大学英语阅读课说课稿 2600字

英语阅读课说课稿英文版Good afternoon, everyone. I am happy to be here with you today to discuss our English reading class. In the next few minutes, I will be sharing my thoughts on how we can help our students improve their reading comprehension skills.Firstly, it’s important to create a positive and immersive learning environment for our students. This can be achieved by providing them with interesting and engaging reading materials such as novels, short stories, and articles. In addition, we can incorporate multimedia resources such as audio and video recordings to enhance their reading experience.Secondly, we need to equip our students with reading strategies and skills to help them comprehend and analyze texts. This can be done by teaching them how to skim and scan, identify key ideas and details, make inferences, and evaluate the content of the text. We can also provide them with graphic organizers and note-taking strategies to help them organize their thoughts and ideas.Thirdly, we need to provide our students with frequent opportunities for reading practice. We can have them practice reading aloud, participate in discussions, and complete comprehension exercises.Assigning different forms of writing such as summaries, analysis essays, and reflection essays based on the books and articles of choice will help complement the practice of reading.Lastly, we need to encourage our students to read beyond the classroom. This can be done by discussing books with peers duringclass meetings or creating or joining book clubs. Furthermore, providing our students with access to a wide range of reading materials in the school library or online can motivate them to read on a daily basis and begin cultivating good reading habits.In conclusion, by creating a positive learning environment, teaching reading strategies and skills, providing opportunities for practice, and advocating external reading habits, we can help our students become confident and proficient readers. Thank you for your time and attention.。

英语阅读课说课稿标题：英语阅读课说课稿正文:作为一名英语教师，我相信阅读是学习英语的重要组成部分。

在英语阅读课中，学生可以学习词汇、语法和句型，提高阅读理解能力和口语表达能力。

以下是我为英语阅读课编写的说课稿。

一、教学目标1. 学生将学习新的单词和短语，并通过阅读文章进行词汇和语法练习。

2. 学生将提高阅读理解能力，并通过阅读文章掌握正确的阅读技巧和方法。

3. 学生将提高口语表达能力，并通过阅读文章练习口语表达。

二、教学内容1. 学生将学习新的单词和短语，并通过阅读文章进行词汇和语法练习。

2. 学生将阅读不同类型的文章，如新闻报道、科技文章、小说等，以提高阅读理解能力。

3. 学生将学习正确的阅读技巧和方法，如快速阅读、定位细节、理解主旨等。

三、教学方法1. 教师将采用讲解和练习相结合的方式，帮助学生学习新的单词和短语。

2. 教师将采用多种教学方法，如朗读、讨论、角色扮演等，以提高学生的口语表达能力。

3. 教师将引导学生阅读不同类型的文章，并教授正确的阅读技巧和方法。

四、教学评价1. 学生将进行词汇和语法练习，以检验他们对新单词和短语的掌握程度。

2. 学生将进行阅读理解测试，以检验他们对不同类型文章的阅读理解能力。

3. 学生将进行口语表达练习，以检验他们的口语表达能力。

拓展:1. 在英语阅读课中，教师还可以引导学生学习如何查找信息、如何分析和总结文章、如何写作等实用技能。

2. 英语阅读课还可以帮助学生提高听力和写作能力。

学生可以通过阅读文章来掌握听力技巧，并通过学习文章来提高自己的写作能力。

3. 英语阅读课还可以帮助学生培养英语思维能力。

通过阅读不同类型的文章，学生可以了解不同的思维角度和思维方式，从而提高自己的英语思维能力。

丁银艳说课稿Hello, my distinguished judges and dear students, today i feel honoured to have the opportunity to report my idea about how to teach reading. In the teaching period, i will focus on students' long term development and enable them to be good readers to read for words, for meaning and for thoughts. Generally speaking, my teaching plan includes 3 sections. They are analysis of the teaching material, identifying the teaching aims and teaching procedures. You see, the teaching material is the Reading part from NCEFC Module 5, Unit3. The title is Life in the future. This unit introduces students not only to the more advanced form of transportation in AD 3005 but also to the advantages and problems of life in the future. After analysing it carefully, i find it has 2 unique characteristics. First, it is a long letter, a bit longer than usual; Second, it is concerned with a familiar topic. Thus, it will be easy to activate students to express their own opinions. However, some new words and phrases may still cause difficulty for them to learn and they are in the stage changing from the concrete thinking to the abstract one; thus their ability of analysing is still limited . Thus, as their teacher, i will play the roles of facilitator, organizer, participant and educator. Based on the analysis of the teaching material, the understanding of the teaching material and with the help of the leaning conditions , i set the following objectives. By the end of the class, the students will be able to have a better understanding of the whole passage. They can learn how to inquire, induct, deduct and incorproate. What's more, they can digest new words and phrases. What's more, they can be encouraged to figure out the implied meaning. In order to achieve the objectives mentioned above, i decide to choose Task-based Teaching as the main teaching method and as for the students, i pay much attention to the Cooperative Language Learning. The teaching procedures consists of 5 parts. They are getting ready, focusing on main facts, reading between the lines, responding to the text and assignment.Part1 Getting ready. You see, the class begins before the book is open. Thus, it will be very important to activate the students' existing background knowledge and draw their attention to the topic of this class. Therefore, in this part, i will use the Pre-reading activities to increase their concentration, arouse their interest, fire their imagination and draw their attention to the topic of this class. There are 2 activities. Activity1: picture-talking about the changes of houses, means of transportation and communication method. Activity2: Prediction. This is to help students to be fully prepared for going into the intensive reading.Part2 focusing on main facts. In this part, i mainly design fast reading and close reading. Fast reading includes skimming for general idea and scanning for specific information. Close reading includes 3 activities. Activity1: Message-based activity. That is to fill in the form about what happened before, during and after the journey. What did Liqiang see? What was his feeling. In this part, the students will be confronted a great many sentences, so there comes activity2: Enjoying the beautiful sentences. This is to help students to have a taste of the beauty and accuracy of English words. Activity3: Opinion-gap activity. That is a free discussion about the following question" If you were Liqiang, What would you feel?" By doing all these activities, i hope that students can get the training of skimming and scanning to grasp the relevant information quickly.Part3 Reading between the lines. In this part, there are 2 activities. Activity1: vocabulary- challenge activity. That is to fill in blanks to summarize the whole passage. Activity2: Discussion of the text organization. I will focus on its structure, contents and tone. This is to help students to develop their logical minds and help them to be critical readers.Part4 Responding to the text. There are 3 activities. Activity1: Situational-gap activity. Thatis a Role-playing. I will invite one student to be Liqiang, the other two students to be his parents. They will have a telephone call, talking something about the life in the future. Activity2: Interpretation-gap activity. That is to have a group discussion about the following question" What are the problems we are facing nowadays?" Activity3: Mind-developing activity. I will ask students to create an object which can change our world more comfortable and beautiful.Part 5 Assignment. That is the homework. I will ask the students to write a composition of 120 words to describe the object, focusing on its appearance and function.That's all for my presentation, thank you for your attention.。

