新课标初中英语阅读教学设计与案例分析

1、 新课标初中英语阅读教学设计与案例分析 (八年级下册Unit 4) 济渎路学校 李芳芳一 教材分析 本单元是人教版八年级下册的第四单元，这一单元主要是围绕着“人际关系”这一话题展开，这一话题非常贴近学生生活实际，学生会非常感兴趣。阅读版块围绕学会放松展开阅读，介绍了一些中国父母和美国父母对孩子们业余活动和课外学习的安排和想法，通过学习让学生勇于说出自己的问题，合理给出建议并发表自己的看法。二 教学目标设计1 基本知识目标，学习和掌握阅读部分所涉及的新单词和词组，尤其是一些习惯用语的表达方式及用法方面的固定搭配，了解阅读策略之一猜测词义。2 能力目标：进一步训练学生的自我阅读能力，学会猜词，提高

2、阅读英语文章的能力。3 情感目标：增强师生、生生间相互了解和沟通，引导学生客观对待问题，正确评价自己，在处理问题中学会自省与人际交往，培养学生健康的心理。4 教学重点和难点： 1 能运用所掌握的语法、句型和词汇进行交流。 2 能够迅速准确地从所给材料中获取信息。 3 对文章快速阅读的能力及阅读对写作的迁移能力。5 教学方法和教学工具 任务教学法（task-based language teaching ) 多媒体教室、录音机、教材6 教学形式 Task-based learning : activity-based teaching (class work , individual work

3、; pair work , group work )课堂教学程序设计Before Reading ( 读前为学生做好知识铺垫）1 warm-up (热身）Let the students talk about the after-school activities .(show some pictures ) 设计思路：通过多媒体课件展示出的丰富多彩的图画，刺激学生的视觉器官，避免了枯燥乏味的说教，通过中国和美国课外活动的一些图片，让学生有个感观认识，激发了学生学习的积极性，为下一部的学习做好的铺垫。2 lead-in (free talk)T: Theyre having after -sc

4、hool classes. Do you have after-school classes? What do you think of it ?设计思路：通过师生对话，由学生的实际生活入手，打开他们的思维，引入话题，通过讨论是否有课外培训的经历来了解孩子的课余家庭生活，为阅读文章做好铺垫。While Reading (读中，教会学生阅读策略，培养学生的阅读能力）1 Skimming reading Have the students read through the passage and try to find the answers to the following questions:

5、 What is the common problem for Chinese and American families? Who gives their opinions about the problems?Encourage some students to tell the answers to the questions and others correct the mistakes if any .设计思路：流浏略读，培养学生在阅读段中快速寻找信息的能力。2 Guessing the meaning.When reading something for the first tim

6、e, do not worry about the words you dont know. Use the context to help you guess the meaning .Now look at the words in bold in the article .Can you guess their meaning? Try to match them with the meaning below in 2C.设计思路：教会学生一种阅读策略，通过上下文猜出自己不认识的单词的意思，提高阅读的能力的技巧，3 Detail ReadingRead the passage caref

7、ully and answer the following questions. Does Cathy Taylor think its important for kids to join after school activities?Does Linda Miller agree with Cathy? Whats her opinion?Does Dr Green agree with Cathy or Linda?What does she say?When do Taylors children get home?When does competition between fami

8、lies start?设计思路：通过快读、猜词义、细读三种短文阅读方法，回答问题，目的是让学生掌握阅读技巧，并更好的理解文章意思。After Reading1 Discuss the questions with a partner in groups. What do you think of after-school activities? What can you do to relax? Let some students say their report.2 Further thinking Pressure is a serious problem in todays world.

9、we should find ways to relax. What things that give you the most stress? Think of the ways to relax.设计思路：进一步给学生思考的空间，拓展了学生的思维，使学生学会解决压力的方法。Summary This class weve learned a reading passage. And we knew many families and children are under pressure. We should learn to how to work or study and how to

10、relax. If you have any problems, you should solve them as soon as possible. I wish all of you can have a happy life.反思：在教学实践中，本人也体会到，阅读教学应处理好以下关系：教师的“教”和学生的“学”的关系：教师应更多地关注如何教会学生阅读，而不是仅向学生灌输大量的语言知识。教学过程是学生在教师的帮助和指导下掌握知识和形成技能的过程。教师应让学生在活动中发挥其主体地位，让学生自己去发现问题、分析问题和解决问题。在教学设计过程中，要尽最大可能考虑学生情感在教学中的重要性，要设法让学生在快乐中学习。但教师不能片面地追求所谓的“快乐”，一味强调热闹课堂，气氛是活跃了，但忽视了学生对知识的掌握和能力的培养。阅读过程与结果的关系。任务型教学要求教师在教学