高中英语_Chinese教学设计学情分析教材分析课后反思
教学设计I.Teaching aims:By the end of the lesson , students will be able to1.Learn about the requirements and master the strategies of writingsummary.2.Write a summary under the guidance of the teacher.3.Understand the meaning of learning another language andstrengthen Students’ national sense of pride and confidence.II.Teaching process:1：Pre –reading : lead-in(预设时间7分钟)【学生活动1】Watch a video about a pretty girl speaking Chinese and answer the teacher’s questions.【教师活动1】She is Donald Trump’s granddaughter. Although she is only 6 years old, she speaks fluent Chinese.Besides Trump, some other governmental and commercial leaders, like Prince William,Putin and Zuckerberg also let their children learn Chinese. Of course, there are more and more ordinary foreigners learning Chinese now. Let's look at some news on the internet about the Chinese learning tendency.【设计意图】导入部分通过特朗普外孙女讲汉语的视频引出汉语已成为各国政要和商业大亨子女学习外文的首选，通过新闻报道和相关数据让学生了解目前世界学习汉语的热情和趋势，为学生学习本篇课文提供充足的背景知识。
【学生活动2】Learn about the requirements of writing summary.【教师活动2】Introduce the requirements of writing summary to the students.【设计意图】本节课是一节基于主题意义探究的读写课，写作的内容是高考新题型——概要写作，学生对这一新型的写作要求还不是特别清楚，所以读前让学生了解相关要求是很有必要的。
2：While –reading (预设时间25分钟)Step 1. Read for structure【学生活动】Scan the passage to make out the structure.【教师活动】How many parts can be divided in the passage? How to divide it?【设计意图】概要写作第一步先要弄清文章结构，抓住文章的脉络，以便于学生能快速抓住写作的重点信息。
Step 2. Read for the key information of each part【学生活动】skip the passage to find out he topic sentence of each part 【教师活动】Offer students the guidance on how to find out the topic sentence quickly.【设计意图】概要写作第二步通过探寻每一部分的主题句让学生能确定概要写作的重点。
Step 3. Paraphrase【学生活动1】Restate the key information in their own words or in a different way.【教师活动1】Give students some tips on how to restate the key information.1) change the sentence structure（句型转换）2) use synonyms（同义词）3) summarize examples （概括）4) sometimes change the voice（主被动语态转换）5) combine sentences（合并句子）【设计意图】这一步是概要写作的重点和难点，通过写作策略的指导、学生的实践操练，逐步提高学生的改写能力。
【学生活动2】Restate the three reasons in their own words or in a different way.【教师活动2】If we write a summary, which parts should be described in details ?【设计意图】概要写作需要详略得当，学生在写作时对内容的取舍往往拿捏不准，所以教师在指导时通过问题的引领让学生学会分析，保留与主题相关的重点内容，删掉次要内容。
Step 4. Polish the passage【学生活动】Polish their passages and present it in class.【教师活动】Ask students to use proper conjunctions(连接词）to polish their passages.【设计意图】这一步是概要写作的最后一步，学生需要将之前的信息整合，通过连接词的合理使用让文章语义通顺，前后连贯，融为一体。
3: Post-reading（预设时间13分钟）【学生活动1】Remember the steps and tips on writing a summary.【教师活动1】Draw a conclusion on how to write a summary.Steps:1. Read for structure2. Read for the key information3. Paraphrase/ Restate4. Polish the passageTips:1. a 60-word summary2. use your own words3. in the third person（第三人称）4. with a brief sentence5.connection between sentences（句子衔接）【设计意图】通过总结回顾，让学生进一步明确概要写作的步骤和策略，形成思维定式，在以后的写作中能熟练运用这些技巧。
【学生活动2】Discuss the questions in groups and share their opinions in class.【教师活动2】Q1:Since more and more foreigners are learning Chinese, is it necessary for us to learn English or another language?Q2:Besides the reasons referred to in the passage, are there any other reasons contributing to Chinese hot?【设计意图】新课标指出：学生对主题意义的探究应是学生学习语言的最重要的内容，直接影响学生对语篇理解的程度、思维发展的水平和语言学习的成效。
本节课是一节基于主题意义探究的读写课，课堂上除了完成概要写作的任务之外，探究本篇文章的主题意义也格外重要，通过教师设计的2个有深度的问题，培养学生的逻辑思维和批判性思维，引导学生构建多元文化视角，从而让学生通过本节课的学习明确语言学习的目的，增强学生的民族自豪感和自信心。
【板书设计】1.The number of people learning Chinese is increasing sharply around the world.2.Reasons for this are various. （句型转换）3.The HSK test was introduced by the Chinese government to satisfy the demands of the language.【homework】Draw a conclusion on h ow to write a summary and finish another summary on page 13.【设计意图】作业作为课堂学习内容的延伸，必须与课堂内容紧密相连，本节课学生对概要写作有了初步的了解，掌握了一定的写作策略，但课后需要通过实战演练来进一步强化才能真正达到学以致用的效果。
