朱林丽
摘要：教学活动设计是课堂教学设计中的重要内容，教学活动设计的质量直接影响着教学效果，尤其是阅读教学。本文以案例与反思的形式，分析了一节英语阅读课堂教学活动成功与失当之处，提出了相应的改进策略，并探讨了初中英语阅读教学的有效设计及策略。
关键词：阅读教学；分层阅读；任务设计；篇章结构；读后语言输出；情感教育
一、教学背景
2012年11月份笔者参加了教师专业发展初中英语90学时的集中培训学习。期间，笔者执教了一节公开课，教学内容为Go for it八上Unit 8How was your school trip? Section A (3a-4)，一篇阅读课的教学。课后，指导教师给予了指点，笔者也进行了深刻的反思，也对初中英语课堂教学尤其是阅读教学的目标与任务定位、活动及其实施等有了进一步的深刻认识。下面，笔者以反思案例的形式通过对本节课任务设计的描述，来探讨初中英语阅读课堂教学活动的有效设计及策略。
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二、课堂教学回顾
Step 1. warming up and leading in
T: Hello! Boys and girls
Ss: Hi
T: Nice to meet you!
Ss: Nice to meet you, too.
T: Today I am your new teacher. Do you know me?
Ss: No…
T: Can you guess where I am from?( show some pictures about some special foods and beautiful sites in Lianglong. Then go through them together)
Ss: Lianglong… Lianglong Middle School.
T: Yeah, great. Well. Lianglong is a beautiful place. There are a lot of special foods and interesting places there. Have you been there before?
S1: No
T: Oh, what a pity! Do you want to go there next time?
S1: Yes
T: OK, welcome! Have you been there before?(to another student)
S2: Yes
T: When did you go there? What did you do there? How was it? Did you go to …?
Were there …? Did you see…?
S2:...
T: Well. It’s a nice season for traveling now. Do you like traveling?
Ss:Yes
T: I like traveling ,too. Show them some pictures of my trip to Singapore last Summer. And tell them something about it using “first, next , then , after that … finally” . Then ask them “do you still remember your last trip?” Can you tell us?
Step 2. Pair work (3b)
Activity 3b, work in pairs and talk about their last trips. They can use the expressions below.
Where did you go?
What did you do there?
What else did you do?Did you see/meet…there?
Were there any…?
Did you buy a souvenir?
How was your vacation?
…
(Give them help if possible when they are talking)
After 3 minutes, ask some pairs to show their job.( And give them evaluation in time.)
Step 3.Reading (3a)
1.Presentation（pre-reading）
T: Our school usually has a school trip in spring. What about yours?
Ss: So does ours.
T: Do you remember your last school trip? Where did you go ? How was it?
Ss…
T: Well, Class 9 also had a school trip. Do you want to know something about it?
2.Listening (while-reading)
Listen with their books closed. And answer the questions below
Where did they go ?
Did they buy many gifts?
Was it a fantastic or a terrible trip?
3.Intensive reading(while-reading)
(1) Read it carefully and correct the statements below the article. Then check the answers.
(2) Fill in the blanks , write the right forms with the words given. Mainly revise the past forms of some verbs in the article. (Show the article with the verbs left out on the screen)
(3) Suppose Linda also had the trip. She took some photos and wanted to put them in her blog. Now please help her put them in the right order according to the article.
4.Retelling(after-reading)
Show them the pictures about the trip , and give them some words such as first, then, after that, after lunch, finally, at the end of the day to help them to retell the story.
Ask volunteers to show their job( Give them evaluation in time)
Step 4：Writing
Sunny Holiday Travel Agency is holding an English story competition. Write a story about their own experiences. Ask some of them to show their jobs.
二、我的反思
1.本节课值得肯定的地方
首先，本节课的设计思路清晰。整节课主要包括leading in , pair work, reading and writing。 因为是公开课，也是给陌生的学生上课，所在通过我所处的地方——梁弄，这个闻名的红色旅游圣地的旅游景点及地方特产作为导入，活跃课堂气氛，拉近与学生的距离，激发他们的学习及参与的热情。随后设计的Pair work，既能激活学生的已有知识，为接下来的阅读做准备， 又能考虑到不同层次学生的需要，让绝大多数学生都参与进来。此外，也合理的处理了原有的教学顺序，将课本活动3b中的内容提到前面来，巩固了一般过去时，尤其是一般过去时中一般疑问句的用法。
其次，分层阅读，多角度解读文本。在阅读理解环节，授课教师设计了四个小活动来处理阅读材料，学生在这个环节可以多次接触文本，完成不同层次的任务：一是通过听课文录音，初步感知文本。二是阅读课文完成课文下方给出的五个句子的改错。该活动旨在让学生通过寻找正确答案理解文章细节，捕捉文章的关键信息。学生要完成此任务，必须细读文章。三是通过填空的形式将原文补充完整，既巩固对故事的理解又复习了文本一些动词的过去形式。四是回顾文章，并假设Linda是这个班级中的一员，向同学们展示旅行中她拍的一组照片，让同学们按照时间的顺序排列起来。并给出我们以前学过的表达时间先后顺序的词作为提示，进一步理清文章线索，帮助他们对文本进行复述，进行阅读后的语言输出。
再次，拓展活动，贴近学生生活。本节课中，笔者以所在地、家乡的名胜及特产作为教学资源并引入，并以此为窗口呈现了其他国家的的名胜，引导学生热爱家乡，热爱祖国大好河山，拓展学生视野，促进国内外的文化交流。本节课最后以英文旅游故事大赛的形式，培养学生的写作能力及动手能力，同时也培养学生的学习英语的兴趣。
2.本节课的不足之处
通过此次研究课，授课教师增强了分析、整合教材的意识，努力做到用教材教，而不仅仅是教教材。但课后，笔者经过思考后，step 2的任务设计可以处理得更好些。而且还可以与step 4写作部分即读后的语言输出部分相呼应，对本节课的学习作出更好的反馈及输出，提高学生综合运用语言的能力。
总之，如何进行有效的英语阅读教学，提高学生的阅读技巧及能力，需要我们教师全身心地投入、教学策略的灵活应用、丰富而逼真的情景创设以及新旧知识、技能之间的衔接。并在教学的过程进行不断的反思，不断地在反思中优化我们的教学。认真设计好每一个课堂教学活动，追求课堂教学活动的价值、效果与效率，把“做中学，学中做”的任务型教学理念转化为自发的教学行动和行为，真正为教学服务，为学生服务。
(作者单位：浙江省余姚市子陵中学 315400)
论文作者:朱林丽
论文发表刊物:《中学课程辅导·教学研究》2015年6月上供稿
论文发表时间:2015/7/15
标签：学生论文; 节课论文; 阅读教学论文; 教学活动论文; 笔者论文; 课堂论文; 尤其是论文; 《中学课程辅导·教学研究》2015年6月上供稿论文;