华师一刘娟教学设计
Y华师附中2015-2016学年度上学期高一期中(无答案)
华中师大一附中２０１５－２０１６学年度上学期高一期中检测英语试题命题人：刘娟、付伶俐、余志武、冯珍妮审题人：杨晓斌全卷满分150分。
考试用时120分钟。
注意事项考生必将自己的姓名、准考证号填写在试题卷和答题卡上，并将准考证号条形码粘贴在答题卡上的指定位置，用统一提供的2B铅笔将答题卡上试卷类型A后的方框涂黑。
选择题的作答：每小题选出答案后，用统一提供的2B铅笔将答题卡上对应题目的答案标号涂黑，如需改动，用橡皮擦干净后，再选涂其他答案标号。
答在试题卷、草稿纸上无效。
完成句子和短文写作题的作答：用统一提供的签字笔将答案直接在答题卡上对应的答题区域内。
答在试题卷、草稿纸上无效。
考生必须保持答题卡的整洁、考试结束后，请将本试题卷和答题卡一并上交。
第一部分听力第二部分阅读理解第一节（共15小题，每小题2分，满分30分）阅读下列短文，从每题所给的四个选项（A、B、C和D）中，选择出最佳选项，并在答题卡上将该选项涂黑。
ATravelTry a 120-square-foot home at the tiny-house hotel in Portland, Oregon.Where to StayCaravan5009 NE 11th Ave., Portland, Ore. 503-288-5225Each of the six tiny houses at Caravan is $145 per night; a couple are pet-friendly. Some sleep as many as four guests and all have running water, electric heat, a kitchen, flush toilet and hot shower. Tours on select Sundays, $10.WeeCasa 501 West Main St., Lyons, Colo. 720-460-0239Ten tiny homes, each with kitchen, electricity, flush toilets and free WiFi. Houses sleep up to four adults, $169-$199 per night. Free tours every Tuesday at 7 p.m., Wednesday at noon and Saturday at 11:30 a.m.Where to EatGrilled Cheese Grill NE 11th and Alberta 503-206-8959Select from grilled cheese varieties such as the classic Kindergartner, $4.50; the Sour Apple, $5; and the Cheese Burger, $8.50.Case Study Coffee Roasters1422 NE Alberta St. 503-477-8221Locally made sweet and spicy black tea, starting at $3.50, single-origin coffees and seasonal drinks. Baked goods from Petunia’s Pies & Pastries and Roman Candle Baking Co., including mini bundt cakes, $4; and scones, $3.21. Which number should you dial if you want to stay in a hotel with your pet dogA. 720-460-0239B. 503-288-5225C. 503-477-8221D. 503-206-895922. Where should you stay if you want to take a free tourA. Case Study Coffee RoastersB. Grilled Cheese GrillC. WeeCasaD. Caravan23. What’s the address where you can drink tea and coffeeA. 5009 NE 11th Ave., Portland, Ore.B. 501 West Main St., Lyons, Colo.C. NE 11th and AlbertaD. 1422 NE Alberta St.BWhen I was 19, I became the first female photojournalist in the Gaza Strip（加沙地带）, Palestine. My work as a woman photographer was considered as a serious shame to local traditions. The man-ruled job made me feel unwelcome by all possible means. They made it clear that a woman must not do a man’s job. Photo agencies in Gaza refused to train me.Three of my co-workers went as far as to drive me to an open air strike（空袭）area where explosions（爆炸）were the only thing I could hear. I only realized we weren’t there to document （记录）the event when the three of them got back into the armored（装甲）Jeep and drove away, waving and laughing, leaving me behind in the open air strike zone.For a moment, I felt terrified, ashamed, and sorry for myself…I started paying closer attention to women’s lives in Gaza. As a woman, I