高中英语阅读课评课稿
高中英语评课稿(3篇)
高中英语评课稿（3篇）高中英语评课稿1尊敬的'各位领导，老师大家好！下面我代表英语组对赵老师的课进行简单点评。
赵老师这节英语阅读课，清晰实在，扎实系统，动静结合，赵老师以新课程理念为指导，充分考虑了学生年龄阶段的特点，在教学中，注重根据学生的基础，去挖掘他们原有的知识资源，能够使学生在认知领域中掌握英语，在情感领域中激励情意，在智育领域中发展智力，这是一堂较为成功的英语课。
下面我将从以下三个方面来阐述我对本节课的领会。
1从整堂课的教学过程进行分析。
作为阅读课，赵老师做到了有效地训练了学生的阅读技巧，并且设计的阅读活动也很有层次性，整节课的结构安排合理，思路非常清晰，第一步leading—in导入，教师用视频迈克尔•杰克逊的精彩表演导入新课，取代了过去机械的操练，不仅让学生在视频上受到震撼，而且也使学生的注意力在最短时间内被集中，随后教师用freetalk的几个简单问题，自然过渡到原文内容上来，充分调动了学生的学习积极性，使他们对本课学习充满期待。
第二步Fast—Reading教师陈列五个问题，布置学生快速阅读课文，归纳各段大意，目的是让学生对课文有整体的印象，并培养学生快速获取语篇信息的能力，为高考题型一一阅读理解做准备练习；第三步careful一reading，在精读过程中啊，布置学生不仅读，而且翻译，同时找出疑难点，师生共同攻破，此环节是本节课的中心部分，培养学生听、读、译、理解等能力。
第四步post一reading，巩固练习紧随其后，以检验学生的接收情况，贯彻了“在用中学，学中用，学用结合，学以致用的原则，同时体现了以学生为主体，教师为主导的新课程理念，第五步summing，学生总结本节课的收获，培养学生总结归纳能力，同时对本节课也是一次知识梳理，达到复习目的,第六步Homework，作业布置有深度、有梯度，注重学生能力培养，适合各层次的学生。
2教师素养赵老师教学生基本功扎实，课堂驾驭能力强，课堂用语清晰、准确，教师态度真诚，师生关系融洽，在教学内容方面也较为丰富，俗语说：“没有情感的教育是苍白无力的教育”赵老师不仅注重学生知识的传授，还注重对学生德育教育，向同学渗透保护和尊重民族文化的同时，也将自己的爱和热情倾注到教学中，增进了师生之间的情感交流，引起了强烈的共鸣，做到了教育过程就是培养学生成人成才的过程，符合我们的校训。
北师大版高中高一英语必修1《Literature…》评课稿
北师大版高中高一英语必修1《Literature…》评课稿1. 引言北师大版高中高一英语必修1教材中的《Literature…》单元是一门重要的文学阅读课程，涵盖了丰富多样的文学作品和阅读理解题目。
本文将对该单元的教学内容进行详细评述，包括教材的组织结构、课文分析、教学目标和教学方法等方面的内容。
2. 教材组织结构《Literature…》单元的教材组织结构合理，共分为三个部分：课文阅读、文学素材和文学知识。
2.1 课文阅读课文阅读部分共包括四篇文学作品，分别是《The Great Gatsby》、《To Kill a Mockingbird》、《Pride and Prejudice》和《Jane Eyre》。
每篇课文都具有一定的文学价值和教育意义，可以帮助学生提高对文学作品的阅读理解能力。
2.2 文学素材文学素材部分提供了一系列与课文相关的文学作品节选，包括散文、诗歌和戏剧等形式。
通过阅读这些素材，学生可以进一步了解英美文学的发展和不同文体的特点。
2.3 文学知识文学知识部分系统地介绍了文学的基本概念和分析方法，为学生深入理解文学作品提供了必要的理论基础。
这一部分内容涵盖了文学的定义、文学流派、表现手法等，既丰富了学生的文化知识，又加深了对文学作品的理解。
3. 课文分析3.1 《The Great Gatsby》《The Great Gatsby》是一部美国著名作家费·斯科特·菲茨杰拉德的长篇小说，通过描写上世纪20年代的美国社会生活，展现了物质欲望对人性的腐蚀和人际关系的虚伪。
这篇课文具有很高的文学价值，可以引导学生思考人性的缺陷与社会的腐败现象。
3.2 《To Kill a Mockingbird》《To Kill a Mockingbird》是美国作家哈珀·李的经典小说，以南方小城的种族歧视和法律不公为背景，讲述了一个反对歧视、维护正义的故事。
通过阅读这篇课文，学生可以了解美国南方历史上的种族问题，培养对正义和平等的价值观。
高三阅读课评课稿范文
高三阅读课评课稿范文English Response:The high school senior English reading class lesson was well-structured and engaging. The teacher, Ms. Johnson, began with a brief review of the previous lesson's material, which helped to refresh the students' memories and set the stage for the day's topic. She then introduced the new concept of literary devices, using clear and concise language to explain their purpose and function. Toreinforce the students' understanding, Ms. Johnson provided examples of literary devices from the text they were studying, "The Great Gatsby." This hands-on approachallowed the students to see how literary devices work in practice and helped them to better grasp their significance.After the introduction, Ms. Johnson divided the class into small groups and assigned each group a differentliterary device. The groups were tasked with identifying examples of their assigned literary device in the text andthen presenting their findings to the class. This group work provided the students with an opportunity to collaborate with their peers, deepen their understanding of the concept, and develop their critical thinking skills.To conclude the lesson, Ms. Johnson led a class discussion on the importance of literary devices in文学作品. She explained how literary devices can enhance the reader's understanding, appreciation, and enjoyment of a text. The students actively participated in the discussion, sharing their insights and asking thoughtful questions.Overall, the high school senior English reading class lesson was a success. Ms. Johnson's clear instruction, engaging activities, and thought-provoking discussion fostered a positive learning environment that encouraged student participation and critical thinking.中文回答：高三英语阅读课教学内容上内容丰富，且思路清晰。
一堂高中英语阅读课的评课随笔——以Module 1 Unit 2 Reading一节教学公开课为例
一堂高中英语阅读课的评课随笔----以Module1Unit2Reading一节教学公开课为例◎汪锐《课程标准》(2017)指出，“英语课程内容是发展学生英语学科核心素养的基础，包含六个要素：主题语境、语篇类型、语言知识、文化知识、语言技能和学习策略。
”这节课教学设计严谨,有效地整合了课程内容六要素，教学设计“预设一生成”始终围绕growing pains这个主题，层次分明、脉络清晰。
此外，执教者尊重学生主体地位，突出学生思维品质的培育，师生互动适度有效，课堂生成完整充分，高效地践行英语学习活动观，有很多值得借鉴的地方。
1.从教学设计的角度1.1从教学目标来看这节公开课教学设计从语言知识、文化知识、语言技能和学习策略等多个课程内容方面考虑，在主题语境的引领下，从Home alone:conflict happens，conflict develops，conflict sharpens，conflict continues四个阶段，引导学生掌握英文剧的阅读方法，从而探究语篇意义。
教学目标设置依据新课程标准要求，尊重学生主体地位，教师真正起到了一个组织者、引导者、合作者的角色，学生的思维品质在阅读教学中得到有效培养。
此外，读后续写任务设置，符合新高考模式对语篇教学的要求，成为本节课教材处理的点睛之笔。
1.2从教学过程来看这节公开课课堂结构安排合理，教学步骤从Pre-reading A While-reading至After-reading符合认知规律，既有教者的语篇输入，又有学生的语言输出。
导入环节，教者提出切合学生思维水平的导入问题，有效激发了学习活动发生的真实情境，促进课堂效率的提升和学生学习能力的锻造。
读中环节也渗透了阅读技巧，例如skimming and scanning快速把握戏剧整体框架，帮助学生更好地理解文本的主题语境，培养了学生的英语文本的理解能力和思维能力。
1.3从教法取用来看这节公开课主要采取任务型阅读和“浏览-提问-阅读-回想-复习”阅读教学模式，科学的教学方法取用有助于教学过程的有效实施。
高中英语阅读评评课的评课模板和范文
