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阶段

要求

训前准备

（9月26日前）

组建管理团队

先行骨干培训

学员:

到浙江省教师培训管理平台（pxglpt.zjedu.gov.cn）进行报名（9.7-9.26）。

阶段一

（10.10-10.25）

参与诊断测评

制定研修计划

学员:

1.学习综合课程350分钟；

2.及时完成诊断性测评制定个人研修计划。

阶段二（10.21-11.6）

技术指导备课

提交教学设计

学员:

1.学习信息技术助力教学准备类课程；

2.提交1份运用信息技术解决重难点的教学设计；

3.参与校本活动，研磨教学设计，并根据学友建议进行完善；

4.参与坊主发起的第1次线上研修活动。

阶段三（11.7-12.5）

实践课堂教学

录制教学视频

学员:

1.学习信息技术助力教学实施类课程；

2.依据教学设计进行课堂教学，请同伴帮忙录制视频（10-40分钟）并提交；

3.参与校本活动：观摩同伴的教学实践和视频制作，撰写1篇活动心得；

4.参与坊主发起的第2次线上研修活动。

阶段四（12.6-12.20）

评价教学效果

改进教学内容

学员：

1.学习信息技术助力教学评价类课程；

2.提交1份教学反思；

3.参与校本活动：优秀视频课例推选。

阶段五（12．21-12.31）

成果总结评优

迎接发展测评

学员：

完成考核任务，总结学习成效，成绩合格者参与发展性测评。

个人研修计划模板

姓名

杜红梅

教龄

28

学校

开化二中

任教学科年级

初中英语

此次培训中，您想要解决的一个学科教学重难点问题

初中英语与信息技术的整合中如何结合信息技术来提高教学质量的问题

解决问题的基本思路与方法

信息技术的应用，使教师不需要浪费较多的时间进行板书，将教师从简单的重复劳动中解放出来，可以利用更多的时间对知识进行详尽的分析，加深了学生对知识的理解，有利于提高教学质量。学生通过信息技术，可以对知识的建构过程有了比较清晰的认识，促进了学生对循着知识的发展脉络，自主进行探究学习，提高了学生的学习效率。因此，针对初中英语教学质量较差的状况，在初中英语教学中应用信息技术，可以激发初中学生对英语的学习兴趣，促进学生尽快对英语知识进行内化，使英语教学达到事半功倍的效果。 

实施步骤

初中英语教学中的信息技术应用不仅丰富了教学内容，优化了课堂，而且为学习程度参差不齐的初中学生提供了更大的学习空间。学生既可以利用信息技术网络教学平台学习巩固课堂知识，又可以根据能力，拓宽学习范围，更适合于初中学生的需要，给与学生更大的学习主动权，有利于提高他们学习的积极性。同时学生还可以利用信息技术，与同学分享课后的复习及课前预习，如文化背景知识、学习参考资料、图片等，也可利用信息技术进行自主听、说训练，这有利于培养学生的语言应用能力，提高学生的学习效率，形成自主学习的好习惯。

预期研修成果

初中英语教学中的信息技术应用适应现代科学技术和初中教育改革发展的需要，具备自身无可比拟的优势，但是一味依赖信息技术教学而忽视传统英语课堂教学所具有的优点也是不可取的。只有融合信息技术教学和传统课堂教学的长处，在英语教学中合理利用信息技术，调动学生的积极性和学习兴趣，才能达到最佳的教学效果.

题目

Module7 Unit1

Alice was sitting with her sister by the river.

年级学科

八年级英语

课型

信息技术与

学科整合课

授课教师

雷小青

工作单位

浙江省开化县第二初级中学

教学目标

1. To listen for the
  main characters and their activities.

2. To generally
  understand the use of the past continuous.

3. To retell the
  story with the word in the past continuous tense.

4 .To guess other
  characters’ activities with the target grammar.

教学重难点

关键

1 .To understand the
  characters’ activities

2. To practise listening strategies

教学方法

1.Different
  listening tasks to go through the listening material.

2.Listening and speaking activities to practise
  using the target language.

运用的

信息技术工具

硬件：ppt,
  Tape recorder, OHP , video

软件：flash

教学设计思路

Step1. Warm up and presentation.

Step2. While-listening

Step3. Post-listening

Step 4 Listen and read.

Step 5 Complete the
  sentences.

Step 6 Work in pairs.

Step7. Homework.

教学过程

设计意图

时间安排

Step1. Warm up and presentation.

1 Play the video and
  help Ss focus on the topic.

2 Teach the names of
  characters.

3Teach important words
  with the picture.

4Ask Ss to tell the
  beginning of the story.

To lead to the topic
  and arouse interests

To learn the new words
  about this unit.

5’

Step2. While-listening

1.Play the recording
  and ask Ss to answer the question.

2.Careful-listening

Play the recording and
  ask Ss to write down the names of characters.

3.Careful-listening

Play the recording and
  ask Ss to write down the characters’ activities.

4.Summary

Help Ss summarize the form
  of the past continous.

