【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18、19
1
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。
2
教师简介
谭莉华，女，2006年8月参加工作，现任教于广东省罗定中学，从教以来一直担任高中英语教育教学工作。教育信念：改变自己，改变课堂，改变世界。
3
教学设计
Unit 3 SPORTS AND FITNESS 教学设计
Period 3 Discovering Useful Structures
内容分析
该板块的活动主题是“开展小对话”（Make small conversations）。本单元的语法项目是附加疑问句，它一般用在非正式的口语对话中，用来主动提出谈话的内容，开始和对方聊天。要求学生通过观察、体验，最后能在口语交际中自然使用该语法项目。
教学目标
1. 使学生能够理解并正确运用附加疑问句。
2. 培养学生实际运用语法的意识和运用本单元语法项目开展小对话的能力。
教学设计意图
通过观察和发现句子的规律，要求学生归纳附加疑问句的基本形式和功能。让学生根据语境和语流的需要，观察句子的回答，如：”Yes, it does.” “Sure, it does.” “No, they didn’t. It’s too bad.”“It’s a pity. They didn’t”等，提示学生附加疑问句可以结合使用场合，选择更委婉和更礼貌的回答，让学生关注语言表达的得体性，同时也可以提高学生运用语法项目的准确性，体会语法项目表达的意义。
教学重难点
1. How to enable students to have a goodunderstanding of the basic usages of tag questions.
2. How to enable students to use the basicusages of tag questions flexibly.
教学过程
Step1 Leading-in
Read the sentences aloud, tell which kind of questions they belong to and pay attention to the tones of the sentences.
1. Do you like sports?
2. Are sports important in middle schools?
3. What is the most popular sports in middle school?
4. Which do you prefer, sports or dancing?
5. Dancing is not a real sport, is it?
Step2 Discovering
Read the conversations below and underline the tag questions and their answers.
1．Amy: It's not a real sport, is it?
ShenQi: Yes, it is.
2．Adam: That sounds interesting,doesn't it?
Julie:Sure, it does.
3．Lin Tao: Hi! It's a beautiful day,isn't it?
HanJing: Yes, it is. I'm going to play soccer. Can you come along and join us?
LinTao: Sorry, I can't. I've got to meet my adviser. By the way, our school soccer team won at last, didn’t they?
HanJing: No, they didn't. It's too bad.
Step3 Teaching
教师引导学生对附加疑问句的结构特征和表达的语义进行总结。
Can you figure out how tag questions are structured? When do we usually use tag questions?
1. 定义：附加疑问句，又称反意疑问句，主要用于口语，其作用是说话人向对方验证自己的陈述或者判断，也可以用于祈使句表示请求或者建议。
2. 基本结构: Lucy likes soccer, doesn't she?（陈述部分+ be/助动词/情态动词+主语）
观察前陈述句主语及动词,据此判断附加疑问句的动词及主语。
如果陈述部分为肯定句,附加疑问句则为否定。
如果陈述部分为否定句，附加疑问句则为肯定。
① Anything is possible, _______________?
② Everyone passed the exam, _______________?
③ We can not do that, _______________?
④ The workers are busy, _______________?
⑤ The doctor is busy, _______________?
⑥ There is a book on the desk, _______________?
⑦ Eating too much is bad for health _______________?
Summary:
① 陈述部分主语如果是人称代词主格，附加疑问句主语保持不变 (3)
② 主语如果是名词，附加疑问句主语根据单复数变为he, she, it, they (4.5)
③ 陈述部分主语是不定代词，如果指代物，附加疑问句主语则用it, 如果指代人，附加疑问句主语则用he / they (1.2. )
④ There be中，附加疑问句主语为there (6)
⑤ 不定式，动名词做主语时，附加疑问句主语为it (7)
3.含有否定词的陈述部分+肯定附加疑问部分
否定意义的词包括：seldom, hardly, never, little, few, none, neither, nothing, nobody等否定意义的词时，后面的附加疑问句用肯定形式。当陈述句中含有否定前缀的词unhappy， dislike, impossible等，后面的附加疑问句仍为否定形式。
4.反意疑问句的回答
回答反意疑问句的问题时，要注意根据事实真实情况回答。具体来说：
（1）如果事实是肯定的，就用Yes回答，
（2）如果事实是否定的，就用No回答
5.祈使句+附加疑问部分
祈使句的附加疑问句不区分肯定还是否定，都可用will you
①陈述句为“Let’s…”结构时，表示“让我们（你我双方）”附加问句一般用 “shall we?”
