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八下英语unit7阅读教学设计Unit 7 Reading Lesson Plan for Eighth Grade EnglishI. IntroductionIn this lesson plan, we will focus on teaching reading skills to eighth-grade students using Unit 7 of the English textbook. The objective is to improve their comprehension, vocabulary, and critical thinking abilities through various activities and exercises.II. Learning Objectives1. Develop reading comprehension skills2. Expand vocabulary related to the unit's topic3. Enhance critical thinking through analyzing text4. Practice reading strategies such as skimming and scanningIII. Pre-Reading Activity: Vocabulary BuildingTo activate students' prior knowledge and expand their vocabulary related to the unit's topic, a word association activity can be conducted. Provide students with a list of key words or concepts from the reading passage and ask them to brainstorm related words. Encourage discussion and teamwork.IV. Reading Activity: Text Analysis1. Pre-Reading Questions:Before diving into the reading passage, ask students thought-provoking questions to stimulate their interest and activate their background knowledge about the topic. This can be done through a class discussion.2. Skimming:In this phase, students quickly read the passage to get a general idea of the content. Emphasize that they should focus on headings, subheadings, and the first and last sentences of each paragraph. Prompt them to identify the main idea and any supporting details through a class discussion.3. Scanning:Provide specific questions related to the passage that require students to search for particular information. This activity helps students practice reading for specific details. Students can work individually or in pairs to find answers to the questions.4. Reading for Detail:In this stage, students read the passage carefully to fully understand the content. Encourage them to annotate the text, underline important points, and make notes in the margins if necessary. Additionally, students can discuss their understanding with peers to clarify any ambiguities.V. Post-Reading Activity: Comprehension Exercises1. Comprehension Questions:Students are given a set of comprehension questions related to the reading passage. These questions assess their understanding of the mainideas, supporting details, and inferential comprehension. Students can work individually or in small groups to discuss and answer the questions.2. Vocabulary Expansion:Direct students' attention to new or challenging vocabulary encountered in the reading passage. Provide exercises or activities that allow them to practice using these words in context or related scenarios. This can involve matching definitions, creating sentences, or engaging in short conversations.3. Critical Thinking:Engage students in critical thinking activities that require them to analyze and evaluate the content they have read. For example, they can be asked to identify the author's purpose, discuss the reliability of the information, or present alternative viewpoints. Encourage open-ended discussions and debates.VI. ConclusionBy incorporating pre-reading, during-reading, and post-reading activities, this lesson aims to improve students' reading comprehension abilities. The various exercises and tasks encourage active participation, critical thinking, and vocabulary expansion. Regular practice and exposure to diverse reading materials will contribute to the overall development of students' English language skills.。
七年级上册Unit7 ShoppingReading(1)教学设计一、教学目标：1. To use some sentences to make a dialogue between shopkeeper and shopper.2. To practise different reading skills: fastreading and carefulreading.3. To pare advantages and disadvantages of online shopping and real二、教学内容：七上Unit7 Reading(1)内容与练习三、教学重难点：1. Help students grasp the basic words and expressions of shopping2. How to make students use the language to talk about shopping四、教学程序：（一）、检查并订正上次布置的作业；（二）、解答学生在英语学习中的有关问题；（三）、预习导航A.根据首字母或汉语提示完成句子1. Her shoes were really ______(便宜).They only cost seven dollars.2. Second, the dogs are too big and there is not ______(足够的)room for them.3. Look! That’s a p______ garden.4. They had a meeting l_____ week.B.翻译下列短语或句子1.