B3U1festivals reading高中英语教学课堂评比

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基于课堂观察的高中英语听评课--以Book3 Unit1“Festivals and celebrations”

学任务前的热身活动。从学生们熟悉的三八妇女节说起，自然地引出中国和外国的一些有名的节日及文章中将要涉及的几个节日，使学生在语境中学习了几个重要的新词汇，并引出了本单元的ｔｏｐｉｃ。在最后一个问题时教师用ｂｌａｎｋｉｆｌｌｉｎｇ的方式降低难度但突出重点词汇，目的是让学生
更好的输入相关词汇和语句，为下面的教学做好准备。
Ｔａｓｋ２：Ｓｋｉｍｍｉ பைடு நூலகம் ｇ（跳读）
Ｔ：Ｒｅａｄｔｈｅｐｓｓａａｇｅｂｙｙｏｕｒｓｅｌｆａｎｄｆｉｎｄｏｕｔｔｈｅｆｅｓｔｉｖａｌｓｗｈｉｃｈａｒｅｍｅｎ・ｔｉｏｎｅｄｉｎｔｈｅｔｅｘｔ．
Ｓｓ：ＳｐｉｎｒｇＦｅｓｔｉｖａｌ，Ｄｏｕｂｌｅ７ｔｈＤａｙ，ＴｈｅＮａｔｉｏｎａｌＤａｙ …
Ｔ：Ｈｏｗａｂｏｕｔｏｔｈｅｒｃｏｕｎｔｒｉｅｓ？
Ｓｓ：Ｃｈｉｒｓｔｍａｓ，ＴｈａｎｋｓｉｇｖｉｎｇＤａｙ，Ｈａｌｌｏｗｅｅｎ …
２．Ｗｈｙｄｏｐｅｏｐｌｅｌｏｖｅｆｅｓｔｉｖａｌｓ？
在一节课之内完成，内容包括“ 授课教师的自我总结” 、 “ 听课合作小组的数据汇总、统计与分析 ” 以及“ 分组汇报” 。
关键词：课堂观察；高中英语；听评课；观察量表

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。

高中英语阅读课评课

在高中英语教学中，阅读课是非常重要的一部分，它旨在提高学生的阅读能力，培养学生的阅读兴趣，拓宽学生的知识面，提高学生的综合素质。

本文将对高中英语阅读课进行评课，分析其优点和不足，并提出改进措施。

首先，高中英语阅读课的优点表现在以下几个方面：1. 内容丰富多样：高中英语阅读课程涵盖了各种类型的文章，如新闻报道、科普文章、文学作品等，使学生在阅读过程中接触到不同的题材和风格，拓宽了知识面。