could go where my co-workers were forbidden to go. Beyond the obvious pain and suffering, there were healthy amounts of laughter and joy.In front of a police station in Gaza City, an Israeli air strike destroyed the station and broke my nose. For a moment, all I saw was bright white. I thought I had either gone blind or I was in heaven. By the time I managed to open my eyes, I had documented this moment.Mohammed Khader is a Palestinian worker who spent two decades in Israel. When he retired, he built a four-floor house. But his house was destroyed in this air strike. Nothing was left but a bathtub. Mohammed put the bathtub on the top of the ruins and started giving his kids a bubble bath every morning.My work is not meant to hide the scars of war, but to show the full unseen stories of Gazans. As a Palestinian female photographer, the journey of struggle, survival and everyday life has inspired me to overcome the community taboo（禁忌）and see a different side of war and its aftermath. I became a witness with a choice: to run away or stand still.24. The author was not welcome by her co-workers in the Gaza Strip because ________.A. she hadn’t received the training offered by the photo agencyB. the local traditions didn’t allow a wo man to do a man’s jobC. her co-workers were going to take part in the battleD. she was terrified of explosions in the air strike area25. During the air strike on the police station, what happened to the authorA. Her nose was broken.B. She went blind.C. She went to heaven.D. She felt dizzy for a long time.26. The author used Mohammed Khader as an example to show __________.A.there was pain as well as laughter during the warB. how dangerous the surroundings were in GazaC. she could document common people’s lives at the warD. how the war had influenced her life27. From the passage, it can be inferred that the author _________.A. wouldn’t like to reveal the cruel side of warB. had to leave Gaza because of the community tabooC. decided to document more unseen scenes in the warD. was determined to run away from the war in GazaCI use the public library weekly and on the shelf at this moment is The Child in Time, a novel about a three-year-old girl taken away by force and the disclosing of her parents’ marriage—guilt, anger, grief, loneliness. I’m a quarter of the way through this tidy novel but may return it to the library unfinished. Words are underlined in pencil by one of the previous readers who, I suspect, was trying to improve her vocabulary.The underlined words have stopped my progress and not because of annoyance. As a poet, sometimes searching for the right words myself, I began to consider the author of these pencil strikes. She was female, near my age (early 60s), and thoughtful about the years lost on a no-good husband. Like the graceful (优雅的) pencil marks, she was controlled in every way—touch, voice, makeup, and clothes. Perhaps a nurse attracted to the novel’s theme Or an inexperienced bookworm on her way to the morning shift by busI gave her the details of a life story, but one fact remained: A reader had underlined words. In doing so, she had accepted the view that learning doesn’t end. She might have been a mail carrier (this is how I saw her by page 180), but she was not about to give up, now capped with gray hair.There are thousands of words we don’t know, seen in print or heard in conversation. We can just let them go, and be none the worse because of it. But we can also give new words a try. The attempts are interesting.I might finish the novel—it’s very good, after all. But as I read, I can’t help thinking of the previous reader—nurse or mail carrier. She turned the page and, through reading glasses as thick as mine, made marks on her self-improvement.28. What do we know about the girl in the novel The Child in TimeA. She was upset because of wearing thick glasses.B. She was cheated at home by her parents.C. She grew up in a family lacking love and care.D. She loved to read novels at an early age.29. How did the underlined words affect the authorA. They have encouraged her to go on reading the novel.B. They have made her annoyed and she’s stopped reading.C. She is determined to be a graceful reader like the former one.D. She began to imagine what the former reader is like.30. What does the passage say about the authorA. She’s in her 60’s and doesn’t have a good family life.B. She has been interested in literature since childhood.C. She goes to work at the post office each morning by bus.D. She wants to become a attractive nurse through learning.31. What does the author think about new words she meetsA. They should be ignored to avoid feeling worse.B. By learning new words she can improve herself.C. She may give up reading because of the new words.D. They suggest how graceful and lonely the writer is.DImagine this. You are visiting a beautiful mountain somewhere in the countryside. Part of the trip takes you up a steep mountain cliff. At the top, visitors can step out on to a see-through walkway. The reinforced glassflooring hangs about 1,000 meters above sea level. Sounds exciting, right But then, part of the flooring cracks. There is a loud noise, and some of the glass appears to break up.Chinese glass walkway 3,000 feet up in the air cracks as tourists walk across it. That is what tourists experienced recently during a visit to Yuntai Mountain in China’s Henan province. The glassskywalk had only been open for a few weeks. The Yuntai Mountain Geological Park said there was no reason for worry and that the cracks had "no impact on safety.”But online discussions about this incident show some people