人教版高一英语阅读课教学设计
【简介】感谢网友“皮椟一点红”参与投稿，今天小编就给大家整理了人教版高一英语阅读课教学设计（共18篇），希望对大家的工作和学习有所帮助，欢迎阅读!
篇1：英语阅读课教学设计
英语阅读课教学设计
英语阅读教学在英语教学中占有非常重要的地位.通过阅读教学,既要使学生获得信息、拓展视野,了解文章体裁及结构,又要向学生传授阅读方法,训练其阅读技巧,以培养他们良好的阅读习惯,提高阅读理解能力,同时还要让学生掌握文中重要的语言知识并进行言语技巧训练.
作 者：刘英环 作者单位：河北涿鹿县职业技术育教中心 刊 名：中国校外教育（理论） 英文刊名：CHINA AFTER SCHOOL EDUCATION 年，卷(期)： “”(z1) 分类号：H3 关键词：英语阅读教学 教学设计 阅读能力篇2：高中英语指导自主学习阅读课 教学设计(人教版英语高一)
一、概述
本单元的话题为皮格马利翁，其中涉及皮格马利翁效应和西方文学作品欣赏以及剧本的学习与写作，这一话题与学生的学习和生活有着密切的关联，但同时，学生普遍对这一话题感到陌生。本节课是高二英语下学期英语选修八的Unit4 Pygmalion第二课时，是一节阅读课，所需课时为一课时。旨在通过自主学习、合作探究的高效学习，帮助学生了解西方文学作品和作家萧伯纳，与此同时，同学们学会理论联系实际，理解“皮格马利翁效应”在学习和生活中的重要意义，并利用该效应指导自已挑战困难，不断进步。更重要的是，学生们通过学习，基本掌握阅读的技巧并尝试运用适当的阅读策略提高阅读的能力。
二、教材分析和教材重组
一）教材分析
本节课教材使用的是人民教育出版社2月第2版 11月第4次印刷的普通高中课程标准实验教科书（英语选修8）第四单元。本节选材电影《窈窕淑女》剧本，是与西腊故事Pygmalion同主题的西方文学作品。题材是皮格马利翁文学作品，体裁是剧本，主题是皮格马利翁效应。Pre-reading部分通过问题设计启发学生思考，调动学生的积极性，引导学生充分发挥想象力和创造力，通过对电影《窈窕淑女》的讨论进而理解心理学上的“皮格马利翁应”，并提炼萧伯纳戏剧与希腊神话故事所反映的共同主题，初步酝酿可能出现的故事情节，为下面的阅读做好必要的准备； Reading部分是电影《窈窕淑女》第一幕“决定性的会面”的剧本，改编自经典的西腊故事《皮格马利翁》，讲述了发生在伦敦剧院外的一幕。主要人物有Eliza, Higgins, Pickering。主要讲在一次偶然的情况下自傲的Professor Higgins与Colonel Pickering打赌，说他能将口音其糟无比，讲话粗鲁的Eliza改造成能讲标准英文的淑女，从而引发了一连串戏剧性的故事。从人物的对话中我们也可以清楚地看到不同人物的性格特征，比如Eliza的粗鲁，Higgins的缺乏耐心，Pickering的礼貌等都反映得淋漓尽致，由此烘托出本节主题：人的语言和行为都受他（她）所处的社会地位和社会环境的影响，但是后天的努力可以改变现状。 Comprehending部分设计了五个练习，练习一通过让学生回答相关问题，详细了解剧本的内容及各个人物的性格；练习二要求学生从课文中找出这三个不同社会阶层的人物对不同于自己阶层的人们所持的态度，进而了解主题；练习三要求学生思考除了语言以外，哪些方面还能显示出人们社会地位的不同，以此引发讨论，激发情感；练习四要求学生运用所给词汇描述剧本中不同人物的性格特点，由输入导向输出，能力提升；练习五要求学生纠正Eliza语言中的语法、拼写等方面的错误，实现由词到短语中、由短语到句子、再由句子到语篇的过渡。通过练习，旨在让学生进一步了解剧本的内容和意义，明白这样一个道理：只要有决心、有勇气，抓住机会不断地学习，不断地进步，终会改变现状，取得成功。
二）教材重组
本节课尝试将Pre-reading, Reading& Comprehending（P28 Pre-reading至P31页）三个部分整合成一节指导学生高中英语自主学习的“阅读课”。这三个部分关系密切，层层推进故事的发展，以Pre-reading为导入，以Reading为载体，以Comprehending为目标。既有读前的讨论探究活动，又有读时的自主学习活动，还有读后的延伸拓展活动。既有教师的阅读策略指导，又有学生的合作探究、自主学习活动。有利于学生在形式多样的活动中主动参与整个教学过程，从而使他们乐学、和谐、主动地发展，真正实现自主学习的高效课堂。
三、学习者特征分析
本节课适用于高二年级下学期的学生的阅读课的学习。对于高二的英语学习者来说，他们已经具备了一定的自主学习的能力，尤其是在老师导学案的帮助下，基本上大多数的学生都能够自主地预习，体验感知新课的内容并适当地提出问题上，甚至有的同学能够通过查阅资料、上网搜索等方式自行分析并解决部分的问题。就整体而言，在经过了第一节课Warming up的学习之后，同学们基本掌握了本节课所需的重要的词汇，对于话题也有了初步的了解，并且能为上阅读课作基本词汇的准备。同时，同学们通过观看影片和对影片的讨论，大致了解影片的意义。尤其是在小组讨论和质疑互助之下，也基本能够了解故事的主题。但是，由于本节课的内容为西方文学作品赏析，多数同学觉得有一定的困难。一是通过平时的话题阅读训练，我们不难发现，学生们普遍对文学方面的较为生疏，特别是部分来自农村的学生，他们的阅读面相对较为狭窄，文学方面的涉猎较为局限，更别说是西方文学了；二是通过剧本分析人物性格要求学生有较强的语言运用的能力，尤其是在剧本中多处存在不规范的英语表达更是增加了学生理解的难度，对于基础较薄弱的学生来说，就连读懂剧本的内容都有一定的困难；三是在阅读之后，同学们的认知停留在于影片的表面上，无法提练出“皮格马利翁效应”对于学习的指导意义。所以情感的升华成为本节课的又一个难点。
因此，同学们迫切需要老师给予他们学习方法的指导和阅读策略的训练，帮助他们学会自主学习，培养他们发现问题、分析问题、解决问题的能力，并且通过学习和训练，加强语言运用能力，提高文学话题阅读的水平。
四、教学目标分析
一）三维目标The three-dimensional target
1、知识目标Language target
Learn to read and use some of the key words, expressions and sentence patterns.
1）重点词汇和短语Key words and expressions
hesitate, uncomfortable, troublesome, outcome, disguise, classify, betray, dismiss, condemn, acquaintance, handful, fortune, in disguise, pass...off as, make one’s acquaintance, generally speaking, in terms of , etc.
2）重点句子Sentence patterns
A. An expert in phonetics, convinced that the quality of a person’s English decides his / her position in society.
B. This is the age of the newly rich. People begin their working life in a poor neighborhood of London with 80 pounds a year and end in a rich one with 100 thousand. But they betray themselves every time they open their mouths.
C. The English that will condemn her to the gutter to the end of her days. Perhaps I could even find her a place as a lady’s maid or a shop assistant, which requires better English.
3)语篇学习Context learning
A. Students learn to master the key points according to the context.
B. Students get a clear understanding of the act by using what they’ve learnt.
C. Students get to know how to use some essential transitional words based on the reading passage.
2. 能力目标Ability target
1) Students learn to talk about the play and use the play to work out the characteristics of each social group.
2) Students get the main idea and some detail information by scanning and skimming.
3) Students manage to improve their skills of reading, speaking and writing.
3.情感目标Emotion target
1) Students try to learn more about western works and its author.
2) Students try to learn about the Pygmalion effect.
3) Students try to build up the confidence to adapt to or even change their life and study.
二）教学重点Important points
1. How to talk about the play.
2. How to analyse the characters.
3. How to improve the reading ability.
三）教学难点Difficult points
How to use the play to work out the characteristics of each social group.
四）具体要求Learning demands
1. Students should teach themselves and discover some useful words and expressions
2. Students try to involve themselves actively in the class
3. Students try to master and learn to use what they learn
4. Students follow the learning tips to raise questions
5. Students develop the cooperative learning skill
五、教学策略选择与设计
本节课的设计理念为，基于关联理论和建构主义，倡导自主学习，强调学生的主体活动，主张学生积极参与、合作探究、评价反刍，力求实现高效的课堂教学。设计主要包括教师的教和学生的学两大部分。
一）教师的教学策略设计：任务型教学，自主学习指导，阅读策略指导，复习检测，问答法演示，讲练结合等等。
二）学生的学习方法指导：自主导学、预习感知；话题讨论、合作探究；小组合作、质疑互助；自我检测、成果展示；语篇阅读、强化识记；小组评价、总结反思等等。
六、教学资源与工具设计
一）教师教的资源：新课标教材，配套的教学用书，世纪金榜教辅，E-Class 教学平台，校园OA办公平台，网络资源，多媒体教学工具（multi-media, a projector, internet, PowerPoint, USB, blackboard, computer），其它的学科资源（如，心理学上的皮格马利翁效应：教师的期望与学生的智力发展）等。
二）学生学的资源和工具：导学案，练习案，世金榜教辅，PowerPoint教学课件，E-Class 教学平台，校园网教学资源（如，教师博客等），其它学科的相关材料（如西方文学作品及作者的简介材料，相关心理学知识阅读材料）等。
篇3：人教版高一阅读课教学案例--life in the future
一教学设计思想；
高中英语课程的总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学生的综合语言运用能力。综合语言运用能力的形成建立在语言技能，语言知识，情感态度，学习策略和文化意识等素养整合发展的基础上。语言技能和语言知识是综合语言运用能力的基础/情感态度是影响学生学习和发展的重要因素。学习策略是提高学习效率，发展自主学习能力的先决条件。文化意识则是得体运用语言的保障。
本节课是针对Unit 16的内容而为了扩充学生的知识而另自己加设的阅读课，中心话题是未来的生活，具体内容涉及未来的交通，商业，医药与健康，知识与教育等，激发学生的思维，引起学生对未来人类生活的幻想和想象。
二The record of the class
Teaching aims:
1. Have a good understanding of the text and learn some useful words and expressions.
2. Improve the Ss’ reading ability.
3. Know more about the future and enrich the Ss’ imagination.
Key points: Have a good understanding of the text through the exercises.
