初中英语阅读教学设计？一、设计简述 本节是阅读课,按照英语新课程标准提倡的“强调学生学习过程,倡导体验参与”的基本理论来进行教学设计。各环节注重语言学习的过程,通过任务型教学设计等强调学习过程的语言教学途径和方法。学生在教师的指导下,通过体验、实践、参与、那么，初中英语阅读教学设计？一起来了解一下吧。
1、如何进行听说读写的整合教学。 在中学英语教学中，只有将听、说、读、写四个方面有机结合，才能让学生养成良好的英语学习习惯，培养其学习英语的兴趣，从而提高学生的综合语言运用能力。 一、听 精听和泛听相结合，将听英语和语音教学有机结合。 （一）泛听： 英语老师应该在课堂上尽量用英语组织教学，让学生在英语的氛围内学习语言。课堂用语属于泛听形式的内容，对学生没有什么硬性规定与要求，只要听懂会做或简单问答就可以了，因此对学生没有什么压力。多听会起到增加英语气氛，培养语感的作用。在开始的一两节课，可以英汉并用，说一句英语，重复一遍汉语，如Hello, boys and girls. 同学们好！Good morning/ afternoon, boys and girls. 早上/下午好，同学们！Is everyone here? 都到齐了吗？Who's absent?谁缺席？What day is today? 今天星期几？等等。有的话可以借助表情、姿势、动作、手势帮助学生听懂，如Sit down, please. 请坐。用双手，手心向下摆动示意，表示让坐下，或教师自己以起立、坐下的动作表示，边说边做便可清楚。
《义务教育英语课程标准》在附录8技能教学参考建议中对阅读技能3-5级的目标描述是这样的：“乐于阅读，基本养成阅读兴趣和良好的阅读习惯，掌握概括大意、理解词义、预测故事情节等基本阅读方法，基本掌握常用阅读策略，初步形成语感。”笔者以牛津初中英语(译林版)8 B Unit 5 Zhalong is a special place说明文为例，探讨如何在初中英语阅读课教学中运用多种方式实施阅读教学，提高阅读 教学设计 的有效性，培养综合语言运用的能力。
一、教学过程
1.读前阶段
读前活动的目的是为学生扫除生词障碍，激发学生的阅读动机，激活学生的背景知识和相关经验，使学生带着兴趣和期待，自然地进入阅读主题。
Step1：创设语境，导入生词
(1)问题语境
利用上个单元学习过的内容，通过提问与“大熊猫”有关的问题，以旧带新，导出生词。
如T：Are there many giant pandas in the world now?(导出rare)
T：Sowhat should we do?(导出actively take actions)
(2)图片语境
展示几幅图片，带领学生进入新的语境“扎龙自然保护区”，导出government，red-crowned crane，wetland，tourist这几个生词。
根据人民教育出版社《义务教育教科书英语》七年级下册How do you get to school? Section B1a-1e部分，进行完整的教学设计。
【参考设计】
1. Teaching aims:
Students will reach a high mastery level in words, phrases and sentences of different transportation methods.
Students will be able to organize and express their routine by using the target language.
Students can become more conscious of the traffic safety and are attracted by the sense of achievement after communications.
2. Key and difficult points:
Students can have a good command of the words and structures about transport.
Students’ awareness of obeying the traffic rules will be aroused, and they will become qualified traffic participants in the future.
3. Warm-up (6 mins):
The teacher and students greet each other at the beginning of the class. Then, the teacher shows a map of this city on the screen and asks students what their names are and where they are. Students can succeed in answering them by evoking the former knowledge. The next question is: “How to get there?” This is a little bit difficult for students and the teacher will lead in today’s task without any trouble.
Justification: Starting from the surrounding that students know well can narrow the gap between the new knowledge and students’ own cognition system. And a harder question about this lesson will surely makes students feel curious.
4. Pre-listening (7 mins):
Students listen to an audio material which is about the sounds collected from some public places in this city, and then tell which place it is.
Justification: Diversified sounds can wake students’ auditory organs, and this activity is interesting enough to get them well prepared for the next step.
5. While-listening (12 mins):
The record of 1c and 1d is played. Students finish the two tasks individually. Next, some students act as little teachers to lead others to check the answers of these two parts. And the correct answers are presented on the blackboard.
A competition is held during the listening. Students need behave more actively and try to find the accurate answers of the questions. The winner group will get one token, which can be used in redeeming gifts at the end of the semester.
