教学比赛英语
第六届全国小学英语教师教学技能大赛
第六届全国小学英语教师教学技能大赛命题大纲全国小学英语教师教学技能大赛旨在贯彻党的教育方针和国家教育政策，落实《国家中长期教育改革和发展规划纲要（2010—2020年）》，试用教育部制定的《小学教师专业标准（试行）》（征求意见稿），推进基础教育小学英语教学改革，激励广大小学英语教师努力提高自身的英语语言基础知识、基本技能、应用能力和英语教师知识，教学技能和科研能力，表彰在小学英语教学活动中涌现出的优秀教师，促进小学英语教师在教学思想、教学观念、教学方式和方法的转变，推动全国小学英语教学质量和学业成绩的大幅度提高。
全国小学英语教师教学技能大赛是小学英语教师专业发展和培训的一种有效形式。
大赛每两年举办一次，采取两个程序：初赛（采用纸笔测试形式）和决赛（采用说课形式）。
初赛由全国统一命题，全国统一时间考试，总分150分，其中第一卷为英语语言知识，英语技能和综合运用能力（70分），第二卷为英语教师知识和教学技能部分（80分）。
主观性试题占65%，客观性试题占35%。
决赛采用“说课”形式。
由全国技能大赛组委会统一命题，各地选择适当时间统一考试评奖。
一、命题原则1. 命题内容要做到理论与实践相结合。
根据我国基础教育小学英语外语教学的实际，根据教育学、心理学、语言学、应用语言学和英语外语教学等基本原理和教育教学规律及小学英语教师的教学实践经验，结合当前小学英语教学改革的实际，考查小学英语教师应知必会的基础语言知识和教学知识及基本语言技能和教学技能。
在理念上侧重考查在中国的国情、教情、学情下行之有效的英语外语教学（TEFL）理论和教法及技巧。
在语言和教学知识和技能上重点考查小学英语教学实用的基础知识和技能，使试题有较高的效度和信度。
2. 大赛试题面向大多数小学英语教师，难易度要适中。
大赛要通过竞赛方式为小学英语教师的专业发展提供动力，激励广大小学英语教师在教师教育和职前培训的基础上，通过在职培训和继续教育等教师专业发展，掌握教师专业理念与师德，各种专业知识和专业能力，促成小学英语教师从新教师到有经验教师，从有经验教师到反思型教师，从反思型教师到专家型教师的动态发展和转变。
职业英语教学设计比赛教案一等奖获奖futurelifetraffic听说课
UNIT 6 Future LifeSection BUnit 6 Future LifeSection B【教材分析】本课是浙江省中等职业学校课本《英语》第二册第六单元听说课。
本课时的重点是通过听关于找工作和职业规划的对话，使学生能使用与职业及职业规划相关的词汇和句型，谈论职业规划。
为跟学生未来的就业有进一步的联系，教师设计了规划职业小窍门这一环节，帮助学生用英语讨论并介绍自己能从事的职业和未来10年的职业规划。
【学情分析】笔者所任教班级为电子商务专业，学生词汇量偏少，在正确使用英语句子会话上也存在较大困难。
因此教师用“找一找”、“连一连”分步帮助学生复习和学习词汇，用先短篇后长篇的阶梯式降低对话难度，提高学生的掌握率。
教师用学生熟悉、喜爱的著名主持人—汪涵的17年职业奋斗史，增加课堂趣味性。
仅中专毕业的汪涵，通过自己的努力和有条理的职业规划攀上了事业高峰，让学生切实感受到：只要努力，有奋斗目标，职校生也能有自己的一片天地。
【教学目标】知识目标：①学生掌握并运用各类职业及职业规划相关的词汇，如kindergarten, cartoon designer, chef, clerk, auto-mechanic 以及salary, personality, major, certificate, weak point, strong point,career plan等。
②学生掌握重点句型，如：What are you going to do after graduation?I’d like to be a (an)…How come?Have you made a career plan?Because I love…and I can…May your dream come true!能力目标：①能用重点句型What are you going to do after graduation? How come? May your dream come true! 等来谈论未来工作和职业规划。
全国英语优质课教学比赛课件Facing the future(非常好!!)
1.What’s their living condition(生活状况)？
2.What change do they fac响) of the change?
4.How to face the change?
Read & answer
获取文本信息
Facing the Future
Change Weather: winter becomes _c_o_l_d_e_r_,_lo_-nger
4.How to face the change?
Solution In the Ice Age : People learnt to make __f_ir_e___ , tools. Government: Government is _h_e_l_pi_n_g_to build…
Living Condition（生活状况）
Place: live in_t_h_a_t_ch__e_d_- _ro_o_f_houses….