Difficulties: To talk about the questions in Post-reading
Teaching aids: computer, tape-recorder, handout
Teaching procedure:
Step 1lead in
T: What’s the date today?
S:Today is the 15th of November, .
T: Iftoday were a day of 3000 years, Can you imagine what your life will be like in the future? Use your heads and good imagination to describe your future life. You can refer to the questions if you like. Let’s have a discussion. (show the questions on the screen)
Where will you live in the future?
How will you travel in the future?
Where will you work and study in the future? What kind of money will you use?
Will you still get sick?
（设计意图：为了启发学生思考，设计了五个问题，涉及到了建筑，交通，职业，教育，商业和人类健康，激发学生的思维，引起学生对未来人类生活的幻想和想象，）
(Two minutes later), ask one or two of the students to something about the future life.
S1: In the future people will communicate more easily and conveniently. They can talk on the phone and send e-mails on the Internet, like shopping, reading, borrowing books, depositing money, ordering meals or tickets.
S2: Human beings will look healthier in the future. in spite of this they still get sick. However, scientists will have a better understanding of how cancer develops.
S3: in the future people will travel to different places. Not only do they enjoy local travel but also they travel abroad. Some even can afford to travel in space.
T: From your description, I can see you have a good imagination, maybe you can be an excellent director of scientific fiction film. Today, we will learn unit 6. life in the future. (write the title on the blackboard)
Step 2Pre-reading
T: First, let’s scan our text very quickly and find out in which paragraph you can find the answers to these questions of task 1.
How will people shop in the future?Para__3_____
How will people travel in the future?Para__2_____
What will schools be like in the future?Para___5____
What development is expected in health.Para___4____
What will the future be like in the future?Para__1 and 6_____
(设计意图：让学生快速浏览课文，找出能回答这五个问题的段落。这样既能激发学生探究这五个问题的答案。又能引导学生归纳主题，同时对学生的快速阅读能力提出了要求。)
three minutes later, ask some of them to speak out their answers.
T:Now, let’s check our answer together.
S: we can find the answer to question 1 in paragraph 3.
S: we can find the answer to question 2 in paragraph 2.
S: we can find the answer to question 3 in paragraph 5.
S: we can find the answer to question 4 in paragraph 4.
S: we can find the answer to question 5 in paragraph 1.
T: Usually, we can get a general idea about the text in the first paragraph.What can you know from the last paragraph? The writer usually drew a conclusion about the text. So you can find your answer to question 5 in both paragraph one and six.
T：Do you need to read the text sentence by sentence?
S: NO, we just need to read the subtitle.
Step 3. While reading
T: You did a good job. Now let’s read our text carefully this time and judge the statements of task 2 true or false. If the statement is false, tell me the reason why the statement is false. Read the statements carefully first. ( hold on the paper and show it to the students)
T：(Two minutes) Do you have any difficulty in understanding the sentences?
S：No.
T:If not, please read the text carefully and silently by yourselves.
1.Second reading for details
1) Ask the Ss to read the text again. Then judge the statements true or false.
It is not easy to predict the life in the future.
Although a new maglev train travels, it may do harm to the environment.
It is the internet that makes it easier for companies to keep in touch with customers.
New discoveries in genetics and biochemistry may change the way people make medicines and cure diseases.
In the future students will have no homework any longer.
The high-pace life style and highly-developed society requires people in the future to become lifelong learners.
(设计意图: 让学生在阅读的过程中，善于捕捉信息，并对信息进行处理，做出自己的判断。训练学生的处理信息的能力。)
(Five minutes later)
T: Let’s check the answers with the whole class Key: TFTTFT
S1: The first sentence is true.
S2: The second sentence is false because the new maglev train is environmentally friendly, so it won’t do harm to the environment.
S3: The third sentence is true.
S4: The fourth sentence is true.
S5: The fifth sentence is false, because homework will be always be homework. Even in the future, students will still have homework, but it may be a bit different.
S6: The last sentence is true.
T: Ok, How many fields does the writer talk about?
S: four fields ( together).
T: What are they?
S: Transportation, Business, Health and medicine, Education and knowledge.
T: Good, let’s go through our text again and fill in the chart using the information you get from the text. Try to use the key words and phrases. I will give you an example, What field does the writer talk about first? What will the transportation be like in the future? Why will it be like that? (Give them an example). Are you clear, Ok, let’s have a competition, the right three lines fill in the first two columns and the left three lines fill in the rest two columns, let’s see who can be the first to finish the task.
2. Third reading to finish the form.
Ask the Ss to work in pairs, go through the text again and then fill in the form below using key words and key points.
Life in the future Fields What will they become ? the reasons
Transportation cleaner
faster
safer 1 use new technology /develop new fuels and engines
2. travels at 430km/h
3 controlled by advanced computer system
Business on the internet
entertainment.
smart cards
Health and medicine longer
healthier
3. remain active even in old age 1. deal with new disease well
2 make new discoveries in genetics and biochemistry
Education and knowledge 1. study at home
2.more schools on the air /e-schools
lifelong learners
(设计意图: 培养学生的归纳能力，能运用关键词来总结主要内容。要让学生了解科学技术进步在未来生活中的巨大推动作用，让他们意识到只有用自己的智慧和勤劳的双手才能改造社会，为人类造福。并为读后的输出做铺垫。)
Ten minutes later, check the answer together.
T：After finishing our task, can you tell me what kind of life we will have in the future?
S：comfortable, convenient , longer, healthier, active .
T：Is that our whole life?
S；NO, That is just a part of our life, then in what other fields we can go on talking about? Let’s have brainstorm.
（The students will think up some other fields）
S： food, factory, energy, farm, language, house…
T：(write them on the blackboard). Now let’s talk about our future life in other fields. Try to use the phrases or the sentences you learned in this unit.
Step 4post reading(Group discussion)
Fields What will the become in the future
energy
language
houses
farm…
factory…
Five minutes later, ask three or four of them to report.
S：In the future people will live in different places. As the population is exploding, more people will prefer to live in faraway places, under the sea or even on the moon.
S2. In the future people will speak much fewer languages. Both English and Chinese lave become world languages.
S3: In the future, people can eat anything, people won’t need to worry about the food problem in the world.
S4.: In the future people can find many ways to deal with pollution, we can live a better environment.
Ending.
T: Good, you know, Everything has advantages and disadvantages, What should we do to make sure we will have a bright future?
S: We should study hard and be a lifelong learners.
T: Good. we should be lifelong learners and accept the change ,appreciate what is new and different, making great efforts to make our dreams come true.
三. 评价：
整体评价：这节英语课强调在进一步发展学生综合语言运用能力的基础上，着重提高学生用英语获取信息，处理信息，分析问题和解决问题的能力。特别注重提高学生用英语进行思维和表达的能力；形成跨文化交际的意识和基本的跨文化交际能力；进一步拓宽视野，增强爱国主义精神和民族使命感，形成健全的情感，态度，价值观。为未来发展和终身学习奠定良好的基础。
本节课的中心话题是未来的生活，具体内容涉及未来的交通，商业，医药与健康，知识与教育等，激发学生的思维，引起学生对未来人类生活的幻想和想象。通过一系列的问题解决活动，促进和协调了学生多种智能的发展，使学生的语言运用能力，探究能力，创造能力，协作能力形成有机的整体，共同得到发展。
具体评价：
本节课以一系列问题组成的任务环，以学生的大胆预测来呈现主题life in the future,学生活动积极，能够充分展开幻想和想象，对未来生活进行描述在阅读的过程中通过找问题的答案来传授阅读技巧，形成有效的英语学习策略，教学设计合理。
通过判断句子正误及用关键词来总结文章内容来培养学生的发现信息，处理信息的能力。在处理信息过程中注重发展学生自主学习和合作学习的能力，综合语言运用能力,突出学习者在学习过程中的主体地位，切实调动和发挥学习者学习的积极性和主动性，有效地指导学习者获得学习上的成功。
四．课后反思
怎样才能使学生真正动脑筋，在兴趣中探索新的知识和掌握技能，改变以教师为主体的教学方式，是每个老师需要认真思考的问题。新教材知识面广，涉及的话题很新，贴近学生的生活，很容易引起他们的兴趣，教师应在吃透教材的基础上，选择合适的教学方法，真正地让学生动脑筋。。
篇4：浅谈英语阅读课教学
浅谈英语阅读课教学
阅读课的主要任务是通过以理解文章内容为中心的`阅读训练来培养学生的阅读能力.本文从阅读材料、阅读准备、阅读效率三个角度阐述了学生英语阅读能力的培养.
作 者：张凤娜 作者单位：秦皇岛外国语职业学院,河北秦皇岛,066311 刊 名：科技风 英文刊名：TECHNOLOGY WIND 年，卷(期)： “”(3) 分类号：H3 关键词：英语阅读 阅读训练 方法篇5：英语阅读课教学浅议
英语阅读课教学浅议
英语阅读课教学是一个比较复杂的教学活动,要上好阅读课必须注意一些必要的环节,使学生通过阅读能真正有所收获.
