【教学设计】
壱. 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技巧。
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。
弐. 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．教学步骤
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。
Step 2 技巧点拨
1.研读首句(段)，预测全文
例如：(2017 全国I) While high school does not generally encourage students to explore new aspects of life, college sets the stage for that exploration. I myself went through this 1 process
and found something that has changed my 2 at college for the better: I discovered ASL—American Sign Language(美式手语).
【解析】通过文章的第一句话，我们可以基本推断文章的内容，那就是作者讲述了在大学入学
初期逐渐了解并深入学习美式手语的经历，说明了环境对于探求新知识的重要性。通过学习，作者认识到“无声”的交流更复杂，更需要技巧，更需要真心投入。
【支招】我们已经知道：完形填空开篇第一句均不设空，这为我们提供了事件的背景，比如时间，地点和人物，它是文章的关键句。也提供了足够的信息去挖掘文章的思路，而且，这里往往包含主题句，是理解文章大意的重要信息和主要线索。而尾句通常是文章的点睛之笔，往往也揭开了文章
的寓意或者教育意义，所以了解首尾句在解题过程中非常重要。
2.根据上下文语境，通过合理推断来解题
例题1. (2017 全国I) I never felt an urge to 3 any sign language before. My entire family is hearing, and so are all my friends. The 4 languages were enough in all my interactions ( 交往).
Little did I know that I would discover my 5 for ASL.
【解析】3. C 根据本句中的language，结合下文I only learned how to 13 the alphabet that day，可知之前，我从未有过学习任何手语的紧迫感。
【解析】4. D 根据前文的my entire family is hearing 可知，这里的语言与口语有关，我掌握的
口头语言在我的交往中已经足够了。
【解析】5. A 根据下文的that the silence was not unpleasant 可知，作者发现已经爱上了学习手语，我简直不知道我将爱上美式手语的。
【支招】考生要学会使用“双语境”来判断解题。“双语境”就是指大语境和小语境。大语境指的
是全文的中心和基调，必须跨越句子层次和段落层次才能选出正确的答案来。而小语境指的
是空格前后句子所构成的语境；环环相扣，紧密相连。
3.利用语篇标志解题
例如：(2017 全国I)The 6 began during my first week at college. I watched as the ASL Club
7 their translation of a song. Both the hand movements and the very 8 of communicating without peaking 9 me. What I saw was completely unlike anything I had experienced in the 10 . This newness just left me 11 more.
【解析】6. C 作者在本段介绍了自己喜欢上美式手语的经历，因此选C。事情得从我大学入学
后的第一周说起。
【解析】7. B 根据translation of a song 可知，选B。我看了美式手语俱乐部表演的一首歌的手
语翻译。
【解析】8. A 而communicating without speaking 是一种交流理念，是手的移动姿势和不用说
话就能交流的理念吸引了我。
【解析】9. D 根据下句的completely unlike anything I had experienced 可知，这是让作者感到全新的一次体验。
【解析】10. B 作者之前从来没有体验过手语，因此选B。我所看到与我在过去所体验到的完
全不同。
【解析】11. D 这种全新的体验让我禁不住了解更多。want more 了解更多，掌握更多。
【支招】让我们总结一下什么是语篇性标志。我们知道，语篇一般指比句子长的语言单位，如句群、段落、篇章等。
语篇与语篇之间往往有表明其内在联系的词语，这些词语被称为“语篇标志”。
如表示结构层次的语篇标志语有：firstly, secondly, thirdly, finally 等；
表示逻辑关系的语篇标志语有thus, therefore, so 等；
表示改变话题的语篇标志语有by the way 等；
表示递进关系的语篇标志语有besides, what’s more, further 等；
表示时间关系的语篇标志语有before, so far, yet, meanwhile, later 等等。
在做完形填空时，如果能充分利用这些语篇标志语，就可以迅速理清文章的脉络，弄清上
下文的关系。
4.利用句与句、句群与句群之间的逻辑关系解题。
(2017 全国I) After that, feeling the need to 12 further, I decided to drop in on one of ASL
Club’s meetings. I only learned how to 13 the alphabet that day. Yet instead of being discouraged by my 14 progress, I was excited. I then made it a point to 15 those meetings and learn all I could.
