英语阅读教案设计(共18页).docx

《英语阅读教案设计(共18页).docx》由会员分享，可在线阅读，更多相关《英语阅读教案设计(共18页).docx（18页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、精选优质文档-倾情为你奉上英语阅读教案设计【篇一：初中英语阅读教学设计】 初中英语阅读教学设计 unit 2：i used to be afraid of the dark time of lesson: 45 minutes students: the junior middle school students of grade nine 一教材依据: 本课是新目标英语九年级英语第二单元阅读。 二设计思想： 1. 指导思想：新概念理论突出“以人为本”，注重学生能力的培养。强调外语教学不仅要向学生传授语言知识，更要注重培养学生的语言技能，重视学生的情感和态度，激发学生的学习兴趣。培养学生的自信

2、心。最终达到所制定的三维目标。本节课教学设计由简到繁，由易到难，以学生为主体，以任务为基础。创设情境鼓励学生合作，在做种学，在做中练。 2. 教材分析：本单元通过人物外貌及性格变化的描写，以be afraid of 结构为框架，以used to 结构的表达为主要内容，主要采用了对比的手法来反映人的成长方面的日常交际用语进行反复地实践和练习。教学内容与学生的实际密切相关，容易引发学生运用简单的英语进行交际和交流。本节课主要是在听说的基础上进行阅读教学，进一步培养学生的阅读能力和技巧。 3. 学生分析：我校学生都来自农村，这里的学生天性纯朴，但知识面非常狭窄，缺少与外界交流，语言表达能力不强，尤其

3、是用英语表达对他们来说确实困难，但经过两年的英语学习，部分同学已有一定的英语自学能力，当然还有部分学生学习不积极，还有待老师的进一步的引导。 4. 设计理念：本节课结合教材的实际，尽量用英语教学，为学生创造英语氛围，利用图书和网络，制作课件，增加直观性，激发学生学习兴趣，提高课堂密度，让学生在自主，合作，探究的氛围中进行讨论和学习。同时在教学过程中使他们的情感，态度和价值观得到升华。 三教学目标： 1知识与技能： （1）let students master new vocabulary, phrases and sentences of the lesson. （2）eight percen

4、t students are able to use the vocabulary ,phrases and sentences to make sentences and simple retelling. （3）sixty percent students are able to use the vocabulary , phrases and sentences to retell the passage and clarify his views. 2. 过程与方法： (1) multimedia aided teaching method (2) communicative appr

5、oach (3) build-up the reading ability (4) learning by doing and doing by learning 3. 情感，态度与价值观： through appreciating the music, enhance students cultural accomplishment, inspire students to thank their parents and love their parents, pay close attention to the people around. 四教学重点： 1. the structure

6、“use to”. 2. new vocabulary, phrases and sentences 3. reading ability 五教学难点： make the students get the information from the skimming and scanning 六教学准备： multi-media recorder and library books. 七教学过程： step1. prereading 1. get the students to describe their parents. t: parents are the most familiar an

7、d loved person to you. can you give a brief description of them? you can describe what they used to be like and they are like now. (students may describe their age, appearance, personality and hobbies they used to be and now. ask students to collect the thanksgiving parents saying, poetry, articles,

8、 stories online or in the library. ss: show the results of the collections. a) 看着孩子一天天长大，知识一天天丰富，仿佛农民看见自己的庄稼日渐成熟，母亲的心里是充满幸福、喜悦的。 b) 世界上有一种最美丽的声音，那便是母亲的呼唤。的大树，让我淋浴在明媚的春光之中，借着大树的绿荫庇护，如小草一样茁壮成长。 2. t： if there is “a problem child ”beside you . how is going to help him? ss：answer. 设计意图：通过谈论母亲以前和现在的外貌，个性

9、，爱好等，既复习了本单元的语言功能项目，又能成功地引进本课要谈论和阅读的内容：父母的爱。同时充分利用了网络资源和图书，开阔他们的视野，拓展了他们的知识。 3. leadin t： play english the song“you raise me up”. use multimedia to play the song and lyrics. ss：students listen , sing and cheer. t： its great. you know much about father or mother. do you know when mothers day and fath

