英语优质课比赛课教学设计表

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全国优质课一等奖英语七年级(人教2024年)《Unit-2-We’re-Family!》单元教学设计

基于课程标准的“教-学-评”一致性课堂教学设计科目英语授课教材人教版七年级上册授课题目Unit 2 We’re family!Section A (1a-1d)课时课型第1课时听说课主题情境家庭成员授课教师语篇研读【What】本单元涉及到的语篇主要讲述的是在不同场合下不同人物介绍家庭成员关系的对话第一段对话发生在公园里，Yaming和家人偶然遇到同学Emma，于是向她介绍自己的家人，同时Yaming也把Emma介绍给父母。

第二段对话发生在Peter的家里，Teng Fei看到墙上挂的全家福照片，好奇地向Peter求证他对照片中人物的猜测，然后两人谈论起照片中的家庭成员。

【Why】本单元听力文本的两段对话展现了教材主线人物在课堂之外的交际场景，他们逐渐熟悉彼此，并开始了解彼此的家庭和成长环境，而友谊也延伸到校园之外。

对话主要呈现了介绍他人的语言功能项目，与第一单元所学内容有明显的承接关系。

【How】两个对话的主要内容都是介绍和谈论家人，句式并不复杂，但语言内容非常丰富，不仅复现了常见的家庭成员的名称(如parents、sister、brotheruncle、aunt、grandparents等)，进一步巩固了第一单元所学的含有系动词be的一般现在时，还呈现了本单元的目标语法结构之-名词所有格。

