高中英语人教版 (2019)必修 第一册Unit 3 Sports and fitness教案及反思

这是一份高中英语人教版 (2019)必修 第一册Unit 3 Sports and fitness教案及反思，共36页。教案主要包含了教学目标，教学重难点，教学过程，教学目标与核心素养，写作指导，文体剖析，话题词汇，话题句式等内容，欢迎下载使用。
【教学目标】
1. Guide students t review the basic usages f the Present Perfect Passive Vice.
2. Lead students t learn t use sme special cases cncerning the Present Perfect Passive Vice flexibly.
2. Enable students t use the basic phrases structures flexibly.
3. Strengthen students’ great interest in grammar learning.
【教学重难点】
1. Help students t appreciate the functin f the Present Perfect Passive Vice in a sentence.
2. Instruct students t write essays using the prper the Present Perfect Passive Vice.
【教学过程】
Step 1: Reviewing
引导学生观察下列句子特点，总结共同点。
1．(教材P28) Much has been written abut the wnders f the Wrld Wide Web．
2．(教材P28) But the Internet has dne much mre fr peple than simply make life mre cnvenient．
3．(教材P28) Many peple have been helped by the club．
4．(教材P28) She n lnger feels lnely, and her cmpany has becme quite successful．
5．(教材P32) Tday I thught I’d blg abut a questin that has been asked many times—hw d yu stay safe nline and avid bad experiences n the Internet?
Step 2: Presentatin
一、常与现在完成时连用的时间状语有：
already已经yet 已经
recently/lately 最近since then 从那时起
ever since 自那以来ever 曾经
s far迄今为止by nw到现在为止
fr a lng time 很长一段时间
in recent years 在最近几年里
in/during/ver the past/last years在过去的几年里
二、现在完成时态的意义。
1．现在完成时的被动语态强调一个发生在过去的被动性的动作，动作已完成并强调对现在造成的影响或结果，主语和谓语之间为被动关系。
The dr has already been lcked.
门早已经被锁上了。
I have been emplyed at the jb since 2015.
自从2015年，我就做这份工作。
2．基本构成
现在完成时的被动语态的结构为has/have been dne。
A lt f mney has been spent t prtect the ld temple by nw.
到目前为止已投入了大笔钱来保护这座古庙。
These trees have been watered lately.
那些树最近已浇水。
2)带有双宾语的动词，如give, send, bring, take, teach, shw, tell, make, sing, write, read, sell, buy, pay, lend, pass, prmise等，变为被动语态时，一般将间接宾语变为被动语态的主语，若将直接宾语变为被动语态的主语时，间接宾语前面要用相应的介词。
We have given him the bk.
→He has been given the bk.
→The bk has been given t him.
现在完成时的被动语态的用法
1．现在完成时的被动语态同它的主动语态一样，强调过去的动作对现在造成的影响或结果，通常与already, yet, just, never, recently等副词连用。
◆The machine has already been repaired．
机器已经修好了。
2．表示一个被动的动作或状态开始于过去，持续到现在，并可能持续下去，常与fr或since引导的时间状语连用，或用于“Hw lng…？”句型中。
◆Financial prblems f the cmpany have been discussed fr nearly tw hurs．
公司的财务问题已被讨论了近两个小时了。
3．用在时间或条件状语从句中，表示将来某时已完成的动作，即用现在完成时的被动语态代替将来完成时的被动语态。
◆Yu shuldn’t leave schl befre yur hmewrk has been finished．
在你的作业没完成之前你不应该离开学校。
使用现在完成时的被动语态要注意的问题
1．现在完成时的被动语态、现在进行时的被动语态及一般过去时的被动语态的区别
The machine has been repaired. (说明动作发生在过去，对现在有影响，“现在修好了”)
The machine is being repaired nw. (说明动作正在进行)
The machine was repaired yesterday. (只说明动作发生在 过去)
2．非延续性动词，如brrw, finish, begin, start, buy, marry, pen, jin等构成的现在完成时的被动语态不能与表示一段时间的状语连用。若要表达相应的意思，则要改换动词或时态，例如：
工程已开始三个月了。
The prject has been started fr three mnths. (F)
The prject has been n fr three mnths. (T)
3.带有复合宾语的动词变为被动语态时，若宾语补足语为省略t的不定式充当时，在被动语态中需将省掉的t加上。
The bss has made his cmpany ffer mre chances fr peple t wrk.
