post-reading

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“三步”阅读法在初中英语阅读课堂中的探究

“三步”阅读法在初中英语阅读课堂中的探究【摘要】初中英语课文教学是培育学生综合英语能力尤其是阅读能力的重要途径，而新标准也努力提高英语“听、说、读、写”的能力，激发英语阅读的兴趣，以课文为载体。

因此，我采用“三步”阅读法来培养学生的综合英语能力，将课文作为一个整体进行学习探索，通过阅读前（Pre-reading）、阅读中（While- reading）、阅读后（Post-reading）三阶段训练学生，从而提高学生英语阅读能力。

【关键词】三步阅读法；初中英语；课文教学；阅读能力《中学英语教学大纲》指出，“中学英语教学的目标是培养学生口头和书面上初步使用英语的能力，以阅读能力为重点，对中学生进行听说读写的基本训练。

”提高听力、口语和写作能力，关键是提升初中英语阅读能力。

在二十多年的教学实践中，我借鉴现代教学理论，把课本阅读教学分为三个不同的段落，即：读前（Pre-reading）、读中（While reading）、读后（Post-reading）。

使用这三步法进行教学，将各阶段的教学目标明确，自己的教学工作就简便、易于操作。

一、阅读前（Pre-reading）在这段时间里，我根据不同的材料，有针对性地做好引导工作。

初中英语阅读材料的内容有不同的领域，如天文地理，历史人物，环保等。

体裁也有区别，有记叙文，书信，说明文等。

教师在导读过程中，对一些与本课相关的背景知识，根据所读材料内容的不同，进行讲解，帮助学生了解所读材料的大概内容，激发学生获取信息的兴趣和欲望，从而引入新的课堂。

二、阅读中（While-reading）1、快速阅读( fast-reading)学生在阅读时，要求学生快速浏览全篇，抓住主要内容。

对无关紧要的材料，学生可以跳读、找关键词等。

例如，外研版八年级上册Module3Unit2 This year We are training more careFully中，我这样提问：Why are we training harder than usual ? 学生快速的在第一段的最后两句We are training harder than usual because the other team beat us last year.This yearwe want to do better能够找到答案是because the other team beat us last year and this year we want to do better。

教师资格笔试备考指导：英语阅读课的post-reading环节如何设计？

教师资格笔试备考指导：英语阅读课的post-reading环节如何设计？众所周知，在英语教师资格考试笔试考试中，初中，高中学段的学生需要参加科目三的考试，科目三的考试内容是《英语学科知识与教学能力》。

题型题量分布如下：通过上表，大家可以看出来主观题部分的教学设计题所占的分值最多。

教学设计的考试形式如下：III.教学设计教学设计题：根据所提供的信息和语言素材进行教学设计，本题用英文作答。

请根据以下信息和语言素材进行教学设计，本题用英文作答。

设计任务：阅读以下信息和语言素材。

假设你将利用此语言素材提高学生的阅读能力，请根据学生情况设计针对此素材的教学目标，以及实现该目标的课堂活动。

学生概况：本班为中等城市普通学校高中一年级的学生，班级人数为40人。

多数学生已具备一定的英语语言能力。

学生能够积极参与课堂活动，合作意识较强。

教学时间：45分钟。

教学设计需包括：教学目标;教学步骤及设计意图;教学活动方式、具体内容及设计意图;教学时间规划;学习评价。

语言素材：(加粗单词为学生首次接触的词汇)The Road to Modern EnglishAt the end of the 16th century, above five to seven million people spoke English. Nearly all of them lived in England. Later in the next century, peoplefrom England made voyages to conquer other parts of the world and because of that, English began to be spoken in many other countries. Today, more people speak English as their first, second or a foreign language than ever before.Nati ve English speakers can understand each other even if they don’t speak the same kind of English. Look at this example:British Betty: Would you like to see my flat?American Amy: Yes, I’d like to come up to your apartment.根据以上的任务要求“假设你将利用此语言素材提高学生的阅读能力，请根据学生情况设计针对此素材的教学目标，以及实现该目标的课堂活动。

牛津初中英语阅读课Post-reading环节的活动设计-教育文档

牛津初中英语阅读课Post-reading环节的活动设计通过教学实践，我概括出Post-reading环节的以下几种常见的活动形式：一、习题练习（Exercises）这是一种最常见、使用较频繁的训练形式。

这种形式可以帮助学生复习课文内容，巩固语法知识，锻炼综合运用语言的能力。

常见的题型有：短语翻译、单项选择、词形变化、根据课文内容填空、句型转换等。

题目选择设计时，一定要有针对性，注重精讲精练，题型要新颖、创新，切不可一味地“拿来主义”。

二、写作(Writing)三、讨论(Discussion)对于初中阶段的学生来说，讨论是一种难度较大的Post-reading 练习形式，要求学生有一定的词汇量和口语交际表达能力，而且练习时要花费一定的时间来保证讨论的效果，有条件的，还要专门进行训练，也可以设置专门的讨论课程。

