浅谈初中英语阅读课的教学策略

1、浅谈初中英语阅读课的教学策略摘要：本文从阅读前、阅读中、阅读后三个阶段来谈论阅读课的教学策略。阅读前的活动从话题语词、语篇内容、题材知识入手，运用启发性手段引入本课的话题，激活学生大脑中相关的知识网络；阅读中的活动侧重在语篇教学方面采取有效的教学方法，培养学生的阅读技巧，提高其阅读速度；阅读后的活动通过对课文中语言形式的巩固、运用，帮助学生形成新的与阅读理解相关的知识、情感和技能。关键词：初中英语，阅读课，教学策略，读前活动，阅读中活动，阅读后活动英语阅读课应以培养学生的阅读能力为主要目标。为了达到这一目标，学生需要学习和掌握课文中的语言知识（包括知识、句型、和习惯用法等），了解课文及文化背景

2、，进而在阅读方法、阅读速度、阅读技巧和阅读理解的准确度和深度方面得到提高。我将结合教学实践谈谈自己的体会。1、 课前活动，激活学生大脑中相关的知识网络这是阅读的准备阶段，可视为新课的“导入”(即教科书的Section1 Before You Read)。此阶段可以从以下几方面入手：1、 话题背景引入新话题时，为了使学生对课文内容更好的理解和掌握，对西方文化的理解，适时地把有关本课的话题背景，提要式的讲给学生或提问几个有关话题问题，让学生在思考回答问题时，教师做适当解释和说明，能引起学生的对阅读文章想立刻就读的渴望。例如：八年级下册Unit Have you ever been to an am

3、usement park? Activity 3a . 学生将要学习有关游乐园，我针对课文，读了一些迪斯尼的背景材料给学生，在读的过程中，问了一些问题：你们看过米老鼠.唐老鸭的电影吗？如世界上有多少迪斯尼乐园？由谁创立的？再进入Have you ever been to Disneyland?的文章的学习学生比较容易进入角色。2、 话题词语话题词语是指与话题有关的关键词，包括英美国家的地理、风俗习惯、民族、宗教、饮食习惯以及历史背景知识，学生或多或少都从现实生活中，其他学科或以往的学习中了解一些，因此，在读前活动中用这些 话题词导入阅读，有助于学生快速预测和理解材料的内容。教师在选择话题词语时

4、要根据阅读材料内容把握好所选择的话题词语的外延，使其符合学生的水平。例如：第九册Unit 6 Reading: I only eat food that tastes good.让学生看以一下表格并根据自己理解填写表格。things that are good for you things that are bad for you1.fruit: banana, pear, apple.1.burnt barbecued meat 2. vegetables: tomato, carrot.2.drinks：soda, coffee 3. meat: beef, mutton, pork.3.

5、 snakes由此引出健康食品和不健康食品的概念，让学生已清楚文章将涉及的话题，为新课的学习做了铺垫。3、语篇内容在学生进行阅读之前，教师可以从不同的角度设问，学生对课文内容，进行预测，激活学生的相关知识网络，使学生处于主动认识状态、产生阅读的愿望。读前问题可以帮助学生大致了解课外的内容，使其构建初步的，模糊的全文语义图像。由于设问要遵循以下原则：一是要涉及课文的主题或最重要的信息；二是学生用简单的语言即可作答。例如：第九册Unit 14 Reading He's already visited you know where his ancestors lived.在学生阅读前，根据文

6、章内容提出一些问题：(1) Do you or someone you know, have family members who live outside China? (2) Have you ever talked about your ancestors with your family? （3）Do you think "ancestors" are important?学生分组讨论后，给出简单的答案如果学生想知道为什么要设置问题，引导学生阅读文章。4、 阅读策略学习在阅读之前，向学生介绍一些阅读的策略和方法，例如让学生用英语字典查生词的阅读，有重点的阅读，学会用

7、知道词性的方法理解阅读和让学生知道在各种情形下用适当的语言等方法，来帮助学生有效阅读,例如， Reading With Focus(1) Adjust the speed you read according of the amount of detail you need to take in.(2) Underline key points as you read to remember what you read.(3) Read faster the second time you.二、阅读中活动，培养学生的阅读技巧和阅读能力本阶段的教学目的是使学生获得较详细的语篇信息，了解和熟悉阅读

8、材料中生疏的词汇、短语和句子结构等语言现象。通过第一次阅读，学生已了解阅读材料的大意，教师引导学生关注整体和部分的关系，尽可能用直观手段，帮助学生构建较详细的语意图像。教师也可设置细节性的问题，让学生带着任务进行第二次阅读，然后讨论和讲解。1、问题教学法针对语篇中的细节信息，设计问题，然后学生通过回答这些问题帮助学生理解整篇文章的内容。例如：第九册Unit 14 Reading 这篇文章共有五段，共设计了11个问题(1)What has Robert Qian found? (2) Who organized the program start? (3)What has the program

9、 done? (4)What kind of people would most likely to take part in this program? (5) Where do they visit? (6)What do they do during the journey？ (7）What's the most exciting part of the trip? (8)What do they do in the village? (9) What did Cathy Qin say about his trip? (11) What's the purpose of

10、 the trip?2、整体教学法教师可以采用抓中心，解析标题的方法，帮助学生从整体上把握全文的结构和内容。在完成第一遍阅读后让学生归纳出文章的中心，或归纳每段的段落大意。例如：第九册 Unit 13 Reading: Receiving money makes me uncomfortable.Paragraph1: Sometimes giving and receiving gifts isn't easy.Paragraph2：Guo Xiaojing's opinion about receiving gifts and what she said.Paragraph

