七年级英语同课异构第二学期教案

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英语同课异构方案

英语同课异构方案英语同课异构方案龙山小学英语（微机）课同课异构教研活动实施方案为了进一步探讨小学英语课堂教学的实效性、高效性，更好地挖掘教材内涵，研讨更加科学的教学方法和教学手段，从这一周开始就要进行同课异构的教研活动了。

所谓同课异构，就是对同一内容，采用不同的构思、不同教法，在比较中互相学习、扬长避短、共同提高的一种教研形式。

可分为一人同课异构和多人同课异构等形式，一般采取多人同课异构的形式，这种教研活动是比较具有挑战性的。

教师专业发展离不开自我反思、同伴互助、专业引领。

在同课异构的研究过程中，教师可以不断地更新教学理念，改善教学行为，同时形成对教材、教学对象、教学方法等独立和创造性的见解。

同课异构的教研形式给每一位教师提供了展示自己课堂风采的机会，使教师敏锐地感受到新课程改革的方向，提高教师的教学水平。

面对新课程，不少教师不是缺少先进的理念，而是缺少理念与实践有机结合的能力和机智。

如何理解新课程、把握新教材、实施新教法，不少教师心中常感惴惴不安，仅靠个人孤军作战、冥思苦想是不可行的。

一位名人说过：“你有一个苹果，我有一个苹果，交换后每人还是一个苹果。

你有一种思想，我有一种思想，交换后每人有两种思想。

”“同课异构”的教研方式，可以引发参与者智慧的碰撞，可以长善救失，博采众长，明显提高教育教学水平与教学效果。

“同课异构”还创设了开放的学习环境，开发了立体的教育资源，调动广大教师的主观能动性。

所以同课异构的教研活动能够使我们更迅速地提高，这将会是我们的又一大收获。

具体的实施办法为：每周两位老师上课，时间最迟不超过周五上午，周五下午4：50在英语办公室评课。

具体讲可内容为：王东方、李冠南老师讲三年级，张建、孙秀梅老师讲四年级，张秋云、雷岩老师讲五年级，朱奉孝老师讲六年级。

每周在讲课前一天在学校门口的小黑板上写出通知，注明讲课人、讲课时间、讲课节次、讲课地点，所有英语老师都要参与讲课、评课，授课节次最好选在前两节。

英语“同课异构”教研活动方案

英语“同课异构”教研活动方案一、活动背景近年来，随着社会的快速发展和全球化的进程，英语教育在我国受到越来越多的重视。

然而，传统的英语教学模式存在着同质化的问题，这使得学生的研究兴趣和积极性下降。

为了提高学生的英语研究效果和兴趣，我们需要创学方式，引入“同课异构”教研活动。

二、活动目的1. 促进教师之间的交流合作，拓宽教学思路；2. 提供多元化、个性化的研究体验，激发学生的研究兴趣；3. 发掘并培养学生的创新能力和解决问题的能力；4. 推动英语教育的改革，并提升学生的英语水平。

三、活动内容1. 教师交流会议：- 定期召开教师交流会议，分享教学经验和教材研究成果；- 鼓励教师互相观摩课堂，发现问题并提出改进措施；- 提供专业的培训和指导，提高教师的教学能力。

2. 学生研究课题：- 每个学期，学生可以从提供的课题库中选择一个自己感兴趣的课题进行研究；- 学生可以选择同样的课题，但是采取不同的研究方法和策略，实现“同课异构”的效果；- 学生需要进行实地调研、文献查找和数据分析，最后撰写研究报告。

3. 课堂教学设计：- 教师根据学生的不同研究课题，设计相关的问题和任务，引导学生积极参与课堂讨论；- 通过小组合作和角色扮演等形式，激发学生的思维能力和创造力；- 教师提供个性化的辅导和指导，帮助学生解决研究中遇到的问题。

四、活动评价1. 学生评价：- 通过学生的问卷调查和评价反馈，在学生的英语研究成绩和兴趣上有明显提升；- 学生对“同课异构”教研活动的参与度和满意度较高。

2. 教师评价：- 可以共享教学经验，开拓教学思路，并提高教学水平；- 更好地理解和满足学生的研究需求，提高教学效果。

3. 整体评价：- 提高了学生的研究兴趣和主动性，激发了学生的创新能力；- 增加了教师之间的互动和合作，促进了教学改革和教学质量的提升。

五、活动实施计划1. 准备阶段：- 组织教师进行培训，提高教师的教学能力；- 设计学生研究课题库，提供多样化的研究方向。

七年级英语下册同课异构高效课堂大赛《Unit5 Why do you like pandas 》教案和反思人教学目标版

同课异构高效课堂大赛《Unit5 Why do you like pandas 》教案和反思1.knowledge aims：Key words：save、flag,、forget、place、water、danger、cut、down等。

