教资笔试初中英语科三教学设计题目示例之阅读教学

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预约享全项目备考资料

　　该部分为常考课型的试题讲解，根据历年的试题来看，初中英语的教学设计主要考查的是阅读课，口语课和听说课，所以在下面的讲解中，我们先讲解这些课型的理论知识，让大家对这些课型的教学环节设计有一些了解，再结合试题进行讲解。为了更全面地备考，在这些课型的后面补充了一个初中可能会考查到的写作教学，大家可以将理论和示例结合起来理解和消化，然后再自己找对应的篇目练习。

　　课型1：阅读教学

　　一、英语课程标准对阅读教学的要求

　　《义务教育英语课程标准(2011年版)》对初中学生应达到的阅读技能的分级目标做了细致的描述。

级别	技能	目标描述
五级	读	1.能根据上下文（context）和构词法（word-formation）推断、理解生词的含义； 2.能理解段落中各句子之间的逻辑关系（logic relations）； 3.能找出文章中的主题（main idea），理解故事的情节，预测（predict）故事情节的发展和可能的结局； 4.能读懂常见体裁（different genres）的阅读材料； 5.能根据不同的阅读目的（reading purposes）运用简单的阅读策略获取信息。

　　二、阅读课教学过程及各环节活动设计

　　(一)阅读课教学过程

　　步骤一(Step 1)：导入(Lead-in)

　　导入的目的在于：引起学生注意、激发兴趣及引起学习动机，导入须具有针对性，可采取的方法有图片、视频、歌曲、谜语、讨论、经验、问题等。

　　步骤二(Step 2)：读前(Pre-reading)

　　读前教师可提供背景知识或利用图片引导学生预测文章内容，带领学生解决生单词或让学生提前熟悉有关单词等。

　　步骤三(Step 3)：读中(While-reading)

　　读中活动一般分为skimming、scanning和intensive reading，在skimming这一环节，教师主要是带领学生归纳文章主旨大意，而scanning、intensive reading则是对文章内容的进一步了解和学习，在这一环节，教师可设计排序题、连线题、表格题或者判断正误题等带领学生加深对文章内容的了解;解决文章中的生词、语法或长难句等。简而言之，在这一环节，师生要处理的是W+H类信息及具体词句。

　　步骤四(Step 4)：读后(Post-reading)

　　读后活动可采取复述课文、讨论、辩论、采访、角色扮演、做调查等多种方式培养学生的综合语言运用能力。

　　步骤五(Step 5)：课堂小结(Summary)

　　总结部分提倡学生先总结，教师再做补充，以加深学生对阅读内容的理解，复习巩固知识，检查学生掌握情况，巩固情感目标。

　　步骤六(Step 6)：作业布置(Homework)

　　阅读课的课后作业通常设置为一篇写作，如读后感，心得体会等，除此之外，也有其他形式的作业，比如句子仿写，模仿文章录音，上网查找资料等。

　　(二)阅读课教学活动

　　教师一定要将读前、读时和读后的活动建成关联性的一个整体。读前，提供相应的阅读策略或背景图片等，让学生进行内容预测。读后，教师要引导学生表达个人感受，针对材料内容进行提问，最后可考虑增补相似长度和难度的文本材料进行阅读。

	读前活动pre-reading	读中活动while-reading	读后活动post-reading
意图	熟悉话题get familiar with topics； 预测内容make predictions； 激发兴趣等arouse interests	把握文章主旨大意main idea； 理解作者观点态度attitudes； 加深文章细节理解detail information； 解决生词、长难句等new words/difficult sentences；	培养学生综合语言运用能力； 拓展阅读知识；
活动设计	图片预测predict with pictures； 听力预测predict with listening； 猜谜语（riddles）等	（略读）Skimming： ①匹配段落大意match the main ideas of each paragraph； ②选出最佳标题choose the best title; （2）寻读Scanning： ①将文章内容重新排序reorder the sentences/ paragraphs; ②补全表格或空格fill out the table/ blanks; ③判断正误true or false; ④回答W+H类信息answer questions （3）精读intensive reading： ①解决语言点deal with language points; ②思维导图mind-map; ③摘要提取make a summary	复述课文retell the story; 讨论discussion; 辩论debate； 采访interview; 角色扮演role play; 做调查make a survey;

　　三、【范例】19上试题

　　根据提供的信息和语音素材设计教学方案，用英文作答。(40分)

　　33. 设计任务：

　　请阅读下面学生信息和语言素材，设计20分钟的英语阅读教学方案。教案没有固定格式，但须包含下列要点：

　　●teaching objectives

　　●teaching contents

　　●key and difficult points

　　●major steps and time allocation

　　●activities and justifications

　　教学时间：20分钟

　　学生概况：某城镇普通中学八年级(初中二年级学生)，班级40人，多数学生已达到《义务教育课程标准(2011年版)》三级水平，学生课堂参与积极性一般。

　　语言素材：

　　David’s hobbies

　　Many students have hobbies, such as reading, painting, growing vegetables in their gardens, and looking after animals. Some hobbies are relaxing and others are creative. Hobbies can make you grow as a person, develop your interests and help you learn new skills.

