最新完整版Unit5ReadingI教学设计

Unit5 Reading 优教教学设计（一）设计意图The reading passage is about first aid for burns, which is of great importance in our daily life. Burns can happen anywhere at any time. Therefore, at the beginning of the reading part, the teacher describes an accident that has happened to him. While the teacher is describing it, some words related to burns and basic treatments to his burn are mentioned so that students can have a first understanding of what will go on in the following part of the class.For a passage loaded with much information, it is a good chance to improve the reading ability of students by reminding them to know clearly which kind of method they should adopt to search for necessary information. In the following parts, students are asked to finish a form about the types, characteristics, and seriousness of different burns. A game will test whether students know how to treat some burns appropriately and most importantly, attract them to be better concentrated. Students’oral English performance and writing ability including critical thinking will be shown in the final two parts.教学目标1. Help students get a basic knowledge about first aid for burns and how to treat different types of burns.2. Help students improve reading ability by adopting proper reading methods.3. Help students become aware of other first aid for burns other than medical treatment.教学重点1. Lead students to read headings and look for information quickly.2. Enable students to be clear about first aid for burns and apply what they learn to daily use.教学难点Students need time and practical efforts to be clear about first aid for burns and apply what they learn to daily use.教学过程Step 1: Lead-in（设计意图：情景式教学，以教师的亲身经历，导入灼伤话题，激发学生兴趣；同时，植入本课需要用到的有关词汇，图文并茂，进行预热。

七上Unit 5 A healthy lifestyle Reading I教学设计本单元的主题属于“人与自我”范畴。

涉及“健康的生活方式”（二级）“身心健康、珍爱生命”“自我认识、自我管理、自我提升”（三级）子主题。

语篇研读：What:本文对比介绍了Kitty和Daniel的生活方式，主要包括他们的饮食习惯、运动习惯和睡眠习惯。

Kitty喜欢跳舞，睡眠充足，一日三餐规律而健康；Daniel不爱运动，不喜欢吃蔬菜爱吃甜食，有时熬夜。

但是他想对自己的生活习惯做出改变，随后描述了具体的改变计划。

Why:本文话题贴近生活，是学生能够真切感知的一个话题，通过讨论Kitty和Daniel的生活方式，引导学生明白健康生活的重要性，学好本课话题，有助于学生反思自己的生活方式，自我提升，形成强健体魄、积极向上的生活方式和态度。

How: 语篇是新媒体语篇，为kitty和Daniel在网页上发布的文章。

Kitty和Daniel使用一般现在时，以第一人称分别介绍了自己的生活方式。

标题高度概括文章内容，文内使用的语言容易理解，以简单句为主。

两篇文章第一段都为总的介绍，Kitty的文章第二段重点详细介绍饮食习惯，主旨句为第一句。

Daniel的文章第二段重点介绍自己如何改变不健康生活方式的措施，前两句是承上启下的连接句。

两种不同的生活方式，学生能在真实的语境中理解和掌握目标语言项目的意义和用法，语篇中用频率副词较多，使得学生对生活方式有更具象的理解。

语篇中也有homeboy，have a sweet tooth等表达使得语篇充满趣味性。

教学目标：1.学生能够运用阅读技能感知文章，获取两位同学的生活方式信息，提炼出语篇的结构化知识图，了解语篇的结构特点。

通过追问讨论等方式发散思维，对语篇深度阅读，挖掘语篇的主题意义。

2.学生通过联系U5所学的“My school day”，运用课堂所学设计“My Sunday plan”，认识到健康生活方式的重要性。

Unit5 Reading 教学设计1 初中英语九年级上册（牛津译林版）教学目标通过本节课的阅读活动，学生将能够： 1. 使用阅读策略来理解短文的主题和细节； 2. 掌握文本中的关键词汇和短语； 3. 提高阅读理解能力和速度。

教学准备•牛津译林版初中英语九年级上册教材•课件和投影仪•学生练习册•黑板和粉笔•阅读活动相关的练习和任务教学过程第一步：导入1.利用课件或投影仪展示一个图片或关于太空旅行的视频，激发学生的兴趣。

