牛津初中英语8A Unit 5 Reading 教学反思

牛津英语8a教学反思又是一学期结束了，在这学期得教学中，反思自己的教学行为，总结教学的得失与成败，得出以下点滴思考。

（一）利用好学案和课件教案的实施并不是贯彻计划，而是要根据课堂情景进行调整，而这种调整的最重要因素就是班上学生的反应。

课件的制作，是一个相当耗时的过程，教师不可能在上课的现场就教学内容和方法做出的更多的调整。

因此，师生的活动只能就预定好的单向的机械的发生关系。

上课时我的感觉就像是“戴着镣铐跳舞”，不敢有“非分”之想，生怕掉到因自己“不小心”而临时发挥创造出来的“深渊”中，“不能自拔”，无法继续使用辛辛苦苦制作出来的“劳动成果”。

怎样有效地使用多媒体是今后课堂教学中应该改进的地方。

应避免把英语课变成单纯的课件展示课刻意地追求教学手段的现代化，过多地使用多媒体，把英语课变成单纯的多媒体课件展示课，教师就成了“放映员”，学生看得眼花缭乱，不知何为重点，对于该记住的没有记住，没有留下深刻的印象。

（二）把握好课堂气氛和节奏凡事预则立，不预则废。

这节课过分强调预设，过程中的问题设计带有太多的封闭性，导向性太明显，干涉或控制了学生的思维。

尽管在课件的设计与制作上有目的的添加了一些动漫画，表面上学生为“笑”而笑了，实际上整个课堂教学变得机械沉闷。

明显带有程式化，缺乏教学过程中应有的生气。

课堂上学生好像成了配合教师上课的配角，没有给学生思考的空间，失去了其主观能动作用。

教学过程中学生只是被动的回答问题，很少主动的提出问题。

尤其是课文理解的深层问题，在今后的教学过程中要注意引导学生创设融洽和谐的学习氛围，不要限制了学生思考的方向。

帮助学生发现知识的个人意义，从而构建充满生命力的有效课堂教学。

（三）如何更好地进行沟通“没有沟通就不可能有教学”。

对教学而言，沟通意味着对话，意味着参与，它不仅仅是一种教学活动方式，更是弥漫于师生之间的一种教育情境和精神氛围。

成功的教学过程，应该形成多种多样的、多层面、多维度的沟通情境和沟通关系。

教学反思今天上了Unit 5Reading这一课，我进行了如下的反思：在英语教学和学习中，阅读一直占据着相当严重的地位。

阅读不仅能帮助学生获取信息、开阔视野、丰盛语言文化知识，还能促进听、说、写等其他语言能力积极地发展；而且，阅读在培养学生的思维能力、分析能力和理解能力等方面有着不可替代的作用。

本节课我主要采用小组合作的形式。

课堂上小组共同阅读，合作学习，使学生在同等、协作、交流、讨论中，都有发言的机会、表现的机会、胜利的机会。

阅读活动中，小组内先读，先练说，每个学生都参与了活动。

学生能选择一个水平合适的角色参与交流和探讨，在学习活动中互相帮助，共同提高，知识和情感都得到发展。

小组竞赛更能激发全体学生产生康健、积极向上的心理，更能保持和提高学生学习英语的兴趣，对提高阅读和交际能力起着积极的推动作用。

针对中考阅读材料的特点，我在备课的过程中充分考虑学生的实际水平，根据学生的能力设计有用的教学手段和活动，使教学效果达到最优。

一、利用早读的时间“消化”新的单词，扫除学生在阅读文章时的障碍。

二、课前热身活动再次呈现新单词的意义和用法，使其得到进一步的巩固。

三、处理文章的时候，根据其本身的难易程度考虑是通篇把握文章还是分段理解，在引导同学们归纳总结主要内容、中心思想的时候合适设置一些问题和表格，要求同学们在阅读的过程中完成。