学情分析一、学生的心理特征和认知发展水平：教学对象是城镇中学高二理科班，这个班为普通平行班，来自农村的学生较多，学习比较刻苦，由于各种因素的影响，学生的发展参差不齐，有少数学生因为基础不够好，学习很吃力而自暴自弃，但总的来说，这个班级的绝大部分学生对于英语还是保持着比较高的热情。
课堂中通过有梯度的问题设计，激发他们的学习兴趣。
同时，通过开展个人活动和小组活动，将合作、探究与独立思考结合起来，增强学生学习英语的信心，也培养其良好的团队精神。
二、学生已具备的语言知识和技能水平：高二下学期，学生已经积累了3000多的词汇量，大多数学生已经能听懂熟悉话题的语段和简短的故事，能与教师或同学就熟悉的话题交换信息，能读懂有一定难度的文章。
从语言技能方面讲，他们的读写能力明显好于听说能力，对于文本的信息处理能力以及较好地抓住文章的发展脉络，文章的作者达到思想意识上的共鸣方面还是很欠缺的。
并且文本信息的细节处理能力有待进一步提高和深度点拨，阅读之后对于信息的整合能力比较差，又因为概要写作是高考写作新题型，学生对这样的写作形式比较陌生，不能形成有效的认知策略，需要教师在课堂上通过问题的有效引领达才能到预期的教学目标。
三、学生的学习态度和方法：大部分学生自主学习能力差，不少学生对英语学习的努力程度不够。
他们有学好英语的愿望，但缺乏学习的毅力，没有长期努力的思想准备。
他们不愿在英语学习上多花时间与精力，遇到困难很容易产生疲劳感，甚至厌烦感。
积极的学习态度会促进英语水平的提高，而消极的态度会抑制进步。
lesson7China教学设计及反思
Lesson 7 China 教学设计及反思【课标分析】新课程标准强调课程应从学生的学习兴趣，生活经验和认知水平出发，倡导体验，实践，参与，合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度，主动思维和大胆实践，提高跨文化意识和形成自主学习能力的过程。
【教材分析】本单元共有六课时。
本课是第三课时的内容，是一个小语篇，本单元介绍了中国及几个讲英语的国家。
上一节课主要涉及了中国、加拿大和英国等几个国家的名称及如何识别地图上的方向，本节课学生首先从自己的国家开始学习：首都，语言，地理位置，国旗和名胜古迹等知识。
整节课通过师生交流、歌曲、情景表演等多种形式进行教学。
通过描述我们伟大的祖国，在此基础上做适当的延伸，激发学生强烈的爱国之情。
【学情分析】五年级的学生已经具备了一定的自习能力，也有较强的竞争意识。
大部分学生能够用简单的英语谈论一些话题。
他们对自己喜欢的话题和知识有很强的好奇心和表达欲望。
所以在本课教学中，首先要调动起学生的学习兴趣，使学生集中精力学习。
其次，通过情景表演等方式培养学生的综合运用语言知识进行交际的能力。
【教学目标】知识与技能：能够听、说、认读课文内容，特别是能听、说、认读China,speak,Chinese and the capital city。
过程与方法：能够听、说、认读句子：What is the capital city of ChinaWhat country is eas t／west／north ／south of China情感、态度与价值观：培养学生自主学习能力；培养学生自我表达沟通能力，培养学生热爱祖国。
【教学重点、难点】教学重点：能听、说、认读China,speak,Chinese and the capital city。
教学难点：能够听、说、认读句子：What is the capital city of ChinaWhat country is eas t／west／north ／south of China【设计理念】阅读教学应让学生在主动积极的思维和情感活动中，加深理解和体验，有所感悟和思考，受到情感的熏陶，获得思想启迪。
高中英语_Chinese教学设计学情分析教材分析课后反思
高中英语_Chinese教学设计学情分析教材分析课后反思教学设计I.Teaching aims:By the end of the lesson , students will be able to1.Learn about the requirements and master the strategies of writingsummary.2.Write a summary under the guidance of the teacher.3.Understand the meaning of learning another language andstrengthen Students’ national sense of pride and confidence.II.Teaching process:1：Pre –reading : lead-in(预设时间7分钟)【学生活动1】Watch a video about a pretty girl speaking Chinese and answer the teacher’s questions.【教师活动1】She is Donald Trump’s granddaughter. Although she is only 6 years old, she speaks fluent Chinese.Besides Trump, some other governmental and commercial leaders, like Prince William,Putin and Zuckerberg also let their children learn Chinese. Of course, there are more and more ordinary foreigners learning Chinese now. Let's look at some news on the internet about the Chinese learning tendency.【设计意图】导入部分通过特朗普外孙女讲汉语的视频引出汉语已成为各国政要和商业大亨子女学习外文的首选，通过新闻报道和相关数据让学生了解目前世界学习汉语的热情和趋势，为学生学习本篇课文提供充足的背景知识。
高中英语_阅读理解教学设计学情分析教材分析课后反思
高中英语_阅读理解教学设计学情分析教材分析课后反思高中英语阅读理解教学设计学情分析教材分析课后反思一、学情分析在进行高中英语阅读理解教学设计之前，我们需要对学生的学情进行全面的分析。
通过了解学生的英语水平、学习兴趣以及学习方式，我们可以制定出更加适合学生的教学设计，提高他们的学习效果。
1. 学生的英语水平：学生的英语水平是教学设计的基础。
我们需要了解学生的英语词汇量、语法知识掌握程度以及阅读理解能力等方面的情况。
有了这些信息，我们可以根据学生的实际情况设置合适的教学目标，使学生在阅读理解方面取得更好的进展。
2. 学生的学习兴趣：学生对于英语阅读的兴趣程度可能不同。
有些学生对文学类的阅读更感兴趣，而另一些学生则对科技或历史类的阅读更感兴趣。
因此，我们需要通过与学生的交流和观察，了解他们的兴趣所在，并在教学过程中结合相关的话题或材料，激发学生的学习兴趣，提高他们的参与度。
3. 学生的学习方式：不同的学生有不同的学习方式。
有些学生喜欢独立完成阅读任务，而另一些学生则更喜欢与同伴合作，进行小组讨论。
我们需要根据学生的学习方式，设计相应的教学活动，使学生能够在合适的学习环境中发挥出他们的优势，提高整体学习效果。
二、教材分析教材是进行阅读理解教学的重要依托。
我们需要分析教材的内容、难度以及教学目标，从而设计出符合学生实际情况的教学方案。
1. 教材内容：教材中包含的文章内容应该贴近学生的生活实际，能够引发他们的共鸣和兴趣。
教材中的文章类型可以多样化，包括但不限于新闻报道、科普文章、文学作品等。
通过多样的文章内容，能够提高学生的阅读广度，培养他们的阅读习惯和阅读能力。
2. 教材难度：教材中的文章难度应该适合学生的英语水平，既不能过于简单，也不能过于复杂。
我们可以通过教材中的词汇量、语法结构和句子长度等要素来评估文章的难度，并结合学生的实际情况，选择合适的教材。
3. 教学目标：阅读理解教学的目标可以包括识别关键信息、理解主旨要点、推断作者意图等。
北师大版高中高一英语必修2《Lesson3Chines…》教案及教学反思
