First, the content analysis of teaching materials

The central topic of this unit is the history of western painting art, various artistic situations and styles in China and the West, painters of various times and their works. Familiar with language knowledge and skills such as reading and writing, this course is designed around the theme of "painting art" to guide students to discuss these issues, aiming to let them know about painting art and its different styles in different historical development periods and cultivate their interest in art.

Second, student analysis

The students taught in this class are students in the science class of Grade Two in senior high school, and earnest and practical activities are the characteristics of their classroom study and practice. Some students have learned and mastered English in junior high school and senior one, which laid the foundation for English learning in senior two. The performance is as follows: most students can preview before class, accompany the ideas of the course in class, and actively participate in classroom activities, such as group discussion and question-and-answer exercises; However, there are still a few students who have a weak English foundation, are not active enough in class, and have not fully completed their learning tasks for various reasons. In this regard, targeted help should be provided in classroom activities. For example, when discussing in groups, you can group with students with good learning foundation and give them more encouragement to improve their interest in learning English as soon as possible.

Third, the analysis of teaching methods

When students study this article, I have designed some tasks to make students' active position fully reflected through perception, experience, participation and cooperation. For example, ask students to read articles, answer questions and fill out forms. This unit takes painting as the theme, using multimedia to show pictures related to movies, helping students summarize the main contents in their own words, improving classroom teaching efficiency and enhancing students' interest in learning.

Fourth, the teaching procedure.

The first step is importing

Show students different kinds of paintings and ask them to guess the types of paintings.

Play different kinds of pictures and works by different famous writers through multimedia to stimulate students' interest in painting.

The second step is to warm up

First, let the students match some new words with the correct English meanings. Show them on the screen. Finally, check the answers with the class.

It is easier for students to read the article through the relationship of keywords in the article and deepen their understanding of these keywords.

Step 3 Pre-reading

Show the students some pictures of different ages and ask them to sum up the order of painting.

In the Middle Ages, from the 5th century to15th century → Renaissance, from15th century to16th century → Impressionism,19th century to early 20th century → Modern art, from 20th century to today.

Let students know the development of western modern painting art by showing western works of art in different periods.

Step 4: Reading

Task 1 scan

Show some questions on the screen.

1. What are the artists interested in from the 5th century to15th century?

2. How does Ma Saqiao draw his paintings?

3. Why do impressionist painters have to paint quickly?

Improve students' reading ability by asking them to read quickly and answer questions.

Task 2 skimming

Ask the students to read the article again and understand its main meaning. Then complete the chart below by yourself. And check the answers with the class.

Display a blank chart on the screen. After a few minutes, check the answers.

Read it again, so that students can master the details of the article and have a deeper understanding of the content.

Step 5 Understanding

Let the students read the article again and judge whether these statements are right or wrong according to the article.

1. Western art has changed little in the past seventeen centuries. F

2. Medieval painters didn't use perspective. T

3. Impressionist painters painted landscapes. T

In abstract modern art, you can't recognize anything.

During the Renaissance, most artists painted indoors. T

(Finally, let the students grasp the article more accurately by judging the right or wrong of the above sentences. )

Five, say blackboard writing design

In the Middle Ages, from the 5th century to15th century ...

Renaissance, from15th century to16th century ...

Impressionism,1from the end of 9th century to the beginning of 20th century ...

Modern art, from the 20th century to today ...

Sixth, after-class reflection

Students' participation in class is not high, so we should pay attention to the level of problem design, take care of students with different learning levels, and try our best to let more students participate in class activities.

2. Senior three English teachers' lecture notes template

STEP 1 import import

At the beginning of the class, I will show the students a fragment of the movie "Tangshan Earthquake" directed by Xiaogang Feng, so that the students can understand and experience the great disaster brought by natural disasters through the film. Let it directly lead to today's topic. This can stimulate students' interest in understanding this article and actively join the classroom.

Read before reading.

In this session, I will give a few questions before students read this article. But students are not required to give an answer immediately. Is to find out the answer in the next reading.

When reading

In this session, I designed three activities.

The first activity, activity 1 fast reading.

Give students a few minutes to read the article quickly and find out the answers to the given questions before reading. After reading the article, let some students answer.

The second activity, activity 2 scanning,

Play the tape, let the students read quickly after the tape, and ask the students to find the central sentence of each paragraph. After reading, ask the students to understand the overall meaning of the article. Let the students get up and answer.

