浅谈高中英语阅读课教学方法

浅谈高中英语阅读课教学方法

新《普通高中英语课程标准》(2003)中有明确要求：阅读教学的目的是培养阅读策略、培养语感，特别强调培养学生在阅读过程中获取和处理信息的能力，进而培养包括略读、找读、猜测词义，推理判断等在内的基本技能。而且阅读更是所有其他技能的基础，是各级各类英语考试的重头戏。阅读水平的高低决定英语考试的成败。然而在高中阶段有很多学生没有掌握阅读技巧，英语阅读速度慢，阅读水平非常低。阅读水平低则阅读困难，阅读困难则不愿阅读而阅读量小，阅读量小则训练不够，训练不够则阅读水平提不高……如此循环往复，阅读水平总是原地踏步。可见要提高英语阅读能力就必须打破这个恶性循环，要打破这个恶性循环就必须从提高英语阅读水平入手。要提高学生的英语阅读水平，首先就要求教师运用科学的教学方法来提高学生的阅读能力。

下面我就略谈几种阅读课教学方法。

1、找主题句法

教学生找主题句或概括文章的中心内容是高一课文阅读教学的重点，让学生通过主题句了解文章的大意。比如我在设计高一新教材（下）Unit 20 的课文Laughing Matter时，我就先让学生略读，找出每一段的key sentence。这篇文章的key sentence 很明显（每段的首句），学生容易发现。然后以key sentence 展开阅读就能有效的完成阅读任务。

Para 1：Comedies are theatre plays that make people laugh.

cross-dressing，funny plays，make fun of，acting out stereotypes，hear foreigners，speak with an accent，word play

Para 2：Clowns also make people laugh.

clothes，make-up，the way they walk

Para3：Another type of people whose job is to make people laugh are comedians.

body language，face，sketch，word play

Para 4：Typical for China is the crosstalk show.

word play，make jokes，funny conversations，long tradition

Para 5：Dating bake to the Qin Dynasty，the traditional crosstalk shows have people all over China roar with laughter for centuries.

高二英语不同课型导学案模板

黄州西湖中学高二英语学科导学活页案 年级：_______ 班级：______ 学生姓名：________ 时间：___月___日 选修六Unit 3 A healthy life 课型一：阅读课(warming up, pre-reading, reading and comprehending) 课型二：词汇课(Discovering useful words and expressions ) 课型三：语法课(Discovering useful structure) 课型四；语言技能课(Using language) 课型五：写作课(Reading and writing) 课型六：测试课(Testing) 课型一：阅读课 (warming up, pre-reading, reading and comprehending) 一、学习目标 能力目标: 1. 通过讨论明确什么是健康的人及什么是健康的生活。 2. 学习与话题相关的词汇。 语言目标cigarette ; alcohol; abuse ; stress ; obesity ; adolescent ,etc; 二、学习过程 Part 1 Warming up 一、合作探究。 T ask 1 :小组内看图片讨论，哪些图片描述的是healthy activity, 哪些是unhealthy activity。 T ask 2 :讨论问题。 1. What kind of life is healthy life? _______________________________________________ 2. What kind of person is healthy person? _______________________________________________ 二、成果展示。展示Task 2 。 Part 2 Pre-reading 一、合作探究。 T ask 1 :小组内讨论Pre-reading Ex 1 中的问题。 T ask 2 : 阅读Ex 2 的要求。 1. 不细读文章，只看title ； 思考问题：What form is our passage? _________________________________________________ 推测：What may this part tell us? _________________________________________________ 浏览文章，思考： Who wrote this letter? _____________________ Who did he write this letter to? _______________________ What did he want to do? ____________________________ 二、成果展示。展示Task 1 , 2 。 Part 3 Reading 一、自主学习。 T ask 1 : 速读全文，写出文章的outline。 T ask 2 :阅读下面的内容，学习阅读技巧。 阅读技能：区分主次细节。 What are major details? 1)important to the main idea of the reading 2) personally important to you for some special reasons Tips: How to separate major from minor details 1. Find out the main idea of the passage. 2. Look for information that directly supports the main idea. 3. Look for most important words that tell you what the information will be about. 4. Underline the major details as you find them. 5. Read over quickly the words or sentences that do not give information about the main idea. T ask 3 :运用以上技能，完成课文阅读。 1. What is the main idea of the letter? _______________________________________________ 2. List the major details and group them. Give each group a subtitle. Subtitle 1 : _______________________________________________ Detail 1 : _______________________________________________ Detail 2 : _______________________________________________ Detail 3 : _______________________________________________ Detail 4 : _______________________________________________

