初中英语阅读课教案设计模板

LESSON PLAN

Time of Leon: 45 minutes Students: Senior Grade One

Teaching Material: How Did Postage Stamps come Into Use Teaching Objectives:

1.To train Ss\\\\\\" reading ability(such as gueing the meaning of new words in the context, the speed of reading.) 2.To train Ss\\\\\\" reading comprehension(To get meages from what they read.) Teaching Points:

1.Ss get used to three reading skills. 2.Ss understand the given paage. Properties:

Stamps, letters, postcards, work sheets, OHP Teaching Method: communicative Approach Leon Type: Reading

New Words and A Phrase:

postage, put forward, proposal, seal, deliver, system, postal Procedures: Step 1.Warm-up(6\\\\\\") 1.Lead-in

Show some stamps, letters and postcards and have free talk to arouse students\\\\\\" motivation. 2.Dealing with some new words

Q: Do you know the postage of a letter?

Explain \\\"postage\\\", and write postage on the Bb. postage: payment for the carrying of letters

A: Fifty fen for any place in China except Hong Kong, Taiwan and Macao.

Q: What do the postmen do with the letters?

A: They take the letters from the postbox and carry them away to the places on the envelopes and deliver them to the addreed people.

Explain \\\"deliver\\\", and write deliver on the Bb. deliver: take letters or goods to the addreed people. Q: Who put forward the proposal to use stamps? Use OHP to project the question onto the screen.

Explain \\\"put forward\\\" and \\\"proposal\\\", and write them on the Bb.

put forward: put an idea before people for thinking over proposal: sth.proposed, plan or idea, suggestion Again: Who put forward the proposal to use stamps? Step 2.Skimming(4\\\\\\"30\\\") 1.Instructions

T: Now I give you a paage to read, and for the first time you should only find the answer to the question.You have only two and a half minutes to read.So don\\\\\\"t read word for word.Read quickly.Just try to find the answer.

2.Handing out the reading material and reading 3.Checking

Q: Who put forward the proposal to use stamps. A: Rowland Hill, a schoolmaster in England. Step 3.Scanning(6\\\\\\") 1.Instructions

T: This time I give you three minutes to read the paage.When you are reading, find the answers to the two questions. Use OHP to project the questions:

1.Why was the postage high in the early nineteenth century when people did not use stamps?

2.When was postage stamps first put to use? 2.Reading 3.Checking 1) Pair work 2) Cla checking

Ans.to Que.1.Because the post offices had to send many people to collect the postage. Ans.to Que.2.On May 6, 1840. Step 4.Full reading(21\\\\\\") 1.Instructions

T: Now I give you ten minutes to read the paage for the third time and you should read it carefully.Before reading, let\\\\\\"s go over the questions on the work sheet.

Give Work Sheet 1 to the Ss.Explain the new words in Que.4. prevent: stop, not let sb.do sth. reuse: use again

T: Try to find the answers to the questions.But don\\\\\\"t write the answers down, you can put a sign or underline the sentences concerning the questions. 2.Reading 3.Checking

1) Group work: Checking the answers in a group of four Ss. 2) Cla work: Checking the answers in cla. Poible Answers:

1.Why were people unhappy to pay postage for letters in the early nineteenth century? Because they had to pay postage when they received letters, especially when they paid for a letter which they did not wish to receive at all.The postage was high.

2.Why was it much easier for people to use stamps for postage? Because people could go to the nearby post office to buy stamps and put them on envelopes before they sent the letters. 3.Why was the postage much lower using stamps?

Because in this way, the post office did not need to send postmen to collect postage.It only needed to send fewer postmen to deliver letters.

4.How could the post office prevent people from reusing the stamps?

The post office could simply put seals on the stamps so that people could not use the stamps again.

Check the understanding of the word \\\"seal\\\", and write it on the Bb.

seal: ÓÊ´Á 5.Did other countries take up the new postal system? Yes.

Check the understanding of \\\"postal\\\" and \\\"system\\\", and write them on the Bb. postal: of the post system: a set of working ways

6.Does every country in the world has its own stamps? Yes.

Step 5: Rounding-off(7\\\\\\")

1.Answering Ss\\\\\\" questions on the paage if any. 2.Making a guided-dialogue with the information given from the paage.