10、ers day are? s1：mothers day is the second sunday of may and fathers day is the third sunday of june. t：great. there two holidays are taken for us to thank our parents. now lets remember them. ss：enjoy the beautiful music , answer the questions and learn new words. 设计意图：播放关于感恩父母的英文歌曲设计既吸引学生的注意力，激发学生学

11、习英语的积极性，又引起学生深思，营造一种对父母无限感激的氛围。同时对学生进行了情感教育。 4. pair work t：dont you think the festival is important? i think so. its remind me think of my father. he has done so much for me. when i was a middle school student i used to be a shy person. i didnt use to dare to speak in front of class or facing a cro

12、wd of people. my father encouraged me to believe in myself. and im outgoing. im grateful to my father. he is so patient and helpful. im sure your parents are the same. would you liketo share the stories and make notes on the context? ask some students to tell his own stories. 设计意图：通过回顾父母对自己的帮助和爱，再一次

13、进行情感教育，使学生创造性的灵活运用目标语言，提高了学生的口语表达能力。 step2：whilereading 1. skimming: introduce the title of the passage. he used to cause a lot of trouble. t：your stories really moved me. today well read a connected story. he used to cause lots of troubles, according to the title, what might be talked about in the

14、passage? the students may give such answers: what trouble he used to cause? the reason he used to cause so much trouble. what made him change he is a good person. 设计意图：通过让学生根据文章标题猜测文章内容，目的就是培养其预测文章大意的能力。并在下一阶段的阅读来检验学生对标题的预测是否正确。 2. scanning: 1）read silently and quickly the passage，fine out the words

15、 “death、afford、cause、necessary、attention、waste”. reading their sentences, testing their reading ability 设计意图：培养学生利用上下文的信息猜词和学习新词汇的能力。 2）let the students read the passage fast. think about the questions in the group: a) what is the passage mainly about? b) and give the main idea of each paragraph in

16、group and report to class. paragraph1: after fathers death, martins life became difficult. paragraph2: the troubles martin used to cause. paragraph3: a conversation with his mother on the phone changes hislife. paragraph4: what is martin now like. 设计意图：通过快速阅读，概括段落大意，帮助学生把握课文脉络，培养他们快速阅读能力和概括能力。 3. re

17、ad carefully: 1) read paragraph1 carefully in the group, answer the question. “why did his mother have to work?” then read carefully again, then try to retell this paragraph according to the key vocabularies. 2) read paragraph2 carefully in the group, answer the question. “what did she make a decisi

18、on?”then read carefully again, then try to retell this paragraph together according to the phrases mentioned. 3) read paragraph3 carefully in the group, answer the question “ “did the conversation with his mother change his life?” then read carefully again, then try to retell this paragraph together

19、 according to the phrases mentioned. 4) read paragraph4 carefully in the group, answer the question “what is very important for parents?” then read carefully again, then try to retell this paragraph together according to the phrases mentioned. 5) detailed-reading, students read the passage again. fi

20、nish the following tasks. a） finish section 3, 3a. put the missing sentences back in the correct place in the passage. b) finish section3, 3b. read the sentences below. circle “true”, “false” or “dont know” according to the reading. 设计意图：让同学们带着问题仔细读课文，加深对文章的理解，提高他们的阅读能力，让他们复述段落，培养了他们的口语表达能力【篇二：初中英语阅

21、读课的教学设计】 初中英语阅读课的教学设计 华罗庚实验学校 郑玉贵 阅读教学在英语教学中有非常重要的地位,阅读课以培养学生的阅读能力为主要的教学目标,为达到这一目标,需要学习和掌握课文内容所涉及的语言知识以及了解课文内容所涉及的文化背景,进而在阅读方法、阅读速度、阅读技巧和阅读理解的准确度和深度上得到提高。我们应该通过阅读课的教学,使学生获得大量新的信息,开阔他们的视野,提高他们的兴趣并扩大他们的词汇量,丰富他们的知识,提高他们应用语言的能力。而当前阅读课教学中存在以下问题：有些课虽然使用了新教材，但仍承袭旧教材的教学模式，在阅读课上只是让学生听一听录音，译一译中文，讲一讲语言点，做一做练习，