初中英语阅读课的教学设计

初中英语阅读课的教学设计

初中课堂教学展示：初中英语阅读教学课堂观察记录 学校：三中时间：2011年5月12日教学内容：7BU5 Reading (1) 执教人：诸翠华（三中）黄昭福（二中） 观察点一：教学目标、教学重难点的确立及实施方法、解决途径 课堂观察人：高小春（东中初一备课组长） 2

诸翠华老师 三中诸翠华老师：这节课教学目标明确，教学重难点突出，诸老师通过课件图片展示，解读了本节课的教学重点词汇，实施的方法直观性强，贴近学生现实生活的场景，为学生描写火灾进行了充足的词汇和素材方面的准备。其次，诸老师用小黑板展示了本节课的重点词汇，进一步巩固了教学内容的重点。第三，通过二读让学生对问题的回答，句子的正误判断进一步解决了教学重点。第四，通过三读让学生根据课文内容填词，解决了本节课的教学难点。最后用一个Task：Let’s discuss把本节课的教学目标和情感能力目标有机的结合在一起。 黄昭福老师 二中黄昭华老师：这节课教学目标明确，教学重难点确立到位。黄老师通过一段火灾的视频，教师提问：If there is a fire, what should we do? 如拨打119，尽快冲出火场，用打湿的棉被裹住身体等情景实施了教学手段，方法新颖，教学设计完美，解决突破了本节课的教学重点。其次通过问题回答，True or false判断，put the following sentence in the right 3

order 进一步解决突破了本节课的教学重点和难点，最后通过Free talk，让学生思考怎样预防火灾，把本节课的教学目标和情感能力目标有机地结合在一起，教学效果更好！ 观察点二：教学内容与教学方法（教什么与怎么教） 课堂观察人：姜爱花（二中教研组长） 诸翠华老师 1、以图片形式呈现，教授新单词。 2、教师针对阅读内容设计几个焦点性问题指导学生带着问题快速阅读课文。 3、教师通过设计3个任务引导学生逐步仔细阅读课文，使学生进一步加深对文章的理解，运用搜寻式阅读技巧。 4、最后，设置了讨论，对学生进行安全教育和情感教育。 黄昭福老师 1、以图片形式复习上节课主要词汇。 2、以图片呈现话题fire,What do you think of fire? 把这一开放性话题留给学生，让学生开始思考。 3、以生活中的图片呈现新单词，学生很感兴趣。 4

高中英语阅读课公开课教案---一等奖

A teaching design Teacher Hongli Dong Analysis on Learners Senior high students are eager to learn something knowledgeable and interesting. They have their own opinions and attitudes. They're not content with the limited knowledge obtained from the textbooks. Their abstract thinking and cognitive capability have developed a lot. So I must try my best to help them keep up their passion, develop the feeling of success and build up good values. Analysis On the Teachin g Material Teaching Content The content of my lesson is a reading material, through the learning of which, I’ll enable students to know more about Jackie Chan, his life career and the qualities that lead to his success. At the same time, make Ss aware of the question-and-answer format in an interview and learn how to conclude a question from the answer. Teaching Aims Knowledge (1)The Ss can learn question-and-answer format in an interview. (2) The Ss can understand the content of the lesson, talk about Jackie Chan ’s life career and form their own opinion about success. A bilities (1) To develop the Ss’ abilities of listening, speaking, reading and writing (2) To improve Ss' reading abilities, especially their skimming and scanning abilities. (3) To train the Ss’ abilit ies of studying by themselves and through cooperating. Emotion Learn from Jackie Chan and understand the way to success is not smooth. Put the moral education in the process of study. Importan t Points What qualities are required to be successful? Difficult Points Help students to conclude the questions of interviewers according to Jackie Chan ’s answers. Teaching Methods 1. C ommunicative Approach 2. T ask-based Language Teaching 3. T otal Situational Action Teaching Aids A computer and a multi-media courseware. Teaching Procedures Students ’ Activities Purpose Step 1 Lead in (3 min) Greeting. T: Hello, everyone! Do you have an idol? Ss: yes. T: who is he or she? is she Yangmi ? is she Zhao Liying ? is he Wu Yifan ?(while speaking ,i will show those persons’ pict ures mentioned) Ss: he/she is .... T: What qualities of your idol attract you most? Arouse students' interest and lead in the topic for this lesson.

