八年级英语阅读课教学设计新部编版
教师学科教案[ 20 – 20 学年度第__学期]
任教学科：_____________
任教年级：_____________
任教老师：_____________
xx市实验学校
八年级英语阅读课教学设计
Unit 4 How do you get to school?
Section B
授课课型:读写课
【教材分析】
本单元以Transportation 为话题设计教学内容，旨在教会学生使用How引导的特殊疑问句谈论How to get to places ，使学生熟练掌握描述交通方式的相关短语、句型及在句中的表达方式，掌握有关Transportation 的相关词汇，同时复习一般现在时态的用法。本节课在承接前面课时所进行的以听说为主的词汇、句型训练的基础上，选用了一篇介绍世界各地学生怎样到校的短文展开阅读训练。通过本节教学可以使学生循环巩固前面课时所学语言知识，学习新的词汇，并通过教师的指导提高学生的阅读技巧。
【教学目标】
Ⅰ. 知识目标
ⅰ. Words and expressions:
north part thing other depend river boat must more than means car; North America depend on by boat
ⅱ. Sentence:
How do students around the world get to school ?
How do ….get to….?
ⅲ. Grammar:
How question
Must 表示推测
Ⅱ. 能力目标
Enable Ss to read a passage easily.
Improve the students’ reading and writing abilities.
Ⅲ. 情感目标
本单元的话题取材于学生的日常生活，是学生们熟悉的交通方式和交通工具，这个话题是学生们每天都要说和做的事情，和学生很亲近，因此学生对这部分知识的学习会很感兴趣。本节课通过设计学生调查How students get to your school 教学环节，可以增进学生之间相互了解，从而加深友谊。在教学中结合在生活中交通拥挤的现象，对学生展开交通安全教育和热爱生命教育。
Ⅳ. 重点
i. Be able to use take a bus/ go by boat/ ride bikes….to describe how to get to school . Be able to use the Present Indefinite tense correctly.
ii. Be able to master the skimming and scanning reading skills.
Ⅴ. 难点
i. Be able to understand some clauses appeared in the passage.
ii. To develop students’ability of reading comprehension and communication.
iii. Attract the students’interests to attend the study activities.
Ⅵ. 教具
a tape-recorder,
Ⅶ.学法指导
教会学生使用skimming 和scanning的阅读方法，提高阅读速度，学会从文章中查找问题答案，以及如何有效进行小组合作学习，如何进行调查等。指导学生对所学知识进行有效的概括总结，提高学生的自学能力。
Ⅷ.过程与方法
采用Communication,question,explaining,Listening and repeating，Practicing，Comparing和Role playing的教学方法，利用教学图片、多媒体和录音机等搅局辅助开展课堂教学活动。通过男女生PK，抛硬币决定回答问题资格等学生喜爱的小游戏激活课堂，让学生在轻松、活泼、快乐的氛围中学习。通过读、写训练，复习、巩固和运用谈论交通方式的目标语言。
【教学过程】
Step 1. Warming up 5’
Devide the class into two groups, Boys,Group1, girls,Group2. Sing an English song and play a
guessing game to have a competition between them.
T: Good morning, boys and girls!
S: Good morming, Miss Pang!
T: Last week we learned an English song , the more we get together, do you like it?
S: Yes, we do.
T: Can you sing it?
S: Sure, we can.
T: Boys, can you?
B: Yes, we can.
T: Girls, can you ?
G: Of course , we can.
T: Now let’s have a PK and see who can sing it better. Boys first, Girls second ,OK?
S: OK
Boys sing the song , Girls listen.
T: Now Girls, What do you think of their performance?
G: Good, but we can do better than them!
T: Really? Please go, let me see if it is so!
Girls sing, Boys listen.
T: How about their singing, Boys? It’s beautiful, isn’t it?
B: Yes, but we didn’t do badly, either.
T: Well, you both did very well. But I think the girls’ voice is sweeter and the boys’voice is louder.
So I can’t see who is better. I have a coin here, let’s throw the coin and decide the result, OK?
S: OK!
T: Each of you have five chances to guess up or down. The winner is the better one. First boys throw, girls guess. Then exchange. Please catch the chance!
Play the guessing game with the students.
【设计意图】
学唱英语歌曲和做游戏都是学生们感兴趣的活动，尤其是将学生分成男女两大组展开比赛更能激发他们的学习兴趣和积极性。这样可以很快将孩子们的心从上节课的学习或课间活动中转移到英语课堂学习中来，接下来的英语学习搭建起男女生竞赛的平台，有利于培养学生的团队精神和竞争意识。
Step 2: Leading in 2’
T: Congratulations, Boys/Girls! You’re the winner. Please look at the s creen, I have a gift for you,a nice beautiful flower! Do you like it?
B/G: wow! Thank you,Miss Pang!
T: Come on, Girls/Boys! Don’t worry! You have chance to beat the boys/girls in the next section. This class we’re going to learn 3a-4 Page23. Please look at the screen and see what we’ll do today.
1. Learn 3a, make sure you can do this below:
a. Understand the article and be able to ask and anwer questions about the article.
b. Learn the new words.
c. Find out your difficult points and try to solve them.
2.Learn 3b:
a. Be able to read the chart and catch useful information from it.
b.Be able to use the information and complete the article.
3.Writing practice(3c-4):
a. Make a survey how your classmates get to school.You can use the messages in 4.
b. Write a survey report.
【设计意图】
总结唱歌和游戏比赛情况，利用多媒体赠给学生一个喜爱的标志作为比赛获胜的礼物，既可以激励学生在接下来的学习活动中继续展开竞赛，又可以以礼物的多少记录学生的比赛成绩，引导学生整节课保持高昂的学习兴趣。布置本节课的学习任务和要达成的学习目标，可以让学生整节课有目的地进行学习,提
高学习效率
Step 3: Reading practice 15’
1. Skimming 3’:Ask the students to read the article as quickly as possible a nd answer, “How many places does the writer talk in the article? What are they?”