Hand out Work Sheet 2.Do it in pairs.

3.Asking two or three pairs to read their dailogues. A poible completed dialogue: A: Oh, What a beautiful stamp! B: Yes, it\\\\\\"s from the U.S.A..

A: Do you know in the early nineteenth century people did not use stamps? B: Then how did they pay the postage?

A: They had to pay the postage when they received letters. B: Was the postage very high then?

A: Yes.Because the post offices had to send many people to collect the postage.

B: Who put forward the proposal to use stamps? A: Rowland Hill, a schoolmaster in England. B: Why do post offices put seals on the stamps? A: They can prevent people from using the stamps again. B: When did post offices begin to sell stamps? A: On May 6, 1840.

B: Thank you for telling me so many things about stamps. Step 6.Aignment(30\\\")

Ask the Ss to shorten the paage within four or five sentences after cla, and to write it in their exercise books. *************************************************************

Reading Material:

How Did Postage Stamps come Into Use

When you send a letter or a postcard, you have to put stamps on the envelope or on the card.When did people first begin to use stamps? Who was the first to think of this idea? In the early nineteenth century, people did not use stamps.They had to pay postage when they received letters.They were unhappy about this, especially when they paid for a letter which they did not wish to receive at all.The postage was high at that time, because the post offices had to send many people to collect the postage.

Rowland Hill, a schoolmaster in England, was the first to put forward a proposal to use stamps.He thought it would be much easier for people to use stamps to cover postage.They could go to the nearby post office to buy stamps and put them on envelopes before they sent the letters.The post office could simply put seals on the stamps so that people could not use the stamps again.In this way, the post office did not need to send postmen to collect postage.It only needed to send fewer postmen to deliver letters.That was a good idea and the government finally accepted it.

On May 6, 1840, post offices throughout England began to sell stamps.Soon this new postal system was taken up by other countries.Now each country has its own stamps.And there are many people who collect stamps all over the world.Work Sheet 1:

Find the answers to the following questions from the paage: 1.Why were people unhappy to pay postage for letters in the early nineteenth century?

2.Why was it much easier for people to use stamps for postage? 3.Why was the postage much lower using stamps?

4.How could the post office prevent people from reusing the stamps?

5.Did other countries take up the new postal system? 6.Does every country in the world has its own stamps now? Work Sheet 2:

complete the dialogue with the information you have got: A: Oh, What a beautiful stamp! B: Yes, it\\\\\\"s from the U.S.A..

A: Do you know ____________________ people did not use stamps?

B: Then how did they pay the postage? A: ___________________________________________________________.

B: Was the postage very high then? A: ___________________________________________________________.

B: Who put forward the proposal to use stamps? A: ___________________________________________________________.

B: Why do post offices put seals on the stamps? A: ___________________________________________________________. B: When did post offices begin to sell stamps? A: ___________________________________________________________.

B: Thank you for telling me so many things about stamps.

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。

二、教材分析

1、话题：本课时选择的是初二英语课本第四单元 How often do you exercise?中的一篇文章，主要是围绕本单元的中心任务“Food and lifestyles ”而展开的。

2、内容：这篇文章讲述了很多学生平时的饮食和生活习惯。通过学习，让学生明白什么是健康的饮食和生活习惯

3、目标：（1）理解课文内容，知道如何捕捉细节。

（2）根据图片猜测大意。

（3）引导学生掌握模仿主题进行描述的技巧, 形成根据主题理解文章细节并能分辨是非的能力。

Step 1: Warming–up activities

（一）Free Talk: To ask the student on duty to make a speech: “What is my favorite food?”

（二）1.Revise some names of food (Let the students speak freely.) 2.To show the students beautiful pictures of food During the talking,the teacher can write some of them on the Bb, especially some new words: fruit, sweet, bread, meat, juice.

To ask the students to ask and answer: “What is it?”, “Do you like it?”

（2）让学生相互问答，了解食物的名称，在交流中培养他们的合作精神和解决问题的能力。

（三）Discuion : （１）What food can we eat a lot? （２） Do you think „ is good for our health? （３） Which is your favorite? Step 2: Reading

（一）Listening and scanning: 1.What do students want to be? 2.What do students eat for breakfast now?