北师大版高中高一英语必修2《Lesson3Chines…》教案及教学反思一、教学背景和目标1. 教学背景本节课涉及到的主题是中国文化，重点讲解中国春节的来历、传统活动和习俗等。
学生在之前的英语学习中已经学习过一些有关中国文化的课程，本节课内容是对之前学习的内容的巩固和扩展。
2. 教学目标•知识目标：1.掌握some, any, no的用法2.掌握词组：on TV, learn about, go to the park,play computer games, the Year of the Monkey, give out red packets3.了解中国春节的相关知识•能力目标：1.能够听懂有关中国春节的讲解2.能够用英语讲述中国春节的相关习俗•情感目标：1.培养学生对中国文化的兴趣和热爱2.培养学生的跨文化交际意识二、教学重难点1. 教学重点本节课的教学重点是学生能够掌握词组：on TV, learn about, go to the park, play computer games, the Yearof the Monkey, give out red packets。
2. 教学难点本节课的教学难点是：1.让学生理解“some, any, no”的用法及区别。
2.让学生理解中国春节的相关知识。
三、教学设计1. 教学步骤步骤一：导入教师可以通过播放一个短片，或者通过图片、标题、问题等引发学生的兴趣。
具体操作方式可以根据实际情况进行调整。
导入的目的是让学生预备好，进入到学习状态。
步骤二：听录音播放录音内容，让学生跟读。
录音内容包括：Learn about Chinese New Year and the Year of the Monkey。
步骤三：听录音并完成任务让学生认真听录音，然后完成一些任务。
如：听哪些关键词、词组，完成一个简单的选择题等。
步骤四：集体讨论引导学生用所学知识回答问题，或者进行集体讨论。
高中英语_unit1 book5教学设计学情分析教材分析课后反思
人教版Elias’ Story教学设计Part 1 Teaching objects:1. Knowledge objects:(1) The students can understand Elias’s story.(2) The students can locate the detailed information.(3) The students can understand and use the new vocabulary, like equal; violence and so on .2. Ability objects:(1) Students develop their abilities of reading, speaking and listening.(2) The students improve their reading skills, especially guessing word meaning according to the context.(3) The students can develop teamwork through activities.3. Emotion objects:Through reading, the students will understand the story of Elias and can express their feelings about a great person.Part 2 Teaching Methods:“Communicative” Approach and “Task-based” language teaching .Part 3 Teaching aidsMulti-media ppt, videos, music, learning sheets, textbooks, blackboard and chalk.Part 4 Teaching ProceduresI.Pre-readingLead in---A video about Mandela’s birthdayII. While-reading1.Fast-readingTask 1 What is the passage mainly about?A. The poor life of black people in South Africa.B. The life of Mandela.C. Elias’ life and how Mandela helped black people.D. How Elias met Mandela.Task 2 Complete the frame to know the organization of the passage.Part I: Paragraph __1__-----_______ The life of Elias before he met Elias’ lifeMandela.Part II: Paragraph ____ ----________ The changes of Elias’ life after he metMandela and what Mandela did.2.Careful-reading1.why did Elias feel worried about his life?(1)He had ___ education 2)couldn’t pay ______and_____3)couldn’t____ or ____ 4)had no ______Black people’s life (para 4)1.Analyze the sentence“ The last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all.”Part 2 The change of Elias’ life after he met Mandela.1.How did Mandela help them?①He helped Elias get the passbook.②He offered guidance to poor black people.③He joined the Youth league and became hopeful about their future.④He first attacked the unfair laws in a peaceful way.⑤He decided to answer violence with violence when there is no other ways.⑥Elias helped blow up some govenment buildings.A. ①②③B.①②③④⑥C. ①②④⑤2.What can we learn from Mandela?3.what changes happened to Elias’ life with Mandelas’ help?IV SummaryWork in groups ,one acts as Elias and the others as reporters.Reporters try to ask questions about Elias’ life.A: a news reporter B:EliasA: Nice to meet you, Elias.I’m …B: Nice to meet you, too.A: May I ask you a few questions？B: Of course, I’d like to answer them.A: Can you tell me about your life before you met Mandela?B：…A: I heard that Nelson Mandela had helped you a lot. Would you please say something about that？B: …A:were you afraid when you helped Mendela blow up the buildings?B:……A:Thank you for taking this interview.V. DiscussionIn our daily life, what should we do to make the world equal?politics:Daily life :Job hunting（找工作）…GovernmentThe colored race(有色人种)VI. Homework1.Find out all the attributive clauses in the text .2.Read The Rest of Elias’ Story on page 38.3.Surf the Internet for more information about Mandela.学情分析本次晒课用的是高一普通班的学生，通过高一上半学期的学习，学生已经适应了高中的教学节奏、模式和规律，学生的阅读技巧已有了解，但是还有待继续培养其能力，提升其情感，所以很有必要充分利用本单元的话题，帮助学生通过理解篇章来陶冶情操，让学生在学习中学会灵活运用，在启发式教学中学会自主探究学习，在小组活动中学会互相合作，共同促进，这也有利于学生英语素养的整体提升。
