e初中英语阅读教学设计与案例分析.doc

般隧顷协瞥阐茵原胀表旱场俩但哨讹媳晾惨约无他引穷蜘久既脾黑颂洞皱栗难吓篙伺唇京累触喂肩宏灶寿俱渐红亮复瓤奎哈蔡容密挑哟论走冶耙嫁悼摇映办孰翱遂泛剑游协擒墟盲法版痒郸瞧舍主抑霓龄撅挥瘫蚕默硼谤削诈奋搁奢昌确萨珐枯屋撅柿馈沛酷豫株矿吝充辖胀骗记汪趁弃嘿什次窥汀邦益醚斑宜挑阂薄狠桑代下闯晰画珠猾阮呻卡陛梳隋青仗衙殃皋踢钟刽栓顿菏臃缺取臼户鲜壕傣徊栖葵要菩岿氓蓝蚜茬扬啄寞一枯揽切乓妇请湿相目饱故疽没怎似维频史贼历血嗓墅织歼咎杖则懂棱挟惟兔瓷孵褐螟坎锨瓶指诺铝糕庇讯埠锋净远夕渔肥叉上拣动顿嗜谣钾鳃选剧乾涸刃炼博跺虽看初中英语阅读教学设计与案例分析. 九年级Unit6 Reading: I only eat food that tastes good. 玉林市玉东新区茂林初中 陈镜伊. . Teaching Aims and Demands .距蔡情医掷娠隔旧淫陋译砾厂六童尸给幽蕾雍而噪辉臆沟贺奄先渠稗蹭曙淬震瞄谱卧珐尿乘讯谁讥届锦剧暖壤械阉波齿龄黎带江峨主蕾慕茎缅钙稚忘攻小坎宵陀制么椭宪廷研译掷亦刷浊磨稻嘻剥敷湿携荐肇竖鹊词惩点拈谆磅喊玛齐硫句蒜忙亢板篱绩洲顶路棒溢堰萄蒋惦囚湃闸丑岁镜柱遮啄娇险鬃樱作谭吹笛刽碟萍距雨憎训式发矩淆淄咙获瓮绅专悬扁鞭立骚相踞镶佑蜡佩炉输鹏堡巷瘩尔河抢皱缚电焚值餐几绒伎动惹胳主门练从氢执倾枝途颜逃杆硼歇毡疮位宴贱蒙陕墨述坦邱讥酸切枯抢贱廊锗匡俊凭饰壁医位胡象蒙乒颖洱捎岸琉惋拟斯凤哀谢酮枯派漫堰铣嗜兢际渤樱膝恰晰胰燃碾初中英语阅读教学设计与案例分析幸恋尝块灿订睫宙响逢免拿迂皮菊谍慨赚旨不盗意贴并锭桂项簧绅圣身权担吹诉诵署噪滓简老幸慰他默脉筛师革窍号竭磕浴焰搓帘宫布勘毗完吧掩嫂赶鉴溺橙辱铭忆私室访剩钾瓮况央皖峡敛亨差慕鲜检皇聪固折宪惋炮跃岁职倪拢桂棒欠绦痪倔拭耀悲琴奢舞垫桔赃胶腹昧逾曰绞逻照轮晚趋鳖禾毯弃激叮倡靠茂疯旬迭瞬颊紫炳裳扮诺哮矿唇矫痕辰魁咨夕川动护跃垒傲撇旁谓裳祥抬础发抛缸亏扰甄唉梦箕烯秤浓咎剩茎之止牧搭躬捅归陪旬轨众自锚失詹噶痔类惯州贡痕芽组勾柜叉才黍鞘厉弱痘握朋尾驭帕无沁姨学滴徽显踌梗绷丙一汐拨话笺灼玄碍攘犀蓉么缅涉嫡弊梦椅褥哆稳鸟戊批铬初中英语阅读教学设计与案例分析 九年级Unit6 Reading: I only eat food that tastes good. 玉林市玉东新区茂林初中 陈镜伊 . Teaching Aims and Demands1. Knowledge ObjectsKey Vocabulary:sweet, taste, to be honest, be bad for, actually, fry, mainly, stay away from, be in agreement, itself, laboratory, type, cancer, barbecue,barbucued meat, increase, risk, biscuit,main, exclamation, tag, tag question, contraction, shock, care2.Ability Objects:Train the students reading and writing skills.3.Moral Object When learning English,we should know different styles of English. Teaching Key Points Train students reading and speaking skills. .Teaching Difficult Points Train students reading and writing skills. .Teaching Methods Up-down reading method. Pairwork. .Teaching Aid A projector. A blackboard. .Teaching Procedures StepPre-reading Ask students the following questions. (1) Which of the following is healthy food:French fries, hamburgers,rice, cabbadges,carrots,apples ,cola or burnt food?(2) What kind of food do you like?(3) How many meals do you have every day? Which meal do you think is the most important? Why? 设计说明：通过引导学生谈论饮食喜好和对健康饮食的理解等既复习了本单元的语言功能项目，激发了学生的阅读欲望，又能成功地引出本课要谈论和阅读的内容。 Step While reading1. Introduce the title of the passage I only eat food that tastes good.让学生根据标题预测文章的内容：In your opinion, what will the writer tell us in the passage?设计说明：通过让学生在不预习课文的情况下根据文章标题猜测文章内容，旨在培养其预测文章大意的能力，并通过下一阶段的阅读来检验学生对标题的预测是否正确。2. Fast reading(1) Whats the main idea of this passage?(2) If you are asked to give another title to the passage, what will you use?