Weather: temperatures
are often_s_u_b_z_e_r_o__
Effects(影响)
Animal: It’s __h_a_r_d___ for alpacas ... People: people get __i_ll___
学习目标
通过本节课的学习，学生能够：
4:合作完成班级“走进安第斯山”主题百科 展板；独立制作基于“人与自然”主题的绘 本。
3:基于文本内容，运用所学，完成电视采访 活动。
2:基于对文本的深度理解，表达自己的观点， 重新命名标题；
02
04 03
1:理解、梳理文本信息，探究作者观点;
01
Reading Skills How to read a picture book?
高中英语-教学设计比赛-教学反思-155
北师版高中英语选修8Unit23Lesson1 Living in a community读后续写课教学反思惠安高级中学庄行希读后续写是一种将阅读和写作紧密结合的教学方式，其中的阅读是关键。
学生只有通过精准到位地解读文本，把握文本关键信息和语言特点，才能有逻辑地、合理地进行续写。
学生续写时，对前文创造性的模仿可以有效提高其语言表达能力。
续写材料的合理选择是成功进行读后续写教学的重要保障，读后续写作为高考新题型，对传统的阅读和写作教学提出了挑战，也是核心素养中思维品质的培养提供了新的平台。
教师可以多角度、多形式地设计任务，在读写教学中探寻有效的教学方式，不失时机地融入较高密度的思维训练，使学生的思维品质得到提升，思维能力得到锻炼。
本节课教师在教学过程中大胆整合教材内容，扣紧单元话题“Conflict”，在写前阅读教学中，颇费心思为学生创设各种机会与情景，让学生的主体思维参与其中，让学生生疑于字词、句子、文章内容等，质疑于文章标题、文本信息、作者写作意图、情感态度观点等，最后学生学会置疑，学思结合，引导学生有效的语言知识迁移和语言的创造性使用。
整堂课体现了“信息输入—信息加工-信息输出”的模式，设计的各个环节都是为了提高学生综合语言运用服务的，能做到先“输入”后“输出”，认知过程有序、合理，做到Quality input ensures quality output.让写呼之欲出。
这节课亮点是：1.课前有效导入上课伊始，老师利用课本图片、大标题小标题和课件图片展示对学生进行视觉、听觉全方位的调动学生，紧紧捕获学生的心并适时发出合理的指令性任务如预测文章内容，文章的体裁等，学生的思维不断被引向深入，教学内容真正融入学生大脑也提升了课堂的思维含量。
2.课中验证文本体裁，把握写作基本要素验证语篇体裁特征，判断信息分布特点，快速锁定首段，聚焦文本核心内容如冲突产生的原因、影响和解决办法，让学生明白学习就是生活，生活本来就是个大课堂需要我们去解决生活在同一个小区邻里之间的冲突学会维权，教师提醒学生通过who,what, why,how,result,solution 等要素来描述冲突。
英语教学比赛教案设计模板
Title: Integrating Technology in English Language LearningSubject: English Language ArtsGrade Level: 7th GradeDuration: 45 minutesTeaching Objectives:1. Knowledge Objectives:- Students will be able to understand and use new vocabulary related to technology.- Students will recognize and use past tense verbs in context.2. Skill Objectives:- Students will improve their listening, speaking, reading, and writing skills through technology integration.- Students will learn to collaborate and communicate effectively in English using digital tools.3. Attitude and Values Objectives:- Students will develop an interest in using technology as a tool for learning.- Students will appreciate the importance of digital literacy in the modern world.Teaching Aids:- Interactive whiteboard or projector- Computers or tablets with internet access- Headphones- PowerPoint presentation or online platform for vocabulary practice- Digital dictionary or translation toolTeaching Procedures:I. Introduction (5 minutes)- Greet the students and briefly introduce the topic: "Today, we are going to explore the world of technology and how it has impacted our lives."- Show a short video clip or slideshow about technological advancements.- Ask the students to share their thoughts and experiences with technology.II. Vocabulary Development (10 minutes)- Introduce new vocabulary related to technology (e.g., software, hardware, app, download, upload, etc.).- Use the interactive whiteboard to display the words and their definitions.- Have students practice using the new vocabulary in sentences.- Pair students up and have them create a short dialogue using the new vocabulary.III. Listening Activity (10 minutes)- Play a short audio clip or video about a technological topic (e.g., the history of the internet, a review of a new tech gadget).- Pause the clip at key points and ask students to summarize what they have heard.- Discuss the content of the clip and its relevance to the topic.IV. Reading Activity (10 minutes)- Distribute a passage related to technology (e.g., an article about the future of artificial intelligence).