青年骨干教师优质课竞赛《M6U3Reading Cultural differences 》教学案

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2024年名师讲坛智趣冬令营六年级英语冀教版

2024年名师讲坛智趣冬令营六年级英语冀教版The 2024 Winter Camp for Grade 6 English of Jilin Education Edition is an exciting opportunity for students to enhance their English language skills in afun and interactive environment. However, there are several issues that need to be addressed to ensure the success of the camp. One of the main problems is the lack of resources for the camp, including teaching materials, equipment, and facilities. Additionally, there may be challenges in engaging and motivating students, as well as ensuring the safety and well-being of all participants. In this response, wewill explore these issues and propose potential solutions to make the 2024 Winter Camp a rewarding and memorable experience for all involved.First and foremost, the lack of resources for the camp is a significant concern. Without proper teaching materials, equipment, and facilities, it will be challenging to deliver high-quality English instruction and provide a stimulating learning environment for the students. To address this issue, it is crucial to secure adequate funding and support from the school, local community, andpotential sponsors. This may involve reaching out to businesses, organizations,and individuals who are willing to contribute financially or donate resources to the camp. Additionally, it is essential to plan and allocate the available resources effectively, ensuring that they are used efficiently to meet the needsof the camp.Another important aspect to consider is how to engage and motivate students during the Winter Camp. As sixth graders, the students may have varying levels of English proficiency and different learning styles. It is essential to design activities and lessons that are interactive, relevant, and tailored to thestudents' interests and abilities. This may involve incorporating games, group projects, multimedia resources, and real-life scenarios to make the learning experience more engaging and enjoyable. Furthermore, it is crucial to create a supportive and inclusive learning environment where students feel comfortable expressing themselves and taking risks in using English. This can be achievedthrough positive reinforcement, effective communication, and building rapport with the students.Ensuring the safety and well-being of all participants is another critical concern for the Winter Camp. As the camp will likely involve outdoor activities, field trips, and potentially unfamiliar environments, it is essential toprioritize the safety and security of the students and staff. This may involve conducting risk assessments, implementing safety protocols, and providing adequate supervision and support during all camp activities. Additionally, it is crucial to communicate and enforce clear rules and expectations for behavior, as well as to have contingency plans in place for emergencies or unexpected situations. By prioritizing safety and well-being, the Winter Camp can create a positive and secure environment for students to learn and grow.In conclusion, the 2024 Winter Camp for Grade 6 English of Jilin Education Edition presents an exciting opportunity for students to enhance their English language skills in a fun and interactive environment. However, there are several issues that need to be addressed to ensure the success of the camp, including the lack of resources, the need to engage and motivate students, and the importance of ensuring safety and well-being. By securing adequate resources, designing engaging activities, and prioritizing safety, the Winter Camp can provide a rewarding and memorable experience for all involved. With careful planning, effective communication, and support from the school and community, the 2024 Winter Camp has the potential to be a valuable and enriching experience for Grade 6 students.。