作 者：赵永祥 作者单位： 刊 名：青海教育 英文刊名：QINGHAI EDUCATION 年，卷(期)： “”(9) 分类号：H3 关键词：篇6：英语阅读课教学探讨
摘要：本文通过针对目前高校的英语阅读课现状，指出了当前阅读教学存在的问题，通过对教学方法的探讨，运用适合本校学生特点的教学模式，并对英语专业阅读课程的设置提出建设性的探索方法。
关键词：英语阅读；课程设计；教学方法；教学模式
英语阅读课是英语专业教学的一门重要的基础必修课程，是使学生不断提高英语综合能力的一门实践基础课。该课程在提高学生阅读速度、扩大词汇量和丰富知识方面起着不可替代的作用。一堂阅读课如果设计新颖、内容充实，不仅会提高学生的学习兴趣，更会有助于教学的良好进展。教师采用切实有效的教学方法和学习策略可以有效提高学生的阅读能力，从而实现语言的交际功能。近年来，注重英语阅读能力的提高是我国英语教育改革的一个主方向，国内外学者和英语教育者对二语阅读做了大量研究，阅读课在英语教学中的重视程度也在逐步提高。
一、英语专业阅读课存在的问题
长期以来，英语阅读教学一直深受传统语法的束缚，以教材为中心，教师对教材按部就班的讲解。各高校的英语阅读教学仍然倾向于枯燥、单一的词汇讲解和语法分析。由于教学方法单一，与学生互动少，课堂教学氛围不高，再加上学生对阅读课的重视程度不高，导致了阅读课的教学效果不尽如人意，学生的阅读能力和阅读速度提高缓慢。本课题通过调查问卷和访问的方式，了解到了高校阅读课程的教学现状，掌握了学生的反馈和要求，及时发现了教学中存在的问题，并对推动阅读课程建设提出了建设性的意见。经过调查和日常教学，我们发现学生在英语阅读中存在以下问题：学生对阅读材料的内容理解差，阅读处于被动状态。部分学生只是机械地阅读文字，没有把文章的内容通过已有的知识进行消化理解，最终结果是学生阅读速度不慢，但是理解的不深刻或不到位。对文章背景知识缺乏了解，遇到生词无法结合语境，误解单词在文章中的真正含义。语篇背景知识是准确理解文章内容的基础，这会激发学生的思考能力，从而进行有意识的`阅读活动。我校学生平时阅读积累不多造成语篇背景知识匮乏，对阅读造成了障碍。如概括文章中心时，不到位、不全面，往往缺乏针对性或以偏概全；对作者的表达习惯和思维方式不理解或理解得不够透彻；阅读速度提高得慢；等等问题。同样，教师在教学上也存在一些问题。教师采用传统的教学模式，没有适应选材，因材施教，没有把全面培养英语专业学生的综合能力作为根本的教学目标。在课程设计上，对学生不熟悉的题材的导入不够充分，导致学生对某些阅读材料不感兴趣或很被动地进行语言输入，其教学效果不够理想。在教学方法上，没有激发学生的积极性，形式单一不活泼。在课外阅读方面，由于本院学生对阅读的重视程度不都，课外阅读量较其他院校的学生偏少，语言输入不够也是提升缓慢的主要原因。这些都是导致学生缺乏对阅读课学习兴趣的原因。
二、研究的目的、对象及过程
为激发学生的学习兴趣，优化高校英语专业阅读的教学质量，提高学生的阅读能力，本文作者通过对本院英语专业的阅读教学状况进行调查研究和探讨，找到了适合本校学生特点的教学模式，并对英语专业阅读课程的设置提出了建设性的探索方法。
本文选取了大连科技学院外语系20xx级英语专业的学生（大二）为实践对象，共58名学生，采取调查问卷和个人访谈两种形式。调查问卷于20xx年底开始进行，共有两份调查问卷：第一份就学生英语阅读的学习情况进行调研，第二份就学生平时的阅读材料进行了解。调查问卷采用匿名的形式填写，以求得数据的可靠性。访谈以个人的形式，本课题组教师将学生分成若干个层次，每个层次的学生学习情况不同，对每名学生提出同样的问题，然后将访谈内容记录下来，最终对数据及内容进行整理与总结。
通过学生英语阅读的学习情况调研问卷，我们了解到学生的阅读兴趣、阅读材料、阅读动机、阅读速度、练习频率、词汇量以及课外阅读情况等信息。两个班有1/5的学生愿意主动去进行阅读方面的练习，他们或者主动去提高阅读水平，或者是为了考试被动参与阅读活动。一半偏少的学生对英语阅读学习兴趣一般，他们英语背景知识偏少，因此平时由于教师要求才偶尔阅读。少于1/5的学生能够对自己的学习状况有个清醒的认识。通过对学生阅读情况的掌握，我们知道学生希望从兴趣出发，不断拓展自己的背景知识，这样才能读懂任何题材的文章。
第二份调查问卷能够反映出英语专业学生的阅读兴趣。其中超过60%的学生非常喜欢生活新闻，这些材料学生较为熟悉，喜欢去阅读。50%的学生喜欢看专四阅读试题练习，他们期待专四能够取得好成绩，所以希望上课学习的内容对专四考试有所帮助。一少部分学生非常喜欢英美文学作品选读、诗歌散文，这部分学生英语基础较好，希望通过欣赏优美的文学作品，培养自己的文学情愫，提高自己的英语阅读水平。还有一少部分学生非常喜欢阅读课本，这部分学生希望通过学习教材中各方面题材的文章接触到丰富的阅读资料。另外个别学生就时事政治、科技、学生读书报告鉴赏表示有兴趣，这些学科领域会给他们提供思考的另一种角度，有利于视野的开拓。通过对以上两个调查问卷的结果进行分析总结，教师课堂设计要丰富多彩，从学生的学习兴趣出发。在选材上，要多角度、多侧面的选择以符合不同学生的学习要求。教师要在课堂上组织学生参与课堂活动，充分调动学生的积极性。教师在教学过程中起着引导、督促、指导的作用，学习的主体仍然是学生自己。只有学生主动、自主的学习，才能在有限的时间内获到学习的方法。
三、教学方法方面的思考与探索
1.构建文化背景知识。在课堂教学活动中，教师要向学生介绍文化背景知识，通过对背景知识的掌握能让学生准确地把握文章的内容。背景知识是每日积累所成，教师要给学生定期布置各方面题材的读物，涉及范围越广泛越有利于学生的学习。同时新的篇章讲解之前需要向学生简短介绍作者的写作背景，或让学生自己就背景知识预习汇报，这样学生会有意识地进行阅读活动。
2. 摒弃以往的着重于词句和语法的单调授课模式，尝试采用综合性的授课方法，即把词句讲解以及通篇阅读理解相结合的方法，旨在全面提高学生的英语综合水平。优化设计课堂教学环节，主要采用以学生自主学习为主、教师为辅的教学方法。教师在辅助教学的过程中可以运用听说法、交际法、情景教学法、任务型教学法等多种教学法相结合的教学模式，这样既能丰富课堂活动，又能激发学生学习的积极性和主动性。
3.充分利用多种教学模态，如声音、图像、微信和微博等，丰富的教学模态会激发学生的阅读兴趣，把相对枯燥的阅读材料变得生动起来。例如，在课堂上教师可以使用图片、视频等非文字话语或者把文字与其他符号系统相结合。教师可以安排学生制作图文并茂的读书报告或者书评，例如介绍自己喜欢的一本书或者喜欢的作者。同时，还可以通过小组合作的方式鼓励学生自主学习，并通过不同模态与大家分享心得体会。
四、结语
通过对该课题的研究，教师了解了英语专业学生阅读课的现状，针对学生的学习需求和学习兴趣进行了探索性的研究。新的教学模式发挥了学生自主学习的能力，旨在激发学生的学习兴趣，主动参与阅读活动。同时，教师在课程设计、教学方法、教材建设、教学效果等方面要不断研究，提升自己的教学水平，这样才能培养出符合时代发展的英语专业学生。
参考文献：
1.钟丽佳。 独立学院英语专业阅读课程建设的思考与建议―――阅读课程调查问卷引发的思考. 滁州学院学报，20xx，（6 ）：103-106.
2.文晶。英语专业阅读课的课程设计.南京财经大学学报，20xx，（3 ）：95-99.
3.周黎平。关于英语专业阅读课程的教学与改革探讨.甘肃高师学报，20xx，（1 ）：88-89.
4.高等学校外语专业教学指导委员会英语组。高等学校英语专业英语教学大纲.上海外语教育出版社，20xx.
5.林琳，单小艳。试析我国高校英语专业阅读课程的教学模式.黑龙江高教研究，20xx，（11）：173-175.
篇7：人教版高一英语unit10 Are We Endangered?阅读课教案
Reading
Are We Endangered?
I. Teaching aims:
1. the words and expressions: environmental expert, act, species, take measures, resources, adapt to, etc.
2. To get the main idea of the passage and get to know the purpose of the author
II. difficult and important points
1. Collect information as much as possible according to the questions in pre-reading.
2. Learn how to use these new words and expressions as well as difficult sentences.
III. Teaching procedures:
lead –in (2)
T: Good afternoon, boys and girls,
S: Good afternoon , teacher.
T: Sit down please
Last period, we have talked about some endangered animals. As is known to all, there are not only some endangered animals but also some endangered plants . Altogether there are about 5000 different kinds of animals and some 10,000 kinds of plants being endangered. We know animals and plants are the friends of our human beings. We depend on each other to survive in the world.
Now, think over a question:
What will happen to our human being if this is still going on?
Are we also endangered?
Today, we’ll read an article to see if we are really endangered.
First let’s look at the teaching aims of this period:
Show teaching aims:
1.Guess the meaning of the words and phrases:
species take measures habitat original adapt to
2.Understand the passage and get the general idea of it
3.. Make a list of the things to protect the environment in the daily life
T: open your books at P66. Task 1 ( 5) Skimming (大意)
(read for general idea)
Read the passage quickly. Get a general idea and then answer my questions:
1) Who is Steve Jones ? (an environmental expert who tries to keep animals and plants from becoming endangered)
2) What is the article probably about?(It’s about why a species becomes endangered and what we can do to protect plants & animals from becoming endangered.)
T: Good, you did a very good job. The text mainly talks about the reason
for endangered species and the measures we should take to protect them.(写板书
Task 2 Scanning (查读) (5)
T: What is the reasons? Next，Read the second paragraph ,try to find the reason and then fill in the form.
Main reasons for endangered species 1
2
3
(show the students some pictures)
T: 1)2) : There are what animals and plants crying to us
3)
4)The number of the northeast tigers is smaller and smaller
5) What a beautiful she is! But many of them are killed .
All these remind us to do something to protect endangered plants and animals.
Task 3 (5)
T: What should we do then? .The expert gives us some advice in the text. Read the last par. And try to find out:
What are the things that you can do to help the animals and plants according to the expert? (板书)
1. Learn more about animals, plants and environment
2. Create more space for animals and plants
3. Stop polluting the environment
Task 4 (5)
T: Right, if we find out more about what we should do , we can help Steve keep animals and plants from being endangered. Look! The whales are smiling. Ok, now, have you understand the passage? Let’s sum up the main idea of each pars
Par 1: Reasons to protect the environment
Par 2: reasons for species becoming endangered
Par 3: Measures to be taken
Task 5 listening (6)
T: ok, good, nest let’s listen to the tape , while listening ,read after the tape. Understand the text again. Then we’ll do more exercises.
Task 6:True or false (3)
Read it again and say “True” or “False” to the following statements according to the passage.
