初中英语Reading2教学设计
初中英语reading课说课稿
初中英语reading课说课稿初中英语阅读课程是培养学生阅读理解能力的重要环节。
本节课的主题是“Friendship”，旨在通过阅读材料，让学生了解友谊的重要性，并学习相关的词汇和表达。
课程目标：1. 学生能够理解阅读材料的主旨大意。
2. 学生能够识别并运用与友谊相关的词汇。
3. 学生能够通过讨论和角色扮演活动，加深对友谊价值的认识。
教学重点：- 理解文章的主旨和细节信息。
- 学习并运用与友谊相关的词汇和短语。
教学难点：- 引导学生深入理解友谊的深层含义。
- 激发学生对阅读材料的思考和讨论。
教学方法：- 引导式教学：通过提问引导学生思考。
- 合作学习：分组讨论，共同完成任务。
- 角色扮演：模拟不同情境下的友谊交流。
教学过程：1. 导入（Lead-in）- 通过展示一些关于友谊的图片或名言，激发学生对友谊话题的兴趣。
2. 词汇学习（Vocabulary Learning）- 教授与友谊相关的词汇，如：loyal, trust, support, etc.3. 阅读材料（Reading Material）- 向学生介绍阅读材料，确保他们理解材料的背景和主题。
4. 快速阅读（Skimming）- 让学生快速浏览文章，找出文章的主旨大意。
5. 细节理解（Scanning）- 通过提问，检查学生对文章细节的理解。
6. 深入讨论（In-depth Discussion）- 引导学生就友谊的不同方面进行讨论，如：友谊的意义，如何维持友谊等。
7. 角色扮演（Role Play）- 分组进行角色扮演，模拟友谊中的不同情境，如：解决朋友间的冲突。
8. 总结（Summary）- 总结本节课学到的知识点，强调友谊的重要性。
9. 作业布置（Homework Assignment）- 布置相关的阅读作业，要求学生阅读一篇关于友谊的文章，并写下自己的感受和理解。
通过本节课的学习，学生不仅能够提高自己的英语阅读能力，还能够对友谊有更深刻的认识和理解。
苏教版译林初中英语教案9A Unit 5 Reading2
though是连词，意思是“虽然,尽管”,常用于引导让步状语从句,但不能和but连用，两者只能用一个。
(7)My music is to dream without boundaries.
动词不定式to dream作句子的表语。动词不定式作表语一般句子主语是job, work, occupation dream, hope等。
Step 3: Exercise
Step 4: Homework
(1)Recite the important phrases.
(2)Retell the passage.
(3)Finish off the relevant exercises.
Blackboard design:
Unit 5 Art world
instead在这儿的意思是“代替，反而”常放于句首或句尾。
instead的常用短语是instead of，意思是“代替”，后面接名词、代词或动名词。
control意思是控制。out of control失去控制remote control遥控器。
the speed of意思是“…的速度”。常在短语前加at。.
Tan Dun’s music has successfully _______ Chinese and Western music together and helped build a ______ between the East and the West.
Step 2: Language points
(1) music without boundaries
without和with都是介词，后面跟名词,动名词或者代词。
初中英语牛津译林版八年级下册Unit2《Reading2：A trip to Hong Kong》优质课教案公开课教师面试试讲教案
初中英语牛津译林版八年级下册Unit2《Reading2：A trip to Hong Kong》优质课教案省级比赛获奖教案公开课教师面试试讲教案【名师授课教案】1教学目标I. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. use the key words and expressions to introduce the trip to Hong Kong Disneyland;2. know how to include enough details to indicate the writer’s feeling and prepare to write about a trip;3. know how to introduce a trip with the help of transitions.I. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. use the key words and expressions to introduce the trip to Hong Kong Disneyland;2. know how to include enough details to indicate the writer’s feeling and prepare to write about a trip;3. know how to introduce a trip with the help of transitions.2学情分析1. New words and phrases: miss, fantastic, indoor, roller coaster, speed, ride, cartoon, character, such, parade, magic, pie, feel, couple, castle, hurry to, on the way, such as, a couple of, at the end of, enjoy oneself2. New structures: We’re having a fantastic time here.It moved at high speed and was really exciting.We hurried to a restaurant to have a quick meal.On the way, we met some Disney cartoon characters, such as Snow White and Mickey