要想练习效果好，必须指导得法、提示到位。

教师和学生对Discussion这种活动形式都比较熟悉，操作起来也比较简便。

但值得注意的是所讨论的问题的设计一定要独具匠心、精益求精。

我觉得设计时，首先，讨论的话题必须实用、有用，要紧扣阅读材料，为学生加强对课文的理解和运用服务。

然后，话题要适当拓展延伸，要有一定的深度和开放性，能引起学生的思考，激起他们的兴趣和讨论表达的欲望，不可过于简单和重复。

这样才能锻炼学生的思维深度和广度，拓展他们的视野和知识面。

例如:在牛津英语9B Unit2 Robots Reading 一文的第一课时Reading(1)教学设计中,最后Post-reading环节我就设计了Discussion活动，我给学生以下几个题目供选择：1.If you have a robot, what would you like the robot to do for you? 2.Why do you want to have a robot? 3.What can a robot bring to your life? 这几个题目学生有话可谈且容易用英语表达。

小学英语论文浅谈小学英语Postreading 的有效延伸来源_通用版

小学英语论文-浅谈小学英语Post-reading 的有效延伸来源通用版现阶段，小学英语教学对于词汇与句型研究得比较透彻，小朋友们参加老师精心设计的游戏与活动，并在游戏、活动中巩固所学的词汇与句子，效果明显。

课堂上随处可见孩子们说、唱与表演的情景，有效地激发了其学习英语的兴趣。

但是老师对四年级出现的阅读教学的板块重视不够，很多老师习惯性地把阅读课上成了对话课，或是当作课外阅读来处理，仅仅局限于解释篇章中出现的新单词与对练习答案。

中高年级的Readand write 随着年级的不断递增，其体裁也呈现出不同的特点，在PEP 版四年级教材利用三个单元共六次巩固字母与单词的书写后，四、五、六年级对话形式的体裁与篇章形式的体裁数量比为四年级10∶1;五年级为4∶1;六年级为7∶10。

通过Pre-reading 与In-reading 处理完书本后，老师就该重视Post-reading 的有效延伸了，及时帮助孩子们实现蜕变，让其享受使用英语的快乐，在体验中感知英语学习的魅力。

以下便是我在教学过程中对于Post-reading 拓展的一点体会。

一、对话体裁的拓展1.自设情景，展示自我阅读教学开展的活动是多种多样的，对于对话体裁的拓展，我们应始终坚持的原则便是根据阅读材料，引导学生大胆发挥想象。

根据他们自己对英语的悟性、语感，对故事的人物用自己的语言描述，再与搭档一起进行表演。

例如在“PEP Book 6 Unit 3 My birthday ARead and write”中，有Zip 与Zoom 围绕着为奶奶准备生日礼物为主题的一个生活情景剧，在拓展的环节中我要求孩子们大胆发挥想象力，以生活中挖掘出类似的情景，与搭档一起准备并表演。

2.角色扮演，给予孩子们表演的舞台爱表演、善模仿是小学生的特点，如果我们能在稍显枯燥的Skimming 与Careful reading 后通过一些趣味化的活动让孩子们表演起来，便能促使其积极热情地用英语进行交流，进而提高其口语、听力及表达的能力。

新课程观下英语中高年段Post-reading设计

新课程观下英语中高年段Post-reading设计作者：张媛来源：《科学大众·智慧教育》2024年第02期目前在小学中高年段英语教学中，一般以pre-reading、while-reading、post-reading三个环节展开教学。

在一节课中，学生往往最喜欢post-reading环节，因为教师在本环节会着重强调学生在语境中接触、体验和理解真实语言，并在此基础上学习和运用语言，教师都会开展独特有意思的活动设计。

在post-reading环节教师通常可以通过阅读、复述、设计、调查、表演、海报、show、问答等形式做有效的课后延伸活动，以激发学生学习英语的兴趣，发展学生的语言学习能力和应用能力。

一、Post-reading教学活动的设计原则（一）启发性践行新型学生观，教师应该在教学中时时刻刻体现教师主导，学生主体的思想观念，注重调动起学生学习的积极性，引导学生独立思考，积极探索，生动活泼地学习。

让儿童语言在post-reading的情境激发下，自主发现并探索语言学习的规律和方法。

例如在牛津译林三年级起点-六年级上册Unit5<Signs>一课的post-reading环节部分，如何询问各种signs所代表的含义之后，可以设计活动：现在有一所新学校，请你来设计一些标识。

你会给学校的哪些地方设计哪些signs？为什么？这样的设计是基于一定的知识基础之上，学生已经掌握了本课的重点句型：-What does it mean？-It means...正如构建主义所强调的学生不是空着脑袋进课堂一样。

其次，设计新学校的场景，也基于现实情况，两者结合能激发学生探索的兴趣，并且发展学生的逻辑思考能力，培养其独立解决问题的能力。

（二）趣味性和多样性义务教育小学阶段的英语学习只要活动有趣，环境愉悦才能層层深入，逐渐激发学生的语言学习状态达到最佳。

多样的post-reading设计就尤为重要。

在牛津译林三年级起点-四年级上册Unit7<How much>中，在学习了本课的重点句型以及单词之后，post-reading的设计就可以放在现实情境中去买卖各种商品，这个情境可以放置在上一个单元Unit6的零食店内，对零食的选购，学生进行商品的询价和买卖;也可以是水果店，基于本册的Unit2<Let’s make a fruit salad>学生对这课的单词都有一定的了解，甚至是延伸。

