SOLO分类理论在高中英语阅读教学中的应用研究

skills I have just told you to answer the questions in part A. After reading you can discuss with your partners to find the right answers together.

[说明]在此处，教师在对略读阅读技巧的定义进行抽象讲解后，应当用一个实例进行具体讲解，以加深学生对略读技巧的理解程度。在确认学生对略读技巧已经有所理解后，应当及时通过课文的练习进行强化。

Five minutes later

Students present their answers after discussing with their partners firstly and teachers will present the answers to the questions on the PPT.

[说明]在此处教师除了通过PPT直接呈现答案之外，可以通过PPT呈现在文章中可以找到三个题目答案的段落，并与学生一起更加直观的进行探讨，也可以防止有些成绩稍差的同学因为找不到文章中答案，感到在学习过程中被忽略而打消英语学习兴趣。

3、跳读技巧的讲解与验证

T：Now I will introduce another writing skill to you. Can you guess what it is? We all know that we always encounter two commonest questions while processing the reading questions, one is to testify your ability to guess the general idea of the whole passage, which is from the wholesome side and the other one is what?

[说明]此处教师戛然而止，有助于学生积极对教师所讲述的内容积极思考并给与回应。经过简单的思考，结合自己阅读考试的经验，学生应该会很快找出问题答案。

S: The other is to testify our abilities to find the details.

[说明]此处学生如果没有说出教师所希望的答案，教师可以有意识的进行引导，如以本篇阅读部分为例教师可以问学生”What did Weihua learn in School?”此类的问题引导学生进行思考。

T: Yeah, the other is to testify our abilities to find the details. Since we can find the general ideas with skimming then what other reading skill which help us to learn the detail information?

T: It’s called scanning, which means that we can find certain information with the help of key words, phrases, dates, numbers and so on to help us find certain information quickly.

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T: I will give you 8 minutes to read this passage and answer the questions in part C1 as soon as possible. After reading you can discuss with your partners on the answers.

8 minutes later

T: Now who would like to give me your answers here? Students present their answers after discussing with their partners firstly and teachers will present the answers to the questions on the PPT.

[说明]此处答案及相关段落的呈现仍然是以PPT的形式呈现，原因同跳读类似，此处不做过多陈述。

在讲述完限时阅读、良好的阅读习惯、阅读技巧部分后，教师可以根据本篇阅读文章中出现的需要学生重点掌握的阅读技巧：略读与跳读，为学生提供一篇课外文章，在课上供学生练习。

T: Now I will provide you with one passage with several questions for you to practice the skills we just discussed. Please note that good reading rabbits are appreciated here.

[说明]教师应当鼓励学生独立完成阅读任务，在绝大多数同学完成阅读任务后，教师可以通过对学生的答案掌握学生的知识掌握情况，无论掌握情况如何，教师都应该在与学生一起寻找答案的过程中多次提及两种阅读技巧的具体体现，强化学生对这两种阅读技巧的记忆。

(三) 阅读后

Step 3 Homework 部分

1. Ask the group members to do one debate on whether we should choose to study abroad or the opposite. Classify Group A as the ones who agree and Group B is the one who opposite, Student C as the host of the debate.

2. Review what has been learnt in class and finish the reading excises of one new passage provided by the teacher.

[说明]两个课后题目中，第一个题目通过辩论赛的形式通过让学生探讨是应该选择出国留学深造还是留在国内读书的问题让学生尽可能搜集中西校园文化的一些知识，以应对，反驳辩友的问题，同时也可调动学生学习积极性与主动性。

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第二个课后作业主要是针对前面问卷问题分析中出现的当前学生预习及回顾知识点的习惯相对欠缺而提出的。

3.4.2 Period 2

第两个课时的主要授课目标是阅读部分中词汇与语法知识的讲解，上课步骤如第一课时一样，主要分为阅读前、阅读中及阅读后三个部分。具体如下：

（一） 阅读前

与第一次上课一样，在进行阅读课的授课前，教师应当明确这节阅读课的教学目标、教学重点、教学难点以及所采用的教学手段与方式。

1、教学目标

Help students be more familiar with the article

Help develop students’ abilities of guessing new words in the passage from different ways

Help students grasp the usage of attribute clause

Help students improve their speaking ability by presenting their ideas to the whole class

2、教学重点、难点

Help students grasp the efficient and scientific ways to memorize the meanings of the words and the usages of the grammars.

3、教学方法：

Question-and-answer activity teaching method Free discussion method Pair work or individual work Task-approach teaching method 4、教学手段： Multimedia The blackboard （二） 阅读中 Step 1 Revision

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Check the homework

T: Hey guys so do you still remember what our homework was in the last class? S: Yes

T: Wonderful, then I think it’s your time, begin your debate now.

[说明]在此过程中，教师充当的是评委的角色，教师应当认真倾听学生的发言，并做相关信息记录，以便及时的对学生的表现进行评价。

T: Wow I really appreciate your performances in the debate and all of you all do a very good job. Student A leaves me deep impression on ????..Student B???

All in all I think that just one coin has two sides, everything has its advantages and disadvantages, right? So what we should do before making a decision is to think carefully about the potential results.

[说明]在此过程中，教师将单个学生作为表扬对象，可以极大地增加学生参与课堂的积极性与主动性，教师在点评完学生的表现后，将主题延伸到人生的选择，是情感教学目标的一种体现与延伸。

T: Have you finished your reading excises after class? S: Yes

T: Well done. I would like to find someone to share your answers to all of us. Who would like to have a try?

[说明]此处，教师通过上节课阅读练习完成情况的检查，在对上一节课所学的内容进行回顾同时也检查了学生上一节课内容的实际掌握情况。答案的展示及讲解仍然通过PPT多媒体的形式。

Step 2 Word Learning

此处单词的学习过程以文章第二段中assembly的为例。

Ask the students to read the second passage first to see whether the students have acquired the accurate pronunciation of the words especially the new words.

[说明]在第一句中“On the first day, all of the new students attended an assembly in the school hall”,教师可以让学生先试着翻译一下这句话，并重点提问assembly的意思，在新的单词记忆技巧讲解的基础上，教师可以先询问一下学生

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