最新初中英语课外阅读教学文案

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初中新课标英语阅读教案

初中新课标英语阅读教案

初中新课标英语阅读教案一、教学目标1. 知识目标:(1)学生能够掌握文章中出现的关键词汇和短语。

(2)学生能够理解文章的主旨大意和作者的观点。

(3)学生能够运用所学知识,进行简单的阅读理解和信息提取。

2. 能力目标:(1)学生能够提高阅读理解能力,快速获取信息。

(2)学生能够培养良好的阅读习惯,提高阅读速度。

(3)学生能够提高批判性思维能力,对文章内容进行评价。

3. 情感目标:(1)学生能够培养对英语阅读的兴趣。

(2)学生能够通过阅读,了解不同文化,拓宽视野。

二、教学内容1. 教学文本:新课标初中英语阅读材料《A Perfect Pet》。

2. 教学重点:学生能够理解文章的主旨大意,掌握文章中的关键词汇和短语。

3. 教学难点:学生能够运用所学知识,进行阅读理解和信息提取。

三、教学过程1. Pre-reading(读前活动):(1)引导学生观察文章的图片,预测文章的内容。

(2)引导学生讨论他们最喜欢的宠物,激发学生的阅读兴趣。

2. While-reading(读中活动):(1)学生快速阅读文章,获取文章的主旨大意。

(2)学生细读文章,找出文章中的关键词汇和短语。

(3)学生分小组讨论,对文章内容进行理解和分析。

(4)教师提问,检查学生的阅读理解情况。

3. Post-reading(读后活动):(1)学生进行角色扮演,复述文章的内容。

(2)学生写一篇关于他们最喜欢的宠物的短文。

(3)学生进行互评和自我评价,提高他们的批判性思维能力。

四、教学评价1. 学生阅读理解能力的评价:通过课堂提问和阅读测试,检查学生的阅读理解情况。

2. 学生批判性思维能力的评价:通过学生写的短文和课堂讨论,评价学生的批判性思维能力。

3. 学生学习兴趣和态度的评价:通过观察学生的课堂表现和作业完成情况,评价学生的学习兴趣和态度。

五、教学反思教师在课后要对课堂教学进行反思,看是否达到了教学目标,教学方法是否适合学生,有哪些需要改进的地方,以便更好地进行教学工作。

初中英语阅读课教案(热门5篇)

初中英语阅读课教案(热门5篇)

初中英语阅读课教案(热门5篇)篇1:优秀初中英语阅读课教案Good morning, everyone. My name is...., I e from.... I`m very happy and excited to stand here, it is my great honor to be here to present my lesson. My teaching topic is.... I`ll talk about it by 8 parts.The analysis of teaching material.The analysis of students.The analysis of teaching aims and demands.The analysis of teaching importances and difficulties.The analysis of teaching methods.The analysis of teaching procedures.Blackboard design.Teaching reflection.Well, firstly, I`ll talk about Part 1 the analysis of teaching material. My teaching topic is... from Unit.. For It Junior English Book 1A, which published by People Education Press. In this period, the main language function is to practice listening and speaking skills around... well as the municative skills of.....Then I`ll talk about next part the analysis of the students. It is known to us that most of students had learned English for about... They are curious about new things and have a strong desire to learn better. However, their Engish tearning level are different from each other. They need teachers` help and encouragement in their further study.Next I`ll talk about teaching aims and demands. There are knowledge aims, ability aims and emotional aims. The knowledge aims are to enable the students to master the new words.... phrases... the sentenses.... ability aims are to obtain the abilities of listening, speaking, reading and writing around.... train the students` abilities of using language, to guide the students to talk about... the expressions of... to developthe students` ability of creative thinking and cooperative study. The emotional aims are to enable.....Let`s move on to another part: the analysis of teaching importances and difficulties. The teaching importances are... teaching difficulties are.....Next is teaching methods. I use.. in my lesson. There are multimedia puter assisted instruction, task-based activities, situational approach, total physical response or the audio-lingual method.Now I`ll talk about teaching procedures. According to five steps teaching method, I design my lesson into five steps.Step 1 is warm-up. Here I`ll... this, the students can be interested in it and pay their attention to our class easily and....Step 2 is lead-in. Here I`ll... this, the students.....Step 3 is presentation. Here I`ll.... this, the students...... Step 4 is practice. Here I`ll... this, the students......Step 5 is homework. Here I`ll..... this ,the students.....Next is my blackboard design. I`ll design it like this.....At last, I want to say, to be a good teacher is my dream. I think a teacher is not only a guide for sudents, but also a friend of them. If I were a teacher, I would build a close relation with my students, helping them not only on their study but also on their lives. I`ll try my best, and I have confident that I can do it.Ok, that`s all. Thanks for your listening. Good-bye.篇2:优秀初中英语阅读课教案Unit 10 Where did you go on vacation?Good morning, everyone. I am from the . I have taught English for over ten years and I like my students. Today, I will talk about Unit 10 where did you go on vacation? Go for it Junior English Book are 6 periodsto finish this unit. I will talk about the first period with the following parts..I. Analysis of the Teaching Materials.The topic of this unit is the continuation of unit 9 as well as about the past events.By using the Simple PasT Tense,which is essential in junior English,students willtalk about their topic is about their experiences and places they havevisited on their it helps bring back their memories and learning motivations.II. Students’ characteristicAlthough the Junior 1 has been learning English for almost a year and are havingsome basic knowledge. Because of living in China and surrounding environment, students are learning English impassively and irregularly. But The junior 1 has showned themselves very creative,capable and of plasticity as they’re doing so well in what they’re interested in such as games and CAI.Aims and Demandsobjectivesa. To enable the students to read, to spell , to understand the vocabulary correctly.b. To help the students ask and answer the new sentence pattern: Where did you go on vacation?objectives.a. To improve the students’ skills of listening ,speaking,reading and writing..b. To encourage the students to municate with others uning the newsentence pattern .objectivesa. To train the Ss to cooperate well in groups and in pairs.b. To be interested in municating in English.IV. Teaching Key Points1. Key vocabularyNew York City camp summer camp museum2. Key structuresWhere did you go on vacation?I went to…V. Teaching DifficultyLearn the key structuresVI. Teaching Methods1. Task-based methodThat’s to say I’ll let the students finish 1 listening task and make short dialogues along with the actions to help the students get a better understanding of the keystructures.2. munication methodI’ll set up a dream and ask students to pretent themse lves as reporters. This way, the students can say freely and needn’t to worry about making mistakes.VII. Learning Methods1. Listening—speaking method2. municative strategyWe all know that the best ways to learn English well are to imitate,to practice,to listen,to speak and to municate more constantly.VIII. Teaching AidsIn this lesson, the CAI, cassette, a tape recorder will be used.X. Teaching ProcedureI’ll mainly talk about this part. It consists of 5 steps.Step 1 Warm – up and review1. Make a free talk between T-S. What did you do yesterday? And what did your best friend do yesterday?2. Write down the past tenses of the verbs that I show in CAI.Purpose: this step is in order to review what the students have learnt in Unit way, I can lead them into the new lesson smoothly. I think It’s usual but pratical.Step 2 Presentation1. Learn the new words and expressionsa. lead—in: ask students some questions: Did you dream last night? What did you dream? Where did I go on vacation in my dream?b. CAI shows many pictures of my dream,which are also the activities in 1a .c. Ask students to read and spell the new phrases.d. Do 1a. Match the activities with the pictures (a—g).e. Play a guessing game: I will show some jigsaws of each picture and have the students to guess. I will praise the student who answers more quickly.Purpose: I put the vocabulary learning into a dream in order to prompt them to find it very interesting to learn English.. By CAI, students can match the vocabulary with the real things directly and master them easily. Step 3 Listening practicea. Tell the students to listen to the tape and number the people (1—5) in the picture.b. Play the recorder for the first time, and then check the answers.c. Play the recorder again, students imitate the conversations and fill in the blanks. Pay attention to their pronunciation and intonation.Purpose: this is a basic and necessary step, which develops the students’ skills of listening, reading and writing.Step 4 Pairworka. T—S: where did Tina go on vacation?She went to the mountains.b. Ask the students to practice in pairs as we 1c. Then they will e to the platform and click on the number to choose a picture and act it out randomlyPurpose: “Task-based”teaching method is used here to develop the students’ability ofmunication and their ability of co-operation will be well trained. This step provides guided oral practice using the target language to consolidate the key structure and It can develop students’ skill of speaking and sense of language.Step5 ProductionHave students pretent to be reporters to interview anyone they want to ask about their vacation.Purpose: After learning 1a—1c, it’s time to extend what they learnt just now and give the students a free space to show their abilities. With the real situations, students will feel easy and successful during this part. By way of munication, the students will understand how to use the key structure better and consolidate the knowledge firmly.Part XI HomeworkDo a survey and write a report about the classmates’ vocation. Purpose: I think homework is so important that the students can speak english as much as they can in class or after set this step in order to practice students’ skills of listening, speaking and writing.Blackboard Design篇3:优秀初中英语阅读课教案教学目标教学目标Aim 记忆物品pants , socks , T-shirt , shirt , shorts , sweater , shoes理解颜色理解:color , black , white , red , green , blue ,应用通过布置任务,让学生在合作中进行语言交流。