高中英语_读后续写(Post-reading & Writing)教学课件设计

•Why did Rakesh not know what to say?
Touched , moved, regretful
•How would Rakesh do next on hearing the moving story ?
The goal of the writing
Second Reading for the plot(情节)development and the character’s emotion(情感) changes.
Game
Predict what will happen next using 4 sentences
Bob was having trouble getting to sleep at night. He went to see his doctor and got some extra-strong(强效) sleeping pills. _________________________________ _____________________________________________.
First Reading for the main idea
1.The type of writing Narration(记叙文) or Argumentation（议论文） 2.The tense of wring past tense（过去式） or present tense(一般现在时)
changes.
Analyse(分析)the language style
Para1: When Rakesh and Reena first got married…… But later he hardly …...though his wife …… just as she used to.

Unit 4 post-reading

E: (disappointed _____ the __________( outcome 结果), but thinking it is better than nothing) Thank you, sir. (sees a man _______(take) notes and taking feels worried) Hey! I ain’t done nothing wrong by speaking to that gentleman. I've a right to sell flowers, I have. I ain’t an honest girl I am! no thief. I'm ___ (begins to cry)
P 28 Reading
be ambitious to do sth 1. 立志做某事 an expert in phonetics 2. 语言学专家 position in society 3 社会地位 4 给某人设定任务 set sb a task Eliza Doolittle (E): a poor flower girl _______ is who/that
• •
that is brilliant! look confused 1. 困惑不解地 2. 太棒了
3. 你可以根据几句话判断对方是哪个地方的人。 You can______ placea man by just a few _________. remarks 4. 我可以根据任何谈话来判定他们是哪个地方的人，差距不过六英里，有时候在伦敦甚至不超过两个街区呢.. I can place any _________(speak) spoken conversation within six miles, and even within two streets in London sometimes. 5. 这是个致富的年代。This is the ________ of the age ________(new) rich. newly 6. 但是他们一张嘴就会露出马脚。 every time betray themselves _______ But they _________ ________ taught they open their mouths. Now once ________(teach) by me, she'd become an upper _________（上层）class lady ...

小学六年级POST—READING课的上法

小学六年级POST—READING课的上法【摘要】POST-READING——拓展延伸，提升内涵，有效巩固是小学英语阅读的一个重要环节.其包含三大部分.第一，诵读课文，积累语言.第二，Check exercise and homework and retell the story.第三，More information about the text.第四，小练笔. 第五，家庭作业.整编文章都是关于提高阅读.【关键词】阅读；加深；重述；积累；理解；兴趣；拓宽；综合；运用；归纳；总结；竟争意识；持续发展用；归纳；总结；竟争意识；持续发展Post-reading——拓展延伸，提升内涵，有效巩固语篇教学需要设计多维度的活动，以加深学生对语篇的理解，帮助学生实现从语言输入到语言输出的转换，从而促进多项教学目标的达成。

学生阅读后教师可以根据前两个阶段获得的语言材料开展口头表达等后续活动，如讨论，角色表演，复述或总结等，以进一步拓展课文，提高学生灵活运用语言的能力。

如复述活动是为了提高学生的口头表达能力，既加深了学生对阅读的理解，又培养了学生归纳和总结所学知识的能力，但老师也要注意，要想达到有效的巩固，设计的活动既要基于课文又要高于课文，各项活动要互为依存，而不是多项活动的堆积。

通过大量的有关练习，扩大词汇量和知识面，提高阅读速度和阅读效果。

培养可持续发展的能力。

象我们上面提到的那编课文，我们可以让学生Try to retell the text. 在复述之前，老师让学生先填表格：填完表格之后，学生还可以复习C部分的练习。

这样就可以非常自如地把文章复述出来。

在复述过程中让学生尤其注意动词时态如：go—went ，watch—watched ，talk—talked ，borrow—borrowed等等。

而且在复述中他们不能漏掉look like 这一重要短语。

总的说来，Post-reading 这一环节大体有以下几种：Pronunciation，Spelling，V ocabulary，Comprehension，Writing，Discussion，Reviewing the story。

小学高年级阅读课post—reading教学活动设计探析

小学高年级阅读课post—reading教学活动设计探析作者：杨金梅来源：《校园英语·下旬》2014年第10期【摘要】本文针对小学英语高年级阅读课post-reading教学活动环节设计的主要问题，如目标定位不明确，教学实际脱离学生实际等问题，探讨了post-reading教学活动设计的原则、活动有效方法。

