reading教案
深度解析Reading教案的重点内容——技巧、策略、理解力等
Reading教学是英语教育中必不可少的一环。
无论是学生还是教师，都需要关注Reading 教案的重点内容。
本文将从技巧、策略和理解力三个方面来深度解析Reading教案的关键内容。
一、技巧技巧是解决问题或完成任务的一种方法或手段。
在Reading教学中，技巧包括阅读时需要用到的各种技巧，如预测、扫读、略读、详读等。
预测是一种非常重要的技巧，它能够帮助学生快速理解文章的整体结构，并且可以减少阅读时间。
在预测时，学生需要仔细读取文章的标题和副标题，以及文章中的第一句话或第一段话。
对于一些具有主题和目的的文章，预测技巧能够让学生提前预知文章的主题和内容。
扫读和略读是快速阅读的重要技巧，能够帮助学生快速获取文章的主要内容和细节信息。
扫读就是快速地扫过文章的每一个部分，寻找关键信息，然后得出文章的主要思想。
略读是指阅读速度较快，目的是获取文章的整体意义，通过快速阅读来理解文章的大意。
详读是一种详细的阅读技巧，它可以帮助学生深入理解文章的难点和细节。
在详读时，学生需要在文章中寻找关键词、短语、句子和段落，解决阅读中的一些理解难题。
二、策略策略是规划和执行行动的指导原则或方法。
在Reading教案中，策略是指学生阅读时使用的一些学习策略，如提高鉴别能力、准确识别重点部分、加强自我评价等。
提高鉴别能力是阅读时非常重要的策略，因为它能够帮助学生识别重点和关键信息，并且能够帮助学生解决理解难题。
提高鉴别能力需要学生能够分辨出重要和次要信息，通过不断的练习和培训，学生可以逐渐提高鉴别能力。
准确识别重点部分也是阅读时重要的策略之一，它能够帮助学生更好地理解文章的重要信息。
准确识别重点部分需要学生能够认真分析和理解文章的主题、结构和内容。
加强自我评价是阅读时非常必要的策略，它能够帮助学生评估自己的能力和提高阅读技能。
学生需要自己明确目标和要求，并且定期检查自己的阅读能力，找出自己的错误和不足，并进行改进。
三、理解力理解力是阅读时的重要能力之一，它指的是学生对文章内容的理解程度和透彻程度。
初中reading教案设计
初中reading教案设计1. 知识目标（1）学生能够掌握本课的生词和短语。
（2）学生能够理解课文的主要内容和情节。
（3）学生能够正确运用所学的语法和表达方式。
2. 能力目标（1）学生能够流利地朗读课文。
（2）学生能够正确地运用所学的词汇和表达方式进行口语交际。
（3）学生能够通过阅读和讨论，提高自己的阅读理解和批判性思维能力。
3. 情感目标（1）学生能够培养对阅读的兴趣和爱好。
（2）学生能够通过阅读，拓展自己的视野和文化知识。
二、教学内容1. 课文内容本课的课文是一篇关于动物的故事，讲述了主人公小狗贝贝在主人的关爱下，成长为一只勇敢、善良、聪明的狗狗。
故事情节生动有趣，能够激发学生的阅读兴趣。
2. 生词和短语本课的生词和短语包括：贝贝、关爱、勇敢、善良、聪明、成长等。
3. 语法和表达方式本课的语法和表达方式包括：一般过去时、被动语态、比较级和最高级等。
三、教学步骤1. 导入教师可以通过展示一些动物的图片，引导学生谈论他们喜欢的动物，引出本课的主题。
2. 阅读课文（1）教师可以先让学生自读课文，遇到不理解的生词和短语可以先做标记。
（2）教师可以为学生提供一些阅读策略，如预测故事情节、找出关键词等，帮助他们更好地理解课文。
（3）教师可以为学生组织一些小组讨论，让他们分享自己的阅读理解和感受。
3. 学习生词和短语教师可以通过一些游戏和活动，让学生在语境中学习和掌握生词和短语。
4. 学习语法和表达方式教师可以通过一些例句和练习，让学生学习和掌握本课的语法和表达方式。
5. 课后作业教师可以为学生布置一些课后作业，让他们巩固所学的知识和技能。
四、教学评价1. 课堂表现教师可以通过观察学生的课堂表现，如参与度、积极性等，来评价他们的学习情况。
2. 课后作业教师可以通过检查学生的课后作业，来评价他们的学习效果。
3. 阅读测试教师可以通过一些阅读测试，来评价学生的阅读理解和批判性思维能力。
高中英语新人教版精品教案《Reading》1
riing action faing actionbeginning 1-18 reoution 61-73【设计意图】通过imming阅读策略，引导学生理清文章的总体框架与脉络，能概括出每局部大意,从整体上感知把握文章。
限时阅读，增强学生的速度意识，让学生带着问题去阅读，增强阅读的目的性。
为接下去的canning做好准备。
Ta2 Scanning-- Anwer the quetion①How did the Keeh' father die②What did Bo do with the meat he brought bac③How man bear did Keeh i the firt time he went hunting What too did he carr④What did the counci order Bim and Bawn to do⑤Did Keeh ue magic or hi brain to i the bear How did he i bear【设计意图】通过Scanning后的设问，引导学生进一步梳理细节信息，概括、整合Keeh 智猎北极熊的过程。
利用简单的教具解决阅读中的问题-Keeh是如何成功捕猎的？在描述阐释的过程中实现语言和知识的内化。
同时引导学生发现并深入理解小说的主题，即我们做任何事要用智慧而不可盲目。
the event in a right order【设计意图】将故事的梗概打乱次序,让学生再次根据文本内容排序,以期让他们对故事情节的开展、框架的构成有整体性的回忆,为下一步的读后讨论奠定根底。
本活动既锻炼了学生对文章浅层次信息的梳理能力，也锻炼了学生对Keeh成功捕猎具体步骤的分析推理能力。