12. A. exercise B. explore C. express D. explain
13. A. print B. write C. sign D. count
14. A. slow B. steady C. normal D. obvious
15. A. chair B. sponsor C. attend D. organize
【解析】12. B 根据第11 题一句可知，选B。从那之后，我感到有必要学习更多手语的知识，因此我决定参加美式手语俱乐部的会议。
【解析】13. C 因为是手语，即通过手势表达语义，结合前文第3 题所在句…any sign language before 可知，那一天我只学习了如何用手比划字母。
【解析】14. A 根据discouraged 可知，作者学习的速度并不快，但是，我没有因为自己进步慢而感到气馁，相反，我感到非常兴奋。
【解析】15. C 根据前文的drop in on one of ASL club’s meetings 可知，然后我决定努力去参加美式手语俱乐部的活动，尽可能多的学习手语技能。make it a point 把……作为努力的目标。
5.根据常识和文化背景的角度来选择
例题：Since I hated to be 11 , I went back to Mr. Johnson and asked him to 12 an odometer (里程表) on my bicycle. He agreed, but 13 , “An odometer without a speedometer (速度计) is like a 14 without a knife.”
【解析】大家都知道在西方人的餐具中“刀”和“叉”简直就像一对连体姐妹，而fork and knife
简直就成了一个固定短语。所以第14 个空的答案就不言而喻了。
【支招】完形填空的语篇有其自身的完整性，但其中有时渗透着相关的如文化科学、历史地理、风俗民情等方面的知识。高中生已经掌握了丰富的文化背景知识和生活常识，具备了一定的判断能力。在做题时，如果能积极地调动自己的文化背景和生活常识，巧妙地加以运用，特别是注意中西方
文化的差异，会节约解题时间。
6.从语法角度来解题
例如：(2017 全国I) The following term, I 16 an ASL class. The professor was deaf and any
talking was 17 . I soon realized that the silence was not unpleasant. 18 , if there had been any talking, it would have 19 us to learn less. Now, I appreciate the silence and the 60 way of communication it opens.
【解析】16. D 选修某一门课程需要登记注册，到了第二学期，我注册了美式手语课程班。
【解析】17. A 根据deaf 可知，教授耳聋，讲话是被禁止的。
【解析】18. C 与之相反的是，如果交流中有讲话的参与，这势必让我们少学习一些技能。
【解析】19. B 手语交流比语言交流复杂，如果通过语言交流，就用不着学习复杂的手语了。【解析】20. D 根据This newness just left me 11 more 可知，作者认为手语交流是一种全新
的交流方式，如今，我由衷地欣赏寂静无声及由此带来的新的交流方式了。
【支招】我们都知道，完形填空以语境填空为主，但也有部分考查语法项目的题目。对于这类题，考生可以利用平时所学的词汇知识，分析单词(组) 的使用范围动词的
及物和不及物，并利用句子结构、句式特点等知识全面衡量所有选项排除干扰。
浅谈微课在高中英语教学中的应用 重庆求精中学肖锐 一、微课在国内外发展动态 微课(Micro lecture)，又称微课程，是近年来教育领域的另一大热门。微课雏形最早可追溯到1993年美国Le Roy A. McGrew提出的60秒课程(60-SecondCourse)和1995年英国T.P.Kee 提出的一分钟演讲(The One Minute Lecture，简称OML)。当前引起热议的“微课程”出自20XX 年美国新墨西哥州圣胡安学院的戴维?彭罗斯(David Penrose)，认为其核心理念是将教学内容与教学目标紧密联系，以产生一种“更加聚焦的学习体验”。20XX年，广东佛山胡铁生率先将Microlecture引入国内并译为“微课”，随后国内掀起了一股“微热潮”。微课以视频为载体，能够以动画的形式充分整合声音、图像和文字，同时包含教学设计、教学课件、练习测试等辅助性教与学的内容，能够强化学习情境的真实性，实现语义的相互关联。随着“中国微课大赛”、“全国首届微课程大赛”、“全国高校微课教学比赛”、“中国外语微课大赛”等各类微课比赛的开展，各中学以此为契机积极开展微课建设，微课建设在国内教育领域蔚然成风。随后，微课相关研究从中小学向社会辐射，并逐渐走向学科细化。值得注意的是，目前国内无论是学者、一线教师还是微课大赛组织者均为对微课的概念形成共识，而对英语微课的本质与内涵也少有论及。 