高中英语_高三英语专题复习课教学设计学情分析教材分析课后反思
高三英语二轮复习专题指导课步入二轮复习，已到了决战高考的冲刺期了，但是有的学生英语却出现学习和复习效率停滞不前，甚至学过的知识感觉模糊．成绩再也难有较大提高，忽高忽低，飘浮不定的现象，有的老师称这为“高原现象”。
针对这种现象，采取适时激励的方法，帮助学生建立自信和毅力。
在知识和能力方面，笔者所在学校的复习计划主要围绕强化专题复习，优化专题复习的模式。
针对高考试题的每一题型，划分成专题模块，总结出解题技巧与方法，提高教学效果。
本人负责阅读表达专题（task-based reading）。
阅读表达题是2007年高考英语试题增加的新的测试题型，要求考生阅读所给的一篇300词左右的短文，并根据短文后的要求用英语回答问题，完成任务。
有5个小题，共计15分。
增加阅读表达这一题型，旨在加强学生通过阅读获取信息、处理信息、分析和解决问题的能力，特别是用英语进行思维、表达的能力。
它将阅读理解能力和写作表达能力结合起来考查，以提高语言能力测试的力度，是一种综合性的题型。
这就要求学生在具备较高的阅读理解能力的同时，必须具备较好的语言表达能力，能根据短文后的题目要求，用简洁的语言表达出自己的观点。
但是，通过对近几年高考试题的评析，笔者发现这一题的得分率并不高，以2012年为例，平均分只有6、7分。
据此，从教学现状、学情、高考要求三个方面进行课前准备的思考，课堂中采用语篇分析和小组合作探究的教学模式，强化学生自主学习能力，并且在课后对此两种教学模式进行剖析和反思。
在教学过程中借助多媒体、网站、超链接等数字化教学资源。
在这一过程中，学生通过做题总结技巧，改善了做题的效果，提高了得分率。
课堂教学设计说明本堂课是2013年高考时的考前复习指导课，课题是阅读表达专题（任务型阅读）。
虽然今年采用全国卷，没有了阅读表达题，但目前学业水平考试还有该题型，更何况，高考改革一直进行着，高考的事儿谁能说得清呢，说不定明年又变回来了呢。
就像取消听力不就实行了一年吗？哈哈！希望评审老师酌情考虑哈，谢谢。
高中英语-高二英语试卷讲评教学设计学情分析教材分析课后反思全文编辑修改
精选全文完整版可编辑修改教学设计I. Learning Aims:1. Analyze the paper, correct mistakes and do more practice to consolidate.2. Learn some problem-solving methods and Strategies.3. Learn to co-operate in groups.II. Teaching Procedure:Step 1：试卷反馈Analyse the features and the result of the paper.Step 2: 自主探究Discuss the mistakes with group members.Step3: 精讲点拨&当堂练习Task 1: 听力：6（28人╳）12（24人╳）1.6题：时间类突破方法：____________________________________________2.12题: 人物关系、职业身份类突破方法：____________________________________________Task 2: 阅读理解重点思考：23（27人╳）24（25人╳）27（30人╳）33（24人╳）1.23题：推理判断题突破方法：_____________________________________________【当堂训练】The “rat project” is not finished, but Julie Ryan of International Rescue Organization in Scotland says, “It would be wonderful. A rat could get into spaces we couldn’t get to, and a rat would get out if it wasn't safe.” Perhaps for the first time in history, people will be happy to see a rat in a building (but only after an earthquake, of course)．What can we infer from the passage?A. At present rats have taken the place of dogs in searching for people.B. The “rat project” has been completed.C. People are now happy to see a rat in a building.D. Now people still use dogs and robots in performing rescues.2. 24题：主旨大意题突破方法：___________________________________________【当堂训练】Every year Chris Brogan posts his three words for a new year. Many others and I have followed his lead for the past three or four years. They helped me a lot. My words for last year were "passion", "focus" and "delegate" and I stayed true to them. This year, 2018, my goals are more personal and less professional.The best title for the passage might be________?A. Three Words for 2018B. Health Should Go FirstC. Keep OrganizedD. My Goals3. 27题：细节理解题突破方法：_________________________________________________________【当堂训练】Having friends may well keep you healthier and help you deal with stress better. Some studies show that people with close friends have a greater ability to fight disease than people who are alone.People who are alone have a ability to fight disease than people with close friends.A. moreB. greaterC. poorerD. little4. 