初中英语朗读课题研究结题报告
英语诗歌朗诵实践报告结果
英语诗歌朗诵实践报告结果During the English poetry recitation practice, I have gained valuable experience and improved my public speaking skills. I have learned to appreciate the beauty of the English language and its rhythm through the poems I have recited. The practice has also helped me to become more confident in expressing myself in front of an audience. I have learned to use my voice and body language to conveythe emotions and themes of the poems, making the recitation more engaging and impactful.In addition, the practice has enhanced my understandingof the cultural and historical context of the poems. Through researching and analyzing the background of the poems, I have gained insights into the social andhistorical events that have shaped the poetry. This has deepened my appreciation for the rich and diverse literary traditions in the English language.Furthermore, the practice has helped me to develop my memorization skills. Reciting poetry requires a good memory, and through repeated practice, I have become better at memorizing and recalling the lines and stanzas of the poems.This has also improved my ability to concentrate and focus, as I need to pay attention to the details of the language and rhythm while reciting.Overall, the experience of practicing and reciting English poetry has been enriching and rewarding. It has not only improved my language and public speaking skills, but also deepened my understanding and appreciation of the artof poetry.在英语诗歌朗诵练习中，我获得了宝贵的经验，提高了我的公众演讲能力。
朗读课题研究个人工作总结
一、前言朗读作为一种语言艺术，在我国有着悠久的历史。
近年来，随着素质教育的深入实施，朗读教育越来越受到重视。
为了提高学生的朗读能力，激发他们的阅读兴趣，我参与了一项关于朗读课题的研究。
现将我的个人工作总结如下。
二、研究背景与目标1. 研究背景随着社会的发展，人们对语言表达能力的重视程度越来越高。
朗读作为语言表达的一种重要形式，对提高学生的语言素养、培养他们的阅读兴趣具有重要意义。
然而，在实际教学中，部分教师对朗读教学的重视程度不够，学生的朗读能力普遍较低。
2. 研究目标本研究旨在探索提高学生朗读能力的有效途径，激发他们的阅读兴趣，提高语文教学质量。
三、研究内容与方法1. 研究内容（1）朗读教学现状分析：了解当前朗读教学中存在的问题，为后续研究提供依据。
（2）朗读教学策略研究：结合实际教学，探讨提高学生朗读能力的有效方法。
（3）朗读教学评价研究：建立科学合理的评价体系，检验朗读教学效果。
2. 研究方法（1）文献研究法：查阅相关文献，了解朗读教学的理论基础和发展趋势。
（2）调查研究法：通过问卷调查、访谈等方式，了解教师、学生对朗读教学的看法和建议。
（3）行动研究法：结合实际教学，尝试实施有效的朗读教学策略。
四、研究成果1. 朗读教学现状分析通过调查发现，当前朗读教学中存在以下问题：（1）教师对朗读教学的重视程度不够，教学方法单一。
（2）学生朗读兴趣不高，缺乏自信心。
（3）朗读评价体系不完善，难以全面反映学生的朗读能力。
2. 朗读教学策略研究针对上述问题，我尝试以下朗读教学策略：（1）创设情境，激发兴趣：通过音乐、图片、视频等手段，营造良好的朗读氛围，激发学生的朗读兴趣。
（2）分层教学，关注个体差异：根据学生的朗读水平，进行分层教学，关注个体差异，提高朗读效果。
（3）互动交流，提高自信心：鼓励学生积极参与朗读活动，分享自己的朗读感受，提高自信心。
3. 朗读教学评价研究（1）建立多元化的评价体系：从朗读技巧、朗读效果、朗读兴趣等方面进行评价。
英语朗读实训课总结报告
一、前言英语朗读实训课是我校英语教学的重要组成部分，旨在提高学生的英语口语表达能力，培养学生的语感和语调，增强学生的自信心。
通过本次实训课，我对英语朗读有了更深入的了解，以下是我对本次实训课的总结。
二、实训内容1. 朗读技巧培训实训课首先对朗读技巧进行了详细的讲解，包括语音、语调、节奏、停顿等方面的知识。
通过老师的讲解和示范，我了解到正确的朗读方法，为后续的实训打下了基础。
2. 课文朗读在实训过程中，我们选择了多篇英语课文进行朗读。
通过朗读课文，我逐渐掌握了正确的发音、语调和节奏，提高了自己的朗读水平。
3. 朗读比赛为了激发学生的学习兴趣，实训课还安排了朗读比赛。
在比赛中，同学们积极参与，充分展示了自身的朗读实力。
通过比赛，我认识到自己的不足，也学习到了其他同学的优点。
4. 朗读表演在实训课的后期，我们进行了朗读表演。
同学们选择自己喜欢的课文，进行创意朗读。
在表演过程中，同学们充分发挥自己的想象力，将课文内容以生动形象的方式展现出来。
三、实训收获1. 语音、语调得到提升通过本次实训课，我对英语语音、语调有了更深入的了解，发音更加准确，语调更加自然。
在朗读过程中，我学会了如何运用语调表达情感，使朗读更具感染力。
2. 朗读技巧得到提高在实训过程中，我学会了如何运用停顿、重音等技巧，使朗读更加流畅。
同时，我还掌握了如何根据课文内容调整节奏，使朗读更具表现力。
3. 自信心增强在实训课的朗读比赛中，我勇敢地站在舞台上，充分展示了自身的朗读实力。
这次经历让我认识到，只要努力，就能在英语朗读方面取得进步。
自信心也随之增强。
4. 团队合作意识增强在朗读表演中，同学们需要相互配合，共同完成表演。
这使我意识到团队合作的重要性，学会了如何与他人协作，共同完成任务。
5. 英语思维得到锻炼在朗读过程中，我需要用英语思考，这对我的英语思维能力的提升起到了积极作用。
通过朗读，我能够更好地理解课文内容，提高自己的英语水平。
四、实训体会1. 朗读是一项需要长期坚持的技能，只有不断练习，才能取得进步。
《初中生英语听说能力的提升与研究》结题报告
《初中生英语听说能力的提升与研究》结题报告一、研究背景与目的研究背景随着全球化的加速，英语在国际交流中的地位日益重要。
对于我国初中生而言，英语听说能力的培养成为了教育中的一个重要环节。
然而，在现实教学中，我们发现许多学生在英语听说方面存在一定的困难，这不仅影响了他们的学习兴趣，也限制了他们英语应用能力的提升。
研究目的本研究旨在探索提升初中生英语听说能力的方法与策略，以期为实际教学提供有益的参考。
二、研究方法本研究主要采用文献研究法、调查研究法和实验研究法。
文献研究法通过查阅相关的中外文献，对初中生英语听说能力培养的理论和实践进行深入分析，为后续的调查研究提供理论支持。
调查研究法通过问卷调查和访谈等方式，收集初中生在英语听说学习中的困难、需求和方法，了解现实教学中存在的问题。
实验研究法设计实验，对提升初中生英语听说能力的方法和策略进行实证研究，以验证其有效性。
三、研究结果与分析调查研究结果通过调查研究，我们发现大部分初中生在学习英语听说时存在一定的困难，主要表现为听力理解能力不足、口语表达不流畅、语音语调不准确等。
同时，他们也希望能通过有效的教学方法来提升自己的英语听说能力。
实验研究结果通过对实验数据的分析，我们发现采用以下方法和策略能有效提升初中生的英语听说能力：1. 听力训练：通过大量的听力材料，提高学生的听力理解能力。
2. 口语练习：通过角色扮演、小组讨论等方式，提高学生的口语表达能力和流利度。
3. 语音语调纠正：通过专业的语音培训，纠正学生的语音语调，提高其发音准确性。
4. 学习动机激发：通过游戏化学习、竞赛等方式，激发学生的学习兴趣和动力。
四、结论与建议根据研究结果，我们提出以下建议：1. 加强听力训练，提供丰富的听力材料，提高学生的听力理解能力。
2. 注重口语练习，采用多种口语教学方法，提高学生的口语表达能力和流利度。
3. 纠正语音语调，定期进行语音培训，提高学生的发音准确性。
4. 激发学习动机，运用游戏化学习和竞赛等方式，增强学生的学习兴趣和动力。
初中英语小课题研究总结（精选5篇）
初中英语小课题研究总结初中英语小课题研究总结（精选5篇）总结是事后对某一时期、某一项目或某些工作进行回顾和分析，从而做出带有规律性的结论，它可以明确下一步的工作方向，少走弯路，少犯错误，提高工作效益，因此，让我们写一份总结吧。
那么你真的懂得怎么写总结吗？以下是小编精心整理的初中英语小课题研究总结（精选5篇），仅供参考，大家一起来看看吧。
初中英语小课题研究总结1本学期来，我们初二备课组严格按照学校各项要求，扎实备课，抓好课堂落实，一直坚持进行当堂检测。
每堂的当堂检测都是我们在集体备课的时候从各种学习资料上精挑细选或者自己设计的经典题目。
对于当堂检测我们坚持以下做法：1.题目设置紧扣学习目标每次的当堂检测都是围绕本课的知识目标选题。
一般是集体备课时先明确这堂课的知识目标，要求掌握的单词，短语和语法点。
然后根据这些知识点挑选合适的题型出成当堂检测。
2.题型考点联系中考当堂检测的题型都紧紧围绕中考题型或本年级期中期末测试题型来出。
检测知识点的同时也可以提高解题技巧，让检测更有效。
因为当堂检测主要针对当堂知识点，所以我们较多采用首字母填空，完成句子，选词填空，单项选择的形式。
3.题目难易适中，题量适中，体现分层当堂检测的目的是检测本节课新授知识点的掌握情况，所以题目一般设置难易适中，难题则是少之又少。
一方面教师可以从检测中得到关于知识点掌握情况的反馈，另一方面学生可以从检测结果中获得成就感和培养自信。
符合学校“让学生从成功走向成功”的英语学习理念。
题量控制在5分钟左右可以完成。
再者，当堂检测要体现分层。
《张店区第六中学实施分层递进教学改革的意见》中指出实施分层教学是现阶段我校课堂教学改革的核心。
通过分层，充分尊重学生的差异，使课堂教学尽量适合各类学生的最近发展区，让学生得到有针对性的帮助，实现在原有基础上得到最大程度的发展。
其中当堂检测的设置也可以做到分层。
一开始，我们会把所有题目印制在检测学案中，检测时明确要求AB层同学各自做哪部分题目。
朗读课题研究报告
朗读课题研究报告1. 引言1.1 研究背景朗读被认为是提高口语表达和语音语调的有效方法之一。
在教育领域，朗读课题一直是关注的热点问题。
通过朗读，学生可以提高自己的阅读理解能力，培养独特的语感和语调，同时也能改善发音和语言表达能力。
因此，对于朗读课题的研究具有重要的理论和实践意义。
1.2 研究目的本研究的目的是分析朗读对学生口语表达和语音语调的影响，探讨适合不同年龄段学生的朗读教学方法和策略，并提出有效的朗读课题教学设计，以促进学生的口语能力提高。
2. 文献综述2.1 朗读的定义与意义朗读是指按照规范的语音语调和节奏，高声阅读文稿或文字的方法。
通过朗读，学生可以模仿和掌握正确的语言表达方式，并改善自己的发音和语音语调，提高口语表达能力。
朗读作为一种教学方法，在提高学生的阅读理解能力、培养语感和语调等方面具有重要作用。
2.2 朗读教学方法在朗读教学中，可以采用多种方法来提高学生的口语能力和语音语调。
例如，分级朗读可以根据不同学生的水平制定不同难度的朗读材料；配读朗读可以让学生与老师或同伴合作朗读，更好地理解和表达文本的含义；模仿朗读可以让学生仿照榜样朗读，学习正确的语音语调。
2.3 朗读课题教学设计针对不同年龄段学生的特点和需求，本研究提出了一套朗读课题教学设计。
该设计包括课前准备、课堂教学和课后巩固等环节。
在课前准备中，老师可以根据学生的水平和兴趣选择合适的朗读材料，并提前安排学生熟悉和准备。
在课堂教学中，老师可以通过分级朗读、配读朗读和模仿朗读等方法，帮助学生提高口语表达和语音语调。
在课后巩固中，老师可以布置朗读作业，让学生进行自主锻炼和反思。
3. 方法3.1 研究设计本研究采用实验研究方法，将被试分为实验组和对照组。
实验组学生接受朗读课题教学，对照组学生继续传统口语教学。
通过比较实验组和对照组的口语表达和语音语调水平的提高情况，评估朗读课题教学的效果。
3.2 参与者本研究选取了100名小学三年级学生作为实验对象，均具备基本的口语表达能力。
《让英语因朗读而美丽——农村中学英语朗读教学的探索》结题报告
《让英语因朗读而美丽——农村中学英语朗读教学的探索》结题报告作者：岳超芳王高源来源：《中学生英语·教师版》2017年第12期1. 课题的提出1.1 研究背景二十一世纪是一个充满挑战和竞争的信息时代，社会生活的信息化和经济的全球化是当今时代的特征，全球意识和口语沟通能力已经成为现代人的必备素质。
英语作为国际通用语言，已成为人际交流中使用最广泛的语言。