问题的设计可从易到难，要兼顾后进生的能力，增加课堂参与面。

总之，在阅读教学过程中，学生应始终是学习的主体，而教师则只扮演一个导演的角色。

教师有用导引是必要的前提和基础，学生的理解是保证，学生运用能力是关键，学生的创造性思维是升华。

只有充分发挥教师的主导作用和充分体现学生的主体作用，才能提高课堂效率和质量，真正达到阅读教学的目的。

尽管如此，这种课依然是很值得深钻的。

我们现在大凡都采用阅读教学法，通过发现问题、分析问题、解决问题来获得知识，强调自学与合作学习。

阅读教学中应该注意以下几个方面1、自读之前启发讲：即在学生自主阅读之前，简明扼要地揭示阅读要求和重点。

牛津初中英语8A,Unit5Reading说课稿牛津初中英语8A, Unit5 Reading(1)说课稿Geetings and introduction:Good afteroon,everyone. I’m Yuan Xingchen. I’m an English teacher from Sihong No3 Middle School. I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is made of five parts. It includes Teaching material analysis, Teaching methods ,Study methods ,Teaching procedures and blackboard design..一．Teaching material analysis.1. Lesson type and contents.Today I’m going to talk about the reading part of Unit5, Oxford English 8A. I’ll finish the part in two lessons. This is the first period.2. Status and functionThis lesson is a reading passage. It plays a very important role in the English teaching of this unit. By studying this lesson, Ss can improve their readingability. The Ss should receive some moral education. At the same time, we should get the Ss to learn some words and some expressions about protecting wild animals.3. Teaching aims and demands.①Knowledge objects:a.) To get the students to understand the article.b.) Help the Ss remember the flowing new words and phrases. Eg:nature, wildlife,shelter,government, endangered, tourists, all year round,provide sth for sb, etc.②Ability objects:a). To develop the ability to infer the general meaning from title and context.b) To improve the students’ability to skim text for overall meaning and scanfor details③Moral objects:a) Arouse their interest in learning English.b) Enable the Ss the love our earth and the nature.c) Be aware of the importance of protecting our environment and take actions to protect wildlife.4．Teaching important points:①To understand the passage.②To enable the Ss to master the new word s and the phrases.③To develop the ability to infer the general meaning from title and context.5.Teaching difficult points.a) To use the words to express their ideas.b) To reinforce Ss’ability to skim text for overall meaning and scan for detail6. Teaching aidsIn this lesson, the multi-media will be used to make the class lively andimprove my teaching result.二.Teaching methodsAs we know, the main instructional aim of learning English in middle school isto cultivate Ss’s basic ability of listening, speaking, reading, writing andtheir good sense of the English language. So in this lesson, I’ll mainly useAudio-video method, the Communicative Method and Task-based Method. That is to say, I’ll let the Ss to get a better understanding of the key structu re of the text. I’ll give the Ss some tasks and arrange some activities三．Study methods①Teach the Ss how to be successful language learners.②Teach Ss how to develop the reading skills—skim and scan.③Get the Ss to form good learning habits.四．Teaching proceduresI’ll finish this lesson in seven steps.Step1. Listen to a songFirstly, I’ll ask the students to enjoy a beautiful song by Gan Ping, A RealStory. And then tell the students to talk about it. This step is used to arouseSs’interest and curiosity in the lesson.Step2. Look and discussIn this step, I’ll show the students some picures of many kinds of birds. Letthe Ss ask and answer with the learned expressions. Then I’ll present the map ofZha Long nature reserve and the pictures of red crowned cranes. Some of the new words in the passage will be presented. This step is used to review the learned knowledge and present new words. It’s also important to form a better English learning surrounding for the Ss.Step3. Fast and further reading.After pres enting the new words, I’ll present the article. FirstI’ll show the Sstwo questions and let them read the article and find the answers quickly.ThenI’ll present the Ss some more questions and get the Ss to read the text furtherto find the details.For th e rest of the new words, I’ll train the Ss to infer according to thecontext or the structrure of the words. This step is the most important. It’sused to train the students’ability to skim text for overall meaning and scanfor details. In this step, the rest of the new words should be taught.Step4. Read and match.I’ll show the Ss the next slide. On it there are paragraph orders on the rightand the main ideas on the left. I’ll ask the Ss to read the article again andmatch the paragraphs and the main ide as. In this step, I’ll train the studentsto summarize the main idea of each paragraph.Step5. Listen and fill.I’m going to get the Ss to listen to recording in this step. Remind them to pay attention to the pronunciation of the new words. Then I’ll show an exercise and let them fill in the blanks.In this step, I want to train the studentsprounounce and spell the new words correctly.Step 6. Retell the text.In the seventh step, I’ll give some hints in each paragraphand let the Ss prepare for a while. Then ask some students to retell the paraghrphs one by one. My design purpose is to check the production.Step7. Homework.I think revision is so important that Ss should speak English as much as they can in class or after class. It’s necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned. 五．Blackboard design.Unit5 ReadingZhanglongA special placecomfortable→comfortablyThis area provedes food and shelter for wildlifeeasy →easlilyprovide sth.for sb.to ur →touristThis area provides wildlife with food and shelter.active →activelyprovide sb with sth.important→importanceIt is one of the world’s most important wetlands.…………。

