初三英语阅读复习课教学设计
辛寨初级中学马明秀
一、阅读复习内容：
初三英语复习中的阅读理解（答案四选一）复习
二、阅读复习目标：
（一）知识目标
1.学会把握阅读选择题干中的关键词与文章中的关键词、句、段，并从中把握语篇的内容、主旨、作者的观点、态度及意图等；
2.利用关键词进行解题。
（二）能力目标
让学生掌握一定的阅读理解的解题方法和解题技巧，提高学生分析问题解决问题和综合运用英语语言的能力。
（三）情感目标
1培养学生自主学习能力，努力培养学生探索规律的精神和不畏艰难的精神。
2运用解题技巧获取信息。增强自信心，获得成功感。
三、阅读复习重点难点：
教学重点：学会寻找题干中的关键词（key word ）与文章的关键词、句、段。
教学难点：掌握利用关键词进行解题的技巧。
四、阅读复习步骤：
Step 1.Ｗhat is a key word (match the questions with the
sentences quickly)
教学目的：通过让学生快速查找问题所对应的句子材料，以此来激发学生学习本课的热情和兴趣，锻炼学生快速搜寻信息的能力，同时让学生了解题干关键词与材料中关键词、句的对应现象，并为下一步学习段落中、篇章中的关键词、句做铺垫。
教学准备：教师课前搜集一些阅读理解材料，制成powerpoint。
教学过程：
1．把全班分成男女两个大组，教师在屏幕上展示句子材料及问题。?Sentence1:
I never wanted a dog, but now I’m so glad i have
one. Ａbout two years ago, my wife, cathy, got a
little dog with a face only a mother could love. Ｗe named her gertie.
?Sentence2:
The world itself is becoming much smaller by using
modern traffic and TV telephone and so on.
?Sentence3:
Ａlbert was an ordinary worker in the oil com pany in america.
? 1. Ｗhat was albert in an oil company at the beginning?( sentence3)
? 2. Ｏur world is becoming much
smaller __________.( sentence2)
? 3. Ｗhat did the man think of the dog at the beginning?
(sentence1)
2．分组进行快速查读（不动头眼球动）问题所对应的句子材料比赛，并让学生解释选对的原因。
3．教师在屏幕上展示题干及选择支，要求学生根据材料细节作出正确判断，并说明原因，继续进行小组比赛。
? 1. What was albert in the oil company at the beginning?
(a)
a. a worker.
b. an assistant.
c. a manager.
d. the
second board chairman
? 2. Our world is becoming much smaller __________.(b)
a. Because the earth is being polluted day and
night. b. thanks to science development.
c. Because of the rise in population
d. because the
earth is blown away by the wind every year.
? 3. What did the man think of the dog at the beginning?
(b)
a. It looked very beautiful.
b. it w asn’t very
lovely.
c. I t wasn’t necessary to be traine
d. d. it could
change his life.
4．教师总结：阅读理解题中存在题干（有的是选择支）关键词与阅
1. Worldwatchers is a centre for ________.
2. With the help of ______, people can learn how to help themselves.
3. If a person with aids wants to get help, he can________. 2．利用题干关键词与材料关键词的对应现象，分组进行快速查找问题所对应的段落材料比赛，并让学生解释选对的原因。
3．教师在屏幕上展示问题及选择支，要求学生精读关键词所在材料细节作出正确判断，并说明原因，继续进行小组比赛。
1. Worldwatchers is a centre for ________.(b)
a. searching information
b. protecting the environment
c. finding solutions
d. helping people with themselves.
2. With the help of ______, people can learn how to help themselves.(a)
a. solutions
b. the london home
c. worldwatchers
d. the information office
3. If a person with aids wants to get help, he can________.(d)
a. go to the information office
b. call 0040-173 654 2427
c. post to po box 379 gd30 6qa
d. write to 111/117 bute road, london
Step 3. Ａnalyze key words in articles and answer questions 教学目的：教师给出一篇文章（文篇的开头句已在step1中进行了分析），强调快读首句、首段，因其有开篇启示作用，读懂了第一句，或第一段有可能预测到全篇大意；培养学生学会在文章中查找题干（有的是选择支）关键词与文章关键词、句、段。
教学过程：
1.教师在屏幕上展示文章与问题。
I never wanted a dog, but now I’m so gladＩhave one. Ａbout two years ago, my wife, cathy, got a little dog with a face only a mother could love. Ｗe named her gertie.
Gertie is the kind of dog that has to grow on you. Ｓo Ｉdicided that the dog would be trained. Ｔh is didn’t quit e go
as planned. Ａt 15 weeks old, she was nearly made to leave the petsmart training school.
Ｓhe spent every night lying in our bed—snoring (打鼾)so loudly that I hardly got a good night’s sleep.
