读写整合提升的英语教学设计范文（7篇）.docx

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1、读写整合提升的英语教学设计范文（精选7篇）读写整合提升的英语教学设计篇1教学目标1 .能够听、说、认读单词和词组tall and strong, short and thin, friendly, quieto2 .能够娴熟运用句型He勺介绍人物的性格和外貌特征；3 .能够运用Who is he ?询问他人姓名，并能回答。教学重难点教学重点:1.能够听、说、认读单词和词组tall and strong, short and thin, friendly, quieto4 .能够娴熟运用句型HUs介绍人物的性格和外貌特征；教学难点：理解friendly, quiet的意义。教学过程Step 1.

2、热身、复习（Warm-up / Revision）1 .Greeting.2 . Lets chant:（三年级下册的Lets chant,学生边说边做动作）Tall, tall, tall. Make yourself tall.sho。short, short. Make yourself short.师说指令，让生做出相应动作。听Lets do录音，让生跟说跟做.（由 词过渡到短语）拓展语言：巩固完单词，找同学到台前再来描述自己的家，用 句型：This is my home. You can see a . Welcome to my home.（弓| 导生 把词用到句子中作操练）.St

3、ep 5：Consolidation and extension.小组合作，相互帮助，设计一个共同的家，用本节课句型描述设 计的家，学以致用。师检查其结果，让生到前边来展示小组合作状况。 （师发给小组家的框架，让他们自己把单词卡片支配到不同的位置。）Step 6：Homework:小小设计师。T:让学生自己设计一套房子布置各个房间，在各个房间里画上一 些学国的物品，涂好颜色。学生以小组为单位用英语介绍自己设计的 房子，比一比谁是最棒的设计师。老师可让学生参考运用下列语：Look at my, Its pink. It/s very big. It has,读写整合提升的英语教学设计篇3教学目标

4、1能听懂，会说并正确运用词汇：study, bathroom living room bedroom kitchen2、初步运用拼读方法拼读和认读单词。3、能听懂指令Go to the living room. Watch TV.并作出反应。4、能用英语 This is my home. You can see a living room正确地简洁描述自己的家。教学重难点1,能听懂指令Go to the living room. Watch TV.并作出反应。能用英语 This is my home. You can see a living room正确地简洁描述自己的家。2.难点是 bed

5、room kitchen 的发音。能用英语 This is my home. You can see a living room正确地简洁描述自己的家。教学工具 多媒体 教学过程 一、热身、复习(Warm-up / Revision)A. Learn these sentencesWhere is the doll? It is in the box.Where is the doll? It is on the box.Where is the doll? It is under the box.Where is the box? It is on the table.B. Ask and

6、answerWhere is the farmer? He is in the van.Where is the monkey? It is under the taxi.Where is the elephant? It is in the car.Where is the boy? He is on the train.Where is the nurse? She is on the bus.Where is the girl? She is in the truck.Where is the bird? It is on the bridge.二、呈现新课（Presentation）1

7、 .老师出示study的图片，手指着书房里的书问学生：What are they?学生回答：They are books.老师接着自问自答:Where are the books? They are in the study.教读单词study,并板书,让学生认读。老 师用动作帮助学生理解词义：We read the books in the study.2 .老师出示living room的图片，老师问学生:Are there many books here? Is it a study?学生回答：No.老师确定学生的回答:Good. This isnt a study. Its a liv

8、ing room. We watch TV in a living room.教读单词 living room,并板书， 让学生认读。3 .老师出示bedroom的图片，问学生:Whats in it?当学生回答出 bed 时,老师说：Yes, there is a bed in it. We sleep in a bedroom.（做动 作帮助学生理解）This is a bedroom.教读bedroom,并板书，让学生认读。4 .老师出示 bathroom 的图片，问学生:Is this a study? Is this a living room? Is this a bedroom?

