人教版Book1 Unit 2 Reading
Standard English and Dialects
1. speak-spoke-spoken v. 说；讲某种语言
2. believe it or not 信不信由你
3. standard adj. 标准的
4. report vt. 报告；报道
5. be expected to do sth. 被期待做某事
6. expression n. 词语；表达
7. dialect n. 方言 8. neighbouring adj. 附近的，临近的 9. geography n. 地理10. play a part in … 在……中扮演重要角色 11. recognize v. 认出；识别出
What is standard English？Is it spoken in Britain, the US, Canada, Australia, India and New Zealand? Believe it or not, there is no such thing as standard English. ①Many people believe the English spoken on TV and the radio is standard English. ②This is because in the early days of radio, those who reported the news were expected to speak excellent English. ③However, on TV and the radio you will hear differences in the way people speak.
④When people use words and expressions different from the “standard language”, it is called a dialect. American English has many dialects, especially the midwestern, southern, African American and Spanish dialects. ⑤Even in some parts of the USA, two people from neighbouring towns speak a little differently. American English has so many dialects because people have come from all over the world.
Geography also plays a part in making dialects. ⑥Some people who live in the mountains of the eastern USA speak with an older kind of English dialect. When Americans moved from one place to another, they took their dialects with them. So people from the mountains in the southeastern USA speak with almost the same dialect as people in the northwestern USA. ⑦The USA is a large country in which many different dialects are spoken. Although many Americans move a lot, they still recognize and understand
each other’s dialects.
Task1. Find out the topic sentence of each paragraph. (预学检测) Para1. What is a dialect?
Para2. Geography plays a part in making dialects.
Para3. There is no such thing as standard English.
学法指导一：---Where can we find the topic sentence?
---Usually ____ ______ sentence.
(2020新课标全国I D篇)The connection between people and plants has long been the subject of scientific research. Recent studies have found positive effects. A study.
conducted in Youngstown, Ohio, for example, discovered that greener areas of the city experienced less crime. In another, employees were shown to be 15% more productive when their workplaces were decorated with houseplants.
32. What is the first paragraph mainly about?
A. A new study of different plants.
B. A big fall in crime rates.
C. Employees from various workplaces.
D. Benefits from green plants.
Task2. Let’s sense the attributes in the passage. (发现定语之美，感受定语之好) Step1: Talk with your group members how to translate sentence ①to⑦.
(小组合作探究如何恰当翻译句子①到⑦)
①Many people believe the English spoken on TV and the radio is standard
English.
②This is because in the early days of radio, those who reported the news were
expected to speak excellent English.
③However, on TV and the radio you will hear differences in the way people
speak.
④When people use words and expressions different from the “standard
language”, it is called a dialect.
⑤Even in some parts of the USA, two people from neighbouring towns speak a little
differently.
⑥Some people who live in the mountains of the eastern USA speak with an older
kind of English dialect.
⑦The USA is a large country in which many different dialects are spoken.
学法指导二
---What is attribute(定语)?
--- It can be a _______, ______ or a _______to modify(修饰限定) a noun
or pronoun.
Step2: Classify the attributes(定语) into several groups.
（给7个句子中的定语归归类吧……）
A. 分词作定语①…spoken on TV and the radio
②…who reported the news
B. 形容词短语作定语③…in the way people speak
④…different from …
C. 介词短语作定语⑤…from neighboring towns
⑥…who live in …
D. 定语从句作定语⑦…in which many different …
Step3: Let’s upgrade the model version by using different attributes.
(小组合作探究，运用不同的定语升级范文)
My Hometown --- Xi’an
My hometown is Xi’an. It is very beautiful. It has a long history.
Xi’an has a lot of snacks. They are different from those in other places. It has many tourist attractions. They attract a lot of people. We have the Bell and Drum
1. 拥有（with…）悠久历史的西安，是一座非常美丽的城市。
2. 这里有着众多不同于其他地方的小吃。
__________________________________________________________________________ 3.西安还有数不清的(numerous)吸引着来自全世界人们的名胜古迹。
__________________________________________________________________________
Task 3: Show your own style of English! Yes，you can!
