阅读课  教案

Teaching Material:

This lesson is about My classmate, Jim.By study of this lesson, the Ss know how to describe somebody with their hobby，job，country，language.The study of the lesson will help the Ss. with reading ability.

Teaching Objectives:

a. The Ss can read and use the new word housewife,  the new phrase“like v+ing” 、“a primary school”、“learn sth. from sb"、”write story“to express their thoughts in the proper scene.

b. The Ss can read and understand the text and further develop their reading ability.

c. By grouping work, the Ss can realize the team spirit   and set up self-confidence in language study.

Key points and difficult points

a. First of all, to study and use the new word housewife,the new phrase“like v+ing” 、“a primary school”、“learn sth. from sb".

b. Secondly,teach the Ss how to study independently as well as by cooperation.

c. Thirdly, the Ss can use the new konwledge to describe people just similar to the text.

The Teaching Methods

1.     task-based teaching method

2.audio lingual method

3.communicative teaching method

Teaching aim .

1. Ss can understand the article and the main information ;

2. Ss can finish some related tasks and use knowledge into their life and can  

  communicate with partners by those .

Teaching procedure.

Pre-reading:

1. Have a free talk, who is your best classmate ? character and

  hobbies . do you know he/she deeply? Then, let students talk about their classmates ;

2. Play the video , let students listen to the video and learn about the new article .

While-reading:

1. After listening the video ,present the article with is in wrong order ;

2. Make students to answer after they finishing reading the article by themselves .

Post-reading:

1. Present students some sentences which are according to the article and choose T or  

  F .

2. Divide students into groups . Members of a family   

  play and talk about their jobs and hobbies .

Homework:

1. Ss need to read the article fluently after class and retell the article to their

   partners .

2. Ss talk about their ideas which are relate to the article and express the ideas to their

  partners by new knowledge .

3. Finish the table:

Blackboard Design.

At the left side ,write down some words and meanings which are asked to explain by students, at the right side , draw down the table for students to finish .

Summary.

1. Teacher not only need to make students can read the article also need to make them

   understand the article and catch the information .

2. The article is related with life , after students having get new knowledge , what's

   more , students need to put those knowledge into talking about their life .

 

第二篇：高中英语阅读课英文说课稿

高中英语阅读课英文说课稿

范例一：

Teaching content:

Reading: How Did Postage Stamps Come Into Use

Teaching aims and demands 教学目标

1. Ability aims 能力目标

Enable Students to find the answers in the text quickly and correctly.

2. Learning ability aims 学能目标

Help students to improve their reading ability including guessing the meanings of the new words

Teaching important points 教学重点

Let students learn to how to improve their ability.

Teaching difficult points 教学难点

How to get the main idea of the text and find the answers to the question quickly and correctly.

Teaching methods 教学方法

1. Fast reading and careful reading

2.Quesion-and-answer activity teaching method

Teaching procedures & ways 教学过程与方式

Step I Lead-in and warming-up

Ask students what their problems are when they are doing the reading exercises and the possible solutions of their own. In this part, it’s important to know the specific problems the students will have so that in the ensuing part of teaching, the teacher can handle the whole class with a clear purpose.

Step 2. Skimming

1. Instructions

Give students a passage to read and write a question “Who put forward the proposal to use stamps.” on the blackboard. Ask students read the passage quickly and find the answer. Limit the time to only two and a half minutes.

(这一部分旨在教会学生略读方法，快速通篇阅读文章，抓住大意，纠正逐字阅读的错误方法,并找到问题的答案)

2. Handing out the reading material

Reading Material:

How Did Postage Stamps Come Into Use

When you send a letter or a postcard, you have to put stamps on the envelope or on the card. When did people first begin to use stamps? Who was the first to think of this idea? In the early nineteenth century, people did not use stamps. They had to pay postage when they received letters. They were unhappy about this, especially when they paid for a letter which they did not wish to receive at all. The postage was high at that time, because the post offices had to send many people to collect the postage.

Rowland Hill, a schoolmaster in England, was the first to put forward a proposal to use stamps. He thought it would be much easier for people to use stamps to cover postage. They could go to the nearby post office to buy stamps and put them on envelopes before they sent the letters. The post office could simply put seals on the stamps so that people could not use the stamps again. In this way, the post office did not need to send postmen to collect postage. It only needed to send fewer postmen to deliver letters. That was a good idea and the government finally accepted it.