1). That “We are not alone in the world.” means that humans always have friends to talk with. (F)
2). We often take good care of ourselves and planet according to what Steve Jones said.(F)
3). According to Steve Jones we often talk about how important it is to take care of our planet . (T)
4) If we introduce a new species to a place ,all of the species there will become endangered. (F)
5) There are few things we can do to help . (F)
6) Steve Jones is confident for the future of human beings (T)
Discussion (10)
Now think over the question again: “are we endangered?” Is the author quite sue about it?
If we have realize the situations of the endangered species and try our best to protect, we will not be endangered; if not, we will. Do you think so ?
So everybody should try to protect our environment so that we can live a better life and have a bright future. There are many things we can do to make our world better. Even small things can make a big difference. For example, we can pick up rubbish from the ground, we ‘ll not use plastic bags ,recycle batteries and tell our friends to protect the environment. Next please discuss : what you will do to protect environment every day ,. Make a list of it .
Summary
Today we have read a passage about plants, animals and human beings. We know it’s very important for us to keep animals and plants from being endangered. We should do all we can to protect our environment. We have made a list of things that we can do in our daily life . I hope you can remember to do them from now on. Let’s remember:
Protecting the animals and plants is protecting ourselves!
Homework:
1. make a poster
2.Write a short article about how to protect the environment
篇8：festival 教案教学设计(人教版英语高一)
Teaching aims:
1、 Learn and master some important sentences.
2、 Train the students’reading ability.
3、 Let the students learn about the relation between festivals and culture with the attempt of strenghtening the student’s cross-culture awareness.
Teaching important points:
1、 Improving students’reading ability.
2、 Help the students learn more about foreign history and culture.
Teaching methods:
1、 Reading to understand the passage correctly.
2、 Group work to make the students take an active part in the activities in class.
Teaching aids:
Cards; paper
Teaching procedure:
Step 1: Lead-in
T:Everybody please speak out as many festivals as you can at home or abroad
S:Christmas;Spring Festival;April fool…
T:The Christmas is on the way,can you sing the Merry Christmas together
S…
Step 2:Reading
T:Today we are going to learn a kind of festival that some of you may have not heard of.It called “Kwanzaa”,it is celebrated by Afican-American,it is a young festival and does not have a long history.Do you want to kown more about Kwanzaa?
Please open your book to the page 15,read the passage in 2 minute and then answer the question on the blackboard.
(read and then answer the question and explain some important sentences and new words)
Step 3:Discussion
Now you must have a better understanding of Kwanzaa,I would like to divide you into two groups to discuss the differences and similarities between kwanzaa and spring festival.
Step 4:Summary
Today we have learnt about a new kind of festival,do you want to celebrate the festival with them someday? Since the globalization is unavoidable,wo should respect other’culture and keep our own culture identity.
Homework
Today,we have learn a new kind of festival,after class,read the text more times and try to retell the story.Wtite down the differences and similarities between Sping Festival and Kwanzaa,and turn in tomorrow.
篇9：第五单元整体规划及阅读课详案 (人教版高一英语上册教案教学设计)
Students’ Book 1A
Unit 5 The Silver Screen
江苏省金湖中学 涂颖
Teaching Aims and Demands：
类别 新课程标准要求掌握的项目
Topics 1． Talk about films：famous actors and directors
2． Make comments and give opinions on films
Function 1. Giving opinions ＆ Making comments
I think the film has a good beginning/ending.
I think that DVDs shouldn’t be sold at such a high price/should be much cheaper.
The actors/actress are… How do you like…？
What do you think of/about…? We think highly of…
What do you feel about…?
2. Sequence
You studied/worked/acted at different… Later on…
First …, and then … What made you decide to…?
What did you do next? What roles did you act？
Finally you found a job as … How long have you been working as…？
Vocabulary silver hero scene law career drama role actress award prize choice degree director speed script actor academy studio creature outer adult follow-up cruelty peace industry owe happiness accept icy primary leader determine live(adj.) boss comment action
silver screen take off go wrong owe sth. to sb in all
stay away primary school lock sb up run after bring sb back
on the air think highly of sb
Grammar The Attributive Clause
Introduced by relative pronouns who, whom, whose, that, which or adverbs when, where, why
Period Arrangements:
The first period: warming-up, listening and speaking
The second period: pre-reading reading post-reading
The third period: language study and grammar (The Attributive Clause)
The fourth period: integrating skills
The fifth period: reading in the workbook
The sixth period exercises in the workbook
The second period
Teaching Aims:
1. Improve students’ ability of reading comprehension through reading activities.
2. Enable students to master the new words and expressions, as well as the language points.
3. Get students to understand the meaning of being successful.
Teaching Important Points:
1. How to make the students understand the reading text better.
2. Learn and master the following phrases:
work on, take off, cut…in pieces, hit, go wrong, win over, in the end, owe…to…
Teaching Difficult Points:
1. The differences between the following pairs of words or phrases:
be afraid of doing sth./ be afraid to do sth, high/highly
2. Learn the following sentence pattern:
…love and friendship are the most important things in life.
Teaching Methods:
1. Fast reading to get a general idea of the text.
2. Question-and-answer activity to get the detailed information in the text.
3. Explanation to students to master some language points.
Teaching Aids:
1. a computer
2. a tape recorder
Teaching Procedures:
Step I. Greetings ＆ Revision
1. Greet the whole class as usual.
2. Ask the students to act out the dialogue assigned in the last period.
Step II. Lead-in
Watch a video about one of the famous directors-Steven Spielberg. The last scene is the portrait of Steven Spielberg.
T: This world-famous director will be the topic of today’s class.
T: Now I’ll take you to enter his world
---Getting to Know Steven Spielberg
Step III. Skimming
T: Now look at the reading text on Page 31. Please read the text quickly and try to find the answers to questions.
How many films are mentioned（提到）in the passage? And what are they?
What are Steven Spielberg’s later films about?
Suggested answers:
Five. Jaws (1975), ET (1982), Jurassic Park(1993), Schindler’s List(1993) and Saving Private Ryan.
His later films are about the cruelty(残忍) of war.
Step IV. Listening
T: Listen to the tape and then finish these T or F statements.
Suggested answers:
1.T 2.F 3.F 4.T
Step V. Careful Reading
T: You have done very well. Now it’s time for us to read the text paragraph by paragraph.
Look at the first paragraph and try to fill in the two charts.
Date of birth
Place of birth
Mother
age event
12
13
Firelight
Look at the second paragraph and try to answer the following questions：
What was Spielberg’s dream?
Why did Spielberg study English instead of film?
How did his career take off ?
Suggested answers:
His dream was to go to the Film Academy.
Because his grades were too low.
He worked on a short film and became the youngest film director in the world.
Look at the third paragraph：
（Show the picture on the screen）
Look at the fourth paragraph：
Look at the fifth paragraph：
Look at the sixth paragraph：
T: After these highly successful films Spielberg made several follow-ups of Jaws and Jurassic Park.
Ask the students: ① What are his later films？
② What are they about？
T: Now let’s fill in the following chart. It’s about the theme of Spielberg’s films.
Theme
Jaws ＆ Jurassic Park Cruelty of nature
ET Love and friendship are the most important things in life.
Schindler’s List ＆ Saving Private Ryan Cruelty of war
Look at the last paragraph：
T: Steven Spielberg is one of the top directors in the film industry.
When asked about the secret of his success, what did he say？
Step VI. Post-reading
1. Look at the definitions and give out the words:
① a highly successful film
② the written form of a film ,play or speech
③ a mark to a student’s piece of work
④ the place a film company use to make films
⑤ a kind of animal living about 200 million
years ago
⑥ a fully-grown person or animal
2. Filling in the blanks with proper words:
Steven Spielberg is one of the top _________in the film industry. He was born in America in _________. When he was 12 years old, he _______his first film and in 1959, he ______ a prize ______a short film. When he was young, he couldn’t go to the Film Academy _______________his low grades. After studying English, he got a job ____a film studio. Here he worked ____ a short film, which won him a job as the youngest director. From then on, his career really__________. He is successful, but he _____ much of his success and happiness ____his family.
Suggested answers:
directors, 1946 , made, won, for ,because of ,at, on, took off, owes ,to
Step VII. Extension
T: Look at the screen. What’s this?
It’s a picture about Oscars.
T: It’s also called Academy Awards. And Oscars are
among the film industry’s most coveted prizes.
T: Now let’s take a look at Steven Spielberg’s honors.
Steven Spielberg’s Honors
Step IX. Further Discussion
Suppose you are the director, how will you arrange the ending of ET?
T: First let’s enjoy the ending of ET. (Watch the video clip from ET)
What do you learn from Steven Spielberg?
Suggested answers:
Choose what you are interested in.
Work hard to realize your dreams.
Perseverance(毅力) and energy are necessary to success in life.
Step X. Study for the Language Points
T: There are some words, phrases that are difficult to understand. Now find them out in the text. (Teacher writes the words and phrases on the Bb: create, work on, take off, cut…into /in pieces, hit, go wrong, win over, in the end, owe…to)
T: There are pairs of words or phrases that are similar to each other. We should tell the differences between them. And there’s also a sentence pattern that we should master. (Bb: be afraid to do sth. / be afraid of (doing) sth., high/highly; …love and friendship are the most important things in life.)
Now I’ll explain them to you. Look at the examples on the screen, please.
Step XI. Summary and Homework
T: In this class, we’ve read a passage about a famous American director Steven Spielberg. Now please divide the whole passage into several parts and summarize the main idea of each part. Pair work.
Para1: Spielberg’s childhood
Para2: Spielberg’s beginning of his career as a film director
Para3-6: his famous films
Para7: his secret of success- his family
T: Today’s homework
1. Read the text and try your best to retell it using your own words.
2. Preview language study.
That’s all for today.
Step XII. The Design of the Writing on the Blackboard
Step XIII. Record after Teaching
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
篇10：初中英语阅读课教学设计
一、教学工具：
多媒体，录音机，小奖品
二、教学目标：
1.知识目标：1）学习give, letter, sorry, like, tall, will, young, man, woman, snowman.
2)能灵活使用重点短语：
give…to…, look like
3)能运用下列句型谈论人物相貌：
what does he/she look like?
she is tall like you.