2.引导学生思考并分享他们对太空旅行的认知和想法。

第二步：阅读策略介绍1.向学生介绍不同的阅读策略，如预测、扫读和略读。

2.解释这些策略的用途和在阅读中的应用场景。

3.鼓励学生积极运用这些策略来提高阅读理解能力。

第三步：预测1.通过阅读文章标题和第一段的内容，引导学生预测文章的主题和大意。

2.大声讨论学生的预测结果，以激发学生对文章的兴趣。

第四步：精读1.学生独立阅读文章，并标记出他们遇到的生词和短语。

2.学生可以使用课堂上学过的阅读策略来帮助他们理解文章的内容。

3.教师可提供必要的辅助材料和问题，以帮助学生更好地理解文章。

第五步：讨论和理解1.教师与学生一起讨论短文中的关键词汇、短语和句子。

2.鼓励学生提问并互相解答，加深对文章内容的理解。

第六步：阅读理解练习1.在黑板上写下几个与文章相关的问题，供学生进行阅读理解练习。

2.学生可以独立完成练习，也可以与同伴一起合作解答。

第七步：巩固和拓展1.要求学生根据文章，撰写一篇150字左右的读后感，展示对文章的理解和个人观点。

2.与学生分享和讨论读后感，展开互动和思考。

第八步：作业布置1.分发学生练习册中与本节课内容相关的练习任务。

2.布置一篇关于太空旅行的写作任务，要求学生根据自己的兴趣和想法，写一篇短文。

教学反思通过本节课的阅读活动，学生能够以更加主动和积极的方式来理解文本内容。

阅读策略的引入和讨论，有助于学生提高自己的阅读理解能力和思维能力。

M1U5教学案单元目标：I.能力目标：1.Enable the students to talk about qualities they find in great persons to improve the students speaking and listening abilities.2.Enable the students to get more information about Nelson Mandela to improve the students’ comprehension ability.3.Review the attributive clauses，especially using Relative Adverb when/where/why.4.Enable the students to master the form and steps of writing a letter.II.情感目标：1.Understand the qualities great people have in common and learn the fine qualities from them.2.Develop the students’ moral quality.Step 1. Warming up1. Ask Ss some questions:What are the qualities you should find in a great person?Who do you think is a great person?What qualities do you have?2. Ss finish reading the chart on page 33.Step 2. Pre-reading1. Show Ss some pictures about six great persons and let them guess who they are.2. Ask Ss to tell why they are important persons in history.Step 3. While-reading1. First reading: Ss read the text and finish comprehending 1 on page 35. Decide whether they are true or false .1.Elias went to see Nelson Mandela when he was In trouble. ( )2.Elias left school because the school was too far from his home.( )3.Nelson Mandela helped him keep his job. ( )4.Elias trusted Nelson Mandela and he joined the ANC Youth League.( )5.Elias was willing to blow up government buildings.( )6.Nelson Mandela thought violence was a good way to help black people.( )2. Ss read again and make a timeline of Elias’ life until he met Nelson Mandel a.1940______________ 1942 ______________1944 ______________ 1946 ______________1948 ______________ 1950 _______________1952 ______________ 1954 _______________3. Ss read the whole passage and see how many parts the text can be divided into, and write down the general idea of each part.Part I (paragraph 1-2 ) The hard life of Elias before he met MandelaFind out some detail information after reading para1-2 :Information about Elias:Elias’ problem:Part II (paragraph 3-5 ) The change of Elias’ l ife after he met Nelson Mandela and what Mandela did.answer the following questions after reading para3-5Detail information:1.How did Mandela help Elias?2.What unfair situation did black people face in South Africa?3.How did Elias support Mandela?4. Why did Elias support violence when he did not agree with it?Step 4. After-readingSs discuss:How the ANC Youth League fights the Government?What can we learn from the text about Nelson Mandela?Step 5. Extensive readingGet the Ss to learn more about Nelson Mandela.Ss read the passage: the rest of Elias’ story on page 38, and answer the following questions:1. When did Elias lose his job?2. Does Elias like his present work?Homework1. Recite the key sentences in the text.2. Retell the text.。

Unit5 Reading 公开课教学设计（一）Unit5 First Aid一、教学目标1. 知识目标：了解关于日常急救的词汇，2. 能力目标：提高学生在快速阅读中把握文章脉络和寻找关键信息的能力。

