事實是否認的，就要用no，—Youdidn’tfindtheownerofthebooks,didyou?你沒有找到書的仆人，是嗎？—No,Ididn’t.SoIgavethemtoourteacher.”。—Hissisterdidn’tattendthemeeting,didshe?他妹妹沒有參與會議，是嗎？—Yes,shedid.Shespokeatthemeeting.不，她參與了。她在會上講話了。2.祈使句的附加疑問句的肯定答復為“Yes,Iwill.”，否認答復為“NoIwon’t.”。—Writetomewhenyougethome,willyou?到家后給我寫信好嗎？—Yes, 好的，我會的。—Don’tmakeanoise,willyou?不要弄出