与外国人面对面地交流，是我们每一个学生今后都要面对的问题。
而要让学生具备这种交流能力，我们的英语教学必须强化朗读教学，提高学生的英语语言能力。
《英语课程标准》也明确地提出英语课程的目标就是以学生语言技能、语言知识、情感态度、学习策略和文化意识的发展为基础，培养学生英语综合语言运用能力。
我们学习英语的目的就是为了使用英语，用英语进行交流。
通过对学生的调查，我们发现中学生的英语朗读情况很不容乐观：七、八年级有60﹪以上的学生不能独立根据音标读出生词；九年级也有30﹪以上的的学生还不能按音标拼读生词。
至于英语的朗读则存在着令人堪忧的现象：“七年级朵朵红花，乐队齐放；八年级星星点灯，明星清唱；九年级两极分化，哑巴歌唱。
”严峻的现实要求我们必须重视英语朗读教学，加强对学生的英语朗读指导。
1.2 研究意义（1）关注农村中学英语朗读教学的研究，提高课堂教学的有效性，能切实提高学生的创新意识和实践能力。
（2）通过农村中学英语朗读教学的研究，激发学生对英语知识的探究欲望，使学生愿学、想学、乐学，真切的感受到学习的价值。
（3）通过实验研究，改变“哑巴英语”的现状，真正实现英语学习的目的，为学生的终身学习和发展奠定基础。
2. 课题界定及理论依据2.1 课题界定“农村中学英语朗读教学的探索”，主要从强化朗读教学的现实需求、创设良好的朗读环境、加强英语朗读技巧指导等方面去研究农村中学英语朗读教学，探索农村中学英语朗读教学的策略，如：加强发音指导，掌握发音技巧、掌握模仿技巧，掌握单词、句型、课文朗读技巧等。
“通过朗读提高英语学习效率策略的实践研究”课题研究工作总结
“通过朗读提高英语学习效率策略的实践研究”课题研究工作总结下半年（2015年8月—2015年12月）是课题研究的继续实施阶段。
由于我本学期的授课对象是初一年级的入学新生，所以我将继续研究和实施朗读对他们学习效率和成绩提高方面的影响。
为此，本学期主要做了如下工作：一、通过模仿和跟读，打好初一入学阶段的语音以及单词读音基础。
在学生能准确读出26个字母的基础上，教新单词的过程中，要逐渐将音标教给学生，尤其是元音。
比如要学音标[æ]，就会有至少五个含有同样音的单词紧随其后，比如apple bag map man have can等。
这些单词最好是单音节或学过的。
学生读的单词种类越多，读得遍数越多，学生就越能更好地掌握音标和单词的读音。
所以，只要学过的音标，就会把所有学过或比较简单的含有相同元音读音的单词集中在一起，进行反复朗读。
这样，既掌握了音标的读音，又掌握了单词的读音。
把这种朗读的时间安排在上课前或下课最后几分钟。
可以让单个学生每人读一组，或让男女生交替读，看哪一组读得好。
这样占用的时间不多，却能反复强化音标和单词的读音，也会引起学生极大的兴趣。
二、通过朗读训练，强化学生对特殊疑问句的回答的认识和明白一般疑问句的回答特点。
进入初一，学生接触到了很多的问句，尤其是特殊疑问句和一般疑问句。
这些疑问句是日常会话中最常见的问句，需要学生能听懂并能准确回答，它们也与听力和中考的口语考试密切相关。
特殊疑问句的种类比较多，而且比较杂，需要单独对它们进行训练。
训练的主要方式是：教师问学生齐答；女生问男生答；同座位互问互答；课代表说答语，其他学生说出问句。
对于一般疑问句的训练则相对容易一些，只需要出些有代表性的、典型的问句让学生诵读，就可以让学生充分理解它们的区别。
比如以系动词开头的问句，以情态动词开头的问句，和以助动词开头的问句，它们都有相同和不同的回答方式。
对于一般疑问句的训练只需简单的问答就可以了。
可以先逐个类型进行训练，然后再进行混合训练，看学生区分开了没有。
初中英语听力教学研究结题报告
初中英语听力教学研究结题报告研究背景初中英语听力教学一直是教育领域的一个重要研究课题。
随着全球化的进程，英语作为一门国际通用语言，对学生的听力能力要求越来越高。
因此，深入研究初中英语听力教学，探索有效的教学方法和策略，对提高学生的英语听力水平具有重要意义。
研究目的本研究的目的是探讨初中英语听力教学的有效方法和策略，提出相应的教学建议，以帮助教师改进教学方式，提高学生的听力水平。
研究方法本研究采用了定量研究方法。
首先，通过文献综述分析已有的研究成果，了解和总结当前关于初中英语听力教学的理论和实践。
然后，设计了一份听力测试问卷，并选择了一所初中作为研究样本。
通过对样本学生进行听力测试，并收集相关数据。
最后，对数据进行统计分析和解释。
研究结果经过数据分析，研究结果显示：1. 使用多媒体教学工具可以有效提高学生的英语听力能力；2. 结构化听力练对学生的听力理解和应用能力有较大影响；3. 教师对学生进行个性化辅导和反馈有助于提高学生的听力水平；4. 掌握一定的听力策略和技巧对学生的听力表现具有积极影响。
研究结论基于以上研究结果，我们得出以下结论：1. 在初中英语听力教学中，教师应充分利用多媒体教学工具，提高教学效果；2. 结构化听力练应该成为教学的重要组成部分，以促进学生的听力理解和应用能力；3. 教师应针对学生个体差异进行个性化辅导和反馈，帮助他们克服听力障碍；4. 学生应自觉掌握一定的听力策略和技巧，提高听力表现。
研究局限性和建议在本研究中，由于时间和资源有限，样本选取和研究方法可能存在局限性。
建议未来的研究可以增加样本数量，并采用更多种类的研究方法，以得出更全面准确的结论。
参考文献[1] Smith, J. (2018). The effectiveness of multimedia in teaching English listening. Journal of English Education, 20(2), 45-56.。
初中英语课题结题报告
初中英语课题结题报告1. 引言该课题旨在研究初中英语研究的效果及相关因素。
通过调查和分析，我们希望能够提供一些启示和建议，以改善初中英语课程的教学质量。
2. 背景初中英语教学是培养学生英语综合运用能力的关键阶段。
然而，现有的教学模式和方法是否能够有效提高学生的研究效果，还存在一些争议。
因此，有必要对初中英语课程进行研究和探讨。
3. 研究目的本研究的主要目的是评估现有的初中英语教学模式，分析其对学生研究效果的影响因素，并提出相应的改进建议。
4. 研究方法为了实现以上目的，我们采用了以下研究方法：- 设计问卷调查：收集学生、教师和家长的意见和反馈，了解他们对初中英语课程的看法。
- 执行实地观察：观察学生研究环境、教师教学方式和研究资源的现状。
- 进行数据分析：对收集的数据进行统计和分析，得出研究结果。
5. 研究结果通过对研究方法的实施和数据的分析，我们得出以下结论：- 目前的研究环境和资源丰富度对于初中英语研究效果的影响较大。
- 教师的教学方法和态度对学生的研究积极性和兴趣产生重要影响。
- 学生研究态度和自学能力是影响研究效果的关键因素之一。
6. 改进建议基于以上结论，我们提出以下改进建议以提高初中英语课程的教学效果：- 提供更多的研究资源，如使用多媒体教材、提供在线研究平台等，以提高学生的研究积极性。
- 培养教师的教学方法与沟通能力，以激发学生的研究兴趣。
- 加强学生的研究动机和自学能力培养，以提高研究效果。
7. 结论通过本研究，我们认识到初中英语课程中存在一些问题和挑战。
然而，通过改进教学模式和方法，加强学生的研究动机和能力培养，我们有信心能够提高初中英语课程的教学质量，促进学生的英语研究效果。
以上就是本次初中英语课题结题报告的全部内容。
谢谢。
初中英语读写结合的课题研究结题报告
初中英语读写结合的课题研究结题报告全文共6篇示例，供读者参考篇1My English Reading and Writing ProjectHi everyone! My name is Emma and I'm a 5th grader at Oakwood Elementary School. For my end of year project, I decided to work on improving my English reading and writing abilities. English is really important but it can be kind of tricky, especially the writing part. So I came up with a special project to make it more fun and help me get better at both skills. Here's what I did!First, I picked out some really cool English books to read. I love fantasy novels, so I chose two books from the Harry Potter series - Harry Potter and the Sorcerer's Stone and Harry Potter and the Chamber of Secrets. I had seen the movies already but had never read the books before. I was really excited because the books are a lot longer than other ones I've read in English. Over a couple of months, I read both books, going slowly and using a dictionary to look up words I didn't know.Reading the Harry Potter books was an amazing experience! The stories are so creative and imaginative. I loved escaping into the magical world of Hogwarts and going on adventures with Harry, Ron and Hermione. But it was challenging too - there was a lot of new vocabulary related to magic, spells, potions and mystical creatures. Words like "broomstick," "cauldron," "incantation" and "mandrake" were totally new to me. By the time I finished the second book, I felt like I had learned hundreds of new English words!In addition to looking up word definitions, I also started a vocabulary journal. Anytime I came across an interesting new word, I wrote it down along with the definition, a sample sentence using the word, and any related words or phrases. My vocabulary journal ended up being 42 pages long! Having it really helped me remember and start using the new words I was learning.But I didn't want to just work on my reading comprehension and vocabulary. I also wanted to practice my writing skills. So for the writing part of my project, I decided to write my very own fantasy story related to the Harry Potter books. My story is called "The Seventh Wand" and it's about a young witch who discovers a powerful lost wand that once belonged to Merlin himself!Writing my story was both fun and hard work. First, I had to plan out the whole plot from start to finish. Then I worked on developing the characters - the main character Sophia, her two best friends Luke and Maya, the villainous dark wizard Valerian who wants to steal the wand, and many others. After that came describing the magical settings like the Ministry of Magic headquarters, Merlin's ancient tomb, and other fantastical places.The hardest part was making sure my writing flowed well, my sentences were grammatically correct, and that I used lots of descriptive language and vocabulary words related to magic and fantasy. I must have gone through at least ten drafts of my