高中英语阅读评评课的评课模板和范文全文共10篇示例，供读者参考篇1Title: A Fun and Interactive Lesson of High School English ReadingHey guys, today I want to share with you an awesome experience in my high school English class. We had this super cool reading evaluation lesson and it was so much fun!First of all, our teacher started the lesson by introducing the text to us. It was a really interesting short story about a young girl who went on an adventure to find a lost treasure. The story was full of suspense and excitement, which made all of us eager to read it.Then, our teacher divided us into small groups and gave each group a set of questions to discuss about the text. We had to analyze the characters, the plot, and the themes of the story. It was great to work with our friends and share our different ideas and interpretations.After that, we all came together as a class and each group presented their findings. It was so much fun to listen to other students’ perspectives and see how differently we all saw the story. Our teacher also guided us through some critical thinking exercises, which helped us to deepen our understanding of the text.Finally, we had a mini quiz to test our knowledge of the story. It was a fun and interactive way to review what we had learned. Our teacher also gave us feedback on our answers and praised us for our hard work.Overall, this reading evaluation lesson was a blast! It was engaging, interactive, and educational. I learned so much from it and had a great time with my classmates. I can’t wait for the next one!So, that’s all for today guys! Hope you enjoyed hearing about my high school English reading evaluation lesson. See you next time!篇2Hello everyone, today I'm gonna talk about how to do a reading comprehension class in high school. It's gonna be super fun and interesting, so listen up!Firstly, when you're preparing for a reading comprehension class, you gotta choose a text that is suitable for your students' level. It shouldn't be too easy or too difficult, just right. Make sure the text is engaging and has some challenging vocabulary or concepts for students to think about.Next, you want to think about how you're gonna introduce the text to the students. Maybe start with a little discussion or some pre-reading questions to get them thinking about the topic. Then, read the text aloud or have students read it silently, and make sure to stop and ask comprehension questions along the way.After reading the text, it's time to do some activities to check the students' understanding. You can have them do some true or false questions, fill in the blanks, or even some role-playing activities related to the text. This will help reinforce their understanding and make the lesson more interactive.Finally, don't forget to do a wrap-up at the end of the class. Review the key points of the text, ask students what they learned, and maybe even have a little discussion about how the text relates to their own lives or experiences.So there you have it, a fun and engaging way to do a reading comprehension class in high school. Remember to choose theright text, engage the students, check their understanding, and do a wrap-up at the end. Have fun teaching and happy reading!篇3Teacher's DayTeacher's Day is a special day when we show appreciation and love to our teachers for all the hard work and dedication they put into helping us learn and grow. It is usually celebrated on different days in different countries, but the sentiment is the same – to thank our teachers for all they do.On Teacher's Day, students often prepare special gifts, cards, and messages to show their gratitude. Some schools even organize special events or performances to honor their teachers. It is a time for us to reflect on the impact our teachers have had on our lives and to thank them for their guidance and support.During a recent English class, we had the opportunity to read and discuss a passage about the importance of teachers in our lives. The passage talked about how teachers play a crucial role in shaping our future and how their influence goes beyond the classroom. It reminded us of all the times our teachers have inspired us, encouraged us, and believed in us when we didn't believe in ourselves.After reading the passage, our teacher led a discussion where we shared our thoughts and experiences with our teachers. We talked about the qualities that make a great teacher, such as patience, kindness, and a genuine interest in ourwell-being. We also discussed the challenges that teachers face and how we can show our appreciation for their hard work.Overall, the class was a great reminder of the importance of teachers in our lives and how grateful we should be for all they do. It was a fun and meaningful way to celebrate Teacher's Day and to show our teachers how much we care. We may not always say it, but we are truly thankful for everything they do for us. Thank you, teachers, for all that you do! Happy Teacher's Day!