22、对一对答案，因而整个教学过程显得单调、乏味和程式化。在此，我想结合我的教学经验和理论学习谈谈自己的几点感受。 一、主要教学环节的设计 a:阅读前 1.介绍与阅读内容有关的社会、历史、人文、自然背景，特别是与我国不同的英美等西方国家的历史地理和风俗习惯资料。在教授7a halloween ，先由学生最熟悉的中国节日开始介绍，然后进入外国一系列重大节日的介绍，重点补充halloween、christmas、april fools day及thanks giving day 的历史渊源和庆祝方式，使这些遥远的西方节日与学生有一个近距离的接触。 2.摘要介绍部分有碍课文理解的生词。凡是学生可能猜得出的

23、生词一定要让学生在阅读时去猜测；猜的能力的培养比动手查字典的“勤”更有意义。 3.要善于引导学生根据文章标题、插图和有关问题引导学生讨论并预测文章内容；也可根据已有的事实，对文章的结局、后来的前景、隐含的事实进行发掘。 4.提出一两个能概括全文中心思想的指导性问题，以统一思想，判断是非，使学生醒悟阅读的奥妙。 b:阅读中 1.粗读（fast reading）：粗读即粗略地阅读全篇。这是为掌握大意梗概或为侦查是否需要进一步阅读所用的方法。学生被要求不能逐字逐句地读，而是采取扫描式(scanning) 或跳跃式(skipping)阅读,是为了抓住文章的大意。如8a wild animals 在引导

24、学生阅读的过程里，我要求学生抓住熊猫生长的几个重要时期做有选择的阅读，以了解文章的大意。 2.精读课文(careful reading)：精读课文这个步骤是阅读课的主体，是阅读课的中心任务，但是如何操作好精读课文这个步骤似乎一直没有一个定论。有些老师可能仍然在延续灌输式教学模式中一句一句给学生翻译课文，事无巨细地讲解课文中语法的做法。我们的老师希望能把自己知道的所有知识都教给学生，希望学生能记住所有课本中甚至课本外的知识，这样反而抹杀了学生学习英语的兴趣，更不用说借助学生的兴趣来提高学习效率了。另外，学生在阅读的时候，要养成他们遇到问题通过同学之间的讨论和向老师请教的方式来自己解决问题，这样，

25、老师可以及时归结出在备课时没有准备的重点和难点，同时也给了学生动口的机会。 3.分析重点和难点：重点和难点一般是学生在精读课文时所遇到的语法方面困难。对于语法的讲解，以前的老师一般大多从理论的角度去分析，这样虽然对语法的道理学生非常明白，但他们在应用和考试当中很难把语法的理论知识和实际有效快速的结合起来，这是由于学生在学习的时候脱离了语言环境。我们在这一方面可以借鉴疯狂英语的方法，以句子的形式讲解，以句子的形式巩固，以句子的形式练习，让学生始终在句子当中理解语法的使用。这样，学生在应用和考试过程当中，就可以省却了由语法理论到实际应用的步骤。 c:阅读后 阅读完之后，很重要的是检查理解情况，解决

26、疑难问题。根据不同的文章体裁，可选择不同的方式。常见的方法有： 1.判断正误（true or false）：难度相对较小，一般是细节性问题，适合各种体裁的文章。 2.填空(filling in blanks)：根据文章内容补全句子或段落。如8a natural disaster的段落教学中，请学生细读第三段并完成重点词语的填空。 timmy _down.it was _ around him. he couldnt _ at all. he didnt even know _ he was. he thought he was _.a moment of _went through his m

27、ind. but he was still _. what 3.回答问题(questions)：最常用的方式，优点是有助于培养学生的口语表达能力，问what 题难度可深可浅，师生互动。 4.表格(forms)：根据具体信息设计。同样还是8a natural disaster的段落教学中，在学生进行细读四、五两段前，请学生根据表格的提示完成timmy当时在砖块下的所做和所 he 想。并利用表格请学生复述，既有助于学生理解短文还能更快的掌握文章。 下面笔者就以牛津初中英语八年级下 “unit 1 reading:times have changed”为例，谈一谈这一堂课的设计。 1) a)通过看图