【关键词】小学高年级英语阅读课 post-reading 教学活动设计一、引言阅读不仅是语言学习者需要掌握的语言技能之一，而且也是学生获得语言输入的有效途径。

有效的小学英语阅读教学，不仅可以让学生在潜移默化中学到语言知识，培养语言能力，扩大视野，更重要的是培养了他们对于英语学习的兴趣。

目前在小学高年级阅读教学中，一般以pre-reading、 while -reading、 post- reading三个环节展开教学。

学生通过阅读、思考、讨论、角色扮演等多种方式，体验学习的快乐，发展自己的语言能力。

然而，笔者通过课堂观察发现目前小学高年级阅读课在post- reading教学活动设计上还存在很多问题，概括起来主要有以下两种倾向：1.目标定位不明确在展开post- reading这一教学环节时，个别老师过度的关注阅读材料中的语言形式，在学生明明已经充分理解的基础上，仍然采用填空、判断、回答问题、匹配等方式一遍又一遍的测试学生对文章的理解，对语言点的掌握情况，将有趣的阅读课上成了reading comprehension。

2.活动形式盲目，脱离学生实际小学英语教学的主要目的在于培养学生初步的语言综合运用能力，培养其对语言学习的兴趣。

笔者经常发现一些活动设计追求所谓的热闹活跃，设计上不仅脱离文本主题，而且忽略了学生的实际生活和经验。

二、post-reading教学活动的设计原则1.真实性和关联性为在丰富、自然的语言活动中发展学生的语言能力，教师在进行post- reading教学环节设计时，要考虑到活动设计的真实性和关联性。

英语阅读三步曲

英语阅读三步曲内容摘要：阅读课教学过程分为三个不同的段：一、阅读前（Pre-reading）二、阅读中（While reading）1略读(Skimming) （1）抓主题句(2) 抓住段落要点2检读（Scanning）（1）要求学生要时刻清楚的记着自己要寻找的特定信息。

（2）学生应迅速沿着文章自上而下扫视，时刻期待要寻找的特定信息的出出。

（3）若找到了信息，应证实所找信息是否正确。

3、细读（Close reading）三、阅读后（Post-reading）1精读2强化和巩固3课后阅读中学英语教学大纲指出：“中学英语教学的目的，是对中学生进行听、说、读、写的基本训练，培养学生口头上、书面上初步运用英语的能力，侧重培养阅读能力。

”从某种意义上说，阅读能力的提高，是听、说、写能力提高的关键。

通过阅读，扩大了知识面，增加了词汇量，交际时就不会因为知识或词汇贫乏而言不达意，写作时才能语言地道，内容丰富。

从长远的观点来看，中学阶段阅读能力的高低对学生以后的进一步深造也有很大影响。

问题的关键就是阅读速度慢。

当今的时代是信息时代，人们要从浩如烟海的科技情报材料中获取所需的信息，就須提高阅读效率。

在多年的教学实践中，笔者借鉴现代教学理论，把整个阅读课教学过程分为三个不同的段，即阅读前、阅读中和阅读后。

老师只要知道在这三个不同的段里做些什么就可以了。

这样，教师对各段的教学目的、任务明确，操作方法简单易行。

一、阅读前（Pre-reading）在这段时间，教师应该根据不同的材料做好导读工作（Preparations for reading）。

阅读材料可能涉及天文地理、历史人物、环境保护、自然灾害、工作生活、文学艺术、体育卫生等各个领域。

体裁有记叙、书信、日记、广告、说明文等。

教师在导读过程中，应根据阅读材料的内容和体裁，适当的讲解一些与本课有关的背景知识，帮助学生了解阅读材料的内容，激发学生获取信息的兴趣和欲望。

在导读过程中，也可运用电教媒体的多样性、趣味性、艺术性、直观性，通过学生的“听——想——说”或“看——想——说”的方式，将抽象的东西具体化，引导学生自觉参与、主动尝试，并巧妙运用灵活、多样化的导入方法引入新课，以完成相应的阅读任务。

