如何提高初中英语阅读的有效性原创

如何提高初中英语阅读教学的有效性--以Couldyoupleasecleanyourroom?sectionA3a-3c为例谢舒慧黄燕初中英语阅读教学是英语教学的一个重要部分，俗话说“得阅读者，得天下。”现在我们中考英语阅读的比分相当高，所以我们平时的教学当中要注重培养学生良好的阅读习惯，掌握必要的阅读策略，从而提高英语阅读的有效性。目前我们英语教学当中存在很多问题，很多老师注重知识点讲解，逐字逐句的翻译，忽视了阅读课真正的目的。今天笔者将以一堂英语阅读课为例，从教学设计和教学过程入手，探讨如何如何提高初中英语阅读教学的有效性。一．课题背景本课题是人教新目标Goforit教材，八年级下册第三单元主题为“Couldyoupleasecleanyourroom?”,单元教学的总目标要求学生学会用“Couldyoupleasedo…?”和“CouldIdo…?”委婉提出请求或征求对方的许可，并用Sure./Certainly./(I’m)sorry.等话语就对方的请求做出礼貌的应答。SectionA的3a～3c部分，以文章为依托，将此句型运用在一个母女间因家务事而发生矛盾的故事中。本节课的课型是阅读课中的精读课，旨在让学生通过阅读学会获取信息，在阅读的过程中关注一些常用兼类词的用法，运用文中的重要句型，学会多种表达法。二．教学过程（一）读前--教学目标展示，分组比赛，问题导入(Atthebeginningoftheclass,showtheteachingaimstoletthestudentsknowwhattheyhavetodointhisperiod.Designanactivityofcompetitionbetweentwogroupsandcarryoutfromthebeginningtotheend.)Step1Revision&LeadinginT:Whatdoyouusuallydoonweekends?S:Idomyhomework/playwithfriends/dothedishes.…T:Doyouhelpwithhousework?S:Yes./No.T:Whatchoresdooftendoathome?/Whynot?S:Sweepthefloor/makethebed/takeouttherubbish…（设计理由：问题导入，发散思维，以旧带新，使本节课的课题，呈现自如。）（二）读中--整体感知，理解Step2ReadingComprehension(SectionA3a)Ⅰ.SkimmingGetthestudentstoreadasfastastheycanandfindout“Wholivesintheroom?”(within1minute)（设计理由：让学生带着简单问题进行跳读，快速找出文中出现的重要角色，以便把握阅读中的人物主线）Ⅱ.CarefulreadingFirst,getthestudentstoreadagain,morecarefully.Andtellthemtopreparetoanswerfivemorequestions(within5minutes):eq\o\ac(○,1)WhatdidNancydowhenshegothome?eq\o\ac(○,2)Whatdidshedowhenmomcameover?eq\o\ac(○,3)WhatdidNancy’smotheraskhertodo?eq\o\ac(○,4)WhywasNancy’smotherangrywithher?eq\o\ac(○,5)Didtheysolvetheproblem?How?（设计理由：细读课文，让学生从中获取更多信息，了解故事梗概。）Afterthestudentshaveabetterunderstandingonthepassage,givethemanothertask----Putthesesentencesinrightorder.()Nancy’sdogwantedawalkandwelcomedherwhenshecamehomefromschool.()Nancyunderstoodsheneededtosharethehouseworkandcleanedtheroom.()NancyisgoingtowatchTV,butmomaskedhertowalkthedog.()Neitherofthemdidanyhouseworkforaweek.()Momgotangryandwalkedaway.（设计理由：以排列句子正确顺序的形式，检测学生能否正确判断故事发生的先后顺序，加深学生对阅读中所获信息的印象。）Step3KnowledgelearningⅠ.Getthestudentstofindoutthesentencesthattheyfeelitdifficulttounderstandandhelpthemtosolveproblems.Thenaskthemtoexplainthefollowingsentencesinthestory,inanotherwayinEnglish.CarryoutthetaskwithstudentsinoralandcontinuethePK.