朱艳华2014完形填空说课稿

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高中英语完形填空说课稿范文英文版

高中英语完形填空说课稿范文英文版Title: A Guide to Teaching High School English Cloze PassagesIntroduction:Good morning everyone, today we are going to dive into the world of high school English and explore the art of teaching cloze passages. Cloze passages are a valuable tool for language development as they require students to use their knowledge of vocabulary, grammar and context to fill in the blanks. Through this activity, students are able to practice their reading comprehension, vocabulary and grammar skills in a fun and interactive way.Teaching Objectives:- To help students improve their reading comprehension skills- To enhance students' vocabulary and grammar knowledge - To develop students' ability to understand context cluesTeaching Procedures:1. Introduction (5 minutes)- Start the lesson by explaining what cloze passages are and why they are important for language development.- Provide some examples of cloze passages and discuss the strategies students can use to fill in the blanks.2. Pre-Reading Activities (10 minutes)- Have students review the passage and identify any unfamiliar words or phrases.- Encourage students to predict the topic of the passage based on the title and any accompanying images.3. Reading (15 minutes)- Have students read the passage silently and fill in the blanks with the appropriate words.- Encourage students to refer back to the passage and use context clues to help them fill in the blanks.4. Post-Reading Activities (10 minutes)- Have students compare their answers with a partner and discuss any discrepancies.- Review the passage as a class and discuss the correct answers.5. Extension Activities (15 minutes)- Have students write a summary of the passage using their own words.- Assign additional cloze passages for homework to reinforce the skills learned in class.Assessment:- Monitor students' participation and engagement during the lesson.- Evaluate students' ability to fill in the blanks accurately and use context clues effectively.- Provide feedback to students on their performance and offer additional support if needed.Conclusion:In conclusion, teaching cloze passages in high school English classes is an effective way to enhance students' reading comprehension, vocabulary and grammar skills. By providing students with opportunities to practice these skills in a structured and supportive environment, we can help them become more confident and proficient language learners. Thankyou for participating in today's lesson and I look forward to seeing the progress you make in your English studies.。

说课稿

中考英语完型填空解题技巧说课稿
阿市一中刘毅伟本节课的目的是让学生掌握中考英语完形填空的答题技巧。

一.首先出示学习目标：
1.掌握做完型填空的小技巧
２.掌握做一篇完型填空题的方法
３运用技巧和方法做相应的完型填空题
设计目的：目的在于帮助学生做好课前准备，明确学习目的，难点和重点。

