英语阅读课教案设计
阅读课教案英语教资
阅读课教案英语教资一、教学目标。
1. 知识目标。
通过本节课的学习，学生能够掌握一些关于阅读技巧的基本知识，包括阅读的目的、方法和策略等。
2. 能力目标。
通过本节课的学习，学生能够提高阅读理解能力，能够更好地理解和分析英语阅读材料。
3. 情感目标。
通过本节课的学习，学生能够培养对英语阅读的兴趣，增强对阅读的自信心，愿意主动去阅读英语材料。
二、教学重点和难点。
1. 重点。
本节课的重点是让学生掌握一些阅读技巧，提高阅读理解能力。
2. 难点。
本节课的难点在于如何引导学生运用所学的阅读技巧去理解和分析英语阅读材料。
三、教学过程。
1. 导入。
教师可以通过一些有趣的图片或故事来引入本节课的话题，激发学生的阅读兴趣，引起学生的好奇心和求知欲。
2. 学习阅读技巧。
首先，教师可以给学生介绍一些常用的阅读技巧，比如扫读、略读、精读等。
然后，通过一些实际的阅读材料来演示这些阅读技巧的运用方法，让学生能够更直观地理解这些技巧的作用和意义。
3. 练习阅读技巧。
接下来，教师可以设计一些练习题目，让学生在课堂上进行阅读练习，运用所学的阅读技巧去理解和分析阅读材料。
可以设计一些单项选择题、判断题或者是简答题，让学生在练习中逐渐掌握这些阅读技巧。
4. 拓展。
在课堂的最后，教师可以给学生推荐一些适合他们阅读的英语材料，比如英语小说、英语报纸等，让学生在课余时间能够继续加强自己的阅读能力。
四、教学反思。
通过本节课的教学，我发现学生对于阅读技巧的掌握程度还不够，需要更多的练习和指导。
下节课我将设计更多的阅读练习，让学生能够更好地掌握这些阅读技巧。
同时，我也会鼓励学生多读一些英语材料，提高他们的阅读能力和兴趣。
初中英语阅读课教案(热门5篇)
初中英语阅读课教案（热门5篇）篇1：优秀初中英语阅读课教案Good morning, everyone. My name is...., I e from.... I`m very happy and excited to stand here, it is my great honor to be here to present my lesson. My teaching topic is.... I`ll talk about it by 8 parts.The analysis of teaching material.The analysis of students.The analysis of teaching aims and demands.The analysis of teaching importances and difficulties.The analysis of teaching methods.The analysis of teaching procedures.Blackboard design.Teaching reflection.Well, firstly, I`ll talk about Part 1 the analysis of teaching material. My teaching topic is... from Unit.. For It Junior English Book 1A, which published by People Education Press. In this period, the main language function is to practice listening and speaking skills around... well as the municative skills of.....Then I`ll talk about next part the analysis of the students. It is known to us that most of students had learned English for about... They are curious about new things and have a strong desire to learn better. However, their Engish tearning level are different from each other. They need teachers` help and encouragement in their further study.Next I`ll talk about teaching aims and demands. There are knowledge aims, ability aims and emotional aims. The knowledge aims are to enable the students to master the new words.... phrases... the sentenses.... ability aims are to obtain the abilities of listening, speaking, reading and writing around.... train the students` abilities of using language, to guide the students to talk about... the expressions of... to developthe students` ability of creative thinking and cooperative study. The emotional aims are to enable.....Let`s move on to another part: the analysis of teaching importances and difficulties. The teaching importances are... teaching difficulties are.....Next is teaching methods. I use.. in my lesson. There are multimedia puter assisted instruction, task-based activities, situational approach, total physical response or the audio-lingual method.Now I`ll talk about teaching procedures. According to five steps teaching method, I design my lesson into five steps.Step 1 is warm-up. Here I`ll... this, the students can be interested in it and pay their attention to our class easily and....Step 2 is lead-in. Here I`ll... this, the students.....Step 3 is presentation. Here I`ll.... this, the students...... Step 4 is practice. Here I`ll... this, the students......Step 5 is homework. Here I`ll..... this ,the students.....Next is my blackboard design. I`ll design it like this.....At last, I want to say, to be a good teacher is my dream. I think a teacher is not only a guide for sudents, but also a friend of them. If I were a teacher, I would build a close relation with my students, helping them not only on their study but also on their lives. I`ll try my best, and I have confident that I can do it.Ok, that`s all. Thanks for your listening. Good-bye.