　　David Smith is a student, and one of his hobbies is writing. During the summer of 2010, he spent four weeks at a summer camp. As well as the usual activities, such as sailing, climbing and climbing, there was a writing class. “The teacher was a writer, and she asked us to talked about our lives and tell interesting stories. Then she encouraged us to write about our experiences at the camp.”

　　Back at school, David wrote a story about the life of a sixteen-year-old boy, and it came out as a book in 2012. Many young people love his book, and as a result, David has become a successful young writer.

　　David has been very lucky because his hobby has brought him pleasure and success. But writing is not his only hobby. He is also interested in many other things. “I like playing volleyball too,” says David. “I spend some of my free time playing volleyball for my school team. Maybe I'll write about my volleyball team in my future books.”

　　【参考答案】

　　Teaching contents:

　　This lesson is for eighth-graders, which mainly talks about the colorful hobbies of David Smith and how his writing hobby brings him pleasure and success.

　　Teaching objectives:

　　Knowledge objective: Students can understand the passage and talk about hobbies and their reasons freely.

　　Ability objective: Students can improve their reading abilities like predicting, summarizing, skimming, scanning and other reading strategies.

　　Emotional objective: Students can know the influence of hobbies clearly and think more about the future.

　　Teaching key and difficult points:

　　Teaching key point: Students can understand the passage and talk about hobbies and their reasons freely.

　　Teaching difficult point: How to apply what they have learned in the class into real life is the difficult point.

　　Teaching procedures:

　　Step 1: Warm-up (1 minute)

　　The teacher introduces himself and then guides students to guess what their teacher likes doing in his/her free time according to some pictures on PPT.

　　【Justification: This step can arouse students learning interest in hobbies, which can help students focus on this reading class.】

　　Step 2: Pre-reading (2 minutes)

　　The teacher elicits students to talk about their hobbies and asks them some questions to predict the content of the passage.

　　Questions:

　　Can you guess what David’s hobby is?

　　What can he get from his hobby?

　　【Justification: Students can predict the reading material by talking about their hobbies and answering questions, which can lay the foundation for the following teaching.】

　　Step 3: While-reading (10 minutes)

　　1. Skimming

　　Ask students to read the passage quickly and then conclude the main idea of the passage.

　　2. Scanning

　　Read for the second time and then guide students to do some exercises:

　　A. Answer questions

　　(1) What are the benefits brought by hobbies according to the passage?

　　(2) What are David Smith’s hobbies?

　　(3) How did David develop his writing ability during his summer vacation?

　　B. T & F

　　(1) As well as the usual activities, such as sailing and besides a writing class. ( )

　　(2) David’s teacher urged him to write about his experiences. ( )

　　(3) It was published as a book in 2012. ( )

　　(4) David became a successful writer. ( )

　　3. Intensive reading

　　Read the passage again and then choose the correct structure for the passage.

　　【Justification: Different ways of exploiting the text can help students to cope with the text in class and develop students’ some certain reading skills, such as skimming, scanning and careful reading.】

　　Step 4: Post-reading (5 minutes)

　　1. Ask students to retell the passage according to the structures and exercises above.

　　2. Invite students to work in groups of four to talk about the development of their own hobbies, and then ask some groups to share in the front.

　　【Justification: Through this step, students will get a further understanding of the passage and their speaking ability can be trained.】

　　Step 5: Summary & Homework (2 minutes)

　　1. Summary

　　Ask some students to make a summary about what they have learned today and if necessary, the teacher makes timely supplements. Also the teacher stresses the emotional objective.

　　2. Homework

　　1: Finish the exercise in the book.

　　2: Ask parents about their hobbies, write down a report and share with classmates next time.

　　【Justification: This step can better guide students to conclude all the knowledge they learned in this class and through homework at different levels, the different characteristics can be focused on respectively.】

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（编辑：Libinu）