这一活动的设计，使Keeh和Koh-Kwan，Ugh- Gu ，Mau用不同的态度对待猎物的分享，用不同的思维方式分析捕猎方式的比照更加形象直观，更加明显，也为接下去剖析人物性格做好铺垫。
初中reading 教案
初中reading 教案一、教学目标1. 知识目标：（1）让学生掌握文章中的关键词汇和短语。
（2）让学生理解文章的主旨大意和作者的观点。
2. 能力目标：（1）培养学生独立阅读和理解英语文章的能力。
（2）培养学生通过阅读获取信息、处理信息的能力。
3. 情感目标：（1）激发学生对英语阅读的兴趣。
（2）培养学生的团队合作精神。
二、教学内容1. 教材：人教版《英语》八年级上册 Module 7 Unit 2 Will people have robots in the future?2. 文章主题：未来人们是否会有机器人？三、教学过程1. Pre-reading（读前活动）（1）引导学生观察文章标题和图片，激发学生的阅读兴趣。
（2）引导学生根据自己的生活经验和常识，预测文章内容。
2. While-reading（读中活动）（1）让学生快速阅读文章，获取文章主旨大意。
（2）让学生仔细阅读文章，回答相关问题。
（3）让学生分组讨论文章中的观点，培养学生的团队合作精神。
3. Post-reading（读后活动）（1）让学生汇报自己的阅读成果，分享自己的观点。
（2）让学生进行角色扮演，模拟文章中的场景。
四、教学评价1. 评价学生对文章关键词汇和短语的掌握程度。
2. 评价学生对文章主旨大意的理解程度。
3. 评价学生在阅读过程中的信息获取和处理能力。
4. 评价学生的团队合作精神和口语表达能力。
五、教学资源1. 教材：人教版《英语》八年级上册 Module 7 Unit 2 Will people have robots in the future?2. 多媒体设备：电脑、投影仪、音响等。
3. 网络资源：相关英语阅读材料和视频。
六、教学建议1. 注重培养学生独立阅读和理解英语文章的能力，鼓励学生在课堂上积极发言。
2. 鼓励学生进行团队合作，培养学生的团队合作精神。
3. 教师应关注学生的个体差异，因材施教，使每个学生都能在阅读过程中得到提高。
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。
《Reading》优秀教案
第二课时Reading（一）教学设计设计的基本理念：根据新课标，培养学生自主、合作、探究精神、突出语言运用能力培养的理念而设计。
课型：阅读课一、教材分析（一）教材的地位和作用1、单元背景分析：动物是我们人类的朋友，我们有责任和义务去保护它们，但随着现代工业的发展而导致的环境污染，人类对森林资源的乱砍乱伐，一些野生动物濒临着危及，它们生存的环境遭遇了破坏，有些野生动物甚至到了灭绝的地步。
大熊猫是中国的国宝，目前，它们也处于困境中，全世界大概还幸存2021多只大熊猫，所以保护野生动物，保护大熊猫是全世界的呼声，还野生动物一个自然生存的环境，给大熊猫一个安静、舒适的家刻不容缓。
2、教材内容分析这篇文章主要介绍了大熊猫幼仔的早期生活以及它的成长过程，由于人类对大自然环境的破坏导致了它濒临危及的困境，教育人类要保护自然生态环境，不要捕杀野生动物，并要采取一些保护大熊猫的措施，结合课文，让学生意识到生态环境对动物的重要性，联系实际，就我们这个地方目前生态环境说说自己的看法。
我们目前居住的环境其实也很不理想，一些污染影响着我们的生活质量，让学生明白保护我们的生存环境，于已于人都非常重要。
3、教材重点、难点教材重点：（1）重点词语：the bab boo hootin the future cut down in dangertae the action encourage b to do th（2）重点句型：We caed her XiWangWhen XiWang wa born, he weighed ut 100 gramXiWang dran her mother’ mi for uing-ue（理念：课前播放一首欢快的英文歌曲，渲染课堂气氛，营造英语学习氛围，使学生很快进入角）T: Bo and gir, ha we begin our ca now We now ever one of u ha man friend and we ao have man anima friend I thin anima are uua ver friend to u , we houd ove them and If the anima ive in the wid , we can ca them wid anima Now , oo at the creen ,can ou te me what the are（理念：用学生熟知的话题导入，能引起学生的共鸣，吸引学生主动参与，积极思索，学生纷纷举手说出了多媒体屏幕上展出的野生动物的名称）Stee which i our favourite wid animaAnd can ou te me which i m favourite wid anima（理念：学生说出了自己和老师所喜欢的野生动物名称，以及喜欢的原因，从而达到了人人动脑，积极表演，反复操练，复习以前所学过的动物名称，激起了学生的表现欲，活跃了课堂气氛）（学生在猜测老师所喜欢的野生动物的过程中，若有人提到了大熊猫，就将大熊猫的图片展示出来）T: Do ou now wh I ie giant ice when the were born The oo ie bear when the grow uboo eave and hoot The edom eat meat or hurt otheranima But it’ a an giant and i them for their fur And farmer cut down tree and foret So the have nowhere to ive We houd taeaction to（理念：教师边讲，边显示出屏幕上的相关图片，并通过图片来进行单词、词组的教学，同时把这些词汇写在黑板上，带领学生朗读这些词汇）Stee Now oain idea about thi tor（理念：听录音并跟录音朗读，提高学生的模仿能力，培养学生精读的能力，符合循序渐进的原理，在精读的同时，鼓励学生将文章分成三部分，写出每一段落的主要意思。