Key sentences：（1）The elephant is one of Thailand’s symbols.(2) This is a symbol of good luck.(3) Elephants can walk for a long time and never get lost.(4) People cut down many trees so elephants are losing their , everyone, please listen to the sound, guess what the animal it is.Ss: it’s an elephant.T: Yes, it’s an elephant. Do you like elephants?Ss: Yes, we do No, we don’tT: Do you know sth about elephants？Ss：….T: The elephant is very big and strong,Step2 listen to the tape, finish 2b1.T: please listen to the tape, find the best title of this article.…2.check the answer.Step3 finish 2cRead this article again, then finish 2cT: Please read this article by yourself, find the key points of each paragraph.Groups discussionCheck the answersRead the answer loudlyStep4 group presentationGroup1…Group2…Group3…Group4…Group5…Group6…Group7…Group8…Group9…T: very good, you did a very good job.Step5. Improving skillsWrite down the notes on you booksUnderline the key sentences in this article.Do the exercise on your guide book.Check the answers in group.Check the answers together.Step6. After-reading.Read this article loudly together.Finish the article about the elephant.Watch a video about animalsTell us your opinion about the video.Step7. HomeworkFinish the homework after class.写作练习：根据中文内容要点提示用英文写一段文字，简要介绍一下中国的国宝（national treasure) ____大熊猫。

初中英语“同课异构”案例分析与教学反思

初中英语“同课异构”案例分析与教学反思引言：同课异构是指同一教学内容由不同的教师教，比较其对教材的分析、教学设计和教学风格的不同，达到相互学习的目的（王敏勤 2008）。

关注点在“同”和“异”的区别上。

如李国华和王莲蓉（2011）认为“同课”是指备课组内的教师执教同一教学内容，“异构”是指不同教案、不同方式。

魏姝（2013）认为，“同”是指教师教授同一内容，“异”是指针对不同需求可微调教学内容，设计不同的教学环节，注重不同的侧重点。

“同课异构”，也叫“同题异构”、“同课异教”。

1.教材内容及学情分析1.教材内容两节课的教学内容均为人教版七年级上unit 6 Do you like bananas? Section B ( 2a-2c）部分。

该单元围绕食物这一话题，要求学生掌握一些常见食物的单词和重点短语，同时要求学生能够学会用Do you like...? I like...句型表达自己喜欢的食物。

1.学情分析（1）两名英语教师均有多年执教经验。

教学对象是七年级学生，他们的英语水平没有明显差异，在第六单元 Section A中，学生已经学习了相关关于食物喜好的表达，为学习本课时作了铺垫。

两节课都是老师精心设计的公开课，有一定的参考价值。

教师的性格特点也各有不同，导致教学效果存在差异。

我们了解到B老师，性格比较温柔，教学过程是没有问题的，但是从其他老师了解到该班学生的成绩并不那么好，这不得不得思考，教师的性格特点对学生的学习影响是否是存在某种关系？1.教学案例对比1.导入环节（热度）从热身环节和导入环节是否有热度来看【教师A】A教师选用的是歌曲进行热身，全班同学一起跟唱歌曲《Dream It Possible》,教师选用的这个“热度”十分切合初中生的认知特点和年龄特征，引起学生注意，参与度和完成度都很高，达到了设计的效度。

在课堂导入环节中，教师在PPT上呈现单词图片，并分类呈现单词，让学生回答出图片所对应的单词，然后全班一起齐读单词，由老师领读。

教师备课——英语七年级下UNIT2教案2

教师备课——英语七年级下UNIT2教案2。

1.教材分析我们需要对UNIT2的教材进行一次深入分析。

在这个单元里，主要涉及到动词的使用。

我们要帮助学生握be动词、have和do的用法，从而能够正确使用这些动词构造句子。

此外，该单元还涉及到人称代词，并引导学生熟悉人称代词的用法。

单元课程也引入了一些形容词，帮助学生学会如何用形容词描述物品或事物。

通过深入分析，我们可以清晰地了解到本单元的教学重点内容和核心难点。

2.教学目标基于上述对教材的分析，我们可以明确具体的教学目标。

在此单元中，我们主要要求学生能够：（1）了解be动词、have和do的用法，熟练运用这些动词构造句子；（2）掌握人称代词的用法，运用人称代词替换名词；（3）学会使用形容词描述事物或物品，能够在交流中使用形容词。