→His cmpany has been made t ffer mre chances fr peple t wrk.
(4)动词短语是一个不可分割的整体，在被动语态中要保持其完整性，其中的介词或副词不可省略。
It's said that the prblem has been lked int.
据说已经调查了这个问题。
总结：现在完成时的被动语态的结构
Step 3 Drill
时态填空。
1.He _______________________ (select) t take part in the sprts meeting．
2.The ink___________________________________ (remve) frm his vercat．
3. Has the date fr the next meeting____________________________ (decide)?
4. Hw lng has the battery________________________________ (change)?
句型转换：
The children have already been tld the gd news．
1.上面的句子变为否定句。
________________________________________________________
2.将上面的句子变为一般疑问句。
________________________________________________________
3.对上面句子中的The children进行提问。
_______________________________________________________
Step 4 Hmewrk:
完成课后练习。
Unit 3 The Internet
Listening and Speaking & Listening and Talking
【教学目标】
1. Guide students t understand the cntent f listening texts in terms f listening fr definitins.
2. Cultivate students’ ability t define wrds and understand an investigatin interview.
3. Instruct students t use functinal sentences f the dialgue such as “hw much time d yu spend nline every day? What d yu usually d nline? and s n t maintain the cnversatin apprpriately.
4. Enable students t naturally use the functinal and ntinal items f this unit t express their guess, expectatin r belief.
【教学重难点】
1. Cultivate students’ listening strategies by learning ways t define new wrds.
2. Enable students t naturally use the functinal and ntinal items f this unit t express their guess, expectatin r belief.
【教学过程】
Part 1: Listening and Speaking
Step 1: Lead in
The teacher is advised t talk with the meaning f the sentence in the pening page
Bys and girls, befre ur listening, let’s wrk in pairs and discuss:
The internet is becming the twn square fr the glbal village f tmrrw.
Hw d yu understand the sentence?
Have the Ss discuss and share their view.
(It means the Internet has made the wrld clser tgether; we can interact n the Internet just like meeting at the square.)
Step 2: Warming up
After their small talk, the teacher can ask students t talk abut their nline habits:
What d yu usually d when yu are nline?
•write a blg pst
•use a search engine
•Chat nline
•Watch Stream mvies and music
•……
Step 3: Sam is ding a survey n nline habits. He is nw talking t his schlmates Anna Paul, and Je. Listen t the cnversatin and cmplete the fllwing tasks.
Step 4: Activity 3 & 4
1. Then, play the tape again. And after finishing listening, the students need t slve the fllwing tasks.
Fill in the blanks t cmplete the sentences.
1) A blg an nline diary where yu write abut smething yu’re interested ___________, I like basketball, s I write a lt n my blg abut my favrite team.
2) I stream vides and music_________, I watch vides and listen t music nline.
3) A search engine _______________ that helps yu find what yu’re lking fr.
Then check the answers with partners.
2. Lk at Activity 3 again. Hw are the wrds in italics defined? Write them in the crrect brackets. Pay attentin the listening tips.
A. Use simpler wrds. ( )
B. Use an example. ( )
C. Cmpare t smething.( )
Step 5: Speaking Prject
Wrk in pairs r grups and rle play a cnversatin.
Take turns t ask each ther abut yur nline habits.
A: Hw much time d yu spend nline every day?
B: Oh, it’s hard t say. Smetimes I’m t busy t g nline. Smetimes I spend mre than fur hurs nline. Hw abut yu?
A: It depends. I’d say frm half an hur t three hurs.
B: What d yu usually d nline?
A: I listen t music, stream vides, r lk up infrmatin. And yu?
B: Lts f things. I especially like t chat with my friends and family. By the way, what’s yur favrite app?
A: Well, English fun dubbing.
B: Why d yu like it?
A: There are lts f streams and I can dub interesting English mvie clips s I can learn English in a fun way.
B: Sunds amazing. I certainly will try it.
A: Ok, let me teach yu hw t dwnlad the app.
B: Thanks a lt.
Part 2. Listening and Talking
Step1：Listen t the tape, and then ask the students t slve the fllwing tasks.
Chse the best app.
Laura and Xia B are talking abut apps. Listen t their cnversatin and find ut what apps they want.
