拓展阅读课教学设计_New

英语阅读课教学设计全英教案English Reading Class Teaching DesignI. IntroductionThe English reading class is an important component of language learning, as it helps students improve their reading skills and gain deeper insights into the English language and culture. This teaching design aims to provide a comprehensive and engaging lesson plan for English reading classes.II. Learning Objectives- Develop students' reading comprehension skills- Enhance students' vocabulary acquisition- Familiarize students with different text types and genres- Improve students' critical thinking and analytical skillsIII. Warm-up Activity: Vocabulary ReviewTo activate students' prior knowledge and engage them in the reading materials, a vocabulary review activity will be conducted at the beginning of each class. The teacher can use flashcards, word association games, or semantic mapping techniques to review key vocabulary related to the upcoming reading text.IV. Pre-Reading Activity: Predictions and DiscussionBefore diving into the main reading passage, students will be encouraged to make predictions based on the title, headlines, or visuals connected to the text. This pre-reading activity stimulates students' curiosity and prepares them for the upcoming reading tasks. Additionally, a short group or class discussion can be facilitated to activate students' background knowledge related to the topic.V. Reading Tasks1. Skimming: Students will read the text quickly to get a general understanding of the content. They will focus on identifying the main ideas, important dates, or key pieces of information within a given time limit.2. Scanning: Students will be given specific questions or statements to locate and retrieve information from the text. This activity aims to develop students' scanning skills, allowing them to find specific details efficiently.3. Detailed Reading: Students will read the text carefully and analyze the structure, style, and language used. They will answer comprehension questions, summarize paragraphs, or identify literary devices. This task promotes critical thinking and trains students to extract meaning from the text.4. Vocabulary Expansion: Throughout the reading process, students will encounter new words or expressions. In this phase, students will be guidedto infer word meanings from context, create personal vocabulary lists, and engage in vocabulary-related exercises such as word collocations, synonyms, or antonyms.VI. Post-Reading Activities1. Discussion and Reflection: After completing the main reading tasks, students will participate in a group or class discussion to share their opinions, thoughts, and reflections on the text. This activity encourages students to express themselves in English and develop their speaking and listening skills.2. Extension Activities: To further explore the text and expand students' comprehension, extension activities can be conducted, such as role-plays, debates, or creative writing tasks. These activities provide opportunities for students to apply the knowledge gained from the reading text in a practical and meaningful manner.VII. AssessmentTo evaluate students' progress and understanding, formative and summative assessments will be implemented. Formative assessments include classroom participation, group activities, and quizzes. Summative assessments may consist of reading comprehension tests, written assignments, or presentations based on the reading texts.VIII. ConclusionThis English reading class teaching design provides a systematic and engaging approach to developing students' reading skills. By incorporating various reading tasks, vocabulary expansion activities, and post-reading discussions, students will not only improve their reading comprehension but also enhance their critical thinking, analytical abilities, and overall language proficiency. This teaching design aims to create an immersive and dynamic learning environment that fosters a genuine love and appreciation for English literature and reading materials.。

My New Neighbor读写课教学设计【设计理念】本课进行的是读写课型。

以课文为载体，阅读含有一般过去时的语篇材料，理解掌握含有一般过去时的语篇材料，提高学生的阅读能力;通过本文的学习，帮助学生学会与人相处，表达自己的善意，做一个让他人喜欢的人。

能够运用一般过去时态的句子谈论自己及他人做的事情，读懂含有一般过去时态的文章，培养学生跨文化交流的能力，为语言交际做好准备。

教学目标：1.知识目标：掌握新词汇，一般过去时态的含义，构成，用法及标志词。

2.能力目标：能够运用一般过去时态的句子谈论自己及他人做的事情，读懂含有一般过去时态的文章。

3.情感态度与价值观：通过本课的文章，学会与人相处，表达自己的善意，做一个让他人喜欢的人。

教学重点：一般过去时的含义，构成，用法及标志词。

教学难点：能运用一般过去时造句及与他人交流。

课型：读写课教学过程:课前延伸课前朗读:朗读学过的单词每日播报:用英语描述自己的爱好。

课内探究Step 1：复习检测Step 2：读前导入Free talk : my new neighborLast weekend,a new girl moved in next door .She had long hair and glasses.It looked like she was the same age as me。