高中英语 m6u3 reading cultural differences教案牛津版选修6

M6 Unit3 Cultural differences Reading教案Chuzhou Middle School Li hongxiaTeaching Analysis:This lesson is about the conversation in a chatting room and focused on the cultural differences. Three students from China, Brunei and the Uk have a discussion on theTnternet about this issue. In this section, students will gain some information aboutthe cultures of different countries and learn to communicate cross-culturally. TheReading strategy in this unit teaches students how to understand examples used intexts.Learning Aims1. Knowledge aim: Get more common sense about cultural differences2. Ability aim: 1) Try to develop students’ ability of task based reading.2)Enable the students to master Reading strategy:understanding theuse of examples.3.Emotional aim: 1) Increase students’ awareness of the importance of understandingcultural differences2) Make students proud of our own cultureImportant points1. Help students improve the cultural awareness.2. Students are to finish the related task based assignments so as to developtheir exact reading comprehension.Difficult points1. How to get students to participate the class activities actively.2. Try to help students present their ideas on the topic.Teaching Methods1. Fast reading to identify the basic information2. Task reading as a brief summary of the topic.3. Discussion for cultural differencesTeaching Aids1. The multimedia2. The blackboardTeaching ProceduresStep1: Revision.Discuss the different greeting ways in different countries.Step2: Lead-inStudents have a discussion about cultural differencesStep3:Fast readingStudentsTick out the things mentioned.wedding shoes presents pointing USA/UK cultural differencesan American celebration color of clothingStep4: Detailed readingT/F questions1.Thanksgiving is celebrated by both Americans and the British people.2. In Italy, guests are expected to give presents to the newly-weds as a souvenir to remember the big day.3. It’s good manners for Americans as well as the British to open the presents as soon as they receive them.4. In Brunei it is polite to point to someone with one’s first or index finger. Differences in wedding reception in Brunei?The man and the woman __________________.No ________.Play _______ for a long time, sometimes _______.Step5: Task reading_____1_____ differencesStep6: Reading strategy:understanding the use of examples1)_______________________________________________________2)________________________________________________________3)_______________________________________________________ Step7:Summary____________________________________________________________________ Step8: DiscussionHow to understand each other better ? (behaviour, respect...)Step9: homework1. Review what we have leant today.2. Preview the language points in this article.。

全国一等奖高中英语优质课大赛《M2 Unit6 Lesson4》教学设计+学案+教学反思

Teaching PlanM2 Unit6Lesson 4 Dream HousesTeaching aims:At the end of this period, the students will be able to:1.appreciate the detailed description of houses during reading;2.describe the houses in the text using the language learned;3.learn to design their dream houses and share their ideas;4.develop their awareness of the importance of pursuing their dreams.Reading strategies:1.predicting from the pictures2.skimming for main idea3.reading for key information4.guessing the meaning of words from the contex tTeaching aids: computer, blackboard, PPT, handoutsTeaching procedures:Step 1. Lead-in to warm upT: Look at the house on the screen. Is it beautiful?S: Yes.T: This is the house i bought a few years ago in Xiamen, which means that i have a house, towards the sea, with all the flowers blossoming, in the warm spring. Do you know how much it is worth?S: ...T: It is worth at least more than ten million RMB, which means that i am a millionaire. But it is a pity that i can only own such a house in my dream.S: (Laughters)...T: Talking about houses, different kinds of houses may come to our mind: castle, palace, cottage, apartment/flat, townhouses...T: today, we are going to read The House on Mango Street.The author: Sandra Cisneros. Sandra Cisneros is one of the most interesting ‘Latina’writers in the USA. The House on Mango Street was about a dissatisfied little girl who was brought up in a poor family.