篇4Title: My Review Class Template and Sample EssayHello everyone! Today I am going to talk about a high school English reading review class template. Miss Smith is our English teacher, and she always uses this template when she reviews a book with us. I think it's really fun and helpful, so I want to share it with you!First, Miss Smith starts by introducing the book we are going to review. She tells us the title, author, and a little bit about thestory. Then she asks us if we have read the book before, and if we have any thoughts or questions about it. This helps us to get excited about the book and think about what we already know.Next, Miss Smith asks us to share our favorite parts of the book. She encourages us to explain why we like those parts and how they make us feel. This is really fun because we get to hear different perspectives and learn about new things from our classmates.After that, Miss Smith gives us some questions to think about while we read the book. These questions help us to focus on important themes and characters in the story. She also asks us to write down any words or phrases that we don't understand, so we can look them up later.Finally, when we finish reading the book, Miss Smith leads a discussion about it. She asks us to share our overall thoughts and feelings, and to talk about how the book has changed us. This is my favorite part because I get to hear what my classmates think and share my own opinions.In conclusion, I think this review class template is really great because it helps us to engage with the book and each other. I always leave class feeling inspired and excited to read more books. Thank you, Miss Smith, for being such a great teacher!I hope you enjoyed reading about my review class template. Have a great day!篇5Well, hi everyone! Today, we're gonna talk about this thing called "high school English reading class evaluation template and sample". It's like when the teacher checks how well we understand stuff we read. Let's get into it, shall we?First, let's talk about the evaluation template. It's like a plan for the teacher to see if we're getting the hang of things. There are a few parts to it. The first part is about the reading material - like the book or story we're reading. The teacher looks at how well we understand it and if we can talk about the main ideas.The second part is about our reading skills. The teacher checks if we can read out loud, understand vocabulary words, and maybe even make some predictions about what's gonna happen next. It's kinda like a reading test, but not as scary.The third part is about our discussions in class. The teacher wants to see if we can talk about what we read with others. It's important to share our ideas and listen to what our classmates think too.And now, let's talk about the sample evaluation. It's like a practice run to show us what a good evaluation looks like. The teacher might talk about how well we explained the main ideas of the reading material, or how we used vocabulary words in our discussions. It's all about showing what we've learned and how we can improve.So, that's the lowdown on high school English reading class evaluations. Remember to read carefully, talk with your classmates, and always try your best. We're gonna ace this, guys! Let's do it!篇6Hi guys, do you want to know about how our high school English reading class was evaluated by our teacher? Well, I’ll tell you all about it!First of all, the teacher started by telling us the goals of the lesson and what we were going to learn. She said that we were going to read a short story and discuss the main themes and characters. She also told us that we needed to pay attention to our reading skills, like understanding the main idea, making predictions, and connecting the text to our own lives.Next, we read the story together as a class and the teacher asked us questions to check our understanding. She also encouraged us to ask questions and share our thoughts and opinions. We discussed the characters in the story, their motivations, and how they changed throughout the plot.After we finished reading and discussing the story, the teacher gave us an evaluation form to fill out. The form asked us to rate our understanding of the text, our participation in the discussion, and our overall enjoyment of the lesson.Finally, the teacher gathered our evaluations and gave us feedback on our performance. She praised us for our thoughtful insights and active participation in the discussion. She also gave us suggestions for how we could improve our reading and analytical skills in future lessons.Overall, the evaluation of our high school English reading class was positive and encouraging. Our teacher's feedback helped us see our strengths and areas for improvement, and motivated us to keep wor king hard in our studies. I can’t wait for our next reading lesson!