(选择文章三个段落中的任意一个，大声读出属于你自己的英语吧！)
Task 4: Summary and sublimation(小结与升华)
There is no world language. 没有统一的世界语言。
There is no standard English. 没有标准的英语。
There are many ways to solve one question. 一个问题会有多种解决办法。
Diversity makes the world go around! 多样性使世界丰富多彩！
Respect diversity, and be yourself! 尊重差异，做最好的自己！
Assignment（课后作业)
At that time the world had one language and a common speech. As men moved eastward, they found a plain in Shinar and settled there. They said to
each other, “Come on, let’s make bricks and bake them thoroughly.” They used
全国中小学教师教学技能大赛(英语)命题大纲 根据全国中小学教师教学技能大赛（英语）简章，结合中小学英语教育教学实际与发展趋势，制定大赛命题大纲。 一、命题原则 1.知识技能考查与综合素质评价并重 本大赛既重视考查中小学英语教师的职业技能，包括英语语言基础知识、基本技能、英语综合运用能力，以及课堂教学技能，也要重视透过知识和技能考查教师的基本素质，包括语言观念、教育观念和英语教学中所体现的科学发展观；既要重视考查教师语言知识的扎实、完整，以及语言技能和教学技能的熟练，又要重视知识和技能的正确、灵活运用；既要重视微型课、公开课的当堂效果，也要重视考查其后续效果。 2.理论与实践紧密结合 试题中的政策、理论题目必须抓住课程改革和英语教育、教学理论中的基本概念，不求偏、难、全，重在考查教师用正确的理念解决日常教学，特别是课程改革实验以来所出现的重点、热点、难点问题，以考查教师从实践和理论的结合上解决问题的能力，杜绝官话、套话，鼓励灵活运用和创新能力。理论阐述题部分倡导在不违背课程改革精神的前提下“百花齐放”、“百家争鸣”，不搞一言堂和本本主义。在微型课和公开课的教学中更应注重考查教师运用正确的教育教学 理念解决课堂教学中的实际问题的能力。一方面要重视教学实效，另一方面要通过课堂教学考查教师对基本理念的理解与运用，反对形式主义，以科学、高效为评价教学的最重要标准。 3.继承传统与改革创新并举 本大赛在命题和评分标准的制定中坚持“古为今用”，“洋为中用”的原则，继承我国传统外语教学方法中被证明为行之有效的理念
和做法，不以新与旧作为取舍的标准。同时鼓励学习、借鉴国外语言教学研究之精华，结合中国的具体国情消化、运用。 4.全国统一标准与不同地区差异兼顾 为体现技能大赛对于教师继续教育的指导性，大赛试题和评审必须坚持统一标准，但同时又要考虑到我国各地区之间的差异，在命题中要根据地区特点增加选择性，在评定等级中要有一定的灵活性，在符合外语教学规律的基础上，鼓励教学方法的地方化和多样化。 5.不同组别试题和评分标准共性与特性相统一 小学组、初中组、高中组的赛题在命题原则上既要体现英语教师在教学理念和教学技能方面的共性，又要考虑到不同组别的差异。如小学组赛题要突出教师激发学生学习英语的兴趣，掌握正确的学习方法，养成良好的学习习惯；初中组突出语言基础知识和基本技能的教学，侧重听说技能；高中组在重视双基教学的基础上，侧重培养学生综合运用英语的能力。但各组别的赛题都必须高度重视双基教学和培养学生自主学习策略，为进一步学习和使用英语打好基础。为鼓励教师加强业务进修，促进教师继续教育，适应课程改革的要求，命题要有一定的难度，以拉开差距，择优选取，但不能脱离各组别教师的实际情况。不出偏题、怪题，重点考查参赛教师的知识结构、技能水平及实际运用能力和基本素质。 二、赛题类别 1. 初赛赛题类别 分为小学、初中、高中三卷，三卷均含三部分内容：政策与文件、英语知识和综合运用能力、教学技能。
人教版Book1 Unit 2 Reading Standard English and Dialects 1. speak-spoke-spoken v. 说；讲某种语言 2. believe it or not 信不信由你 3. standard adj. 标准的 4. report vt. 报告；报道 5. be expected to do sth. 被期待做某事 6. expression n. 词语；表达 7. dialect n. 方言 8. neighbouring adj. 附近的，临近的 9. geography n. 地理10. play a part in … 在……中扮演重要角色 11. recognize v. 认出；识别出 What is standard English？