学情分析学生在小学和预备单元已学过大部分家庭成员的词汇和一些基本的介绍交际用语。

但不能熟练地使用所有格明确更多的家庭关系。

通过填空造句和家族树联系，帮助学生使用所有格练习家庭关系以及对应家庭成员的称呼。

课标要求Ÿ 能听懂发音清晰、语速较慢的简短口头表达，获取关键信息。

Ÿ 能根据听到的关键词对人物、地点、事件等进行推断。

Ÿ 能围绕相关主题，运用所学语言，与他人进行日常交流，语音、语调，用词基本正确，表达比较连贯。

教学目标通过本节课学习，学生能够。

1.感知视频中人物关系，进行连线和填空练习，并顺利理清人物关系并完成家庭树，掌握家人称呼。

高中英语赛课教案设计模板

一、教学目标1. 知识目标：- 学生能够掌握本节课的词汇和句型。

- 学生能够理解并运用本节课的语法知识。

2. 能力目标：- 学生能够运用英语进行日常交流。

- 学生能够通过小组合作完成任务，提高团队合作能力。

3. 情感目标：- 学生能够培养对英语学习的兴趣。

- 学生能够树立自信心，勇于表达自己的观点。

二、教学内容1. 词汇：本节课将学习与主题相关的词汇，如：festival, tradition,celebrate等。

2. 句型：本节课将学习与主题相关的句型，如：I celebrate…on…; It's a tradition for me to…等。

3. 语法：本节课将学习与主题相关的语法知识，如：现在进行时、一般过去时等。

三、教学过程1. 导入（5分钟）- 利用图片、视频或歌曲等引入本节课的主题，激发学生的学习兴趣。

2. 新课导入（10分钟）- 教师通过提问、讲解等方式，引导学生复习上节课所学内容，为新课做好铺垫。

3. 词汇学习（15分钟）- 教师带领学生学习本节课的词汇，通过卡片、游戏等形式帮助学生记忆。

4. 句型学习（15分钟）- 教师讲解句型结构，并通过例句让学生理解句型用法。

随后，教师组织学生进行句型练习。

5. 语法学习（15分钟）- 教师讲解本节课的语法知识，通过例句让学生理解语法点。

随后，教师组织学生进行语法练习。

6. 小组合作（15分钟）- 将学生分成若干小组，每组完成一个与主题相关的任务，如：编写对话、制作海报等。

7. 展示与评价（10分钟）- 各小组展示自己的作品，其他小组进行评价。

教师对学生的表现进行点评，给予鼓励和指导。

8. 总结与作业布置（5分钟）- 教师对本节课所学内容进行总结，布置课后作业，如：背诵词汇、完成语法练习等。

四、教学评价1. 课堂参与度：观察学生在课堂上的发言、提问和参与活动的情况，评价其学习积极性。

2. 词汇掌握情况：通过课堂练习和课后作业，评价学生对词汇的掌握程度。

英语教学设计大赛优秀教案

英语教学设计大赛优秀教案一、教学目标1.能够理解和运用一些有关身体部位、家庭成员和日常活动的英语词汇；2.能够熟练运用句型“I have/He has a …”，“This is my/ his/her…”，“What do you/they have？”等句型进行简单问答；3.通过听、说、读、写等多种形式，提高学生英语交际能力和表达能力；4.帮助学生培养学习英语的兴趣，激发他们学习的动力。

二、教学内容1.英语词汇：head, shoulder, knee, foot, mother, father, sister, brother, doll, toy, book；2.句型：I have a …, He has a …, This is my/his/her …, What do you/they have？三、教学重点1.掌握并能正确运用新学习的英语词汇；2.能够熟练运用所学句型进行交流。

四、教学难点1.正确运用句型进行问答；2.能够在实际生活中运用所学内容进行交流。

五、教学过程第一课时导入（5分钟）通过展示图片或教具引起学生对身体部位单词的兴趣，激发学生思考和兴趣。

学习新知识（15分钟）1.教师出示图片或教具，贴近实际生活问：What’s this？通过反复示范学生学习head, shoulder, knee, foot等单词。

2.引导学生用新学习的单词造句，增强记忆。

操练（15分钟）1.设置游戏环节，让学生模仿老师说单词，加深印象。

2.句型练习，教师示范，“This is my head.”学生跟读。

输出（10分钟）让学生表演小故事，使用所学单词和句型，培养学生表达能力。

第二课时导入（5分钟）复习上节课所学内容，让学生回忆单词和句型。

学习新知识（15分钟）1.引入家庭成员单词mother, father, sister, brother，通过图片或教具教学。

2.学习句型“我有…”，“他/她有…”，“这是我的…”，“你们有什么？”并进行示范。

全国小学英语优质课竞赛一等奖教案

全国小学英语优质课竞赛一等奖教案全国首届小学英语优质课竞赛一等奖教案(一)Asking the Way（上海市虹口区贝贝英语学校祁承辉）I.Teaching ContentAsking the WayA: Excuse me, sir. Can you tell me the way to Bihai Hotel, please?B: Sure. You can go there by bus.A: Is it a long way from here?B: No, it'll take you fifteen minutes.A: Which bus can I take?B: You can take a No. 2 bus.A: Where is the bus stop?B: Just go straight. Look, the bus is coming.A: Thank you very much.B: You're welcome.II. Teaching proceduresStep 1. Warming-upT: Nice to meet you. My name is Bright. B-R-I-G-H-T.Shall we sing an English song named"Bingo", and try to change the' word "Bingo" with my name "Bright"?Step 2. PresentationT: I'm new here, when I arrived at the airport, I heard someone said "对不起"(注①)，"早晨好"(注②).I really want to know their meanings in English. Could you help me?S: "对不起" is "Excuse me" and "早晨好" is "Good morning".T: Thanks a lot. And now could you tell me something about your city? I want to travel in this city, but I don't know where I should go.S1: Bai Lian Dong Park.S2: Fisher Girl.S3: Jiuzhou Town.T: Good. But I want to find a hotel now.Please do me a favour. Can you tell me the names of some hotels in this city?S1: XX Hotel.S2: Yindu Hotel.S3: Bihai Hotel.(The teacher takes notes while the students arespeaking.)Step 3. New structures learningT: They all sound very nice. But how can I get there, by bus or by bike?S: By bus.T: And how long will it take me to get there? Maybe fifteen minutes is enough.(The teacher looks at the watch and gives the students a gesture.)1) Draw a stick-figure picture to help the students understand the meaning ofthe sentence:"It'll take someone some time to do something."2) Write the sentence "It'll take you fifteen minutes. " on the blackboard, andhave the students imitate the sentence.3) A guessing game:T: Please look at these pictures and guess "How long will it take me to ...?"T: How long will it take me to have a football match?S1: It'll take you ninety minutes.T: Yes.4) Get the students to listen to the recording of the dialogue, in order tointroduce the new sentence: "Just go straight."5) Use the multi-media to help the students understand the meaning of thesentence "Go straight."6) Write the sentence on the blackboard, and have the students imitate thesentence: "Just go straight."Step 4. Practice1) Ask the students to listen to the dialogue once more, then ask them to repeatafter the tape, first individually and then in pairs.2) Encourage the students to read their dialogue with their deskmates.Step 5. ConsolidationT: You know I'm from Shanghai. Maybe in the future you'll go to Shanghai, soI've prepared some photographs for you.1) Show the photographs of "Nanjing Road", &quotudong New Area" and "the Bund" to the students.2) Get the students to ask the teachers from Shanghai something they don'tknow, such as directions, transportations in Shanghai.3) Ask some students to introduce their tour plans to Shanghai.注①、注②：因竞赛在珠海举行，授课教师用广东话说“对不起”和“早晨好”。