T: Now class, open your book and turn to Page23. Look at 3a. Please read the article as quickly as you can. And answer the questions below: How many places does the writer talk in the article? What are they? (Show the questions on the screen.) I want to see who is faster ,boys or girls. And who can answer
the questions correctly. If you have finished, please hands up.
When the students read the article, walk through the class and see who is fast.
T: Well stop, boys and girls! I see most of you have finished. And I see Girls are a little faster than Boys. So Girls get the chance to answer the questions. Now Girls who’d like to answer the questions?
Choose a girl to anwer the questions.
G: Three. T: Is she right?
S: Yes!
G: OK!
Underline North America,
T: Now class, in this section the girls are the winner. I have a beautiful present for them. A beautiful
flower! Do you like it, Girls?
G: Yes, thank you very much!
【设计意图】
略读是一种很好的阅读技巧，它可以帮助学生在有限的时间内迅速了解阅读材料的大致内容，得到对一篇文章的粗略印象，判断文章中是否有自己需要的信息，可以有效地提高阅读速度和阅读效率。
2. Scanning 5’: Show some questions on the screen. Ask the studen ts to read the questions first,
thenask them to read the article and find out the answers.
T: Next, please look at the screen. I have some questions here.They can help you to understand
the article.
1. How do students in North America go to school?
2. How do students in
3. How do students in
Now please read the article carefully and try to underline the answers in the article.
The students read the book. I walk through them to offer help when necessary. When most students have finished, get them to answer the questions in class.
T: I see most of you have finished. Now who can answer the first question, how do students in North America go to school? First give the chance to Boys. x x , please!
B: Most students go on the school bus, some walk or ride bikes.
T: Is he right?
S: Yes, he is.
T: x x, you did very well, thank you,sit down, please!
Write North America: go on the school bus /walk/ride bikes on the Bb.
T: Question2, how do students in
girl.. x, please.
G: Take trains, walk or ride bikes.
T: Do you agree with her?
S: Yes, we do.
Write
T: Thank you very much,good job! Question3,how do students in
S: Boys! / No, Girls!
T: Don’t quarrel! Let’s throw the coin to decide it, OK?
S: OK!
T: If the coin is up, boys answer. If the coin is down, girls answer. Do you agree?
S: OK!
Throw the coin and decide who answer the question.
T: Congratulations, Boys/Girls! You get the chance! X X, please!
B/G: It depend on where you are. In big cities, ride bikes or take buses. In places where there are
rivers and lakes, go by boat.
S: Yes, we do.
T: Thank you, sit down, please! Now class, in this section, Girls/Boys win.Another present for you!
Congratulations!
Clap hands with the students to encourage the winner.
【设计意图】
跳读即“搜寻式阅读”。学生在略读环节中已经对文章从整体上把握了一遍。现在让学生带着问题再读文章，学生就会做到心中有数，有目的地从文章中查阅到所需的信息，快速地解决问题，从而节约时间把精力放在重点需要突破的地方上，然后再去仔细阅读文章彻底理解课文。跳读是一种很重要的抢时间的阅
读方法，教会学生跳读有利于提高学生的阅读能力。
3. Reading exercises and explaining language pionts 5’: Do excercises below the article.
T: We have read the article twice. I think most of you have caught it now. There are five sentences below the article. Please look at your book and read them carefully. Say T or F.
Give the students 2 minutes to do the exercises alone. Then check the answers.
T: Well stop! Time is up. I’ll ask some of you to tell us the answers. Let’s see who is better in this section. When you answer the question, please read the sentence first, second tell us your answer T or F, and then give us your reason. Ok, let’s begin. No.1, Girls, give you the chance. X X, please!
G: In North America, not all students take the bus to school. It is true.
T: Right?
S: Yes!
T: Please read the sentence about this statement in the article.
G: In North America, most students go to school on the school bus. Some students also walk or
ride bikes.
T: Good job! No.2, Boys.ＸＸ，please.
B: Other parts of the world are different from the
外的地方，the United States属于North America。
T: Pretty good! Do you agree with him?
S: Yes, we do.
T: OK, let’s go on. No.3, Boys, X X, please!
B: In
T: Very good! Thank you! No. 4, Girls, X X, please!
G: In china, bikes and buses are the most popular means of transportation. It’s F. Because in
T: Do you agree with her?
S: Yes, we do.
T: OK, the last one, Boys or Girls?
S: Boys!/Girls!
T: Don’t quarrel! Let the coin decide again! Up is for boys, down is for girls! Go! It’s down/up!
Girls/Boys get the chance! X X, please.
G/B: Students in Hongshanhu and Kaishandao have to take a boat to get to school. It’s T.
T: Please read the sentence in the article.
G/B: And in places where there are rivers and lakes, like Hongshanhu and kaishandao, students
usually go to school by boat.
T: Very good! Please sit down. Now Boys and Girls, in this section you both did very well. Your answers are wonderful. So I give you each a present. Congratulations! (Clapping hands) But the girls answered one more question, I give you another flower. Boys, come on! OK, let’s see the topic question: How do students around the world get to school? Answer together!
S: Go on the school buses, walk, take trains, take buses, ride bikes, go by boat.
T: You can either say go to school by bus/train/boat/car/bike….or take trains/buses…to school, ride a bike/car to school. Of course, walk to school means go to school on foot. There’re many ways /means to go to school. Choose a right one for yourself. But the traffic is busy today. Please take care and obey
the traffic rules.
Write go to school by bus/train=take a bus/train to school, walk=go on foot, go to school by bike/car
=ride a bike/car to school, ways=means on the Bb.
T: I think you have understood the article thoroughly. Do you have anything difficult?