2. 注重培养学生的阅读技巧：在阅读课上，教师会教授学生一些阅读技巧，如快速浏览、寻找关键词、判断文章结构等，帮助学生提高阅读速度和理解能力。

3. 强调学生的自主学习：阅读课鼓励学生自主阅读，通过课堂讨论、小组合作等方式，让学生在阅读过程中发现问题、解决问题，培养学生的自主学习能力。

4. 注重培养学生的跨文化交际能力：阅读课中的文章往往涉及到不同的文化背景，教师会引导学生关注文化差异，培养学生的跨文化交际能力。

然而，高中英语阅读课也存在一些不足之处：1. 阅读量不足：由于课程时间和学生学业负担的限制，学生的阅读量相对较少，难以达到提高阅读能力的目的。

2. 阅读材料过于简单：部分阅读材料过于简单，难以激发学生的学习兴趣，也不利于学生提高阅读能力。

3. 教学方法单一：目前的阅读课教学方法以教师讲解为主，缺乏有效的互动和实践环节，不利于学生的全面发展。

针对以上问题，提出以下改进措施：1. 增加阅读量：学校和教师应合理安排课程时间，确保学生有足够的时间进行阅读。

此外，教师还可以鼓励学生利用课余时间进行自主阅读，提高阅读量。

2. 选择适当的阅读材料：教师应根据学生的实际情况，选择适当难度的阅读材料，既要保证学生能够理解，又要有一定的挑战性，激发学生的学习兴趣。

3. 创新教学方法：教师应尝试采用多种教学方法，如任务型教学、情景教学等，增加课堂互动和实践环节，提高学生的学习兴趣和参与度。

4. 加强课堂评价：教师应对学生的阅读过程和结果进行及时、有效的评价，给予学生充分的反馈，帮助学生找到问题、解决问题，提高阅读能力。

人教版高二英语必修三《Unit1 Festivals around the world》评课稿

人教版高二英语必修三《Unit1 Festivals around the world》评课稿一、课程背景与目标本课是人教版高二英语必修三《Unit1 Festivals around the world》的评课稿。

本单元旨在让学生了解世界各地的不同节日和文化，并通过听、说、读、写等综合训练，提高学生的英语语言能力和跨文化意识。

通过本课的学习，学生将能够：•学会描述不同国家和地区的节日并比较它们之间的差异；•掌握相关的词汇和表达方式，提高听、说、读、写的能力；•培养跨文化意识和欣赏文化差异的能力。

二、教学内容和步骤1. 引入 (5分钟)老师可以准备一段相关的视频或音频，引入课程话题。

比如，播放一段庆祝春节的短视频，或者播放一段庆祝圣帕特里克节的音频。

引起学生的兴趣，并激发他们对不同节日的好奇心。

2. 介绍新课 (10分钟)老师通过展示教材中的相关图片，向学生介绍本单元要学习的节日和文化。

提问学生对这些节日是否有所了解，帮助他们建立起初步的认知。

3. 听力训练 (15分钟)在教材中选择一段听力材料，要求学生在听的过程中关注细节和关键词，并回答相关问题。

可以适当使用一些听力技巧和策略，帮助学生更好地理解听力材料。

4. 口语训练 (20分钟)让学生以小组为单位进行讨论，分享自己国家或地区的一个重要节日。

学生要利用所学的知识，描述节日的起源、庆祝方式、食物、活动等方面，激发他们的口语表达能力。

同时，鼓励学生积极提问和回答其他组的问题，增进彼此之间的交流。

5. 阅读训练 (15分钟)在教材中选择一篇与节日相关的短文，让学生阅读并回答相关问题。

引导学生根据文章内容，理解作者的观点和态度，并从中获取信息。

6. 写作训练 (20分钟)要求学生根据所学节日的相关信息，撰写一篇短文进行介绍。

鼓励学生运用适当的词汇和句型，表达自己的观点和看法。

同时，要求学生注意写作的逻辑结构和语法正确性。

7. 小结与反思 (5分钟)总结学生所学的重点内容，帮助他们回顾和巩固所学的知识。

高中英语-教学设计比赛-教学反思：北师大版 Module 1 Unit3 Lesson 1 Festivals-153

北师大版Module 1 Unit3 Lesson1教学反思本课的设计过程和教学过程的实施，与其说是一节阅读写作课的过程，不如说是针对“以读促写”理论的进一步实践的过程。

通过实践受益匪浅。

“以读促写”对于教师来说是非常有效的教学理论指导，对于学生来说是极为适合易于接受的学习方法。

它能使学生由浅入深循序渐进的提高知识水平，细致入微，在教学过程中学生在老师的引导下能抓住一切契机学习知识掌握知识，运用知识是水到渠成的事情。

“以读促写”理论的教学学习与实践，使教师在教学过程中充分发掘课文特点，引导学生细读、研读、加工、提炼、逐渐学会归纳和组织语言素材、规划语篇结构、遣词造句等等。

以读促写，依然存在一些困难，会不断出现新的问题，不过我有信心也相信，坚持运用读和写整合的方法，确定读写整合的视角，使之常态化，终能达到“读为铺垫，写为输出”的目标。