The third answer: activity3task In this session, I will design a task. The task type is knowledge.

First of all, I will divide the class into several groups, with seven to eight people in each group. And choose a team leader. In this session, I designed ten true and false questions for students to answer in groups. And record the scores, and finally choose the first place. In the process of competing for the answer, I didn't just complete this task in the form of a game, but simply completed the right and wrong questions. I will ask each group to explain their choice of answers in the process of competing for answers. Let students really have fun in this process.

After reading

In this section, I will design the articles we read into reading mode, design five multiple-choice questions, and show them with slides for students to choose. The design of the topic will take the main idea and some details of the article as the test questions. This will enable students to consolidate what they have just learned in this link.

summary

In this session, I will make a brief summary of the whole class and emphasize the important and difficult points of this class again. Ask the students to clarify the key points and classroom objectives of this class again. And guide students to sublimate their emotional attitude towards this article.

homework

homework

1. Let the students recite the key words and phrases in this lesson.

2. Need to complete the corresponding contact.

3. Ask students to find out common sense about earthquakes through various channels after class, and learn some common sense about escape, and share them with the whole class in the next class.

3. Senior three English teachers' lecture notes template

Dear teachers:

Hello everyone!

I am very lucky to be able to grow up in the big family of Senior Two English Group in experimental middle school under the guidance of the teachers of the preparation group. Now I present the ideas, contents and process of my writing class to you (in fact, I can only say it once for you), and I also hold the attitude of learning from the old-timers, hoping to get your guidance and help.

I. teaching material analysis

1).

The theme of this module is a job worth doing, which aims to let students know all kinds of jobs in society and their important roles in society through module teaching, and imagine the future types of jobs. The writing part requires students to write a cover letter about a job, ask about the job content and introduce their resumes. English writing is a creative learning process. More than oral English, it requires the correctness and accuracy of language expression, the logic of thinking and the organization of articles. It is also because after reading and other inputs, writing as an output has risen to a higher level. The writing class in this unit and every previous writing class are taught according to this principle.

2) Teaching objectives

Cognitive goal: grasp how to write a good cover letter.

② Skill objective: To master the writing of cover letters.

Emotional goal: By reading job advertisements and cover letters, cultivate students' sense of social responsibility, cultivate their spirit of dedication and return to society, and at the same time make them realize that only by studying hard can they lay the foundation for their bright future.

3) Teaching tools: multimedia

Second, teaching methods.

According to the method of introduction-analysis-writing-comment, the purpose is to cultivate students' writing ability. It mainly adopts the cooperative learning method which is student-centered, task-centered and activity-oriented. Cooperative learning is an effective way to help students improve their English writing. Through group discussion, large group communication and class sharing, students are interested in writing, not monotonous.

Third, learning methods.

1) teaches students how to become a successful language learner and can recite or imitate good sentences in the process of learning. Only by accumulating at ordinary times will there be an answer in the exam.

2) Instruct students to write a good cover letter.

Fourth, the teaching procedure.

1. Introduce a new lesson: read and translate a job advertisement, and then compare the differences between students and teachers.

Translating advertisements into Chinese is mainly for students to compare the differences between the two languages and master the linguistic features of advertisements. The textbook provided five advertisements, but due to time constraints, only one advertisement was translated in class.

After the students said their answers, I showed my translation.

Recruit models in summer. I'm looking for some models to work in the studio and on site. Summer is the focus of several indoor and outdoor models. If you are rethinking being a model or actress, this may be a good opportunity to take some good photos. Supermodel career, super girl road, don't miss the opportunity to shine!

Because of this difference, students' enthusiasm was immediately mobilized.

Now that I'm interested, what should I do if I want to apply? Students answer, write a cover letter, then how to write a cover letter? Naturally enter the second link-writing a composition.

2. Write a composition:

(1) Read the cover letter given in the textbook and analyze the structure of the cover letter. In addition to the beginning and the end, the text is three parts in the middle: the first part explains the reasons and motives of the cover letter; The second part introduces personal situation; The third part is usually asking questions, arranging time for an interview or explaining contact information. Add some pleasantries at the end. )

(2) Expansion: Considering that there are many sentence patterns that can be applied in the cover letter, I have expanded many fixed sentence patterns for the students here.

For example, the first part

I want to apply for the job you offered in the newspaper.