9、学生会回答：No.老师告知学生：This is a bathroom. We take a shower in a bathroom.（用动作帮助学生理解）教读 单词bathroom,并板书，让学生认读。5 .老师出示kitchen的图片,问学生：Is this a bathroom?老师可让 学生用中文说出这是哪儿。然后教读单词kitchen,并板书，学生认读 单词。老师可请学生看图片说句子：This is a kitchen.6 .老师把第46页Lets learn部分的挂图贴到黑板上说：This is my home. How many rooms can you see? What a

10、re they?7 .让学生观看本部分教学课件。运用Unit 4 Lets learn/A8 .老师提问：Can you see a bedroom, a living room, a study, bathroom and kitchen?学生回答：Yes.老!）巾：Oh, you can see a bedroom, a living room并让学生重复这段话。9 .让学生听录音，跟读课文。10 .老师出示单词卡，让学生认读单词。11 .老师用动作和语言表达句子，让学生说出相应的房间。老师：We watch TV in the.We read a book in the.We have

11、a snack in the.We take a shower in the.We have a sleep in the.12 . Lets do:1）老师播放录音，学生跟唱。2）老师说前一部分的指令，让学生说后一部分的指令并做出相应 的动作。老师:Go to the living room.学生:Watch TV.Go to the study. Read a book.Go to the kitchen. Have a snack.Go to the bathroom. Take a shower.Go to the bedroom. Have a sleep.3)学生小组表演Let,s

12、 do部分的内容。4)老师嘉奖优秀小组。三、趣味操练(Practice)1 .抢读单词这是训练学生认读单词实力的游戏，老师将全班分成若干小组, 然后逐个出示一些单词卡片或图片，学生们举手抢答，老师让最先举手的学生读出该单 词并说出其中的意思，或将图片上的单词读出来拼出来，读对说对拼 对的给该组记10分，得分最多的组为优胜。1 .摸宝说英语老师准备好本课的单词卡片(有的写中文，有的写英文)和图画。将卡片和图画放入一只不透亮的袋子里。游戏起先老师说，袋子里装的是很多珍宝，让 学生们上来轮番摸宝，假如摸到的是写有英文的卡片，则要英译汉; 假如是中文，则要汉译英并拼读出来;假如是图片，则要看图说英语。

13、四、扩展性活动(Add-activities)Lets sing: My Bedroom教材P55页 课后习题连线bedroom起居室livingroom 厨房kitchen卫生间bathroom 书房study卧房读写整合提升的英语教学设计篇4教学目标1 .能听、说、认读单词favourite和food。2 .接着谈论最宠爱的食物并给出缘由。3 .能完成Lets try 部分的听力任务。教学重难点1 .能听、说、认读单词favourite和food。2 .接着谈论最宠爱的食物并给出缘由。教学过程（一）、课前热身1.猜一猜老师请两三位学生上讲台，写出自己最宠爱的食物，其他学生猜 一猜，如:T:

14、 Guess! Whats her / his favourite food?Ss: Ice cream? T: No, guess again. Ss: Salad?T: Yes, youre right.Xiong Da, What/s your favourite food?Lan Yangyang, Whats your favourite food?Grace, Whats your favourite food?Kimi, Whats your favourite drink?2.老师随机出示上节课学习的五个单词的词卡，全班学生表演相 应的动作。(二)、新课呈现1. B. Let/

15、s talk老师在黑板上画出自己宠爱吃的几种食物，说：Look! There is ice cream, hamburgers, bread and noodles on the blackboard. They are food. They are my favourite food.,老师边说边在黑板上画几个笑脸, 帮助学生理解favourtite food”的意思。(2)介绍对话情景。T: Sarah and Zhang Peng are talking about todays menu. Let/s go and see what they would like to eat tod

16、ay.老师出示本部分的教学挂图，问：What food and drink are in todays menu?, 学生依据情景图回答：There are noodles, beef, fish, sandwich, tomato soup and milk in todays menu.。第一次播放教学录音，全班学生跟着录音读，提示学生在跟读 的过程中留意仿照录音中的语音、语调。其次次播放教学录音，全班 学生分男女生跟着录音读。第三次播放教学录音，学生听完录音后回 答下面问题： Whats Zhang Pengs favourite food? Whats Sarahs favourite