全国一等奖高中英语优质课大赛《M7U19 Lesson 1》教学设计+学案+教学反思

设计主题：M7U19 Lesson 1 Get Ahead with Your English 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__STEP 1 :Brainstorming:Free talk: In your opinion, how can he learn Chinese?What kind of letter are we going to write?A Letter of Advice【设计意图】写作为信息的输出。

本环节可以有效地帮助学生实现本课所学知识的迁移，真正做到知识的内化和产出，从而达到Anderson和Krathwohl认知领域中的高阶思维---语言创新。

所选的写作素材语境真实，微信视频播放激发学生兴趣，利于培养分析问题、解决问题能力。

学生通过小组讨论、分工合作，这样可以大量地节省时间。

Step 2 Peer-assessment and presentation <13 minutes>Exchange the letter, make assessment for each other and make presentationsItems Grades Total ScoreClear ideas 3 2 1Good layout 3 2 1Nice language 3 2 1Clear handwriting 3 2 1亮点最该改进的一点设计意图：引导学生根据评分标准对习作互动点评，碰撞学生思维。

通过班内展示、分享，为学生提供了充足的语言表达机会，突破思维定势，培养学生思维的灵活性、批判性和深刻性。

学生通过评阅他人的作文获得新的信息，学习好词句，发现共性问题，反省提高。

课堂同伴互评也有助于培养学生的批判性思维能力以及分析问题和解决问题的能力。

教师适时对学生的作品进行评价，把学生做不够好的地方加以指出以促进他们写作能力的提高。

全国一等奖高中英语优质课大赛《Unit10 Lesson 3》教学设计+学案+教学反思

组别：英语组设计主题：Unit10 Lesson3 Your Money__ 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Para4. __________________________________________Para5. A ____________ of a tree-planting programme in Inner Mongolia.设计意图：通过寻找关键句或关键词的阅读策略，掌握各段大意。

Task 2 Careful readingRead the text carefully and answer the following questions.Q1: What is the problem with the Yellow River?Q2: What are the causes and bad effects of the problem?Q3: Who is responsible for the problem?Q4: What can you do to solve the problem?Causes Problems EffectsSolutions设计意图: 通过四个逐步深入的问题设置，引导学生阅读并理解全文大意；通过思维导图的引领，培养学生提取、组织文章细节信息，归纳全文写作框架的能力，为后面的语言输出活动做准备。