牛津英语必修一《U1Reading》教学设计-精品教案(优质)
牛津英语必修一U1Reading教学设计一·教学设计指导思想：主题为School Life ：整个单元内容的设计围绕高中生活这一主题展开，本节课的教学内容为R e a d i n g S c h o o l l l i f e i n t h e U K的课文理解。
在这一部分中，学生将要学会skimming &scanning阅读策略，并对英国学生在校生活有所了解。
Teaching aims:1. to read a magazine article about school life in the UK;2. to learn to apply two basic reading skills: skimming and scanning;3. to learn some expressions about school life;4. to get some information about what school life in the UK is really like.Teaching procedures:Step1 Lead-inPlay the song of High School Life and show student’s photos.Can you guess the name of the song?What can you think of when we talk about school life?Now we are going to read a magazine article which is written by Wei Hua, an exchange student. She has been studying in the UK for one year. She will give us a brief introduction of her school life there. please match the meaning with the word.Step2 reading1. Reading strategy－scanningWe scan the text when we want to find certain information in a text quickly. A pply scanning to finish PartC1.C2.2. Reading strategy－SkimmingWe skim a text when we want to get a general idea of what it is about.Apply skimming to find the key sentences of the paragraph.Find out the main idea of each paragraph and answer questions concerning the c ontent of each paragraph.Part1:School hours:1. Was she happy with the school hours? ______________2. School in Britain _______ around 9 am and __________ about 3:30 pm, while schools in China begins before 8a.m. We believe that ___________早起的鸟儿有虫吃。
人教版高中英语必修一unit1 reading 教案
人教版高中英语必修一unit1 reading 教案人教版高中英语必修一unit1 reading 教案Teaching: The la passage about Anne's Best Friend Teaching Objectives:wledge Objectives:(1) Students are abld out the main idea and the detailassage.(2) Students can leabackground about Would War llAbility Objective:(1) By reading the passage, students' reading abilg and scanning can be improvedal Objective:(1) Alass, students caaTeaching Key andDifficult Points:(1) Teaching: Students can find the main about the passage and ldetails.(1) Teaching difficult point: Students can traading skill and they can udaily l: Pre-reading (1) The teacher will give a VCR abouagic lws during Would War ll(Justification: VCR can give Students auitive feeling. Though watching VCRan know what they willlealass anduwill be stimulated.)2: While-reading (1)gThe teacher will ask Studad the whole passage quickly to gain idea, then aare it wwholecla(Justification: To help Students understand this passagaan improvg skill.)