篇7Oh wow, reading and discussing a high school English lesson sounds like so much fun! Let's break down a template for evaluating and reviewing a reading lesson in high school English class.Introduction:Hey everyone, today we are going to talk about the reading lesson we had in high school English class. We are going to discuss what we read, what we learned, and how we can improve our reading skills.Title of the Reading Text:The title of the text we read is [put the title here].Summary of the Text:The text is about [summarize the main idea of the text in a few sentences]. It talks about [mention the key points or themes of the text].Engagement:I found the text [interesting/challenging/engaging] because [explain why you found it interesting]. It made me[think/feel/learn] about [mention what the text made you think about].Vocabulary:Some new words I learned from the text are [list the new words and their meanings]. These words helped me understand the text better.Comprehension Questions:Here are some questions about the text:1. What is the main idea of the text?2. What are the key themes or messages in the text?3. How did the text make you feel?4. What lessons did you learn from the text?Reflection:I think I could improve my reading skills by [mention how you can improve your reading skills]. I also want to practice [reading more challenging texts/using new vocabularywords/analyzing texts in more depth] to become a better reader.Conclusion:In conclusion, the reading lesson was[enjoyable/educational/challenging]. I learned a lot from the text and I look forward to reading more texts in the future.Now, let's look at a sample evaluation and review of a high school English reading lesson:Title of the Text: "The Great Gatsby" by F. Scott FitzgeraldSummary of the Text:"The Great Gatsby" is a novel about the American Dream and the lives of the wealthy in the 1920s. It follows the story of Jay Gatsby, a mysterious millionaire who is in love with Daisy Buchanan.Engagement:I found "The Great Gatsby" fascinating because of its vivid descriptions of the Jazz Age and the complex characters. It made me think about the pursuit of wealth and the emptiness of materialism.Vocabulary:Some new words I learned from the text are "ostentatious" (showy), "juxtaposition" (placing two things side by side for comparison), and "incredulous" (unbelieving). These words helped me understand the text's themes and characters better.Comprehension Questions:1. What is the main idea of "The Great Gatsby"?2. How does the novel explore the theme of the American Dream?3. What role does Jay Gatsby play in the story?4. How does the novel portray the lives of the wealthy in the 1920s?Reflection:I think I could improve my reading skills by reading more classic literature and analyzing the themes and characters in more depth. I also want to expand my vocabulary by using new words in my writing and conversations.In conclusion, "The Great Gatsby" was a thought-provoking and engaging read. I learned a lot from the text and I look forward to exploring more literary works in the future.So, that's how you can evaluate and review a high school English reading lesson in a fun and engaging way! Keep reading and learning, my friends!篇8Hello everyone, today I'm gonna share with you about the evaluation template and an example of how to evaluate a high school English reading lesson in a super fun and easy way!Evaluation Template:1. Lesson Objective: What is the main goal of the lesson? Is it achievable and measurable?2. Teaching Strategies: What methods did the teacher use to engage students in the reading activity? Were they effective?3. Student Engagement: How well did the students participate in the lesson? Were they actively involved in the reading and discussion?4. Assessment: How did the teacher assess the students' comprehension of the reading material? Were the assessment methods appropriate?5. Feedback: Did the teacher provide constructive feedback to the students? Was it helpful for their learning?6. Classroom Environment: Was the classroom conducive to learning? Were there any distractions that hindered the lesson?Example of Evaluation:In a recent high school English reading lesson, the teacher's objective was to improve students' reading comprehension skills. The lesson began with a warm-up activity where studentsdiscussed the benefits of reading and shared their favorite books.The teacher then introduced the reading material, a short story called "The Lottery" by Shirley Jackson. The teacher used a variety of strategies to engage students, such as asking thought-provoking questions and encouraging students to make predictions about the story.During the reading activity, students were actively engaged and participated in discussions about the themes and characters of the story. The teacher used a mix of individual and group activities to keep students focused and attentive.Assessment was done through a comprehension quiz at the end of the lesson. The quiz included multiple-choice questions, short answer questions, and a short essay question to gauge students' understanding of the material.After the quiz, the teacher provided feedback to each student individually, pointing out areas where they excelled and areas where they could improve. The feedback was specific and actionable, helping students to understand their strengths and weaknesses.Overall, the classroom environment was conducive to learning, with minimal distractions and a positive atmosphere. The teacher's enthusiasm for the material and engaging teaching style kept students interested and motivated throughout the lesson.In conclusion, this high school English reading lesson was a success, with students showing great improvement in their reading comprehension skills. The teacher's effective strategies and engaging teaching style contributed to the lesson's success, making it a valuable learning experience for all students.Hope you guys enjoy my review! See you next time!