初中英语阅读课教案

初中英语阅读课教案

初中英语阅读课教案初中英语阅读课教案(精选9篇)阅读课是英语教学中的课程类型之一,下面就是小编为您收集整理的初中英语阅读课教案的相关文章,希望可以帮到您,如果你觉得不错的话可以分享给更多小伙伴哦!初中英语阅读课教案篇1一、教学课型:阅读课二、教材分析:本节课课型是阅读课,内容是一名学生在网页上找到一篇关于圣经中的英语文章。

通过这节课的学习,给学生提供一个了解英语中习语的机会,从而使学生更好的了解不同的信念,宗教以及中西方的文化差异。

三、学情分析:该年级段的学生有一定的英语基础,对根据具体语境猜测习语意思有浓厚的兴趣,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:in other words ,among other things ,by and by ,have a vague or loose connection to/with ,kill the fatted calf, develop a high level of competence in communication skills……(2)、重点句子:It comes from a story in the Bible, where a son returned to his family after …, …among other things, and unless you recognize when an idiom is being used,you can easily misunderstand……2、能力目标:培养学生的阅读能力和知识运用能力。

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,了解这些习语能培养学生更高水平的交流技巧。

五、教学重难点:1、培养学生的阅读能力,如略读、精读等能力。

2、提升学生综合运用语言的能力,如交际能力等。

六、教学过程:Step1: Lead inAsk the students to read the following sentence and guess what the idiom means: I took my mother’s car without asking for permission. She is angry at me. I ’m in hot water now! (in trouble )【设计说明】以有据可依的语境导入,活跃了课堂气氛又恰当的引入了本节课的主题“Biblical idioms in English ”Step2: Fast readingRead the article quickly and answer the following questions:1、What is an idiom?2、Which language was the Bible first written in?3、Which idiom is often used to describe children?【设计说明】简要的问题使学生对文章内容有大概的了解,为下一步的careful reading 奠定基础。

阅读篇教案 英语 初中

阅读篇教案 英语 初中

阅读篇教案英语初中一、教材分析本文选自人教版初中英语八年级上册Unit 4 Section B 3a,讲述了作者在学习英语过程中,通过不断努力和实践,最终取得了成功的故事。

文章旨在鼓励学生树立信心,积极参与到英语学习中来。

本文语言朴实,情节生动,贴近学生生活,易于学生理解和接受。

二、教学目标1. 知识目标(1)能理解文章主要内容,掌握重点词汇和短语。

(2)能正确运用一般过去时描述过去发生的事情。

2. 能力目标(1)培养学生的阅读能力,提高阅读理解水平。

(2)培养学生的写作能力,能运用所学知识进行写作。

3. 情感目标激发学生学习英语的兴趣,树立信心,积极参与到英语学习中来。

三、教学重难点1. 重点:理解文章主要内容,掌握重点词汇和短语。

2. 难点:正确运用一般过去时描述过去发生的事情。

四、教学步骤Step 1:Lead-in教师通过与学生谈论学习英语的经历,引导学生谈论文章主题,激发学生学习兴趣。

Step 2:Pre-reading教师提问:“Do you like learning English? Why?”,让学生分享学习英语的感受,为阅读文章做好心理准备。

