阅读课的教学设计

1、英语阅读课的教学设计  初中英语教学改革对学生的阅读能力提出了更高要求。初中英语阅读教学已占主导地位，阅读课的教学设计能提高阅读课的教学效果和培养学生的综合运用语言能力。那么，如何设计英语阅读课的教学呢？1、引导学生快速阅读，捕捉大意要培养学生的英语阅读能力，首先要使学生摆脱母语干扰，直接感知语群句意。引导他们快速阅读，扩大阅读视幅面。培养他们良好的阅读习惯，训练阅读速度，提高概述能力。还要培养他们的猜词悟意能力，推理归纳能力等，在阅读材料提供的纷繁复杂的语言环境中，抓住文章脉络，掠过不必要知道的生词或通过构词法猜一猜某些生词。提醒学生注意生词quickly,happily

2、是由quick,happy变来的;robber是由rob变来的，显然是表示某种人，就象teacher是由teach变来的一样，从而引导他们结合构词法和文章内容猜出这些词的意思。这样，通过快速阅读，捕捉文章大意。然后让学生回答一些对表层意义的理解题，要求学生在回答上述问题时，不要看课文，以培养他们的识记和判断能力。2、指导学生精读全文，把握信息有效指导学生学习语言知识，培养他们理解、掌握和应用语言知识的能力。通过灵活运用语言知识，掌握语言模式，形成良好的语言思维定势，培养语感。针对有碍阅读理解的内容，采用“疏”导法，教学生抓住重点句、重点词，摆脱不必要的困扰；针对阅读中的重要知识，采用“点”导法

3、，并且把重要语言点发挥下去。3、启发学生深读全文，领悟内涵了解文章大意和重要语言点后，接下来就是要研究文章的内涵，即中心思想。这种题一般出在阅读理解的第一题或最后一题，题型大致是给文章拟个怎样的标题最好；或文章中某个人的话到底是什么意思；甚至猜一猜文章中某个人结果怎样等等。这就要求教师不仅要引导学生读通文章，还要启发他们深读文章，发挥潜能，引起发散性思维，抽象出对文章的全面理解和认识，从而达到进一步培养阅读能力，达到自学英语的目的。 总而言之，教师在阅读课上应该树立以学生为主体的思想，精心设计阅读教学过程，使学生拓宽视野，由被动接受知识转化为开动脑筋主动探索知识，从而达到培养他们的自学能力，提

4、高综合运用语言的能力，提高阅读的速度和质量。下面以八年级下第十模块第二单元为例设计过程：Step 1 Leading-in Imagine your parents are on a business trip, and you stay at home alone. What would you do yourself, and what wouldnt you do? 想象一下你的父母出差了，你自己一个人呆在家里。你自己会做什么，你又不会做什么？Show them some phrases （tidy up the room , make the bed, wash clothes, wa

5、sh dishes, cook the food, do shopping）by PPT, and give the students an example：I would wash my clothes, but I wouldnt tidy up the room. 在PPT上列出一些短语，并且给学生一个例句。设计意图：目的之一是为了在前一节课的基础上，学生由已经会说would句型，到让学生能较自由地表达，表达追求准确和流畅。目的之二是承上启下的作用，所讨论的内容是书本阅读材料的相关内容，这样可以起到pre-read的作用。Step 2 Read and show 1. Read the

6、words、phrases and sentences on their own.2. Have a show in your group.先独自读单词、短语和句式，然后组内进行小展示。设计意图：通过自己读单词、短语和句式可以对自主预习进行一个自我检测，让学生对它们不断复现，以加强记忆，并且有助于更好的理解课文。Step 3 Listen and discuss 1. Students listen to the passage, and choose the best summary. 学生听文章，并且选择最好的总结。a) Most Chinese teenagers would find

7、life more difficult without their parents.b) Many teenagers depend on their parents to prepare their meals.c) Chinese teenagers have so much homework that they dont have time to look after themselves.d) Chinese teenagers should learn to cook.2. Check the answer with the students.（group work）组内核对答案。3

8、. Give some explanations where necessary. 各组间互相帮助解决问题，必要的时候老师给予补充和解释。设计意图：让学生有意识地听, 找出所听到的内容, “有任务听力法”往往使学生的精力比较集中, 容易找到语言的突破点并达到尊重个体差异的目的。Step 4 Careful reading and group work 1. Read the passage carefully. 认真读文章。 2. Analyze the passage then draw a mind-map. 分析文章然后组内画出思维导图。3. Discuss the questions

9、of activity3 according to the mind-map. 根据思维导图讨论活动三。4. Find a student in each group to show activity3. 每组找出一位同学展示活动三。设计意图：首先浏览全文，对全文有个大概印象，然后对全文进行精读，理解全文内涵, 并且组内合作学习画出关于文章脉络的分析型思维导图, 通过活动三让学生进一步了解文章主要内容，使学生学习相关的阅读策略。Step 5 Summary Make a summary from four aspects: words、phrases、sentences、passage wit

10、h the students together.师生一起从单词、短语、句式和文章四方面作总结。设计意图：帮助学生巩固本节课所学的内容，让所学知识一目了然，方便记忆，同时有助于培养学生的归纳总结能力，。Step 6 Test and promoteTest :1.根据文章内容完成句子。(1)Your parents go a_ on b_.(2)W_ life be as easy as when your parents are around?(3)Would it be a p_ holiday for you?(4)She doesnt think teenagers get e_ pra

11、ctice.(5)I can f_ an empty stomach w_ tomato and egg soup. 2.根据汉语提示完成句子。(1)我根本就不喜欢他。I _ like him _ _(2)依我看，他们会输掉那场比赛。_ _ _, they will lose the match.(3)我认为你不对。I _ think you _ right.(4)请打扫自己的房间，甚至是自己得体地着装。Please _ _your room and even _ _ properly.(5)这是一个十四岁的女孩。This is _ _ _.Promote: Read a passageMar

12、y was an operator (接线员) 911 in Los Angles. One Thursday morning, she was surprised to get a call from a young child who said, “My Mom ill, My Mom ill,” again and again. Mary hurried to find the address of the call. She called the police. In a minute, the policemen and doctors arrived at the house. T

13、hey broke the door open, and they couldnt believe their eyes. The little child was so young that maybe she could not walk! She was sitting beside her mother and holding her mothers hand. Tears(眼泪)were running down her face. The doctors gave the woman some medicine and soon she woke up. Later, she told people, “Everyone was surprised that my daughter could call 911. One Monday I tried to teach her how to call 911, but she couldnt do it.” Mary was surprised, too. “Its the first time Ive seen a two-year-old child call 911.”