篇9Title: My Review Lesson on Reading Class in High SchoolHey guys! Today I want to share with you my experience of attending a reading evaluation lesson in high school. It was super interesting and I learned a lot from it!First of all, the teacher started the class by introducing the topic of the lesson, which was about analyzing and understanding a short story. She explained the importance ofreading comprehension and how it can help us improve our English skills.Then, we read a short story together as a class. The teacher asked us to pay attention to the characters, plot, and themes of the story. She also encouraged us to make predictions about what would happen next in the story.After we finished reading, the teacher asked us to work in groups to discuss our thoughts and opinions about the story. We had to come up with questions to ask each other and share our interpretations of the text. It was really cool to hear different perspectives from my classmates!Finally, we had to write a short essay about the story we had read. The teacher emphasized the importance of clear and concise writing, as well as using evidence from the text to support our arguments. It was challenging, but also a lot of fun!Overall, I really enjoyed the reading evaluation lesson. I learned a lot about how to analyze and understand a short story, as well as how to improve my reading and writing skills. I can't wait to apply what I learned in my future English classes!That's all for now. Thanks for reading!篇10Title: My Review on a High School English Reading ClassHi guys! Today I want to talk about my experience in a high school English reading class. It was super cool so buckle up!First off, let me tell you about the teacher. She was really nice and made the class super fun. She used a lot of pictures and videos to help us understand the texts better. Sometimes she even acted out the scenes from the book, which was so hilarious!The texts we read were also really interesting. We read classics like "Romeo and Juliet" and "To Kill a Mockingbird". These stories were so captivating and made me want to keep reading. We also did a lot of activities like group discussions and role plays, which made the class really interactive.I also liked how the teacher encouraged us to express our thoughts and opinions freely. She always asked for our feedback and made sure we understood the texts thoroughly. This helped me improve my critical thinking skills and confidence in speaking English.Overall, I really enjoyed my high school English reading class. It was engaging, informative, and most importantly, fun! I would definitely recommend it to anyone who wants to improve theirEnglish skills and have a great time doing it. Thanks for listening to my review, guys!。
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。
高中英语评课稿范文(共7篇)
篇一：高中英语说课稿范文两篇高中英语说课稿范文两篇前言：在英语教学中落实新课程标准，就是贯彻执行国家教育部关于课程改革的决定。
新课程标准的三维教学观，具体到英语学科就是要整合发展学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的素养，培养学生综合运用语言的能力。
开展课堂探究是培养学生综合语言运用能力的最佳手段。
所以在我的教学设计里，每一个教学活动中都有情景创设，学生探究，学生处理问题和巩固训练等环节。
一、教学内容分析(一)知识背景及新课程、新教材本单元围绕考古这一主题开展听、说、读、写多种教学活动。
旅游作为当今社会人们最感兴趣的话题在英语学习占有非常重要的位置。
名胜古迹是旅游的重点内容之一，名胜古迹中的许多发现都来自于考古工作。
所以archaeology也是一个非常贴近生活、具有时代性、可挖掘性的教学主题。
本单元所选的语言素材涉及中外名胜，有利于学生了解外国文化，增强世界意识。
正如新课程标准中的教学建议所提：学习考古有利于“拓展学生的文化视野，发展他们跨文化交际的意识和能力”；在利用现代教育技术观看历史教育片的过程中，“拓宽了学生学习和运用英语的渠道”；同时本单元的教学对教师本身历史文化修养、广阔的知识面等方面有非常高的要求，体现了师生共同不断更新知识结构以适应现代社会发展对英语课程的要求的“与时俱进”的理念和思想。
（二）教学重点难点1.利用已有知识谈论石器时代、青铜器时代、汉朝、唐朝等时代人们的饮食起居、文化娱乐、生产工具等，为以后阅读英国的《巨石王》和中华文明的起源奠定基础。
2.调动学生的积极性，组织他们利用表达好奇功能结构谈论他们所感兴趣话题。
3.听力是这一课的难点。
听力材料介绍是古代法国人用来射箭的一种武器。
材料长，对武器的结构的解释比较复杂。
但是学生听过材料后能够顺利地完成课本上的练习。
这里不要求学生理解细节，只要能完成练习就行。
二、三维教学目标（一）知识技能1.学会谈论古代人的生产、生活；2.学会表达对什么东西的好奇，如：• i wonder what/ who… i really want to know…• i’m curious to…i’d love to know…• i wonder if/whether… what i’d really like to find out is… • i’m curious about… i’d like to know more about…3.学习一些与考古有关单词、短语和句式,如：archaeology及其派生词，curiosity,bronze, dynasty,decoration, artifact, unearth, spear, pot等。
评课稿 高中英语阅读
临沂市⾼高三⼀一轮复习公开课评课稿蒙阴⼀一中⾼高⽟玉华根据北北师⼤大王蔷教授的观点，好的课堂应具有三重境界：⾸首先是内容的，其次是思维的，然后是哲学的。
⼀一、从内容上来讲，杜⽼老老师在梳理理⽂文本信息的过程中，在主话题语境下整合了了主题意义下的词汇语义⽹网，这正是⼀一轮复习的主要任务。
同时，赋予单词以鲜明的话题语境，单词复习才有⽣生命⼒力力。
正如英语谚语说的那样：Without grammar,you can convey a little;without vocabulary,you can convey nothing!⼆二、从思维层⾯面来讲，杜⽼老老师运⽤用评判思维中的对⽐比策略略，对⽐比乞⼒力力⻢马扎罗⼭山的过去和现在，但我个⼈人觉得信息梳理理仅停留留在what（内容）的层⾯面，没有从how（思维）的⻆角度来剖析，有点就事论事的感觉。
因为这是⼀一节阅读课，杜⽼老老师是不不是该提⼀一下第三段however 这个linking words的作⽤用啊？其实在第三段中，作者的叙事⽅方向、态度情感都发⽣生了了强烈烈的转折，这些起承转合的地⽅方，往往是多种情节交织、多种观点碰撞，出题⼈人也爱在这⾥里里设题，考察学⽣生对各种事实、观点的洞洞察⼒力力、判断⼒力力。
事实上，在阅读中，同学们往往更更注重实词的含义，⽽而忽视连词、介词等虚词的含义，⽽而恰恰是这些词编织了了⽂文章的脉络框架（woven structure），关注这些词，以及作者使⽤用何种话语⽅方式organize⽂文章的structure，才能让学⽣生read between lines;read behind words，搞清作者真正的写作意图。