- Have students read the passage silently and then discuss the main ideas in small groups.- Ask for volunteers to share their thoughts and summarize the passage.V. Writing Activity (10 minutes)- Have students write a short paragraph about their favorite technological invention and why they think it is important.- Encourage students to use the new vocabulary and past tense verbs in their writing.- Circulate around the classroom to provide feedback and support.VI. Group Collaboration (5 minutes)- Divide the class into small groups.- Each group will research a different aspect of technology (e.g., social media, virtual reality, online learning).- Students will use the internet to gather information and create a presentation using a digital tool (e.g., Google Slides).- Groups will present their findings to the class.VII. Conclusion (5 minutes)- Recap the main points covered in the lesson.- Ask students to share their favorite part of the lesson and what they learned.- Assign homework related to the topic (e.g., write a journal entry about a personal experience with technology).Assessment:- Participation in class discussions and activities- Completion of vocabulary exercises and writing tasks- Quality of group collaboration and presentationNotes:- Adjust the duration of each activity based on student engagement and learning pace.- Ensure that all students have access to the necessary technology.- Provide additional support to students who may struggle with the new vocabulary or technology.- Encourage students to think critically about the role of technology in society.。
英语赛课教案模板(共9篇)
英语赛课教案模板（共9篇）少儿英语教案模板一、Teaching Demands and Aims(教学目标）二、Teaching important and difficult point (教学重点）1、words2、sentences3、grammars三、Teaching Aids (教具)四、Teaching procedures(教学过程） Greeting(问候） warm up(热身）Review(复习） New Leon(新课） Step One: Step Two: Step Three: Followup(叮咛）五、Homework(作业布置）作业的布置一、书面作业1、每节课后教师可适当选择课后习题(书本或课外参考书）及字母作业。
2、低年纪的孩子适合听磁带读课文、画图、连线、写字母等简单作业；每学期两次测试：半期考和期末考试。
3、高年纪的孩子要求抄单词、背单词、背课文等书面作业；每节课前可做适当的听写练习；每个月可做适当的单元测试；期间两次大考：半期考和期末考。
二、磁带作业1、适时布置(条件允许可每周一次）：将本周学习的内容录进磁带，下周上交。
2、录制要求：首先让学生和老师打招呼，接着报朗诵单元，然后录作业内容，最后与老师说再见。
(如：Hello! Amanda.I am Go go.This is Unit 11……… Goodbye! Amanda!)3、听音修正：(1)书面记录：边听边把学生的错音登记在学生手册上。
(2)修正过程：A：打招呼，先表扬肯定，后提出错误，注意错音的跟读 B：说悄悄话，增进师生感情交流 C：提出问题。
D：结束Say:“ Good bye! ”三、电话教学1、时间安排：每月两次的电话教学，每生教学时间不超过8分钟。
2、教学内容：(1)本周学习单词及课文的朗诵。
(2)词句的翻译。
(3)疑难解答。
(4)家长的经验交流。
《云的观测》教学设计教学目标：1、能够根据云量的多少，把天气分为晴天、多云和阴天；知道云在天空中是会变化的，不同的云预示着不同天气的来临。
英语教师说课比赛ppt课件
Divide the Ss into groups of four and ask each group what they will do for their friends.
Task 1 Fill in the blanks according to the text
2 Help the students to describe friends or friendship with the learned words.
PartⅣ Analysis of teaching theories, methods and aids
Teaching theories:
1 The students are the real masters in class.
PartⅡ Analysis of teaching objectives
1 Knowledge objectives
(1) Enable the Ss to master the new words, phrases and useful expressions.
(2) Get the Ss to have a good understanding of friends and friendship.
Part Ⅰ Analysis of teaching background
1 About the teaching material
The selected teaching material is taken from Unit 2, Book B of English for Vocational School. The topic is about friendship, which is intended to develop the theme of this unit.