Then, about six months after she arrived, I felt that something in my heart was taking place, and I was unable to stop it. Ｍy behaviour(行为方式)began to change. I began to smile at people when passing them in a street. I returned(招手)from neighbours. I started calling my kids and, to my surprise, they started calling me．I even tried to speak to my grandchildren over the phone once. I even was glad to listen to laughter from a 10-month-old granddaughter. Ｔhe point is that I was changing.Ｍy wife and I both agree that it is gertie who has changed my behaveour.
Ertie is now nearly two years old and almost fully grown. I have come to like the pet little by little, though she is my wife’s dog.
1. What did the man think of the dog at the beginning?
2. W hen did the man’s behaviour begin to change?
3. Which of the following is not mentioned about the man’s change?
4. What can we learn from this passage?
2．教师引导学生快读文章首句及各段首句，并对文章内容、脉络进行预测，由2~3位学生做预测发言。
3．利用题干关键词与材料关键词的对应现象，分组进行快速查找（眼球纵向扫视）问题所对应的段落材料比赛，并让学生解释选对的原因。
4．教师在屏幕上展示问题及选择支，让学生精读关键词句所在材料细节，注重文章脉络，作出正确的判断、推理，并说明原因，继续进行小组比赛。
1. What did the man think of the dog at the beginning?(b)
a. It looked very beautiful.
b. I t wasn’t very lovely.
c. I t wasn’t necessary to be traine
d. d. It could change his lif
e.
2. W hen did the man’s behaviour begin to change?(d)
a. Ａbout two years ago.
b. Ｗhen gertie was nearly two years old.
c. Ｗhen gertie was 15 weeks ol
d. d. Ａbout six months after gertie arrived.
3. Which of the following is not mentioned about the man’s change?(b)
a. Ｈe began to smile at people
b. Ｈe liked helping his neighbours.
c. Ｈe started calling his kids.
d. Ｈe spoke to his grandchildren over the phon
e.
4. What can we learn from this passage?(c)
a. Ｔhe dog has been trained very well.
b. the man has become more confident.
c.Ｔhe man has become more friendly
d. the man likes the dog better than his wif
e.
5. 学生总结阅读方法。
6. 教师总结：根据同学们这节课的做题体验及刚才同学的总结发言，我们可以把阅读方法归纳为八个字：快读----查找----精选---检查
快读：快速阅读各段首句，预测大意
查找：查读题干及阅读材料关键词
精选：精读关键词句细节，先排除后比较作出正确选择
Step 4.challenge yourself
教学目的：教师再给出一篇文章（文篇的开头句已在step1中进行了分析）让学生运用所学的阅读理解技巧进行练习，巩固本课所学知识，训练学生的思维能力。此项练习由学生个人独立完成，以便教师能够得到及时的反馈，同时培养学生自主学习的能力。
Albert was an ordinary worker in an oil company in america. Ｈis workmates gave a nickname（绰号）“four dollars a bucket of oil” below his name whenever a nd wherever he wrote down his name.
As time went by, people forgot his real name. later, when Ｒockefeller, the board chairman(董事长)of the oil company, heard of it, he was very surprised, so he invited Ａlbert to come to his office.
“Some people give you a nicknam e for ‘four dollars a bucket’. W hy aren’t you angry?” asked Ｒockefeller with some puzzlement in his eyes.
“Oh! Ｍr. Ｒockefeller! I like this nickname very much, because ‘four dollars a bucket’s is our company’s advertisement. Ａs long as someone calls me ‘four dollars a bucket’ once, I think it’s free advertisement for our company. I t’s not necessary for me to get angry. Ｄon’t you think so, Ｍr. Ｒockdfeller?”
“O h! what a wonderful man!” Ｒockefeller said excitedly when hearing Ａlbert’s words“Ｙoung man! work harder, you must be successful in the future! I believe in you!”
Five years later, Ａlbert became the second board chairman after
Ｒockefeller.
Later Ａlber t said in one of his reports, “I don’t think we should feel frustrated when we have no way to do the world-shaking things. We should treat every thing actively
because maybe our future success will begin from a small thing!”
73. What was Ａlbert in the oil company at the beginning?
a. Ａworker.
b. Ａn assistant.
c. Ａmanager.
d. Ｔhe
second board chairman.
74. W hy wasn’t Ａlbert angry about his nickname?
a. Ｈe liked to have a nickname.
b. It could make his
workmates happy.
c. Ｈe could become famous.
d. It was a free advertisement
for his company.
75. What is the main idea of this passage?
a. Ｒockefeller asked young people to work harder.
b. I t’s very important to do small things well.
c. Ｙou can’t get angry when someone calls your nickname.
d. Ｙou should make more advertisements for your company.
