教学能力大赛一等奖教案英语，值得骄傲的是去年李老师在教学竞赛中荣获一等奖英语怎么写问

来源：整理时间：2023-11-19 17:37:49 编辑：挖葱教案手机版

1，值得骄傲的是去年李老师在教学竞赛中荣获一等奖英语怎么写问

Last year Mr Li is proud in teaching contests won first prize自己写的哦

你好！To our pride,Teacher Li won the first prize in the maths contest last year.我的回答你还满意吗~~

We are proud that last year Mr.Mrs. Li won championship in the academic competition.

值得骄傲的是去年李老师在教学竞赛中荣获一等奖英语怎么写问

2，高中英语优秀教学教案设计

　　篇一：人教版高一英语优秀教案Music 　　Focus: Reading 　　1.To activate the Ss in learning “music”. 　　2. To develop the Ss ability of reading. 　　3. To help the Ss know something about the different styles of music. 　　1. Enable the Ss to understand the details about the passage The Band that Wasnt. 　　2. Help the Ss to sum up the main idea of each paragraph. 　　Step 1Warming up 　　1) Lead in 　　Before class, T plays a song Im a believer which was sung by The Monkees, with the words of 　　the song printed on the screen. 　　Then tell them: This is one of my favorite music. The music is a little show. When I listen to it, 　　it will remind of many old things. So I like it very much. What is your favorite music? And whydo you like it? So your favorite music belongs to pop music/rock… What other kinds of music do 　　you know?(classical music, pop, folk, jazz, dance, rock and roll, hip-hop, rap etc.) 　　2) Task: Brain-storming 　　Ask the students to name different music styles. Show some styles of music that they are not 　　familiar with. 　　folk 　　pop 　　Step 2 Listening and Matching 　　1)Tell Ss: we are going to listen to eight kinds of music. Here are the pictures for them. Listen 　　to them carefully and choose the proper picture for each of them. 　　2) Guide the Ss to sum up the Characteristics for each music style. 　　3) Check the answers on the computer screen. 　　Step 3 Pre-reading 　　1）Task :Listing 　　Have you heard about any of the famous bands in the world? List some of them. 　　Which one do you like best? Why? 　　2) Presentation 　　Ask the Ss to search the information about “The Monkees” before class, and now encourage them to share their information with their teammate. 　　3) Background information and language support 　　If necessary , the teacher should provide some background information about “The Monkees” , or explain some key words in the reading passage (P 35, Learning about language part 1 may be a good choice. ) 　　Step 4While-reading 　　1) Task: Jumbles (Fast reading) 　　(Group work, four Ss) each student in every group is only given a part (one paragraph)of the complete article and read alone. One minute later, they exchange their own information to the other students of the same group. Then they discuss together and decide the order of the story. 　　2) Listen and Check 　　Listen to the tape and check the correct order of the article. 　　Q: What is the best title of the article? 　　3) Task : Memory Challenge Task (Scanning) 　　(Students are given the complete pieces of the article—ask them to open their books.)Get them to read the passage in detail and then work in group raising two questions for other group to answer.(books closed) 　　4) Reading and Matching 　　Read the passage again very carefully, and join the parts of the sentences together. (P 35, Part 2)More detailed questions: 　　①Why do most m 　　usicians like to be in a band with others? 　　②Which two musical bands are mentioned in the passage? 　　③How do some bands formed by high school students earn extra money? 　　④When did the Monkees break up? 　　5) Brainstorming 　　Ask the Ss to brainstorm as many suitable adjectives as possible to describe “The Monkees”. Then give the reasons for the choices. 　　Step 5Post-reading 　　1) Language Focus 　　Get the students to sum up the phrases of the article. 　　Then get the Ss to play a game called “What is your dream?”. Work in pairs and tell each other your dream and what you expect to happen. Use the phrases dream of and be honest with in the sentences. 　　2) Discussion 　　Do you think “The Monkees” was really a band? Why and why not? 　　Step 6Homework 　　1. Read more about “The Monkees”. 　　2. Find out some sentences in the reading passage that contain of Whom /in which attributive clauses? 　　3. Preview “Learning about Language” and finish the relevant exercises. 　　Period 3 Vocabulary & Grammar 　　Focus: Grammar 　　1)To help Ss master the vocabulary about “music” 　　2)To arouse Ss language awareness . 　　3) To consolidate the Attributive Clauses. 　　1) The Attributive Clauses with preposition + which/ whom 　　2) The relevant words about “music” 　　Step 1 Revision 　　1) Listening and Recognizing 　　Ask the Ss to listen to some pieces of music from the computer and write down the style of each piece of music belongs to. 　　