(英语教案)优秀初中英语阅读课教案
初中英语课堂教学设计案例优秀9篇
初中英语课堂教学设计案例优秀9篇初中英语课堂教学设计案例篇一一、案例下面以“travels for the environment”为例，对阅读技能训练在教学中的应用加以说明，这篇文章内容含量大，涉及到热门话题——人口与环境，所以我把这篇文章放在初三英语11模块之后讲，在此之前学生在第六模块中谈论到了环保的话题。
我在处理这篇文章时，主要有以下几步：1.阅读前任务设计用多媒体播放，人多车多造成的交通道路拥挤，城市的大面积扩张造成了大面积耕地被占用，森林面积减少，然后提出如下问题：who courses such changes？what should we do？学生马上热烈地讨论起来，屏幕上的场景迅速激活了课堂，激发了学生的阅读兴趣，使他们产生了强烈的阅读愿望。
2.阅读中任务（while-reading task）（1）快速阅读，了解主旨大意（task 1）。
让学生在规定时间内默读完课文并找出每段的主题句或段落的中心句。
当然，学生也可以用不同的句子来概括每段的中心。
只要有自己的观点，都要给予肯定和表扬。
（2）精读，获取更多信息(task 2)。
为了帮助学生了解更多的信息，设计如下几个问题，让学生在文中找出相关信息，并小组讨论：1.From the paage we known that our earth has changed much because of _______. A.its old ageB.man’s activitiesC.the changes of weatherD.the natural development2.Water pollution will bee even worse if __________. A.birds and fish continue to dieB.people continue to built factoriesC.people can’t stop factories from sending waste things into waterD.many rivers and lakes are still dead（3）研读，从中受到启发(task 3)。
初中英语阅读课教案
初中英语阅读课教案在初中英语课堂上，阅读课不仅是学习英语的重要组成部分，也是学习英语思维的基础，贯穿着整个英语课程的线索。
但初中英语阅读课的教学设计却很少有套用到现实环境中活动性、有趣的教学活动。
英语教学中的阅读课是一个集观察、猜测和总结的复合话题，我们需要通过以下教学设计来实现初中英语阅读课的教学目标。
一、教材准备1、阅读教材：从初中语种教材中选择适宜层次的阅读课文，基本上采用三篇把握阅读课的主要内容；2、阅读资料：收集一些关于初中英语阅读课的背景知识，以便在教学中提高学生的英语思维能力；3、阅读工具：结合课文内容准备一些有趣的游戏，让学生能够更容易地理解课文，并且激发学生的学习兴趣；4、阅读习题：根据课文的内容准备一些让学生在课堂上活跃的问题，在后期课堂也可以准备一些小测试，以考察学生的学习成果。
二、教学活动1、讲解：在进行阅读前，老师需要通过讲解让学生了解阅读课文的主题，内容以及背景知识，让学生对课文有个大致的了解；2、预测：让学生从课文中的标题，插图，短语等等进行猜测，让学生在阅读前了解课文的大致内容；3、分组阅读：让学生以小组的形式进行阅读，以便大家可以相互进行提问和交流，并能通过小组合作来完成阅读任务；4、讨论：对课文中的主题，内容，背景知识等进行讨论，让学生从不同角度思考课文内容，加深对课文的理解；5、分析：让学生把课文中容易混淆的词汇，句子，主题等进行分析，以便于更好地理解课文；6、演示：老师可以准备一些游戏和简单的实验来进行演示，帮助学生更好地理解课文，拓展在现实环境中的应用；7、测试：准备一些小测试，以考察学生对课文的理解，完成本课的学习任务。
三、教学安排1、基本概念讲解：老师首先介绍本节课的主题和内容，然后介绍一些句子或词语的结构，扩展到相关的习语，短语，同义词等；2、预测：让学生从课文中各种元素，如标题，插图，短语等进行猜测；3、分组阅读：学生以小组的形式进行阅读，每个小组有一个领读者，负责阅读、演示；4、讨论：小组从不同角度讨论课文内容；5、演示：老师准备一些游戏和简单的实验，帮助学生更好地理解课文，拓展在现实环境中的应用；6、测试：老师准备一些小测试，以考察学生对课文的理解，完成本课的学习任务。
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。
初中英语阅读教案步骤设计
初中英语阅读教案步骤设计课时：1课时年级：八年级教学目标：1. 能理解文章的主要内容和细节。
2. 能正确运用目标语言描述动物的外貌特征和生活习性。
3. 培养学生的阅读兴趣和阅读习惯。
4. 提高学生的综合语言运用能力。
教学重点：1. 理解文章的主要内容和细节。
2. 正确运用目标语言描述动物的外貌特征和生活习性。
教学难点：1. 正确运用目标语言描述动物的外貌特征和生活习性。
2. 培养学生的阅读兴趣和阅读习惯。
教学准备：1. 教材：《人教版初中英语》八年级上册2. 教学多媒体设备3. 与文章内容相关的图片或视频教学过程：Step 1：Lead-in（5分钟）1. 教师利用图片或视频展示动物园的场景，引导学生谈论他们所知道的动物。
2. 学生分享他们所知道的动物的外貌特征和生活习性。
Step 2：Pre-reading（5分钟）1. 教师向学生介绍本课将要学习的文章《A Trip to the Zoo》。
2. 学生通过观察文章标题和图片，预测文章内容。