………we became good friends after that.进行话题导入，通过教师复述这篇文章，让学生明白事情发生的时间，对文章有个大体的了解，并通过一些肢体动作使学生先听到一些动词的读音已经变化。

Step 3：快速阅读1. 引出动词——阅读小短文my new neighbor，让学生找出动词。

Last weekend,a new girl moved in next door .She had long hair and glasses.It looked like she was the same age as me。

阅读材料Festivals and celebrations1.整体设计思路、指导依据说明教学设计理论依据：英语教学是一种动态教学或者活动教学，教学过程是交际活动的过程。

只有从组织教学活动入手，大量地进行语言实践，使英语课堂交际化，才能有效地培养学生的英语交际能力。

《高中英语课程标准》要求我们要改变以往过分强调英语单词和语法知识的简单传授的倾向，加强对学生实际语言能力的培养。

因此，本节课各个环节的教学设计都要突出体现以下几种新理念：1、任务型教学模式（task-based teaching method）2、以学生为主体，重视体验参与3、突出交际性，注重读写的实用性4、正视个体差异，多用积极的正面评价2.教学背景分析一、教材分析：本课是高中英语必修三第1单元，课题是Festivals and celebrations。

这是一节阅读课。

在本单元中处于中心地位。

内容介绍了世界各地不同主题的节日和庆祝活动。

我在本课的教学中将淡化语言点和语法知识的简单传授，采用任务型教学法和小组合作探究学习法，扩大课堂语料输入量和学生的语料输出量，主要锻炼学生的听说与阅读能力。

二、学生情况分析：高中生具有以下两个特点：1、他们已经初步具备了略读、跳读等阅读技巧以及确定主题句，预测材料内容等阅读微技能，形成了基本的阅读策略。

但是很多学生英语基础相对较弱，语言交际能力相对较差。

2、很多学生求知欲旺盛，思维活跃，好胜心强，但学习缺乏主动性，有畏难心理。

因此，教师要通过精心设计使他们感兴趣的活动，用活动教学的方法来调动学生的学习积极性，在师生互动，生生互动的过程中完成教学任务并达到目标。

3.教学目标分析1、认知目标（知识目标）：⑴词汇和语言点⑵理解课文大意，用所学词汇复述课文，并用所学词汇与学生交流沟通2、智力目标（能力目标）在运用语言的过程中培养学生观察、分析、思维与自学能力，加强记忆力，提高英语综合运用能力，激发创造能力3、情感目标：利用多媒体手段营造情境，使学生在情境中调动思维活动与情感体验。