17、 food? What do they have today?Answer: Noodles. He loves beef noodles. Fish. They have beef noodles and tomato sandwiches today.学生拿出人物头饰，同桌合作练习表演对话，然后老师请几对 学生上讲台表演，评比出“最佳表演者，并赐予小礼物作为嘉奖。(6) Ask your friend about your favourite food and drink学生四人一组，调查组内同学最宠爱的食物和饮料，完成表 格：老师请两三位小组代表上讲台汇报本组各位学生最宠爱的食 物和饮料

18、。(三人巩固延长1 . B. Lets try(1)明确听力任务T: Zhang Peng and Sarah are thirsty. What would they like to drink? Ill play the tape for you to listen. After listening, match each person with the right picture.第一次播放教学录音，学生依据录音内容连线。其次次播放教学录音，师生一起核对答案（四卜课堂小结小结本课的重要句型并对学生的饮食习惯进行必要的引导。T: When you like something, you c

19、an say Ss: I like Because its / theyre T: When you want to know someones favourite food, you may ask Ss: Whats his / her favourite food?T: If you want to know my favourite food, you may ask . Ss: Whats your favourite food? T: I like tomatoes. Theyre healthy.T: Boys and girls. We must have much veget

20、ables and fruit. Theyre healthy for us.2 .（五）反馈检测仿按例子写句子：示例：I like bananas. Theyre sweet. I like. Theyre.（2）I like. Theyre. I like. Theyre.（4）I like.Its. I like.Its.六、布置作业1 .听录音，跟读B. Lets talk部分内容。2 .把本节课学习的生词在四线三格内抄写六遍。3 .调查自己家庭成员最宠爱的食物和饮料。板书设计Unit 3 What would you like? B. Lets try B. Lets talkWha

21、ts your favourite food? I love beef noodles. Well, lets see.We have beef noodles and fish sandwiches today.读写整合提升的英语教学设计篇5教学目标1 .能听懂会说 My friend is strong. He has short hair.2 .会用 long hair, short hair, thin, strong, quiet 等词简要描述一个人 的模样和特征。3 .能听、说、认读单词和词组：friends, long hair, short hair, thin, strong

22、, quiet教学重难点教学重点：4 .句型：Whos he/she? Whos your best friend?5 .词汇：hair, thin, strong, quiet教学难点：6 .发音：friends, thin7 .名词复数的运用教学工具课件教学过程(一)热身/复习(Warm-up/Revision)1.猜谜语。老师说，学生猜。Big, big, big. Make your eyes big.Small, small, small. Make your eyes small.Long, long, long. Make your arms long.Short, short,

23、 short. Make your arms short.3.Guess:It has two long ears and short tail.lt has big red eyes.lt likes eating grass.And it can jumpjumpjump.Its a big animal.lt has a long nose and a short taildt has small eyes and big ears.Step 2.呈现新课(Presentation)1 .出示动画片中的卡通人物Zoom的图片。FriendsZoom is my best friend o

24、提问:Who is he ?引导学生用句型:His name is Zoom.板书：Who is he ? His name is Zip。T:Look at the picture.Is he short? Ss:No , he is tall. T:Anything else ? Ss:He is strong. T:He is tall and strong.贴图板书并 教学 tall and strongo(2)T:Who is tall and strong in our class? Ss:is tall and strong.3 .同法教学:Zip(short and thin

25、),Zoom(friendly)o出小图片：Shes thin.Hes strong.Its so big. It has a long nose and a short tail. What is it?(An elephant)Its small. It has two long ears. What is it? （ A rabbit）2 .老师出示猴子和兔子的图片，启发学生说：The monkey has a long tail. The rabbit has a short tail.老师再出示长颈鹿和梅花鹿的图片, 让学生说出:Its tall. Its short.3 .复习单词