Is it spoken in Britain, the US, Canada, Australia, India and New Zealand? Believe it or not, there is no such thing as standard English. ①Many people believe the English spoken on TV and the radio is standard English. ②This is because in the early days of radio, those who reported the news were expected to speak excellent English. ③However, on TV and the radio you will hear differences in the way people speak. ④When people use words and expressions different from the “standard language”, it is called a dialect. American English has many dialects, especially the midwestern, southern, African American and Spanish dialects. ⑤Even in some parts of the USA, two people from neighbouring towns speak a little differently. American English has so many dialects because people have come from all over the world. Geography also plays a part in making dialects. ⑥Some people who live in the mountains of the eastern USA speak with an older kind of English dialect. When Americans moved from one place to another, they took their dialects with them. So people from the mountains in the southeastern USA speak with almost the same dialect as people in the northwestern USA. ⑦The USA is a large country in which many different dialects are spoken. Although many Americans move a lot, they still recognize and understand
《英语学科知识与教学能力》（高级中学） 一、考试目标 1．英语学科知识与能力 具有扎实的英语语言基础知识和语言能力；具备从事高中英语教学所需要的英语语言能力；能理解有关英语国家的语言、历史和文化等相关知识。矚慫润厲钐瘗睞枥庑赖。矚慫润厲钐瘗睞枥庑赖賃。 2．英语学科教学知识与能力 掌握外语教学基本理论、英语教学专业知识与国家英语课程标准内容等学科教学知识，并能用以指导高中英语教学。 3．英语学科教学设计能力 能够根据英语学科特点，针对高中学生的认知特点、语言水平和学习需要选择并设计合理的教学内容，形成完整合理的教学方案。 4．英语学科教学实施能力 理解高中英语课堂教学实施的基本原则和方法，具备实施语言课堂教学的基本能力；能够根据教学设计，结合教学实际情况，采用恰当的教学手段，引导学生进行有效学习。 5．英语学科教学评价知识与能力 了解高中英语课堂教学评价的基本知识和方法，能够对学生的语言学习进行恰当的评价；了解教学反思的基本方法和策略，能够对自己的课堂教学实践进行反思，提出改进的思路。 二、考试模块内容与要求 （一）语言知识与能力 1．掌握英语语言的基础知识，了解语言学研究中与语言教学相关的基本概念和知识，并能在课堂教学中加以运用。 2．具有良好的英语语言运用能力，包括用英语进行书面表达、获取教学资源和信息、表达思想情感和与学生良好沟通的能力；能够筛选并改编适合高中学生英语水平的语言材料。 3．能在语篇中理解英语国家的语言、历史和文学等相关的社会文化知识。 （二）语言教学知识与能力 1．了解外语教学基本理论，理解语言观、语言学习观、语言教学观等对高中英语教学的指导作用。