（二）Intensive Reading: Read the text again, try to answer some questions:

（三）Skimming: 1.To ask groups 1 & 2 to read the text a third time, and make a dialogue in pairs.2.To ask groups 3 & 4 to retell the story.

（四）Extension activity: To ask the students to tell something about their own lifestyles.

四、教学后记

针对上述教学设计和具体的教学活动，本人事后有以下几点思考：

1、教师在教学过程中积极调动学生，让学生自己来组织并完成任务，真正体现了学生的主体地位。

初中英语课外阅读课教学案例

英语组：袁迎迎

1、话题：本课时选择的是初二英语review6-8课外阅读文章， How often do you exercise?中的一篇文章，主要是围绕本话题的中心任务“Food and lifestyles ”而展开的。

2、内容：这篇文章讲述了很多学生平时的饮食和生活习惯。通过学习，让学生明白什么是健康的饮食和生活习惯

3、目标：（1）理解课文内容，知道如何捕捉细节。

（2）根据图片猜测大意。

（3）引导学生掌握模仿主题进行描述的技巧, 形成根据主题理解文章细节并能分辨是非的能力。

Warming–up activities

（一）Free Talk: To ask the student on duty to make a speech: “What is my favorite food?”

（二）1.Revise some names of food (Let the students speak freely.) 2.To show the students beautiful pictures of food .During the talking,the teacher can write some of them on the Bb, especially some new words: fruit, sweet, bread, meat, juice.3.To ask the students to ask and answer: “What is it?”, “Do you like it?”

（三）Discuion : （１）What food can we eat a lot? （２） Do you think „ is good for our health? （３） Which is your favorite?

Reading

（一）Listening and scanning: 1.What do students want to be? 2.What do students eat for breakfast now?

（二）Intensive Reading: Read the text again, try to answer some questions:

（三）Skimming: 1.To ask groups 1 & 2 to read the text a third time, and make a dialogue in pairs.2.To ask groups 3 & 4 to retell the story.

（四）Extension activity: To ask the students to tell something about their own lifestyles.反思

在教学实践中，体会到，阅读教学应处理好以下四个关系：

１：教师的“教”和学生的“学”的关系。教师应更多地关注如何教会学生阅读，而不是仅向学生灌输大量的语言知识。教学过程是学生在教师的帮助和指导下掌握知识和形成技能的过程。教师应让学生在活动中发挥其主体地位，让学生自己去发现问题、分析问题和解决问题。

２、在教学设计过程中，要尽最大可能考虑学生情感在教学中的重要性，要设法让学生在快乐中学习。但教师不能片面地追求所谓的“快乐”，一味强调热闹课堂，气氛是活跃了，但忽视了学生对知识的掌握和能力的培养。

３、阅读过程与结果的关系。任务型教学要求教师在教学中不仅要关注学习的结果，还要关注学习的过程。学生完成任务的过程就是学生发现问题、分析问题和解决问题的过程。同时也是逐步提升阅读技巧，提高阅读能力的过程。

４、实践和反思的关系。反思是实践的一面镜子，每次的教学反思都能折射出实践中的成功和不足之处。在教学中应该不断借鉴成功，改进不足，把培养学生学会阅读、学会自主学习作为追求的目标。

unit 4 how do you get to school? 八年级英语阅读课教学设计

【教材分析】

本单元以transportation 为话题设计教学内容，旨在教会学生使用how引导的特殊疑问句谈论how to get to places ，使学生熟练掌握描述交通方式的相关短语、句型及在句中的表达方式，掌握有关transportation 的相关词汇，同时复习一般现在时态的用法。本节课在承接前面课时所进行的以听说为主的词汇、句型训练的基础上，选用了一篇介绍世界各地学生怎样到校的短文展开阅读训练。通过本节教学可以使学生循环巩固前面课时所学语言知识，学习新的词汇，并通过教师的指导提高学生的阅读技巧和读写能力。