②陈述句为“Let us/me/them…” 结构时，表示“你让我们/我/他们...”, 附加问句一般用 “will you?”
6.附加疑问句的读法
一般情况下，如果提问者已经知道了问题的答案，只是想强调该答案或仅仅是为了加强语气，那么附加疑问句用降调。如果提问者不知道问题的答案，或者由于不太肯定而想进一步的确认，那么用附加疑问句升调。
Step4 Consolidation
Work in pairs. Use tag questions to role play inconversations.
Step5 Summary
Step6 Assignment
4
视频分享
5
教学反思
本节课备课主线清晰，导入方式比较合理，因为先从已学过的内容入手，导出新内容，由浅到难，引起学生的兴趣。教学设计也是根据新教材的提倡，体现以学生为主体的自主学习方式。一堂好课必须是能充分调动学生的学习积极性，遗憾的是网课无法感知学生的学习气氛与积极性。
1
教师简介
罗明湄：云浮市罗定中学高一英语教师，2011年大学本科毕业后在罗定中学从事英语教学工作，在平时教学中，重视培养学生的学习方法、学科思维能力与核心素养。具有高中循环教学经验，熟悉整个高中阶段的英语教学，曾被评为“罗定市优秀教师”，“罗定市优秀班主任”。
2
教学设计
Book1 Unit 3 Sports and Fitness
Reading for Writing教学设计
罗定中学 罗明湄
Teaching goals
1. Get the students to read and talk about the story of Kayla.
2. Help the students to study the organisation and language features of the passage.
3. Enable the students to learn to write a paragraph by using comparision and contrast.
Teaching procedures
PartⅠ Lead-in
Activity 1 Talk about doing sports.
Look at the pictures and answer the following questions:
1. What kind of sports are they doing?
2. Why do they do sports?
Part Ⅱ Reading for information
Activity 2 Read the text and finish the following tasks.
Read the passage and answer the questions.
1. What problem did Kayla have in the past?
2. What does the sentence “I almost wentbananas” mean?
3. What made her change her thinking?
Activity 3 Study the organization and language features.
1. Complete the outline with the words and phrases fromthe text.
2. Read the passage again and circle the words and phrases used in the text to show similarities and differences.
Part Ⅲ Writing
Activity 4 Get ready for writing.
1. Discuss the questions below.
1) Exercise
What can you do to make exercise like jogging more enjoyable?
2) Stress
How can you plan your work and make sure that you also have time to rest and relax?
3) Self-confidence
What can youdo to become more confident and feel better about yourself?
4) Food
How can you make your meals healthier?
2. Use the ideas from your discussion to list some positive changes.
What you used to do: What you do now:
What you do now: What you will do inthe future:
The results: The possible results:
3. Choose a situation to write about. Write a short paragraph to describeand explain your changes.
Activity 5 Evaluate the draft using the checklist.
1. Exchange drafts and use the checklist to give feedback on your partner’s draft.
2. Get your draft back and revise it.
Homework
Revise your draft and hand it in for a classwellness book.
3
视频分享
4
教学反思
本节课为读写课，设计的活动目标清晰合理，有助于学生厘清写作思路，让他们学会考虑相关语言的运用。在写作内容方面，如果课堂上提供更多相关语言表达和语言结构，或者写作模板，本节课对于基础薄弱的同学会有更好的帮助和指导。
往期回顾
更多精彩
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：yfjys2008@163.com