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作业标题:研修成果 作业周期 : 2022-07-11 2022-09-30

发布范围:全员

作业要求:

作业描述:

在日常教学中,该如何树立新型师生关系,创设丰富有趣的教学情境,关注学生的学习过程,真正使每一位学生学有所获,让个体得到充分发展,这是每一位教师应该思考,并不断实践反思的问题。

结合本次培训所学内容,并根据自身在教学中的实际情况,请提交一个教学案例,在案例中体现你是如何设置教学内容的,教学方式和教学评价又进行了何种转变。

 

作业要求:

1.字数不少于500字。

2.内容可包含相关的教学设计、教学视频、微课等。作业要求原创,抄袭视为不合格。

3.提交研修成果时,请上传1—2张实践(教育教学)过程中的图片。

4.为方便批改,请尽量不要用附件的形式提交。(最好先在文档编辑器内编辑好,再将内容复制到编辑框提交,操作时间不宜超过20分钟)

5.请在截止日期之前提交,逾期将无法提交。

发布者:教务管理员

研修成果

提交者:学员吉同石    所属单位:会昌县实验学校    提交时间: 2022-09-30 23:19:08    浏览数( 8 ) 【举报】

九年级英语Unit 2 Section A Reading 教学案例与反思
​Step 1. Lead in (激趣导入)
 这节课我采取了头脑风暴导入法,我对学生说:
T: My dear students, please close your eyes. I’ll show you a beautiful thing. What is it?
Ss: It’s the moon.
T: What festival can you think of when you see the moon?
S1: I can think of Mid-autumn Festival.
T: What do you know about Mid-autumn Festival? When?
S2: Lunar calender August 15th.
T: What to eat?
S3: Moon-cakes.  
T: Yes, it’s a kind of dessert. (引出新单词dessert) What to do?
S4: Have a big meal with their families.
T: Yes. On that night, people usually have a big meal with their families. They lay out fruit and desserts in their garden and admire the moon.(出示图片)
  再引导学生回答 Admire the moon, lay out fruits and desserts in the garden. 引出新单词admire, lay out 和garden. 接着用用图片伴随音乐展示各地庆祝中秋节的活动。再问:
T: What traditional stories about the Mid-Autumn Festival do you know ?顺势新单词tradition,并出示图片引导学生回答,Jade Rabbit pounding medicine玉兔捣药,Wu Gang chopping laurel tree吴刚伐桂,Chang’e flying  to the moon嫦娥奔月,再利用Chang’e 引出新单词goddess. Now this class we’ll read a story about Chang’e. (出示嫦娥图片)Full moon, Full feelings.
【设计意图与反思】通过头脑风暴,唤起学生原有对中秋节原有的知识,不但激活了学生的头脑,同时,还通过教师的引导导入了文章大部分的新单词,学生很自然地进入课堂,激发了学生学习兴趣,提高了单词的复现率。
Step 2. Prediction (读前预测)
T: Now please predict. How many people are there in the story? Who are they?
S6: Four. Chang’e, Hou Yi, ......
T: What story is the reading about?
S7: It’s about Chang’e and Hou Yi....
T: Ok. Now I’d like you to watch a short movie about the story. Let’s see if your predictions are right. (播放2分钟的与课文内容相似的flash视频)
T: How many people are there in the story? Who are they? (Four... )
【设计意图与反思】通过预测,激发学生思维,做好阅读心理准备,另外,与课文相关的视频,有助于学生更好地理解课文,引发学生阅读兴趣。
Step 3 Skimming
T: Yes, They are Chang’e, Hou Yi, Pang Meng and a goddess. Now What did they do in the story. Read the passage quickly and fill the blanks. I’ll give you 4 minutes.
1. Hou Yi ___________ the nine suns. One night, Hou Yi found that the moon was so bright that  he could see his wife. He quickly ___________ her favorite food.
2. Goddess gave Hou Yi magic medicine to ______ him.