76. What would be the best title for this passage?
a. I believe in you
b. Ｒlbert and Ｒockefeller
c. Ｆour dollars a bucket
d. Ｔhe second board chairman
Step 5.summary
1.在一个句子中，可以通过关键词来快速回答有关问题。
2.在一个段落中，可以通过关键词来快速回答有关问题。
3.在一个文章中，可以通过关键词来快速回答有关问题。
具体步骤：快读----查找----精选---检查
Step 6.Ｈome work
让学生做潍坊市2015年初三英语学业水平测试中阅读理解（四选一），巩固所学知识，体验中考，增强阅读理解及分析能力。
初中英语阅读课的教学设计
初中课堂教学展示：初中英语阅读教学课堂观察记录 学校：三中时间：2011年5月12日教学内容：7BU5 Reading (1) 执教人：诸翠华（三中）黄昭福（二中） 观察点一：教学目标、教学重难点的确立及实施方法、解决途径 课堂观察人：高小春（东中初一备课组长） 2
诸翠华老师 三中诸翠华老师：这节课教学目标明确，教学重难点突出，诸老师通过课件图片展示，解读了本节课的教学重点词汇，实施的方法直观性强，贴近学生现实生活的场景，为学生描写火灾进行了充足的词汇和素材方面的准备。其次，诸老师用小黑板展示了本节课的重点词汇，进一步巩固了教学内容的重点。第三，通过二读让学生对问题的回答，句子的正误判断进一步解决了教学重点。第四，通过三读让学生根据课文内容填词，解决了本节课的教学难点。最后用一个Task：Let’s discuss把本节课的教学目标和情感能力目标有机的结合在一起。 黄昭福老师 二中黄昭华老师：这节课教学目标明确，教学重难点确立到位。黄老师通过一段火灾的视频，教师提问：If there is a fire, what should we do? 如拨打119，尽快冲出火场，用打湿的棉被裹住身体等情景实施了教学手段，方法新颖，教学设计完美，解决突破了本节课的教学重点。其次通过问题回答，True or false判断，put the following sentence in the right 3
order 进一步解决突破了本节课的教学重点和难点，最后通过Free talk，让学生思考怎样预防火灾，把本节课的教学目标和情感能力目标有机地结合在一起，教学效果更好！ 观察点二：教学内容与教学方法（教什么与怎么教） 课堂观察人：姜爱花（二中教研组长） 诸翠华老师 1、以图片形式呈现，教授新单词。 2、教师针对阅读内容设计几个焦点性问题指导学生带着问题快速阅读课文。 3、教师通过设计3个任务引导学生逐步仔细阅读课文，使学生进一步加深对文章的理解，运用搜寻式阅读技巧。 4、最后，设置了讨论，对学生进行安全教育和情感教育。 黄昭福老师 1、以图片形式复习上节课主要词汇。 2、以图片呈现话题fire,What do you think of fire? 把这一开放性话题留给学生，让学生开始思考。 3、以生活中的图片呈现新单词，学生很感兴趣。 4
Be Careful with Numbers in Listening Class: Class 12, Senior Two Date: May 16,2007 Teacher: Ni Yazhen School: Zhi Yuan Senior High School Teaching Material: P75 S2B Oxford English; Additional material(The new Star Wars movie, Be Careful with Numbers) Teaching Objectives: Knowledge objectives: To enable students to listen and complete some exercises Ability Objectives: To encourage the students to have basic skills of listening. Emotion objectives: To cultivate the cooperation through peer interaction Teaching aids: Multi-media Teaching and learning method: Guiding for learning Teaching Procedures: I. Presentation Today we’ll have a class on listening practice “Be careful with numbers in listening”: First we’ll play a game. Then, we’ll practice. Lead-in A game on number II. Performance: Quick and accurate response to numbers is very important in daily communication. Telephone numbers, addresses, prices, temperatures, time and dates all closely linked with the use of numbers .Besides, numbers also play a very important part in broadcast programmes such as reports Now let’s listen to some advice from experts. Task 1 Be Careful with Numbers (Play the recorder Twice) Individual work→pair work(check the answer with your partner)→Group work(Underline the important sentences. e.g. The differences between million and billion, “-teen’s” and “-ty’s” are …..“Seventeen point five million.”…)Whole class read the key sentences. Well-done! Numbers are all around us. Let us practice with numbers and learn to be good at numbers.