大学英语3课后题答案（含post-reading）

⼤学英语3课后题答案（含post-reading）Unit 1 Personality(P14)Post Reading3 Reading Comprehension1. Understanding the Organization of the Text1) Introduction (Para. 1):Shyness is the cause of much unhappiness for a great many people.2) Reasons why shyness can have a negative effect (Para. 2-3)People’s self-concept has a profound effect on all areas of their lives.People with high self-esteem usually act with confidence.People with low self-esteem are likely to be passive and easily influenced by others.3) Ways of overcoming shyness (Para. 4-15)i) Recognize your personal strengths and weaknesses.ii) Set reasonable goals.iii) Don’t waste time and energy on destructive feelings such as guilt and shame.iv) Don’t be afraid to speak up and give your point of view.v) Do not make negative comments about yourself.vi) Accept criticism thoughtfully.vii) Profit from failures and disappointments by viewing them as learningexperiences.viii) Do no associate with people who make you feel inadequate.ix) Set aside time to relax, enjoy hobbies, and reevaluate your goals regularly.x) Practice being in social situations.4) Conclusion (Para. 16)The better we understand ourselves, the easier it becomes to live up to our full potential.2. Understanding Specific Information1) F 2) T 3) T 4) T 5)F 6) T 7) F 8) F 9) T3. （略）Vocabulary Practice1．”Self-” is a prefix which means ‘of, to or by oneself or itself.’Words with the prefix “self-” that appear in the text: self-conscious, self-concept, self-assurance, self-worth, self-confidence, self-esteem, self-destructive, self-awareness, self-acceptance, self-rejection, self-confident.1. self-conscious (worried and embarrassed about what you look like or whatother people think of you)2. self-confidence (belief in one’s own ability, power, judgment, etc.; confidence in oneself)3. self-esteem (the feeling that you are someone who deserves to be liked, respected, or admired)4. self-destructive (with thoughts or actions that are counter to one’s own best interests)5. self-worth (the value you give to your life and achievements)6. self-con cept (one’s conception or general idea of one’s own basic character and nature)7. Self-awareness (realistic knowledge and judgment about oneself)8. self-assurance / self-confidence (the belief that you are able to deal with people and problems easily)2. 1) B 2) I 3) L 4) A 5)H 6) D 7) E8) N 9) J 10) M 11) C 12)F 13)G 14) K3. 1) profound 2) jealousy 3) numerous 4)overweight 5) overcome6) eventually 7) slim 8) compliments 9)diminish 10) reassurance11) detrimental12) isolated 13) self-esteem 14) accented4. 1) reflected 2) concerned / worried 3) profound effect / influence4) viewed / regarded 5) sensitive 6) respond / react7)eliminated 8) overcome my fear 9) concentrate on10) made no commentTranslation1. You should spend a reasonable amount of time relaxing and exercising.2. In general children are healthier and better educated than ever before.3. When the right opportunity come along, he’ll take it.4. Every day he sets aside some time to be with his family and enjoy life.5. I remember those dark streets and walking hand in hand with my father.6. He finally failed to live up to his parents’ expectations.7. In contrast, our use of oil has increased enormously.8. He succeeded in his efforts to overcome his fatal weakness.Part Four Writing and Translation(P 46)2. Translation PracticeFrom Chinese into English1) It is believed that pessimism often leads to hopelessness, sickness andfailure.2) Optimism, by contrast, can make you happy, healthy and successful.3) When you fail in something, profit from the failure as a learning experience.4) Think about your strengths and build up self-confidence in front of problemsor difficulties.5) Don’t let negative thoughts hold you back.6) Everyone has experienced failures and di sappointments, so don’t blameyourself too much.Unit 2 Myths and Legends(P60)Post Reading3 Reading Comprehension1. Testing Your Memory1) Because they were invited to a feast in the sky.2) He saw the birds were busy preparing.3) He planned to go to the feast / sky with the birds.4) They didn’t agree because Tortoise was mischievous / cunning and ungrateful.5) With a sweet tongue, he convinced the birds that he was a changed man.6) He made two wings with all the feathers he got from each bird.7) All of you.8) Nuts, meat and fish soup, pounded yam, yam soup, palm wine, etc.9) For whom have you prepared this feast?10) Because he knew the answer would be “For all of you”, which wa s his new name.So he could enjoy all the food first.11) They were very angry.12) They took back the feathers they had lent him.13) He asked them to take a message to his wife.14) Parrot, because he wanted to take advantage of the chance to get revenge.15) He asked Parrot to tell his wife to bring out all the soft things in his house and cover the ground with them so that he would be able to land safely. But Parrot told his wife to bring out all the hard and sharp things instead.16) His shell was broken into hundreds of pieces.2. Finding the Best SummarySample:Ekwefi is telling a story about Tortoise. Long long ago, there was a famine, and the birds got an invitation from the sky to attend a feast there. Tortoise learned about it and with his sweet tongue he persuaded the birds to take him with them and so each bird lent him a feather. Tortoise cunningly thought of an idea that enabled him to have all the food by naming himself "All of you". When they reached the sky, they received a warm welcome, and soon the food was presented to them. Then he asked one of the people in the sky, "For whom have you prepared all this feast?" The man replied: "For all of you." So he ate almost all the best food. The birds became very angry and took back their feathers before flying home. Without feathers, he had to jump onto the ground and his shell was broken into pieces.3. Acting out the Story（略）4. Taking SidesSample:1) I don't admire Tortoise's cleverness. He was unwise to cheat all the birds. After his mischief, how could he have face to live together with them any longer? He would have no friends at all. He was clever, but at the same time he was also stupid . When all the birds became so angry, how could he have trusted Parrot? He should have jumped into the sea to avoid being hurt.I sympathize with the birds. They took Tortoise out of kindness, but after flying such a long distance, they had to fly back home on an empty stomach. They were formally invited, but the food was eaten by Tortoise. I think the birds were very unlucky.2) I learned from the story that a) we should be honest, and shouldn't cheat others. If we cheat others, we will be punished in the end; b) we shouldn't be carried away by sweet words, like the birds; c) a leopard can't change its spots, nor can Tortoise. He was cunning, he could never change his personality and behave himself.Vocabulary Practice1. 1) A. invitation B.invited C. inviting2) A. prepare B.prepared C. preparationD. preparatory / preparation3) A. discoveries B. discoverers C.discovered4) A. approval B.approve C. approved D. approvingE. disapprove5) A. eloquent B. eloquence C.eloquently6) A. faithful B.unfaithful/faithless C. faith D.faithfully7) A. occasional B. occasionally C.occasion8) A. delivery B.delivering C. delivered9) A. troublesome B. troubled C.troubled D. troubling10) A. assurance B.assured C. assure2. 1) got / ran into trouble 2) no trouble 3)asking for trouble4) have … trouble 5) troublewith 6) in serious/deep/big trouble7) get/getting … into trouble 8) took the trouble3. 1) with a pattern of roses2) prepared a wonderful / good meal for us3) promised faithfully4) deliver this letter5) a selection of milk and plain chocolate6) keep out of mischief / behave themselves7) the sound of distant thunder8) received approval from the government9) in spite of the fact that he drank too much10) agree whether the drug is safe or notPart Four Writing and Translation(P 96)2. Translation PracticeFrom English into Chinese万物之初，天地还是⼀体，充满混沌。