Step 3：While-reading（15分钟）1. 学生快速阅读文章，回答以下问题：a. Who is the writer?b. Where does the writer go?c. What animals does the writer see at the zoo?d. What are the characteristics and habits of these animals?2. 学生仔细阅读文章，回答以下问题：a. What is the main idea of the article?b. What are the details of the article?Step 4：Post-reading（10分钟）1. 学生分小组，选择一种动物，用目标语言描述该动物的外貌特征和生活习性。
2. 各小组展示他们的成果，其他学生进行评价。
初中英语阅读课教案
初中英语阅读课教案初中英语课程的目标在于培养学生的英语阅读能力，使其能够从英语文本中获取有明确的意义的有价值的信息，从而使学生更加深入地了解英语语言。
本课程旨在鼓励学生学习英语阅读技能，培养英语知识结构，引导学生发展良好的阅读习惯，并使学生能够形成整体的英语语文能力。
二、课程内容1、词汇：词汇是阅读理解能力的基础，通过本课程，学生可以熟练掌握初中英语课程中的重要词汇，并具备正确灵活地运用这些词汇的能力。
2、语法：本课程将关注如何正确使用英语的基本语法，例如各种时态的使用，以及如何运用这些语法结构帮助学生在阅读理解中更加灵活、准确地使用。
3、文章阅读：在文章阅读中，学生可以学习如何识别、理解文章的关键信息，把握文章大意，运用自己掌握的语言结构和词汇，帮助学生更好地理解文章含义，从而提高阅读理解能力。
4、口语对话：在口语对话中，学生可以练习他们的口语表达能力，让他们更好地掌握英语的表达方式。
三、教学目标1、学习词汇：通过本课程，学生能够学会正确灵活地运用初中英语课程中的众多词汇。
2、学习语法：通过本课程，学生能够正确使用英语的基本语法，以及运用这些语法结构来帮助理解文章。
3、培养阅读习惯：通过本课程，学生能够培养良好的阅读习惯，认真阅读文章，积极思考，把握文章关键信息，以此来提高自己的阅读理解能力。
4、提高口语表达能力：通过本课程，学生能够学会正确表达英语句子，熟练应用英语口语，从而提高其英语口语表达能力。
四、教学方法1、采取综合教学方法：将教学内容结合生活实际情景，采取观察、调查。
、实验、实践、讨论、分析、演示等诸多手段，把普通话、各种英语歌曲和游戏融入到教学实践中，增加学习的趣味性。
2、充分利用多媒体：利用多媒体，以视频、音频、图片、示意图等提高学生的学习兴趣，帮助学生更直观地理解课程内容。
3、重视实践：教学过程中，重视实践，让学生积极参与，口语对练、小组讨论、阅读实践等，让学生通过实践，经过反复的练习，达到理解、掌握课程内容的目的。
初中英语reading教案模板
初中英语Reading教案模板
一、教学目标
•知识目标：学生能够掌握本课时的重点词汇及句子，并能理解阅读材料的大意。
•能力目标：培养学生的阅读理解能力，提高学生的英语阅读速度和准确性。
•情感目标：激发学生学习英语的兴趣，培养学生良好的阅读习惯。
二、教学重点
•掌握本课时的重点词汇及句子。
•理解阅读材料的大意。
三、教学难点
•提高学生的英语阅读速度和准确性。
四、教学准备
•PowerPoint课件。
•教学用书。
•黑板和粉笔。
五、教学过程
第一步：导入新课
•利用图片、小故事或问题引入新课，激发学生的学习兴趣。
第二步：预习讲解
•教师解释本节课的重点词汇及句子，让学生提前熟悉。
第三步：阅读活动
•课堂阅读：让学生逐段进行阅读，帮助他们理解文章内容。
•阅读训练：设计阅读问题，让学生进行回答，增加对文章细节的理解。
第四步：讲解重点
•教师针对文章中的重点内容进行讲解和梳理，引导学生深入理解。
六、课堂作业
•完成课后阅读材料的理解题。
•背诵本节课的重点句子。
七、板书设计
•重点词汇及句子。
•本节课的主要内容概括。
八、教学反思
•教学中学生的反应如何？
•教学难点是否顺利解决？
•下节课如何进行针对性调整？
以上教案模板为初中英语Reading课程设计，旨在帮助学生提高阅读理解能力，欢迎教师根据实际情况进行灵活调整与拓展。
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。
初中英语阅读优秀教学教案范文5篇
初中英语阅读优秀教学教案范文5篇初中英语阅读优秀教案1教学目标一、知识与技能1. 掌握句型：—Where did you go on vacation? —I went to the mountains. —Did you go with anyone? —Yes, I did. / No, I didn’t.2. 熟练掌握本课短语：stay at home, went to New York City, went to summer camp, went to the mountains, went to the beach, visited museums, visited my uncle.二、过程与方法通过例子Who went to the movies last Saturday?引出动词go的过去式went，从而引出一般过去时态。
大面积操练，采用学生提出间题，学生解决问题，借助多媒体来提高学生的主动性。
三、情感、态度与价值观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。
教学重点掌握句型：—Where did you go on vacation? —I went to the mountains/ New York City/ beach /summer camp. —Did you go with anyone? —Yes，I did. / No, I didn’t.教学难点掌握用过去时谈论假期的活动。