(First read out the following numbers… Watch the screen) Task 2 Listen to some statements about the brief history of films and TV. First check the answers in groups. If you have different opinion , please raise your hands. Judgement: (First students give themselves a judge. Then teacher does it) It seems no challenge. Now, We’ll do challenge exercise. So pay special attention to the numbers in the passage and select the correct answer from the choices listed below. First teach the students new words in listening material. Then ask students to read out the numbers in Star Wars. III. Promotion: Challenge exercise Star Wars Listen to the tape twice →Check the answers IV. Conclusion: What we learned today is “Be careful with numbers in numbers.”Remember the following points when you are doing listening tasks:
LESSON PLAN Time of Lesson: 45 minutes Students: Senior Grade One Teaching Material: How Did Postage Stamps Come Into Use Teaching Objectives: 1. To train Ss\' reading ability(such as guessing the meaning of new words in the context, the speed of reading.) 2. To train Ss\' reading comprehension(To get messages from what they read.) Teaching Points: 1. Ss get used to three reading skills. 2. Ss understand the given passage. Properties: Stamps, letters, postcards, work sheets, OHP Teaching Method: Communicative Approach Lesson Type: Reading New Words and A Phrase: postage, put forward, proposal, seal, deliver, system, postal Procedures:
Step 1. Warm-up(6\') 1. Lead-in Show some stamps, letters and postcards and have free talk to arouse students\' motivation. 2. Dealing with some new words Q: Do you know the postage of a letter? Explain \"postage\", and write postage on the Bb. postage: payment for the carrying of letters A: Fifty fen for any place in China except Hong Kong, Taiwan and Macao. Q: What do the postmen do with the letters? A: They take the letters from the postbox and carry them away to the places on the envelopes and deliver them to the addressed people. Explain \"deliver\", and write deliver on the Bb. deliver: take letters or goods to the addressed people. Q: Who put forward the proposal to use stamps? Use OHP to project the question onto the screen. Explain \"put forward\" and \"proposal\", and write them on the Bb. put forward: put an idea before people for thinking over proposal: sth. proposed, plan or idea, suggestion
A teaching plan By Liu Yi qiu School: Chen Middle School in Chongqing Junior or Senior Section：Junior Class：_one Grade : Seven_ Size: 40 students Time:_40 minutes Materials: _Unit 1 Making New Friends. Topic 1 Welcome to China ! Date: _December 13th_ Type of lesson: __listening and speaking_ Aids: computer-aided instruction power point tape recorder Contents: 1. Vocabulary：China, welcome , meet, thanks, you, I , yes, no, good morning, name, clock, what. 2. Structure: Good morning! I am …….Welcome to china! Good morning! I am …….. Are you Maria? Yes, I am. No, I am not, I am……. Nice to meet you. Nice to meet you, too. Thank you!