(teaching purpose: Start from pictures and Ss own feelings so that Ss can relate it to something they are familiar with and get ready for the reading. )Step 2、Skimming to match the topics with the paragraphs.(Ss read through the article quickly to match the topics with paragraphs.)Para. 1 The flat on LoomisPara. 2 The house on Mango streetPara. 3 The places she lived beforePara. 4 The house of her ownPara. 5 Her dream house(teaching purpose: Read for main idea.)Step3 Read to learn for details(Ss answer questions about some detailed information in the article.)1.Read paragraph 1 and answer the question: How many places has the girl lived in?2. Read para 2 and answer:What are the good points the girl thought the house on Mango Street had?3. Read para 3 and answer: Why did they leave the flat on Loomis?4. Read para 4 and answer: Which of these things did the girl’s dream house have?swimming pool, pipe, a yard with trees, washrooms, balcony, games room, fence,running water, bathtub, basement, “real”stairs5. Read para 5 and answer: How does the writer describe the house on the Mango Street?(teaching purpose: Reading strategy training: reading for key information .)Step 4、Match the houses according to the description in Para.3-5.(T shows three pictures of houses. Ss work to match the pictures with the houses. Check with the whole class. Describe the houses.)Her dream house The flat on Loomis The house on Mango street(teaching purpose: Read for detailed information. Get Ss familiar with the content.)Step5、Can you design your own dream houses?(T asks Ss to talk about the way the writer describes the houses in the passage.)Introduction:Kind of house: flat / apartment, cottage, castle, palace, townhouseMaterials: concrete, steel, glass, wood, bamboo, stoneLocation: in the city center, in a forest, on a mountain, at the seaside…Rooms:Describe what the rooms are like, where they are and what is in them (furniture)bedroom, sitting room, dining room, kitchen, hall, bathroom, basement, garage, stairs sofa, bookshelf, fireplace, curtain, lampSpecial features of the house:solar panels on the roof, yard , swimming pool, balcony, ceiling, statue, painting…Conclusion: say why you would like to live there I would like to have a…so that I can…Have a peaceful life Sleep comfortably Enjoy the sunshine study quietly Have tea parties…The house on Mango street （a sample based on the structure and the key words）Kind of building? Materials used? Location?Rooms? Features?(teaching purpose: Help Ss be clear about detailed description.)Step 6、Group Work:(Group presentation: Ss work in groups of 4 to talk about a sitting room/ kitchen/ bedroom/ bathroom/ balcony/ basement/ study… in their dream house.)First: In group of four, design a house that you think is perfect and do the drawing on a piece of paper. Then describe it to other students. Try to use thekey words.Second: Interaction: Make a presentation about your dream houses to your classmates according to your drawing. （You can use the key words in the text book to help you ）T: Good! Time is limited. I am sure you must have more fantastic ideas of dream houses. I think you can share them with each other after class. It’s time for us to make a summary for this class.(teaching purpose: Students use the expressions and information they have learned to practise describing houses.)Step 7 SummaryIn this period, we have read the House on Mango Street; and we have learned how to describe a house using the key words in the text; more importantly, we have learnt to design a dream house and describe it using what we have learned; most importantly, we have understood how important it is to pursue our dream.(teaching purpose:to help the students get a general idea of the whole lesson.)Step8、Homework ：( consolidate the reading practice in this period)1. Read the text aloud.2. Write a passage titled “My Dream House”.(teaching purpose: to put what have been learnt into practice and achieve the aim of reading to write.)Reflection for this period:本节课充分体现了《普通高中英语课程标准》强调课堂教学注重学生自主性、探究性原则：首先，本节课设计以“阅读---思考---表达”教学思路为主线，根据文章的特点，采用中心句，逐段设置问题的形式，引导学生分析语篇的段落结构，把握文章的主要脉络，并深入语篇，借助语境建立语句之间、段落之间的语义联系，开展语篇阅读整体教学。