篇2：优秀初中英语阅读课教案Unit 10 Where did you go on vacation?Good morning, everyone. I am from the . I have taught English for over ten years and I like my students. Today, I will talk about Unit 10 where did you go on vacation? Go for it Junior English Book are 6 periodsto finish this unit. I will talk about the first period with the following parts..I. Analysis of the Teaching Materials.The topic of this unit is the continuation of unit 9 as well as about the past events.By using the Simple PasT Tense,which is essential in junior English,students willtalk about their topic is about their experiences and places they havevisited on their it helps bring back their memories and learning motivations.II. Students’ characteristicAlthough the Junior 1 has been learning English for almost a year and are havingsome basic knowledge. Because of living in China and surrounding environment, students are learning English impassively and irregularly. But The junior 1 has showned themselves very creative,capable and of plasticity as they’re doing so well in what they’re interested in such as games and CAI.Aims and Demandsobjectivesa. To enable the students to read, to spell , to understand the vocabulary correctly.b. To help the students ask and answer the new sentence pattern: Where did you go on vacation?objectives.a. To improve the students’ skills of listening ,speaking,reading and writing..b. To encourage the students to municate with others uning the newsentence pattern .objectivesa. To train the Ss to cooperate well in groups and in pairs.b. To be interested in municating in English.IV. Teaching Key Points1. Key vocabularyNew York City camp summer camp museum2. Key structuresWhere did you go on vacation?I went to…V. Teaching DifficultyLearn the key structuresVI. Teaching Methods1. Task-based methodThat’s to say I’ll let the students finish 1 listening task and make short dialogues along with the actions to help the students get a better understanding of the keystructures.2. munication methodI’ll set up a dream and ask students to pretent themse lves as reporters. This way, the students can say freely and needn’t to worry about making mistakes.VII. Learning Methods1. Listening—speaking method2. municative strategyWe all know that the best ways to learn English well are to imitate,to practice,to listen,to speak and to municate more constantly.VIII. Teaching AidsIn this lesson, the CAI, cassette, a tape recorder will be used.X. Teaching ProcedureI’ll mainly talk about this part. It consists of 5 steps.Step 1 Warm – up and review1. Make a free talk between T-S. What did you do yesterday? And what did your best friend do yesterday?2. Write down the past tenses of the verbs that I show in CAI.Purpose: this step is in order to review what the students have learnt in Unit way, I can lead them into the new lesson smoothly. I think It’s usual but pratical.Step 2 Presentation1. Learn the new words and expressionsa. lead—in: ask students some questions: Did you dream last night? What did you dream? Where did I go on vacation in my dream?b. CAI shows many pictures of my dream,which are also the activities in 1a .c. Ask students to read and spell the new phrases.d. Do 1a. Match the activities with the pictures (a—g).e. Play a guessing game: I will show some jigsaws of each picture and have the students to guess. I will praise the student who answers more quickly.Purpose: I put the vocabulary learning into a dream in order to prompt them