3. Dialogue: ①-Hello! -Hello! - I am Kangkang . Are you Maria? - Yes, I am. ②-Hello! Are you Maria? -No, I am not, I am Jane. -Oh ! Nice to meet you, Jane. - Nice to meet you, too. ③-Hi! Maria! - Hi! Kangkang! -Welcome to China! - Thanks! 4. listening: Listen and number the following names. Listen and number the following letters. Then circle the letters with the same sound as Bb. Objectives: 1. Teaching Aims and Demands (1) Instructional Objectives Be able to use the new words: guitar: China, welcome , meet, thanks, you, I , yes, no, good morning, name, clock, what. Be able to use the new and phrases: ①-Hello!
初中英语阅读课的教学设计 华罗庚实验学校郑玉贵 阅读教学在英语教学中有非常重要的地位,阅读课以培养学生的阅读能力为主要的教学目标,为达到这一目标,需要学习和掌握课文内容所涉及的语言知识以及了解课文内容所涉及的文化背景,进而在阅读方法、阅读速度、阅读技巧和阅读理解的准确度和深度上得到提高。我们应该通过阅读课的教学,使学生获得大量新的信息,开阔他们的视野,提高他们的兴趣并扩大他们的词汇量,丰富他们的知识,提高他们应用语言的能力。而当前阅读课教学中存在以下问题：有些课虽然使用了新教材，但仍承袭旧教材的教学模式，在阅读课上只是让学生听一听录音，译一译中文，讲一讲语言点，做一做练习，对一对答案，因而整个教学过程显得单调、乏味和程式化。在此，我想结合我的教学经验和理论学习谈谈自己的几点感受。 一、主要教学环节的设计 A:阅读前 1.介绍与阅读内容有关的社会、历史、人文、自然背景，特别是与我国不同的英美等西方国家的历史地理和风俗习惯资料。在教授7A Halloween ，先由学生最熟悉的中国节日开始介绍，然后进入外国一系列重大节日的介绍，重点补充Halloween、Christmas、April Fool’s Da y及Thanks giving Day 的历史渊源和庆祝方式，使这些遥远的西方节日与学生有一个近距离的接触。 2.摘要介绍部分有碍课文理解的生词。凡是学生可能猜得出的生词一定要让学生在阅读时去猜测；猜的能力的培养比动手查字典的“勤”更有意义。 3.要善于引导学生根据文章标题、插图和有关问题引导学生讨论并预测文章内容；也可根据已有的事实，对文章的结局、后来的前景、隐含的事实进行发掘。 4.提出一两个能概括全文中心思想的指导性问题，以统一思想，判断是非，使学生醒悟阅读的奥妙。 B:阅读中 1.粗读（fast reading）：粗读即粗略地阅读全篇。这是为掌握大意梗概或为侦查是否需要进一步阅读所用的方法。学生被要求不能逐字逐句地读，而是采取扫描式(Scanning) 或跳跃式(Skipping)阅读,是为了抓住文章的大意。如8A Wild animals 在引导学生阅读的过程里，我要求学生抓住熊猫生长的几个重要时期做有选择的阅读，以了解文章的大意。 2.精读课文(Careful reading)：精读课文这个步骤是阅读课的主体，是阅读课的中心任务，但是如何操作好精读课文这个步骤似乎一直没有一个定论。有些老师可能仍然在延续灌输式教学模式中一句一句给学生翻译课文，事无巨细地讲解课文中语法的做法。我们的老师希望能把自己知道的所有知识都教给学生，希望学生能记住所有课本中甚至课本外的知识，这样反而抹杀了学生学习英语的兴趣，更不用说借助学生的兴趣来提高学习效
谈初中英语阅读课教学案例 吉林省桦甸市金沙中学：王欣平 一、背景 现行初中英语教材具有很多的优点，但由于学生认知水平的发展具有规律性，教师只有充分认识和掌握这种规律，并结合教学实际，合理设计教学程序，充分发挥学生的主体作用，教学相长，才能达到教学效果的最优化。 二、教材分析 1、话题：本课时选择的是初二英语课本第四单元 How often do you exercise?中的一篇文章，主要是围绕本单元的中心任务“Food and lifestyles ”而展开的。 2、内容：这篇文章讲述了很多学生平时的饮食和生活习惯。通过学习，让学生明白什么是健康的饮食和生活习惯 3、目标：（1）理解课文内容，知道如何捕捉细节。 （2）根据图片猜测大意。 （3）引导学生掌握模仿主题进行描述的技巧, 形成根据主题理解文章细节并能分辨是非的能力。 Step 1: Warming–up activities （一）Free Talk: To ask the student on duty to make a speech: “What is my favorite food?” 设计思路：以讨论日常生活的话题进入，可以活跃课堂气氛。同时，由于每天都有值日生报告，可以锻炼学生的书写和口头表达能力。另外，在交流过程中，也互相锻炼了学生的听力水平。 （二）1.Revise some names of food (Let the students speak freely.)
2. To show the students beautiful pictures of food During the talking,the teacher can write some of them on the Bb, especially some new words: fruit, sweet, bread, meat, juice. 3. To ask the students to ask and answer: “What is it?”,“Do you like it?” 设计思路：（1）通过感性的图片教学，可以进一步调动学生的学习积极性。 （2）让学生相互问答，了解食物的名称，在交流中培养他们的合作精神和解决问题的能力。 （三）Discussion : （１）What food can we eat a lot? （２） Do you think … is good for our health? （３） Which is your favorite? 设计思路：通过有趣的话题极大地激发学生的好奇心，为进入正文教学打下基础。最后向学生展示有关食物的相关链接(P67)-- “Healthy Eating”，并让他们参与讨论，知道哪些才是正确的饮食。 教学后记：针对上述教学设计和课堂教学活动，笔者有以下三点体会：（１）本活动在设计上比较符合学生的认知水平，能激发学生完成任务的兴趣和参与活动的热情。（２）能使阅读前的“Warming–up activities”真正发挥“热身”的作用。这就为顺利开展之后的多个活动打下了基础。（３）上课伊始就顺利切入主题，中间过渡自然，言语富有鼓励性和启发性，能使学生产生强烈的共鸣。 Step 2: Reading （一）Listening and scanning: 1. What do students want to be? 2. What do students eat for breakfast now?