【教学目标】 ⅰ.knowledge ⅰ.words and expreions: ⅱ.sentence: ⅲ.grammar: ⅲ.emotion 本单元的话题取材于学生的日常生活，是学生们熟悉的交通方式和交通工具，这个话题是学生们每天都要说和做的事情，和学生很亲近，因此学生对这部分知识的学习会很感兴趣。本节课通过设计学生调查how students get to your school 教学环节，可以增进学生之间相互了解，从而加深友谊。在教学过程中，还可以结合现在生活中交通拥挤的现象，对学生展开交通安全教育和热爱生命教育。

ⅳ.key points i.be able to use take a bus/ go by boat/ ride bikes….to describe how to get to school .be able to use the present indefinite tense correctly.ii.be able to master the skimming and scanning reading skills.ⅴ.difficult points i.be able to understand some clauses appeared in the paage.ii.to develop students’ability of reading comprehension and communication.iii.attract the students’interests to attend the study activities.ⅵ.teaching tools：

cai, a tape-recorder, worksheets ⅶ.学法指导

教会学生使用skimming 和scanning的阅读方法，提高阅读速度，学会从文章中查找问题答案，以及如何有效进行小组合作学习，如何进行调查等。指导学生对所学知识进行有效的概括总结，提高学生的自学能力。

ⅷ.过程与方法

采用communication,question,explaining,listening and repeating， practicing，

comparing和role playing的教学方法， 利用教学图片、多媒体和录音机等搅局辅助开展课堂教学活动。通过男女生pk，抛硬币决定回答问题资格等学生喜爱的小游戏激活课堂，让学生在轻松、活泼、快乐的氛围中学习。通过读、写训练， 复习、巩固和运用谈论交通方式的目标语言。

【教学过程】

step 1.warming up 5’ devide the cla into two groups, boys,group1, girls,group2.sing an english song and play a gueing game to have a competition between them.t: good morning, boys and girls! s: good morming, mi pang! t: last week we learned an english song , the more we get together, do you like it? s: yes, we do.t: can you sing it? s: sure, we can.t: boys, can you? b: yes, we can.t: girls, can you ? g: of course , we can.t: now let’s have a pk and see who can sing it better.boys first, girls second ,ok? s: ok boys sing the song , girls listen.t: now girls, what do you think of their performance? g: good, but we can do better than them! t: really? please go, let me see if it is so! girls sing, boys listen.t: how about their singing, boys? it’s beautiful, isn’t it? b: yes, but we didn’t do badly, either.

t: well, you both did very well.but i think the girls’ voice is sweeter and the boys’voice is louder.so i can’t see who is better.i have a coin here, let’s throw the coin and decide the result, ok? s: ok! t: each of you have five chances to gue up or down.the winner is the better one.first boys throw, girls gue.then exchange.please catch the chance! play the gueing game with the students. 【设计意图】

学唱英语歌曲和做游戏都是学生们感兴趣的活动，尤其是将学生分成男女两大组展开比赛更能激发他们的学习兴趣和积极性。这样可以很快将孩子们的心从上节课的学习或课间活动中转移到英语课堂学习中来，并为接下来的英语学习搭建起男女生竞赛的平台，有利于培养学生的团队精神和竞争意识。

初中英语阅读课“四个阶段”课堂教学模式学习心得体会

陈秀芬

“阅读课”的教学在整个中学英语教学过程中，它既是教学重点，也是教学难点。新标准这套教材也充分分析了这一点，并告诉我们如何让学生通过大量的阅读训练，学生能够获取英语基础知识和丰富的语言信息，从而促进了学生对所学语言的理解、掌握和运用。那么我们如何教学呢？这是我一直苦恼的问题。在以前的教学中，我都是偏重一些阅读技巧讲授，教学生如何在题目中找到答案。但，在这样的教学模式下，学生学习的效果并不理想。近几年，我采用了阅读课“四个阶段”课堂教学模式，学生学习的效果就比较显著了。下面是我的实施过程。