33题：词义猜测题突破方法：________________________________________________________【当堂训练】Focus is making a repeat appearance on my list this year because I'm too much of a multitasker. The problem is that I have trouble finishing one thing with so many things calling me. When I was working as a writer, all my projects were handled via a schedule, which kept me organized. This year I'm going to have each task scheduled. I'm putting a fitness and housekeeping routine into my schedule.The underlined word "multitasker" probably refers to a person who________.A. makes a living by writingB. always fails to finish a task on timeC. has several things to do at the same timeD. pays more attention to fitness and housekeepingTask 3. 完形填空重点思考：42（24人╳）45（29人╳）46（26人╳）51（21人╳）55（23人╳）56（30人╳）59（23人╳）语言考点：_______________________________________________高分技巧：_______________________________________________Task 4. 语法填空重点思考：62（33人╳）63（26人╳）64（23人╳）62.定语从句中that和which的区别1）只能用that而不能用which的情形：_____________________________________________________________________ _____________________________________________________________________ 2)只能用which而不能用that的情形_____________________________________________________________________ _____________________________________________________________________【当堂训练】1）There is nothing will stop us making progress.2）The pencil-case, I bought last week, is missing.3）Luxun and his works we are familiar with are considered great.4) The tree under we used to take a rest has been cut down.63. 动词变名词（+ion）_____________________________________________________________________ Task 5. 书面表达Attention:1.四大名著西游记Journey to the West红楼梦A Dream in Red Mansions (The Story of the Stone)水浒传Water Margin三国演义Romance of the Three Kingdoms2.语法错误（grammatical error)1）主谓不一致（subject and verb disagreement)He always protect his teacher... \ The book tell us2) 句子结构不完整（incomplete sentence structure)The story's origin in ancient times.3.句型单一，多用短句且衔接不当The book author Si Maqian is our learned people. He is strong and brave.4.书写（handwriting）Step 4. 巩固练习1.Most people know the feeling when you walk into a lift (电梯) with other people.A study has found that where people stand is based on their social position on entering the liftRebekah Rousi, a Ph.D. student, did a study of lift behavior in two of the tallest office buildings in Adelaide, Australia. As part of her research, she took a total of 30 lift rides in the two buildings, and discovered there was a fixed order about where people chose to stand.In her research paper, she wrote that more senior men seemed to walk straight towards the back of the lift. She said, “In front of them were younger men, and in front of them were women of all ages.” She also noticed there was a difference in the direction where people look during the ride. “Men watched the monitors, looked in the side mirrors (in one building) to see themselves, and in the door mirrors (in the other building) to watch others. Women would watch the monitors and avoid looking into others’ eyes (unless in conversations) and the mirrors.”Rebekah Rousi concluded that shyer people stand toward the front, where they can’t see other passengers, while fearless people stand in the back, where they have a good view of everyone else.1）According to the study, where people stand in a lift is decided by __________. A. their social position B. the monitorsC. other passengersD. others’ position2）Who are most likely to go to the back of the lift?A. Shyer people.B. Senior men.C. Younger men.D. Women.3）Which is true according to the passage?A. The order in which people stand in a lift is fixed.B. Few people feel embarrassed with strangers in a lift.C. Women like watching themselves in the side mirrors.D. Fearless people stand in the back to avoid seeing others.4）The passage is probably taken from________A. a lift instructionB. a story bookC. a travel guideD. a newspaper2. The way we