to find it very interesting to learn English.. By CAI, students can match the vocabulary with the real things directly and master them easily. Step 3 Listening practicea. Tell the students to listen to the tape and number the people (1—5) in the picture.b. Play the recorder for the first time, and then check the answers.c. Play the recorder again, students imitate the conversations and fill in the blanks. Pay attention to their pronunciation and intonation.Purpose: this is a basic and necessary step, which develops the students’ skills of listening, reading and writing.Step 4 Pairworka. T—S: where did Tina go on vacation?She went to the mountains.b. Ask the students to practice in pairs as we 1c. Then they will e to the platform and click on the number to choose a picture and act it out randomlyPurpose: “Task-based”teaching method is used here to develop the students’ability ofmunication and their ability of co-operation will be well trained. This step provides guided oral practice using the target language to consolidate the key structure and It can develop students’ skill of speaking and sense of language.Step5 ProductionHave students pretent to be reporters to interview anyone they want to ask about their vacation.Purpose: After learning 1a—1c, it’s time to extend what they learnt just now and give the students a free space to show their abilities. With the real situations, students will feel easy and successful during this part. By way of munication, the students will understand how to use the key structure better and consolidate the knowledge firmly.Part XI HomeworkDo a survey and write a report about the classmates’ vocation. Purpose: I think homework is so important that the students can speak english as much as they can in class or after set this step in order to practice students’ skills of listening, speaking and writing.Blackboard Design篇3：优秀初中英语阅读课教案教学目标教学目标Aim 记忆物品pants , socks , T-shirt , shirt , shorts , sweater , shoes理解颜色理解：color , black , white , red , green , blue ,应用通过布置任务，让学生在合作中进行语言交流。
英语阅读课英语教案
英语阅读课英语教案一、教学内容1. 短文阅读：The man in the Hathaway shirt2. 语法讲解：过去进行时态的用法及句型转换二、教学目标1. 学生能够理解并掌握过去进行时态的用法，能够运用该时态进行句子描述。
2. 学生能够通过阅读短文，提高阅读理解能力，培养英语思维。
3. 学生能够运用所学知识进行口头和书面表达，提高英语实际运用能力。
三、教学难点与重点1. 教学难点：过去进行时态的用法及句型转换。
2. 教学重点：短文阅读理解及过去进行时态的运用。
四、教具与学具准备1. 教师准备：PPT、短文阅读材料、例句、随堂练习题。
2. 学生准备：笔记本、教材、笔。
五、教学过程1. 实践情景引入（5分钟）教师通过展示一幅描绘过去场景的图片，引导学生用英语描述图片内容，引出过去进行时态。
2. 短文阅读（15分钟）学生自主阅读短文，教师提问并引导学生回答，帮助学生理解短文内容。
3. 语法讲解（10分钟）教师通过例句讲解过去进行时态的用法，并进行句型转换练习。
4. 例题讲解（10分钟）教师展示例题，引导学生分析并解答，巩固所学知识。
5. 随堂练习（10分钟）学生完成随堂练习题，教师巡回指导并解答疑问。
6. 口语练习（5分钟）学生分组进行口语练习，用过去进行时态描述过去发生的事情。
六、板书设计1. The man in the Hathaway shirt2. 短文摘要：人物、地点、事件3. 语法点：过去进行时态的用法及句型转换4. 例句展示七、作业设计1. 作业题目：请运用过去进行时态，写一篇短文描述你昨天下午的活动。
2. 答案：My Afternoon YesterdayYesterday afternoon, I was doing my homework in my room. Suddenly, my friend called me and asked me to go to the park with him. We were playing basketball for about two hours.Then we sat on the grass and were talking about our school life. It was a pleasant afternoon.八、课后反思及拓展延伸1. 课后反思：教师应关注学生对过去进行时态的掌握情况，及时调整教学方法，提高教学效果。
小学英语阅读课优质教案设计范文(精选
小学英语阅读课优质教案设计范文(精选一、教学内容本节课选自《小学英语》教材第五册，具体内容为第二章“我学校生活”。
详细内容包括：词汇学习（如：classroom, library, gym 等），日常会话练习（如何描述学校场所及活动），以及阅读理解练习。
二、教学目标1. 让学生掌握与学校生活相关词汇和表达方式。
2. 培养学生运用英语进行情景描述和阅读理解能力。
3. 激发学生对学校生活热爱，提高学习英语兴趣。
三、教学难点与重点1. 教学难点：词汇发音和拼写，以及阅读理解技巧。
2. 教学重点：培养学生运用所学词汇和表达方式进行情景描述，以及提高阅读理解能力。
四、教具与学具准备1. 教具：PPT、单词卡片、录音机、阅读材料。
2. 学具：英语课本、练习本、彩色笔。
五、教学过程1. 导入：通过呈现一张学校图片，引导学生用英语描述学校场所，激活学生背景知识。
2. 新课内容呈现：展示PPT，学习与学校生活相关词汇和表达方式。
3. 例题讲解：选取一篇描述学校生活短文，讲解阅读理解技巧，引导学生进行阅读。