3.教学设计基于教材分析和教学目标，我们需要进行详细的教学设计。

我们可以通过提供一些生动的语言材料，向学生展示be动词、have和do 的用法。

在这个过程中，可以帮助学生发现一些常见的语言规律和用法，如肯定句、否定句和疑问句等。

同时，也可以通过练习帮助学生熟悉这些动词的使用方法。

我们可以引导学生熟悉人称代词的使用。

通过对语言材料的分析和练习，学生可以逐渐理解代词在句子中的作用和用法，并掌握有效地使用人称代词进行交际的技能。

我们可以引入形容词，让学生重点了解形容词与名词搭配方法，并且在生活实践中加强彼此搭配的印象。

在此过程中，教师要注意语言的生动性和趣味性，让学生更好地理解用法，同时，鼓励他们在交流中积极运用词汇。

4.教学评估在教学过程中，我们需要对学生的掌握情况进行评估。

在这个过程中，我们可以使用各种形式的评估方法，如听力、口语、阅读和写作等，以帮助学生全面地巩固并使用教材中的词汇和语法。

5.课后回顾最后要注意的是，教师在教学结束后，应该对教学过程进行总结和回顾，以保证学生可以更好地理解和掌握所学的内容。

在回顾过程中，可以和学生讨论一些重点难点，从而加深对其的印象，巩固所学的知识。

七年级英语同课异构第二学期教案

1) Show them the new words and phrases.
2) Finish Activity 1.
Step 3:Listening and practice.
1) Play the tape for the Ss tocatch the main idea..
2) Ask the Ss to read and find out the important language points..
2)Have the Ssget necessary information from the reading materials.
3)Cultivate the Ss tobe active and optimist by learning about future.
Main and difficult points
Step 6:Homework.
1) Finish the exercises in this unit.
2)Preview the new lesson.
procedures
Step 1:Revision and lead in.
1)Asktwo pairs to act out the dialoguein Unit 1.
2)Play a game to revise the words and phrases.
Step 2:Presentation.
初一下册英语教案
单位
台头镇三堡学校
班级
七年级
课型
授新
授课教师
郝锦静
时间
09/03/10
授课内容
Module4Unit 2Everyone will have a small car.

同课异构活动方案

同课异构活动方案同课异构活动方案1一、指导思想为了切实加强课堂教学研究，有效提高课堂教学效率，试图假借“同课异构”这种特殊形式，加强全体教师对教学内容处理、教学方法选择、教学流程设计、教学媒体使用等方面的关注程度，为深入探讨课堂教学的有效性储备思想认知和研究案例。

二、活动目的“同课异构”就是相同学科的老师，使用相同教材和同一节内容，结合所教学生的实际情况以及自己的生活经历、知识背景、情感体验建构出不同意义的教学设计，呈现出不同教学风格的课堂，赋予静态教材以生命活力，塑造各具特色的创造性课堂教学模式。

“同课异构”课堂教学活动探索和开展，促进教师的专业化发展，推动教师自我反思、同伴互助、专业引领。

在同课异构的研究过程中，教师可以不断地更新教学理念，改善教学行为，同时形成对教材、教学对象、教学方法等独立和创造性的见解。

提高课堂效率，为减负增效奠定坚实的基础。

“同课异构”力求能体现教师个性和风格。

三、活动形式同课异构，即：内容相同，教法相异；相同的舞台，别样的精彩。

四、活动时间：3.28日——4.3日五、参与学科：语文、数学、英语、物理、政治、生物、体育、美术、信息技术等8个学科六、参加范围：40岁及以下的青年教师七、活动程序：1. 设计教案。

参与教师根据提供的教学内容进行教学构思，并于规定时间将教学设计上交教务处（注：教学设计含教材简析、教学目标、教学重难点、教学准备、教学流程，教学流程的主要环节说明设计意图）。

