初中英語閱讀教學設計

1、.初中英語閱讀教學設計Unit 2：I used to be afraid of the darkTime of Lesson: 45 minutesStudents: The junior middle school students of grade nine一教材依據(jù):本課是新目標英語九年級英語第二單元閱讀。二設計思想：1. 指導思想：新概念理論突出“以人為本，注重學生能力的培養(yǎng)。強調(diào)外語教學不僅要向學生傳授語言知識，更要注重培養(yǎng)學生的語言技能，重視學生的情感和態(tài)度，激發(fā)學生的學習興趣。培養(yǎng)學生的自信心。最終到達所制定的三維目標。本節(jié)課教學設計由簡到繁，由易到難，以學生為主體，以任務為根

2、底。創(chuàng)設情境鼓勵學生合作，在做種學，在做中練。2. 教材分析：本單元通過人物外貌及性格變化的描寫，以be afraid of 構造為框架，以used to 構造的表達為主要內(nèi)容，主要采用了比照的手法來反映人的成長方面的日常交際用語進展反復地實踐和練習。教學內(nèi)容與學生的實際密切相關，容易引發(fā)學生運用簡單的英語進展交際和交流。本節(jié)課主要是在聽說的根底上進展閱讀教學，進一步培養(yǎng)學生的閱讀能力和技巧。3. 學生分析：我校學生都來自農(nóng)村，這里的學生天性純樸，但知識面非常狹窄，缺少與外界交流，語言表達能力不強，尤其是用英語表達對他們來說確實困難，但經(jīng)過兩年的英語學習，局部同學已有一定的英語自學能力，當然還

3、有局部學生學習不積極，還有待教師的進一步的引導。4. 設計理念：本節(jié)課結合教材的實際，盡量用英語教學，為學生創(chuàng)造英語氣氛，利用圖書和網(wǎng)絡，制作課件，增加直觀性，激發(fā)學生學習興趣，提高課堂密度，讓學生在自主，合作，探究的氣氛中進展討論和學習。同時在教學過程中使他們的情感，態(tài)度和價值觀得到升華。三教學目標：1知識與技能：1Let students master new vocabulary, phrases and sentences of the lesson.2Eight percent students are able to use the vocabulary , phrases and

4、 sentences to make sentences and simple retelling.3sixty percent students are able to use the vocabulary , phrases and sentences to retell the passage and clarify his views.2. 過程與方法：(1) Multimedia aided teaching method(2) municative Approach(3) Build-up the reading ability(4) Learning by doing and d

5、oing by learning3. 情感，態(tài)度與價值觀：Through appreciating the music, enhance students' cultural acplishment, inspire students to thank their parents and love their parents, pay close attention to the people around.四教學重點：1. The structure “use to.2. New vocabulary, phrases and sentences 3. Reading ability

6、五教學難點：Make the students get the information from the skimming and scanning六教學準備：Multi-media recorder and library books.七教學過程：Step1. Prereading1. Get the students to describe their parents.T: Parents are the most familiar and loved person to you. Can you give a brief description of them" You can

7、 describe what they used to be like and they are like now. (Students may describe their age, appearance, personality and hobbies they used to be and now.Ask students to collect the Thanksgiving parents saying, poetry, articles, stories online or in the library.Ss: Show the results of the collections

8、.a) 看著孩子一天天長大，知識一天天豐富，仿佛農(nóng)民看見自己的莊稼日漸成熟，母親的心里是充滿幸福、喜悅的。b) 世界上有一種最美麗的聲音，那便是母親的呼喚。c) 母愛，你如春天里溫暖的陽光，也像婆裟的大樹，讓我淋浴在明媚的春光之中，借著大樹的綠蔭庇護，如小草一樣茁壯成長。2. T： If there is “a problem child beside you . How is going to help him"Ss：answer.設計意圖：通過談論母親以前和現(xiàn)在的外貌，個性，愛好等，既復習了本單元的語言功能工程，又能成功地引進本課要談論和閱讀的內(nèi)容：父母的愛。同時充分利用了網(wǎng)絡資

9、源和圖書，開闊他們的視野，拓展了他們的知識。3. LeadinT： Play English the song“You Raise Me Up. Use multimedia to play the song and lyrics.Ss：Students listen , sing and cheer.T： Its great. You know much about father or mother. Do you know when Mothers Day and Fathers Day are"S1：Mothers Day is the second Sunday of May

10、 and Fathers Day is the third Sunday of June.T：Great. There two holidays are taken for us to thank our parents. Now lets remember them.Ss：Enjoy the beautiful music , answer the questions and learn new words.設計意圖：播放關于感恩父母的英文歌曲設計既吸引學生的注意力，激發(fā)學生學習英語的積極性，又引起學生深思，營造一種對父母無限感謝的氣氛。同時對學生進展了情感教育。4. Pair workT：

11、Dont you think the festival is important" I think so. Its remind me think of my father. He has done so much for me. When I was a middle school student I used to be a shy person. I didnt use to dare to speak in front of class or facing a crowd of people. My father encouraged me to believe in mys