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全英文英语阅读课教案【篇一：全英文英语教案模板】lesson plannsefc module2 unit reading in teacher:period：period1 type：readingduration: 45minutesteaching ideologythe current theory view reading as a interactive process which involves not only the printed page but also the reader’s old knowledge of the language in general, the world and the text types. in the reading process, these factors interact with each other and compensate for each other. based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. the three stages are pre-reading, while-reading and post-reading.teaching material and learning conditionthe analysis of teaching materialthe teaching material is the reading part from nsefc module2 unit. the topic of this unit is . this passage mainly introduces the passage consists of paragraphs. the first paragraph is a general introduction of the . para.2 to para.4 introduces . the last paragraph tells about . the topic is not new to the ss. but there is some new words and phases in the passage.the analysis of learning conditionthe students are from grade1 in senior high school. as high school students, they have achieved certain english level and they have the ability to get the basic idea of the reading. since they are in grade1, they are easily activated and want to air their own opinions on the topic. they are familiar with the topic of and know some. but they may not know before. moreover, their vocabulary is limited so they may have difficulties in understanding some sentences.learning objectives1. language skillsat the beginning of the class, ss can predict the content ofthe passage based on the title. ? ss can scan the passage andfind out the specific information such as the person relatedwithss can summarize the passage with the help of the clues ofthe passage.2. language knowledgess can master the key words and phrases of the passage as follows, . ? ss can learn , especially3. affectsss will realize that and they will concern themselves with the issue of4. cultural awarenessss will broaden their minds by knowing something about 5. learning strategiesss will cultivate their ability individual learning and cooperative learning by doing someactivities independently and some in groups.ss will communicate with each other in english while doingthe group work.language difficultiesfocuses and anticipatedlanguage focusesthis is a reading period so the focus is to cultivate thestudents’ reading skills. the many activities are designed tohelp ss to train their reading skills, such as predicting, skimming, scanning and summarizing.it is also important for the ss to master the new words and phrases.anticipated difficultiesas the ss have a limited vocabulary, so they may have some difficulties in understanding the passage. so the teacher willhelp them learn the new words and phrases.ss may did not heard before, so the teacher will tell themsome background knowledge about it.teaching methodthree-stage model: based on the understanding of reading asan interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students languageefficiency in general and reading strategies. the three stagesare pre-reading, while-reading and post-reading.teaching aidsmultimedia devices and ppt documents: in order to help ss tofully understand the whole passage, i adopt multimediadevices and ppt documents to bring the real-life situation intothe classroom.teaching proceduresstep1. lead-in (6min)activity1. greetings and free-talking (2min)t leads into the topic by asking ss some they know. ss tell the name of the they know freely.t: hello boys and girls. (ss say hello to the teacher.)t: when we say , what appears in your minds? (ss tell thethings appear in their minds freely.) t: what are the ? (ss tell some names of .)activity2. picture-talking (4min)t shows some pictures about the in china and abroad. after seeing the pictures, ss are expected to tell the similarities of them.t: just now, you talk about some in china. now, let’s see some pictures of some . (t shows the pictures and ss see them carefully.)t: what do the have in common？for example, they are very precious. what are your opinions?(t gives them some hints and ss tell the characteristics of ) [aims]in this step, t first leads in the topic by talking with the ssfreely about the whichis familiar to them and then ss see some pictures and tell the characteristics. these two activities aim to arouse the ss’interests in the topic and activate their old knowledge of . thenss will be mentally prepared for the reading comprehension. what’s more,when they are talking about the charateristics of, they will realize that theare rare and precious and they will concern themselves with the issue of .step2. pre-reading (3min)activity1. knowing something about (1min)t gives a brief introduction of the. ss will know the t: today, weare going to learn . it is . do you know what is? (t shows some pictures ofand ss get to know the .)activity2. predicting (2min)t asks ss to read the title of the passage and then ask themsome questions. ss will predict the content of the passage withthe help of the title.t: please look at the title “”, what does “” mean?(if the ss can not give the answer, then t explain it.)t: in search means that people are looking for it. why arepeople looking for it? can you guess? what will the passagetalk about?(ss predict the content, but t will not give the answer here.)[aims]in this step, the ss first know some information of the ; the background information will make it easier for the ss tounderstand the passage. then t asks ss to make predictionsabout the passage. it aims to help ss develop the reading skillsof predicting.step3. while-reading (22min)activity1. skimming (4min)ss skim the whole passage and find out and check their predictions. t: why are people still ? here is a multiple choicefor you.activity2. scanning (3min)t presents several true or false statements and asks the ss toscan the passage and judge the right from the wrong.(keys: Ｆ，Ｆ，Ｔ，Ｔ，Ｆ)activity3 close-reading (15min)t designs various kinds of activities and ss do the activities tofully understand the passage. para.1t: please read para.1 carefully and then take some note aboutthe .para.2-4please read para.2-4 carefully and then find out the removal ofthe room.please read para.2-4 carefully and then find out the personrelated with the amber room and the things them down with it. para.5please read para.5 carefully and then find out the therebuilding of the amber room.【篇二：初中英语阅读课教学设计】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。