想要一些足球卡片___________________2. 稍等片刻_________________5.与···不同__________________7.和她粉色的外套很相配__________________________.（四）合作探究Lead inStep 1: A dialogue with students.Make a easy dialogue about going shopping.Step 2: Free talkAsk the students what presents they would like to buy at Christmas.Step 3: Leading inIntroduce Amy’s Christmas presents .Step 4: Fastreading1. Where is Amy?2. What is Amy buying?Step 5: Carefulreading1. Dialogue 1: Read and fill in the blanks.2. Dialogue 2: Read and answer questions.3. Finish part B2 on P83T or F .4. Read and fill in the blanks.5. Finish part B3 on P84.（五）巩固拓展Step 6: Consolidation1. Act outScene 1&2Role play2. Read a new material about online shopping and answer questions.Step 7: PostreadingTalk about advantages and disadvantages of online shopping and real shopping. Step 8: Testing in classFinish a test in class and hand in.五、课堂练习：（一）、单选题（每空5分，共50分）( )1.How much _______ the apples _______?A. does, takeB. do; takeC. do; costD. does; cost( ) 2. —Hello, ________?—I am looking for a sweater for my daughter.A. how are youB. who are youC. can I help youD. what are you looking for? ( ) 3. Those flowers ______ Kate ＄56.A. payB. takeC. costD. spend( )4. Each girl in the class _____ singing. Listen！They’re singing now.A. likeB. likesC. likingD. to like( )5. My shoes _______my trousers.A. matchB. is withC. matchesD. are match( )6.Here _________ different kinds of things in this shop.A. haveB. isC. areD. has( )7. I like the camera. _________ is it? 100 dollars.A.How oftenB. How manyC. How longD. How much( )8. I don’t like this pair of shoes, can I have a look at another _________ ?A.oneB. onesC. pairD. pairs( )9. She likes drinking some water after __________.A.swimsB. swimmingC. swimD. to swim( ) 10. Do you think it is easy _________ the bird in the tree ?A.to lookB. seeC. to seeD. look二、阅读理解（每题5分，共50分）Mason’s Clothing Store( ) 1.—Which is the cheapest（最便宜的）of all? —________A. Shoes.B. Tshirt.C. Pants.D. Skirt( ) 2.—How much are two skirts and a cap? —_______A. $20.B. $21.C. $22.D. $14.( ) 3. You can buy _______.A. blue pantsB. a blue skirtC. a green capD.a black Tshirt( ) 4. You like red and you only have $6. You can buy_______.A. a skirtB. a capC. a TshirtD. a Tshirt( ) 5. You only have sixteen dollars. You can buy_______.A. a skirt and a pair of pantsB. two Tshirts and a pair of shoesC. a skirt and two pairs of shoesD. a cap and a pair of pants六、课后作业Finish some exercise and remember new words in this lesson.。
7A Unit 7 Reading teaching plan教学设计-教案第一章：教学目标1.1 知识目标ClothingWeatherSeasonsHotColdWarmCoolSunnyRnyCloudyWindy1.2 能力目标学生能够运用所学的单词和短语进行简单的对话，并能够阅读和理解与衣服、天气和季节相关的短文。
1.3 情感目标培养学生对天气、季节和衣服的兴趣，提高他们对英语阅读的积极性。
第二章：教学内容2.1 教学文本本节课的阅读材料是一篇关于衣服、天气和季节的短文。
短文介绍了不同季节的天气特点以及相应的穿着建议。
2.2 教学重点学生能够理解短文的主要内容，掌握相关的单词和短语，并能够运用它们进行简单的描述和对话。
2.3 教学难点学生能够正确使用一般现在时描述天气和季节的特点。
第三章：教学步骤3.1 导入教师通过提问方式引导学生思考衣服、天气和季节之间的关系，激发学生的学习兴趣。
3.2 阅读理解学生独立阅读短文，回答相关问题。
教师引导学生关注短文中的关键词汇和短语，并解释它们的意思。
3.3 词汇学习教师展示单词和短语的图片，学生跟读并模仿。
教师给出例句，学生模仿并运用这些单词和短语进行描述。
3.4 对话练习学生分成小组，根据短文内容编写对话，并表演给其他小组观看。
教师给予评价和指导。
第四章：作业布置学生回家后，用所学的单词和短语写一篇关于自己喜欢的季节的短文，并画出相应的图片。
第五章：教学反思教师在课后对自己的教学进行反思，考虑学生的学习效果和教学方法的适用性，以便在今后的教学中进行改进。
第六章：教学资源6.1 教学图片教师准备与衣服、天气和季节相关的图片，用于辅助教学和激发学生的兴趣。
6.2 教学音频教师准备与课程内容相关的音频材料，用于播放和模仿。
6.3 教学视频教师准备与课程内容相关的视频材料，用于播放和讨论。
第七章：评价方式7.1 课堂参与度教师观察学生在课堂上的参与程度，包括发言、模仿和对话表演等。
7A Unit 7 Reading teaching plan教学设计-教案一、教学目标：1. 知识目标：学生能够掌握并运用本单元关键词汇和句型。
学生能够理解阅读材料的主要内容和细节信息。
2. 能力目标：学生能够提高阅读理解能力，快速获取信息并归纳总结。
学生能够通过阅读培养批判性思维和跨文化交际能力。
3. 情感目标：学生能够培养对英语阅读的兴趣和自信心。
学生能够通过阅读材料意识到环境保护的重要性。
二、教学内容：1. 教学文本：阅读材料《保护环境》。
2. 关键词汇：环境保护、污染、能源、可持续发展等。
3. 句型：讨论环境保护的优缺点、表达观点和理由。
三、教学过程：1. 导入：教师通过提问方式引导学生思考环境保护的重要性。
学生分享对环境保护的看法和经历。
2. 阅读理解：学生独立阅读课文，回答相关问题。
教师引导学生进行小组讨论，共同解决问题。
3. 词汇和句型学习：教师讲解关键词汇和句型，并提供例句。
学生进行小组活动，用关键词汇和句型进行交流。
四、作业布置：1. 学生完成课后阅读练习。
五、教学评价：1. 课堂参与度：观察学生在课堂上的发言和参与情况。
2. 阅读理解能力：评估学生在阅读理解练习中的表现。
3. 作业完成情况：检查学生作业的质量和完成情况。
注意事项：教师应根据学生的实际情况调整教学内容和难度。
鼓励学生积极参与课堂活动，培养他们的自信心和自主学习能力。
注重培养学生的批判性思维和跨文化交际能力，引导他们正确理解和运用阅读材料。
六、教学策略：1. 互动式教学：通过提问、讨论等方式激发学生的思考和参与。
2. 任务型教学：通过小组活动、角色扮演等任务，培养学生的实际应用能力。
3. 情境教学：创设真实的语境，让学生在具体的情境中学习和运用语言。
七、教学资源：1. 课文文本：《保护环境》2. 多媒体课件：环境保护相关的图片、视频等。
3. 学习卡片：关键词汇和句型。
4. 作业练习：课后阅读练习和写作任务。
八、教学步骤：1. 导入：通过提问方式引导学生思考环境保护的重要性。
课题：Unit 7Would you mind turning down the music?
