同课异构教案.doc

同课异构教案 秦镁锋 2010. 10Teaching Content：Reading(A) School lifeTeaching 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 Revision1.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 Presentation1. 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 passage3. Finish the exercise in Part C on Page 264. Remember the new words5. Read the paragraphs one by one6. 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?Whats 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 pairsWhat place is it?What can we do there?Step Three Practice1. Finish the exercise in Part B22. Answer my questionsWhats your name?Where do you study?Do you love your school? Why?How many students are ther in your class?Whats your hobby? Etc.3. Write a short passage about your school.4. Ask two students to read his or hers.Step Four Homework1. 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