英语阅读教学在英语教学中占有举足轻重的位置，撰写教学设计和试讲也是近年来教招考试中出现频率较高的考查形式，能够测出考生的语言功底和表达能力。故设计好一堂阅读课是考生在面试中取得成功的第一步。本文以牛津译林版初中七年级下册Unit 6 Outdoor fun阅读课为例进行教学设计，该教学设计以学生的现实生活为出发点和归宿点，旨在发挥学生的实际语言运用能力。
Teaching aims:
Knowledge aims:
Students can learn some new words and phrases.
Ability aims:
Students can get the main idea of the passage.
Students can use scanning skills to get some specific information.
Emotional aims:
Students will cooperate with others well.
Teaching key points and difficult points:
Key points:
Students can learn some new words and phrases.
Students can apply reading strategies: making prediction, skimming and scanning.
Difficult points:
Students can improve their reading abilities such as skimming and scanning.
Students can retell the story in their own words.
Teaching procedures:
Step 1 Lead-in
Greet students and play a short video about "Alice in wonderland". Ask students to share some information they know about this story.
(Justification: The video is a vivid media to arouse students' interest, and the teacher can lead in the topic of this class.)
Step 2 Pre-reading
Let students look at the pictures on the book besides the passage, and they can predict what this passage is mainly about.
(Justification: Students' predicting ability can be improved, and it can help to lay a foundation of the next reading steps.)
Step 3 While-reading
1. Fast reading
Read the passage for the first time and check their prediction about the main idea of this passage.
(Justification: Students' global reading ability can be trained. It's an individual work, so the autonomous learning method can be demonstrated also.)
2. Careful reading
① Read the passage again and rank these statements in correct order:
(1) Alice saw a small key.
(2) Alice saw a rabbit in a coat.
(3) The rabbit jumped into a hole.
(4) Alice opened the small door.
(5) The rabbit said he would be late.
(Justification: This task can help students find how the story developed, and it can also improve students' scanning skills.)
② Read the passage carefully and guess the meaning of these words and phrases:
sit by; run across; get away; go through
(Justification: Students can understand the passage better by guessing the meaning of these phrases, and they can also develop their ability to paraphrase the sentences.)
Step 4 Post-reading
Retelling: Work in group of four to retell the passage according to the time line on the blackboard. Then invite some representatives to share their result.
(Justification: This task can help students improve their speaking ability and achieve the emotional aims to improve their cooperative awareness.)
Step 5 Summary and homework
Summary: Invite one student to summarize what we have learned today.
Homework: Ask students to imagine what would happen after Alice went through the small door and write it down.
(Justification: It can help students consolidate what they have learned in this class and develop their creative ability.)
Blackboard design:
