ReflectionsontheTeachingModeofEnglishReadinginSeniorHighSchools-精选文档

1、Reflections on the Teaching Mode of English Reading in Senior High SchoolsThe new English curriculum attaches great importance to developing students reading ability ， including using different reading strategies. Based on the new concept ， the author explains how to apply the teaching mode of Engli

2、sh reading (pre-reading ； while-reading ； post-reading ) by introducing the teaching design of the reading part of First Aid.1. PrefaceThe new Curriculum Standard of English makes it clear that the general goal of English learning is to cultivate students comprehensive skills of using English. This

3、ability is based on their knowledge ， skills ， attitude strategies and cultural consciousness. Among them，ability includes listening ， speaking ， reading and writing. So reading is an important part which carries the main information in a unit. The traditional teaching mode of English reading in Chi

4、na only puts emphasis on word-by-word explanation ， syntax analysis and translation exercises. However， the new English curriculum attaches greatimportance to developing students reading ability such as inferring the meaning of new words from the context and word formation rules ， understanding the

5、logical relationships between each sentence in a paragraph，picking out the main ideas in texts ， understanding reading materials of different common types andusing appropriatereading strategies to find information according to different reading purposes.How to improve students reading ability as wel

6、l as how to give English reading courses in an effective teaching mode are key problems for English teachers. Based on the new teaching practice， the author explains how toapply the teaching mode(pre-reading ； while-reading ；post-reading ) by introducing the teaching design of the reading part of Fi

7、rst Aid.2. The application of the teaching mode ( pre-reading ； while-reading ； post-reading )2.1 Pre-readingIn Pre-reading ， students interest is aroused ， the topic and reading are led in， and some backgroundinformation is introduced if needed.To begin with ， I led in first aid with a short videob

8、ut is choked toA father has been cured from cancerdeath by a hamburger because no one present knows first aid. ) Here ， students interest was aroused. Then， Iasked students to find the definition of first aid in warming up. Later ， students could see a picture ， “A boy was burnt by hot water ”. With

9、 the question“Before theboy is sent to hospital， what kind of first aid will hismother give to him ？” the reading part“First Aid forBurns ” was led in. 2.2 While-readingWhile-reading involves task-based reading as well as comprehending ， to develop students reading ability ， including using differen

10、t reading strategies.2.2.1 Fast readingStudents were requested to read the passage quickly，while using the skills of skimming and scanning. Skimming is used to identify the main idea of a text and get an overall impression of the content by reading the title，introduction ， and the first paragraph ，

11、the first sentence of every other paragraph ， or any headings and sub-headings. Scanning is used to find specific information quickly. In scanning ， one has a question in the mind and read a passage only to find the answer ， with the help of headings and anyother aids that help one identify which se

12、ctions might contain the information looked for， ignoring unrelatedinformation.About fast reading of First Aid， I prepared five cards ， each of which had the main idea of the five parts. I asked students to skim the passage， paying attention to the title and subtitles ， and put the five cards in rig

13、ht order. After discussion ， I invited one group of students to stand in line in right order putting up the cards. This task was able to practice students skimming ability and make them have an overall perception of the text， at the same time ，advanced the class participation.2.2.2 Detailed readingD

14、etailed reading is used to help readers get a full understanding of a text， I usually ask students to havea detailed reading for each part or paragraph.Take First Aid as an example. For part one， I gotstudents to finish four sentences to settle the question “What are the functions of skin？” after re

15、adingparagraph one silently. They could develop their reading ability of scanning. With the question “Besides hot water ， what other things can cause burns ？” we came to the secondpart. They could refer to the pictures and find out the causes of burns together. Then ， with the cohesive sentence ， “D

16、ifferent causes can lead to different types of burns ， and each type has its own characteristics”，we came to part 3 and 4， types and characteristicsof burns.Students read the two parts while listening to the tape，in order to improve their pronunciation and practice their listening. Then by completin

17、g a knowledge tree ， they knew the three types of burns and which layer of skin was affected in each type. Later ， by looking at three pictures and finishing another knowledge tree， students knew thecharacteristics of burns. Students could also practice getting detailed information. Meanwhile， the t

18、eacherdealt with the new words in the process of teaching. “OK， if a person is burnt ， different types require different treatment. ” Wec ame to the las t part ， first aid treatment. I asked students to read the part carefully， and put thekey phrases of the seven steps in right order. Thus ， student

19、s knew the procedures of first aid treatment for burns. 2.3 Post-readingPost-reading is to develop stu dents thinking and is a process of language output， through various forms ofactivities ， such as making dialogues ， role play ， debate ， making posters and so on. Finally， make a summary of thetext

20、 and infect the students emotionally.In the post reading of First Aid， I designed anactivity “making dialogues and giving first aid”. Iprepared six poker cards. Behind each， there was asituation and the relevant first aid treatments. Each group chose one card ， discussed and recommended two or three students to make a dialogue and act out the first aid treatment. I also prepared a first-aid kit. Before their preparation ， I set an example with one student.“Lilypoured a bottle of boiled water onto her hand.” Andstudents could refer