Step 3:While-reading1. Skimming(略读)学生快速阅读文章,回答问题:“What does the passage mainly talk about?”,引导学生获取文章大意。

2. Scanning(寻读)学生细读文章,回答细节问题,如:“When did the author start learning English? How old was he?”,帮助学生理解文章具体内容。

3. careful reading(精读)学生再次阅读文章,注意文章中的关键词汇和短语,如:“hard work”、“make mistakes”、“have confidence in”,引导学生掌握文章语言特点。

Step 4:Post-reading1. 学生复述文章内容,检查学生对文章的理解程度。

优秀英文阅读教案初中

优秀英文阅读教案初中

优秀英文阅读教案初中一、教学目标:1. 让学生通过阅读,了解和掌握文章的主要内容和信息。

2. 培养学生运用阅读策略的能力,提高阅读理解水平。

3. 引导学生运用批判性思维,对文章内容进行分析和评价。

二、教学内容:1. 文章主题:选择一篇与学生生活息息相关的话题,如环保、友谊、成长等。

2. 文章难度:适合初中生阅读水平,生词量适中,句子结构简单明了。

3. 文章长度:约300-400词。

三、教学方法:1. 自主阅读:学生在课堂上独立完成阅读,培养自主学习能力。

2. 小组讨论:学生分组讨论,分享阅读心得,培养合作能力。

3. 教师讲解:教师针对学生阅读中的难点和重点进行讲解,提高学生的阅读理解能力。

4. 批判性思维训练:引导学生对文章内容进行分析和评价,培养批判性思维。

四、教学步骤:1. 导入:教师简要介绍文章主题,激发学生的阅读兴趣。

2. 自主阅读:学生独立阅读文章,理解文章内容。

3. 小组讨论:学生分组讨论,分享阅读心得,互相提问,解答疑惑。

4. 教师讲解:教师针对学生阅读中的难点和重点进行讲解,提高学生的阅读理解能力。

5. 批判性思维训练:教师提出问题,引导学生对文章内容进行分析和评价,培养批判性思维。

6. 总结:教师对本次阅读教学进行总结,强调阅读的重要性和方法。

五、教学评价:1. 学生自主阅读能力:观察学生在自主阅读中的表现,如阅读速度、阅读理解水平等。

2. 学生小组讨论能力:评价学生在小组讨论中的表现,如分享心得、提问解答等。

3. 学生批判性思维能力:评价学生在分析和评价文章内容时的表现,如观点明确、逻辑严密等。

4. 学生阅读理解水平:通过课后作业、测试等方式,了解学生的阅读理解水平。

六、教学建议:1. 注重培养学生自主阅读的能力,提高阅读兴趣。

2. 鼓励学生在小组讨论中积极发言,培养合作能力。

3. 教师在讲解时,要注重引导学生运用阅读策略,提高阅读理解能力。

4. 适时进行批判性思维训练,培养学生的独立思考能力。

初中英语教案模板范文阅读课

初中英语教案模板范文阅读课

初中英语教案范文:阅读课一、教学目标1.知识目标:学生能够理解并掌握本课阅读内容的关键信息,并能正确运用相关词汇和语法。

2.能力目标:培养学生阅读理解能力,提高学生的英语综合运用能力。

3.情感目标:通过本节课的学习,激发学生学习英语的兴趣,培养学生的学习自信心。

二、教学重难点1.重点:帮助学生理解文章内容,掌握文章中的重点信息。

2.难点:引导学生正确运用课文中的语言点,提高学生的阅读理解能力。

三、教学过程1. 预习导入通过简单的口语对话或图片展示引导学生了解本课的主题,激发学生对文章内容的兴趣,为后续的阅读做好铺垫。

2. 阅读训练1.让学生快速阅读全文,抓住文章的主要内容。

2.细读文章,帮助学生理解生词和语法,并做相关讲解。

3.提出问题,引导学生进行思考,并回答问题。

3. 语言点拓展通过课文中的语言点进行相关练习,巩固学生的语言运用能力,如完成填空、改错题等。

4. 任务设计设计相关任务,让学生进行小组合作或个人表演,以巩固所学内容。

5. 总结反馈对学生进行本节课内容的小结,并展开相关的讨论,鼓励学生对语言学习提出自己的见解。

四、教学评估根据学生在课堂上的表现,可以通过课堂练习、小组合作讨论、个人作业等方式进行评价,评估学生的阅读理解能力和语言运用水平的提高情况。

五、板书设计•本课主题及关键词•本课重点语言点•相关练习题目六、教学反思对本课教学过程、效果进行评价,总结教学中的亮点和不足之处,为今后的教学改进提供参考。

通过以上设计的初中英语教案范文,希望能够有效引导学生在阅读课中提高阅读理解能力,培养他们的英语学习兴趣和自信心。

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。

初中英语拓展课外阅读教案

初中英语拓展课外阅读教案

初中英语拓展课外阅读教案教学目标:1. 提高学生的阅读理解能力,培养学生的阅读兴趣。

2. 扩大学生的词汇量,提高学生的英语水平。

3. 培养学生自主学习的能力,提高学生的学习积极性。

教学内容:1. 选择一篇适合初中生阅读的英语文章,文章内容要有趣味性,能够吸引学生的注意力。

2. 文章难度要适中,不能过于简单或过于困难。

3. 文章主题要积极向上,能够对学生有所启发和帮助。

教学步骤:Step 1: 引入话题1. 教师可以先向学生介绍文章的标题和作者,引起学生的兴趣。

2. 教师可以提问学生一些与文章相关的问题,引导学生思考。

Step 2: 阅读文章1. 学生自主阅读文章,理解文章内容。

2. 学生可以边读边做笔记,记录下关键词汇和重要信息。

Step 3: 讨论和分享1. 教师可以组织学生进行小组讨论,让学生分享自己的阅读心得和感悟。

2. 教师可以引导学生讨论文章中的难点和疑点,帮助学生更好地理解文章。