初中英语教研活动形式(3篇)
第1篇一、活动背景随着新课程改革的深入推进，初中英语教学面临着前所未有的挑战和机遇。
为了提高英语教学质量，促进教师专业发展，我校初中英语教研组积极开展各类教研活动。
本文将介绍我校初中英语教研活动的主要形式，以期为其他学校提供借鉴。
二、活动形式1. 教学观摩教学观摩是初中英语教研活动的重要形式之一。
通过观摩优秀教师的课堂，其他教师可以学习到先进的教学理念、教学方法和教学技巧。
具体操作如下：（1）确定观摩主题：教研组根据教学需求，确定观摩主题，如阅读教学、语法教学、口语交际教学等。
（2）选派观摩教师：教研组从优秀教师中选派观摩教师，确保观摩质量。
（3）观摩过程：观摩教师按照教学设计进行教学，其他教师认真观察、记录，并进行互动交流。
（4）观摩反思：观摩结束后，教研组组织教师进行反思，总结观摩过程中的优点和不足，提出改进措施。
2. 教学研讨教学研讨是初中英语教研活动的核心环节，旨在提高教师的教学水平和教学效果。
具体操作如下：（1）确定研讨主题：教研组根据教学实际，确定研讨主题，如教学方法、教学策略、教学评价等。
（2）收集教学案例：教师围绕研讨主题，收集自己的教学案例，进行分享。
（3）互动交流：教师之间进行互动交流，探讨教学问题，分享教学经验。
（4）总结提升：教研组对研讨内容进行总结，提出改进措施，促进教师专业发展。
3. 教学公开课教学公开课是初中英语教研活动的重要形式之一，旨在展示教师的教学风采，促进教师之间的交流与合作。
具体操作如下：（1）确定公开课主题：教研组根据教学需求，确定公开课主题。
（2）选派公开课教师：教研组从优秀教师中选派公开课教师，确保公开课质量。
（3）准备公开课：公开课教师精心准备教学内容、教学方法和教学手段。
（4）开展公开课：公开课教师按照教学设计进行教学，其他教师认真观摩、记录。
（5）公开课反思：公开课结束后，教研组组织教师进行反思，总结公开课的优点和不足，提出改进措施。
4. 教学比赛教学比赛是初中英语教研活动的重要形式之一，旨在激发教师的教学热情，提高教师的教学水平。
英语教学能力比赛教案模板
Objective:The main objective of this lesson is to enhance students' English teaching abilities by designing a comprehensive lesson plan that integrates reading, writing, and speaking skills. The focus will be on creating an engaging and interactive learning experience that caters to diverse learning styles and encourages active participation.Subject:English Language ArtsGrade Level:Grade 6Duration:90 minutesMaterials Needed:- Projector and screen or whiteboard- Handouts with "The Rainforest" reading passage- Writing materials (pens, pencils, paper)- Flashcards with vocabulary words related to the rainforest- Timer- Music or sound effects related to the rainforestLesson Outline:I. Introduction (10 minutes)1. Begin with a brief discussion about the rainforest, asking students what they know about it.2. Introduce the lesson objective and explain how the students will be practicing reading, writing, and speaking skills through the theme of the rainforest.II. Reading (20 minutes)1. Distribute the handouts with the "The Rainforest" reading passage.2. Ask students to read the passage silently for the first five minutes.3. After the silent reading, lead a guided reading session, asking questions to check for understanding:- What is the main idea of the passage?- Who are the characters?- What challenges do they face?4. Divide the class into small groups and assign each group a specific section of the passage to summarize and discuss.III. Vocabulary Development (15 minutes)1. Introduce vocabulary words related to the rainforest using flashcards.2. Have students work in pairs to match the words with their definitions.3. Conduct a whole-class game of "Simon Says" using the vocabulary words, where students must respond only when the command is preceded by "Simon says."IV. Writing (20 minutes)1. Ask students to write a short paragraph describing their favoritepart of the rainforest and why.2. Encourage students to use at least three new vocabulary words fromthe lesson.3. Provide feedback on grammar and vocabulary usage.V. Speaking (15 minutes)1. Divide the class into small groups and assign each group a character from the reading passage.2. Have each group prepare a short presentation where they describetheir character's perspective on the rainforest and the challenges they face.3. Rotate groups so that each student gets a chance to present and receive feedback from peers.VI. Wrap-Up and Assessment (10 minutes)1. Conclude the lesson by discussing what students have learned aboutthe rainforest and the importance of preserving it.2. Assess the students' understanding and participation by:- Checking the writing assignments for grammar and vocabulary usage.- Observing the speaking presentations and providing constructive feedback.- Collecting the vocabulary match handouts to assess students' retention of new words.Reflection and Self-Assessment:At the end of the lesson, students should reflect on their teaching abilities by answering the following questions:- How did the integration of reading, writing, and speaking skills contribute to the learning experience?- What strategies did I use to engage students and cater to different learning styles?- What areas do I need to improve in my teaching skills?Note:This template can be adapted to different grade levels and subject areas by adjusting the complexity of the reading passage, the vocabulary words, and the speaking activities. The key is to ensure that the lesson is interactive, engaging, and provides opportunities for students topractice all aspects of language learning.。
高中英语-教学设计比赛-on your bike 徐宝云-185
Return of the white bikes!
K (write down what you W (want to know)
know)
romantic
popular
Whose white bikes ?
bikes
benefit
new words
f4or your
TbihktR2beae)lFaets.hnialkikledisnf3itshsetealinggpatnrehoeosuwppleer()3t-o4
1nt)aeuwsnkdweo2rrlidnse 2r)ewardite down 1pqaureasgtiroanph
A) tGabeikstteiknsgb1wachkite
1nt)eaUwsnkdwe4orrldinse
mfroaminthieves .
2R)weraitde down
idea B) Reappearing of the white bikes.
1)Underline 1pqauraesgtrioanph
30 years later
What were their hopes?
What do people do 30
1) save energy
years later?
2)
3)
1) with a computer chip,
have to __I_n_s_e_rt_a__c_a_r_d__;
What did they do? 1)painted bicycles white, placed
_________________________;
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。