初中英语阅读整体教学设计——以牛津初中英语 8B Unit 4 Reading

Teaching procedure:Step 1 Warming up Discuss some questions: Do you like reading?What type of book do you like?Step 2 PresentationShow some pictures to learn new words.Step 3 Comic strip1. Show the flash.2. Listen and answer.1) Has Hobo decided what to do with the books?2) What does Hobo want to use the books to do?3. Act out the conversation.Step 4 Ask students to complete Part A on page 49. Step 5 Listen and answerListen to part B and answer the following question.1) What is Daniel reading?2) Why does he like reading history books?3) Does Sandy like reading history books?4) What does Sandy like to read in her spare time? Step 6 Read after the recorder and practise in pairs.A: What do you like to read in your spare time?B: I like reading……….A: Why do you like reading……..B: Because……Step 7 Notes1. Have you decided what to do with these books, Hobo？霍波，你已经决定了怎样处理这些书吗？句中“疑问词what + 动词不定式”结构作宾语，该结构的疑问词还可用when、how、which等。

UNIT FOURPART ONE: TEACHING DESIGN第一部分：教学设计Unit Objectives●To talk about possible situations and possible results●To enlarge the vocabulary about wild animals●To use factual information to support their opinions on wild animals●To learn to take the responsibility to protect wild animalsLANGUAGE POINTS AND FOCUSESVOCABULARY Wild, bear, giant panda, kangaroo, outside, bamboo, bamboo shoot, leaf, sadly, hunter, kill, farmer, forest, nowhere, danger,action, protect, encourage, thick, land, continue, writer, fox,wolf, snake, noon, information, report, thirsty, exam, until,medicine, smell, towards, loss, chairperson, group, farmland,sell, train, peaceful, mice, sharp (四会) delicious, squirrel, gram,kilogram, following, reserve, polar, insect, attack, male,performance, hearing, sincerely, destroy, suitable, female (三会)dolphin, survive, rainforest, stripe, snail, tusk, upright, daytime(二会)EXPRESSIONS Start/begin to do, for the first time, grow into, at the (very) beginning, on one’s own, find… alone, take… away, (be) indanger, take (the following) actions, make sth. adj., encouragesb. to do sth. do something/nothing, run the other way, walkthrough, learn a lot about, yellow fur with black stripes, live as afamily, hunt…for, make medicine, loss of living areas, continueto do sth., lose one’s life, quiet and peaceful, at a time, keepdoing, try one’s best to do sth.USEFUL SENTENCE Sadly, it is very difficult for giant pandas to survive in the wild. If people find baby pandas alone, they will take them away.PATTERN Wolves won’t survive if we don’t give them good areas of forest to live in.If we continue to destroy forests to build roads, they won’t havesuitable homes.Baby giant pandas spend a lot of time drinking their mum’s milk.The number is getting smaller and smaller because many of theirliving areas are becoming farmland.If farmers keep taking the land, giant pandas will have nowhereto live.PERIOD 2: READING ITeaching Goals●To develop the ability to guess general meaning form context●To get to know the problems that the giant pandas are facing and then start tothink of way to protect the pandas●To get to know the importance of animal protectingTeaching ProceduresSTEP 1 Talking about the animalsGet the students to talk about the animals once again. Play the guessing game. Write something about a kind of animal on pieces of paper. Invite some of the students to choose and read about the animal and the others try to guess what animal it is.Guess what they are?1. They are large and heavy. They have thick fur. They like eating sweet food and fish If they are hungry, they also eat man.2.They are lovely and clever animals in the sea. They like swimming in groups. They are very friendly to people.3.They come from Australia. They jump with their babies in their special packets.4. They have yellow fur with black stripes. They are the kings of the forest.5. They are the