外研版九年级下册英语M5U3名师公开课获奖课件百校联赛一等奖课件

4. Who _i_s_m__is_s_in_g___(miss)? 5. _W__il_l__ I __l_iv_e___(live)?
时态动词旳时态（以teach为例）
时态 • 一般目前时
一般过去时
构成 teach/teaches
taught
含义 • 目前经常发生旳行为 • 过去发生旳行为
例句 He teaches us English.
Listen and answer the questions.
1. Where does the conversation take 2. place?In a doctor’s 2. Who is toaflfkicine.g?
Mr Maxwell and the doctor are talking. 3. What is the problem?
Complete the passage with the correct form of the words in brackets.
A woman (1) _c_a_m__e__ (come) home to find her husband in the kitchen. He (2) _w_a_s_s_h_a_k_i_n_g__(shake) widely from side to side. Then the woman (3)_n__o_ti_c_e_d__ (notice) that he (4) _w__a_s_s_ta_n__d_in_g___ (stand) with one hand on the cooker! Naturally she thought her husband (5) _w_a_s_t_o_u_c_h_i_n_g_ (touch) the electricity.

UNIT6BritishLiterature市公开课一等奖省赛课微课金奖PPT课件

sun His half-course in the sign of the Ram has run, And many little birds make melody That sleep through all the night with open eye (So Nature pricks them on to ramp and rage) Then folk do long to go on pilgrimage.
Of which vertu engendred is the flour;
Whan Zephirus eek with his sweete breeth
Inspired hath in every holt and heeth
The tendre croppes, and the yonge sonne
6/25
Old English
HWÆ T, WE GAR-DEna in geardagum, þeodcyninga þrym gefrunon, hu ða æþelingas ellen fremedon! oft Scyld Scefing sceaþena þreatum, monegum mægþum meodosetla ofteah, egsode eorlas, syððanærest wearð feasceaft funden; he þæs frofre gebad, weox under wolcnum weorðmyndum þah, oðþæt him æghwylc ymbsittendra ofer hronrade hyran scolde, gomban gyldan; þæt wæs god cyning! Ðæm eafera wæs æfter cenned geong in geardum, þone God sende folce to frofre; fyrenðearfe ongeat, þe hie ær drugon aldorlease lange hwile; him þæs Liffrea, wuldres Wealdend woroldare forgeaf, Beowulf wæs breme --- blæd wide sprang--Scyldes eafera Scedelandum in.

高中英语真题-M6U3ReadingCulturaldifferences(1)

M6U3ReadingCulturaldifferences（1）Learning aims:To understand the conversation about cultural differences. To learn the use of examples and develop critical thinking To take a right attitude toward different cultures.Part 1: Fast reading1. Who is Ma Li?2. What countries are mentioned in the text?3. What special occasions are talked about in the text? Part 2: Reading strategy the use of examplesto explain concept and ideasto support argumentsto make story interesting.…Part 3: detailed readingExample 1: an end-of-term ceremonyExample 2: a Korean wedding ceremonyTrue or false: 1.They have dishes made of a live hen and a ro oster.2. The hen is supposed to drive bad spirits away from the wed ding ceremony.3. It is considered lucky if the hen lays an egg during the cere mony.4. The newlyweds will make three kowtows (磕头) during the ceremonyExample 3: wedding receptions inMatch the information.1.Men and women sit together, eating and drinking happily.2.Men sit with the bridegroom, and women sit with the bride.3.The host serves a variety of drinks, alcohol in particular.4 They play loud drums for hours or even throughout the night .Brunei__________ ___________Example 4 & 5In , a large number of foreigners find it hard to get used to ___ ______.A. pointing to something with their first finger to avoid offence.B. removing their shoes before stepping into someone’s hous e.C. not drinking alcohol.D. bowing to others to show respect.How do we point? We point with our first finger /index finger. Example 6: Bonfire NightWhat do Brits do on Bonfire Night?M6U3ReadingCulturaldifferences（1）Learning aims:To understand the conversation about cultural differences.To learn the use of examples and develop critical thinkingTo take a right attitude toward different cultures.Part 1: Fast reading1. Who is Ma Li?2. What countries are mentioned in the text?3. What special occasions are talked about in the text?Part 2: Reading strategy the use of examplesto explain concept and ideasto support argumentsto make story interesting.…Part 3: detailed readingExample 1: an end-of-term ceremonyExample 2: a Korean wedding ceremonyTrue or false: 1.They have dishes made of a live hen and a rooster.2. The hen is supposed to drive bad spirits away from the wedding ceremony.3. It is considered lucky if the hen lays an egg during the ceremony.4. The newlyweds will make three kowtows (磕头) during the ceremony Example 3: wedding receptions inMatch the information.1.Men and women sit together, eating and drinking happily.2.Men sit with the bridegroom, and women sit with the bride.3.The host serves a variety of drinks, alcohol in particular.4 They play loud drums for hours or even throughout the night. Brunei__________ ___________Example 4 & 5In , a large number of foreigners find it hard to get used to _________.A. pointing to something with their first finger to avoid offence.B. removing their shoes before stepping into someone’s house.C. not drinking alcohol.D. bowing to others to show respect.How do we point? We point with our first finger /index finger. Example 6: Bonfire NightWhat do Brits do on Bonfire Night?。

全国一等奖高中英语优质课大赛《 Unit 3 Celebration 》教学设计+学案+教学反思

教学设计设计主题：北师大版《普通高中课程标准实验教科书英语（必修）1》Module1 Unit 3 Celebration Lesson 1 Festivals 阅读教学1. 整体设计思路、指导依据说明《普通高中课程标准（英语）》倡导任务型的教学模式，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功。

