初二上英语阅读课教案
初二上英语阅读课教案
【篇一：2013初二上英语全部教案】
unit 1 where did you go on vacation?
section a 1 (1a-2d)
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：anyone, anywhere, wonderful, quite a few, most, something, nothing, everyone, of course, myself,
yourself
能掌握以下句型：
①—where did you go on vacation?—i went to the mountains.
②—where did tina to on vacation? —she went to the beach.
③—did you go with anyone? —yes, i did./no, i didn’t.
2) 能了解以下语法：
—复合不定代词someone, anyone, something, anything等的用法。
—yourself, myself等反身代词的用法。
3）一般过去时态的特殊疑问句，一般疑问句及其肯定、否定回答。
2. 情感态度价值观目标：
学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。
二、教学重难点
1. 教学重点：
1) 用所学的功能语言交流假期去了什么旅行。
2) 掌握本课时出现的新词汇。
2. 教学难点：
1) 复合不定代词someone, anyone, something, anything等的用法。
2) yourself, myself等反身代词的用法。
三、教学过程
Ⅰ. lead-in
1. 看动画片来进入本课时的主题谈论上周末做了些什么事情，谈论
过去发生的事情。
Ⅱ. presentation
1. show some pictures on the big screen. let ss read the expressions.
2. focus attention on the picture. ask: what can you see? say: each picture shows
something a person did in the past. name each activity and ask students to repeat:
stayed at home, went to mountains, went to new york city 6. went to the beach,
visited my uncle, visited museums, went to summer camp
3. now, please match each phrase with one of the pictures next to the name of the
activity，point to the sample answer.
4. check the answers. answers: 1. f 2. b 3. g 4. e
5. c
6. a
7. d
iii. listening
1. point to the picture on the screen.
say: look at the picture a. where did tina go on vacation? she went to mountains.
ask: what did the person do in each picture?
2. play the recording the first time.
3. play the recording a second time.
say: there are three conversations. the people talk about what did on vacation. listen to the recording and write numbers of the names in the right boxes of the picture.
4. check the answers.
iv．pair work
1. point out the sample conversation. ask two ss to read the conversation to the class.
2. now work with a partner. make your own conversation about the people in the picture.
3. ss work in pairs. as they talk, move around the classroom and give any help they need.
4. let some pairs act out their conversations.
v. listening
1. tell ss th ey will hear a conversation about three students’ conversations. listen for the first time and fill in the chart. then listen again and check yes, or no.
2. let ss read the phrases in the chart of 2b.
3. play the recording the first time. ss listen and fill in the chart.
4. play the recording a second time for the ss to check ―yes, i did.‖ or ―no, i didn’t. ‖
5. check the answers with the ss.
vi. pair work
1. let two ss read the conversation between grace, kevin and julie.
2. let ss work in pairs and try to role-play the conversation.
3. ask some pairs to act out their conversations.
vii. role-play
1. first let ss read the conversation and match the people and places they went.
2. let ss act out the conversations in pairs.
3. some explanations in 2d.
homework:
用英语询问你的一位好朋友，她（他）假期去了哪里？看到了什么？并将此对话写在作业上。a: where did you go…？
b: i went to…
a: did you see…
b: yes, i did. / no, i didn’t.
板书设计：
section a 2 (grammar focus-3c)
一、教学目标：
1. 语言知识目标：
1) 复习所学的重难点句型及句式结构。
2）总结学习anyone, someone, everyone, something, anything, nothing等不定代词的用法。
3）练习运用所学的句型及句式结构。
2. 情感态度价值观目标：
学会用一般过去时进行信息交流，培养学生的环保意识，热爱大自然。
二、教学重难点
1. 教学重点：
1) 用所学的功能语言交流假期去了什么旅行。
2) 复习运用本课时出现的新词汇。
2. 教学难点：
1) 复合不定代词someone, anyone, something, anything等的用法。
2) 阅读填空能力的提高。
三、教学过程
Ⅰ. warming- up and revision
1. free talk: ask ss the questions: where did you go on vacation?
ss try to answer the questions.
2. review the usage of “复合不定代词”
Ⅱ. grammar focus.
1. 学生阅读grammar focus中的句子，然后做填空练习。
1. 你去了什么地方去度假？
______ ______ you go on ___________?
2. 我去了纽约市。
i _______ _______ new york city.
