9.27公开课教案

优质课评比方案一、指导思想为进一步加强教师的教学基本功，提升我校中青年教师的专业水平，提高课堂教学质量，推选出我校中青年十佳教学能手，根据《学校2007年工作要点》，努力实施品牌战略，坚持走内涵发展之路，为学校的发展以及升格和转型，打造和准备一支高素质的教师队伍，本学期教务处决定开展中青年教师优质课评比活动。

二、参评对象45周岁以下的在校任职教师，不受职称、是否在编和教龄长短的限制。

要求参评的教师具有良好的教师职业道德，教书育人，为人师表，敬业、爱生、奉献；具有扎实的教学基本功，具有比较系统、坚实的专业知识和一定的教育教学理论素养。

三、评比内容及办法内容包括教案设计、上课、说课、课后反思、电教手段五项内容。

1.教案设计：参赛老师就所带班级、所带学科在不打乱教学计划的情况下，选出一节课，进行教案设计，教案的要求依据《宁夏幼儿师范学校教师教学要求》中“备课”环节进行。

每位参赛教师准备教案一式八份，上课前交评委。

本环节占总成绩的10％。

2.执教上课：根据教案设计的具体内容，实施课堂教学。

基本要求为：以现代教育理论为指导，以学生为本，发挥学生的主体作用；教学目标明确，重点突出，教学方法灵活，教学手段先进，合理使用电教手段，体现扎实的教学基本功；注重学生的合作意识、创新精神、实践能力的培养，教学效果明显。

本环节占总成绩的60％。

（评比细则见附件2）3.说课：课后，上课老师向评委说课，说课时间限制在10到15分钟之内，要求思路清晰，语言简介流畅，目的明确，观点鲜明，无理论、观念和概念上的错误。

本环节占总成绩的10％。

（见附件3）4.课后反思：课后就上课的情况进行书面反思，总结一节课的成功与不足，并提出改进的办法。

准备一式八份，交评委。

本环节占总成绩的10％。

5．为促进现代化教学方式的有效实施，本次大赛要求做课老师（体育、舞蹈等课可以选择）必须用运电教手段，制作使用课件。

评委根据课件的实用性、科学性、创新性和使用的效果打出成绩，占总成绩的10％。

公开课教案27.买木雕的少年八峰民族学校别相萼学习目标：1、会认11个生字，会写14个生字。

正确读写“游览、工艺品、名不虚传、游人如织、壮观、出售、摊点、陈列、构思、五官端正、观赏、清晰可辨、掏钱、即将、流露、一模一样、付钱、标准”等词语。

2、正确、流利、有感情地朗读课文。

积累词语。

3、学习通过人物的言行体会人物的内心活动，感受卖木雕的少年对中国人民的友谊。

教学准备:PPT课件教学过程:一、新课导入1. 老师带走进非洲,走进莫西奥图尼亚大瀑布。

(欣赏PPT)2.看过之后请你用一个词语或一句话来表达自己的感受。

(学生观看录像后自由表达。

)3.小结:莫西奥图尼亚大瀑布位于南部非洲赞比西河中游，跨赞比亚、津巴布韦国界，高120余米，宽达1 800米，比我国著名的黄果树瀑布宽了几乎90倍，是世界三大瀑布之一。

在这个大瀑布的不远处，有许多出售木雕工艺品的人，今天让我们来结识一位卖木雕的少年。

(板书课题,齐读)二、朗读课文，初步了解课文内容。

1、读课文，不认识的字多读读。

2、再读课文，画出不理解的词语和句子。

3、检查生字学习情况。

(把生字放到文章中朗读通顺。

)a、注意读音：“释”是翘舌音，“宾”是前鼻音，要注意读正确。

“栩”XU字不要读成“羽”YU。

b、写字方面：“售”字的上半部分，不要少写一横；“驮”字的右边不要写成“犬”；“构”“端”“辨”“堆”“模”可以让学生先和以前学过的“沟”“喘”“辫”“推”“摸”字比较，注意不同之处。