当然，在实施以读促写教学模式时，教师应有计划性，循序渐进；选择恰当的时机进行写作练习；及时反馈写作成果等，才能提高学生的写作水平。

通过教学实践，以读促写使“精读”有了更深刻的内涵，所谓“精读”并不是传统意义上连篇累牍相关词汇、语法的讲解，也不是逐词逐句的汉语翻译，而是在初读感知的基础上，从结构入手，指导学生从整体到局部细读作品。

具体的说，以读促写教学模式针对高中英语书面表达中存在的结构不清、逻辑性不强；句法零乱，句式单调；细节匮乏，内容空洞；情感卷入不足，表达无味等问题。

我们教师在课前要认真研读作品，熟悉作品结构布局，发掘具有写作教学意义的细节片段或句式范例，并设计导学任务，引导学生在读前预学和预写，重在感知和体验；读后分享，讨论预学和预写成果，对写作成果反思再创造，重在深化理解，学以致用。

通过这节课的设计与实践，我深深知道，教师在教学过程中，读与写要成为常态，多读多写，读写结合，抓住每个让阅读生成写作的契机，全面提升学生的阅读和写作能力。

在写作中老师要对学生进行鼓励，建立学习语言的自信心，在写作中让学生进行互评取长补短，细化完善作品。

关于组织高中英语优秀教案、学案、课件评选活动的通知.doc

关于组织高中英语优秀教案、学案、课件评选活动的通知市直各高中英语教研组：为了推动我市广大高中英语教师深入进行教学研究，增强教学设计的科学性，提高课堂教学的有效性，促进我市高中英语教学质量的全面提高，经研究，决定举办高中英语优秀教案、学案、课件评选活动。

现将有关事项通知如下。

一、活动时间：3月1日一6月30日。

二、备选课题：必修模块3-4各单元的教学内容，以Reading、Grammar and usage 及Task三个部分为主。

每个部分按2-3课时设计。

三、设计要求：设计者在上述备选课题中任选一个课题，设计一套互相配套教案、学案和课件。

设计时安排几个课时就设计几个课时。

可以个人独立设计，也可以多人共同设计，请在课题下署上所有设计者的姓名。

（教案、学案规格一律选用A4纸，式样见附件；课件用Powerpoint制作）。

为了避免多校同选一个课题，建议：模块三第一单元由一中、艺校负责、模块三第二单元由二中、十一中负责、模块三第三单元由三中、四中负责、模块四第一单元由五中、六中负责、模块四第二单元由八中、九中负责、模块四第三单元由田中负责。

请各校教研组长、备课组长组织协调。

四、评选形式：采取学校初评，市英语学会复评的方式进行。

各学校初评后，选送本校优秀作品交市英语学会复评，最后评出一等奖20%、二等奖30%、三等奖若干套。

五、复评作品选送方式：各校务必在6月30日前将复评作品送达市教科所（710室），同时报送打印材料、电子文档、电子课件和课件存储盘。

打印的教案、学案应统一编写页码，并简装成册。

电子文档和电子课件发至邮箱:952885967@。

附件：1.参评教案式样2.参评学案式样二O—二年二月二十九日附件1・参评教案式样《XXXXXX》教案学校：设计者:教材简介教学目标重点难点教学思路教学方法教学资源课时安排第课时教学任务第课时教学步骤教师活动（教学内容的呈现）学生活动（学习活动的设计）设计意图自我评价（主要特色与创新之处）附件2.参评学案式样《X X X X X X》学案学校：设计者：【学习目标】【重点难点】【学法提示】【课时安排】【学习过程】第一部分课前预习第二部分课堂学习第一课时【回顾已知，引入课题】【自主学习，边学边导】【精讲点拨，精练提升】【达标检测，当堂过关】第二课时【回顾已知，引入课题】【自主学习，边学边导】【精讲点拨，精练提升】【达标检测，当堂过关】第三课时【回顾已知，引入课题】【自主学习，边学边导】【精讲点拨，精练提升】【达标检测，当堂过关】第三部分课后温习【学习反思】注：1.课前预习包括预习范围、预习方式、知识链接、预习习题等内容。

中学英语学科课堂教学达标活动说课评比具体安排.

