Unit 6 Reading plus教学设计- 2025-2026学年人教版八年级英语上册

该初中英语教学设计聚焦《The Ant and the Grasshopper》寓言的拓展阅读，通过Free talk（寓言故事讨论）和Watch and learn（寓言知识拓展）激活已知，搭建“文本输入-习题巩固-讨论输出”学习支架，衔接阅读策略训练与语言表达。 特色在于以核心素养为导向，采用“分层阅读+多元输出”教学法。读中通过Fast-reading抓脉络、Careful-reading析细节提升语言能力，读后角色扮演具象化情节、续写故事培养思维品质，融入未雨绸缪的文化意识。为教师提供完整教学评链条，助力高效实施，帮助学生掌握阅读策略，提升表达与规划能力。

单元分课时教学设计 年级科目 2025新版八上英语 科 目 英语 授课名称 Unit 6 Plan for Yourself 授课课时 第六课时Reading plus 授课类型 拓展阅读课 授课文本 一、教材分析 Analysis of teaching material What: - 主题：围绕《The Ant and the Grasshopper》（蚂蚁与蚱蜢）展开，属于英语阅读教学材料。 - 板块构成： - 阅读文本：通过介绍蚂蚁和蚱蜢的故事体现“未雨绸缪”的重要性。 - 习题部分： - 讨论题（共3题）：考查文本主旨、细节的理解。 - 写作题（1题）：引导学生编创后续的故事发展。 Why: - 语言能力目标： - 提升学生的阅读能力，包括主旨理解、细节抓取、词汇（如代词指代）辨析。 - 锻炼学生的口语/写作表达能力，通过讨论题鼓励学生输出观点，将语言知识转化为实际交流能力。 - 文化认知目标： - 让学生了解未雨绸缪的重要性，拓展思维认知能力。 - 引导学生关注日常生活中的规划，增强对本土文化的认知与认同。 - 教学逻辑： 先通过文本输入（知识积累），再通过习题巩固（技能训练），最后通过讨论拓展（应用输出），形成“输入-内化-输出”的完整教学链条。 How: - 阅读教学环节： - 先引导学生快速浏览文本，把握文章大意。 - 再逐段精读，梳理故事的情节发展，同时解决第1、2、3题（细节题），夯实语言知识。 - 讨论环节： - 通过角色扮演，学生进一步体会提前布局的重要性。通过讨论，学生进一步理解故事文本背后的深意。 - 延伸活动： -通过续写，提高学生具化文本内涵的能力。通过发现问题、分析问题、解决问题，培养学生的问题意识，提高解决问题的能力。 二、教学内容 Teaching content 1. 该教学内容围绕《The Ant and Grasshopper》展开，包含介绍蚂蚁和蚱蜢的阅读文本。 2. 设有3道问答题，考查学生对文本主旨、细节及词汇的理解。 3. 还有1道写作题，引导学生编创后续的故事发展。 4. 整体通过阅读输入、习题巩固和讨论输出，提升学生英语阅读与表达能力。 三、教学目标Teaching objectives Language Abilities (语言能力) Learn to master the new words, phrases and sentences. Learn about the story plot. Learning Abilities (学习能力) Learn to get the main idea and some details by fast reading and careful reading. Thinking Qualities (思维品质) Learn to divide the paragraphs and master the structure by analyzing the text. Cultural Awareness (文化意识) Learn to explore the importance of making plans. 四、教学重难点Teaching important and difficult points Teaching important points: Learn to get the main idea and some details by fast reading and careful reading. Teaching difficult points: Learn to get the main idea and some details by fast reading and careful reading. 五、教学步骤Teaching procedures Step1. Warm up Step2. Lead in Step3. Pre-reading Step4. While-reading Step5. Post-reading Step6. Language points 六、教学评一体化教学过程设计Teaching process 教学步骤 教学活动 效果评价 Step1. Warm up Free talk Have you heard these fables? Where are they from? 【设计目的】导入阅读主题，引发学生兴趣，活跃课堂气氛。 观察学生是否进入课堂状态。 Step2. Lead in Step3. Pre-reading 1. Watch and learn 【设计目的】拓展课外知识，了解寓言，积累文化素养。 1.How do you know about the story? 【设计目的】考查学生的识图能力和根据图片及标题进行预测文章主旨大意的能力。 观察学生是否在认真观看和学习。 观察学生是否在认真思考问题。 Step4. While- reading Fast-reading Read fast and circle the characters (who), place (where), time(when). The text is organized by time order. 【设计目的】了解文章的脉络和主要内容。 观察学生是否能快速找到相应的关键信息进行相应的搭配。 观察学生是否会快速阅读获取文章的脉络结构。 Careful-reading: 1. Read Part 1 carefully. What did the ant and the grasshopper do？ The ant was busy collecting corn. The grasshopper was relaxing in the sun. What did the grasshopper invite the ant to do? Did the ant accept? The grasshopper invited the ant to come sit with him. No, she didn’t.She had to take the corn home and was preparing for the winter. 