2.能力目标：1)通过教学活动，培养学生的听、说、读、写的能力，尤其通过“听”和“说”，培养学生的英语语言运用能力。
2)通过所设计的课堂活动，让学生主动参与，在合作探究中学会学习和交际。
3.情感目标：1)通过教学，了解颜色及相貌在中英文中的区别，了解文化差异，提高学习兴趣。
2)通过竞赛、小组合作学习等形式，调动学生的学习主动性和积极性。
三、教学重难点：
1.教学重点：1）学会运用生词和句型描述人物相貌；
2）掌握have/has的否定形式；
3）通过多种形式培养学生的口语交际能力。
2.教学难点：1）have/has的否定形式的教学；
2）上课如何调动学生积极性。
四、教学过程
step 1 warm up:
enjoy a song
review the words about colors.
t: we enjoyed a song just now. we have learned some words about color in section a. now please answer my questions.
1) what color is it?
2) how do you spell it?
step 2 presentation
1.lead in 3.talk about the colors of some national flags. finish 3.
t: what color is the national flag?
where is he/she from?
what color is his/her hair?
what color are his/her eyes?
t: do pair works. then ask some pairs to act it out.
2. lead in 2.teach “what does he/she look like?”
(show another two pictures of women)
(teach new words and phrases: look like, tall, man, woman, young.)
t: what does the woman look like?
ss: she is young. she has short blond hair and a small nose.
t: what does the man look like?
ss: he is old. he doesn?t have gray hair. his hair is black.
(show the four pictures in part 2.)
t: turn to page 35, look part 2. match the descriptions with the pictures.
(ss match them)
t: let?s check the answers.
t: do pair works, ask and answer according to the four pictures.
3. pair work: talk about the pictures, finish 2.
step 3 look, listen and say
1.(拿出事先准备好的一个学生的书。)
t: now here is a book. it?s not mine. it?s tom?s.
(然后请第一排的一位学生把书往后传递，最后递给tom。导入新课。)
t:运用手势提示。)
(teach “give…to…”)
2. t: look at the picture. what?s this?
ss: it?s a
t: it?s maria?s letter. i want to . but i don?t know her. what does she look like?
3. listen and answer the questions.
t: listen to the tape and answer these two questions:
1) what class is maria in?
2) what does maria look like?
(ss listen to the tape and answer the questions)
t: let?s check the answers.
ss: 1) she is in class four grade seven.
2) she is tall like the girl, but she doesn?t have long hair. it?s short and brown.
4. teacher explain the language points.
5. listen to the video and repeat.
6. do pair works. then get some pairs to act it out. finish1a.
step 4 listening
1. guess the answers.
1) does the snowman have black eyes?
2) what color is his nose?
3) does he have short arms?
4) does he have hair?
2. listen again and check the answers.
3. listen and color the picture. finish 4.
step 5 class activity
1.t: what does the snowman look like? he has a long red nose. but he doesn?t have hair. his armsare long. they aren?t short. what about kangkang and michael?
2. group works: find out the rules of the negative forms of ?have/has? and ?be?.
3. play a game:唱反调。pide students into two groups. the students from group a say the
positive/negative sentences, the students from group b say the negative/positive sentences according to group b. finish 5
step 6 sum up
1.学习生词：give, letter, sorry, like, tall, will, young, man, woman, snowman.
2.学习短语：look like, give…to….
3.学习句型：what does he/she look like?
she is tall like you.
i?ll give it to her.
4.学习语法：探究掌握have/has的否定形式,注意be动词和实义动词的否定形式。
step 7 practice
do some exercises.
按要求进行句型转换，每空一词。
(1) she has big hands. (变为否定句)
she ________ ________ big hands.
(2) does jane have small eyes?(做肯定、否定回答)
_____, ______ ______.
_____, ______ ______. her eyes _____ big.
(3) i have long hair. (变一般疑问句和否定句)
________ you ________ long hair?
i ________ ________ long hair.
(4) jane doesn?t have a round face. (变为肯定句)
jane ________ a round face.
(5) they are in the same class. (变为否定句)
they _________ in the same class.
(6) he is tall and strong.(对划线部分提问）
step 8 homework
1. recite 1a and finish the exercises.
2.write a passage, describe a person you like.
五、学生活动评价
本课充分利用课堂竞赛和小组合作的教学方法来组织教学，充分发挥了学生的主观能动性，环节之间紧密相扣，最大限度地发挥了学生的想象力和创造力；采用激励机制，辅以动画等，极大限度地调动学生求知欲望；充分发挥学生在课堂上的主体作用。
六、创新设计
第一步：才艺展示
创设浓厚的学习气氛，通过合唱“the color”这首歌来提高学生的学习热情。第二步：单词竞赛
由英语科代表组织，各英语学习小组在课堂上组织颜色单词的听写。并要求小组长在完成之后交上听写成绩。同时教师在教室内走动指导。
第三步：短语交流
通过课前任务的布置以及竞赛形式的采用，并要求学生用自己展示的短语造句，激发并培养学生掌握良好的学习方法。交流完毕后，进行随堂练习，达到及时巩固的目的。第四步：故事乐园
事先在学生中间招聘“小演员”，给大家表演1a的对话。通过生动而逼真的表演，提高学生的听说能力，同时使课堂气氛再度活跃。并引出下一个教学环节。
第五步：解题大比拼
接第七环节通过任务的布置，让学生在课堂动起来。总结并复习have/has的用法。为了避免学生由于不同层次而失去竞争的动力，我根据学生的不同水平把学生分为三个小组，让学生与自己水平相当的同伴相互挑战。每次挑战2名学生，另选2名主考官。谁答对的,在黑板上给出相应的分数。
第六步：听力比比看
播放英语小故事磁带，让学生听完之后，以抢答的形式回答问题。
七、教学反思
1、本课主要以学生为中心，充分发挥了学生的主观能动性，较理想地实现了新课程标准中所提倡的任务性教学的理念；较好地完成了本节课的教学目标。
2、不足之处在于小部分学习有困难的学生仍无法跟上大部分学生的学习步伐。
篇11：初中英语阅读课教学设计
一．教材内容分析
本模块以太空之旅为话题，着重介绍了火星探索以及宇宙中太阳系的部分知识。要求同学们能够了解一些有关航天知识，用现在完成时去描述人类已经实施的太空探索。
二．学情分析
在前一个模块中，学生初步掌握了利用现在完成时态谈论，旅游、看电影、看书等经历，学习了现在完成时的一般疑问句及肯定、否定的回答方法。在本模块中，学生将继续学习yet, already, just等词在现在完成时态中的用法及have been to与have gone to之间的区别。学习了现在完成时的一般疑问句及肯定、否定的回答方法。人类对宇宙的探索，是否真的存在外星人，太空旅行……这些是初中生们非常感兴趣的话题，学生会觉得有话可说。但是这一话题涉及较多的词汇，学生掌握的难度较大。所以可能会导致学生有话想说，但却无法用英语来表达的尴尬场面。所以在具体安排教学内容时，应适当降低难度与要求，通过开展生动有趣的活动将航天知识和语法知识深入浅出的传授给学生。
三．教学方法：
直观法，小组活动法。
四．学习方法：
自主学习，合作学习，探究。
五．教学目标：
1．知识目标：能够掌握关于宇宙及航天的词汇;掌握现在完成时的用法
2．能力目标：能听懂有关太空旅行的介绍，能够读懂有关太空话题的文章，掌握文章大意能够运用现在完成时态描述人类太空探索计划。
3．情感目标：开展生动活泼的教学活动，激发学生学习英语的兴趣。了解中国航空事业发展，增强民族自豪感。
4．教学重点：①重点词汇：earth, just, already, station, recently, planet等.
②重点句型：---Have you ….yet?
---Yes, I have already / just…
---No, I haven’t…yet.
