中学英语教案模板-阅读课
书籍教案模板英语初中
教案标题：初中英语阅读课——Book Title课时安排：2课时教学目标：1. 学生能够理解并掌握教材中规定的词汇和语法知识。
2. 学生能够通过阅读提高自己的英语阅读能力，增强阅读兴趣。
3. 学生能够提高自己的听说能力和团队协作能力。
教学内容：1. 教材中规定的词汇和语法知识。
2. 教材中的阅读材料，包括故事情节、人物关系、文章结构等。
教学步骤：第一课时：一、导入（5分钟）1. 教师通过与学生对话，了解学生对即将学习的教材内容的理解程度。
2. 引导学生回顾上节课所学习的内容，为新课的学习做好铺垫。
二、课堂讲解（20分钟）1. 教师对教材中的词汇和语法知识进行详细讲解，确保学生能够理解并掌握。
2. 针对教材中的阅读材料，教师引导学生分析故事情节、人物关系、文章结构等，帮助学生深入理解文章内容。
三、小组讨论（15分钟）1. 教师将学生分成小组，每组学生就教材中的阅读材料进行讨论。
2. 学生通过讨论，提高自己的听说能力和团队协作能力。
四、课堂练习（10分钟）1. 教师针对本节课所讲解的内容，设计相关的练习题目。
2. 学生独立完成练习题目，教师进行个别辅导。
第二课时：一、复习（5分钟）1. 教师通过提问方式，检查学生对上节课所学习内容的掌握情况。
2. 学生进行课堂复习，巩固所学知识。
二、课堂讲解（20分钟）1. 教师针对教材中的阅读材料，引导学生进一步深入分析故事情节、人物关系、文章结构等。
2. 教师针对学生在阅读过程中遇到的困难，进行讲解和辅导。
三、小组讨论（15分钟）1. 教师将学生分成小组，每组学生就教材中的阅读材料进行讨论。
2. 学生通过讨论，提高自己的听说能力和团队协作能力。
四、课堂练习（10分钟）1. 教师针对本节课所讲解的内容，设计相关的练习题目。
2. 学生独立完成练习题目，教师进行个别辅导。
教学评价：1. 教师通过课堂讲解、小组讨论、课堂练习等方式，了解学生对教材内容的理解和掌握程度。
2. 教师对学生在学习过程中的表现进行评价，包括听说能力、团队协作能力等。
人教版初中英语阅读课教案模板（共5篇）
人教版初中英语阅读课教案模板（共5篇）第1篇：人教版初中英语教案教学人教版初中英语教案-教学范文篇1：2014新人教版七年级英语上册全册教案新人教版七年级英语上册Starter Unit 1-3教案Starter Unit 1 Good morning.1.Good morning/afternoon/evening.早上（上午）/下午/晚上好。
答语相同。
在熟人或家人之间可省略good。
熟人之间的问候可加上称呼语，称呼语放在问候语之后且用逗号隔开。
如：Good morning ,cla!同学们，早上好！△Good night!晚安（晚间告别用语）2.Hello, Frank!你好，弗兰克。
3.A: How are you? 你（身体）好吗？B:(I‘m)fine/Very well/I‘m OK, Thank you./thanks.How are you? / And you? 我很好，谢谢。
你呢？A:(I‘m)fine/OK, too.我也很好。
4.thanks = thank you 谢谢5.HB（铅笔芯）硬黑CD光盘BBC英国广播公司Starter Unit 2 What‘s this in English? 1.What‘s this/that? 这/那是什么？It’s a/an + 单数物品（△不说This/That is）1)What‘s this/that? 这/那是什么？2)What‘s this/that? 这/那是什么？It’s a ruler.（这/那是）直尺。
It’s an apple.（这/那是）苹果。
2.What‘s this/that in English? 这/那用英语怎么说？It’s a/an + 单数物品（△不说This/That is）What‘s this in English? 这用英语怎么说？It’s a jacket.夹克衫What‘s that in English? 那用英语怎么说？It’s an orange.橘子。
初中英语阅读教案模版
初中英语阅读教案模版一、教学目标1. 知识目标：让学生掌握文章中的关键词汇和短语，提高学生的词汇量。
2. 能力目标：培养学生阅读理解能力，能够理解文章的主旨和细节信息。
3. 情感目标：培养学生对英语阅读的兴趣，提高学生的自信心。
二、教学内容1. 教学文本：选择一篇适合初中生水平的英语阅读文章。
2. 教学重点：文章中的关键词汇和短语，以及文章的主旨和细节信息。
三、教学过程1. Pre-reading（读前活动）：利用图片或问题引导学生对文章主题产生兴趣，激发学生的阅读欲望。
2. While-reading（读中活动）：a. 快速阅读：让学生快速阅读文章，了解文章的大意。
b. 细节阅读：引导学生关注文章中的关键词汇和短语，通过问题引导学生寻找答案。
c. 深入阅读：让学生深入理解文章的主旨和细节信息，通过讨论和思考来提高理解能力。
3. Post-reading（读后活动）：a. 总结：让学生总结文章的主要内容和所学知识。
b. 输出：鼓励学生运用所学知识进行口语表达或写作，提高学生的语言运用能力。
c. 扩展：提供相关阅读材料或活动，拓展学生的知识面。
四、教学评价1. 课堂参与度：观察学生在课堂上的积极参与程度，包括回答问题和小组讨论等。
2. 阅读理解能力：通过课后作业和课堂练习来评估学生的阅读理解能力。
3. 情感态度：观察学生对英语阅读的态度和自信心，鼓励积极正面的反馈。
五、教学资源1. 教学文章：选择一篇适合初中生水平的英语阅读文章。
2. 图片或多媒体资源：用于引导学生对文章主题产生兴趣。
3. 学习任务单：用于指导学生的学习活动。
六、教学步骤1. 引入：利用图片或问题引导学生对文章主题产生兴趣。
2. 快速阅读：让学生快速阅读文章，了解文章的大意。
3. 细节阅读：引导学生关注文章中的关键词汇和短语，通过问题引导学生寻找答案。
4. 深入阅读：让学生深入理解文章的主旨和细节信息，通过讨论和思考来提高理解能力。
英语阅读课教案模板
英语阅读课教案模板一、教学目标1. 知识目标：让学生掌握文章的基本内容和结构，了解文章所涉及的语言点和知识点。
2. 能力目标：提高学生的阅读理解能力，培养学生独立思考和解决问题的能力。
3. 情感目标：激发学生对英语阅读的兴趣，培养学生的阅读习惯。
二、教学内容1. 教材：选自《新概念英语》第三册的某篇文章。
2. 主题：文章主题及相关背景知识。
三、教学过程1. 导入：利用图片、问题或情景引出文章主题，激发学生的兴趣。
2. 阅读理解：a. 让学生快速阅读文章，了解文章大意。
b. 让学生细读文章，回答相关问题。
c. 让学生分析文章结构，总结文章主题。
3. 语言点讲解：分析文章中的重点词汇、短语和语法结构，进行讲解和练习。
4. 拓展活动：根据文章内容，设计相关的口头或笔头练习，巩固所学知识。
5. 总结：对本节课的内容进行回顾和总结，强调重点和难点。
四、教学评价1. 课堂参与度：观察学生在课堂上的活跃程度和参与情况。
2. 阅读理解测试：通过课后作业或课堂测试，评估学生的阅读理解能力。
