作业内容:
通过本次课程的培训和研修,你一定对自己的教学方法和职业素养有了创新性的提升。请列举一个自己的教学案例,运用研修成果从教学设计、教学策略、教学评价三个角度分析其优点和不足,并提出改进建议。
作业要求:
1. 字数要求:不少于500字。
2. 内容必须原创,如出现雷同,视为无效,成绩为“0”分。
3. 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word软件里编辑好,再将内容复制到答题框提交,操作时间不要超过20分钟)
4.请老师们务必在截止提交日期之前完成提交,否则逾期将无法提交,这将会影响您的考核成绩!
《Unit 1 Our School 》教学设计与反思 教学年级 四年级 The 6th Lesson B Read and write C Task time Pronunciation 课 型 操练课 授课时间 40分钟 学生分析 这一节课可以算是一节复习课了,本单元的最后一节课,学生都掌握了本单元的词汇,对话,还有这个单元的重难点,这一节课,只是再把知识整结一下,让学生更明了,在学生有了一定基础上来完成这一课时,应该是比较简单的。 教材分析 1、本课时的重点是Read and write中的四个四会单词以及问句“Is this a teacher’s desk? ”及其答句“Yes, it is.”在四线格中的正确书写。 2、本课时的难点是拼读单词picture,在四线格中书写句型“Is this a …? ”以及总结元音字母A 的发音规则。 (1)能够理解并朗读Read and write和Task time中的对话。 (2)能够在真实情景中灵活运用新学的词汇和句型。 (3)能够正确朗读Pronunciation中的单词,并能分析出读音规则。 (4)能够以小组合作的方式完成Task time中的任务。 (5)能够学会本单元的歌曲、歌谣。 (6)能听懂故事 教学策略 l. 本节课采用动起来的活动教学方法,因为是一节复习课,大部分的知识都已经学过,如果再以平常的教学方法,可能学生不感兴趣,只有活动才能调动起他们兴趣。 2.热身,猜谜语,玩游戏,这些都是学生所喜欢的,让学生始终都兴致高昂。 3. 课前需要准备该部分的挂图,相关的词卡,录音机和录音带,学生准备好白纸和彩笔。 教学过程 Step 1 Revision Warm-up: let’s do. (全班同学边说边做动作) Go to the garden. Water the flowers. Go to the library. Read a story-book. Go to the canteen. Eat some noodles. Go to the teacher’s office. Hand in the homework. Go to the playground. Play football. Let’s chant. School days, school days. What a lot of fun! Read in the library. Draw in the art room. Eat in the canteen. Play in the gym. School days, school days. What a lot of fun! (设计思路:一上课的热身,让学生从课间的玩耍中回过神来,进入到英语的课堂中,运用学生学习过,对于他们来说比较简单有趣,加上边说边做动作,可以很好地回忆起来这节课应该、接着学些什么。) 2. Let’s guess: *Jack is in a room. There are many books in it. He can see many students .They are quiet. Where is he? S: He is in the library. T: Where is the library? S: It’s on the fourth floor. *Lily is in a room. There are many flowers in it. She can see the red flowers, the yellow, the Pink one. Where is she? S: She is in the garden. T: Where is the garden? S: It’s on the first floor. *Mike is in a room. There are many desks and chairs. He can see many schoolbags and books. Many students are studying hard. Where is he? S: He is in the classroom. T: Where is our classroom? S: It’s on the first floor. (设计思路:可以让学生自己编,他们会觉得更有意思,还可 以让学生开拓思维,有时候他们喜欢编一些奇怪的语言来表达, 这是一个很好的让学生自己创造语言的情景。) Step 2 Presentation T: Is this the teacher’s desk? S: Yes, it is. T: What’s on it? Let’s go and have a look. Is this a TV? S: No, it’s a computer. T: Is that a picture? S: No, it’s a map. T: What’s this? S: This is the floor. That is the wall. T: Yes, you’re right. Step 3 Practice Listen to the tape and read it. (教给学生正确的四线格书写形式。) Play a game: Ask your partners: what’s this? (Let him /her guess, Is this a......) Step 4 Pronunciation 老师让学生分小组一起仔细听录音,观察讨论,找出规律,然后 向全班汇报。 Step 5 Task time 让学生带纸和笔,四人一组参观学校,并将学校的校舍分布情况 记录下来,绘出地图,标上各功能室的名称。回到教室后向全班 展示。 (设计思路:让学生自己观察,自己动手,比老师一个人讲要有 效得多,放手让学生去做,相信他们会做得更好。) Step 6 Homework 1、Finish the exercise book. 2、Copy the new words. 3、Draw the dream school. |
2015年