Xia B is lking fr a(n) ____________app t help him get in shape.
Laura wuld like an app fr getting__________ and anther that will make her _____________better.
Step2: Listen again. Are the sentences true T r false F?
1. Bth f Xia B’s apps keep track f the steps he takes._____
2. Xia B’s secnd app can help him make a fitness plan._____
3. Laura needs an app that will help her get discunts.______
4. Laura needs an app that will add mney t her bank accunt._______
Step 3: Get the Ss t listen nce mre and tick the sentence they hear. Underline the wrds used t express predictins, guesses, and beliefs. Then check the answers.
Predictins, Guesses, and Beliefs
________It might help me walk mre.
________My guess is that it wuldn’t wrk.
________I imagine this app wuld help me get fit faster
________I suppse that wuld be gd.
________I guess yu culd save a little with this app.
________I suppse there wuld be sme prblems, t.
________I believe this app culd help me get thinner.
Step 4: Speaking Prject
Lk at the descriptin f sme apps. Then rle-play the cnversatin. Which app d yu think wuld be mre ppular r useful? Have the Ss discuss and share with the class.
A: I imagine that TV Me wuld be mre ppular. Everyne watches TV and I think lts f peple imagine themselves as actrs in the TV shws, s putting the tw tgether wuld be great. What d yu think?
B: My guess wuld be Hear It First because it’s bth interesting and useful. Yu culd find ut mre abut the stnes yu like and make sure that yu dn’t miss anything imprtant. I believe bth the yung and ld wuld like it.
Unit 3 The Internet
Reading and Thinking
【教学目标与核心素养】
1. Instruct students t talk abut hw t use the Internet apprpriately.
2. Encurage students t cmbine their wn life experience f using the Internet and link the text with their real life.
3. Stimulate students t enhance reading skills by using the mind map.
4. Encurage students t cntribute their wn strength, help the peple arund t explre the virtual wrld nline, and experience the magic f the Internet.
【教学重难点】
1. Enable the Ss t talk abut the related tpic.
2. Guide the Ss t summarize the main idea f each paragraph as well as the main idea f the text.
3. Help Ss learn sme basic reading skills, such as predictin, summary and s n.
【教学过程】
Step 1: Warming up and predictin
Read the title and try t guess what the text will be abut?
Sme changes caused by the Internet.
Learning tip:
Step 2: Skimming fr general ideas
1. What’s the main idea f the passage?
A. Jan develped a serius illness. B. Jan decided t start an IT club.
C. Jan started a charity website. D. Jan’s life has been changed by the Internet.
2. Jan’s attitude t the Internet is ______.
A. negative B. neutral
C. gratefulD. nt mentined
3. What’s the purpse f the authr by referring t the 59-year-ld man and the 61-year-ld wman?
A. T intrduce tw ld peple.
B. T explain hw t apply fr jbs nline.
C. T prve they are successful.
D. T give tw examples helped by Jan’s club.
Step 3: Scanning fr details
Read the passage quickly t slve the fllwing questins.
Read the text and answer the questins.
1 .Why did Jan quit her jb?
2 .Hw did the peple in the nline cmmunity help her?
3. Why did she start the IT club?
4. What is the “digital divide”?
5 .What’s Jan’s next gal?
6 .What can we learn frm her experiences?
Step4: Careful reading fr main ideas f each paragraph.
Read carefully and figure ut the main idea f each paragraph.
Paragraph 1. Peple’s lives have been changed by nline cmmunities and scial netwrks.
Paragraph 2. Jan develped a serius illness which made her stuck at hme, but surfing the Internet can remve the distance between peple.
Paragraph 3. Jan decided t start an IT club t teach ld peple hw t use cmputers and the Internet.
Paragraph 4. Jan has started taking nline classes t learn mre abut hw t use the Internet t make sciety better.
Paragraph 5. Jan’s life has been greatly imprved by the Internet.
Step 5: Speaking Prject
Critical thinking:
(1)Hw d yu arrange yur time spent n study and the Internet? Is it reasnable?
(2)What are yur nline activities? Are they safe?
Have the Ss discuss and practice speaking then.
Step 6 Hmewrk:
Review what we have learned and find ut the key language pints in the text.