2、教学观摩。

由同年级同学科老师执教同一篇课文，要求听课老师对课堂教学过程进行记录，观察教师在课堂上对教材的把握和处理，并写好评课记录。

3、教学研讨。

听课后，组织老师们讨论教学过程，是必不可少的环节。

讨论是一种互动的研究，是一个共同参与、共同构建的过程。

鼓励参与者主动通过自己的思考、感悟、理解，不断提出新的设想、新的思路。

4、教学总结通过观摩了三位老师的课例后，把自己的认识、收获写下来，可以是设计的理念，也可以是教学环节，甚至是教学过程中的某一处小技巧等等。

初中英语优秀教案同课异构

初中英语优秀教案同课异构精品文档初中英语优秀教案同课异构Section A一(Teaching aims and demands: Knowledge objects:1.To learn some important phrases: study for a test, help my parents, go to the doctor, visit my aunt, have a piano lesson.2.To learn the important sentence pattern: Can you come to my party? Sure, I’d love to. \Sorry, I can’t. I have to... Ability objects:1. Learn to talk about invitations.2. Learn to write a passage to invite others. Moral and vaule:Educate the students to know about the differences between China and western countries. Teaching important points: 1.Mater some important phrases2.Master the important sentence pattern: Can you come to my party? Sure, I’d love to. \Sorry, I can’t. I have to...Teaching difficulty points:3. 1. To write a passage to invite others. Teaching procedure: Step 1. Revision 1.Duty report.1 / 8精品文档2.Revise the important phrases and important sentences: Can you come to myparty? Sure, I’d love to. \Sorry, I can’t. Ihave to...Step : Lead in:1. Show the samples of letters of invitation.2.Dear Paul,We are having a party on March0th at our house for Claudia’s birthday and we hope you can come. It only happens once a year! The party will start atpm and will go on until late! Bring a friend.See you on the0th!Yours, Claudia and SoniaStep3. Writing tips 1. Invitationknow if there is anything they need to bring, such as sportingWrite a letter for Jan instead of sending this card.Step. Design an invitationWe are arranging activities to celebrate the2 / 8精品文档fifth anniversary of the headmasteragain Step. Homework1. Review Unit and finish Workbook exercises.. Portfolio:Design an invitationAny lovely invitation card and letter Or: Choose the activity aboveOr: Invite YangLiwei to visit our school初中英语同课异构教案减小字体增大字体作者:佚名来源:本站整理发布时间:2010-07-209:29:14Tags:作者:佚名-同课异构Module Unit 1There are stone animals.Teaching aims:1.Knowledge target:Words: stone,animal,elephant,horse,Sentences: There are stone animals.How many stone animals are there?There are4.There is a camel. And there is a horse.3 / 8精品文档2.Skill target:根据图片介绍场景，向他人介绍描述教室，使学生在真实的情境中运用所学。

同课异构教案

同课异构教案I. Introduction to Heterogeneous Lesson PlanII. Objective- Students will understand the concept of heterogeneity and its application in a classroom setting.III. Materials- Whiteboard/markers- Handouts- Projector/computerIV. ProcedureA. Anticipatory Set1. Display a picture of a diverse group of students on the board.2. Ask students to describe what they see in the picture and discuss how each person may have unique abilities, backgrounds, or interests.B. Lesson Development1. Define and explain the concept of heterogeneity to the students.2. Discuss the advantages and benefits of having a heterogeneous classroom.3. Present different instructional strategies that can be used to accommodate the various learning styles and abilities found in a heterogeneous classroom.4. Show examples of differentiated instruction and explain how it promotes inclusivity and individual growth.5. Engage students in a group discussion to generate ideas onhow they can contribute to a positive and supportive learning environment for their diverse peers.C. Guided Practice1. Distribute handouts that contain scenarios of classroom situations.2. In pairs or small groups, students will analyze the scenarios and come up with strategies on how to address the diverse needs of the students involved.3. Students will present their strategies to the class, and as a class, evaluate and discuss the effectiveness of each strategy.D. Independent Practice1. Assign students a project where they will create an inclusive lesson plan for a specific subject that caters to the diverse learning needs of their classmates.2. Students should include different activities and materials that will engage and support each student in the classroom.3. Students will present and share their lesson plans with the class.E. Closure1. Summarize the importance of heterogeneity in creating a rich and inclusive learning environment.2. Reinforce the idea that everyone has different abilities and strengths, and that diversity should be valued and celebrated.3. Remind students that they play an important role in creatinga supportive classroom for all.V. Assessment- Evaluate student performance during the guided practice activity.- Assess the effectiveness and inclusivity of students' individual lesson plans.VI. Extension activity- Assign students to research and present on famous individuals who have succeeded despite facing challenges due to their differences.。