在学习过程中进行情感和策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。

本课的目的在于通过积极的阅读和体验，让学生探索异域文化之精彩，同时通过比较中西方文化的差异，让其更加体会到祖国文化的博大精深。

为了体现《普通高中英语课程标准》的性质和理念，在本次的教学设计中，教师采用“任务型”教学模式，设计了许多易于操作的任务型和合作型活动。

阅读的方式多种多样，主要处理好阅读的三个阶段，即读前（pre-reading）,读中（while-reading）和读后（post-reading）活动。

读前活动主要是导入本次阅读话题，激发学生的阅读兴趣，培养学生自主探索知识的技能。

读后的活动采用小组讨论展示的形式，培养学生的团队合作精神和与他人相互学习和沟通的能力。

并在最后加上评价表，对学生上课的效率进行自我评价，反映出学生的学习掌握程度，从而进一步帮助学生自主学习和提高学习效率。

在教学过程中，充分利用现代化教学媒体，合理整合教学资源，正确评估学生学习水平，达到优化教学的目的。

2. 教学背景分析教学内容分析：本课介绍了三个传统的中国节日：即中秋节，端午节和元宵节。

帮助并激发学生对中国传统文化的热情与兴趣。

同时本课也是本单元的第一课时，对整个起到了引领的作用。

在教学过程中，教师加入了春节和圣诞节这两个节日，让学生进行中西文化的对比，体会中西文化的差异，学会欣赏和尊重不同民族、不同地区和不同国家的文化。

学生情况分析：作为高一新生，学生刚刚从初中对语言大量输入过程中跨越到自主学习，学会体验和分析文章，找到文章的重点信息和主要信息的过程中过渡。

M6U2培训公开课

the turning point
Suppose you experienced such a terrible catastrophe, how would you feel?
A person unable to walk
Careful reading Read Lines 38-52
How did she feel happy in hospital?
Teaching aims: 1.To gain an overall understanding of the
passage. 2.To master the ways of reading an interview. 3.To improve the reading and speaking abilities 4. via various activities. 4. To appreciate the personality of Sang Lan and
While injured in hospital
Please tick out the ways Sang Lan remained cheerful:
A. She cried about what she had lost.
B. She thought about what she could do to get better.
4.What does the example of Sang Lan show us? It shows how people can find happiness even in difficult times.
5. In the opinion of Sang Lan, what’s the secret to happiness for many people?

英语《M6U3Reading Cultural differences》教学实践报告(一等奖)

《M6U3Reading Cultural differences》教学实践报告（指导思想，设计方法等说明）In this period, we are going to read an Internet chat room conversation about cultural differences. After the reading, the students will get some information about different cultures in different countries, and arouse their interest in cultural differences.During the reading, their reading abilitiy is expected to be trained by reading, listening, speaking and writing. Meanwhile, in Reading Strategy, functions of the use of examples are introduced to the students, which they may use in the future to help them have a better understanding of reading materials and improve their reading ability.一、实践过程Step 1: Lead-in1.How do Chinese people greet each other in formal situations?2.Have a test . Check if the students know something about different ways of greetings.3.So besides greeting ways what other cultural differences do you know?Today we are going to read a dailogue related to cultural differences.Step 2 Fast reading1.Skim the conversation and answer some questions2.Listen and spot the examples that are mentioned in this dialogue.Step 3 Detailed readingPart One (lines1-18)Part Two (lines 19-29)Part Three (lines 29 to 46)Part Four (lines 47-64)Step 4 Consolidation1.Task-based reading2. DebateDo you think it necessary or not to learn about cultural differences? Why3. Writing假如你是马丽，从与网友韦德和皮特的交谈中得到一些文化差异的例子结合自身情况，以化差异为题完成一篇作文。

青年教师讲课比赛英文

青年教师讲课比赛英文1. Pedagogy教育学2. Syllabus教学大纲3. Assessment评估4. Curriculum课程5. Classroom management教室管理6. Instructional material教学材料7. Learning objective学习目标8. Student engagement学生参与度9. Teaching methodology教学方法论10. Instructional technology教学技术1. As a young teacher, I am studying pedagogy to improve my teaching skills.作为一名年轻教师，我正在学习教育学来提高自己的教学技能。

