[初一英语]初一英语阅读教学技巧

[初一英语]初一英语阅读教学技巧第一篇：[初一英语]初一英语阅读教学技巧1.Introduction I have been teaching the students who are in their second year of a senior middle school.In my teaching I’ve found there are some problems.Now I’ll 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 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 reading will interfere their study directly.If the learners can’t read skillfully, they won’t catch the main meaning correctly, clearly and quickly.I’m an English teacher.In my teaching experience, there is one problem that some students don’t like English and especially don’t like reading.They think it is difficult to reading well.They think it is hard to read some long pieces of passage.2.Problem As 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 leaning 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 don’t know how to do when they meet new words without dictionaries.They have some bad rabbits in reading.3.Problem analysisIn my teaching, the problem identified was really a serious problem.My preliminary research confirmed that there were five main reasons that accounted for students’ reluctance to do thereading work assignments in and out of class.Firstly, some students did not feel interested in practicing reading in and after class.They thought 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.Fo urthly, most students can’t master reading 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 ability 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 rationaleReading ability can be improved in the activity in class.These classroom activities often take place in pairs or together.1)Peer checkPeer 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 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 check What happens if the teacher feels a mistake 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 themistake.Teacher check is necessary.Sometimes they really can’t get any useful information in a reading material, the teacher can give them clues 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 Design My hypothesis is that learners’ reading skills in practice after class are increased by better-organized activities.Moreover, my new assignment activities should 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 1 Activity 1 This activity is based on Unit5, Grade8 students’ Book A, Go for it!Purpose: to enlarge the students’ 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 teacher’s requirement carefully.Then I asked the students to write down different forms of the word “vary” which appeared in the text 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 2 Activity 2 Purpose: to help the students form a good reading habit.Instruction: Give the students a passage to read following the teacher’s 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 limited 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 andthen read the passage carefully.Answer the questions with the methods given by teacher.Week 3 Activity 3 Purpose: to arouse the students’ interest.Instructions: I prepared some interesting English stories for the students to read.Then does some pair work.Procedure: First I told them what to do in this class.I handed out a card with a story on it to one student, and gave another card with some questions on it.After the first student read the story for several minutes, the second student asked him, some questions listed on his card to know the main idea of the story, then another requirement.For students: The students had to work in pairs.Week 4 Activity 4 Have a discussionPurpose: to improve reading techniques.Instruction: In this lesson first I got students to discuss how to read effectively by themselves, collected the answers.第二篇：[初一英语]多媒体与英语教学多媒体在英语教学中的作用利用多媒体提高初中英语教学的效率一、激发学习兴趣吸引求知欲爱因斯坦曾说过：“兴趣是最好的老师，是推动人们寻求知识、探索真理的一种精神力量[3]。