作业标题：第二次校本研修成果 作业周期 : 2019-05-05 — 2019-07-25
所属计划：通识
作业要求： 请参训教师结合线上学习和校本实践，根据自身实际教学情况及课程学习，运用所学知识，设计和实施一次以展示“新课标和核心素养”为目的的教学活动，并将教学活动设计、实施与反思以文稿的形式提交至平台。 【具体要求】： 1.字数要求：不少于500字。 2.内容必须原创，如出现雷同，视为无效，成绩为“0”分。 3.为方便批改，请尽量不要用附件的形式提交。（最好先在文档编辑器word软件里编辑好，再将内容复制到文本框提交，操作时间不要超过20分钟） 4.提交校本研修成果时，请附上1-2张实践（教学）过程中的图片。
发布者：项目管理员
提交者:学员蒋正中 所属单位:河南省淮滨高级中学 提交时间: 2019-05-13 10:22:22 浏览数( 0 ) 【举报】
Unit17 Lesson 1 What’s So Funny?
Teaching aims:
① To help students to understand the funny stories.
② To review the Past Perfect Continuous
Teaching important and difficult points:
① To master the Past Perfect Continuous
Teaching procedures:
Step 1 Warm up
Ask the students to look at the pictures in the textbook and guess what happened according to the pictures.
Step 2 Pre-reading
Task1: Match the words with the definitions. Learn some difficult words before reading.
Step 3 Reading
ⅰ. First reading
Read the first and last lines of the stories, look at the pictures and match the stories and the pictures with the headlines.
ⅱ. Second reading
Read the three stories and then answer the following questions.
1. Why does the woman write a cheque for $50?
2. Why does the girl decide to change her response when her father asks her the second question?
3. What does the man mean when he says “Do you know who I am?”
Step 4 Speaking
Voice your opinion: Which of the stories do you like most? Why? Retell your favorite story. Do you have your funny stories? If yes, share your own funny story with the whole class.
Step 5 Grammar
Task 1: Find out the sentences with the Past Perfect Continuous tense in the text.
Task 2: What is Past Perfect Continuous?
a. long activities in the past that happened before other past events:
e.g. She was rescued by a man who had been working in a nearby garage.
b. the repeated actions that happened before a particular point in the past
e.g. We had only been driving for about fifteen minutes when Jill asked me to stop the car.
c. An action that was still in progress and had not been completed at a particular time in the past.
e.g. I had been waiting for the train for over an hour when they announced that it had been cancelled.
Task 3: Exercise
Finish exercise 6, 8 & 9
Step 6 Summary
Step 7 Homework
教学反思：
本节英语课文泛读课做到了以下几点：1. 任务设计目的明确；2.任务对理解课文具有真实意义；3. 任务涉及到信息的接收、处理和传递等过程；4. 学生在完成任务的过程中使用英语；5. 学生通过主动参与（个人阅读或小组讨论）来完成任务；6. 完成任务后有一个具体的成果。 同时在问题的设计上照顾到不同层次的学生，做到分层设计任务，分层教学。对较简单的表层问题，让基础较弱的同学来回答，让这些学生在课堂上体验成功的喜悦。在 “快速阅读”（Fast-reading）后的问题设计即是遵循这个原则。在“仔细阅读”（Careful-reading）过程中，让学生判断句子正误。这样既能锻炼学生读的能力，又能检验学生的听力水平，同时有可以激发学生积极主动参与课堂活动的意识。整节课倡导自主、合作、探究的学习方式，目的是帮助学生树立主体意识，进行个性化的独立思考和学习探究，并能形成个性化的理解和结论。独自解决不了的问题才有必要提交小组讨论，并在师生、生生的互动中解决问题。对于课文中比较难的深层问题，让英语程度好些的学生回答，或采取分组讨论的方式进行。让每位小组成员都能参与到活动中来，充分发挥学生的合作意识和创新意识。在“巩固”（Consolidation）环节中，针对短文完形填空（Fill in the blanks）的检查，多数同学能较快较准确地完成，基本达到预期目标。同时，针对新的高考题型，每篇阅读都配有任务型阅读，这样可以让学生时时都在接触高考。最后的总结(Summary)部分，让学生自己总结这节课所学到的东西。