4. 随堂练习：让学生运用所学词汇和表达方式，进行情景描述和阅读理解练习。
5. 小组活动：分组进行角色扮演，模拟学校生活场景，巩固所学知识。
六、板书设计1. 词汇：用不同颜色粉笔书写新学词汇，突出重点。
2. 阅读理解技巧：列出关键信息，展示解题步骤。
七、作业设计1. 作业题目：a. 抄写新学词汇，并写出中文意思。
b. 根据所学内容，编写一段关于学校生活短文。
c. 阅读一篇关于学校活动文章，回答相关问题。
答案：a. 略b. 略c. 略八、课后反思及拓展延伸1. 课后反思：关注学生在课堂上表现，解他们对词汇和阅读理解掌握程度，及时调整教学方法。
2. 拓展延伸：鼓励学生课后观察学校生活，用英语记录有趣事情，提高英语实际运用能力。
同时，推荐学生阅读更多关于学校生活英文文章，丰富词汇量和阅读经验。
重点和难点解析：一、教学内容选择与编排在选择教学内容时，我特别关注与学校生活紧密相关话题，因为这是学生熟悉且感兴趣。
初中生_英语阅读教案
教案：初中生英语阅读课一、教学目标：1. 提高学生的英语阅读理解能力，使他们能够理解文章的主旨和细节信息。
2. 培养学生的阅读策略，如预测、扫描、略读和细读等。
3. 提高学生的词汇量和语法知识。
4. 培养学生的批判性思维和合作能力。
二、教学内容：1. 文章主题：动物保护2. 关键词汇：endangered species, protection, habitat destruction,illegal hunting3. 语法点：现在进行时态和一般现在时态三、教学步骤：1. 导入：教师展示一些濒危动物的图片，引导学生谈论动物保护的重要性。
2. 阅读理解：教师发放文章，学生自主阅读，回答相关问题。
教师引导学生运用预测、扫描、略读和细读等阅读策略，提高他们的阅读理解能力。
3. 词汇和语法：教师指出文章中的关键词汇和语法点，如现在进行时态和一般现在时态，并进行讲解和练习。
4. 小组讨论：学生分成小组，讨论文章中提到的动物保护问题，并提出解决方案。
教师引导学生运用批判性思维和合作能力。
5. 总结：教师让学生总结文章的主要内容和所学的阅读策略，并强调动物保护的重要性。
四、教学评价：1. 学生阅读理解能力的提高，通过文章回答问题和课堂讨论的表现来评估。
2. 学生词汇量和语法知识的提高，通过词汇和语法练习的正确率来评估。
3. 学生批判性思维和合作能力的提高，通过小组讨论的表现和提出的解决方案来评估。
五、教学资源：1. 文章：关于动物保护的英文文章。
2. 图片：濒危动物的图片。
3. 词汇和语法练习：相关的练习题。
六、教学时间：1课时（40分钟）七、教学建议：1. 在课堂上鼓励学生积极参与，提高他们的自信心和兴趣。
2. 针对不同学生的水平，可以适当调整教学内容和难度。
3. 鼓励学生在课后进行自主阅读，扩大词汇量和提高阅读能力。
4. 注重培养学生的批判性思维和合作能力，提高他们的综合素养。
全英文英语阅读课教案
全英文英语阅读课教案【篇一：全英文英语教案模板】lesson plannsefc module2 unit reading in teacher:period：period1 type：readingduration: 45minutesteaching ideologythe current theory view reading as a interactive process which involves not only the printed page but also the reader’s old knowledge of the language in general, the world and the text types. in the reading process, these factors interact with each other and compensate for each other. based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. the three stages are pre-reading, while-reading and post-reading.teaching material and learning conditionthe analysis of teaching materialthe teaching material is the reading part from nsefc module2 unit. the topic of this unit is . this passage mainly introduces the passage consists of paragraphs. the first paragraph is a general introduction of the . para.2 to para.4 introduces . the last paragraph tells about . the topic is not new to the ss. but there is some new words and phases in the passage.the analysis of learning conditionthe students are from grade1 in senior high school. as high school students, they have achieved certain english level and they have the ability to get the basic idea of the reading. since they are in grade1, they are easily activated and want to air their own opinions on the topic. they are familiar with the topic of and know some. but they may not know before. moreover, their vocabulary is limited so they may have difficulties in understanding some sentences.learning objectives1. language skillsat the beginning of the class, ss can predict the content ofthe passage based on the title. ? ss can scan the passage andfind out the specific information such as the person relatedwithss can summarize the passage with the help of the clues ofthe passage.2. language knowledgess can master the key words and phrases of the passage as follows, . ? ss can learn , especially3. affectsss will realize that and they will concern themselves with the issue of4. cultural awarenessss will broaden their minds by knowing something about 5. learning strategiesss will cultivate their ability individual learning and cooperative learning by doing someactivities independently and some in groups.ss will communicate with each other in english while doingthe group work.language difficultiesfocuses and anticipatedlanguage