(2) ScanningThe teacher will ask Studad the passage agablank:Aa diary becau2lt very lonely becauThey had to hide becauAnne named her diabecauAfter that, adiscullowing qu:question1: About how long had Anne and her family bding place wwadiary?question2: How did Anne feel about nature band her family hid away?question3: Why do youlings changed towards nature?question4: Why did Anne no longer just like looking at nature ouwindow?(Justification: Fillingblank can help Students understand the passage better. The discussion can not cultivaabut also stimulaagination.):Post-reading(1) RetellingIacher will invite twarraassagwn words standingla(Justification: Standinglatform can givudxpressing them. Narratingwn words can traluding ability and dlass. )(2) Group WTeacher give Studquestions: Imagine you have to gding like Anne and her family. What would you? Why? Add students cadicugroups, givwanda membwhole cla(Justification: Twill pratice student's abilaking anf develating w): Summary and Homewummary: The teacher summarizes whaave lealaHomework: Read the passage fluently and oay aant words.(Justification: Students can review and consolidate whaave lealass. )。
teachingreading阅读课教案
Teaching Reading 阅读课教案一、教学目标：1. 提高学生的阅读理解能力，使他们能够理解和分析文本的主要内容和细节。
2. 培养学生的阅读技巧，如预测、扫描、略读和寻读，以提高阅读效率。
3. 培养学生的批判性思维能力，使他们能够分析和评价文本的观点和态度。
4. 提高学生的阅读兴趣和动机，激发他们主动阅读的欲望。
二、教学内容：1. 文本材料：选择一篇适合学生水平的阅读材料，内容涉及不同主题和体裁，如故事、文章、报告等。
2. 阅读技巧：教授和练习不同的阅读技巧，如预测、扫描、略读和寻读，以帮助学生提高阅读理解能力和速度。
3. 批判性思维：通过讨论和写作活动，培养学生的批判性思维能力，使他们能够分析和评价文本的观点和态度。
三、教学方法：1. 互动式教学：通过提问、讨论和小组活动，鼓励学生积极参与阅读过程，提高他们的思考和表达能力。
2. 任务型教学：设计不同的阅读任务和活动，让学生在实践中运用阅读技巧，提高阅读理解能力。
3. 反馈和评估：及时给予学生反馈和评估，帮助他们了解自己的阅读水平和进步。
四、教学步骤：1. 导入：引入本节课的阅读材料，激发学生的兴趣和好奇心。
2. 阅读准备：让学生预览文本和摘要，预测文本内容和主题。
3. 阅读活动：引导学生进行略读和寻读，找出文本的主要信息和细节。
4. 阅读理解：通过提问和讨论，检查学生的阅读理解能力，帮助他们分析文本的观点和态度。
5. 批判性思维：引导学生进行批判性思考，提出自己的观点和意见，进行讨论和辩论。
6. 总结和反馈：对学生的阅读理解和批判性思维能力进行总结和反馈，指出他们的进步和需要改进的地方。
五、教学评估：1. 课堂参与度：观察学生在阅读活动和讨论中的参与程度和表现。
2. 阅读理解测试：通过课后阅读测试或小组讨论，评估学生的阅读理解能力。
3. 批判性思维能力：评估学生在批判性思考和讨论中的表现，检查他们的观点和论据的合理性。
4. 自我评估：鼓励学生进行自我评估，反思自己的阅读过程和进步。
高中英语新人教版精品教案《Reading》0
(general to sepecific; up and down)
3）牢记人物描写目的
Bear in mind the purpose of your description.
To show the features of a person.
Poor/miserable
范例：He is an manwithweather-beaten face,whichhad lots of wrinkles on it. His eyes showed lots of sadness and his whole body was shaking.