高中英语_读后续写(Post-reading & Writing)教学设计学情分析教材分析课后反思

教学设计(Post-reading & Writing)Teaching aims:I. Know the ABC of post-reading & writingII. Figure out the key points of the post-reading & writing. III. Finish the writing of the given text.1.Leading inTell the students we are talking about the Post-reading & Writing directly. Then ask them “ are you interested in playing a game?”以一个小游戏来导入今天的“读后续写”。

Game:Predict what will happen next using 4 sentencesBob was having trouble getting to sleep at night. He went to see his doctor and got some extra-strong(强效) sleeping pills. ___________________________________________________________ ___________________.要求学生用接龙游戏（4个句子）完成小故事。

（通过游戏让学生知道读后续写并不容易，从而导入今天的课程）2. First Reading for the main idea.Read the following passage and then answer the questions.阅读下面短文，根据所给情节进行续写，使之构成一个完整的故事。

Rakesh and Reena got married ten years ago. Things were quite different later. When they first got married, Rakesh cared about his wife and often made sure that she was happy. But later he was often too busy with his work and hardly paid attention to his wife, though his wife still cared about him just as she used to.Rakesh usually boarded a train in the early morning for work. One day, when he boarded the train, he saw a man in a formal suit reading a newspaper. Beside him was a pretty lady who was knitting a sweater. It seemed that the two were together, but they did not speak a word. They traveled until their station came almost an hour later. Rakesh saw both of them get down. This went on for two to three months.Then came winter. One day, Rakesh boarded the train. But his eyes were constantly searching for something. He saw that man standing near the door. But where was that lady who used to be there with him? A few more days went by. But the lady could no longer be seen. Rakesh could not hold back his curiousness.He went up to the man and asked, "Excuse me, I am Rakesh. I would like to ask you something. Hope you don't mind.”The man looked at him, expressionless. Rakesh then asked about the lady.The man looked at him and said with tears in his eyes. “ she was my wife. She passed away two weeks ago. She was battling cancer. The doctors had told her that she did not have much time left and she needed to rest. But she was determined to spend as much time with me as she could. Despite me asking her to take a rest, she used to come with me till we arrived at my office just to spend an extra hour with me daily.”Rakesh did not know what to say. When the train stopped at the man's destination, he got off. Rakesh noticed that the man was wearing the same sweater the lady used to knit every day.注意1.所续写短文的词数应为150词左右；2.应使用5个以上短文中标有下划线的关键词语；3.续写部分分为两段，每段的开头语已为你写好；4.续写完成后，请用下划线标出你所使用的关键词语。

Unit+2+Reading+and+thinking+课件-人教版(2019)选择性必修第三册

it clearly? How? 5. What should we do to change a bad habit? Give an example by filling in the
following table. 6. How can a person use discipline to help change a bad habit?
03 While-reading 1. Why should bad teenage habits be changed?
These bad habits, if left unchecked, could lead to more serious ones
when they become adults.
人教版（2019）
英语选择性必修三 Unit 2 HEALTHY LIFESTYLE
Reading and Thinking
01 Warming up 02 Pre-reading 03 While-reading 04 Post-reading
01 Warming up
Keep moving
A healthy diet
02 Pre-reading
回答；答复
in response to
依赖；依靠；信赖
rely on
立即；马上
straight away
决定；选定
decide on
我们反复做的事情造就了我们。We are what we repeatedly do.
千里之行，始于足下。
A journey of a thousand miles
2. Why does the writer quote the famous saying based on Aristotle's philosophy?