Step 4: 扩展活动1. 教师可以引导学生进行扩展活动,如写作、演讲、角色扮演等,让学生运用所学知识进行实际操作。

2. 教师可以给学生提供一些与文章相关的阅读材料,让学生进行拓展阅读。

Step 5: 总结和反思1. 教师可以引导学生总结文章的主要内容和观点,帮助学生巩固所学知识。

2. 教师可以反思本次阅读活动的效果,找出不足之处,为下一次活动做好准备。

教学评价:1. 观察学生在阅读过程中的表现,如阅读速度、阅读理解能力等。

2. 听取学生的反馈意见,了解学生的学习需求和兴趣。

3. 通过学生的扩展活动成果,评估学生的学习效果。

注意事项:1. 教师要关注学生的个体差异,给予不同水平的学生不同的指导和帮助。

2. 教师要鼓励学生积极参与阅读活动,培养学生的阅读习惯。

3. 教师要注重阅读材料的筛选,确保文章的质量。

初中英语阅读课教案模板范文

初中英语阅读课教案模板范文

初中英语阅读课教案模板范文
一、教学目标
1.知识目标:通过本节课的学习,学生能够熟练掌握本文的关键词汇
和短语。

2.能力目标:提高学生的阅读理解能力,培养学生的批判性思维和创
新能力。

3.情感目标:培养学生对英语阅读的兴趣,激发学生学习英语的热情。

二、教学重点和难点
•教学重点:学生能够准确理解课文内容,掌握关键词汇和短语。

•教学难点:学生能够通过阅读理解课文内容,培养学生对英语阅读的习惯。

三、教学准备
1.教师准备:具有一定的英语教学经验,熟悉本节课的课文内容。

2.学生准备:提前预习课文,准备学习用书和笔记。

四、教学过程
1.导入:谈论课文主题,激发学生对课文的兴趣。

2.预测:让学生根据课文标题和图片预测文章内容。

3.阅读:学生独立阅读课文,并在阅读后回答相关问题。

4.讨论:小组讨论课文内容,并分享自己的理解。

5.总结:整理学生的讨论内容,总结本节课的重点。

6.巩固:布置相关练习,巩固本节课的词汇和短语。

五、教学反思
本节课通过多种教学方法,旨在提高学生的阅读理解能力,并培养学生对英语
阅读的兴趣。

学生积极参与,表现出良好的学习状态。

下节课将继续巩固学生的阅读能力,拓展学生的词汇量,提高学生的综合英语能力。

以上是本节课的教案范文,希望对您有所帮助。

初中英语阅读教案模板范文

初中英语阅读教案模板范文

初中英语阅读教案模板范文一、教学目标1.通过本节课的阅读活动,帮助学生掌握词汇及阅读技巧。

2.培养学生对于英语阅读的兴趣,提高阅读理解能力。

3.培养学生的思维能力,帮助他们更好地理解和运用所学内容。

二、教学重难点1. 教学重点•学生能够准确读出文章中的生词,理解文章大意。

•学生能够根据问题进行回答,培养学生的阅读理解能力。

2. 教学难点•学生对生词理解能力不足,需要通过课堂练习加强。

•学生阅读完文章后的问题回答,需要培养学生严密的逻辑思维能力。

三、教学准备1.教师准备教材:《初中英语阅读教材》,包含文章及相关问题。

2.学生准备:学生需要提前阅读教材,做好预习工作。

四、教学过程1. 导入(5分钟)教师简要介绍本节课的学习内容,并与学生一起回顾上节课内容,激发学生学习兴趣。

2. 阅读训练(30分钟)1.学生独立阅读文章,重点标记不理解的单词或句子。

2.学生阅读完毕后,教师提出相关问题,学生思考并作答。

3.教师根据学生的回答情况进行适时点评,引导学生加深对文章的理解。

3. 课堂讨论(15分钟)1.学生就文章内容进行小组讨论,交流各自的理解和看法。

2.教师引导学生展开讨论,鼓励学生积极参与。

4. 总结(5分钟)教师总结本节课的学习内容,强化重点,鼓励学生对所学知识进行总结和复习。

五、作业布置1.布置阅读作业:要求学生阅读一篇相关文章,完成相关问题的回答。

2.布置课外作业:要求学生每天坚持阅读英语文章,培养阅读习惯。

六、教学反思本节课教学目标明确,教师通过多种方式引导学生参与阅读活动,激发学生的学习兴趣,但在提问环节需要更多引导,培养学生主动思考能力,未来应加强此环节训练。

以上是初中英语阅读教案模板范文,希望对您有所帮助。

初中英语阅读课教案

初中英语阅读课教案

初中英语阅读课教案
一、教学目标
1. 培养学生阅读英语的兴趣和能力。

2. 提高学生的英语语感和理解能力。

3. 帮助学生掌握一些阅读技巧和策略。

二、教学内容
1. 选择一些适合初中生阅读的英语文章。

2. 着重讲解文章中的重点词汇和句子。

3. 引导学生进行文本理解和推理等阅读能力的训练。

三、教学步骤
1. 激发学生的阅读兴趣:通过介绍有趣的英语故事或文章,引起学生的阅读兴趣。

2. 讲解文章内容:详细解读文章的主要内容,帮助学生理解文章的意思。

3. 练重点词汇和句子:通过课堂练和小组活动,帮助学生掌握文章中的重点词汇和句子。

4. 进行阅读理解练:设计一些与文章相关的问题,让学生运用阅读技巧进行理解和回答。

5. 分享阅读心得:鼓励学生分享自己的阅读感受和体会,并进行讨论。

四、教学评估
1. 给学生提供一篇新的文章进行阅读,并设计相应的问题考察学生的阅读理解能力。

2. 观察学生在课堂上的表现,包括参与度、理解能力和合作能力。

五、教学资源
1. 选择合适的英语阅读教材和练题。

2. 准备一些有趣的英语短故事或文章。

3. 准备一些课堂练和小组活动的材料。

六、教学扩展
1. 鼓励学生多读英语文章,提高阅读能力。

2. 帮助学生构建英语词汇量,扩充阅读范围。

3. 提供更多的阅读技巧和策略,帮助学生更好地理解和运用所读的英语文章。

以上是初中英语阅读课教案的内容,希望能对教学有所帮助。

七年级英语阅读教案5篇2022

七年级英语阅读教案5篇2022

七年级英语阅读教案5篇2022阅读课是高中英语占比重的课型,对于高中生应该掌握的英语语言基础知识包括语音、词汇、语法和话题等五方面的内容,所以知识目标我们可以从这5方面进行思考。