二.小试牛刀
通过出示四道填空题让学生对完形填空的答题技巧有初步了解。

(由两所学校学校共同完成）例如，根据关键词、上下文、语境猜测所填词的词性和词意。

设计目的：目的在于帮助学生做好课前准备，活跃课堂气氛，激发学生兴趣。

引起学生注意，并利用该环节帮助学生运用所学知识。

通过完成完形填空分别得出四个答题技巧，即技巧一上下文，语境。

技巧二，逻辑推理。

技巧三，固定搭配。

技巧四，语法分析。

三.实战演练
得出四个结论后，以此为依据再完成一篇完形填空更深层次理解运用技巧解题的准确率。

然后每人发
一张卷子，卷面有三个完形填空分别从易到难。

学生可以选择简单的逐个攻破。

由小组合作探究得出结论，两个学校学生的答案进行对比，并由学生自己纠错和改正。

设计目的：通过小组合作的方式，完成完形填空。

一方面加深理解和巩固运用完型填空的解题技巧，另一方面可以带动学困生参与讨论，鼓励其学习积极性。

四.课堂小结（由两所学校学生互动完成）
五.教师寄语
六.家庭作业。

高中英语完形填空英文说课稿范文

高中英语完形填空英文说课稿范文High School English Cloze Test English Lesson Plan SampleThe English cloze test is a widely used assessment tool in high school English classrooms. It evaluates students' reading comprehension, vocabulary knowledge, and ability to fill in the blanks with appropriate words. Designing an effective cloze test lesson plan requires careful planning and execution to ensure that students not only learn the content but also develop essential language skills.One of the key objectives of a cloze test lesson plan is to help students understand the context and the overall meaning of the passage. This can be achieved by providing students with pre-reading activities that introduce the topic, activate their prior knowledge, and set the stage for the cloze test. For example, the teacher could start the lesson by asking students to discuss the title of the passage or make predictions about the content based on a few keywords or images.During the cloze test itself, students are required to fill in the blanks with the most suitable words based on their understanding of the passage. The teacher should ensure that the selected words are nottoo easy or too difficult, and that they test a range of language skills, such as vocabulary, grammar, and reading comprehension. The teacher should also provide clear instructions and guidelines to the students, emphasizing the importance of considering the context and the overall meaning of the passage when selecting the answers.After the cloze test, the teacher should engage students in post-reading activities that reinforce the key language skills and concepts covered in the passage. This could include discussion questions, vocabulary exercises, or writing tasks that encourage students to apply their newly acquired knowledge. The teacher should also provide feedback and guidance to help students identify their strengths and weaknesses, and develop strategies for improving their performance on future cloze tests.One effective way to enhance the cloze test lesson plan is to incorporate technology-based resources and tools. For example, the teacher could use interactive whiteboards or online platforms to present the passage and the cloze test questions, and provide immediate feedback and support to students. This can help to engage students and make the learning process more interactive and enjoyable.Another important aspect of a successful cloze test lesson plan is the assessment and evaluation of student learning. The teacher shoulduse a variety of assessment methods, such as formative assessments during the lesson and summative assessments at the end of the unit, to monitor student progress and identify areas for improvement. This can help to ensure that students are not only learning the content but also developing the necessary language skills and strategies to succeed in future cloze test assessments.In conclusion, designing an effective cloze test lesson plan is a critical component of high school English instruction. By focusing on developing students' reading comprehension, vocabulary knowledge, and language skills, teachers can help their students become more confident and successful in tackling cloze test challenges. Through careful planning, engaging activities, and effective assessment strategies, teachers can create a learning environment that fosters students' language development and prepares them for academic success.。

2014年高中教师证英语说课稿(已通过考试)

