英语阅读教案

1、英语阅读教案【篇一：英语阅读课教案】英语阅读课教案张锦秀阅读课，教学难度大，学生阅读感到困难，因此如何在阅读训练中掌握阅读技巧，提高阅读效果，就显得尤为重要。阅读训练是英语教学的一个重要环节，随着教学模式的不断更新，阅读训练越来越重要，阅读不仅能帮助快速获取信息，开阔视野，吸收丰富的语言知识，还能扩大词汇量，促进听、说、读、写能力的发展。同时也能提高我们的思维能力，分析和判断能力，有效提高运用语言交际的能力。所以说阅读课在教学中的地位是不容忽视的。教学目标： 学习掌握课文的新单词和词组；被动语态的应用；学习掌握阅读技巧；。本课重点：新单词和词组的掌握；被动语态的应用；阅读技巧的掌握。本课难点：

2、被动语态的应用；阅读技巧的掌握。在学生的学习方法上要求学生通过老师指导，达到听、说、读、写等方面的综合应用，从而使课文的功能达到多元化。1 听的训练；通过听原文录音，回答问题，提高听的兴趣，再通过逐段听来填空，提高学生快速获取信息的能力。2 说的训练：学生回答问题本身就是一种说的训练，通过略读后快速抢答，判断正误，精读后找主题句和关键词，回答问题，填表格，再根据表格整理对文章进行复述，达到语言交际能力，提高课堂的教学效率。3 读的训练；第一步：略读，了解大意。第二步：精读，学生边读边找出每段的主题句和关键词。第三步：朗读，朗读有利于培养学生的语感，而语感是英语学习和使用的核心。学生的语感强，知

3、识就牢固，技能就熟练灵活。4 写的训练：让学生通过复述后，稍加整理写成一个小短文，提高语言的应用能力。教法及教具：我主要采用了任务型教学，教具是多媒体，多媒体的制作是通过微机老师查找一些适合本课教学情景的图片，从而制作出适合自己教学思路的课件，通过多媒体提供了较为真实的情景，激发了学生的学习兴趣，增强了学生的记忆力，使学生身临其境，自然地接受所学语言的熏陶。教学思想：我的教学指导思想是：一方面通过听、说、读、写培养学生的阅读技能，体现“教师为主导，学生为主体，训练为主线”的教学原则，面向全体，培养学生综合运用语言实际的能力。教学程序：第一步通过图片导入新课，提高学生兴趣，开阔学生视野。第二步：

4、通过听回答两个问题，再逐段听填空，培养学生快速获取信息的能力。第三步：通过略读，进行快速抢答，判断正误，提高学生分析判断能力。第四步：通过精读找主题句和关键词，回答问题，填表格，复述和写作，提高语言的综合应用能力。第五步：围绕课文设置情景，展开讨论，深化课文的主题思想。课时安排组织教学，复习及新课导入 （5分钟）；听力训练（5分 钟）；略读训练（5分钟）；精读训练（20分钟）；讨论及小结（10 分钟）。教学反思：由于学生接触长篇阅读，有一定困难，本课设计环节较多，意在说明英语阅读课教学多元化的教学理念，因此，某些环节给学生思考、朗读的时间还不够充分，加强自身教学水平的提高，加紧多媒体的学习，以

5、便更好为教学服务。初中英语教案【篇二：全英文英语阅读课教案模板】阅读课教案school_ number3 middle schooljunior or senior section_junior_ class 3grade _1size 45_ time_40date _2009-12-28materials _go for ittype of lesson _reading contents: 1. vocabulary: some nouns about furniture and some daily use things: table, bed, dresser, bookcase,

6、sofa, chair, backpack, books, keys, baseball, drawer, plant.some prepositions of place: on, in, under2. structure: where is (where ' s)？it i s (it ' s) in/on/under where are ？they are (they ' re) in/on/under where' s/where ' re ？i don ' t know. is it /are they on/in/underno,

7、it isn t. /they aren t. / yes, it is. /they are. 3.1) dialogue: where s the bag?i don t know.is it on the dresser?no, it isn t.where are my books?i don t know. are they on the bed?no, they re not.2)writing: ask, guess and writeobjectives:1. instructional objectives (language knowledge and language s

8、kills)1) to promote students vocabulary development (table, bed, dresser, bookcase, sofa, chair, backpack, books, keys, baseball,reading skillsoral english writing skilldrawer, plant. )2) to promote studentsa) predictionb) skimming3) to promote students4) to develop students2. educational objectives

9、 (affect, learning strategy and cultural awareness)1) to develop students ability to communicate with others to get information2) to build students confidence3) to make students learn to cooperate with others3. personal objectives:1) to develop teacher s ability of classroom management focal points:

10、 a: the nouns.b: prepositions of placec: where- question andd: answers to “is the in/on/under thedifficult points: a: use the prepositions to describe position of thingsb: use the where-question and is it-/are they -question to askthings positionaids: ppt, blackboard, chalk procedures and time allot

11、ment1) getting students ready for learning( mins)2) greetings: good morning everyone!3) routine task: duty report2. revision: use some pictures to review the vocabulary ( table, bed, dresser, bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant, on, in, under) and sentence structure

12、: where is (where ' s)？ it is (it s) in/on/underwhere are ？they are (they ' re) in/on/under 3. pre-reading :step1: vocabulary and some phrases learningtask: look at the conversation between them and guess the meaning of the sentences in red.( using the conversation between liu qian and a xin

13、 to show those phrases to the students in order to learn them by the context; because the sentence structure in the conversation is those they have learnt)(mins)此步骤包括词汇、语法教学等4. while-reading5. post-reading(mins)1) oral work 2) written work6. assigning homework1) conclusion: a: vocabularyb: sentence

14、patterns: where is (where' s)？it is (it ' s) in/on/under e？they are (they ' re) in/on/under where' s/where ' re ？i don ' t know. is it /are they on/in/under？no, it isn t. /they aren t. / yes, it is. /they are.2) homework: ask, guess and writelet your partner to ask as well as

15、 guess where your things are in your room. write down your conversation by using the following sentence patterns:a: where ' s/where ' re your ？b: you can guess.a: i don t know. is it /are they on/in/underb: no, it isn t. /they aren t. yes, it is. /they are.self-evaluation【篇三：高中英语阅读课公开课教案一等奖】高中英语阅读课此教案独家特色简介：一，高中英语阅读课，该教案在赛课中获得了一等奖，同时该阅读课获得了一等奖, 经过实战演练，课堂气氛非常活