【设计目的】提升学生阅读理解能力。 2.Read Part 2 carefully. What did the ant and the grasshopper doing？ The ant continued to take corn home every day, but the grasshopper just played his violin and danced around. What did the grasshopper invite the ant to do? Did the ant accept. The grasshopper invited the ant dance and have a picnic with him. 【设计目的】提升学生阅读理解能力。 Read para.3 and fill in the blanks. Read para.4 and fill in the blanks. 【设计目的】在阅读中，提升学生通过细读定位获取答案的能力。同时训练信息提取、逻辑梳理与口语表达能力。 观察学生是否会细读定位，找到答案。 观察学生是否会细读定位，找到答案。 观察学生是否会细读定位，找到答案。 Step5.Post -reading Step6. Language points 3.Read Part 3 carefully. How was the weather? What did they do? The weather became cool and windy. The grasshopper ran around the farm singing songs. The poor ant had to fight her way through the wind.She wanted to collect lots of wood. 【设计目的】提升学生阅读理解能力。 4. Read Part 4 carefully. How did they spend their winter ? The ant sat at home by her fire, enjoy some lovely corn soup. The grasshopper had no food and no fire to keep him warm. 1.What do you think of Ant and grasshopper? What can we learn from the story? 【设计目的】检测学生对课文内容的掌握，加深记忆。 2. Role play We need students: Student 1: Act as the ant. Student 2: Act as the grasshopper. Student 3: Act as the voice-over. 【设计目的】通过角色扮演，更好地理解阅读内容，使得阅读材料具象化，简单化和直观化。 3. What will happen next？ Write a new ending. 【设计目的】提升学生的写作能力和创造思维。 【设计目的】检查学生对本节课重点单词和用法的掌握。 观察学生是否会细读定位，找到答案。 观察学生是否在认真思考问题。 观察学生是否在积极参与活动。 观察学生是否能续写故事内容。 观察学生是否掌握本节课的重点单词及其用法。 七、教学评价Teaching evaluation 1. Before the class, I will tell students how to participate in the class and evaluate themselves according to the following evaluation form. 2. During the class, I will use my body language like smile and encouragement language to assess the students properly and give feedback in time. 3. After class, I will ask the students to evaluate themselves in the following evaluation form.The purpose is to check the students' grasp of the key and difficult points of the class. And I can also make teaching improvements. Yes No 1. I can read and write key words and sentences correctly. 2. I can finish the reading tasks by fast reading and careful reading. 3. I learned about the fable story. 4. I can realize the importance of making plans. 八、板书设计Blackboard design Unit 6 Plan for Yourself Reading plus 九、家庭作业Homework 必做Must-do 选做Choose-to-do Recite the language points. Finish your exercise. Retell the story and read more Aesop’s Fables. 十、教学反思Teaching reflection In this class, I guided students to learn how to get details and answer questions through careful reading. Ninety percent of students can finish the reading tasks and catch up with the class. In addition, we learned about an interesting fable story. To my surprise and joy, each student thinks it important to make plans.It’s wonderful! 学科网（北京）股份有限公司 $