【共享共建 特别奉献】云浮市高中英语新教材微课资源征集活动系列8、9

01

编者的话

为深化我市高中英语课堂教学改革，推动高中英语新教材教学资源共建共享，提高高中英语教学的有效性，进一步推动高中英语教师专业发展，提升课堂教学能力，搭建教师教学经验交流和教学风采展示的平台，提升学生的英语学科核心素养，市教育局教研室英语学科专门组织策划本次高中英语新教材微课资源征集共享活动。本微课资源以《普通高中英语课程标准（2020年版）》为指导，围绕《高中英语》（新人教版）必修教材，以培养学生语言能力、文化意识、思维品质和学习能力等学科核心素养为目标，围绕词汇、语法、阅读、视听、读写融合五大类别进行教学设计，以视频为载体，在一定时间内完整地呈现相应教学内容，满足学生的学习需求。希望借此活动有效推动我市广大高中英语教师积极更新教学理念和教学手段，努力创新课堂教学模式，提升课堂教学实效。同时，借此机会衷心感谢各有关中学英语老师的积极参与和奉献，云浮市中小学英语公众号平台将陆续推送，敬请关注。

02

教师简介

艾永富，云浮市邓发纪念中学英语高级教师，从事中学英语教学27年，从2000年开始，一直从事高中英语教学。除了进行常规的英语教学工作，还参与了各种英语培训班，拓宽自己的知识面，学习先进的教学理念。2013至2014年参加了齐淑梅和李建平主持的云浮市级课题；2015至2016年参加了广东省英语骨干教师培训；2014至2016年参加了李建平老师主持的省级课题。

03

教学设计

Content Analysis

The main activity for students in this section is to improve a draft by using noun phrases, adjective phrases and adverb phrases. Students are expected to know the basic formation of these phrases and try to use them to polish a draft. The three activities inthis section are designed according to the steps of ”perception and discovery---summarization and practice---application ”.Through these activities,students can gradually understand the form, meaning and functions of these phrases and then put into practice what they have learnt to improve the draft.

Learning objectives

At the end of this section ,students will be able to :

1.State what noun phrases, adjective phrases and adverb phrases are;

2.Distinguish these three types of phrases in certain contexts and explain their functions;

3.Improve a draft by usingnoun phrases, adjective phrases and adverb phrases.

Key and difficult points

1. Keypoints

Distinguish these threetypes of phrases in certain contexts and figure out their functions.

2.Difficult points

Improve a draft by usingnoun phrases, adjective phrases and adverb phrases

Procedures

Teaching  Activities	Learning  Activities	Purposes
Before  this lesson, the teacher should ask students to preview the grammar part on  page108.	Read  the grammar part before the lesson and try to understand the common structure  of NP, Adj P and  AdvP.	To  help students have a basic perception of NP, AdjP and  Adv P.
Step1  Checking preview 1.Present  some phrases on the screen and ask students to put the phrases into three groups.   2.Provide  the correct answers for students. 3.Ask  students to turn to P72 and finish Activity1 individually.  4.Pair  students to check their answers with each other.	1.  put the phrases into the right  groups.   2.Check  the answers by themselves. 3.Do  the exercises 4.Some  students are invited  to share their  answers with the class.	To  check the effect of student’s preview and lead in.
Step2  Enhancing  understanding 1.  Ask students to finish Activity 1 on page16. 2.  Group students to check their answers together and try to figure out the  functions of these phrases. 3．Monitor the group  work process and be ready to offer help.	1.Do  Activity 1 on page16. 2.Work  in groups of 4 and check the answers with each other. 3.Put  forward and discuss the functions of them. 4.Some  students are invited  to share their  answers of the other sentences with the class.	To  enhance student’s understanding of these phrases and their functions.
Step3  Doing semi-controlled  practice 1.Pair  students to finish Activity2 on page16.   One asks the questions and the other answers. 2.Invite  one student to give a demonstration to the class with the teacher.	1.S1  asks the questions. S2 answers the phrases in brackets. Then change the roles. 2.Practise  the sentences and some students are invited to give presentations to the  class.	To  guide students to pay attention to both form and meaning of the phrases. To  guide students to pay attention to both form and meaning of the phrases.
Step4 Doing productive practice 1.Ask  students to finish Activity 3 on page16. 2.Monitor  the group work process and be ready to offer help. 3.Invite  2-3 students to present their works to the class through the projector.	1.Add  more information to improve the draft in Activity 3 by using NP, AdjP  and   AdvP. 2.Peer-edit  the improved draft of the group members. Turn to the teacher for help if  necessary. 3.Some  students are invited to present their works to the class.	To  create a context where students can use NP,   Adj P  and  Adv P.
Step5  Homework Ask  students to finish Activities 2,3,4 and 5	Get  prepared for the homework.	To  further consolidate what students have learnt and encourage them to put it  into practice in the communicative context.

