With the deepening and development of curriculum reform, English reading classroom teaching has attracted more and more attention from all walks of life. In English reading classroom teaching, making full use of the question link model can not only effectively improve the integrity and coherence of English reading teaching in senior high schools, but also concentrate students' attention to the maximum extent and improve the effectiveness of the whole course teaching process. The following is an English reading lesson plan I provided for you. Friends in need can have a look!

Teaching plan for English reading class

First, the analysis of learning situation

The teaching target is the students in physical education class, Grade One. Because of their weak English foundation, English learning (especially English reading) is very difficult for them. Traditional practices are no longer appropriate. I have been groping for teaching methods suitable for them, and students have adapted quickly and made some progress. They will put forward their own doubts, dare to express their views on the content of the text, and extend their knowledge from class to extracurricular, and consolidate their study through various channels. However, the level of students in this class is uneven, and some gaps are still quite large. Therefore, in the teaching process, the assigned tasks should also take into account students at all levels, so that they can gain something.

Second, teaching material analysis

This is an article with the theme of protecting wild animals. The article describes Daisy's experience of visiting wild animals in a wonderful flying carpet trip in her dream. Through the dialogue between girls and Tibetan antelopes, African elephants and monkeys, students can further understand the deterioration of the living environment of wild animals and the urgent action to protect them. With the development of economy, environmental problems become more and more important. How to realize the harmony between man and nature has become a topic that we must face. As a middle school student, it is necessary to understand the knowledge of wildlife protection and establish the concept of environmental protection.

Third, the teaching objectives:

● Language knowledge objectives:

(1) Understand, master and use the key words, phrases and sentence patterns appearing in this article.

(2) Learn to express topics related to "protecting wild animals" in English.

● Language skills objectives:

(1) You can continue to consolidate reading skills such as speed reading, generalization and comparison, obtain information about "wildlife protection", and cultivate your ability to analyze, handle and solve problems with the obtained information.

(2) Being able to give short speeches, dialogues and other activities in an orderly manner according to wildlife topics, so as to cultivate students' ability to think and express in English; Create necessary conditions for students' further study and development.

● Emotional goals:

(1) Stimulate and improve students' interest in learning English; Reflect the main identity of classroom teaching, make it actively participate in all aspects of teaching and become the master of learning; Cultivate students' personality and creativity.

(2) Through group cooperative learning, you can actively communicate with your peers in English and develop the ability to communicate and cooperate with others; Cultivate students' sense of cooperation,

(3) Aware of the importance and urgency of wildlife protection and environmental protection, as well as the extraordinary significance for human survival and development. Can actively love life, pay attention to nature, pay attention to the harmony between man and nature, and establish a sense of responsibility to protect wild animals.

● Teaching emphases and difficulties:

Use reading skills to fully understand the article; And can use the learned information to analyze and solve problems.

Fourth, teaching methods:

I choose to use communicative approach in this course. In specific teaching, situational teaching and activity teaching are combined, visual teaching AIDS and audio-visual teaching methods are fully used to create scenarios, and auxiliary equipment such as projectors are used to cultivate students' ability to understand, express and think directly in English. Implement the communicative teaching principle in the specific teaching process, organize various classroom activities, such as performances and discussions, to cultivate and strengthen students' language practice ability and autonomous learning ability.

Verb (abbreviation of verb) teaching procedure:

● 1. Song appreciation

Zhao Chuan's animated song "I am a bird", when students see the hunter trying to hit the bird with a gun, they are very angry; When students see the waste gas and sewage discharged from factories, they show concern for the environment we are facing now. This song aroused students' awareness of environmental protection.

● 2. Lead-in line

Play a video of wild animals being killed, and then ask the students: What happened to these animals? What will happen if human beings continue like this?

The students spoke enthusiastically and performed positively. Let students realize the importance and urgency of protecting wildlife, and stimulate students to acquire wildlife protection knowledge through text learning.

● 3. Read ahead

Ask the students first: Look at the title and pictures on page 26. Can you guess the general idea of this article?

Ask students to use the titles and illustrations in the article to predict the content of the article and cultivate their ability to predict the topic. It also stimulates students' curiosity and interest in reading articles to verify their predictions. Lay the foundation for the next step of reading quickly to get the general idea of the article.

● 4. Read quickly

Question:

What places did Daisy visit? What animal did she meet? This article can be divided into several parts.

This session allows students to quickly read and complete the forms in the English weekly report according to the content of the text, which is very suitable for English teaching of physical education class students. It can not only ensure students to successfully complete the reading task, but also cultivate students' ability to obtain the required information and the contextual structure of the article through reading skills such as speed reading and skipping reading.

● 5. When reading

In this section, according to the students' understanding of the text, they will carry out various group activities on antelopes, elephants and monkeys. For example, ask students to make a report about antelope; Interview with elephants; Design the monkey part by yourself; Let other students answer and so on. The purpose of doing this is to let students complete the information obtained by reading and understanding in the form of group activities, and the teacher will give some guidance and help when necessary, so that students can become the main body of classroom teaching.

● 6. After reading

Skim it again on the basis of knowing the details. The class is divided into four groups, and each group is assigned tasks. The article has four paragraphs, each group summarizes the general idea of a paragraph, which requires no more than three words, which not only reduces the difficulty but also improves the students' inductive ability.

In this link, I designed various activities to check and evaluate students' understanding.

① Play games. Look at the picture and speak.

Let students consolidate and expand the content of this lesson through games; This not only consolidates the knowledge learned, but also enables students to further understand the knowledge of wildlife protection; It also cultivates students' sense of participation.

② Discussion:

Theme:

(1) Personal Exhibition Why are some wild animals on the verge of extinction?

What should we do to protect wild animals?

This task is suitable for students with good English foundation, so that students can fully practice the key words and sentences appearing in the text and memorize them.

(2) I am the master of my stage-a small propagandist (I provide strategies to protect wild animals)

Design a slogan for the World Wildlife Conservation Organization.

Protect pandas, let's work together to protect pandas, let's work together.

Animals are our friends. Animals are friends of human beings.

Please protect wild animals, please protect wild animals.

Care for wildlife, protect our homeland, care for wildlife and protect our beautiful homeland.

The design of this link is suitable for group activities, aiming at cultivating students' ability to analyze, deal with and solve problems through what they have learned, and giving students room for imagination; At the same time, further strengthen students' sense of cooperation and enjoyment.

●7. Summary

What can you learn from the text? Ask the students to evaluate what they have learned in this class.

●8. Task:

Small production of knowledge cards

How to protect wild animals

Title: Save the Endangered Wild Animals!

The purpose of homework design is to let students further expand their knowledge of wildlife protection and apply it after group discussion.

Sixth, after-class reflection

The success of teaching lies in guiding students from reading the superficial meaning of the article to exploring the deep meaning step by step, so that students can understand that animals play an important role in our lives and should be well protected. For example, first read the text with questions, answer the questions, then summarize the paragraphs, then analyze the sentences (this is a superficial understanding), and finally summarize the full text, so that students can achieve * * * knowledge through literal understanding-protect animals and sublimate to deep understanding.

Seven, improvement measures

The disadvantage is that in the part of answering questions after reading, the design questions are mostly wh-type questions, which do not fully take care of students with poor reading ability. The reason is that I think they are senior one students, and it is not difficult to find the answer in the article. Moreover, these questions are not reasoning questions, so they are accepted. However, after class, I learned that some students failed to answer all the questions in a short time. In the future similar teaching process, all students should be considered when checking, and students should be informed in time to prepare in advance.

;