biggest animals on land. They eat grass.6. They are small animals with big tails. They like climbing trees and eating nuts.7. They live in China. They like eating bamboo shoots and leaves very much.STEP 2 Teaching the words ‘hunter’, ‘survive’ and ‘reserve’As students come to ‘giant pandas’, get the students to talk about whatever they know about giant pandas. As they mention there are few giant pandas now, teach the words ‘hunter’, ‘survive’ and ‘reserve’.To arouse the students’ interest, get the students to guess how he avy giant pandas are at birth. The teacher can also give them some choices to choose from. (e.g. 2 jin, 500 grams, 100 grams and 1 kilogram)STEP 3 Telling the students the right answerTell the students the right answer. (They may be amazed at the information.)Say ‘I have some pictures here. They show how the baby grows into a giant panda. Can you put them into the right order?’Show them the following pictures and ask them to put them into the right order.→→→→STEP 4 Listening to the first part of the passageTell the students, ‘Millie has found a report about giant pandas. Let’s read it and learn more about the animal. But first let’s listen to the first part of the passage and answer the follow ing questions.’Who is Xi Wang? (A baby panda.)How old was Xi Wang when the writer first saw her? (10 days old.)What did Xi Wang look like? (A small white mouse.) What does “Xi Wang” mean in English? (Hope.)STEP 5 Filling in the following tableSay ‘So it’s really amazing that the baby panda is so small. Do you want to know how it grows into a giant panda? Let’s open your books and read the passage.’ Get the students to read the passage and fill in the following table.THE GROWTH OF XIWANG (PARA. 1-PARA.3)AGEWEIGHT FOODAt birth (1 day old)100 grams (100g) her mother’s milk 10 days oldlike a little white mouse 4 months10 kilograms (10kg) 8 months35 kilograms (35kg) Bamboo leaves and shoots 12 months/ 20 months / Ask ‘What did Xi Wang at different time?’ Get the students to read and find out.TIMEWHAT HAPPENED TO XIWANG At birth (1 day old)be born 4 monthsStart to go outside her home for the first time 6 months/ 8 monthsGrow into a healthy young giant pandas 12 months/ 20 monthsHave to look after her selfSTEP 6 Finishing Part CGet the students to finish Part C: the growth of Xi Wang. Look at the pictures and get the students to read the sentences here loudly. This will once again consolidate the students’ understanding of Xi Wang’s growth.STEP 7 Reading and finding out the problemSay ‘Are pandas lovely? (Yes.) However, they are now in danger. It is hard for them to survive in the wild. (Write the sentence on the board.)They are facing a lot of problems. Can you find them out?’ Get the students to read and find out the problem and what people did to solve the problems.PROBLEMS AND ACTIONS (PARA.4 –THE END)SOME OF THE PROBELMESSOME ACTIONS If hunters catch a giant panda, they willkill it for its fur. Make giant pandas reserves bigger.If farmers cut down trees and forests,giant pandas will have nowhere to live.Build more new reserves.If people find baby pandas, they will often take them away. Encourage farmers to leave the giant panda reserves.STEP 8 Finishing Part DHunters, farmers and some people did something bad to giant pandas. Get the students to say something to them.Hunters you shouldn’t kill giant pandas for their fur. AND SO ON.Get the students to finish Part D, Page 62. Check the answers.STEP 9 DiscussionDiscussion:A s a m i d d l e s c h o o l s t u d e n t,c a n y o u t h i n k o f s o m e g o o d i d e a s t o p r o t e c t p a n d a s?STEP 10 Homework: Read the passage and finish off the exercises in the books.。

牛津英语8B Unit4 Reading (1)说课稿一、教材分析本单元是8B第二模块“权利和责任”（Rights and responsibilities）的第一个单元，话题是关于慈善募捐。

阅读部分是这个单元的核心内容，它的任务不仅仅是训练和提高阅读技能，也涵盖了语法、词汇和知识点等内容，同时它还承担着培养正确的情感态度、价值观等更为抽象的深层责任。