were of a different opinion. Glassskywalks have become popular in many of China’s tourist areas. But critics say China has an issue with poor workmanship and poor crowd control. People joked online that the setting up of these glass walkways and skyways are not transparent. Others are saying that this is nothing to laugh about. One comment on the social media site Weibo said, “This is no joke. Tourism is taking your life in your own hands. No more of these glass walkways. Just too scary.”The New York Times reported that a story about the glasscracking appeared on the social media site Weibo. A tourist claimed that a piece of glass broke and people began shouting “it’s really broken,really broken.” This person then said people began running and pushing people in front of them. The Yuntai Mountain officials said the cracks were not serious.The officials said that to make sure people feel 100 percent safe, they have decided to close the walkway temporarily until repairs are made.32. Which of the following is true according to the passage?A. The cracks are not serious because the glass walkways have been used for a few months.B. Experienced tourists must have tried glass walkways because they have become popular inChina.C. Poor workmanship and poor crowd control in China make the glass walkways a concern.D. Repairs of the walkways are very tough, so they will close the Yuntai Mountain GeologicalPark.33. What does the underlined word in the third paragraph mean?A. open and honestB. popular and excitingC. scary and upsetD. official and reliable34. What can we learn about the forth paragraph?A. Online stories may not be true.B. The tourist is very humorous.C. Safety is extremely important.D. Crowd control is necessary.35. The passage is most probably taken from ____________.A. a travel journalB. a news reportC. a science surveyD. a tour guide第二节（共5小题；每小题2分，满分10分）根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。
刘娟微课比赛教案
风靡世界的乐器---陶笛
授课人：克拉玛依第五中学刘娟
一、教材分析
本节课内容选自自编校本教材《12孔陶笛基础教程》第一单元第一课时。
二、学情分析：
本节课内容针对初一年级学生，这些学生对音乐的学习兴趣很浓。
但对于陶笛这一乐器是陌生的，希望通过这节课，学生乐于学习乐器，并于陶笛乐器为友。
三、教学目标：
1、通过听奏、触摸陶笛，激发学生学习陶笛的兴趣，并积极参与到学习活动中。
2、通过了解陶笛在世界各地的发展，了解陶笛的简史。
3、通过聆听陶笛经典曲目，培养学生对我国传统民族乐器陶笛喜爱之情。
四、教学重点：激发学生对陶笛的兴趣，并积极参与到学习活动中。
教学难点：如何激发学生对陶笛乐器的兴趣。
五、教学方法：聆听法、演示法、讲解法、讨论法
六、教学准备：PPT课件、陶笛、图片
七、教学课时：10分钟
八、教学过程：
（一）组织教学
1、上课前播放音乐（营造轻松课堂氛围）
2、正常组织课堂。
（二）新课导入
1、陶笛乐曲导入。
（师现场演奏，生初步认识乐器音色）
2、板书课题。
（风靡世界的乐器—陶笛）
（三）新课学习
1、乐曲片段听辨（熟悉每款陶笛音色）
2、认识陶笛形状（学生通过触摸了解陶笛基本构成）（四）陶笛简史及演奏形式的认识。
九、板书设计
风靡世界的乐器
----陶笛
音色
形状
演奏形式。
华师大版科学八下声音的产生和传播
4、声速:
质中的 不同的。
学生活动： （1）、看 15 页的表格内容 （2）、声音在固体、液体、气体中的速度谁快？
不同介 声速是
15℃声音在空气中的速度为 340m/s。 学生活动： 对着远处的高山喊可以听到回声，为什么在教室里讲话听不回声？【知道】声音的在不同介质中的传播速度
5、回声：声音的反射。 ＜秒 -4
职称：中学一级教师
电话：
电子邮件
通讯地址：山东省青州市高柳初级中学
姓名： 张来昌
个人介绍 本人自任教以来担任物理教学，勤奋踏实，认真钻研，勇于创新，工作态度认真，虚心向