八年级英语Unit5 Reading 教学反思
今天我进行了本单元最重要的环节---Reading部分的教学。

这节课对学生的要求很高，难度也较大，现在对本节课内容进行总结。

首先，我对本节课进行了总体设计，在上一单元的学习野生动物基础上引入关于鸟类的话题，告诉学生现在许多鸟都濒临灭绝，需要我们人类去保护，从而进入问题---扎龙自然保护区。

先让学生整体浏览全文，找出生单词，并对文章有初步的印象。

然后适时的讲解单词，让学生对文章不恐惧。

带着他们感兴趣的问题，信心百倍的去听录音，趁着学生们意尤未尽，解决刚才的问题。

然后再让学生听录音，要求学生注意语音语调，注意停顿等，并试着理解文章。

在两次听录音的基础上，对学生展开提问，以多种形式检查学生的理解情况。

及时纠正他们生单词的发音，本Reading的容量较大，需要两到三课时完成，所以这节课只能粗略的讲解，重点让学生熟悉单词，为下节课做好准备。

这节课基本贯穿了英语课堂的教学目标----提高全体学生素质。

让全体学生通过听、说、读、写等方面能力训练，使学生获得基础知识和使用交际英语的能力。

这节课学生基本上都动起来了，但是也有不足的地方，刚开始学生对出现太多的生单词有难以接受的心态。

所以造成了一点点的手忙脚乱，后来才适应。

教师应该及早点拨。

还有让学生大胆尝试不够好，自主学习时间太少，有待在下面的课堂教学中提高。

近年来，“教学反思”这个词越来越常见于教育界，尤其是在中小学教育领域中。

教学反思是教师对自己教学过程、教学方法和教学效果进行反思和总结，一方面这是一种教学管理的重要手段，另一方面也是教师教学素养的重要体现之一。

在学习教材《牛津英语8A》的过程中，我更是深刻地感受到了教学反思的重要性和优化教学策略的必要性。

教学反思旨在优化教学策略在进行教学反思之前，教师需要反思自己在教学中所面临的问题，进而找到问题的根源。

在教学过程中，我们有时会遇到学生无法理解或者存在理解偏差的情况。

我们需要找到这些问题的原因，进而优化教学策略，系统化的解决问题，让学生更好的接受所教授的知识。

对于《牛津英语8A》的教学，我们发现学生对于某些难度高的单词和语法结构不容易理解。

这时，我们就需要找到问题的原因，并找到优化策略。

对于英语中的难点问题，可以适当调整课堂内容，增加一些有趣的例子、图片、视频等，以便让学生通过感官方式理解和掌握难点。

我们还可以采用更具互动性的教学方式，鼓励学生参与教学活动，积极思考，让学生自己思考课程内容，从而更好地掌握知识。

教学反思是促进教师自我提升的有力手段通过不断地对自己教学的反思和总结，教师可以更好地认识到自己的优势和不足，并不断地促进自我提升。

通过教学反思，教师能够深入分析自己在授课过程中的不足和疏漏，针对这些问题进行进一步的提高和改进，从而提升自己教学的水平和质量。

同时，教学反思还能够帮助教师更好地发掘自己的教育热情和潜力，进而达到更高的教育水平。

对于跨学科的教师来说，教学反思也有助于增加他们在教学中语言、思维和文化等方面的综合能力，更好地适应不同学科的教学需要。

教学反思有助于更好地满足学生的教育需求教学反思可以使教师更好地了解学生的教育需求，更好地满足学生的需求，以便让学生能够获得更好的教育效果。

教师可以通过不断的教学反思和改进，找到更好的教学方法和策略，以便让学生更好地掌握知识。

通过不断地探索新的教育方法和策略，教师可以更好地满足学生的学习需求，有效提高学生的学习兴趣和学习自信。

The story of Xi WangTeaching design――This teaching design is made up of 6 parts, including analysis of teaching material, analysis of students, teaching objectives , teaching methods, teaching theories and procedures.Analysis of teaching materialThis article, the story of Xi Wang , is from the reading part of Unit 5, 8A, Funwith English. The topic, wild animals, accords with the cognitive ability and lives of students. This course requires that students read a passage about lives of giant pandas. By learning it, students can know the growing process of pandas and develop the awareness of protecting wild animals by exploring the dangers giant pandas face. Analysis of studentsThe target students are in level 4, they have certain reading ability. Their listening and speaking ability are enhanced i n a certain degree. They have learning consciousness. W ith regard to the condition above, I will train their reading ability further and develop their comprehensive language skills by listening, reading, speaking and writing activities.Teaching objectivesStudents are able to(1) get to know some basic information of Xi Wang.(2) be familiar with and identify the new words and expressions: serious, none, mainly, be born, in the beginning, take action, look like, eat bamboo, live on, face serious problems, in the wild, in danger, right away.(3)improve reading ability by training skimming and scanning.