所以，根据八年级学生的理解水平和知识结构，本篇阅读课我安排2课时，初读和深读为第一课时，理解运用为第二课时，我说的课时为第一课时。

本课内容是通过一封e-mail，描述了Ricky参加主持一场慈善义演的过程。

选材贴近学生生活，从课堂走向舞台，从学生到主持人，充分体现素质教育理念；同时富有时代气息，为共同构建和谐社会提倡互相帮助的人文精神，培养学生的社会责任感。

二、目标分析知识目标：1 通过阅读文章，理解并熟读其中的生词、词组2 初步理解because, because of ，so和so---that---的用法能力目标：1 运用快速阅读和精读技巧，学会迅速并准确找到所需信息2 初步了解做义演主持人的一些常识情感目标：培养社会责任感，宣传并身体力行救助社会弱势群体和所有需要帮助的人三、重点分析学生通过学习，熟练朗读课文，并了解Ricky主持义演的过程（通过给定不同的阅读任务，突出该重点）四、难点分析难点一熟练朗读课文（我通过引导学生四次阅读来实现难点的突破）难点二区别because和because of的用法，so…that…句型（我设计选词填空和句型转换来突破该难点）五、教学方法与教学工具1、本篇文章是主持慈善义演的过程描写，我采用直观法，播放香港演艺界为海啸受难者慈善义演的视频，引起学生共鸣，激发学生学习兴趣；2、解决重点的过程中，我采用任务型教学法，教会学生运用不同的阅读技巧，从不同角度逐层围剿重点，最终达到理解课文的目的； 3、同时，为了遵循学生的认知规律，我由浅入深，综合情景教学法、自学辅导法、分层教学法等教学方法，培养学生的自主学习能力、推理能力以及综合运用知识技能的能力。

8B Unit4 A good read教学设计Reading 1一、教学分析教学内容Reading1，阅读格列佛游记文章。

教材分析Reading板块通过阅读关于格列佛旅游的文章，让学生熟练掌握和运用一些阅读技能，谈论自己喜欢的书籍一些特征以及喜欢的原因。

学情分析本单元的话题是谈论关于格列佛旅游的文章，通过Reading第一课时的学习，学生对格列佛旅游已经有了更进一步的了解，对于阅读的技能，学生也有了进一步的掌握，从而达到提高阅读技能运用的目的。

教学项目词汇: against tie tiny stomach continue manage finger lift army 词组: be tired out fall over the same as be tied to shout atA huge army of ... run away from... manage to do sth句型: I looked down and saw a huge army of tiny people.I tried to pull one hand free and finally managed to break the rope.教学方法任务型教学法、学生中心教学法、多媒体教学、归纳教学法教学目标语言知识To get some ideas about Gulliver’s travel in Lilliput in this article.语言技能To learn to describe Gulliver’s travel and master the words and phrases in this article.语言运用To learn to use some words to express the love of book.文化意识Reading should be a part of our life, reading can make us more clever.情感态度To make full use of our time to read and be a good friends of book. 学习策略autonomic learning strategy cooperative learning strategy教学重点To learn to describe Gulliver’s travel in Lilliput.教学难点To learn to use some words to express the love of book.教学用具Multimedia, chalk, blackboard时间教学步骤教师活动学生活动教学目的3分钟Step 1:Warming-up“Free talk”Teacher gives a topic on PPT and thenasks Ss to answer:1.Which book do you like best?2.Why do you like it?Look at the PPT andthen have a discussion,and then have a talk.利用话题的讨论来唤起学生对所阅读过的书本进行回忆，通过沟通交流分享自己所喜爱的书本，提高学生学习的乐趣，为下文的阅读做好铺垫。

she hopes to e back possible.10 risingPeriod 21.tie2.lift3.continued4.stomach5.against二,6.feet 7.unable 8.1o break 9.to get10.early三、11.B 点拨:本题用句意理解法。

根据上句可以判断本旬句意为"嗯,直到完成作业,我才会上床睡觉". not...until 意为“直到.....·才",固定搭紀.故选B,12.C 点拨:在末尼表示香定的"也”用either13.A 点拨:句意:虽然不同意我的观点.但老教授没有提出他口己的观点,against有“反对”的意思,符合句意.14.C 点拔:本题川固定句型法解题。

考查形容词的比钕等级。

" one of the + 形容词的服高级+可数名词的复数形式”表达“最·.·之一";能够修饰形容问比佼级的词有 much,even,far,a little,a bit.a lot等。

15.D 点拨:木题用辨析法解题.句意:一一哦,我的天啊! 我把钥匙落在屋里了,我不得不从窗户里进大。

一一这很危险。

你最好等你妈妈川米through意为"穿过、通过",表示从某个范川的一端到另一端,强调动作是从物体的内部经过,往往指穿过森林,窗户窖。

故选D.四16.fall over17.crashed against18.was tired out19.managed to reach20.has been away from; as soon as。