story, with my parents and teachers providing feedback to help me improve. It took me three months in total to complete my 12 chapter, 150 page book!When I finally had my story printed and bound into a real book, I felt such an amazing sense of pride and accomplishment. Not only had I read through two challenging novels, learned hundreds of new vocabulary words and their definitions, but I had also planned and written my very own original fantasy tale using proper English grammar and lots of vivid descriptive writing. It was hard work but also so much fun.Reading the Harry Potter books allowed me to absorb all kinds of magical words and phrases that I could then use in my own fiction writing. And the process of planning, drafting and revising my story helped reinforce concepts of plot, character development, setting descriptions and general writing skills.This project was such a rewarding experience that combined improving my reading comprehension and vocabulary with extensive writing practice. Seeing my name printed on the cover of my very own book was a dream come true. I'm so proud of my effort and excited to continue reading novels and writing creative stories as I move on to middle school. Maybe I'll be the next J.K. Rowling!Thank you to my teachers and parents for their guidance and support every step of the way. I can't wait for my next big English reading and writing adventure!篇2My English Reading and Writing ProjectHi everyone! My name is Emily and I'm a 5th grader at Oakwood Elementary School. For my end of year project, I did a big research study on how to help middle school kids get betterat reading and writing in English. It was a ton of work but I learned so much! Let me tell you all about it.First, I had to decide what exactly my question was that I wanted to answer. After talking to my teacher Mr. Martinez, I decided I wanted to find out if combining reading practice with writing practice would help middle schoolers improve their English skills more than just doing reading or篇3My Big Research Project on Reading and Writing English TogetherHello friends! My name is Emily and I'm a 5th grader. For my big end-of-year project, I decided to research how to best teach reading and writing together for English language learners in middle school. Learning to read and write well in English is so important, but it can be really hard too. I wanted to find out what teachers and researchers say are the best ways to make it easier for students.First, I read a lot of books and articles from experts about teaching reading and writing together instead of separate. All the sources I read said it is much better to integrate the skills. Reading and writing use a lot of the same brain pathways, sopracticing them together reinforces the same abilities. It's like doing exercise that works out your whole body instead of just your arms or just your legs.The experts also said that reading and writing are really connected processes in the real world. When we read something good, it makes us want to write. And when we write, we have to go back and read over what we wrote. They called this "the symbiotic relationship" between reading and writing. Pretty fancy words, but it makes sense!One study I read followed two groups of English learners. One group had separate reading and writing classes. The other group had one class that combined reading and writing instruction together. At the end of the year, the integrated group performed much better on tests of reading comprehension and writing ability. The researchers said integrated instruction saves time and is more effective.But how exactly do teachers integrate reading and writing? I found some great examples and strategies that teachers can use:Reading-Writing NotebookStudents keep a special notebook to practice writing about what they read. After reading a passage or book, they write aresponse, reaction, or summary entry in their notebooks. The teacher provides feedback on their writing, which helps improve reading comprehension too.Text Annotation & ModelingWhen students annotate or mark up a text by underlining, highlighting, adding notes etc., they engage more deeply by writing while reading. Teachers can model this process by doing a "think-aloud" where they narrate their thought process annotating a text. Students then apply those strategies themselves.Comparing TextsAfter reading two texts on the same topic, students write an analysis comparing and contrasting the key points and perspectives. This builds critical thinking abilities for both reading and writing.Creative Text-Inspired WritingReading interesting texts can inspire creative writing too. After reading a fiction story, students could write an alternative ending or a new scene from a different character's viewpoint. This makes reading more engaging and motivates writing practice.There are many other strategies too, like summarizing texts in writing, keeping double-entry reading-writing journals, or doing research projects that integrate reading sources and written analysis and essays.I also found that using technology tools can really help with integrated reading-writing instruction. For example:E-readers and tablets allow students to annotate texts digitally and have all materials togetherOnline journals and blogs are writing spaces where students can respond to readingCollaborative writing tools enable students to give each other feedback after reading draftsMultimedia compositions combining texts, images, videos etc. are engaging projectsAfter looking at all the research, I'm convinced that integrating reading and writing is tremendously valuable for English learners. It helps build interdependent skills in a more natural, motivating way compared to teaching them separately. Students get practice constantly going back and forth between reading and writing, just like they will in the real world.While it requires more planning for teachers, the integrated reading-writing approach is more efficient at developingwell-rounded literacy abilities. Students become stronger readers and writers by constantly using the skills together and transferring strategies between them. It makes so much sense to me!For my project presentation, I'm going to share some examples of integrated reading-writing lessons and argue why our school should adopt this approach, at least for English classes. Reading and writing abilities are just too important not to use the most effective instructional methods possible.Well, that's my big research report! I had a great time investigating this topic and now I really understand why reading and writing are often "two sides of the same coin." Practice one and you're naturally getting better at the other too. I hope teachers everywhere can learn about the benefits of integrating reading and writing so all students can become strong communicators. Thank you for reading my report! Let me know if you have any other questions.