英语阅读理解课文说课稿（二）Hello, everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from________）. It is made up of four parts.Part 1 My understanding of this lessonThe analysis of the teaching material:This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the sea better, love the sea and save the sea and the life of the sea.Teaching aims:1. Knowledge aim: Understand the main idea of the text.2. Ability aim: Retell the text in their own words.3. Emotional aim: Make the Ss love the life of the seaand do something to stop it being polluted.Key points / Teaching important points:How to understand the text better.Teaching difficult points:1. Use your own words to retell the text.2. Discuss the pollution of the sea and how to save the sea.Something about the Ss:1. The Ss have known something about the sea and sea life through the Internet and other ways.2. They are lack of vocabulary.3. They don’t often use English to express themselves and communicate with others.4. Some Ss are not active in the class because they are afraid of making mistakes.Part 2 My teaching theories, methods and aidsBefore dealing with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director；Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.Teaching method:Double activities teaching methodQuestion-and-answer activity teaching methodWatch-and-listen activityFree discussion methodPair work or individual work methodTeaching aids:1. a projector2. a tape recorder3. multimedia4. the blackboardPart 3. Teaching steps / proceduresI have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.The entire steps are:Greetings, Revision, Lead-in and preparation for reading, Fast reading（scanning）, Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, HomeworkStep 1 GreetingsGreet the whole class as usual.Step 2. Revision1. Ask students some questions to revise the last lesson（show them on the screen）.a. How much salt do the oceans contain per thousand parts of water?（35 parts of salt. 3.5% by weight）b. What is coral? Why are corals not found in deep water?c. Why is the Dead Sea called the Dead Sea?2. Check the homework（made a survey about the sea or sea life by surfing the Internet or asking for help from other people）. Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson.Step 3. Lead-in and preparation for readingShow them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on.Purpose: Arouse the students’ interest of study.Bring in new subject: Life in the oceans.Step 4. Fast readingRead the passage as quickly as they can. I show the questions on the screen and let them get the main idea of each paragraph:1. Why can living things live in such oceans around the Antarctica?2. What does the whale feed on?3. What is the difference between the sperm whale and other whales?Method: Read the text individually, use question—and —answer activity.Purpose: Improve the students’ reading ability.Understand the general idea of each paragraph.Step 5. Listening（book closed）1. Listen to the tape then do an exercise（wb page 90, part 1）2. True or false exercise.（on the screen）Train the Ss’ listening ability and prepare for later exercises.Step 6. Intensive readingRead the passage carefully again and answer somedetailed questions on the screen.1. How much does a whale eat at a time?2. Do all the whales feed on small fish?3. How deep can a sperm whale dive?It is also called depth reading or study reading. It means reading for detailed information.Purpose: Further understand the text （Train further reading ability） to find out some different sentences and details of the text.Step 7. Preparation for details of the text on the screen1. ...its heart slows to half its normal speed.Purpose: Train the Ss’ ability of understanding and using laguage.Step 8. Consolidation1. Find out the topic sentences.2. Retell the passage according to the topic sentences.Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. What’s more, I want to let them have the ability of introducing and analyzing expression. At the same time, I will write down the topic sentences on theblackboard according to what the students find, so they can retell it easily.Step 9. DiscussionShow them some pictures about the polluted sea and many living things which are in danger and ask them: What are their opinions about it? In order to let them have free choice, I give them another topic: The sea is being polluted. What should they do?Purpose: I mean to give them emotional education. I give them multi-media pictures to arouse their interest of study and their love for life. I mean to make them realize: The sea is in danger!I teach them to do their best to help it and do something from now on. Everyone should do something to love and protect our home.Step 10. HomeworkWrite an article Saving the sea. I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themseleves.Part 4. Blackboard designIn my opinion, the blackboard design can reflect theteacher’s ability of mastering the text and leading the students to master the text easily.In this text, the design is not easy to write. I write the topic sentences on the blackboard in order to tell the students that this is of the importance in this class. The discussion is of the difficulty.I want to make the design inductive, instructive and artistic.。

