高中-教学设计比赛-group worksheet1
高中-教学设计比赛-Module1 U3 L1 Festivals 学案
Module1 Unit3 Lesson1 Festivals泉州实验中学陈铃Ⅰ. Analysis of the teaching materials:This lesson mainly introduces about Chinese traditional festivals in different seasons: the Dragon Boat Festival, the Mid-Autumn Festival and the Lantern Festival, which describe the traditional celebrations in these festivals, in order to let students get more knowledge about different festivals and arouse their interest in Chinese tradition. In addition, this lesson is a reading type, mainly aiming to train students to have the ability to read a text for specific information. During the lesson, students should learn how to describe those festivals in English and improve their reading abilities with reading strategies. At the same time, this lesson also deals with practicing how to use the passive in describing things. To help students have a better understanding of the passive, a group discussion about the traditional Chinese festival or Western festival is designed, which requires students to cooperate with each other.Ⅱ. Teaching objects:1. Knowledge Aims:①Help students learn more knowledge about Chinese traditional festivals②Instruct students to work out the meanings of the new words and phrases about festivals and use them freely.③Have a good master of the skill of describing a festival.④Learn how to use the passive.2. Ability Aims:Improve students’ reading ability of getting specific and useful information by scanning and skimming3. Moral Aims:①Motivate students’ interest in Chinese traditional festivals.②Help students hold the right attitudes towards the differences between Chinese culture and western countries’.Ⅲ. Important and difficult points:①To enable students’ to learn about celebrations and to develop their ability of getting specific information by scanning and skimming.②To grasp the basic usage of the passive.③To enable students’to compare the differences between Chinese culture and the western countries’ , and then express their own attitudes towards it.Ⅳ. Teaching methods:①Under the guidance of the theory of student-centre, depending mainly on students, a teacher acts as the guide.②Encourage students to think independently, to cooperate and exchange views with other students.③Adopt the teaching method of task-basedⅤ.Teaching procedures:Step 1: Lead-inWarming up by looking and talkingStart the class with talking about four happy moments in life. It not only arouses their interest but also reminds them of some useful English expressions. What’s more, the last picture is closely connected to the lesson. (T= teacher , S= student)红色部分为组织课堂用语，仅供参考T : Do you have any happy moments in life? Can you say something about it? …Now, there are four main happy moments in our life. Can you describe them in English?S :……Step 2: Pre-reading1. A game: Show two videos to remind students of Chinese tradition festivals. And let them guess “What festival are people celebrating?”2. Brainstorming: List different festivals in different seasons and get into the new lesson naturally.T: OK, first of all, please enjoy two short videos and try to guess “Which festival are people celebrating?”S :………..T: Well, you have done a wonderful job just now. L et’s talk about different festivals in different seasons by brainstorming, and try to list as many as you could.S :………..Step 3: While -readingTask 1: Read the three festivals and decide “True or False”1. The The Mid-Autumn Festival, which is celebrated only in October, is a special occasion for family.2. Moon cakes are made into various tastes to meet people’s different demands.3. Lantern Festival marks the beginning of the Chinese New Year celebrations.4. A god who wanted to burn down the town was fooled when he saw thousands of lanterns.5. Nowadays, foreigners seldom take part in the dragon boat races.T : OK, it is time for us to enjoy three Chinese traditional festivals. First, you could read these articles quickly and gain a general idea. After reading them, please finish the exercise “True or False”.S :………..Task 2: Read and fill in the blanks.①Ask the students to read these articles and finish the chart mainly focuses on season\date\month, typical activity and food. (self-learning)②Ask some students to check the answers.Task 3: Read two articles on Spring Festival and Christmas and fill in the blanks above.①Ask to students to take out the hand-out, and scan the content quickly. During the process, try to fill the blanks above. (self-learning)②Ask some students to check the answers.