focusesthis is a reading period so the focus is to cultivate thestudents’ reading skills. the many activities are designed tohelp ss to train their reading skills, such as predicting, skimming, scanning and summarizing.it is also important for the ss to master the new words and phrases.anticipated difficultiesas the ss have a limited vocabulary, so they may have some difficulties in understanding the passage. so the teacher willhelp them learn the new words and phrases.ss may did not heard before, so the teacher will tell themsome background knowledge about it.teaching methodthree-stage model: based on the understanding of reading asan interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students languageefficiency in general and reading strategies. the three stagesare pre-reading, while-reading and post-reading.teaching aidsmultimedia devices and ppt documents: in order to help ss tofully understand the whole passage, i adopt multimediadevices and ppt documents to bring the real-life situation intothe classroom.teaching proceduresstep1. lead-in (6min)activity1. greetings and free-talking (2min)t leads into the topic by asking ss some they know. ss tell the name of the they know freely.t: hello boys and girls. (ss say hello to the teacher.)t: when we say , what appears in your minds? (ss tell thethings appear in their minds freely.) t: what are the ? (ss tell some names of .)activity2. picture-talking (4min)t shows some pictures about the in china and abroad. after seeing the pictures, ss are expected to tell the similarities of them.t: just now, you talk about some in china. now, let’s see some pictures of some . (t shows the pictures and ss see them carefully.)t: what do the have in common？for example, they are very precious. what are your opinions?(t gives them some hints and ss tell the characteristics of ) [aims]in this step, t first leads in the topic by talking with the ssfreely about the whichis familiar to them and then ss see some pictures and tell the characteristics. these two activities aim to arouse the ss’interests in the topic and activate their old knowledge of . thenss will be mentally prepared for the reading comprehension. what’s more,when they are talking about the charateristics of, they will realize that theare rare and precious and they will concern themselves with the issue of .step2. pre-reading (3min)activity1. knowing something about (1min)t gives a brief introduction of the. ss will know the t: today, weare going to learn . it is . do you know what is? (t shows some pictures ofand ss get to know the .)activity2. predicting (2min)t asks ss to read the title of the passage and then ask themsome questions. ss will predict the content of the passage withthe help of the title.t: please look at the title “”, what does “” mean?(if the ss can not give the answer, then t explain it.)t: in search means that people are looking for it. why arepeople looking for it? can you guess? what will the passagetalk about?(ss predict the content, but t will not give the answer here.)[aims]in this step, the ss first know some information of the ; the background information will make it easier for the ss tounderstand the passage. then t asks ss to make predictionsabout the passage. it aims to help ss develop the reading skillsof predicting.step3. while-reading (22min)activity1. skimming (4min)ss skim the whole passage and find out and check their predictions. t: why are people still ? here is a multiple choicefor you.activity2. scanning (3min)t presents several true or false statements and asks the ss toscan the passage and judge the right from the wrong.