初中英语同课异构教案

初中英语同课异构教案一、第一章：同课异构的基本概念与原则1.1 同课异构的定义解释同课异构的概念，即在教学内容、教学目标、教学方法和教学评价等方面，对同一课程内容进行多种不同的设计和组织。

强调同课异构的目的在于激发学生的学习兴趣，提高教学效果。

1.2 同课异构的原则教学目标明确性原则：确保每种同课异构设计都能够达到明确的教学目标。

学生参与性原则：鼓励学生积极参与同课异构活动，提高他们的主动学习能力。

教学方法多样性原则：运用多种教学方法，如讲解、讨论、小组合作等，丰富教学过程。

二、第二章：同课异构的教学设计2.1 确定教学目标根据课程标准和学生需求，明确教学目标。

确保每种同课异构设计都能够达到教学目标的要求。

2.2 选择教学内容根据教学目标和学生的实际情况，选择适合的同课异构内容。

注意内容的难易程度和与学生生活经验的关联性。

三、第三章：同课异构的教学方法与策略3.1 讲解法通过讲解来传授知识，引导学生理解和思考。

运用生动的语言、举例和图表等辅助教学。

3.2 讨论法组织学生进行小组讨论，促进学生之间的交流与合作。

提供问题或话题，引导学生发表自己的观点和思考。

四、第四章：同课异构的教学评价与反思4.1 教学评价设计合理的评价标准和评价方法，对学生的学习成果进行评价。

采用多种评价方式，如考试、作业、表现评价等。

4.2 教学反思在同课异构教学过程中，及时进行教学反思。

分析教学效果和学生反馈，调整教学方法和策略。

五、第五章：同课异构案例分享5.1 案例一：阅读理解教学设计不同难度的阅读材料，满足不同学生的需求。

运用讲解法、讨论法和任务型教学法等多种教学方法。

5.2 案例二：口语表达教学设计不同形式的口语表达活动，如角色扮演、小组讨论等。

鼓励学生积极参与，提高口语表达能力和交流能力。

六、第六章：同课异构教学实践案例分析6.1 案例分析一：词汇教学设计不同难度的词汇练习，满足不同学生的学习需求。

运用游戏、竞赛和情境教学法等多种教学方法，增强词汇学习的趣味性。

七年级英语下册 Unit 1 Can you play the guitar 同课异构获奖教案

Unit 1 Can you play the guitar?一. Knowledge and abilities goals:1.vocabulary:dance,swim,sing,play chess , paint ,speak English, play the guitar2. How to use Model verb” can”.3. Listening and speaking skills and communicative competence.二. Teaching method: Listening and speaking methods. Pair works.三. Moral goals: Encourage students to express their abilities.Content of courses: In this period, students will learn some names of clubs ,such as art , music, chess club, swimming club, etc. students will learn the drills :Do you want to join…club ?Can you …?四. Importance and difficulty: canTeaching Aids: A tape recorder. Some pictures. A projector Some sports things, such as volleyball, basketball, etc. Preparation test paper for lessons before class.五. Teaching Time: 4 periodsPeriod 1 (Section A: 1a-2d)1.Knowledge Objects: Learn to talk about abilities.Know something about the culture of clubs. Can you/he..?What can you do? What club do you want to join?can, can’t, draw, dance, swim, speak, walk.2.Teaching key point: can3. Teaching Difficult point: can4.Teach ing Procedures:Step 1. Lead-inEnjoy a song I’m a musicianT: Do you want to be a musician? S:T: Can you play the piano? S…T: What can you do? S: I can…T: What about you? S:T: OK, now please show your talent and tell us what you can do.Ask one of the students come to the front and do the action. Ask other students to guess what he or she can do.Step 2. PresentationT: Look at the pictures. What are they doing? S:Step 3 Pair workLook at the pictures. Ask and answer like this:A: Can you play basketball?B: Yes, I can. / No, I can’t.Can you…?Step 4 PresentationShow some pictures of famous stars. Practice the third person “he, she, they”T: Where can you play chess? S:T: Yes, in a chess club. This term, we have a lot of clubs. What club do you want to join? S…T: Sounds great. Can you…?S: Yes, I can/ No, I can’tIf the answer is negative, guide students to say:S: No, I can’t. But I c an learn it from others.Step5 Pair workA: What club do you want to join?B: I want to join the…A: Can you …?B: Yes, I can . No, I can’t. But I can learn it from others.Step 6 ListeningListen to 1bListen to 2a and 2b. Tell them to give special attention to listening activity (names of the clubs). Finish the tasks.Step 7 Pair workLook at 2b and talk about w hat the people can do the clubs they want to join. Step 7 Role-play the conversation 2dT: If you like telling stories. What club can you join?S: Story telling club.T: Right. Please read the conversation following the recording. Who wants to join the story telling club? Then role-play the conversation.Step 8 Explain some language points.Step 9 HomeworkReflection after class：______________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________ ___Period 2 (Section A: 3a-3c)1. Knowledge Objects: go on learning to talk about abilities.—Can you play the guitar? —Yes, I can./ No, I can't.—What can you do? —I can dance.—What club do you want to join? —I want to join the chess club.2. Teaching key points: Conclude the usage of ‘can’; put all new language into practice through different activities.3. Teaching Difficult points: Distinguish “say, speak, tell, talk”4.Teaching Procedures:Step1:Greeting, Warming up and duty report.Watch a flash about the content of the Just for fun.Talk something about the flash: Why is the other boy unhappy?Introduce because of the difference of time zones, the time in different places are different.Revision: show the time in six places: Beijing, Tokyo, Par is, Los Angeles, New York, and London. Elicit the sentence pattern: What time is it?It’s……Draw attention to the “am” and “pm”. For instance, Beijing is seven o’clockin the morning. We can say Beijing is seven am. Los Angeles is three in the afternoon. So we can say Los Angeles is three pm. (teacher helps students answer).Step2:Review the words learnt in the last period and add more.(1)T：Here are some Chinese, let us see what time do they usually get up/ t ake a shower…get up take a shower eat breakfast go to school eat lunch run go home do homework eat dinner go to bed(2)ask students to make a surveyAsk your friend 5 questions about his /her day. Then make a report.A: What time do you usually…?B: I usually…at…Step3:presentation.