篇4My English Reading and Writing Research ProjectIntroductionFor my middle school English research project this year, I decided to explore how reading and writing skills are connected and how working on one can help improve the other. As an English learner, I've found that reading and writing practice go hand-in-hand. By doing this project, I wanted to understand that relationship better and find some good strategies for improving both skills together.Literature ReviewTo begin my research, I read some articles and books about the reading-writing connection for language learners. I found out that there is a strong link between the two skills. When you read, you are exposed to correct grammar, sentence structures, vocabulary, etc. Then when you write, you practice applying those things you've learned from reading.According to Walter Olsen's book "The Reading/Writing Connection", reading can make you a better writer by increasing your understanding of how the language works and exposing you to different writing styles. And writing can improve your reading skills by giving you practice using context clues, making inferences, and thinking critically about texts.Some of the benefits of combining reading and writing practice include:Expanded vocabulary from reading texts and then using new words in writingBetter understanding of grammar rules by seeing them used in textsExposure to different genres, writing styles and techniques to apply in your own writingUsing reading to get ideas and inspirations for writing topics and themesPracticing comprehension skills useful for both reading and writing like making inferences, identifying main ideas, etc.Based on my literature review, I identified some strategies I wanted to try for integrating reading and writing:Reading texts and then summarizing or responding to them in writingKeeping a vocabulary journal of new words from reading and using them in writingAnalyzing writing styles/techniques in texts and then trying to apply themReading for research and using that to write reports, essays, stories, etc.Free writing inspired by ideas/themes from texts I've readMy Research ProcessFor my actual research project, I spent about 2 months putting those reading-writing integration strategies into practice.I read a mix of fiction stories, non-fiction articles, and other texts at my English level. After each reading, I did a short writing assignment connected to it.For example, after reading a science article, I wrote a summary and response paragraph. After finishing a novel, I kept a character journal writing from different characters' perspectives. When I enjoyed an author's descriptive writing style, I practiced imitating it with my own descriptions.I made sure to choose high-interest reading materials on topics I enjoyed, which helped motivate me to do the writing assignments. I also got feedback from my English teacher along the way.Findings and ResultsThrough this reading-writing project, I was able to see clear improvements in both my English reading comprehension and writing abilities over the 2-month period.My reading skills improved because:I expanded my vocabulary from reading texts above my level and using new words in writingI got better at making inferences, finding main ideas, and analyzing texts when I had to write readings responsesI became more interested in reading since I connected it to my writing practiceMy writing skills improved because:My grammar, spelling and sentence structure got better from reading moreI learned new writing techniques and styles from the texts I readHaving reading as inspiration made my writing more interesting and creativeGetting practice summarizing, analyzing, and responding to texts in writing helped build skillsOverall, I felt my reading and writing reinforced each other through this project. The more I read, the more ideas and skills I had to put into my writing assignments. And the more I wrote, the more I understood and analyzed what I was reading.Some of my best work samples where I feel I successfully combined reading and writing:A short fiction story I wrote using a mix of descriptive writing styles I learned from readingsAn analytical essay examining themes and character development in a novel I readA personal narrative I wrote inspired by an interestingnon-fiction article I had readNew vocabulary words I learned from readings and used correctly in a variety of written contextsConclusionMy research confirmed that integrating reading and writing practice is an effective way for English learners to improve both skills simultaneously. The reading exposed me to proper language use, writing styles, vocabulary, and cultural knowledge. The writing practice helped me apply and retain what I was learning from the readings.Some key takeaways:Choose high-interest reading materials to stay motivatedUse a mix of fiction and non-fiction texts with a range of genres/stylesAfter reading, try different writing assignments like summaries, analyses, personal responses, stories, etc.Keep a vocabulary journal of new words from readings to use in writingLook for examples of good writing techniques in texts to apply in your writingRead for research/inspiration and then write reports, essays, stories etc. on those topicsCombining reading and writing allowed me to make notable progress in a relatively short period of time. I plan to continue using this integrated practice method as I continue developing my English skills. I'd recommend this reading-writing approach to any language learners looking to improve both areas in a more efficient and motivated way.