说课稿模板英语阅读尊敬的各位评委、老师，大家好。

今天，我将为大家展示一节英语阅读课的说课稿。

本节课的主题是“环境保护”，旨在通过阅读材料，提高学生的英语阅读能力，同时增强他们的环保意识。

课程目标：1. 使学生能够理解并分析关于环境保护的英语阅读材料。

2. 培养学生的批判性思维能力，通过讨论和分析，形成自己的观点。

3. 提高学生的词汇量，尤其是与环境保护相关的专业词汇。

4. 激发学生对环境保护的兴趣，并鼓励他们在日常生活中实践环保行为。

教学内容：本节课的阅读材料选自《国家地理》杂志的一篇关于全球变暖的文章。

文章详细介绍了全球变暖的原因、影响以及可能的解决方案。

教学方法：1. 引导式教学：通过提问，引导学生思考文章中的关键信息。

2. 小组讨论：学生分组讨论文章中的观点，鼓励他们分享自己的看法。

3. 角色扮演：学生模拟不同角色，如环境科学家、政策制定者等，讨论如何有效应对全球变暖。

教学过程：1. 导入（5分钟）：通过展示一些全球变暖的图片，引起学生的兴趣，并简要介绍全球变暖的概念。

2. 阅读（15分钟）：学生独立阅读文章，标记不懂的词汇和句子。

3. 词汇讲解（10分钟）：解释学生标记的词汇，确保他们理解文章中的专业术语。

4. 讨论（15分钟）：分组讨论文章中的观点，每组选出一名代表汇报讨论结果。

5. 角色扮演（10分钟）：学生根据分配的角色，讨论全球变暖的解决方案。

6. 总结（5分钟）：总结学生的观点，强调环境保护的重要性，并鼓励学生在日常生活中采取行动。

作业布置：要求学生写一篇短文，表达他们对全球变暖问题的看法以及他们认为可行的解决方案。

教学反思：在课后，我会反思本节课的教学效果，考虑学生的反应和参与度，以及教学方法是否有效。

同时，我会收集学生的反馈，以便不断改进我的教学方法。

通过本节课的学习，学生不仅能够提高英语阅读能力，还能够对环境保护有更深入的了解，形成积极的环保态度。

谢谢大家的聆听，期待与各位老师进一步交流。

全英文说课稿阅读课模板Good morning, dear colleagues and students. Today, I am excited to share with you a lesson plan for an English reading class that aims to enhance students' reading comprehension skills, vocabulary acquisition, and critical thinking abilities.Introduction:Our lesson today is centered around the theme of "Cultural Diversity and Global Citizenship." We will be reading an excerpt from the book "Out of Many, One" which explores the experiences of immigrants in a new country and their contributions to the cultural mosaic of society.Objectives:By the end of this lesson, students will be able to:1. Identify and understand key vocabulary related to cultural diversity.2. Comprehend the main ideas and supporting details in the text.3. Analyze the author's perspective and purpose.4. Engage in discussions about the implications of cultural diversity on society.Materials:- Copies of the reading passage "Out of Many, One"- Whiteboard and markers- Vocabulary handout- Discussion promptsProcedure:1. Warm-up Activity (5 minutes)We will begin with a quick icebreaker. I will ask students to share one thing about their culture that they are proud of. This will set the stage for our discussion on cultural diversity.2. Vocabulary Introduction (10 minutes)Before diving into the text, we will introduce and define key vocabulary words that will aid in their comprehension. These words will be on a handout for students to reference throughout the reading.3. Reading Activity (20 minutes)Students will read the passage silently, underlining or highlighting any unfamiliar words. They will then work in pairs to discuss the meanings of these words using context clues from the text.4. Comprehension Check (10 minutes)We will check for understanding through a series of questions that target the main ideas and supporting details of the passage. This will ensure that students have grasped the core concepts before moving on to deeper analysis.5. Guided Analysis (15 minutes)In small groups, students will analyze the author's perspective, the purpose of the text, and how the author useslanguage to convey their message. They will be encouraged to consider the implications of the author's viewpoint on the broader topic of cultural diversity.6. Whole-Class Discussion (15 minutes)We will reconvene as a class to share insights from the guided analysis. Students will be prompted to discuss how the text relates to their own experiences and the importance of embracing cultural diversity in today's globalized world.7. Reflection and Wrap-up (5 minutes)To conclude the lesson, students will reflect on what they have learned about cultural diversity and how it can enrich our lives. They will also be given the opportunity to ask any remaining questions or share additional thoughts.Homework:For homework, students will write a short reflection on how the reading has influenced their understanding of cultural diversity and global citizenship.Conclusion:This lesson is designed to be interactive and thought-provoking, encouraging students to engage with the text critically and to consider the broader implications of cultural diversity in their own lives. Thank you for your attention, and I look forward to a fruitful and enlightening class discussion.Have a great day, everyone!。