新编大学英语(第二版post-reading

Unit 12. Answering the following questions1) What would people do when they saw the father and the son walking together?They would stare.2) How did the son feel at the time?He felt embarrassed/ashamed.3) What was the father‟s reaction?He never let on.4) How did the father get to the subway station when the weather was fine?He usually walked there with the help of his son.5) How did the father go to the subway station on snowy days?He was pulled on a child‟s sleigh to the subway s tation.6) What hobbies did the father have?He liked baseball, dances and parties.7) What did he ask others to do at the beach party when a fight broke out?He asked them to sit down and fight with him.8) How did the father feel about his son?He was proud of his son.9) How did the son feel about his father after his father had been gone for years? He missed him very much and was sorry for what he had thought about him. 10) What did the son learn from his father?He learned to have a goodheart from his father:good attitude toward life3.1) C 2) A 3) C4) B 5) D 6) A 7) B 8) C 9) D 10) A4. Understanding Reference Words1) that:the difficulty in coordinating the steps2) that:whether a person has a good heart3) one:a good heart4) it:the baseball team5) did:sat down to fight6) this:what the son has achieved,e.g. serving the Navy7) did:sensed8) it:the reluctance to walk with himVocabulary1.1) urged 2) halted 3) bother 4) embarrassed 5) adjusted 6) complain 7) kid 8) engage 9) subject 10) saw to it that 11) Coordinate 12) participate 2. Word-Building 构词n. patiencen. bitternessn. fortuneadj. knowledgeableadj. reluctantn. entrancen. complaintadj. enviousadj. memorablen. frustration1) bitter 2) fortunate 3) patience 4) memorable 5) reluctant6) entrance 7) complaints 8) envious 9) knowledgeable 10) frustrationTranslation1). He walks slowly because of his bad leg.2). He came to the meeting despite his serious illness.3). He saw to it that the same mistake didn‟t happen again.4). Now that they have got to know each other a little better, they get along just fine.5). Then I found myself surrounded by half a dozen boys.6). I send you my best wishes on this happy occasion.Part three Further Development3. What is love?1) causes 2) offers 3) to 4) not 5) tell 6) calls7) attracted 8) discovers 9) weak 10) disappointed 11) distance 12) outPart Four Writing and Translation省略代词和冠词Translation Practice (P33)1. 1) support a big family2) care for her children and parents3) pay for his children‟s education4) after years‟ diligent research5) the financial burden on his shoulders6) She has a golden heart a heart of gold, and loves people around her.7) My father has never bought any toys and candies for my brother and me, but I know heloves us.8) My parents do their best to meet our needs and always keep their promises.2. From English to Chinese1) 他从来不感到疲劳，非常喜欢干活，而且说话不多。

差异教学理念下小学英语阅读教学中Post-reading活动的有效设计与实施研究

1
2
（三）研究过程
1.课题准备阶段：（2017年3月——2017年4月）
研读各册阅读文本，理清阅读版块下的读后活动形式。

查阅资料，制定课题方案，明确研究方向，改进课题方案。

2.课题实施阶段：（2017年5月——2017年12月）
在课堂教学中进行读后活动设计的实践研究，获得专家的指导，进一步改进方案实施的科学性、可行性和有效性。

开展案例研究，感悟“差异教学”理念下教学设计的不同效果，探讨其优劣。

用行动研究展开教师间案例的探讨、课例交流等，为数据的整理和分析提供资料，形成不同年级不同类型的“差异教学”理念下的读后活动教学设计模式。

3.课题结题阶段：（2018年1月——2018年3月）
资料汇总、整理、分析、汇编，撰写论文；分析总结研究经验，完成课题结题报告。

3。

牛津初中英语阅读课Post-reading环节的活动设计

牛津初中英语阅读课Post-reading环节的活动设计作者：陈浩来源：《课程教育研究·上》2012年第02期【中图分类号】G633.41 【文献标识码】B 【文章编号】2095-3089（2012）02-0055-01在牛津初中英语阅读课教学过程中，我们一般按Pre-reading, While-reading和Post-reading 三个环节进行教学。

前两个环节是初步理解阅读材料，第三环节则是一个巩固、提升、拓展的环节。

在这个环节中，学生可以通过复述课文、角色扮演、讨论辩论、演讲、写作等活动形式对所学知识进行消化、运用，锻炼语言技能，提升写作、小组合作等学习能力。

因此，我们首先应重视这个环节的设计，同时，设计时应最大限度地发挥学生的主观能动性，重视能力训练。

让学生参与、体验、思考和表达。

通过教学实践，我概括出Post-reading环节的以下几种常见的活动形式：一、习题练习（Exercises）这是一种最常见、使用较频繁的训练形式。

这种形式可以帮助学生复习课文内容，巩固语法知识，锻炼综合运用语言的能力。

常见的题型有：短语翻译、单项选择、词形变化、根据课文内容填空、句型转换等。

题目选择设计时，一定要有针对性，注重精讲精练，题型要新颖、创新，切不可一味地“拿来主义”。

二、写作(Writing)Post-reading训练设计时，我们可要求学生用自己的话来改写阅读材料，篇幅要求短小精悍，教师可给予关键词提示及帮助。

我们还可以根据阅读材料延伸和材料相关的、和本单元主题紧密联系的、学生感兴趣的话题来写，这样既锻炼了学生写的能力，又为后来的Main Task 版块的教学打下基础，一举两得。

三、讨论(Discussion)对于初中阶段的学生来说，讨论是一种难度较大的Post-reading练习形式，要求学生有一定的词汇量和口语交际表达能力，而且练习时要花费一定的时间来保证讨论的效果，有条件的，还要专门进行训练，也可以设置专门的讨论课程。