(让学生把课前已发的阅读材料拿出来, 进行对比阅读, 找到文章中的关键信息并完成表格, 后请一些同学分享学习成果, 这是一个由输入到输出的过程)T: OK, I really appreciate what you have done. Do you know something the Spring Festival and the Christmas? OK, now take out your material and read it carefully. Finish reading it within about 3 minutes and then fill in the blanks above….Ask some students to check the answers.S :………..Step 4: Post-readingT: From the three Chinese traditional festivals and additional materials, we know some traditions and customs about both Chinese and western festivals. Now l et’s have a discussion in groups. There are some useful structures offered to help students talk naturally and smoothly. While students are discussing, the teacher walks around and joins them.……After students present their results, the teacher gives a brief comment.Task: DiscussionTalk about the traditional Chinese festival or Western festival, which festival do you prefer? Why?You may talk about:①What is it called?②When is it celebrated?③How is it celebrated?④What are eaten?⑤What music is usually played?⑥What are the stories about it?Useful structures:①…falls on…②…it marks…③There is\are….④….is celebrated by….⑤sb\sth is said to be….⑥….which\that\whose\when\where…(定语从句)Step5: The Postry-readingT’was the Night Before ChristmasT: Well done, all of you did a good job. Thank you for your wonderful performances. In my opinion, whether you choose the western festival or the Chinese festival, it is only a way people celebrate special days and get together. You can choose whatever you like and celebrate with your friends or relatives. But what is the most important is to have a right attitude towards different cultures and customs. OK, now let’s enjoy a short video about a famous Christmas poetry, an extract from T’was the Night Before Christmas. And read the poetry together. (the whole class is divided into boys’group and girls’group)……..……..After reading to the poetry, we know that Christmas is as important as the Spring Festival to westerners. We could also enjoy different customs and traditions. So, as high school students, we should devote our time to our studies and hold a right attitude towards different cultures.……..……..Step6: HomeworkWrite a composition about the differences and the similarities between Christmas and Spring Festival.Requirements:①The number of words: 80--100②Try to use the passive。
2013高中英语课堂教学评比活动(教学设计)阅读 海南中学李荣
Important points
1) Talk about the beginning of life on the earth.
2) Discuss the order of development of life.
Difficult points
1) Understand the beginning of life on the earth.
3) Retell the passage using key words.
Moral goals
Cultivate the students’ awareness of protecting our only home – the earth.
Teaching important points and difficult points
Ask the students whether they know the ancient stories about the beginning of the universe. And whether they know thescientific theory about how life began on the earth.
高中-教学设计比赛-学生作品 紫峰中学王清为
作品一：My Dream HouseMy dream house is a “tree house”, which is located in a tree in Xishuangbanna, Yunnan Province. It is green in summer, while yellow in autumn because of the leaves surrounded it. It is famous forits beautiful appearance, attracting many people to visit.It has only one floor. Though it is small, it still holds a lot of people and things. The wooden walls with leaves makes me believe that we can live a life so close to nature. I like the feeling. In my dream house, there are only three rooms, including a bedroom, a study and a kitchen. There shouldbe a study so that I can study quietly in my study. In the evening I can open the top windows and enjoy the beautiful sky with my family and friends.I want to live in the “tree house”. So great!从文章中可以读出该生个性恬淡喜欢亲近自然，房子的设计很有特色。
英语语言表达能力还不错，能够清楚表达自己的想法，在使用句型时能注意句型的变化，能写出一定的复合句，有些地方表达不够地道。
高中英语教师基本功大赛一等奖教学设计(本人原创参赛作品)
municative Approach
2.Task-based Language Teaching
3.Total Situational Action
Teaching Aids
A computer and a multi-mediacourseware.
Teaching Procedures
3. Make Ssfamiliarwith question-and answer format.
Step 3
While-reading
(22 min)
Task 1. Skimming (group work, 15 min)
Here’s a script of an interview withJackieChan. But the careless journalist has lost his question list. The Ss are required to skim the interview and conclude ten questions according to JackieChan’s answer.
2. Proper competition can arouse the Ss’ interest in English learning.
3.“Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained.