英语阅读课说课稿标题：英语阅读课说课稿正文:尊敬的评委、尊敬的各位老师，大家好！我是来自 XX 学校的 XXX，今天我要为大家呈现一堂英语阅读课的说课稿。

本节课的主题是“如何提高英语阅读水平”。

首先，我想和大家分享一下本节课的目标。

本节课的目标主要是培养学生的英语阅读技能，提高学生的阅读能力，帮助学生掌握阅读策略，同时也旨在提高学生的词汇量和语言表达能力。

其次，我想介绍一下本节课的内容。

本节课的内容是一篇较长的英语文章，文章涉及的主题比较广泛，可以是社会、文化、科技、历史等等。

在上课之前，我会给学生提供一些预习材料，让学生先了解一下文章的大意和重要细节，这样学生在上课的过程中会更加有目的性。

接下来，我想和大家分享一下本节课的教学方法。

本节课的教学方法主要是阅读教学和策略教学相结合。

在阅读教学的过程中，我会引导学生采用多种阅读技巧和方法，比如快速阅读、细节阅读、主题阅读等等。

同时，我也会给学生提供一些阅读策略，比如预测、提问、标记关键词等等，这些策略会帮助学生更好地理解文章。

在策略教学的过程中，我会给学生提供一些实践机会，让学生在实践中体验策略的有效性。

最后，我想和大家分享一下本节课的评价方式。

本节课的评价方式主要是以学生的个体表现和课堂参与度为主要评价指标。

在学生完成作业之后，我会对学生进行面批，及时发现学生的优点和不足，对学生进行针对性的指导。

同时，我也会根据学生的表现，给予及时的反馈和鼓励，帮助学生不断提高自己的阅读水平。

总结起来，本节课旨在培养学生的英语阅读技能，提高学生的阅读能力，帮助学生掌握阅读策略，同时也旨在提高学生的词汇量和语言表达能力。

我相信，通过本节课的学习，学生一定能够取得优异的成绩。

谢谢大家!拓展:1. 英语阅读教学的重要性。

英语阅读教学是英语学习的重要组成部分，可以提高学生的英语听、说、读、写四项基本技能。

同时，英语阅读教学还可以帮助学生扩大词汇量，提高语言表达能力，促进思维发展。

Teaching plan for Module 4 Unit 2 of Grade 9Good afternoon, everyone, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is module4 unit2 of grade 9. the title is books could be produced more quickly and cheaply .I’ll b e ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure, and Blackboard design. First, let me talk about the teaching material.Part 1 Teaching Material:This unit is about great invents.. By studying of this unit, we’ll Enable the students to know the serious attitude towards science ands invents, and develop the interest in science. At the same time ,Let the students learn how to give instructions. this lesson plays an important part in the English teaching in this unit. This is a typical reading lesson in the book . In this lesson, it starts asking the Ss to grasp the main idea of each paragragh.. Therefore, this lesson is in the important position of the teaching material. If the Ss can learn it well, it will be helpful for Ss to improve the ability of reading. As we all know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . According to the new standard curriculum and the syllabus (新课程标准和教学大纲), after studying the teaching material and analyzing the rule of children’s growing of mind, I think the teaching aims are the followings:1.Knowledge objects:a)The Ss can hear, read, and use the main sentence patternsb)The Ss can understand the content of the lesson.2.Ability objects:(1) To develop the Ss’ abilities of listening, speaking, reading and writing.(2) To train the Ss’ ability of working in pairs.(3) To Improve the student’s reading ability, especially their sk imming and scanning ability.3.Emotion or moral objects:a)By completing the task, the Ss increase their interest and set upself-confidence in science;b)Teach the Ss what is “science”, put the moral education in the language study.now, let’s come to the Important points and the Difficult points.Well, how to achieve the teaching objects better, how to stress the important points and break through the difficult points? As is known to us all, The modern teaching demands the teacher should improve thestu dents’ ability. A good teaching method requires that the teacher should have the leading effects. According to the analysis of the teaching material and the students’ learning background ,I will use the following methods .Part 2 Teaching Methods:In my opinion, the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” App roach(交际教学法), “Whole language teaching” (整体语言教学法)and “Task-based”language teaching (任务教学法). That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. According to the modern social communication teaching theories(现代社会交际教学理论), I adopt Task-based Language Teaching (语言任务教学)in my teaching, The former is a “scene —activity” teaching method .It offers the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want. At the same time, I’ll make use of the modern electricity teaching equipments and all kinds of teaching means, it can develop the Ss creativity in learning English.Part 3 Studying Methods:Our students are almost from the countryside. They are lack of geography knowledge and the cultural background of those foreign countries. As students of Grade 9 ,they have some English reading ability. And the beautiful places are most attractive and easily arouse students learning emotion. As for the learning methods, they are poor in cooperative learning skills. Some students are not active in the class ,and some students don’t like English. therefore, I ’ll have Ss study in a relaxed atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, thinking etc. And make preparation for completing the new study task. After feeling and understanding the language points, let Ss get the knowledge actively by probe study and cooperative study. In a word, we’ll1.Teach the Ss how to be successful language learners.2.Let the Ss pass "Observation—Imitation—Practice "（观察—模仿—实践三步教学法）to study language.3.Teach the Ss how to master dialogues and how to communicate with others.Part 4 Teaching Procedure:Step 1 New words and Lead-in.1). New wordsThe four great inventions of ancient China are famous all over the world. We are all famous familiar with them. So I will show the picture of the four great inventions of ancient China and how paper was produced . Then we will learn the new worlds and phrases: create, produce, ink, made of, by hand, etc.Purpose of my design: the articles in our books are always long. it makes the students feel hard to understand the article. So, if we can deal with the new words before reading. The students will understand the text more easily . They will get more interest in reading from now on.2) Lead inAs we all know, the introduction of the Internet in the 20th century make information and knowledge spread quickly. People do lots of things on computer. But there are also many people like reading newspaper, magazine, and we students have lessons with books. There are so many advantages of both books and computers. So let’s talk about the advantages of them.(1)Group competitionBoth books and computers can provide information, knowledge and ideas for us. They make a difference to our daily life. So I divide the whole class into two groups-----boys and girls.they will tell the advantages of them.(2) Group workA debate competition. Girls talk about the advantages of books and boys tell the advantages of computers.Purpose of my design: To get to know the advantages of both books and computers. And make a question for them: can books replaced by computers? By doing this ,I could arise the Ss’ interests and lead to the lesson.Step 2 Reading1). Individual workSkimming: Read the material fast and match the main idea with the paragraphs.2). Pair workSkipping reading: Skip the text, and find out the adverbial clauses of time in the timeline of Activity 3 with your partner. And then make notes about what happened. I will also ask some students to read out the sentences which include the adverbial clauses of time.Purpose of my design: to get the students to know that it is important to find information in a passage quickly. Use the heading and read the first sentences in each paragraph or even the adverbial clauses of time or number words. They often tell you what the paragraph or sentences is about. Then you can decide whether the information you want is likely to be in it. If it is, continue reading it, if not, move to the next one. Especially, it’s necessary to find out the main sentence of each paragraph by themselves.3). Group workDetailed reading: I’ll let the Ss listen to the tape and read the passage again, then each paragraph will be given different questions. At paragraph 1, I will give a questions for selection. At paragraph 2,, I’ll make a chart and the Ss fill in the chart with correct answers. At paragraph 3, I will give sentences for T or F; and at paragraph 4 and 5, I’ll give a question for answer. The students could read the paragraphs carefully with their group members. Actually, the Ss have finish Activity 4and 5 during this process.Purpose of my design: “task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability ofco-operation will be trained. Further more, students can have a deeper understanding , improve reading ability and it is helpful for exam.Step 3 Post-readingGroup work: speaking and repeatI will show the key words on the screen, and ask the students to make sentences with group members. Then I’ll let some one to repeat the content in paragraphs in front of the class.Purpose of my design: Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study. In the group activities, they can speak a little English. Without doubt, this willencourage them to speak English. What’s more ,by doing this, the Ss could master the target language in detail and it’s helpful to their writing. This step also leads to the emotion objective of this lesson, that is to have moral education in this step.Step4 Summery and homework.(1) Summarize the whole lesson by themselves, and arrange the homework.(2) Do Exercises 7 on page 125 in the workbook. Check the mastering of knowledge of this lesson.Purpose of my design: I think it is necessary for the Ss to do some exercises after class to master the knowledge they learned.Part 5 Blackboard Design.Anyway, the teaching of this lesson aims to develop not only the Ss' language technical abilities, but also the various intelligence by gathering teaching methods. Purpose of my design:1、Make the students be free to talk about science.2、Understand the reading passage and can talk more about teamwork.3、Improve the students’ reading and writing skills.As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go. Deal with the language points. Ask the students to pick out the useful expression from the text, give them more examples, and do some exercises to practice the language points.Above is the lecture notes of my lesson. Thank you very much!。