(4) raise awareness of protecting wild animals by knowing the truth that many wild animals are in danger.Teaching methodsTask-based language teaching, communicative language teaching and the guided-discovery method.Teaching theories(1)Make students the real masters of the class and I act as a facilitator.(2)From easy to difficult, from shallow to deep, from simple to complicated.Teaching proceduresIt includes 4 steps: lead-in, pre-reading, while-reading, post-reading.Step 1 Lead-in (have a guess)Firstly, I will present students 3 sentences, they are the description of 3 animals.Then let students guess what animals they are.Secondly, ask students “What’s your favourite animals Why” I will ask some students to share their favourite animals with us.’ interest by a guessing game)(Purpose: To lead in the topic and to arouse studentsStep 2 Pre-readingActivity 1: important words and expressions learning1.In step1, students have shared their favourite animals, so I will ask them: “know what’s my favourite animals” to arouse their interest.Then HaI will also givethem a descriptive sentence to guess what it is――gaint panda.2.Show students a short paragraph of the reason why I like them and some basicinformation of gaint pandas. (These sentences contain important words andexpressions)3.Have students finish B1 to consolidate the words and expressions.(Purpose: To deal with the difficult language points which may impede theunderstanding and to have students be prepared for the reading.)Activity 2: PredictingI’ll ask students “Can you predict the content of the article according to thetitle---The story of Xi Wang”In this process, I’ll encourage students to think andspeak out freely. (Purpose: To enable students to predict before reading and train thestrategy of predicting)Step 3 While-readingListeningI will have students listen the article before reading. Before listening, I will ask them a question “How many pandas are there in the wild”. Have them answer after listening. (To train their ability of listening with questions)Fast-reading (matching)I have divided the article into 4 parts and present the main idea of each part randomly.Have students read the article quickly and do the matching.( To improve ability of skimming)Careful-reading1.Fill-in-table activity. Have students read para1-3, discuss with partners to fill in the table.2.Have students read para4 to find the serious problems giant pandas face.3. Discussion:group workGive students a question “What can we do to protect wild animals” Have them discuss in groups to put forward suggestions.(Purpose: To improve ability of scanning and to enhance their awareness of cooperation in pair and group work)Step 4 Post-reading1.Review: ask one students to lead the whole class to review what they have learned in this lesson.2.World Wildlife Protection DayHomework: have students surf in the internet to look for information of World Wildlife Protection Day. In the next lesson, share the information with the whole class.(Purpose: To train their ability of looking for information and have them aware the importance of wildlife protection in the process of surfing the Internet)。