Music 1 : Country Roads by John Denver (country music) 　　Music 2: Beat itby Michael Jackson (rock music) 　　Music 3: 步步高（folk music）　　Music 4: 老鼠爱大米（pop music）　　Music 5: 命运交响曲(classical music) 　　… 　　2) Discussion 　　What kind of music do you like better, Chinese or Western, Classical or modern? Why? How does music make you feel? 　　3) Check the homework the day before. Step 2Word Power 　　1) Word Ladder 　　Complete these sentences. Then write the missing words in the puzzle on the right and find the hidden word. (WB P 70) 　　2) Word Building 　　Study the vocabulary list in the appendix and list the words with un-,dis-, -less, -ful, -ment, -ity, -en, -ern, -al , -tion. Tell what part of speech they are. This will you help English words. 　　3) Recognizing and Listing 　　Tick （√）the words which are connected with “music”and find out the meanings of those unfamiliar ones. 　　Add your own to the list ________________________________________________________ 　　4）Discussion and Listing 　　Which instruments are used in pop and rock music? 　　Which instruments are used in classical music? 　　Which instruments are used in jazz? 　　Which instruments are used in traditional Chinese music? 　　Which of the instruments do you like listening to? 　　Is the Chinese instrument different from the other instruments? Describe the difference, if there is Step 3 Grammar 　　1) Study the Rule 　　Read these sentences. 　　a. The musicians of whom the band was formed played jokes on each other… 　　b. However, after a year or so in which they became more serious about their work… 　　c. The musicians for whom they worked were very popular. 　　d. The guitar with which “The Beatles” played their first hit was lost while they were touring. Now answer these questions. 　　1. If you take away the relative clauses, do the sentences still make sense? Why or why not ? 　　2.Why is there a relative pronoun before the relative clause? 　　3. Can the preposition be removed from the sentences without changing the meaning? 　　4. Can that replace which and whom in the sentences? Why or why not? 　　Look at the sentences carefully and try to think of the questions. 　　2) Find the rule 　　Get the Ss to think of the questions above and sum up the grammar rule of preposition + the relative clause. 　　篇二：教师资格证人教版高中英语优秀教案　　Teaching aims: 　　1. 能力目标：　　a. Listening: get information and views from the listening material; 　　b. Speaking: express ones attitude or views about friends and friendship in appropriate words. 　　c. Reading: enable the Ss to get the main idea 　　d. Writing: write some advice about making friend as an editor 　　2. 知识目标：　　a. Talk about friends and friendship; how to make friends; how to maintain friendship 　　b. Use the following expressions: 　　I think so. / I dont think so. 　　I agree. / I dont agree. 　　Thats correct. 　　Of course not. 　　Exactly. 　　Im afraid not. 　　c. to enable the Ss to control direct speech and indirect speech 　　d. vocabulary: upset , calm , concern , loose, Netherlands, German, series, 　　outdoors, dusk,crazy , purpose , thunder , entire, entirely,power , curtain, dusty, partner, settle, suffer , highway, recover, pack, suitcase, overcoat, teenager, exactly, disagree, grateful, dislike, tip , swap , item 　　add up calm down have got to e concerned about walk the dog go 　　through set down a series of on purpose in order to at dusk face to face no longer ot …any longer suffer from gete tired of pack sth. up get along with fall in love join in 　　3. 情感目标: 　　a. To arose Ss interest in learning English; 　　b. To encourage Ss to be active in the activities and make Ss to be confident; c. To develop the ability to cooperate with others. 　　4. 策略目标：　　a. To develop Ss cognitive strategy: taking notes while listening; 　　b. To develop Ss communicative strategies. 　　5. 文化目标：to enable the Ss to get to know different opinions about making friends from different countries. 　　Teaching steps: 　　Period one 　　Step1. Warming up 　　1. Ss listen to an English song AULD LANG SYNE. 　　2. Brainstorming: let Ss say some words about friendship – honest, friendly, brave, 　　humorous, funny, wise, kind, open-minded, responsible, helpful…. 　　Step 2. Talk about your old friends 　　1. Ss talk about their old friends in Junior Middle School, talk about their 　　appearance, personality, hobbies, etc. 　　2. Self-introduction 　　Step 3. Make new friends 　　1. Ss go around and ask their new friends some information and fill in the following 　　Step 4. Do a survey 　　Ss do the survey in the text ,P1 　　Sep 5. Listening and talking 　　Do Wb P41 (Talking). While Ss listen to the material, ask them to take notes about the speakers views of making friends. 　　When Ss make their conversation, ask them to try to use the following expressions. I think so. / I dont think so. I agree. / I dont agree. 　　