I learned from the newspaper that your company is looking for a network engineer, and I want to apply for the position.

I am writing this letter in the hope that you can give me this job.

the second part

I graduated from Tsinghua University.

My major is English.

the third part

I would appreciate your early reply.

I would appreciate it if you could give me a chance.

The italicized part can be changed according to your own situation. This link is mainly to read and make sentences together, so that students can remember and lay the foundation for the next composition.

2) Get today's class assignment-a Chinese cover letter, and then write it.

(3) discussion. This link is necessary because the given task is quite different from the requirements achieved. Give students some time to discuss, at least 5 minutes, and let students at all levels prepare for writing together. In view of the examination requirements, I put forward the following requirements: comprehensive points, accurate structure and correct keywords. For example, there are several points; What is the reason in the first part, and how to introduce yourself in the second part; How to say the key word "special" and how to spell "secretary" and "typist".

(4) Writing: According to the notes made in the discussion just now, students complete the task by themselves. This is the center of this lesson. After the input of the previous content, it can be said that it is natural. According to the test requirements, it takes 13- 15 minutes. Generally speaking, students write slower on the blackboard than below, so I found two classmates, one to write the beginning and the end paragraph, and the other to write the middle self-introduction paragraph.

(5)① composition review. Analyze the mistakes in the composition on the blackboard.

Two points. Take a minute or so for students to grade, and guide them not only to pay attention to how to write a composition, but also to what kind of composition can get high marks. This is our ultimate goal.

(6) model essay display. Look at the model essay's handling of points, structures and keywords. Let the students read together and read the model essay aloud.

3. Summary: Finally, summarize the class and reproduce the structure of the cover letter. If you have time, ask the students to rewrite the composition.

4. homework. Rewrite it after class and hand it in.

Verb (short for verb) Time allocation:

Introduction: 5 minutes to analyze the structure: 3 minutes to show sentence patterns, and 4 minutes for homework.

Discussion: 5 minutes writing: 15 minutes comments: 3 minutes.

Model essay presentation: 3 minutes summary: 2 minutes

The above is the process of the whole class, and there are many shortcomings. I sincerely hope to get criticism and correction from teachers. Thank you!

4. Senior three English teachers' lecture notes template

First of all, talk about textbooks.

1, the position and function of teaching materials

Who am I from the People's Education Edition Senior High School English Textbook Volume 2 Unit 3 Lesson 1. The themes of this unit are factory technology, computer development history and robots. Computer is a familiar topic for senior high school students. The reading material "Who am I" is a popular science exposition, with abstract content and some technical terms, which is difficult for senior one students. However, this reading material introduces the development and evolution history of computers and their applications in various fields in a first-person anthropomorphic way, which makes the article interesting to read and the abstract professional knowledge easy to understand. This article is the focus of the whole unit, which combines the knowledge points of listening, speaking, reading and writing, and applies the passive voice of the present perfect tense to sentence expression, paving the way for grammar teaching in the next class.

2, said the teaching objectives

(1) knowledge target

(1), master words and phrases:

Abacus. Calculator. Personal computer Laptop computer. PDA。 Do the math. Universal. Simplify. Sum. Logical. Logically. Revolution. Operator. Technology. Technology. Man-made Intelligence. Intelligence. Solve. Tube. Total. Network. Apply. Finance. Cell phone. Explore. Anyway. Start with ... Result. So ... that ...

(2) (master sentence patterns)

A.as time goes on, I have changed a lot.

B. First as a personal computer, then as a notebook computer, I have been using it in the office and at home since 1970.

C. With the passage of time, my memory has developed so fast, just like an elephant, I will never forget anything others told me!

D. I have discovered many new applications since 1970s.

E. I was also put into a robot to make mobile phones and help with medical operations.

② Ability goal

(1) Cultivate students' ability to skim and scan for information through reading training.

(2) Cultivate students' ability to guess the meaning of words according to the composition and context when reading.

(3) Cultivate students' listening, speaking, reading and writing abilities through reading, especially teaching students to describe a thing in the first person in chronological order.

③ Emotional goal

By studying this article, we can understand the development of computer and its wide application in today's society, cultivate students' imagination and innovative ability, inspire students to love science and encourage them to actively explore the spirit of new technology development.

3. Emphasis and difficulty in teaching

1, guide students to read and understand the development process of a thing in chronological order.