中学英语学科课堂教学达标活动说课评比具体安排一、安排说明1.4月18日下午1:30进行说课考核。

参加人员为教学技能考核中选拔出的287名选手，最终有140名教师参加市级优质课评选。

2. 比赛地点：以组为单位，各组负责人所在学校。

3. 比赛程序：从所给课题中任选一个课时进行说课。

说课时间不超过10分钟（提前做好课件）。

说课时请参考郑州市说课量化评价表。

初中说课课题：人教版八年级下册Unit 8 Why don 'you get her a scarf?4. 联系电话：67882031二、分组情况（一）初中英语教师分组情况1.初中英语第一组（30人）考点：郑州三十四中负责人：韩冷1.高中英语第一组（33人）考点：郑州四十七中郑州八十五中马婧、李锦、郭甜甜、杨聪3.初中英语第三组（29人）考点：郑州外国语中学（陇海路）负责人：杨云霞郑州一八联合国际杜方方、赵倩影、郑若燕、刘会、王二琰、李景华郑州二中杨晖郑州九十六中吴燕延郑州五十七中杨兢、郜萌、卢星辰、张艳婷郑州四十八中吴蕊心心郑州九十六中赵玲郑州八中王丽、付芳芳、张鹏宇郑州四中韩小翠郑州一O 六中学魏璨、张二娜、古淑敏郑州六十二中咼灵灵郑州一O 七中学简振英、范晶晶、王霞郑州励德双语学校刘洋、薛斐、李瑞娟郑大一附中张华新4初中英语第四组（30人）考点：郑州五十七中负责人:岳天雪郑州外国语中学杨丽丽、董远、文芸、张艳钦、黄珂玉、冯磊、张伟霞、牛晓红、白圆圆、王磊郑州十九中关巧玲、王艳慧、陈薇、张宇、陈丽芳、王彬彬、邢六六、郭双双郑州外国语学校分校丰帆、熊咏梅、章金金、董瑞雪、杨慧、段中玲、刘航君、王伟华郑州五十二中韩青璞、李丹丹、杜雪丽5.初中英语第五组（32人）考点：郑州六十三中负责人：史艳芳郑州八十八中郑州二十三中郑州三十四中郑东新区外国语学校郑东中学郑州扶轮外国语学校郑州六中郑州八十六中罗孔孔侯蕊靳新华、吕端妮、何涛、王文燕、刘冰茹、军、珏、胡莹、许保萍、孙笑妍孙亚玮、付颖、刘丹丹王倩、周建立闪玉晓、郭儒芳、李白利阁路明华张蕾王红格、宋明珠、张史素针、马玉娟京、董海红、韩成、彬、崔珊珊、梁庆龄（二）高中英语教师分组情况:1.高中英语第一组（33人）考点：郑州四十七中郑州外国语学校分校孙尧、柴冉、刘绿、樊淑贞负责人：王文明郑州十二中王佳欣、马宁、姚静宜、黄玉杰郑州十九中代晓莹、楚春雨、陈良言、黄涵、李艳静、郑霞郑州一O 六中学陈希、方黎黎、吕默、郑小翮、丁洁静、培、郭文慧薛丽霞、李小郑州七十四中吉笑言、张绘婷、花丽、罗希、程鸿鹏、张雪郑州四中张兰兰、李奇炜、冯娟郑州五十三中魏莹郑大一附中梁文娟、李亚利郑州一O 二中学王琳娜郑州一O 七中学孟秋燕郑州五中柴风、周公良4.高中英语第四组（34人）考点：郑州十九中（陇海路）负责人：杨永久孔雪、杨子、韦红斌、闫卫娟、梁玉霞、冯敏娟、郑州外国语学校郑茗文、邱波、李静、李琳、王赵莺莺、刘倩倩、八、八i=r -H-兰兰、晁菲菲、郑州七中省实验中学郑州女子高中郑州三十一中郑大二附中郑州十四中郑州九中郑州三十一中郑州一O 三中学郑州十七中孙屹、李春杰、徐长娥、李明、刘慧玉、周军平、王宏、仝慧娟张何娟、王华、高茜、刘晶、翟青云、段伟朋、许玉美、闫军玲、孙莹霞李彤冯芳、郝亚婷郭彦希、董平、杨梅郑新、张慧曲思琴布轶飞宋佳关巧荣、贺瑾、张琪、丁宣、崔中继2.高中英语第二组郑州回中郑州四十七中郑州十一中郑州一O —中学郑东中学36 人）考点：郑州七中负责人：刘向阳李毅、黄玉梅、张航、陈云、魏洁、王华、秦振辉、刘建华、吴亚东、尚静静3.高中英语第三组34 人）考点：郑州外国语学校（枫杨路）郑州市说课量化评价表郑州一中郑州十六中分校郑刘鹏宇、许丽萍、杜立、魏荣、李德俊、郭佩、慕晓齐、邵凌敏、王海英、常智慧王建平、楚亚楠霍铭璇、高星輝、王鹿宁、刘磊附件1:郑州市教育局教学研究室英语学科2011年4月15日。