集美区高中英语说课答辩比赛获奖说课稿1 说课稿 高二（上）Unit 7 Living with disease Reading --Born dying 说课提要 今天我说课研讨的主题是“读与说相结合的教学”。我将以人教版高中英语第二册Unit7，阅读课文Born dying为例，从教材分析、教法与学法、教学程序等几方面进行说明。 说课标 首先让我们来看课程标准，这是我们进行教学的依据。课程目标强调在进一步发展学生综合语言运用 能力的基础上，着重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，同时关注学生的 情感，提高学生独立思考和判断的能力，树立正确的人生观、世界观和价值观，增强社会责任感，全面提 高人文素养。另外，课程的设计与实施有利于学生优化英语学习方式，使他们通过观察、体验、探究等积 极主动的学习方法，充分发挥自己的潜能，提高自主学习的能力，要有利于学生学会运用多种媒体和信息 资源，拓宽学习渠道，形成具有个性的学习方法和风格。 我将以课程目标（三维目标）作为本单元教学设计和本课教学的指导思想和教学依据。 教材分析 一、知识背景及新课程、新教材 （一）单元背景分析： 本单元的教学主要是以AIDS为中心话题而展开的各项活动. 过去25年来，全世界有近6500万人感染了艾滋病病毒，死于艾滋病的人已达2500万。每天有11200人感染病毒，8000人死于艾滋病。这意味着每 10秒钟这个世界上就有1个人因为艾滋病死亡。因此随着艾滋病的蔓延，越来越多的人开始关注这个全球 健康问题。从教学时间安排上，可以看出教材编者刻意把本单元教学安排在世界艾滋病日（12月1日）前，正是为了让学生了解有关AIDS的知识，并引起学生对AIDS这个社会问题的关注。可见编者非常关注AIDS 这个现代瘟疫对社会的危害，这也体现了教材编写的时代性原则和思想性原则。正如课标所提到的，把教 材内容和现实生活联系起来，有利于激发学生的学习动机，也有利于提高学生的学习效果。 （二）单元分析及教材处理 因此为了让学生有充足的AIDS知识和正确的情感态度去迎接即将到来的世界艾滋病日，而且学生也能学 有所用，本单元的语言知识和语言技能的设计都围绕中心话题而展开的。在warming up、Listening、Speaking中，通过听力训练和语言交际等活动，让学生对于AIDS、吸毒、吸烟等问题有一定的了解，并 明白这些问题的严重性和危害性。使学生在此认知的基础上进一步学习阅读课文里有关艾滋病的传播途径， 预防措施以及共同探讨如何正确对待艾滋病患者等内容，并为学生以后所要完成的任务奠定了知识基础和 增强学生的社会责任感。处理本阅读课文，主要采用任务型教学模式，既要让学生通过语言实践活动来体 验语言，从而提升自己综合语言运用的能力，又要让学生充分了解到抵御艾滋病，拒绝毒品他们责无旁贷， 教会学生学会关爱生命，主动帮助和关怀艾滋病患者。 正如新课程标准中所提：在英语学习的过程中，要关注学生的情感，提高学生独立思考和判断的能力，树 立正确的人生观和价值观，增强社会责任感，提高自身素养。 二．教学目标：理论依据：《新课程标准》 基于对教材的理解和分析，根据《新课程标准》关于总目标的具体描述，结合高二学生实际和教材内容， 制定相应教学目标： （一）知识目标： 1．理解课文的内容，深入了解有关艾滋病的基本常识。例如：；What is AIDS？How does a person get
高中英语说课稿 衡水市第二中学王文会 Model 3 Unit4 Astronomy: the science of the stars Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading. In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently. My teaching plan will include 6 sections. They’re analysis of the teaching material , analysis of the students, identifying the teaching aims and teaching procedures , and finally showing blackboard design Section 1 Analysis of the teaching material Status and content: The reading is the center of this unit, in which we will learn some expressions , reading skills and noun clause as the subject. Teaching keys: 1. Improve the students’ reading skills. 2. Enable the students to learn about the development of life. Teaching difficulty: The process of the development of life. Section 2 Analysis of the students 1. The students are Senior one, so the tasks I set shouldn’t be too difficult.