教法导航通过看图、看视频、听录音、问答、讨论等方法学习谈论能力和表达愿望。
学法导航通过看、听、说等各种途径，以小组合作的形式，主动探求知识，锻炼自主学习能力。
教学准备图片，多媒体。
教学过程Step 1 GreetingsGreet the class.Step 2 Lead inAsk questions about what students did last Saturday.(1)Who went to the movies last Saturday? Point to one student who raises his or her hand. Sara went to the movies last Saturday. Repeat.Write this sentence on the board.Underline the word went.(2)Ask：Who visited a friend last Saturday?Point to one student who raises his or her hand.Carlos visited a friend last Saturday.Repeat. Write this sentence on the board. Underline the word “visited”.Point to the words went and visited in the sentences on the board.Say：We use these words to talk about things that happened in the past. Writethese pairs of words on the board：go–went, visit –visited. Ask: Can you point out the words that talk about the past?This activity introduces the key vocabulary.Step 3 Practice1. Focus attention on the picture.Ask: What can you see?Say: Each picture shows something a person did in the each activity and ask students to repeat: went to the mountains, went to New York City, went to summer camp, visited my uncle，stayed at home, went to the beach, visited museums.2.Point to the numbered list of activities.Say each one again and ask the students to repeat.3.Now, please match each phrase with one of the pictures.Say：Write the letter of each picture next to the name of the activity.Point to the sample answer.4.Check the answers.Step 4 Listening1.Point to the picture on the screen. Say: look at Picture A，Where did Tina go on vacation? Yes，she went to the mountains.Ask:What did the person do in each scene? Say: There are three conversations. Play the recording the first time.2. The people talk about what they did on vacation.Listen to the recording and write numbers of the names in the right boxes in the picture.Please write only 5 numbers. Point out the sample answer next to the picture showing went to the mountain. Play the recording a second time.3.Correct the answers.Step 5 Pair workPoint out the example conversation. Ask two students to read the dialogue to the class. Say the dialogue in the picture with a student，Do a second example to the class. Then say：Now work with a partner, make conversations about the people in the pictures.As they talk，move around the classroom monitoring their work. Offer language or pronunciation support as needed.Step 6 Listening1.2a. Ask: Where did the people go on vacation? And then ask the students to listen carefully and