小学英语阅读教学策略浅析与心得

小学英语阅读教学策略浅析 龙潭双语实验小学许晓燕阅读教学是小学英语教学中的一个重要环节，小学英语阅读教学的主要目的是通过阅读，教予学生阅读的方法，训练其阅读技巧，培养和提高学生的阅读理解能力。因此，阅读教学不仅仅是理解其内容，更重要的是培养学生自主学习的能力，发展学生的学习策略。 长期的英语教学实践使我懂得了：学生只有掌握了正确的学习方法，才能有效地获取信息，理解大意，完成学习任务。否则，学生则处于被动的地位。下面简单谈谈小学英语教学的策略： 一课始——整合教材，形式多样 教师仅仅教教材是远远不够的，必须要帮助学生从多个角度收集资料，为学生提供能够增长见识、提高阅读能力的语篇材料。教师只有跳出英语教英语，跳出教材教教材，不断开发与创新语篇，实现拓展化、实践化和趣味化，才能让学生在拓展阅读中得以发展，使知识在被拓宽的同时，被接受、被消化和被吸收。 1. 创编教材，灵活多变 众所周知，教材只是我们教学中的辅助工具。那么如何才能变“教教材”为“用教材教”呢？这就需要我们一线的教师对教材进行有效整合。比如，仔细研读教材，弄清楚内容之间的前后联系；什么地方的内容需要填补，什么地方的内容需要剔除，什么内容可以灵活变换出示的顺序。教师只有灵活地处理教材，才能更好地促进阅读教学的有效开展。

2. 结合图片，降低难度 由于小学生的阅读能力毕竟有限，阅读储蓄毕竟不多，因此，在遇到比较难理解的阅读材料时，教师可以将复杂的阅读材料转换成图文并茂的形式予以呈现。这样，可以大大降低阅读的难度。通过这种方式，让学生有一个视觉上的冲击，让学生在图片的指引下更快地了解阅读材料的大意。 3. 挖掘生活，为我所用 由于某些教材内容离学生相对比较遥远，所以为了更好地引起学生阅读的兴趣，教师在课之初就要寻找贴近学生生活的材料，加以整合。比如，在学习pep版四年级family单元时，教师就可以结合学生的生活，将father, mother, brother和sister等家庭成员单词加以成串，并组合成篇。笔者进行了这样的尝试：There are four persons in my family. They are my father, mother, sister and I. My father likes reading. My mother likes singing. My sister likes watching TV. And I like watching TV too. 由于谈论的是学生们自己的家庭，他们特别地感兴趣，更加有话可说。 二课中——感知内容，练做结合 1. 听力入手，知其大意 （1）浏览后相机提问，目标明确 学生在听阅读材料的录音内容时，教师可以先提前创设问题情境，让学生围绕着问题有目的地阅读。当然，要引起注意的是这个时候的问题提出不能过于细化，而应该是大多数学生基本可以回答的，

高中英语阅读教学反思

高中英语阅读教学反思 高中英语阅读教学涉及到的不仅是阅读能力的培养，也牵动着学习者的注意力、观察力、毅力及兴趣、动机、情感等众多心理素质和思想道德、艺术审美等社会文化素质。那么，在高中阅读课的教学中应如何调动学生学习的主观能动性，激发学生的主体意识，以达到培养学生能力、提高学生素质的目的呢? 本文就高中英语教学如何调动学生学习的主观能动性，激发学生的主体意识，谈几点思考： 一、设计提问，激发学生的主体思维 问题设计是英语阅读教学的重要手段，是帮助学生理解、鉴赏文章的切入点。教师设计问题，要遵循循序渐近的原则，要把问题建筑在学生的注意力和兴趣之上，服务于全面提高学生素质水平的目标需要。高中英语课文大多篇幅较长。课文内容参透了丰富的审美以及科学教育内容。在这些兼顾知识性、趣味性、思想性的阅读课教学中精心设计既有启发性又能激起学生探讨兴趣的系列问题，可以启迪学生动脑，激发学生思维，培养学生主动学习的习惯。 例如在教故事类文章时，可以先对故事细节、实事等向学生进行由表及里的回答，最后提问推断归纳性的问题。通过这样的提问，推想出课文中没有写到但又与之关系密切的若干内容，能使学生加深和拓宽对课文人物刻画、主

题表现的领悟，激起他们去主动思考和探索。教师设计问题时，要紧扣教材，层层推进，要具有一定的思想梯度。在提问、解答的过程中，教师要启发引导，以激活学生的思维欲望，帮助学生认知和理解。 二、授之以法，把学习的主动权交给学生 传统的看法认为教师的任务就是传授知识，按韩愈说的就是“传道授业解惑”，但是仅仅传授知识是不够的。要提高学生的素质，就要培养学生的能力。因此英语阅读教学中要突出“学”字，从让学生“学会”转到培养学生“会学”，授之以法，把学习的主动权交给学生。陶行知先生也说这样一句话：“我认为好的先生不是教书，不是教学生; 乃是教学生学。”学会怎样学习，对学生来说是至关重要的。学生只有掌握了科学有效的学习方法，接受新知识才能举一反三，触类旁通，更好地做到知识的迁移，并使学生受益终身。 1、指导学生认真预习 高中阅读课文长，难度大，抽象概念内容多，形象思维内容少，语法现象较复杂。因此，对学生来说，认真预习是及其重要的。如果学生没任何准备走进课堂那么学习肯定是被动的，教师讲解什么，学生就听什么; 教师演示什么，学生就看什么。这样的学习有什么主动性呢? 预习看起来是学生的事情，但教师精心指导是十分关键的。