On May 6, 1840, post offices throughout England began to sell stamps. Soon this new postal system was taken up by other countries. Now each country has its own stamps. And there are many people who collect stamps all over the world.

3. Checking

Q: Who put forward the proposal to use stamps.

A: Rowland Hill, a schoolmaster in England.

4.Conclusion

检查学生是否在限定的两分半的时间里是否通篇阅读完文章，并且找到了答案，摒弃逐字阅读方法，通过略读抓住文章大意

Step 3. Scanning

Give three minutes to read the passages again and find the answers to the two questions.

1. Why was the postage high in the early nineteenth century when people did not use stamps?

2. When was postage stamps first put to use?

Ans. to Que.1. Because the post offices had to send many people to collect the postage. Ans. to Que.2. On May 6, 1840.

Concusion

在上一步骤的基础上，再次阅读文章，授于寻读方法，即寻找问题的语句在文章中出现的位置，根据原句回答所给的问题。

Step 4. Full reading

1. Instructions

T: Now I give you ten minutes to read the passage for the third time and you should read it carefully. Before reading, let's go over the questions on the work sheet.

2.Give Work Sheet 1 to the Students.

Work Sheet 1:

Find the answers to the following questions from the passage:

1. Why were people unhappy to pay postage for letters in the early nineteenth century?

2. Why was it much easier for people to use stamps for postage?

3. Why was the postage much lower using stamps?

4. How could the post office prevent people from reusing the stamps?

5. Did other countries take up the new postal system?

6. Does every country in the world has its own stamps now?

T: Try to find the answers to the questions. But don't write the answers down, you can put a sign or underline the sentences concerning the questions.

Possible Answers:

1. Why were people unhappy to pay postage for letters in the early nineteenth century? Because they had to pay postage when they received letters, especially when they paid for a letter which they did not wish to receive at all. The postage was high.

2. Why was it much easier for people to use stamps for postage?

Because people could go to the nearby post office to buy stamps and put them on envelopes before they sent the letters.

3. Why was the postage much lower using stamps?

Because in this way, the post office did not need to send postmen to collect postage. It only needed to send fewer postmen to deliver letters.

4. How could the post office prevent people from reusing the stamps?

The post office could simply put seals on the stamps so that people could not use the stamps again. 5. Did other countries take up the new postal system?

Yes.

6. Does every country in the world has its own stamps?

Yes.

2. Conlusion

教授学生细读的方法，并解决在细读中遇到的问题，如新词及语意的把握。根据实例分析细读文章的重点，难点，突破点。

Step 5: Rounding-off

1. Answering Students’ questions on the passage if any.

2. Making a guided-dialogue with the information given from the passage.

Hand out Work Sheet 2. Do it in pairs.

Work Sheet 2:

Complete the dialogue with the information you have got:

A: Oh, What a beautiful stamp!

B: Yes, it's from the U.S.A..

A: Do you know ____________________ people did not use stamps? B: Then how did they pay the postage?

A: ___________________________________________________________. B: Was the postage very high then?

A: ___________________________________________________________. B: Who put forward the proposal to use stamps?

A: ___________________________________________________________. B: Why do post offices put seals on the stamps?

A: ___________________________________________________________. B: When did post offices begin to sell stamps?

A: ___________________________________________________________. B: Thank you for telling me so many things about stamps.

3. Asking two or three pairs to read their dailogues.

A possible completed dialogue:

A: Oh, What a beautiful stamp!

B: Yes, it's from the U.S.A..

A: Do you know in the early nineteenth century people did not use stamps? B: Then how did they pay the postage?

A: They had to pay the postage when they received letters.

B: Was the postage very high then?

A: Yes. Because the post offices had to send many people to collect the postage. B: Who put forward the proposal to use stamps?

A: Rowland Hill, a schoolmaster in England.

B: Why do post offices put seals on the stamps?

A: They can prevent people from using the stamps again.

B: When did post offices begin to sell stamps?

A: On May 6, 1840.

B: Thank you for telling me so many things about stamps.

（最后一步旨在检查学生对文章的掌握程度，及输出信息的能力）