Step 2. Pre-reading
(8 min)
英文高中教案设计案例模板
Subject: English Literature/CompositionGrade Level: 10-12Course Title: Introduction to American LiteratureUnit Title: "The Great Gatsby" by F. Scott FitzgeraldLesson Title: Analyzing the Symbolism in "The Great Gatsby"Objective: Students will be able to identify and analyze the symbolism used in "The Great Gatsby" and understand how it contributes to the novel's themes.Duration: 1 hour and 30 minutesMaterials:- Copies of "The Great Gatsby" by F. Scott Fitzgerald- Handouts with key symbolism themes- Whiteboard and markers- Projector and screen (optional)- Worksheets for individual or group activitiesPreparation:1. Read "The Great Gatsby" and make notes on symbolism.2. Prepare a handout with a list of key symbols and their thematic meanings.3. Create a PowerPoint presentation or write key points on the whiteboard for discussion.4. Prepare a worksheet with questions related to the symbolism in the novel.Procedure:Introduction (10 minutes):- Begin the class by briefly reviewing the main themes of "The Great Gatsby."- Introduce the concept of symbolism and its role in literature.- Ask students to share any examples of symbolism they have encountered in the novel so far.Direct Instruction (20 minutes):- Project or write on the whiteboard the list of key symbols and their thematic meanings.- Discuss each symbol in detail, using examples from the text.- Highlight the following symbols and their themes:- The Valley of Ashes: the decay and moral decay of the American Dream- The green light: hope and the American Dream- The eyes of Dr. T.J. Eckleburg: the eyes of God watching over human folly- The car: wealth and status- Daisy's eyes: innocence and beauty- Use quotes from the text to support the analysis of each symbol.Group Activity (15 minutes):- Divide the class into small groups.- Provide each group with a worksheet containing questions related to the symbolism in the novel.- Instruct students to discuss the questions and come up with answers as a group.- Circulate among the groups to answer questions and provide guidance.Class Discussion (15 minutes):- Bring the class back together and have each group share their findings from the worksheet.- Facilitate a discussion on how the symbolism contributes to thenovel's themes.- Encourage students to connect the symbolism to the broader context of American society in the 1920s.Conclusion (10 minutes):- Summarize the key points discussed in the lesson.- Ask students to reflect on how symbolism can enhance their understanding of a novel.- Assign a homework assignment that requires students to identify and analyze a symbol from another work of literature.Assessment:- Participation in class discussions and group activities- Completion of the worksheet- Homework assignment submitted by the due dateHomework Assignment:- Students will choose a novel or poem from the curriculum and identify and analyze a significant symbol. They will write a 500-word essay explaining the symbol's meaning and its contribution to the work's themes.Extension Activity:- For advanced students, organize a debate on the significance of symbolism in "The Great Gatsby." Students will be divided into teams, with each team defending the importance or lack thereof of symbolism in the novel.This template can be adapted for various English lessons, ensuring that students engage with the text critically and develop their analytical skills.。
高中英语阅读课教学设计评比
使用教材：北师大版高中英语必修5Unit 14 Lesson 3 Nine to FiveTeaching Design课题：The Road to Success课型：阅读课课时：第一课时学段：高二上一、指导思想与理论依据。
《普通高中英语课程标准》中对学生阅读技能七级目标描述：1、能从一般性文章中获取和处理主要信息；2、能理解文章主旨和作者意图；3、能通过上下文克服生词困难，理解语篇意义；4.能利用上下文的线索帮助理解。
这一课的教学也正是遵循着这个原则，以教材中的文字材料为载体，通过略读﹑细读﹑精读和猜测词义等阅读策略，帮助学生从文章中提取信息、处理信息，并能根据文章内容发表自己的观点，用自己的语言讨论事业成功的因素有哪些，最终提炼文章的主旨，并进一步理解文章的标题“The Road to Success”，帮助学生培养正确的成功观。
在整个学习的过程中，注重培养学生自主学习和合作学习的能力，同时也注意学生在语言技能、语言知识、情感态度和学习策略各方面的整合发展。
二、教材分析本课是北师大版英语教材模块5第14单元第三课，前两课分别涉及了如何根据个性选择适合自己的工作以及在面试过程中需要注意的事项，第三课就选择了职业以后该如何走向成功给出了一个范例。
三课的设计环环相扣，又层层递进。
本课内容是讲述一名电视工作者王君燕的成长历程以及工作情况。
学生将在本课获得关于学习、职业的相关词汇和信息，学习并使用根据已有信息进行推论。
学生要将阅读中所习得的信息、词汇内化，用自己的语言在教师安排的课堂活动中来参与、表达，并对事业成功的因素进行讨论。
从体裁上本课是基于采访的一篇报道，因此在信息提取时以采访的问题为主线，在语言输出时还原采访．由于学生水平和能力有限，因此本课计划按两课时完成：第一课时重点是文章阅读，让学生在阅读中学习与职业相关的词汇，在阅读中使用略读与细读等策略，从文章中提取信息、处理信息，并能根据文章内容发表自己的观点。
高中-教学设计比赛-模块三Unit7Lesson4学案
