第一篇:Lesson 93 and Lesson 95 多媒體教學設(shè)計方案
Lesson 93 and Lesson 95 多媒體教學
設(shè)計方案
Lesson93andLesson95多媒體教學設(shè)計方案
教學目標:
掌握過去進行時態(tài)表達的意義及其構(gòu)成 教學設(shè)計過程:
Step1Leading-in
(學生活動)展示圖片,讓學生表達圖片中的人正在干什么:whataretheydoing?引入本課的學習。
Step2Askandanswer
展示圖片,讓學生描述圖片中的學生在畫什么?
Step3Readandact
(錄像演示)播放Lesson93對話的情景演示,AnswerwhatisLiLeidrawing?
教學新詞匯painter
Step4Presentation 圖片展示,告訴學生
Nowit’swednesday.whatdidthestudentsdoonmonday?
展示對話:
A:whatwasLiLeidrawingwhentheteachercamein?
B:Hewasdrawinganelephant.通過現(xiàn)在進行時歸納出過去進行時的構(gòu)成。
(學生活動)展示第3部分內(nèi)容的學習。
Step5Practice
(錄像演示)情景演示如何描繪圖片中的學生在過去某個時刻正在進行的動作,回答:
whatwasHanmeidrawingwhentheteachercamein?
whatwasshedrawingon?
(學生活動)展示圖片讓學生用過去進行時表達圖片中的行為。
whatwas/wereLucyandLily/theboy/
…doingyesterdaymorningwhenitrainedheavily?
Step6Presentation
通過展示LiLei昨天某些時間段內(nèi)進行的動作,教學過去進行時的用法。
A:whatwasLiLeidoingathalfpastnineyesterdaymorning?
B:Hewasreading.讓學生用其它的時間進行練習,并可用其他的人作替換練習,如:Hanmei
Step7Askandanswer
(學
生
活
動)Getthestudentstoaskandanswerthequestionsinpairs.Step8Practice
讓學生描述圖片中的人物的活動,練習過去進行時的運用。
Themanwassellingthefruit.Theboyswereplayingbasketball.Answerthesequestions:
1.whatwasthemaninthebuildingdoing?
2.whatwerethemanbythelakedoing?
3.whatwasthemanintheparkdoing?
4.whatwerethegirlsdoing?whatweretheboysdoing?
Step9Practice
(錄像演示)播放過去進行時的情景運用,讓學生根據(jù)圖片進行練習。
Step10Exercise
Fillintheblankswithpropertenses:
1.whileI_________potatoes,I_________mythumb.2.wejust________outwhensomefriends________toseeus.3.whenhewasachildhe_________inthecountry.4.whilejudyandI________up,she________metobequietasourneighbors________.看圖表達圖中的人物正在進行的動作。
Step11Homework
1.Finishofftheworkbookexercises.2.Doexercisesonpage117inLesson95wB.3.Doexercisesonpage115inLesson93wB.4.Talkaboutwhatwereyoudoingatacertaintimeyesterday?
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第二篇:多媒體教學設(shè)計方案
多媒體教學設(shè)計方案
一、總體設(shè)計思路
信息技術(shù)的發(fā)展正在深刻地推動著社會變革,大力發(fā)展信息化教育是教育工作者的重要任務(wù)。促進計算機多媒體教育技術(shù)在學校中的普及與應(yīng)用,組建校園網(wǎng),開展遠程教育,是信息化教育的首要工作。多媒體網(wǎng)絡(luò)教室是一種有效的多媒體教學平臺,目前它已成為現(xiàn)代化電教室的主流構(gòu)思。