二、高中英语教学中的“微课”理念和特点 第一、时间短，信息容量丰富。高中英语教学中的微课堂教学时间一般比较短，根据高中生英语学习的认知特点和学习规律，“微课”的时长一般为5-8分钟左右，最长不超过10分钟，但是高中英语教学中“微课”运用，能使教师的教学风格得到前所未有的展示，教师按照自己设计的逻辑进程，选用最适合自己的教法，有针对性，大容量、高效地组织教学。 第二、主题突出、内容具体。相对于常规教学，虽然它的教学时间较短，但内容更加精简，主题突出，更适合学生学习的实际需要。一个“微课”就是一个主题，或者说一个“微课”就是一个信息点，它所研究的问题来源于高中英语教育教学中的口语、听力、英语阅读、语法重难点、学习策略、学习方法、教育观点等有待于解决的具体的、真实的问题。 第三、实施方便，运用灵活。高中英语教学中的“微课”视频及配套辅助资源的总容量一般在几十兆左右，视频格式是支持网络在线播放流媒体格式，学生可流畅地在线观摩课例，查看教案、课件等辅助资源，也可灵活方便地将其下载保存到终端设备(如笔记本电脑、手机、MP4等)上实现移动学习，非常适合于学生的观摩学习和练习探究。 三、微课在高中英语教学中的应用 微课作为教学视频被广泛应用到教学中，例如，课堂导入、重点讲解、难点教学、课后拓展等教学环节。微课的应用，转变了传统课堂教学的呆板的教学氛围，将枯燥的课堂赋予活力，激发了学生的学习兴趣，提高学生的学习效率。 1.复习旧课。英语知识的学习，需要学生反复复习所学过的知识，英语每堂课都需要学生掌握大量的词汇、语法和句型，课堂教学中的45分钟对与学困生是远远不够的，而学困生的自主学习能力较差，因此，教师可以针对每堂课的教学，设计一段微课视频，让学生复习旧知识，利用课余时间观看，巩固知识。
Writing How to write an English diary Teaching aims: a) How to write an English diary. b) The form of English diaries. c) To improve the students’ writing ability. Important points: The skills of English writing. Difficult points: How to make every sentence appropriate and precise. Teaching procedure: Step I.Leading-in After exchanging greetings, talk about writing diaries and the advantages of writing in English.（As we know, most of the students, especially the girls, like writing diaries. But few of you write in English, which is a good way to improve your writing and speaking. So why not write English diaries? Today our topic is how to write English diaries.） Step II. Discussion First, give the students about three minutes to check their
Unit 1 Living well 知识目标 1．Get students to learn the useful words and expressions in this unit. eyesight，ambition，disabled，beneficial，in other words，clumsy，adapt，microscope，out of breath，absence，stupid，fellow，annoyed，all in all，industry，tank，make fun of，encouragement，adapt to 2．Help students to learn about disabilities and life of the disabled. 能力目标 1．Let students read the passage Marty's Story to develop their reading ability. 2．Enable students to know that people with disabilities can also live well. 情感目标 1．By talking about disabilities and life of the disabled，make sure students can learn some positive stories of the disabled. 2．Help them understand more about how challenging life can be for the disabled. 3．Develop students' sense of cooperative learning.