2. Before starting the course, I always prepare a detailed syllabus to guide my teaching.开始教课之前，我总是会准备一个详细的教学大纲来指导我的教学。

3. Assessment helps me to measure how well my students have learned the material.评估帮助我衡量学生学习教材的效果。

4. The curriculum provides a framework for my teaching and ensures that I cover all necessary topics.课程提供了我的教学框架，确保我涵盖了所有必要的主题。

5. Good classroom management is important to create a positive learning environment.良好的教室管理对于创造一个积极的学习环境非常重要。

6. Instructional material such as textbooks and visual aids can enhance students' learning experience.教学材料如课本和视觉辅助材料可以提高学生的学习体验。

同课异构一等奖-M6U5Reading- An exciting job

“中国好教育”荆楚联盟“同课异构”大赛
I can read fast
Skim the passage for the main contents, then conclude the main idea of each part.
(Tips: Pay more attention to the key words and phrases) Take para1 for example:
“中国好教育”荆楚联盟“同课异构”大赛
Warming-up
Enjoy a video and take down the ideal jobs you hear.
“中国好教育”荆楚联盟“同课异构”大赛
Pre-reading: I can make a prediction
An Exciting Job
5 I was lucky enough to have a much closer look at it.
enthusiastic
It was not easy to walk ... but we slowly made our way to the ...
6 ...but this being y first experience, I stayed at the top and watch ...
responsible
professional co-operative
4 When boiling rock erupts from a volcano... it causes less damage than you might imagine.
professional knowledgeable
Read the passage for a third time, and find out the sentences showing the qualities of a volcanologist.

市级参赛获奖作品《 M6U3Reading Cultural differences 》设计方案

2. Where did this dialogue take place?
3. Where do they e from?
Actually, in the dialogue, Ma Li get several examples of cultural differences. Now first let’s read theReading Strategyabout understanding the use of examples, and find out the functions of examples, in order to have a better understanding of the text.
Try to list the functions of examples:
＊Explain concepts and ideas
＊Support arguments
＊Serve as interesting stories
2.Listen and spot the examples that are mentioned in this dialogue.
＊festivals
＊wedding customs
＊eating and clothes
＊body language
…
Step 2 Fast reading
1.Skim the conversation and answer some ions
1. How many people are involved in this dialogue? Who are they?
Step1: Lead-in
How do Chinese people greet each other in formal situations?

青年骨干教师优质课竞赛unit 1 reading

Lead-in
Talk about the different school lives in the UK or other foreign countries.
Reading strategy: Skimming and scanning
We skim a text when we want to get a general idea of what it is about. We look at the titles and headings, the first and last sentences of paragraphs and the first and the last paragraphs as wt the text is about. When we want to find certain information in a text quickly, we scan the text for key words and phrases, dates, numbers, etc. we do not need to read the whole text word by word.
Fast Reading: True or false 1 Wei Hua likes the school hours in the UK. T 2 Chinese schools encourage students to work hard. T 3 Wei Hua’s favourite teacher was Miss Burke. T 4 British students always have the same British students can choose subjects that F classrooms they like. and classmates. 5 British Britishstudents students can only study two can study English, F languages: English German and French. and French. 6 Wei Hua enjoyed playing football. T Wei Hua inback China. 7 Wei Huais isnow now in Manchester again. F

《M6U3Reading Cultural differences 》教学案.pdf

学海无涯
《》教学案 M6U3 Reading: Cultural differences
课程分析：（本课的作用和学习本课的意义）
通过本课的学习培养学生的阅读能力，帮助学生了解不同国家的不同文化,从而唤醒学生学习英语的积极性.
问题设计
问题: 1. How do Chinese people greet each other in formal situations? 2. Why do you think people in different countries greet each other in different ways? 3. So besides greeting ways what other cultural differences do you know? 4. A world full of cultural differences or a world full of cultural similarities, which do you prefer?
学生活动
Step 1
1 、 How do Chinese people greet each other in formal situations? However, people around the world have their own ways of greeting each other. Some of the ways are familiar to us while others seem rather strange. If we don’t know about their greeting ways ,maybe we would feel embarrassed (might be involved