Unit 10 Lesson3 Your MoneyLearning objectives:1) find out the topic sentence of each paragraph.2) describe some information about Yellow River erosion and solutions to the improvement. 3) write an environment report .4) develop a sense of protecting the environment. Learning Procedures: Step 1. Lead in3) If you have five yuan in your pocket, what will you do with it? 4) A brief introduction of Yellow River erosion. Step 2. Reading Task1 Fast readingFind out a topic sentence or some key words to summarize the main idea of each paragraph. Para1. __________________________________________ Para2. __________________________________________ Para3. __________________________________________ Para4. __________________________________________Para5. A ____________ of a tree-planting programme in Inner Mongolia. Task 2 Careful readingRead the text carefully and answer the following questions. Q1: What is the problem with the Yellow River? Q2: What are the causes and bad effects of the problem? Q3: Who is responsible for the problem? Q4: What can you do to solve the problem?Causes Problems EffectsStep 3 Summary 1)Retell the text.FactsEvery year, a lot of soil ________ into the Yellow River. The soil, which keeps the __________ balance of the land, has been ___________. It has caused serious ___________.In some areas, this has ____________ almost all the land, and has __________ many local farmers to move.SolutionsIt is everyone ________ plays a role in stopping the erosion. First of all,we can use 5 yuan to _______ a tree and help soil stay on land. In this way, farmers can grow crops to make a __________ , which contributes to developing local ______________.2) Find out useful expressions in the text.______________________________________________________________________________________________________________________Step 4 WritingThink about the local environment you live in. What can you and your friends do to improve it? Please write a short report on it.___________________________Facts: ____________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Solutions: ____________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________Step 5 HomeworkPolish your writing.课后反思：本节课以讨论如何使用5元的零花钱为导入，贴近学生生活实际，调动起学生的学习兴致；在阅读过程中，让学生练习通过关键句找出段落大意，通过思维导图提取全文的写作框架Causes----Problems---Effects---Solutions；阅读之后通过一个Retell环节进一步巩固本课所学的内容和句型；最后，通过一则环境报告的写作，作为对所学内容的检测，内化课文信息和词汇，输出、操练语言。

教学设计：OntheWeekend优质课比赛一等奖

Unit 2 On the Weekend教学设计（Fun Time）教学目标：1. 了解国内外孩子们周末从事的活动，开阔视野。

2. 制作自己周末经常从事和想要从事的活动的英语卡片，培养设计、写作、绘画英文作品的能力。

3. 欣赏并学唱歌曲。

教学建议：A. Good to know1. 热身活动出示本单元主情境图，教师以提问的方式复习本单元的词汇及功能句：Does Lily often go to the cinema on the weekend? What does Lily do on the weekend?教师出示课前搜集的国内外孩子周末活动的图片，请学生们观看，感受与朋友和家人共度周末的温情与快乐。

2. 导入教师提问：What do you do on the weekend? Why? 可以让学生用中文说一说自己周末从事的活动及其原因，激发学生谈论周末活动的热情。

之后，教师总结：You often have a good time on the weekend. What about the children from Canada, Australia, England and other parts of China? What do they do on the weekend?3. 听一听、看一看(1) 自由交谈。

教师出示四幅图片，请学生用中文交流一下对这四项活动的了解。

(2) 视听理解。

教师播放A项录音或教学光盘，逐一展示图片，学生借助图片理解录音内容。

(3) 重点讲解。

逐一讲解四项活动，重点讲解学生可能理解困难的部分信息，如：go rock climbing, Frisbee, the National Railway Museum等。

(4) 朗读请学生自主选择一项感兴趣的活动，小组内读一读。

对不认识或者发音较困难的词汇，鼓励学生互助或求助于教师。

B. Let’s make1. 读一读教师让学生看卡片范例并引导：Everyone has his/her favourite activities on the weekend. Look at this girl. She often visits her grandparents and goes to a drawing club on the weekend. She wants to go fishing and pick fruit. She makes a card about her weekend activities. Let’s read.请学生读一读B项卡片范例。

初中英语赛课优质课教案模板

一、课题：《My favorite season》二、教学目标：1. 知识目标：掌握关于季节的词汇，如spring, summer, autumn, winter，并能用英语描述自己最喜欢的季节。