4、分段朗读课文，引导学生评议。

5、说说课文主要讲了一件什么事？三、默读课文，了解叙述顺序。

1、布置默读。

默读课文，边读边做记号。

2、默读，思考，做记号，也可以与学生讨论。

3、全班交流。

理清课文的顺序：(板书)听朋友介绍木雕挑选木雕放弃木雕赠送木雕四、研读感悟1.自主阅读思考：想想卖木雕的少年是一个怎样的人?(画出描写卖木雕少年言行、神情的语句反复读读，结合上下文想象他当时是怎样想的。

语文版九年级语文上册第27课《订鬼》教案一、教学目标1.知识与技能：理解《订鬼》的基本内容，把握文章的主题和结构。

学习并运用文言文阅读技巧，提高文言文阅读能力。

学会分析文章的论证方法和论据运用。

2.过程与方法：通过讨论、分析，培养独立思考和创新意识。

学会合作学习，提高课堂参与度。

3.情感态度与价值观：感受传统文化魅力，增强民族自豪感。

培养正确的世界观、人生观和价值观。

二、教学重点与难点1.教学重点：理解文章的主题和结构。

学习文言文阅读技巧。

分析文章的论证方法和论据运用。

2.教学难点：文章中的一些生僻字和复杂句式。

对鬼神观念的正确理解。

三、教学过程1.导入新课简要介绍作者王充及其代表作《论衡》。

引导学生关注《订鬼》这篇文章的主题和背景。

2.自主学习让学生自主阅读课文，理解文章的基本内容。

学生通过查阅工具书，解决生僻字和复杂句式的问题。

3.课堂讲解讲解文章的主题和结构，让学生明确文章的中心思想。

分析文章的论证方法和论据运用，让学生学会如何进行论证。

4.课堂讨论针对文章中的观点，引导学生进行讨论。

学生分组讨论，每组派代表发言，分享自己的观点。

拓展延伸，让学生结合生活实际，谈谈对鬼神观念的理解。

四、教学步骤1.导入新课教师简要介绍王充及其代表作《论衡》。

引导学生关注《订鬼》这篇文章的主题和背景。

2.自主学习学生自主阅读课文，理解文章的基本内容。

学生通过查阅工具书，解决生僻字和复杂句式的问题。

3.课堂讲解讲解文章的主题和结构，让学生明确文章的中心思想。

分析文章的论证方法和论据运用，让学生学会如何进行论证。

4.课堂讨论教师提出讨论话题：“如何正确看待鬼神观念？”学生分组讨论，每组派代表发言，分享自己的观点。

拓展延伸，让学生结合生活实际，谈谈对鬼神观念的理解。

五、课后作业1.熟读并背诵《订鬼》课文。

六、教学反思1.本节课学生是否能够理解文章的主题和结构？2.学生是否掌握了文言文阅读技巧？3.课堂讨论是否活跃，学生是否能够积极参与？4.课后作业是否能够巩固所学知识，提高学生的写作能力？通过本节课的教学，发现学生在文言文阅读方面还有待提高，需要在今后的教学中加强训练。

华东师大版数学九年级第27章第一节二次函数的教学设计一、设计思想根据新课标要求，在本课教中拟采用问题情况教学，学生活动参与，师生合作探究。

突出以学生的“数学活动为主线，激发学生学习的积极性，向学生提供充分从事数学活动的机会，帮助他们在自主探索和合作交流的过程中真正理解和掌握基本的数学知识与技能，数学思想与方法，获得广泛的数学活动经验。