高中英语优秀说课稿《Unit1JohnSnowdefeatsKingCholera》高中英语优秀说课稿《Unit1JohnSnowdefeatsKingCholera》 高中英语优秀说课稿《Unit1JohnSnowdefeatsKingCholera》 [编辑推荐]高中学生在学习中或多或少有一些困惑，xx的编辑为大家总结了高中英语优秀说课稿《Unit1JohnSnowdefeatsKingCholera》，各位考生可以参考。 一、教材分析 1、材的地位和内容 该课文JohnSnowDefeatsKingCholera是人教版高中英语必修5第一单元的一篇文章，这是一篇阅读课。文章介绍了有名医生JohnSnow是如何通过考察、分析和探究的科学方法，发现并控制霍乱这种传染疾病的。通过学习这篇课文，使学生感悟到科学家的周密观察、勇于探索、认真分析的科学精神，使学生了解到科学发现的全过程具有其科学的严密性。该课文出现了英语重要语法知识--过去分词的用法。 2、教学目标 根据该教材的特点以及高中英语课程标准，我拟定下列教学目标 1)语言知识目标 词汇：defeatattendexposecureoutbreakcontrolabsorbseverevaluablestrictpump 等 语法：过去分词作定语和表语 2)语言技能目标 练习并培养学生的听、说、读和写的能力，侧重培养和提高学生的阅读理解能力 3)情感目标 培养学生的科学探索精神，培养学生科学人文精神相融合的素养 4)学习策略目标 学生通过阅读理解、互动交流以及完成任务过程中进行有效地自我调控，通过各种途径获取相关信息，并运用有效教学资源
高中英语优秀说课稿 I. Analysis of learners: They are students of senior 1, who are learners of different comprehending levels. Although they have finished Module 1, some of them have adapted themselves to senior studies while most of them are still struggling in reading class. They need further guidance from the teacher and help from their peers. Besides, more practice is necessary and more learning strategies should be developed. (点评:对学生的适应性、学习需求等分析得很到位。学生学习本课在英语语言能力、英语知识 等方面的起始状态的分析略显不足。) II. Analysis of the teaching material: The strange history of the Amber Room, a cultural relic, is told in the reading passage. It is written chronologically and the structure of the story is well–organized. The first paragraph is a good sample of how to describe an object while the other four paragraphs tell a story. The language in this passage is clear and simple. There are few long complicated sentences in it. Although there are some proper nouns, they ad dto no difficulty in understanding the passage if proper guidance is offered by the teacher. Therefore the passage is designed to be taught in two periods. Period 1: Reading comprehension. Period 2: Learning how to write about a cultural relic and its history.
公开课教案 Xxx Model 1 How Good Are Your Social Skills? Lear ning Aims: 1. Learn some words related to social manners. 2. Get a gen eral un dersta nding of social skills using differe nt readi ng strategies 3. Be able to summarize some basic social skills mentioned in the passage and thus improve their own social techniques Step 1 lead-in What kind of book is it from? A. a bus in ess course
B. a how-to book teach ing social skills Step 2 while- readi ng Skip to get the main idea of each paragraph. Lear n how to do small talk Develop your liste ning skill. Lear n the rules. The gen eral idea is _____ . A. social skills B. liste ning skills C. talk skills D. social rules Step 3 read the passage carefully to get some detailed in formati on. 1. We will not be shy if we have good ____________ . 2. Accord ing to paragraph land 2 ,We should ______ . A. avoid talk ing to some one whom you know B. lack the con fide nce to talk to a stra nger C. talk con fide ntly to a stra nger 3. Communication is a __________ process」t invoIves _______ and ________ . Step 4post- readi ng
注：教师讲稿附后
Lesson one Public Speaking A B C Why study public speaking Increase personal and social abilities Public speaking provides training in a variety of personal and social competencies. For example, self-awareness, self-confidence and dealing with the fear of communicating. Enhance your academic and career skills As you learn public speaking, you also will learn a wide variety of academic and career skills. These skills are central, but not limited, to public speaking. A few additional abilities that you should refine during this course that will help you throughout your career are the abilities to: ?Explain complex concepts clearly ?Support an argument with all the available means of persuasion ?Understand human motivation and be able to use your insights in persuasive encounters ?Organize a variety of messages for clarity and persuasiveness Refine your general communication abilities Public speaking also will develop and refine your general communication abilities by helping you to improve competencies such as: ?Developing a more effective communication style ?Enhancing your self-concept and self-esteem ?Adjusting message to specific listeners ?Detecting and responding to feedback ?Developing logical and emotional appeals ?Building and communicating your credibility Increase your public speaking abilities What is public speaking? “A man speaking is four things,…First, he is a will, an intention, a meaning which he wishes others to have, a thought; second, he is a user of language, molding thought and feeling into words; third, he is a thing to be heard, carrying his purpose and words to others through voice; and last he is a thing to be seen, shown to the sight, a being of action to be noted and read through the eye.”--Woolbert “Speech is thought conceived, transmitted, and expressed by brain, voice, and body, producing stimuli for auditors and for the speaker himself and influencing subsequent thoughts, feelings and actions.” Wilson Public Speaking Vs Conversation Purpose: both communicate with a certain purpose Audience: a public speech is usually directed at more listeners. Feedback: public speaking is relatively uninterrupted discourse. Delivery: public speaking requires intensified volume of voice and bodily action.