篇5My Reading and Writing ProjectHi there! My name is Emma and I'm a 5th grader. For my end of year project, I decided to research how to help middle school kids get better at reading and writing in English at the same time.I worked really hard on it and want to share what I learned!First, I read a lot of studies and articles about teaching reading and writing together instead of separately. The research shows that integrating reading and writing instruction is much more effective than keeping them apart. When students read high-quality texts and then write about what they read, it helps improve their skills in both areas.Reading and writing go together like peanut butter and jelly! Good readers tend to be good writers because they understand how authors use language effectively. And writing about texts forces students to really understand and analyze what they've read on a deeper level. So reading improves writing, and writing improves reading comprehension.For my project, I focused especially on middle school because that's such an important transition time between elementary and high school. In middle school, the texts get a lot more complex and challenging. Students need strong reading skills to comprehend all the new vocabulary and concepts. Butthey also have to write more analytical essays and research papers, which requires advanced writing abilities.If middle schoolers struggle with reading OR writing, it makes it way harder for them to master the other skill too. So I think it's really important for teachers to combine reading and writing lessons during these years. It can help close gaps and prepare kids for the more rigorous work in high school.Here are some of the best strategies I found for integrating reading and writing in middle school English classes:Read-AroundsFor this activity, the class reads a short text together, taking turns reading aloud. After every few paragraphs, they stop and write a short response analyzing what they've read so far. Reading out loud holds students accountable and helps them focus. The writing portion ensures comprehension and critical thinking about the text.Literature CirclesStudents are divided into small groups to read the same novel, play, or collection of stories. As they read, they take notes and have discussions analyzing different elements like characters, themes, writing style etc. Periodically they write essays, poems,or creative pieces connecting to what they've read. The discussions build comprehension while the writing strengthens analysis.Research ProjectsStudents select a topic, read multiple sources, take notes, and write an informational research paper or argumentative essay citing evidence from the texts they read. This integrates research, reading different text types, note-taking, and formal writing all in one assignment.Double-Entry JournalsAs students read an assigned text, they keep a journal. On one side, they record quotes or key passages from the reading. On the other side, they write their personal responses analyzing, questioning, or making connections to those quotes. It promotes close reading and substantiating ideas with evidence from the text.Those are just some of the many ways teachers can blend reading and writing skills in one cohesive process rather than separating them. No matter which strategy, the basic idea is:Students read a high-quality text or textsThey analyze the reading through discussion and writingTheir writing is based on evidence and ideas from what they readBy tightly combining reading and writing, students can practice both skills simultaneously and in a more meaningful, engaging way. The reading informs and improves their writing, while analyzing the text deeply through writing enhances their reading comprehension.From my research, it's clear that integrating reading and writing for middle school English should be a top priority. It sets students up with the crucial literacy abilities they'll need for high school, college, careers, and pretty much everything else! Without a solid foundation in reading AND writing, all the other subjects become much harder too.So there you have it - that's my big research project on the importance of teaching reading and writing together, especially in those crucial middle school years. I hope teachers everywhere can use some of the strategies I篇6Combining Reading and Writing in English ClassMy name is Emma and I'm in 5th grade. For my research project this year, I looked at how reading and writing can be taught together in English classes for middle school students. Reading and writing go together like peanut butter and jelly!IntroductionLearning to read and write in English is really important, but it can be hard too. Some kids struggle more with reading, while others have a tougher time with writing. My research shows that combining reading and writing instruction can help improve both skills.When you read something, you learn new vocabulary, sentence structures, and writing styles. Then when you write, you practice using those new words and grammar rules. Reading gives you examples to learn from, while writing lets you apply what you've learned. It's a winning combination!Body Paragraph 1: Benefits of Combined Reading/WritingThere are lots of benefits to teaching reading and writing together in English class:• It reinforces skills from both areas as you use what you learn in one for the other. The reading supports the writing, and the writing supports the reading.• It makes lessons more engaging by combining different activities instead of just reading or writing alone.• It provides more context and relevance by connecting the skills together around a common theme, book, or writing assignment.