在⾦金金字塔思维导图部分，杜⽼老老师在梳理理⽂文本信息的时候⽤用了了这样⼏几个词：base、3000⽶米、further up、4000⽶米、top，这⼏几个词实际上凸显了了作者的写作的逻辑线，正是进⾏行行逻辑思维训练的节点，我们把它们称为：sign words或mark words（路路标词），作者通过这些词搭建⾃自⼰己逻辑思维⽀支架，通过时间、空间转移，推进情节发展，⼀一步⼀一景；此外，作者⽤用了了abruptly,give way to,envelope,twelve shades等极具描述性的词汇，镜头由远到近，由虚到实，主次分明，画⾯面感⼗十⾜足，读者被代⼊入感也⾮非常的强，有跟着作者去旅⾏行行，身临其境的感觉。
英语评课稿范文（通用13篇）
英语评课稿范文（通用13篇）英语评课稿范文篇1本校的高中英语教学倡导导学案教学模式，以学习自主学习为基础，在课上进一步学习巩固及反馈。
带着学习以学为中心的教学模式，我听完了整堂课，并与学生做了交流。
本堂课大多数的教学活动都是由学生自主完成，但被上课教师控制地较多，学生自由发挥的机会较少。
如教师在做点评时，可以让学生来点评，自己补充。
在写前部分，引导学生审题、列提纲时，可先让学生小组讨论连接词，思考应写的部分，而不是教师以讲授的形式全部给出，限制了学生的思维。
本节课带给大家更多的是反思，如何在课堂中做到以学为中心?难道有个导学案，让学生报听写，让学生讨论自己完成练习校对就是以学为中心的教学了吗?值得老师们探讨研究。
英语评课稿范文篇2《Toys I like》是3BModule2 Unit2的一课内容。
我也已将这一课内容教授完毕，但是与陈老师的一课相比较，我的课就显得比较单一，设计思路似乎也比较狭窄，也可以说是属于"传统"型的，并没有注重学生学习能力的培养与提高，由此也想到，我班的学生阅读能力较差实在也不能太怪罪于那群孩子们，纯属"教导无方"。
陈老师的课在教授单词的基础上，还进行了拓展阅读。
学生在学习了一些熟知的玩具的基础上，她又介绍了三种传统玩具:翻花绳，元宵节的兔子灯，更有民族特色的京剧面具。
通过这一节课，她班上的孩子不仅是了解了如何玩，对于其中的所蕴含的中国传统文化也能有所感受，更重要的是阅读技能也有了进一步的提升。
这节课上，陈老师选择了学生喜闻乐见的玩具为话题，首先从简单的玩具翻花绳入手，先由教师演示玩法，激发学生的兴趣，使学生在初步感知的基础上带着强烈的好奇心去阅读文章。
而传统玩具兔子灯以及色彩绚丽的面具，也为学生喜爱和感兴趣。
因此，顺势呈现的5篇阅读文章也激发了学生的阅读兴趣，围绕着话题层层推进，轻松扫除了阅读时的障碍。
在这一课上，陈老师基本采用学生自主阅读的方式，有的是教师提出关键词，引导学生用关键词去理解整篇文章，有时利用关键问题来提纲挈领，抓住文章的中心意思。
高中英语评课稿
高中英语评课稿
Harrypotter
今天下午第一节听了##老师在多媒体教室上的英语课Harrypotter，我的评课如下：
一、从教学目标上分析
1、##老师这节课目标非常明确。
即要求学生对课文进行较好的理解，训练学生的略读，查读和跳读能力，找出每段的主题句，并做好相应的阅读题和判断题，在学完本文之后，激发学生对人生和命运的感悟，启发学生面对困难时要坚定信念，勇敢面对，最终克服困难。
从教学目标制订来看：能从知识、能力、思想情感等几个方面来把握，体现阅读课的特点；能以新课程的大纲为指导，体现新教材特点。
2、从目标达成来看：课堂上能较快地接触重点内容，重点内容的教学时间得到保证，阅读技能得到巩固和强化。
注重学生主体性的发挥，从提问到练习到讨论，都能把“以学生为本”的教学思想贯穿课堂始终。
二、从处理教材上分析
##老师对该节课知识内容的传授较准确，在教材处理和教法选择方面突出了重点，突破了难点，。
高中英语阅读评课稿(优秀8篇)
高中英语阅读评课稿(优秀8篇)高中英语阅读评课稿篇一在高中英语教学中，英语阅读教学不仅要完成传授语言知识、发展学生语言能力的任务，而且要深化课文的内涵，并扩展课文的外延，把课文空间延伸到社会、生活中去，从而实现知识的有效扩展和迁移，提高阅读教学的效率和质量。
但是，在实际的教学过程中，我发现有时过多地对阅读文章进行扩展，反而忽视了学生对课文的理解；过多补充其他内容，结果学生连课文内容都没有理解。
所以，我对英语阅读教学扩展活动进行了反思，发现在高中英语阅读教学中，扩展活动要注意以下四个方面，才能更好地保证扩展的有效性。
1．关注阅读材料本身课本是阅读教学之本，而扩展只是一种辅助手段。
扩展必须在完成阅读任务的基础上进行，以保证阅读教学的高质、高效。
无论教师采用什么样的扩展方式，都必须有助于学生理解和把握课本知识。
在阅读教学中，教师一方面要关注学生阅读的质量，让学生不仅要对文章内容理解透彻，而且要把握文章的语言表达，从而建构知识体系。
另一方面，教师还要关注学生的阅读方法和阅读能力。
教师应该循序渐进地培养学生的阅读能力和整体把握文章的能力，引导学生运用多种阅读方法获取信息和解决问题。
2．注重思维训练有效的扩展应增加学生思维的深度，扩大学生思维的广度。
如果阅读教学仅仅注重了表面内容的扩展和延伸，而忽视了思维训练的内在，那么此种扩展训练只能是形式上的迁移，而不是真正意义上的扩展。
教师要透彻地研究教材，挖掘和提炼阅读课文的精髓，精选扩展内容，设计循序渐进的任务；要关注学生的知识准备、能力需求、方法应用和意向兴趣等认知活动的要素，并进行有效的调控。
3．让学生成为扩展的主体教师要根据教学的需要，适时、适度地进行扩展，但并非每课必扩展，也并非只能把扩展放在后半节课。
扩展应注重课内与课外的有机结合，注重对教学资源的优化重组，以促进学生对文章的理解和思维的发展。
基于这一出发点，课堂教学的每一个环节都可以作为扩展的切入点。
课前可预习扩展，课中可引入扩展，课后亦可延伸扩展，关键是要选准扩展的切入点，使扩展能够激活学生的思维，诱发其表达欲望，促使其体验、感受、领悟和思考。
高中英语课评课稿范文优秀6篇
高中英语课评课稿范文优秀6篇高中英语评课稿篇一高中英语书面表达现状及对策浅析高中英语书面表达教学途径高中英语书面表达高中英语书面表达中的问题与提高途径微探提高高中英语书面表达的有效途径高中英语书面表达教学的体会高中英语书面表达教学的探讨高中英语书面表达的训练高中英语书面表达的教学思路提升农村高中英语书面表达教学质量的方法探究高中英语书面表达的现状分析及其对策浅谈高中英语书面表达中存在的问题及提高的措施高中英语书面表达教学中存在的问题及对策高中英语书面表达存在的问题及对策高中英语书面表达的“瓶颈”及应对策略谈高中英语书面表达中的错误分析及解决策略高中英语书面表达能力滞后的原因及提高对策高中英语书面表达模板运用的利弊分析及分层次教学浅析高中英语书面表达的错误及对策自评及互评在高中英语书面表达的应用常见问题解答当前所在位置：中国论文网教育高中英语书面表达的现状及提升途径高中英语书面表达的现状及提升途径杂志之家、写作服务和杂志订阅支持对公帐户付款！安全又可靠！document.write("作者：未知如您是作者，请告知我们")申明：本网站内容仅用于学术交流，如有侵犯您的权益，请及时告知我们，本站将立即删除有关内容。
普通高中英语课程标准中明确指出，写作是听、说、读、写四项语言技能中不可分割的一个重要部分，是语言生成能力的重要表现形式，尤其在书面表达上，要求学生能清楚地表述事实、观点、情感和想象等内容。
考生应能正确拼写单词，准确运用语法和词汇，同时还要灵活运用句型和词汇，清楚、连贯地表达思想。
很多老师认为，必须狠抓听说能力，才能全面提高英语的综合能力，这从语言的实践功能看，的确是不错的。
可是，作为第二语言的我们，更多的是要接触英语的书面表达，在高中英语教学中，书面表达的教学环节往往容易被忽视。
因此，如何去训练并提高高中学生的英文写作能力是值得我们每一个英语老师思考的问题。
一、高中英语写作的现状1、忽视单词记忆，单词量储备不足在课程标准中指出，单词拼写是英语写作的基本要求，考生应在理解语篇的基础上，根据句子的意义、结构及文本的语境和提示，写出形式正确的单词。
高中英语评课稿万能8篇
高中英语评课稿万能8篇1. 课堂氛围营造篇内容简介：这篇评课稿主要介绍了如何营造一个积极活跃的英语课堂氛围。
通过组织有趣的课堂活动和鼓励学生积极参与讨论，可以促进学生的互动和语言运用能力的提升。
2. 听力训练技巧篇内容简介：这篇评课稿主要介绍了高中英语听力训练的技巧和方法。
通过提醒学生注意信息的关键词和音调变化，以及多听多练的方法，可以帮助学生提升听力能力，更好地理解和应对听力考试。
3. 阅读理解策略篇内容简介：这篇评课稿主要介绍了高中英语阅读理解的策略和技巧。
通过进行主题预测、快速浏览和关键词标记等方法，可以帮助学生高效地理解和分析文章，提升阅读理解能力。
4. 写作技巧提升篇内容简介：这篇评课稿主要介绍了高中英语写作技巧的提升方法。
通过分析写作要求、提炼关键信息和构思好框架等步骤，可以帮助学生撰写结构清晰、内容丰富的英语作文。
5. 口语表达能力训练篇内容简介：这篇评课稿主要介绍了高中英语口语表达能力的训练方法。
通过模拟对话、角色扮演和实地交流等活动，可以帮助学生提升口语流利度和表达准确性，增强与他人的交流能力。
6. 词汇记忆技巧篇内容简介：这篇评课稿主要介绍了高中英语词汇记忆的技巧和方法。
通过运用联想法、词根词缀记忆和多次复的策略，可以帮助学生更有效地记忆和运用大量生词，扩大词汇量。
7. 语法应用指导篇内容简介：这篇评课稿主要介绍了高中英语语法应用的指导方法。
通过讲解语法规则、提供语法练和做语法复总结，可以帮助学生理解和运用英语语法知识，减少语法错误。
8. 考试备考策略篇内容简介：这篇评课稿主要介绍了高中英语考试备考的策略和建议。
通过制定合理的备考计划、进行模拟考试和积极应对考试压力，可以帮助学生提高应试能力和取得优异的成绩。
以上是《高中英语评课稿万能8篇》的简要内容介绍，通过这些评课稿，有助于高中英语教师更好地指导学生，提升学生的英语学习水平和能力。
高中英语评课稿范文
高中英语评课稿范文一个好的评课稿的书写，是经过无数次的历练的，即使是高中的英语课也同样。
下面是店铺给大家整理的高中英语评课稿范文，供大家参阅!高中英语评课稿范文1一、教学课型：阅读理解课阅读理解课是高中教学中的重要课型之一，旨在培养学生的阅读理解能力。
教学过程以听、说、读为主，之后上升到写。
遵循从信息输入到信息加工处理，最后到信息输出的原则，真正着眼于“提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，特别注重提高学生用英语进行思维和表达的能力。
”二、教材分析1、教材内容分析：本课选自《普通高中课程标准实验教科书英语》教材第六册第三单元阅读训练部分。
本单元围绕“健康生活”这一主题，涉及许多社会热点问题，如抽烟、吸毒、爱滋病、学习与工作压力等影响健康的棘手问题。
本节课通过祖父写给孙子的信，告诉孙子他之所以能长寿和充满活力，主要得益于他健康的生活方式,劝告孙子把烟戒掉。
2、教学目标(1)知识目标：灵活应用所学的描述吸烟的危害、吸烟成瘾的原因及戒烟的方法的词汇和句型：词汇：cigarette, stress, adolescent, due to, tough, mental, be addicted to…, quit, be accustomed to 等句型：it’s amazing that……how easy it is to begin smoking and how hard it is to stop.it isn’t easy to stop smoking, but millions have managed to q uit…(2)能力目标：根据阅读话题和所学知识，写一篇劝募戒烟的信(3)情感目标：(1)指导学生认识到抽烟的危害。
(2)增强学生的社会责任感,培养学生关心他人, 远离有损身体健康的活动,并养成良好的生活习惯3、教学重点和难点(1)教学重点：训练学生阅读理解、归纳语篇主旨要义及独立获取信息的能力。