3. Pang Meng tried to ______ the magic medicine when Hou Yi was not home.( 学生猜测新单词steal的意思)
4. Chang’e ________ to  give Pang Meng the medicine and drank it all. She became very light and ___________ the moon.
  T: What story is the reading about?验证学生预测结果,引导学生回答It is about a traditional folk story of Hou Yi and Chang’e for the Mid-Autumn Festival.引出新单词folk.
  【设计意图与反思】 通过略读,学生快速寻找四个人物活动信息,填入相关动词,并提醒学生所用的时态都是一般过去时,另外我要学生先独立完成后,在两人小组互查,然后鼓励一些英语学困生展示自己的答案,让他们尝到甜头,提高他们他们学习兴趣。另外通过再次提问预测题2也训练学生对文章的综合概括能力。
 Step 4 Scanning
1. T: Now please read the passage again.  Put the events in the right order I’ll give you 3 minutes, too.
 学生自主完成课本上3b练习,然后两人一小组互查答案, 教师抽查一学生说出答案,再要学生按顺序朗读一遍。
2. T:Without looking at the passage, try to complete the sentences with the correct words.此环节要学生抢答完成。
  【设计意图与反思】要学生先自主完成,再两人互查,体现了高效课堂理念,3c要学生抢答,更激发了学生回答问题积极性,另外,我仍然鼓励英语学困生回答问题,只要他们一举手,立即给与机会,所以学困生学习兴趣得到提高。
Step 5 Game
  T: Guess, Who said these?
1.“Oh….no! Don’t leave! Give me the medicine. If I had eaten the magic medicine, I would fly to the moon!  ”
2.“Bad man , I will kill you ! I must kill you ! God ! Please send my wife back to me !”
3.“What a day ! It seems endless. How lonely I am ! My love,  I miss you !”
  T: Now Please read these sentences with emtion.
我先示范朗读了一下,然后要学生有感情的朗读,读出每个人的心情来。
【设计意图与反思】这一环节把本节课推向了高潮,通过带有激情的朗读示范引导学生先在组内互读,然后教师叫几个学生示范朗读, 读出了Pang Meng的Scary,Hou Yi的angry,Chang’e的sad and lonely. 引来了同学们的阵阵掌声。
Step 6 Retelling
 T: Now I’d like you to retell the story of Chang’e.
  教师出示一组图片,下面配上重点短语,要学生复述课文,先1号组员复述,其他组员听,然后叫一个学生在全班复述。
  【设计意图与反思】 复述课文是一个很好的提高学生英语口语的手段,还可以使学生对课文内容更熟悉、更清晰。对优等生英语学习起到了很好作用。只是时间上面有点紧,本来还可以1号组员在组内复述后,再要2号组员在组内复述。只叫了几个英语较好的学生复述。
Step 7 Extention
   T: After you read this passage, What feelings do you have? Do you feel happy?(出示高兴表情) Do you feel sad?(出示伤心表情)Do you feel sorry?(出示遗憾表情)Do you feel surprised?(出示惊讶表情)Do you feel scared? (出示害怕表情)Or do you feel angry? Discuss in groups and tell me your feeling? Why?
S10: I feel sad because Hou Yi lost his wife.
S11: I feel angry with PengMeng because he wanted to steal the magic medicine.
S12: I feel happy because Chang’e become a goddes.
...  
【设计意图与反思】 这是个读后活动,启发学生积极思考,培养学生英语口头表达能力。这里我用了诸多的的体态语言,丰富的表情,小组讨论后,抽查了几组展示,学生们的回答多种多样,而且原因也说的很好,引来阵阵掌声,再次把本节课推向高潮。只是由于时间关系,很遗憾还有不少小组没来得及展示。
   接下来趁势对学生进行思想教育East or west, true love with full feelings is the best !
Step 8 Homework
Continue to write the story of Chang’e.
【设计意图与反思】发挥学生想象,训练学生的书面表达能力。

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评语时间 :2022-10-01 20:25:07

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