第一步情景导入阶段。采用一些与课文相关的图片，并且通过图片引出本课重要和难的单词，帮学生扫除了阅读障碍。与传统的在单词表上教单词比较，这显的更直观有效。

第二阅读理解阶段。首先，（Skimming）让学生带着问题的快速阅读，让学生对文章的内容有了初步的了解。（在这里我通常是设计出几个找文章大意的问题。）其次，（ scanning）跳读文章让学生对文章进一步的了解。（在这里我通常设计出一些与图片、段落配对或与标题相配对的问题）。最后是细读，让学生带着任务（问题）去阅读课文，去找答案，这有助于学生更加准确地获取信息，从而提高学生的阅读效果和技能。这样，学生通过分步骤阅读文章，获取具体信息，把知识点和课文理解在分段学习中得以突破。另外，学生们在小组活动中，通过学生间的自主、合作学习，让学生充分地实践运用语言，并激发学生创造性思维。

第三步运用阶段复述文章。教者给出一些关键性的词语和句子，让学生来复述文章，从而加深学生对文章的理解。这样还可以反馈出学生学习的效果。

第四步书写巩固阶段。我会布置学生写一篇和本文主题相关的作文，并鼓励学生模仿文章的一些句子。从而强化学生的知识点，让学生进一步掌握语言和加深运用语言的能力。

初中英语阅读课的教学设计

华罗庚实验学校 郑玉贵

阅读教学在英语教学中有非常重要的地位,阅读课以培养学生的阅读能力为主要的教学目标,为达到这一目标,需要学习和掌握课文内容所涉及的语言知识以及了解课文内容所涉及的文化背景,进而在阅读方法、阅读速度、阅读技巧和阅读理解的准确度和深度上得到提高。我们应该通过阅读课的教学,使学生获得大量新的信息,开阔他们的视野,提高他们的兴趣并扩大他们的词汇量,丰富他们的知识,提高他们应用语言的能力。而当前阅读课教学中存在以下问题：有些课虽然使用了新教材，但仍承袭旧教材的教学模式，在阅读课上只是让学生听一听录音，译一译中文，讲一讲语言点，做一做练习，对一对答案，因而整个教学过程显得单调、乏味和程式化。在此，我想结合我的教学经验和理论学习谈谈自己的几点感受。

一、主要教学环节的设计

A:阅读前

1.介绍与阅读内容有关的社会、历史、人文、自然背景，特别是与我国不同的英美等西方国家的历史地理和风俗习惯资料。在教授7A Halloween ，先由学生最熟悉的中国节日开始介绍，然后进入外国一系列重大节日的介绍，重点补充Halloween、Christmas、April Fool’s Day及Thanks giving Day 的历史渊源和庆祝方式，使这些遥远的西方节日与学生有一个近距离的接触。

2.摘要介绍部分有碍课文理解的生词。凡是学生可能猜得出的生词一定要让学生在阅读时去猜测；
猜的能力的培养比动手的“勤”更有意义。

3.要善于引导学生根据文章标题、插图和有关问题引导学生讨论并预测文章内容；
也可根据已有的事实，对文章的结局、后来的前景、隐含的事实进行发掘。

4.提出一两个能概括全文中心思想的指导性问题，以统一思想，判断是非，使学生醒悟阅读的奥妙。

B:阅读中

1.粗读（fast reading）：粗读即粗略地阅读全篇。这是为掌握大意梗概或为侦查是否需要进一步阅读所用的方法。学生被要求不能逐字逐句地读，而是采取扫描式(Scanning) 或跳跃式(Skipping)阅读,是为了抓住文章的大意。如8A Wild animals 在引导学生阅读的过程里，我要求学生抓住熊猫生长的几个重要时期做有选择的阅读，以了解文章的大意。

2.精读课文(Careful reading)：精读课文这个步骤是阅读课的主体，是阅读课的中心任务，但是如何操作好精读课文这个步骤似乎一直没有一个定论。有些老师可能仍然在延续灌输式教学模式中一句一句给学生翻译课文，事无巨细地讲解课文中语法的做法。我们的老师希望能把自己知道的所有知识都教给学生，希望学生能记住所有课本中甚至课本外的知识，这样反而抹杀了学生学习英语的兴趣，更不用说借助学生的兴趣来提高学习效率了。另外，学生在阅读的时候，要养成他们遇到问题通过同学之间的讨论和向老师请教的方式来自己解决问题，这样，老师可以及时归结出在备课时没有准备的重点和难点，同时也给了学生动口的机会。