2014年高中英语教师资格证说课稿，这是本人的考试经验，现分享给大家，祝大家好运Women of Achievement背背自我介绍Good morning, dear professors. My name is ****, today is my great honor to be here to show my lesson to you. My topic is lifestyles, that is, unit 1, in part 1. The reading passage ―A perfect day ‖ is talked later and my talk consists of 7 parts. teaching material, teaching aims, important and difficult points, Teaching Methods ,studying methods, teaching procedure and blackboard design.Part1, the teaching material. The reading passage is the center of this unit’s teaching and learning. It is made up of two parts, that is, one day’s life of Brian and Bob. By learning this lesson, the students can not only understand the two different lifes, but also learn how to use some words, phrases and sentence patterns. Of course, the students can practice their reading skills, such as skimming, scanning and careful reading.Part2,the teaching aims说目标Knowledge aims: To learn how to use the words, phrases and sentence patterns;To learn sth about two person’s one –day-lifeAbility aims:To cultivate the students’ autonomous learning ability, cooperative learning ability and investigative learning ability;To develop students’ reading skills, such as making prediction and drawing inferences from the context.Emotional aims: To encourage the students to participate in the class activities and cultivate their teamwork spirit;To make them think of which life they want to live.Part3, the key and difficult pointsI think they are to develop the students’ reading skills, such as making prediction and drawing inferences from the context; and to learn how to use the words, phrases and sentence patterns. Part 4 Teaching methods According to the analysis above, I’ll try to use the following theories: to make students the real master of the class while the teacher myself the director; to inspire the students to design the lifestyles they prefer to.Therefore, task—based teaching method, students—centered teaching method and CAI will be used. Before class the class I will ask the students to surf the Internet or go to the library to find some lifestyles they are interested in. And in class, they will give reports of the information they have obtained. By doing this activity, I can train their autonomous learning ability and investigative learning ability, and their abilities of collecting and dealing with information.Part5，the studying methods. Although the students have the basic abilities of listening, speaking, reading and writing, they still need many opportunities to help them to think in English, express their ideas in English.Part 6 Teaching procedureI designed 6 steps to deal with this reading passage.Step 1 lead—inActivity: question answeringI’ll ask them the question: ?how did you spend your time in daily life. Then the students maybe talk about the things they have done in a day by chronological order .The purpose of this activity is to stimulate the students’ interest and naturally lead to the reading passage.Step 2 pre—readingActivity: look and guessThe students will be asked to just glance at the title of ―a couch potato‖、“a workaholic”and the relevant pictures in the book, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion.This activity isto inspire the students to read actively, not passively. Surveys show that active reading can raise the readers’ interest and reading efficiency. Other purposes are to develop the students’ reading skill—making prediction and to encourage the students to think in English, express their thoughts in English and cooperate with each other.Step 3while-- readingActivity 1 scanningThe students are required to scan the text quickly and find out specific information of thefollowing questions(3in page 8).1 underline the TV programmes that Brian usually watches2underline the kinds of work that Bob does everydayBy doing this activity, the students can improve their reading skill—scanning. And they can get the main topic of the passage, It builds a solid base for the latter readingcomprehension.Activity 2 skimmingThe students are asked to skim the text quickly and summarize the main idea of eachparagraph.By doing this, I can train the students’ reading skill—skimming. And before their skimming, I’ll remind them to find out the topic s entence of each paragraph.Activity 3 car eful readingFor part 1: a couch potaoto---reading and answeringAsk them to read the part carefully and answer the first two questions in 4 in page 8.By doing so ,the students can get more details about the passage and to understand it better.For part 2: a workaholic-----Retelling jobThis part contains 4 paragraphs, after reading and learning each of the paragraph , I will ask some students to retell it. As they are relatively long ,so one student just need to retell one paragraph.By doing this activity, I can train the students’ language organizing ability to meet the demands of the new curriculum.Step 4 post—readingI designed 2 activities.Activity 1: multiple choice questionsThese questions are to help the students get a better understanding of the text. Some of them are about details, and some of them are inferences. Inference questions are more difficult. So I will give them to the top students, and the easier ones to less talented students. Therefore all the students can have the chance to participate in the class activities and achieve the pleasure of learning English. Thus task-based teaching method is used here.Activity 2: qualities and looking for relevant sentencesIt is an activity to consolidate what they have learnt in the class. Traditionally, a blank-filling task is often used in this step, but it is a passive activity. In order to get the students to learn actively, I designed this activity. Just get the studen ts to look at the title and think about ―what kind of person Brian and Bob is‖. They will say many words, like laze, hardworking and so on. Then ask them to find out the sentences from which we can see these qualities.To do this job, the students have to read the whole passage more carefully again, and they will get a deeper impression of the language structure. Here students-centered teaching method is used. Step 5 DiscussionThe students will be divided into several groups to discuss the following questions(Q56in page8).1 Are Brian and Bob’s lifestyle healty? What can they do to improve their lifestyles?2 talk in pairs ,if your partner a couch potato or workaholic or not?This activity is to cheer the students to think deeply about the topic and to think in English and speak in English.Step 6 HomeworkActivity : Thinking and WritingThe topic is ―what kind of lifestyles do you want and how do you develop it‖ Give your reasons. This activity is designed to train their writing skills and stimulate the students to be aware of developing healthy lifestylespart7, blackboard design. I will divide the blackboard into three parts, the left is for the topic and questions, the middle is for the main words and phrases, the right is for the homework That’s all. Thank you!。