藍代維斯科技根據(jù)多年從事計算機輔助教學推廣工作的經(jīng)驗,集成優(yōu)秀的課件制作系統(tǒng)構(gòu)筑中學網(wǎng)絡(luò)教室環(huán)境,為推動信息技術(shù)在中學教育中普及,做出了自己的貢獻。藍代維斯科技設(shè)計的多媒體網(wǎng)絡(luò)教室方案主要基于以下思路。
◆支持視頻流、音頻流、控制流和數(shù)字流的全雙向硬件傳送,可在Win98/95、Windows NT、DOS、UNIX、Linux等各種系統(tǒng)下直接運行。
◆多種控制模式,用戶根據(jù)實際需要,選用獨立控制機、獨立控制臺、教師控制合二為
一、遙控器等多種控制模式,以及這些控制模式的組合。
◆系統(tǒng)設(shè)計包含多路音視頻通道,同時支持教師音視頻和外部音視頻。方便各種AV設(shè)備的接入和集成,更可將全體學生分為兩部分,分別用教師音視頻和外部音視頻兩路節(jié)目同時授課。
◆支持電子舉手、搶答和回答考題,自動支持不同種類鍵盤鼠標在多媒體教學網(wǎng)中的混合使用。
◆選擇標準插口,安裝維護簡單,避免硬件不兼容問題。
二、主要功能
廣播教學:按廣播打開“廣播”功能,向所有學生顯示教師的操作。語音教學:通過話筒和耳機實現(xiàn)軟件控制的多向雙工語音傳輸。
監(jiān)示遙控:可以隨意監(jiān)示學生的屏幕,并且用自己的鍵盤和鼠標遙控學生電腦,控制學生微機或給該學生發(fā)信息,讓學生集中注意力。
演示教學:讓優(yōu)秀的學生演示他的操作,同時展現(xiàn)給全班同學榜樣看得見 電子黑屏:將學生的屏幕關(guān)閉,讓學生專心聽講
遠程關(guān)機:下課后,不必一臺一臺的關(guān)機,遠程重啟/關(guān)機在瞬間完成 電子舉手:通過鍵盤或鼠標表示想回答問題。
系統(tǒng)設(shè)置:設(shè)定系統(tǒng)的一些參數(shù),比如學生座次,這樣學生位置可以圖形化顯示,直觀自然。
分組討論:自動按教師設(shè)置將學生分組,各組可以聯(lián)機討論。
聯(lián)機考試:考試、閱卷、評分、統(tǒng)計全自動完成、完全無紙化操作。同時聯(lián)機考試還可以自動記錄學生成績,有助于集中分析學生知識掌握情況,對學生的知識點進行查缺補漏。
集成控制:對外部媒體設(shè)備(VCD、DVD)集中控制。
電子白板:透明覆蓋在任意軟件之上,可以直接涂寫,方便教學。在線討論:根據(jù)教學需要,上課時同學之間可以任意“交談”。遠程命令:遠程發(fā)布指令,控制遠端電腦執(zhí)行指定的操作。文件傳輸:收發(fā)作業(yè)(文件)瞬間完成。
網(wǎng)上影院:VCD 實時傳輸,利用精彩視頻課件進行教學。
第三篇:多媒體教學的設(shè)計方案
多媒體教學的設(shè)計方案
《觀潮》一課是小學三年級語文第六冊第三單元的一篇閱讀課文。這篇課文按順序抓特點通過“我”的耳聞目睹,介紹了自古以來被稱為“天下奇觀”的錢塘江大潮。文中洋溢著作者強烈的熱愛祖國、熱愛大自然的思想感情。
三年級是小學階段由低向高發(fā)展的關(guān)鍵的階段,大綱明確要求:“能抓住重點詞、句、段”,深入理解課文內(nèi)容:“學習課文是怎樣觀察事物,用詞造句,連句成段,連段成篇”的。根據(jù)大綱目的要求、語文教學的規(guī)律、以及本課的特點,發(fā)揮現(xiàn)代教學手段的優(yōu)勢,我設(shè)計了本課的多媒體教學設(shè)計方案,以達到本課的教學目標。
1.知識目標:
理解課文內(nèi)容,使學生從多種角度體會了解錢塘江大潮的壯麗與雄奇。
學會本課生字、新詞,注意多意詞“觀”的不同用法。
學習作者抓特點的觀察方法。
掌握有感情朗讀課文的技巧。
2.能力目標:
給課文分段,指導學生有感情地朗讀課文,背誦3、4自然段。
通過本課學習,訓練學生按事物本身發(fā)展變化的順序有次序地觀察,有條理地敘述,培養(yǎng)學生留心觀察周圍事物的
習慣。
讓學生在小組學習中善于傾聽、善于交往,養(yǎng)成良好的協(xié)作品質(zhì)。
使學生形成良好的信息素養(yǎng)。
3.情感目標:
能通過網(wǎng)絡(luò)了解、收集、整理錢塘江大潮的相關(guān)信息,讓學生獲得分析、處理信息的技能。
能有感情地朗讀課文,并在交流中培養(yǎng)學生的口頭表達能力。
培養(yǎng)學生運用網(wǎng)絡(luò)進行交往、合作的技能。
激發(fā)學生熱愛大自然,熱愛祖國大好河山的思想感情。
