高中英语_2019年度一师一优课赛事活动教学课件设计
高中英语_2019一师一优课教学设计学情分析教材分析课后反思
Period 2：知识讲练课教学设计设计意图This is the second period of this unit. I first offer chances for students to review what they have learned last period. Then lead in the new lesson. The emphasis of this period will be placed on the important words, expressions and sentence patterns in the Reading text. In order to make students understand these points, we can first make students study the usages themselves and try to make a summary according to the examples. And then try to put them into use to improve the ability to use them in real situations. At the end of the class, the teacher can make students use what they have learnt to express themselves. By doing so, students can learn and use these important language points well.教学目标1.Grasp new words and phrases in this period; learn to write by using them.2.Learn to use inverted structure3. Enjoy the fun of writing by using what you have just learned and participate in class with full of passion.教学重点How to use “desire, junior/senior”“ inverted structure”“exclamation sentence “and composition-writing ability教学难点How to use the words and phrases in writing.I.Teaching proceduresStep1：Revision and writing on the blackboardI.Check the sentences required to recite on paper 31.II.Ask 3 students to write the basic knowledge on paper 32 on the blackboard.Step 2：Check students’ work and explain some important points.1.desire①n. have a/no desire to dohave a/no desire for sth.②. v. desire (sb) to dodesire that …(should) do③.即学即练Eg.1: I desire __________(contact) him for some suggestions on improving my listening.Eg.2: She has a strong desire ______knowledge and wants to go to college very much.Eg.3: We desire that immediate help ____________ (give) to the local villagers who have been trapped by the flood.④. 知识拓展一坚持（insist）二命令(order, command)三建议(advise, suggest, propose)四要求(demand, require, request, desire)这些词后接that从句，从句用虚拟语气，谓语动词用（should+）动词原形；这些词作名词或其名词形式引导表语从句或同位语从句时，从句也用虚拟语气。
一师一优课教学设计
Unit 1 Greeting cards and notes教学设计本节课是高中英语人教版选修（语言知识与技能类）英语写作，话题围绕Greeting cards and notes两种应用文体。
在听说读写四项技能中，写作是学生最薄弱的环节，对于各种应用文体学生掌握地不够全面，运用不够熟练，通过对这两种文体的阅读训练，让学生熟悉这两类文体的基础写作模式，并加深对英语应用文体的理解，又根据对高一学生学情的分析和对选修教材的删选，鉴于以上考虑，我对本节选修课的教学设计如下：1．Teaching aims⑴Knowledge goals （知识目标）Finish the reading task and master the basic model of greeting cards and notes.Grasp some useful expressions.⑵ Learning Ability goals（能力目标）Develop students’ ability of using language and writing⑶ Emotional goals（情感目标）①Try to be active in writing activity.② Overcome the anxiety about writing.2.Teaching key and difficult points (教学重难点)⑴ Analyze the topic of writing.⑵ How to polish the style and avoid mistakes3. Teaching process(教学过程)Step1.Leading-in(导入)1. Who do you usually give greeting cards to?2. Have a brainstorming suppose it is mother’s day today, whatwill you do to make your mother happy?Show a greeting card and add what you want to say to your mother. Want to learn more about greeting cards? 通过提问引导学生进入对贺卡两个方面的了解。
全国一等奖高中英语优质课大赛《Unit 12 Lesson 1》教学设计+学案+教学反思