初中英语完形填空说课稿

初中英语完形填空说课稿在初中英语教学中，完形填空是一种常见的练习形式，旨在提高学生的阅读理解能力、词汇运用能力和逻辑推理能力。

下面是一个初中英语完形填空的说课稿。

教学目标：1. 学生能够理解完形填空的题型特点和解题策略。

2. 学生能够通过上下文线索，正确推断文章中缺失的词汇或短语。

3. 学生能够提高自己的英语阅读速度和理解能力。

教学重点：1. 完形填空的解题技巧，如寻找上下文线索、理解文章大意等。

2. 词汇的灵活运用和语境中的准确理解。

教学难点：1. 学生在面对生词或复杂句子时，如何快速准确地把握文章意思。

2. 学生如何通过逻辑推理，选择最合适的选项。

教学准备：1. 一篇适合学生水平的完形填空文章。

2. 相关的词汇表和短语表。

3. 多媒体教学设备，如PPT。

教学过程：1. 导入（5分钟）- 通过提问或展示图片，激发学生对完形填空的兴趣。

- 简单介绍完形填空的基本概念和重要性。

2. 新课呈现（10分钟）- 展示一篇完形填空文章，引导学生阅读第一遍，理解大意。

- 讲解完形填空的解题步骤和技巧。

3. 练习（15分钟）- 学生独立完成一篇完形填空练习。

- 教师巡视，提供必要的指导。

4. 讨论与反馈（10分钟）- 学生小组讨论各自的答案，找出不同之处。

- 教师收集学生的答案，进行点评和讲解。

5. 巩固练习（10分钟）- 提供几道完形填空练习题，让学生巩固所学技巧。

6. 总结（5分钟）- 总结完形填空的解题要点和常见错误。

- 鼓励学生在课后继续练习，提高自己的英语水平。

作业布置：- 完成课后提供的完形填空练习题。

- 阅读一篇英语文章，并尝试自己出一道完形填空题。

教学反思：- 课后，教师应根据学生的反馈和作业完成情况，反思教学方法和内容，以便不断改进教学效果。

此说课稿旨在指导教师如何有效地进行完形填空的教学，同时也为学生提供了一种系统的学习方法。

2014版八年级英语下unit53a-3c说课稿

Unit5 What were you doing when the rainstorm came?说课稿各位评委老师，大家好！今天我说课的内容是2014新人教版八年级英语下册unit5What were you doing when the rainstorm came?sectionA3a-3c部分。

本节说课内容分为五个步骤：一、说教材二、说学生三、说教法四、说学法五、说教学过程一、说教材：（一）教材分析本单元的重点内容就是过去进行时态，学习讲述过去发生的事情，并学习讲故事，整个SectionA部分的语言学习内容就是用过去进行时态来表达过去某个时间在做什么，并学习用when和while描述某动作或某事件的发生。

而本节课教学内容，活动3a-3c整体以阅读为核心，通过让学生阅读一篇关于美国阿拉巴马州遭受风暴袭击后人们互相帮助的故事，进一步体会过去进行时态的用法，并学习一些居住场景中的常用的词汇，同时也注重对青少年情感的教育和培养，让他们知道在灾害面前要更团结，更友善，更懂得互相帮助。

（二）教学目标根据课程标准和本课的内容及其教材所处的地位，结合初中学生的实际情况，我制定以下教学目标：1.知识目标：学习并能够运用以下新单词：storm, wind, light, report, area, wood, window, match, beat, against, rise, fallen。

能够运用以下短语：fall asleep, die down 。

掌握when和while 的用法2.能力目标：学生能够用过去进行时谈论过去发生的事情，能够正确运用when和while引导的时间状语从句。

3.情感态度：了解一些暴风雨的知识并且认识到自然是无情的，但是邻里互助是大爱。

4.学习策略：通过文章标题和插图等获取文章的主旨大意，训练快速阅读的技巧。

（三）教学重点和难点根据教学目标和学生的特点，我确立本课的教学重点为：学习并掌握新词汇以及when 和while 引导的时间状语从句的用法。

完形填空说课稿

说课稿内容：完形填空解题技巧让学生愉快地、充满自信地走进我的英语课堂，是我最大的愿望，让学生在我的英语课堂上享受自主学习、合作学习和探究学习的快乐和成功是我孜孜以求的。