《英语阅读》课程说课稿各位专家上午好！我代表课程组来说一下《英语阅读》这门课程。

我要汇报的内容：包括以下八个部分：课程定位、课程设置、课程目标、教学要求、教学原则与方法、教材选取、测量与评估与课程特色。

一、课程定位《英语阅读》属英语专业技能类型，其目的在于培养学生的英语阅读理解能力和提高学生的阅读速度；培养学生细致观察语言的能力以及假设判断、分析归纳、推理检验等逻辑思维能力；提高学生的阅读技能，包括细读、略读、查读等能力；并通过阅读训练帮助学生扩大词汇量、吸收语言和文化背景知识。

阅读课教学应注重阅读理解能力与提高阅读速度并重。

教材应选用题材广泛的阅读材料，以便向学生提供广泛的语言和文化素材，扩大学生的知识面，增强学生的英语语感和培养学生的阅读兴趣。

本课程为听力、口语和写作能力的提高做必要的铺垫；同时，本课程提供的知识为后续培养学生全面的英语交际能力奠定良好的基础，是重要的专业基础课程。

二、课程设置根据英语专业教学规律，英语阅读的教学过程分为基础和提高两个阶段。

基础阶段的阅读课教学主要是传授英语阅读的基本技巧，对学生进行全面严格的基本技能训练。

基础阶段主要提高学生的事实性阅读能力（factual reading ability），而提高阶段则应以提高学生的评判性阅读能力(critical reading ability)和鉴赏性阅读能力(aesthetic reading ability)为主。

英语阅读课的教学总学时一般为320学时，每周安排2学时。

根据高职英语专业人才培养的需要，我们制定了本门课程的课程目标：三、课程目标通过本课程的学习，学生要达到以下三个目标：知识目标：获得语言知识，扩大词汇量；提高阅读速度及篇章理解能力；能力目标：具备搜索、整理、归纳、分析信息资料的能力；能对文章进行批判性的阅读。

素质目标：培养独立阅读能力和阅读的兴趣；提高语言文化关注。

四、教学要求学生在学完1年后，应能阅读难度相当于英文原著简写本的浅显材料，阅读速度为每分钟50-80个单词，能理解中心大意，抓住主要情节或论点。

阅读课（reading）说课稿Good morning, honorable judges. I’m XX. It’s my great pleasure to be here sharing my lesson with you.I’m going to talk about my design of the reading lesson. And the focus is how to compare with people. It is taken from Book 1, Unit 3 for Senior Two students. The topic is I’m more outgoing than my sister.I am talking from the following aspects.Firstly, let me introduce the teaching and learning objectives.This is a reading lesson. After the lesson, my students will be able to grasp the structure of each passage, and understand the main idea. In addition, they will be able to master the new words in the text. And during reading, they will learn to help their friends in daily life.Secondly, I want to tell something about focal and difficult points. Although students have read many texts, they don’t know how to find out the main ideas of the separate passages. Thus, the focal point is that how to find out the main ideas of the separate passages. They might not be able to find the words needed. The difficult point is the new words. I will use the definition and explanation to illustrate them.Thirdly, I’d like to talk about the teaching and learning methods.According to the analysis above, I’ll try to use the group discussion method, method of lecture, and practice method to help students learn and understand this article. In this lesson, I’ll guide my students to learn how to read by model of PWP (Pre-reading, While reading, Post-reading). And learning method is self-dependent and cooperative learning.The fourth part is the teaching procedures. I’ll divide the lesson into 3 parts. They are pre-reading, while-reading and post-reading.I’ll talk about pre-reading stage first. The first step is warm up.Before the class, I will play a song named Looking for Friend s. Then, I ask the students: what do you think a good friend should be like? (See table1)The purpose of doing this is to attract the students’ attention and motiva te the students.The second step is brainstorm. I will ask the students two questions (see table 2): And I will choose some students to answer the question. And during the procedure, I will introduce some new words. The purpose of asking question is to activate the Ss’ prior knowledge and get ready for the topic, and deal with the difficult and new vocabulary.Then, I’d like to talk about while reading. It contains 2 parts. They arefast reading and detailed reading.First, I’ll talk about fast reading. Before their reading, I’d divide the whole class into 3 groups marked by different colors (red, blue, green), and give every student a number in each group from 1 to n.In the fast reading part, I will ask the students to skim the whole text in three minutes and let them find out the main idea of each passage with their group members. Then let them match the writer with the main idea (See Table3). The purpose of doing this is to help students find the main idea of each passage. And can learn to cooperate with others.Then, I’m going to talk about the detailed reading stage. In this part, I’ll ask them to read the text carefully and then findout some details through 2 separate times. The purpose of reading in details is toget some important and useful information. On their 1st reading, I will give the Ss 3 minutes to read this text carefully to find out the reasons of each idea with their group members. After checking Table3, the Ss should finish the Table4 (True or False question) on the PPT. The purpose of doing this is to inspire the Ss to read actively and be more familiar with these passages.At the 2nd detailed reading, I will ask the students to look at the PPT, there are three questions (see table 5), after they read the questions, I will ask them to reread the 3 passages to find the answers with their group members in three minutes. After their reading and finding the answers, I will choose the first student who raises his /her hand to answer and give his /her group a score. After checking the answers, I will lead the students to find the similar place in the 3 friendships. Then I will show the answer on PPT. The purpose of doing this is to get the students know some more details about the text. In addition, I will guide them to learn to help their friends in daily life.The third stage of my lesson is post-reading. In this part, the Ss will share their own ideas about whether their friends are the same as them or not and command them to write a short essay about comparing people according to the structure of the text. The purpose of this part is offering students opportunities to integrate what they have learned from the text into their existing knowledge. And this can make sure that the Ss understand the whole passage and how to compare with people, as well, let them know the usage of some new words and phrases.At last, all the students will be asked to finish their passages and correct them with the help of other students. They shouldhand it over the next lesson and this will be their assignment.The last one is my blackboard design. In my opinion, the Bb can reflect the T’s ability of mastering the text and leading the students to master the text easily. So, when brainstorming, I will write down the new words in the blackboard so that the students will master the new words.Then, when they are reading, the mind-map will be drawn on the Bb so that the students will learn to organize their ideas.That’s all for my presentation. Your advice will be highly appreciated!Thank you.Table 1:1a What do you think a good friend should belike?A good friend…_______ a. has cool clothes._______ b. is talented in music._______ c. likes to do the same things as me._______ d. is good at sports._______ e. truly cares about me._______ f. make me laugh.._______ g. is a good listener.Or others.Table 21. What are the similar things between you and your friend?2. What are the different things between you and your friend?Table 3:writer Main idea reasonsJeff Green Friends should be thesame a. We both arequiet.b. We enjoystudyingtogether Huang Lei Friends can be different a. We are quite differentb. We help eachother to dobetter.Mary Smith It doesn’t matter to bethe same or different A true friend reaches for your hand and touches your heart.Table4:Are the following statements true of false?Number Statements True False 1Jeff is less serious than most kids.2Jeff and Yuan Li are both quiet..√3Jeff thinks it is easy for him to makefriends.4Huang Lei is taller than Larry.5Huang Lei isn’t as good at tennis as Larry.6Larry works harder than Huang Lei.7Marry thinks her friends should be the sameas her.8Carol broke her arm last year and Mary madeher feel better.Table 5:Numbers Questions1What do Jeff Green and his friend do together?2How do Huang Lei and his friend help each other?3What does Mary Smith’s friend do for her?。