教学设备：
平板电脑，答疑宝软件，同屏技术
教学过程：
1.预习检测：人物词汇分组学习，词汇归类，带读，同义词拓展。
Age
Height
Build/Weight
General appearance
young
short
Thin/slim
ugly
Ordinary-looking
elderly
tall
Fat/overweight
She was beautifulwithher long black straight hair, her bright eyes and her sweet smile. She is wearing a purple dress.
5.归纳：1〕人物描写词汇选择策略：先大后小。
General words
Dark,long,red,ordinary,round,untidy,
Well,wide,
reading教案初中
reading教案初中Objective: To improve students' reading comprehension skills and vocabulary usage through a detective story.Target Students: Sixth-grade studentsLesson Duration: 1 hourMaterials:1. "The Mystery of the Missing Cat" text2. Worksheets for vocabulary practice3. Flashcards for vocabulary review4. Writing prompts for summarizing and creative writingLesson Procedure:1. Introduction (10 minutes)a. Begin the class with a warm-up activity. Ask students questions about their favorite pets and why they like them.b. Introduce the title of the reading passage, "The Mystery of the Missing Cat," and generate interest by asking students if they have ever experienced a missing pet.2. Pre-reading (10 minutes)a. Provide a brief overview of the story, highlighting the main characters and the setting.b. Discuss the vocabulary words related to pets, mysteries, and detective work. Create flashcards with pictures and definitions of the vocabulary words.3. Reading (20 minutes)a. Divide the class into small groups and assign each group a specific section of the text to read.b. Encourage students to use context clues to understand unfamiliar words. Provide assistance if needed.c. As students finish reading their assigned sections, have them summarize the events in their own words.4. Comprehension Check (10 minutes)a. Conduct a whole-class discussion to check students' understanding of the story. Ask questions about the plot, characters, and settings.b. Provide worksheets with multiple-choice questions and true/false statements related to the story. Have students work individually or in pairs to complete the worksheets.5. Vocabulary Practice (10 minutes)a. Review the vocabulary words using flashcards. Encourage students to actively participate and provide the definitions of the words.b. Provide worksheets with fill-in-the-blank sentences using the vocabulary words. Have students complete the sentences, and then discuss their answers as a class.6. Summarizing and Creative Writing (10 minutes)a. Provide a writing prompt asking students to summarize the story in a paragraph. Encourage