Teaching design for Reading Comprehension Strategies

学情分析

九年级学生已具备一定阅读基础，能读懂200词左右的记叙文或说明文，但在中考阅读表达题型中常出现以下问题：

1. 不能精准定位题干关键词；

2. 忽略时态、人称、介词等细节导致失分；

3. 面对开放性问题无话可写，缺乏答题框架。

教材解析

本课取材于近三年江苏各地中考真题，聚焦阅读表达六大题型：Yes-No、Alternative、Wh-、Why、How、开放评价题。通过“问题词—关键词—句型框架—限时实战”四步走，帮助学生形成快速、准确、规范的答题习惯。

Teaching objectives：

By the end of the class, students should be able to:

1. identify six common question types and their typical question words;

2. locate key information in a passage by skimming & scanning;

3. apply sentence frames to answer different questions accurately (tense, pronoun, preposition, word limit);

4. evaluate and express personal opinions on an open question within 10 words.

Teaching key points & difficult points：

1. Master the answering techniques for each question type (especially Why/How/开放题).

2. Pay close attention to grammatical accuracy under word-limit pressure.

Teaching methods

Task-based learning; cooperative learning; inductive approach

Teaching procedure

Step 1 Lead-in

Play the song “How Far I’ll Go”. Students listen and write down all question words they hear on mini-whiteboards. Quick check and board the words and ask students more about question words.(what/where/when/why/how/who…).

【设计意图】：激活旧知，营造“问题词”氛围，自然导入课题。

Step 2 Presentation & discovery

1. Show real exam questions to divide the question into closed questions (usually 3 or 4) and open questions (usually 1 or 2)，analyze the requirement of answering the questions.

2. By showing three simple questions, remind ss of three question types:

yes or no questions; alternative questions; wh- questions

设计意图：让学生分析真题，熟悉题型及答题要求。

Step 3 Practise and think

1.    The teacher trains ss to answer three types of questions(yes or no Qs; alternative Qs; wh- Qs) through short and concise selected segments of real test questions.

2.    The teacher present past exam questions types that frequently appear in tests(wh-Qs). The teacher guides ss to read and understand the questions, circle the key words, locate the information in the text, and organize sentences to answer. During this process, teachers should summarize the sentence patterns for answering various special questions.

TIP1: When answering yes-no questions, pay attention to personal pronouns and auxiliary verbs (be, do, have).

TIP2: When answering alternative questions, understand the choices and give a direct response.

TIP3: When answering “when” or “where” questions, don’t forget prepositions (in, on, at…)

TIP4: When answering a “what” question, we usually use a noun (phrase), a gerund (doing), or a complete sentence.

TIP5: When answering a “why” question, we usually use the structure of: ① To-infinitive; ② Because + clause; ③Because of+n. (phrase); ④ For doing…

TIP6: When answering a “how” question, we usually use a sentence or “By doing…” structure.

【设计意图】通过短小精悍的真题选段，对高频出现的特殊疑问句问题进行深度剖析，引导学生学会正确审题，找到题干关键词，文中定位信息，并用正确的句型回答说问题。

3.    The teacher explains what open questions are like, how to answer them. Ss try to practice in real exam questions.

The teacher asks ss to summarize some common adjectives to describe or evaluate people or events.

【设计意图】开放性问题也有迹可循，教师做好总结，学生答题有方向性。

Step 4 Summary

The teacher summarize the 6 steps to get high marks

【设计意图】答题步骤要点小结，为接下来的综合训练铺垫。

Step 5 practice

1.    The teacher shows a set of complete article and questions, remind ss to finish it with the tips and steps in mind.

2.    group work:

Make up a closed question and an open question, and write down your answer on another paper;

Exchange your worksheet and complete others’ questions.

【设计意图】在经过细致的专项训练后，用综合训练来测试学生掌握程度，并通过自命题，来引导学生站在出题者的角度思考，更透彻地理解阅读表达这一题型。

Homework

Review and Finish the remaining questions on the worksheet.

【教学反思】：课堂效果良好，学生进入状态很快，在明确的指令下能够快速找到答案，对于答案语言的组织还需要加强对应的训练，课堂上训练还不够。另外，审题习惯和圈画习惯还需加强督促。