1：教学设计封面组别高中设计主题：Module4 Unit 12 Culture ShockLesson 1 Visiting Britain姓名：学校：性别：职称：教龄：联系电话：电子邮箱：指导老师姓名：单位：2：教学设计模板（高中组）模块四unit12 lesson1visiting BritainModule4 Unit 12 Lesson 1 Visiting Britain学案I.Quiz about Britain1.What is the full name of Britain?2.What is the money used in Britain?3.What is the weather like in Britain?4.Who rules Britain, the Queen or the Prime Minister?5.Can you name some famous British people?6.Can you name some famous British sights?7.How many parts is Britain made up of?8.What is the famous means of transportation in Britain?9.What is the language spoken in Britain?10.Do you know the national flag of the UK?II. Read for the structureMatch the topic with each paragraphIII. Read for detailsAnswer the following questions1. What do British people usually have for breakfast?2. What is the tipping system in Britain?3. Why do you need to take a warm coat with you in Britain?4. Why does the author think British people find the strangest things funny?T or F( ) 1. You can only eat English food in London. ( ) 2. Aunt Mei is visiting for one week( ) 3. You don’t always need to leave a tip after a meal in a restaurant. ( ) 4. Some British mushrooms aren't safe to eat. ( ) 5. British people never laugh.( ) 6. There are many Chinese restaurants in Britain. ( ) 7. Most British people are friendly. ( ) 8. It is always foggy in London. IV . Read for languagesRead the letter again and write down the useful linking words and sentences that are useful for you._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ V . Brainstorming教学反思（高中组）模块四unit12 lesson1visiting Britain这是一节阅读课，在进行课文导入时，也就是学生的“热身”活动，图片都是学生比较熟悉的，学生比较有话可说，让课堂一开始就处于轻松愉悦的氛围中。
高中英语_东营市2019年度“一师一优课、一课一名师”活动教学设计学情分析教材分析课后反思
Book 3 Unit 5 A trip on “The True North”Period 1ReadingOverall DesignTeaching Aim:1. To learn reading skills: Skimming and scanning.2. To learn the knowledge of direction and position.3. To learn how to design the trip.Teaching methods1.While doing Warming Up the teacher can lead in the topic of this unit by talking about “What should we consider before our trip?”2. While doing Reading and Comprehending, the teacher should firstly ask the students to know their task. With the task in their mind, they can find answers quickly.3. To consolidate the contents of the lesson, students should be required to design the tour route and describe it .Teaching difficulties and points1. To enable the students to design the tour route and describe the route. Teaching proceduresStep 1Lead-inT: Almost every has the dream to have a great trip. Before we have our trip, what should we consider in advance?Step 2 Warming upT: Talk about the preparation before the trip.Step 3 ReadingT: Who would have the trip?T: Why is Vancouver called one of the most popular cities? What is Calgary foumous for ? What resources are Canada rich in?T: Why are ocean ships able to reach the centre of Canada?Step 4 DiscussionT: How to design a great trip?Step 5 Group workT: Now, my guys. I want to have a week-trip to Canada this summer holiday. Please make a traveling route for me and tell me why these cities are to be worth visiting .Step6 Summary & HomeworkAlmost every one has the dream of going on a tour, so after class we can choose one place we like and design the tour trip that we can use. So when we have a holiday, we can go out to see the world!学情分析我所教授的班级英语基础知识较好，经过半年的高中英语学习，学生完全能够适应全英课堂，他们的认知能力有了很大的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此需要特别注意提高学生用英语进行思维和表达的能力。