them to use the vocabulary words they have learned.b. Additionally, ask students to think of a creative solution to the mystery of the missing cat and write a short story or paragraph about their idea.7. Closure (5 minutes)a. Review the main points of the story and the vocabulary words with the class.b. Encourage students to share their summaries and creative writing with the class if they feel comfortable doing so.Assessment:1.观察学生在阅读过程中的理解程度，通过回答问题和完成工作表的情况来进行评估。
Unit6__Reading__教案
Unit6 Reading 参考教案1.总体设计：课前准备：分组采访interview－任务一：语篇阅读即课文处理passage reading（10分钟）－任务二：小组讨论group discussion（10分钟）－任务三：拓展阅读extensive reading（9分钟）－任务四：写作训练writing practice （10 分钟）－互动评价assessment ( 5 分钟) －作业布置homework (1 分钟) 指导思想：多元化阅读教学理念，即目标多元化，策略立体化，资源多样化，活动开放化，过程任务化，评价互动化的要求。
依据：⑴遵循人类认识过程的普遍规律和学生认识活动的特点。
⑵教师为主导，学生为主体。
2.分步设计及依据(1)课前准备：采访学校的外籍教师，所在社区的外籍居民，外国笔友或在外留学居住的亲戚朋友，了解其在当地居住生活的感受以及所遇到的困难。
小组合作，自主设计问题进行提问。
问题设计范例：Where do you come from? Hong long have you been living in China? Are there any difficulties you’re facing? How do you deal with them? Do you enjoy living here? Why?依据：鼓励学生运用语言知识与外国人交流，创设语言交际的真实情景，同时为课堂任务做准备和铺垫。
(2)任务一: 语篇阅读即课文处理passage reading（10分钟）Pre-task: leading-in 播放一段著名外籍演员大山的相声（cross talk）,同时呈现一些著名外籍在华人士的图片。
导入新课，激发兴趣。
Who is the actor of the cross talk? Do you know the men in the pictures? Are there any similarities between them?通过观察，学生很容易得出：They’re all famous foreigners. They all live in China.的结论，进而导入新课。
译林版英语九年级下册_Unit1_Reading_精品教案
Unit1 Reading 精品教案一、教学目标1. 识别病了解与北京和桂林有关的词汇。
2. 完成文后B、C、D、E部分的练习。
3. 激发学生的爱国热情。
二、教学内容1. 掌握词汇：middle, emperor, raising, flag, landscape, attraction, watchtower, wonder, lie, shape, underground, cave, hang, point, upwards, hire, eastern, south-east, location。
词组：the capital of, in the middle of, used to, turn into, be worth doing, the raising of the national flag, run for, across northern China, on the two sides of, in dif-ferent shapes, hang down, point upwards, take a boat trip in the past, an old saying, be famous for。
句型：The emperors of the Ming and Qing dynasties used to live there.With wonderful buildings and art treasures inside, it is well worth a visit.Many tourists like to gather there early in the morning to watch the raising of the national flag.It runs for over 6,000 kilometers across northern China, with watchtowers every few hundred meters.It is one of the wonders of the world.It lies on the two sides of the Lijiang River.It is amazing that there are so many rocks in unusual shapes - some hang down, and others point upwards.2. 掌握文章重要的语言知识点。