同仁学习，并且能够熟练运用多媒体来教学。指导学生参加物理竞赛并取得优异成绩，多次获 得“优秀教师”和“优秀教学能手”等称号。 教学格言：教书育人，严谨治学。
3、搭脚手架、突破难点 “声波”是无形的、看不见的、抽象的！要让学生认识、了解“声波”，需要为学生搭建 “脚手架”。以“水波”为脚手架，通过演示水面某一点的振动，形成“水波”向四周传播的 现象来理解“声波”的传播。在课下，我反思了“水波”与“声波”的对比，虽然二者有一些 相似之处，但还是应对学生强调：水波是平面的传播，而声波则是向各个方向的传播，是一种 立体的模式。由此，我想到先前的“音响蜡烛”实验，可以改进为用一个立体的薄塑料罩罩在 音响上，当播放出震撼的音乐后，可通过观察塑料薄膜的振动来感受“声波”。 4、调动学生、自主探究 在组织学生探究声音能在液体和固体中传播时，教师充分调动学生的自主性，从实验材料 的猜想、实验方案的设计、实验活动的实施以及实验结论的总结，都来自于学生，教师起到引 导、辅助作用。但我觉得在教学过程中，我还是没有把学生“放开”，没有更充分的利用上教 室内的一些资源，其实“课桌椅”，“窗户”，“墙壁”等等都是很好的实验资源，让学生走 到教室中去充分的探究，能更好的体现以学生为主体，发挥学生的自主学习意识。 5、总结提升、再接再厉 通过本次“评优课”的尝试，是我不仅对“教材”有了更进一步的挖掘，同时也尝试了围 绕核心概念为学生搭建“脚手架”的教学手段。其实我对中小学“教学中的互联网搜索”优秀教学案例评选 教案设计
清泉州阳光实验学校高一语文下册《小溪巴赫》教学设计 华东师大华东师大高一下册语文教案
清泉州阳光实验学校小溪巴赫【教学目的】1、知识与技能：学习借助意象塑造人物的方法，领会“小溪〞与巴赫及巴赫音乐间的关系2、过程与方法：调动学生的生活体验，通过品读法、探究法、拓展法等来体会文章的思想感情，进步阅读才能3、情感态度与价值观：通过品味语言走进文本，理解巴赫那“看似平凡实那么伟大〞的精神内说明：这篇文章写作者对大音乐家巴赫其人、其音乐作品的独特感受，表现个人对他的敬仰，同时表达真正的艺术是不朽的。
本意主要是歌颂巴赫不以夺目的荣耀示人的高尚品质，但作者是从他的音乐艺术的角度来写的，而又用小溪进展比喻，行文中将小溪、巴赫以及巴赫音乐三者交融在一起来写，这就使文章既含蓄又形象，读之韵味无穷，教学时要引导学生体会这一写法，假设先理清了写作思路就能很好地把握这一特点。
肖复兴的作品文笔细腻，意味隽永，流淌着作者浓郁的感情，本文更是如此，要让学生抓住重点句子细加品味和体会。
于漪教师说“教育就是提升人的精神境界。
〞教学本文，要引领学生走进巴赫的精神世界，感受他的高尚品格，从而获得终身收益的精神食粮。
本文内容不是很深奥，道理作者写得很明白，不需要教师做太多讲解，可引导学生自己阅读、探究、体验。
让学生充分体验自主阅读、自主考虑过程的快乐。
【教学重难点】教学重点：理解小溪，巴赫及巴赫音乐三者交融的特定涵义。
教学难点：通过品味语言，领会作者是如何将小溪，巴赫及巴赫音乐交融在一起的。
说明：文章是语言的艺术，语文课也一定要上成语言理论课，因为教师讲得再精彩，读得再流畅，写得再生动，也不能代替学生自己的学习，学生的才能还得在反反复复的听说读写理论中渐渐形成，逐步进步。
教师要引导学生在读中培养语感，在读中受到情感的熏陶。
通过有感情的朗读，来体味文章的精义妙理，沉浸在文章优美的意境中。
让学生在读写背等语言理论活动中积累标准的语言，通过模拟和创造性地运用课文中的语言或者者表达方式，来进步语言表达才能。
【教学方法】自主学习探究【教学用具】多媒体【教学时间是是】1课时【教学过程】一、导入新课１．播放巴赫的G弦上的咏叹调，然后让学生交流一下听这段旋律的感受。
教学设计(刘娟叶)
2、学习本文简洁而传神的描写方法。
3、领会文章的议论部分关于“人与自然和谐相处、共同发展”的环保理念。
教学过程
一、导入新课
今天，我们来了解一个人与自然的故事，这个故事发生在人与动物之间，因为一位不速之客的到来，使本来已经决定的事情发生了改变，这到底是一个怎样的故事呢？让我们一起走进《明天不封阳台》。
3、展示图片，配以解说，引起共鸣（配乐《神秘园之歌》）
解说：那哀嚎的野兽，那惨死的羚羊，那漂浮的鱼虾，那沉默的树桩，那融化的冰山，分明是大自然向人类发出的一次次呐喊，一声声哭诉！其实何止是呐喊和哭诉，在更多的时候，那咆哮的海洋，那刺眼的赤潮，那狂暴的飓风，那侵蚀的酸雨，那肆虐的洪水，那倾泻的泥石流，那飞扬的沙尘暴，那枯竭的水资源，那沙化的良田，那变异的物种分明是大自然向人类进行的一次次警告，一次次冷酷的惩罚！
第4节：这不是一只名贵的鸽子：灰色，嘴大且长……
（外貌描写，这是一只普通的、有“身孕”的鸽子。“紧盯”表现了防备人类的心理，对人类的乞求，需要人类的爱护和帮助。
第8节：鸽子见我们没有伤害它的意思，重新安静下来，它伏在蛋上，眼睛紧盯着我们，目光是那样令人怜爱……
（神态描写，这是一只警觉的、惹人爱怜的鸽子。）
不速之客：指没有邀请而自己来的客人。速，邀请。
变幻莫测：变化很多，使人无法捉摸。
安身立命：生活有着落，精神有所寄托。
三、初读课文，整体感知
请同学们快速阅读课文，思考：文中关于是否封阳台的问题，作者的态度经历了一番变化，请用笔划出表明作者态度变化的三句话。
交流：1、文中有关作者封不封阳台的问题，作者的态度经历了一番怎样的变化呢？
小结：这只鸽子太可爱了。哦，原来是一只惊恐、受伤、又身孕、惹人爱怜的鸽子，飞到作者家的阳台上安身立命，这只小生灵让作者封阳台的决定受到了一定影响。
活动名称中班谈刘娟课件
活动名称中班谈刘娟课件在一次活动中，我参加了一个名为“班谈刘娟课件”的讲座，这个讲座向我们介绍了刘娟老师编制的课件以及她在教育领域的成就。
刘娟老师是一位拥有多年教学经验的资深教师，她以其独特的教学方法和敬业精神赢得了学生的爱戴和尊重。
刘娟老师认为课件是教学的重要工具之一，能够帮助教师更好地组织课堂教学内容，提高教学效果。
因此，她花了大量的时间和精力编制了一套丰富多样的课件。
这些课件不仅包括了知识点的详细讲解，还注重培养学生的思维能力和实践能力。
刘娟老师的课件既有文字与图片的结合，又有视频与音频的融合，使得课堂变得更加生动有趣。
在讲座中，我们通过观看一些示范课件，深刻感受到刘娟老师的教学理念。
她不仅注重知识的传授，更关注学生的创造力和创新能力的培养。
她通过设置互动环节、思考问题和解决问题的方式，激发学生的学习兴趣和思考能力。
这些互动环节不仅能够让学生积极参与课堂，还能够培养他们的合作意识和团队合作能力。
这种教学方法不仅能提高学生的学习能力，还能培养他们的创造力和创新意识，使他们成为具有创新思维的终身学习者。
刘娟老师的课件还关注学生的实践能力培养。