全国一等奖高中英语优质课大赛《A Christmas Carol》教学设计+学案+教学反思
A Christmas Carol学案---by Charles Dickens from England一.The Characters and their relationship小说中的人物及关系:1. A rich businessman:2. Bob Cratchit: ________3. Scrooge’s ____4. Jacob Marley: ____________________ _____________________ _____________ ______________5. the Ghost of6. the Ghost of _________7. the Ghost of ___________________________ _____________________ ________________________Q: the main character is _____________________________.二.The Plot 故事情节1.At the beginning of the story:When Where the maincharacterWhat happened between Scrooge and other characters?Scrooge_________ his nephew’s ______________for dinner_________ to give even a penny when two men asked for moneyfor _______________________________Bob to be in office ____________ the next morning Personality (What kind ofperson is Scrooge?)2.The development of the story:When Where was Scrooge?Who visited Scrooge?Why did he visit Scrooge? To tell him ___________________________and he has a chance to ___________ his terrible destiny命运.Q2: In the last sentence “people always said of Scrooge, ‘He knew how to celebrate Christmas.’”How did Scrooge celebrate Christmas from then on? How did he feel finally?_____________________________________________________________________________ _____________________________________________________________________________ Q3: What information does Dickens want to convey?_____________________________________________________________________________ ____________________________________________________________________________ _____________________________________________________________________________ 三.Divide the story into 4 parts and summarize each part in your own words.Part 1 Beginning---____________________________________________________________ Part 2 Development---_________________________________________________________Part 3 Climax---______________________________________________________________Part4Ending---_______________________________________________________________Q2: Do ghosts really exist? In what way was this story written? (写作方式)________________ Therefore, this story was written in a/an ___________________way. 四.Group Discussion:Q3: Why do you think Dickens named this story “A Christmas Carol”?_____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 五.Summary writing这些天, 你的同学Peter请假在家自学. 他觉得这篇小说比较长, 难以快速把握大意及作者的写作意图, 因而请求我们写段摘要并简述作者的写作意图.Tip One:Summary: a brief account of the author’s exact meaning. 用最简洁的语言概括原文的主题.5 skills for writing a good summary: 1. 用第三人称2. 删除细节, 只保留重要信息. 3. 使用概括性的名词代替某些信息. 4. 遵循原文的逻辑顺序. 5. 不包括你自己的观点.Tip Two: Decide which part is the most important? (Consult the layout of the story.) On Christmas Eve, Scrooge ___________________________________________ _________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________用”喜马拉雅FM”软件, 编辑一期以“A Christmas Carol赏析与感悟”为主题的广播, 并发送到班级微信群, 与Peter和其他同学交流.1.Beginning 开场白2.Summary of the story3.The author’s writing purpose4.Your brief review读后感教学反思一. 教学目标的设置:1. 从学生的困难出发寻找解决方案:a. 高一实验班的学生不满足于按部就班的到文中寻找信息. 一部分学生学有余力, 而另一部分学生基础薄弱.如何兼顾两者? 因而,阅读部分设计了浅层阅读和深层阅读两块, 并分为课前预习作业和课堂集中处理两种方式. 满足学生的不同需求. 