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初中英语阅读课课件
作为一无名无私奉献的教育工作者，就难以避免地要准备课件，一个优秀的课件，采用的形式其产生的效果应该是高于传统教材的，也就是说，如果连传统教材的效果都没有达到，那也就没有必要做成课件了。那么应当如何写课件呢？下面是小编收集整理的初中英语阅读课课件，欢迎大家借鉴与参考，希望对大家有所帮助。
初中英语阅读课课件 1
一、教学课型：
阅读课
二、教材分析：
本节课课型是阅读课，内容是一名学生在网页上找到一篇关于圣经中的英语文章。通过这节课的学习，给学生提供一个了解英语中习语的机会，从而使学生更好的了解不同的信念，宗教以及中西方的文化差异。
三、学情分析：
该年级段的学生有一定的英语基础，对根据具体语境猜测习语意思有浓厚的'兴趣，因此教师要给学生表现的机会，指导他们积极主动地阅读。
四、教学目标：
1、知识目标
（1）、重点词汇：in other words ,among other things ,by and by ,have a vague or loose connection to/with ,kill the fatted calf, develop a high level of competence in communication skills……
(2)、重点句子：It comes from a story in the Bible, where a son returned to his family after …, …among other things, and unless you recognize when an idiom is being used，you can easily misunderstand……
2、能力目标：培养学生的阅读能力和知识运用能力。
3、情感目标：通过本文的学习，帮助学生更好地提高阅读理解能力，了解这些习语能培养学生更高水平的交流技巧。
五、教学重难点：
1、培养学生的阅读能力，如略读、精读等能力。
2、提升学生综合运用语言的能力，如交际能力等。
六、教学过程：
Step1: Lead in
Ask the students to read the following sentence and guess what the idiom means: I took my mother’s car without asking for permission. She is angry at me. I ’m in hot water now! (in trouble )
【设计说明】以有据可依的语境导入，活跃了课堂气氛又恰当的引入了本节课的主题“Biblical idioms in English ”
Step2: Fast reading
Read the article quickly and answer the following questions:
1、What is an idiom?
2、Which language was the Bible first written in?
3、Which idiom is often used to describe children?
【设计说明】简要的问题使学生对文章内容有大概的了解，为下一步的careful reading 奠定基础。
Step3: Careful reading
Part1: Answer questions
1 Why does the Bible have a lot of idioms?
2 What did ‘by and by’ originally mean in the Bible?
3 What does ‘by and by’ mean today?
4 How many years ago was the Bible translated into English?
5 What does “feet of clay” mean?
6 Which animals are featured in the idioms in the article?
7 Which foods are included in the idioms in the article?
8 How is studying idioms useful in language learning?
【设计说明】
这是对文章的细节理解，同时也使学生学习了这部分的知识点。
Part2: Choose the best idiom from the text to fill in the blanks
1 Sarah’s grandmother adores her; Sarah is_________________________________.
2 Wilson was disappointed when he learnt that the coach had ____________________.
3 She knew it might take a long time for her teammates to change their minds, but she believed that the new plan would work_________________________________.
4 The people in my village are very honest and hard-working; they are______________________.
5 When my brother came back home from his trip to Europe, we _________________for him.
6 She would not say who told her about the surprise party. She just said ___________________.
【设计说明】
换一种语境让学生更好体会文中出现的习语的用法。
Step3: Careful reading
Read a short passage about idioms from the Bible and full in the blanks with the words blow.
Hidden underline weaknesses translated idioms group Greek
Soon concept bird
An idiom is a _______of words that has a special meaning which is not usually apparent. If you already have a good understanding of English and want to polish up and sharpen your language skills, studying_______ can be a good way to do so.
Many of the idioms used in English are from the Bible was ________ from Hebrew into _______ and later into English. Take ‘by and by’ as an example. It originally meant ‘immediately’, but now it means ‘________’.
Idioms can be used to ______ the moral of a story. One idiom about ‘feet of clay’ stresses the ________ that things or people that seem perfect, like a person we admire or respect, can have hidden _________. Another idiom, ‘a little________ told me’, is used to say that you know something but you do not want to tell others how you know it. Some Bible idioms use things related to food such as salt or apples to make a point more clear.
From now on, whenever I read an idiom, I will remember that there could be a ________ meaning in it.
【设计说明】
这个环节可以从另一个侧面检验学生对文章线索的掌握。既是对文章内容的延伸，又是对文章的综合概括，并可以借此提高学生的词汇运用能力。
Step4: Appreciation: Enjoy some idioms
1 A little learning is a dangerous thing.
2 Life is made up of little things.
3 A high building, a low foundation.
4 Many a little makes a miracle.
5 Many hands make light work..
6 Actions speak louder than words.
7 Better to arrive late in this world than early in the next.
8 When in Rome, do as the Romans do.
Step5: Homework
(1) Shorten the passage using your own words.
(2) Try to collect some idioms.
(3) Find useful and .difficult language points from the passage.