为实现自己的梦想和追求，为了响应我校打造高效课堂的号召，我一直在不懈地努力着。

今天，借此平台，从题型分析、教学策略、教学程序、板书设计、教学评价等方面就如何从语法角度入手解答完型填空，作具体的阐述。

一. 题型分析。

本节课的教学目标是：[认知目标] 能够根据指定的高考题进行探究，归纳出有助于解题的相关语法规则。

[能力目标] 能够将归纳出的解题步骤及技巧自如地运用。

能够较好地完成限时抢答题。

在仔细研究题型和分析学生的做题情况基础上，我认为本课重点是掌握解题的语法技巧。

难点是如何鼓励学生自主归纳出语法规则并运用自如。

二. 教学策略。

本课主要采用任务型教学法，将实践法、讨论法与多媒体电脑辅助相结合进行课堂教学，充分发挥教师的主导作用和学生的主体作用，利用现代教育技术优化教学过程，扩大教学容量，打造高效课堂。

为了还学生自主权，使学生学会学，在课堂教学中巧妙运用教学艺术，鼓励学生开口就说，提高运用语言的能力，变“讲堂”为“学堂”，变“要我学”为“我要学“，从而从根本上打破传统的课堂教学方法，建构一种新型的现代教育模式，使学生在更轻松更愉快的环境下实现更多的信息交流，向课堂教学要效益的最终目的。

三．教学程序遵循人类认识过程的普遍规律和学生认识活动的主要特点，我把教学过程分为以下几个环节：导入设计、新课呈现、巩固操练、课后作业四个环节。

Step1 导入设计准备了简单的句子填空，此活动旨在让全班学生能够做起来，动起来，激发学生学习兴趣和情绪。

教育家托尔斯泰说过：“成功的教学所必须的不是强制，而是激发学生的兴趣，兴趣是推动学生学习的强大动力，是学生参与教学活动的基础，激发学生的兴趣是新课导入的关键。

”“Well begun，half done”良好的开端是成功的一半。

2014年青海教师招聘考试初中英语说课稿

2014年青海教师招聘考试初中英语说课稿《where’s my back pack?》【教材分析】Unit4 Where’smybackpack?本单元的主题为谈论物品的位置,使学生在熟悉物品名称的基础上用方位介词熟练地表达物品的位置,并能where问句及一般疑问句提问并回答,并自然地引出名词的单复数及人称代词they的用法.本单元谈论的是学生比较熟悉的内容，学生有认同感,因此在任务的设计上,要贴近学生真实生活，包括学校生活、家庭生活等任务，以引起学生的共鸣和兴趣，激发学生的求知欲，充分发挥学生的想象力和能动性，主动自觉地融入到语言学习中去。

【教学目标】1)Knowledgeobjectives:(1)Sscanread,writeandmasterthewordsaboutfurnitureandschoolthings.(2)Sscanusetheprepositions:in,on,under(3)Sscantalkaboutwherethethingsare.2)Abilityobjectives:Sscantalkaboutwherethethingsare.3)Moralobjectives:Sswilllearntokeeptheirroomscleanandtidy.【重点难点】Importantpoints:1)掌握方位介词in，on，under，behind的用法;2)掌握where引导的特殊疑问句。

Difficultpoints:1)能够准确运用方位介词描述物品所在的位置;2)能够运用where问句找到物品位置;3)区别特殊疑问句和一般疑问句。

【教学突破】通过使用方位介词“on/in/under”表达物品的位置及学习“Where……?和Yes/No”疑问句的用法，使学生学会区别特殊疑问句和一般疑问句。

【教法学法】在整个教学过程中，我把SectionA的内容进行变化和整合，将其分解到精心设计的一系列任务中，通过让学生自己完成任务来学习知识，掌握技能。

2014年高考英语最后一讲

西交大苏州附中2014年高考英语最后一讲一、听力测试的应试步骤1．放松放松情绪和集中精力并不矛盾，过于紧张的情绪有碍考生的正常发挥；反之，放松一下情绪，比如考前的深呼吸或闭目片刻都可使考生心情平静下来，一旦开始播音，考生便很容易进入答题状态。

