英语阅读教案设计

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unit2：iusedtobeafraidofthedarktimeoflesson:45minutesstudents:thejuniormiddleschoolstudentsofgradenine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beafraidof结构为框架，以usedto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）letstudentsmasternewvocabulary,phrasesandsentencesofthelesson.（2）eightpercentstudentsareabletousethevocabulary,phrasesandsentencestomakesentencesandsimpleretelling.（3）sixtypercentstudentsareabletousethevocabulary,phrasesandsentencestoretellthepassageandclarifyhisviews.2.过程与方法：(1)multimediaaidedteachingmethod(2)communicativeapproach(3)build-upthereadingability(4)learningbydoinganddoingbylearning3.情感，态度与价值观：throughappreciatingthemusic,enhancestudentsculturalaccomplishment,inspirestudentstothanktheirparentsandlovetheirparents,paycloseattentiontothepeoplearound.四．教学重点：1.thestructure“useto”.2.newvocabulary,phrasesandsentences3.readingability五．教学难点：makethestudentsgettheinformationfromtheskimmingandscanning六．教学准备：multi-mediarecorderandlibrarybooks.七．教学过程：step1.pre—reading1.getthestudentstodescribetheirparents.t:parentsarethemostfamiliarandlovedpersontoyou.canyougiveabriefdescriptionofthem?youcandescribewhattheyusedtobelikeandtheyarelikenow.(studentsmaydescribetheirage,appearance,personalityandhobbiestheyusedtobeandnow.askstudentstocollectthethanksgivingparentssaying,poetry,articles,storiesonlineorinthelibrary.ss:showtheresultsofthecollections.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：ifthereis“aproblemchild”besideyou.howisgoingtohelphim?ss：answer.设计意图：通过谈论母亲以前和现在的外貌，个性，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.lead—int：playenglishthesong“youraisemeup”.usemultimediatoplaythesongandlyrics.ss：studentslisten,singandcheer.t：it’sgreat.youknowmuchaboutfatherormother.doyouknowwhenmother’sdayandfather’sdayare?s1：mother’sdayisthesecondsundayofmayandfather’sdayisthethirdsundayofjune.t：great.theretwoholidaysaretakenforustothankourparents.nowlet’srememberthem.ss：enjoythebeautifulmusic,answerthequestionsandlearnnewwords.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.pairworkt：don’tyouthinkthefestivalisimportant?ithinkso.it’sremindmethinkofmyfather.hehasdonesomuchforme.wheniwasamiddleschoolstudentiusedtobeashyperson.ididn’tusetodaretospeakinfrontofclassorfacingacrowdofpeople.myfatherencouragedmetobelieveinmyself.andi’moutgoing.i’mgratefultomyfather.heissopatientandhelpful.i’msureyourparentsarethesame.wouldyouliketosharethestoriesandmakenotesonthecontext?asksomestudentstotellhisownstories.设计意图：通过回顾父母对自己的帮助和爱，再一次进行情感教育，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：while—reading1.skimming:introducethetitleofthepassage.heusedtocausealotoftrouble.t：yourstoriesreallymovedme.todaywe’llreadaconnectedstory.heusedtocauselotsoftroubles,accordingtothetitle,whatmightbetalkedaboutinthepassage?thestudentsmaygivesuchanswers:whattroubleheusedtocause?thereasonheusedtocausesomuchtrouble.whatmadehimchangeheisagoodperson.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）readsilentlyandquicklythepassage，fineoutthewords“death、afford、cause、necessary、attention、waste”.readingtheirsentences,testingtheirreadingability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）letthestudentsreadthepassagefast.thinkaboutthequestionsinthegroup:a)whatisthepassagemainlyabout?b)andgivethemainideaofeachparagraphingroupandreporttoclass.paragraph1:afterfather’sdeath,martin’slifebecamedifficult.paragraph2:thetroublesmartinusedtocause.paragraph3:aconversationwithhismotheronthephonechangeshislife.paragraph4:whatismartinnowlike.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.readcarefully:1)readparagraph1carefullyinthegroup,answerthequestion.“whydidhismotherhavetowork?”thenreadcarefullyagain,thentrytoretellthisparagraphaccordingtothekeyvocabularies.2)readparagraph2carefullyinthegroup,answerthequestion.“whatdidshemakeadecision?”thenreadcarefullyagain,thentrytoretellthisparagraphtogetheraccordingtothephrasesmentioned.3)readparagraph3carefullyinthegroup,answerthequestion““didtheconversationwithhismotherchangehislife?”thenreadcarefullyagain,thentrytoretellthisparagraphtogetheraccordingtothephrasesmentioned.4)readparagraph4carefullyinthegroup,answerthequestion““whatisveryimportantforparents?”thenreadcarefullyagain,thentrytoretellthisparagraphtogetheraccordingtothephrasesmentioned.5)detailed-reading,studentsreadthepassageagain.finishthefollowingtasks.a）finishsection3,3a.putthemissingsentencesbackinthe