教学信息配资实盘查询

课文Section A（3a-3c）Reading 教材单元人教版八年级下册 Unit 1 What's the Matter？ 学生初中 教师9号选手 焦洋洲 课型阅读课

赛事介绍

本届决赛设置了教学设计➕教学展示两部分竞赛内容，选手备赛的教学设计和课件覆盖不少于3种课型和2个年级，要求选手提交10个课时的课件，选手现场随机抽取的1个节段进行教学展示

全国决赛选手均为教龄5年（含）以上、近3学年连续从事一线教学工作的青年教师，平均年龄33.8岁。

决赛教学展示部分共设小学组、中学语文组、中学数学组、中学英语组、中学思想政治组5个组别。

每个组别设置一等奖5名、二等奖10名、三等奖若干

全国总工会将对获得各组别一等奖第一名且符合条件的选手，在“五一”表彰中按程序申报“全国五一劳动奖章”🎉🎉🎉

本届决赛设置了教学设计➕教学展示两部分竞赛内容，选手备赛的教学设计和课件覆盖不少于3种课型和2个年级，要求选手提交10个课时的课件，选手现场随机抽取的1个节段进行教学展示

全国决赛选手均为教龄5年（含）以上、近3学年连续从事一线教学工作的青年教师，平均年龄33.8岁。

决赛教学展示部分共设小学组、中学语文组、中学数学组、中学英语组、中学思想政治组5个组别。

每个组别设置一等奖5名、二等奖10名、三等奖若干

全国总工会将对获得各组别一等奖第一名且符合条件的选手，在“五一”表彰中按程序申报“全国五一劳动奖章”🎉🎉🎉

⬇️获奖名单-中学英语组一等奖（网络统计，待验证）

焦洋洲，陕西：中学英语组一等奖第一名✅

肖晓洪，汕头市金山中学：中学英语组一等奖第二名

陈方维，武汉外国语学校

刘威，清华大学附属中学

陈伟，上海市世外中学

焦洋洲，陕西：中学英语组一等奖第一名✅

肖晓洪，汕头市金山中学：中学英语组一等奖第二名

陈方维，武汉外国语学校

刘威，清华大学附属中学

陈伟，上海市世外中学

说课详情

Lead-in

Dear distinguished judges, it's my great honor to showcase my teaching interpretationhere.

Dear distinguished judges, it's my great honor to showcase my teaching interpretationhere.

And I would like to articulate my teaching design from the following six parts.说课结构清晰、层次分明。

And I would like to articulate my teaching design from the following six parts.说课结构清晰、层次分明。

Teaching Philosophies

As you can see on the screen, what comes first is the teaching philosophies guided by the 2022 new English curriculum standard for compulsory education.

My teaching philosophy focuses on holistic language education, and it also focuses on students' core competencedevelopment and activity-based approach.

Most importantly, it also integrates teaching, learning, and evaluationwell.

As you can see on the screen, what comes first is the teaching philosophies guided by the 2022 new English curriculum standard for compulsory education.

My teaching philosophy focuses on holistic language education, and it also focuses on students' core competencedevelopment and activity-based approach.

Most importantly, it also integrates teaching, learning, and evaluationwell.

And for the unit integrated teaching, this particular lesson is selected to align with the big ideas and thematic content of this whole unit.

And as for the activity-based approach, these activities are tailored to integratereading, thinking, and a little bit more about writing to help students build up systematic knowledge and to develop their core competencies.

As for a process-oriented approach, my students are put at the very heart of this activity so that they could engage more. As for me, the English teacher, is put as a facilitator to showcase the thematic ideas and engage my students in these activities.

As for student-centered activities, my students are put at the heart ofthese activities so that they will dig deeper, think more, and be active participants in my teaching activities.

And for the unit integrated teaching, this particular lesson is selected to align with the big ideas and thematic content of this whole unit.

And as for the activity-based approach, these activities are tailored to integratereading, thinking, and a little bit more about writing to help students build up systematic knowledge and to develop their core competencies.

As for a process-oriented approach, my students are put at the very heart of this activity so that they could engage more. As for me, the English teacher, is put as a facilitator to showcase the thematic ideas and engage my students in these activities.

As for student-centered activities, my students are put at the heart ofthese activities so that they will dig deeper, think more, and be active participants in my teaching activities.

Analysis of Teaching Materials &Students

过渡语As we all know, a good lesson always starts with a good analysis of teaching material and student context.

As you can see, this particular lesson is selected from grade 8, unit 1, section 8, the reading parts.

The theme is about man and society, a focus on social service and interpersonal communication.

And most importantly, I got my students to learn something about first aid and how to give others a helping hand when necessary.