(1)Ben’s day. Introduce something about Ben.Using the sentence pattern: What time does he usually get up/go to school/…Pay attention to the verb form of the third person.Discuss Do you like ben’;s routines.(2)Show the picture of Scott. He usually gets up at 5 pm.Ask students to predict what his job is?(3)listen to the tape,and try to answer this question. then read through the passage,and match the pictures with the times.(4)read it again and fill in the chart.(5)answer the follo wing questions1.Where does he work?2.How does he go to work?Step4:Work on 3a.（1）Read through the passage and tell me what his job is.（2）Read it again and match the pictures.(3)Answer questions:What does he do after he get up?Does he go to work after breakfast? What does he do?How does he go to work? By bus or on foot?What does he do before he goes to bed?What does“What a funny time to eat breakfast!”mean?Step5:Follow up.T：My friend Da Bao likes Scott's work, so he gets to Sai Te Hotel . But he doesn't find him.T: There are many children in the hotel. Look, they are coming. Please ask them questions to find the real Scott.Step6:Work on part4.T：Now six people make a group, and ask the other students when they usually go to bed . The leader lines up from the earliest to the latest bedtime.T: Let's listen Group1…Group2…Step7:Work on part 3 of self –check.T: Now I want to know something about what you do on weekends. You can go, ask your classmates and fill in the forms. Then you have a report.T: You may begin it like this "Ma Li gets up at …"Step8:Homework.Oral work:（1）Read 3a and re cite it.（2）Go on making a survey to find out what your classmates do on weekends. Reflection after class：_______________________________________________________________________________ _______________________________________________________________________________ ______________________________________________________________________________Period 3 (Section B: 1a-1f)1. Knowledge Objects: go on learning to talk about abilities. drum, play the drum, piano, play the piano, violin, play the violin2. Teaching key points: Improve listening and speaking3. Teaching Difficult points: Improve listening and speaking4. Teaching Procedures:Step 1 Warming- up and revisionDaily greeting.Check the homework. Let some Ss report what his/her family members can do. Step 2 PresentationPlay the sound of different kinds of instruments. Let Ss guess what it is.Act and show your classmates your talent.T: Please stand in front of your classmates. Act and say what you can.S1: (sing and dance) I can sing and dance.S2: (play the drum) I can play the drum..Step 3 ListeningTell the Ss that they will listen to some sounds of the instruments. Listen and number the words [1-4] in the order of the sounds you hear in 1a.Play the recording again and check the answers.T: Now let's work on 1c. First, let one student read the words and phrases aloud. Then listen to the 1d and circle the words and phrase you hear.Check the answers:T: Now please look at the chart in 1e. What can Bill, Cindy and Frank do? What can't they do? You'll listen to the recording again. Then try to fill in the bla nks. Step 4 Group workWork in groups. Take turn to talk about what Bill, Cindy and Frank can and can't do.S1: Bill can play the guitar, but he can't sing.S2: Cindy can sing and play the drum, but he can't play the piano.Teacher can walk around the classroom, and give some help to the Ss.Step 5 HomeworkMake up a conversation between a volunteer and a person who is in charge of a sports club/old people’s home/music club.Reflection after class：___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Period 4 (Section B: 2a-self check)1. Knowledge Objects: go on learning to talk about abilities. also, people, help (sb) with sth, center, home, today, be good with, make, make friends, weekend, on weekends/on the weekend, teach, musician2. Teaching key points: Also, too; be good with, help with3. Teaching Difficult points: Describe one’s ability4. Teaching Procedures:Step 1 Warming-upCheck the homeworkAsk some pairs to show their conversationsStep 2 ReadingFirst, show some pictures of t he boys and girls and some key words in 2a.T: Here are some pictures and information about Peter, Alan and Ma Huan. Can you describe them according to the pictures and key words?S1: Guide Ss to use “also, too”, and distinguish how to use these t wo words. Give comments on Ss’ descriptions.T: Now we’ll read three ads. What's the main idea of each ad? What's each ad's title? Now let's read the three ads and select a title for each ad. Ss read carefully and try to select a title for each ad. Check the answers with the class.Step 3 Review the usage of “tell”,Review and distinguish the usage and function of “help”T: Suppose Peter, Alan and Ma Huan want to help to do something after school. Which ad is right for him/her? Now read the descriptions in 2a and the ads in 2b again. Select a right ad for each person.Ss read the descriptions in 2a and the ads in 2b again. Try to select a right ad for each person. They can talk about the answers in their groups.Check the answers with the class.Step 4 Homework1. Recite 2a and 2b2. Finish the exercise on p6Reflection after class：_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ ___。