26、big, small, long, short, tall,并说出中文意思。（二）呈现新课（Presentation）1 .老师出示ChenJie的面具，问:Who is she?学生回答:ChenJie。 老师说：She has long hair.（一边说一边做动作帮助学生理解）老师出示Amy的面具，问：Who is she?学生回答：Amy。老师说： She has short hair.（一边说一边做动作帮助学生理解）老师同时拿着两个面具，说：ChenJie and Amy are friends. They are friends.2 .让学生看着面具在老师的提示下学说：She ha

27、s long hair. She has short hair. They are friends.3 .让学生指着班里的同学说：She has long hair. He has short hair. 老师出示单词卡教读long hair, short hair和friendso（把单词卡贴在黑 板上）4 .老师出示Sarah和Miss White的面具，问Who is she?学生答: Sarah, Miss White。老师把面具贴到黑板上相应的单词前，激励学生说出 She has long hair.She has short hair.5 .老师指着班里很瘦和长得很健壮的同学说：S

28、he is thin. He is strong.并让学生指着班里的同学学说这两句话。老师出示单词卡教读 thin和strong。老师要提示学生在读thin时，留意咬舌尖儿。6 .老师出示ZhangPeng和Mr.Black的面具，并把它们贴到黑板上 相应的单词前，让学生说出：He is strong. He is thin.7 .老师把右手的食指放在嘴上，做出让学生安静的动作，让学生 说出单词quiet。并出示单词卡，让学生认读quiet。（把单词卡贴到黑 板上）再把ChenJie的面具贴到这个单词前，让学生说出：She is quiet. 让学生翻译中文。8 .老师导入课文对话：John

29、has a friend.你能依据他的描述猜出这 个人是谁吗？让学生观看课件Unit 3 Lets learn/A老师问：Who is he?（板书）9 .听录音带，跟读对话。Unit 3 Lets learn/A10 .老师：你能依据我的描述猜出这个人是谁吗?My friend is thin. She has long hair. She has quiet.Who is she?（板书）11 .让学生仿照课文对话来描述黑板上所贴出的人物，让大家猜。（三）趣味操练（Practice）l.Lets find out老师出示第一组单词：hair, eyes, ears, nose, mouth

30、.老师出示其次组单词:long, short, big, small老师出示第三组单词：thin, strong, quiet, cute, tall, short（四）扩展性活动（Add-activities）为爸爸、妈妈画像老师让学生在纸上画出自己的爸爸或妈妈，然后让大家看着画像, 由自己来描述爸爸或妈妈的模样。看看谁画的画像与自己的描述是一 样的。课后小结学了这节课，你有什么收获？课后习题完成课后练习题。板书Unit3 My Friends读写整合提升的英语教学设计篇6一、整体设计思路：书面表达是写的一种途径，是英语交际的重要组成部分。初中阶 段对于英语写作的要求，事实上是有指导的写作“

31、（Guided Writing）。 它通过供应情景（文字、图画、表格），让学生用学过的英语语言来 描述事物或事务并表达确定的思想，以此达成和检验对所学英语语言 学问的实践应用实力。客观地说，书面表达始终是我们英语教学的一 个难点，也是学生应试的一个难点。从初中英语教学实际状况来看，英语写作是得分较为薄弱的一个 题项。究其缘由，一是学生写作练习的时间少，二是老师平常缺乏对 学生进行系统的写作学问的指导。（比如，如何用词、句、组段、谋 篇等）。这些缘由造成了学生从最初不会写盲目写到不愿写。惧怕写， 直至最终拒绝写的恶性循环。针对这一现象，我进行了一次如何提高 学生写作实力的互联网+模式课堂实践。写