3.分析重点和难点：重点和难点一般是学生在精读课文时所遇到的语法方面困难。对于语法的讲解，以前的老师一般大多从理论的角度去分析，这样虽然对语法的道理学生非常明白，但他们在应用和考试当中很难把语法的理论知识和实际有效快速的结合起来，这是由于学生在学习的时候脱离了语言环境。我们在这一方面可以借鉴疯狂英语的方法，以句子的形式讲解，以句子的形式巩固，以句子的形式练习，让学生始终在句子当中理解语法的使用。这样，学生在应用和考试过程当中，就可以省却了由语法理论到实际应用的步骤。

C:阅读后

阅读完之后，很重要的是检查理解情况，解决疑难问题。根据不同的文章体裁，可选择不同的方式。常见的方法有：

1.判断正误（True or false）：难度相对较小，一般是细节性问题，适合各种体裁的文章。

2.填空(Filling in Blanks)：根据文章内容补全句子或段落。如8A Natural disaster的段落教学中，请学生细读第三段并完成重点词语的填空。

Timmy ____down.It was ____ around him.He couldn’t _____ at all.He didn’t even know _______ he was.He thought he was _______.A moment of ______went through his mind.But he was still ______.what 3.回答问题(Questions)：最常用的方式，优点是有助于培养学生的口语表达能力，问What 题难度可深可浅，师生互动。

4.表格(Forms)：根据具体信息设计。同样还是8A Natural disaster的段落教学中，在学生进行细读

四、五两段前，请学生根据表格的提示完成Timmy当时在砖块下的所做和所He 想。并利用表格请学生复述，既有助于学生理解短文还能更快的掌握文章。

下面笔者就以《牛津初中英语》八年级下 “Unit 1 Reading:Times have changed”为例，谈一谈这一堂课的设计。

1) A)通过看图、看标题了解主题，猜测这篇课文是描写那个地方？B)谈一谈前后两幅图有什么不同？在情景中学习主要的单词。（读前活动，扫除生词障碍）

2）整体阅读文段，理解大意，抓主旨What has changed in Sunshine Town? How does Mr Chen feel?

3）细读文段，填写表格，找出前后变化细节then/now。

4）根据表格信息，复述课文。设计活动活用句型（家乡变化，家庭变化等等）练习语言输出。

He He 5）设置深层次问题，扩散性思维。

6）大量控制性练习巩固掌握句型。

7）布置作业，转化成笔头掌握。

二、需要注意的问题

1.应全面兼顾听说读写能力的训练

阅读课理所当然应以读为主，训练学生的阅读技巧，培养阅读能力。不能把阅读课上成知识传授课，主次颠倒。但是，其它能力也不能忽视。在巩固环节中复述、角色扮演、采访较花时间，但教师要舍得花这些时间，因为知识由理解到掌握需要一个过程，没有采取一定的手段进行巩固是不行的。

2.课内阅读与课外阅读相结合

尽管新教材上的阅读材料有很多优点，但跟学生在实际生活中接触到的阅读材料相比，文章的题材和体裁不够广泛，并不能完全满足学生的阅读需求。因此，仅靠这些材料很难拓宽学生的视野和知识而、提高学生的阅读能力。语言的学习规律告诉我们，从新的语言知识输入到运用有一个处理、内化的过程，完成这个过程需要一定的语言接触的机会。仅仅通过课内阅读来接触语言是远远不够的。因此要扩大课外阅读量，这是提高学生阅读能力，扩大知识面的有效途径。

3.培养学生的阅读策略和技巧

阅读课是一门技能训练课，在教学实践中教师应重点培养和训练学生的阅读技巧和方法，而不是单纯的讲解或让学生回答问题。不同的阅读材料和阅读目的会用到不同的阅读方式和技巧。例如，小说不能以查找电话号码的方式来阅读;专业书籍不能以浏览报纸的方式来看。因此在平常的阅读教学中，教师要根据文章的类型和阅读目的，及时指导学生，教授阅读策略和技巧。如: .略读(skimming)、扫读(scanning)等。

