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熱門關(guān)鍵詞： 小學(xué)四年級(jí)語文 三角形 三角形 八年級(jí)歷史 搖籃曲 端午節(jié)的由來
熱門關(guān)鍵詞： 小學(xué)四年級(jí)語文 三角形 三角形 八年級(jí)歷史 搖籃曲 端午節(jié)的由來
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視頻標(biāo)簽：dealing with,新媒體新技術(shù)
所屬欄目：初中英語優(yōu)質(zhì)課視頻
視頻課題：《reading：dealing with trouble》2016年新媒體新技術(shù)教學(xué)應(yīng)用
教學(xué)設(shè)計(jì)、課堂實(shí)錄及教案：《reading：dealing with trouble》2016年新媒體新技術(shù)教學(xué)應(yīng)用暨第九屆全國(guó)中小學(xué)創(chuàng)新課堂教學(xué)研討會(huì)觀摩課
附件3:
2016年新媒體新技術(shù)教學(xué)應(yīng)用研討會(huì)教學(xué)設(shè)計(jì)表
| 一、基本信息 | ||||||||
| 學(xué)校 | 上海龍柏中學(xué) | |||||||
| 課名 | Reading :Dealing with trouble | 教師姓名 | 劉蘇 | |||||
| 學(xué)科（版本） | 牛津上海版 | 章節(jié) | 閱讀課 | |||||
| 學(xué)時(shí) | 第一課時(shí) | 年級(jí) | 七年級(jí) | |||||
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二、教學(xué)目標(biāo) 1. To understand the story and know about more details. 2. To use simple past tense to talk about past events. 3. To learn how to deal with troubles. 4. To improve the ability of reading. |
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三、學(xué)習(xí)者分析 學(xué)生對(duì)英語比較感興趣，樂于主動(dòng)表達(dá)想法，總結(jié)所得。但閱讀一直是班級(jí)整體較為薄弱的一個(gè)部分，在本課時(shí)中將學(xué)習(xí)一篇題為《DealingWith the trouble 》（《處理麻煩》）的閱讀文章。從學(xué)生的年齡特點(diǎn)來看，他們對(duì)此類故事情節(jié)豐富的閱讀會(huì)比較感興趣，在學(xué)習(xí)中，學(xué)生習(xí)得基本的閱讀技巧：找信息、猜詞、推測(cè)、概括等。 |
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四、教學(xué)重難點(diǎn)分析及解決措施 教學(xué)重點(diǎn)：通過文章排序、段落聽力、判斷正誤、設(shè)計(jì)問題、回答問題等形式，讓學(xué)生在短時(shí)間內(nèi)抓住文章主旨并理解文章，在潛移默化的過程中，學(xué)生習(xí)得知識(shí)，掌握閱讀技巧，培養(yǎng)良好閱讀習(xí)慣，達(dá)到提高高閱讀能力的目的。 教學(xué)難點(diǎn)：學(xué)生總體語言基礎(chǔ)偏弱，本篇閱讀段落較多，篇幅偏長(zhǎng)，對(duì)學(xué)生的閱讀與理解能力存在一定挑戰(zhàn)。鞏固環(huán)節(jié)中，根據(jù)文章大意，設(shè)計(jì)問題，并由學(xué)生自己組織開展交流的任務(wù)有一定難度。 措施：基于AISCHOOL教學(xué)平臺(tái)，充分發(fā)揮學(xué)生主觀能動(dòng)性，循序漸進(jìn)完成閱讀任務(wù)，并開展互動(dòng)活動(dòng)，共同進(jìn)步。 |
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| 五、教學(xué)設(shè)計(jì) | ||||||||
| 教學(xué)環(huán)節(jié) | 起止時(shí)間（’”- ’”） | 環(huán)節(jié)目標(biāo) | 教學(xué)內(nèi)容 | 學(xué)生活動(dòng) | 媒體作用及分析 | |||
| 激情導(dǎo)入 | 0’00”-1 ’40” | To lead in the topic— how to deal with trouble |
1、Play a video . 2、Organize the students to have a talk about the VCR. |
1、Watch the video carefully on pad. 2、Talk something about the VCR. |
To watch the video and to have a free talk according to the video. | |||
| 自主學(xué)習(xí)與互動(dòng) | 1 ’40” -22’26” | To learn how to catch the general ideas and understand the passage quickly. | Send five paragraphs to students and ask them to read it quickly, then put paragraphs in correct order on pads. |
Catch the main idea of the story in the shortest time and put paragraphs in correct order. |
To do a lot of exercise to understand the passage and grammar deeply. To check if the students really catch the idea of the story with pad. |
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| 22 ’26” -38’00” |
1.To study the passage one paragraph by one and develop the ability of listening. 2.To study the passage one paragraph by one and know more details about the story. |
1. Play the recording and ask students to do a listening exercise. 2.Send the following four paragraphs to students and ask them to organize the activity . |
1. Listen to the recording carefully and fill in the blanks. 2. Read the paragraphs and tell the statements are true or false and correct the wrong sentences. |
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| 魅力精講 | 38 ’00” -42’48” |
1.To develop the ability of cooperation. 2.To develop the ability of organize the language . |
1. Deliver the paper to students and tell them what they should do . 2. Give the task . 3. Organize the students to complete the task and check if they have understood the idea of the artice. |
1. Read the story on the paper again and complete the exercise on pads. 2.Students in groups design at least two questions according to understanding for the article. 3. Invite any other classmate in other groups to answer the question. |
To encourage students to help others and deal with trouble in a right way according to the a period tasks on Pad. |
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| 達(dá)標(biāo)檢測(cè) | 42 ’48” -43’46” | To check if the students really learn a lot from the passage. |
Give a task to check the study result. |
To do the task. | Do the task with the Pad. | |||
| 小結(jié) | 43 ’46” -44’03” | To make the conclusion. |
Conclusion: What can we learn from the story? |
To write down what they learn from the story. |
Make the conclusion with the Pad. | |||
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