3. 你和什么人别一起去的吗？
______ ______ go out with ________？
4. 不，没有别人在这儿。每个人都在度假。
no. ____ ______ was here.
________ was on _________.
… (其余试题见课件部分)
3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。
Ⅲ. try to find
一、复合不定代词总结：
1. some, any, no, every与-one, -thing可以组成八个不定代词，
他们分别是：
someone, ________ _______ ________ __________
__________ ______________。
2. 带some的复合不定代词常用于肯定句中；带 any的复合不定代
词常用于否定句或一般疑问句中。例如：
我想吃点东西。i’d like _____________ to eat.
今天有人给我打电话吗？
did ________ call me today?
3. 当形容词修饰不定代词时，应放在其后面。例如：这本书里有什
么新东西吗？
is there __________ _______ in this book?
今天没有什么特别的事。
there’s ___________ ________ today.
4. 由some, any, no, every构成的复合不定代词作主语时，都作单
数看待，其谓语动词用单数第三人称
形式。例如：
something is wrong with my watch.
well, everyone wants to win.
nobody knows what the future will be like.
there is something for everyone at greenwood park.
5. 除no one以外，其他复合不定代词都写成一个词。
二、学生们读上面的探究试题，并合作探究完成。
三、看大屏幕，校对答案。
Ⅳ. practice
work on 3a:
1. let ss look at the conversation in 3a. first let one student
read the words in the box.
2. tell ss to read the conversation and fill in the blanks.
3. 方法指导：
首先，应通读对话，掌握短文大意；其次，回顾一下刚才学习的有
关复合不定代词的用法。
然后，仔细阅读每个句子，根据空格前后的词语进行推敲。比如，
第一句话是一个一般疑问句，空格前有do一词，可知空格处应填anything一词，意为“做什么事情”。其他类似。
学生们，按老师指导的方法进行阅读，并逐句推敲每空应填什么词，在实际的运用提高自己的阅读能力、分析能力及综合运用能力。
最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行
解释。
explanation : 反身代词
work on 3b:
1. tell ss to fill in the blanks in the e-mail message with the words in the box.
2. 方法指导：
首先，应通读全文，掌握短文大意；其次，回顾一下刚才学习的有
关复合不定代词的用法。
然后，仔细阅读每个句子，根据空格前后的词语进行推敲。比如，
第一句话是一个一般疑问句，空格前有do一词，可知空格处应填anything一词，意为“做什么事情”。其他类似。
学生们，按老师指导的方法进行阅读，并逐句推敲每空应填什么词，在实际的运用提高自己的阅读能力、分析能力及综合运用能力。
最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行
解释。
Ⅴ. group work
1. work on 3c: ask your group questions about their vacation. then tell the class your results.
2. fill in the blanks according to the answers.
3. try to make a report in each group. then let one student read the report to the class.
(最后，可以经学生们评议来推举最有能力的小组）
Ⅵ. exercises
1. if time is enough, do some more exercises on big screen.
用恰当的不定代词填空。
1._________ found mr. li’s keys and gave them back to him yesterday.
2. ─did you see ___________ in the big box?
─ no, i didn’t. there’s ___________ in it.
3. _________ helped the little boy. he did it himself.
4. my watch doesn’t work. ___________ is wrong with it.
5. ─hello, ___________!
─hello, mr. smith!
─yes. i went there with my cousin.
homework
1. 背诵grammar focus 部分。
2. 复习复合不定代词及反身代词的用法。
板书设计
section b 1 1a-2e
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：decide, try, paragliding, feel like, bird, bicycle, building, trader, wonder, difference, top, wait, umbrella, wet, because of, below, enough, hungry
2) 能掌握以下句型：
① where did…?
② what did…?
③ how was…？/ how were…?
④ did she/he…?
2. 情感态度价值观目标：
学生了解我国不同地方的人们上学的方式，了解还有一些贫困地区
的孩子们需要我们去帮助他们。
二、教学重难点
1. 教学重点：
1) 掌握本课时出现的生词及表达方式。
2) 进行听力训练，提高综合听说能力。
3）阅读短文，获得相关信息，提高学生们的综合阅读能力。
2. 教学难点
1. 听力训练
2. 阅读2b部分的短文并完成相关要求。
三、教学过程
Ⅰ. warming- up and revision
1. daily greeting.
2. check the homework. let some ss report where did they go
on vacation.