2．预览考生应充分利用播音前及中间间歇时间预览听力题的题干和选项，并对听力材料的话题内容进行预测，这是考生在听力测试中应掌握的一个重要步骤。

3．预测（1）听前预测①根据题干信息进行预测语言交际离不开语境。

比如：在学校，常出现教师和学生的谈话，谈论内容通常为学习、考试、作业等问题；在医院，常出现医生和病人的谈话，谈论内容多为病情、治疗、健康等问题。

如果我们从题干中获取了某些方面的信息，就可以预测对话的语境、人物身份及对话的大体内容。

这种方法尤其适用于回答询问对话发生的地点、谈话人之间的关系及各自职业的试题。

②抓住关键词进行预测对于一些询问说话人行为状态、事件原因以及推断性的题目来说，所给选项的句子一般较长，成分也较复杂，预测语言信息较难。

对这类题目可采用比较选项，分清相同点与不同点，特别要注意各选项中重复出现的关键词汇，从关键词入手，对要听的内容进行预测。

（2）听中预测①根据关联词进行预测使用不同的关联词可导致表达的内容迥然不同。

例如（北京卷）试题第一节第2小题：W：Can you tell us what you like doing in the evening？M：Well, I like music. I listen to a lot of pop music, but most of all I like watching TV. It‟s much better than reading a book.Question：What is the man‟s favorite free time activity？A．Watching TV．B．Reading a book．C．Listening to music．不少学生刚听了前半句，就选择了C这一答案。

吉林省吉林市第五十五中学高三英语高考完形填空专题说课稿

吉林省吉林市第五十五中学高三英语高考完形填空专题说课稿一．【考纲解读】高考考纲对完形填空题型的说明：在一篇221词左右的短文中留出20个空白，要求考生从每题所给的4个选项中选出最佳选项，使补足后的短文意思通顺、前后连贯、结构完整。

完形填空试题实质上是阅读理解与词汇以及语法结构知识的综合，目的是测试学生综合运用语言的能力。

近几年高考英语完形填空题遵循了“突出语篇，强调应用，注重实际”的设题思路，遵循了“以实词为主，虚词为辅，突出词汇语境化”的命题原则。

注重考查考生在阅读理解的基础上对英语语言的综合运用能力和对英语基础知识的掌握水平，注重文章内容的生活化，语言的交际性，旨在检测考生在语篇中灵活运用语言知识的能力，要求考生通读全文，掌握文章大意，运用词汇、语法等知识，选择最佳答案，使文章意思畅通，结构完整。

这个题型所需用的时间约15分钟左右。

文章难度相当于课文的难度，基本上无超纲生词。

二．【教学目标】1．让学生明白完形填空考什么。

2．培养学生根据上下文信息进行综合分析逻辑判断的能力。

3．培养学生在具体语境中的词汇辨析能力。

4培养学生在语境中语法运用能力。

5．加强学生对英美文化背景和生活常识的积累意识。

6．鼓励学生克服畏惧心理，勇敢的接受完形，奋发学习的良好品质。

三．【教学重点与难点】1．培养学生根据上下文信息进行综合分析逻辑判断的能力。

2．培养学生在具体语境中的词汇辨析能力。

3．培养学生在语境中语法运用能力。

四【教学过程】1，关于完形填空的理论说明。

关于完形填空的理论说明主要是想让学生从理论上更多的了解完型的理论依据，设计思路以及高考对完形填空的要求和考查内容。

引起学生对于完形填空的重视。

2．利用习题自己小结完形填空技巧 ,提前做完习题，归纳总结解题技巧。

3．教学过程中渗透德育教育，Eg:Students generally appreciate these special 50 opportunities. They are almostalways fun and interesting, and professors 51 them too because students learn somuch in justa few short months.50. A. working B. living C. teaching D. learning51. A. hold B. like C. dislike D. discover根据语义渗透I love them just like the professor likes the students.8 Eg: (1)Lang Lang is a world-class young pianist who grew up in Shenyang. He went to a piano school in Beijing w hen he was just eight. “You need,” his father said. “But if you don’t work hard, no fortune will come.”A. exerciseB. fortuneC. knowledgeD. wealth引用文中语句督促大家努力学习。

