常态英语阅读课的教学反思进入八年级下册后，我感觉英语教学处于一个需要跨越的关键时期，是训练学生阅读能力的关键时期。

教材中除了原有的阅读材料外，更是在每个单元的self check的部分加了一篇篇幅长、难度大的阅读材料，这对本来基本就薄弱的学生来说更像是雪上加霜，让我也感觉“无从下手”，到底该教什么，怎么教？如果通过发现问题、分析问题、解决问题来获得知识，强调自学与合作学习，那遍布的生词和短语无疑是绊脚石和拦路虎，以班上学生的现有英语水平很难跨过这些障碍；如果是让学生搞明白所有的单词和句子，好好的阅读教材就成了遍布生词和短语的“文言文”，老师教得累，学生学得更累，却达不到提高阅读能力的目标。

通过向前辈老师的学习和自己的一些思考和探究，对八下Unit 6 I’ve been studying history in China. (Reading)做了精心设计，现作如下反思。

一、课堂情景实录：Step1. Lead inT: Hello, everyone! Do you like playing games? Let’s play a guessing game.(Show some numbers on the screen)These numbers are about me. For example, I’m 26 years old. And I have two hobbies. Can you guess what do they mean?(The students have a discussion about this.)Just now I said I have two hobbies, one is collecting cards. Look! These are my cards. Do you like them? If you can answer my question, I’ll give you one of them. The other is studying history.Step2. Before-readingT: Do you like studying history?1. How many Chinese dynasties can you think of?Ss: Tang, Song, Y uan, Ming, Qing,…T: Yes, the Tang Dynasty, the Song Dynasty, and …2. How many famous characters from Chinese history can you think of? （Show some pictures of Chinese emperors）T: Who is he? Ss: Qinshihuang. T: Yes, he is the emperor of the Qin Dynasty. So the next one Li Shimin is the …?Ss: the emperor of the Tang Dynasty.3. Can you think of famous characters from the history of other countries? Make a list.After students answering the questions,T: OK! You are very good! I have a friend. He likes studying Chinese history, too. Do you want to know him? Look! This is him. (show the picture of Leo )Activity2 While-reading ListeningT: Do you want to know more about him? Do you know what his family is and how long he has been studying Chinese history? Let’s listen.Step3 ScanningT: OK! Next, let’s read the text and choose the best heading for each paragraph.Read the passage and choose the best heading for each paragraph.Para1___ A. The history of my family.Para2___ B. The experience of my learning Chinese history.Para3___ C. Something about Harbin.T: You all did a very good job. And then scan the text for information to complete the sentences in 3a.here scan means going through the text quickly to find details without reading the whole text.Step4 Careful readingT: we have known the main meaning of each paragraph. This time let’s read each paragraph carefully.First paragraph1Read paragraph2 and answer the following questions.1. How long has Leo been learning a lot about his family history?2. What was very interesting for me?3. When did the first Jews probably came to Kaifeng?Then show the answer to the questions, and explain some phrases.Read paragraph3-4 and say “True”or “False”1. We usually studied Chinese history when I lived in Australia.2. Now I’ve been studying for over two years.3. I think Chinese history is very hard to understand.4. The more I learn about Chinese history, the less I enjoy living in China.5. Does Leo live quite far from Beijing?T: Look at the answer of sentense2, can you find the other sentences like this in the text.Students’ answers:1. I’ve been teaching in China for two years.2. Since I came to China, I’ve been learning a lot about my family history.3. I’ve been studying for over two years nowLook at these sentences, what rules can you get?Ss:现在完成进行时:(The Present Perfect Progressive Tense)for +一段时间have / has been doing sth + since +过去的时间点since + 从句(一般过时)Step5 After readingImagine you are Leo, what did you do?Choose one to retell:1. Before I (Leo) came to China.Lived in, studied Australian or western history, heard, was going to work in, started studying Chinese history, for over 2 years, was hard to, if…, you will…2. After I (Leo) came to China.Came to, have been learning about, it was + adj. + for sb to do sth, surprised, told aboutStep6 Homework:Group A: Is Chinese history very hard to understand? Tell us your idea and write it down.Group B: What is your hobby? Please tell us and write it down.本堂课一开始利用一个猜迷游戏游戏拉近师生距离，导入话题。

为导入新课作铺垫。

由于语言环境的限制，英语作为一门外语，只有通过师生、生生间大量的语言交流，才能培养学生用英语交际的能力。

课堂上的Free Talk是培养学生听说能力的有效方式。

通过谈话自然地引引出学生的兴趣学好这一话题，从而过渡到下一环节的教学任务---根据所给话题，即本课的主题自由谈论。

由于学生需要有足够的语言输入，才能有生成性的输出，所以为了让学生不会因为语言的限制而无法打开思路，我在学生谈论前先给出了几个典型的例子，进行关键词汇的输入教学，配以生动形象的图片，帮助学生更易接受吸收。

然后设置情景，引入听力话题，锻炼学生的听说能力的同时，让他们对课文内容有初步的了解。

在培养学生的快速阅读能力和对课文的整体认知能力的时候，选择了选择题的形式，降低了学习难度，使学生能够非常轻松的进入课文。

并穿插对学生阅读策略的教授和培养。

然后利用分段处理课文的方式，采用不同的方式来处理每段课文，有表格填空的形式，特殊疑问句的提问，判断句子正误等，让学生在无形中体会分析文章的不同方法。