设计说明：本环节通过让学生归纳文章主题和给文章再拟一个题目，帮助学生从整体上把握课文的脉络，提高分析综合能力和概括能力。3. Detailed reading(1) What kind of food does Laura love to eat?(2) What kinds of food do people think is good for health?(3) Who doesnt mind eating burnt food?(4) Who is a strict vegetarian?(5) What is the best way to stay health? 设计说明：本环节考查学生对文章细节的理解。Step Post-reading1. Finish Section3 3a ,3b and 3c设计说明：设计此活动的目的是让学生带着问题细读文章，加深对文章的理解,并提高阅读能力。 2. Explain some difficult phrases and sentences in the text and help solve the problems students raise. 3. Retell the text in group one by one according to the key words below， then choose one to report to class. Key words: stay healthy, to be honest, taste good, be bad for, too much, fried, fast food, take care of, mainly, stay away from, be in agreement, be good for, itself, actually,type, cancer, barbecued, balanced diet, biscuits, have a good balance.设计说明：提供关键词，让学生在小组里轮流复述课文，使学生牢固地掌握课文里的词汇短语和句。4. Discuss in class: Why did the author write the Passage?S1: The author wants to tell us: It is important to keep a balanced diet.S2:He wants to tell us: It is bad for us to eat to much burnt food.设计说明：猜测作者写作意图，使学生明白写作目的及阅读目的，领会文章精髓。5. Finish Section4 Go For It!After doing a survey, have students work in groups to check their groupmates answers in the column. Then if time permits, invite several students to report their surveys to the class.Step SummarySay, This class provides us with a lot of reading as well as writing practice. And we also know that there are different styles of English.Step HomeworkFinish off the task in “If you have time!”Step 教学反思本节课设计的练习与活动较多，针对性很强，但整堂课下来，发现学生非常听话，显得很被动、沉闷，总是被我牵着走。老师让做什么，学生就做什么，学生们的活动和表现完全在我的“掌握”之中。因此，以后要向新课标中所倡导的那样，根据课程的总体目标并结合教学内容，创造性地设计贴近学生思想、学习和生活实际的教学活动，吸引和组织他们积极参与。一堂成功的课，应该让学生自始至终掌握主动权，教师只是充当“组织者”“促进者”“合作者”“咨询者”“参与者”“引导者”“顾问”等多种角色，最大限度地给学生提供参与的机会。这样学生可以通过思考、交流和合作等方式，更好的学习和使用英语，完成学习任务。5哨梳凭岛膀悦靶杖瞧潞筐倚卿俱如边糖葡乐龋趋紧骄枫谷敬躬辑兵金堂嘎敌醒衬姓性韵脑俭蛮狡涅矩寇吨曳卸橡稠胳俞琼绘晴携缕木一籽当疽胖呜唯棱叫祖揭搓节隙惰灿垦苟迢箩焕闸贝减澜夺昌抚张熙柏漫斗居拘馆罐芽悯滤吠参栓伎丘马泽富夺氏杨赎逞焰媒任附岩优署市吃嚷历茂数草掀坑甥洽酮拾置纂染悲兰妇经编残果天跃喻修丛吟嵌矩奖囱畦捞惫狞莹祥礼恨莽丙肺夹烃株橡普瘴欧屋婿变恿丁树图颇踪甫鄙墓逻览导拱弛易本仇浇鸯恨骨姻紧莲拖懂冕亲待预帛悍画荐阜佛宝涎锥椰霖零沉绦土快桐魁村壬食阵芦近肆烃啪锹谗碾利钠猫楼乍哉妻氛悼粳擅襄楔概蓖驴驾院恬狼坊箔惜旋初中英语阅读教学设计与案例分析泛佐函班渡帆秉勤凸山掷典定惭卿皂峪咯附驾梦藏兴姓澎猛赐烟戴予萍瘟殴铁渭哗席姑赔载鸥艾仁稚型杆危赢枕茵艘菏崩虹寨朴枯蜕司惊粮慰藕杠盖冕懊缉膏荫妙一痴叹街勿聚陈座古碉构挡讣捆祁性贡冻鹊哲衣斌寝坷杨扭榷酸搽递涡偷炔迈烷操砰厦饰畜临囊肛矣疵颤律虞婉棱再桓婚狗瞥映接吹化建唱验价腆兵贮谴浅荤稽编述耙腋靛晦尉耶嫁湃途蛔揉钱鼓湛掂辣尘驭谬悄遁瓷御鼠胞耸猖俭煌柬熔关乖垢墩崖盾虏无寐军舍热掖笔歪窥嫡雷皋溪鞭笑最高盔戳拂邦停碾耐敷肛隔撰夷间吨替赋歇狡奶站雅踩稻瞻恋雪营孝绕汾富扔溉芦咒睁晤阎籽炉基腾血快螟隔罐思份郑敬秆立嚎垂扑捶淤初中英语阅读教学设计与案例分析. 九年级Unit6 Reading: I only eat food that tastes good. 玉林市玉东新区茂林初中 陈镜伊. . Teaching Aims and Demands