cook is important. In many countries, the two choices are (nature) gas or electric-powered stoves.The World Health Organization warns that millions of people (suffer) fromindoor air pollution at present time, which results from the use of (danger) fuels and cook-stoves in the home.WHO officials say nearly three billion people are (able) to use clean fuels and technologies for cooking ，heating and lighting. As a result, more than seven million people die from exposure to indoor or outdoor air pollution each year. Most of the deaths are in （develop）countries, such as lndia, China and Latin American countries.WHO officials say opening a window or door （let）out the harmful air will not correct the situation.will only pollute the outdoors.Nigel Bruce, is a professor of Public Health at the University of Liverpool, says researchers are developing good cook-stoves and other equipment to burn fuels a more efficient way.But, this is just a start. It is urging developing countries to use (clean) fuels and increase access to cleaner and more modern cooking and heating appliances（用具）.Step5. Homework1.Memorize the language points we analyzed in class.2.Modify your essay according to the analyses in class.学情分析学习能力：高二学生经过一年半的学习，具备了一定的知识储备：词汇、短语及句型储备丰富，熟悉高考常考高频语法知识，并且也有了一定的阅读理解和语言表达能力。
高中英语_主谓一致教学设计学情分析教材分析课后反思
主谓一致教学设计一、教材分析：主谓一致在英语教学中占据重要地位，它是英语中最主要的语法之一，掌握好主谓一致，对学生们的阅读能力和理解能力有着极大的帮助。
二、学情分析：教学对象为高中一年级学生，对于学习英语语法存在惧怕心理，很难作为课堂活动的主体主动参与教师所设计的课堂活动。
因此，单纯的枯燥乏味的语法知识的讲解难以获得良好的教学效果，在主谓一致的讲解中积极设置语境、注重对学生语用意识和情感意识的培养尤为重要。
另外，本班学生学习水平良莠不齐，在教学活动的设计过程中应兼顾各个层次的学生，使他们学有所获。
三、教学目标：知识与技能：1. 学生能够了解主谓一致的使用规则2. 学生能够在日常学习及交往中根据主谓一直原则恰当表达。
3. 情感、态度与价值观：学生能够逐步了解主谓一致的用法并能恰当使用，培养学生对英语学习的兴趣。
四、教学重点：主谓一致的概念、规则。
五、教学难点：个体一致、语法一致、就远原则、就近原则。
六、教学方法：提问、小组活动七、教学手段：多媒体和学生学习支持材料八、教学过程：Step1: Leading-in1. What he said and what he did (be) different.What parents say and do (have) a life-long effect on their children.2. A number of new books (be) on the desk.The number of students in your class (be) 50.Step 2: Self-learning and pairwork1. Go though the grammar on P10 in the workbook.2. Discuss any problems in pairs or groups.Step 3: Explanation and improvement㈠就近一致（2点）1. ）Here the bus. (come)2. ）There some pens and a knife on the desk. (be)3. ）There a knife and some pens on the desk. (be)1. ）Neither the students nor the teacher _______ (know) anything about it2. ）He or you (have) taken my pen.3. ）Not only I but also David and Iris ______ fond of playing basketball.A. amB. isC. areD. was㈡语法一致原则（5点）1. 主语+with ( together with, along with, other than as well as, besides, except, but, like …）+n. /pron. 结构中，谓语与主语一致（就远原则）1.）Interest, as well as prospects（发展前景）____ important when one looks for a job.A. areB. wereC. isD. was2.）The students with their teacher (come) into the classroom together.2. 单一概念的不定式，动名词或从句作主语，谓语动词用单数1.) Serving the people (be) my great happiness.2.) It (be) important to learn English well.3.) When and where we will go hasn’t been decided.*当what引导的句子做主语，若后面是“be +名词/形容词”的结构时，谓语随名词变化。
高中英语_Cultural Relics教学设计学情分析教材分析课后反思
这节课是接着上节课的内容进行的，上节课复习了本单元的几个重点词汇短语，因此本节课开始对上节课的内容进行了回顾复习，通过这一环节让学生对所学的知识能够进一步掌握。
然后结合讲义和课件对本单元的几个句型精讲精练，使学生对句型有更深入的理解，接下来进行单元练习，对学生有疑问的练习题进行详细的分析，提高学生的理解和分析能力。
本班学生的英语基础差，很多单词短语等基础知识遗忘，句型不会表达，语法知识欠缺，学习积极性主动性不够好，做题能力有待提高，学习很吃力，因此在上课时主要从基础抓起。
通过本节课的复习，学生基本上能把所学内容掌握，尤其是两个句式结构相对比较简单，但是在做练习的时候，有部分同学不会分析句子结构，不能灵活运用所学知识，因此做题能力还有待提高。
这节课是一轮复习课，内容主要涉及本单元的重点单词短语的复习和重点句型的理解与分析，然后进行针对性练习，达到当堂达标的目的，整体内容相对简单，但是学生对一些基础知识及基本句型掌握不够，因此在做题时仍然存在困难。