【精校版】人教版高中英语必修四第3单元阅读1学案1

人教版精品英语资料（精校版） 第三单元阅读学案 姓名：班级：组号： 【学习目标】 1.To learn some useful new words and phrases; 2.To understand this paragraph and get some reading skills. 【课前预复习】 请同学们将预习中未能解决的问题和有疑惑的问题写下来，等待课堂上与教师和同学探究解决。 Ⅰ、知识达标 （1）翻译下列单词和短语 1.This famous film was (导演) by Zhang Yimou. 2.I’ve been f to have so many good teachers. 3.The project has been set up to help the (无家可归的)people. 4Tom was too brave and (克服)a lot of difficulties last month. 5.Although he failed in the examination again , he knew the success came after many______(失败). 6.We can’t go abroad this year , we’ll have to c ourselves with a holiday in Beijing. 7.We were a that she appeared at the party . 8.Zhao Benshan is an actor whose h is known to us all. 9.That book was writte n by the o writer , which you should read. 10.I just wanted to e her but it seemed that I made her cry worse. （2）翻译下列句子 1．As Victor Hugo once said, "Laughter is the sun that drives winter from the human face", and up to now nobody has been able to do this better than Charlie Chaplin. 2. He made people laugh at a time when they felt depressed, so they could feel more content with their lives. 3. You may find it astonishing that Charlie was taught to sing as soon as he could speak and dance as soon as he could walk. 令人感到震惊的是，当查理会说话和走路的时候就被教唱歌和跳舞。 it在句中作_____ _____，____ ______才是真正的宾语。It本身无意义。 4. Unfortunately his father died, leaving the family even worse off(现在分词短语作结果状语) 5. By his teens, Charlie had, through his humour, become one of the most popular child actors in England. He could mime and act the fool doing ordinary everyday tasks. 6. As time went by, he began making films. He grew more and more popular as his charming character, the little tramp, became known throughout the world. 7. This character was a social failure but was loved for his optimism and determination to overcome all difficulties.

英语阅读教学方法有哪些

英语阅读教学方法有哪些 在阅读课教学中渗透阅读策略是英语阅读课的一个重要组成部分。下面是小编收集整理的一些关于英语阅读的教学和方法，下面就跟小编一起来看看一、英语阅读教学策略与方法1、听课文：通过复习和新课导入这两个步骤，学生的上课状态已经达到了比较兴奋的程度，我们必须利用好这种兴奋状态，把这种兴奋有效地转移到课文上，从而也可以使活跃的课堂温度降下来。这时，可一让学生带着问题去听课文，这样可以在保持学生注意力的前提下，降低了课堂气氛。而且，听力的练习和能力的提高并不是只有集中练习才是最好的方法，我们可以让学生在上其他类型的课时，通过听课文的方式，既可以加深了对课文的印象，又可以练习了听力，达到一箭双雕的效果。并且，从理论上来讲，十个五分钟的练习要远远比一个五十分钟的练习的效果好的多。从教育节奏的角度来说，一堂课必须动与静，张与驰相结合，一度地紧张和兴奋，会使学生产生劳累感，效率降低;当然也不能一味地松弛和沉闷，会使学生的注意力无法集中。2、快速阅读课文：在听了一两遍课文之后，让学生打开课文自己去快速阅读，了解没听懂的地方。这样无形之中对课文的印象会加深。快速阅读是非常重要的一环，因为学生在考试之中没有宽余的时间一句一句地分析，而且现在从各种各类考试中我们也可以看到快速阅读，也就是fastreading，越来越受到青睐，所以我们必须不仅在平常的练习和考试中训练他们的快速阅读能力，而且在课堂当中也要潜移默化的培养他们这种阅读能力。3、精读课文：精读课文这个步骤是阅读课的主体，是阅读课的中心任务，但是如何操作好精读课文这个步骤似乎一直没有一个定论。有些老师可能仍然在延续灌输式教学模式中一句一句给学生翻译课文，事无巨细地讲解课文中语法的做法。似乎只有这样，老师的心中才踏实，才认为学生学到了东西。但这只是最基本的知识目标，对于学生的英语语感，用英语思考的能力，认为似乎都是比较遥远的事情，舍不得时间给学生锻炼的机会。我们的老师恨不能把自己知道的所有知识都教给学生，恨不能学生能记住所有课本中甚至课本外的知识，这样反而抹杀了学生学习英语的兴趣，更不用说借助学生的兴趣来提高学习效率了。二、英语阅读课课前预习策略1，每在阅读课之前让学生查一下相

高中英语阅读课公开课教案---一等奖

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