28、、看标题了解主题，猜测这篇课文是描写那个地方？b)谈一谈前后两幅图有什么不同？在情景中学习主要的单词。（读前活动，扫除生词障碍） 2）整体阅读文段，理解大意，抓主旨what has changed in sunshine town? how does mr chen feel? 3）细读文段，填写表格，找出前后变化细节then/now。 4）根据表格信息，复述课文。设计活动活用句型（家乡变化，家庭变化等等）练习语言输出。 he he5）设置深层次问题，扩散性思维。 6）大量控制性练习巩固掌握句型。 7）布置作业，转化成笔头掌握。 二、需要注意的问题 1.应全面兼顾听说读写能力的训练 阅读课理所

29、当然应以读为主，训练学生的阅读技巧，培养阅读能力。不能把阅读课上成知识传授课，主次颠倒。但是，其它能力也不能忽视。在巩固环节中复述、角色扮演、采访较花时间，但教师要舍得花这些时间，因为知识由理解到掌握需要一个过程，没有采取一定的手段进行巩固是不行的。 2.课内阅读与课外阅读相结合 尽管新教材上的阅读材料有很多优点，但跟学生在实际生活中接触到的阅读材料相比，文章的题材和体裁不够广泛，并不能完全满足学生的阅读需求。因此，仅靠这些材料很难拓宽学生的视野和知识而、提高学生的阅读能力。语言的学习规律告诉我们，从新的语言知识输入到运用有一个处理、内化的过程，完成这个过程需要一定的语言接触的机会。仅仅通过课

30、内阅读来接触语言是远远不够的。因此要扩大课外阅读量，这是提高学生阅读能力，扩大知识面的有效途径。 3.培养学生的阅读策略和技巧 阅读课是一门技能训练课，在教学实践中教师应重点培养和训练学生的阅读技巧和方法，而不是单纯的讲解或让学生回答问题。不同的阅读材料和阅读目的会用到不同的阅读方式和技巧。例如，小说不能以查找电话号码的方式来阅读;专业书籍不能以浏览报纸的方式来看。因此在平常的阅读教学中，教师要根据文章的类型和阅读目的，及时指导学生，教授阅读策略和技巧。如: .略读(skimming)、扫读(scanning)等。 为了适应新课标、新教材的要求，教师应该因材施教，注重阅读课教学的设计与阅读方法

31、的指导。多方位教学生运用不同的阅读方法方式，调动学生的阅读欲望和兴趣，增强阅读效果，提高阅读能力。从而让学生具有自我学习的能力,为终身学习打下基础。【篇三：高中英语阅读课教学案例】teaching procedures 教学过程设计 step1 warming up t: boys and girls, good morning. are you in a good mood today? s: yes! t: im so happy to hear that. what kinds of words can be used to describe the persons emotions.

32、ss: (lost in thought) t:lets enjoy some pictures and find out some emotional words to describe them. ss: (very interested and excited) t:go through the following words and match them with the correct meaning emotionangry cross a feeling that you experience frustration a feeling when you are prevente

33、d from doing what you want curiosityto make something less difficult simplify (vt.) a strong feeling of wanting to find out about something 设计意图：以阅读材料为依托，在单词教学环节向学生渗透语篇意识，引导学生在语境中理解单词、短语的意义以及用法。在具体的教学中，采用了单词与词义配对、构词法练习，图文并茂猜。 t: would you like to think of some emotional words which can fit the situa

34、tion. situation 1: this morning when i got to school, my headmaster asked me to her office. she told me i was the only student who had passed the exam and would have a chance to be an exchange student. s1: happiness/excitement situation 2: however, about half an hour later, i was called to the offic

35、e again and was told that the teacher had made a mistake! s2:disappointment/frustration t:where can we find happiness in our life? are they really happy? (more pictures for the students to glance through) ss: (heated discussion) t: i cant agree more. such pictures do bring us so much simple happines

36、s. to have happiness is just so easy. 设计意图：从学生的实际出发引导、激发学生的学习兴趣和探究热情，引起学生情感上的共鸣，并自然地导入下一个活动任务。 step2: lead-in t: we can find happiness in all respect in our daily life. what can bring people happiness? do you think there are some things that make everyone happy? what are they? can you guess? ss: (ve