11、3: Ling's opinions about receiving gifts and what he said.Paragraph4:Giving money isn't a good thing sometimes.Paragraph5: The art of receiving is even more difficult than the art of giving.针对第九册 Unit 14 He's already visited the place where his ancestors lived.学生回答完问题后，归纳中心思想：The passage

12、 mainly talks about some young overseas Chinese who have come to visit their ancestors' homeland.3、 概念图法例如： played in James NaismithTHE GAME9 team plays ballCHINA为了帮助学理清阅读内容中主题和细节之间的关系，教师可根据阅读材料内容为学生提供如下概念图。例如：第九册 Reading: Unit 9 Do you know when basketball was invented? now played everywhere fa

13、ctories _ _ for fun and 4、细节教学法根据语篇中细节信息，设计教学，让学生每一个语句都尽可能细细读细琢磨，对学生掌握文章的知识很有帮助的。例如：第九册Unit 6 Reading: I only eat food that tastes good.这篇阅读文章是关于一群学生对How important is keeping healthy to you?这一个话题展开讨论的，共有四个学生Peter,Tony, Laury谈论了自己的观点，把这四个学生的名字写在黑板上，让学生找出这四个人的观点后，老师把这些句子写在黑板上，复杂的一篇文章就有了清晰的脉络。Peter：I o

14、nly eat food that tastes good. I love meat to eat meat that's well cooked .Toney: I prefer not to eat too much food that is fried. I think most people are in agreement that fruit and vegetables are for health.It's also fine to eat some meat or fish.The main thing is to have a good balance.La

15、ura: I don't eat anything that's been cooked in oil. I eat nuts.3、 阅读后的活动，形成新的与阅读理解相关的知识、情感和技能此阶段侧重于学生对阅读材料中语言形成的掌握和运用、对文章结构的分析以及 对写作意图的理解。教师可先组织学生做一些有关语言形式的基本练习 如本课需重点掌握的词汇、短语和语法结构等，然后根据本阶段的目标选择下列活动形式：1、进一步强调本节课的重点和难点的句子的方法为了帮助学生更好的理解和巩固所学文章中的语法点，适当把阅读文章中的重点、难点的句子用填空的形式完成，来引起学生关注，学生在学习或复习时就

16、有了目的性。学生填空时，即要求说得出这样做理由，又要把所做的句子翻译，然后全班同学齐读两遍后，第三遍教师把原句擦了，学生以再重复此句，这对知识重点和难点的突破是有效的方法。例如：第九册 Reading: Should I be allowed to make my own decision?1 These hobbies can get in the way of schoolwork?2 Liu Yu a fifteen-year-old boy from Shandong is a running star .He's on his school running team.3 Th

17、ey don't allow him to practice running on school nights.4 I think I should be allowed to make decision for myself.5 I'm serious about running.6 We think he needs to spend time on his homework.7 I have a chance of achieving my dream.2、 围绕阅读材料内容开展语言交际活动。例如，缩写、改写、续写课文或其中的一段，围绕课文内容开展采访活动，课文情景下的角

18、色扮演，为作者观点的正反辩论等。例如，在教学第九册Unit 6 I only eat food that tastes good. 待到学生理解课文后，可要求他们把文章改写成短剧，然后进行角色扮演，让学生谈论自己的观点，做到学以致用。3、 使用图（学习反思表），让学生阅读后对文章进行反思。图中的表示“你已知的内容”，表示“你想知道的内容”，表示“你怎样能知道的更多”，表示“阅读后你学到了什么”。这样可以有效地发展学生的元认知策略。（Already know)(Want to know)(How to know more)(What learned)4、 阅读后也可以让学生更根据文章把无序的句子

19、排序，也可按文章的事件顺序写成句子。例如：第九册Unit 14 He's already visited the place where his ancestors lived.（2）"In Search of Roots" has helped students like Robert Qian find out their homeland.（4）Most overseas Chinese students in the program have never visited China before.（8）Cathy and Robert are still i

20、n China, and they think the program has been helpful to both of them.（5）The best part of the trip is going to the village.（6）Watching the villagers makes the students feel good.（1）Robert Qian is in China.（3）The program began in 1980.（7）This program has helped Cathy Qin understand her roots better.这些

21、活动旨在让学生进一步熟悉阅读材料内容，巩固所学的语言形式，理清语篇的结构层次和意图，并学会创造性地运用所学语言。总之，学习阅读文章有很多方法，只要有利益于教学，只要去运用就有结果。有时这篇阅读用问题教学法，有时用整体教学法，用时各种教学法同时用，只要能使学生爱学阅读文章的方法都可以用。参考文献：中小学外语教学As of Microsoft® Internet Explorer 4.0, you can applmultimedia-style effects to your Web pages using visual filters and transitions. You can

22、 apply visual filters and transitions to standard HTML controls, such as text containers, images, and other windowless objects. Transitions are time-varying filters that create a transition from one visual state to another. By combining filters and transitions with basic scripting, you can create vi

23、sually engaging and interactive documents.Internet Explorer 5.5 and later supports a rich variety of optimized filters. Click the following button to see a demonstration of many of these filters and how to usetheProcedural surfaces are colored surfaces that display between the content of an object and the object