(译林版)英语选修7同课异构课件：Unit 2 Period Two Reading

heart attacks
Time
Development
1977 used to prevent strokes
2003 used to reduce blood sugar levels
The development of penicillin
Time
Development
1928 discovered by Alexander Fleming 1940 made and tested in large
6. What difficulties did Fleming have in developing penicillin as a drug? First he was unable to find a procedure to make penicillin pure enough to work as a medicine. Second, it was difficult to produce penicillin in the ample quantities needed to be effective.
quantities 1944 mass production began
Effects of aspirin: • reduce fever • help stop body pains • reduce the risk of heart attacks • prevent strokes • reduce the risk of some cancers • increase the length of people’s lives • reduce blood sugar levels and helps
Homework

人教版七年级Unit2SectionB2b同课异构

指向学科核心素养的初中英语阅读课作业设计与评价教学设计
姓名
杨其亮
性别
男
学校
石亭子பைடு நூலகம்梅塘中学
任教年级
七年级
教龄
46
小组
第六小组
教材版本
人教版
教学课题
Unit 2 Section B 2a
课时
第______课时
学情分析
陌生班级
读写教学内容文本分析
用照片介绍自己及家庭成员的称谓和名字。
教学目标
熟悉家庭成员的称谓。使用句型these are... here is /are...
教学重点难点
Here is /are...
教学手段及方法
多媒体，操练
读写教学设计思路
以书图片为基础，标记人员称谓及名字，让学生拿着图片介绍图片中的人物。
教学过程
（说明：可以根据自己的实际情况调整教学过程表格）
教学步骤
教师活动
学生活动
设计意图
Step1.
让学生读课文P11,2b.
读课文标出图中人物的称谓及名安
单词记忆、书写，熟悉语言素材。
Step2.
教学：this is ... these are...
1.逐个介绍
2.每次介绍两个
练习巩固所学，让学生能熟练运用所学。
老师布置现实中的人物让学生介绍
介绍现实中的人物。
拓展延伸。
板书设计
1.This is ...
2.These are...and ...
3.Here is /are...
教学反思
说明：
1.教学目标设计需指向核心素养维度（语言能力、学习能力、思维品质、文化品格）进行综合思考；