fill in the chart. Play the recording twice and then check the answers.2. Look at the form carefully, ask: Did the people do the following things? Then ask thestudents to listen carefully and check the anwers. Play twice and ask the students to check the answers in pairs and then check the answers together.Step 7 Role playLook at the form again carefully and make role-play conversations among Grace, Kevin and Julie. Ask one or two groups to show the conversation first and then get the students to practice in groups.初中英语阅读优秀教案2教学目标学习打招呼的用语，询问姓名和相互间的问候。
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优秀初中英语阅读课教案你知道怎么写优秀初中英语阅读课教案吗学会一些表示动物名称的单词，学会运用动词smell, understand, believe, remember等。
一起看看优秀初中英语阅读课教案!欢送查阅!优秀初中英语阅读课教案1一、说教材(一)教材的作用和地位牛津英语教材把语言结构、语言功能和主题内容有机地结合起来, 所以语言的信息输入量大, 选材广泛、主体有序、内容集中, 学习内容非常贴近学生的生活实际和思想实际。
本节课的内容是：Unit 4 的综合技能训练(Integrated Skills)，是将听说读写糅合在一起进行综合训练，以提高学生综合应用英语的能力。
我要求学生直接借助于网络进行查阅相关资料，并在此根底上进行归纳，使学生的信息量有了大大的增加，由学生的被动的接受变成了主动的学习.(二)教学目标1.知识目标：学会一些表示动物名称的单词，学会运用动词smell, understand, believe, remember等。
能熟练运用所学句式描述、询问奇闻轶事，并对别人的描述作出反响。
2.技能目标：通过真实的语境，重点培养学生听、说及综合运用语言的能力。
3.情感目标：培养学生的参与意识、竞争意识和合作精神，激发学生对我们所处的世界的热爱和不断探索未知世界的兴趣。
二、说教法(一)教学设计的原那么1 坚持自主学习,合作学习的教学原那么教师打破了以教师为中心, 单项灌输的陈旧模式, 在课堂教学中尽可能发挥学生的主动性和合作精神, 营造了良好的学习气氛, 更重要的是在频繁的交流中, 学生的语言表达能力提高了。
2 遵循英语教学的交际性原那么交际性原那么是英语教学中的一个指导性原那么, 教学最终的目的不仅要使学生掌握知识, 更重要的是使学生在理解的根底上, 在交际性练习中培养交际能力，而培养这种交际能力, 就是反映在课堂教学中学生以主人翁态度, 积极、主动、大胆地参与英语课堂练习活动的主体意识上。
3 追求和谐的课堂活动学生主体性的发挥, 要在民主, 平等的气氛中表达, 更要在科学,和谐的教学活动中进行. 课堂教学不仅要处理好老师、学生、教材等关系, 还要尽可能地发挥三者各自的特长, 这就是教学的化。
在课堂教学中, 既要有意识的让学生去感知、理解,又要让学生不断地感悟。
4 拓宽学生的视野现代外语教学理论认为, 一定量的语言输入是语言输出的根底, 即语言的输出有赖于语言的输入。
只有在大量吸收的根底上才能提高表达的技能, 也只有在吸收信息和表达自己意愿的过程中才能培养语言交际的能力。
因此,教师根据教材做了很大的扩展, 要求学生尽可能用英语向同学展示你学习后的成果, 你的爱好及缘由等, 使教学更趋向真实。
(二)教学手段1、教法：运用情景、听说、直观、游戏等方法，展开以教师为主导，以学生为主体的师生、生生多边的交互式活动。
2、学法：自主、合作学习。
创设教学情景，使学生好学、会学、乐学。
3、主要以现代化电教手段--多媒体辅助教学，贯穿整个教学过程。
以此期望增加直观性和趣味性，加大课堂密度，提高教学效果。
三、说教学程序(Teaching procedures)第一局部：听Step 1：听前：(Pre-listening)1. 热身(warming up): 以游戏which is missing让学生迅速根据图片说出动物的名称，将学生的热情调动起来，并了解了本课的主题与动物用关。
2. 呈现生词，为下一步听扫除障碍。
a. 通过free talk, 引出生词bone, smell.b. 通过英文释义，图片连线的形式呈现表示动物的4个单词，同时链接了giraffe、tortoise和camel相关的信息，扫除听的过程中的障碍。
Step 2 听中。
(while-listening)1. 听整段对话，完成P66的notes。
听前要求学生先阅读notes，让学生了解所缺信息，以便学生听时有重点的听。
2. 对话稳固。
学生获取所缺信息后，大声朗读完整的句子，并进行一分钟的快读竞赛。
然后通过对话形式进行pair work, 再次进行稳固。
同时，在对话中自然呈现remember, believe, words等词，并且使他们在情境中得到了操练。
3. 精听。
截取整段对话中的一个段落，提供应学生进行精听。
听前先设疑：Whats the use of camels eyelids, do you understand激发学生听的兴趣，培养学生通过听获得细节信息的能力。