(keys: Ｆ，Ｆ，Ｔ，Ｔ，Ｆ)activity3 close-reading (15min)t designs various kinds of activities and ss do the activities tofully understand the passage. para.1t: please read para.1 carefully and then take some note aboutthe .para.2-4please read para.2-4 carefully and then find out the removal ofthe room.please read para.2-4 carefully and then find out the personrelated with the amber room and the things them down with it. para.5please read para.5 carefully and then find out the therebuilding of the amber room.【篇二：初中英语阅读课教学设计】谈初中英语阅读课教学案例吉林省桦甸市金沙中学：王欣平一、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掌握这种规律，并结合教学实际，合理设计教学程序，充分发挥学生的主体作用，教学相长，才能达到教学效果的最优化。
初中英语拓展课外阅读教案
初中英语拓展课外阅读教案教学目标：1. 提高学生的阅读理解能力，培养学生的阅读兴趣。
2. 扩大学生的词汇量，提高学生的英语水平。
3. 培养学生自主学习的能力，提高学生的学习积极性。
教学内容：1. 选择一篇适合初中生阅读的英语文章，文章内容要有趣味性，能够吸引学生的注意力。
2. 文章难度要适中，不能过于简单或过于困难。
3. 文章主题要积极向上，能够对学生有所启发和帮助。
教学步骤：Step 1: 引入话题1. 教师可以先向学生介绍文章的标题和作者，引起学生的兴趣。
2. 教师可以提问学生一些与文章相关的问题，引导学生思考。
Step 2: 阅读文章1. 学生自主阅读文章，理解文章内容。
2. 学生可以边读边做笔记，记录下关键词汇和重要信息。
Step 3: 讨论和分享1. 教师可以组织学生进行小组讨论，让学生分享自己的阅读心得和感悟。
2. 教师可以引导学生讨论文章中的难点和疑点，帮助学生更好地理解文章。
Step 4: 扩展活动1. 教师可以引导学生进行扩展活动，如写作、演讲、角色扮演等，让学生运用所学知识进行实际操作。
2. 教师可以给学生提供一些与文章相关的阅读材料，让学生进行拓展阅读。
Step 5: 总结和反思1. 教师可以引导学生总结文章的主要内容和观点，帮助学生巩固所学知识。
2. 教师可以反思本次阅读活动的效果，找出不足之处，为下一次活动做好准备。
教学评价：1. 观察学生在阅读过程中的表现，如阅读速度、阅读理解能力等。
2. 听取学生的反馈意见，了解学生的学习需求和兴趣。
3. 通过学生的扩展活动成果，评估学生的学习效果。
注意事项：1. 教师要关注学生的个体差异，给予不同水平的学生不同的指导和帮助。
2. 教师要鼓励学生积极参与阅读活动，培养学生的阅读习惯。
3. 教师要注重阅读材料的筛选，确保文章的质量。
趣味英语阅读校本教案
趣味英语阅读校本教案第一章：课程简介1.1 课程目标本课程旨在通过趣味性的英语阅读材料，提高学生的英语阅读兴趣和能力，扩大学生的英语词汇量和语法知识，培养学生的英语思维能力。
1.2 适用对象本课程适合初中学生，具有一定的英语基础，希望提高英语阅读水平的学生。
1.3 教学内容本课程将选取一些趣味性的英语文章，包括故事、科普、文化等不同类型的文章，通过阅读和讨论，提高学生的英语阅读和理解能力。
第二章：教学方法2.1 互动式阅读教师引导学生进行互动式阅读，通过提问、讨论等方式，提高学生的阅读理解能力。
2.2 词汇游戏通过词汇游戏，增加学生的词汇量，提高学生的英语语言运用能力。
2.3 分角色朗读学生分角色朗读文章，提高学生的语音语调和表达能力。
第三章：教学评估3.1 课堂参与度通过观察学生在课堂上的参与程度，评估学生的学习兴趣和积极性。
3.2 阅读理解测试通过定期的阅读理解测试，评估学生的阅读理解和语言运用能力。
3.3 学生自我评估学生进行自我评估，反思自己的学习过程和进步。
第四章：教学资源4.1 英语阅读材料选取适合学生水平的英语阅读材料，包括故事、科普、文化等不同类型的文章。
4.2 词汇卡片制作词汇卡片，帮助学生记忆和复习新学的词汇。
4.3 录音设备使用录音设备，播放英语文章的朗读，帮助学生提高语音语调。
第五章：教学计划5.1 第一周：课程介绍和阅读技巧学习介绍课程目标和教学方法，学习阅读技巧，包括快速阅读、扫描等。
5.2 第二周：互动式阅读和词汇游戏进行互动式阅读，通过提问、讨论等方式，提高学生的阅读理解能力。
进行词汇游戏，增加学生的词汇量。
5.3 第三周：分角色朗读和词汇练习学生分角色朗读文章，提高学生的语音语调和表达能力。
进行词汇练习，巩固新学的词汇。
5.4 第四周：阅读理解测试和总结进行一次阅读理解测试，评估学生的阅读理解和语言运用能力。
对学生的学习进行总结，反馈学生的进步和需要改进的地方。
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英语阅读课教案设计【篇一：傲慢与偏见英语阅读课教学设计】lesson plan1. material analysisthis text is an excerpt, “the proposal”, from a famous novel, pride and prejudicetext type: narrationstructure: (para 1) dr. darcy proposed.(para 2) elizabeth was surprised and declined.(para 3-8) dr. darcy asked for the reason why he was turned down and elizabethtold him the reasons against marrying dr. darcy.(para 9-11) dr. darcy and elizabeth both grew angry. dr. darcy was heart-brokenand left hastily.vocabulary: in vain, decline, arrogant, at length, enquire, against one’s will,think ill of, do everything in one’s power, rejoice, hastily.illustration: a picture of the opera, pride and prejudicetask: watching the video, skimming and answering questions, careful reading, filling the form, making a dialogue2. student analysisstudents of the second year of senior high school may have already read the translation version of the pride and prejudice, or at least have heard about this story so it is proper to introduce this topic- proposal at this time. their interests in romance, relationship at this age make it easier to involve them in the class. student’ critical thinking have developed to some extent, they will