5.Blank-filling

Ask Ss to fill in the
  blanks with the proper forms of the verbs.

To consolidate the
  important words

To train Ss to listen
  for key information, practise listening strategies

To practise listening
  strategies

 To help develop Ss’ listening habits and
  skills

 To help Ss summarize the use of the tense

10’

Step3. Post-listening

1.Ask Ss to listen and
  repeat the dialoge and act out the dialogue.

2.Ask Ss to retell the
  story according to the pictures and the form.

Creative writing

Ask Ss to guess other
  characters’ activities with the target grammar in groups.

To help Ss expericence
  the use of the tense

 To experience the story as a whole, focus on
  the use of the target grammar

To pave the way for
  retelling the story

To develop Ss’
  imagination and creation with target language in a proper situation

5’

Step 4 Listen and read.

1. Show some pictures, and ask
  the students to talk about them.　　

2. Ask the students to read the
  conversation silently.

3. Play the recording and ask the students to listen and read
  the conversation.

4. Read the conversation.

5. Act it out.

6. Learn “Everyday English”

To experience the story
  as a whole, focus on the use of the target grammar

To develop Ss’
  imagination and creation with target language in a proper situation.

To deal with the
  importance in this part.

10’

Step 5 Complete the
  sentences.

1. Ask the students to read thesentences in the box in Activity 3.

2. Read through the sentences.

3. Now
  complete the sentences. Use the words in the box to help you.

4. Ask the students to check with a partner.

5. Check the answers.

To know the main ideas
  of this dialogue.

To learn the key words
  and expressions.

5’

Step 6 Work in pairs.

1. Ask the students to read the
  conversations in Activity 6 aloud.

2. Do
  an interview.

Student A: You are a school newspaper reporter. You’re
  interviewing a school basketball star about what he did yesterday.

Student B: You are a star on your school basketball team. A
  school newspaper reporter is interviewing you.

— What were you
  doing at 5 am yesterday?

— I was getting
  up.

3. Work in pairs.

To experience the story
  as a whole, focus on the use of the target grammar

To develop Ss’
  imagination and creation with target language in a proper situation.

8’

Step7. Homework.

Do homework book.

Read the dialogue in
  Activity3.

To revise the words and
  key structures we
  have learnt.

2’

板书设计

Module7 Unit1

Alice was sitting with her sister by the river.

Alice                   Past
  continuous          

the white rabbit          (过去进行时)

the Cheshire Cat        was
  / were doing

the Mad Hatter                                        

the Queen of Hearts

题目

Module 6 A trip to the zoo. Unit3 Languages in use

年级学科

七年级英语上册

课型

信息技术与

学科整合课

授课教师

颜肇文

工作单位

衢州市开化县第二初级中学

教学目标

Target language 目标语言

1. Words & phrases生词和短语  review the words of module6

2. Key sentences重点句子 --Does…..do ….? –-Yes,…does./ No,…doesn’t.

Ability goals 能力目标

1. To summarise and consolidate the third person singular in Present simple tense.

2. To know something about animals in the world.

3. To have teamwork and write a passage about favourite animal.

教学重难点

关键

Teaching important/difficult points 教学重难点

the third person singular.

教学方法

Teaching aids教具准备     多媒体

运用的

信息技术工具

硬件：多媒体电脑，白板，投影

软件：PPT

教学设计思路

利用师生相互认识，引入课题，去参观杭州动物园，整堂课都围绕参观杭州动物园为主线，利用课文的一些环节针对一般疑问句的知识点进行复习和检测，最终达到帮助学生掌握课文知识点和相关知识点的能力运用。

教学过程

设计意图

时间安排

Teaching procedures教学过程

Step1 Greeting

T: Hello, boys and girls.

S: Hello!

T: Nice to meet you!

S: Nice to meet you, too.

T: Today I am your new teacher, And we will have an English class together, so I hope we can have a good time, ok?

S:

T: Ok, in this class, we will have a competition, so I’d like to divide all of you into 3 groups, and I will give you the names for the groups, ok, the first group is Tiger, the second group is Panda, the third group is Elephant, I have many questions, so if you can answer my questions and your answers is right,I will give you a star, at the end of the class, then which group has the most stars is the winner, ok?

S:

T: This is my first time to come to you school, andI am your new teacher, so where am I from? Do you know?

S:

T: Ok, I will show you my name card.(展示带有杭州动物园的名字卡片)

S:

T: Ok, here is my name card, my family name is Yan, so you can call me Mr. Yan, andI am from Kaihua, my favourite things are animals. So I usually go to the zoo. And this is my photo, I took it last year in Hangzhou Zoo. It is a big and beautiful zoo, there are many animals in it , have you been therebefore? Would you like to go to the zoo?

S:

T: Ok, today you can go to Hangzhou Zoo with me, ok? Let’s go. Here is the map of Hangzhou Zoo. There are many animals, do you know them? Before going to the zoo,  let’s have a guessing game first. (多媒体展示PPT4)

Step 2 Guessing

    T: Look at the photos and the sentences, can you choose? Ok, anybody who wants to try it ? hands up! Number One……

    S:

    T: Now, read after me ,please.