北师大版模块三Unit7 Lesson4 Sea Stories（Period 1）学案南安华侨中学王理煌指导老师吕文谦I. Lead-inStep1. Watch the video clips. Have you seen the films? What do you think of them?_______________________________________________________ step2. Besides hitting an iceberg, meeting with sharks ,what other disasters may happen when sailing across the sea？_________________________________________________________step3. Look at the pictures and predict what content may be dealt with in the story and decide which shows the beginning, middle, and the end of the story.The right order may be______________________________________II. While-readingTask1. Skim these three paragraphs and check your guesses with the help of the reading strategies on Page14The right order is________________________________________________Task2. Scan the the text and find out the linking words and the following factors of the story.And then fill in the tables .Linking words in each paragraphFactors of the storyTask3. Complete the sentence below with these linging words from the textafterwards, in the end, one day, suddenly, then, when(1)________ in 1964, Robert Le Serrec was sailing near the cost of Pacific Islands of Oceania (2)_____he decided to stop near an island. (3)_________ he saw a huge creature resting beside his boat. He took a photograph, and (4)_______ the creature swam away.(5)________ he showed the photograph to scientists, but (6)_________, nobody believed him.Ⅲ. Post reading Task1. Writing一天晚上，我和朋友Neil 外出参加同学的生日晚会，回家的时候我主动提出送Neil 回家。
哈尔滨高中推进新课程教学设计大赛教案
哈尔滨市高中推动新课程教学设计大赛Title：Unit 8 First AidType：ReadingTeaching goals：1.Knowledge objectives：Let the students get enough first aid knowledge and learn what they should do and what they should not do during the process of first aid.2.Ability objectives：A.Improve the students’ability of getting the general idea of thereading subject.B.Let the students know how to make an outline before writing.3.Moral objectives：Let the students know what qualities they should have in order to help the injured in face of emergency.Teaching important point：A. Improve the students’ reading ability.B. Help the students know more about first aid.Teaching difficult point：How to finish the task of reading.Teaching methods：A.Student-centered and communicative method.B.Task-based method.C.Individual, pair work or group work to make every student work inclass. Teaching aids:A slide projector and macromedia equipment. Teaching procedures: Step I . Greetings Step II . Lead- inT: Before we learn the new lesson, I have got two pictures for you ,please look at it carefully then answer my questions: (show the students two pictures)Imagine if you are to help them, what would you do to save their lives? What qualities should we have while in face of emergency? ( various answers are possible.)T: All of you did a very good job. But that does not mean you have enough information to do first aid correctly. Many hospitals recommend that we use the letters DR ABC to remember what to do when we have to think fast when dealing with emergency. What do the letters DR ABC stand for? What do they mean? If you want to know more details about first aid, let’s move to the text—DR ABC.Step III . Reading. Task 1 . Skimming.T: Before we read the passage, let’s look at the screen first, h ere we have got three outlines, of the three outlines, which would you use if you were to write a text about first aid, why? Which one do you think will be used in out text, why?T: That’s all for it. Now let’s read the text quickly to find out wh ich outline is used in the passage? Then try to find the main idea of each paragraph.The Main Idea of Each ParagraphTask 2. ScanningT: Ok, everybody, do you want a competition? In this part, I will divide you into 2 groups. First you should read the whole text very carefully, then Group1 try to raise as many questions as possible from paragragh1-4, and group2 try to answer them. Group2 should also raise as many questions as possible from paragraph5-7, and group1 try to answer them. Each question and each answer will worth 1 point. Of course the questions and the answers should be reasonable. I will give you 5minutes to read the whole text and to raise the questions, then the group leader should collect the questions from each group. After that, we will begin our competition. Remember. Each group has only 2 minutes to ask and answer, and the one who get more points will be the winner! Are you clear? Let’s begin!Step IV. Post- readingT: ok, now so much for this passage. From this passage, we have learnt more about first aid. We have also learnt something about DR ABC. Now let’s read a similar