---I have been to… He / She has gone to…
5．教学难点：
①用现在完成时态来描述人类已实施的太空探索计划。
② Have been to.与Have gone to的区别。
6．教具准备：
录音机，多媒体
六．教学设计
1．Unit 1的教学：
上课前5分钟复习现在完成时句型，复习巩固前一模块的内容。然后展示些图片学习本节课新单词。再听录音完成Activity1.将5个单词标序。接着重新再听一遍完成第二部分check .针对对话，先提出三个关于对话内容的问题，让学生带着问题去听课文录音，之后回答。再让学生自己去读课文完成Activity4 and 5.接着学生跟读,再分角色朗读.继续细化这个对话内容。在完成第四，第五部分后可进行一个pair work , group in four 4人一组讨论关于太空旅行我们中国人做了的跟没做
的.(What we have done and what we haven’t done)然后让学生自己描述。
2．Unit 2的教学：
上课前几分钟简短的问候，用现在完成时句型来提问学生有关上堂课的内容。然后播放一个飞船的一个小视频,向学生问一些关于飞船跟宇航员的问题,从而来引入这堂课。在课文呈现中先将一些星球以图片形式呈现给学生，可以活跃课堂气氛，提高学生的兴趣,为学生理解阅读材料打下良好的基础。先听一遍录音,然后让学生找到文章标题,掌握文章大致内容,这样既可训练学生听的能力又可训练整体理解能力，关注学生阅读策略的培养。再让学生自己去读文章将第三部分的单词按从小到大的顺序排列,在做这部分过程中,要引导学生去找每段的中心句。这部分结束后,可采用跟读的方式让学生跟着录音去读文章。接着完成课本第四第五部分既而深入了解这篇文章,以不同的方式去阅读,要确保每个学生都能掌握这篇文章.这部分主要是培养学生对细节的理解与判断，同时还有归纳、
推理与逻辑能力。Writing部分，本环节第一步是句子写作，第二步是语篇写作。第一步通过卡通图片的呈现以对话的方式去描述,为第二步作好准备，这种递进的方式对于英语学困生尤为有用。在了解了有关航天知识后，基本掌握了现在完成时的用法，借助卡通图片对人类探索火星进行描述,组织语言写篇文章，这样也能够将所学知识进一步巩固和强化。
3．Unit 3的教学：
语法练习，在学生学会用现在完成时表达的基础上，掌握它的疑问句形式并作出的肯定或否定回答。让学生在自主学习和互助交流时感受语法，发展语言能力。把Activity1,2，3,4部分一起完成，让学生加深对have been to跟have gone to的区别，以小组为单位来继续操练现在完成时。再完成Activity5，6，7，9，通过本环节的练习，使学生进一步理解和掌握重点单词和短语。接着完成Activity8，层层递进。Around the world部分让学生了解大概意思后可以相互讨论下更多关于宇宙的信息。
七.作业布置
完成配套作业本以及作业精编。
篇12： 四年级阅读课教学设计
内容：
复习分段
教学目的要求：
复习常用的复习方法，能运用方法进行分段
教学过程
一、回忆分段方法
1、导入：要学懂一篇文章，理清文章的脉络，我们可以用什么方法呢？（学生回答）教师板书：分段
2、小组讨论
首先请大家回忆一下，我们学了哪几种分段的方法？哪几篇文章特别典型？它们是这样分段的？每个小组讨论两种，小学语文总复习阅读复习教案。
板书：方法例文
3、交流
讨论好的请每个小组选派一名代表来交流一下，看看哪个小组学得最好。
（根据学生交流板书）
如：借助过渡段来划分《伟大的友谊》
按事情发展顺序分《落花生》
按总分总结构分《万里长城》
按地点转换分《秦始皇兵马俑》
小节归并法《我盼春天的荠菜》
2、请你选择一种方法，想想一般什么样的文章用这种方法分段。
小结：不同的文章，我们可以根据它的特点，选择相应的方法进行分段。
二、练习应用
（一）我们平时用得最多的是什么方法？（按事情发展顺序分段）
1、按事情发展顺序写的文章，我们通常按事情的起因、经过和结果来分成几部分。请你先通读《第一次洗球鞋》，再找出哪几个自然段是写事情的起因的？
2、找出洗球鞋的经过。
3、按事情的发展顺序给《第一次洗球鞋》划分段落。校对。
说明：有的文章事情经过部分有明显的几个步骤，还可以分成几段。
（二）按总分总的文章结构分
1、读《海南岛》，你认为这篇文章可以用什么方法来划分段落。
2、交流小结：总分总结构的文章，并不一定三部分都有，有时是先分后总，有时是先总后分。
（三）小节归并法
这两篇文章有明显的特点，我们能一下子划分段落。有的文章我们一下子找不出明显的特点，该怎么来分段呢？
1、分节读《买冷饮》，概括出每一个自然段的意思。
2、哪几个自然段说的是同一个意思？
小结：这样的文章我们可以用小节归并法
（四）综合练习
1、阅读《星期天的苦恼》、《杨柳》，想一想这两篇文章用什么方法来划分段落，并完成。
2、交流
3、强调：像《杨柳》这样的文章，可以有不同的分段方法，只要你有充分的理由，有充足的依据都是可以的。
三、总结作业
分段的方法有许多，我们在课堂上练习的只是其中的几种典型。希望大家在平时的练习中能灵活地运用这几种方法。课后完成习题。
篇13：四年级阅读课教学设计
教学目标：
1 .指导阅读一段《三国演义》中的文字，教给学生阅读及解决问题的方法；
2 .学生汇报自己所喜爱的《三国演义》中的人物及故事；
3 .以故事及故事中的人物为主线，达到指导学生读懂书中语言文字的目的。
4 .通过对名著的欣赏和对人物的分析，指导学生进行阅读、合作探究。
5 .体验文学作品的魅力，逐步培养学生的艺术欣赏力。
教学过程：
一、游戏导入
1. 同学们，《三国演义》是我国第一部演义小说，也是我国历史小说中的著名作品。
三国故事更是家喻户晓，上到70岁的老人，下至几岁的小孩，，都能说上一段。同学们已经读了这本书，看了碟子，觉得自己可以被称为“三国迷”的举手。
2.下面就让我们一起走进三国（多媒体出字幕：走进三国）
3.先来几题考考大家怎么样？（一题一题出示，先出示题目，再出示答案）
（1）桃园三结义三兄弟是谁？（刘备、关羽、张飞）
（2）水镜先生所说的卧龙和凤雏分别指谁？（诸葛亮、庞统）
（3）“宁教天下人负我，休教我负天下”是谁说的？（曹操）
（4）《三国演义》的作者是谁？（罗贯中）
（5）“既生瑜，何生亮”是谁的临终一叹？（周瑜）
（6）闭月美女指《三国演义》中的谁？（貂禅）
（7）《三国演义》中有哪“三绝”，分别指谁？（智绝：诸葛亮，义绝：关羽，奸绝：曹操）
（8）“死诸葛吓走生仲达”仲达是谁？（司马懿）
（9）“三足鼎立”指哪几个国家三分天下？（东吴、西蜀、北魏）
（10）诸葛亮病逝何地？（五丈原）
4.同学们读得认真，记得仔细，可真了不起。
二、群英聚会
1.《三国演义》情节曲折，人物众多，它描绘了一个动荡不安的年代，一个产生英雄的年代。同学了们，你心目中的三国英雄是谁？用一两句话说出你敬佩他什么？
2. 大家敬佩的英雄各不相同，看来对人物的看法，是仁者见仁智者见智。
3. 由情节引出主要人物：看完三国演义，给你印象最为深刻的情节是哪一段？（以下环节随机，由学生所说情节教师相机引出主要人物）
关羽：
（1）生说：刮骨疗毒
（2）提到关羽，你还想到了哪些情节？（师相机点评）
（温酒斩华雄：出示原文，齐读）
（千里走单骑、水淹七军、单刀赴会、许都护嫂、华容道义释曹操、夜走麦城）
（3）面对曹操丰厚的条件让其归附，关羽报之的是“忠臣不侍二主”的回绝，忠心一片，苍天可鉴！也许，自桃园结义的那天起，关羽就已把自己交给了大哥，那是对大哥的情份，及至以后随之演化成对君主的忠义。被困麦城，这位凛然的汉子面对说客，说出了让人热血沸腾的辞令：（出示）
“吾乃解良一武夫，蒙吾主以手足相待，安肯背义投敌国乎？城若破，有死而已。玉可碎而不可改其白，竹可焚而不可毁其节：身虽殒、名可垂于竹帛也。汝勿多言，速请出城，吾欲与孙权决一死战！”
指名读、齐读）
（4）关羽走了，带着情义走了，留下了一段故事，一段我们传诵着，后人也一样会去传诵的故事。
诸葛亮：
（1）生说：草船借箭
（2）诸葛亮是《三国演义》的核心人物，有关他的歇后语非常多，就草船借箭这个故事就有好几个，你知道吗？
（3）老师还收集了许多关于诸葛亮的歇后语，你猜猜会是哪些？
诸葛亮征孟获--收收放放
诸葛亮的鹅毛扇--神妙莫测
诸葛亮三气周瑜--略施小技
诸葛亮借箭--有借无还
诸葛亮挥泪斩马谡--顾全大局
诸葛亮用兵--神出鬼没
诸葛亮的锦羹--神机妙算
曹操诸葛亮--脾气不一样
诸葛亮隆中对策--有先见之明
草船借箭--多多益善
草船借箭--坐享其成
草船借箭--满载而归
诸葛亮吊孝--装模作样
诸葛亮用空城计--不得已
诸葛亮当军师--名副其实
三个臭皮匠--顶个诸葛
（分组合作读歇后语）
（4）一条歇后语就是一个精彩的故事，你能用最简洁，又最生动的语言说一个你喜欢的故事吗？（男女生比赛、生评价）
（5）刚刚我们只说了关于诸葛亮的歇后语，其实由三国故事演变而来的歇后语数不胜数，你还知道哪些？
（6）我们钦佩诸葛亮，不仅仅因为他才华横溢、料事如神、胆大心细，更因为他知恩图报，为报刘备的知遇之恩辅佐刘家天下——鞠躬尽瘁、死而后已。让我们一起读一读杜甫的《蜀相》。
杜甫的《蜀相》：丞相祠堂何处寻，锦官城外柏森森。映阶碧草自春色，隔叶黄鹂空好音。三顾频烦天下计，两朝开济老臣心。出师未捷先死，长使英雄泪满襟。
曹操：
（1）生说：败走华容道
（2）在三国演义中，虽然为了突出刘备的仁义，曹操被写成奸诈之人，但是他的军事才能仍然没有抹杀。他在几年的东征西战中，占领了长江以北的大片土地，连少数民族都臣服于他，他是三位君主中最有才干的，魏也是三国中最强盛的，他奠定了魏国的基础，后来晋国才能统一天下，所以我认为他也是一位真真正正的英雄。
（3）对于曹操，同学们还有什么想说的吗？
对于人才的求贤若渴，提出了“唯才是举”的用人方针。
对于有才干的人曹操还能做到不计前嫌，比如陈琳本来是袁绍的部下，曾经替袁绍起草檄文，骂了曹操的祖宗三代。袁绍失败后，陈琳归降曹操。曹操问他说:“你从前为袁绍写檄之，骂我一个人就可以了，为什么要骂到我的祖宗三代，陈琳连忙谢罪。曹操爱惜他的文才，不仅对他不处罪，还照样任用他。
曹操同时也是个很有文学情趣的人，喜欢作文赋诗，即使大战在即也情趣不改，他的许多诗作都是乐府中的名篇。
（以上部分如果学生能说出来最好，学生如果说不到教师可适当引导）
（4）出示《观沧海》
刘备：
（1）生说：三顾茅庐
（2）”三顾茅庐"的故事家喻户晓，也使刘备爱惜人才的美名远播，你认为他还有什么地方值得敬佩呢？
他既没有曹操那般的家族势力，也没有孙权父兄遗留的基业，但他却凭着自己的宽厚和耐性，白手起家，争得三分天下，在江山姓氏的帛卷上写下他刘备二字，成就了一段永恒的历史。如果把他麾下所有的人才都比做千里马，那他无疑就是相马的伯乐。桃园结义，同甘苦共富贵的承诺，让他为后世做了一个大哥的典范；长坂坡为惜赵子龙摔亲子，成为千古帝王第一人；有很多人看不贯他的哭相，认为他的.天下是用眼泪换得的。其实我们仔细想一下，也就会明白了。一个王者如果对臣子流下仁爱的眼泪，他们也会用死不足惜的热情去报效这种知遇。“君之才十倍于曹丕，若嗣子可辅，辅之，若嗣子不可，君可自立。”
千古留传的那白帝城托孤的故事历来被人称颂，在世袭制的时代，一个君王敢把江山交托于外姓之人，恐怕历史上也只有他了。
三、总结
在同学们侃侃而谈间，我们的眼前又浮现出那一个个鲜活的面容，耳边又回荡起一个个永载史册的名字，让这屋子里挥洒着一股英雄豪气。你们可真不愧是小小三国迷！最后让我们在电视剧《三国演义》的优美旋律中再来回顾一些精彩画面。
篇14：四年级阅读课教学设计
一、指导目的
1、让学生在好书推介活动中认识更多有益的课外书籍，从而进一步提高课外阅读的兴趣，养成良好的阅读习惯。
2、向学生推荐有关中国传统文化的有关文章，通过对这些课外阅读，学生从中了解更多中国传统文化，达到教学延展的目的。
二、指导重点：
指导学生学会归纳阅读方法，并实际运用到课外阅读中
三、课前准备：
1、有关中国传统文化的文章；
2、要求每位同学都带一本自己最喜欢的课外读物，并准备向别人推荐自己的好书的发言稿，记熟。
四、指导课时：
一课时
五、指导过程：
（一）、 推荐文章引入指导
1、引入语：我们曾收集过不少的名人名言，高尔基说过“书籍是人类进步的阶梯”，莎士比亚说过“没有了书籍就像生活没有了阳光”从中，我们可以看出书的确是好东西！既然是好东西就应该向大家推荐，和大家分享！
2、请1~2位同学把自己最喜欢的一篇文章推荐给大家。
3、同位互相推荐好文章。
（二）、引导学生总结读书方法
1、教师向学生推荐一组有关中华传统文化的文章，让学生想想为什么老师会推荐一组这样的文章。
2、提问：没有老师的帮忙你准备怎样读懂它呢？
3、过渡：其实读书的方法有很多，我们语文课内也学过不少，同学们能把它们找出来吗？