全国高中英语教师教学基本功大赛观摩有感 XX年10月，我有幸去青岛观摩了全国高中英语教师教学基本功大赛。这次观摩，让我感触颇多，收获也颇多。我了解了最新的教学理念和教学方法，开拓了眼界。 一、善于激发学生学习动力 1.好奇心与兴趣。有人说：一堂好课，可以让学生带着句号（满足感）走出教室，可以让学生带着惊叹号（震撼力）走出教室，也可以让学生带着省略号（无限遐想）走出教室，还可以让学生带着问号（新的困惑和问题）走出教室。我想在今后的英语教学中，应尽可能地从中西方文化差异入手，多融入学生感兴趣的内容，让学生在好奇和兴趣中习得知识，运用知识，学有所用。此次基本功比赛中，几乎所有老师在课文导入环节的设计都考虑到了学生的兴趣和好奇心。比如有的老师通过美国大片所描述的未来世界让学生回答：when does the story happen? where does it take place? what does it show?从而激发学生对life in the future的好奇心和想象力。还有的老师通过古英语t?t w?s god cyning!（that was a good king!）让学生猜测其意思，激发了学生对阅读the way to modern english（英语发展之路）的兴趣。 2.比较与竞争。英语教学中引入比赛和竞争机制，无疑对学生来说更具挑战性。可以很明显地看到，有竞争和比赛，即便是高中学生也很愿意在课堂中积极地展示自己。一位老师教授有关
运动的词汇，她让一位学生到前面用肢体语言描述该词汇，其他各组以竞赛的方式猜测该词。其实，这个活动有点像小学或者初中的词汇课，但是高中学生依然很积极地参与，并乐在其中。在平时的教学活动中，往往我们在赶进度，课堂中多是让学生们小组活动，而没有时间让他们小组竞争。其实，适当地运用在课堂中也可以激发学生的兴趣，提高同学之间的合作能力。 3.成就感。中学英语教学的成败,不仅取决于学生的注意力、观察力、记忆力、思维能力等智力因素和教师的业务素质,还取决于学生的情绪、态度、学习动力和学习兴趣等非智力因素。就高中来说,他们普遍存在的问题就是娇生、懒学、心理承受力差,遇到挫折容易灰心丧气。如学生刚开始学习英语时,学习热情很高,成绩普遍较好,但时隔不久就有一些人落后掉队,以后不及格者、放弃不学者越来越多。到后来,他们就逐渐产生了两极分化,使英语学习陷入被动。是不是这些人学习英语有智力障碍呢?答案当然是否定的。学生学英语有困难,并非是因为他们天生愚笨,而是由于他们在英语学习中失败的时候多,成功的机会少,因没有成就感而越来越厌学,以致恶性循环。其实，学生很需要成就感的体验与激励。在学习上，成绩好的学生获得成功的体验多，所以成绩差的学生，我们应想方设法让他们有成功的体验。本次比赛，有的老师让学生表演短剧，有的学生英语口语好，就负责说，口语不太好的可以不说表演出来。其实，这也是鼓励学生参与，增强学生成就感。在平时教学比如作文教学中，我们也要多发现
Teaching aims: Knowledge aim: a.Get students to learn the following useful new words and expressions: consideration, deliver, kindness, etc. b.Get students to learn how to describe a person and how to make the person come to life by using adjectives, etc. Ability aim: Let students grasp how to write a passage by memorizing basic procedures and necessary expressions. Emotional aim: a.Let students have a better understanding of great women’s good qualities and learn from them b.Develop students’ sense of group c ooperation and teamwork. Key points: a. Have students master the meanings and usage of important new words and expressions in this part. b. Develop students’ writing skills Difficult points: How to get the students to guess the meaning of words in a context and paraphrase them Teaching methods: a.Task-based teaching approach b.Question-and-answer activity teaching method c.Pair work and individual work method Teaching procedures: Step I. Lead-in Two activities: a. A short video b. Review adjectives to describe a great person Step II. Reading Task 1: a. How many questions did the author ask in the passage? b. What are they and did she find out the answers? Task 2: Find her answers Passage: I enjoyed English, biology and chemistry at school, but which one should I choose to study at
参加第六届全国高中英语教师教学基本功大赛
参加第六届全国高中英语教师教学基本功大赛 暨教学观摩研讨会有感 国家基础教育实验中心外语教育研究中心于2012年10月21日-25日在山东省青岛市举办了“第六届全国高中英语教师教学基本功大赛暨教学观摩研讨会”,我很荣幸地参加了此次优秀课评比和观摩，并荣获全国高中英语课堂教学优秀课一等奖。这次的教师基本功大赛高手云集，30名选手参赛，其中有几节课让我印象尤为深刻，受益匪浅。专家的点评也是非常详尽，发人深思。此次参赛不仅让我领略到了全国各地出类拔萃的英语教师的教学风采，也让我从中发觉到了在课堂教学方面自身的不足。 10月22日 上午，首先由国家基础教育实验中心外语教育研究中心云南省教科院副秘书长李成致开幕词，他希望我们可以让学生做到“学有所思，思有所得，得有所用。”中国教师发展基金会秘书长杨春茂强调“优先发展,育人为本,改革创新,提高质量”，但是“提高升学率不能以加重学生负担为代价”,教师应该做到：“减轻学生负担，推进素质教育，教会学生如何做人，教会学生如何思维。”此外，教师应注重培养学生的科学素质、艺术素质、信仰素质、人文素质。而且教师应该坚持