为了适应新课标、新教材的要求，教师应该因材施教，注重阅读课教学的设计与阅读方法的指导。多方位教学生运用不同的阅读方法方式，调动学生的阅读欲望和兴趣，增强阅读效果，提高阅读能力。从而让学生具有自我学习的能力,为终身学习打下基础。

LESSON PLAN 英语拓展阅读教案

Time of Leon: 45 minutes 课时：45分钟

Students: Grade seven 授课对象：七年级学生 Lecture: 讲课人：
张玉环

Leon Type: Reading 课程类型：
阅读

Teaching Material: English reading methods 讲课内容：
英语阅读方法 Teaching Objectives: 教学目标：

1，Ss learn some reading methods ，let them get some reading abilities 学生学习一些阅读方法，使其获得一定的阅读能力 2，Ss can improve the reading comprehension to some degree.( To get meage from what they read.) 在某种程度上，学生能够提高阅读理解能力。（从阅读的文章中获得信息） Important Point: 教学重点：

1，Ss can learn and master the following language points: 学生能够学习和掌握以下语言知识：
1）New Words 2）phrases 3）the structure 4） Difficult Points: 教学难点：

1，How to use the language points learned in the text 如何使用文章中学到的语言知识

2，Ss can improve the reading comprehension to some degree.在某种程度上，学生能够提高阅读理解能力。

Properties: 教具：

Radio; pictures; chalk; blackboard; 影像；
图片；
粉笔；
黑板；

Teaching Method: 教学方法：

1，communicative Approach; 交际教学法；

2，Reading comprehension; 阅读理解；

3，Note Making; 做笔记；

4，Discuion. 讨论

Teaching Procedures: 教学步骤：

一、导入

二、走进英语谚语 激发兴趣，培养语感，提高阅读理解能力

三、英语故事欣赏，了解中西方文化差异

四、阅读与思考

突破方法：

如何做好任务型阅读

学生们做\\\"阅读简答\\\"这样的题目时，普遍觉得不难，而考试结果一出来，却发现得高分的不多，原因就在于这种题型不仅要求考生读懂文章,还要求他们用自己的语言简练的回答有关问题；
既考查了学生的阅读理解能力，也考查了他们的英语表达能力和概括能力,另外,对回答的拼写、语法的正确性的要求，使得做简答题有一定的难度。再加上解答这样的题型几乎没有猜题的技巧可言，也从某种意义上加大了做题的难度。要想取得较好的成绩，好的解题步骤和技巧是非常重要的。

1.通读全文。做简答题的关键是要读懂原文，因此首先要通读全文、弄清楚段落大意及文章的中心意思以及作者的基本观点、态度，正确理解语境。

2.按题查读，即根据问题去寻找答案。认真阅读问题，充分理解问题，准确理解所问的内容，确定需要在文章中查找的对象，避免答非所问。

3.简练作答。在基本确定了每道题的回答内容之后，就要用简练、准确的英语表达出来。注意回答问题时要切中要点，不要画蛇添足。组织答案时，注意避免语言错误，如：时态、主谓一致、句子结构和拼写等。如需引用原文，要作适当改动，最好不要整句照搬.4.认真核查。完成所填的答案以后，再将原短文和补全后的短文或句子放在一起,审读一遍，上下对比参照，逐一检查所填的词是否符合原文主旨和细节，是否答非所问，是否仍存在语法、词汇拼写等错误，另外还有一点也要注意：如果对字数有要求,是否符合要求。

5.答案形式要符合提问方式。不同类型的问题要求有不同形式的回答，不能仅仅为了答案的简洁而忽略了问题与回答在形式上的对应。如原文中提问方式为\\\"why\\\"，那么就要用\\\"because\\\"引导的从句来回答。

四、当堂检测 典例One weekend , a wife and a husband（丈夫）went to visit a shop in Tokyo.After they got back home ,they couldn’t find their camera(照相机).They thought the camera must be in the shop .After a few weeks , they went to that shop again and the bo of the shop gave their camera back to them.

When their pictures of the camera came out ,the husband saw two pictures he did not take .One is a man standing at the door of the shop .In his hand there is a piece of paper（纸） with some words on it “I find your camera .” The other is a boy with a piece of paper in his hand .There are some words on the paper too “I take the pictures”.

1.What did the wife and her husband do one weekend ?