32、作的材料取自于人教版八 年级下册unitlO Ive had this bike for three years.老师旨在通过与学 生谈论他们熟悉的话题My favorite thing”,并结合本单元时态语法点 现在完成时，搜寻学生头脑中有关切爱之物的信息，单元SectionA 3a 部分的阅读内容结构，指导学生如何写My Favorite Thing ,从而达到 写作的目的。二、教学目标：1 .认知：功能：会表达对自己心爱之物的宠爱之情和缘由；词汇：会在文章中娴熟运用since, childhood, special, memories等 词。2 .技能：会运用现在完成时表达从过去持续到现

33、在的事情，并 会用一般现在时描述宠爱的理由，并会用一般过去时介绍有关这件物 品的小故事，达到多种时态的自由切换。3 .情感：理解每一件心爱之后背后蕴含的情感，懂得珍惜他人 对自己的心愿。三、教学方法：写作的方式很多，本课运用其中之一的方式-提问的方式来教学 写作，并用小组合作、探讨形式来完成写作任务，之后通过网上提交 的模式输入并赐予学生评价。四、教学过程：StagesTeachers activityStudents/ activityPurposeStage 1Lead in1 .展示一件老师个人珍藏的小时候妈妈买给自己的一个布娃娃。2 .简洁的讲一讲它的来历。3 .让学生猜一猜它的来历。

34、4 .让学生将提前准备好的自己珍藏的物品拿出来展示。从老师自身的故事导入到学生，使学生更加情愿展示并有了思路。Stage 2Presentation1 .将讲解并描述过程中涉及的重点词写在黑板上，并带学生朗 读，以为后面学生发言做准备。2 .请学生简洁讲解并描述自己的物品，可依据提示问题。3 .问题：How long have you had it? Who gave it to you?1 .学生跟读话题重点词。2 .依据提示问题简洁介绍自己的物品。引导学生对物品进行简洁思索。Stage 3Stimulate1 .播放一个电影片段，涉及主子公将他人送给自己的物品进行珍藏的心路历程。2 .展示

35、网上常见儿时宠爱珍藏的物品的图片让学生观看以激发学生的思维，不局限于某一件物品。给未准备好的学生 Why?What happened? 结合实际状况回答全部问题，进行头脑风暴，搜集信息。让学生对该物品进行透彻分析和梳理。Stage 5Drafting1 .对刚才的全部问题进行梳理，划分段落，分清主次。2 .给出提纲。My favorite thing from childhood is. Ive had it for/sincegave it to me.I like so much because. It/s special to me because, I think has given

36、me may memories. I remember when依据提纲，完成草稿，然后在翼课网上完成半开放作文题目。依 据得分进行修改。让学生对作文有思路有抓手，并且在网上提交可以刚好反馈语法 词汇错误。Stage 6Writing1 .让学生依据在网上提交的结果，再依据自己所选择的物品进 行开放式写作。2 .依据提交反馈将学生普遍存在的问题进行总结。1 .在原有作文基础上修改掉词汇语法错误。2 .将原有作文尽量再加以拓展，使内容更加饱满。从半开方式到开放式的转换可以帮学生夯实基础，并提高终稿的 精确率漂亮性。Stage 9Homework1 .将最终的作文修改后再次提交。2 .拓展学生思索

37、如何书写以My Favorite为题的其它文章。完成作业并提交翼课网。综合今日所学，利用提示，结合重点词汇、句型、观点，展示学 生的综合实力。3 写整合提升的英语教学设计篇7一、教学目标1 .通过fast reading,学生能够通过找主旨句正确选择段落大意， 并补全文章中的空缺内容。2 .通过careful reading,学生能够从文章中提取有效信息，正确 回答问题，逐步提高阅读技巧和实力。3 .能够运用be going to句型谈论自己的新年决心。同时培育学生的目标意识与责随意识，使学生能够正确地下定决心并坚决地执行。 二、教学重、难点1. Structures: Km going to

38、2. Train the students reading skills.三、教学过程Stepl Warming up and lead inEnjoy a songFree talk:1) Whats the name of the song?2) What do you want to be when you grow up?3) How are you going to do that?Step2 Fast readingT show the reading tips to Ss.Ss find out the main ideas of each paragraph according

