2022年模板范文初中英语阅读课教案设计模板(汇总8篇) .doc

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1、YOUR LOGO原 创 文 档 请 勿 盗 版初中英语阅读课教案设计模板（共8篇） 第1篇：初中英语阅读课教案LESSON PLAN Time of Leon: 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 gueing the meaning of new words in the context the speed of readi

2、ng.) 2.To train Ss reading comprehension(To get meages from what they read.) Teaching Points: 1.Ss get used to three reading skills. 2.Ss understand the given paage. Properties: Stamps letters postcards work sheets OHP Teaching Method: communicative Approach Leon Type: Reading New Words and A Phrase

3、: 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

4、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 addreed people.Expla

5、in ”deliver” and write deliver on the Bb. deliver: take letters or goods to the addreed 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 thin

6、king over proposal: sth.proposed plan or idea suggestion Again: Who put forward the proposal to use stamps? Step 2.Skimming(430”) 1.Instructions T: Now I give you a paage to read and for the first time you should only find the answer to the question.You have only two and a half minutes to read.So do

7、nt read word for word.Read quickly.Just try to find the answer.2.Handing out the reading material and reading 3.Checking Q: Who put forward the proposal to use stamps. A: Rowland Hill a schoolmaster in England. Step 3.Scanning(6) 1.Instructions T: This time I give you three minutes to read the paage

8、.When you are reading find the answers to the two questions. Use OHP to project the questions: 1.Why was the postage high in the early nineteenth century when people did not use stamps? 2.When was postage stamps first put to use? 2.Reading 3.Checking 1) Pair work 2) Cla checking Ans.to Que.1.Because

9、 the post offices had to send many people to collect the postage. Ans.to Que.2.On May 6 1840. Step 4.Full reading(21) 1.Instructions T: Now I give you ten minutes to read the paage for the third time and you should read it carefully.Before reading lets go over the questions on the work sheet.Give Wo

10、rk Sheet 1 to the Ss.Explain the new words in Que.4. prevent: stop not let sb.do sth. reuse: use again T: Try to find the answers to the questions.But dont write the answers down you can put a sign or underline the sentences concerning the questions. 2.Reading 3.Checking 1) Group work: Checking the

11、answers in a group of four Ss. 2) Cla work: Checking the answers in cla. Poible Answers: 1.Why were people unhappy to pay postage for letters in the early nineteenth century? Because they had to pay postage when they received letters especially when they paid for a letter which they did not wish to

12、receive at all.The postage was high.2.Why was it much easier for people to use stamps for postage? Because people could go to the nearby post office to buy stamps and put them on envelopes before they sent the letters. 3.Why was the postage much lower using stamps? Because in this way the post offic

13、e did not need to send postmen to collect postage.It only needed to send fewer postmen to deliver letters.4.How could the post office prevent people from reusing the stamps? The post office could simply put seals on the stamps so that people could not use the stamps again.Check the understanding of

14、the word ”seal” and write it on the Bb.seal: 5.Did other countries take up the new postal system? Yes.Check the understanding of ”postal” and ”system” and write them on the Bb. postal: of the post system: a set of working ways 6.Does every country in the world has its own stamps? Yes.Step 5: Roundin

15、g-off(7) 1.Answering Ss questions on the paage if any. 2.Making a guided-dialogue with the information given from the paage.Hand out Work Sheet 2.Do it in pairs.3.Asking two or three pairs to read their dailogues. A poible completed dialogue: A: Oh What a beautiful stamp! B: Yes its from the U.S.A.A

16、: Do you know in the early nineteenth century people did not use stamps? B: Then how did they pay the postage? A: They had to pay the postage when they received letters. B: Was the postage very high then? A: Yes.Because the post offices had to send many people to collect the postage.B: Who put forwa

17、rd the proposal to use stamps? A: Rowland Hill a schoolmaster in England. B: Why do post offices put seals on the stamps? A: They can prevent people from using the stamps again. B: When did post offices begin to sell stamps? A: On May 6 1840.B: Thank you for telling me so many things about stamps. S

18、tep 6.Aignment(30”) Ask the Ss to shorten the paage within four or five sentences after cla and to write it in their exercise books. * Reading Material: How Did Postage Stamps come Into Use When you send a letter or a postcard you have to put stamps on the envelope or on the card.When did people fir