【新教材】必修第一册Unit 1 Teenage Life 教学设计（人教版）Period 2 Reading and Thinking本板块包括阅读部分The freshman Challenge 和在阅读基础上完成相关的词汇和问答练习。

Reading部分介绍的是高中新生Adam在新的学习环境中面临的挑战和机会。

本文内容贴近学生生活，主人公的问题和困惑也是学生们现在所面对的，通过回答和课文有关的问题和相关的拓展问题，学生可以以积极的心态迎接自己的高中生活。

为了顺利完成Reading and Thinking 的任务，学生还要提前做好相关词汇准备。

1. Let students master useful words and phrases related to the text;2. Let students understand the challenges Adam meets in his new school and compare the similarities and differences of their school and Adam’s;3. Help the students finish vocabulary exercises in the text book.4. Get students to understand they should learn to face difficulties and challenges in senior high school for their own future.Importance:1.Help the students to master key words and phrases in the text.2.Guide students to compare school life in different places.3. Guide the students to learn about Adam’s school life and understand that everyone should overcome difficulties in a new situation.Difficulty:Guide the students compare their sc hool life and Adam’s, and discuss ways to deal with challenges.1.Ask the students to prepare new words and phrases related to the contents of the text.2.Mark the new words in the textbook, understand the meaning in context, or consult the dictionary to understand the meaning.Step 1 Preparation1.freshman___________ junior high school ___________ Senior highschool___________confusing___________ choose courses___________ sign up___________extra-curricular activities___________hand out ___________ homeless people___________ in the community ___________ get used to doing___________ keep up with ___________2.challenge _________ topic________ fluent _________ graduate ________recommend ___________ literature_________ obviously _________quit_________be responsible for _________ schedule_________ editor_________Step 2 Warming upCompare school life in different placesActivity 11.Guide the students to take part in the group work and discuss school life in and out of China.Ask Ss to work in groups and discuss the questions.1)What do you want to know about the school life in other countries?Possible answers:I want to know whether they take extra courses during summer or winter vocations.I wonder if they have enough free time to develop their own interests.I am interested in what subjects they study at school.…2)What would you tell a teenager from another country about school life in China？I am happy to come to my new school and know a lot of new friends.Our teachers are patient and helpful.I feel a little worried about my study because I have more subjects to learn.…Activity 22.Read the text quickly to find the main idea of each paragraph.Guide the students to read the text quickly and fill in the blanks in this part.Possible answers:Paragraph1：Senior high school is a Challenge.Paragraph2：It is important to choose courses.Paragraph3：Extra-curricular activities are also important.Paragraph4：A senior high student must work harder and be more responsible.Step3 Intensive readingActivity 3Read the text again and answer the questions.Guide the students to read the text carefully and find the answers to the following questions.1.What causes did Adams choose? Which one do you think would be his favorite? Why?2.What does “make the team” in paragraph mean?3.What is Adam worried about?4.Is Adam confident that he will get used to senior school life? How do you know?Possible answers:1.Adam chooses Math, English chemistry, world history and Chinese. I think. English advancedliterature is his favorite because he likes English, and he is good at it.2.It means joining the football team.3.He is worried that he can’t keep up with other students in his advanced course and get used to allthe homework.4.Yes, he is. On the one hand, Adam knows that he has to study harder as a senior school studentto be well prepared for his future. On the other hand, Adam knows that school advisers andteacher can give him help when he is faced with problems.Activity 4Complete the outline. Then discuss the questions below with a partner.Get the students to work in pairs and fill in the blanks after discussing the questions carefully. Encourage the students to find clues from the text.Guide the students to discuss the following questions and encourage them to answer the questions according to Adam’s story and their own situation.1.What kind of person do you think Adam is? Why?2.Do you face the same challenges as Adams? What other challenges are you facing?3.What are some differences between Adam’s school and your school life?Possible answers:1.Adam is clear-minded and responsible for himself. When he chooses courses, he knows hisadvantages。