3. review the ―复合不定代词‖
4. review the ―反身代词‖
5. show a movie of paragliding.
Ⅱ. writing
work on 1a:
1. point to the six words. delicious, expensive, exciting, cheap, terrible, boring
2. read the words and let ss read after the teacher.
【篇二：八年级英语阅读课教学模式】
八年级英语阅读课教学模式
阅读课在英语教学过程中既是教学重点，也是教学难点。而且八年
级的英语教材中的阅读文章词汇量较大，句型多样，时态变化多端，对于我们的学生（特别是平行班的基础不好）来讲非常难。如何让
有限的课堂时间成为学生提高阅读能力，提升阅读质量的手段之一，显得尤为重要。
针对仁爱版教材的特点，我们在备课的过程中充分考虑学生的实际
水平，根据学生的能力设计有效的教学手法和活动，使教学效果达
到最优。
阅读课型基本模式如下：
一、利用早读的时间“消化”新单词的读音，扫除学生在阅读文章时
的障碍。
二、课前热身活动再次呈现新单词的意义和用法，使其得到进一步
的巩固。
（即pre-read ，设计一两个问题师生共同讨论，有意识地引出新单词，并让学生在语句中猜测词义，目的在于熟悉话题，预测内容，
激发学生的兴趣和愿望，激活相关语言）
三、处理文章的时候，根据其本身的难易程度考虑是通篇把握文章
还是分段理解，在引导同学归纳总结主要内容、中心思想的时候适
当设置一些问题和表格，要求同学们在阅读的过程中完成。问题的
设计可从易到难，要兼顾后进生的能力，增加课堂参与面。具体步
骤如下：
1.read quickly and find out the topic sentences. （快速阅读，
了解大意，掌握阅读策略）
2. read silently and finish“true or false” ,or fill in the table（跳读，掌握基本信息）
3. listen and read after the tape and pay attention to your pronunciation.(听录音跟读，目的是模仿语音语调，更是在语感上
加深理解。)
4. read freely once or twice(目的是让学生检测自己的读音，遇到
不会读的单词及时问老师，也是让学生自我加深语意理解)
5.read more carefully and answer :（分段详读，深挖阅读材料，
有意识地设计与语法重点有关的问题，从而掌握重点句型、语法）
6. retell the passage acoording to the key words（复述故事或
分角色表演）
7.discussion（根据生活实际，展开讨论，也可组织辩论赛，目的
是运用所学知识对课文进行升华与拓展）(奥赛班适当运用)
总之，在阅读教学过程中，学生应始终是学习的主体，而教师则只
扮演一个导演的角色。教师的有效指导是必要的前提和基础，学生
的理解是保证，学生的运用能力是关键，学生的创造性思维是升华。只有充分发挥教师的主导作用和充分体现学生的主体作用，才能提
高课堂效率和质量，真正达到阅读教学的目的。尽管如此，这种课
依然是很值得深钻深究的。
【篇三：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 percent 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 approach
(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 “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. pre—reading
1. get the students to describe their parents.
t: parents are the most familiar and 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, 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。
c) 母爱，你如春天里温暖的阳光，也像婆裟的大树，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，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—in
t： pl ay english the song“you raise me up”. use multimedia to play the song and lyrics.
ss：students listen , sing and cheer.
t：it’s great. you know much about father or mother. do you know when mother’s day and father’s day are?
s1：mother’s day is the second sunday of may and father’s
day is the third sunday of june.
t：great. there two holidays are taken for us to thank our parents. now let’s 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：don’t you think the festival is important? i think so. it’s 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 didn’t use to dare to speak in front of class or facing a crowd
of people. my father encouraged me to believe in myself. and
i’m outgoing. i’m grateful to my father. he is so patient and helpful. i’m sure your parents are the sam e. would you like
to 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—reading
1. skimming:
introduce the title of the passage. he used to cause a lot of trouble.
t：your stories really moved me. today we’ll read a connected story. he used to cause lots of troubles, according to the title, what might be talked about in the 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 “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 group and report to class.
paragraph1:
after father’s death, martin’s life became difficult. paragraph2:
the troubles martin used to cause.
paragraph3:
a conversation with his mother on the phone changes his
life.
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. read 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 decision?”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 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. finish the following tasks.
a） finish section 3, 3a. put the missing sentences back in the correct place in the passage.
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