T: OK, though you have no problems, I have some questions here. I need your help. Please look at
the screen:
1. In
also walk or ride their bikes. 这句话中although 的用法我不大明确，谁能帮助我？
2. Depend on is a new phrase. Can you make a sentence for me?
3. That must be a lot more fun than taking a bus. must 在句中好像不能翻译成必须了，那么它是什
么用法呢？
Ask the students to answer them. If they c an’t, Explain the knowledge for them.
【设计意图】
学生通过前边两个环节的阅读，对文章内容已经基本把握。这时让学生做文章后的判断是非题，可以说是轻车熟路了。跟上这组题目的训练后，学生对文章就能彻底理解。在学生理解课文的基础上再让他们梳理知识，就会达到事半功倍的效果。等学生没有疑问了，教师再对重、难点进行质疑，可以更好地帮
助学生理解课文和新知识。
4.Reading after the teacher and the tape 2”:
T: OK, Boys and Girls, open your books at Page112, read the new words after me. Make sure you can read the words correctly. Then read them by yourselves once.
T: No problem?
S: No.
T: Turn to Page23, Listen to the tape and read the article after it. Pay attention to the pronunciation
and intonation.
【设计意图】
本节课的单词虽然简单，但对基础差的学生来说，缺少听读训练这一环节还是不行的。因此在学生充分理解知识的基础上再集中领读单词可以降低学困生的学习难度，有效降低两级分化现象。让学生坚持跟读课文录音，是训练学生的语音语调，锻炼听力的最好方法。
Step 4: Reading and writing exercises 5’：
T: 3b is a chart reading material. It is very important to learn how to read a chart and get information from it. First, look at the chart, and tell me what the chart is about?
S: It’s about how students get to Garden High School.
T: How many means/ways do they get to school? What are they?
S: Five. Walking, bus, bike, subwayand car.
T: Which is the most popular way?
S: Bike.
T: OK, you know how to read the chart, don’t you?
S: Yes.
T: Now please complete the article, using the information in the chart.
Give the students 2 minutes to do this. Then check the answer.
T: Have you finished? Give Boys a chance . X X, tell us your answer.
B: At Garden High School, most students ride their bikes to school. Many students walk to school. Some students go to school by car. Other students take a bus to school. A small number of students go
to school by subway.
T: Is he right?
S: Yes, he is.
T: Boys, give you a present!
【设计意图】
阅读图表完成短文是考查学生读写能力的一种重要方式，因此教会学生阅读图表的方法很重要。3b 是一个很简单的图表，表中信息一目了然，教师稍加引导即可。本练习的关键是通过图表训练学生本节课所学知识，让学生以填空完成短文的方式输出知识的同时提高写作能力。
Step 5: Survey and writing 13’ :
Devide the girls and boys into 4 small groups each. Each small group has six members. Then ask
them to turn to Page82.
T: Please turn to Page82, look at the chart Unit4, SectionB, activity4. What information can you get from the chart? Please ask 3 questions according to the message.
S: How far do you live from school?
T: What else?
S: How do you get to school?
T: Next?
S: How long does it take you to get to school?
Write the questions on the Bb.
T: Very good! Now please use the three questions to make a survey in your group. When you do it, please fill in the chart below. It can help you later on.
N
How do you get to school? How far do you live? How long does it take? ame
Give the students 5 minutes to make a survey and fill in the chart. Then ask them to write a newspaper article.
T: Now class, please write a newspaper article according to the survey chart, tell how students in your group get to school . Work together in groups. Let’s see which group is the fastest, and which group’s article is the best. I will choose two articles, one from Girls’ groups, the other from Boys’ groups, to have a PK. Give you 3 minutes, and then we’ll compare the articles together and decide the winner of this class. Come on, boys and girls!
The students write the article in groups. After they finish, choose two articles to show on the screen. Compare and dicuss the articles. Decide the winner of this class. Say congratulations to the winner.
【设计意图】
经过前面一系列环节的知识输入以后，学生已经具备了足够的知识可以进行说和写的输出。本环节将教材3c和4充分结合，让学生利用4中的内容在小组中展开调查，然后根据调查内容写出调查报告，
既可以巩固本单元和本节课所学的重点知识，又可以很好地锻炼学生说和写的能力。在活动过程中，将学生从男女两大组又分成男女各4小组，既方便于学生在较短的时间内完成调查任务，节约课堂时间，从而有充足的时间完成写的训练，又可以将本节课所进行的男女生学习PK进行到底。
Step 6: A harvest---summary 2’
T: Boys and girls, in this class you both did very well. Now think it over. What harvest can you get today? New words? Useful expressions? Methods? Do you like this class? Are you happy?
【设计意图】
鼓励学生围绕语言知识、学习方法、学习感受自己动脑进行学习总结，关注学生的情感，提升学生
的归纳总结能力。
Step 8 Homework 1’
1.Recite the new words and useful Expressions.
2.Make a survey, how do your teachers get to school. And write an article to the school newspaper.