3. 语言点掌握：检查学生在练习中的语言运用情况，判断其对文章语言点的掌握程度。
五、教学资源1. 教材：《新概念英语》第三册。
2. 辅助材料：相关图片、PPT、练习册等。
3. 教学工具：黑板、投影仪、计算机等。
六、教学步骤1. 课前准备：提前布置学生预习文章，了解文章主题和大意。
2. 课堂导入：通过提问或讨论，引导学生回顾预习内容，为新课做铺垫。
3. 快速阅读：要求学生在规定时间内快速阅读文章，掌握文章大意。
4. 细节理解：让学生细读文章，回答针对文章细节的问题，检验学生的理解程度。
5. 词汇学习：针对文章中的生词和短语，进行讲解和练习，帮助学生掌握。
6. 语法讲解：分析文章中的语法结构，进行讲解和练习，提高学生的语法水平。
7. 小组讨论：将学生分成小组，讨论文章中的某个问题或观点，培养学生的合作和交流能力。
8. 课堂小结：对本节课的内容进行回顾和总结，强调重点和难点。
初中英语阅读课精品教案模板全英文
初中英语阅读课精品教案模板全英文As an experienced teacher, I have put together a highquality teaching plan for a junior high school English reading class. Here is the detailed content in my own words: Part 1: Teaching ContentToday's lesson will focus on Chapter 5, "The Benefits of Reading", from our textbook. We will delve into the following subtopics:The importance of reading habits.Different types of reading materials.How reading benefits our minds and lives.Part 2: Teaching ObjectivesBy the end of this lesson, students will be able to:Comprehend the main idea and details of a given text.Identify different reading strategies and apply them.Express their opinions on the benefits of reading.Part 3: Teaching Difficulties and Key PointsThe main difficulties will be:Grasping and applying various reading strategies.The key points are:Understanding the value of diverse reading materials.Developing critical thinking skills through reading.Part 4: Teaching and Learning MaterialsTextbook and workbook.Handouts with reading exercises.Visual aids, such as posters about reading.Interactive whiteboard for displaying text and exercises.Part 5: Teaching ProcessStep 1: Leadin (5 minutes)I will initiate a discussion about favorite books and ask students to share why they enjoy reading them. This willpique their interest and set the context for the lesson.Step 2: Reading Strategy Introduction (10 minutes)Introducing different reading strategies such as skimming, scanning, and intensive reading will help students understand how to approach various texts.Step 3: Text Analysis (15 minutes)We will read the text together, analyzing the main points and details. I will guide the students to practice thereading strategies we just discussed.Step 4: Practical Exercise (15 minutes)Students will work on a group exercise where they applythe reading strategies to another text about the benefits of reading. They will then report their findings to the class.Step 5: Discussion (10 minutes)A class discussion will follow, focusing on the benefits of reading and how it affects our lives. Students will express their personal views.Step 6: Fluency Practice (10 minutes)Students will engage in a roleplaying activity, where they act as advocates for reading, expressing the benefits to their peers.Part 6: Blackboard DesignThe blackboard will be organized into three sections:The left side will list the reading strategies.The center will have the main points of the text.The right side will have key vocabulary related to the lesson.Part 7: Homework DesignHomework:Answer Guide:Part 8: Reflection and ExtensionReflection:I will reflect on the effectiveness of the reading strategies and adjust future lessons accordingly based on student engagement and understanding.Extension:Students will be encouraged to extend their learning :Reading an additional text on the benefits of reading.Creating a book review for their classmates.重点和难点解析：1. 教学难点与重点明确性2. 教学过程中互动与参与3. 作业设计针对性与深度4. 课后反思持续改进教学难点与重点明确性在教学过程中，明确教学难点和重点至关重要。