而所有的问题设置紧紧依据read the lines---read between the lines---read beyond the lines来推进.b. 学生较难用英语概括或表达作者的写作意图, 写作方式,标题的含义.因而问题的设计从表格和文中最后一句出发, 层层铺垫, 将前一个问题的表达稍作增加,即是下一题的答案.一步步地引导学生观察,思考,整理, 表达.c. 学生在缩写方面, 虽然使用了很多文中的表达, 但分不清主次, 且篇幅太长. 且课堂时间有限, 因而引导学生围绕摘要写作的特点进行修改和自评, 并提供了真实的写作目的, 增强学生的读者意思和写作兴趣.2. 老师的思考与解决方案:a.本文篇幅较长,且课堂时间有限,如何有效地进行读写结合?b.针对高一的学生, 小说和读后感或是和摘要写作结合, 哪个更有效? 更能满足不同学生的需求.c. 如何提高学生的写作兴趣和读者意识?针对以上三个问题, 老师把导入压缩到3分钟,并通过学案引导学生课前预习,解决浅层阅读问题, 在课堂上用20分钟带着学生梳理情节,概括大意,并分析判断写作目的,写作方式及标题含义. 用另外18分钟修改缩写,进行摘要写作指导. 最后把成果进行延伸, 让学生用喜马拉雅制作一期电台节目,放到微信群和听众交流, 创设真实的写作环境. 激发学生兴趣.二. 教学效果:从学生的课堂反馈“When Christmas Comes to Town”, 可知较好地达成了教学目标.。
2019年度一师一优课省级获奖名单
洛阳市 平顶山市 平顶山市 巩义市 洛阳市 洛阳市 南阳市 郑州市 新乡市 新乡市
地区
平顶山市
三等奖 20名
高中历史 22名
一等奖 3名 二等奖 10名 三等奖 9名
杨帆 洛阳市第五十九中学 张治国 辉县市第二高级中学 彭玲 光山县第一高级中学 胡俊玲 汝州市实验中学
马晓 洛阳市第四十三中学 马丽丽 洛阳市第二中学 马德全 永城市实验高级中学 安晓晨 许昌高级中学
鹤壁市 洛阳市
杨路晓 辉县市第二高级中学
新乡市
靳燕京 郑州市第五十三中学
郑州市
严娟 洛阳市第二实验中学
洛阳市
赵国瑞 洛阳市第一高级中学
洛阳市
贺晶 平顶山市第一中学 李妙丽 洛阳市第十五中学
平顶山市 洛阳市
赵雯琼 平顶山市第一高级中学
平顶山市
田永辉 新蔡县第二高级中学
新蔡县
唐瑶 洛阳市第二实验中学
洛阳市
Language Problem-Solving 4 Unit 19 Language--Lesson 2 Varieties of English Unit 14 Careers--Communication Workshop UCnOitN1T0EMNTonSe--yU--nLiet s3sAouns1trAaliMa-a-Wteraiarml Wingoruldp、Pre-reading、Reading、 Comprehending Unit 10 Money--Lesson 1 A Material World Unit 3 Understanding each other--Grammar and usage(2): Unreal conditions Unit 26 Emotions--Skills Development Literature Spot 1 A Christmas Carol Unit 10 Money--Communication Workshop Mini-Grammar
高中英语优秀说课大赛PPT课件
I. Analysis of the teaching material (教材分析)
. Analysis of the teaching content 教材内容
Knowledge aims 知识目标
2). Teaching aims Ability aims 能力目标
教学目标
Emotional aims 情感目
12
IV. Teaching procedures (教学过 程)
Step 1 Lead-in（导入）
Two activities:
a. What’s the meaning of the following gestures?
b. What’s the meaning of the following face expressions?
13
14
Facial expressions （表 情)
joy
sorrowdisgustsurprise
anger fear
15
Step 2. Pre-reading （读前）
Discussion（讨论）
a. What is the function of body language? （肢体语言的作用）
4
2) Teaching aims （教学目标）
Knowledge aims （知识目标）
a. Get students to learn the following useful new words and expressions: unspoken, facial, functional, ease, truly, false, anger, fist, yawn, subjective, hug, rank, at ease, face, turn one’s back to…
全国高中英语优质课大赛 2019
全国高中英语优质课大赛2019第一部分：赛事介绍1.1 赛事背景全国高中英语优质课大赛是为了促进我国高中英语教学水平的提高，激励各地中学教师积极探索英语教学改革创新而举办的一项重要比赛活动。
1.2 赛事宗旨通过搭建一个高水平的学术交流评台，鼓励和引导高中英语教师开展英语教学研究，推广并弘扬先进的教学理念和方法，促进高中英语教学不断创新和发展。
第二部分：赛事组织2.1 主办单位本次比赛的主办单位为全国教育科学研究院，全国中学英语教师协会等单位。
得到了教育部门、各地教育行政主管部门以及各大学的大力支持和鼎力相助。
2.2 参赛对象本次比赛设有初赛、复赛和决赛三个阶段，参赛对象为全国范围内的普通高中英语教师。
2.3 赛事评审评审团由教育部的教育专家、名校教授、国内外著名教育学者等构成，评审标准严谨、公正，确保比赛的公平、公正。
第三部分：赛事内容3.1 比赛形式参赛教师需准备一堂带有自己独特特色和创新成果的优质课，在初赛中进行现场展示和答辩，经专家评委评定后脱颖而出晋级复赛和决赛。
3.2 赛事主题本届优质课大赛的主题为“激情英语，创新教学”，鼓励参赛教师在课程设计和教学实践中突出英语学科素养和学科核心素养的培养。
3.3 赛事要求优质课的设计应具有一定的前瞻性和创造性，符合教学大纲和学科发展规律，能够激发学生的学习兴趣和学科热情，提高学生的英语应用能力和综合素质。
第四部分：赛事收获4.1 参赛教师通过比赛，参赛教师将会得到与全国各地优秀教师的学术交流的机会，并有可能得到一些教学资源、教学理念和教学方法等方面的启发和提高。
4.2 学校和学生参赛教师的优秀课程将为学校的英语教学提供借鉴和参考，促进学校英语教学水平的提高，进而造福更多的学生。
第五部分：赛事意义5.1 教师发展作为一种教学交流与研究的途径，本次比赛将会有利于促进我国高中英语教师们的教学创新与发展。
5.2 学生培养通过借鉴和引导教师们的教学理念和方法，有助于提高学生的英语学习兴趣和学习效果，提高高中生的英语水平和素养。
高中英语_2019一师一优课教学课件设计
He believed that _____ _____ _____ _____ ____ come
true one day.
his desire was bound to
2. 高级
Here came David, who was a junior clerk in a company.
