同课异构教案

同课异构教案
秦镁锋2010. 10 Teaching Content：Reading(A) School life
Teaching Aims：
1 能听、说、读、写单词because, best, day, other, spend, Tuesday , Friday, chat,also, first,practise,volleyball, swimmer, e-mail;
2 能通过图片与关键词来推测单词的大意，并通过阅读对语篇内容的正确理解；准确地获取对北京阳光中学的具体信息。

Teaching Importance:
1 对语篇内容的正确理解；
2 生词和习惯用语。

Teaching difference:
1 阅读技巧的培养；
2 通过比较能模仿范文，用英语简单描述出学校的大致情况。

Teaching Aids：1 、录音机2、图片若干
Teaching Steps:
Step One Revision
1.Freetalk：When do you get up every morning?
When do you have breakfast?
2.Talk about your day:Now, please take out your diary and try to talk about your daily activities briefly.
3.Freetalk: Do you get up early every morning? (Yes)
Do you like your school? Why?
Is your school big or small? Are there any trees in your
school? What class are you in?
What do you often do at school?
What do you think of your school life?
Step Two Presentation
1.Here is an e-mail from Millie to her new online friend Tommy. Listen
first, and try to answer the question: What are her favourite lessons?
Does Millie have a good time at her school?
2.Listen again, try to understand the passage
3.Finish the exercise in Part C on Page 26
4.Remember the new words
5.Read the paragraphs one by one
6.Answer the following questions:
Which school does Millie study at?
Why does she like her classroom?
What do Millie and Amy do at lunchtime?
What do they do before lessons?
What’s her favourite lesson?
How long does she spend doing her homework every day?
How often does she go to the Reading Club?
7.Look at the pictures, have a talk in pairs
What place is it?
What can we do there?
Step Three Practice
1.Finish the exercise in Part B2
2.Answer my questions
What’s your name?
Where do you study?
Do you love your school? Why?
How many students are ther in your class?
What’s your hobby? Etc.
3.Write a short passage about your school.
4.Ask two students to read his or hers.
Step Four Homework
1. Read the passage and try to recite it.
2. Period Two in “workbook”
教学反思:这节课是一节阅读课，主要任务是引导学生去理解文章，通过不同的活动让学生了解老师的意图。

学生通过交流合作来完成预设的任务，有问题可以进行讨论，让学生自己获知答案。

还有，我在设计内容时注意了将重点词汇及短语用红色字体标注，让学生知道这个地方要注意，在不知不觉中将短语在情境中灌输，来促进学生记重要短语的速度。

我按照Reading的教学五步骤，以任务贯穿始终。

任务的设计较为真实化，贴近学生的生活，在设计上也考虑了学生是否能在规定时间内完成。

任务遵循由简到繁，由易到难，层层深入，
使教学阶梯式地层层递进。

回答问题给了学生时间以及一些适当的引导，学生的整体回答还是很配合的。

只是结尾设计的Dictation，只有优秀一点的学生发挥好一点，可能要求稍微高了一些。

在以后的教学实践中，我一定要注意这一点。