1.教學內(nèi)容分析:
這是一篇講讀課文,描繪了錢塘江大潮這一壯麗的“天下奇觀”,表達了作者對祖國大好河山的無比熱愛之情。
全文共有六個自然段,可分為二個大段。
第一段概括介紹錢塘江大潮自古有名。
第二段按時間順序?qū)憽俺眮碇啊?、“潮來之時”、“潮過之后”的整個經(jīng)過。
依據(jù)教學大綱的要求和學生的認知規(guī)律,結(jié)合本課的特點,在教學中,我主要運用多媒體計算機,自制CAI課件,創(chuàng)設(shè)情境,激發(fā)學生的學習興趣,并通過各種形式的練習,達到突破重點、難點的目的。
2.教學重點:
體會作者是怎樣按由遠到近的順序具體描寫潮來時的樣子和聲音的。
3.教學難點:
學習作者有順序的觀察方法,培養(yǎng)學生的觀察能力,養(yǎng)成積累材料的習慣。
由于本課面對的學生是小學三年級的學生,學生年齡小,對生活中的一些自然現(xiàn)象感知少,本課所介紹的自然現(xiàn)象又比較復雜,地域性、空間性強,因此,學生很難掌握課文的重點和難點。為了培養(yǎng)學生的觀察力、想象力、邏輯思維能力和自學總結(jié)能力,使學生充分理解課文內(nèi)容,在教
學中,我力求充分發(fā)揮現(xiàn)代化教學手段的優(yōu)勢,自制CAI課件,創(chuàng)設(shè)情境,為學生提供直觀、形象的感性材料,豐富學生的想象,幫助學生理解。在教學過程中采取“導-扶-放”的教學方法,導學“潮來之前”這一段內(nèi)容,師生共同總結(jié)學習方法,再通過讓學生自己觀察大潮到來時那驚心動魄的情景,側(cè)耳傾聽大潮到來時那震聾發(fā)聵的聲音,引導學生自學“潮來之時”這段內(nèi)容,最后進行總結(jié)引深,幫助學生體會錢塘江大潮的雄偉壯觀。學生在學習的過程中通過仔細觀察、合作交流,動手勾、畫、圈、點,動腦積極思考,真正參與到課堂活動中,使課堂務(wù)實、有效,從而突破了課文的重點、難點。
我們知道“興趣是最好的老師”,多媒體計算機以其獨有的生動的畫面、鮮明的色彩、形象的聲音及完整的情節(jié),在課堂教學中施展出獨特的魅力,對激發(fā)學生興趣,吸引學生積極主動地參與課堂教學活動,其效果是十分明顯的。
根據(jù)大綱的要求及小學生的特點,針對本課的特點、重點和難點,同時結(jié)合教師教的需要和學生學的需要,為充分調(diào)動學生的主動性,加深學生對問題的理解,使語文課上得生動、有趣、高效。我把多媒體計算機引入課堂,自制CAI課件,充分發(fā)揮多媒體計算機的多種優(yōu)越功能,達到創(chuàng)設(shè)良好教學情境,多方面地輔助課堂教學,激發(fā)學生學習興趣的目的。同時還采用了激趣導入法、情景教學法、自學討論法、指導分析朗讀法、板書總結(jié)法等方法來幫助學生理解課文,突破本課的重點和難點。
在教法的運用中,突出自讀自悟,以“讀”貫穿始終,運用多種形式的“讀”,來激發(fā)學生的閱讀興趣,達到理解課文的目的。如:自由讀、小組讀、指名讀、同桌互讀等,也可以列提綱讀、感情朗讀、邊讀邊畫或抓重點讀。在引導學生自學的過程中,突出合作學習。主要采用同桌交流、小組交流、全班交流等多種合作方式,讓學生在全作中相互啟發(fā)、相互鼓勵、共同探究,以更全面、更準確、更深刻地理解課文內(nèi)容。這樣不僅培
養(yǎng)了學生的合作精神產(chǎn)協(xié)作能力,也真正作到了面向全
體,因材施教。力爭讓學生在短短的四十五分鐘內(nèi)學得有興趣,學得有效果,學得有收獲。在教學過程中潛移默化地訓練學生的觀察能力,想象能力,并在自讀、自悟及創(chuàng)造性想象的基礎(chǔ)上,感悟大自然的神韻,陶治學生的情趣,自主、多元地訓練了學生的語文素養(yǎng)。
依據(jù)教學大綱的要求,遵循教學原則、教學規(guī)律,根據(jù)本課的特點和小學生的認知規(guī)律,本課的教學媒體運用主要以多媒體計算機和CAI課件為主,多媒體計算機和CAI課件的運用貫穿整堂課的始終,讓學生通過看大潮到來時的情景、聽大潮到來時的聲音,達到幫助學生理解課文內(nèi)容的目的。
1.流程圖的簡要說明:
2.教學過程流程圖:
一、啟發(fā)談話,質(zhì)疑激趣:
1.板書“奇觀”,分析“觀”的意思,“奇觀”呢?你們親眼見過奇觀嗎? 農(nóng)歷的八月十八是我國錢塘江的觀潮日,這錢塘江大潮自古以來被稱為“天下奇觀”,今天讓我們隨作者一起去觀賞那著稱“天下奇觀”的錢塘江大潮。
2.板題:觀潮
比較:“奇觀”和“觀潮”
二、初讀感知,理清層次
1.自讀,思考:
課文主要寫了一件什么事?