passage to extend our knowledge of first aid, ok? Please read the passage carefully then try to choose the correct answer for each question, are you clear?T: Now Let’s check your answers.Step V . Short playFrom this passage, we have learnt some other knowledge about first aid. For example, we know roughly how to treat people if they get shock,bleeding, burns, poison, snake bites, suffocation etc. Now let make a short play. Imagine if one of you friends suffer from the above situations, what would you do to save him or her? You may choose any situation you like.Step VI . DiscussionWhat can we learn from the short play?Step VII .Summary and homework.A. Get more information about first aid.B. Do the exercises on workbook Page 134.。
高中英语小组展示活动方案
高中英语小组展示活动方案Here is an essay on the topic of "High School English Group Presentation Activity Plan" with more than 1000 words, written in English without any additional punctuation marks in the body of the text.The high school English group presentation activity plan is an essential component of the overall language learning curriculum. This activity provides students with a valuable opportunity to showcase their English proficiency, develop their communication skills, and gain practical experience in collaborative learning. The primary objective of this plan is to create a dynamic and engaging platform for students to demonstrate their understanding of the English language and its practical applications.The activity will be organized and facilitated by the English department, with the active participation of both teachers and students. The plan will be divided into several key stages, each designed to ensure the smooth and efficient execution of the event.The first stage of the plan involves the formation of student groups. Students will be divided into groups of four to six members, with theaim of fostering teamwork, collaboration, and the exchange of ideas. The grouping process will be guided by the English department, ensuring a balanced distribution of skills and abilities within each group.Once the groups have been established, the next stage will focus on the selection of presentation topics. The English department will provide a list of pre-approved topics, covering a wide range of subject areas, including literature, culture, current events, and language-related issues. Students will be encouraged to choose a topic that aligns with their interests and strengths, thereby enhancing their engagement and motivation throughout the preparation process.The third stage of the plan will involve the research and preparation phase. During this time, each group will be responsible for conducting thorough research on their chosen topic, gathering relevant information, and developing a comprehensive presentation. The English department will provide guidance and resources to support the students in this endeavor, ensuring that they have access to reliable sources and effective research strategies.As the groups delve into their research, they will also be tasked with organizing and structuring their presentation. This will involve the creation of a cohesive and engaging narrative, the selection ofappropriate visual aids, and the development of clear and concise talking points. The English department will work closely with the groups, offering feedback and suggestions to help refine their presentation skills.The fourth stage of the plan will focus on the actual presentation day. Each group will be allotted a specific time slot to deliver their presentation, typically ranging from 15 to 20 minutes. The presentations will be open to the entire school community, including students, teachers, and administrators, creating an atmosphere of excitement and anticipation.During the presentations, the groups will be evaluated based on a set of predetermined criteria, including the quality of their research, the clarity and organization of their content, the effectiveness of their communication skills, and the overall creativity and innovation of their approach. The English department will assemble a panel of judges, comprising both teachers and invited guests, to assess the performances and provide constructive feedback to the participating groups.To further enhance the learning experience, the plan also includes a post-presentation reflection and feedback session. After the event, each group will have the opportunity to engage in a guided discussion with the judges, exploring