8A Unit 5 Birdwatchers教案ReadingPresentation (Reading A)1 Before Ss look at this page, review vocabulary of wildlife and conversation previously taught.2 Write the title ‘Zhalong—A special place’ on the board. Ask Ss what they know about it. Ask where do you think it is? What kind of animals live there? Etc. . Encourage any contributions.3 Encourage Ss to visit some of the websites providing information about Zhalong before the lesson.4 Ask pairs of Ss to exchange information and opinions about the different materials they are studying.5 Ask more able Ss to look for names and descriptions of birds. Have a class feedback using Ss’ research skills.6 Read the title and explain the context. Ask questions about why Ss think that Zhalong is a special place.7 Ask Ss to skim the text quickly,focusing on key words and main points only. Set a strict time limit and tell them in advance that they only have 8 minutes, for example, to read the text. Then ask volunteers to each read a paragraph to the class.9 Ask Ss to write a caption for each paragraph.Presentation (Reading B)1 Ask students to do Part B1 as a quiz.2 Divide the class into groups of six. Choose a group to start the competition. Ask what does ‘endangered’ mean? Set a time limit for each group to answer.3 In pairs, Ss read and complete the conversation. Invite some of them to read it in front of the class.Presentation (Reading C)1 Divide the class into teams of 4-5 students. Do Part C1 as a quiz. Set a time limit.2 Ask students to correct the false sentences.3 Encourage discussions about why a sentence is wrong in order to develop Ss’ deductive skills.Language points (Part A)A nature reserve, in north-east China, one of the world’s most important wetlands, wildlife, provide sth. for sb. ,different kinds of, all year round, for a short stay, there are many fish, catch them for food, the rare red-crowned cranes, change the wetlands to make more space for farms, less and less space for wildlife, have enough space, the Chinese government, protect these endangered birds, a lot tourists, members of our Birdwatching Club, study the different kinds of birds, the changes in their numbers, a bird count, the importance of wetlands Language points (Part B)Areas of land with wet ground, areas of land for farming, a place to live or stay, in a dangerous state, a large number of, people who are traveling, be important forLanguage points (Part C)Find food easily, in other parts of the world, have enough space to live, the ideal home for many plants, fish and birdsHomework1 Learn the language points by heart.2 一课三练P.56-573 Preview the V ocabulary Part.。