牛津译林版九年级英语上册Unit 1 Reading (I) 示范课教案
15. Studentsdraw a mind map about the information of these four people, then retell the text.
应用实践之分析与判断、内化与运用
通过观察学生的活动反馈，了解学生对语篇的理解程度。
环节设计意图:学生通过跟读和复述文章内容，纠正语音、语调，内化语言信息，提高学生的口语表达能力。
教师引导学生玩圈画单词的游戏和回答问题的活动，激活学生已学知识。
教学活动
1. Students circle the words that appear in the table.
2. Students discuss what these words describe.
活动层次
学习理解之感知与注意
二、语篇分析
【What】
本节课的话题是“自我认识”，属于“人与自我”主题下的主题群“做人与做事”，子话题为“自我认识，自我管理，自我提升”。阅读文本包含了四个部分，分别介绍了四位不同领域的杰出人物的职业、性格特点等信息。
【Why】
人的性格千差万别，性格直接影响职业选择和成就。因此，本节课旨在引导学生正确的认识自我，根据自己的性格特点选择职业，同时引导学生根据职业倾向来发展相应的职业性格，认识卓越的职业成就源于热爱。
9. Students read thesecondpart and fill in the blanks.
10.nswer the questions.
11. Students read the third part and fill in the blanks.
活动层次
应用实践之分析与判断
迁移创新之推理与论证
人教版英语必修一Unit 4(Reading)教学教案
Uni4 EarthquakeReading1.Teaching contentsMy teaching material is high school English Book 1 unit 4 Earthquake, the reading part A night the Earth Didn’t Sleep. The passage is mainly about Tangshan earthquake.2.Analysis of studentsThe class is given to grade one students, class 203 who have mastered the vocbulary in this unit and have previewd the whole passage cafefully.3.Teaching objectivesAbility objectives: Enable Ss to master two reading skills: skimming and scanning. And help Ss develop two reading abilities: finding main idea and understanding the details.4.Teaching focus and difficultiesTeaching focus: Developing students’ reading abilities.Teaching difficulties: Enable students to understand the detail information and master skimming and scannin.5.Teaching aidsPPt, balckboad and textbook6.Teaching duration: 40m7.Teaching procedure9. Exercise:1. Which of the following can also be used as a title of the text?A.Tangshan EarthquakeB.The world at an endC.How to prevent EarthquakeD. New Tangshan2. The text is mainly organized by______?A.placesB. ImportancesC.TimeD. Events3. How long did the first quake last?A. Fifteen secondsB. Fifty secondsC.About half a dayD.About one day4. What is the mood of this passage?A.SadB. SeriousC. Serious and a bit sadD. Calm10.Teaching reflection: In order to improve students’ reading ability,I designed this class. The topic of the reading material which I chose is quite close to reality, so students are easy to understand details andimprove reading ability through exercise. In general, my students master the teaching points and some reading skills. But there are also some problems. Some students can’t master two reading skills in one class, which leads to let some students lose confidence. And that is what I need to do better.。
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外研版高一英语必修一Module 2 My New Teachers教案Teaching Aims:Train the students' reading ability. Learn some useful words and expressions：amusing, energetic, intelligent, nervous, make progress keep doing sth and so on. Teaching Important Points.Help the students to understand the passage better.Learn and master some important words and phrases in this period.Teaching Difficult Points:How to help the students improve their reading and understand the passage better. Teaching Methods:Fast reading to get the general idea of the text.Careful reading to understand the passage better.Discussion to help the students understand what they've learned better.Teaching procedure.Step 1 Lead --in基础梳理：选词填空amusing patient serious strict impression avoid immediately appreciate admit scientific1 Although her father loved her deeply, he was _____ with her.2.You must be ______about your job.3.If the shop is untidy, it makes a bad _____on the customers.4.The microscope is a ______ instrument.5.The ______story made them laugh.6.A healthy diet will help you _______heart disease.7.John ______making mistakes.8.The children went out to play ______after they had eaten.9.Try to be _____with your daughter.10.I would ________it if you would like to help me.Step 2 Reading comprehension.Fast reading: Read the passage quickly and answer the question.1) Which teacher do students like a lot?Careful reading: 根据课文填空My first 1 of Mrs. Li was that the was nervous and shy. But now the class really likes working with her. She’s kind and 2 .She explains English grammar so clearly that even I can understand it !