英语阅读指导课说课稿一. 设计理念苏霍姆林斯基曾说过:“儿童的学习越困难，他在学习中遇到的似乎无法克服的障碍越多，他就应当更多地阅读。

阅读能教给他思考，而思考会变成一种激发智力的刺激，书籍和书籍激发出来的活的思想是防止死记硬背(这是使人智慧迟钝的大敌)的最强有力的手段。

”同时，阅读也是对“学困生”进行智育的重要手段，“学困生”读书越多，他的思考就越清晰，他的智慧力量就越活跃。

可见，作为教师，我们可以以此为突破口，有预见地，有组织的对学生进行一些阅读指导，借助图书馆，报刊，网络等有效的资源来增加学生的经历，体验;并籍此来培养和提高学生搜集和整理信息的能力，获取新知的能力，发现和解决问题的能力和交流合作的能力;拓宽学生的视野，保护学生的好奇心，培养他们的自主性和创新意识。

二. 设计思路在进行阅读指导前，我先根据本课的主题给学生一些提示，把学生分成几个小组，让学生根据这些提示通过多种渠道去自主学习搜集和整理信息，并形成书面报告。

在课堂上让学生把自己的成果分组展示(讲故事，表演，英语墙报，和展览等多种渠道)，进行信息交流，资源共享。

在此基础上出示学生搜集的几个不同体裁的典型题例，来渗透解题方法和技巧指导。

三. 学情分析初二学生已具备一定的知识基础和阅读能力，可以通过教师设计的恰当的学习活动，自行寻找，搜集和利用周围有效的学习资源，进行自主学习，合作学习和探究学习。

四.设计原则: 1.关注学生参与课堂教学的状态，让学生以饱满的精神状态进入课堂，在自主、合作、探究等学习过程中，构建知识、习得方法、体验过程、培养能力。

2.关注学生的问题意识，从学生的生活经验出发，引导学生发现问题、分析和解决问题。

3.给学生的自主学习提供机会，为学生自主发展提供时间和空间的保证。

4.给学生的合作学习提供机会，初步养成与人交流、分享与协作的习惯，形成尊重别人劳动成果的意识。

五.过程与方法下面我就以关于中西文化差异的阅读为例，谈谈我的一些阅读指导措施。

英语阅读说课稿范文中文版The importance of reading in language learning cannot be overstated. Reading not only exposes students to rich vocabulary and diverse grammatical structures, but it also provides them with valuable cultural insights and opportunities for critical thinking. As such, designing effective lesson plans for English reading is a crucial aspect of language instruction. In this essay, I will present a sample lesson plan for an English reading class, outlining the key components and strategies employed to foster student engagement and learning.The primary objective of this lesson plan is to enhance students' reading comprehension skills and their ability to analyze and interpret literary texts. The target audience is a group of intermediate-level English language learners, who have a solid foundation in the language but still require guidance and support in navigating more complex reading materials.The lesson begins with a warm-up activity that aims to activate students' prior knowledge and pique their interest in the topic. Theteacher may start by displaying an image or a brief excerpt from the reading passage and asking students to share their initial thoughts and predictions about the content. This interactive introduction not only helps students become mentally prepared for the lesson but also encourages them to engage actively with the text.Next, the teacher introduces the reading passage, providing a brief overview of the text's genre, theme, and historical or cultural context. This contextual information helps students better understand the significance and relevance of the reading material, which in turn enhances their overall comprehension. The teacher may also highlight any unfamiliar vocabulary or idioms that are likely to appear in the text, providing definitions and examples to ensure that students are equipped with the necessary linguistic tools to tackle the reading.The core of the lesson involves the actual reading of the passage. Depending on the length and complexity of the text, the teacher may choose to employ a variety of reading strategies, such as:1. Guided reading: The teacher reads the passage aloud, pausing at key points to ask comprehension questions and encourage students to share their observations and interpretations.2. Collaborative reading: Students work in small groups to read anddiscuss the passage, with each group member taking on a specific role (e.g., summarizer, vocabulary expert, literary analyst).3. Independent reading: Students read the passage individually, with the teacher providing support and guidance as needed.Regardless of the specific approach, the goal is to foster an active and engaged reading experience, where students are actively constructing meaning and developing a deeper understanding of the text.After the reading, the teacher facilitates a comprehensive discussion of the passage, guiding students through a series of higher-order thinking questions that encourage critical analysis and interpretation. These questions may focus on the text's main themes, character development, narrative techniques, or the author's underlying message. By engaging students in this intellectual discourse, the teacher not only assesses their comprehension but also helps them develop essential critical thinking skills.To further reinforce the learning objectives, the teacher may assign a written assignment or a project related to the reading passage. This could involve a literary analysis essay, a creative writing piece, or a multimedia presentation that allows students to demonstrate their understanding and apply their newfound knowledge in a meaningfulway.Throughout the lesson, the teacher employs a variety of instructional strategies and techniques to cater to the diverse learning styles and needs of the students. This may include the use of visual aids, audio recordings, or technology-based resources to supplement the reading material and enhance the learning experience.Additionally, the teacher provides ongoing feedback and support to the students, addressing any areas of difficulty or confusion and offering guidance and encouragement to help them overcome challenges and achieve success.In conclusion, the sample lesson plan presented in this essay highlights the key components and strategies essential for an effective English reading class. By fostering active engagement, critical analysis, and meaningful application of the reading material, this lesson plan aims to equip students with the necessary skills and confidence to become proficient and enthusiastic readers in the English language. Through the implementation of this comprehensive and well-designed lesson, students will not only improve their reading comprehension but also develop a deeper appreciation for the richness and complexity of the English language and its literature.。