“三个为本”：以人为本、学生为本、育人为本。其中“学生为本”包括：一切为了学生，为了学生的一切；让学生得到充分全面的发展；让学生发展主动学习的能力；让学生有可持续发展的能力。最后，教师应建立科学的评价体系。 接下来是专家作报告，首先是国家基础教育实验中心外语教育研究中心学术委员会主任，清华大学崔刚教授就《阅读的层次与课文教学》做了生动的发言。崔刚 教授首先提出目前高中英语阅读理解教学存在的问题是教师对于课文的处理不够充分，原因之一是教师对现实阅读与教学阅读的区分不够透彻。在现实阅读中，具备阅读能力是目标，而教学阅读则是如何让学生具备现实阅读的能力，它是实现目标的途径与手段。原因之二是教师对精读与泛读的区分不够透彻。精读是分析性的、仔细的、字斟句酌的阅读，课文阅读就应该采取精读的方法。然而，泛读是为了获取信息的阅读，课外阅读就应该采取泛读的策略。其次，崔刚教授针对高中英语教学普遍存在的有关精读的五点批评给出了以下解释：（1）精读课文大部分的练习都与语言知识有关；（2）精读课文太短，因此阅读量太小，学生没有语言知识，哪来阅读技能，没有词汇量，何谈答题技巧。（3）精读课上让学生养成字斟句酌的阅读习惯不利于学生从中文思维到英文思维的过渡。英文学习永远要借助母语为中介，随着外语能力的提高，外语思维的能力会越来越快。所以，简单地说“用英语思维”经不起推敲。（4）教师课文讲解得太慢太细。要求学生逐字逐句阅读不利于学生提高阅读速度。其实，精读不是为了速度，而是为了准确度。（5）教师讲得太多，形成满堂灌，学生不能主动学习。教师应该根据实际情况进行满堂灌，半堂灌，零堂灌。接下来，崔教授就阅读的教学层次发表了以下讲话，（1）语言层次。它包括：语篇结构、语法、句式、词汇和语音。其中。词汇可以被叫做词汇块，它是语言处理的单位，相当于建筑中的预制块。词汇块的多少决定着语言处理的速度，从而整体上影响英语听、说、读、写的技能。词汇块的类型包括：词汇短语与习惯搭配，重点是名词与动词的搭配，形容词与名词的搭配。（2）信息层次。高考题对这方面的考察包括：事实与细节，信息之间的逻辑关系以及篇章结构的把握。（3）思想层次。其内容包括：体会隐含的意义，以及与作者进行心灵的对话，产生情感的共鸣，进而形成自己的评价与判
Interpretation Good morning, ladies and gentlemen. It’s my great honor and pleasure to be here sharing my lesson with you. I’m Sun Tiejun from SJY Middle School. I have been ready to begin this representation with five parts. Analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure. Part 1 Teaching Material The content of my lesson is FLTRP Book___ Module____________________. This Module is about____________________ (topics). By studying of this Module, (As we all know, reading belongs to the input during the process of the language learning. The input has great influence on output, such as speaking and writing.) Therefore, this lesson is in the important position of this Module. If the Ss can master it well, it will be helpful for them to learn the rest of this Module. Part 2 Teaching Aims According to the new standard curriculum and the syllabus (新课程标准和教学大纲), and after studying the teaching material, the teaching aims are as follows: 1.Knowledge objects (语言目标：语音，词汇，语法，功能，话题) (1)The Ss can master the usage of the important words and expressions. (2)The Ss can use the g rammar in the proper situation. (3)The Ss can understand the content of the lesson, talk about ________________ (information). 2.Ability objects (1) To develop the Ss’ abilities of listening, speaking, reading a nd writing (2) To guide Ss to set up effective studying strategies. (3) To i mprove the student’s reading ability, especially their skimming and scanning ability. (4) To train the Ss’ abilit ies of studying by themselves and cooperating . 