2. 能力目标：能够运用所学词汇和句型进行简单的交流，提高学生的口语表达能力。

3. 情感目标：激发学生对季节的兴趣，培养学生的观察力和审美能力。

三、教学重难点：1. 教学重点：掌握关于季节的词汇，并能用英语描述自己最喜欢的季节。

2. 教学难点：运用所学词汇和句型进行简单的交流，提高学生的口语表达能力。

四、教学准备：1. 教师准备：多媒体课件、季节图片、词汇卡片等。

2. 学生准备：预习课文，准备分享自己最喜欢的季节。

五、教学过程：（一）导入（5分钟）1. 教师展示季节图片，引导学生观察并说出季节的名称。

2. 提问：你们最喜欢的季节是哪个？为什么？（二）新课讲授（20分钟）1. 教师播放多媒体课件，展示关于季节的词汇和句型，如spring, summer, autumn, winter，What's your favorite season? Why do you like it?2. 学生跟读，模仿语音、语调。

3. 教师讲解重点词汇和句型的用法，并进行例句展示。

4. 学生分组进行角色扮演，练习运用所学词汇和句型进行对话。

（三）巩固练习（10分钟）1. 教师出示词汇卡片，让学生找出与季节相关的词汇，并进行口头描述。

2. 学生展示自己最喜欢的季节，并用英语表达理由。

（四）课堂小结（5分钟）1. 教师总结本节课所学内容，强调重点词汇和句型。

2. 学生分享自己在本节课中的收获。

（五）课后作业1. 请学生回家后，用英语写一篇关于自己最喜欢的季节的短文。

2. 家长签字，确保学生完成作业。

六、教学反思：1. 本节课通过多种教学方法，激发学生的学习兴趣，提高学生的口语表达能力。

2. 在教学过程中，注重学生的参与度，让学生在互动中学习。

英语教学比赛教案设计模板

Title: [Lesson Title Here]Subject: English Language ArtsGrade Level: [Grade Level Here]Duration: [Total Time in Minutes]Objective(s):- Knowledge and Skills: [List the main knowledge and skills students are expected to acquire.]- Attitudes and Values: [Discuss the attitudes and values that the lesson aims to promote.]- Process Skills: [Describe the process skills students will develop, such as critical thinking, problem-solving, etc.]Materials:- Textbooks or workbooks- Whiteboard or blackboard- Markers or chalk- Handouts or worksheets- Technology (e.g., computer, projector, interactive whiteboard)- Props or visual aids (if applicable)Preparation:- Familiarize yourself with the content and objectives of the lesson.- Prepare any handouts or worksheets in advance.- Set up the classroom and technology equipment.- Arrange the seating to facilitate group work or pair activities.Warm-Up (5 minutes):- Activity: [Brief activity to engage students and activate prior knowledge.]- Purpose: To capture students' attention and prepare them for the lesson.Introduction (5 minutes):- Activity: [Introduction to the lesson topic or objectives.]- Purpose: To provide a clear overview of what will be covered in the lesson.Main Activity (25 minutes):- Activity 1: [First main activity or sub-activity.]- Description: [Detailed description of the activity, including instructions, roles, and objectives.]- Materials Needed: [List of materials required for this activity.]- Activity 2: [Second main activity or sub-activity.]- Description: [Detailed description of the activity, including instructions, roles, and objectives.]- Materials Needed: [List of materials required for this activity.]- Activity 3: [Third main activity or sub-activity (if applicable).]- Description: [Detailed description of the activity, including instructions, roles, and objectives.]- Materials Needed: [List of materials required for this activity.]Assessment:- Formative Assessment: [Methods used to assess student understanding and participation during the lesson.]- Examples: Observations, quizzes, group discussions, peer evaluations.- Summative Assessment: [Methods used to assess student learning at the end of the lesson.]- Examples: Tests, essays, presentations, portfolios.Closing (5 minutes):- Activity: [Summary activity or reflection on the lesson.]- Purpose: To reinforce learning and provide closure to the lesson.Reflection:- Teacher Reflection: [Brief reflection on the effectiveness of the lesson and areas for improvement.]- Student Feedback: [Opportunity for students to provide feedback on the lesson.]Appendix:- Additional Resources: [List of additional resources used or recommended for further learning.]- Photographs or Videos: [If applicable, include photographs or videos of the lesson activities.]---This template provides a structured outline for designing a lesson plan for an English teaching competition. Adapt the content and structure as needed to fit the specific requirements and context of the competition.。