阅读原文题目：An interview with Jackie Chan 高中英语阅读课公开课原文
persons’ pictures mentioned) Ss: he/she is .... T:What qualities of your idol attract you most (I will pick up three students to answer this question) T: do you want to know who my idol is Ss:no T:have a guess .(then I will show them a picture of Jackie Chan’s profile ) 》 Ss: he is Jackie chan. T: Ok, today, I will introduce my idol—Jackie Chan to all of you. First let us enjoy a video about Jackie Chan’s life. Then I will play a video about Jackie chan. 《 $ Step 2. Pre-reading (8 min)Task1. A small quiz (individual work,3 min) T: let’s check the following sentence using true or false .and I will pick up some students to say his or her answer and tell me why it is wrong or correct. # Ss:ok. 1. Get Ss to know something about Jackie Chan. 】 2. Serve as a warm-up for the following tasks.
巧借微课，优化高中英语教学 发表时间：2017-02-22T15:00:51.057Z 来源：《中学课程辅导●教学研究》2016年12月下作者：范志莲[导读] 社会经济的突飞猛进促进了教育事业的蓬勃发展，“微课”作为当前教育工作中的流行应用在高中教学中逐步普及。 摘要：社会经济的突飞猛进促进了教育事业的蓬勃发展，“微课”作为当前教育工作中的流行应用在高中教学中逐步普及。将微课教学模式运用于高中教学能够丰富教学内容及教学形式，使得内容更具开放性，对树立学生在教学中的主体地位以及培养学生学习的兴趣具有促进作用。微课的应用能够实现学生英语素质能力的发展，提升教学质量及效率，具有重要意义。本文通过分析微课在高中英语教学中的意义，提出了微课在高中英语教学中的几点启示，具有指导意义。 关键词：微课；优化；高中；英语；教学 “微课”具有目标明确、教学时间短以及针对性强的特征，它指的是教师在教学过程中，围绕某个单一的教学任务实施教学的方式，其表现形式是与教学内容有关的学习辅助视频。这种教学模式在外来国家应用较为广泛，近期在我国也开始适用。以“微课”运用于高中英语教学能够提升学生的自主积极性与能动性，活跃课堂氛围，提升课堂效率。 一、微课在教学过程中的意义 微课能够增强学生与教师之间的互动学习与交流，实现个性化教育。若学生有缺课的现象，可通过观看微课视频学习漏学的内容。微课内容的保存具有永久性，学生可以根据自身需要随时随地观看视频，更好地实现复习及补课。 1.微课在教学新课时的作用 在课前预习时，教师需要及时将教学内容制作成微课小视频，让学生在课前先预习一下内容，以便在学习新的内容时有一个准备。另外，教师可以根据新课程的内容作出问题设计，借助微课为新课做铺垫，提高学生的学习积极性。在小结拓展中，微课还具有引导学生总结重点学习内容的作用，能够牢固学生的知识结构，针对不同学生的不同情况，教师可以制定出不同层次的微课视频，专门在课后放映，以加深学生对知识的印象。 2.微课在课后学习中的作用 随着科学技术的飞速发展以及计算机技术的普及应用，时代对学生的自主学习能力提出更高的要求。因此，教师在结束教学后，可以将学习课堂中的难点及重点制作成微课视频，并上传至网络，以便学生观看学习。微课的观看不受时间及空间的限制，对不同程度的学生均可适用，可以反复观看。 3.微课在教师业务中的作用 微课是一种新型的授课方式，它作为一种顺应时代发展潮流的教学方式能够辅助教师进行教学，能够提升教师的教学水平，实现以教促学。教师在制作微视频的过程中，需要对教学有一个思考和研究，在这过程中实现教学互促。微课具有教学时间段的特征，因此教师应当以认真的态度进行备课，扎实做好教学的基本功课，熟练使用计算机操作软件。[2]以微课为应用的教学交流平台具有开放性，能够打破传统课堂的局限性，提高教师教学与现代信息技术的能力，使其快速成长，实现英语学习环境的良性循环。 二、微课对高中英语教学的启示 1.使教学内容及方式更丰富 现行的高中英语教材其内容都由专家精心编排，在科学性与合理性的基础上符合现实需求，能够满足高中生的认知现状。但是，教材中内容的优良具有有限性，教材的更新速度跟不上时代发展步伐，满足不了学生的认知能力及社会生活的需要，长期以来，就会滞后学生英语素质能力的提高。借助微课的教学方式，能够弥补传统教学的弊端，教师可以根据一个知识内容，进行多个视频的收集，丰富教学内容及方式，从而提升学生思考能力，拓宽其知识领域。 2.重视培养学生自主学习的积极性 兴趣是学习的第一动力。兴趣是学习的主要来源，若学生对英语具有积极性，就会自主参与到学习过程中来，实现教师与学生的积极配合。反之，若学生对英语学习提不起兴趣，学习起来就会十分被动，教师教学也会感觉力不从心，课堂氛围达不到满意效果，从而使得教学质量及效率不尽人意。而将微课应用于高中英语教学，极大地改变了传统模式下的教学方式，使其发生重大变革，能够实现学生积极配合教学的目的。 3.引导学生树立教学的主体地位 现代教育教学理念表明，学生应在教学过程中实现主体地位，教师所制定的全部教学措施都应当紧紧围绕学生的主体地位为中心，使学生掌握主动权，而教师在这个过程中只需要承担一个辅助者的角色。“以学生为中心”的教学模式需要学生全身心地投入于学习的全过程，并以主观参与作为学习基础。