the strengths and weaknessesof their presentation, and identifying areas for improvement. This feedback loop will not only help the students to develop a deeper understanding of their own performance but also provide valuable insights for future group presentations.The high school English group presentation activity plan is designed to be a transformative experience for the participating students. By engaging in this activity, students will have the chance to develop a range of essential skills, including critical thinking, problem-solving, teamwork, and public speaking. Moreover, the activity will serve as a platform for students to showcase their language proficiency, fostering a sense of pride and accomplishment in their academic achievements.The successful implementation of this plan will require the collaborative efforts of the English department, the school administration, and the student body. The English department will be responsible for the overall coordination and management of the event, ensuring that all logistical and organizational aspects are addressed in a timely and efficient manner.The school administration will play a crucial role in providing the necessary resources and support, such as securing appropriate venues, arranging for audio-visual equipment, and facilitating the participation of invited guests. The student body, on the other hand,will be the driving force behind the success of the event, as their enthusiasm, creativity, and dedication will be the key to delivering captivating and memorable presentations.In conclusion, the high school English group presentation activity plan is a comprehensive and well-designed initiative that aims to enhance the language learning experience for students. By fostering collaboration, cultivating communication skills, and providing a platform for showcasing their abilities, this plan will undoubtedly contribute to the overall academic and personal growth of the participating students. As the English department and the school community work together to bring this plan to fruition, the students will have the opportunity to engage in a transformative learning experience that will prepare them for the challenges and opportunities that lie ahead.。
高中小组展示课程方案模板
一、课程名称【课程名称】二、课程背景1. 课程目的：通过小组展示课程，培养学生的团队合作能力、沟通能力、创新思维和表达能力。
2. 课程意义：提高学生的综合素质，为学生的未来发展奠定基础。
三、课程内容1. 课程主题：根据学科特点和学生兴趣，确定课程主题，如“科技与创新”、“历史与文化”、“经济与社会”等。
2. 课程模块：（1）小组组建：学生自主选择或随机分组，每组人数控制在4-6人。
（2）资料收集：各小组围绕课程主题，分工合作，收集相关资料。
（3）方案策划：小组共同讨论，确定展示形式、内容框架和时间安排。
（4）制作展示材料：根据方案，制作PPT、视频、实物模型等展示材料。
（5）展示汇报：各小组在规定时间内完成展示，其他小组进行评价和反馈。
四、课程实施1. 时间安排：每学期安排4-6次小组展示课程，每次课程时长为2课时。
2. 场地要求：宽敞明亮，具备多媒体设备的教室。
3. 教师职责：（1）指导小组组建，确保分组合理；（2）监督小组资料收集和方案策划；（3）提供必要的帮助和指导；（4）组织展示汇报，进行评价和反馈。
五、课程评价1. 评价方式：采用小组自评、互评和教师评价相结合的方式。
2. 评价指标：（1）团队合作：各成员是否积极参与，分工明确，共同完成任务；（2）沟通能力：小组内部沟通是否顺畅，能否有效解决问题；（3）创新思维：展示内容是否具有创新性，能否引发观众思考；（4）表达能力：展示过程中，是否能够清晰、准确地传达信息；（5）展示效果：观众反馈是否良好，展示内容是否具有吸引力。
六、课程总结1. 教师总结：对本次小组展示课程进行总结，指出优点和不足，提出改进建议。
2. 学生总结：各小组分享学习心得，总结经验教训，为今后的学习和生活积累经验。
通过以上方案，相信能够有效提高高中生的综合素质，培养学生的团队合作能力、沟通能力、创新思维和表达能力。
高中-教学设计比赛-北师版Module1 U3 L1 上课用
turkey
Step4: Post-reading
Task: Discussion
Talk about the traditional Chinese festival or Western festival, which festival do you prefer? Why?
You may talk about…
the fifth month of the lunar year
races
zongzi
Task 3: Read two articles on Spring Festival and Christmas and fill in the blanks above.
Festivals
Season date\month
T’was the Night Before Christmas
B：'twas the night before Christmas,
when all through the house not a creature was stirring, not even a mouse; the stockings were hung by the chimney with care, in hopes that st. nicholas soon would be there;
typical activity
food
The Spring Festival
The Christmas
Festivals
Season
typical
food
date\month activity
The Spring Festival
the first day of the first lunar month
高中-教学设计比赛-洪跃琼U7 学案
Unit7 Culture Corner Zheng He and His Seven Voyages学案晋江一中洪跃琼Careful reading of Para2,3,4:Summarise what he was and what characteristics he had according to some deeds.Sentences patterns:How to describe a person:1.so..... that...2. As a ...., he was....because....3. who/that定语从句For example：He was so reliable that he was sent to do many important tasks across the country. What have you learnt? What is your understanding?:●He taught/instructed me to …● From him, I learned…● He made me know…● He helped me to have a better understanding of…● Now, whenever I am asked what life means to me, I will proudly answer…● Now, I have been fully aware of what I should do in our li fe.假设你是李华，你将参加主题为“Marco Polo/Zheng He in my heart”的英语演讲比赛。