3. 情感目标：通过本节的学习，学生能够对日常紧急情况有应急认识并指导如何正确施救，学以致用。

二、学情分析所教授学生是江西宜春一中高二年级的学生，处于高中过渡年级，已经对高中英语有一定的词汇积累和阅读能力，但将英语运用于具体操作实践中，尤其是在安全问题的大背景下，如何应对紧急情况救助可能会有一定难度。

三、重点难点教学重点是根据本文烧伤的章节内容扩展至日常生活的其他紧急情况，教学难点是将这些日常救护转化为用英语表达的实际操作。

四、教学过程(Greetings)Step1 Warm up (5mins)Part1: Lead-inInvite students to watch a short video by Mr. Bean together.A question: If a emergency happens Can we do that设计意图：通过憨豆先生的搞笑急救视频以轻松活泼的气氛引出本课话题：急救。

What is first aid?illness, serious, injure, temporary, life, injury, first aid.First aid is a __________ form of help given to someone who suddenly falls ill or gets _______before a doctor can be found. Often the ______ or ______ is not _______, but there are other times when giving ________ quickly can save _____. How much do you know about first aid? Let’s do a quiz.Part2: First aid quiz1. Which person would you help first?A. Lily who has cut her foot on glassB. Lucy whose nose is bleedingC. Tom who is not breathing on the ground2. When you are carrying out rescue breathing, where do you check for a pulse (脉搏)?A. the neckB. the handC. the chest3. In a medical emergency (紧急情况) in China what telephone number should you call?A. 999B. 911C. 1204. If a friend has a nosebleed, what should he do?A. lie down and pinch (捏) his noseB. sit down, bend his head forward and pinch his noseC. sit down, bend his head backward and pinch his nose5. What should you do if you find a person trapped under a car ?A .Try to pull him out .B .Find enough people to lift the car safely6. If you find a person with an electric shock, you shouldA. Pull him away with your hand.B. Cut off the electricity at once.7. If you find someone poisoned with gas, you shouldA. Help him drink some water.B. Turn off the gas and open the window.8. If you find a person with a knife in his back, you shouldA. Leave the knife in.B. Pull the knife out.设计意图：通过一些常见日常救护测试了解同学们对急救的了解。

牛津英语8B Unit 5 Reading学案及教案一、教学目标1.学习并掌握Unit 5中的重点单词和短语；2.了解并学习关于世界环境保护的背景知识；3.阅读理解文章内容，并能够提取出关键信息；4.培养学生的阅读和理解能力；5.提高学生的写作能力，能够写出有条理、连贯的文章。

二、教学准备1.教材：《牛津英语8B》Unit 5 Reading部分；2.黑板、白板及相关书写工具；3.学生课本、练习册。

三、教学过程步骤一：导入新课1.教师引导学生回顾上一课时所学内容，并与Unit 5主题进行连接，引起学生兴趣。

步骤二：预习新课1.学生课前完成Reading部分的预习内容，以及词汇和短语的预习和记忆；2.老师在课堂上进行相关预习检查。

步骤三：阅读理解1.学生独立阅读Unit 5 Reading部分的文章，并根据问题进行理解；2.学生可以在阅读过程中使用课本和词典，但需要注意时间限制；3.老师在学生独立阅读完成后，进行问题的讲解和答疑。

步骤四：文章分析1.教师将文章进行分析，讲解每段的主题和关键信息；2.教师解释生词和短语的含义，并引导学生进行发音练习。

步骤五：小组合作讨论1.学生分成小组，合作讨论文章中的问题，并准备好答案；2.每个小组派出一名代表，向全班汇报他们的答案和观点；3.教师带领全班进行讨论，并进行相关解释和指导。

步骤六：语言拓展1.教师引导学生对文章中的重点词汇和短语进行拓展学习，并进行相关练习；2.学生通过阅读理解文章，加深对这些词汇和短语的理解和记忆。

步骤七：写作练习1.学生根据Unit 5 Reading的内容，进行相关的写作练习；2.学生可以选择写一篇关于环境保护的短文或写一封给朋友的信，表达自己对环境问题的看法和建议；3.老师在学生完成写作练习后，进行点评和修改建议。

步骤八：课堂总结1.教师对本节课的内容进行总结，并强调重点词汇和短语的记忆；2.学生进行课堂回顾和提问。

四、课后作业1.完成《牛津英语8B》Unit 5 相关练习册中的阅读理解和词汇练习；2.预习课本Unit 5 Grammar部分的内容。