3.Emotional or moral objects (1)By completing the task, the Ss increase their interest in _________________. put the moral education in the language study. Part 3 the Important and Difficult Points Based on the requirement of the syllabus. The important point is How to understand the text better.. The difficult point is to Use their own words to retell the text.. Part 4 Teaching Methods As is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) I will use the following methods according to the modern social communication teaching theories(现代社会交际教学理论) . https://www.doczj.com/doc/267659606.html,municative Approach(交际教学法) 2.Whole Language Teaching(整体语言教学法) 3.Task-based Language Teaching (任务教学法) 4.Total Situational Action (情景教学) teaching method , it establishes a real
课题名称定语从句科目英语 教学对象高一年级课型语言知识课授课教师袁志安 一、教学内容分析 语法一直是学生头痛的一项内容，而定语从句在历来的高考试题中都有所体现，而且在语言的使用过程中定语从句的使用也是比较普遍的，因此,掌握这一语言知识的使用。 二、教学目标 知识目标：1．感受和熟悉定语从句的概念、句法结构和作用。 2. 感受和熟悉关系代词that, which, who, whom, whose。 能力目标：能够在真实的语言环境中使用关系代词that, which, who, whom, whose引导的定语从句。 德育目标：1.通过模仿、操练和观察，学会演绎和归纳定语从句的基础知识。 2.通过游戏，学会合作，建立自信心和集体荣誉感以及综合运用所学 知识解决实际问题的能力。 情感目标：通过学习调动学习积极性，使学生体会到英语的趣味和实用性。 三、学情分析 传统的语法教学基本以呈现理论为主再辅以练习，相对枯燥，学生兴趣不够，容易分散注意力，所以应溶入一些新的教学元素。这个年龄的学生争强好胜，喜欢新事物，于是我考虑借用大家感兴趣的话题促进学生的热情，增强学习的效果。
四、教学重点难点： 1.了解定语从句的句法作用和结构，特别是关系代词的正确使用； 2．表示所属关系的用关系代词whose的用法； 五、教学策略的选择 以往的语法教学常常采取用“定义-讲解-释疑-练习”的方式教授定语从句，很难提供所学的语法项目进行真实交际的机会。根据新课改的理念和教学实践，深入剖析学情和语言习得的规律，大胆尝试新的语法教学，做到以下：一是将语法教学放在真实情境中进行；二是在坚持提高语言交际的流利性的同时，注意提高语言的准确性，鼓励学生张口说，不怕犯错误，采用讨论、协作、探究的小组活动和语法规则自主归纳演绎的教学模式，引导学生灵活运用所学语法知识。六、教学手段 利用多媒体计算机、网络资源、自制音像等创设教学情景、问题情景，扩大教学容量，增强教学的趣味性和时效性。 （设计依据：《新课程标准》要求教师在教学中要以学生为主体，采用研究性学习方法，寓教于乐。检验一节课成功与否，不是教师讲了多少，而是以学生的学习效果为评价标准。因此我借助多媒体，用老师和学生的图片力求使枯燥的语法生动趣味化；并且考虑学生英语基础的实际情况，教学过程也要体现素质教育的全体性，因此设计任务循序渐进，由浅入深，由易到难，导引学生参与整个学习过程，获得更佳的学习效果及发展智力，提高思维，观察，注意，记忆，想象，联想等能力。） 七、教学环节 我将本课设计为四个环节（分四个层次）：感受、熟悉、模仿、操练。每一环节都遵循“呈现-发现-归纳-实践-活用”的教学模式，同时增加练习的趣味性和生活化，激发了学生学习兴趣和自主探究的精神，具体教学环节的细节在课堂中呈现。 八、板书设计：具体内容在课堂中呈现
中学生英语口语比赛活动 方案 Prepared on 21 November 2021
关于顾集、王集、砖集、黄庄四中心校开展中学生英语口语比赛的 通知 顾集、王集、砖集、黄庄中心校： 为全面贯彻落实《义务教育英语课程标准》，深化联片英语教学改革，进一步加强义务教育阶段学生英语听说能力教学，不断提高英语教学水平。为此，我校专门制定了落实方案，根据落实方案的活动计划，为了激发学生学习英语的兴趣，培养学生英语语感，充分调动学生学习英语的积极性，并给学生提供展示英语才能的舞台，特举行四校中学生英语口语比赛。 一、活动时间：2018年1月5日 二、比赛对象：顾集、王集、砖集、黄庄四校七、八、九年级学生，每年级限报2组（团体、个人都可）。 三、活动地点、内容 四、比赛形式及程序： 1、按年级抽签决定出场顺序。 2、比赛内容：题目自拟，可以为书本对话、课文，也可为课外读物。 3、比赛形式：情景对话、课文背诵、英语演讲都可，要求脱稿，时间在3--5分钟。 4、选手进入赛场后，按抽签顺序依次进行比赛。评委老师利用打分表进行打分，最后交统计老师进行成绩统计。
五、评分标准及评委组成 （一）评分标准（各项根据实际情况酌情打分）： 按演讲内容、语言表达、流利程度、演讲技巧、仪表形象、时间把握、综合印象等七部分进行评分，满分为100分。 演讲内容：15分。充实生动、积极向上 语言表达：20分。语言规范，口齿清楚。发音标准，语调自然 流利程度：15分。脱稿演讲，口语自然流畅 演讲技巧：20分。表达生动，体态语言和表演技巧运用贴切 仪表形象：10分。衣着整洁得体，仪表大方 时间把握：10分。时间把握准确到位，时间控制在3--5分钟 综合印象：10分。由评委根据演讲选手的临场表现作出整体评价 （二）评委组成：每校抽调两名英语教师作为评委，依据评分标准参与评分，本校教师对本校学生的表演不参加评分。 六、评奖办法： 根据成绩按年级评出一等奖1名，二等奖2名，三等奖5名。 七、安全保障：各校除抽调两名英语教师作为评委以外，需再抽调两名带队人员，以保证学生安全。 八、其他未尽事宜，另行通知。 界首市顾集中心校 2017年12月14日
