Keywords: college English extensive reading classroom teaching teaching objectives, teaching quality
College English extensive reading is a very important compulsory course for college students. Its purpose is to guide students to master various reading methods, so as to improve the accuracy of understanding, speed up reading, and at the same time expand their knowledge and broaden their cultural horizons. Compared with intensive reading course, extensive reading course has a large amount of reading, which helps students living in the era of information explosion to obtain and process information quickly and accurately through a large amount of reading. The explanation of words, grammatical phenomena and language points is rough, limited to point-to-point or passing by. At present, in some areas of our country, English extensive reading teaching is still not paid enough attention, sometimes ignored and sometimes regarded as intensive reading. So, how to improve the teaching quality of college English extensive reading class and make it more efficient than 90 minutes of extensive reading class every week? Next, I try to talk about my experience in improving the quality of extensive reading classroom teaching from the reality of extensive reading classroom teaching.
First, choose the appropriate extensive reading materials according to the actual situation of students.
Students' English level is not the same when they enter school. Not only that, there are also great differences between schools and regions. Therefore, when students enter school, their overall English level should be tested to understand the basic situation and choose the appropriate extensive reading materials. Generally speaking, College English Extensive Reading, edited by Dong Yafen and published by Shanghai Foreign Language Education Press, is a widely used teaching material in colleges and universities. There are 6 textbooks, each with 30 articles, and there are corresponding exercises after each lesson, including judging, selecting and translating sentences according to the content of the text. The appropriate length of selected texts in textbooks involves all aspects of social life, which is conducive to the realization of the teaching goal of extensive reading. Later, this set of teaching materials was revised on the basis of listening to the opinions of teachers and students all over the country, and the text was adjusted appropriately, further improving the exercises and highlighting the training of key vocabulary. Therefore, it is more appropriate to choose this set of textbooks as reading materials for extensive reading classes. On the basis of selecting this set of teaching materials, teachers can flexibly master and select texts and exercises that are simple to operate, close to students' lives and have a great promotion effect on students' growth. These texts and exercises are not necessarily required in every class. If the students' English level is high as a whole, they can consider adopting the New English Extensive Reading Course, edited by Zhao and published by Shanghai Foreign Language Education Press. The language materials selected in this textbook cover social politics, economy, culture, history, news, religion, sports and other aspects of English-speaking countries. * * * consists of four volumes, each with 18 units. Each unit is divided into three parts: the first part includes vocabulary test, text, reading methods and exercises; The second part is a long text, the content of which is the deepening or supplement of related topics, which can be used for students to read after class, teachers to check in class, and also for appropriate explanations; The third part is three or four short articles on related topics, which are mainly used for fast reading training. The texts and exercises selected in this textbook are relatively difficult, which is suitable for students with good English foundation.
After choosing a suitable set of teaching materials, teachers can recommend some high-quality extracurricular reading materials to students, such as chicken soup for the soul, 265438+20 th century English newspaper, and so on. If there is no incident handling in class, students can read 3-4 beautiful articles every week, write a summary and hand it in. This can encourage students to read after class as a powerful supplement to reading in class.
Secondly, according to the purpose of extensive reading teaching, multi-dimensional teaching objectives are formulated.
In the past, when setting the teaching objectives of extensive reading course, many teachers only considered the improvement of students' reading ability, but ignored the students' understanding and grasp of the text content, the broadening of cultural vision and the mastery of background knowledge, as well as the cultivation of emotions, attitudes and values, which can play an irreplaceable role in the all-round development of students. As discussed at the beginning of the article, the teaching purpose of extensive reading course is to guide students to master various reading methods, improve the accuracy of reading, speed up reading, expand knowledge and broaden cultural horizons. Therefore, teachers should set various teaching objectives according to the purpose of extensive reading teaching, and pay attention to the expansion of students' knowledge, the cultivation and stimulation of emotions, attitudes, motives and interests while improving students' reading ability. Only by setting scientific teaching objectives can teachers further improve their teaching activities under the guidance of the objectives, thus further improving the teaching quality of extensive reading courses.
Third, design effective activities according to the characteristics of teaching materials.
Whether the design of classroom teaching activities is scientific and reasonable directly determines the quality of classroom teaching. According to the classroom teaching time of extensive reading course and the basic characteristics of teaching materials, we can consider designing the following teaching activities.
1. Lead-in
Lead-in is the teacher's behavior to guide students into the learning state at the beginning of the new curriculum. In the 90-minute extensive reading class, if teachers can adopt appropriate lead-in methods and skills in the first few minutes, they will certainly attract students' attention and stimulate their interest in learning. Teachers can be introduced in many ways, such as questioning method, debate, games and performance. Teachers should design appropriate import methods according to the characteristics of the article, and enter and exit freely during the import process. When you first enter the classroom, you should be good at distracting students' thinking, stop it in time after the effect is achieved, and skillfully guide students' thinking to the text to be learned. The lead-in time should be controlled at about ten minutes, which is the prerequisite for the success of extensive reading teaching.
Step 2 read quickly
This step refers to the teacher guiding the students to read the text for the first time. Teachers should design a task according to the overall content of the text, so that students can finish it within the specified time. The design of the task should be analyzed in detail. Students can be asked to divide the structure according to certain hints, or they can be asked to find out the basic elements of the story after reading the text quickly. The task should not be too difficult. Make sure that most students have the ability to complete it. It is advisable to control the time in about ten minutes. The purpose of designing this step is to train students to grasp the general idea of the article and find specific information in a short time, so as to improve students' reading speed.
Step 3 read carefully
This step refers to the students reading the text for the second time under the guidance of the teacher and on the basis of understanding the main idea of the article. In this step, teachers need to design different tasks according to the key contents of each part of the text, such as setting detailed questions, finding topic sentences, filling out forms, performing and classroom tests, so that students can read the relevant parts of the article carefully with these tasks and complete the tasks. The task quantity and difficulty are greater than the second step.
The design of intensive reading can be ever-changing The purpose of this step is to help students grasp the key content of the article and improve the accuracy of their reading. In this step, it is most important to understand the article. You can insert some translations, but you can't spend too much time. This link is the key to extensive reading teaching and plays a very important role in determining the teaching effect, and the time should be controlled at about 50 minutes.