• It improves overall literacy by working on multiple components of communication at once.Supporting Details:In a study of 8th graders, students who did reading and writing activities combined around the same books scored 25% higher on a final English assessment compared to peers who learned the skills separately. The combination helped the skills reinforce each other.Body Paragraph 2: Sample Combined LessonsHere are some examples of how reading and writing can be combined effectively in the classroom:• Read a n ovel or short story as a class. Then have students write their own creative stories using similar characters, settings, or plot elements.• Analyze the writing style and techniques an author uses in a sample essay or article. Then have students apply those techniques to their own persuasive or expository writing.• Read biographical texts about historical figures or scientists. Then have students write first-person journal entries from that person's perspective.• Study poetry from different authors and time periods. Then have students write and share their own free verse or structured poems.Supporting Details:My teacher had our class read the book Holes by Louis Sachar. Afterwards, we worked on writing desert survival guides using descriptive language like the author's vivid settings. It was fun putting together what we learned from the reading into our own writing.Body Paragraph 3: Challenges and Solutions• Finding appropriate reading mate rials that link well to a writing assignment or skill. The reading should serve as a useful model or foundation for the writing tasks.• Managing different student levels, with some struggling more with reading versus writing. The teacher has to give individualized support while teaching both skills in combination.However, there are some good solutions to these challenges:• Using high-interest stories, articles, or novels that relate to the writing assignments. This helps engage students in both the reading and subsequent writing.• Having students work sometimes in small groups based on their skill levels, with different reading and writing assignments tailored to each group.• Allowing flexibility and choice in writing assignments. Provide several options for responding to the reading so it meets students where they are.Supporting Details:As an example, my teacher had our class read severalhigh-interest articles about video game design and development. Then we had a choice to write an opinion paper persuading families to play more video games or to write instructions for designing our own educational game. The video game theme made it way more engaging!ConclusionIn conclusion, my research clearly shows the benefits of combining reading and writing instruction in middle school English classes. The skills reinforce and build on each other through combined lessons. While there are some challenges in implementation, solutions like engaging materials, differentiation, and choice in assignments go a long way.As a young learner, I've experienced firsthand how much more interesting and effective English class becomes when reading and writing are integrated. I'm able to directly apply the skills and examples from what I read into my own writing. It's a powerful combination that I believe should be used more in all English classrooms!。
初中英语听说课模研究结题报告
初中英语听说课模研究结题报告一、课题的提出及研究内容的确立随着大连市EPU教学模式的深入开展，结合《英语课程标准》的推广和普及，初中英语听说课的课堂千姿百态，同校老师间差异较大，课堂效率低等问题相应出现，对于高质量课堂的呼声就越来越高了。
本学期开学初，学校开展了“百师百课”教学课题研究活动。
我受到启发，想趁此机会研究适合我校发展、适应我校学生学习的听说课模。
三月初开始，我自己开始收集资料，确立了以力求创新，在高品质课堂的大前提下尽力开发亮点课堂。
以听说课Module6 Unit1 《Could you tell me how to get to the National Stadium？》为研究课例，展开了教学研究，先后通过个人备课、集体研讨、集体备课、课前修改整合教学设计、教学实践、反思修改、再次教学实践、再次反思修改等若干步骤完成了听说课模的建立。
从教学效果来看，研究成果是喜人的。
二、具体研究的步骤与方法初中英语听说课模研究的具体实施过程是这样的： Module6 Around townUnit1 Could you tell me how to get the National Stadium？学生年级：初中一年级下教学内容：外研版《英语》（新标准）Module6 Unit1（一）教学内容分析本模块的主要教学内容是学习“指路与问路”的各种表达方式，并能通过阅读地图标出路线及具体位置。
“问路与指路”是贴近生活的话题，易唤起学生学习的兴趣和使用语言表达的意愿，教师应充分利用这个话题展开教学活动。
本模块中的听、说、读、写等活动都围绕指路、问路、地点和方位等展开，给学生提供了充足的体验（Experience）和运用（Use）语言的机会。
第一单元的课文修订后变动较大，虽然还是围绕在天安门广场进行问路与指路的话题，但是弱化了使学生产生为难情绪的专有名词，将它们改成了一些普通名词，突出了“问路与指路”的表达方式，也体现了教学中的“教新句型用简单词汇”这一符合学生认知特点的原则。
初中英语读写结合课题结题报告范文
初中英语读写结合课题结题报告范文The integration of reading and writing in middle school English lessons has been a topic of increasing interest and importance in recent years. As educators strive to provide students with a well-rounded and effective language learning experience, the synergistic relationship between these two fundamental language skills has become a focal point of curriculum development and instructional practices. This report aims to explore the key aspects of this integration, its benefits, and the strategies employed to enhance the overall learning outcomes for middle school English students.One of the primary rationales for integrating reading and writing in middle school English lessons is the recognition that these skills are inherently intertwined. Effective writing often relies on a robust foundation of reading comprehension, as students draw upon their understanding of language structures, vocabulary, and textual features to craft their own compositions. Conversely, the act of writing can deepen a student's engagement with and comprehension of the texts they read, as they grapple with the nuances of language and the construction of meaning.By intentionally incorporating both reading and writing activities into the middle school English curriculum, educators can foster a more holistic and meaningful learning experience for students. This approach allows learners to develop a deeper appreciation for the interconnectedness of these language skills, as they navigate the processes of interpreting, analyzing, and producing written texts.Moreover, the integration of reading and writing can have a profound impact on the development of critical thinking and problem-solving skills. As students engage in activities that require them to read, analyze, and then respond through their own written