Step 3 听后。
(post-listening)1. 运用所听信息完成书上短文，并熟练朗读。
2. 就短文中的细节展开讨论：If you see ants on your dinner table,what will you doHow can you keep ants away并留以足够的时间让学生就这个开放型的问题发表自己不同的见解。
第二局部：说Step 1 Present.运用书上的对话先设计了一个听的任务：Listen and do T or F。
并且在核对答案之后通过图片巧妙生动的呈现对话中的生词weight。
Step 2 Practise.1. 开书跟读，训练语音语调。
2. 运用对话中的结构：Is there anything about...Yes, it says that....Thats ...来谈论本课所出现过的amazing things.这样，既复习了本单元前一阶段的所学的奇闻趣事，又在情境中操练了上述新授句式。
Step 3 Produce.1. 由书内延伸到书外，为学生提供一些useful expressions，并引导学生借助这些习惯表达谈论自己从电视、播送、因特网上所了解到的各种各样的奇闻趣事，这样，就为学生创造了真实的交际环境，并让学生通过自主的交流，享受了合作学习的乐趣。
2. 在学生小组自由交流并在全班汇报之后，让学生用信的形式描述自己了解的奇闻趣事。
这时候，学生在前面的学习步骤中大量输入的根底上在进行笔头的输出，就是轻而易举、水到渠成了。
Step 4 Homework.1.完成信,并展览。
2. 在讲英语时间与学习伙伴交流更多的奇闻趣事。
通过这样的作业，旨在培养学生的竞争意识、合作精神及探索精神，为学生的终生学习打下根底。
7B Unit 4 Integrated skills课堂教学评析要点每一个教学环节的设计都从学生的兴趣出发，符合初中生的心理需求，贴近他们的生活，从而使他们整节课至始至终都兴趣盎然。
学生和老师在整节课中都保持了学习的激情。
对于学生的答复和表述，老师及时给以后续性的评价，拉近的师生间的距离，学生在获取知识技能的同时，也享受了用英语交流和被老师赏识的快乐。
课堂活动丰富，通过生生互动、师生互动，学生合作、探究学习，到达了本课预定的知识、技能和情感目标。
提高了学生的人文素养，培养了终身学习的能力。
本堂课采用任务型教学策略，让学生在完成任务的过程中体验、实践、参与、交流与合作，实现任务目标，主要呈现以下亮点：注重开展学生学习策略，培养和提高学生的创新精神和语言运用能力。
让学生走出课堂，从网上、报上寻找相关资料，直接接触地道语言，使他们有足够的空间和自由度，进行自主学习，促使学生个性开展。
2.利用小组讨论交流形式，使学生在活动过程中，互相学习，互相交流，培养他们团结合作精神。
3.这堂课注重学生听、说能力的培养，尤其能通过填表格答复下列问题形式让学生对自寻资料进行归纳，提高他们的语言理解能力。
4.教师本身教态自然大方，素养较好，整堂课结构合理，各环节目标明确，以学生为主体进行教学，表达了二期课改精神，是一堂较为成功的课。
优秀初中英语阅读课教案2一、教学目标：1、语言知识目标根本词汇：restroom, stamp, bookstore, postcard, pardon, washroom, bathroom, normal, rush, suggest, staff, grape, central, mail, east, fascinating, convenient, mall, clerk, corner, polite, politely, speaker, request, direction, correct, direct, whom, address, underground根本句型：Excuse me, do you know where I can buy some medicine Sure. There’s a supermarket down the street.Could you please tell me how to get to the post officeSorry, I’m not sure how to get there.I wonder where we should go next.Could you tell us when the band starts playing this eveningYou should try that new ride over there.2、技能目标：(1)能用宾语从句礼貌的寻求帮助。
(2)能用正确的方法指路。
3、情感目标：培养学生尊重他人，对人有礼貌，热爱生活。
二、教学重难点：1、教学重点：(1)礼貌的向他人寻求帮助。
(2)正确使用宾语从句。
2、教学难点：运用宾语从句礼貌的寻求帮助。
三、教学步骤：Section A 1 (1a-2d)Step 1 Warming –upGreetingStep 2 Presentation(1)Guessing gameShow pictures to the whole class, one student explains the places in English and another one who doesn’t look at the blackboard guesses what place it is. For example, one student say：We can save money or exchange money in this place, another one guess it is a bank. Get students to guess the places like bank, post office, bookstore, museum, bathroom, washroom, mall and so on.