三：重点句型
1.完全倒装 there, here, up, down, now, then等位于句首 时的完 全倒装句 即学即练： 1. As she turned around, ___t_h_e_r_e__s_t_o_oAdndy. 2. Here ____c_o__m_e_s__a__g_o_o_d__c_h__a_n_c_e__th__a_t___ you can use your summer vacation to participate in Robot Competition. 2.部分倒装
villagers who have been trapped by the flood.
desire不用于进行时态。后接宾语从句时，从句中的谓 语动词用（should+）动词原形。此外，含desire的表 语从句，同位语从句也要使用该虚拟语气
知识拓展：
一坚持（insist） 二命令(order, command) 三建议(advise, suggest, propose) 四要求(demand, require, request, desire)
四: 运用词汇写作文：
（ pile, sympathy, junior, envy, desire, set aside, be bound to,accompany）
1.补全要点句（“黑体”部分选用上面的单词或短
高中英语_2019年一师一优课、一课一名师活动教学设计学情分析教材分析课后反思
⾼中英语_2019年⼀师⼀优课、⼀课⼀名师活动教学设计学情分析教材分析课后反思Unit 5 Canada—“The True North”Reading A Trip On “The True North”教学⽬标：1. Know about Canada in general and in detail.2. Design a route for travelling.情感⽬标：Develop students’ love for our country and their hometown. 教学重点：Learn how to read a journal教学难点：Learn to show love for our country and their hometown.教学过程：Step 1 Lead inShow some pictures about some famous place and countries.Then, ask the students to enjor the passage about Canada. Step 2 Learning aimsShow learning aims on the screen, then read them aloud together.Step 3 Warming upAsk some questions to find out how much general knowledge the students already have known about Canada.1.Which is the national flag of Canada?2.Which is the national flower of Canada?3.What is the national animal of Canada?4.What is the capital of Canada?Then , go through words and experssions quickly.1.have a gift for2.surround3.measure4.urban5.border6.rather than7.settle down8.manage to do9.catch sight ofStep 4 Pre-readingLook at the title and have a thinking about What kind of passage does this text belong to ? A. 记叙⽂ B. 议论⽂ C. 说明⽂Step 5 ReadingActivity 1 Skimming1.What’s the passage mainly about ? It is about a ___oftwo girls, and ittells us some information about_______.2. Divide the passage into three parts and match the main idea of the 3 parts.Part 1 Para(s)___ A:What they really saw and felt after boarding the trainPart 2 Para(s)___ B:Brief introduction of their trip Part 3 Para(s)___ C:Their chat on their way to the station Activity 2 Detailed-readingPara 1 1. True or false They did not fly directly to the Atlantic Coast because they couldn’t buy the ticket for the flight in time.2.Fill in the blanksPara 2 1. What is “The TrueNorth”?________________________________2.listen to the tape and fill in the blanks about Vancouver（温哥华）(1).Canada’s ________ part.(2).Canada’s ________ city, surrounded by mountains and the Pacific Ocean.(3).one of Canada’s ____________cities to live in.(4).some of the ________________________in the world.3.points. surround vt. 环绕; 围住; 围绕surrounding adj.周围的; 附近的surroundings n.环境; 周围的事物1.The house was ___________ by the police.房⼦被警察包围了。
省高中英语优质课一等奖获得者说课课件pptPowerPoint演示文稿学习教案
with rope. There were two men standing over him. One was short, the other was tall and had something in his hand
that looked like a gun.
第12页/共21页
第十三页，共21页。
Part 3:Paragraph 10-11
Which sentence in the passage can be replaced by the following one?
succeed in asking
But I succeeded in asking him to help me, and on the other side of the steamboat, we found the men’s boat.