教学反思沈师二校刘媛对8A牛津英语Chapter5 Look It Up导入课的教学反思教学目标：Aims:1. To discover and activate any background of the topic “Look it up “ 了解本课的背景知识2.To increase knowledge and develop skills.拓宽知识，发展技能3. To motiva te the students’ interest of learning English.激发学生学习英语的兴趣教学重点和难点:Important and difficult points: To enable the studentsto get a general idea of what the text isabout. 了解本课大意教学设备：多媒体课件Teaching aids: multi- media教学过程：Teaching procedure:I. Warming up1.Quick responses:1. What’s the weather like today? 7. What’s the answer of 9plus 4?2. What’s the date today? 8. What’s the answer of 9minus 33. What day is it today? 9. How much is 3 multiplied by 7?4. Happy birthday to you. 10. What’s the answer of 12divided by 4?5. I have lost my watch. 11.Can you explain the word “develop” in English?6.Have a nice weekend. 12. If you don’t know how to usea word, what will you do?2.Cartoon picture --Is my encyclopedia useful, Lo?--Yes, Hi. Very useful.II Presentation:1. Picture showing.通过直观教学图片展示，提高学生的学习兴趣，问题切入：What do you know about? Do you know anything about dinosaurs, Diogenes and Walt Disney?2. Ask students to look at the pictures and try to complete the exerc ise.III: Short stories.1.Read the story and answer the questions.通过英语故事“Mickey Mouse And Donald Duck.”及Three Pigs Build A House的阅读进一步培养学生学习英语的兴趣2.Retell the story with the help of the questions. 通过对故事的复述培养学生的语言表达能力。

A Lesson Plan8A Unit5 BirdwatchersReading(Ⅰ) Zhalong – A special place一、教学课型：阅读课二、教材内容分析通过阅读使学生了解扎龙自然保护区的地理位置、地貌、现状，扎龙自然保护区对鸟类特别是珍稀的丹顶鹤特殊的重要性，以及不同社会群体和政府对扎龙自然保护区所采取的行动，教育学生加入到保护鸟类、保护自然的行列中。

三、学生分析通过前一课时Welcome to the unit 的学习，学生了解到一些鸟类（包括“鹤”）的体貌特征，而布置的家庭作业（查找信息：1、鹤之最、丹顶鹤的外形特征与生活习性及别称“仙鹤、长寿鹤”的因由3、扎龙），使得学生对本课时的教学内容在思想上有一定的准备。

约三分之一的学习能力较强的学生能够自觉预习课文，但由于一部分学生缺少主动学习的自觉性且接受能力欠强，教师有必要预先悄悄地指定几个学生充分准备好一些必用信息。

在设计具体教学时，要兼顾好中差三个层次的学生。

四、教具图片、收录机、打印好的练习、多媒体五、教学设计1、设计思路本节课分为五个步骤（复习、阅读、巩固、讨论、家庭作业），反复围绕阅读材料，通过每个具体的教学活动（提问、语言重难点的分析、配对、判断正误、填空、词组翻译以及讨论等），加深学生对阅读材料内容的理解，增强学生热爱大自然的情感，从而使学生认识到地球是人类和鸟类共同的家园，进而去积极主动地关心鸟类的生存环境，为保护鸟类做出一定的贡献。