Thats correct.Of course not.Exactly. Im afraid not. 　　Step 6. Discussion 　　Divide Ss four in one group and each group choose a topic to discuss. There are four topics. 　　Topic 1: Why do you need friends? Make a list of reasons why friends are important to you. 　　Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend? 　　Topic 3: Does a friend always have to be a person? What else can be your friend? Why? Topic 4: List some qualities of a person who does not make friend easily. 　　Step 7. Summary 　　1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends. 　　2. T shows more information about friendship and a poem about friendship. What is friendship? 　　I want to find the answer to the question 　　What is friendship? 　　When it rains, I think friendship is a small umbrella. 　　It can give me a piece of clear sky. 　　When Im crying, I think friendship is a white handkerchief. 　　It can wipe my tears dry. 　　When I am sad, I think friendship is a warm word. 　　It can bring me happiness again. 　　When I am in trouble, I think friendship is a strong hand. 　　It can help me escape my troubles. 　　When I sit in a quiet place, I think friendship is a very wonderful feeling. 　　It cant be pulled and torn, because it is in everyones heart. 　　It is there from the beginning to the end of our lives. 　　3. Tell Ss: make new friends and keep the old; one is silver and the other is gold. Step 8. Evaluation 　　1. Look up the new words and expressions in warming up and pre-reading in a dictionary. 　　2. Write a short passage about your best friend. 　　Period two 　　Step1.Warming up 　　Activity1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or TV at home. 　　How would you feel? 　　What would you do? 　　Four students a group discuss with each other for 2 minutes. 　　Activity2: Play a short part of the movies Step2. Predicting 　　Students read the title of the passage and observe the pictures and the outline of it to guess: 　　Who is Annes best friend? 　　What will happen in the passage? 　　Step3. Skimming 　　Students skim the passage in 2 minutes to get the main idea : 　　Who is Annes best friend? 　　When did the story happen? 　　Step4. Scanning 　　Students work in pairs to find the information required below: 　　Anne 　　in World War Ⅱ 　　Step5. Intensive reading 　　Students work in group of four to discuss the following open questions: 　　1.Why did the windows stay closed? 　　2.How did Anne feel? 　　3.What do you think of Anne? 　　4.Guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(语篇,上下文). 　　5.Which sentences attract you in the passage? 　　Step6. Activity 　　Four students a group to discuss the situation: 　　Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you. 　　What will you take? Why? 　　How will you spend the 3 months? 　　How will you treat each other and make friends ? 　　Step7.Assignment 　　Task1.Surf the internet to find Annes Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class. 　　Task2.Ex2、3 、4on Page3 　　Period three 　　Step 1. Warming up 　　Check the Ss assignment: task 2 　　Step 2. Language points: 　　1. add (v.) 　　1). To put together with something else so as to increase the number, size, importance, etc.增加，添加　　Please add something to what Ive said, John. 　　2). To join numbers, amount, etc so as to find the total 相加　　Add up these figures for me, please. 　　add to something: to increase 增加　　What he did has added to out difficulties. 　　add up to: to amount to 加起来等于；总计　　The cost added up to 100 million yuan. 　　2. go through 　　1). To examine carefully 仔细阅读或研究　　I went through the students papers last night. 　　2). To experience 经历，遭受或忍受　　You really dont know what we went through while working on this project. 　　3. crazy (adj.) 　　1). mad, foolish 疯狂的.，愚蠢的　　Its crazy to go out in such hot weather. 　　2). wildly excited; very interested 狂热的，着迷的　　She is crazy about dancing. 　　4. be concerned about/for: be worried about 担心　　Were all concerned about her safety. 　　Step 3. Learning about language 　　1. Finish Ex.1, 2 and 3. on Page 4. 　　2. Direct speech and indirect speech: Ss do Ex.1 and 2 on Page 5. Then let the Ss themselves discover the structures. 　　Step 4. Practice 　　Using structures on Page 42: ask the Ss to use indirect speech to retell the story. Step 5. Assignment 　　Finish Wb. Ex, 1 and2 on page 41 and 42. 　　Period four 　　Step 1. Revision 　　Check the Ss assignment. 　　Step 2. Reading 　　Ss read the letter on page 6 　　Notes: 　　1. get along with 　　2. fall in love 　　Step 3. Listening 　　Ss should take notes while they are listening. 　　1. first listening: Ss listen and answer the questions of part 2 on page 6. 　　2. second listening: Ss listen again and finish part 3 on page 6. 　　Step 4. Listening 　　Ss listen to a story about Anne and try to finish Wb. Ex 1 and 2 on page 43 and page 44.