初中英语阅读课的教学案例 一、设计思路 在课堂教学活动中,无论一节课的课型是什么,教师的目的只有一个,那就是最大程度上实现教学目标,保证学生完 成学习任务。但是在教学活动过程中,教师只是学习活动的引导者和组织者,学生才是课堂的主人。教师要充分体现以人为本的教学理念,尊重学生的个体差异, 通过学生亲身经历动手实践操作过程,鼓励学生自主探索与合作交流,发展学生丰富的想象力,引发学生的发散思维和 创新意识,不断提高解决问题的能力。 二、教学目标和教材分析 1.本模块及本单元的题材内容 本模块以天气为话题,让学生学习听天气预报,学习使 用描述天气状况的相关词汇和语句,学会根据天气情况为他人提出建议并给出原因。本模块的语言重点是对可能性的表述和动词不定式的应用。语法重点是正确使用情态动词may / might。本模块的第二单元是一篇阅读材料,以美国的三个城市为载体,介绍了去美国游玩的最佳时机,并阐述了理由。通过阅读,学生可以对目标语国家的地理环境及天气有所了解,开阔其视野,从而提高对英语学习的兴趣,既可学习语法,又可培养阅读和叙述能力。 三、教学思路及过程
围绕2010年研究主题《英语学科阅读能力培养的有效教研策略》实验研究情况，本学期开始我们学校积极探索预学案教学，针对英语学科的特点，下面以其中一篇为例。 unit 7 would you mind keeping your voice down? 一、 pre-read（目的在于熟悉话题，预测内容，激发学生的兴趣和愿望，激活相关语言） what does etiquette mean? look at the picture on p58. how many rules of etiquette can you see being broken?（你能看到多少条礼节规则被破坏了？） make a list with your partner. e.g: don’t talk loudly in public. 二、listen to the tape and pay attention to your pronunciation.(听录音，注意语音语调，突出重点词语。) 单词/短语： at first in public 扑灭咳嗽亚洲的批评 三、read quickly and find out the topic sentences.（快速阅读，了解大意，掌握阅读策略，跳读，掌握基本信息） true or false 1. etiquette is a normal and impolite social behavior. 2. etiquette is the same in every culture or in every
名师精编优秀教案 初中英语拓展性阅读教案 一、教材分析 （ 1）教学内容：本课是一堂英语阅读课 a letter，文章通过书信的形式介绍了有关 Britain 的知识，从著名城市、自然风景、气候条件、它的历史和饮食文化等 方面，介绍了英国这个国家。通过本节课的阅读教学，使学生从阅读中获取相关的关于英国的信息，让学生学会对信息的处理和加工，提高学生的综合语言运用能力。 （ 2）教学目标： ①知识目标：了解英国的风土人情和著名城市的特色，增加了词汇量。 ②能力目标：培养学生听、说、读和写的能力，尤其是阅读方面的技巧。通过运 用多媒体，培养学生的英语口头表达能力，分析问题和解决问题的能力。锻炼学生用英语自己组织复述课文。 ③情感目标：了解西方的文化，加深对英语的理解和使用，加深对本国文化的理解与认识，培养世界认识，有利于形成跨文化交际能力。 （ 3）教学重点和难点 ; 掌握重要的单词和短语，充分利于关键词复述课文。训练学生的Fast reading、careful reading等阅读技能。 （ 4）教学方法：问答式、演示法、任务型阅读、竞赛法。 三、教学手段：多媒体、图片 四、教学过程 Step 1: 读前和热身（ Pre---reading and warm up） By asking students the following questions,the teacher can raise studentsinterest ′ in this topics. (1)What is Britain famous for? (2)When we talk about Britain, what do you think of? (3)Have you ever heard anything interesting about Britain? 「设计说明」 为了激起学生阅读的兴趣，用幻灯片演示出 Britain 的景色，给出三个问题，让他们来回答。既引出了话题，也可练习学生的英语口语和用英语发言的勇气于胆量。 Step 2:导入 (Leading in) Present a map of Britain to students by Power Point.
初中英语阅读教学案例分析及反思 银川四中邵芳 阅读课在英语教学过程中既是教学重点,也是教学难点.阅读一篇文章不是单纯为解决某个语言或是回答几个问题而进行的,通过阅读课，教会学生阅读技巧，培养学生的阅读能力，从而提高语言的运用与交际能力才是最终的目的。现在我以七年级英语上Unit5 Do you have a soccer ball?的第四课时Section B 2a-2c,这篇有关体育用品收藏和表达某项运动项目看法和喜好的阅读内容为例展开说明。 教学步骤： Step 1 New Words and New phrases 这一部分可利用课堂的前分钟完成，导入生词，like, love5 play sports, with, ( 引导学生理解并掌握。通过头脑风暴复习前) classmates, after, class, after class, 面学习过的体育类名词并通过谈论体育运动来导入新的生词，这一步骤旨在激活之前所学知识，为之后的学习作好铺垫；引人学习生词，为后面的阅读教学，扫清生词的障碍。 ： Do you love sports? I love sports, I have two basketballs, three soccer balls, one T volleyball and five ping-pongs. So I love/like sports very much. I often play sports ？ with my classmates after class. How about you S1:…….. （导入） Step 2 Lead-in教师先谈论体育收藏品并说： 1. I have three soccer balls, a volleyball, two basketballs, five ping-pong balls… But I don't have a ping-pong bat, a tennis bat, a baseball bat… 叫出一学生，然后指着该生说： He has a soccer ball, a volleyball, two tennis balls, three ping-pong bats… But he doesn't have a basketball, a tennis bat, a baseball