在课件中，她设计了一系列实践性的活动，让学生能够在课堂上动手实践，把理论与实践结合起来。
通过这些实践活动，学生不仅能够更好地理解知识点，还能够培养他们的动手能力和实际解决问题的能力。
这种实践性的学习方法使得学生能够在实际操作中学习，并且能够增强他们的实践经验和问题解决的能力。
除了教育理念和教学方法的讲解外，讲座还介绍了刘娟老师在教育领域的成就。
刘娟老师曾多次参与国内外的教育交流活动，并担任了许多校际教研活动的组织者和主讲人。
她还在多个学术期刊上发表了大量的教学研究文章，对教育教学领域做出了重要的贡献。
她的领导才能和专业素养使得她成为了许多教师们学习的榜样。
通过参加这次活动，我深深感受到了刘娟老师对教育事业的热爱和奉献精神。
她所编制的精美课件以及她的教学方法将教学变得有趣又有深度，让学生们深受启发和感动。
刘娟信息技术与学科整合
附件1：
“优秀教学设计”作品登记表
附件2：
教学设计文案
教学媒体的选择和设计；⑤教学过程；⑥教学反思；⑦备查网址⑧专家点评等等注：请用A4纸张打印，字体为小4号宋体，不够可另附页。
附件3：
“教学设计”作品一览表（此表用Excel制表报送）
注：此表用Excel制表报送
作者简介
刘娟南流小学
刘娟，1987年9月出生，莱芜市莱城区人。
聊城大学英语教育专业09年本科毕业生。
我于2009年5月参加坊子区教师招考并以总成绩第二名被录取，幸运的我随后来到南流小学任教。
作为一名刚踏上工作岗位的青年教师，心中难免有些不安。
幸运的是，学校领导和许多优秀老师对我的工作和生活给予极大的关心和帮助，也一直成为我前进的动力，通过努力我先后获得坊子区英语优质课二等奖、坊子区信息技术与学科整合论文二等奖、坊子区英语文艺汇演指导作品获一等奖、潍坊市英语竞赛指导学生获奖并为学校赢得优秀组织奖。
让语文课堂的动态生成发出光彩
让语文课堂的动态生成发出光彩
刘娟
【期刊名称】《湖南教育（中旬刊）》
【年(卷),期】2007(000)001
【摘要】一、大胆简化预案：进行弹性的板块设计。
有位老师在《赤壁之战》的教学设计中，按照“板块式”的设计思路，给整节课大致设计了三个问题板块：“①孙权在赤壁之战的庆功宴上会给谁记一等功？②他的功劳簿里应该写下哪些内容？③战争结束后，周瑜和曹操会对战争作怎样的总结？”课堂气氛活跃，学生真实而独特的思维火花不时进射。
【总页数】1页(P28)
【作者】刘娟
【作者单位】株洲市荷塘区博雅小学
【正文语种】中文
【中图分类】G623.5
【相关文献】
1.让英语课堂在动态生成中绽放光彩 [J], 孙娜
2.让英语课堂洋溢着生命的光彩——巧抓随机事件,促进动态生成 [J], 陈晨
3.让数学课在动态生成中绽放光彩 [J], 黄仙云
4.让语文课堂焕发出个性的光彩 [J], 王新凤
5.把握动态生成彰显课堂智慧——例谈小学语文课堂动态生成资源的引发与利用[J], 田树生;
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华中师大一附中刘娟老师教学设计
A Teaching Plan for You Can Get a Good Night’s Sleep
Reading Comprehension
By Sophia Liu Juan
from No.1 Middle School Affiliated to CCNU Teaching Goals:
A. Knowledge Goals
1. The students will get to know the main idea and detailed information in the article.
2. The students will learn some reading skills.
3. The students will read the article critically and appreciate some interesting language expressions.
B. Ability Goals
1. The students will be able to think critically and logically.
2. The students will be able to use the target language to solve problems.
3. The students will be able to use English with creativity and imagination.
C. Emotion Goals
1. The students’ teamwork will be promoted.
2. The students will be inspired to live a healthy life.
Teaching Methods：
Student-centered, task-based teaching
Teaching and Learning Aids:
1. The projector; the blackboard
2. Some task cards
3. The reading material and the dictionary
Teaching and Learning Procedures:
Step 1. Pre-reading Activity
Greet the students and lead them to the topic of the article.
Step 2. While-reading Activity
The students read the article to understand the main idea, find detailed information and appreciate some interesting language expressions.
Step 3. Post-reading Activity
The students use what they have learned to solve problems.
The students learn the importance of a good night’s sleep and get inspired to live a healthy life.
Step 4. Assignment
The students write down their ideas and share with their classmates.。