Careful reading
Part 1
Para.1 - 4
Sailing straight towards a steamboat hitting a rock to take a look
Para.5- 9
Part 2
Para. 10-11
Part 3
A man going to shoot another man lying on the floor, tied up with rope
(two ways) (1) He persuaded me to lend
him all my sayings.
第14页/共21页
(2) He succeeded 第十五页，共21页。 in asking me
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1.How the book will sell depends on its author.
主语从句
2.John said that he was leaving for London on Wednesday. 宾语从句
3.The fact is that he has not been seen recently.
表语从句
4.The fact that he has not been seen recently disturbs everyone in his office. 同位语从句
5.He will talk to us about what he saw in U.S.
宾语从句 6.It is impossible that I go and attend the
I heard that he joined the army. (2) 由what, whether (if) 引导的宾语从句，例如：
She did not know what had happened. I wonder whether you can change this note for me. (3) 动词＋间接宾语＋宾语从句。例如： She told me that she would accept my invitation. 2. 作介词的宾语，例如： Our success depends upon how well we can cooperate(合作） with one another.
三．表语从句
表语从句在复合句中作表语的名词性从句，放在系动 词之后，一般结构是“主语＋连系动词＋表语从句”。可 以接表语从句的连系动词有be, look, remain, seem等。另 外，常用的还有the reason is that… 和It is because 等结构。 例如： 1) The question is _w_h_e_t_h_e_r_/_how we can make good preparation in such a short time. 2) This is _w__h_ywe can’t get the support of the people. 3) But the fact remains _th_a_twe are behind the other classes. 4) The reason _w__h_y__ he is late for school is _th_a_t_ he missed the early bus.
四．同位语从句
同位语从句就是在复合句中作名词的同位语的名词性从句。
3. 作形容词的宾语，例如： I am afraid (that) I’ve made a mistake. I am sure (that) he will win the game.
4. it 可以作为形式宾语 it 不仅可以作为形式主语，还可以作为形式宾语而真正
宾语的句子 中。 例如：
1。that只起连接主句和从句的作用，在从句中不担任任何成分， 本身也没有词义，宾语从句中可省略 2。不充当介宾 3。 引导主语从句、表语从句和同位语从句,that不可省略。
That/wh-clause + v +…主语从句 S +be/link.v + that/wh-clause表语从句 S + vt + that/wh-clause宾语从句 S + vi + prep + wh-clause宾语从句
2) T_h_a_t___she is still alive is a good thing.
It is a good thing that she is still alive.
二．宾语从句
宾语从句就是在复合句中作宾语的名词性从句，通常放 在主句谓语动词 (及物动词) 或介词之后。 1. 作动词的宾语 (1) 由that引导的宾语从句(that 通常可以省略), 例如：
meeting.
主语从句
名词从句又可分别称为主语从句、宾语从句、表语从句和 同位语从句。
引导名词性从句的连接词可分为三类： 连接词：that, whether, if 连接代词：what, whatever, who, whoever, whom, whose, which. 连接副词：when, where, how, why
2. what 与that 在引导主语从句时的区别
what 引导主语从句时在句时在从句中充当 句子成分，如主语．宾语．表语，而that 则 不然。例如：
1)W__h_at___you said yesterday is right.
It is right what you said yesterday.
We thought it good news that the fog had finally gone.
5. 否定的转移 若 主 句 谓 语 动 词 为 think, consider, suppose,
believe, expect, fancy, guess, imagine等，其后的宾语 从句若含有否定意义，一般要把否定词转移到主句 谓语上，从句谓语用肯定式。例如： I_d_o_n__’t_t_h_i_n_k_t_h_e__d_re_s_s__fi_ts__y_o_u__w_e_l_l __我认为这件衣 服不适合你穿。
一．主语从句
主语从句是在复合句中充当主语的从句，通常放 在主句谓语动词之前或由形式主语it代替，而本身放 在句子末尾。
1. It 作形式主语
It 作形式主语代替主语从句，主要是为了平衡句子结构，主 语从句的连接词没有变化。例如：
It is a pity that you didn’t go to see the film. It doesn’t interest me whether you succeed or not.