But most importantly, they should learn to protect themselves.

过渡语As we all know, a good lesson always starts with a good analysis of teaching material and student context.

As you can see, this particular lesson is selected from grade 8, unit 1, section 8, the reading parts.

The theme is about man and society, a focus on social service and interpersonal communication.

And most importantly, I got my students to learn something about first aid and how to give others a helping hand when necessary.

But most importantly, they should learn to protect themselves.

And here comes the unit framework, a focus on giving others a helping hand and being a warm-hearted person.

But they should also learn something about first aid knowledge and when and how to give others a helping hand.

And here comes the unit framework, a focus on giving others a helping hand and being a warm-hearted person.

But they should also learn something about first aid knowledge and when and how to give others a helping hand.

What is this discourse about?It actually tells a news report, but the bus driver and passenger saving only emphasizes the theme of social responsibility and emergency response.

Well, why do we guide students to explore this text and then generate reads this work? Well, it is to use chronological news structures with simple past tense verbs and introduce the entire progression of this story.

Well, finally, it presents the result of the character Wang Ping's reflection, and it features a clear structure framework.

As you can see from my board design, kindness starts from this little bus, and it is actually in our daily lives.

And for how, how does the author achieve his intention?

Well, it is to enhance student health awareness and their values for responsibility and empathy. It is also to call on students to spread kindness. Like one good deed today, goodness will make virtue one day.

What is this discourse about?It actually tells a news report, but the bus driver and passenger saving only emphasizes the theme of social responsibility and emergency response.

Well, why do we guide students to explore this text and then generate reads this work? Well, it is to use chronological news structures with simple past tense verbs and introduce the entire progression of this story.

Well, finally, it presents the result of the character Wang Ping's reflection, and it features a clear structure framework.

As you can see from my board design, kindness starts from this little bus, and it is actually in our daily lives.

And for how, how does the author achieve his intention?

Well, it is to enhance student health awareness and their values for responsibility and empathy. It is also to call on students to spread kindness. Like one good deed today, goodness will make virtue one day.

Based on these analyses, my students are actually familiar withdescribing the event in a chronological way, but they have great challenges in understanding the features of this piece of news, title, time, and truth.

There are actually a little bit challenging for Junior two students to explore, so I actually live scenarios to help students focus on the progression of the story in my teaching process.

And meanwhile, I utilize the timeline to inspire them and guide my students to learn to be helpful when it is necessary.

Based on these analyses, my students are actually familiar withdescribing the event in a chronological way, but they have great challenges in understanding the features of this piece of news, title, time, and truth.

There are actually a little bit challenging for Junior two students to explore, so I actually live scenarios to help students focus on the progression of the story in my teaching process.

And meanwhile, I utilize the timeline to inspire them and guide my students to learn to be helpful when it is necessary.

Learning Objectives

Or, based on these analyses, the teaching objectives are set as follows.

By the end of this lesson, my students will be able to sort out the key information of a piece of news. As you can see on the board, what, when, and how.

And they will also be able to analyze whether to help or not. This is a crucial issue for students to think and engage.

Finally, they will be able to evaluate the behaviors and opinions of helping others. And they will finally foster a deep passion to spread kindness through group work.

Or, based on these analyses, the teaching objectives are set as follows.

By the end of this lesson, my students will be able to sort out the key information of a piece of news. As you can see on the board, what, when, and how.

And they will also be able to analyze whether to help or not. This is a crucial issue for students to think and engage.

Finally, they will be able to evaluate the behaviors and opinions of helping others. And they will finally foster a deep passion to spread kindness through group work.

Key&Difficult Points

Teaching objectives always give us guidelines, but teaching also means coping with challenges and difficulties.

So what is very important for students is to grasp the key elements of a piece of news. But what is more difficult for them is they have difficulty in analyzing the issues, whether to help or not.

And I got my students to give mothers a helping hand and protecting themselves.

Teaching objectives always give us guidelines, but teaching also means coping with challenges and difficulties.

So what is very important for students is to grasp the key elements of a piece of news. But what is more difficult for them is they have difficulty in analyzing the issues, whether to help or not.

And I got my students to give mothers a helping hand and protecting themselves.

So in this whole teaching process, I adopt the best approach to English learning, which in accordance with Bloom's taxonomyand in accordance with the 6 thinking levels of the taxonomy, from learning, understanding, to transferring and innovating,

So in this whole teaching process, I adopt the best approach to English learning, which in accordance with Bloom's taxonomyand in accordance with the 6 thinking levels of the taxonomy, from learning, understanding, to transferring and innovating,

my students are guided to adopt a collaborative learning approachthat works in pairs and in groups so that it will develop their critical thinking ability and reduce their anxiety for the new structure and key elements in return.