    S:

Step 3 Speaking

    T: Look at the elephant, what is its name? Ok, let’s see its name card.（多媒体展示PPT5）

    S:

    T: What’s its name?

    S:

    T: Does Meimei the elephant come from Europe?

    S:

T: Does it like grass?

S:

T: How about the tiger? Let’s see its name card.

S:

T: what’s its name?

S:

T: Does Kingba the tiger come from Asia?

S:

T: Does it like fruit?

S:

Step 4 Practicing

    T: Ok, so much about the tiger, so how about the other animals? let’s turn to next part—practicing. Would you please group into two, and practice with your partner like this:

--What’s its name?

-- It is Meimei/…

-- Does the panda/… come from

   China/…?

--Yes, it does./No, it doesn’t.

--Does it eat bamboo/…?

--Yes, it does./No. it doesn’t.

……

T: Ok, excuse me, are you ready now? who wants to try it, please?(叫两到三组同学进行展示)

Step 5 Exercise

    T: Ok, so much for that, here we use the “does” when the subject is the third person singular, and the verb we should use “come”, and the positive expression is “yes, it does.” , the negative expression is “No, it doesn’t.”, do you understand? let’s turn to the exercise,Complete the sentences with “does” or “doesn’t”.(给学生1-2分钟做练习)

T：Ok, are you ready now? Now, let’s check the answers together. Here we can learn how to use “does” and“doesn’t”.

Step 6 Conclusion

T: Now, let’s have a conclusion.

T: Ok, so much for theconclusion.

Step 7 Brain-storming

    T: Now, on the map, we can see many animals in Hangzhou Zoo. What animals are in the zoo? Do you know? Please write down the animals on the paper as many as you can. You can guess!

    T: Ok, ready? So let’s count, how many animals have you written? (询问几个同学情况)

     Oh, you have 16, anyone has more than him? (给最多的同学加星星)

Step 8 Exercise

    T: Ok, we know, the animals are in Hangzhou Zoo now, so where do they come from?Ok, let’ look at the word map, where are they from?

    S:

    T: Maybe the panda, monkey, tiger and elephant are from….? The giraffe, elephant, zebra and monkey are from …..? The kangaroo is from…..? The monkey is from…..? The camel is from…..?

    S:

Step 9 Around the world

    T: Now, look at the camel, do you want to know more about it? Here is some information about it,would you please read it and answer the questions.Ok, ready? Let’s check the answer together.

    T: Does the camel live in the deserts of Africa?

    S:

T: What does the camel eat?

    S:

T: Does it carry water in the humps on its back?

    S:

    T: so much for the camel, let’s see thekangaroo. Would you please read it and answer the questions. Ok, ready? Let’s check the answer together.

    T: Does the kangaroo come from Australia?

S:

T: What does the kangaroo eat? 

S:

T: Does it have strong tail ?

S:

Step 10 Talking

    T: Ok, so much for that, there are so many animals,I like them, and I like animals very much. So, what animal is my favourite animal? can you guess?

T: That’s something about my favourite animal,

Step 11 Exercise

    T: So how about Daming’s favourite animal? Now, let’s read the passage and complete the passage

    T: ready, now? let’s check the answer.

    T: That’s Daming’s favourite animal. What about you? Do you have your favourite animal? Can you write it down like this? So how to write a passage aboutanimal like Daming?

Step 12 Writing

    T: how to describe animals? (教师解释下)

    T: Now, let’s see a sample. (教师朗读下)

    T: Now, can you try it now? so, please try it ! try to use “does’ \.......

Step 13 Reporting

    T: Ok, are you ready now? Would you please try to report it?

   (学生展示，教师聆听并评价)

    T：Ok, today we have learnt much about animals, so are all the animals in the world happy now?

    S:

    T: Why they are not happy?

    S:

    T: Because they are in danger. But we know animal are our friends, so we should try to help them, ok?

    T : Let’s share-- Man should get on well with the animals!   

Step 14 Homework

    T: so much for that, today’s homework is…..

    T: Look at the competition, which group is the winner?

    S:

    T: so much for today, see you1! Bye!

利用师生之间的问候和介绍引入课题

通过引入课题后，复习相关动物的单词

通过介绍动物，复习引入一般疑问句的知识点，并进行操练

利用课文练习对一般疑问句DOES的用法进行检测

小结语法知识点，让学生进一步理解和掌握

利用课文练习，拓展词汇

利用练习再次拓展复习

拓展课外知识

通过相关课文环节来进一步复习拓展课文知识点

拓展写作环节，提升学生能力,并展示

作业布置

3M

2M

10M

5M

1M

2M

3M

5M

8M

6M

板书设计

                  Module 6 A trip to the zoo

                  Unit 3 Languages in use

Does it......?

Yes, it does./ No. It doesn’t.