能力目标的书写则应该从语言技能,即听说读写这四个方面的技能以及这四种技能的综合运用进行书写。

以下是小编带来的七年级英语阅读教案内容,感谢您的阅读,希望能帮助到您!七年级英语阅读教案1一、Teaching Demands and Aims(教学目标)二、Teaching important and difficult point (教学重点)1、words2、sentences3、grammars三、Teaching Aids (教具)四、Teaching procedures(教学过程) Greeting(问候) warm up(热身) Review(复习) New Leon(新课) Step One: Step Two: Step Three: Follow up(叮咛)五、Homework(作业布置)作业的布置一、书面作业1、每节课后教师可适当选择课后习题(书本或课外参考书)及字母作业。

2、低年纪的孩子适合听磁带读课文、画图、连线、写字母等简单作业;每学期两次测试:半期考和期末考试。

3、高年纪的孩子要求抄单词、背单词、背课文等书面作业;每节课前可做适当的听写练习;每个月可做适当的单元测试;期间两次大考:半期考和期末考。

二、磁带作业1、适时布置(条件允许可每周一次):将本周学习的内容录进磁带,下周上交。

2、录制要求:首先让学生和老师打招呼,接着报朗诵单元,然后录作业内容,最后与老师说再见。

(如:Hello! Amanda.I am Go go.This is Unit 11……… Goodbye! Amanda!)3、听音修正:(1)书面记录:边听边把学生的错音登记在学生手册上。

(2)修正过程:A:打招呼,先表扬肯定,后提出错误,注意错音的跟读B:说悄悄话,增进师生感情交流 C:提出问题。

初中英语课外书阅读教案

初中英语课外书阅读教案

初中英语课外书阅读教案一、教学目标1. 提高学生的英语阅读兴趣,培养良好的阅读习惯。

2. 提升学生的英语阅读理解能力,增强学生的英语语感。

3. 扩展学生的英语词汇量,提高学生的英语写作水平。

4. 通过阅读,使学生了解西方文化,提高跨文化交际能力。

二、教学内容1. 书目选择:选择适合初中生阅读水平的英语课外书籍,如《小王子》、《哈利·波特》等。

2. 阅读材料:针对所选书目,为学生准备相应的阅读材料,包括文本、问题、讨论话题等。

3. 文化背景:为学生介绍书目所涉及的文化背景,帮助学生更好地理解文本。

三、教学过程1. 导入:在课堂开始时,教师可以为学生介绍所选书目的作者、背景及内容,激发学生的阅读兴趣。

2. 阅读指导:教师为学生提供阅读策略和技巧,如预测、概括、分析、评价等,帮助学生提高阅读理解能力。

3. 自主阅读:学生按照教师的要求,自主阅读所选书目,并在阅读过程中做好笔记。

4. 讨论交流:学生分组讨论阅读过程中的疑问和感悟,分享阅读心得,提高学生的口语表达能力。

5. 写作练习:教师可以根据阅读内容,设计相应的写作任务,让学生将阅读中获得的知识运用到写作中,提高学生的写作水平。

6. 总结反馈:教师对学生的阅读、讨论、写作进行评价,总结课堂内容,为学生提供反馈。

四、教学评价1. 学生阅读量:评价学生在课外阅读中的阅读量,鼓励学生多读书、读好书。

2. 阅读理解能力:通过课堂讨论、写作练习等环节,评估学生的阅读理解能力。

3. 学生反馈:收集学生的阅读心得、建议,不断优化教学内容和方法。

4. 教师观察:观察学生在课堂上的参与程度、表现,了解学生的学习状况。

五、教学建议1. 注重学生个体差异,因材施教。

对于阅读能力较强的学生,可以提供更高难度的阅读材料;对于阅读能力较弱的学生,可以适当降低阅读难度,给予更多指导。

2. 鼓励学生积极参与课堂讨论,培养学生的合作精神和表达能力。

3. 教师要定期检查学生的阅读进度,关注学生的阅读兴趣和遇到的困难,及时给予指导和帮助。

课外阅读教案范文初中英语

课外阅读教案范文初中英语

课外阅读教案范文初中英语一、教学目标1. 提高学生的英语阅读兴趣,培养良好的阅读习惯。

2. 提升学生的英语阅读理解能力,拓展词汇量和知识面。

3. 加强学生的英语思维能力,提高文化素养。

二、教学内容1. 选择适合初中生阅读水平的英语课外读物,如英语绘本、简易英语小说、英语杂志等。

2. 引导学生运用正确的阅读策略,如预测、扫描、略读、细读等。

3. 针对阅读内容进行讨论和思考,培养学生的批判性思维。

三、教学过程1. 课前准备:教师为学生推荐适合的英语课外读物,指导学生如何选择读物,并提醒学生关注阅读材料的特点和难度。

2. 课内阅读:学生在课堂上阅读推荐的英语课外读物,教师监督学生的阅读进度,解答学生在阅读过程中遇到的问题。

3. 阅读理解训练:教师设计阅读理解题目,学生完成后进行讲解和分析,帮助学生提高阅读理解能力。

4. 讨论与思考:学生就阅读内容进行分组讨论,分享自己的观点和感受,教师引导学生进行批判性思考,培养学生的英语思维能力。

5. 读后作业:教师布置与阅读内容相关的作业,要求学生在课后完成,巩固所学知识。

四、教学评价1. 学生阅读量:统计学生在课外阅读中的阅读量,了解学生的阅读积极性。

2. 阅读理解测试:定期进行阅读理解测试,评估学生的阅读理解能力。

3. 学生反馈:收集学生对课外阅读的反馈意见,了解学生的需求和兴趣。

4. 课堂表现:观察学生在阅读课堂上的表现,评价学生的参与度和积极性。

五、教学策略1. 激发兴趣:教师要关注学生的兴趣,推荐有趣的英语课外读物,激发学生的阅读兴趣。

2. 个性化推荐:根据学生的阅读水平和兴趣,为学生推荐不同难度的阅读材料。

3. 引导思考:教师要引导学生对阅读内容进行思考和讨论,培养学生的批判性思维。

4. 鼓励自主学习:教师要鼓励学生在课外自主阅读,培养学生的自主学习能力。

5. 定期反馈:教师要定期了解学生的阅读进度和反馈,及时调整教学策略。

六、教学注意事项1. 关注学生的个体差异,因材施教。

初中英语阅读课教案设计模板(共8篇)