Justification: The purpose of designing those activities is to enable students to train their listening abilities and use listening strategies proficiently in a relaxing and attractive way. The competition can facilitate students’ team spirits and get more involved in the English learning.
6. Post-listening (10 mins):
(1) Students work in pairs to introduce the types of transportation that Bod uses to get to his grandparents’ house. After certain time, two or three representatives can come to the stage and display their dialogues.
(2) The teacher leads students to work in groups of four, exchanging ideas and taking notes about how they get to school every day.
Justification: Retelling the content in the tape can assist students to understand the material, and it can also lay a solid foundation for next part. It is much easier and more relaxing for students to talk about their own lives. Therefore, sharing the types of transportation they use can increases their confidence as well as expressing desires.
7. Summary and homework (10 mins):
The teacher uses the game, Hot Potato, to choose some students to make a conclusion about today’s key points. Other students are encouraged to ask questions and make compliments.
Homework is a travel plan for the coming holiday. Students should emphasize the transportation used during traveling.
Justification: This summary can excite students when the class is coming to an end, and the important information is also reviewed. In order to ensure that students can use the target language in their daily life, the homework needs to be practical and closely related to real situation.
8. Blackboard design
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初中英语教学设计案例
教学是一门科学，而教学设计是建立在这一科学基础上的技术。下面是我整理的关于初中英语教学设计案例，希望大家认真阅读!
【1】初中英语教学设计案例
根据单元特点, 我认为Unit5 How do you make banana milk shake?的第一课时，即导入课应一方面让学生掌握知识点，另一方面能真正让学生动手制作shake，培养学生的动手能力，提高学生的学习兴趣。因此,我提前让两个班的每个学生准备自己喜欢的水果，而我自己也准备了榨汁机、酸奶、纸杯、刀等制作shake需要的东西。我想这节课一定会生动、有趣，受学生欢迎。
第一节课在1班上，我满怀信心地走进教室。一开始很顺利，学生很兴奋地看着我制作shake，听着我用英语讲解制作步骤，一杯shake很快制作好了。是该给学生品尝的时候了，然而当学生看了看做好的shake的样子，闻了闻味道，说什么也不肯尝试。上课前一天我亲自在家做了一杯shake，说实话，的确没有“卖样”，而且闻起来味道也不怎么好，但喝起来味道还不错，据说还有美容、保健的功效。然而，不管我怎样劝说，还是没有人愿意尝一口。学生不愿喝，当然就没兴趣用自己带来的新鲜水果来制作shake。
① 怎样把英语阅读课真正上好
一、题材新颖有趣，形式变化多样，内容丰富多彩。涉及到天文地理，远古至今，人物传记，科技文艺，环保体育等各个领域。广泛的题材拓宽了学生的知识面，又能够培养学生的学习兴趣。教材的内容具体、真实，灵活多样，趣味性强，符合学生的年龄特点，可操作性强。在内容的设计安排上,每一模块由Introction,Reading and Vocabulary,Grammar,Function,Listening and Vocabulary,Reading and Writing,Every Day English and Cultural Corner等环节遵循“为用而学，在用中学，在学中用，学而能用”的原则组成。新教材的内容设计有助于发挥学生的主导地位，真正实施以学生为主体，教师为主导的教学模式。使学生在教师的指导下，能够进行听说读写综合能力的训练
二、 词汇量较之以往大大增加。高中学生在完成1—5模块时掌握的词汇量是2500，在完成顺序选修6—8模块时达到3500 的词汇量，这么大的词汇量多是通过阅读课文来学习的。有的模块新单词量多达100个左右，由于新单词数量多，在加上英语的遗忘特别快，所以不少学生慢慢地产生了一种一谈到背单词就头疼的心理现象，所以如果单词的问题处理不好，学生不仅会厌倦学新单词，而且会对阅读课文产生畏惧心理，进而对英语的学习失去了兴趣。
以上就是初中英语阅读教学设计的全部内容，所以在课堂教学过程中，让学生成为教学的主体是现代教学改革的必然趋势。二、英语阅读课教学目标分析。新一轮课程改革的推进和《新目标英语》的广泛使用，对初中的阅读教学提出了新的要求。以往我们在阅读教学中只注重句型，词汇和语法，但初中生阅读的学习不能仅依赖于语法，句型和词汇量，内容来源于互联网，信息真伪需自行辨别。如有侵权请联系删除。