牛津初中英语8B 第4单元Reading［教材分析］8B第4单元是关于野生动物的一个单元，通过本单元让学生了解到各种野生动物的特点和生活习性。

本课时是整个单元的第二课时，是一堂阅读课，是关于大家喜爱的大熊猫的故事。

本课让学生学习一篇介绍大熊猫幼仔的早期生活的文章。

文章第一部分用第一人称的口吻描述作者观察到的大熊猫幼仔的早期生活。

文章的中段，虚实风格换成一种比较客观的含有说服力的基调。

文章第三部分谈论保护大熊猫的一些措施。

特别是第三部分探讨如何保护大熊猫的措施，由课内延伸到课外, 增大学生的知识量, 拓展学生的思维, 达到综合运用语言进行交际的目的。

［教学目标］1、知识目标：1）了解文章的大意，弄清楚文章的结构； 2）了解每部分的中心思想2、能力目标：1）培养学生表达观点的能力；2）培养学生合作探究和解决问题的能力3、情感、态度价值观目标：1）唤起学生对野生动物的关爱，增强保护野生动物的意识；2）鼓励学生想办法，采取措施来保护野生动物［教学重点］1）了解大熊猫的生活情况2）通过阅读，理解课文大意并理清事情发生的顺序。

3）合作探究大熊猫的保护措施［教学难点］培养学生用英语口语表达自己的观点，发展说的能力，深入挖掘文章。

［教学过程］Step1 Warming upPlay a guessing gameT: Do you like animals?S: Yes.The teacher presents some statements in the bubbles on the screen and asks the students,“What animals are they?”e.g.“It jumps with its baby in its pocket. You can see it everywhere inAustralia.”(kangaroo)a)“It is the biggest animal on the land. It has two big ears and it can carryheavy things.”(elephant)b)“It is a small animal with a long thick tail and red, grey or brown fur. Iteats nuts and lives in trees.”(squirrel)c)“It is a horse from Africa, with black stripes on its body.”(zebra)d)“Its fur is black and white. Its body is fat and round. Its favourite foodis bamboo.”(giant panda)…The students put up their hands and tell the answers.［设计意图：通过根据一小段英文的叙述来猜是哪一种动物，激发了学生兴趣，锻炼了他们的英语理解能力，既复习了本单元第一课时所学的一些动物，又通过猜出大熊猫，自然延伸到新课学习，为下一步新课的导入埋下了伏笔，起到承上启下的作用。

案例采撷初中英语“以读促写”教学案例———以牛津版英语七年级下册Unit4的Reading板块为例文|杨培一、教学背景“以读促写”教学模式在课堂教学中得到广泛的关注，通过结合阅读和写作两大板块的内容，能够在阅读中实现对文本的深入分析，牢固掌握文本中的语言表达方式、前后衔接方式等内容，并且在写作过程中将其灵活运用，以此促进学生阅读能力以及写作水平的双向提升。

但是，就初中英语教学实践活动的开展来讲，阅读和写作割裂的问题依然存在，很多教师在教学中仍将阅读和写作当成两个独立的部分展开教学。

为了提升英语写作教学的有效性，促进学生英语学习综合能力的提升，教师在英语教学中要积极转变自身观念，优化英语课堂教学路径，促进课堂教学模式的革新，在解决写作教学中存在问题的基础上，提升学生的写作能力，让作文课堂更具效能。

借助“以读促写”教学模式能够实现阅读和写作的有机结合，避免教学中出现读写分离的情况，能够引领学生在参与中促进自身能力的提升。

本文以牛津版英语七年级下册Unit4的Reading板块为例，论述了“以读促写”教学模式在初中英语课堂中的应用。

二、教学设计（一）教学内容本次教学设计语篇内容选自牛津版英语七年级下册Unit4的Reading板块，该单元主题围绕“Save the trees”展开，语篇主线为“How do trees help us”。