作者是按什么順序來寫的?
追問:課文那幾部分分別寫了潮來前、潮來時、潮過后的?
2.自學,匯報。
第四篇:Lessn 102 多媒體教學設(shè)計方案
Lessn 102 多媒體教學設(shè)計方案
Teaching bectives:
Grasp the str and new wrds and useful expressins.Teaching prcedures:
1.由電影Titanic的片斷引出本課的教學,讓學生討論有關(guān)對Titanic的了解,展示一些圖片,讓學生更多地了解有關(guān)the ship Titanic的背景知識。并教學新詞匯Titanic。
2.播放Miss Evans的故事情景,讓學生熟悉故事內(nèi)容。
教學新詞匯,講解重點語言點。
讓學生跟讀整個故事,能夠朗讀整篇故事,并回答有關(guān)這個故事的問題。
1.When was the ship’s first trip?
2.Where was it fr? Where was it?
3.Hw an peple were n the ship?
4.What happened the secnd night f the trip?
5.What did peple d t escape?
6.What did Miss Evans d?
7.What happened t the ship at last?
8.Hw an peple lst their lives?
Retell the str
展示給學生本課文的簡筆畫,讓學生用自己的語言重講這個故事。
Discussin 讓學生討論Miss Evans的行為,發(fā)表自己的想法,同時假設(shè)是你自己時你該如何處理,使學生從中受到愛國主義教育,見義勇為,舍己為人。
What d u thin f Miss Evans?
What wuld u have dne if u were n the Titanic when it san?
What shall we learn fr Miss Evans?
If u are the ther n the lifebat,Hw did u feel when u fund ur children were n the lifebat but u were still n the sining ship?
What did u d then? Was there an re r in the bat?
Exercises
Read the str n page 57 again and as each ther questins n it.Then fill in the blans with suitable wrds.The new ship Titanic set ff n its first trip ne afternn in April 1912.It was ______ largest and ______ ship in the wrld at that tie.There ______ 2,200 peple n the ship.The weather was cld, ______ the trip was _____ and peple n the ship were ening ______.It was even clder the next da.Peple culd see icebergs ______ and _______ That night, the an n watch suddenl shuted, “______ ______!Iceberg!Iceberg in frnt!” ______ it was t late.The ship ______ the iceberg and stpped.There was ______ ver big hle in the ship and the water ______ t ce inside.The ship ______ t sin.Peple left the ship ______ quicl ______ the culd.Wen and children were the ______ t get int the lifebats.Suddenl a wan n the ship ______ and ased peple t ae ______ fr her because her children ______ in ne f the bats and she wanted t ______ with the.But there was n ______ r there.Her children ______ their ther and began t cr.______ ung wan was ______ near the pr children.She std up and ased the wrried ther t ______ her place.She was nt ______ and ______ n children.The ther and her children were ______ but the ung wan ______ her life with the ther peple when the ship ______.Her nae was Miss Evans and she was ______ he t Bstn.That was all peple ______ abut her.Hewr
1.Write abut the ship Titanic.2.Mae sentences with fllwing phrases.set ff, en neself, here and there, ae/have r fr, be n watch
3.L up the new wrds in the article “WE LIVE IN AN ICEBOX!”.4.D exercises n page 128.Finish ff the wrb exercise.English sng
播放電影Titanic的主題歌曲M heart will g n,讓學生欣賞。
Mre abut the Titanic
圖片展示the ship Titanic的壯觀景象。
Titanic Ges Dwn
(錄像演示)播放the ship Titanic沉船的經(jīng)過。
2.Abut the fil Titanic
展示電影的片斷
3.The wrec f the ship Titanic
展示the ship Titanic的殘骸。
第五篇:多媒體教學設(shè)計方案示例
多媒體教學設(shè)計方案示例
1.Learn the text by finishing reading it in proper time, getting the general idea and further comprehension.2.Let the students know the development of paper-making.Teaching Procedures
Step 1 Presentation
教師活動:展示圖片
學生活動:Answer the questions
you know who first invented paper-making?