This method will also give me some useful feedback from my students and help me to guide them to have a better understanding of the structure and the board design.

It echoes well the structure of the whole passage, and here comes the teaching process.

my students are guided to adopt a collaborative learning approachthat works in pairs and in groups so that it will develop their critical thinking ability and reduce their anxiety for the new structure and key elements in return.

This method will also give me some useful feedback from my students and help me to guide them to have a better understanding of the structure and the board design.

It echoes well the structure of the whole passage, and here comes the teaching process.

Teaching Procedures

As for the lead in parts, I show students part of the pictures to activate their prior knowledge and engage them in the upcoming reading parts.

As for the lead in parts, I show students part of the pictures to activate their prior knowledge and engage them in the upcoming reading parts.

And then it comes to reading for key information. It is designed to train students' scanning skills and how to grasp the key information from a piece of news by locating some key words in this text.

And then it comes to reading for key information. It is designed to train students' scanning skills and how to grasp the key information from a piece of news by locating some key words in this text.

Well, as for reading for detail, follow-up questions. They are designed to guide students to deeply explore the passage and enhance their logical thinking abilities.

Well, as for reading for detail, follow-up questions. They are designed to guide students to deeply explore the passage and enhance their logical thinking abilities.

After reading the story, students are guided to work in pairs and groups to internalizethe structure and content of the text, to retell the story and give the story a best headline.

Finally, to assess their learning effectiveness and consolidate the content they have learned.

After reading the story, students are guided to work in pairs and groups to internalizethe structure and content of the text, to retell the story and give the story a best headline.

Finally, to assess their learning effectiveness and consolidate the content they have learned.

In this class, I guide my students to do this homework to retell bumping story and gave some comments on the story.

So here comes the board design.

🌟As you can see, it is actually a small bus🚌, it is to show that kindness starts small, but makes a big difference in their daily life.单课定位紧扣单元大观念“善意与急救”，以“小公交”板书图示呈现“文本—单元—文化”纵向贯通，体现课程整合意识。

In this class, I guide my students to do this homework to retell bumping story and gave some comments on the story.

So here comes the board design.

🌟As you can see, it is actually a small bus🚌, it is to show that kindness starts small, but makes a big difference in their daily life.单课定位紧扣单元大观念“善意与急救”，以“小公交”板书图示呈现“文本—单元—文化”纵向贯通，体现课程整合意识。

Teaching Reflection

As we wrap up my interpretation, let's reflect on a bigger picture with the aim of implementing virtual educationand developing students' core competence.

I guide students to apply deep learning and deep thinking.

Well, in this whole lesson, I guide students for language learning and value guidanceand cultural recognitionto implement, in Chinese, the good virtues of our Chinese culture.

As we wrap up my interpretation, let's reflect on a bigger picture with the aim of implementing virtual educationand developing students' core competence.

I guide students to apply deep learning and deep thinking.

Well, in this whole lesson, I guide students for language learning and value guidanceand cultural recognitionto implement, in Chinese, the good virtues of our Chinese culture.

What is our goal?

It is to empower our students to be a global citizen with a Chinese heart and global vision to spread the virtues of Chinese culturefrom one single lesson to a series of lessons and to a comprehensive curriculum.由语言结构→行为评价→“善小亦为”中华美德，完成学科育人升华，示范外语课程思政路径。

That's it. Thank you.

What is our goal?

It is to empower our students to be a global citizen with a Chinese heart and global vision to spread the virtues of Chinese culturefrom one single lesson to a series of lessons and to a comprehensive curriculum.由语言结构→行为评价→“善小亦为”中华美德，完成学科育人升华，示范外语课程思政路径。

That's it. Thank you.

来源 | ivy的教学备忘录

明师俱乐部进行编辑整理，版权归原作者所有，如有侵权联系删除

明师投稿箱

欢迎您把自己的英语教学经验方法、优质教学设计案例、教育心得等和大家分享，可成为明师国际教育研究院的签约作者，更有机会被收录到《明师说》系列正式出版，与40万英语教师共同进步，快来投稿吧！

投稿邮箱：mingshijiaoyanbu@163.com，邮件命名为“投稿+作者姓名+手机号”

教学资源、精彩活动、趣味互动

福利折扣、在线咨询

湖南、福建、川渝、浙江

山东、江苏、安徽、江西

北京、上海

山西、河北

河南、天津

湖北、广东

陕西、内蒙

其他地区

请按地区添加明老师配资实盘查询， 不要重复添加

• 文说
• 卡壳
• 教赛
• 冠军
• 配资实盘查询