【设计意图】
让学生复习巩固本节课的单词和知识点，然后采访老师如何到校并写一篇采访报道向校报投稿，将
所学知识活学活用。
英语阅读课教案
小学英语课外绘本阅读 The Very Hungry Caterpillar Ⅰ. Teaching contents: The Very Hungry Caterpillar Ⅱ. Teaching aims: 1．Enable the students to understand the meanings of the new words by the pictures and the context. 2．Enable the students to guess the story , and then understand the story. 3．Enable the students to retell the story with the given information. 4．Develop th e students’ abilities of imagination and language expression. 5. Grasp connotation of the story. Ⅲ. The main points and difficulties. Understand the story and retell the story. Ⅳ. Teaching aids. CAI, picture book Ⅴ. Teaching procedures: Activity One Pre-reading 1.The first impression of the story. 【设计意图：由作者入手，通过呈现绘本封面,切入故事，激起学生阅读的兴趣并引出今天的故事主题。】 2. Ask some questions about the caterpillar. 【设计意图：通过学生对毛毛虫的设问，让学生带着问题去阅读，使学生对故事有了一定的自我猜测，学生的语言能力得到锻炼。 Activity Two While-reading 1.Enjoy the story(the beginning and the end). 2.Guess the missing part of the story. 【设计意图：通过讲述故事的开头和结尾，让学生初步感知故事内容，并激发学生的好奇心，鼓励学生大胆猜测故事情节。】 3.Read the story silently, answer a question. 4.Read the story loudly, talk about the table in groups. 【设计意图：通过回答问题、按照时间顺序再次朗读故事，为上一个活动寻找支架，培养学生的阅读能力。】 5.Enjoy the whole story. 【设计意图：通过欣赏故事，让学生整体感知故事，并感受英语的语言美。】 6.Give a title of the story. 【设计意图：让孩子用自己的感悟和收获来给故事取名字，培养学生的英语发散思维能力。】Activity Three After-reading 1.Retell the story. 【设计意图：充分发挥学生想象能力，让学生完全进入故事情境中去，尽情发挥。】 2.Tell the life cycle of a butterfly. 【设计意图：让学生掌握故事发生的主线，让学生了解蝴蝶的蜕变过程。】 3.Think of a question.“How can you be a butterfly?” 【设计意图：通过学习毛毛虫蜕变的过程，思考我们怎样才能成为一只美丽的蝴蝶。】
初中英语阅读课的教学设计
初中英语阅读课的教学设计
初中课堂教学展示：初中英语阅读教学课堂观察记录 学校：三中时间：2011年5月12日教学内容：7BU5 Reading (1) 执教人：诸翠华（三中）黄昭福（二中） 观察点一：教学目标、教学重难点的确立及实施方法、解决途径 课堂观察人：高小春（东中初一备课组长） 2
诸翠华老师 三中诸翠华老师：这节课教学目标明确，教学重难点突出，诸老师通过课件图片展示，解读了本节课的教学重点词汇，实施的方法直观性强，贴近学生现实生活的场景，为学生描写火灾进行了充足的词汇和素材方面的准备。其次，诸老师用小黑板展示了本节课的重点词汇，进一步巩固了教学内容的重点。第三，通过二读让学生对问题的回答，句子的正误判断进一步解决了教学重点。第四，通过三读让学生根据课文内容填词，解决了本节课的教学难点。最后用一个Task：Let’s discuss把本节课的教学目标和情感能力目标有机的结合在一起。 黄昭福老师 二中黄昭华老师：这节课教学目标明确，教学重难点确立到位。黄老师通过一段火灾的视频，教师提问：If there is a fire, what should we do? 如拨打119，尽快冲出火场，用打湿的棉被裹住身体等情景实施了教学手段，方法新颖，教学设计完美，解决突破了本节课的教学重点。其次通过问题回答，True or false判断，put the following sentence in the right 3
order 进一步解决突破了本节课的教学重点和难点，最后通过Free talk，让学生思考怎样预防火灾，把本节课的教学目标和情感能力目标有机地结合在一起，教学效果更好！ 观察点二：教学内容与教学方法（教什么与怎么教） 课堂观察人：姜爱花（二中教研组长） 诸翠华老师 1、以图片形式呈现，教授新单词。 2、教师针对阅读内容设计几个焦点性问题指导学生带着问题快速阅读课文。 3、教师通过设计3个任务引导学生逐步仔细阅读课文，使学生进一步加深对文章的理解，运用搜寻式阅读技巧。 4、最后，设置了讨论，对学生进行安全教育和情感教育。 黄昭福老师 1、以图片形式复习上节课主要词汇。 2、以图片呈现话题fire,What do you think of fire? 把这一开放性话题留给学生，让学生开始思考。 3、以生活中的图片呈现新单词，学生很感兴趣。 4
英语阅读课教案设计
英语阅读课教案设计 【篇一：傲慢与偏见英语阅读课教学设计】 lesson plan 1. material analysis this text is an excerpt, “the proposal”, from a famous novel, pride and prejudice text type: narration structure: (para 1) dr. darcy proposed. (para 2) elizabeth was surprised and declined. (para 3-8) dr. darcy asked for the reason why he was turned down and elizabeth told him the reasons against marrying dr. darcy. (para 9-11) dr. darcy and elizabeth both grew angry. dr. darcy was heart-broken and left hastily. vocabulary: in vain, decline, arrogant, at length, enquire, against one’s will, think ill of, do everything in one’s power, rejoice, hastily. illustration: a picture of the opera, pride and prejudice task: watching the video, skimming and answering questions, careful reading, filling the form, making a dialogue 2. student analysis students of the second year of senior high school may have already read the translation version of the pride and prejudice, or at least have heard about this story so it is proper to introduce this topic- proposal at this time. their interests in romance, relationship at this age make it easier to involve them in the class. student’ critical thinking have developed to some extent, they will be able to think about the situation elizabeth was confronted with and find out the reasons for her marrying or against marrying dr. darcy. the tense of this text is mainly pastsimple tense and present simple tense, so student and understand this text as long as the new words of the text are learned beforehand. therefore, the focus of this reading lesson will be guiding the student to analyze the situation that elizabeth was faced with. 3. teaching objectives by the end of this lesson, students will be able to:
高中英语阅读课公开课教案---一等奖
A teaching design Teacher Hongli Dong Analysis on Learners Senior high students are eager to learn something knowledgeable and interesting. They have their own opinions and attitudes. They're not content with the limited knowledge obtained from the textbooks. Their abstract thinking and cognitive capability have developed a lot. So I must try my best to help them keep up their passion, develop the feeling of success and build up good values. Analysi s On the Teachin g Materia l Teaching Content The content of my lesson is a reading material, through the learning of which, I ’ll enable students to know more about Jackie Chan, his life career and the qualities that lead to his success. At the same time, make Ss aware of the question-and-answer format in an interview and learn how to conclude a question from the answer. Teaching Aims Knowledge (1)The Ss can learn question-and-answer format in an interview. (2) The Ss can understand the content of the lesson, talk about Jackie Chan ’s life career and form their own opinion about success. A bilities (1) To develop the Ss ’ abilities of listening, speaking, reading and writing (2) To improve Ss' reading abilities, especially their skimming and scanning abilities. (3) To train the Ss ’ abilities of studying by themselves and through cooperating. Emotion Learn from Jackie Chan and understand the way to success is not smooth. Put the moral education in the process of study. Importan t Points What qualities are required to be successful? Difficul t Points Help students to conclude the questions of interviewers according to Jackie Chan ’s answers. Teaching Methods 1. Communicative Approach 2. Task-based Language Teaching 3. Total Situational Action Teaching Aids A computer and a multi-media courseware. Teaching Procedures Students ’ Activities Purpose Step 1 Lead in (3 min) Greeting. T: Hello, everyone! Do you have an idol? Ss: yes. Arouse students' interest and
英语阅读课教学设计
英语阅读课教学设计 滨海县大套中学水克祥 一、教材依据 本课时选择的是《牛津初中英语》七年级上Unit4 Food，主要围绕本单元中心任务“Food and lifestyles”而展开的。这篇文章主要讲述了Kitty 和Daniel过去和现在的饮食和生活习惯，通过比较，让学生明白什么是健康饮食和生活习惯。 二、教学原则与理念 1 实行课堂教学任务化，任务生活化，评价方式过程化，以学生为主体， 以话题为主线，以任务为中心。 2 教学设计突出学生的主体地位，尊重学生个体差异。 3 灵活使用、整合教学资源，优化教学效果。 三、教学目标 1.知识目标： { （1）词汇：扩展有关食物和生活方式的词汇 （2）日常交际用语：1. What is your favorite food 2. I like/dislike…… 2.能力目标 （1）根据图片猜测大意 （2）掌握模仿主题进行描述的技巧，练习了解文章大意，快速浏览查找细节的快速阅读技巧 3.情感目标 创造机会，鼓励学生用所学的英语知识合作交流，共同完成任务，使他们体验成功，激发学习英语兴趣。 4.德育目标 通过本文学习增强学生健康意识，使他们明白生活中不能挑食，要珍惜粮食，养成优良的生活方式。 — 四、教学重点
掌握文章中的词汇和理解课文内容，掌握阅读的技巧。 五、教学难点 明白健康饮食和优良生活习惯的重要性 六、教学准备 1.教师：挂图、录音机、小黑板、实物（水果、素菜、饮料……） 2.学生：课前词汇预习；健康食物、生活习惯资料收集笔录。 七、教学过程： Step 1: Warming –up（热身） （一）Free Talk: To ask the student on duty to make a speech : “What is my favourite food ” } 设计思路： 每天都有值日生报告，可以锻炼学生的书写和口头表达能力，另外，在交流过程中，也互相锻炼了学生的听力水平。同时，活跃了课堂气氛。（二）1. Revise some names of food (Let the students speak freely.) 2. To show the students beautiful pictures of food during the talking .The teacher can write some of them on the blackboard, especially some new words: fruit, sweet, coke, bread, meat, juice. 3. To ask the students to ask and answer :“What is it ”,“Do you like it ” ,then discuss: “(1)What food can we eat a lot (2) Which is your favorite food Why 设计思路： （1）让学生自由回答，复习已学了的食物名称，满足学生表现的欲望，进一步活跃课堂气氛，调动学生积极性。 （2）通过形象直观图片教学，激活旧知识，为学习新知识做铺垫。 （3）通过有趣的话题极大地激发学生的好奇心，为进入正文教学打下基础。让他们参与初步讨论，知道哪些才是正确的饮食。Step 2: Pre-listening(听读) 、 1. First, let the students look at the photos on Page 60. 2. Second, listen to the tape and read the articles about Kitty and Daniel
英语阅读课优秀教案