湖南省长沙市雅礼中学高考英语复习教案：完形填空

湖南省长沙市雅礼中学高考英语复习教案：完形填空一、教学目标：1. 帮助学生掌握完形填空的基本解题策略和技巧。

2. 提高学生对英语词汇、语法和语境的理解能力。

3. 培养学生快速阅读和准确判断的能力。

二、教学内容：1. 完形填空题型解析2. 常见解题技巧与策略3. 词汇、语法和语境分析4. 模拟练习与讲解5. 错题回顾与总结三、教学过程：1. 题型解析：介绍完形填空题型的特点和要求，让学生了解完形填空的基本结构。

2. 解题技巧与策略：讲解常见解题技巧，如排除法、逻辑推理法等，并引导学生如何在实际做题中运用。

3. 词汇、语法和语境分析：通过对典型例题的分析，讲解如何根据上下文线索、语法规则和词汇搭配来判断答案。

4. 模拟练习与讲解：提供一组模拟题，让学生练习，进行答案讲解和解析。

5. 错题回顾与总结：让学生回顾自己的错题，分析错误原因，总结经验教训。

四、教学方法：1. 讲授法：讲解完形填空题型解析、解题技巧与策略、词汇、语法和语境分析等内容。

2. 实践法：让学生进行模拟练习，提高实际操作能力。

3. 讨论法：组织学生分组讨论，分享解题心得和经验。

4. 反馈法：对学生的练习进行点评和指导，及时反馈纠正错误。

五、教学评价：1. 课堂参与度：观察学生在课堂上的积极程度和互动情况。

2. 练习完成情况：检查学生完成模拟练习的情况，关注学生的答题速度和准确率。

3. 错题分析：分析学生的错题，了解学生的薄弱环节，为后续教学提供参考。

4. 学生反馈：收集学生的意见和建议，不断优化教学方法和内容。

六、教学资源：1. 完形填空题库：收集各类完形填空题目，用于教学和实践。

2. 教学PPT：制作教学课件，直观展示教学内容和实例。

3. 参考书籍：提供相关参考书籍，供学生自主学习。

4. 在线资源：推荐一些在线学习平台和资源，帮助学生拓宽学习渠道。

七、教学安排：1. 课时：本教案共需10课时，每课时45分钟。

2. 进度：按照教学内容顺序，依次进行教学。

高中英语完形填空英文说课稿范文

高中英语完形填空英文说课稿范文【中英文版】Introduction:Today"s lesson is focused on the skill of Cloze Test, an essential component in high school English exams.This exercise not only evaluates students" vocabulary knowledge but also their comprehension and grammatical skills.Let"s delve into a sample teaching script for this activity.引言：今天的课程重点是完形填空技能，这是高中英语考试中的一个重要组成部分。

这项练习不仅评估学生的词汇知识，还考查他们的理解和语法技能。

让我们深入了解一下这个活动的示范教学脚本。

Body:To begin with, I will introduce the context of the passage, setting the stage for students to grasp the overall theme.Then, we"ll proceed with the first question, where I"ll model how to use context clues to determine the best answer.接着，我会先介绍文章的背景，为学生把握整体主题做好准备。

然后，我们将开始第一题，我会示范如何利用上下文线索来确定最佳答案。

ext, I will encourage students to actively participate by discussing possible options for the following questions.This peer interaction not only fosters critical thinking but also enhances their collaborative abilities.接下来，我会鼓励学生积极参与，讨论接下来问题的可能选项。