高中英语优秀教学教案设计

3，许昌学院外语专业的教学质量怎么样师资力量怎么样

外国语学院是许昌学院第一大二级院系，现有全日制在校生2000余人，成人教育学生300余人。承担着专业英语本、专科，日语本科以及成人英语专科等不同层次的教学任务。外国语学院培养具有扎实英语基础知识、熟练运用能力、较宽知识面、较强职业应变能力和全面现代人素质的外语复合型人才。外国语学院实行平台+模块人才培养模式。第一、第二学年听、说、读、写基础技能课程统一授课，不分专业方向。第三、第四学年进行专业模块教学。现有英语教育模块、商务英语模块、翻译文秘模块、涉外旅游模块、涉外法律模块以及英语语言文学模块。平台+模块培养模式主要体现了培养复合型外语人才的特色。经过这一培养方式的学习，该院毕业生具有厚基础、宽口径、适应性强的综合能力，既有较全面的知识结构，又有一定的专业特色，毕业后有广泛的去向。外国语学院现设有综合英语教研室、英语技能教研室、语言理论教研室、英语文化教研室、商务英语教研室和成人教育教研室等。学院非常重视教学质量的提升，其英语教育专业模块在英语教师职业技能的培养方面具有特色，制订有《英语语音达标制方案》、《“英语课程与教学论”测试方案》、《英语基本技能训练方案》等。教学成绩斐然：2001年三名学生分别获得全国高师学生英语教师职业技能大赛一等奖一名，二等奖三名。2002年一名学生获得河南省高校英语教育专业说课大赛二等奖。学院现有教职工56人，其中教授2人，副教授4人，讲师19人，研究生13人（含在读），留英归国硕士1人。另常年聘任外籍教师10人，兼职教授2人，客座教授2人。学院教师教学和科研氛围浓厚，成绩明显。教学方面，曾经获得河南省高校英语教学技能竞赛一等奖一名，优秀奖若干名，河南省教育厅高校青年教师英语课堂教学大赛三等奖一名，许昌学院青年教师课堂教学大赛一等奖一名、二等奖二名。科研方面，发表论问近百篇,出版著作十数部；承担各级别科研课题8项。学院现有数字化语言实验室7座，多媒体教室2座，英语教学调频广播电台1座。学院电教室拥有磁带复录机、大量的录像带、磁带、VCD、DVD等外语音像资料，供听力教学使用。资料室藏书价值15万元，外文期刊多种，供教师教学、科研，以及学生撰写毕业论文查阅使用。

