1、Title(课题)School lifeType(课型)New新授课Period(课时)3Supporting theories(理论支持)1. 皮亚杰、维果斯基的建构主义学习理论认为学习者的知识是在一定情境下，借助于他人的帮助等等，通过意义的建构而获得的建构主义学习理论。强调教学必须以学生为中心，强调学生对知识的主动探索、主动发现和对所学知识在原有经验基础上的意义生成，要求教师由知识的传授者、灌输者转变成为学生主动建构知识的帮助者、促进者，学生学习的合作者。本节课从导入到课堂的活动安排都体现了这一思想。2. 布卢姆的掌握学习理论认为绝大多数学生都能达到对学习内容的掌握，经常利用形成性测验提供
2、反馈信息，发现学生学习上的难点或没有掌握的内容，然后给学生第二次学习机会并辅之于小组活动、个别辅导等多种矫正手段，最终使绝大多数学生达到对学习内容懂得掌握。反对差生怎样也不行的陈旧教学观念，为大面积提高教学质量奠定了思想基础，开辟了崭新的道路。本节课操练从学生的实际出发，能自己解决的让他们自己解决，教者通过课堂提问及时获得反馈信息，及时调整教学策略和手段。A: Knowledge (语言知识) 1. To recognize and understand some phrases and sentences.2. To know the main idea of Reading and the
3、 language points.Aims and demands(教学目标)B: Language skill (语言技能)1. To understand some phrases and sentences about British school life and American school life.2. To learn to use the important words and phrases in this part. 3. To learn to use the important words, phrases and sentences of this part to
4、 communicate in their daily lives.C: Feeling (情感态度)1. To make the students love school.2. To make the students more interested in school life.3. To make the students talk about their ideal school life in English. Key points and difficulties(教学重、难点)1. Learn some new words, useful phrases and sentence
5、 patterns. 2. To identify the differences between British school life and American school life.Teaching Methods(教学方法) 1. Task-based teaching approach 2. Situational Teaching Method Aids: 课前准备（教具、活动准备等）1. Blackboard; computer; OHP (overhead projector); some pictures2. Get some information about schoo
6、l life around the world.3. Get some pictures about school life around the world.4. Find out the difficult points in Reading. 教 学 设 计课前延伸（预习）1.听磁带，注意 Reading部分的正确语音语调。（了解大意，找出重要的短语和句式）2.朗读课文，了解大意。3.解决疑难问题。（个人思考，小组讨论，待课上求助）4.查阅与 Reading（School life）内容相关的资料,以备课上合作交流。1.让学生通过课前自学，小组内的团结合作解决预习中的一些问题，为上课做准
7、备。2. 养成自学习惯，培养自学能力。Teaching Plan(授课计划)Studying Plan(学习计划)Aims(设计意图)学与StepWarm up1. Listen to the tape on Reading.2. Say something about different 1.检查课前预习：各组代表交流school lives in Britain and America according to some pictures.3. Check the pre-exercises.4. Translate some phrases. 对 British and American
8、 school lives的了解情况,核对预习练习答案。2. 通过短语汉英对译竞赛，检查预习短语的情况，为接下来的环节做好铺垫。（作好过程中激励性评价）3. 老师设问，导入新课。课内导Step II PresentationI. Life in a British schoolExplain the important and difficult sentences of the passage.1. I did not know how to do things for myself before I came to this school.2. I read the most books
9、in my class.3. We must tell our teacher what we are reading.4. We want to read all my classmates books as well.II. Life in an American schoolExplain the important and difficult sentences of the passage.1. He drives me to school every day.2. This is great because it takes 1.采用抢答的形式，激发学生兴趣，对 Reading内容
10、有进一步的理解。2.小组讨论预习过程中的难点，每组派一名代表提出难点，大家讨论，教师点拨。3.尊重学生的个性差异，分层要求。在学生自学过程中，教师通过观察、询问，有计划地点拨学困生，鼓less time than taking the bus.3. Twice a week, I play softball after school.4. I spend a lot of time practicing.5. We always have a great time talking to each other.励其大胆质疑；有针对性地向优生提出深层次的问题，使他们的聪明才智得到充分发挥。拓展练S
11、tep IIIPractice1. 通过对学生的听读训练，培养其听读和整体理解的能力。2. 强化复述训练，提高学生对文章的口头归纳的能力。继续进行过程性评价。3. 整合训练练习，进一步巩固本节课的重点很难点，采取抢答的形式，激发学生的竞争意识。注重过程评价。Step IVProduction1. Enjoy some pictures about our own school life in China.2. Discuss your ideal school life. 3. Make a report.(1) Each group chooses one student to come t
12、o the front to give us a report. (2) Give some presents to the best group.1. 欣赏图片并会用英语谈论我们自己的学校生活，培养学生的口语表达能力。2. 以四人小组为单位，合作交流，取长补短，集思广益，推优向全班展示成果。（教师巡视、了解，点拨有困难的学生大胆开口，引导优生发挥才智。充分体现面向全体学生，注重他们整体素质的提高。课后提升Step V Assignment1. Review language points.2. Find more information about school life on the Internet. 3. Make a hand-copied newspaper about ideal school.控制作业量，既落实双基，又重视知识面的拓宽和能力的提升。（关心学生的认知发展）
