初中英语阅读的学习教学设计含学习案例解析总结计划.docx

初中英语阅读教学设计与案例分析
By Li Yueyuan
课题：外研版初一（上）Module 9 A trip to the zoo
Unit 2 Is it an African elephant
一、教材分析：
本模以“ 物” ，介了世界各地的物以及其栖息地、性等，同也起学生物、保
物的意。

二、 Teaching aims ：
To get information about animals from the reading material
To learn to find specific information in the reading
三、 Teaching important/difficult points：
通有关物的材料来培养学生的能力
复一般在第三人称数作主的疑句及其答
四、 Key words and key structures：
Africa/Asia/America/ American/Oceania/ Oceanian/
desert/forest/grass/ grassland/jungle /India
Does the monkey/camel ⋯.----Yes,it does./No,it doesn’ t.
Is the snake/kangaroo⋯-----Yes,it is./No,it isn’ t.
五、 Teaching aids ：
A tape recorder , a big map and some pictures
六、 Teaching steps ：
Step1 warming---up(Revision and lead in)
1、Revise the words of the animals in unit1
⋯ .
T：Boys and girls,Look!Is it a Camels/Elephants/Kangaroos
Ss：Yes,it is./No,it isn’ t. It is a⋯
意：通复再引入，学生能温故而知新，能更好地激学生的参与面，
从而下一步的做准。

Step2 Pre — reading
T：Now,look!Does the animal from African/Asia/⋯---Yes,it does.
( 通固定地在黑板上行教)
Teach the new words: Africa/Asia/(教几遍),then teach the related
words： African/American/ Asian/ European/ Oceanian/（学生找律
）
T ： And does the it live in desert/forest/grassland/jungle⋯---Yes,it is.
Teach the new words ： desert/forest/ grassland/jungle. (通展示
片教 )
After that,let Ss read and do the exercise(Activity3),then les Ss read
the passage.
设计意图：通过地图及图片展示阅读材料中出现的生词，使教学更形象具体，学生才能更好的理解和记忆这些生词，从而为学生解决了阅读中的障碍。

Step3 while-reading
General comprehension:
1、 Play the tape and ask students to find the main idea.
Q1： What is the passage about
Q2：How many animals are mentioned in the passage
2、Give students a few minutes to read fast again .
3、After a few minutes，check students’ answer.
After students finish reading the passage,encourage them to answer questions in pairs.
Then play the tape recorder again, and ask them to check their by themselves.ask and answers
设计意图：通过此环节，引导学生阅读一篇文章先从整体上把握，了解文章大意即中心思想，以此培养学生的理解能力和概括能力。

Detailed comprehension:
Ask students to read the passage again and choose the answers
by discussing
in group.
the camel eat fruit ---Yes,it does./ doesn
the camel African---Yes,it is./ isn’t the elephant like water--- Yes,it does./ doesn
the elephant Asian--- Yes,it is./ isn’ t the kangaroo Australian--- Yes,it is./ isn
the monkey live in the desert--Yes,it does./ doesn the snake eat meat---- Yes,it is./ isn’t the snake from the Arctic---Yes,it does./ doesn the wolf European --- Yes,it is./ isn’ t the wolf eat fruit--- Yes,it does./ doesn
’t
’t
’t
’ t
’t
’t
设计意图：通过小组讨论问题的形式，培养学生通过寻找信息所在段落，
来准确理解短文细节，从而培养学生解决问题的能力，同时还可以通过此
环节来让学生掌握一般现在时的疑问式和回答方式。

Step4 Read aloud （read after the tape）
教学思路：通过跟读，培养学生正确的语音语调，同时在这个过程中强化学生的记忆。

Step5 Writing
Fill in the blanks according to what you read.
⑴＿ and＿ eat grass.
⑵Like water,but＿don’t.
⑶＿ are small,but very clever.
⑷K angaroos come from ＿ .
⑸Camels live in the often see them in＿and＿
设计意图：通过此练习加深学生对文章的理解，巩固所学词汇。

Step6 Discuss
1、For your favourite animal,what do you know about it
2、How can you protect the animal
Step7 Summary
Step8 Homework
教学反思：本节课的阅读，我运用了由泛读到精读的教学方法，练习设计也由易
到难、由浅入深，使学生的理解层次得到不断深入，逐渐实现由知识向技能的转化。

课堂教学中以学生为主体，学生很大程度上能参与到课堂中来，成为课堂的主人，充分调动了学生的积极性，取得了良好的教学效果。

不足的是，本节课在给学生阅
读的过程中没有引导好，影响了阅读的效率与速度，这在以后的教学工作中是须
注意的。