初中英语阅读课教案设计模板(共8篇)

初中英语阅读课教案设计模板(共8篇)第1篇:初中英语阅读课教案LESSON PLANTime of Leon: 45 minutes Students: Senior Grade OneTeaching 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.T o 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-inShow 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 lettersA: 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 thequestion 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.InstructionsT: 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.CheckingQ: 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 e 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.Reading3.Checking 1)Pair work 2)Cla checkingAns.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.InstructionsT: 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 againT: 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.Checking1)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 ways6.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 UseWhen 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 fewerpostmen 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.第2篇:初中英语阅读课教学设计一、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。

初三英语课外阅读教学设计

初三英语课外阅读教学设计

初三英语课外阅读教学设计导言:英语阅读是学习英语的基础技能之一,对于初中生来说尤为重要。

为了提高学生的阅读能力,本教学设计以初三英语课外阅读为主题,旨在引导学生进行有效的阅读训练,提升其阅读理解和语言表达能力。

一、教学目标:1. 培养学生的兴趣:激发学生对英语阅读的兴趣和探索精神,培养阅读的主动性和自信心。

2. 增加词汇量:通过阅读广泛的英语文章,扩展学生的词汇量,提升其词汇运用能力。

3. 提高阅读理解能力:通过多样化的阅读材料和相关训练,提升学生的阅读理解能力和应对各种题型的答题技巧。

4. 培养语言表达能力:通过阅读课外文章并进行相关的写作训练,提高学生的写作表达能力和语言组织能力。

二、教学内容:1. 选择优秀的英语阅读材料:包括故事、报纸文章、科普读物等,题材多样,内容有趣,符合学生的年龄特点和阅读水平。

2. 阅读训练:通过多种阅读活动,如读前预测、略读、细读、理解问题等,提高学生的阅读技巧和速度。

3. 阅读理解题目练习:针对不同类型的阅读题目,例如细节理解、主旨大意、推理判断等,进行系统训练,使学生熟悉各种题型,提升答题能力。

4. 写作训练:根据阅读材料,引导学生进行写作练习,如写读后感、写文章摘要、写短文等,培养学生的写作能力和语言表达能力。

三、教学流程:1. 分配阅读任务:每周给学生分配一篇英语阅读材料,并设定一个截止日期,要求学生在规定时间内阅读并做相关练习。

2. 阅读训练活动:a) 读前预测:学生在开始阅读之前,先进行猜测文章主题、段落标题等活动,激发学生的阅读兴趣。

b) 略读:学生快速浏览全文,了解文章的大意和基本结构,获取整体信息。

c) 细读:学生详细阅读文章,注重理解每个句子的含义,提取关键信息。

3. 阅读理解练习:a) 细节理解:学生回答关于文章细节的问题,培养查找信息的能力。

b) 主旨大意:学生总结文章的主要内容,归纳概括。

c) 推理判断:学生根据文章内容进行推理,判断正误或填空。

初中英语阅读课教案

初中英语阅读课教案

初中英语阅读课教案初中英语阅读课教案教案主题:初中英语阅读课教案适用年级:初中教学目标:1. 学生能够通过阅读理解短文的基本内容和主要信息。

2. 学生能够根据短文回答问题。

3. 学生能够根据短文选择正确的答案。

4. 学生能够运用所学的阅读技巧,提高理解和阅读能力。

教学重难点:1. 学生对短文的理解和阅读能力。

2. 学生对短文中隐含意义的理解能力。

教学准备:1. 教材:英语教材和阅读练习册。

2. 多媒体设备。

教学过程:Step 1: 导入新课1. 教师与学生进行简短的对话,引出本节课的主题。

例如:教师:Hello, everyone! How are you today?学生:Good. Thank you.教师:Great. Today, we are going to have a reading class. Are you ready?学生:Yes!2. 教师出示一篇短文的标题,让学生猜测短文的内容。

教师:The title of the passage is "A Day in the Park". What do you think the passage is about?学生:Maybe it's about a day spent in the park.教师:Very good guess. Let's read and find out.Step 2: 阅读短文1. 教师将短文投射到屏幕上,学生们读一遍短文,了解基本内容和主要信息。

2. 教师给学生一些问题,学生们回答问题,检查他们对短文的理解。

Question 1: Where did the writer go yesterday?Question 2: Who did the writer go to the park with?Question 3: What did the writer do in the park?Question 4: How did the writer feel at the end of the day?Step 3: 阅读理解练习1. 教师给学生几道选择题,学生根据短文选择正确的答案。