全国一等奖高中英语优质课大赛《Module 5 Unit15》教学设计+学案+教学反思

1：教学设计封面组别英语设计主题：北师大版Module 5 Unit15 Life-long LearningLesson 1 The importance of Life-long Learning(1st period)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Module 5 Unit15 Life-long LearningLesson 1 The importance of Life-long Learning(1st period)【学习目标】1.理清课文的发展脉络，掌握文章的主旨大意；2.运用阅读策略，获取不同人终身学习的内容、原因、方式以及效果的细节信息；3.体会终身学习对自身的重要性；4.谈论终身学习的益处、方式及为自己的终身学习所需做的准备，并以“Life-long Learning”为题进行写作。

【学习过程】【课前预习】Ⅰ词汇认知1.稳定的；无忧无虑的 adj. ________2.咽喉，喉咙 n. _________3.现状，社会地位 n.__________4.格言，谚语____________5.邮费 n. ___________6.使用者 n.___________7.字母表 n.___________ 8.航空邮政 n.___________9.被充满；膨胀，肿胀 v. _________ 10.埋葬 vt. ___________11.指导，教导 vt. _________ 12.区别，辨别 vt.________13.最高级别的 adj. __________ 14. 空白的 adj._________Ⅱ根据提示完成下列短语1.终身学习___________________________2.计算机工程___________________________3.裁员，解雇_________________________4.获得晋升_____________________________5.建立，创立_________________________6.学士学位_____________________________7.坦白说_____________________________8.（头脑）变成空白_____________________9.除…之外___________________________ 10.关闭________________________________ 11.上升，上涨________________________ 12.亲自________________________________ 13.高考______________________________ 14.即将，将要__________________________Ⅲ用所给单词填空qualification, postage, suspect, aside, secure, frankly, swell, status, throat, blank,1.What is the _____ of your project? Are you finished yet?2. _______ speaking, I don’t really like him at all.3. I like to collect ______ stamps.4. _____ from making dinner, she also baked a cake.5. I _______ that Jim stole the book.6. Mary feels very ______ knowing that she has a good job.7. Take a _____ page and write your name at the top.8. A Bachelor of Arts degree is a good ____________, but it’s not good enough for this job.9. If you have a sore _____, drink lemon and honey in hot water.10. My shoes are too small so when it’s hot and my feet _____, they are really uncomfortable. 【课堂探究】ⅠLead-inLead in the topic.ⅡTask –cycle1.Look at the picture and the title of the text and guess：(1) What is the main idea of this passage?(2) How many people do the passage refer to? Who are they? Do they have the same age?2. Look through the text quickly and answer the questions:(1) What’s the type of the article?(2) How does the author organize the passage?(3) What is the article mainly about?3.Skim the article and match the main ideas with each part.Part 1 Old dogs can learn new tricksPart 2Bad things may turn out to be goodPart 3 A second chance to get a college degree4. Read for details(1)Decide whether the following sentences are true (T) or false(F).1) Sun Wen succeeded in getting into Qinghua University through the college exam.2) Sun Wen must have got the advice “ it’s never too old to learn” from his boss.3) Sun Wen got promoted in the company due to his new qualification and hard work.4) Ms Tang had worked in the company for 20 years before she was fired.5)Ms Tang was laid off because she had done something wrong in the company.6) Ms Tang enjoys being a full-time housewife.7) It turned out that being fired was a good thing to Ms Tang.8) With air fare growing suddenly, Grandpa Chen stopped sending letters to his daughter byairmail.9) Now Chen can send and receive emails, and chat on line with his grandson in the US.10) Grandpa Chen didn’t know English in the past and now is teaching himself on the Internet.(2)Fill in the following blanks to find out the differences among the three persons.5.(1) Ss summarize the importance of life-long learning.(2) Have a discussion:1)What other benefits can life-long learning bring to us?2)What other ways of life-long learning can you think of?3)What do you need to do today to prepare yourself to be a life-long learning?6.Create your work(1)Write a passage—Life-long LearningIncluding:1) How do you like life-long learning?2) What ways of life-long learning can you think of?3) What will you do to be a life-long learner?(2) Make up a mind mapReasonsWaysViewLife-long Learning________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ______________________________________________________________________ⅢPost-task1. Edit your work(同桌互评)Criteria Excellent OK Poor ContentVocabulary:linking wordsword chunks;advanced expressionsGrammarSpelling2.阅读自评：（1）你认为这篇文章的重点有哪些？（2）你认为哪些部分你掌握的比较好，哪些部分掌握的不大好？（3）你是否已经学会了不同的阅读方法？3.One minute card:这节课我得_____分评价标准我学会了新知识我展示了我帮助同学了我质疑，补充，点评了及时完成练习小组长签字分值 1 2 1 2 1 2 1 2 1 2 自评Module 5 Unit15 Life-long LearningLesson 1 The importance of Life-long Learning(1st period)教学反思：本课以读写结合的新教学理念开启全新的教学视角，经过精心准备，我在这一节读写课中收获颇丰。