Unit 1 Cultural relics习题一、单词拼写1. As is known, the Great wall is one of the w___________（奇迹）of the world.2. The f___________（家具）in your room looks new at the first sight.3. Enough e_________（证据）can help him a lot in the trial.4. I got a very friendly ____________ （接待）when I arrived there.5. I have some _________（怀疑）whether they will come here on time.6. He __________（移开）his trousers and I found the wound.7. Haven’t you seen through（识破）he had enough __________（财宝）by cheating?8. The __________（奇特的）style attracted a large number of people.9 C______（考虑）very carefully before doing it, just to make sure that you will not regret （后悔）someday.二、根据句子意思，从下表所给的词汇中选出合适的单词或词组，并用其正确形式填空（其中有三个为多余项）design, explode, in return, in search of, sink, style, survive, take apart, think highly of, worth1.The ship, with more than 200 people on it, suddenly began to ______, which made the captain extremely worried.2.Fortunately, everyone ______ the accident, even though it was terrible.3.The architect（建筑师）spent half a year _______ that special building.4.I’m willing to share the food with him ______ for his help.5.The police are ______ the lost child in the forest.6.We all ______ her for her bravery in the face of danger.7. It’s not w________ buying another car since the one you have now is in good condition三、用括号里所给单词的适当形式填空1.The man went into the house and ________ up a cigarette.（light）2.To my surprise, Jack and Lily were _________ married last week.（secret）3.I don’t want to go; ___________, I haven’t enough time at the moment.（beside）4.Some students hold the view that universities should be centers of ___________（culture）.5.I have __________ seen such a beautiful present.（rare）6.Finally we got several ________ of his innocence（无罪）（prove）7.The price of the __________ beds is reasonable, I think. （wood）8 . Time is ______ to everyone, and it is a pity that many people still haven’t realized this.（value）9.A ______ relic is often a thing that reminds people of stories in history.（culture）10.It is _________ that she should have known the secret.（amaze）四、语法填空The vase that belongs ___1____ my family is ____2____, and few people can see it nowadays. When it was made still ___ 3____ a mystery to us all. I only know that it is related to a strange culture in Egypt, which has survived ___4___ the earliest times. Some days ago, I was so curious that I couldn’t help asking my grandfather about the vase, but he just talked with me some other things ___5___ return. ___6___my family is rich, we live a very ___7___ life and there is only a___8___ furniture in my home.五、定语从句专练习: 用恰当的关系词填空1. Do you know the place __________ he borrowed the book?2. He talked about the teachers and schools ________ he had visited.3. Some of the roads were flooded, ________ made our journey more difficult.4. The novel ________ you’re interested was written by Mark Twain.5. _________ is often the case, we have worked out the production plan.6. I walked in our garden, _______ Tom and Jim were trying a big sign onto one of the trees.参考答案：一、单词拼写1.wonders2. furniture3. evidence4. reception5. doubt6. Removed7. treasure8. fancy9. consider二、根据句子意思，从下表所给的词汇中选出合适的单词或词组，并用其正确形式填空（其中有三个为多余项）1.sink2.survived3.designing4.in return5.in search of6.thought highly of7.worth三、用括号里所给单词的适当形式填空1. lit2. secretly3. besides4. culture5. rarely6. proofs7. wooden8. valuable 9 .cultural 10. amazing四、语法填空1. to2. rare3. remains4. from5. in6. Though7. simple8. little五、定语从句专练习: 用恰当的关系词填空1. where2. that3. which4. in which5. As6. where由于这节课的课型是高三一轮复习课，主要是对单元基础知识回顾复习，很多学生对有些内容感觉很陌生，因此要让他们重新认知，难度较大；另外，教学环节没有很完整地展示出来，课堂口语表达单一，上课时还有点紧张，不能放开去讲。
高中英语_KEEP IT UP ,XIELEI Chinese student fitting in well教学设计学情分析教材分析课后反思