课外阅读教案模板初中英语

课外阅读教案模板初中英语

课外阅读教案模板初中英语一、教学目标1. 提高学生的英语阅读兴趣,培养良好的阅读习惯。

2. 扩大学生的词汇量,提高阅读理解能力。

3. 增强学生的文化意识,提高跨文化交际能力。

4. 提高学生的自主学习能力,培养合作精神。

二、教学内容1. 选择适合初中生阅读水平的英语读物,如青少年小说、科普文章、文化故事等。

2. 结合课本内容,拓展相关话题的阅读材料。

3. 引导学生关注国内外重大时事,提高时事政治素养。

三、教学过程1. 导入:教师简要介绍阅读材料,激发学生兴趣。

2. 自主阅读:学生独立完成阅读任务,遇到生词或难句可查阅词典或向教师求助。

3. 讨论交流:学生分组讨论阅读内容,分享心得体会,互相提问,解答疑惑。

4. 回答问题:教师提出针对阅读材料的问题,学生回答,检验阅读理解效果。

5. 总结提升:教师引导学生总结阅读收获,提高学生的文化意识和跨文化交际能力。

6. 作业布置:布置相关话题的写作任务,巩固阅读成果。

四、教学策略1. 精选阅读材料,难易适度,兼顾趣味性和教育性。

2. 注重培养学生的自主阅读能力,鼓励学生主动查阅资料,解决问题。

3. 创设轻松愉快的阅读氛围,让学生在阅读中感受到快乐。

4. 鼓励学生进行讨论交流,提高合作能力和口头表达能力。

5. 教师适时给予反馈,指导学生改进阅读方法,提高阅读效果。

五、教学评价1. 学生阅读兴趣的提高程度。

2. 学生阅读理解能力的提升程度。

3. 学生词汇量的扩大程度。

4. 学生文化意识和跨文化交际能力的增强程度。

六、教学建议1. 教师要关注学生的个体差异,因材施教,提供不同难度的阅读材料。

2. 定期检查学生的阅读进度,及时了解学生在阅读过程中遇到的问题,给予针对性的指导。

3. 组织阅读分享活动,让学生展示自己的阅读成果,激发学生的阅读积极性。

4. 结合课外阅读,开展英语角、英语剧社等兴趣小组活动,提高学生的英语实践能力。

通过本节课的课外阅读教学,旨在培养学生的英语阅读兴趣,提高阅读理解能力,扩大学生的词汇量,增强学生的文化意识,提高跨文化交际能力,同时培养学生的自主学习能力和合作精神。