初中英语阅读课课件 2
一、学生分析
本节课的教学对象是小学五年级学生，他们对英语仍然有着浓厚的学习兴趣，对英语充满了好奇心，也具备一定的语言知识和技能。他们不仅活泼好动，爱听爱说，而且善于口头模仿。小学生的心理和年龄特点决定了学生对有趣的听、说、唱、做、游戏、玩、演、视听等生动活泼的教学活动更感兴趣。然而，学生自主阅读的训练相对缺乏，学生静下来阅读的时间寥寥无几，更没有时间动笔写作，当然也就谈不上对阅读或写作技能、策略、方法的掌握。
二、教材分析
这是一节阅读教学课，语言功能项目是Talking about abilities，话题是Housework（家务劳动）。在此之前，学生已经掌握了water the flowers, sweep the floor, empty the trash，cook the meals，clean the bedroom等家务劳动的英语表达，学生能简单陈述自己能干什么家务活，并询问对方能干什么家务活。本节课的教学内容与学生日常生活实践紧密相连，通过阅读激发学生学习的兴趣，进行阅读技能和策略的指导，突出信息的交流和互动，促进听说技能，发展读写技能，在教学中以旧引新，降低学习难度，不断循环复现，帮助学生积累巩固，提高学生综合运用语言的能力。
三、教学目标
知识目标：
1、能够听、说、读、写句型：What can you do? I can sweep the floor. I can cook the meals. I can water the flowers等。
2、能够听、说、认读句子：Mother Goat is ill. We can help her. Just do it.
能力目标：
1、能够听说读写本课重点词汇和句型，并能在实际生活中灵活运用。
2、能理解课文大意，从文本中获取信息，增强对文本的理解、分析的能力，促进学生思维的发展。
3、能够掌握一定的阅读方法和阅读策略，初步养成按意群阅读的习惯。
情感态度目标：
1、激发学生劳动的热情和自豪感，同时也让学生体会家长的辛劳，学会在平时的生活中体贴和关心长辈。
2、懂得和同伴交流，合作互助，从中获取更多的知识。
文化意识目标：
让学生了解一些有关环保、洗涤的生活常识。
四、教学策略
在教学中特别注重对学生阅读能力的培养，采取以学生为中心的教学方式，激发学生的学习动机，调动学生阅读的积极性，多以理解，分析，判断，辨析等教学活动来激活学生的思维。在活动设计时本着体验学习、合作学习、思维学习的教学理念，将语言学习和多种能力的培养渗透到课堂活动和教学任务中，努力为孩子们提供一个不断感知、不断探索、不断提高的成长空间。
五、教学准备
多媒体课件，flash cards
六、教学重点
正确理解本课对话内容，能够听，说，读，写句型：What can you do? I can sweep the floor.
能够听，说，认读句子：Mother goat is ill. We can help her. Just do it.
七、教学难点
1、能读懂相当难度的文章，并写出小文章。
2、ill ,just do it!单词与词组的理解。
八、教学过程
（一）Warming up
1、Greetings
2、Sing the song
【设计意图：简单亲切的问候和歌曲的吟唱，不仅帮助学生迅速地进入英语学习状态，而且拉近了师生间的.距离，营造了轻松愉快的教学氛围让学生站起来，运用TPR，使学生动起来，有效地组织英语课堂学习，活跃课堂气氛，并让学生复习句型What can you do? I can... 。T: Great! You’re helpful!
（二）Pre-reading
Step 1：激趣启思，预设铺垫
① touch and say
Step 2：知识唤起，导入新知
① Ask and answer.
T：What can you do at home / at school?
S： ..... （学生可任意回答，如：do homework, study English, clean the blackboard等）
【设计意图：通过听指令做动作活跃课堂气氛；通过师生问答，发散学生思维，唤起学生已有的知识经验，在情感交流中了解学生对知识的掌握，为后面的阅读预设问题做好铺垫。】
（三）While-reading
Step 1：问题引领，预测信息
① Group work
T：If your mother is ill，what can you do?
If your teacher is ill，what can you do?
（板书句型：What can you do? 让学生各抒己见）
② Praise and positive reinforcement（教师表扬并肯定学生的做法）
T：You are helpful. / Just do it. / Great!
【设计意图：本环节让学生根据实际情况发表自己的见解，并在预测中铺垫本课的句型，扫清阅读的障碍，帮助学生减低阅读难度，激发学生的阅读兴趣，引起学生探究的欲望。】
Step 2：整体扫读，捕捉信息
① Watching the video
T：What’s the matter with Mother Goat? Who can help her? Watch the video，please.
② Skimming
③ Sum-up
【设计意图：观看课文VCD，视听结合。然后，预设问题，指导学生快速阅读（skimming），在阅读的过程中整体把握课文脉络，了解本课内容梗概。】
Step 3：问题深入，推进阅读
Scanning
T：Are the monkey, the rabbit, Zoom and Zip helpful? What can the monkey do? What can the rabbit do? What can Zoom do? What can Zip do? Read the dialogue again.
【设计意图：学生带着问题阅读课文（Scanning），发挥学生的自主学习和探究意识，引导学生思考，进一步搜集并获取具体信息，并划出关键词，回答相关问题，将阅读推向深入。】
Step 4: 思维互动，质疑辨析
① Retell the content of the text.
T：Mother goat is ill. She is tired, she can’t do any housework. Who helped her? What can they do? Please retell what happened.
② Discuss in groups
【设计意图：通过讨论让，学生在巩固语言知识的同时，进一步关注了情感教育，让学生学会感恩，学会关怀体贴身边的人。】
Step 5：听读结合，演练巩固
① Listen and repeat
② Act out the dialogue
【设计意图：本环节通过听录音模仿朗读，角色扮演，增强语感。】