教学能手评选外研版高中英语Book3 Module3 说课稿

Book3 Module3 Reading and Vocabulary说课稿尊敬的各位评委，下午好！很高兴有机会向大家展示一下我对第三册第三模块Reading and V ocabulary部分的教学设计。

（同时板书: Book3 - Module 3 Reading and V ocabulary）新课标要求我们要围绕三维教学目标开展教学，整合发展学生语言知识、语言技能、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。

根据这一要求，针对学生的实际情况，我重新整合教材完成了教学设计。

它由教材分析、目标和方法分析、过程分析和板书设计四部分组成。

第一：教材分析该模块的主题是：the Violence of Nature（自然灾害）。

Reading and Vocabulary是整个模块的核心。

它以关于the Violence of Nature的一篇文章为载体，为我们了介绍了各种自然灾害的特征和给人类带来的危害。

同时呈现出了本模块的重点词汇、句型、语法和语言功能。

第二：目标和方法分析这节课的语言知识目标有三个：一是识记与自然灾害有关的19个单词，学会运用4个重点单词和4个重点短语，这是基础也是重点；二是理解并运用2个现在分词作状语的句子和1个含有leave复合结构的句子。

这是重点也是难点；三是注意过去完成时在文中的运用，这为下节语法课的学习做了铺垫。

我把这节课的能力目标定位在：重点操练学生整体把握文章结构的能力和捕捉细节的阅读能力；重点操练学生skimmimg 和scanning的阅读技巧。

为了实现这些目标，我将采用：分层教学、合作学习和循环大课堂与PWP相互穿插的教学模式。

针对不同环节，我分别运用了直观法、头脑风暴法、讨论法和归纳法等教学方法。

用融合法和旁白法让学生了解自然灾害的危害，激发学生以实际行动与自然灾害作斗争的决心。

这是本课的文化意识目标。

第三：过程分析我设计的教学过程分四个环节，包括五个活动。

如何设计具有梯度并能够真正让学生参与的培养学生思维品质的英语阅读活动——人教版必修三Unit3Div

如何设计具有梯度并能够真正让学生参与的培养学生思维品质的英语阅读活动—— 人教版必修三Unit3 Diverse Culture发布时间：2022-05-12T05:54:35.810Z 来源：《中国教师》2022年3期作者：石宇阳[导读] 新课标特别重视学生思维品质的培养。

批判性思维是建立在批判性阅读的基础上的思考和判断。

石宇阳山东省济南第七中学（山东省济南市）邮编 250000新课标特别重视学生思维品质的培养。

批判性思维是建立在批判性阅读的基础上的思考和判断。

创设涉及认知的复杂情境活动，师生共同具体分析文本并利用思维导图将思维可视化；深化生本互动的同时，进行推理性阅读和批判评价性阅读，并能够用英语学科知识来解决活动中出现的问题。

最后师生共同总结，进行质疑求证并创新。

因此，一个高质量的课堂应该包括三个方面。

一是学习理解，二是实践运用，三是迁移创新。

以高中英语人教版必修三Unit3 Diverse Culture为例，阅读文本是一则旅行日记，在日记中李兰记录了自己的加州之行，并主要介绍了在旧金山一天的行程和所见所闻。

首先，Leading-in。

教师可以增设一个prediction预测的环节。

给学生们一些关于San Francisco的一些客观事实，不依据文本内容的，让他们去做一个quiz,每个题都有四个选项。

让学生大胆的猜测并做选择。

鼓励学生猜错了也没关系。

这样可以创设情境，引出主题，激活学生背景知识，引发学生好奇心，形成阅读期待。

然后，Read and Understand。

在此环节中，首先是Think within the text，整体感知语篇；按照现实生活中真正的阅读步骤，运用skimming 和scanning的阅读策略提取文章信息并完成字面阅读。

在这个环节，教师可以根据阅读文本设计问题，例如关于San Francisco的一些事实，叫facts。

设计的问题可以从what,where, when, how, who等方面入手。

江苏省灌南高级中学高中英语 Module 6 Unit3 Reading学案牛津版选修6

江苏省灌南高级中学高二英语：Module 6 Unit3学案 Reading 牛津版选修6Learning aims:Get the main i dea of the whole text.Increase the awareness of the importance of understanding cultural differences.一、快速阅读文章，回答下列问题。