初中英语阅读教案万能模板范文

初中英语阅读教案万能模板范文

初中英语阅读教案万能模板范文一、教学目标1.通过本节课的阅读,学生能够提高阅读理解能力,掌握相关语法和词汇。

2.帮助学生培养阅读英语文章的兴趣,提高学生的学习积极性。

3.培养学生的独立思考能力,培养学生的创造性思维。

二、教学重点1.理解文章的大意和关键信息。

2.掌握文章中的生词和短语。

3.理解文章中的重要句子和段落。

三、教学难点1.理解文章中具有一定深度的内容。

2.运用词汇和语法知识理解文章中的细节。

四、教学过程1. 预习导入教师利用图片、视频等形式引入主题,激发学生的学习兴趣,让学生在预习中对主题产生一定的了解。

2. 阅读讲解教师带领学生读一遍文章,注重语音语调的处理,让学生自主揣摩文章大意。

然后教师逐段讲解,解释生词和短语的含义,并引导学生理解文章的关键信息。

3. 阅读活动安排学生进行阅读理解题目练习,培养学生的阅读能力和思维能力。

可以设置选择题、填空题、判断题等。

4. 后续延伸引导学生根据文章内容展开自由讨论,可以探讨文章背后的主题、学生对文章的感悟和思考等,培养学生的批判性思维。

五、教学反思教师应该不断总结自身教学过程中的不足,并及时调整教学方法,以更好地促进学生的学习。

同时,定期对学生进行评估,及时发现问题,及时进行帮助和改进。

六、课堂反馈教师可以要求学生就此次阅读教学内容进行总结,学生可以口头说出自己的收获和不足,也可以书面写出自己的心得体会。

七、作业布置布置相关的阅读题目作业,让学生巩固所学知识,提高学生对英语阅读的兴趣和能力。

通过本节课的教学,希望能够提升学生的阅读能力,培养学生对英语阅读的兴趣,激发学生学习英语的热情。

初中英语阅读教学教案

初中英语阅读教学教案

初中英语阅读教学教案教案标题:初中英语阅读教学教案教学目标:1. 帮助学生提高英语阅读能力,包括阅读理解和阅读技巧。

2. 培养学生的阅读兴趣和阅读习惯。

3. 培养学生的自主学习和合作学习能力。

教学重点:1. 帮助学生理解和掌握不同类型的英语文章,包括记叙文、说明文和议论文。

2. 培养学生的阅读策略,如预测、推理、推断和总结等。

3. 提高学生的阅读速度和准确性。

教学难点:1. 帮助学生理解和运用生词和短语。

2. 培养学生的阅读理解能力,包括推理和推断能力。

3. 培养学生的阅读批判思维能力,如分析作者观点和论证等。

教学准备:1. 教师准备多样化的英语阅读材料,包括课文、文章和短篇故事等。

2. 准备学生阅读理解题目和练习题。

3. 准备课堂活动和游戏,以增加学生的参与度和积极性。

教学过程:一、导入(5分钟)1. 创设情境,引发学生对主题的兴趣。

2. 提问学生对英语阅读的看法和感受。

二、预习(10分钟)1. 学生自主预习课文或文章的标题、图片和段落标题。

2. 学生尝试根据预习内容预测文章的大意和主题。

三、阅读理解(25分钟)1. 教师指导学生快速阅读文章,了解文章的整体结构和主旨。

2. 学生独立阅读文章,并回答相关的阅读理解题目。

3. 学生互相交流答案,并与教师进行讨论和解答。

四、阅读技巧训练(15分钟)1. 教师介绍不同类型的阅读技巧,如扫读、略读、细读和推理等。

2. 学生进行相关的练习和活动,以提高阅读速度和准确性。

五、拓展活动(10分钟)1. 学生分组进行小组讨论,分享自己的阅读体验和感想。

2. 学生进行阅读相关的游戏和活动,如角色扮演、情景模拟和问题解答等。

六、总结和反思(5分钟)1. 教师总结本节课的教学内容和重点。

2. 学生反思自己的阅读过程和学习收获。

教学延伸:1. 学生可以选择自己感兴趣的英语书籍进行阅读,并进行读后感的写作。

2. 学生可以参加英语阅读比赛或活动,以提高阅读能力和自信心。

教学评估:1. 教师通过课堂观察和学生回答问题的情况,评估学生的阅读理解能力。

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初中英语课外阅读:(一)农夫和苹果树A poor farmer had a friend who was famous for the wonderful apple he grew.One day, his friend gave the farmer a young apple tree and told him to take it home and plant it.The farmer was pleased with the gift, but when he got home he did not know where to plant it.He was afraid that if he planted the tree near the road, strangers would steal the fruit. If he plantedthe tree in one of his field, his neighbors would come at night and steal some of the apples. If heplanted the tree near his house, his children would take the fruit.Finally he planted the tree in his wood where no one could see it. But without sunlight and goodsoil, the tree soon died.Later the friend asked the farmer why he had planted the tree in such a poor place."What's the difference?" the farmer said angrily. "If I had planted the tree near the road, strangers would havestolen the fruit. If I had planted the tree in one of my field, my neighbors would have come atnight and stolen some of the apples. If I had planted it near my house, my own children wouldhave taken the fruit.""Yes," said the friend, "but at least someone could have enjoyed the fruit. Now you not only haverobbed everyone of the fruit, but also you have destroyed a good apple tree!"(二)阅读理解趣味故事题Several years ago, a television reporter was talking to three of the most important people inAmerica. One was a very rich banker, another owned one of the largest companies in the world,and the third owned many buildings in the center of New Y ork.The reporter was talking to them about being important.“How do we know if someone is really important?” the reporter asked the banker.The banker thought for a few moments and then said, “I think anybody who is invited to the White House to meet t he President of the United States is really important.”The reporter then turned to the owner of the very large company. “Do you agree with that? asked.The man shook his head, “No. I think the President invites alot of people to the White House.You?d only be important if while you were visiting the President, there was a telephone call fromthe president of another country, and the President of the US said he was too busy to answer it.The reporter turned to the third man. “Do you think so?”“No, Idon?t.” he said. “I don?t think that makes the visitor important. That makes the President important.”“Then what would make the visitor important?” the reporter and the other two men asked.“Oh, I think if the visitor to the White House was talking to th e President and the phone rang, andthe President picked up the receiver, listened and then said, ,it?s for you.?”1.This story happened in _______.A. EnglandB. AmericaC. JapanD. Australia2.There are _______ in this passage.A. two men and two womenB. three men and one womanC. three women and one manD. four women3.The banker thought _______.A. he was really important because he was a rich bankerB. the visitor to the White House was really importantC. the visitor who met the President of the United States in the White House was really important.D. the reporter was really important4.The owner of the very large company thought _______.A. she was really important because she owned one of the largestcompaniesB. the banker was really important.C. the owner of many buildings in the center of New Y ork was really importantD. the visitor would be really important if while he was visiting the President, the President wouldnot answer any telephone call5.The owner of many buildings thought _______.A. he was really important because he owned many buildings in the center of New Y orkB. the owner of the very large company was really importantC. the visitor was really important if he talking to the President and the President received atelephone call for the visitorD. the person who worked in the White House was really important(三)趣味阅读理解题,A farmer had a cow.A farmer had a cow. He took very good care of this cow and one day when it was ill, he was veryworried. He telephoned the vet.“What?s the problem?” The vet asked him when he arrived.“My cow?s ill,” the farmer said. “I don?t know what's the matter with her. She?s lying down and won?t eat. She?s making a strange noise.”The vet look ed over the cow. "She?s certainly ill," he said, "and she needs to take some very strong medicine."He took a bottle out of his box, put two pills into his hand and said, "Give her these. The pillsshould make her better."“How should I give them to her?” the farmer asked.The vet gave him a tube (管子)and said, "Put this tube in her mouth, then put the pills in the tubeand blow. That?ll make it."The next day the vet came to the farm again. The farmer was sitting outside his house and lookedmore worried.“How?s your cow?” the vet asked.“No change,” the farmer said, “and I?m feeling very strange myself.”“Oh?” the vet said, "Why?"“I did what you said,” the farmer answered. “I put the tube in the cow?s mouth and then put two pills down it.”“And?” the vet asked.“The cow blew first,” the farmer said.1. In the story, the vet must be _________.A. the farmer's friendB. a milk factoryC. a hospital for cowsD. a doctor for animals2.The farmer asked the vet for help when his cow _______A. couldn't lie downB. didn't eat the pillsC. couldn't make any noiseD. was ill3.What medicine did the vet give the farmer?A. Bottle of pills.B. A long tube.C. Two pills.D. A small box.4.The vet taught the farmer how _________.A. to blow the tubeB. to make the cow take the pillsC. to take the medicineD. to put the tube in his mouth5.Which of the following is true?A. The farmer ate the pills himself.B. The cow got better after taking the medicine.C. The vet came to help the farmer change the cow the next day.D. The farmer waited for the vet outside his house the next day.(四)英语趣味阅读:But the teacher criedThe six-year-old John was terribly spoiled(溺爱). His father knew it, but his grandma doted onhim.He hardly left her side. And when he wanted anything, he either cried or threw a temper tantrum.Then came his first day of school, his first day away from his grandmother's loving arms.When he came home from school his grandma met him at the door."Was school all right?" she asked, "Did you get along all right? did you cry?""Cry?" John asked. "No, I didn't cry, but the teacher did!"(五)英语幽默小故事: 奖赏A lady lost her handbag. It was found byan honest little boy and returned to her.Looking in her purse, she commented,"Hmmm... That's funny. When I lost my bag there was a$20 bill in it. Now there are twenty $1 bills."The boy quickly replied, "That's right,lady. The last time I found a lady's purse, shedidn't haye anychange for a reward."(六)The House of 1000 Mirrors千镜之屋Long ago in a small, faraway village, there was a place known as the House of 1000 Mirrors. A small, happy little dog learned of this place and decided to visit. When he arrived, he hounced happily up the stairs to the doorway of the house. He looked through the doorway with his earslifted high and his tail wagging as fast as it could. To his great surprise, he found himself staring at 1000 other happy little dogs with their tails wagging just as fast as his. He smiled a great smile,and was answered with 1000 great smiles just as warm and firendly. As he left the House, he thought to himself, "This is a wonderful place. I will come back and visit it often."In this same village, another little dog, who was not quite as happy as the first one, decided to visit the house. He slowly climbed the stairs and hung his head low as he looked into the door. Whenhe saw the 1000 unfriendly looking dogs staring back at him, he growled at them and was horrified to see 1000 little dogs growling back at him. As he left, he thought to himself, "That is a horrible place, and I will never go back there again."All the faces in the world are mirrors. What kind of reflections do you see in the faces of the people you meet?。

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