2. Cultivate students' ability to guess the meaning of words through word formation and reading context.

Second, teaching methods:

Combining the teaching objectives and specific tasks of this course, I mainly adopt the following teaching methods:

① Holistic reading teaching method, which allows students to train before reading, during reading and after reading, so as to digest the text from shallow to deep. Task-based teaching method enables students to achieve their goals through perception, experience, practical participation and cooperation under the guidance of teachers.

③ Open teaching strategies, such as brainstorming role-playing.

④ Teaching students in accordance with their aptitude: according to the students' level, moderately reduce the difficulty of the text.

Third, the methods of speaking and learning:

As students are more interested in and familiar with computers, teachers should try their best to arouse students' initiative and cooperative spirit in teaching. Therefore, in teaching, I mainly guide students to use the following learning methods:

(1) Five senses and usage, such as multi-brain, mouth, hands and mouth.

Step by step: let students master vocabulary, sentence patterns and text content from simple to deep.

③ Cooperative learning and group discussion.

5. Senior three English teachers' lecture notes template

First, the analysis of teaching content

(A) knowledge background and new curriculum and teaching materials

This unit carries out various teaching activities such as listening, speaking, reading and writing around the archaeological theme. Tourism, as the most interesting topic in today's society, occupies a very important position in English learning. Scenic spots and historical sites are one of the key contents of tourism, and many discoveries of scenic spots and historical sites come from archaeological work. Therefore, archaeology is also a teaching theme that is very close to life and has the characteristics of the times and can be excavated.

The language materials selected in this unit involve Chinese and foreign scenic spots, which helps students to understand foreign cultures and enhance their world awareness. As the teaching proposal in the new curriculum standard says: studying archaeology is conducive to "expanding students' cultural horizons and developing their awareness and ability of cross-cultural communication"; In the process of using modern educational technology to watch historical educational films, "the channels for students to learn and use English are broadened"; At the same time, the teaching of this unit has very high requirements for teachers' own historical and cultural accomplishment and extensive knowledge, which embodies the idea and thought of "keeping pace with the times" that teachers and students constantly update their knowledge structure to meet the requirements of modern social development for English courses.

(B) the focus and difficulty of teaching

1. Use the existing knowledge to talk about people's diet, entertainment and production tools in the Stone Age, Bronze Age, Han Dynasty and Tang Dynasty, so as to lay the foundation for reading Stonehenge King and the Origin of Chinese Civilization in the future.

2. Use the functional structure of expressing curiosity to arouse students' enthusiasm and organize them to talk about topics they are interested in.

3. Listening is the difficulty of this class. The introduction of listening materials is a weapon used by ancient French to shoot arrows. The material is very long and the explanation of the weapon structure is complicated. However, students can successfully complete the exercises in the textbook after listening to the materials. Students are not required to understand the details here, as long as they can complete the exercises.

Second, the three-dimensional teaching objectives

Knowledge and skills

1. Learn to talk about the production and life of ancient people;

2. Learn to express your curiosity about something, such as:

? I want to know what/who … I really want to know …

? I'm curious … I really want to know …

? I wonder if … What I really want to know is …

? I'm curious about …, and I want to know more about …

3. Learn some words, phrases and sentence patterns related to archaeology, such as archaeology and its derivatives, curiosity, bronze, dynasty,

Ornaments, artifacts, earth, spears, pots, etc.

(2) Emotional attitude

1. Let students know the overall learning objectives of this unit, thus stimulating their learning enthusiasm.

2. Starting from talking about people's diet, entertainment and production tools in the Stone Age, Bronze Age, Han Dynasty and Tang Dynasty, let students know about China's long history and splendid culture, and enhance their national pride and patriotism. Enhance students' self-confidence in learning English well.

3. Through group activities, guide students to actively cooperate with others, learn from each other, help each other, and cultivate their team spirit.

learning strategy

1. cognitive strategy: master archaeology by learning the roots of-ontology,-o logicality and -o logist.

Archaeology, arch AE-o logical and other words, while mastering the learning methods of similar words.

2. Control strategy: Let students know that listening is sometimes difficult and can't be blamed. Listening requirements can be adjusted through materials. Some need to know the details, some even need to infer the implied content, but some just need to grasp the general idea.

