初中英语阅读教学设计与案例分析

1、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.I. Teachi ng Aims and Dema nds1. Kno wledge ObjectsKey Vocabulary:sweet, taste, to be hon est, be bad for, actually, fry, mai nly, stay away from, be inagreeme nt, itself, laboratory, type, can cer, barbecue,barbucuedmeat, in crease,

2、 risk,biscuit,ma in, exclamati on, tag, tag questio n, con tracti on, shock, care2. Ability Objects:Train the stude nts read ing and writ ing skills.3. Moral ObjectWhen lear ning En glish,we should know differe nt styles of En glish.n. Teachi ng Key Poi ntsTrain stude nts read ing and speak ing skil

3、ls.川.Teaching Difficult PointsTrain stude nts read ing and writi ng skills.IV.Teach ing MethodsUp-dow n read ing method.Pairwork.V.Teaching AidA projector.A blackboard.W.Teaching ProceduresStep I Pre-readingAsk stude nts the follow ing questi ons.(1) Which of the following is healthy food:French fri

4、es, 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 mostimporta nt? 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。StepHWhile reading1. In troduce th

5、e 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 opi nio n, 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 read ing(1) Whatthe main idea of this passage?(2) If you are asked to give ano th

6、er 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 readi ng(1) What kind of food does Laura love to eat?(2) What kinds of food do people think is good for health?(3) Who doesntm ind eat ing bur nt food?(4) Who is a strict vegetaria n?(

7、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。StepMPost-reading1. Fin ish Secti on3 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. Expla in some difficult phrases and senten ces in the text and help solve theproblems stude nts raise.3. Retell the text in group one by one ac

8、cord ing to the key words below, the nchoose one to report to class.Key words:stay healthy, to be hon est, taste good, be bad for, too much, fried, fast food, takecare of, mainly, stay away from, be in agreeme nt, be good for, itself, actually,type, cancer, barbecued, bala need diet, biscuits, have

9、a good bala nee.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 importa nt to keep a bala need diet.S2:He wants to tell us: It is bad for us to eat to much bur nt 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5. Fin

10、ish Section4 Go For It!After doing a survey, have stude nts work in groups to check their groupmatesanswers in the column. Then if time permits, invite several students to report theirsurveys to the class.StepWSummarySay, This class provides us with a lot of read ing as well as writi ng practice. Andwe also know that there are differe nt styles of En glish.StepVHomeworkFinish off the task in “ If you have time!”StepW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