初中英语课外阅读探索与实践——以典范英语阅读为例.pptx

初中英语课外阅读的探索与实践以以以以典范英语典范英语典范英语典范英语阅读为例阅读为例阅读为例阅读为例典范英语从英国牛津原版引从英国牛津原版引进英国有英国有80%的学校用它教学生学的学校用它教学生学习母母语世界有世界有133个国家引个国家引进了了这套教材套教材语言表达地道、丰富。语言表达地道、丰富。故事性、情节性强，学生易于看懂，乐于阅读。故事性、情节性强，学生易于看懂，乐于阅读。故事贴近中学生的生活和喜好，能产生共鸣。故事贴近中学生的生活和喜好，能产生共鸣。录音清晰、地道，语气强烈非常适合模仿。录音清晰、地道，语气强烈非常适合模仿。初一阶段打好语音基础打好语音基础培养基本阅读能力培养基本阅读能力用表演来理解、表现文本用表演来理解、表现文本初二阶段强化语音强化语音坚持理想，突出泛读、默读，坚持理想，突出泛读、默读，增强语感增强语感提升精读品味，问题引发思考提升精读品味，问题引发思考初三阶段课外泛读，提高阅读量课外泛读，提高阅读量课内点拨，培养评判、迁移能力课内点拨，培养评判、迁移能力学会梳理，积累写作素材学会梳理，积累写作素材根据孩子的认知能力、知识储备和个性根据孩子的认知能力、知识储备和个性特点来规划阅读要求。特点来规划阅读要求。根据英语习得的规律、发展要求来设立不根据英语习得的规律、发展要求来设立不同阶段课外阅读的侧重点。同阶段课外阅读的侧重点。根据所选阅读材料的特点来安排阅读进度。根据所选阅读材料的特点来安排阅读进度。英语教师：身先士卒英语阅读路漫漫其修远，吾等将继续上下求索谢谢！表示表示“哭哭”的词汇：的词汇：1.1.cry(大声喊叫):I can skate,he cried.Look at me!2.wail(哭喊):Walrus has ruined my act,he wailed.3.yell(大叫):No!STOP!Comet yelled.4.shout(呼喊，高声呼叫):He even shouted it out loud,This cant go on!5.scream(尖叫):A bear!Where?Otto screamed.6.roar(怒吼，咆哮):He roared,You have ruined my act!表示表示“笑笑”的词汇：的词汇：1.1.smile(微笑):That will get rid of him!said Flinch,and smiled a nasty smile.2.grin(咧着嘴笑，露齿笑):That will get rid of her,he said with a grim grin.3.smirk(假笑，得意地笑):I give up said Mr Flinch,with a smug smirk.4.giggle(咯咯地笑):Charlie giggled,We keep the bear in the heads office.5.laugh(大笑):Jo laughed.Oh,Otto!You dont understand anything!典范英语典范英语7:7:Princess Pips Holiday每天模仿每天模仿 ：每天傍晚每天傍晚1515分钟，由课代表组织跟着录音模仿。分钟，由课代表组织跟着录音模仿。假期模仿：假期模仿：假期一般泛读一个故事。要求听读模仿该书每天假期一般泛读一个故事。要求听读模仿该书每天10-1510-15分钟。分钟。培养基本阅读能力：精读+泛读1.1.课前自主阅读，集体模仿课前自主阅读，集体模仿独立阅读体验独立阅读体验2.2.上课一句句理解、模仿，精读上课一句句理解、模仿，精读确切理解文本确切理解文本3.3.课后学写梗概、读后感课后学写梗概、读后感引发初级思考引发初级思考泛读：泛读：阅读阅读+完成学案完成学案精读精读用表演来理解、表现情节和人物1.1.角色朗读角色朗读2.2.剧本改编剧本改编3.3.综合表演综合表演I was having lunch in the canteen when the headmaster I was having lunch in the canteen when the headmaster came and sat beside me.I was so nervous.The headmaster came and sat beside me.I was so nervous.The headmaster asked me some questions about my school life.When I asked me some questions about my school life.When I answered,my voice didnt sound like my voice,it was so answered,my voice didnt sound like my voice,it was so shaky.I ate the food slowly.It seemed to be years after I shaky.I ate the food slowly.It seemed to be years after I finished my lunch.Then I went away and said goodbye to finished my lunch.Then I went away and said goodbye to the headmaster.When I saw one of my classmates walking the headmaster.When I saw one of my classmates walking by,I shouted it out loud,by,I shouted it out loud,“I had lunch with our I had lunch with our headmaster just now!”headmaster just now!”My childhood memoryMy childhood memoryThe memory of waiting for the popcorn is just as sweet as The memory of waiting for the popcorn is just as sweet as that yummy snack.I used to charge at the north of the that yummy snack.I used to charge at the north of the village with my friends when the Spring Festival arrived.village with my friends when the Spring Festival arrived.There was a small and There was a small and rustyrusty machine,always making machine,always making popcorns with popcorns with a booming noisea booming noise.Children including me.Children including me gathered around it and I could feel my gathered around it and I could feel my mouth was wateringmouth was watering.The smell of popcorns even made my stomach The smell of popcorns even made my stomach roar loudroar loud!When the popcorns were ready,all of us cant wait to When the popcorns were ready,all of us cant wait to devour it.devour it.没有一套阅读材料是完美的，能够完全适合自己的学生。每种阅读材料都有自己的闪光点，当然也有自己的不足。想要让自己的学生更好地开展起阅读，我们英语教师必然是身先士卒的领路人。同时这也是一个长期探索实践的过程，需要我们慢慢找到更适合自己学生的阅读之路。