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英语阅读课教案设计

英语阅读课教案设计【篇一:傲慢与偏见英语阅读课教学设计】lesson plan1. material analysisthis text is an excerpt, “the proposal”, from a famous novel, pride and prejudicetext type: narrationstructure: (para 1) dr. darcy proposed.(para 2) elizabeth was surprised and declined.(para 3-8) dr. darcy asked for the reason why he was turned down and elizabethtold him the reasons against marrying dr. darcy.(para 9-11) dr. darcy and elizabeth both grew angry. dr. darcy was heart-brokenand left hastily.vocabulary: in vain, decline, arrogant, at length, enquire, against one’s will,think ill of, do everything in one’s power, rejoice, hastily.illustration: a picture of the opera, pride and prejudicetask: watching the video, skimming and answering questions, careful reading, filling the form, making a dialogue2. student analysisstudents of the second year of senior high school may have already read the translation version of the pride and prejudice, or at least have heard about this story so it is proper to introduce this topic- proposal at this time. their interests in romance, relationship at this age make it easier to involve them in the class. student’ critical thinking have developed to some extent, they will be able to think about the situation elizabeth was confronted with and find out the reasons for her marrying or against marrying dr. darcy. the tense of this text is mainly pastsimple tense and present simple tense, so student and understand this text as long as the new words of the text are learned beforehand. therefore, the focus of this reading lesson will be guiding the student to analyze the situation that elizabeth was faced with.3. teaching objectivesby the end of this lesson, students will be able to:(1). understand important vocabulary items in bold (i.e., in vain, decline, arrogant, at length, enquire, against one’s will, think ill of, do everything in one’s power, rejoice, hastily) in the reading context.(2). talk about the situation that elizabeth was facing with and describe the characteristic of elizabeth and dr. darcy in english; use appropriate reading skills such as skimming, scanning, guessing word meaning, making references, etc. for special reading purposes.(3). develop cooperative learning strategies and critical thinking skills through group work of finding out elizabeth’s reasons for marrying dr. darcy, and her reasons against marrying dr. darcy.(4). learn how to appreciate a famous novel and become interested in classical and original english literature.(5) understand the importance of communication when in disagreement with others.4. teaching methods and teaching aidsteaching methods: communicative language teaching approach, task-based language teaching approach.teaching aids: ppt slides, videos5. teaching procedures6. blackboard design7. justifythis lesson plan focus on improving students’ ability to skim the text to get the main idea and to read the text carefully for some detail information. the class begin with activities that can draw ss’ attention to the class and can arouse their interest. with the warming up above, ss will be prepared for the following reading. various kinds of activities are used in the class to help the teacher to achieve the teaching objectives. after reading, student will role play and use what they learn to analyze characteristic, “using language to do things”.in the course of learning, student will not only learn some information about “the proposal” (some knowledge about western literature), but will also develop their cooperative learning strategies and critical thinking skills through group work.【篇二:初中牛津英语阅读课教学设计】初中牛津英语阅读课的教学设计初中英语阅读教学已占主导地位,优化阅读课的教学设计能提高阅读课的教学效果和培养学生的综合运用语言能力。

那么,如何优化初中英语阅读课的教学设计?本文试以fun with english 7b unit3中的 reading 部分a lucky escape 为例,对此作一探讨。

一、精心设计问题,设置悬念,激发阅读兴趣在初中英语阅读教学中,设计问题,回答问题是课堂教学使用率最高的一种教学手段。

教师问题设计的得体、精巧,能把学生引入“问题情境”,激发学生探索知识和阅读的欲望,引导他们积极思考,对发展学生的英语表达能力能起到极大作用。

在初中英语阅读教学的问题设计中,教师要注意提问的质量,问题要有启发性,且难易适度,要有训练思维能力的价值,对不同性质不同程度的问题要适当地让不同程度的学生回答。

据此,教师在设计问题时,要精心组织,甚至对某个问题学生可能有的几种回答怎么引导,怎么分析都要在事先有所估计,有所考虑。

另外,设计问题时要注意循序渐进,由易到难。

首先提出能让学生通过略读就能快速在语篇中找到明显答案的连贯的问题,帮助他综观全文,获取对语篇的完整印象,训练学生整体理解,快速阅读的技能;然后提出一些推断性问题让学生通过精读领会语篇的细节,根据问题迅速定位,在区域内进行合理的判断、推测,培养他的分析、综合和概括等思维能力;最后,提出一些延伸性问题来开拓学生的视野,培养创造性思维。

二、合理安排教学步骤,有层次地引导学生阅读【篇三:高中英语阅读课教学案例】teaching procedures教学过程设计step1 warming upt: boys and girls, good morning. are you in a good mood today? s: yes!t: i’m so happy to hear that. what kinds of words can be usedto describe the persons’ emotions.ss: (lost in thought)t:let’s enjoy some pictures and find out some emotional words to describe them. ss: (very interested and excited)t:go through the following words and match them with the correct meaningemotionangrycross a feeling that you experiencefrustration a feeling when you are prevented from doingwhat you wantcuriosityto make something less difficultsimplify (vt.) a strong feeling of wanting to find out about something 设计意图:以阅读材料为依托,在单词教学环节向学生渗透语篇意识,引导学生在语境中理解单词、短语的意义以及用法。

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