4、以四人小组为单位，讨论与文书38、67、68、71、75、82页的黄泡泡里分别藏着什么样的读书方法。
5、生汇报讨论所得。
6、小结。
六、运用读书方法进行课外阅读
1、学生运用读书方法阅读教师推荐的一组有关中华传统文化的文章。
2、学生汇报读书所得。
3、小结：真高兴！同学们能运用学到的读书方法进行课外阅读，更多地感受到中华传统文化的光辉。最后让我们共勉一句：课内得法，课外活用。好文章向大家推荐。
板书：
课内得法 课外活用
查字典理解字词 标注读书感受 好词佳句要积累
联系实际去理解 遇疑惑善提问 学后运用乐趣多
篇15：英语阅读课教学反思
在进行课文导入时，也就是学生的“热身”活动，篮球运动十分贴近学生的.实际生活，让课堂一开始就处于轻松愉悦的氛围中。又如利用小组竞赛的形式概括各种球类运动名词，让学生思维活跃，竞争激烈，使得课堂气氛更加热烈，极大地激发了学生的参与热情，活跃了学生的思维，真正发挥了热身的作用，为顺利开展后续的活动做好准备。
在阅读环节，由于大多数学生对篮球了解较多，所以在“读前”部分给学生展示了一段介绍篮球的影像资料，生动的讲解不仅给予学生相关的背景知识，而且引发了学生对篮球的向往和阅读文章的兴趣，于是就自然过渡到了对文章的进一步阅读。因此，在阅读教学中，恰当地使用多媒体有利于开阔学生的视野，引起学生的阅读兴趣，提高课堂教学效果。接着在“阅读”部分，依次采用了“略读”，“跳读”到“细节阅读”三个基本步骤，以达到训练学生阅读技能的目的。其中，最值得反思的是“略读”部分，因为在学生快速阅读过程中，同时播放了录音，让学生边听边读，目的是为了培养其快速阅读的能力的同时，增加听力的训练。但是这样做究竟效果如何，什么样的情况更适合用这样的方式都还有待于进一步的探索。最后利用关键信息，试着让学生复述了课文，然而由于之前的时间分配上有所欠缺，因此这一环节完成地太过匆忙，没能给予学生充分的锻炼机会和展示空间。
通过总结这节阅读，我体会到阅读教学中应注意以下几点：
1. 阅读前的热身活动应尽量贴近学生的实际生活，认真考虑学生的认知水平和情感态度，以充分调动学生的积极性，真正发挥热身的功能。
2. 教学中应不仅注重阅读内容，更应注重阅读方法的培养，让学生学会如何了解文章大意，理清文章思路，把握文章思想。另外对于“以读促写”的方式也值得在今后教学中探索与运用。
3. 学生有无限的创造力和活跃的思维，因此教师应当尽可能为其提供锻炼和展示的机会。这一点上，这节课我做得还不够好。
在今后的阅读教学中，我应更好地把握每个环节的时间，以给予学生更多的展示空间。同时还应该不断反思，以不断改进自己的教学。另外，在听与读相结合的方法上，做进一步的思考和探索。
篇16：英语阅读课教学反思
今天上了Unit2 Reading这一课，我进行了如下的反思：在英语教学和学习中，阅读一直占据着相当重要的地位。阅读不仅能帮助学生获取信息、开阔视野、丰富语言文化知识，还能促进听、说、写等其他语言能力积极地发展；而且，阅读在培养学生的思维能力、分析能力和理解能力等方面有着不可替代的作用。
本节课我主要采用小组合作的形式。课堂上小组共同阅读，合作学习，使学生在平等、协作、交流、讨论中，都有发言的机会、表现的机会、成功的机会。阅读活动中，小组内先读，先练说，每个学生都参与了活动。学生能选择一个水平适当的角色参与交流和探讨，在学习活动中互相帮助，共同提高，知识和情感都得到发展。小组竞赛更能激发全体学生产生健康、积极向上的心理，更能保持和提高学生学习英语的兴趣，对提高阅读和交际能力起着积极的推动作用。
篇17：主谓一致 教案教学设计(人教版英语高一)
主谓一致是指谓语在人称和数上必须和主语的人称和数保持一致。这是英语语法中必须遵循的基本规则，也是英语和汉语区别很大的地方。
主谓一致主要有三大原则：语法一致，意义一致，就近原则。
一、名词作主语
1、集体名词
考例： A group of ___ are eating ___ and ___ at the foot of the hill. (NMET’95) A. sheep; grass; leaves B. sheeps; grasses; leaves C. sheep; grass; leaf D. sheeps; grass; leafs
e.g. His family is going to have a long journey.
The whole family are watching TV.
注意：集体名词为 people, police, cattle，谓语动词用复数形式
e.g. The police are searching for the thief.
由集体名词，如family, team, class, crew, company等作主语时， 如果看成一个整体，谓语动词用 单数形式,如果看成其中各成员， 则用复数形式 。
2、成双成对
考例：All the ___ are made of ___ , not plastics. (MET’93)
A. glass; glass B. glasses; glass C. glass; glasses D. glasses; glasses
成双成对构成的东西，如glasses, shoes, chopsticks, scissors等作主语，谓语动词用复数形式，但与pair一起构成作主语时，谓语动词的形式与的数一致.
e.g. This is pair of glasses is his.
1)作度量，距离，金额，篇名等用的复数名词作主语时，谓语动词用单数。
e.g. The Emperor’s Clothes was written by Hans Christian Anderson.
2）不定代词each, every, no所修饰的名词，即使用 and或逗号连接作主语，或主语为more than one, many a + n.谓语动词用单数
Every boy and every girl has a book in their bags.
Many a teacher has been there.
More than one child has read the book.
二、由and连接的名词或带有后置定语的名词作主语
1.[考例]：
When and where to build the new factory ___ yet. (NET’91)
A. is not decided B. are not decided C. has not decided D. have not decided
解析：当and连接的两个词表同一概念，或同一人（物）时，谓语动词用单数形式。
2.[考例]:
1) A library with five thousand books ___ to the nation as a gift. A. is offered B. has offered C. are offered D. have offered
2) E-mail, as well as telephones, ___ an important part in daily communication. (上海’90) A. is playingB. have played C. are playing D. play
3) Nobody but Jane ___ the secret. (MET’86)
A. know B. knows C. have knownD. is known
当主语前有as well as, as much as, no less than, along with, with, like, rather than, together with, besides, in addition to等引起的短语作后置定语时,谓语动词的形式视主语的单复数而定.
三、名词化的形容词作主语
e.g. The rich are to help the poor.
The wounded was a young boy.
以定冠词the + adj.（或过去分词）结构作主语，谓语动词常用复数形式，如the brave, the poor, the blind, the sick, the unemployed等，但有少数过去分词与定冠词连用时指个体，用单数形式。
二、代词作主语
1.[考例]--- Each of the students , working hard at his or her lessons, ___ to go to university.
--- So do I. (上海’98)
A. hope B. hopes C. hoping D. hoped
当either (each, one)+ of+复数名词,或some, any, no, every和body, one或thing构成复合不定代词作主语时,谓语动词用单数形式. none, neither作主语时,谓语动词单复数都可.
2.考例：
She is one of the few girls who ___in the kindergarten. (上海‘94)
A. is well paid B. are well paid C. is paying well D. are paying well
关系代词在定语从句中作主语时，谓语 动词的形式与句中先行词应保持一致。
e.g. Those who want to go please sign your name here. This is the photo, which shows my house.
[注意]在“one of+复数名词+关系代词” 的结构中，定语从句中谓语动词用复 数形式；但是若前有the only, the every将其限定为只有一个时， 谓语动词用单数形式。
e.g. Tom is one of the students who are good at playing football.
Tom is the only one of the students who is good at playing football.
三、分词、量词作主语
考例：
___ of the land in that district___ covered with trees and grass.(上海)
A. Two fifth; is B. Two fifth; are C. Two fifths; isD. Two fifths; are
由分数或百分数或或a lot of, lots of, plenty of, a large quantity of, half of, the rest of+名词作主语时，谓语动词的形式与of 后面的名词的数一致
e.g. Lots of damage was caused by fire.
Some students are planting trees. The rest of them are watering them.
六、从句作主语
1) What we need is more time and more materials.
2) What we need are teachers.
单个从句作主语时，谓语动词用单数，多个从句作主语时，谓语动词用复数，由what引导的主语从句，谓语动词用单数，但所指的具体内容为复数意义，则一般用复数形式。
篇18：高一英语unit13教案(人教版高一英语下册教案教学设计)
Ⅰ. Teaching Goals:
1. Talk about eating habits and health. Talk about seeing the doctor. Practise giving advice and making suggestions.
2. Use the modal verbs: had better, should and ought to.
3. Learn some useful cooking terms. Read and write recipes.
Ⅱ. Teaching Times: 5 periods
The First Period
§ Teaching Aims:
1. Learn and master the following words and phrases: sweet, mushroom, fried, junk food, fat, snack, stomach, fever, salad, peach, ripe, ought, examine, plenty, all the time, have a fever, be careful with, plenty of.