英语阅读指导课说课稿范文Reading is a fundamental skill that allows individuals to access knowledge, expand their understanding, and engage with the world around them. In the context of language learning, the development of effective reading strategies is crucial for students to make progress and achieve proficiency. An English reading guidance course offers a structured approach to teaching these essential skills, empowering learners to become confident and independent readers.The primary objective of an English reading guidance course is to equip students with a diverse repertoire of reading strategies that they can apply across a range of text types and genres. This includes techniques for pre-reading, such as activating prior knowledge, making predictions, and setting purpose. During the reading process, students learn strategies for maintaining focus, monitoring comprehension, and employing critical thinking skills to analyze and interpret the text. Additionally, post-reading activities encourage learners to engage in reflection, summarization, and the application of the acquired knowledge.One of the key components of an effective English reading guidance course is the emphasis on metacognitive awareness. Students are encouraged to develop a deep understanding of their own reading processes, strengths, and areas for improvement. This self-awareness empowers them to select and adapt reading strategies based on the demands of the task and the characteristics of the text. By fostering this metacognitive approach, the course helps students become more autonomous and self-directed in their learning, ultimately leading to greater success in their academic and professional endeavors.The course structure typically includes a combination of direct instruction, guided practice, and independent exploration. During the direct instruction phase, the instructor introduces and models various reading strategies, providing clear explanations and demonstrations. This is followed by guided practice, where students have the opportunity to apply the strategies under the guidance and support of the instructor. As learners become more proficient, the course gradually transitions to independent exploration, where students are encouraged to experiment with different strategies and evaluate their effectiveness in various reading contexts.One of the key strengths of an English reading guidance course is its adaptability to diverse learning needs and preferences. Instructors can tailor the content, pacing, and instructional approaches to caterto the unique requirements of different learner profiles, such as those with varying language proficiency levels, learning styles, or academic backgrounds. This flexibility ensures that the course remains engaging and relevant, catering to the individual needs of each student.Moreover, the course emphasizes the importance of authentic and meaningful reading materials. Instead of relying solely on textbook excerpts or simplified passages, the curriculum incorporates a wide range of authentic texts, including news articles, academic papers, literary works, and digital media. This exposure to real-world language use not only enhances comprehension but also fosters a deeper appreciation for the richness and nuances of the English language.In addition to the development of reading strategies, an English reading guidance course often integrates other language skills, such as vocabulary acquisition, grammar reinforcement, and written expression. By weaving these elements together, the course provides a holistic approach to language learning, enabling students to apply their reading skills in various communicative contexts.The assessment and evaluation component of the course is also crucial, as it allows instructors to monitor student progress, identify areas for improvement, and provide targeted feedback. This caninclude a combination of formative assessments, such as in-class activities and quizzes, as well as summative assessments, like reading comprehension tests or project-based evaluations.In conclusion, an English reading guidance course offers a comprehensive and tailored approach to developing effective reading skills. By equipping students with a diverse repertoire of strategies, fostering metacognitive awareness, and incorporating authentic materials, the course empowers learners to become confident and independent readers. This, in turn, lays the foundation for their overall language proficiency, academic success, and lifelong learning.。