二、教材分析二次函数是反映现实世界中变量之间的重要数学模型，是一种非常基本的初等函数。

学习二次函数可以把一元二次方程与将在高一学习的一元二次不等式的知识有机地联系起来。

本节课要学习的内容是二次函数的概念，是在回顾变量之间关系的基础上，通过具体实例中变量关系的特征，感受二次函数的特征和意义，从而形成对二次函数的初步认识，主要是通过分析实际问题，以用关系式表示这一关系的过程，引出二次函数的概念，获得用二次函数表示变量之间关系的体验，感受数学的广泛联系和应用价值。

在教学中，让学生通过观察、思考、合作、交流，归纳出二次函数的概念，并从中体会函数的建模思想。

三、学情分析初三学生已具备一定自学与认知能力，在教学过程中，注意让学生在学习过程中逐步深化对概念的理解和认识，还要注意与学生已有知识的联系，比如函数概念、一次函数、反比例函数，用类比法探究新知，减少学生对新概念接受的困难，给学生充分的自主探究时间，让不同程度的学生得到适合自己的发展。

四、教学目标1、结合具体情境体会二次函数的意义，掌握二次函数的一般形式。

2、会建立简单的二次函数的模型，并能根据实际问题确定自变量的取值范围。

3、探索具体问题中的数量关系和变化规律，体会二次函数是刻画现实世界数量关系的一个有效数学模型，体验数学来源于生活，又服务于生活的辩证观点。

五、数学重点与难点1、重点；对二次函数的理解，能够表示简单变量之间的二次函数关系。

2、难点：利用尝试求值的方法解决实际问题，抽象出实际问题中的二次函数关系。

六、教学策略与手段1、多媒体或幻灯片2、教学方法：问题解决法、引导发现法3、学法指导：引导学生通过实际情境及已有的知识和生活经验，归纳出二次函数的概念，并从中体会函数模型的思想，调动学生的求知欲望，培养探索能力。

More English More Fun白埠小学英语特色学校创立方案为了让学生更好旳理解世界、走向世界，学校通过有特色旳英语教学之路营造良好旳英语学习交流气氛，使学生旳英语水平在轻松旳语言环境中大幅度提高，全面提高学校办学品质，增进学校教育教学质量再上新台阶。

我们学校选定以英语教学和学习为突破口，创色英语特色农村学校。

一、指导思想创立特色学校，是新形势下全面贯彻教育方针，深入实行素质教育;深化教育教学改革旳一项重要工作，也是优化学校管理，丰富学校内涵，提高学校品位旳重要举措。

特色学校旳建设，将遵照特色项目--学校特色--特色学校旳过程三步推进。

根据我校旳实际状况，特制定如下创立规划。

学校文化建设是新课程旳有力支撑，课程改革呼唤新旳学校文化。

近一年来，我校立足于学校实际，以英语教学为切入点推进学校文化建设旳发展。

在营造英语学习环境中，以物质环境为基础，以制度建设为支撑，以精神引导为关键，创立一种“科学与人文交汇，理性与激情互动”旳学校文化气氛。

以“在生活中学习英语，在英语学习中生活”为主线，通过强化英语课堂教学，广泛开展英语课外活动，构建一种具有浓厚英语气氛旳、较高英语文化旳特色学校，引导广大学生多听、多说、多读、多写英语，不停提高学生旳英语水平和英语素养，让英语学习成为生活旳内容，让生活成为英语学习旳动力。

二、英语特色小组分工与职责组长:王道鹏校长职责:负责英语特色旳总体工作副组长:高素萍、徐晓飞、张静、李一哲、蔺倩茹、王立花职责:负责配合领导在实行英语特色学校旳过程中详细旳工作。

认真学习上级有关英语特色学校有关旳多种政策、方针:负责制定英语特色学校旳计划和总结;负责英语特色学校旳详细旳活动安排及活动旳详细内容和形式;负责校园英语文化布置;及早安排好英语周活动，积极结合重大节日活动开展英语文化、音乐、游戏、娱乐等活动。