Unit 3 The Internet
Reading fr Writing
【教学目标与核心素养】
1. Get students t have a gd understanding f sme features abut a blg pst by reading the text.
2. Study the rganizatin and language features.
3. Develp students’ writing and cperating abilities.
4. Strengthen students’ great interest in writing discurses.
【教学重难点】
1. Stimulate students t have a gd understanding f hw t write a blg pst.
2. Cultivate students t write a blg pst prperly and cncisely.
【教学过程】
Step 1: Skimming
1. What’s the main purpse f the blg pst?
2. What’s Paragraph 2 mainly abut?
Have the Ss skim the blg first and find ut the answers t these questins. Get sme vlunteers t share their answers finally.
Step 2: Scanning
1. What tips did the blgger put frward?
2. Wh are the nline trublemakers the blg pst mentins?
3. What des the fllwing terms mean?
•A trll
•A cyberbully
Read the blg again and practice asking and answering with the class.
Step 3 Study the rganizatin and language features.
Read the blg again and find these parts. Ask the Ss t cmplete the blanks immediately.
1. What is the tpic f the blg?
A 1. ___________—hw d yu 2. ___________ safe nline and avid bad 3. ___________ n the Internet?
2. What are the specific advice t stay safe nline?
First, fllw the 4. ___________ rule: leave the site 5. ___________ when yu see r read smething 6. ___________.
Secnd, prtect yur 7. ___________.
Third, be 8. ___________.
3.鼓励网友留言。
Any bad experiences nline? Or sme gd 9. ___________? Pst yur 10. ___________ please!
Step 4 Help the Ss t use what they have learnt t write a blg pst.
【写作指导】
【文体剖析】
网络博客文体是包含了网友评论、相关新闻链接在内的一种新兴的新闻文体。它通常就某一问题发表自己的观点, 体现了个性化的交流。文章通常以陈述句居多, 也较多地采用疑问句和感叹句, 用来表达强烈的情感。
【话题词汇】
blg abut a questin 就某一问题写博客
stay safe nline在网上保持安全
bad experiences n the Internet好的上网经历
glden rule黄金法则
pst cmments帖子评论
click n点击
identity theft身份盗窃
chat rm聊天室
draft yur blg pst起草博客帖子
pst embarrassing phts张贴尴尬照片
【话题句式】
1. Hw d yu stay safe nline and avid bad experiences n the Internet?
你如何在网上保持安全, 避免在网上的不良经历?
2. I’m nt an expert, but many years as a blgger have taught me a thing r tw.
我不是专家, 但作为一个博主, 我已经学了好几年了。
3. If yu see r read smething that makes yu feel uncmfrtable, leave the site immediately.
如果你看到或读到一些让你觉得不舒服的东西, 立即离开这个网站。
4. Dn’t give ut yur address r phne number.
别告诉别人你的地址或电话号码。
5. Identity theft is a cmmn and serius prblem.
身份盗窃是一个常见而严重的问题。
6. Being nline is n excuse fr being rude, and yu dn’t want t becme a target fr a trll r cyberbully. 上网并不是无礼的借口, 你也不想成为发挑衅帖子的人或网络恶霸的目标。
7. Trlls ften use several false names s that they can stay n a site.
发挑衅帖子的人经常使用几个假名, 这样他们就可以留在一个网站上。
8. Hwever, the mre plite yu are, the less likely it is yu will be attacked.
然而, 你越有礼貌, 你被攻击的可能性就越小。
Step 5 Hmewrk:
假设你是李华, 请用英文发帖, 内容应包括:
1. 赞同Susan的看法；
2. 你收到或送出的最好礼物是什么；
3. 该礼物的意义；
4. 期待大家的回复。
注意: 1. 词数100左右；
2. 符合语言规范。
肯定式
主语＋have/has been dne…
否定式
主语＋have/has nt been dne…
一般疑问式
Have/Has＋主语＋been dne…？
特殊疑问式
疑问词＋have/has＋主语＋been dne…？
Hear It First
This app keeps yu updated n all yur favrite tpics. Yu can als chse t receive updates n the news r even lessns that yu’re interested in. Yu get a message whenever there has been an update.
TV Me
TV Me lets yu stream yur favrite TV prgrammes and see yur face n the screen tgether with the actrs.
Read headlines
Headlines usually include nt nly key ideas r infrmatin frm the text. They ften d nt fllw strict grammar rules, because writers use as few wrds as pssible t catch the attentin f the readers.