摘  要：英语阅读理解能力是一种通过阅读过程而体现出来的综合能力，已逐步成为中学英语教学的主要目标。随着新课程改革的逐步推进，阅读教学在英语教学中的比重也越来越大。因此，如何上好阅读课已成为广大英语教师研究的重点。本文结合《牛津英语》8B Unit 4 A charity show阅读课第二课时的教学过程，探讨了对于阅读课的教学方法。

关键词：英语阅读；案例分析；课后反思

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一、案例描述

（一）创设情境，激趣导入

案例片段1：

(The teacher shows a picture of a charity show. But the host is unseen. )

T: Have you ever watched the charity show?

Ss: Yes./ No.

T: Do you know who was chosen to be the hostess?

Ss: Sorry, I don’t know.

T: Let’s listen.(Play the sound) Now, can you guess who she is?

Ss: Dong Qin.

T: Are you right? (Play the short video)Yes, you are right. What’s her duty in the charity show?

S1: Host the show.

S2: Organize the show.

……

 评析：富有艺术性的导入，有助于自然地把学生引入学习新知识的情境，并能激发他们的学习兴趣和求知欲。因此教师要巧设开头，通过课前热身，先声夺人，用最短的时间令学生进入最佳的学习状态。为整节课的顺利开展，做好铺垫。

（二）由浅入深，温故知新

案例片段2：

T: Would you please match the phrases with the right picture?

T: Can you find out a sentence in the passage to describe each picture?

Student A: We started working on the show two months ago.

Student B: I felt happy when I was chosen to be the host. But I was also very nervous.

…

T: (Present all these sentences) Now, Can you put the sentences into the right order?

评析：本课中，教者辑取了教学配套光盘中的图片，形象生动，通过图片与文字描述匹配，建立图文之间的信息联系，学生很轻松地找到匹配的短语。教者立即趁热打铁，鼓励学生根据短语生成句子，接着让学生按逻辑顺序排序，继而形成篇章。通过由短语到句子再到篇章的梯度训练，由易到难，教者一步步引导学生在轻松愉快的氛围中加深了对语篇的理解，并体验学习的乐趣及成就感。缓减学生在随后的语言知识习得和运用过程中的压力，为以后教学活动的顺利展开创造了良好的条件。

三．精讲精练，有效互动

案例片段3：

T: Why did Ricky feel happy and nervous?

Ss: Because he was chosen to be the host of the charity show.

T: What was his job as a host?

S1: His job was to introduce each star.

T: Besides Ricky, Kitty, Helen, Millie, Tom and Daniel also took part in organizing the charity show. What’s their job? Let’s listen.

T: Now, can you tell me what their jobs are about?

T: Everyone has a different job or duty. Please talk about these people’s jobs or duties.

评析：本节课，教者在教授 “It’s one’s job to do sth.”这一句型时，首先设计听力练习，把语言形式和语言意义相联系，结合本单元vocabulary教学板块，让学生在情境中通过听力训练捕捉信息, 为之后学生模仿句型结构，进行口头表达做好铺垫。

……

二、课后反思

英语课程的学习既是学生通过语言学习和实践活动，逐步掌握语言知识和技能，提高语言运用能力的过程，又是陶冶情操、提高人文素养的过程。教者根据新课程理念，设计教学思路，在教学过程中，时刻以学生为主体，通过丰富的活动途径，力求让学生在乐中学，在学中悟。在重视学生语言知识的习得的同时，关注他们的学习策略，以及正确人生观价值观的培养。

然而阅读教学的重要性及现状要求我们英语老师不断思考，在新课程理念的指导下，在课堂实践过程中，寻求更为合理多样的教学模式及手段，不断实践、总结、分析、创新、完善。