—She avoids making you feel stupid. When I make mistakes, she just smiles. I think maybe she goes a bit too slowly for the faster students, but for me it’s wonderful. I feel I’m going to make 3 with her.Mrs. Chen is almost sixty . She’s very strict and serious. Some of our class don’t like her, but most of us really 4 her because her teaching is so well 5 and clear. And a few students 6 liking her. During 7 experiment she explains exactly what is happening and as a result my work is improving. I think that I’ll do well in the exam with Mrs.Chen teaching me.Mr.Wu’s only been teaching us for two weeks and he’s already very popular. He’s got so much 8 ,this is one class you do not fall asleep in! He’s really amusing and tells jokes when he think we’re getting 9 . I 10 him a lot. Post reading : Finish some exercises当堂检测（5分钟满分10分）1.He is an _______(精力充沛) boy and he enjoys sports.2.It’s not true at all. He is ______(完全) wrong.3.First, you should have your job ______(有组织的)4.I felt very n_________when I went into the headmaster’s office5.My general i_________was that he seems a pleasant man6.Our teacher is s_________and we have to do what she saysStep 3 HomeworkDo Workbook Exercises bout the readingStep 4 SaummaryIn this period we have learned some vocabulary and we should try tokeep them in mind after class. After reading we learned about some new wordsand three new teachers.It is important for students to learn some useful wordsto describe teachers or other people.知识体系拓展延伸1 My father is lively and energetic, but he is not very patient.译文：我的父亲风趣而充满活力，但他不太有耐心patient adj 耐心的词组：1) be patient with sb 对某人有耐心2) be patient of sth 能忍受某事patience n 容忍，耐心；忍耐力be out of patience with 对。
忍无可忍have no patience with 不能容忍。
例句：你对我母亲要有耐心----她的耳朵越来越背了You’ll have to be patient with__my mother –she’sgoing rather deaf.He is a person with strong will and can be patient B_ all kinds of sufferingsA.withB.ofC. toD. at2. She’s kins and patient, and she explains English grammar so clearly that even I can understand it!译文：她既善良又有耐心，她解释语法非常清楚，甚至我也能理解so……that… 如此。
以至于。
句型：（1）so+adj/adv + that从句（2）so+many/few/much/little(少的)+名词+that 从句（3）so+adj +a/an +单数可数名词+that 从句（4）“so +被修饰成分”放于居首时主句的主谓要倒装例句2 I’m surprised that __C_a little boy knows ______many thingsA. so;soB. such;suchC. such;soD. so;suchSuch……that… 如此。
以至于。
（1）such + a/an+adj +单可名+that…（2）such (+adj)+不可名+that 从句（3）such(+adj)+复数名词+从句It is not surprising that _D__little worms eat _____little grain.Aso;so B.such;such C.so; such D. such,so3.She’s very strict—we don’t dare to say a word unless she asks us to.译文：她非常严厉—如果她不要求，我们连一句话也不敢说Strict adj 严格的；严厉的1) be strict with sb2) be srict in sth3)strictly speaking严格说来例句3 __Strictly speaking, your opinion isn’t the same as mine.Mr.Lu is a teacher who is very strict _D_himself and ____his work.A. with;inB. with;atC. in;withD. at ;in4 She avoids making you feel stupid!译文她总是避免让你感觉自己很愚蠢avoid vt 避免；防止You should avoid being late for your class例句4 He left the room to avoid_A_to speak to her.A. havingB. haveC. to haveD. had5 Some of our class don’t like herm but most of us really appreciate her because her teaching is so well organised and clear. 译文我们班有的同学不喜欢她，但大多数人都很欣赏她，因为她的教学组织的有条理，很清晰Appreciate v 欣赏；赏识；感激；感谢We appreciate your helping us 我们感谢你们的帮助We would appreciate it if you would provide further information.如果。