适合同课异构的初中英语七下

适合同课异构的初中英语七下In our English class this term, we've been exploring the vibrant world of literature, where each story is a windowinto different cultures and histories. Our teacher has introduced us to a variety of genres, from classic novels to modern short stories.We've learned the importance of vocabulary and grammar, which are the building blocks of our language skills. Through interactive activities and games, we've made learning English fun and engaging. The classroom has become a place where we can freely express our thoughts and ideas.Our teacher encourages us to think critically about the texts we read. We analyze characters' motives, the plot's development, and the deeper meanings behind the stories. This approach has not only improved our comprehension but also our ability to think creatively.In addition to reading, we've been practicing our writing skills. We've written essays, summaries, and even our own short stories. Each piece of writing is a chance to experiment with different styles and techniques, honing our ability to communicate effectively.Listening and speaking are also crucial components of our English class. We participate in debates, role-plays, and presentations to improve our fluency and confidence. Theseactivities have taught us to listen carefully and respond thoughtfully.Technology has been integrated into our lessons, with educational apps and online resources that make learning more interactive. We can access a wealth of information and practice our skills at our own pace.Our class has become a community of learners, where we support and challenge each other. We've made great strides in our English journey, and we're excited to see what the rest of the term holds for us.In conclusion, our English class this term has been a dynamic and enriching experience. It's not just about learning a language, but also about understanding the world around us and expressing ourselves with clarity and confidence.。

同课异构教案

同课异构教案同课异构教案1. 教学目标：- 能够理解并描述同课异构的概念；- 能够比较和对比同课异构中的相同点和不同点；- 能够运用同课异构的策略进行教学设计和教学实施；- 能够评估同课异构对学生学习的影响。

2. 教学重难点：- 同课异构的概念和策略；- 如何运用同课异构在不同学生之间实现个性化的教学。

3. 教学准备：- 播放器和音响设备；- 幻灯片和投影仪。

4. 教学过程：1. 导入（10分钟）- 利用播放器播放一段同学们熟悉的音乐；- 同学们跟着音乐的节奏移动一下身体，拉近与学生们的距离。

2. 概念讲解（10分钟）- 使用幻灯片展示同课异构的定义；- 通过实际例子和图示来解释同课异构的概念；- 强调同课异构能够满足不同学生的学习需求，提高学生的学习效果。

3. 比较和对比（15分钟）- 列出同课异构中的相同点和不同点，并与学生进行讨论； - 引导学生思考同课异构如何在课堂中实施，以及如何满足学生个体的学习需求；- 引导学生分析同课异构对学生学习的影响。

4. 实践应用（25分钟）- 将学生分成小组，每组选择一个课题，并设计一个同课异构的教学方案；- 学生在小组中分享自己的设计，并给予反馈和建议；- 每个小组选择一个方案进行实施，然后向全班展示他们的教学成果。

5. 讨论和总结（10分钟）- 学生讨论他们在实施同课异构教学过程中的体验和感受； - 学生总结同课异构对学生学习的影响，并提出自己的看法和建议。

5. 课堂作业：- 要求学生根据自己在课堂中的体验和观察，撰写一篇关于同课异构的反思和建议的小论文。

6. 教学反思：- 本堂课通过引入活跃的导入和交互式的讨论，使学生对同课异构有了更深入的理解；- 学生通过小组讨论和实践应用，增强了对同课异构策略的理解和运用能力；- 学生在总结中提出了一些有价值的观点和建议，体现了他们的思考和创新能力。

七年级英语同课异构第二学期教案

英语同课异构方案

英语“同课异构”教研活动方案

七年级英语下册 同课异构高效课堂大赛《Unit5 Why do you like pandas 》教案和反思 人教学目标版

初中英语“同课异构”案例分析与教学反思

教师备课——英语七年级下UNIT2教案2

七年级英语同课异构第二学期教案

同课异构活动方案

初中英语优秀教案同课异构

同课异构教案

初中英语同课异构教案

七年级英语下册 Unit 1 Can you play the guitar 同课异构 获奖教案

(译林版)英语选修7同课异构课件：Unit 2 Period Two Reading

人教版七年级Unit2SectionB2b同课异构

适合同课异构的初中英语七下

同课异构教案

七年级英语下册同课异构高效课堂大赛《Unit5 Why do you like pandas 》教案和反思人教学目标版

七年级英语下册 Unit 1 Can you play the guitar 同课异构获奖教案