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作业标题 :校本研修成果提交要求 作业周期 : 2017-03-212017-03-31

作业要求 :

各位学员:

大家好!“提升工程培训”为省级专项培训,包含:56学时网络研修+24学时基于网络校本研修,两部分都完成后方可视为完成此项培训任务。请各位参训教师务必于331前提交校本研修成果,请在以下两种成果类型中选择一种进行提交,提交后由工作坊坊主进行审核。

成果1:课堂教学实录(视频形式),提交时需附上教学设计、课件和教学反思等辅助材料。

【说明】各校、各学科组应要求不低于10%的参训教师提交成果1,小学科至少提交1份,具体由学校、学科组长统筹安排。

一、课堂实录

1. 课程时长:必须是完整的一堂课,每课时长应在35~45分钟之间。在视频的后期制作中,应编辑删除与教学无关的内容。

2. 录像要求:视频要保证图像清晰,能够清楚地呈现师生活动;画面无抖动、无倾斜、无变形;白平衡准确,曝光适当。 用摄像机附带麦克风或专用麦克风采集声音,保证教师和学生发言的录音清楚无杂音。

3. 后期制作要求:1、片头时长不超过5秒,应包括:课程名称、年级、上/下册、版本、主讲教师工作单位和姓名等。片尾包括录制时间、制作单位等信息。2、视频文件要求(1)稳定性:视频图像同步性能稳定,无失步现象,CTL同步控制信号必须连续:图像无抖动跳跃,色彩无突变,编辑点处图像稳定。(2)色调:白平衡正确,无明显偏色,多机拍摄的镜头衔接处无明显色差。  3)课堂实录视频的格式为H.264+AAC编码的MP4文件。(4)视频码流率:码流为0.5~1Mbps,如上传的视频内容编码率低于0.5Mbps,则码率不变,转码为H.264+ACC编码的MP4文件。 (5)视频分辨率要求达到720*576以上。 (6)视频大小不能超过500M

注意:课堂实录请不要以附件形式上传,平台可以直接提交视频后观看。

二、教学设计

教学设计具体内容以文字或者表格的形式呈现,与课堂实录视频内容同步,不少于500字。

三、教学课件

教学课件以PPT呈现形式,与课堂实录视频内容同步。内容要求突出重点,有逻辑性,体现课堂的主要脉络,形式要注意图文并茂,简单明了。

四、教学反思

教学反思具体内容以文字呈现,与课堂实录视频内容同步,不少于200字,目的通过课堂实践和课后反思促进教学改进。

成果2:信息技术应用教学反思报告、研修总结、教学课件等(wordppt形式)选择其一完成。

教学反思报告、研修总结、教学课件具体内容以文字、PPT或者视频的形式呈现,文字内容不少于500字。

 

注意:所有文字和PPT内容排版要求整洁、美观,避免出现字体大小混乱、排版参差不齐,防止出现错别字以及语句不通的情况。不要出现具体的时间日期、教师联系方式(如:电话、邮箱)等内容。

发布者 :项目管理员

校本研修成果提交要求

提交者:学员吴瑶    所属单位:枫溪区枫溪小学    提交时间: 2017-03-22 15:51:23    浏览数( 0 ) 【推荐】

 

Unit 6

第六单元

Period 4

第四课时

Class

授课班级

Teacher

执教教师

吴瑶

Setting

授课地点

Date

授课日期

Teaching

Contents

(教学内容)

New Magic 2A Unit 6, Period 4

Prior

Knowledge

( 已有知识)

1. Students have learned some words about personality.

2. Students can use the possessive adjectives to show possession.

3. Students know the fairy tale of Unit 6.

Teaching

Aims

(教学目标)

1.Aims for language

(1) Students can do the exercises of letter L by themselves.

(2) Students can retell the story.

(3) Students can complete the modal of a fairy tale.

(4) Students can read out and act out their fairy tale.

2. Aims for ability maintain

(1) To develop students’ writing skill.

(2) To develop students’ creativity.

(3) To foster students’ ability of discussions and story acting.

3. Aims for emotion cultivate

(1) Encourage students to build a good relationship between language learning and English reading.

(2) Encourage students to build confidence and cultivate awareness of cooperation.

(3) Arouse the students’ interests in reading English stories.

Difficulties

( 难点 )

1. How to write a fairy tale.

2. How to complete the modal of a fairy tale with a mind map.

Teaching Aids

(教学辅助)

Word cards. PPT. Some papers of a fairy tale and mind map.

Procedures

(教学过程)

Teacher’s 教师活动

Students’ 学生活动

Purpose教学目的

I.

Warming up

(热身)

1. Let’s chant.

T: Hi, boys and girls. How are you?