在微课的教学模式下，学生会对学习产生浓厚的兴趣，从而实现其主观能动性的增强，以此同时能够使其自身的不正确行为得到规范，使其认真参与学习，在这个时候，教师就可将课堂的主导权交付于学生，已达到更好的教学效果。 三、结语 英语微课的普及具有巨大的发展潜力，它是一种可以无限循环使用的学习资源，这种新型的教学方式对于教师和学生来说有着举足轻重的作用。在高中学习阶段，英语课程的难度愈来愈高，导致部分学生失去了对学习的兴趣。教师针对这样的教学情况，将“微课”运用于高中英语教学课堂中，能够激发学生学习兴趣，实现教学效率的提升。参考文献： [1]郑世忠.吉林省中小学(幼儿园)教师微课制作能力现状研究——“2015年吉林省中小学(幼儿园)教师微课大赛”微课作品分析[J].吉林省教育学院学报，2016(5). [2]刘娟，韩春荣，王丹.基于微课的翻转课堂模式应用于独立学院艺术类大学英语教学的适应性探析[J].海外英语，2016(17). (作者单位：湖南省邵阳市绥宁县第一中学 422600)
A teaching design Teacher Hongli Dong Analysis on Learners Senior high students are eager to learn something knowledgeable and interesting. They have their own opinions and attitudes. They're not content with the limited knowledge obtained from the textbooks. Their abstract thinking and cognitive capability have developed a lot. So I must try my best to help them keep up their passion, develop the feeling of success and build up good values. Analysi s On the Teachin g Materia l Teaching Content The content of my lesson is a reading material, through the learning of which, I ’ll enable students to know more about Jackie Chan, his life career and the qualities that lead to his success. At the same time, make Ss aware of the question-and-answer format in an interview and learn how to conclude a question from the answer. Teaching Aims Knowledge (1)The Ss can learn question-and-answer format in an interview. (2) The Ss can understand the content of the lesson, talk about Jackie Chan ’s life career and form their own opinion about success. A bilities (1) To develop the Ss ’ abilities of listening, speaking, reading and writing (2) To improve Ss' reading abilities, especially their skimming and scanning abilities. (3) To train the Ss ’ abilities of studying by themselves and through cooperating. Emotion Learn from Jackie Chan and understand the way to success is not smooth. Put the moral education in the process of study. Importan t Points What qualities are required to be successful? Difficul t Points Help students to conclude the questions of interviewers according to Jackie Chan ’s answers. Teaching Methods 1. Communicative Approach 2. Task-based Language Teaching 3. Total Situational Action Teaching Aids A computer and a multi-media courseware. Teaching Procedures Students ’ Activities Purpose Step 1 Lead in (3 min) Greeting. T: Hello, everyone! Do you have an idol? Ss: yes. Arouse students' interest and
教学设计 学科高中英语 课题 教材 设计者 学校 Unit3 Celebrations Lesson1 Festivals( A reading lesson)