请撰写一份演讲稿，主要内容包括：1．A brief introduction of Marco Polo/Zheng He；2．What you have learnt from him;3. Your understanding of explorations注意：1. 词数：100词左右；2．演讲稿开头和结尾已给出，且该部分不计入总词数。
高中-教学设计比赛-学案Module2 Unit4 Lesson4 Virtual Tourism(晋江市养正中学王希妮)
Handout for Unit4 Lesson4 Virtual Tourism: Auckland* New ZealandPart 1. Lead inEnjoy some pictures of Auckland.Part 2. ReadingTask 1. SkimmingMatch the topics with the five paragraphs. There is one extra topic.Para 1. A) the history of the cityPara 2. B ) travel linksPara.3 C ) things to see in AucklandPara 4. D ) night-life in AucklandPara. 5. E ) for water loversF ) New Zealand’s largest cityTips:➢Pay attention to the first sentence of each paragraph as it often introduces the main idea.➢Focus on the key words.➢Check that the extra topic does not match any of the paragraphs.Task 2. Structure of the articleWhich of the followings is the structure of the article？A. B. C. D.Task 3. ScanningScanning: find out the detailed information of Auckland and some useful words and expressions.Task4. Think twice and taste deep1. Auckland is the largest city in New Zealand. It has a population of just under a million people.➢What does the author want to show us by the comparison of the underlined words?_____________________________________________________________________.2. The history of the city goes back 650 years when the Maoris _________in the area. European settlement began in 1840 when the British _________.➢Fill in the blanks.➢Can you infer who the real owner of the land is?______________________________________________________________________.3. From anywhere in the city, you can see the sea. Auckland is called “ the city of sails” because it has more boats than anywhere else in the world.➢Why does the writer use “anywhere” twice?______________________________________________________________________.4. It is ______ to travel between Auckland and the rest of New Zealand. …,flights from Europe take over ____________hours and are expensive.➢Fill in the blanks.➢According to the last paragraph, what do you think New Zealand is, a noisy island or a world of its own(世外桃源)?______________________________________________________________________.Part3. Recall and introduceRecall what we’ve learnt and then make good use of the following words and expressions to introduce Auckland.➢the largest, harmonious, exciting, with different cultures…➢has a population of just under…➢is located on➢go back…when …settled➢include …as well as…In the city, …enjoy an amazing view from….➢ a warm climate with a lot of sunshine.➢It is easy to travel between …and….There are flights…Part 4. Group workTask 1. From virtual to real: Look at some pictures and guess the place.Task 2. Compare the information between Auckland and Anhai and write a guide of Anhai.Tips:➢Make a brief introduction first and then the things you want to show the tourists.➢Use the words and expressions we have learnt today➢You may start with, “Ladies and gentlemen, welcome to Anhai. As is known to all, Anhai…Task 3. Show timeShare your guide with the rest of the class.Part 5. Summary1.Enjoy a virtual tour around Auckland through the article and some pictures.2.Learn four reading skills: skimming, scanning, topics matching skills and the structureanalysis of an article.3.Learn how to write an article to introduce a placePart 6. Homework1.Learn more about Auckland by surfing the Internet (words in blue-hot words)2.Write a passage to introduce Jinjiang3.Post it on the friend circle of your WeChat.。
高中课程设计比赛
高中课程设计比赛一、教学目标本课程的教学目标是让学生掌握XX学科的基本概念、原理和方法，能够运用所学知识解决实际问题。
具体分为三个维度：1.知识目标：学生能够准确地掌握XX学科的基本概念、原理和方法，了解学科的发展趋势和应用领域。
2.技能目标：学生能够运用所学知识解决实际问题，具备一定的实践操作能力和创新思维能力。
3.情感态度价值观目标：学生对XX学科产生浓厚的兴趣，树立科学的世界观和价值观，培养良好的学习习惯和团队合作精神。
二、教学内容本课程的教学内容主要包括XX学科的基本概念、原理和方法，以及相关实例分析和案例研究。
具体安排如下：1.第一章：XX学科的基本概念和原理2.第二章：XX学科的方法和技巧3.第三章：XX学科的应用实例分析4.第四章：XX学科的案例研究三、教学方法为了实现教学目标，本课程将采用多种教学方法，包括讲授法、讨论法、案例分析法和实验法等。
具体运用如下：1.讲授法：用于传授基本概念、原理和方法，引导学生掌握学科基础知识。
2.讨论法：鼓励学生积极参与课堂讨论，培养学生的思维能力和创新能力。
3.案例分析法：通过分析实际案例，让学生学会将理论知识应用于实际问题。
4.实验法：学生进行实验，提高学生的实践操作能力和科学探究能力。
四、教学资源为了支持教学内容和教学方法的实施，我们将选择和准备以下教学资源：1.教材：选用国内权威的XX学科教材，确保知识的科学性和系统性。
2.参考书：推荐学生阅读相关参考书籍，丰富学生的知识体系。
3.多媒体资料：制作多媒体课件，提高课堂教学的趣味性和互动性。
4.实验设备：配置必要的实验设备，为学生提供实践操作的机会。
通过以上教学资源的支持，我们将努力提高教学质量，激发学生的学习兴趣，培养学生的综合素质。
五、教学评估本课程的评估方式包括平时表现、作业、考试等，旨在全面、客观、公正地反映学生的学习成果。
具体评估方式如下：1.平时表现：通过观察学生在课堂上的参与程度、提问回答、小组讨论等表现，评估学生的学习态度和理解能力。