Living legends教学设计I、教学课型：阅读课II、教学内容分析:这一板块的活动主题是体育界的活传奇，Living legends of sports。

从选择内容来看，文本选择了两位著名运动员郎平和迈克尔乔丹。

这一中一外一男一女两位运动员不仅在体育方面取得了令人瞩目地成就，而且还具备了很多闪光的个人特质与魅力。

郎平作为运动员和教练员都取得了世界冠军。

本文着重描述了她的团队合作精神和迎难而上的坚定决心。

飞人乔丹是美国篮球联赛的常青树，文本着重描述的是他不畏失败，坚持不懈的精神和投身公益事业的热情。

学生不仅要崇拜这些体育明星，而且还应该从这些模范人物身上领悟和感悟做人做事的道理。

这些都是两个文段的主题意义所在。

从思维层面来看，作者在引领段中点出了评选体育传奇人物的标准：Masters in their sports set good examples for others 。

（体育大师为大众树立了好榜样）正文中对两位人物的描述都是围绕这一标准展开，具有很强的逻辑关系。

III、学习者分析：学生由初三刚升入高中，学科知识储备不足，不适应教材的大容量，阅读速度和能力都有待提高，有效学习策略不明确。

所以对学生进行正确的学法指导，使学生养成自主学习，勤于思考，善于归纳总结并积极质疑反思的学习习惯是当务之急。

IV、教学设计说明：这节课的教学设计以人教版新教材高一必修一第三单元内容living legend为材料依据，充分考虑学生学情，以一篇阅读课材料为依托，对其深度挖掘和有效拓展，把词汇拓展，阅读理解和书面表达三者有机结合起来，活动设计充分考虑学情，使不同水平层次的学生都能有所收获。

另外，在整节课的学习活动过程中，充分运用“自主”，“合作”，“探究”，“展示”，“体验”和“反思”等学习方式，有效培养学生学习策略，在活动中感悟“永不言败”的体育精神，从而提高了学生的学科核心素养。

V、教学目标：1.Knowledge: Identify and get familiar with the key words in the text by means ofparaphrasing and illustrating them.知识目标: 在语境中借助改述、图示等方式理解并尝试运用本课时涉及的课标词汇（master, honor, determination, failure, strength, captain, medal）。

高中英语阅读课教学设计及反思（续）作者:fhqyh 日期:2008-12-5 19:54:00Step3. While-reading ( 29 min )1. Prediction ( 1 min )Ask students to read the title and look at the pictures to predict w hat the text is about ?[ 设计说明 ]通过阅读文章标题，并借助于图片，引导学生对课文内容进行预测，调动学生已有的背景知识，使其产生阅读的兴趣，快速进入阅读状态。

然后让学生通过快速阅读来验证自己的预测，使学生处于一种主动认知状态。

2. Skimming ( 5 min )Skim the text and match the main idea with each paragraph.Para1: __________ Para2: _____________ Para3: __________ ____Para4: __________ Para5: _____________ Para6: __________ ____Para7: __________A. the general introduction to Xie Lei and her study.B. Xie Lei, a Chinese girl, is studying in a foreign country--Londo n.C. the advantages that Xie Lei gained while living with a host famil y.D. Xie Lei is gett ing used to the Western university’s way of learni ng.E. The newspaper will follow Xie Lei’s progress in later editions.F. Xie Lei is now getting along well and is living an active life.G. the difficulties that Xie Lei met while living in London.[ 设计说明 ]准确、快速地归纳段落大意和文章主题是一项重要的阅读能力，是提高阅读速度和理解文章内容的关键。