英语阅读课优秀教案 【篇一：英语阅读课优秀教案】 本节课是新版新目标八年级上册unit8 how doyou make a banana milk shake? sectionb2a—2e,以感恩节及传统节日的食物的制作过程为话题，围绕感恩节及传统节日的食物的制作过程开展教学，指导学生利用节假日积极参加各种家务劳动或社会公益活动，养成热爱劳动的良好习惯。 二、教学目标 1.知识目标 1)通过看图说话、师生问答、调查报告、听录音、角色扮演等形式，使学生掌握本课时词汇thanksgiving, pepper,oven, plate, gravy,traditional, autumn, traveler,celebrate, mix, fill, cover, sever,temperature等；让学生学会表达某一传统节日的食物的制作过程。 2）通过师生问答、调查报告、听录音、调查采访、做游戏、观看视频等形式，使学生学会“…is a time to givethanks for foo d in the autumn.” “here is one wayto make turkey for a thanksgiving dinner.”等句子，并能用英语描述一种食物的制作过程。能力目标：通过本节课的学习，能够通过阅读文章获取传统节日的信息及结合图片等手段介绍传统节日食物的制作过程，培养学生的阅读能力。 3.情感目标：指导学生利用节假日积极参加各种家务劳动或社会公益活动，养成热爱劳动的良好习惯 三、教学重点 本课时的词汇、短语和重点句型 四、教学难点 1.了解世界各地传统节日及传统食物的制作过程。 2.学会询问和描述做一件事情的过程。 五、课型阅读课 六、教学方法任务型语言教学法 七、教具准备a projectorand some pictures 八、教学步骤 【篇二：英语阅读课优秀教案】
高中英语阅读课教学设计(Unit4 Sharing Reading A Letter Home)
Ⅰ.Teaching Contents 教学内容 Module 7 Unit4 Sharing Reading: A Letter Home II.Analysis of teaching material 教材分析 本单元的话题是Sharing，主要涉及帮助弱者、志愿服务、合作分享等。通过听、说、读、写等各种活动学习相关的语言知识，使学生了解世界上很多地方依然很落后，从而懂得同情，学会分享。了解一些志愿者工作的信息，培养学生互助合作的精神和社会责任感。结合针对短文话题的探讨激发学生的国际意识，通过各种渠道力所能及地为贫困地区的孩子做出自己的贡献。 本课设计的这篇课文是一个志愿者的一封家书，她在巴布亚新几内亚共和国的一个小山村教书。信中详细地描述了她所在学校的情况和她去一个学生家做客的经历。通过这封信，学生可以了解巴布亚新几内亚共和国各部落的生活状况和风俗习惯，同时能够更好地理解志愿者的工作。 Ⅲ.Analysis of students学情分析 1．学生经过高中阶段必修1～选修6的学习，具备了一定的阅读技能，如查找细节信息，抓住段落要点和全文大意等，在阅读速度方面也有了较大的提高，这有助于学生较好地完成这个课时的课文阅读。同时，在听、说、写等方面也有了一定的基础。 2．这个单元的话题是分享、帮助与合作。对于高二的学生而言，他们的价值观人生观已经基本形成，本课通过阅读志愿者的家书，了解一些志愿者的工作，小组讨论“如果你/你们是志愿者你/你们将做什么工作？为什么？”帮助学生认识这个世界，理解互助合作的意义，即在帮助他人的过程中实现自己的人生价值。 3．学生在这节课的学习过程中需要用到预习策略、搜集分析信息策略、归纳整理策略等。 Ⅳ.Design of Teaching Objectives 教学目标 1.Knowledge objectives 知识目标 (1)学生能够正确读写及运用本课出现的单词。 (2)学生掌握本课词组的意思并能在句子中熟练运用。 2.Ability objective能力目标 (1)强化略读、查读等阅读技能，训练通过寻找关键词、主题句等方式更快速并准确 地确定文章的段落大意，理清文章的总体框架与脉络的技能。 (2)增强阅读理解能力；发展借助图片、表格等非语言信息进行语言输出的能力。 3.Affective objectives 情感价值目标 (1)帮助学生理解志愿者工作的意义，培养学生在日常生活中帮助他人、扶贫救困的 爱心。 (2)在小组合作互动中，增强学生的团队合作精神与分享意识。 Ⅴ.Teaching Important Points(教学重点) a.获取巴布亚新几内亚独立国各部落生活状况和风俗习惯的信息； b．阅读能力的培养和阅读技巧的训练，如精读课文完成表格填空等。
初中英语阅读课教学设计
初中英语课外阅读课教学案例 英语组：袁迎迎 1、话题：本课时选择的是初二英语review6-8课外阅读文章， How often do you exercise?中的一篇文章，主要是围绕本话题的中心任务“Food and lifestyles ”而展开的。 2、内容：这篇文章讲述了很多学生平时的饮食和生活习惯。通过学习，让学生明白什么是健康的饮食和生活习惯 3、目标：（1）理解课文内容，知道如何捕捉细节。 （2）根据图片猜测大意。 （3）引导学生掌握模仿主题进行描述的技巧, 形成根据主题理解文章细节并能分辨是非的能力。 Warming–up activities （一）Free Talk: To ask the student on duty to make a speech: “What is my favorite food?” （二）1.Revise some names of food (Let the students speak freely.) 2. To show the students beautiful pictures of food . During the talking,the teacher can write some of them on the Bb, especially some new words: fruit, sweet, bread, meat, juice. 3. To ask the students to ask and answer: “What is it?”,“Do you like it?” （三）Discussion : （１）What food can we eat a lot? （２） Do you think … is good for our health? （３） Which is your favorite?
(完整)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。 二、教材分析 1、话题：本课时选择的是初二英语课本第四单元How often do you exercise?中的一篇文章，主要是围绕本单元的中心任务“Food and lifestyles ”而展开的。 2、内容：这篇文章讲述了很多学生平时的饮食和生活习惯。通过学习，让学生明白什么是健康的饮食和生活习惯 3、目标：（1）理解课文内容，知道如何捕捉细节。 （2）根据图片猜测大意。 （3）引导学生掌握模仿主题进行描述的技巧, 形成根据主题理解文章细节并能分辨是非的能力。 Step 1: Warming–up activities （一）Free Talk: To ask the student on duty to make a speech: “What is my favorite food?” 设计思路：以讨论日常生活的话题进入，可以活跃课堂气氛。同时，由于每天都有值日生报告，可以锻炼学生的书写和口头表达能力。另外，在交流过程中，也互相锻炼了学生的听力水平。 （二）1.Revise some names of food (Let the students speak freely.)
2. To show the students beautiful pictures of food During the talking,the teacher can write some of them on the Bb, especially some new words: fruit, sweet, bread, meat, juice. 3. To ask the students to ask and answer: “What is it?”,“Do you like it?” 设计思路：（1）通过感性的图片教学，可以进一步调动学生的学习积极性。 （2）让学生相互问答，了解食物的名称，在交流中培养他们的合作精神和解决问题的能力。 （三）Discussion : （１）What food can we eat a lot? （２） Do you think … is good for our health? （３） Which is your favorite? 设计思路：通过有趣的话题极大地激发学生的好奇心，为进入正文教学打下基础。最后向学生展示有关食物的相关链接(P67)-- “Healthy Eating”，并让他们参与讨论，知道哪些才是正确的饮食。 教学后记：针对上述教学设计和课堂教学活动，笔者有以下三点体会：（１）本活动在设计上比较符合学生的认知水平，能激发学生完成任务的兴趣和参与活动的热情。（２）能使阅读前的“Warming–up activities”真正发挥“热身”的作用。这就为顺利开展之后的多个活动打下了基础。（３）上课伊始就顺利切入主题，中间过渡自然，言语富有鼓励性和启发性，能使学生产生强烈的共鸣。 Step 2: Reading （一）Listening and scanning: 1. What do students want to be? 2. What do students eat for breakfast now?