高中英语必修三Module3Unit1评课稿

高中英语必修三 Module 3 Unit 1评课稿郭亚娟阅读教学的目的在与培养学生的阅读策略、语感、更重要的是培养学生在阅读过程中获取分析问题和解决问题的能力。

本人认为，有效的阅读教学应该具有的几个特点：1.合理的教学目标；2. 完整、流畅的教学过程；3. 适当留白，注重生成。

（借用我们蒋老师的经典评语：精心雕琢，留有余地。

）4. 有效的拓展和延伸活动。

刘老师执教的Module 3 Unit 1的阅读课：Festivals and Celebrations，本单元的中心话题是“节日”，单元的各项活动设计都围绕着一些中外节日的主题进行。

学生水平总体中等偏上。

在这节课中，刘老师总体设计流畅，结构清晰，完整。

课文内容处理形式多样。

特别值得一提的地方有：1. 在课堂拓展步骤中，刘老师要求学生通过小组讨论，根据what, why, how设计出自己的节日，并在课堂上展示，调动了学生的积极性，把整个课堂带到了高潮，有效的培养了学生的思维能力和表达能力。

2. 在对课文内容进行巩固环节中，刘老师设计以Quiz的形式检查学生是否掌握内容。

设计形式可谓独具匠心，寓教于乐，效果佳。

充分培养了学生的概括和判断能力，给我们留下深刻印象。

3. 使用key words进行总结和概括，很给力。

在巩固课文中，刘老师认真解读festivals及题目festivals and celebrations，仅仅用了一个what 和how，就让学生进行了有效复习。

在此基础上刘老师紧追不放，再追加了一个Why，来进行对课文的全面回顾，学生参与积极，很有成就感。

本人认为，这种形式言简意赅，值得学习，把学生的主体地位得以最好的体现。

当然，教学永远是一门遗憾的艺术。

在这堂课中，我们也发现一些值得商榷的地方：1. 教学目标的设计。

教学目标是整堂课的指挥棒，它是指这堂课后学生能达到的学习效果，所以在表述上我们最好能够使用：Students will be able to …而非to let/ enable students to ….，这样能更好的体现教学目标的主体性。