高中英语评课稿范文
高中英语评课稿范文一、课堂概述本节课是一节高中英语阅读课，主要内容为阅读理解和语言运用。
本节课的教学目标是让学生能够通过阅读理解文章内容，掌握文章中的重点信息，并能够运用所学语言知识进行表达和交流。
二、教学设计1. 教学内容本节课的教学内容主要包括以下几个方面：•阅读理解：学生需要通过阅读一篇文章，掌握文章中的重点信息，并能够回答相关问题。
•语言运用：学生需要通过所学语言知识，进行表达和交流。
2. 教学方法本节课的教学方法主要包括以下几个方面：•讲授法：通过讲解文章中的重点信息，帮助学生掌握文章内容。
•问答法：通过提问的方式，引导学生思考和回答问题。
•合作学习法：通过小组合作学习的方式，促进学生之间的交流和合作。
3. 教学过程本节课的教学过程主要包括以下几个环节：（1）导入环节教师通过引入话题，激发学生的学习兴趣，引导学生进入学习状态。
（2）阅读理解环节教师通过讲解文章中的重点信息，帮助学生掌握文章内容。
同时，通过提问的方式，引导学生思考和回答问题。
（3）语言运用环节教师通过所学语言知识，进行表达和交流。
同时，通过小组合作学习的方式，促进学生之间的交流和合作。
（4）总结环节教师通过总结本节课的教学内容，帮助学生回顾所学知识，巩固学习成果。
三、教学效果本节课的教学效果良好。
通过本节课的教学，学生能够掌握文章中的重点信息，并能够运用所学语言知识进行表达和交流。
同时，小组合作学习的方式，促进了学生之间的交流和合作，提高了学生的学习效果。
四、教学反思本节课的教学反思主要包括以下几个方面：•教学内容设计不够充分，需要进一步完善。
•教学方法需要更加多样化，以满足不同学生的学习需求。
•教学过程需要更加流畅，以提高教学效果。
五、教学建议为了进一步提高教学效果，我提出以下几点建议：•加强教学内容的设计，确保教学内容充分、全面。
•多样化教学方法，以满足不同学生的学习需求。
•加强教学过程的管理，确保教学过程流畅、高效。
高中英语报刊阅读公开课评课稿范文
高中英语报刊阅读公开课评课稿范文Reading is an essential skill for students to develop, as it not only expands their knowledge and vocabulary, but also helps them to think critically and communicate more effectively. In the context of high school English education, the incorporation of newspaper and magazine reading into the curriculum can provide valuable opportunities for students to engage with authentic, up-to-date content and enhance their language proficiency.The open class on high school English newspaper and magazine reading serves as an excellent platform to showcase the effectiveness of this instructional approach. The lesson began with a clear introduction to the objectives and the importance of developing reading skills through the use of real-world materials. The teacher then effectively guided the students through a step-by-step process, starting with pre-reading activities that helped to activate their prior knowledge and set the context for the reading task.One of the standout aspects of the lesson was the teacher's selection of appropriate reading materials. The choice of articles fromreputable news sources and popular magazines ensured that the content was engaging, relevant, and at a suitable level of difficulty for the high school students. This careful curation of resources demonstrated the teacher's deep understanding of their students' interests and language abilities, which is crucial for fostering effective learning.During the reading phase, the teacher employed a range of strategies to support the students' comprehension. Frequent check-ins, targeted questioning, and opportunities for discussion allowed the students to actively engage with the text and deepen their understanding. The teacher's skillful facilitation of these activities encouraged the students to think critically, make inferences, and connect the reading material to their own experiences.Furthermore, the lesson incorporated a diverse array of post-reading tasks that reinforced the students' learning and provided them with opportunities to apply their newfound knowledge. These tasks included summarizing the main ideas, analyzing the author's perspective, and creating their own written responses to the articles. By engaging the students in these varied and meaningful activities, the teacher effectively consolidated their understanding and helped them to develop essential language skills.Throughout the lesson, the teacher's clear and organized delivery, aswell as their ability to maintain a positive and encouraging classroom environment, were particularly noteworthy. The students were actively engaged, asked thoughtful questions, and demonstrated a genuine enthusiasm for the learning process. This dynamic and supportive atmosphere is crucial for fostering a love of reading and language learning among high school students.In conclusion, the open class on high school English newspaper and magazine reading was a resounding success. The teacher's careful planning, effective instructional strategies, and ability to create a engaging and supportive learning environment all contributed to the students' meaningful engagement with the reading materials and the development of their language skills. This lesson serves as an exemplary model for integrating authentic, real-world content into the high school English curriculum and highlights the potential of such an approach to enhance student learning and foster a lifelong love of reading.。
高中英语说明文阅读公开课评课稿范文
高中英语说明文阅读公开课评课稿范文English: The high school English explanatory text reading open class is a crucial part of the curriculum, as it not only helps students to understand different types of explanatory texts but also teaches them how to analyze and comprehend the information presented in these texts. During the open class, it is essential for the teacher to clearly explain the characteristics of explanatory texts, such as their purpose, structure, and language features, and provide comprehensive examples to illustrate these points. Moreover, the teacher should employ various teaching methods, such as group discussions, interactive activities, and multimedia resources, to engage students and enhance their understanding of the text. It is also important for the teacher to encourage students to ask questions and participate actively in the class, in order to promote a lively and dynamic learning environment. Furthermore, the teacher should assess students' understanding of the text through quizzes, discussions, and assignments, and offer constructive feedback to help students improve their reading and analytical skills.Translated content:高中英语说明文阅读公开课是课程的重要组成部分，它不仅帮助学生理解不同类型的说明文，还教导他们如何分析和理解这些文本中呈现的信息。