高中英语赛课教案设计模板

一、教学目标1. 知识目标：学生能够熟练掌握本节课所学的词汇、句型和语法知识，并能运用到实际生活中。

2. 能力目标：提高学生的听说读写能力，培养学生的跨文化交际意识。

3. 情感目标：激发学生对英语学习的兴趣，增强自信心，培养学生的团队合作精神。

二、教学内容1. 词汇：本节课将学习一定数量的词汇，要求学生能够正确拼读、书写和运用。

2. 句型：本节课将学习一定数量的句型，要求学生能够熟练运用。

3. 语法：本节课将学习一定数量的语法知识，要求学生能够正确运用。

4. 文化背景：介绍与教学内容相关的文化背景知识，拓展学生的视野。

三、教学过程1. 导入（1）复习上节课所学内容，检查学生对知识的掌握情况。

（2）通过图片、视频、歌曲等形式，激发学生的学习兴趣。

2. 新课导入（1）教师通过PPT展示本节课的词汇、句型和语法知识，引导学生学习。

（2）结合生活实例，讲解文化背景知识，帮助学生更好地理解所学内容。

3. 课堂活动（1）词汇学习：教师带领学生朗读词汇，进行拼写练习，并要求学生运用词汇进行造句。

（2）句型学习：教师展示句型，引导学生进行跟读和模仿，并要求学生进行角色扮演。

（3）语法学习：教师讲解语法知识，通过例句让学生理解并掌握。

（4）小组合作：将学生分成若干小组，每组完成一个任务，如：编写对话、编写故事等，培养学生的团队合作精神。

4. 课堂练习（1）完成教材上的练习题，巩固所学知识。

（2）教师巡视课堂，解答学生疑问。

5. 课堂小结（1）教师对本节课所学内容进行总结，强调重点和难点。

（2）布置课后作业，巩固所学知识。

6. 课堂延伸（1）教师推荐一些与教学内容相关的课外阅读材料，拓宽学生的知识面。

（2）鼓励学生参加英语角、英语演讲等活动，提高英语实际运用能力。

四、教学评价1. 课堂表现：观察学生在课堂上的参与度、积极性，评价学生的学习态度。

2. 作业完成情况：检查学生的课后作业，评价学生对知识的掌握程度。

3. 课堂活动：观察学生在课堂活动中的表现，评价学生的团队合作精神、创新能力等。