T: I feel good! Before the class, let’s chant together. Ok?

1. Let’s chant.

S: I am fine. Thank you. And you?

S: Ok!

1.全班跟着伴奏朗读歌谣,调动学生的学习热情,激发学习兴趣。

II. Lead in

(导入)

1. Do some exercises.

T: You all did a good job! Now let’s do some exercises. Listen and write the missing words.

2. Retell the story.

T: Look. We have learned the story: The honest woodcutter. Can you retell this story?

S: Let me try!

1. Students listen to the tape and do some exercises of letter L by themselves.

2. Some students retell the story of Unit 6

1.学生通过做单词听力练习,巩固字母L的发音。

2. 学生复述课文内容,教师了解学生对学习内容的掌握情况。

  III.

Presentation

(呈现)

1. How to write a fairy tale.

(1) Feature of a fairy tale

TDo you like “The honest woodcutter”? Do you like this fairy tale? You can write your own fairy tale! Look, here is the feature of a fairy tale. It includes some parts, such as the title, setting, what happens, and ending.

(2) Who?

T: First, let’s think of the main character. Who do you want to be the main character in your fairy tale? Look. Can you read?

(T shows the mind map and Ss read out the words.)

(3) What?

T: Second, what does your main character drop? Is it a key ring? Or is it a phone? Who can read?

(T shows the mind map and Ss read out the words.)

(4) Where?

T: Next, where does your main character drop the thing? Is it on the farm? Or is it in the forest? Can you read?

(T shows the mind map and Ss read out the words.)

(5) Feel?

T: How does your main character feel?

(6) How?

T: What do you think of your main character? Is he or she polite? Or is he or she rude? Can you read?

(T shows the mind map and Ss read out the words.)

(7) The end?

T: Does a fairy tale help your main character?

S: Yes!

T: How does the fairy help your main character? What happens in the end? Can you read?

(T shows the mind map and Ss read out the words.)

2. Watch a video.

T: Now, here I want to share you a video. The teacher will show to how to write a fairy tale.

3. Write your fairy tale.

T: Now, do you know how to create a fairy tale? Discuss in your groups and think about your fairy tale. You can use the tips in the mind map. And then, complete your fairy tale in the paper.

1.How to write a fairy tale.

(1) Students know about the feature of a fairy tale.

(2)Students know about some characters.

(3)Students know about the name of some things.

(4)Students know about some places.

(5)Students know about the character’s feeling.

S: Sad!

(6)Students know about the some personality.

(7)Students know about some ending of a fairy tale.

2. Students watch the video to learn how to write a fairy tale.

3.Students discuss in groups about their fairy tale and then complete the modal of a fairy tale.

1.(1) 学生通过先认识童话故事的写作框架,为下面的作文创作铺垫。

(2)学生认识关于故事主角人物的名字,为编写故事提供参考。

(3)教师向学生提供一些物品单词,使用mind map的形式展示出来,让学生一目了然,为下文创作提供素材。

(4)教师向学生提供一些关于地点的英语单词,为学生的作文写作提供参考。

(5)学生能认识故事主角的感情变化。

(6)学生通过mind map复习本单元的单词,并为故事写作中的人物性格提供单词积累。

(7)学生了解童话故事的多种结局,为童话故事创作提供素材参考。

2.学生通过观看微课,学习怎么写一篇童话故事。微课让学生更加清楚理解写作的方法,降低写作的难度。

3.学生先小组讨论,探讨小组的写作内容,然后再完成童话故事。小组合作学习,一起创编故事,培养学生的合作意识。

IV.

Practice &

Performance

(合作展演)

1. Read out your fairy tale.

T: Can you read out your fairy tale to class?

S: Yes. Let me try.

2. Act out your fairy tale.

T: Oh, it’s very interesting fairy tale. Can you act out your fairy tale?

S: Yes. Let’s try.

T: You all did a good job.

1. Some students show their stories to the whole class.

2. Some students act out their stories with their partners.

1.学生通过朗读自己创作的童话故事,大胆展示自己的作品。

2. 学生表演自己小组创作的故事,激发学生表演的热情。学生通过小组练习表演故事,提高语言表达能力,培养合作精神。最后老师从语音、语调、神情的模仿力和自信、合作等方面给出激励性评价。

V.

Homework

(作业)

Write a fairy tale and act out the story with your friends.

作业的布置,让学生将阅读后的输出延伸到课后,以保持学习的热情和持续性。

老师评语

评语时间 :2017-03-22 21:03:29

附件

  • New Magci教案 2A册 6单元第四课时.docx 下载
  • New Magic课件2A册6单元第4课时.ppt 下载

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