2.When did the Chinese begin to paper-making?
Key: TS’ai Lun ,two thousand years.Step 2 Watch the video
教師活動:演示視頻見
Step3 Questions
學生活動:回答下列問題
After watching and answer the following questions.1.What's the result of the invention of paper?
2.What's the problem with using bamboo for writing?
3.When did Chinese people begin to have silk books?
4.When did Spain.Russia and America start making
paper?
Key:
is known about Chinese history because records were kept on paper.was difficult to read and was heavy to carry.,140;1567;1690
Step 4Listening
教師活動:教師播放錄音(見ppt.)
學生活動:回答下列問題
about the development of paper-making:
Paper made from silk:
The
good points:_________________________________
The problem:_______________________________________
Paper made form the fibres of plants: What
did
people
use
to?: _____________________________
The
good points:____________________________________
Keys:It was easy to write and draw on it, It was too valuable for everyday use.fishing nets, trees, old clothes, It was so soft and light but much less expensive.2. Listen the text and find out the main idea of the each paragraph:
教師活動:播放錄音(見ppt.)
學生活動:回答下列問題
(Paragraph 1)Early invention of paper in China
(Paragraph 2—3)How records were kept before the invention of paper?
(Paragraph 4)The development of paper-making
(Paragraph 5)The making of paper was well developed
Step 5 Reading
學生活動:學生閱讀課本回答下列問題
Read the passage in your Students' Book and chose True or False:
1.)People all over the world have been making paper for two thousand years.2)As a result of the invention of paper, the Chinese people could know a lot about the history in other parts of the world.3)As there was no paper, much of the history over
hundreds of years is completely unknown in many parts of the world.4)Before writing was developed, people in China had no way to keep records.5)From the text we know that writing was developed in the third century BC.6)Books of pieces of bamboo or wood tied together were difficult to read and heavy to carry.7)Paper made from silk was easy to write and draw on, but very expensive.8)Paper made from the fibres of plants was soft and light and is less expensive than silk.9)By the first century the making of paper had reached other countries.10)Spain started making paper earlier than the Middle East.Key: 1)False(The Chinese have been making paper for two thousand years.)2)False(As a result of the invention of paper, the Chinese people could know a lot about the history of China, not other parts of the world.)3)True 4)False(Before writing was developed, people in China used to keep records by putting a number
of stones together.)5)False(Much early than that, because examples of the carved metal pots have been found from the 16th to the third centuries BC.)6)True 7)True 8)True 9)False(After the first century the making of paper began to reach other countries.)10)False(The Middle East started making paper in the eighth century while Spain started making paper in 1150.)
Step 6 Exercise
學生活動:學生做下面課文的完形填空題
Fill in the blanks with proper words.It is believed that before writing was developed, people in China used to keep records by putting a number of ______ together.As soon as writing was developed, people carved words on _____ ____.Later, words were carved on ______ ______.Between the second and the fifth centuries people wrote on pieces of _____ or ____ and these were tied together to form a book.At the same time, another kind of paper was made from _____.Because it was expensive, people invented another kind of paper made with the ______ of plants.They used ______ ______, the outside of _____, pieces of _____ _____ and so on.This kind of paper was as ______ and ______ as silk but much _________ expensive for everyday use.Key: stones, animal bones, metal pots, bamboo, wood, silk, fibres, fishing nets, trees, old clothes, soft, light, less
Step7 Discussion
教師活動:教師把學生分成幾個小組進行討論,給學生大約五分鐘時間,最后教師進行提問與總結(jié)
學生活動:學生在小組里進行討論,交流看法與意見,Lesson 78 多媒體教學設(shè)計方案,高中英語教案《Lesson 78 多媒體教學設(shè)計方案》。
Discuss the advantage of early invention of paper.Suggest words: soft, light, much less expensive, so on
Step8 Homework
1.Retell this passage with your own words.2.Preparation the next Lesson.Step 9 Introduction
Chinese legend tells that the new invention of paper was presented to the Emperor in the year 105 AD by Cai Lun.Archeological evidence, however, shows that paper was in use two hundred years before then.Either
way, the Chinese were significantly ahead of the rest of the world.The craft of papermaking relied upon an abundance of bamboo fiber to produce a fine quality paper.In ancient China, the papermaker uses only the traditional materials and methods lo produce fine art paper.