英语阅读能力“预学一体化”教学设计与反思

1、英语阅读能力“预学一体化”教学设计与反思 “如何提高中学生地阅读理解能力”一直困扰着我们的老师和学生。我们一线教师在广泛学习各种国内外先进理念的同时，也百折不挠的尝试着一种又一种的教学方法。但如今的英语教学，尤其是“阅读课”却面临着“广种薄收”的现实。中学生普遍存在阅读速度慢、理解能力弱的现象：概括文章中心时缺乏针对性或以偏盖全、；猜测词义时脱离语境，或望文生义；逻辑推理不严密、或以想象代替、或以事实、举例代替，或就事论事、忽略推理的实质等问题。这需要我们教师在平时的教学中既要关注学生的能力培养，又要注重课堂实效。我认为英语阅读能力的培养也可通过“预学一体化”来逐步实施。教学内容：7A A G

2、uide To English Reading教学重点： To improve the students reading skills教学难点: To understand some traditional customs of different festivals in different countries教学方法：pre-school integration；task-based approach; discussion methods教学步骤：一、预习任务1. To review some festivals which they have learnt in the text bo

3、oks.2. To speak the “when, where, what, how” out clearly of different festivals.3. To while doing the exercises on page38-40, find our the new words which you dont know, whats more, look up the new words in your dictionaries.反思：在学生预习先学时，不是让学生漫无目的地学，而是在教师简明扼要地出示学习目标、提出自学要求、进行学前指导后，学生带着思考题在规定时间内自学指定内容

4、，完成检测性练习。另外，学生自主学习时，教师要明确、具体地告诉学生看教材哪一页的哪一部分，用多长时间，达到什么要求等。更重要地是，学生通过预习完成地自测练习教师要及时收上来批阅，从而为课堂教学的实施做到了有的放矢。经过批阅，大部分学生都完成了预习任务。同时发现练习中存在以下问题：1.文章大意能够理解，但是答题格式不很规范。例如：在回答“How long do the celebrations last?”时，出现了“last 15 days”少主语等不正确形式。对于“Who first had April Fools Day?”普遍答错。练习中的问题给教学提供了重要依据。二、课堂教学Step

5、One: warm up(热身口语训练)T: Boys and girls, which festival do you like best?Ss: I like.T: Why do you like .?Ss: Because I can.Step Two: To check pre results(检查预习效果)T: Well done, just now you told me a lot about festivals. And now I want to see if you have done a good job in your written work. Correct you

6、r exercises in groups in five minutes, and then choose one of you to come here and write your answers on the blackboard. Of course, you can write the new words or phrases here too. OK?Ss: OK!反思：预习为学生的参与提供了基础，学生通过先学带着自己的问题、困惑、思考、想法、见解和意见进课堂。在针对学生的问题进行教学时，也不是由教师包办代替，而是要继续发挥学生的学习能力。让他们通过合作继续解决问题，课堂真正成了

7、学生求知和展示的舞台。(Ten minutes later)Step Three: Enlighten from difficulties(点拨难点)T: Time is up. Lets look at their answers on the blackboard学生在答案呈现中出现了普遍错误，教师有针对性地点拨,进行学法指导和能力培养。例如：Who first had April Fools Day?学生回答：King Charles .很明显，他们犯了以偏盖全、就事论事的错误。教师引导学生重读文章第二段“There are different stories about the beg

8、inning of April Fools Day. The cost popular one is that it started in France in 1564. At that time King Charles changed the calendar. He wanted 1st January to be New Years Day. Some people did not agree with the change. They still celebrated the New Year in April. Others laughed at them and called t

9、hem fools”. 并指出此处地关键词“different stories”T: This is only one of the stories, are stories all true?S1: Some are true.S2: Some are not true.T: Thats right. So remember, you cant look on a story as a real event. So the answer to the question is .?S3: “I dont know”.T: Yeah, what a clever boy!S4: “Im not

10、sure”T: Right! Boys and girls, next time you should pay attentions some details in an article and you can answer in many ways.Step Four: Method of study学法探讨T: There are another two articles about festivals. One is “Dragon Boat Festival”, the other is “The Lantern Festival”. Both of them are Chinese

11、festivals. Ill give you fifteen minutes, you should read them quickly and underline the new words. (学生边阅读边画出生词或短语，有些同学自高奋勇地把他们发现的生词或短语写到了黑板上。)(Fifteen minutes later)T: Look here; lets see if you can tell me the meanings of the words, if you know, please tell us how you know it.学生发现的生词和短语：television

12、, salty, ,happiness，tie up， fall onT: First look at “television”, you see, what word is it?S: TV.T: Yes, it is not so difficult. We have some others like “advertisement, popular.,”S: “happiness”, such as “illness, sadness, business,” They are changed from adjectives to nouns.T: To know the meaning o

13、f “salty”, youd better read the sentence:” Some of the dumplings and sweet, and some are salty.”S: Its the opposite meaning to “sweet”(咸的)?T: Thats it.反思：英语阅读课重在对学生进行方法指导，以上是我就另外两篇文章对学生进行“猜词法”教学。引导他们尽可能多地记一些有用的单词、短语、搭配，并将词扩展为更大的语义单位，这样不但可以提高阅读速度，而且有助于在阅读中把握文脉。让学生自觉或不自觉的认识更多单词。Step Fiver: Classroom t

14、esting (课堂测试)T: Now do the exercises by yourself. Remember not to read sentence by sentence, and try not to look backward. Read with questions; find key words or phrases.反思：崔其升老师说到学校的课堂教学改革，认为没有什么奥秘，主要就是教师在课堂上相信学生、发动学生、依据学生、发展学生，教师与学生一起研究教材、拓展教材、升华对教材的思考，让每一个学生都有自己的感悟、生成及推理。在此基础上建立了“人人参与，个个展示，尝试成功，体

15、验快乐，激活思维，释放潜能，自主学习，个性发展”的课堂，真正发挥学生内在学习的欲望与愿望。课堂上让每个学生都有机会表达自己的所思所想，尊重学生的表现欲、成就感，把快乐学习、幸福成长当作课堂教学的追求。在这个信息膨胀的时代，科学技术日新月异，学生在获取知识的方式上已有了更大的选择余地。特别是我省教育新政不断深入人心，学生拥有了越来越多的自由支配时间。但是，我们要明白让学生阅读仍是不可替代的，英语学习也是如此。我们要在实践中多多动脑，根据学生的实际情况来指导阅读，加强精读和泛读、课内和课外的结合，并及时总结经验教训，从而避免教学的低效和无效。长期坚持下去，注意阶段性总结和反思，定能收到良好效果。

16、【专家点评】（鲁子问） 这个案例有很多值得我们学习之处，也有一些值得我们思考之处： 首先，学习必然应该包括课前学习、课中学习、课后学习（pre-class learning, in-class learning, post-class learning），所以预习与课堂教学整合是非常必要的，因为这是必然应该的，只是以前我们可能关注不够。 当然，怎样的课前学习是更加有效的，则是我们必须思考的。一般而言，课前学习要解决两个问题：一是针对学习重点进行学习，这样保证课堂教学的时间更加有效，因为学生已经了解、甚至掌握了教学重点，课堂教学可以用更多时间开展运用活动。二是针对学习难点进行学习，这样可以使教学更加顺畅，因为难点得到了一定程度的解决，教学难度降低了。 其次，这