Contents: 1. Vocabulary：guitar, join, dance, swim, sing, chess, paint, s peak, play chess, speak English, play the guitar, want to join the music club, art club. 2. Structure: Can you play the guitar/ swim/paint/dance---? Yes, I can. No, I can’t. Bu t I can---. Can he/she play the guitar/ swim/paint/dance---? Yes, he/she can. No, he/she can’t.Bu t he/she can---. I want to join the art club. Objectives: 1. Teaching Aims and Demands (1) Instructional Objectives Be able to use the new words and phrases. Be able to use “can” and can’t. (2) Ability Objectives Be able to use what they learned to describe what they can do and give responses. 2. Teaching Importance To master the key vocabulary To understand and use the target language To master the usage of the different forms of “can” in the target language. 3. Teaching Difficulties To enable the students to understand the sentence patterns to talk about the ability activities. 4. Teaching Aids: Multi-media computer 5. The Teaching Methods: TPR, Conversation
初中英语课外阅读课教学案例 英语组：袁迎迎 1、话题：本课时选择的是初二英语review6-8课外阅读文章， How often do you exercise?中的一篇文章，主要是围绕本话题的中心任务“Food and lifestyles ”而展开的。 2、内容：这篇文章讲述了很多学生平时的饮食和生活习惯。通过学习，让学生明白什么是健康的饮食和生活习惯 3、目标：（1）理解课文内容，知道如何捕捉细节。 （2）根据图片猜测大意。 （3）引导学生掌握模仿主题进行描述的技巧, 形成根据主题理解文章细节并能分辨是非的能力。 Warming–up activities （一）Free Talk: To ask the student on duty to make a speech: “What is my favorite food?” （二）1.Revise some names of food (Let the students speak freely.) 2. To show the students beautiful pictures of food . During the talking,the teacher can write some of them on the Bb, especially some new words: fruit, sweet, bread, meat, juice. 3. To ask the students to ask and answer: “What is it?”,“Do you like it?” （三）Discussion : （１）What food can we eat a lot? （２） Do you think … is good for our health? （３） Which is your favorite?
初三英语阅读复习课教学设计 辛寨初级中学马明秀 一、阅读复习内容： 初三英语复习中的阅读理解（答案四选一）复习 二、阅读复习目标： （一）知识目标 1.学会把握阅读选择题干中的关键词与文章中的关键词、句、段，并从中把握语篇的内容、主旨、作者的观点、态度及意图等； 2.利用关键词进行解题。 （二）能力目标 让学生掌握一定的阅读理解的解题方法和解题技巧，提高学生分析问题解决问题和综合运用英语语言的能力。 （三）情感目标 1培养学生自主学习能力，努力培养学生探索规律的精神和不畏艰难的精神。 2运用解题技巧获取信息。增强自信心，获得成功感。 三、阅读复习重点难点： 教学重点：学会寻找题干中的关键词（key word ）与文章的关键词、句、段。 教学难点：掌握利用关键词进行解题的技巧。
四、阅读复习步骤： Step 1.Ｗhat is a key word (match the questions with the sentences quickly) 教学目的：通过让学生快速查找问题所对应的句子材料，以此来激发学生学习本课的热情和兴趣，锻炼学生快速搜寻信息的能力，同时让学生了解题干关键词与材料中关键词、句的对应现象，并为下一步学习段落中、篇章中的关键词、句做铺垫。 教学准备：教师课前搜集一些阅读理解材料，制成powerpoint。 教学过程： 1．把全班分成男女两个大组，教师在屏幕上展示句子材料及问题。?Sentence1: I never wanted a dog, but now I’m so glad i have one. Ａbout two years ago, my wife, cathy, got a little dog with a face only a mother could love. Ｗe named her gertie. ?Sentence2: The world itself is becoming much smaller by using modern traffic and TV telephone and so on. ?Sentence3: Ａlbert was an ordinary worker in the oil com pany in america.