37、ry interested and excited) suggested answers: s1:s2s3s4s5t: good answers! 设计意图：通过向学生们展示许多贴近生活实际的图片，调动学生的求知欲，培养学生积极参与课堂活动的意识。同时设计一些与阅读文章有关联的问题，为下一步的教学活动做铺垫。 step3：read for information t: nice going! you know, miss dinsmore was annoyed with her little gray house. do you want to know what can make miss

38、 dinsmore happy? lets read the passage and try to fill in the chart with information from the reading material.how to make her house more cheerful,she understood it was really cheerful to share happiness with others. 设计意图：训练学生快速略读的阅读技巧，了解文章的大意和主旨，对所读材料的体裁、结构和逻辑关系有一定了解，舍弃文章细节及一切无关紧要内容，培养学生的逻辑推理和判断能力。

39、 step4: read for comprehension t: weve got a general idea about the passage. should we try to know more information? lets read the story more carefully and find out the answers to the following questions: 1.can you find a word in the passage with the same meaning of “cheerful”? 2.how did she do to c

40、hoose the best cheerful house? 3.what puzzled her most with the so many pictures? 4.what did the news refer to? 5.what can be inferred from the underlined part? ss: (in silence) different answers: s1:nice s2:she painted picture after picture. s3:she still couldnt decide which colour would make her h

41、ouse look as cheerful as cheerful can be. s4:dinsmore painted very well. s5:the secret to happiness is to share it with others. s6:true happiness comes from the mind /as cheerful as cheerful can be 设计意图：把阅读课文作为整体来处理，对文章的内容要点进行了归纳、分析，检查学生对课文中的事实的表层理解，养成良好的阅读习惯，提高阅读技能。本环节难度不高，即便是学困生也能完成此任务。成功给人以最大的满足，

42、产生自豪感，增强学习毅力。同时为提炼文章的主题思想铺路。 step 5: sharing information t: miss dinsmore thought her house was a cheerful house, especially when good friends came to visit her eventually. it was as cheerful as cheerful could be. how can we stay happy ? to figure out the meaning of the happy life, lets complete the

43、 following sentences. please discuss it with your deskmate . lets see which group will do best!(with the help of the pictures on the screen) be_while facing difficulties enjoy the f_ take ones c_ in both hands r_ the weaker have w_ and courage have some t_friends s_ more ready to h_ others take exer

44、cise to keep h_ learn to s_ be w_ to forgive (let the students exchange opinions about each picture on the screen.) suggested answers: brave,courage,wisdom,smile,healthy,willing,family,respect,true,help,share 设计意图：利用课文所学内容，运用任务教学法对快乐生活作进一步的探讨。相互交流，充分发挥了学生的主观能动性，让学生动起来，让他们自动地投身于语言学习的活动中，使他们能在课堂教学活动中真

45、正有一种学习主人的滋味，有一种成功的渴望和感受。把教学活动变成了真正的交际活动，并将课堂活动推向高潮, 从而提炼出文章的主旨大意。希望通过阅读过程中渗透总分总的思维模式，引导学生形成条理分明，逻辑清晰的思维习惯，最终促成同样的写作习惯。 step6 ：writing 1. brainstorming t: if you had a friend who was unhappy, how would you try to help him or her? based on the passage, what can we advise our friends to do only to live

46、 a happy life? you are to have chances to voice your opinions to the class. suggested answer: if i had a friend who was unhappy, i will try to be a good listener and understand what has made him or her so upset. offer some advice if necessary. invite him to go outside for a walk or go shopping toget

47、her to cheer him up。 设计意图：brainstorming为学生完成写作准备，意在激发学生思维密度，实现信息共享，获得更多的新观点和视角，有利于接下来的写作构思。同时渗透德育教学理念。 2.writing story:there was once a beggar who was always happy. the king saw him and wondered why he was so happy because he was so poor. however, the king could have whatever he wanted; yet he himse

48、lf was not happy at all. t: itsuggested wiriting: what is happiness? different people have different ideas. some people are rich; they think they are happy. other people have many friends, so they feel happy. still for children, happiness often suggests eating something good or playing with toys. for a stamp coll