高中英语精品课程评审要点

高中英语精品课程评审要点一、课程定位与目标1.1 课程定位- 课程是否紧密结合高中英语教学大纲和学生的实际需求？- 课程在高中英语教学体系中的位置和作用是否明确？1.2 课程目标- 课程旨在培养学生的哪些英语能力（如听力、口语、阅读、写作、翻译等）？- 课程目标是否具体、明确、且可行？二、教学内容与资源2.1 教学内容- 教学内容是否丰富、全面，涵盖各个语言技能和知识领域？- 教学内容是否具有时代性、实用性和趣味性？2.2 教学资源- 课程提供的教学资源（如教材、课件、练习等）是否高质量、多样化？- 教学资源是否适应不同学生的学习需求和风格？三、教学方法与手段3.1 教学方法- 课程采用的教学方法（如任务驱动、合作学习、情境教学等）是否科学、有效？- 教学方法是否注重学生的主体地位和积极参与？3.2 教学手段- 课程使用的教学手段（如信息技术、多媒体教学等）是否先进、适用？- 教学手段是否有助于提高教学效果和学生的学习兴趣？四、课程组织与实施4.1 课程组织- 课程的教学计划和进度是否合理、有序？- 课程是否注重知识的系统性和平衡性？4.2 课程实施- 课程的教学团队是否稳定、专业、有经验？- 课程的教学管理和服务是否到位？五、课程评价与反馈5.1 课程评价- 课程是否建立了一套科学、全面的评价体系，包括形成性和终结性评价？- 课程评价是否注重过程和学生的综合能力？5.2 课程反馈- 课程是否建立了有效的反馈机制，及时了解和调整教学内容、方法和手段？- 课程是否鼓励学生、家长和教师提供意见和建议，持续改进课程？六、课程特色与创新6.1 课程特色- 课程是否有其独特的教学理念、内容或方式？- 课程特色是否得到了学生和同行的认可？6.2 课程创新- 课程是否在教学方法、内容、手段等方面进行了创新尝试？- 课程创新是否取得了良好的教学效果？请根据以上评审要点，对高中英语精品课程进行评估和评价。

英语课堂教学评比

英语课堂教学评比English:In evaluating English classroom teaching, several key aspects should be considered. First and foremost, the teacher's proficiency in English is crucial. A teacher who is able to effectively communicate, explain, and instruct in English is essential for a productive learning environment. Additionally, the use of interactive and engaging teaching methods, such as group discussions, role-plays, and multimedia, can enhance students' comprehension and retention of the material. Furthermore, the incorporation of real-world examples and practical application of language skills can make the learning experience more meaningful. Classroom management and the ability to create a positive and inclusive learning atmosphere are also important factors to evaluate. Lastly, the assessment and feedback methods used by the teacher to gauge students' language proficiency and progress should be considered in the evaluation process.中文翻译:在评估英语课堂教学时，应考虑几个关键方面。

高一英语必修三Unit 1 Festivals and ns教学设计获奖版

高一英语必修三Unit 1 Festivals andns教学设计获奖版1) Students XXX.2) Students XXX.In Unit 1.students will learn about XXX from around the world。

The knowledge aims of this unit are for students to master XXX festivals。

such as n。

us。

dress up。

and play a XXX。

students will understand the content of the passage XXX festivals。

such as those for the dead or XXX will also pay n to their XXX.The ability aims of this unit are for students to use reading strategies such as predicting the main idea of the passage。

skimming for the main idea。

and scanning for specific n。

Through fast and careful reading。

students will be able to understand the main ideas and specific n about XXX.Lastly。

the nal aims of this unit are for students to XXX。

students XXX' XXX.Students XXX。

By doing so。

they can XXX' cultures.XXX festivals can boost students' confidence and interest in the language。