三、英语特色活动项目：(一)努力创立独具特色旳校园环境文化,发明浓郁旳英语文化气氛.1、所有教师都可以会用简朴旳课堂用语、礼貌用语，师生之间用英语打招呼。

Unit 9 Lesson 27 Tree Heroes（第一课时）Lesson Focus•Recognising facts and opinions in the text•Giving a report on tree planting in ChinaWarmupExercise 1Purpose: to help students talk about what trees are used for and why it is important to protect them➢Ask "What are trees used for?" Have students look around the classroom and identify all the things that are made of wood. Examples: wooden desks, books, pencils ...➢Then ask "Why is it important to protect trees?" Write that question on the board. Brainstorm ideas as a class and write down ideas. Elicit responses such as:Trees give us ...⭕oxygen and food⭕lots of products (paper, wood, etc. )⭕shelter⭕a home for wildlife⭕shade and beautyExpansion: Think about It!Have students think about the beauty of a forest. Say "Write a paragraphabout a walk in the forest. What can you see in the forest? What do you do? How do you feel?" Encourage them to express their thoughts freely. Have them include a drawing, if wanted. Then have them share their work with a partner.ReadingExercise 2Purpose: to help students skim the text to determine the main idea➢Direct students to the text. Ask "What type of reading is this?" Students will most likely be able to recognise it as an article that one might read in a newspaper. Then say " Read the first sentence. What's the article about?" Elicit It's about changes in the world involving forests (trees).If you feel your students are ready, you may skip this step.➢Point out to students that a person can skim a text by reading the first sentence of each paragraph. This first sentence often includes the main idea of the paragraph. Say " Read the first sentence of each paragraph".Have students read the sentences silently. Then ask "What is the main idea of the text?" Have students read the four choices and select their answer.➢Go over the answer, first having students pare their answers. Then aska student to say the answer aloud.Answerc➢Have students read the overall text and confirm their answer. Exercise 3Purpose: to help students identify content from the text as fact or opinion ➢Talk to students about the difference between facts and opinions.⭕Give an example of a fact about your town / city. Example: Our town / city is located in (name of province). Explain that this is a fact because it is considered to be true by everyone. (Write "Fact" on the board.)⭕Then give an example of an opinion about your town / city. Example; I think we live in the most beautiful city in the world. Explain that this is an opinion because it is what the writer believes but others may have their own ideas. Ask "What words in this sentence could demonstrate that it is an opinion? (I think , beautiful)"➢Make statements about this English class and have students decide if the statements are facts or opinions.1. There are ( actual number) students in this class.2. All of the students in this class could be movie stars I3. English class starts at (actual time).4. I think everybody would learn more English if we had longer classes. Answers1.Fact,2. Opinion,3. Fact,4. Opinion➢Direct students to Reading Help. Ask one student to read the statement about facts and another student to read the next statement aboutopinions.➢Then have students read the sentences below Reading Help. Have them read the article and find these sentences in the text. Ask "Are the following sentences from the text facts or opinions?" Have students write F (for Fact) or O (for Opinion).➢Go over the answers, having individual students say the sentence and then respond whether each is a fact or opinion.Answers1. F,2. F,3. F,4. O,5.OExercise 4Purpose: to help students scan the text to get specific details➢Have students read the entire text first. Then have them look at it again and scan for specific numbers to give them details. Have students look at the numbers in the box. Ask "What do the following numbers in the text refer to?" Have students look at the text and find the number 64 and see what it refers to. Then have a student read aloud the Example related to number 64.➢In pairs, have students scan the text for the numbers in the box. Say "Tell your partner about the facts related to these numbers" Monitor, offering help as needed.➢Go over the answers, having individual students read them aloud. Have them answer in plete sentences.Answers50: ...so many of its forests have been cut down in the last 50 years.83: 83yearold Zou Lianying has been planting trees ...8,000,000: Her family's forest farm has more than 8,000,000 trees.12,000,000: Her trees are worth around 12 million RMB64: Zou Lianying opened a forest farm at the age of 64.20: Wei Guizing and others have been planting trees near Beijing for more than 20 years.20 km²of hills have turned green. Zou Lianying has been planting trees on her land for almost 20 years.4: The trees on Zou Lianying's forest farm cover about 4 km²Exercise 5Purpose: to help students discuss whether the two people from the article are heroes➢Write the word "hero" on the board. Have students brainstorm the words or phrases they think of when they think of "hero". Write their suggestions on the board. Example: brave, thinks of others ...➢Then direct students to the heading of the article: Tree Heroes. Ask "Who are the Tree Heroes described in this article?" Elicit the names of Zou Lianging and Wei Guying. Then ask " Do you agree that Zou Lianyingand Wei Guying are heroes?" Have them look at the words on the board that they thought of earlier when they were asked to describea "hero'➢Write these questions on the board:⭕Do you think these two women are heroes?⭕Which words from the list best describe these two women?⭕What new words might you add to this list to describe these two women?➢Give students a few moments to think of their own ideas. Then have them share their opinions with a partner. Monitor, offering help as needed.➢Go over their ideas, asking individual students to share their opinions with the class.AnswersAnswers will vary but students will likely state that the women are heroes because they are trying to help others, are making a big difference, are helping to save the planetExpansion: Do Some More Research!Activity 1: Have students work in groups and research more information about Zou Lianying and Wei Guying. Have them use the Internet to find more facts about one of the women. Have them write up an information sheet with a few facts that they find interesting and / or important. They can write a heading on the top of their sheet (Did you know ... ?) and then write a few facts about one of the two women below that. Have students share their information sheets with other groups and then share their factswith the class.Activity 2: Use this activity with more proficient students. Have students research other individuals (or organisations) that have made a difference in China in helping to deal with environmental issues. Have them work in groups and write up their information in a report to present to the class.。

