【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6、7

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

张苹英，邓发纪念中学英语一级教师。毕业于暨南大学，研究生学历，英语专业八级。课堂严肃认真轻松活泼，重视启发式教育，鼓励学生自主学习，注重增强学生学习英语的信心。

03

教学设计

Unit 1 Teenage life-- Listening and speaking

Choose a school club 教学设计

This section is made up of two parts: Opening Pageand Listening and Speaking. Opening Page is the lead-in of this unit, where Ssare able to acquire the general knowledge of the theme in this unit through thequote by Aristotle.

The topic of Listening and Speaking is “Choose a school club”. Thereare three conversations in the listening part. What the teacher and the Ss talkabout in the first two conversations is a good preparation for the followingdiscussions about choosing a school club. The third conversation is about howto choose a suitable club. The purpose of Listening and Speaking is to helpstudents understand the conversations by using listening strategies ofpredicting, listening for gist and listening for detailed information andcreate conversations about choosing a club.

Learning objectives:

1. Know some words and expressions related to schoolclubs;

2. Using the strategy of predicting before listening tohelp understand the conversations;

3. Taking notes while listening to get the detailedinformation;

4. Learn to apply the useful phrases to expresspreferences and offer advice.

Focal and difficult points:

1. Learn to use the strategies of predicting and takingnotes while listening;

2. Use what they have learnt to make their ownconversations.

Teaching Procedures

Teaching  Activities	Purposes
Step 1  Opening Page Ask Ss to read and  explain the quote by Aristotle on the opening page.	To activate Ss’background  knowledge about the theme of teenage life.
Step 2  Pre-listening 1. Introduce the topic of this period and ask Ss to brainstorm some school  clubs. 2. Ask Ss the questions: What clubs have you joined? What helps you make  that choice? 3. Ask Ss to look at the four pictures on Page 12 and match the pictures  with the names of the clubs. 4. Discuss briefly what Ss do in these clubs.	To introduce the  topic of school clubs, along with related vocabulary and grammar, and serve  as a warm-up for the listening part.
Step 3  While-listening 1. Lead Ss to go through the questions and choices in Activity 2 on Page  12 and try to predict the content of the conversations. 2. Play the tape record and check the answers. 3. Ask Ss to go through Activity 3 on Page 12 and predict what the  conversation is about. 4. Play Conversation 3 and ask Ss to finish Ex.1 in Activity 3. Then check  the answers. 5. Play the conversation again and ask Ss to take notes. 6. Finish Ex 2&3 in Activity 3 and check the answers.	To develop Ss’listening  strategy of predicting based on given information and to accumulate  expressions on this topic. To practice taking  notes while listening, and listening for key information
Step 4  Post-listening 1. Summarize some useful phrases and sentences used in Conversation 3.    To show likes: It's always been my dream  to be.../I like.../I love.../I'd like to do...    To show dislikes: I'm not interested  in.../ ... is not for me.    To offer suggestions: Why not…? 2. Ask Ss to read the sample dialogue and underline the expressions about  making a decision. 3. Ask Ss to work in pairs to make conversations by using the expressions  they have learned in this period.	To accumulate  useful expressions and apply them to conversations. To practice what  they’ve learnt to improve their spoken English.
Homework	Finish the related  exercises on Quanyou Ketang; preview Pronunciation

04

视频分享

<<点击上方观看视频<<

05

教学反思

本堂课作为Unit 1的第一堂课，是为本单元各部分的教学内容的开展做话题和词汇准备的。通过Opening Page简单的讨论，激起学生对于高中生活和学生社团的求知欲。Listeningand speaking部分关于学生社团的对话，学生可以积累相关词汇表达，为阅读和写作等环节打基础。

本堂课基本上能有效完成教学设计中所定的教学目标。考虑到学生基础薄弱，本堂课所设计的环节比较简单，课堂容量不大。在本节课上，学生能学习到关于学生社团的一些新词汇，在听力的过程中培养预测、做笔记、听取关键信息等听力技巧，并且能积累表达喜好和提供建议的一些短语，且试着学以致用。但是，也存在一些不小的问题。