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高中英语阅读课评课稿内部编号：（YUUT-TBBY-MMUT-URRUY-UOOY-DBUYI-0128）篇一：高一英语阅读公开课评课稿高一英语阅读公开课评课稿xxx这次我听了xxx老师的一节公开课，结合所听的课及和其他老师的交流，谈一点我的个人看法。
不当之处，望予以指正。
．值得推介的几点。
1．导入部分新颖自然，易让学生接受。
课堂教学的导入，是教师在新的教学内容或活动开始时引导学生进入学习的行为方式。
导入是课堂教学的一个有机组成部分，是实际教学的前奏，起着“引子”的作用。
组织好一堂课的开端，可以抓住学生，控制课堂，促进学生积极思维的作用。
本课教师没有以传统的教学方法引出今天所讲的主题，而是以当前的世界热点问题展开热身和讨论活动来导入整堂课，从而引出单元的主题----working land。
2．教学思路清晰，活动形式多样。
对于高中英语的阅读课来讲阅读内容的落实是一个比较困难的环节，除了阅读内容的设计还牵涉到一个过程控制的问题。
在这方面，郑老师充分利用了的课后的阅读后活动，如判断，回答大意等多种形式。
在阅读开始前，让学生在一定的时间里完成一项阅读任务，在一定程度上能避免一些无效阅读。
3．教师对教学充满热情，积极调动课堂气氛。
课堂气氛是通过师生间的相互作用和同学间的相互影响而表现出来的一种群体心理状态。
建立和谐的人际关系是优化课堂气氛的重要条件之一。
郑老师在这一点上做得很好。
4．注意培养学生的阅读能力。
在基础的语言形式训练上提升交际品位，为学生创设丰富的语言环境，让学生产生交际的愿望和机会，使交际具有实际内容和实际意义。
．值得探讨之处。
1．导入的题目设得过大，在一定程度上使课堂的阅读时间显得局促，不妨直接把引入缩小，变成与farming相关的问题，诸如are you from afarmer’s family？what do you know about working the land？等等。
2．时间的分配上显得不够科学。
篇二：王娟英语阅读课评课稿八年级英语任务型阅读研讨课评课稿钟培平王老师的本堂课可以说是一节非常成功的英语课，她非常自然而流畅的完成了教学任务。
这说明她的基本功非常的扎实,而且平时对课堂教学和教学的研究一定是深入的。
这节课为学生提供了足够的时间进行阅读、分析、思考和讨论，注重了教材内容的思想性、知识性和欣赏性，开阔了学生的视野，对学生的自主学习和终身发展具有重大的积极意义。
本节课有以下几个特点：：1.做好前测，巧妙导入前测是科学设计、有效教学的基础，用好前测，教师既能了解学生的现有发展水平，又能使学生客观认识自己的知识储备情况，这对整体的阅读教学具有重大意义。
王老师能巧妙设题：导入时组织学生以小组为单位写出你知道的工作名称以及运用句型im going to be a teacher.使学生复习了已有知识，进一步复习巩固与工作相关的词汇，也为建构学习新知识做好准备。
2.精心设计，培养读能力。
在首次阅读时，老师先设计了两个简单的问题：what is she going to be when she groups up? where is tiantian going? 然后在难度上有所提升，完成两个填写表格的教学任务。
与此同时也引导学生关注使用一些连接词，如first、then、next、finally等。
这些词不是难词，但学生在平常写作中不会有意识的去用，而王老师的处理就使文章的框架水到渠成。
尤其是retell写作策略，非常受用，学生可以根据板书的内容很清晰地复述课文，长期坚持，有助于培养学生的语感及提高学生的写作能力。
本节课结构严谨、环环相扣，过渡自然，密度适中，效率高。
讲与练时间搭配合理教师活动与学生活动时间分配与教学目的和要求一致．学生的个人活动，小组活动和全班活动时间分配合理。
总之，这是一堂设计到位、行之有效的阅读教学课。
3.教师主导学生主体纵观整堂课，学生思维活跃，而且对课堂上的活动都是积极配合的。
我想主要是因为王老师的课堂教学始终贯穿以学生为主体，教师为主导的新课程理念。
在老师的指导和感染下，学生处于相对自然地状态，他们不断地习得并使用语言，学和用每分每秒都和谐地交织在一起。
全班同学积极合作，认真讨论，动脑，动口、动手，真正体现了新课程使学生在合作中提升语言思维能力的理念，有效的完成了本堂课的教学任务。
4.教师的专业质高，基本功扎实老师虽然是为年轻老师，但从这节课可以看出她扎实的基本功，这可以从以下几点可以看出：一、看语言：全英文授课，教师的课堂语言，准确清楚，精当简炼，生动形象有启发性。
二、看板书：虽然课程思路和重点在课件中体现得很充分，但是吕老师大气的板书准确的表达了本课的知识要点。
三、看操作：教师运用教具，操作多媒体电脑等比较熟练。
四、看教态：王老师课堂上的教态明朗、富有感染力，仪表端庄，举止从容，师生情感融洽。
从课的开始到结束,教师始终是像一个大姐姐一样,面带微笑地和学生在交流,而学生也不因为有这么多老师听课而拘束,与老师配合相当密切。
5.教学效果好本节课教学效率高，课堂容量很大，学生思维活跃，从上课学生回答问题的情况来看，准确率高，犯错误的不多见，实现了在知识、能力、思想情操目标的达成。
6.不足之处及改进建议当然，金无足赤人无完人，本节课也存在几点不足之处：(1)、整体时间安排有些前紧后松。
没有给个体学生留下足够的机会去展现自我，比如说在复述课文与读小作文时，每次活动只有一男一女。
(2)、整堂课没有照顾到全体学生，尤其是对后进生有所忽视。
长期的全英语教学教学使得好学生越来越好，但基础差的就很难跟上。
(3)、整堂课老师缺乏激情，显得很平淡。
篇三：高中英语阅读课反思评议中英语阅读课教案、反思及评议学反思本节阅读课的成功之处有以下几点：1.导入精彩以老师的亲身经历为切入，首先呈现老师曾出国澳大利亚旅游和学习的照片，用问题导入。
这几个问题都具有趣味性和导向性，目的是为了使学生产生明确而强烈的学习期待心理，这种心理会促使学生带着浓厚的兴趣学习，创设轻松的课堂氛围，能收到事半功倍的效果。
接着要求学生在预习基础上通过头脑风暴活动，说说与旅游及留学相关的词语，(碰到生词时老师作必要的解释。
)帮助他们在大脑中形成一个有关出国旅游的信息包，鼓励学生想象，激发学生思维。
同时使学生知道如何用分类、归纳的办法记忆英语单词。
2．为学生独立学习留有空间和时间教师在布置每个任务后都留给学生一定的思考时间。
比如：在阅读的skimming部分，教师给学生留出3分钟的时间，让他们独立思考，准确、快速地归纳段落大意，培养学生的略读技巧和概括文章内容的能力，也为下一步获取细节信息的活动打好了基础。
又如detailed-reading部分，教师给学生共留出12分钟的时间，要求他们带着问题思考，使学生有目的地进行阅读，了解文章的细节信息，提高学生获取信息和处理信息的能力，培养学生的自主学习能力和探究能力，激发他们的发散思维。
3.课堂活动形式多样化多样化的课堂活动形式有利于保持学生的注意力，有利于提高课堂教学的有效性，并能使学生“求新”、“求异”的心理得到满足。
就内容而言，设计了大脑风暴活动、猜测活动、理解活动、情感活动、反馈活动等；就组织形式而言，师生、生生互动性强，既有个体活动，又有小组活动、全班活动和师生互动；就学习方式而言，既有自主学习的活动，又有合作中学习的活动。
活动前本人都扮演好各种角色，给学生清晰明确的指令和任务，并调控好课堂教学。
由于设计的活动贴近现实生活，能够让学生有话可说，极大地激发了学生的参与热情。
4. 尊重学生的个性化的学习风格。
在课堂上，有些学生可以通过自己的努力独立完成任务，但毕竟基础差学生还是蛮多的。
因此，教师应考虑学生的差异性。
比如在consolidation部分，“read the text again and fill in the diagram below: benefits ofdoing a preparation course…difficulties at the university…” 笔者采用的活动形式是：学生可以自己独立完成，如果有困难可以与同伴合作，也可以请教老师。
但无论哪一类学生，都要求他们以参与求体验，以创新求发展，激发他们对课堂、对学习的沉醉与迷恋，使上、中、下不同水平的学生都有参与课堂活动的机会，都能学有所获。
5. 注重情感教育，培养学生坚强的意志，坚定克服困难、迎接挑战的决心，帮助学树立学好英语的信心。
6.本节课通过整体阅读、分层阅读、整体感受来设计，教学过程体现了层次性与任务设计的有效性。
本节课的不足之处有以下几点：1.阅读文章篇幅较长，内容较多，个别学生如果预习不充分，可能会消化不了。
2.作业(1可以改为：s u p p o s ey o u rf r i e n dh a sac h a n c et og ot oe n g l a n dt os t u d y , w h a ts u g g e sionswillyoumaketohimorher?3.在做tu eo rf a l s e 和c o n s o l i d a t i o n 时可以给学生留出更多的准时间。
裘云辉老师市级英语研讨课的评课--- 庄亚丹老师记录徐洁老师评议：1.学生在教师精心设计的教学计划指导下，非常有效地进行学习。
2. 教师充分考虑了学生的学习状态，以深入浅出的方式引导学生完成教学目标。
教所设计的问题与活动循序渐进，环环相扣，变化多端，类别齐全。
3. 作为阅读课，将更多时间用在与学生阅读、理解、解答问题。
事实多样的问题设计成功地引导学生对文章进行全面细致的学习。
4. 本节课突出了“学”这一环节，充分考虑学生的学习状态，可适当增加一点“思”和“活用”的时间。
孙涛老师评议：裘云辉老师的这节阅读课很成功，主要归纳为以下几点：1.教学思路和教学目标清晰，教学设计符合学生的实际水平，教学任务紧紧围绕教学标展开，教学任务圆满完成。
2.课堂活动形式多样化，整个教学过程环环相扣。
从led -i n 到p re -r e a d i n g 到p r e d i c t i o n 到s k i m m i n g 到c a n n i n g 到c o n s o l id a t i o n 到i n te r v i e w 到s u m m ay。
3.注重各种阅读技能的培养。
如：预测能力，归纳能力、总结能力。
引导学生从习课文升华到思想情感的教育。
4.注重学生的自主学习和合作学习，面向全体学生，使同程度的学生都能学有所获。
红洲老师评议：本节课的亮点：1、对课文的处理脉络清晰，条理清楚，层层递进，深入浅出。