(2)Show some stamps to students and present the new sentences：Could you tell me where I can buy some stampsCould you please tell me where I can get a dictionaryDo you know where I can get some magazinesStep 3 Practice1) Match each thing with a place in the picture in 1a.2) Read the phrases.___ get some money___ get some magazines___ have dinner___ get a dictionary___ get some information about the town___ buy a newspaper___ buy some stamps___ get a pair of shoesStep 4 ListeningListen and complete the conversations in the picture in 1a. Then check the answers with the whole class.Step 5 PracticeMake conversations using the information in 1a. Then talk about your own city. For example：A：Excuse me, could you please tell me how to get to the bookstore B：Sure, just go along Main Street until you pass Center Street. The bookstore is on your right, beside the bank.A：Thanks. Do you know when the bookstore closes todayB：It closes at 7：00 p.m. today.A：Thank you!B：You’re welcome.Step 6 Listening1. Listen and number the directions in the order that you hear them. 2a You will hear some of the directions below. Number the directionsin the order you hear them.___ Go to the bird floor.___ Turn left.___ Go to the second floor.___ Turn right.___ The supermarket is between the flower store and the bookstore. ___ Go past the bookstore.2. Listen again. Show how the boy walks to the supermarket. Draw a line in the picture in 2a. Then get one student draw the line on the blackboard.3. Listen the third time and answer the questions.1) Excuse me, can you tell me where I can buy some medicine2) Do you know how to go there3) OK, great. Oh, and one more thing. Do you know when this shopping center closes tonight4) OK, thanks a lot.Step 7 PairworkMake conversations about the other places in the picture in 2a.A：Excuse me. Can you tell me where I can buy some stampsB：Yes, there’s a post office in this shopping center.A：Do you know how to go thereB：Yes. Go to the third floor and turn right. Then go past the bank.The post office is between museum and library. You should be able to get stamps.A：OK, great. Oh, and one more thing. Do you know …B：I’m not sure, but you …A：OK, thanks a lot.B：You’re welcome.Step 8 Reading1. Read the conversation in 2d and answer the questions.2. Role – play the conversation.3. Explain the language pints in 2d.(1) Go along Main Street until you pass Center Street.1) until和till同义为“直到……〞，till多用于口语，until可以放在句首，till那么不能放在句首。