英语阅读名师讲课稿模板英语阅读是英语学习中的重要组成部分，它不仅能提高学生的英语语言能力，还能拓宽学生的视野，增强跨文化交际的能力。

以下是一份英语阅读名师讲课稿模板，供教师们参考使用。

尊敬的同学们，今天我们将一起探讨英语阅读的重要性，并学习一些提高英语阅读能力的有效方法。

首先，让我们来谈谈英语阅读的重要性。

英语作为世界上使用最广泛的语言之一，其阅读材料丰富多样，包括文学作品、新闻报道、学术论文等。

通过阅读，我们不仅能够学习到语言知识，还能够了解不同的文化背景和社会现象，这对于我们成为具有国际视野的人才至关重要。

接下来，我们来探讨如何提高英语阅读能力。

以下是一些实用的策略：1. 扩大词汇量：词汇是阅读的基础。

同学们可以通过阅读词汇书、使用词汇卡片、参与词汇游戏等方式来记忆和学习新词汇。

2. 培养阅读习惯：每天抽出一定的时间进行英语阅读，可以是新闻、小说、杂志等，持之以恒是提高阅读能力的关键。

3. 学习阅读技巧：包括速读、精读、略读等。

速读可以帮助我们快速获取文章大意，精读则有助于我们深入理解文章内容，略读则让我们能够筛选出重要信息。

4. 提高理解能力：通过提问、总结、讨论等方式，加深对文章内容的理解。

在阅读后，尝试用自己的话复述文章的主要内容和观点。

5. 跨文化交际能力：在阅读过程中，注意文化差异，理解不同文化背景下的表达方式和思维方式。

6. 批判性思维：在阅读时，学会质疑和分析作者的观点，培养独立思考的能力。

7. 使用辅助工具：如词典、翻译软件等，帮助我们更好地理解生词和难句。

8. 参与讨论和分享：与同学们分享你的阅读体验，参与讨论，这不仅能提高你的口语表达能力，还能加深对阅读材料的理解。

最后，我想强调的是，英语阅读能力的提高是一个长期的过程，需要我们不断地练习和积累。

希望同学们能够珍惜每一次阅读的机会，不断挑战自己，提高自己的英语阅读水平。

今天的课程到此结束，希望这些建议能够对大家有所帮助。

如果大家有任何问题或想法，欢迎在课后与我交流。

unit3英语阅读课说课稿Unit 3 English Reading Lesson PlanIntroduction:Today's lesson is focused on the third unit of our English reading curriculum, which aims to enhance students' comprehension skills, vocabulary acquisition, and critical thinking abilities through a variety of reading materials. The theme for this unit is "Cultural Diversity," and we will explore different cultural practices and traditions from around the world.Objectives:1. To improve students' reading comprehension skills by analyzing and discussing the text.2. To expand students' vocabulary related to cultural diversity.3. To encourage students to think critically about cultural practices and their significance.4. To foster an appreciation for different cultures and promote respect for diversity.Materials:- Copies of the reading text "Cultural Diversity: A World of Traditions"- Whiteboard and markers- Handouts with vocabulary lists and comprehension questions - Multimedia resources, such as videos or images, related tothe cultures discussed in the textProcedure:1. Warm-up (5 minutes)Begin the class with a brief discussion about the students' own cultural backgrounds and traditions. This will help to engage students and set the context for the lesson.2. Vocabulary Introduction (10 minutes)Introduce and explain new vocabulary words that are essential for understanding the reading text. Provide definitions, examples, and encourage students to use the words in sentences.3. Reading Activity (20 minutes)Distribute the reading text and ask students to read it silently. Encourage them to note down any unfamiliar words or concepts for later discussion.4. Comprehension Check (15 minutes)After reading, use the comprehension questions from the handout to check students' understanding of the text. Discuss the answers as a class, allowing students to express their thoughts and opinions.5. Deep Dive Discussion (20 minutes)Facilitate a deeper discussion on the themes and issues presented in the text. Use open-ended questions to encourage critical thinking and reflection on cultural diversity.6. Multimedia Exploration (10 minutes)Show videos or images related to the cultures mentioned in the text to provide a visual context and enhance understanding.7. Vocabulary Reinforcement (10 minutes)Review the new vocabulary words and encourage students to use them in context. This can be done through quick quizzes, sentence completion exercises, or a vocabulary relay game.8. Wrap-up and Homework Assignment (5 minutes)Summarize the key points of the lesson and assign homework that reinforces the reading and vocabulary learned. This could include writing a short essay about a culturaltradition from their own background or researching a new culture to present to the class.Assessment:Students will be assessed based on their participation in class discussions, the quality of their homework assignments, and their performance on a follow-up reading comprehension quiz.Differentiation:For students who struggle with reading, provide additional support by pre-teaching key vocabulary and offering a simplified version of the text. For advanced students, encourage them to explore additional resources on the topic and to lead a mini-presentation on a specific cultural practice.Conclusion:This lesson plan is designed to not only improve students' English reading skills but also to broaden their cultural horizons and promote a deeper understanding of the world's rich tapestry of cultures.。

说课稿模板英语阅读范文尊敬的各位评委，大家好。

今天，我将与大家分享一节英语阅读课的教学设计，主题为“环境保护”。

课程导入在课程的开始，我会通过展示一些关于地球环境变化的图片，激发学生对环境保护的兴趣。

我会提问：“你们认为这些图片展示了什么？我们能为环境保护做些什么？”通过这样的问题，引导学生思考并参与讨论。

教学目标本节课的教学目标是：1. 学生能够理解并掌握文章中的主要词汇和句型结构。

2. 学生能够通过阅读文章，了解环境保护的重要性。

3. 培养学生的批判性思维能力，鼓励他们对环境保护问题提出自己的观点。

教学内容本节课的阅读材料是一篇关于环境保护的英语文章，文章介绍了全球变暖、污染问题以及人们可以采取的措施。

教学方法1. 预习：在课前，我会要求学生预习文章，标记出生词和不理解的句子。

2. 词汇教学：通过图片、例句和游戏的方式，帮助学生掌握文章中的生词。

3. 阅读理解：引导学生通过快速阅读和细读，理解文章的主旨大意和细节信息。

4. 讨论与交流：组织小组讨论，让学生分享自己对环境保护的看法和建议。

教学过程1. 导入：通过图片和问题激发学生兴趣。

2. 词汇学习：教授并练习文章中的生词。

3. 阅读：学生独立阅读文章，完成阅读理解任务。

4. 讨论：小组讨论，分享阅读后的感想和观点。

5. 总结：总结学生的观点，强调环境保护的重要性。

作业布置课后，我将布置学生写一篇短文，主题是“我如何为环境保护做出贡献”，以此来巩固他们在课堂上学到的知识。

教学反思在课后，我会反思本节课的教学效果，思考如何改进教学方法，以更好地满足学生的学习需求。

结束语通过本节课的学习，我希望学生们能够认识到环境保护的重要性，并在日常生活中采取实际行动，为保护我们共同的家园贡献自己的力量。

谢谢大家的聆听。

Go for it! StarterUnit 1 Good morning!一、说教材Go for it! 是以任务型语言教学为基础的英语教材，它体现“以学生为中心”和“以人为本”的教学思想，融话题、交际功能和语言结构于一体。

Starter Unit 1是Go for it! 预备篇三个单元中的第一单元。

预备篇是为了使没有英语学习基础的学生更好地使用本套教材而编写的。

它的主要内容为26个字母和最基本的英语日常用语。

本单元的教学内容为：学习Aa---Hh 8个字母。

学习hi、hello、good、morning、afternoon、evening、fine、OK、thanks 等词汇。

学习不同时间见面时的问候语及其回答。

二、教学设计思路在Go for it! 的教材上，每个单元只有一个总体的教学内容安排，对教师来说，这是一个灵活运用教材的机会，任何教学内容的调整和取舍，都是合理的。

但这也是挑战，教师必须从所教学生的实际水平和语言能力出发，合理安排本单元的课时数，设计好每课时的教学内容。

教师在教学设计时，首先根据自己学生的实际水平和语言能力，排出单元的总课时数，然后安排好每个分课时的教学内容，设计好相应的教学步骤，以及运用相应的教学策略。

Starter Unit 1的教学重点：Aa----Hh的字母教学相互问候：Good morning/afternoon/evening, Alice!Hello, Frank!Hi, Cindy! How are you?I’m fine/OK, thanks.教学难点：a) 不同时间的不同问候；b) 人名的读法和人物与名字的配对（8个）。

整个单元的内容，把它分配在3个课时中完成。

第一课时：完成Section A----1a,1b。

课时目标：a) 学习见面时的相互问候。

b) 认识1a中的8个人物，能正确读出他们的名字。

第二课时：完成Section A----2a,2b,2c,2d,3,4a,4b,4c。