Ⅰ Analysis of Teaching Material This is the first lesson of this unit. Before this class, the teacher have taught the students vocabulary in Warm-up and Lesson 1. The reading passage titled FESTIVALS briefly describes three traditional festivals of China. Such a topic is closely related to students’life, thus it is very easy to arouse their interest in learning this lesson. The text covers 3 sections. Teacher should encourage students to skim for the general idea for each section, and scan for further understanding, because this lesson introduces a lot of useful new words and expressions which are only used for festivals. In order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the exercises in the each step to see how much they have understood the reading passage. The teacher can let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class. To consolidate the contents of the reading passage, students should be required to talk about festivals in their own words at the end of the class. Moreover, homework is very important for an effective class. So the students are assigned to write a composition about Spring Festival, based on what they have learned in this lesson. Ⅱ Teaching Aims: 1.Learn and master the useful words and phrases. 2.Let the student learn about 3 traditional Festivals of China. 3.Train the students’ skimming and summarizing ability during reading the text. 4.Encourage students to learn more about Chinese festivals and cultivate their love to our traditional culture. Ⅲ Teaching Important Points: 1.Master the following words and phrases: be celebrated by, is said to do, be made with, fall on, the first lunar month, burn down, in many shapes and sizes, mark, many different kinds of, special food 2.Enable the students to understand the three Chinese traditional festivals, Mid-Autumn
“微课”在高中英语词汇教学中的运用 摘要：社会信息技术的飞速发展，推动着教育信息化的进步与改革，以多媒体信息技术为核心的教育手段逐渐渗入课堂教学中，以微课程为核心的翻转课堂教学模式已成为业界关注的焦点。同时微课程凭借简短、快速、精确等特点，逐渐成为英语课堂教学中关键的抓手，是提高高中英语课堂教学业绩的重要手段，在英语课堂教学活动中起着关键的作用。本文将结合高中英语教学特点，探究“微课”在高中英语词汇教学中的运用，旨在开启多元化的英语教学模式，利用微课程的独特优势创造良好的教学环境，全面提高课堂教学质量。 关键词：微课翻转课堂高中英语词汇 微课程是21世纪新兴的一种新型授课方式。微课程主要是以微视频为载体，通过声音解说及视像演示将教学知识要点呈现给学生的一种微型教学方式。高中英语词汇特点是单词量大，生僻词较多，词性多样化，分布范围广，学生在学习与记忆过程中往往容易出现错误。由于微课程具有精练、简短、快速等特点，在高中英语课堂教学过程中合理有效地运用微课程有效地解决这个难题。 一、微课程教学在课堂研究中的背景与意义
微课程是微型课一词的缩写，主要是以微型的视频为教学载体，根据各个学科不同特点或教学目标开发与设计的一种情景式教学模式。教师通过微课程将教学知识重难点与教学资源有机地结合在一起，构成一个完整的知识结构体系，便于学生理解与掌握。 高中英语词汇具有语境生僻难懂、篇幅较长、生词量大的特点，学生普遍认为高中英语词汇学习是英语学习过程中的一个重难点。高中学生在初中阶段已掌握一部分英语基本知识，能娴熟地操作智能手机及电脑等各种移动终端，因此，高中学生非常适合微课程教学。在高中英语词汇教学过程中，教师可以适当地使用微课程，让学生在丰富多彩的视频教学过程中提高学生的记忆力与理解力，激发学生英语学习的兴趣。 二、微课程在高中英语词汇教学中运用的必然性 1.补充了多媒体课堂教学的不足。科技信息化社会促进了教育的改革，将多媒体技术成功地引入了高中英语词汇课堂教学活动中。但是，在实际课堂教学活动中，多媒体的教学方式并未得到广泛利用，多数教师只是单纯地利用多媒体制作或者拷贝课件，这种课堂教学模式虽然可以有效激发学生英语学习的兴趣，但忽略学生在学习过程中的主体地位，忽略了英语词汇量大、语境难懂等特点，学生英语词汇独立学习与记忆的时间太少，学生的能力与记忆受到一定程
重点高中英语阅读课公开课教案---一等奖