Mouse.I ran after them and couldn’t stop taking photos.I bought a couple of key rings for classmates.3重点难点1. To use the key words and expressions to introduce the trip to Hong Kong Disneyland.2. To know how to use the transitions to connect the events.3. To know how to make inferences.1. To use the key words and expressions to introduce the trip to Hong Kong Disneyland.2. To know how to use the transitions to connect the events.3. To know how to make inferences.4教学过程4.1第一学时。
初中英语_Unit7 Why do you like pandasSectionB Reading(2a教学设计学情分析教材分析课后反思
教学反思：本节课上完后有如下感觉：1.多媒体教学使课堂生动活泼，增加了教学容量，使老师更好的利用课堂45分钟。
2.基本按照新课标的要求让学生成为课堂的主体，让他们多说多练，教学效果较好。
3.随堂的几道习题帮助学生更好的掌握了所学。
4.让学生自由和他们的搭档合作自由交流，能激起学生的创新能力（可以对所学知识进行系统的归纳和整合），这是一种有效的学习方式，让他们互相交流自己的意见，可以培养他们的综合语言运用能力。
5.对于基础较差的学生来说，课堂容量较大，虽然课堂内容完成了，但学生掌握的准确率有待提高。
教学设计《Unit7 Why do you like pandas？》Section B Reading(2a---2c) 学情分析一、初一学生的抽象思维能力还较低，他们的形象思维能力强，但注意力容易分散，拟以微课，小视频、图片、漫画或动画等形式展示，并配以丰富的色彩，从而增强学生的兴趣和注意力。
根据教育心理学,如果学生对于一件事物有极大的兴趣,他们就会排除主观和客观的种种消极因素,尽量全身心地投入到知识的学习中去。
二、初中生的学习心理特点：（1）兴趣：对英语普遍感兴趣，但有很大的不稳定性，好奇心强，求知欲旺盛，已不满足教师对课文的简单重复。
（2）记忆：对刺激记忆手段多的知识记忆深刻，遵从记忆规律。
（3）思维：偏重于形象思维，对片面,零碎的材料尚缺乏一定的概括分析能力。
（4）评价：主要通过他人评价初步形成对自己的评价，所以很在乎他人的评价；自我认识较模糊、片面，但自我意识却不断增强。
因此，在本课教学过程中，在注重启发引导，培养学生分析、概括能力的同时，更要注重教学方法的灵活性，通过任务型教学法，情景交际法，全身反应教学法等，激发学生学习的兴趣，让学生乐于接受，易于接受。
三、初一学生经过小学和初中的学习，已经有了一定的英语基教学设计础知识和听说能力，正逐渐向读写过渡，同时，学生们对英语学习还保持着较浓厚的兴趣。
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_Unit2教学设计学情分析教材分析课后反思
Unit 2 I'll help to clean up the city parks.Section A 3a-3c教学设计一、教学目标：1. 语言知识目标：1) 学习掌握下列词汇：several, feeling, satisfaction, joy, owner, journey2）阅读短文，能按要求找到相应的信息。
3）通过阅读提高学生们的阅读能力。
4) 了解世界各地的学生们都进行哪些志愿活动。
2. 情感态度价值观目标：使学生在谈论如何为别人提供帮助的对话中能意识到尽己所能，帮助他人，乐于奉献是一种良好的品德，培养学生为他人着想，热爱公益事业，乐于助人的优良品质。
二、教学重难点：1. 教学重点：1) 掌握本部分出现的生词和词组，达到熟练运用的目标。
2) 阅读短文，获得相关的信息。
通过阅读练习，来提高阅读能力。
2. 教学难点：1) 阅读短文，获得相关的信息的能力。
2) 理解并运用所学的词汇及表达方式。
三、教学过程Step1: Free talk(1) Do you want to be a volunteer?(2) What can you do as a volunteer?Step 2: Prediction(1) Where is the boy in the first picture? What’s he doing?(2) Where are the girls in the second picture? What are they doing？(3) Do they work for money?Step 3: SkimmingRead the passage quickly and fill in the blanks. Students Who Volunteer:Mario works in:…an animal hospitalLoves: animalsMary works in: an after-school reading programLoves: readingStep 4：ScanningTask1: Read Para.2 and answer.What does Mario volunteer to do?He volunteers at an animal hospital to care for animals. Task2: Read Para.2 and fill in the chart.Task3: Read Para.3 and answerWhat does Mary volunteer to do?She works at an after-school reading program to help kids to readTask4: Read Para.3 and fill in the chart.Task5: Looking & Thinking观察表格中蓝色字体的动词短语及相应的横线上所填的单词，可以看出，to后均用的动词的______形式，这种_________________即为动词不定式的基本形式。
外研版-英语-八上-M4U2教学设计
T: Let’s check the answers.
S:…
步骤4：Post-reading
T: This time you should work harder to finish this table. It is important to discuss with your group members.
the least expensive.(It’s a group work. I give each group 4 cards with coach, train,plane,carand shipwritten on them. Use the cards to number the ways oftravelling. Eachgroup has 4 students stand in a line with the cards in right order. )
Holland is famous for tulips（郁金香）, windmills（风车）and wooden shoes（木鞋）.There is a windmill village in Amsterdam.
步骤2：Fast reading
(1) T: Firstly, I will go to London, then go toAmsterdam. ButI have a problem. Let’s listen to the tape, find what the problem is. (Listen to the first part of the text.)
S:…
T:Have you foundthe problem?
S:…
T: Could you help me?
初中英语阅读教学设计范文
初中英语阅读教学设计范文初中英语阅读教学设计范文作为一位杰出的教职工，常常要根据教学需要编写教学设计，教学设计要遵循教学过程的基本规律，选择教学目标，以解决教什么的问题。
那么什么样的教学设计才是好的呢？下面是小编精心整理的初中英语阅读教学设计范文，欢迎阅读与收藏。
初中英语阅读教学设计篇1一、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。
教师问题设计得得体、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很大作用。
二、合理安排教学步骤，有层次地引导学生阅读1.引导学生快速阅读，捕捉大意教师要培养学生的英语阅读能力，首先要使学生摆脱母语干扰，直接感知语群句意；其次要引导他们快速阅读，扩大阅读视幅面；培养他们良好的阅读习惯，训练阅读速度，提高概述能力；还要培养他们的猜词悟意能力、推理归纳能力等，即在阅读材料提供的纷繁复杂的语言环境中，抓住文章脉络，掠过不必要知道的生词或通过构词法猜出某些生词。
2.设计整体理解性问题随着词汇、语言点的处理，老师再精心设计整体理解性问题，促使学生加强对段落的理解，理顺事件发生的顺序、人物行为，加深对文章整体的把握，获取中心意思。
在学生阅读文章时，教师根据文章内容设计问题，从而培养学生的英语阅读和分析能力，帮助学生正确使用阅读策略。
阅读文章并不是被动地接受知识和获取信息，而是带着问题进行阅读。
在阅读过程中预测活动总是在进行着。
教师在教学中应有意识地培养学生对所读文章进行预测的能力，如通过文章的标题预测文章内容、根据首句预测段落、根据开头预测结尾等。
整篇文章的主题就是通过主题句表现出来的。
据统计，大约80%的主题句位于段落的句首，其他大约20%不到是尾句，但也有时候是在段中。
3.指导学生精读全文，把握信息教师应有效指导学生学习语言知识，培养他们理解、掌握和应用语言知识的能力，使其通过灵活运用语言知识，掌握语言模式，形成良好的语言思维定势，培养语感。
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课前准备
见《学案与测评》
教学过程（可续页）
教学步骤
所
用
时
间
教师活动
学生活动
设计说明
Step 1 Revision
Step 2 Practice
Step3Presentation
Step4Consolidation
Step 4Practice
Step5
Summary
1.Recite the article.
2. Finish some relative reading exercises.
Try to retell the article.
Complete the conversation.
Practice and act it out.
Students learn the important phrases by watching and taking notes.
Consolidate the new learning vocabularies and phrases by practicing.
Consolidate and collect the knowledge. Put forward their own doubts.
Students finish the exercises carefully in class
Make up a dialogue.
Act out the dialogue.
Review thecontents learned in
thelastclass.
Train students’different abilities
教学对象
Gradeeighthstudents.
教学目标
1.To understandand usingthekey phrases and sentences in the text.
2.To retellthe text in your own words.
教学策略
1.Review the new words, phrases and consolidatethem.
(1)be crazy about
(2)try to do; try doing
(3)fill…with…
(4)keep on doing
(5)not only…but (also)
(6)advise sb.instead of
(8)put in
Let students do some exercises about thewords and translate some sentences about the phrases, then present two students’answers and check.
设计题目
7B Unit3Reading2
教学内容
Reading2 ison the base of Reading 1, it isintensive readingandis deepened, master the new words, phrasesandkey sentences. Students can probably use their own language to express themain idea of the text,try toretell the text.
Step 7 Homework
10 mins
5 mins
15mins
8mins
5 mins
2mins
1. We’ve learnt about Suzy’s cousin Andrew. Tell me something about him.
2. What funny stories did you learn about?
1.Let studentsmake up a dialogue, using the dialogue on Page 46 as an example.
2. Ask some pairs to act out the dialogue.
Things learnt through practiceare more effective than the ones learnt from books. Try to do some DIY work and you can learn what you never expected.
1. Read the article, and then finish the exercise in B4.
2. Practice the dialogue in roles,
then invite some pairs to act it out.
Present the usage of the important phrases.