be able to think about the situation elizabeth was confronted with and find out the reasons for her marrying or against marrying dr. darcy. the tense of this text is mainly pastsimple tense and present simple tense, so student and understand this text as long as the new words of the text are learned beforehand. therefore, the focus of this reading lesson will be guiding the student to analyze the situation that elizabeth was faced with.3. teaching objectivesby the end of this lesson, students will be able to:(1). understand important vocabulary items in bold (i.e., in vain, decline, arrogant, at length, enquire, against one’s will, think ill of, do everything in one’s power, rejoice, hastily) in the reading context.(2). talk about the situation that elizabeth was facing with and describe the characteristic of elizabeth and dr. darcy in english; use appropriate reading skills such as skimming, scanning, guessing word meaning, making references, etc. for special reading purposes.(3). develop cooperative learning strategies and critical thinking skills through group work of finding out elizabeth’s reasons for marrying dr. darcy, and her reasons against marrying dr. darcy.(4). learn how to appreciate a famous novel and become interested in classical and original english literature.(5) understand the importance of communication when in disagreement with others.4. teaching methods and teaching aidsteaching methods: communicative language teaching approach, task-based language teaching approach.teaching aids: ppt slides, videos5. teaching procedures6. blackboard design7. justifythis lesson plan focus on improving students’ ability to skim the text to get the main idea and to read the text carefully for some detail information. the class begin with activities that can draw ss’ attention to the class and can arouse their interest. with the warming up above, ss will be prepared for the following reading. various kinds of activities are used in the class to help the teacher to achieve the teaching objectives. after reading, student will role play and use what they learn to analyze characteristic, “using language to do things”.in the course of learning, student will not only learn some information about “the proposal” (some knowledge about western literature), but will also develop their cooperative learning strategies and critical thinking skills through group work.【篇二：初中牛津英语阅读课教学设计】初中牛津英语阅读课的教学设计初中英语阅读教学已占主导地位，优化阅读课的教学设计能提高阅读课的教学效果和培养学生的综合运用语言能力。
那么，如何优化初中英语阅读课的教学设计？本文试以fun with english 7b unit3中的 reading 部分a lucky escape 为例，对此作一探讨。
一、精心设计问题，设置悬念，激发阅读兴趣在初中英语阅读教学中，设计问题，回答问题是课堂教学使用率最高的一种教学手段。
教师问题设计的得体、精巧，能把学生引入“问题情境”，激发学生探索知识和阅读的欲望，引导他们积极思考，对发展学生的英语表达能力能起到极大作用。
在初中英语阅读教学的问题设计中，教师要注意提问的质量，问题要有启发性，且难易适度，要有训练思维能力的价值，对不同性质不同程度的问题要适当地让不同程度的学生回答。
据此，教师在设计问题时，要精心组织，甚至对某个问题学生可能有的几种回答怎么引导，怎么分析都要在事先有所估计，有所考虑。
另外，设计问题时要注意循序渐进，由易到难。
首先提出能让学生通过略读就能快速在语篇中找到明显答案的连贯的问题，帮助他综观全文，获取对语篇的完整印象，训练学生整体理解，快速阅读的技能；然后提出一些推断性问题让学生通过精读领会语篇的细节，根据问题迅速定位，在区域内进行合理的判断、推测，培养他的分析、综合和概括等思维能力；最后，提出一些延伸性问题来开拓学生的视野，培养创造性思维。
二、合理安排教学步骤，有层次地引导学生阅读【篇三：高中英语阅读课教学案例】teaching procedures教学过程设计step1 warming upt: boys and girls, good morning. are you in a good mood today? s: yes!t: i’m so happy to hear that. what kinds of words can be usedto describe the persons’ emotions.ss: (lost in thought)t:let’s 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 meaningemotionangrycross a feeling that you experiencefrustration a feeling when you are prevented from doingwhat you wantcuriosityto make something less difficultsimplify (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。