19、st begin to use stamps? Who was the first to think of this idea? In the early nineteenth century people did not use stamps.They had to pay postage when they received letters.They were unhappy about this especially when they paid for a letter which they did not wish to receive at all.The postage was

20、high at that time because the post offices had to send many people to collect the postage.Rowland Hill a schoolmaster in England was the first to put forward a proposal to use stamps.He thought it would be much easier for people to use stamps to cover postage.They could go to the nearby post office

21、to buy stamps and put them on envelopes before they sent the letters.The post office could simply put seals on the stamps so that people could not use the stamps again.In this way the post office did not need to send postmen to collect postage.It only needed to send fewer postmen to deliver letters.

22、That was a good idea and the government finally accepted it.On May 6 1840 post offices throughout England began to sell stamps.Soon this new postal system was taken up by other countries.Now each country has its own stamps.And there are many people who collect stamps all over the world.Work Sheet 1:

23、 Find the answers to the following questions from the paage: 1.Why were people unhappy to pay postage for letters in the early nineteenth century? 2.Why was it much easier for people to use stamps for postage? 3.Why was the postage much lower using stamps? 4.How could the post office prevent people

24、from reusing the stamps? 5.Did other countries take up the new postal system? 6.Does every country in the world has its own stamps now? Work Sheet 2: complete the dialogue with the information you have got: A: Oh What a beautiful stamp! B: Yes its from the U.S.A.A: Do you know _ people did not use s

25、tamps? B: Then how did they pay the postage? A: _.B: Was the postage very high then? A: _.B: Who put forward the proposal to use stamps? A: _.B: Why do post offices put seals on the stamps? A: _. B: When did post offices begin to sell stamps? A: _.B: Thank you for telling me so many things about sta

26、mps.第2篇：初中英语阅读课教学设计 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了解这种规律；并结合教学现实；合理设计教学程序；充分发挥学生的主体作用；教学相长；才干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；知道如何捕获细节；（2）

27、根据图片猜想大意；（3）引导学生了解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: Warmingup 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 talkingth

28、e teacher can write some of them on the Bb especially some new words: fruit sweet bread meat juice.To ask the students to ask and answer: “What is it?” “Do you like it?” （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）Discuion : （）What food can we eat a lot? （） Do you think is good for our health? （） Wh

29、ich is your favorite? Step 2: Reading （一）Listening and scanning: 1.What do students want to be? 2.What do students eat for breakfast now?（二）Intensive Reading: Read the text again try to answer some questions:（三）Skimming: 1.To ask groups 1 & 2 to read the text a third time and make a dialogue in pair

30、s.2.To ask groups 3 & 4 to retell the story.（四）Extension activity: To ask the students to tell something about their own lifestyles.四、教学后记针对上述教学设计和具体的教学活动；自己事后有以下几点思考：1、教师在教学过程中积极调动学生；让学生自己来组织并完成任务；真正展示了学生的主体地位；第3篇：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 exer

31、cise?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；知道如何捕获细节；（2）根据图片猜想大意；（3）引导学生了解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；Warmingup activities（一）Free Talk: To ask the student on duty to make a speech: “What is my favorite food?”（二）1.Revise s

32、ome names of food (Let the students speak freely.) 2.To show the students beautiful pictures of food .During the talkingthe 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）Dis

33、cuion : （）What food can we eat a lot? （） Do you think is good for our health? （） Which is your favorite? Reading （一）Listening and scanning: 1.What do students want to be? 2.What do students eat for breakfast now?（二）Intensive Reading: Read the text again try to answer some questions:（三）Skimming: 1.To

34、 ask groups 1 & 2 to read the text a third time and make a dialogue in pairs.2.To ask groups 3 & 4 to retell the story.（四）Extension activity: To ask the students to tell something about their own lifestyles.反思在教学实践中；体会到；阅读教学应处理好以下四次关系：教师的“教”和学生的“学”的关系；教师应更多地关注如何教会学生阅读；而不是仅向学生灌输大量的语言知识；教学过程是学生在教师的辅助和