首先，自己感觉还是备课不够充分，各个环节之间的内在联系挖掘得不够深，以至于在过渡的时候会有些不自然。在今后备课的过程中，还需要反复研读教材和教参。其次在Lead-in环节讨论不充分，因为学生基础薄弱，表达能力弱，为了节省时间，我选择了略掉一些环节，比如听前扫清词汇障碍的环节等，比如某些问题的讨论。实际上，在面对学生的课堂上，这样的容量也是比较勉强的，相当一部分同学在听力的过程中，听到的词汇在大脑里反应不过来，这就增加了听力的难度。 

01

教师简介

刘爱云，任教于云浮市邓发纪念中学，省级骨干教师，从事高中英语教学工作并兼任班主任工作。她怀揣着教育的梦想，活跃在三尺讲台，在工作中注重对教学方法的探索对教育方式的研究，所上课程多次获市级优课。

02

教学设计

Learning Plan

`           YunfuDengfa Memorial Middle School  Liu Aiyun

TeachingMaterial: SRJ Unit 1 Teenage Life --Reading and Thinking

Learningobjectives:

At the end ofthe class,

1. Youwill be able to get information of the passage by using skimming and scanning.

2.Youwill be able to understand the layout of how to talk about the freshmanchallenges.

3. Youwill be able to understand the differences between their school life andAdam's.

4. Youwill be able to develop a positive attitude towards the challenges they face indaily life and the ability to cope with them.

Learningprocedures:

Step1: Warming Up 

Activity1 ---Discussion

Discussthe following questions :

Q1In your opinion, what is school life about?

Q2What would you tell a teenager from another country about your school life ?

Q3What do you want to know about school life in other countries?

Please watch the video and fill in the blanks.

Emayis an international student in 1_______. They have the same 2______ periodseveryday. Emay has 3_______, media, advanced functions (高等函数)and  4______ this semester（学期）.They have classes in different classrooms. The class is usually 5_____ minutes.But today it's 6_____ minutes because they have Backyard Bash.

Step2: Pre--reading  

Activity2 Prediction

Lookat the word cloud, the picture and the title of the passage.

(1)What is the passage about?

(2)Has the freshman solved his challenges now? How do you know?

Step3: While- Reading 

Activity3 :Skimming:

1.Pleasefind the main idea/topic sentence of each paragraph.

Skim:Youcan find main ideas by first taking a quick look at the title, picture(s), keywords and phrases, and topic sentences.

Paragraph1: Senior highschool is a Challenge.

Paragraph2: _____________________________

Paragraph3: _____________________________

Paragraph4: ______________________________

2. Work out the structure of thepassage.

(1)Studentsfigure out the layout /structure of the passage.

(2)Whatis the genre(体裁)of this passage ?

A.Expository writing说明文 B.Argumentation议论文 C. aself-narrative (个人自述)

Activity4：Answer the questionsand complete the outline

Pleaseread the text again and finish the table in Ex.4. In the meanwhile, think aboutthe questions   inEx.3 and Ex.4 in your text book.You can work in pairs and fill in the blanks afterdiscussing the questions carefully.

Paragraph	Challenge	How Adam feels	Solution
1		Confused
2	Choosing ______ courses		The school adviser ______________________ ______________________
3			He will find a way  ____________________________________________
4			He will ______________________

Step4. Post reading

Activity5: Analyze Adam’s personality

Q:Whatkind of person do you think Adam is? Why?

Youcan express you opinion like this :I think Adam is a serious student. For onething,when he was confused about which courses to choose,he thought carefullyand asked his adviser for help.

_______________________________________________________________________________

How well did you do inclass?

	Criteria(  标准)	1	2	3
Reading  skills	Prediction 1.Are  your predictions right?
Getting  information: 2.Do  you know how to get information from a passage by  skimming&scanning?
Integrating（内化） 3.Do  you understand the differences between Adam's life and your school life?
Problem  solving ability	4.Do  you have some ideas about how to deal with challenges?

Step5. Assignments

1.Write a short passage about your own challenges and how you will deal with themas a freshman.