work, they are challenged to think critically, make connections, and articulate their ideas in a clear and coherent manner. This, in turn, can lead to improved academic performance, enhanced communication abilities, and a stronger foundation for future learning and success.One effective strategy for integrating reading and writing in middle school English lessons is the use of text-based writing assignments. In this approach, students are tasked with reading a specific text, such as a literary work, a historical document, or a scientific article, and then producing a written response that demonstrates their understanding and analysis of the material. This could take the form of a literary analysis, a persuasive essay, or a research-based report,depending on the learning objectives and the complexity of the text.By grounding the writing process in the close reading and examination of a text, students are able to develop their skills in both areas simultaneously. They must not only comprehend the content and structure of the text but also effectively communicate their insights and interpretations through their own written work. This approach encourages students to engage actively with the reading material, to think critically about its implications and significance, and to express their ideas in a clear and well-organized manner.Another strategy that has proven effective in integrating reading and writing in middle school English lessons is the use of collaborative learning activities. In these activities, students work together in small groups or pairs to read a text, discuss its key ideas, and then collaboratively produce a written response or a joint project. This approach fosters a sense of shared responsibility and encourages students to learn from one another, drawing upon their individual strengths and perspectives to create a cohesive and well-developed written work.The benefits of this collaborative approach are manifold. Not only does it promote active engagement with the reading material, but it also develops students' communication and teamwork skills, as they learn to listen to and build upon each other's ideas. Additionally, theprocess of collaborative writing can help students to refine their own writing skills, as they receive feedback and guidance from their peers and work together to revise and refine their written work.In addition to text-based writing assignments and collaborative learning activities, middle school English teachers have also explored the use of digital tools and technologies to further integrate reading and writing. For example, the incorporation of online reading platforms, e-books, and digital annotation tools can allow students to engage with texts in a more interactive and dynamic manner, while also providing opportunities for them to respond through written reflections, analyses, or creative compositions.Furthermore, the use of digital writing platforms, such as blogs, wikis, or collaborative writing software, can enable students to share their written work with a wider audience, receive feedback, and engage in peer-to-peer review and revision processes. This not only enhances the relevance and authenticity of the writing experience but also fosters a sense of ownership and investment in the writing process.The integration of reading and writing in middle school English lessons has also been shown to have a positive impact on student motivation and engagement. By creating meaningful connections between these two language skills, and by providing students with opportunities to apply their learning in authentic and meaningfulcontexts, educators can help to cultivate a greater sense of purpose and investment in the learning process.Moreover, the integration of reading and writing can help to address the diverse learning needs and preferences of middle school students. By offering a range of instructional approaches and learning activities, teachers can cater to the unique strengths, interests, and learning styles of their students, ensuring that all learners have the opportunity to develop their language skills in a manner that is engaging and effective.In conclusion, the integration of reading and writing in middle school English lessons is a crucial component of a well-rounded and effective language learning experience. By fostering the synergistic relationship between these two fundamental skills, educators can help students to develop a deeper understanding of language, enhance their critical thinking and communication abilities, and prepare them for success in their academic and professional pursuits. Through the implementation of strategies such as text-based writing assignments, collaborative learning activities, and the integration of digital tools, middle school English teachers can continue to refine and enhance the integration of reading and writing, ultimately leading to improved learning outcomes and a more engaging and meaningful learning experience for their students.。
初中英语听说课教研小结(3篇)
第1篇一、背景随着新课程改革的深入推进，英语学科的教学理念和教学方法也在不断更新。
听说能力作为英语学科的核心能力之一，在初中英语教学中占据着重要的地位。
为了提高学生的英语听说能力，我校英语教研组开展了初中英语听说课教研活动。
以下是本次教研小结。
二、教研目标1. 深入探讨初中英语听说课的教学方法，提高课堂教学效率。
2. 培养教师对听说课的教学设计和实施能力。
3. 提高学生的英语听说能力，为学生的终身学习奠定基础。
三、教研内容1. 听说课的教学目标与教学策略本次教研活动首先对听说课的教学目标进行了深入探讨。
我们认为，听说课的教学目标应包括以下几个方面：（1）培养学生对英语语音、语调的感知能力。
（2）提高学生运用英语进行日常交流的能力。
（3）培养学生对英语语篇的解读和鉴赏能力。
（4）提高学生的听力理解和口语表达能力。
针对以上教学目标，我们提出以下教学策略：（1）注重语音、语调的输入，提高学生的语音感知能力。
（2）创设真实语境，让学生在情境中运用英语进行交流。
（3）注重语篇解读，提高学生的英语语篇鉴赏能力。
（4）采用多种教学方法，激发学生的学习兴趣，提高学生的口语表达能力。
2. 听说课的教学设计与实施在本次教研活动中，我们重点探讨了听说课的教学设计与实施。
以下是一些具体的教学设计建议：（1）课前准备：教师应提前准备相关教材和教学资源，如听力材料、口语练习等。
（2）课堂导入：通过图片、视频、歌曲等形式，激发学生的学习兴趣，为新课的导入做好铺垫。
（3）听力训练：教师应选择适合学生水平的听力材料，通过听写、复述、回答问题等方式，提高学生的听力理解能力。
（4）口语练习：教师可以采用角色扮演、小组讨论、辩论等形式，让学生在真实的语境中运用英语进行口语交流。
（5）课堂小结：教师应总结本节课的学习内容，并对学生的表现进行评价，为下一节课做好铺垫。
3. 听说课的教学评价在本次教研活动中，我们强调了听说课的教学评价。
以下是一些建议：（1）过程性评价：关注学生在听说课中的参与度、表现和进步。
英语朗读实训实践总结报告
一、前言随着全球化进程的不断加快，英语作为国际通用语言的重要性日益凸显。
在我国，英语教育也受到了越来越多的重视。
为了提高学生的英语口语表达能力和听力水平，学校组织了英语朗读实训活动。
通过本次实训，我对英语朗读有了更深入的了解，以下是对本次实训的实践总结。