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高中英语阅读课 此教案独家特色简介： 一，高中英语阅读课，该教案在赛课中获得了一等奖，同时该阅读课获得了一等奖, 经过实战演练，课堂气氛非常活跃，阅读表格等教学方法得到评委一致称赞 二，该教案内容翔实，制作创意十足。 A,用表格的形式来制作教案，一目了然，简洁明了 B,加入了对应内容的ppt 截图 ，让教案不再是死气沉沉，冗长无聊，而是生动活泼，十分有趣，有新意！ 三，拥有配套的高质量的说课稿，课件，阅读原文，让你把优秀阅读课信手拈来！ 说课稿题目：高中英语阅读课公开课说课稿 一等奖 课件题目：高中英语阅读课公开课课件 一等奖 阅读原文题目：An interview with Jackie Chan 高中英语阅读课公开课原文 A teaching design Teacher Hongli Dong Analysis on Learners Senior high students are eager to learn something knowledgeable and interesting. They have their own opinions and attitudes. They're not content with the limited knowledge obtained from the textbooks. Their abstract thinking and cognitive capability have developed a lot. So I must try my best to help them keep up their passion, develop the feeling of success and build up good values. Analysis On the Teachin g Teaching Content The content of my lesson is a reading material, through the learning of which, I’ll enable students to know more about Jackie Chan, his life career and the qualities that lead to his success. At the same time, make Ss aware of the question-and-answer format in an interview and learn how to conclude a question from the answer.
高中英语语法教学微课教案（情态动词can和could） 教学思路: 本节课我教的是情态动词can和could作“能力”解时的区别。这节课我打算通过复习以前学过的情态动词can的用法，以及通过做游戏，让学生在轻松愉快的氛围中掌握can的用法，以及了解can和could的区别。 一、Teaching Content: Topic:Unit 5 Can you play the guitar? Grammar：Using “can”/ “could” to talk about ability 二、Teaching Aims: https://www.doczj.com/doc/156352012.html,e can talk about the ability at present. https://www.doczj.com/doc/156352012.html,e could talk about ability in the past. 三、Teaching Key and Difficult Points: How to use “can” and “could” to express ability in the present and past. 四、Teaching Methods: Task-Based Language Teaching Method 五、Teaching Procedures: Step 1：Warming up Task 1: Revision T: What can you do now? S1: I can sing. S2: I can draw S3: I can dance. T: Can you ride a bike / swim / fly a kite / play football / play chess? Ss:Yes , I can. / No, I can’t. Task 2: Playing a game T: Now let us play a game. Five students come to the front and perform for the class according to my instructions.and gestures.The others answer my questions. T : What can she do? Ss : She can ride a bike /swim/ fly a kite/ play football / play chess . T: Can she swim/ fly a kite/play football /play chess. Ss: Yes ,She can? No, she can’t. T: Say the whole sentences: eg: A can ride a bike. He can’t / cannot swim. Step 2: Presentation T: Can you ride a bike now? S1:Yes. I can T:Could you ride a bike five years ago ? Yes, I could./ No, I couldn’t( Help him answer) S1:Yes, I could./ No, I couldn’t. T: we can use “could” t talk about the past .e.g I can play computer now .But, last year I couldn’t play.