1. Which country is Waled from?2. Where does Peter come from?3. Choose the topics menti oned in the interview.Greeting ways Receiving presents Eye contactWedding ceremonies Colors Pointing gesturesTaking off shoes before entering a house Bonfire Night二、根据课文，选择最佳选择三、仔细阅读文章，回答下列问题。

●Interviewer--- ______________Interviewee---______________Topic _____________________●Topic 1: about receiving presentsIn the west, when is the polite time to open a present? Why?__________________________________________________________________________________________________________________________________●Topic 2: ab out wedding ceremoniesIn Korea:Roosters are supposed to __________ bad spirits __________ while hens arethought to __________ good luck.In Brunei:(1) The bridegroom and bride have to sit in separate areas at the weddingreception in Brunei. (T/F)(2) People in Brunei celebrate the wedding by singing and dancingthroughout the night. (T/F)(3) They serve food, soft drinks, tea and alcohol at wedding reception. (T/F)●Topic 3: about pointing gesturesPeopl e in most countries point with their first finger. However, that can cause __________ in Brunei.●Topic 4: about shoesPeople __________ __________ their shoes before going into someone’s ho use.●Topic 5: about Bonfire NightDateEvents •light large fires outside •_____________________ •_____________________ •_____________________Typical food四、当堂检测五、思考We are in a world full of cultural differences and similarities. when faced with the differences , what should you do ?___________________________________________________________________________________________ ___________________________________________________________________________________________ __________________________________________________________________________________________Homework:________________________________________________________________________________________________________________________________________Module 6 Unit 3 Understanding each otherReading 1（当堂检测）任务型阅读：阅读Reading课文并填空，每空一词。

赛课说课稿英语

赛课说课稿英语尊敬的评委老师，大家好。

今天，我将就英语教学进行一次说课。

我的教学主题是“跨文化交流”，旨在通过本节课让学生了解不同文化背景下的交流方式，提高他们的跨文化交际能力。

教学目标：1. 知识目标：学生能够理解并掌握基本的跨文化交流概念和术语。

2. 技能目标：学生能够运用所学知识进行简单的跨文化对话和交流。

3. 情感态度与价值观目标：培养学生尊重不同文化的态度，激发他们对跨文化交流的兴趣。

教学重点：- 跨文化交流的定义和重要性。

- 不同文化背景下的交流差异。

教学难点：- 学生对不同文化背景下交流方式的理解。

- 学生在实际交流中如何运用跨文化交际技巧。

教学方法：- 案例教学法：通过分析具体的跨文化交流案例，引导学生理解跨文化交流的复杂性。

- 角色扮演法：让学生模拟不同文化背景下的人物，进行交流实践。

- 小组讨论法：鼓励学生在小组内分享自己对跨文化交流的看法和经验。

教学过程：1. 导入（5分钟）：通过展示不同国家的文化图片和简短视频，激发学生对跨文化交流的兴趣。

2. 新课呈现（15分钟）：介绍跨文化交流的基本概念，包括文化差异、交流障碍等。

3. 案例分析（10分钟）：分析几个典型的跨文化交流案例，让学生了解不同文化背景下的交流方式。

4. 角色扮演（15分钟）：学生分组进行角色扮演，模拟不同文化背景下的交流场景。

5. 小组讨论（10分钟）：学生在小组内讨论跨文化交流中可能遇到的困难和解决方法。

6. 总结反馈（5分钟）：总结学生在本节课的收获，鼓励学生在日常生活中积极实践跨文化交流。

作业布置：- 学生需要准备一个关于自己国家文化特色的简短介绍，下节课进行分享。

- 完成一篇关于跨文化交流的反思日记，记录自己在日常生活中的跨文化交流经历。

教学反思：在本节课结束后，我会反思教学过程中的得失，特别是学生在跨文化交流实践中的表现，以及他们对不同文化的理解程度。

通过收集学生的反馈，我将不断调整教学方法，以提高教学效果。