2014年天津教师资格证考试英语说课稿《This is my sister》

2014年天津教师资格证考试英语说课稿《This is my sister》天津教师考试网【教材分析】从教材编排上说本单元是就第二单元认知物体之后学习用英语认知人，而与学生最为熟悉的人就是家庭成员。

Is this your eraser? 很自然过度Is this your sister? 以前学的What’s this?转变Who is this?但本单元生词较多。

出现在第一课时的就有十五、六个同时还要认识语法现象复数。

本课时任务比较艰巨。

【教学目标】依据初中英语新课标的要求，并根据素质教育中面向全体培养学生素质的要求，我为这一课确立三项目标：1、知识目标：帮助学生四会掌握以下单词：grandfather, grandmother, grandparents, father, mother, parents, son, daughter, sister, brother, aunt, uncle, cousin, friend, these, those。

并对复数形式有初步了解。

2、能力目标：通过本节课学习，学生就家庭成员相互之间应该能用英语介绍、询问、交流。

并能用英语在脑子里对个家庭成员的关系进行思考。

例如，见到father’s mother,他们能反应出是指grandmother。

同时基本上能辨别什么时候用单数什么时候用复数。

3、情感目标：通过对家庭成员的学习，学生对自己的家庭成员会有更清晰的印象，从而激发起他们对家人的热爱。

【教学重点难点】重点：熟练掌握各家庭成员的名称，会读会说会用这些词汇交流。

这个单元最主要的就是学习家庭成员英语的表达，而几乎所有的单词都集中在第一课时。

所以这课时掌握这些单词应该是重中之中。

难点：复数的认识和正确运用。

汉语表达中完全没有复数概念，这是一本书，这是三本书;除了多了个数字其他没有任何变化。

而英语必须这样说This is a book. These are books.所有的单词都相应的发生了变化。

“语篇完形填空”(语法填空) 万载二中陈晓凤

三、应对策略（如何应对）
• 高考英语语篇型语法填空题是一种综合英语语言能力的测评方式，因此在完成该题型时，考生必须读懂文章的内容，同时猜测缺失部分的单词的意义，这样在重新构建语篇的过程中，考生必须运用英语语言文化、语篇分析、学习策略等各方面的能力来完成这一任务。
四.解题技巧
• 1. 通读全文，了解大意，为下一步填空做好准备。 • 2. 试填空格，先易后难，这是解题的关键。要结合短文所提供的特定的语境（也就是上下文），从句子结构的完整性去分析思考空格所缺单词的词性，再根据句子的意义，以及句子之间的逻辑关系来确定具体要填的单词和所给词的正确形式。 • 3. 重读全文，解决难题，检查答案。所有空格填好后，要把整篇文章从头至尾复读一遍，检查单词拼写，大小写，词的单复数等是否正确。
一.题型解读
• “语全国卷I中新题型，主要考查学生对于英语语法的灵活运用能力。将语法与实际应用相结合，另一方面，也加大了对考生英语单词运用能力的考查.
二.这个题型有如下几点需要引起注意：
第一、它没有采用“语法填空”这一名称，因此可以有2-3个题目是考查词汇、短语等语用知识；第二、它没有明确语言材料的类型，因此可以是短文体也可以是对话体或其他形式的语言材料；第三、它要求的答案是“不多于3个单词”，因此答案可以是3个单词或2个单词或1个单词。第四、它设题分给提示词和不给提示词两种。给出提示词的包括：词形的转换（名词与动词的转换，形容词与副词的转换）；形容词比较级与最高级的变化；名词单复数的变化；动词的时态语态及词形的变化等；不给出提示词的包括：根据上下文的语境填入冠词、连词、代词以及副词或名词等考点；就语法点而言，实词以考查动词、名词.代词、形容词、副词为主，而动词、名词又是重中之重；虚词以介词、冠词、连词为主；句法则以复合句(定语从句、名词性从句、状语从句)的引导词为主。

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