3. Communication strategy: By talking about real communication activities such as ancient people's diet and daily life, culture and entertainment, production tools, and talking about interests, we can improve our communication ability in English. At the same time, let students know the nonverbal means such as expressions and movements, and improve the communication effect.

4. Resource strategy: it is an important way for students to learn about museums, historical sites and books.

Cultural awareness

1. Understand the attitudes of English-speaking countries towards the protection of cultural heritage.

2. Understand some ancient utensils in western countries.

3. By comparing Chinese and foreign ancient cultures, we can deepen our understanding of China culture.

Third, the specific teaching steps

(1) Import (import)

The focus of this step is to stimulate students' interest in archaeology, because most students think archaeology is boring.

Activity mode: teacher-student interaction. The teacher stared at a place on the ceiling for 30 seconds. Start the whole class to watch it together. Then ask: What do you see?

Students will naturally answer: nothing. And then ask, do you know what I'm looking at? Students will naturally answer: no, I.

Then tell the students that the teacher didn't look at anything at all, just made an action. And asked why you were looking there.

Me? The students can't answer. The teacher told the students that it was out of curiosity. Then ask what word it is.

? Where does curiosity come from?

Students have studied curiosity, so you can answer it. The teacher added: According to the psychological point of view, everyone has an interest in learning new things, which is called curiosity. Then give a new word:

Archaeology (blackboard writing) and point out that this is a new word for you. You might want to know.

It ... The teacher asked again, do you think it is a course or a science course? Some students will answer yes. Then ask why.

You think this is a science? Students will say that they have learned words ending in -ology. At this time, you can make a slide and then do the following activities:

Chinese word meaning noun adjective ... expert

Technology technology

Biological biology

psychology

Anthropology anthropology

bacteriology

physiology

sociology

zoological

1. Organize students to introduce physiology, zoology and sociology and the meaning of Chinese;

2. Organize students to launch technicians and craftsmen;

3. Organize students to introduce the variations of other words;

Conclusion: Learning word formation knowledge is of great significance to enlarge vocabulary.

Finally, I point out that the content of today's study is archaeology. What is the goal of learning this unit?

(B) unit learning Goals (goals)

Ask a student to explain the learning objectives of this unit, then close the book with the class and recall the four learning objectives of this unit.

(3) Warm up

Activity form: group evaluation. Tell me about the four pictures in the textbook. First of all, it is pointed out that the Chinese nation has a long history and splendid culture. Many westerners visit China every year. If you want to help them, you must learn to talk about the diet, entertainment and production tools of ancient people in China in English. What's that for?

Did they eat? Where do they live? What is their home like?

What kind of tools do they use? What objects have we found?

How old are they? What kind of entertainment do they have?

Talk about ancient people's diet, daily life, culture, entertainment and production tools.

listen attentively to

Teaching form: teacher-student interaction. Listen to the tape for the first time and ask the general idea of the material. Play it for the second time. Let the students finish the exercises after class. Preparation before listening training is very important.

Summary: Today's listening materials are difficult, but it is enough for students to answer the questions after class well. You don't have to know those details, and you can't be perfect. Making different learning goals according to different needs is an important part of effective learning.

5. Talk

Activity form: Practice in pairs.

1. Give instructions and put forward requirements;

2. Examples of learning sessions;

3. Sentences used in the dialogue;

Students are interested in talking and making suggestions.

Fourth, the allocation of teaching time.

Educational psychology points out that the learning of new knowledge needs a process of acceptance. The main task of this lesson is to prepare for this unit. Therefore, it takes more time for students to accept the new concept of archaeology.

The import part takes 8 minutes;

? The target part takes 3 minutes;

The preparatory part is 5 minutes;

Listening part 12 minutes;

Session takes 10 minutes;

Finally, summarize the content of this lesson and assign homework in two minutes.

Five, the classroom blackboard design

Divide the blackboard into two parts, the teaching steps on the left and the new words and phrases on the right.

Implementing the new curriculum standards in English teaching is to implement the decision of the Ministry of Education on curriculum reform. The three-dimensional teaching concept for English subjects in the new curriculum standard is to integrate and develop students' language skills, language knowledge, emotional attitudes, learning strategies and cultural awareness, and cultivate students' comprehensive language use ability. Carrying out classroom inquiry is a means to cultivate students' comprehensive language use ability. Therefore, in my teaching design, every teaching activity includes scene creation, students' inquiry, students' problem solving and consolidation training.