初一英语阅读教学技巧

1、 1. IntroductionI have been teaching the students who are in their second year of a senior middle school. In my teaching Ive found there are some problems. Now Ill finish my study in Hunan Radio & TV University. I hope I can solve the problems that have troubled me for some time, through the action

2、research so that I can apply my knowledge and theory into practice, which I learned from Hunan Radio & TV University.As an international and popular language in the world, English is becoming more and more important. So people now are active in learning it. As we all know, the learners ability of re

3、ading will interfere their study directly. If the learners cant read skillfully, they wont catch the main meaning correctly, clearly and quickly. Im an English teacher. In my teaching experience, there is one problem that some students dont like English and especially dont like reading. They think i

4、t is difficult to reading well. They think it is hard to read some long pieces of passage.2.ProblemAs we all know, there are four skills in leaning English, they are listening speaking reading and writing. When the learners have learnt for some time, you must learn to read. This is the rule of leani

5、ng a language. But the problem in my teaching is that most of my students ability of reading is poor. They are afraid of reading in their mind. They dont know how to do when they meet new words without dictionaries. They have some bad rabbits in reading. 3.Problem analysis In my teaching, the proble

6、m identified was really a serious problem. My preliminary research confirmed that there were five main reasons that accounted for students reluctance to do the reading work assignments in and out of class.Firstly, some students did not feel interested in practicing reading in and after class. They t

7、hought they could not catch the main idea of the article. Secondly, some students had some difficulties in reading. So they hoped their teacher can explain it to them in detail. Thirdly, most students felt overloaded because of heavier homework assignments. Fourthly, most students cant master readin

8、g skills. Fifthly, most students have a few words and phrases. Sixthly, they have some weakness in reading habits.The problem had been troubling me for a long time and now I was determined to find a solution to the problem.4.Project objective My research objective is to improve my students reading a

9、bility by practicing reading skills.5. Project hypothesis It is hypothesized that if my reading teaching is better practiced and designed, then the students reading ability will be improved accordingly.6.Project rationale Reading ability can be improved in the activity in class. These classroom acti

10、vities often take place in pairs or together.1) Peer check Peer check is very important and useful. In case one student is at a loss to read a passage or he likes to read aloud or word by word, which is not good at reading, the other students can remind him of these bad habits and help him.I usually

11、 assign students to work in pairs. In this way I think there are advantages. First, this can train them for teacher-independence learning in pairs. Second, it stimulates the students to study more, because no one is willing to lay behind others. 2) Teacher checkWhat happens if the teacher feels a mi

12、stake should be corrected, but if the student who made a mistake can not correct it, and if at the same time no other student seems to able to correct the mistake. Teacher check is necessary. Sometimes they really cant get any useful information in a reading material, the teacher can give them clues

13、 or hints until they know what to do.In my action research, I apply some methods to improve my students reading ability.7. Reading work DesignMy hypothesis is that learners reading skills in practice after class are increased by better-organized activities. Moreover, my new assignment activities sho

14、uld have a real information value so that students can improve their abilities to read.I designed four activities to be tried out in four weeks. And these activities are reported as follows.Week 1Activity 1This activity is based on Unit5, Grade8 students Book A, Go for it!Purpose: to enlarge the stu

15、dents vocabulary.Instructions: Students worked in groups to deal with the words offered by teacher.Procedure: First ask the students to read the passage, listen to the teachers requirement carefully. Then I asked the students to write down different forms of the word “vary” which appeared in the tex

16、t using the rules of word formation and tell the meaning of the word “belongings” and others by guessing from contest clue and from the words around it. After 5 minutes, check the answers with the students.For students: The students had to work in groups. They could discuss with each other.Week 2Act

17、ivity 2Purpose: to help the students form a good reading habit.Instruction: Give the students a passage to read following the teachers requirement, and get them to answer some questions.Procedure: First I gave the students an English passage with three questions on it. Then ask them to read it in li

18、mited time. During this period, I explained some good habits of reading for them to follow. Finally checked the answers with individual to see who could give better answers.For students: They should read the questions first and then read the passage carefully. Answer the questions with the methods given by teacher. Week 3Activity 3Purpose: to arouse the students interest.Instructions: I prepared some interesting English stories for the students to r