Unit 9 Lesson 27 Tree Heroes（第二课时）Lesson Focus•Recognising facts and opinions in the text•Giving a report on tree planting in ChinaVocabularyExercise 6Purpose: to help students match two parts of the expressions found in the text➢Have students look at the words in the left column and match them with the words in the right column to make expressions from the article. Ask students to look at "cut down" and then find the word (s) from the right column that match to form an expression. Elicit trees from the students.Have them draw a line connecting the two parts of the expression to form " cut down trees➢Have students plete the exercise. Monitor, offering help as needed. If wanted, have them try to find the words from the first column in the text. Have them see how the words are used in the article.➢Go over the answers, first having students pare their answers with a partner. Then ask individual students to say the answers aloud. Answerscut down trees; solve problems; borrow money to pay for seedlings; prevent the desert from getting bigger; stop the climate from gettingwarmerSpeakingExercise 7Purpose: to help students give presentations on what China has done about tree planting➢Review with students the main idea of the article. Elicit The work of tree heroes in China. Tell students that they are going to work in groups and give a presentation to the class about what China has done about tree planting. (They are to pretend that they are making their presentations at an international meeting. )➢Brainstorm with students the main ideas that they will want to present.Look at the four points in their book. Note the following:⭕achievements⭕good examples⭕difficulties⭕our beliefs➢Prompt students to use examples from the article as well as their own ideas to prepare their presentations. Then direct students to the Ex ample as a demonstration of how to introduce their presentations. Havea volunteer read it aloud. Have them consider how they would like toend the presentations as well with a concluding statement ( restating the introduction) and a ment, such as "Thank you for listening"➢In order for your students to feel more confident, set clear guidelines for the presentation. Here are some tips for helping your students give successful presentations:⭕Don't make the presentations very long; tell them that they should present for only about five minutes.⭕Tell students that they can decide who will speak in their groups. Keep track of who speaks during this presentation so that you can make sure that other students speak during later presentations.⭕Tell students that they can decide what they will talk about. They can include examples only from the article or include other examples as well, perhaps involving local issues. As long as the presentation is focused and clear, they can choose the material.⭕Encourage students to think of a statement to focus their presentations. For example, they can follow the statement provided in the Example. This will help students narrow down the topic. Next, they must give details to support the statement, as suggested ( achievements, good examples, difficulties, their beliefs). Finally, they should make a conclusion that restates the initial statement.⭕Make sure students know that they should make notes, and not write the entire presentation down. This is meant to be a speaking exercise, not simply reading aloud one's notes. Show them how to use key words and phrases to help them remember what they want to say. Their notes shouldact as prompts to help lead them into the next thing they want to say.⭕If students use visual aids, be sure to tell them that they should use the aid that helps them make their point, not the flashiest, most hightech one they can find.⭕Tell students to practise! This will help them use clear language and organise their thoughts well.⭕Don't forget to leave time for a questionandanswer period after each presentation.⭕Remember when critiquing students' presentations, you are looking for a higher level of fluency than accuracy.➢Have students form groups of three or four. Go over relevant points from the list above, particularly the first three. Have students work out these points in class and then assign the preparation and practice of the presentation for homework. If time allows, give some time to practise in class as well.Expansion: Talk Some More!Note: Use this activity to give students more practice. Have students discuss the main difficulties presented by groups in Exercise 7. After hearing the presentations, ask students "Do you have more ideas about what could be done? What gives you hope for the future?" Encourage students to answer freely. Have students read the last paragraph of the article again. Help students recognise that the actions of people like ZouLianying and Wei Guiying help make our world a better place.➢If time allows, do Workbook pages 168 and 169 in class. Alternatively, assign for homework.。