_____________________________________________________________________ 2.When did they find their camera was lost?

__________________________________________________________________ 3.Did they find their camera after a few weeks?

____________________________________________________________________ 4.Who found the camera and who took the pictures

___________________________________________________

五、作业

Unit9 What does he look like? 单元拓展型阅读练习

Leon 22 the giant 保定市竞秀区十九中学王宏伟

一：教学课型：阅读课 二：教材分析：

本节课课型是阅读课，内容是一个自私的巨人后来发生了转变的故事。通过这节课的学习，给学生提供了一个阅读英语故事的机会，让学生了解到“予人玫瑰，手有余香。”“付出即是得到的道理。

三：学情分析：

九年级学生有了一定的英语基础，能根据语境猜测词义，对阅读英语故事有着浓厚的兴趣，因此，教师要给学生表现的机会，指导他们积极主动地阅读。

四：教学目标：
1．知识目标：

（1）重点词汇:once upon a time

run away

no longer

pa by

pa by

knock down at once break out in bloom stretch out ever since then

(2) 重点句子：
Main sentences: Once upon a time, there was a large, lovely garden They ran away and dared not come back \\\\the nexst day , the giant built a high wall around his garden and ut a notice on a board , don’t enter.He thought it must be the king’s musicians paing by.He was trying to reach up to the spreading branches of a tree At once ,the tree broke out in bloom The little boy stretch out with his arems ,put them around the giant’s neck and kied her.

2.能力目标：培养学生养成良好的阅读习惯，提高阅读兴趣，掌握阅读技能。

3.情感目标：通过本文的学习，帮助学生更好地提高阅读理解能力，培养学生养成无私的品格，要多付出，付出就是得到。养成乐于助人的高尚品格。只要人人都献出一点爱，世界将变成美好的人间。

五:教学重难点：

1.培养学生阅读能力，如略读，精读等能力。

2.提升学生综合运用语言的能力，如交际能力，交际原则等。 六：教学过程：

Step 1:lead in (图片结合语言引导导入) T:do you like reading fairy tales?why or why not? S1;Yes, I like reading fairy tales because they are creative.S2:Yes, I like reading fairy tales because they are interesting.S3: no I don’t like fairy tales because they are not realistic.T; good answers.Do you know any famous fairy tales?which ones? S4:I know the fairy tale “cinderella” it’s a story about a young girl……..T; Good job!today we are going to learn the fairy tale Step 2:fast reading : read the text and answer the questions 1could the children play in the garden when the giant came back? 2what does the garden look like in winter after the children were driven away 3.what happened at last? stet 3:careful reading :read the text again and order the scenes the children were playing in the giant’s garden.The giant built a high wall around his garden and put a notice on a board :”don’t enter.”

Spring came ,but it was still winter in the giant’s garden.The giant came cack and drove the children away.One day, to the giant’s surprise, he saw some children coming back to ghe garden threough a hole in ghe garden wall.The giant took a boy gentlely in his hand and put him up into the treee while the other children were so scared that they ran away.Along with the children came the spring.Step 4:read aloud together in the correct order of the sentences.Step 5: read the text and find out the main phrases and sentences.Main phrases:once upon a time Run away no longer

pa by

knock down

at once break out in bloom

stretch out

ever since then Main sentences: Once upon a time, there was a large, lovely garden They ran away and dared not come back \\\\the nexst day , the giant built a high wall around his garden and ut a notice on a board , don’t enter.He thought it must be the king’s musicians paing by.He was trying to reach up to the spreading branches of a tree At once ,the tree broke out in bloom The little boy stretch out with his arems ,put them around the giant’s neck and kied her.Step 6: retell the story Step 7:debate A; I think we should give more because paying more is getting more .B: I think we should get more because when you get ,you will be happy, A;When you get , others lose ,they are not happy, they willl stay away form you and you will lose friendship.So giving is losing in some sense.So we should pay more and get more.So let’s give more love to our family ,our friends and the people around you ,if everybody gives a little love to the world , the world will become a beautiful place to live.Music .let the world full of love Step 8:Homework 1 read a story and tell us the main idea in next cla .2.learn to sing : let the world full of love.That’s all ,thank you .

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