04

视频分享

<<点击上方观看视频<<

05

教学反思

这是一节语法课，内容主要是有关名词短语、形容词短语和副词短语的概念和用法。通过这节课的学习，学生能很好地掌握这三类短语的形式，能够在句中辨别出它们属于哪一类，但是一问到它们分别作什么句子成分时就卡住了，答不上来。原因是他们对句子结构和句子成分不熟悉，特别是句子成分更是混乱。

本节课的重点非常突出，就是帮助学生在语篇中理解并运用名词短语、形容词短语和副词短语，丰富语篇表达内容，提高语篇质量。让学生掌握它们的形式，知道它们在句中充当什么成分，学生学的还可以。但是说到运用短语时就头疼，不知怎么使用了。如何通过分析句子成分，通过扩句练习，不断强化句子观念，使学生能够在语篇中运用短语，使语言表达更加充实、生动和准确。

01

教师简介

黄静华，大学本科，中学一级教师。在云浮市邓发纪念中学从事教育事业工作二十多年，多次评为“优秀班主任”和“优秀教师”称号。寓教于乐，尊重、信任学生，营造轻松活泼的气氛，展现课堂的无穷魅力，深受学生的喜爱。教育格言: 教育是神圣的事业，它将成就孩子的一生，影响一个家庭的命运!

02

教学设计

I. 教材分析

该板块围绕策划青少年营地活动展开，由两个听的活动和一个说的活动组成。听力活动为口语输出活动做好铺垫，让学生通过听来理解探险营和国际青年营的主要活动。探险营主要包含生存技能和生活能力的培养，国际青年营主要包含国际学生交流和语言学习等。在提供信息的同时，融入了表达未来打算或计划的语言结构。说的部分是一个相对开放的任务，要求学生通过小组活动策划青少年营地活动并展示活动计划。

II. 教学目标

1、通过听力输入获取有关探险营和国际青年营的主要信息，发现表达将来打算或计划的语言结构，并在这个过程中树立国际视野。

2、能够运用表达未来打算或计划的语言结构，清晰地呈现自己策划的营地活动，并在这个过程中体会并探讨营地活动的意义。

III. 教学思路

       教师带领学生先从他们的生活阅历出发，分享参加营地活动的经历，体会营地活动可让获得fun和 learning opportunity的特点，并通过头脑风暴讨论不同类型的营地活动，以拓宽视野。然后组织学生谈论教科书第17页提供的两幅图片，猜测探险营和国际青年营的活动，为听奠定基础。学生在听的活动中获取内容信息，找出并整理表达未来打算或计划的语言。最后根据所获信息和语言进行创造性地语言运用活动，即策划一个有意义的营地活动。

IV. 教学过程

Activity1: Share camping experiences andbrainstorm different camps.

I. Students share camping experiences bywatching video and highlight what they have learnt about camps.

2. Brainstorm different kinds of camps,such as academic camp, sports camp, military camp, etc.

3. Talk about the pictures on page 17(Adventure Camp and International Youth Camp)

设计说明：步骤1从观看假期营的视频自然导入话题，让学生了解什么是假期营并进行激活图式。步骤2的头脑风暴为后续活动奠定基础。展示一些营地活动的图片，让学生猜测活动内容并讨论活动意义。步骤3既为听的任务做好准备，又为最后的营地活动策划做好铺垫。

Activity2: Listen to the conversation andcomplete the chart below

   I.  Tell the students that Cao Jing and Max eachis going to join camps according to the given pictures. Listen and tick whatthey are going to do at the camps. 

2. Check the answers

3. Think of more expressions used to talkabout future plans and intentions.

4. Check the answers.

设计说明：步骤1培养学生听取关键词，并能通过关键词获取关键信息的能力。步骤3旨在让学生通过语境，理解并找出表达未来打算或计划的词块。步骤5拓展了相关语言，为后面的口语表达活动作准备。

Activity 3: Workin groups and plan a youth camp.

1. Discuss which camp you would like toplan and give your reasons.

2. Use the following questions to getstarted.

1) What kind of camp is it ?

2) Who will be there?

3) What will they do?

4) What will they learn?

3. Share your idea for a youth camp withthe class.

   __________ Camp

Do you want to have fun and learn at the same time? Then cometo our camp. In our camp , you can learn about ....  There will be many interesting activities.First , we are going to ... Then we will .... We also plan to .... Finally , wewill .... Please come to our camp!

设计说明：步骤1和步骤2利用讨论和解决问题来帮助学生打开设计思路，深层思考完成假期营地设计需要考虑的多方面内容。步骤3通过范例提供语言支架，为学生提供展示自我，内化所学知识的机会。

Assignment

Design a poster for your youth camp to recruit new membersthis year.

03

视频分享

<<点击上方观看视频<<

04

教学反思

本节课教学设计合理，教学环节之间衔接过渡自然，听说课重难点突出，学生兴趣较浓厚，学习氛围较好，师生配合好，顺利完成教学任务。但在学生talking 这方面还要深入详细引导，而不是流于表层。

往期回顾

更多精彩

END

喜欢我们的分享吗？如果喜欢，请关注我们。您的关注与支持是我们的最大动力。

编 审：林  健

邮 箱：[e-mail]

发现更多精彩

关注公众号