牛津高中英语说课稿评优课一等奖说课稿(全英文) Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading. In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently. My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures. Section 1 Analysis of the teaching material The selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, Getting a job. After analyzing it carefully, I find the article has two uni2ue characteristics. First, it’s a long passage with 688 words, much more than the usual te.ts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students. Section 2 Indentifying the teaching aims Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson: The 1st aim: Students learn the skills and strategies to read a prolonged te.t. The 2nd aim: Students get a better understanding of what a gap year is. The 3rd aim: Students are encouraged to figure out the implied meaning. The 4th aim: Students are familiar with various e.pression_r_r_r_r_rs or approaches to e.press the same thellong or idea. Section 3 teaching procedures In order to achelloeve the teaching aims mentioned above, I decide to choose guided reading and Task-Based teaching as the main teaching approach. With the teaching methods, I can guide students to use effective reading strategies toprehend the te.t, solve problems andplete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the te.t. Part 1. Getting ready Reading begins before a book is opened. It’s important to activate students’ e.isting background knowledge and draw their attention to the topic of the te.t. In thellos part, I will use the pre-reading activities to increa se students’ concentration, arouse their curiosities, fire their imagination and give them a purpose for reading. The part consists
A Teaching Design Teacher Wu Xuan, Dinggou Senior High, Jiangdu District 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 Teaching Material 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 tra in the Ss’ abilit ies 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. Important Points What qualities are required to be successful? Difficult Points Help students to conclude the questions of interviewers according to Jackie Chan’s answers. Teaching Methods https://www.doczj.com/doc/267659606.html,municative 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. Talk about idols and successful people. Arouse students' interest and lead in the topic for this lesson. Step 2. Pre-reading (8 min) Task1. A small quiz (individual work,3 min) Check the true sentences: 1. People see Chan as a action hero. 2. When he was at Peking Opera School, Chan did not have to work hard. 3.Chan was eight when he began acting. 4.A stunt in Dragon Lord took two seconds. 5.Chan was badly injured over twenty years ago. Task2. Brainstorm (pair work, 5 min) Jackie Chan is coming. Suppose you are a journalist, what questions will you ask him? 1. Get Ss to know something about Jackie Chan. 2. Serve as a warm-up for the following tasks. 3. Make Ss familiar with question-and answer format.