(SectionA3b):1.TheminuteIsatdowninfrontoftheTV,mymomcameover.AssoonasIsatdowninfrontoftheTV,mymomcameover.MoreexamplesofexplainingthesentencesinanotherwayinEnglish.●TheminuteIseehim,I’lltellhimthegoodnews.●Assoonasthebellrang,thechildrenranoutoftheclassroom.2.I’mjustastiredasyouare!You’retired,butI’mtired,too.MoreexamplesofexplainingthesentencesinanotherwayinEnglish.●He’sascleverasMike.●Thisbookisinterestingandthatoneisinteresting,too.3.ShedidnotdoanyhouseworkandneitherdidI.Neitherofusdidanyhouseworkforaweek.MoreexamplesofexplainingthesentencesinanotherwayinEnglish.●SheisnotfromAmericaandneitheramI.●Icannotswimandneithercanmysister..(设计理由：依托阅读文章，关注典型句型的用法、同义句的转换，尝试用已学知识去理解、体会和解释新的语言现象，并在句式转换中对新句型获得感知。)Ⅱ.Findthefollowingwordsinthetextandgetthestudentstodecidewhetherthey’renounsorverbs.Usethewordstomakemoresentences.(SectionA3c)1.Couldyoupleasetakethedogforawalk?n.(（Line7～8）)Mymomdidnotsayanythingandwalkedaway.v.（Line14）2.CouldIwatchoneshowfirst?v.（Line9）Ihaveanewwatch./…n.3.Iworkalldayatschool,too!v.（Line12）Thenextday,mymomcamehomefromwork…n.（Line17）4.CouldIwatchoneshowfirst?n.（Line9）PleaseshowmeyourEnglishexercisebook!/…v.5.“Whathappened?”sheaskedinsurprise.n.（Line19）Youranswersurprisesme!/…v.Getstudentstowritemoresentenceswithwordswhichcanbeusedasnounsandverbs,like“look”,“rest”,”rise”andsoon.（设计理由：引导学生在阅读文中关注兼类词的用法，并尝试回顾和整理更多已学的常用兼类词进行造句。）（三）读后--语言输出Step4RoleplayRoleplaytheconversationbetweenNancyandhermom.Mom：Couldyoupleasetakethedogforawalk?Nancy:CouldIwatchoneshowfirst?Mom：No!YouwatchTVallthetimeandneverhelpoutaroundthehouse!Ican’tworkalldayanddohouseworkallevening.Nancy:Well,Iworkalldayatschool,too!I’mjustastiredasyouare!(Aweeklater)Nancy:I’msosorry,mom.Ifinallyunderstandthatweneedtosharethehouseworktohaveacleanandcomfortablehome.（设计理由：待学生对文章整体内容已了解、对难句的障碍已扫清、对重点词汇的运用已掌握之后，选出文中精彩片段，通过听音、模仿，再进行表演，进一步感受文中不同角色的心理活动，通过角色表演，使故事中角色的思想感情在学生的心中产生共鸣。）Step5Summary&HomeworkWhatdoyoulearnfromthepassage?……Homework:Makealistwhatyouhavelearntinthislesson.（设计理由：以提问的形式进入本节课的总结，从阅读到知识点的学习两方面进行简单小结，回归教学目标，首尾照应。让学生列出本节课的收获清单作为课后作业，旨在令其回顾课文内容以及词汇、短语等知识点的用法。）三．教学反思与体会本节课教学中，坚持以学生阅读为中心，对本节课的重难点进行的系统操练，并且把握好了一节课的时间。教学导入以旧带新，通过复习导入阅读课文，教学步骤衔接流畅，阅读由易到难。在阅读中本着回到教材，让每一道题在原文中有依有据，一目了然，便于训练学生查找信息的能力。同时对文中中考高频词汇和重难点短语在阅读同时进行了讲解。本节课虽为阅读课，但文中出现了母女吵架的直接用语，所以在结尾部分，把对话内容提取出来，让学生进行角色对话，达到本节课的高潮，让阅读不拘泥于默读，也可以大声说出来