35、指导下了解知识和形成技能的过程；教师应让学生在活动中发挥其主体地位；让学生自己去发现问题、分析问题和解决问题；、在教学设计过程中；要尽最大可能考虑学生情感在教学中的重要性；要设法让学生在快乐中学习；但教师不能片面地追求所谓的“快乐”；一味 强调了热闹课堂；气氛是活跃了；但忽视了学生对知识的了解和能力的培养；、阅读过程和结果的关系；任务型教学要求教师在教学中不仅要关注学习的结果；还要关注学习的过程；学生完成任务的过程就是学生发现问题、分析问题和解决问题的过程；同时也是逐步提高阅读技巧；提高了阅读能力的过程；、实践和反思的关系；反思是实践的一面镜子；每次的教学反思都能折射出实践中的胜利和欠缺之处；

36、在教学中应该一直借鉴胜利；改善欠缺；把培养学生学会阅读、学会自主学习作为追求的目标；第4篇：初中英语阅读课教案1unit 4 how do you get to school? 八年级英语阅读课教学设计【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 ；使学生熟练了解描述交通方式的相关短语、句型及在句中的表白方式；了解相关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

37、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了学生的阅读技巧和读写能力； 【教学目标】 .knowledge .words and expreions: .sentence: .grammar: .emotion 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；这次话题是学生们每天都要说和做的事情；和学生很亲近；因此学生对这局部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；可以促进学生之间相互了解；从而加深友谊；在教学过程中；还可以结合现在生活中

38、交通拥挤的现象；对学生展开交通保险教育和热爱生命教育； .key points 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.difficult points i.be able to understand some clauses appe

39、ared in the paage.ii.to develop studentsability of reading comprehension and communication.iii.attract the studentsinterests to attend the study activities.teaching tools：cai a tape-recorder worksheets .学法指导教会学生使用skimming 和scanning的阅读方法；提高了阅读速度；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；

40、提高了学生的自学能力； .过程和方法采取communicationquestionexplaininglistening 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；通过男少女生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 cla into two groups boysgroup1 girls

41、group2.sing an english song and play a gueing game to have a competition between them.t: good morning boys and girls! s: good morming mi 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 c

42、an.t: girls can you ? g: of course we can.t: now lets 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! g

43、irls sing boys listen.t: how about their singing boys? its beautiful isnt it? b: yes but we didnt do badly either.t: well you both did very well.but i think the girls voice is sweeter and the boysvoice is louder.so i cant see who is better.i have a coin here lets throw the coin and decide the result

44、 ok? s: ok! t: each of you have five chances to gue up or down.the winner is the better one.first boys throw girls gue.then exchange.please catch the chance! play the gueing 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；特别是将学生分成男少女两大组展开竞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；并为接

45、下来的英语学习搭建起男少女生竞赛的平台；有利于培养学生的团队精神和竞争意识； 第5篇：初中英语阅读课初中英语阅读课“四次阶段”课堂教学模式学习心得体会陈秀芬“阅读课”的教学在整次中学英语教学过程中；它既是教学着重；也是教学难点；新尺度这套教材也充分分析了这一点；并告诉我们如何让学生通过大量的阅读训练；学生能够获取英语基础知识和丰富的语言信息；从而推动了学生对所学语言的理解、了解和运用；那么我们如何教学呢？这是我一直苦恼的问题；在以前的教学中；我都是偏重一些阅读技巧讲授；教学生如何在题目中找到答案；但；在这样的教学模式下；学生学习的效果并不理要；近年来；我采取了阅读课“四次阶段”课堂教学模式；学

46、生学习的效果就比拟显著了；接下来是我的实施过程；第一步情景导入阶段；采取一些和课文相关的图片；并且通过图片引出本课重要和难的单词；帮学生扫除了阅读障碍；和传统的在单词表上教单词比拟；这显的更直观有效；第二阅读理解阶段；首先；（Skimming）让学生带着问题的快速阅读；让学生对文章的内容有了初步的了解；（在这里我通常是设计出几次找文章大意的问题；）其次；（ scanning）跳读文章让学生对文章进一步的了解；（在这里我通常设计出一些和图片、段落配对或和题目相配对的问题）；最后是细读；让学生带着任务（问题）去阅读课文；去找答案；这有助于学生更加准确地获取信息；从而提高了学生的阅读效果和技能；这样；学生通过分步骤阅读文章；获取具体信息；把知识点和课文理解在分段学习中得以突破；另外；学生们在小组活动中；通过学生间的自主、合作学习；让学生充分地实践运用语