Teaching design before reading in classroom teaching From the psychological process of reading, students need to enter a state of reading preparation before starting reading: first, they want to read and have the desire to read; Second, there are readable targets and new information to be obtained; Third, there is a necessary language foundation, such as vocabulary; Fourth, have relevant background information, so as to establish contact with new information and reach an understanding. This requires teachers to introduce reading according to these psychological needs. In my teaching, I set two pre-reading tasks: task one: after introducing the topic of basketball information, organize students to watch a basketball game. Ask leading questions: Let students talk about their understanding of basketball according to their common sense of life. Different students give different answers. Task 2: Predict the main idea After brainstorming, students have a preliminary understanding of the basketball game. The author lets the title of the text and the illustrations in the text predict, and through group cooperation, guides students to actively explore the content of the article, thus cultivating divergent thinking and language expression ability and preparing for the next reading. The teaching design of reading includes three parts: input, internalization and output (input; Transition device; The purpose of reading is to understand the main idea and details of the article and the structure of the article, so as to achieve a preliminary understanding of the article. Teachers need to set relevant tasks, guide students to understand the article by means of prediction, scanning, skimming, analysis and reasoning, so that students can enhance their reading awareness and improve their reading skills by completing reading tasks. In English teaching, the author sets three reading tasks: task one: title analysis. The title of the article contains rich information. The analysis of the title can arouse students' background knowledge of basketball, arouse students' speculation on the content of the article and stimulate their desire to read. Task 2: The reading task requires students to read the article quickly and look for detailed information. Search reading is an important way to cultivate students' ability to obtain information in reading. In reading, students are first required to find the target language of this unit-passive voice, collect students' answers and write them on the blackboard; Then ask the students to read the full text and find out the answers to the problem set. In the process of reading, students are also required to guess the meaning of new words according to the context. Task 3: Analyzing the text structure Understanding the text structure is an important symbol of the text reading ability. Students summarize the following chapter structure through the analysis of the full text. (3) Teaching design after reading. Teaching activities after reading can organize students to carry out various testing activities, such as reaction to what they read, role-playing, debate, rewriting and continuation. In short, it is the expansion and application of the knowledge learned and the information obtained from the text. At this stage, teachers' teaching design should focus on cultivating students' thinking ability and effectively promoting the maintenance and transfer of learned knowledge. Reflection and countermeasure evaluation are reflections on teaching design. In teaching, we must pay attention to collecting data about activities, find problems through data analysis, and then make corresponding adjustments. Any instructional design must go through the process of application, evaluation and perfection. (1) Before English teaching, some simple dialogues should be carefully selected and designed, and various forms such as teacher-student question-and-answer, student-student question-and-answer and group question-and-answer should be adopted, which not only trains students' listening and speaking ability, but also reviews the content of last class, paving the way for the new teaching content and playing a connecting role. (2) The way of thinking of middle school students is flashback. In English teaching, many texts and dialogues are not easy to remember and master. Teachers should try their best to make teaching intuitive and interesting. Such as objects, pictures, stick figures, slides, etc. Use teaching media as much as possible, which can not only improve students' enthusiasm for learning English, but also enable them to firmly remember the target language English. (3) English teaching should further study the psychological characteristics of teenagers, which is an important prerequisite for the success of middle school teaching, especially foreign language teaching. We should fully affirm and stimulate teenagers' psychology of seeking knowledge, expressing and innovating, and let them see the significance and value of learning English. (4) English teachers should have a sense of closeness to students and bring them closer together. In the process of foreign language learning, due to the influence of external factors, learners will be anxious, depressed and irritable. As the organizer of teaching activities, English teachers should attach importance to the cultivation and control of foreign language learners' emotional factors. Teachers can't keep a straight face and always show others with a straight face, otherwise students will feel depressed in class. Especially in classroom teaching, English teachers should respect students very much, pay attention to motivating students and pay attention to their learning process. Some words and behaviors such as praise and encouragement should be used as common words in class.