阅读教案英语初中模板
阅读教案英语初中模板一、教学目标1. 知识目标了解文章背景，掌握相关词汇和短语。
2. 能力目标提高学生的阅读理解能力，培养学生的推测和判断能力。
3. 情感目标激发学生对英语阅读的兴趣，培养他们的阅读习惯。
二、教学内容1. 教材内容人教版初中英语教材（或其他版本），选定一篇阅读文章。
2. 教学重难点词汇和短语的理解，阅读策略的运用。
三、教学过程1. Pre-reading（读前活动）（1）引入话题：通过与学生生活相关的话题，激发学生的阅读兴趣。
（2）预测内容：让学生根据标题和图片，预测文章内容。
2. While-reading（读中活动）（1）快速阅读：让学生快速阅读文章，了解大意。
（2）细节理解：回答关于文章的事实性问题。
（3）推测判断：根据文章内容，进行推理判断。
（4）词汇学习：学习文章中的新词汇和短语。
3. Post-reading（读后活动）（1）复述文章：让学生用自己的话复述文章内容。
（2）讨论交流：分组讨论，分享阅读心得。
（3）拓展活动：根据文章内容，设计相关拓展活动。
四、教学评价1. 课堂表现：观察学生在课堂上的参与程度，积极主动性。
2. 阅读理解：通过回答问题，检查学生的阅读理解能力。
3. 拓展活动：评估学生在拓展活动中的表现，检验他们的综合运用能力。
五、教学反思课后，教师应认真反思教学效果，针对学生的掌握情况，调整教学策略，以提高教学效果。
以上是一份英语初中阅读教案的模板，具体内容需要根据所选文章和学生的实际情况进行调整。
希望对您的教学有所帮助。
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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人教版九年级unit11 Sad movies makes me crySection A 3a-3cKnowledge aims：Grasp some new words and phrases，Ability aims：enhance reading skills，and writing skills ；develop Ss’ integrating skillsEmotional aims：Students can know the importance of reading and can develop a good habit of reading after learning this unit；improve the ability of cooperationTeaching procedures：Step 1 warming upSing a song: If you are happy, Ss do some warming actionsStep 2 Lead inBegin free talkT: Are you happy,today? Ss:Yes or NoT:(Show some pictures)Today I’d like to introduce some of my friends.The first one is the prime minister （图片）of the UK. He has a lot of power, but he is not happy. He is always worried about losing his power.The second one is a banker （图片）. He has a lot of wealth, but he is not happy, either. He is always worried about losing his money.The third one is Jackie Chan, a famous singer （图片）. He has a good fame, but he is not happy, either. He is always worried about being followed by others.This is me （图）. Am I happy? Yes，My name is healthy&happy （昵称）! Although I have neither a lot of power nor a lot of wealth, I am happy every day. Because I have a happy family and a lot of happy students like you. Now the happy teacher, I, will tell you a story about an unhappy king. (出示国王图片, 根据扑克牌补充queen), His face was always pale as chalk. Let’s go to his palace. （图片）【设计意图】这样很自然的导入了大部分新单词，也为阅读做了很好的铺垫。
也很自然的进入第二环节—读中活动。
Step3SkimmingT: Now Please read the passage quickly and choose the answer to the question.What’s the main idea of the passage?A. The king and the prime ministerB. The meaning of happinessC. No one is happy in the world.【设计意图】学生整体感知课文，了解文章大意，让学生掌握阅读技巧。
Step4.ScanningT: Now read the passage again, First read the first and second paragraph and and the two questions.(1) What happened to the king?(2) Can medicine help the king? Why or why not?T: Then read the 3rd, 4th and 5th paragraph and answer these three questions.(3) Why does power not make the prime minister happy?(4)Why does money not make the banker happy?( 5)Why does fame not make the singer happy?【设计意图】分段阅读的好处是消除学生阅读恐惧和厌烦感，短一点更有兴趣读，目的性更强。