39、 to the topic sentences.Ss put the sentences A-D in the correct place in the passage.T check the answers.Step3 Careful readingSs read paral and answer question.Ss read para2 and fill in the box.Ss read para3 and fill in the chart.Step4Ss read the whole passage again and try to retell according to th

40、e mind map.Step5 Group workSs discuss what they are going to do next year and how are they going to do it.Make a report.四、 HomeworkWrite a postcard to tell your teacher about your New Years Resolutions.Guess:Hes/Shes tall/short.Hes/Shes tall/shortoHes/Shes strong/thin.Hes/Shes strong/thin o4.出示照片。T:

41、 Look at the picture.Who is she ?Ss: Her name is Zhao Yan.板书： Who is she ? Her name is老师做动作提示：She is quiet.贴图板书并教学quietoT:Who is quiet in our class? Ss: Wang xiaomei is quiet.5.Lets chant: Who is he ? Who is he ?His name is Zoom. His name is Zoom .Zoom, Zoom ,tall and strong.Zip, Zip, short and thin

42、. Zip, Zipr, friendly. Zhao Yan, Zhao Yan , quiet.Step 3.趣味训练(Practice)T:看图描述人物(用句子描述人物的外貌或性格)介绍你的挚友;出 不图片：She has long hair.She has short hair.He has short hair.出示图片：She has long hair, big eyes ,a small nose, a big mouth andbig ears. She is short andquiet.出示图片：He has.He is.谁来描述。出示图片：She has. She is

43、.谁来描述。出示图片：Bailing LiMing LiuYing ChenJie WuYifan小组内介绍他们。分四人小组介绍自己的好挚友。Lets find outLets sing FriendsStep 4.制作小绘画。用简笔画画出自己的好挚友并用英文描述。 最终收集在一起订成小人书。This is my good friend. His /Her name isHe / She isStep 5.Summary.1 .小结本课重点单词和句型。2 .品德教化：挚友让我们的生活更精彩，挚友之间应当相互帮助, 共同共享。Step 6.作业布置(homework)L听录音，仿照跟读课本P25

44、。2.用英语向家人简洁介绍自己的挚友、同学、或老师的外貌。读写整合提升的英语教学设计篇2教学目标1 .学问目标：1) 能听、说、认、读 study, bathroom, bedroom, living room, kitchen等单词并能在日常生活中运用。2)、能听懂Lets d。中的指示语，并依据指令做出相应动作。2 .实力目标：能听懂、会说Welcome to my home.欢迎别人到自 己家来做客的这一礼貌用语。能实际运用句型：This is my home. You can see a bedroom.来介绍 自 己的家。3 .情感目标：培育学生学习英语的爱好以及对家的酷爱，激励学

45、生大胆设想自己将来的家居。教学重难点1 .重点：5个表示家庭厅室的词汇以及用句型：This is my home. You can see a bedroom.来操练这5个新词汇。2.难点：正确驾驭单词bathroom, kitchen的发音。教学过程Step 1：Warm - up(l)Before class, T and Ss sing the song“My Bedroomafter the tape.(2)Greeting.(给坐在后排的学生课程前戴上不同人物的头饰，调 整下课堂气氛)T: Hello! Boys and girls! Today there are some new

46、 friends in our classroom. Now say“Hellot。them/Hello, my friends!Welcome to our class.Clap your hands. T: Nice to meet you! Ss: Nice to meet you,too! T: How are you,today? Ss: Fine,thank you.（3）Ss greet with each other like that.（4）Sing a song How are you?.Step 2： PreviewT: Look! This is my new schoolbag.Ss: Wow! How nice!（把新书包传给一位同学，照老师的样子说， 然后再传给下一位同学，同伴之间练习说Look! This is my schoolbag. You can see a pencil-case、 a Chinese book.）Step 3： PresentationLets learnT: Today Im very very happy.（作出特殊兴奋的夸张动作）Because I have a new home（师重复home,生可能不懂其意，于是师出示一座