英语阅读课教案
英语阅读课教案 张锦秀 阅读课，教学难度大，学生阅读感到困难，因此如何在阅读训练中掌握阅读技巧，提高阅读效果，就显得尤为重要。阅读训练是英语教学的一个重要环节，随着教学模式的不断更新，阅读训练越来越重要，阅读不仅能帮助快速获取信息，开阔视野，吸收丰富的语言知识，还能扩大词汇量，促进听、说、读、写能力的发展。同时也能提高我们的思维能力，分析和判断能力，有效提高运用语言交际的能力。所以说阅读课在教学中的地位是不容忽视的。 教学目标： ①学习掌握课文的新单词和词组； ②②被动语态的应用；学习掌握阅读技巧；。 本课重点： ①新单词和词组的掌握；②被动语态的应用；③阅读技巧的掌握。 本课难点： ①被动语态的应用；②阅读技巧的掌握。 在学生的学习方法上要求学生通过老师指导，达到听、说、读、写等方面的综合应用，从而使课文的功能达到多元化。 1听的训练；通过听原文录音，回答问题，提高听的兴趣，再通过逐段听来填空，提高学生快速获取信息的能力。 2说的训练：学生回答问题本身就是一种说的训练，通过略读后快速抢答，判断正误，精读后找主题句和关键词，回答问题，填表格，再根据表格整理对文章进行复述，达到语言交际能力，提高课堂的教学效率。 3读的训练；第一步：略读，了解大意。第二步：精读，学生边读边找出每段的主题句和关键词。第三步：朗读，朗读有利于培养学生的语感，而语感是英语学习和使用的核心。学生的语感强，知识就牢固，技能就熟练灵活。 4写的训练：让学生通过复述后，稍加整理写成一个小短文，提高语言的应用能力。 教法及教具：我主要采用了任务型教学，教具是多媒体，多媒体的制作是通过微机老师查找一些适合本课教学情景的图片，从而制作出适合自己教学思路的课件，通过多媒体提供了较为真实的情景，激发了学生的学习兴趣，增强了学生的记忆力，使学生身临其境，自然地接受所学语言的熏陶。 教学思想：我的教学指导思想是：一方面通过听、说、读、写培养学生的阅读技能，体现“教师为主导，学生为主体，训练为主线”的教学原则，面向全体，培养学生综合运用语言实际的能力。 教学程序：第一步通过图片导入新课，提高学生兴趣，开阔学生视野。第二步：通过听回答两个问题，再逐段听填空，培养学生快速获取信息的能力。第三步：通过略读，进行快速抢答，判断正误，提高学生分析判断能力。第四步：通过精读找主题句和关键词，回答问题，填表格，复述和写作，提高语言的综合应用能力。 第五步：围绕课文设置情景，展开讨论，深化课文的主题思想。 课时安排①组织教学，复习及新课导入(5分钟)；②听力训练(5分钟)；③略读训练(5分钟)；④精读训练(20分钟)；⑤讨论及小结(10分钟)。 教学反思：由于学生接触长篇阅读，有一定困难，本课设计环节较多，意在说明英语阅读课教学多元化的教学理念，因此，某些环节给学生思考、朗读的时
初中英语阅读课的教学设计
初中课堂教学展示：初中英语阅读教学课堂观察记录 学校：三中时间：20XX年5月12日教学内容：7BU5 Reading (1) 执教人：诸翠华（三中）黄昭福（二中） 观察点一：教学目标、教学重难点的确立及实施方法、解决途径 课堂观察人：高小春（东中初一备课组长） 诸翠华老师 三中诸翠华老师：这节课教学目标明确，教学重难点突出，诸老师通过课件图片展示，解读了本节课的教学重点词汇，实施的方法直观性强，贴近学生现实生活的场景，为学生描写火灾进行了充足的词汇和素材方面的准备。其次，诸老师用小黑板展示了本节课的重点词汇，进一步巩固了教学内容的重点。第三，通过二读让学生对问题的回答，句子的正误判断进一步解决了教学重点。第四，通过三读让学生根据课文内容填词，解决了本节课的教学难点。最后用一个Task：Let’s discuss把本节课的教学目标和情感能力目标有机的结合在一起。 黄昭福老师 二中黄昭华老师：这节课教学目标明确，教学重难点确立到位。黄老师通过一段火灾的视频，教师提问：If there is a fire, what should we do? 如拨打119，尽快冲出火场，用打湿的棉被裹住身体等情景实施了教学手段，方法新颖，教学设计完美，解决突破了本节课的教学重点。其次通过问题回答，True or false判断，put the following sentence in the right order 进一步解决突破了本节课的教学重点和难点，最后通过Free talk，让学生思考怎样预防火灾，把本节课的教学目标和情感能力
目标有机地结合在一起，教学效果更好！ 观察点二：教学内容与教学方法（教什么与怎么教） 课堂观察人：姜爱花（二中教研组长） 诸翠华老师 1、以图片形式呈现，教授新单词。 2、教师针对阅读内容设计几个焦点性问题指导学生带着问题快速阅读课文。 3、教师通过设计3个任务引导学生逐步仔细阅读课文，使学生进一步加深对文章的理解，运用搜 寻式阅读技巧。 4、最后，设置了讨论，对学生进行安全教育和情感教育。 黄昭福老师 1、以图片形式复习上节课主要词汇。 2、以图片呈现话题fire,What do you think of fire? 把这一开放性话题留给学生，让学生开始思考。 3、以生活中的图片呈现新单词，学生很感兴趣。 4、以6个任务的形式引导学生逐步仔细阅读课文。 5、最后，用8副图让学生讨论right /wrong, 把安全教育和情感教育融入其中。 两位老师两节课一直在充分挖掘学生的兴趣点、兴奋点、活跃点，寻求教与学的沟通点与碰撞点。 观察点三：教师提问的数量与质量（目标性、层次性、有效性） 课堂观察人：杨春梅（三中教研组长） 诸翠华老师 随着课堂教学进展，诸翠华老师先后共提问出8个主干问题，在解决这些问题的过程中，帮助学生达成教学目标。 首先她用“What did you do to help others?”帮助学生复习上节课的内容，并自然引入本节课“Zhang Hua is a helpful man.”接着通过呈现一组图片创设情景，逐步提出三个问题：What can you see? What’s she doing? What do you think of fire? 通过解决这些问题来呈现单词fire, smoke, blanket, dangerous及短语rush out, put out的教学，从而达成本节课的知识目标。 在阅读环节上，诸老师也设计了三个问题： What did the young man do? What happened? What did it happen? 这三个问题能检测学生对课文内容的理解情况。但感觉缺乏层次性，因为学生的学习能力、知识水平有高低，他们接受力、课堂反应速度有快慢，所以设计的问题要尽量兼顾到不同层次的
初中英语阅读课教案
LESSON PLAN Time of Lesson: 45 minutes Students: Senior Grade One Teaching Material: How Did Postage Stamps Come Into Use Teaching Objectives: 1. To train Ss\' reading ability(such as guessing the meaning of new words in the context, the speed of reading.) 2. To train Ss\' reading comprehension(To get messages from what they read.) Teaching Points: 1. Ss get used to three reading skills. 2. Ss understand the given passage. Properties: Stamps, letters, postcards, work sheets, OHP Teaching Method: Communicative Approach Lesson Type: Reading New Words and A Phrase: postage, put forward, proposal, seal, deliver, system, postal Procedures:
Step 1. Warm-up(6\') 1. Lead-in Show some stamps, letters and postcards and have free talk to arouse students\' motivation. 2. Dealing with some new words Q: Do you know the postage of a letter? Explain \"postage\", and write postage on the Bb. postage: payment for the carrying of letters A: Fifty fen for any place in China except Hong Kong, Taiwan and Macao. Q: What do the postmen do with the letters? A: They take the letters from the postbox and carry them away to the places on the envelopes and deliver them to the addressed people. Explain \"deliver\", and write deliver on the Bb. deliver: take letters or goods to the addressed people. Q: Who put forward the proposal to use stamps? Use OHP to project the question onto the screen. Explain \"put forward\" and \"proposal\", and write them on the Bb. put forward: put an idea before people for thinking over proposal: sth. proposed, plan or idea, suggestion
英语阅读课教学设计(6)
英语阅读课教学设计 Un it2Topic3Sectio nD I . Teach ing aims and dema nds 教学目标 1. (1)Lear n the consonan ts: (2) Lear n some new words: find, help, us, him 2. Review how to describe a pers on: (1) He is tall and he has brow n hair. (2) He has small eyes, a big nose and a wide mouth. (3) He is in black clothes. 3. Review the possessive pronouns: (1) —Whose cap is it? —It' Sally '. (2) —Whose bananas are these? —They 're their bananas/theirs. 4. Review some useful expressi ons: (1) 1 thi nk it ' Kan gka ng '/Li Mi ng '. (2) We look the same, but we are in different clothes. (3) Please help us find him. n . Teaching aids 教具 白纸/实物/幻灯片/教学挂图/录音机/小黑板/彩笔 川.Five-fi nger Teachi ng Pla n 五指教学方案 Step 1 Review 通过游戏表演，复习上节课所学语言点，创设情境，以师生对话形式导入本课生词和话题。激发学生的学习兴趣。 1. 利用课前从学生那里借来的服装和学习用品等，通过师生互动，复习whose句式和物 主代词以及名词所有格。 T: What 'this? Ss: It 'a cap. T: What color is it? Ss: It 'yellow. (接下去询问个别学生。) T: Is this your cap, S1? S1: No, it 'not mine. T: Is this yours, S2? S2: Yes, it 'mine. T: Here you are. S2: Tha nks. (以类似的方式复习其他物品的询问，速度要快，物主代词复习面要广，同时也需要学生积极广泛参与。)
初中英语阅读课教案集
初中英语阅读课教案集 【篇一：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。 二、教材分析 1、话题：本课时选择的是初二英语课本第四单元 how often do you exercise?中的一篇文章，主要是围绕本单元的中心任务“food and lifestyles ”而展开的。 2、内容：这篇文章讲述了很多学生平时的饮食和生活习惯。通过学习，让学生明白什么是健康的饮食和生活习惯 3、目标：（1）理解课文内容，知道如何捕捉细节。 （2）根据图片猜测大意。 （3）引导学生掌握模仿主题进行描述的技巧, 形成根据主题理解文 章细节并能分辨是非的能力。 step 1: warming–up activities （一）free talk: to ask the student on duty to make a speech: “what is my favorite food?” 设计思路：以讨论日常生活的话题进入，可以活跃课堂气氛。同时，由于每天都有值日生报告，可以锻炼学生的书写和口头表达能力。 另外，在交流过程中，也互相锻炼了学生的听力水平。 （二）1.revise some names of food (let the students speak freely.) 2. to show the students beautiful pictures of food during the talking,the teacher can write some of them on the bb, especially some new words: fruit, sweet, bread, meat, juice. 3. to ask the students to ask and answer: “what is it?”, “do you like it?” 设计思路：（1）通过感性的图片教学，可以进一步调动学生的学习积极性。