2.Goover the new words and finish Ex.5 on P.15, then consult a dictionary to learnmore about those words.

03

视频分享

<<点击上方观看视频<<

04

教学反思

本节课设计符合《英语新课程标准》理念，教学各环节圆满完成，学生密切配合，师生互动好，气氛比较好，现小结如下：

1. 围绕“课堂活动观”，让核心素养落地。

本节课Reading部分介绍的是高中新生Adam在新的学习环境中面临的挑战和机会。本文内容贴近学生生活， 主人公的问题和困惑也是学生们现在所面对的，通过回答和课文有关的问题和相关的拓展问题， 帮助学生形成积极乐观的心态去迎接自己的高中生活。为了实现以上目的，本节课遵循新课程标准理念，在整体阅读的基础上设计了7大活动：Discussion，Prediction，Skimming，Answerthe questions and complete the outline，Analyze Adam’s personality，Talking andthinking,Evaluation,较好地落实了核心素养，活动设计兼顾比较到位，从引入到最后的学生的反馈，层次清晰，环环相扣。通过本节的阅读和思考活动，帮助学生能够在心里上认识到在高中生活刚刚开始的时候，他们有很多选择要做，有新的压力和挑战要面对， 把握住机会的人才能为自己的未来负责。

2. 锻炼阅读微技能，发展学生的思维能力。

本节课是阅读课型，在注重六要素的课堂活动观的引领下，凸显了各种阅读微技能：导入部分中在以视频的形式来引导学生明白中外高中生活的差异的同时让学生填空，训练了学生的“viewing”和“listening”；在阅读前训练学生利用图片、文章标题、和词云图训练了对文章大意进行猜测，锻炼了学生“viewing”“Predicting”；并在引导学生看标题的同时解决了“freshman”“challenge”这两个新单词，为学生扫清阅读的障碍；通过让学生skimming，培养了学生获取主旨的能力，并且在这个基础上从整体把握文章的内容， 总结了文章结构、为进一步学习做好铺垫。让学生带着任务（问题）去阅读课文，去找答案，有助于学生更加准确地获取信息，提高阅读效果和技能。学生通过分层次阅读文章，获取具体信息，把知识点和课文理解在分段学习得以突破。读后活动的设计：Analyze Adam’s personality，Talking and thinking,Evaluation,都能较好地体现，“speaking”，“talking ”和”thinking”的能力，让学生在进一步了解总结Adam的性格的同时再次学习Adam在面对困难的决心和积极解决难题的态度，让学生自身也进一步提升了自己的积极进取的决心和责任心。该板块是“Reading and Thinking”,教学设计遵循认知的规律，通过7个教学活动，既体现了整个阅读过程，又体现了阅读理解的不同思维层次，从表层信息走向深度学习，层层深入地培养学生的思维能力。

3. 提供语言运用情景，引导学生合作学习。

本节课型为Reading and Thinking，根据新课标的要求，结合教材和学生特点，主要采用活动的形式进行教学，结合情景法、交际法等教学方法实施课堂活动，通过小组活动来让学生自主、合作学习，让学生充分地实践运用语言，并激发学生创造性思维的发展。开启学生思维，通过一系列有条理的教学活动，引导学生自主探究学习和与他人互动合作学习，让学生体验愉快学习。

4. 根据学情出发，布置有效的作业。

作业1的设计有助于学生巩固已学的知识，写作是阅读的拓展，也是让学生通过对文本的再次阅读，模仿文本结构，通过实践、运用语言，最终目的是想帮助学生达到完全掌握语言。作业2的设计是希望学生通过基本的语言知识学习，学会自主学习，学会运用字典去拓展和加深语言知识的学习，助力落实核心素养。

5. 遗憾和不足。

对于新教材在课堂教学中如何实施是一个需要我们慢慢摸索的过程，本节课老师在授课时对学生的引导还应该更加清晰和到位，对于学生回答问题后的反馈还应该更加具体和具有引导作用和激励作用。我觉得对于教材的设计和取舍的准则应该是《英语课程标准》，而教学目标的设计更是重要，我今后应该在教学目标的设计和达成中多下功夫，期待新的进步。

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