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如何上好英语阅读课

【摘要】兴趣是最好的老师，培养和激发学生学习英语的的兴趣是至关重要的，笔者结合仁爱版英语九年级上学期教材进行相关分析，总结出工作中的几点心得，供其他教育工作者参考。

【关键词】英语阅读兴趣

跟往常一样，吃完晚饭后，我翻开手机短信，但今天我看到一条这样的短信：“陈老师，我爱上这样的英语课，有趣，而且课文我都会背了……。”最后还特别强调：“不信明天你让我背课文”。当我看到这条短信，我震惊了，因为这条短信是班上最讨厌上英语的谢志伟写的。记得前几天他还跟说：“陈老师，不是我不想学英语，而是英语课枯燥无味，特别是阅读课”。

看完这条短信，让我回想起今天的英语课。今天我上仁爱版英语九年级上学期SectionD Topic3Unit2，由于这篇文章是与环境保护相关的阅读文章，我结合图片，把一些描述环境优美的英文句子展示在ppt上，让学生大声朗读，复习旧的单词。然后播放歌曲Our Earth视频，把学生引导到这节课的阅读文章，让学生进入学习状态。采用竞赛方式，让不同层次的学生，

回答一些不同层次的问题。而对于需要推理才能回答出来的问题，我让同学们分组讨论。同样的教师，同样的学生，但不同的教学设计，学生的反映和收获却截然不同。这节课能得到学生的好评，我想我主要做到了以下几点。

一、利用课堂资源，创造一个轻松、活跃、和谐有效的阅读教学氛围――学生想学

美国认知心理学家布鲁姆认为：“学习的最好刺激乃是对所学材料的兴趣”，而“兴趣是最好的老师”。因此，教师在英语阅读教学中，针对不同的体裁的阅读材料，应充分利用有限的课堂资源，设计轻松、快乐、和谐的导入环节。如：仁爱版英语九年级上学期SectionD Topic3Unit2的阅读，我采用播放歌曲“Our Earth”的视频，通过这样的引入，既能让学生切身感受，明白污染会给人类带来危害，也能吸引学生的注意力，激发学习兴趣，从而引入本课。

二、设置不同层次的的问题，让每个孩子去展示自己――学生乐学

思起于问，源于疑，针对初中生好奇心强，好知心急，好表现心盛的特点，在阅读过程中设置一些问题悬念，在已过单词关的基础上，吸引学生进行快速阅读。但不同学生之间的现有知识，能力水平存在个

体差异。因此，教师应尊重学生差异，设置不同层次的问题。如：本节课，我设置一些判断正误或一些简单的一般疑问句或选择疑问的问题，（如：1Were forests cut down to provid wood to build houses in countries？

2.Do they believe that in 50 years their little trees will become beautiful forests？

3.Do young men and women face many difficulties when they plant new trees？）让基础较差的学生回答。对于基础较好的学生，我设置一些改正错误或回答一些wh -q u e s t i o n s ，（如：1.How do you understand“Forests are the lungs of the earth”？2.What will happen if we do not plant new forests？3.Why do they plant different kinds of trees？）。另外，对于本节课中须要学生推理才能获得答案的问题（如：Would you like to be a tree planter when you are older？Why or why not？），我采用小组讨论的方式完成。这样教学时，就能面向全体，又能体现差异，给每个学生提供展示自己的平台，发展自己的机会，让每个学生都有成功的体验，激发了他们的积极情绪。这样他们就能积极、主动、快乐地参与学习，使课堂教学继续保持。当然，语言学习的最终目的是为了应用，因此，教师应再设置一些能把学生思维引向深入的台阶，启发学生思考、讨论、运用的

一些环节，如：本节课我让学生完成根据课文内容的填空题及根据关键词复述课文，从而达到巩固达标的教学效果，提高学生对所学知识的整合和灵活运用的能力。

三、加强阅读策略的指导，提高阅读能力――学生会学

著名教育家叶圣陶先生说：“教是为了不教”。从而可见教师的主导作用是对学生的学习起指导作用，使学生不仅学到知识。而且懂得如何去学。

首先，要指导学生学会猜测、概括或推理的策略。教师要指导学生选择合适的猜词技巧：

1.根据定义、解释猜测。

2.通过对比关系来猜测。

3.根据构词法猜测。

4.根据上下文提供的内容猜测。

5.根据语法结构猜测。

其次。要教给学生求解与证实的策略。在教学中，引导学生根据文章的标题或图片分析文中可能会出现的观点或情景。如：本节课教学时，我让学生进行小组讨论自己在日常生活中看到社会上有一些人是如何破坏环境和我们应如何保护环境，然后带着自己的亲身实践走入文中。

再次，要教给学生监控的策略。例如：当学生阅读文章时。选用what、who、when、where、why和how提问方法或教师给的词汇，引导学生预测文章的主要内容及引导学生在阅读中有意识在捕捉文章主要信息，从而帮助学生了解主体及其情节发展脉络。培养了学生的想象力和自主学习能力。

这条短信时刻提醒着我：“教师不可以为教阅读而单调的安排阅读。教师应充分利用课堂资源，创设出有效的教学设计，激活课堂教学，培养和激发学生的兴趣；应以学生为主体，因材施教，为学生提供以阅读为主的展示平台；应采用各种方法，训练学生的阅读技能，不断提高学生的阅读能力。”

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