县进修学校教研员研讨书洋中心小学课题组成员汇报课

第一篇：县进修学校教研员研讨书洋中心小学课题组成员汇报课

县进修学校教研员研讨书洋中心小学

课题组成员汇报课

书洋中心小报道组黄永强

3月25日，南靖县进修学校教研员对书洋中心小学课题组的成员进行听课指导。本次汇报课由张锋伟、简少惠、陈国祥、李振溪等四位教师执教。县教师进修学校课题组研讨成员全程参加本次研讨活动。听完汇报课，教研员们对课题组成员“学导为主，讲练结合”的教学模式，教学水评的不断提高表示充分肯定。同时针对合作交流时的细节做了进一步的指导，为更好地完善课改模式提出更高要求。

第二篇：县教师进修学校再次深入书洋中心小学指导毕业班语数课堂教学

县教师进修学校再次深入书洋中心小学指导毕业班语数课堂教学

书洋中心小学报道组 黄永强

5月9日，县教师进修学校教研员深入书洋中心小学指导六年级语数课堂教学工作。

教研员们分成二组深入课堂分别听了语、数四位教师的课，并与教师们进行座谈，面对面和执教者交流和深入指导，并提出两点意见。

一是要切实提高毕业班教学质量。毕业班教学质量是学校的龙头，其教学质量是衡量一所学校的重要指标之一。毕业班课堂教学一定要扎实有效，不搞花架子，课堂上要体现“四基”思想。

二是要坚持不懈抓好课改活动。书洋中心是“学导为主，讲练结合”课堂教学模式改革实验校。经过两年多的实践，四位毕业班科任教师积累一定的经验，所上的课也一定能体现学生为主，教师主导，精讲多练。

第三篇：“中国K-12英语教育创新研究——电子辞典在英语课堂中的使用效果研究”课题研讨与中期汇报展示课

高中英语公开课教案：“中国K-12英语教育创新研究——电子辞典在英语课堂中的使用效果研究”课题研讨与中期汇报展示课

时间：

Time: 14:30 PM Friday, 27th of May, 2011.地点：

Place: Terraced Classroom, Qingdao No.58 Senior High School

授课人：

Lecturer: Shao Jie

内容：“中国K-12英语教育创新研究——电子辞典在英语课堂中的使用效果研究”课题研讨与中期汇报展示课

学习目标

Learning Objectives:

Ability: To be able to work out the exact meanings of new words with the help of dictionaries.To be able to develop useful learning strategies to be used in future academic study.能力目标：使用电子词典找到生词的准确意义；培养对未来学业成长有用的学习策略 Knowledge: To solve problems on the basis of previously acquired knowledge.知识目标：利用已有知识解决新问题

Moral: To build up students’ confidence and interest in English learning.情感目标：培养学生信心和对英语学习的兴趣

要点: 电子词典使用策略

Key points：E-Dictionary use strategies.难点：何时使用电子词典；如何使用电子词典

Difficult points：When and How to use the E-dictionary

教学用具: 教学案；电脑；卡西欧E-99电子词典

Teaching Aids: Worksheet(Learning Guide);Computer;Casio E-99 Electronic Dictionary教学方法：结对练习，小组练习，任务教学

Teaching methods: pair works, group works, Task-based Approach.教学时数：一课时

Total time: one period

教学步骤

Teaching Procedures

第一步：组织教学并导入（10分钟）

通过问题设立问题情境：如果在阅读中碰见生词你会怎么办？收集学生答案并板书，以备后来使用。通过三个例子使学生意识到自己在遇到生词时经常会采用的策略。Step 1: Organize the class and leading in（10 minutes）

Set a problem situation: What will you do to work out the meaning of a new word in reading? Elicit answers from students.Brainstorm strategies that students might use.List their ideas on the whiteboard.(This is to be used later in class)Demonstrate three examples with the whole class.1.The tiger’scould be heard in the village far away.2.The old man’s legs have lost their

3.Time flies like an arrow.Fruitlike a banana.Discuss after each task what method students used in solving their problems.Get students to reflect on the strategies(or methods)they used in each task.第二步：何时使用电子词典

学生分组练习翻译6个句子，同时他们需要思考他们在做题过程中运用了何种策略。请各组同学说出答案，同时对学生的猜词策略作出评价。

Step II：When to use the e-dictionary

Students work in groups.They are expected to translate the following 6 sentences, and they need also to think of what methods were used during this process.Collect answers from individual students, and comment on their ways of dealing with words.1.Each country has itsculture, different from any other countries’.“unique” means _______________________.2.Last night I drank so much and this morning my head was still.“swimming” means _____________________.3.Jeremy felt lonely for he had no“company” means: _____________________.4.Buy up all the pineapples!We canthem.“can” means __________________________.5.---“That kid on the other team just fell down;it looks like he might be hurt!”