《Lesson 27》教学设计一、教学目标1、知识目标学生能够掌握本节课的重点词汇，如“＿____”“＿____”“＿____”等，并能正确拼写和运用。

学生能够理解并运用重点句型“＿____”“＿____”进行日常交流。

2、技能目标通过听力训练，提高学生的听力理解能力，能够准确捕捉关键信息。

通过口语练习，培养学生的口语表达能力，使他们能够流利地运用所学句型进行对话。

3、情感目标激发学生学习英语的兴趣，增强学习自信心。

培养学生的合作意识和团队精神。

二、教学重难点1、教学重点重点词汇的发音、拼写和用法。

重点句型的结构和运用。

2、教学难点如何让学生在实际情境中灵活运用所学词汇和句型进行交流。

帮助学生理解一些较为复杂的语法结构。

三、教学方法1、情景教学法通过创设真实的语言情景，让学生在具体情境中感受和理解语言知识。

2、任务驱动法布置各种任务，如小组讨论、角色扮演等，让学生在完成任务的过程中提高语言运用能力。

3、游戏教学法通过有趣的游戏活动，激发学生的学习兴趣，巩固所学知识。

四、教学过程1、导入（5 分钟）通过播放一段与本节课主题相关的英语视频或展示一些图片，引起学生的兴趣，导入新课。

2、词汇学习（10 分钟）展示本节课的重点词汇，教师领读，学生跟读，纠正发音。

通过图片、例句等方式帮助学生理解词汇的含义和用法。

3、句型学习（10 分钟）呈现重点句型，讲解句型结构和用法。

让学生进行模仿造句，加强对句型的理解和运用。

4、听力训练（10 分钟）播放一段听力材料，让学生根据所听内容回答问题，锻炼学生的听力理解能力。

5、口语练习（15 分钟）组织学生进行小组讨论或角色扮演，运用所学词汇和句型进行交流。

教师巡视指导，及时纠正错误。

6、课堂总结（5 分钟）回顾本节课所学的重点内容，强调重点词汇和句型的用法。

7、布置作业（5 分钟）布置书面作业和口语作业，如背诵单词、用所学句型写一篇短文、与家人进行英语对话等。

五、教学资源多媒体课件、图片、音频材料、单词卡片等。