浙江省嘉兴市第三中学高中英语《Unit1Festivalsaroundtheworld》Reading教案新人教版必修3

Unit 1 Festivals around the worldReadingAnalysis of the teaching materialThis is the first teaching period of this unit. At the beginning of the class, the teacher can play an Apr il Fool’s joke on the students to lead in the topic “festival”.The Warming Up is intended to brainstorm students’ background knowledge of festival. Through brainstorming the teacher can roughly know how much the students know about festivals at home and abroad. Students can start thinking about the variety of events and festivals that are celebrated in and out of China.The teacher can use this part to introduce information that Chinese students should have about their country’s cultural events.The passage FESTIVALS AND CELEBRATIONS briefly introduced the earliest kinds of festivals and four different kinds of festivals in the world, including their names, dates, countries, purposes and activities. Encourage students to look at the pictures and the heading of each section to guess what the text might be about. Then let them skim for the general idea for each section, and scan for further underst anding. Because this passage introduces a lot of useful new words and expressions which are only used for festivals, in order not to let students feel much difficult, the t eacher should deal with any language problems while they are reading. After reading, students are required to deal with some questions to see how much they have understood the reading passage. The teacher can first let them work in pairs or in groups to find the answers cooperative ly, and then check their answers with the whole class.Teaching goals:1.Knowledge goals:（1） Get students to learn the useful new words and expressions in this part: beauty, harvest, starve, origin, religious, ancestor, Mexico, feast, bone, belief, poet, arrival, gain, independence, gather, agriculture, award, rooster, admire, energetic, Easter, clothing, Christian, custom, take place, in memory of, dress up, play a trick on, look forward to, day and night, as though, have fun with (2） Let students learn about history and basic knowledge of festivals both in and out of China.2. Ability g oals:(1) Develop students’ reading ability and let them learn different reading skills.(2) Enable students to talk about festivals and celebrations.3. Emotional goals:(1) Stimulate students’ love for their own national culture and customs.(2) Develop students’ sense of cooperative learning.(3) Get students to know the origins of different festivalsTeaching important points:1. Let students learn more about history and basic knowledge of festivals.2. Get students to learn different reading skills.Teaching difficult points:1. Develop students’ reading ability.2. Enable students to talk about festivals and celebrations.Teaching aids:PPT, blackboard, chalk, picturesTeaching methods:Discussion, cooperative learningTeaching procedures:Step 1 Lead-inGreet the students and play a joke on them.I will be their new English teacher, do you believe it ?What if I tell you this news on April, 1st, will you believe it? Why?(Lead the students to say out the April Fool’s Day.)Step 2 Warming up1. Let students brainstorm other festivals they k now.Mid-Autumn Festival,2.What do people do at festivals? L ist the activities they do. Teacher shows the’s Day asfamilies get together wear new clothesget lucky money(红包)Valentine ’s Daysend roses and chocolateStep 3 Fast Reading1. Read the passage quickly to find out what kinds of festivals are mentioned inthis passage.2. Read it again quickly and try to finish the chart in EX.1 on page3. Fill inthe chart with the names of festivals and the names of the countries whichLearn each kind of festival one by one, and do some exercise to get a more detailed knowledge of these festivals.1. Festivals of the Dead Why do people hold festivals of the Dead? (To honour the dead or to satisfy the eat mooncakes enjoy the moontell the story of Chang ’eancestors.)What do people do at these festivals? Match the activities with each festival. Obon in Japan : clean graves, light incense, light lamps, play music.The Day of the Dead in Mexico : Eat food in the shape of skulls and cakes wi th “bones”; Offer food, flowers and gifts to the deadHalloween in some western countries: dress up; go to their neighbours to ask forth e with the pictures Match the festivals with the proper people. Harvest Festivals(1) Why are harvest festivals happy events?(Because their food is gathered for the winter and the agricultural work is over.)(2) What kind of activities do people do in harvest festivals?Many activities can be held in harvest festivals EXCEPT that people _B__.A. get together to have mealsB. decorate houses to admire the moonC. win awards for their farm produceD. enjoy mooncakes4. Spring FestivalsRead and find out how people in different countries celebrate spring festivals.(1) Chinese Spring FestivalChinese People usually eat dumplings, fish and meat, and give children lucky money in red paper.There are dragon dances and carnivals, and families celebrate the Lunar New Year together.(2) EasterEaster celebrates the return of Jesus from the dead and the coming of spring and new life.Step 5 ConclusionAfter the whole passage learning, ask students to draw the main idea of the text. Main ide a: The passage is mainly about different festivals and why people celebrate them and how people celebrate them.Step 6 DiscussionNowadays more and more Chinese people, esp ecially young people become interested in Western festivals, such a s Christmas.▪Do you think it’s a good thing or a bad thing?▪Which festival is your favorite?What do you do to celebrate this festival?Step 7 SummaryFestival is part of culture. We can learn a lot by experiencing the western festivals, but meanwhile we should do something to save our traditional festivals. So I think to protect and promote(弘扬) Chinese traditional festivals is as important as to accept and experience(体验) foreign festivalsStep 8 Homework1.Review the words and expressions in this unit2.Write a short passage about your favorite festival.3.。