教学设计I. The analysis of the teaching material students.The text comes from the second book of Go for it. It is from Section A of Unit 10. It is a reading class. The students’ reading skills are not so good. Some of them even are afraid of reading. I want to improve students’ reading skills and make them have interest in English reading. The topic is very interesting, so I think it will be very easy to arouse the students’ interest.II. Teaching objects.Knowledge objects: 1. Students can learn new words and phrases.2. Students can understand the main idea of the text.“the number of”, “cut up”,3. Students can master how to use“a symbol of”Ability objects: 1. Students can skim for the main idea of the text and scan for specific information.2. Arouse students’ interest in English learning.III. Key points and difficult pointsKey points: 1. To get an overall understanding of the whole text.2. To develop their reading skills such as skimming and scanning.3. The usage of “the number of”, “cut up”, “a symbol of”Difficult points: 1. to develop the ability of skimming and scanning.2. to master the usage of “the number of”.IV. Teaching methods and teaching aids1. Tasked-based teaching method2. Audio-visual teaching method3. Situational teaching methodTeaching aids: a computer and a blackboardV. Teaching procedures(the whole class is divided into five groups)Step one warming up activity (pre-reading)I will have a birthday party next week, but I didn’t do or buy anything for my birthday party. Can you help me think about it? The students have one minute to discuss with their group members. After their discussion, I will choose one studentfrom every group. They have to say their answers in ten seconds. The group which shows the most answers will get two stars. The group which shows the second most will get one star. Then I will show some words which are related to birthday party. Then I will move out the words which are not birthday food, and then lead into the topic of this text—Birthday Food around the World. I use situational teaching method.Step two (while-reading)Activity one Fast readingThe students will have two minutes to read the passage and get the main idea of the passage. In this part, I want to practice the students’ skimming skills. I use audio-visual teaching method in this part.Activity two Do you know them?I will show two pieces of videos. After watching them, students need to finish the chart below the text. I use audio-visual teaching method in this part.Activity three Careful readingThe students will listen to the text and read the text at the same time. After reading, the students have to close their books. After that, I have six questions about the content of the text. When I say: “one, two, three, go”, the first student who raise his/ her hand will have the chance to answer my question. If he/she answers the question correctly, he/she will get one star for his group.1.Do people all over the world like to eat the same food on their birthday?A. Yes, they do.B. No, they don’t.2. My daughter is three years old, so how many candles will she have?Three candles.3. How can a person make his or her birthday wish come true?He or she blows out all the candles in one go.4. What do people in the UK sometimes put in a birthday cake?A. A candy.B. A coin(硬币).5. Why do people never cut up birthday noodles in China?A. Because it’s delicious.B. Because it’s a symbol of long life.6. Why do people eat special foods on their birthday?A. Because they bring good luck to the birthday person.B. Because they like the food.Step three post-readingActivity one Who is the luckiest one? (Play a game)ts, if you do different tasks. There is one Every picture is a task. You’ll get different poinpicture which is the luckiest one. That is to say, you don’t have to do anything to get the points. I want to arouse students’ learning interest and consolidate the language points in thistext through this game.Activity two fill in the blanksFill in the blanks in the ad with the words in the box.Would you like to eat ice-cream or pancakes? At our restaurant, we have some greatspecials. We have different kinds of fruit ice-cream, like strawberry, banana or orange.Would you like a big bowl for four yuan or a small one for just two yuan? You can also orderour delicious pancakes. They are only five yuan.This activity will not only help students consolidate the knowledge in this text, but also behelpful for the next activity—writing.Step four consolidation Can you write an ad for my cake house?In this part, the students need to write a composition according to the given information. Iwill tell the students: I have a cake house; I need them to write an ad for my cake house,because there are only a few people know my cake house.Would you like to eat birthday cakes? We have many kinds of birthday cakes. We have alarge birthday cake for 108 yuan . The medium one is 88 yuan. The small one is very cheap.It’s only 68. They are very delicious. You will love them if you have a try. Welcome toCindy’s Cake House.Step five homeworkDraw a poster for me according to your ad.VI. Teaching evaluationThe students were interested in this class, and they have understood the whole text clearly.From their writing, we can know that they have mastered how to write an ad in English andall language points. So we finish our teaching objectives.。