你好！许昌学院最垃圾的一个学院···如有疑问，请追问。

许昌学院外语专业的教学质量怎么样师资力量怎么样

4，得了全国大学生英语竞赛一等奖是一种怎样的感受

表示没有得过这么高大上的奖，可以告诉我你的感受么，给我采纳我会告诉你我终于被采纳的感受~~~

全国大学生英语竞赛（national english contest for college students,简称neccs）是经教育部批准举办的全国唯一的国家级大学英语综合能力竞赛活动。本竞赛获奖面大，其获奖证书能极大提高学生就业竞争力。现将有关事项通知如下： 一、竞赛对象 本年度竞赛分a、b、c、d四个类别，全国各高校的研究生及本、专科所有年级学生均可自愿报名参赛。 a类：研究生； b类：英语专业本、专科的学生； c类：非英语专业的本科生； d类：体育类和艺术类的本科生和高职高专类的学生。 二、竞赛题型和命题范围 1、命题范围: 各类考试的初赛和决赛赛题的命题将依据《非英语专业研究生英语教学大纲》、《高等学校英语专业英语教学大纲》、《大学英语课程要求(试行)》、《高职高专教育英语课程教学基本要求》等文件，并借鉴国内外最新的测试理论和命题技术、方法，既要参考现行各种大学英语教材，又不依据任何一种教材；既要贴近当代大学生的学习和生活，又要有利于检测出参赛大学生的实际英语水平。 2、竞赛题型 初、决赛笔试满分均为150分(主观题占90分，客观题占60分)，其中听力均为30分。决赛口试满分为50分。本赛题既考查大学生的英语基础知识和基本技能,又侧重考查大学生的英语综合运用能力、阅读能力和智力水平。本次竞赛将借鉴国内外英语测试新题型及测试方法，在保持题型相对稳定性和连续性的基础上有所创新。竞赛内容将进一步加强英语“双基”考查力度，并加强考查“能力”的取向，完善初、决赛听力测试和决赛口试，加大语篇层次上的语言运用能力的考查，同时将设计一些考查智力和综合运用英语能力的赛题，以增加赛题的区分度。全国大学生英语竞赛组织委员会办公室将于赛前一个月将样题公布在《英语辅导报》高职高专版、《英语辅导报》大学英语四级版、《英语辅导报》大学教师版、《考试与评价》大学英语四级考试版、《考试与评价》大学英语六级考试版、《考试与评价》研究生考试版、中国英语外语教学研究网(<a href="http://wenwen.soso.com/z/urlalertpage.e?sp=swww.tefl-china.net" target="_blank">www.tefl-china.net</a>)和英语辅导报社网(<a href="http://wenwen.soso.com/z/urlalertpage.e?sp=swww.ecp.com.cn" target="_blank">www.ecp.com.cn</a>)等媒体上。样题中的命题范围、题型、题量、分值安排、难易度及水平度与正式竞赛赛题基本一致，供广大参赛师生参考。 三、竞赛时间、方法、地点 竞赛分初赛和决赛两个阶段进行。初赛于2009年4月12日（星期日）上午9：00--11：00举行，决赛于2009年5月10日（星期日）上午9：00--11：00举行。初赛和决赛均为全国统一命题，采用书面方式进行，由全国竞赛组委会办公室统一制作赛卷和听力磁带。

没什么事是百度解决不了的