初中英语阅读教学中问题设计 目前，英语阅读教学中的课堂提问，普遍存在“三多三少”的现状，即一问一答多，独立思考少；尖子生回答多，中下游学生回答少；直接给答案多，分析过程少。笔者根据自己的英语教学实践，就提问设计谈几点看法。 一、提问要诱发学生兴趣，忌直贵曲 如果我们教师在设计问题时过于浅显，或过于简单、容易，学生就可以几乎不动脑筋回答，一哄而上或脱口而出，这只是一种很表面化的“积极”与“热闹”，实际上学生思维仍停留在低级、单一的水平，不利于学生发散性思维的发展。因此，我们设计问题应该在学生现有逻辑思维的水准下，换换角度，换换说法，凡问必曲，培养学生兴趣，发展学生智力，努力学好英语。如在教学《Christ mas Day》（Lesson 54-55 in Junior BOOKⅢ）一课时我们作了如下一组问题设计：①Is Christmas Eve the night of December 25th？ ②Why do children in England put a stocking at the end of their beds before they go to sleep on Christmas Eve？And if you're a child in England，what will you do that night？ ③What does Father Christmas do on Christmas Eve？And
can you imagine（想象）his action（做法）？ ④Do you think there is really a Father Christmas in the world？ ⑤Why do the children get up early on the morning of Christmas Day？And what about you on the morning of the New Year？Why？ 因为问题设计时考虑到学生兴趣，课堂上许多学生跃跃欲试，竞相发言，动口动脑，收到了较好的课堂效果。 二、提问设计要设阶梯，层层递进，逐级攀登，以完成教学任务 对于教学中的一些重难点，我们尽量设计一些铺垫性的问题，依据学生水平，想方设法化难为易，化繁为简，由近及远，一环扣一环，逐步解决大问题，从心理学和教育学角度看，这是符合学生认知规律的。 如教学《Thomas Edison》（Lesson42-43in Junio r BOOK Ⅲ）一课的问题设计可以一个比一个难，一个接一个揭示文章的主题，使学生逐步理解文章容，掌握所学知识，向问题本质靠拢，培养分析理解能力。在提问设计时，我们抓住学生“打破沙锅纹（问）到底”心理，逐层展开，步步深入，设计了以下几个问题：①Who was Thomas Edison？ ②Why did Thomas Edison sit on some eggs one day when he was fiveyears old？
A Teaching Plan for Reading in Unit 5 in Go for it (2B) 九江外国语学校吴耀 Ⅰ. Teaching Contents: Do You Remember What You Were Doing? Ⅱ. Teaching aims: 1. Knowledge aims: A. Learn the new words and phrases: pupil, completely, shocked, in silence, recently, take down, terrorists, tower B. Understand the content of the text and finish the exercises. 2. Ability aims: A. Teach Ss some reading strategies to develop their reading ability of predicting, skimming and scanning. B. Learn to use the structure “…was/were doing…” to talk about the past events. 3.Emotional aims： Arouse Ss’ interest in American culture and history and their love for the peaceful life. Ⅲ. Teaching important and difficult points： 1.Deeper comprehension and further thinking of the two events and finish the exercises correctly in a limited time. 2. Use the target language correctly in their oral and written tasks. Ⅳ. Teaching mothods 1.Task-based language teaching approach https://www.doczj.com/doc/4e9110198.html,municative approach Ⅴ. Teaching aids: multimedia, ppt Ⅵ.Teaching procedures： Step 1 Greetings and warming-up Let Ss enjoy a video and a picture of the tug-of-war competition(拔河比赛) that they took part in on our school’s Tree-planting Day. Then ask some students what they were doing and how they felt at that moment. 设计意图：利用学生亲身经历的事件，创设真实的语言环境来复习过去进行时和导入新课，让学生描述事件发生的时间、地点以及事件发生时自己的感受及当时所在做的事情。 Step 2 Pre-reading 1. Introduce Dr. Martin Luther King and his famous speech “I have a dream”. 2. Introduce the World Trade Center and the 911 Event.
初中英语阅读教学设计 Unit 2：I used to be afraid of the dark Time of Lesson: 45 minutes Students: The junior middle school students of grade nine 一．教材依据: 本课是新目标英语九年级英语第二单元阅读。 二．设计思想： 1. 指导思想：新概念理论突出“以人为本”，注重学生能力的培养。强调外语教学不仅要向学生传授语言知识，更要注重培养学生的语言技能，重视学生的情感和态度，激发学生的学习兴趣。培养学生的自信心。最终达到所制定的三维目标。本节课教学设计由简到繁，由易到难，以学生为主体，以任务为基础。创设情境鼓励学生合作，在做种学，在做中练。 2. 教材分析：本单元通过人物外貌及性格变化的描写，以be afraid of 结构为框架，以used to 结构的表达为主要内容，主要采用了对比的手法来反映人的成长方面的日常交际用语进行反复地实践和练习。教学内容与学生的实际密切相关，容易引发学生运用简单的英语进行交际和交流。本节课主要是在听说的基础上进行阅读教学，进一步培养学生的阅读能力和技巧。 3. 学生分析：我校学生都来自农村，这里的学生天性纯朴，但知识面非常狭窄，缺少与外界交流，语言表达能力不强，尤其是用英语表达对他们来说确实困难，但经过两年的英语学习，部分同学已有一定的英语自学能力，当然还有部分学生学习不积极，还有待老师的进一步的引导。 4. 设计理念：本节课结合教材的实际，尽量用英语教学，为学生创造英语氛围，利用图书和网络，制作课件，增加直观性，激发学生学习兴趣，提高课堂密度，让学生在自主，合作，探究的氛围中进行讨论和学习。同时在教学过程中使他们的情感，态度和价值观得到升华。 三．教学目标： 1．知识与技能： （1）Let students master new vocabulary, phrases and sentences of the lesson. （2）Eight percent students are able to use the vocabulary ,