课时：Period 7（Reading）
课型：Speaking, writing, reading
教学目标：
Knowledge Objects: (1) key words and phrases: etiquette, normal, behavior, Asian, uncomfortable, impolite, allow, public, cough ,sneeze, break, careful,
drop, pick, at first, keep…down, put out, pick…up
Take care, break the rule.
(2) Reading: Would you mind keeping your voice down? Ability Object: (1) To train students’ reading comprehension.
(2) To train students how to use the strategy of reading.
(3) To train students’ ability of getting information.
Moral Object: To enable Ss to behave politely in public places and in our daily life. 教学重点、难点：
Key points: Key vocabulary
Section 1.
Section 2.
Difficult points:Section 3.
Section 4.
教学准备：PPT课件
教学方法：speaking, reading and writing methods.
Pairwork
Groupwork
板书设计：
Reading: Would you mind keeping your voice down?
etiquette—normal polite social behavior
Would you mind (not) doing this?
Excuse me. Could you please (not) do …
教学过程：
StepⅠ1、Greet he class and check their homework.
2、Sing the song as usual : If you’re happy!
StepⅡ1、Show the new words on the screen with pictures. (explain some words if necessary)
2、Ask students to read the new words one by one. Correct any mistakes.
Then read the new words and ask students to repeat. Make sure
students know the meanings.
StepⅢSection 1 Before You Read
Pairwork
1、First ask students: Do you know the word “etiquette”?Then
say If you don’t know, please look up the word in your
dictionary.
2、Let students look at the picture below. Ask how many rules
of etiquette can you see being broken?
3、Ask students to talk about and make a list with their
partners.
Step Ⅳ Section 2 While You Read
1、Look at the title and the picture, and predict what the
text is about.
2、This helps you get ready to acquire new information.
3、Play the recording for students and ask students to read
the text.
4、Explain the key phrases and sentences ,an write them on
the board and give examples.
Step Ⅴ Section3 After You Read (3a)
1、Ask students to go through the reading again. Show the summaries
on the screen:
a.We have to be very careful how we criticize people.
b.The way people behave is different in different cultures and
situations.
c.Sometimes, rules of etiquette are the same almost everywhere.
d.Etiquette is a very important idea to understand.
e.We might want to ask someone to behave more politely if we see them
breaking a rule of etiquette.
f.People in China and Europe have different ideas about etiquette.
2、Ask students to match the paragraphs with the best summaries.
3、Check the answers.
Answers:
Paragraph 1 d
Paragraph 2 b
Paragraph 3 a
Paragraph 4 c
Section3 After You Read (3b)
1、Ask students to think of polite suggestions they could make
to each person who is breaking a rule of etiquette according
to the picture.
2、Role play with a partner.
3、Ask some students to say their suggestion
Section3 After You Read (3c)
1、Scan the reading quickly again and find examples of behavior
from it. Ask students: Are these things always wrong, or does
it depend on situation or culture?
2、Then let students put them in the correct column.
3、Check the answers .Ask several students to say their answers.
StepⅥSummary
This class we’ve practiced some reading, speaking and writing.
We’ve also learned something about the word “etiquette”.
Step ⅦHomework
1、Try to find out some rules of etiquette that are different in foreign
countries.
2、Preview the new words in Unit 8.Next time we’ll learn Unit 8.
教学反思：这节课的内容较多，最后课还是没有上完。
原因在于我没有适当的取舍教材，只是为了完成教学任务。
课堂上学生们再讨论图片中人物破坏那些礼节时，其实那是个高潮阶段，学生们已经表明了自己的表现欲望，只是我自己没有把握住。
当然，学生们在这堂课的表现还是不错的，能跟上我的引导，主动思考问题，并且自己会找出问题，进而解决问题。
最重要的是学习英语的激情已经表现出来了，这点是我这堂课的最大收获。