英语阅读教学设计pwp模式

PWP模式的教学目标
培养学生运用英语进行交际的能力提高学生的阅读技巧和策略增强学生的自主学习和合作学习能力培养学生的批判性思维和创新意识
PWP模式的三个阶段
单击此处添加标题
准备阶段（Preparation Phase）：教师引导学生激活相关的背景知识，明确学习目标，激发学生的学习兴趣和动机。
英语阅读教学设计PWP 模式
目录
单击此处添加文本 PWP模式概述 Pre-reading阶段 While-reading阶段 Post-reading阶段 PWP模式在英语阅读教学中的实施建议
PWP模式的定义
添加标题
PWP模式是一种英语阅读教学模式，它将阅读过程分为三个阶段：pre-reading（读前）、while-reading（读中）和post-reading（读后）。
感谢您的观看
语言技能提升：通过阅读、听力、口语、写作等多种形式的练习，提高学生的语言技能水平，增强学生的跨文化交际能力。
灵活运用PWP模式的三个阶段
准备阶段：教师需要设计有趣的活动来激发学生的学习兴趣，并帮助他们建立与主题相关的背景
知识。
实践阶段：教师需要提供足够的语言输入，引导学生进行阅读、讨论和思考，并鼓励他们积极参
提供必要的词汇和句型，帮助学生理解文章
理解文章结构
引导学生分析文章结构，把握大意
指导学生寻找主题句和关键词，理解段落内容
通过填空、选择等方式检查学生对文章的理解程度
引导学生进行段落之间的比较和联系，加深对文章整体的理解
学生在While-reading阶段需要了解文章的主旨和大意。
获取具体信息
学生需要理解文章中的细节信息，如时间、地点、人物等。

通过post-reading 的有效设计，提升学生思维品质的实践与研究——以九年级阅读课为例

选材生病照顾“冷漠”理解有回应老师父亲质疑陌生人其它人数3221212112由上表可见学生的选材分散很多，具有个性，并且同样是“生病照顾”的3位同学，分别写的是妈妈“残忍”康复“我”受伤的手臂；妈妈隐瞒自己生病的事实，照顾患病的“我”；为了打发无聊的病床时间，不善言辞的妈妈为“我”讲笑话。

从中可见感悟的点越来越多，学生选材能力也有明显地提升。

2.以生活体验为选材的出发点，有助于学生养成反思习惯，提高思想道德品质。

基于生活体验的学生个性化选材，对学生提高对事件的分析、判定、处理能力有很大的帮助，而这样的提升从根本上解决了学生作文幼稚化倾向和选材普遍性。

经过一学年的实践，提升了学生对事件的鉴别能力，在不断地反思、学习和改进中提升自身的素养，为学生的健康成长奠基。

3.教师树立正确的选材教学意识，形成有效的方法指导。

语文组参与此项探究的老师都能体会到重视选材对于写好作文的重要性，强调课堂上教材文本与学生生活的关联，也形成了几种有效的指导办法，这些办法的实施都是从学生已有的生活体验出发，引导学生正确的分析已有素材，从中发现感动点，大大提高了作文教学的效率。

一句话：尽量寻找生活中的感动，感动越多，选材越易!四、存在的困惑和展望在沉重的课业负担下，学生健康成长的环境被不断地压缩，这与小班化教育促进每个学生健康成长的理念相违背。

在本次实践研究中同样感受到学生生活感受能力的低下，相关活动推进的困难。

笔者坚持认为，教育环境的不断好转，一定会让学生有更丰富的生活体验，届时，学生会以更全面、深刻的思想观察生活中的人和事，让作文选材无论从内容上、立意上更上一个台阶。

结束语：感动，是创作的源泉，泉水不断，创作绵绵；泉水不枯，佳作叠出。

寻找生活中的感动，挖掘创作的源泉。

参考文献：[1]《语文课程标准》(2011年版)，北京师范大学出版社， 2012（1），P16-31(Endnotes).[2]韦志成，《作文教学论》，广西教育出版社，1998， P57-66.[3]张世明，《如何搜集作文材料》，《中学语文教学参考》，2007（6），P27.[4]张立娟，《怎样在初中作文选材上脱颖而出》，《考试周刊》,2013(9)，P45.通过post-reading的有效设计，提升学生思维品质的实践与研究——以九年级阅读课为例孙海亚（浙江省杭州市萧山区戴村镇初级中学，浙江杭州 311261）摘要：阅读是人们最基本的学习方法和学习活动，是继承优秀文化财富、获取知识信息的重要方法。

新课程观下英语中高年段Post-reading设计

新课程观下英语中高年段Post-reading设计
张媛
【期刊名称】《科学大众（智慧教育）》
【年(卷),期】2024()2
【摘要】目前在小学中高年段英语教学中,一般以pre-reading、while-reading、post-reading三个环节展开教学。

在一节课中,学生往往最喜欢post-reading环节,因为教师在本环节会着重强调学生在语境中接触、体验和理解真实语言,并在此
基础上学习和运用语言,教师都会开展独特有意思的活动设计。

在post-reading环节教师通常可以通过阅读、复述、设计、调查、表演、海报、show、问答等形式
做有效的课后延伸活动,以激发学生学习英语的兴趣,发展学生的语言学习能力和应
用能力。

【总页数】2页(P0089-0090)
【作者】张媛
【作者单位】江苏省南京市岱山实验小学
【正文语种】中文
【中图分类】N
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