初中英语阅读教案

1、Jane2020英语阅读课教学设计教材：外研版八年级英语下册文本：Unit 4 Lesson 1 Problem Page指导思想与理论依据英语课程标准（2017年版）提出英语课程以发展英语学科核心素养、落实立德树人为根本任务， 强调“活动”是英语学习的基本形式，是学习者学习和尝试运用语言理解和表达意义，发展多元思 维，形成文化意识，提升学习能力的主要途径。英语学习活动观具体指：教师在教学过程中，引导 学生以主题意义为引领，以语篇为依托，整合性地学习语言知识和文化知识，运用听、说、读、写、 看等方式，理解和表达意义、意图和情感态度，发展逻辑思维、批判思维和创新思维，学会学习。 本课的主题为“解

2、决困难”，学生在本课任务（给同学提出的困难回复一封信）驱动下，围绕主题语 境“提出问题和建议”，基于文本内容语篇的阅读输入，由不同负面情绪引发的问题引导，逐步建构 对“分析问题”概念的理解以及提出解决方法的新知识结构，最后运用和迁移所学，在课上完成本 课任务。教学背景分析5文本解读：What:本课为北师版英语教材八年级下册第四单元第一课的内容。单元话题为Dealing withproblems ,第一课为Problem Page ,围绕“提出问题和给出建议”这一主题展开。阅读文本以专栏 的形式列出了四条具体问题，分别从问题的表现形式和带来的负面情绪说明了这些问题的具体内容。同时还列出了与之相应

3、的回复，包括对说话人的情感回应与支持，问题的分析和具体可行性强的建 议等。Why:通过存在问题的表述，引发学生的情感共鸣，设身处地地感受如何分析问题和解决问题。负面 情绪和问题相辅相生，人人都可能存在类似的问题，文本中的建议能够帮助学生构建解决问题的思 路和方向，从而端正自己的态度，也能给出其他人建议和帮助。How: 1.使用一般现在时和第一人称、第二人称叙述。有助于拉近与学生生活的距离，产生共情。2 .语言精练，句式多样。提建议的句式包括祈使句、ifwhen 引导的条件状语从句和it is +名词短语+to do的结构。帮助学生丰富自己提建议的方式。3 .重视语言的交际性功能。面对问题叙述者

4、的负面情绪进行适当引导和准确分析，以提高沟通 的条理性和有效性。学情分析：本班学生为早培班学生，有一定的学习意愿和知识积累。从已有知识上看，学生已经学习过一些有关情感描述的词汇，但没有系统地进行正负态度的分类和整理。在一年半的中学学习中,也积累过不少提建议的句式和结构，特别是第二单元第五课中做过简单的总结。但对于阅读文本中 if/when 从句用作提建议的方式并不熟悉，可以应用已有知识读懂，但在自己的语言输出中存在困 难。这一语法现象也是初中英语的一个重点，因而会在第二课时进行观察总结。从思维层面看，学 生具备一定的共情能力，有意识或者无意识地遵循着社会语言学中的交际准则，愿意帮助别人分忧 解

5、难。但在具体问题的分析和提出解决措施方面的能力参差不齐，可以通过小组合作的方式互相帮 助加以引导和提高。教学方式：任务型教学教学手段：PPt, listening material技术准备：多媒体教学目标At the end of the class, students will be able to1.list the feelings in each problem and solutions and match the problems with its solutions by comparing the key words.2. define the reasons behind t

6、he negative feelings and identify the solutions to each problem.3. distinguish the steps of giving suggestions and solve the problem from your classmate with similar steps.4. judge the suggestions according to the chart.教学过程（文字描述）ProceduresPurposetimeStep 1. Warm up1. Brainstorm: say words about fee

7、lings as many as possible2. Pairwork: act out the words face to face according to the instructions of the teacher.3. Clarify: Write P(positive) or N(negative) beside the words.Makestudentsfamiliar with the pronunciation and meaning of the new words.2 minStep 2. Lead-in & pre-reading1. Use the wo

8、rds about feelings to describe the pictures in the book.2. Read the problem you get from your classmates and tell his/her feelingsGuide the students to make predictions through observation and thinking.3 minStep 3. 1streadingLook at the picture on the book quickly and answer:1. What is the title of

9、the passage?2. What is the purpose of the passage?3. How many parts are there in the dialog? What are they?4. Where can we usually see this kind of article?Check the prediction and listen to get the main idea of the project.4 minStep 4 2ndreadingRead the problems quickly and list the feelings in eac

10、h paragraph.Then match the problems with the replies by related key words about feelings.Getdetailedinformation through listening and think about the ways of teamwork.5 minStep 5 3rdreadingRead each problem and its solution. Then describe the problem in a few words and underline the solutions from t

11、he passage.Read and retell the solutions paragraph by paragraph.Then try to retell the whole passage.Getinformationabout the speaker ' attitude and make prediction of the next step.5 min sWhat sentences does the writer use to give suggestions?Step 6 4th readingRead and answer:What other things a

12、re there except suggestions?What is the function of these sentences?How do we usually help others solve a problem?Listen to get the informationasrequired and sum up solutionstodisagreement.6 minStep 7 Post-reading1. Read the problem you get from your classmate again and use a few words to describe h

13、is/her problems.2. Use a few sentences to comfort him/her.3. Write down some suggestions like the passage.Get familiar with the expressionsandform the evaluation systemofateamwork.7 minStep 8 Oral practiceChoose one of the rest projects and make a dialog with your partner to share the tasks. Then ev

14、aluate the dialog through the same system.Output to check the progress of the students.8 minStep 9 HomeworkRead the dialog.Finish your own dialog.Homework1 min学习效果评价设计评价方式1. We listened carefully to each other.2. We spoke to each other politely.3. Each student had a different role.4. Everyone in the team participated.5. We asked each other questions and this helped us understand our task.评价量规5-Excellent 4-Very good 3-Good 2-Not very good 1-Poor本教学设计与以往或其他教学设计相比的特点（300-500字数）1.内容上与前一课所学内容有较好的连贯性。从听力材料的导入和分析到听后的产出活动，都以前一课的阅读材料为任务依据。这样既可以帮助学生较好地理解所听材料的内容背景，又能帮助学生顺利创设听后的任务与情境。2.以任务为导向，帮助学