Step5 Detail ReadingT: Now read the passage carefully and fill in the chart.(学生独立完成表格，然后叫几个学生核对答案。
）T: Now please look at 3b. Find words or phrases from the story with meanings similar to these phrases.(学生独立完成表格，然后叫几个学生核对答案。
）【设计意图】更好地理清文章脉络。
整个读中活动由有整体到段落，再到整体。
Step 6 Acting1. Read the passage after the tape.2. T: Who said these sentences,? Please read these sentences emotionally.1) I’m unhappy. I sleep badly and don’t feel like eating.2) It’s all in his mind. Neither medicine nor rest can help him. What he needs is the shirt of a happy person to wear. It will make him happy.3) Although I have a l ot of power, it doesn’t make me happy. I’m always worried about losing my power. Many people are trying to take my position.4) Oh, I’m afraid I’m not happy either, I have a lot of wealth, but I’m always worried about losing my money. Someone tries to steal my money every day.5) It’s true that I’m famous and everyone loves my songs. But I’m not happy because I’m always worried about being followed by others. I cannot be free!3. Now I’d like you to act the story in groups.(6人以小组表演对话，组长负责分工，其中1号组员读黑体字独白，其他组员分别扮演king，doctor，prime minister, banker和singer)场景一A long time ago, in a rich and beautiful country, there lived an unhappy king, He slept badly and didn't feel like eating. His face was always pale as chalk. He often cried for no reason. That made the queen and his people worried.One day, a doctor was called in to examine the king.Doctor: What's wrong with you, My respected king?King: Oh, doctor! I’m unhappy. I sleep badly and don’t feel like eating.Doctor: Let me examine you! ( a moment later) There is nothing wrong with you. It’s all in his mind. Neither medicine nor rest can help him. What he needs is the shirt of a happy person to wear. It’ll make him happy.场景二So the king asked his people to find a shirt of a happy person.First, the prime minister was called to the palace.King: My dear prime minister, I need a shirt of a happy person.Are you happy?Prime Minister: Oh, My respected King! Although I have a lot of power, it doesn’t make me happy. I’m always worried about losing my power. Many people are trying to take my position.场景三Then the king's banker came to the palace.King: My dear banker, I need a shirt of a happy person. Are you happy?Banker: Oh, I’m afraid I’m not happy ei ther, I have a lot of wealth, but I’m always worried about losing my money. Someone tries to steal my money every day.场景四 Next, the palace singer came to the king's room.King: My dear singer, I need a shirt of a happy person. Are you happy?Singer: My respected king, it’s true that I’m famous and everyone loves my songs. But I’m not happy because I’m always worried about being followed by others. I cannot be free!King: Where can I get a shirt of a happy person? My general, you must help me find a happy man in three days.【设计意图】通过表演课本剧，训练了学生的口头表达能力，也巩固了课文内容。