就文章结构而言，一共有3个自然段，针对树木在人类生活以及环境保护中的重要性进行了深入的阐述。

文章在描写树木重要性的基础上，进一步升华了主旨，引导读者展开想象，如果这个世界没有树木会怎么样，从而号召更多的人参与到保护树木的队伍中。

针对该语篇文本中的内容而言，有很多非常细节化的内容。

因此，在读写课堂教学活动中，为了提升教学成效，发挥“以读促写”在读写教学中的价值，针对教学设计而言，将更多的重点放在如何提炼和归纳文本信息方面，让学生通过总结文本中的关键词，实现对文本中心大意的把握，在更好归纳文章整体内容的基础上，进一步促进学生思维的延伸和拓展，从而能够将所学内容运用到今后的英语学习中，拓展“以读促写”教学的深度，为学生英语运用能力的提升提供更有力的支撑。

2013年说课决赛说课稿广州市第115中学陈敏一、教材分析（The analysis of the text）本课是初中牛津英语8BU4 Reading A Educational visits的教学。

为阅读课，全文由三篇围绕同一主题的文章组成。

关于教学交流的话题，学生平时接触得不多，尤其是城乡结合部的学生，没有亲身接触过，甚至完全没有概念，这也对课文的理解造成了一定的障碍。

本单元在Reading A就直接介绍了Educational exchange的实例（Reading B才介绍此意义，在常规教学中，建议先学习Reading B），在学生对其没有概念的前提下进行本课的教学有一定的难度。

一般情况下，单元中的Reading A是一个单元的基础，联系着语法，听说和写作，而在横向看，本节课涉及到的内容则相对独立，和单元学习的其他模块没有太大的联系，就纵向看，关于educational exchange这个话题，没有在其他分册中再出现，所以，本课的定位就是让学生了解这个题材，尽量通过阅读练习充实这部分的内容。

八年级的英语教学更多地偏重于阅读技能的训练和提高，本课将以此为主要目的，输入阅读信息和阅读微技能，最后以输入信息为基础进行口头语言输出，作为对文章掌握情况的反馈。

二、学情分析(The analysis of the students)八年级学生经过中学一年的学习，他们对初中英语的学习有了自己的了解和定位，他们有极强的形象思维能力，好奇心强，上课的注意力容易被吸引，但也容易分散，所以，保持他们的注意力是课堂实效的关键，他们对阅读训练很熟悉，却并没有系统的掌握其技能，他们已经不满足于老师简单重复的1说教，更不喜欢整节课都在做题目，他们亟需引导和启发。

三、教学目标及课程说明234。

牛津英语8Bunit4 reading部分说课稿2胡玉杰Ma Chang Middle School Shu Yang County Jiangsu province Teaching material analysisThis unit is part of the rights and responsibilities for the first unit，Topic is about the charity. Reading part is the key of this unit. The task is not only a training and improve students’ reading skills, and also covers grammar, vocabulary and knowledge and so on. At the same time It’s also to cultivate correct values, attitudes, etc. According to the characteristics of the teenager students, I divide the class into two classes. First class is for the reading, to understand the article. The second is for language points. Today ,I want to share my teaching ideas is first lesson. This article describes the process of Ricky hosting a charity activity by an e-mail This topic is very close to the students, students can be cultivated a sense of responsibilityTarget analysis1 Knowledge goal : master the key words and phrases through reading articles2 Abilities goal: using fast reading skills to answer a few questions3 Emotion aims is to cultivate the students' sense of responsibility, let them to help those who need helpDifficult and important points analysisLet the students read the text, to understand the process of charity activitiesLet students understand the differences between because and because ofStudying methods instruction. Reading is the main task of this period time.Therefore, guiding students to use fast reading to grasp the general idea of article, and through the comparison of examples, let the students find the difference between because and because of and to cultivate students' ability of the ability of self-learning and encourage them to take activities in groupsThe teaching process1 Presentation we can lead in the key words of this part by presentation and arouse the student interests in learning.2 fast reading can make the students to master the main ideas of the text, and finish the answer to question3careful reading can let the students complete exercises in the book 4 Explanation explain some important vocabulary words and sentences to make the students better understand the article5 listen to the tape6 summary7 homework。