12、elf. And Im outgoing. Im grateful to my father. He is so patient and helpful. Im sure your parents are the same. Would you like to share the stories and make notes on the context"Ask some students to tell his own stories.設計意圖：通過回憶父母對自己的幫助和愛，再一次進展情感教育，使學生創(chuàng)造性的靈活運用目標語言，提高了學生的口語表達能力。Step2：Whileread

13、ing1. Skimming:Introduce the title of the passage. He used to cause a lot of trouble. T：Your stories really moved me. Today well read a connected story. He used to cause lots of troubles, according to the title, what might be talked about in the passage" The students may give such answers: What

14、 trouble he used to cause" The reason he used to cause so much trouble. What made him change he is a good person.設計意圖：通過讓學生根據(jù)文章標題猜想文章內(nèi)容，目的就是培養(yǎng)其預測文章大意的能力。并在下一階段的閱讀來檢驗學生對標題的預測是否正確。2. Scanning:1Read silently and quickly the passage，fine out the words “death、afford、cause、necessary、attention、waste.

15、Reading their sentences, testing their reading ability設計意圖：培養(yǎng)學生利用上下文的信息猜詞和學習新詞匯的能力。2Let the students read the passage fast. Think about the questions in the group:a) What is the passage mainly about"b) And give the main idea of each paragraph in group and report to class.Paragraph1:After father

16、s death, Martins life became difficult.Paragraph2:The troubles Martin used to cause.Paragraph3:A conversation with his mother on the phone changes his life.Paragraph4:What is Martin now like.設計意圖：通過快速閱讀，概括段落大意，幫助學生把握課文脈絡，培養(yǎng)他們快速閱讀能力和概括能力。3. Read carefully:1) Read paragraph1 carefully in the group, an

17、swer the question. “Why did his mother have to work"Then read carefully again, then try to retell this paragraph according to the key vocabularies.2) Read paragraph2 carefully in the group, answer the question. “What did she make a decision"Then read carefully again, then try to retell thi

18、s paragraph together according to the phrases mentioned.3) Read paragraph3 carefully in the group, answer the question “Did the conversation with his mother change his life"Then read carefully again, then try to retell this paragraph together according to the phrases mentioned.4) Read paragraph

19、4 carefully in the group, answer the question “What is very important for parents"Then read carefully again, then try to retell this paragraph together according to the phrases mentioned.5) Detailed-reading, Students read the passage again. Finish the following tasks.a Finish section 3, 3a. Put

20、 the missing sentences back in the correct place in the passage.b) Finish section3, 3b. Read the sentences below. Circle “True, “False or “Dont know according to the reading.設計意圖：讓同學們帶著問題仔細讀課文，加深對文章的理解，提高他們的閱讀能力，讓他們復述段落，培養(yǎng)了他們的口語表達能力4. Let students design questions according to the text and answer th

21、e questions in pairs. Read loudly ( 小組內(nèi)自主疏通文意，合作解決疑難。) Discuss these questions in the group or among the groups. Help each other to solve them. Judge others answers.設計意圖：培養(yǎng)學生自主學習和合作精神。5. Further reading: 1) Look at the slides, retell the whole text in group according to the sentences mentioned.2) Lo

22、ok at the puter, fill in the blank according to the passage.3) Discuss in group: Why did the author write the passage"S1: The author wants to tell us: Mothers love is great.S2: He wants to tell us: munication between children and parents can help them understand each other better. 設計意圖：通過讓同學們對課

23、文的復述，短文填空及小組討論問題，進一步提高學生獲取課文細節(jié)的能力，培養(yǎng)了他們的思維能力及口語表達能力。Step3. Post-reading:1. Explain some difficult phrases and sentences in the text and help them solve the problems.2. Do some exercises.3. Discuss in group:What are nice feelings and love to your parents.T：We cant imagine what would happen to Martin

24、without his mothers love and help. We can say parents are the most unselfish persons. They are the givers but not expect your repay. We cant only receive but not give. We should do something to make them happy and let them know we love them.設計意圖：這個過程，通過教師點撥語言要點，主要是幫助他們解決遺留下來的問題，做練習穩(wěn)固所學的知識。通過舉例向父母表達愛

25、的方式，在學生心中樹立愛的概念，讓他們明白愛是互相的，并讓他們付之于行動。同時又進一步進展了情感教育。Step4. Homework: WritingWrite a passage of stories happened between you and your parents. The passage may include:1. Whats your ment or feeling on your father or mother.2. Give some examples of your father or mother helped you solve problems you met

26、.3. What you have done or want to do to show your love to your father or mother. 設計意圖：在課堂上已經(jīng)有了大量的語言輸入，為學生的于洋輸出做好了準備，對父母強烈的愛和感恩之情，使他們有了學做的欲望，同過寫作，讓他們再一次的懂得關注父母，關注周圍的人，學會愛人。Let students sing“Thanksgiving parentstogether in the end. 再一次對學生進展情感教育。教師寄語：A mother's love is like a circle. It has no beginning and no ending. 母愛就像一個圓。沒有起點，也沒有終點。板書設計：Unit 2 I used to be afraid of the darkPeriod 51. New words and phrases: 1) New words: die-died-dying-death2 New phrases: in the end; make a decision; to ones surprise; even though; no longer; take pride in; pay attention to; give up; head teacher;