---"He's not hurt;he's just

“crying wolf” means: ___________________.“cross our fingers” means ________________.第三步：如何使用电子词典

通过第二步的相关练习告诉学生在阅读的过程中，很多时候词典都是必不可少的帮手。学生再次阅读三篇短文，注意力分别放在单词发音、成语和一词多义方面。

Step III: How to use the e-dictionary

Tell students, after the completion of Step II, that a dictionary is a useful helper if students meet with difficulty in reading.Students then work on three short passages, focusing on word pronunciation, idioms and multiple meanings of words.任务A将学生注意力引到单词重读可能导致的交际失误上来。在学生读完短文之后，询问学生对短文的看法。告诉学生在查字典的过程中，不仅要注意单词用法或词义，如果发音（尤其是单词重读）出错也可能导致交际失误。

Task A is used to call attention to the misunderstandings that might arise from different stress patterns of certain words.After students finish their reading, ask them how they feel.Tell them that when looking up a word in the dictionary, not only does word meaning or word use count, but pronunciation also makes a difference.Task A

I was once talking with a university student and he was talking about himself, his hobbies, his personality and so on.At one point, he was trying to tell me that he was quite “unique”, but unfortunately he had poor pronunciation and put the stress on the first syllable, so that it sounded

like another word “eunuch”.Thus, his sentence “I must tell you, I’m must tell you, I am a

1)What seemed to be the problem? _____________________________________________

2)“Unique” is pronounced _______________;“Eunuch” is pronounced ______________.3)What do you learn from this reading? _________________________________________.The method I used to work out the meaning:

Guessing□Dictionary□Discussion□

任务B让学生关注怎样查找习语。学生独自阅读，借助字典找到划线词的含义。任务结束后核对答案，并请个别学生对自己的查词方法进行展示。

Task B is designed to practice how to use the dictionary to work out the meaning of idioms.Students work alone.First they read, then they decide which word to look up, and what meaning is appropriate in the context.After that, ask individuals to demonstrate to the whole class how they used the dictionary to complete the task.Task B

It was Zhang Jike’s first appearance at the World Table Tennis Championships.But it didn’t stop himZhang, 23, beat the top Hao 4 – 2.He celebrated his victory in an astonishing way---he lay down on the floor, then.“The quieter the audience is, the more excited I am,” he explained.“steal the show” means: ____________________________

“seed” means _____________________________________

“tore his jersey” most probably means _______________________

The method I used to work out the meaning:

Guessing□Dictionary□Discussion□

任务C是综合性练习，重点关注一词多义现象。学生分四人小组练习，每位组员负责阅读一段短文，同时负责解释短文中划线词的含义。学生可猜词，也借助词典自主完成练习。任务结束后展示数位同学的作品，并讨论如何确认文章的题目。

Task C tests comprehensive abilities with special attention on multiple meanings of words.Students work in groups of four, with each member taking turns to read a paragraph.They are also responsible for the underlined words in their paragraph.Different word-attack methods are encouraged.Students are also expected to think of a title for this passage.This is a time when the Chinese-English dictionary might be used.After the completion of the task, demonstrate individual students’ works.Task C

Before reading, think of your word attack strategy:

◆Which words can you guess?

◆Which words need to be looked up?

◆Which words need to be discussed?

It was Saturday morning and Jake, a hunter, woke up ready to gothe first deer of the season.He walks down to the kitchen to get a cup of coffee, and to his surprise he finds his wife, Alice, sitting there, fully dressed in her hunting clothes.Jake asks her, “What are you ?”

Alice smiles, “I'm going hunting with you!”Jake, though he didn’t like it, finally agrees to take her along.They arrive at the hunting site.Jake sets his wife safely up in the tree and tells her: “If you see a deer, take careful aim on it and I'll come running back as soon as I hear the shot.” Jake walks away with a smile knowing that Alice couldn't bag an elephant--a deer.But soon after Jake isas he hears gunshots.Quickly, Jake starts running back.As Jake gets closer to her stand, he hears Alice screaming, “Get away from my deer!”Puzzled, Jake races faster towards his screaming wife.And again he hears her sharp voice, “Get away from my deer!” followed by another volley of gunfire.Now within sight of where he had left his wife, Jake is surprised to see a cowboy, with his hands high in the air.The cowboy, obviously angry, says, “Okay, lady, okay!You can have your deer!Just let me get my off it!”

Replace the underlined word with a word of similar meaning.1.bag ______________2.reservations ______________

4.much less________________ 5.startled __________________3.stand _________ 6.saddle ________ Please think of a best title for the passage._____________________________________________________________________ The method I used to work out the meanings of the underlined words:

◆I guessed the following words__________________________________________

◆I looked up the following words_________________________________________

◆I got answers by discussion_____________________________________________ 第四步：小结

对本课内容进行简短回顾，指出在单词学习的过程中，字典的作用无可替代。在以后的学习过程中，需要仔细研究词典的使用策略，以期对自己的学习起到更大的促进作用。Step IV：Summary

Briefly look back on the contents of this lesson.Tell students that during the course of English learning, a dictionary is a like a bridge, connecting the known with the unknown.In future study, students need to develop proper strategies to cope with their study, so that they can make even greater progress.板书设计

Blackboard desighn

1.Guess it

2.Ask for help

3.Use a dictionary