人教版高中英语必修三课堂教学评比

that bass.
Pair work What did Tom really “catch” that night? How may that night affect him? • an important lesson of life • his bright future Which one is the best title of the passage? A. Going fishing
What did Tom do with the big bass at last?
And why?
He set the bass free.
Because he knew it was wrong to catch the bass before the bass season opened. The season in which people are allowed to catch bass.
Homework:
1. Finish writing a poster based on our discussion.
How to practice ethics in our daily life
•Wait until the traffic lights turn green! • Do … • Don’t…. • Never…… •We should… •… A small thing makes a big difference!
2. Read the passage with feelings and appreciate the language.
(get the truth of life)
3. … 4. …
the red traffic light

高中英语必修第三册教学设计+B3U1+Reading+and+Thinking++第1课时

Module 3 Unit 1 Festivals and Celebrations
Reading: Why do we celebrate festivals?
Period 1
• How do you recognize these festivals ? • What do peopleusually do during these
Para. 2: Para. 3: Para. 4: Para. 5:
Read for main ideas — Paragraph 2
Of all the traditional festivals, the harvest festival can be found in almost every culture. This important agricultural festival takes place after all the crops have been gathered in. People celebrate to show that they are grateful for the year’s supply of food. In ancient Egypt, the harvest festival was celebrated during the springtime – the Egyptian harvest season. It featured a parade and a great feast with music, dancing, and sports. Today, in some European countries, people decorate churches and town halls with flowers and fruit, and get together to celebrate over a meal. During the Mid-autumn Festival in China, families gather to admire the shining moon and enjoy delicious mooncakes.

【教案】Unit+1Reading+and+Thinking人教版(2019)必修第三册

人教版新教材B3U1 Reading and Thinking：Why do We Celebrate Festivals?教学设计主题语境：人与社会授课时长：80分钟文本分析：本单元话题是节日与庆典，本版块文本指向“人与社会——历史、社会与文化”的主题语境，涉及节日与庆典这一话题，主要探究节日与庆典的缘由。

本板块是听说板块主题内容的延续，也是从现象到本质的一个探究。

本文体裁为论说文，引导学生思考人们为何要庆祝节日，通过对节日及庆祝活动追根溯源，学生能体会传承与发展，并能感受寓于节日的美好愿景。

该语篇的文本结构清晰，围绕标题“Why do We Celebrate Festivals?”展开，共含5个段落，每一段句首都有中心句。

第一段主要讲述了节日是全世界普遍存在的文化现象，并分析了各种节日的缘由；第二段选取了各种文化都存在的收获节日进行描述，阐明了文化的共通性和相似性；第三段说明节日传统习俗会随着时间的变化而变化，并不是一成不变的，每一代人在传承文化的同时，也在创新和发展；第四段提出当下的一种社会趋势——节日正在商业化，引发学生们的思考；第五段总结了节日是全世界人们社会生活中重要的组成部分，尽管不同民族拥有不同的节日，但他们体现了人们共同的精神追求和美好愿望。

综上分析，在标题“Why do We Celebrate Festivals?”这个问题的引领下，文本展开了对这一问题的阐释，每个段落对标题都隐含了不同角度的解答：(1）世界各地的人们庆祝不同节日，是由于这些节日起源于季节、宗教、历史人物、重大事件等。

(2）不同文化背景的人们都会庆祝收获的节日，因为他们乐于分享丰收的喜悦，对大自然的馈赠表达感恩，同时此节日也为家庭欢聚创造了机会。

(3）尽管有些节日习俗会随着时间消亡，但是人们也会赋予节日新的习俗和意义，使之得以延续。

(4）商业化的节日氛围能促进消费、繁荣经济，也或多或少为人们营造了一些幸福感，同时增强人们对节日的渴望。