2. Sentence Patterns: (1) advise sb. (not) to do sth.
(2) There’s sth. wrong with…
3. Train the Ss’ listening ability.
4. Develop the Ss’ speaking ability by describing, talking and discussion.
§ Important Points & Difficult Points:
1. Trains the Ss’ listening ability.
2. Master the new phrases, sentence patterns and everyday English and make the Ss be free to talk about their favourite food and give reasons for their decisions.
3. How to finish the task of speaking.
§ Teaching Methods:
1. Listening-and-answering activity to help Ss go through with the listening material.
2. Individual, pair or group work to make every student work in class.
§ Teaching Aids:
1. a tape recorder
2. the blackboard
§ Teaching Procedures:
Step 1. Warming-up: Brainstorm (words about food)
* List the food we eat in the Spring Festival:
rice, porridge, noodle, dumpling, corn, big flatbread, steamed bun, fried twisted dough sticks, walnut, peanut, chestnut, bean cake, mushroom, fried chips, hamburger, ice cream, chocolate, apple, pear, banana, orange, grape, chicken, beef, fish, pork, cucumber, carrot, tomato, potato, cabbage.
* Fill in the table
Name Food Junk food / Healthy food
Breakfast
Lunch
Snack
Supper
* Talk: Are these food good for our health, or be harm to our health?
Model:
A: Do you like eating fried chips? B: Yes, I like it very much.
A: But I think it is junk food, because it has a lot of fat and sugar.
B: Really? So I’d better not eat too much.
Step 2. Speaking
T: There are so many food for us to eat, right? They are very delicious, but if you eat too much in a meal, or eat some raw food, you will be ill as Sharon. Turn to Page 3, read the dialogue and pay attention to the useful expressions.
* Useful Expression
I’ve got a pain here. This place hurts. I don’t feel well.
There’s sth. wrong with my back / my knee / my arm.
Lie down and let me examine you. Let me have a look.
* Make a short dialogue
Step 3. Listening
* First time, listen carefully and try to understand what does it talk about?
* Second time, answer the following questions
1. What’s wrong with Mike?
2. What did Mike have for breakfast?
3. Can you give Mike some advice? What should he eat less of?
* Third time, answer the next three questions
1. Which side of Mike’s stomach hurts?
2. Does Mike have a fever?
3. What does the doctor tell Mike to do?
Step 4. Homework
1. One reading exercise everyday
2. Ex1 & 2 on Page 72
3. Preview the reading part
§ The Design of the Writing on the Bb
Unit 13 Healthy eating (first period)
Brainstorm: Words & Phrases:
dumpling, all the time
corn, have a fever
noodle… be careful with…
The Second Period
§ Teaching Aims:
1. Learn and master the following words and phrases: soft, bar, fuel, diet, calory, pace, bean, fibre, mineral, disease, environmental, chemical, probably, balance, keep up with, too much, make choices, be harmful to, lose weight, be prepared for, go for
2. Improve the Ss’ reading ability.
3. Enable the Ss to understand the best way to make sure that we will feel and look fine is to develop healthy eating habits by learning the reading text
§ Important Points & Difficult Points:
1. Improve the Ss’ reading ability.
2. Master the following phrases: keep up with, too much, make choice, be harmful to, lose weight, be prepared for.
3. How to make the Ss understand the reading material better and answer the questions on the passage.
§ Teaching Method:
1. Discussion before reading to make Ss interested in what they will learn
2. Discussion after reading to make Ss understand what they’ve learned better
3. Fast reading to get a general idea of each paragraph
4. Careful reading to get the detailed information in the text
§ Teaching Aids:
1. a tape recorder
2. the blackboard
§ Teaching Procedures:
Step 1. Review the words and phrases learnt last period
Step 2. Pre-reading
Q1. Which of the following gives you the most energy: a banana, a soft drink, a bar of chocolate? (a bar of chocolate)
Q2. How many meals do you eat every day? Which meal do you think is the most important? Why? (3, breakfast)
Q3. How much water do you drink every day?
Step 3. Reading
* Fast reading, what does the text mainly talk about?
* Details
Q1. What does the word “green” mean in the text above? What about the word “fuel”? Can you find any other words used in the same way?
A: unpolluted, unharmful and good for people’s health; other words used in the same way; fuel means all the things we eat for our bodies, it can help keep our body functioning and fighting disease.
Q2. The text gives examples of how people make choices about what they eat. List the examples and the reasons why people eat or don’t eat certain kinds of food.
A: Many people today make choices about their eating habits based on what they believe. Some people are vegetarians, because they believe it is healthier not to eat meat or because they do not think we should kill animals for food.
Q3. How have our eating habits changed? Why? Try to think of as many examples and reasons as possible.
A: People have experienced the processes from having no enough food to having enough food, and later from having enough food to having better food. Now people buy and eat sth. , we not only think about if the will give us the nutrients we need, but also if the food belongs to eco-foods.
Q4. Why do people go to fast food restaurants?
A: it is very convenient, and it can save time.
Q5. Why is it not good for you to eat too much sugar or fat?
A: If people eat too much sugar and fat, they put on weight very easily and some of them may have bad teeth.
Q6. Why are crash diets and supplements so popular?
A: Because people want to be smarter, healthier, in particular, young people want to be more beautiful. It goes with the need of the times.
Q7. What can we do to keep a balanced diet?
A: Buy and eat good, nutrient foods from all the food in the right amounts, and eat less sugar and take more exercise.
* More exercises: translate the sentences underlined on Page4 into Chinese
Step 4. Homework
1. Finish word study on Page5
2. Preview the integrating skill reading on Page74
3. One reading exercise every day
The Third Period
§ Teaching Aims:
1. Learn and master the following words and phrases: soft, bar, fuel, diet, calory, pace, bean, fibre, mineral, disease, environmental, chemical, probably, balance, keep up with, too much, make choices, be harmful to, lose weight, be prepared for, go for
2. Improve the Ss’ reading ability.
3. Enable the Ss to understand the best way to make sure that we will feel and look fine is to develop healthy eating habits by learning the reading text
§ Important Points & Difficult Points:
1. Improve the Ss’ reading ability.
2. Master the following phrases: keep up with, too much, make choice, be harmful to, lose weight, be prepared for.
3. How to make the Ss understand the reading material better and answer the questions on the passage.
§ Teaching Method:
1. Discussion before reading to make Ss interested in what they will learn
2. Discussion after reading to make Ss understand what they’ve learned better
3. Fast reading to get a general idea of each paragraph
4. Careful reading to get the detailed information in the text
§ Teaching Aids:
1. a tape recorder
2. the blackboard
§ Teaching Procedures:
Step 1. Revision: What does the text mainly talk about?
Ask some Ss to try to say sth. about the text.
Step 2. Integrating Skills--Don’t be a Mouse Potato (on Page74)
* Fast Reading
Read the quickly in 5 minutes, and then answer the following questions.
Q1. What is a couch potato?
A: couch potatoes means people who spend too much time in front of the TV and eat too much junk food.
Q2. What is junk food according to this text?
A: It is food that has a lot of calories but few nutrients, vitamins and minerals.
Q3. Why are people becoming potatoes and what can people do to avoid it?
A: One reason is our modern way of life; we must make sure that our diet is varied and balanced.
* More reading exercises on extra materials from English Weekly.
Step 3. Important Points and Difficult Points
1. prepare (sth.) to do / for… 2. in the form of… 以…形式
prepare oneself for… 3. be short of 短缺…
be / get prepared for / to do… 4. go for 也如此，对…也适用，向…攻击
5. be based on / upon 以…为依据
6. exercise不可数，意为“运动” exercises可数，意为“练习，体操，演习”
7. not a bit一点儿也不 not a little非常
* Exercises
1. Bob is a diligent student and is ___ his coming examinations while his mother is ___ supper.
A. preparing for; preparing for B. preparing; preparing for
C. preparing for; preparing D. preparing; preparing
2. We should do more exercises, both __ for our health and __ for our knowledge.
A.exercise;exercise B. exercises;exercisesC.exercise;exercises D.exercises; exercise
3. ___ do you base your calculation?
A. On which B. On what C. About what D. For what
4. some stones weigh ___ fifteen tons.
A. as more as B. so more as C. as much as D. as many as
5. ---Are all the telephone numbers ___ in the directory? ---Yes, all __ Jane’s.
A. listed; included B. listing; includes C. listed; including D. being listed; includes
6. Before the election, the candidates(候选人) ___ each other in the newspaper.
A. went with B. went for C. went over D. went forth
7. The boy __ on the ground __ that he had seen a cock __ an egg.
A. laying; lay; lay B. lying; lie; lie C. lying; lied; lay D. lay; lying; lay
8. Jenny ___ have kept his word. I wonder why she changed her mind.
A. must B. should C. need D. would
9. We ___ last night, but we went to the concert instead.
A. must have studied B. might study C. should have studied D. would study
Answers: 1. C 2. C 3. B 4. C 5. C 6. B 7. C 8. B 9. C
Step 4. Homework
1. One reading exercise every day
2. Prepare a healthy diet and explain why it is healthy
3. Remember the first 15 words and prepare for the dictation.
The Forth Period
§ Teaching Aims:
1. Review the words learned in the last three periods.
2. Learn and master modal verbs: had better, should, ought to
§ Important Points & Difficult Points:
1. How to guess the missing word according to the given sentence.
2. Let the Ss learn how to give advice or opinion about sth. , especially master hoe to use “should, ought to, had better and their negative forms” to give advice.
§ Teaching Aids:
1. a tape recorder
2. the blackboard
§ Teaching Procedures:
Step 1. Revision---dictation about the first 15 words in this Unit
1. junk food 2. fat 3. stomach 4. salad 5. ought to 6. energy 7. peach 8. plenty of 9. examine 10. ripe 11. soft 12. fever 13. fuel 14. diet 15. keep up with
Step 2. Word Study
Give Ss 5 minutes to do the exercises on Page5, then ask some Ss to say the Chinese meaning of the sentences, and check the answers.
1. nutrient 2. diet 3. vitamin 4. mineral 5. fat 6. sugar 7. protein 8. calory
Step 3. Grammar
* Translate the following sentences into English
1. 外面很冷，你最好穿上你大衣。
It is cold outside, you’d better put on your coat.
2. 你最好别脱下你的衣服。
You had better not take off your clothes.
3. 我们应该尊敬老师和父母。
We should / ought to respect our teachers and parents.
4. 你不应该这么粗心。
You shouldn’t / ought not to be so careless.
* More exercises on Page5 and Page74
Step 4. Homework
1. One reading exercise every day
2. Remember the second 15 words