教学过程:导入部分：1通过小组讨论下面问题：Imagination: (group discussion 小组讨论)If you were offered a chance to study abroad a year ,where would you like to go?引出课文话题——studying abroad通过展示世界知名大学图片引出下面问题：Group discussion（小组讨论）:What skill do you think the most important when you study abroad?“fluent English, skills of communicating with others”Let’s come to learn about Xielei’s studying life in England .She also behave well.导入对课文的阅读与理解2 Reading（阅读理解部分）(1) Before reading ,review the new words and expressions.qualification n.资格,资格证明recommend vt.推荐；介绍comfort n. & vt. 舒服；舒适；安慰substitute n.代替品requirement n.需要；需求academic adj.学校的.学院的tutor n.庭教师;导师; 助教numb adj.麻木的.失去知觉的acknowledge vt.承认；确认; 答谢occupy vt.占领，使忙于enterprise n.事业;计划；事业心optional adj.可选择的；随意的adjust tokeep it upfit inas far as oneis concernedbe occupied with(2)Reading ComprehensionWhat is the main idea of the passage? Give one sentence to describe it.Read the text and answer the questions.Task 1 Skinning1.What is Xie Lei in England for?How long has she been in England?2.Which two types of people have helped Xie Lei most since she came to England3 .Scan the text and put the events into order.___The difficulties Xie Lei met while living in London;___The newspaper will follow Xie Lei’s progress in later editions.___The general introduction to Xie Lei and her study;___The advantages that Xie Lei gained while living with a host family.___ Xie Lei is now getting along well and is living an active life.___ Xie Lei, a Chinese girl, is studying in a foreign country--London.___Xie Lei is getting used to the Western University’s way ofTask 2 Answer the following questions:1.Why is she doing a preparation course first? (para.2)1.Why is she doing a preparation course first? (para.2)2.What are some of difficulties she faced when she first came to England? (para.3)3.Why does Xie Lei have such a decision that she would like to board with a host family while studying in England? (para.4)4.How does Xie Lei try to get used to the new social life in England? (para.6)A. She tried to avoid rising a feeling of homesick.B. She tries to join in a few university clubs to share more social activities and meet some people she had much in common with.C. She tries to put her heart into her preparation forher courses.D. She tries to protect herself from the strange environment and does nothing to make herself familiar with the culture.Summary: Fill in the blanks with what we have learned in this class.Xie Lei ______ _ a plane for London six months ago to complete a business___________. She is now halfway through the __________ year. At the beginning, she had to learn almost everything again. She lives with a _____ family, which gives her the __________ to learn more about everyday life and _______ in her new country.She wrote her first ______ to her______, but she only got an E. Now she has_________ the life and she feels much more __ _____ and is going to join a few university _____ in order to have a _______ between study and a social life. We wish Xie lei all the best with her_______.Keep it up ! Xie lei.Discussion1.What kind of person do you think Xie Lei is? Discuss with your partners and find evidence in the article to support your opinion.excellent diligent bravestrong-minded firm determinedprogressing hard-working2.When Xielei studies abroad, where does she live? What kind of living ways do you want to choose if you have a chance to study abroad?A. Live with other students:B . Home stay:( Live with a host family)Assignment and HomeworkSuppose you are a newspaper reporter. Please interview Xie Lei using the following words or phrases:keep it up, get along, make progress, board, adjust to, It is the first time .... get used to, as far as one is concerned, feel at home, all the best, etc.学情分析：本节课是一节阅读新授课，目标是让学生运用略读（skimming），寻读（scanning）等阅读策略来把握文章的文脉，理解文章的细节，提炼文章的精华，然后将所获取的信息在头脑中进行加工、整合，最后达到语言的输出。