2、教学过程Teaching objectives:1. To infer general meaning from title and context2. To guess the meanings of words from context3. To skim text for overall meaning and scan for details4. To improve students' love of birds and help to take actions to protect wildlifeTeaching important and difficult points:1. To grasp the keywords and main points in the context2. To learn to talk about birds and their habitatTeaching procedures:Task1. RevisionStep1. Get students to say something about their favourite birds in pairs . Then ask three students to describe a pet bird in English , the other students can guess what bird it is , theones who are the first to have the right guesses are the winners .Step2. Show the students some pictures and ask them to give the descriptions of the birds and fill in the forms (some information has been given ) . Tell students to look at Picture1 and ask the question “ What color do you think a crane is ? ”Pictures Name of the bird CharacteristicsPicture 1 Crane tall , long legs , long beak and long neckPicture 2 Seagull long-winged , web-footed , white and grey or black feathersPicture 3 Sparrow small , brown and grey feathersPicture 4 Swallow long pointed wings , forked tail , flies to northern countries in summerPicture 5 Swan white feathers , long thin neckPicture 6 Golden eagle brownish feathers , broad wings , hooked beakTask2. ReadingStep1. Show the students some pictures of red-crowned cranes from Internet . Ask students whether they have heard about this kind of cranes . Ask several more able students to describe red-crowned cranes in English , the teacher may write some information and some questions on the blackboard to help .1. The following questions may help:1). What color is a red-crowned crane ?2). What place of Northeast China does it live in ? Where else can we see red-crowned cranes in China ? ve )3). What does it usually eat ?Step2. Get students to listen to the tape for ' Reading ' . Before listening , ask students to prepare to answer some questions . While listening , ask students to underline the words or sentences that they don’t understand . After listening , students can discuss the questions in pairs and then try to answer them .1. Where is Zhalong ?2. Whose ideal home is it ?3. What do the birds in Zhalong Nature Reserve catch for food ?4. What do some people want to change the wetlands for ?5. Why do we do a bird count once a year ?6. How often do members of the Birdwatching Club do a bird count ?7. Why is Zhalong a special place ?8. What can we do to help to protect birds ?Step3. Firstly go through the new words with the class and spare a few minutes for the students to read the words and ask students to skim the text quickly , focusing on keywords and main points only . Secondly ask students to follow the tape and read the paragraphs quietly . And afterwards solve students’problems if they have some and then explain language points to the class .Explanations:1. The area provides food and shelter for wildlife .provide something for somebody or something = provide somebody or something with something 为某人/某事提供某物e.g. Our school usually provides books and stationery for students from poor families .= Our school usually provides students from poor families with books and stationery . 我们学校通常为贫困家庭学生提供书和文具。

教学反思今天上了Unit 5Reading这个课，我实行了如下的反思:在英语教学和学习中，阅读一直占据着相当重要的地位。

阅读不但能协助学生获取信息、开阔视野、丰富语言文化知识，还能促动听、说、写等其他语言水平积极地发展；而且，阅读在培养学生的思维水平、分析水平和理解水平等方面有着不可替代的作用。

本节课我主要采用小组合作的形式。

课堂上小组共同阅读，合作学习，使学生在平等、协作、交流、讨论中，都有发言的机会、表现的机会、成功的机会。

阅读活动中，小组内先读，先练说，每个学生都参与了活动。

学生能选择一个水平适当的角色参与交流和探讨，在学习活动中互相协助，共同提高，知识和情感都得到发展。

小组竞赛更能激发全体学生产生健康、积极向上的心理，更能保持和提高学生学习英语的兴趣，对提高阅读和交际水平起着积极的推动作用。

针对中考阅读材料的特点，我在备课的过程中充分考虑学生的实际水平，根据学生的水平设计有效的教学手段和活动，使教学效果达到最优。

一、利用早读的时间“消化”新的单词，扫除学生在阅读文章时的障碍。

二、课前热身活动再次表现新单词的意义和用法，使其得到进一步的巩固。

三、处理文章的时候，根据其本身的难易水准考虑是通篇把握文章还是分段理解，在引导同学们归纳总结主要内容、中心思想的时候适当设置一些问题和表格，要求同学们在阅读的过程中完成。

问题的设计可从易到难，要兼顾后进生的水平，增加课堂参与面。

总来说之，在阅读教学过程中，学生应始终是学习的主体，而教师则只扮演一个导演的角色。

教师有效导引是必要的前提和基础，学生的理解是保证，学生使用水平是关键，学生的创造性思维是升华。

只有充分发挥教师的主导作用和充分体现学生的主体作用，才能提高课堂效率和质量，真正达到阅读教学的目的。

尽管如此，这种课依然是很值得深钻的。

我们现在一般都采用阅读教学法，通过发现问题、分析问题、解决问题来获得知识，强调自学与合作学习。

1、自读之前启发讲:即在学生自主阅读之前，简明扼要地揭示阅读要求和重点。