二、实训内容与过程1. 实训内容本次英语朗读实训主要包括以下几个方面：（1）英语语音、语调、语速的掌握；（2）英语朗读技巧的运用；（3）英语文学作品、新闻、演讲稿等朗读材料的选取；（4）英语朗读的表演与展示。
2. 实训过程（1）前期准备：在实训开始前，我们进行了英语语音、语调、语速等方面的学习，掌握了基本的朗读技巧。
同时，我们还选取了适合朗读的英语文学作品、新闻、演讲稿等材料，为实训做好准备。
（2）实训实施：实训过程中，我们按照以下步骤进行：第一步，朗读练习。
我们根据所选材料，进行朗读练习，注意语音、语调、语速的把握，以及朗读技巧的运用。
第二步，小组讨论。
在朗读练习的基础上，我们分组讨论，分享朗读心得，互相学习、借鉴。
第三步，展示与评价。
每组选派代表进行朗读展示，其他同学进行评价，指出优点与不足。
第四步，总结与反思。
在实训结束后，我们对本次实训进行总结与反思，总结经验教训，为今后的英语学习打下坚实基础。
三、实训收获与体会1. 提高了英语口语表达能力通过本次实训，我在英语口语表达方面取得了显著进步。
在朗读过程中，我学会了如何运用语音、语调、语速等技巧，使自己的表达更加流畅、自然。
2. 掌握了英语朗读技巧在实训过程中，我了解了英语朗读的技巧，如停顿、重音、语调变化等，这些技巧使我的朗读更加生动、富有感染力。
3. 增强了英语听力水平在朗读过程中，我需要认真聆听所选材料，以便更好地理解内容，把握节奏。
这使我提高了英语听力水平，为今后的英语学习打下了基础。
4. 培养了团队协作精神在实训过程中，我们分组进行朗读展示与评价，这使我学会了与他人合作，共同完成任务。
初中英语教学中的朗读和背诵获奖科研报告
初中英语教学中的朗读和背诵获奖科研报告摘要：语言是一种交际工具，语言学习最终是为交流服务的。
朗读背诵在英语教学中占有十分重要的地位，是学习英语的一种十分重要的途径，也是学好英语的最有效的办法。
因为背诵有助于学生对单词、短语的识记，朗读有助于学生对课文的理解和背诵，储存丰富的语言信息，增强语感，提高英语综合能力。
所以培养学生良好的诵读能力是中学英语教学的一个目标。
本文分析了农村中学英语教学现状及存在问题，充分肯定了诵读在教学中的积极作用，并从几个方面探讨如何真正使诵读成为农村中学英语教学的有效手段。
关键词：初中英语教学朗读背诵一、农村初中英语教学现状从事农村初中英语教学工作十年，我深感农村学生学英语困难重重。
现在绝大多数初中学生只是默读，而不愿或不敢大声地朗读英语，平时靠死记硬背应付考试。
学生在每周有限的五节英语课中所学到的听说内容，由于平时很少说英语，课堂上所学的英语句子除了早读外，其他时间很难运用、复习和巩固。
更何况现在大部分学生早读时根本不开口读英语，从而导致好多学生不会读英语单词、句子、课文。
这样就会产生听力差、口语表达差、阅读能力差等负面影响。
二、朗读和背诵的好处1.朗读和背诵有助于学生对单词、短语的识记。
由于英语不是中国学生的本族语言，初中生除了英语课之外，平时接触英语的机会并不多，学英语的遗忘率相对较高。
孤立地、死记硬背地记下来的单词、短语很容易遗忘。
而把单词、短语放在句子里、课文中，联系上、下文认真学习，反复朗读，有利于学生识记，便于掌握，便于运用。
朗读有助于学生对课文的理解和背诵，当学生认真朗读、朗朗上口以后，理解课文、背诵课文就不再是一件困难的事。
2.朗读和背诵可以培养学生的语感。
语感被认为是一种类似直觉、自然的感觉，是掌握语言习惯的一个较高级的阶段。
通过朗读和背诵，可以积累大量实用的英语短语、句子、习惯用语；在脑子里储存大量有用的词汇、短语、习惯用法。
读得多了，背得多了，自然就形成了英语语感。
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初中英语朗读课题研究结题报告篇一：初中英语课题结题报告初中英语课题结题报告课题名称：《初中英语阅读教学实践与研究》课题行政主持人：亓俊发，汶水学校校长，本科学历课题业务主持人：刘培忠，汶水学校副校长，本科学历课题组成员：韩成章、亓同伟、邢燕、张建霞、李淑玲、毕文秀、王元枚、吕剑文《初中英语阅读教学实践与研究》结题报告【摘要】：在中学加强英语阅读教学、强化学生的阅读能力、提高学生的阅读水平，培养学生的阅读习惯是英语课程改革的必然趋势。
本文根据中学生英语教学的现状，着重探讨在中学进行英语阅读教学的必要性及如何在中学实践阅读教学。
【关键词】：英语阅读教学一、课题的提出中学英语教学大纲指出：“阅读是理解和吸收书面信息的能力,它有助于扩大词汇量,丰富语言知识，了解英语国家的社会文化背景，阅读也是人们获得信息和知识的主要手段。
”当前，“学英语难,学好英语更难”，我们每个初中生都从心里发出这样的感慨.那么,怎么样才能学好英语呢？我们认为学好英语的关键在语感，因为语感是语言的灵魂.而语感的获得又与阅读休憩相关。
因此，要学好英语，有必要培养良好的阅读习惯,掌握科学的阅读方法。
然而，在初中阶段,虽然阅读教学一直倍受从事英语教学的教育工作者的重视，但效果却不理想.问题的关键在哪里呢？我们在多年教学实践中感到学生由于接触和使用英语的时空受到一定的限制,许多学生知道一个个单词的意思,但连词成句,连句成篇之后却又不知道它们的意思了。
造成这种现象的一个重要原因是现行的中学英语并无明确的英语阅读教学目标和配套的阅读教材，因此进行英语阅读教学研究不仅具有重要的现实意义，更是提高学生英语阅读能力,为其终生发展奠定基础的必然趋势，也是时代发展的必然趋势。
本课题《初中英语阅读教学实践与研究》的开展，正是基于这样的背景提出的，它有如下的理论意义和实践意义：1、有利于教师进一步更新观念，改变传统的教学方式。
对小学英语阅读教学的研究与实践，就是要引导教师转变教学观念，树立以人为本、促进发展的课程观和学生观，突破接受学习的定势，探索引导学生英语阅读的教学方式和策略，不断提高课堂教学效益。
2、有利于发展学生的探究学习能力。
阅读教学应“逐步培养学生探究性阅读和创造性阅读的能力”。
所谓探究性阅读，就是在教师的指导下，学生通过研究探索的方式自主地阅读获取和运用的一种学习方式。
3、有利于拓展教学内容，开阔学生的知识视野，使阅读教学课堂从封闭走向开放，体现用英语做事的教学思想。
二、课题研究的理论依据1、古德曼（K.S.Goodman）在1972年指出：“阅读是对三种相互有关而各有区别的信息，即形符的、句法的和语义的信息，进行信息处理的一种形式。
”英语阅读包括了朗读和默读。
但主要是借助视觉进行默读。
默读是最符合实际需要的方式。
默读要求把注意点放在理解语言单位上，速度较快。
现在的中学生普遍存在阅读速度慢、理解能力弱的现象。
导致这种现象有多方面的原因，如情感因素，方法与策略因素，智力因素。
但在我的教学中，我发现其主要原因是语言因素限制了学生英语阅读能力的形成。
所谓的语言因素是指字母、单词、习语、短语和语法规则等。
当学生遇到新单词或新句式时，立即产生了畏惧感，觉得束手无策，思路混乱。
其次，学生缺乏阅读的兴趣。
大部分学生除了作业中的阅读练习,从来不主动阅读课外材料。
再者，学生对阅读的内容缺乏深层的理解。
2、现代语言教学理论认为，学习语言的首要条件是保证足够的可理解的语言信息输入，因此听和读是学习英语能否成功的关键。
但现有条件下，依靠听力输入毕竟有诸多限制，而阅读则是可行和可靠的。
现行英语教材，重视了听说能力的培养，却在一定程度上忽视了读和写技能的训练。
因此，有必要对小学生英语阅读技能的训练进行探讨与研究。
外语教学心理学认为，阅读是一个认识和言语交际的过程，也是极为复杂的生理和心理过程。
阅读的过程实质上就是读者对语言信息理解过程。
因此，在阅读教学中，假如教师只是让学生读文章，做练习题，朗读，而忽视学生的情感体验，都是违背阅读心理规律的，势必影响阅读教学效果，也难以有效地提高学生的阅读能力。
3、语言学研究成果语言学习包括听，说，读，写，译，是一个input（输入），decoding （解码），output（输出）的过程。
听和读是输入，说和写是输出，但只须达到一定的输入量，才能保证更好的输出。
从而高效率地完成我们学习语言的目标。
而大量的阅读正是语言输入转为输出的必不可少的途径。
我们古人也早就总结“熟读唐诗三百首，不会写诗也会吟”的有益经验。
可见阅读在语言学习中的重要性了。
三、课题研究主要目标和内容（一）课题研究主要目标国家英语课程标准指出:学习和发展是英语课程标准的出发点和归宿。
因此我们的目标是:通过研究，探索小学英语阅读教学的有效方法，构建一套能充分发挥学生的潜能，使学生能掌握基本阅读技巧,提高阅读能力，并深受学生喜欢的阅读教学模式。
l.总体目标：巩固和扩大词汇量，增强语感，提高学生的阅读速度和理解的准确度,逐步形成他们的英语阅读习惯和能力。
帮助学生善于、乐于了解异国文化，拓展实践空间，不断提高学生学习英语的兴趣，促进英语听说能力的提高。
2.分级目标：六年级：能通过上下文理解部分生词的含义。
正确运用工具书理解文中的单词、词组;能通读简单的故事、短文，正确理解大意;能用自己的语言简要描述所读的语言材料。
七年级：能正确流利地进行朗读;能从文中找出有关信息，理解大意;借助工具书，提高理解的准确度和阅读的速度;能根据故事情节改编表演。
八年级：能正确流利地朗读所学对话，短文以及与教材难度相当的对话，短文;能够正确理解所读故事，短文的大意，能从文中找出有关信息;能够运用简单的阅读技巧来提高理解的准确度和阅读的速度。
（二）课题研究主要内容我们在进行课题研究过程中主要解决初中学生大阅读如何选择合适的阅读材料、阅读习惯的养成、阅读方法的指导和阅读能力的培养等问题。
教师在选择阅读材料时，要考虑语言的难易程度，内容是否符合儿童的年龄与兴趣，是否吸引学生。
同时尽量与新课标英语的任务型教学相结合，注意形式与内容的搭配，逐步发展学生的阅读能力。
根据各年级学生的年龄特点，选择适合学生阅读的阅读材料。
2.研究初中英语阅读课的课堂教学的实施内容：（1）、扩大学生阅读数量我们的社会进入了信息的社会，每天都有大量的信息需要我们去接收去处理。
所以学生有必要扩大自己的视野、活跃自己的思想。
在课堂教学的同时，学生有必要进行扩展阅读，增大自己的阅读量，扩展自己的阅读面，尽可能多地撷取信息来完善自己的知识结构，才能不断跟上信息时代的快速发展。
（2）、教给学生阅读方法阅读方法在很大程度上能影响学生们的与读书平。
只有掌握正确英语阅读方法，才能更好的指导学生开展阅读教学。
我们的研究就是选择一些简便易行、成效显著的阅读方法向学生推荐，使学生的阅读活动有方法可依凭，能增进他们取得良好阅读效果的信心。
略读、默读、跳读、扫读、猜读等方法。
（3）、训练学生阅读能力阅读能力，是人们运用自己已有的知识、经验，顺利而有效地完成阅读活动的能力，是一种特殊的认知能力。
苏霍姆林斯基称阅读能力为“掌握知识的技能”，小学生具有了一定的阅读能力，就如拿到了打开知识宝库的钥匙，就能受到美的感染、情操的陶冶，同时也能在阅读中大量吸收语言，提高运用语言的能力。
我们课题着重研究如何培养并提高学生的阅读能力。
（4）、提高学生阅读水平提高学生阅读水平的方法首要在于选择读物，要从易到难，逐步增加难度；其次是对理解程度的要求要适当，对同一篇读物，随阅读遍数的增加再进而提出进一层的理解要求，使学生经过几遍阅读之后达到较好的理解程度；第三是对阅读速度的要求，要逐步训练，使学生掌握略读、默读、跳读、扫读、猜读等方法，以增进阅读的速度。
同时，要让理解与速度得到很好的协调，和谐发展。
四、课题研究的方法和对象1、研究的方法（1、）观察法：在教学过程中对学生的外在行为进行有计划、有目的的观察，从而直接感知和记录学生对所学阅读材料的兴趣、理解程度、掌握情况等。
（2、）实验法：根据实验目的，对小学英语阅读课的教学模式分年级进行不同的设计、探索，并将不同课堂教学现象做记录、分析，寻求最佳的教学模式。
（3、）案例分析法：对比较典型的阅读教学的材料进行分析，或对课堂案例进行微格研究，直观地体现研究情况。
2、研究的对象汶水学校初中六、七、八年级学生五、课题研究的主要步骤第一阶段：准备阶段20XX年9月—20XX年9月1、加强宣传发动，营造良好的课题研究氛围。
正如苏霍姆林斯基向校长建议的：“如果你想让教师的劳动能够多给教师一些乐趣，使天天上课不至于变成一种单调乏味的义务，那你就应当引导每一位教师走上从事一些研究的这条幸福的道路上来。
”05年9月我们成立了由校长组成的课题研究实施小组，、由校长带动教师，营造浓烈的课题研究氛围。
课题经市级审批立项后，我们成立了课题研究指导小组，负责课题研究的管理、指导、协调工作，并及时召开全体英语教师参加的课题研究专题动员大会，鼓励全体老师积极参与课题研究工作，从而拉开了课题研究活动的大幕。
2、组织理论学习，提高研究者理论水平。
只有学习才是教师成长的不竭动力。
要想提高研究者的理论水平，必须丰厚研究者的理论积淀，所以加强理论学习成为所有参与研究者的自觉行动。
05年10月我们在网上学习有关的课题材料，发动教师积极学习与交流研讨，不断提高英语教师们参与课题研究的热情，加深对课题研究目标、研究内容、课题基本理念的理解，掌握课题研究的基本方法。
第二阶段：初步试验阶段：20XX年9月—20XX年9月开展系列活动，全面普及课题基本理念。
①课堂调研活动：课题组根据所申报的课题研究的内容，开展了一次全面的课堂教学调研，了解教师的课堂教学水平，了解教师所带班级的学生发展状况，帮助教师进一步加深对课题理念的理解。
②教学现场研讨活动：课题组在第一阶段调研的基础上组织部分教师开设公开教学，开展课题研讨活动，提高课题理念的运用水平。
③阶段研究成果收集：开展优秀案例、课题研究经历故事、课题研究经验论文评选活动。
第三阶段：中期试验阶段20XX年9月---20XX年6月1、开展校本研讨：开展校本研究活动，主要形式包括：开设研究课，组织听课、评课，开展优秀案例分析，撰写心得体会等。
提高课题理念的渗透运用水平，寻找课堂教学的共性。
2、学校专人负责课题研究的组织协调工作，并制定课题研究工作计划。
组织教师开展课题理论学习，搜集、整理有关学习材料，建立课题研究资料库，营造全员参与，分工协作的课题研究氛围。
实验教师要认真钻研课题的支撑理论，学习教育科研的方法论述，掌握教育科研的基本方法。
每个月至少在校内主持一次课题专题研讨活动，每学期至少在教学片区开设一节阶段性的实验成果展示课，每学期发表一篇有较高水平的课题研究论文。