二、 阅读中活动 (while-reading activities)

　　在阅读过程中，教师要精心设计各种形式的阅读任务，让学生反复有目的地分层次阅读，在本课可具体设计为：

　　Step 1. Listening (Show the question on the screen)

　　Listen to the tape and answer the question: Who was Miss Evans?

　　Step 2. Skimming

　　Let the students skim the text, after skimming, they must tell how many parts they can divide the text into and the main idea of each part. (Show on the screen)

　　Part 1 (Paragraph 1—4) On April 12,1912, Titanic hit the iceberg and sank.

　　Part 2 (Paragraph 5—9) A young woman named Miss Evans made room for the mother, but lost her own life.

　　Step 3. Scanning

　　Ask the students to scan the text, and ask them to prepare as many questions as they can for their classmates to answer. (Do chain work) Then ask them to guess the meanings of the phrases according to the context and fill in the blanks with the new words and phrases.(一改以前先阅读课文再回答问题的形式，锻炼了学生自主学习、合作学习的能力。在语境中猜测词义也是学生必须掌握的一项阅读技能，学生在此项练习中得到了很好的锻炼。)

　　Step 4. Read and think

　　Ask the students to read the second part of the text with strong emotions and then answer，“What do you think of Miss Evans?” Show the spirits of Miss Evans according to the answers of the students. (利用此机会补充词汇)

　　The Spirits of Miss Evans

　　●Be ready to help others

　　●Warm-hearted and noble-minded

　　●Brave / courageous

　　三、 阅读后活动 (post-reading activities)

　　通过前面几个环节的教学，学生对课文的信息有了全面的了解，笔者采用了采访、提出假设性问题、辩论等多种形式的课堂活动，并适时播放另一背景音乐《爱的奉献》，使学生加深了对文章的理解，充分体现了Miss Evans的人格魅力所在，使自己的人生观、价值观等得到了良好的熏陶，使人文精神得到了升华。同时也使整个课堂气氛达到了高潮，为阅读课划上了圆满的句号。

　　Step 1. Interview

　　Say“Miss Evans was really great, so after the accident many news reporters wanted to interview the mother about Miss Evans and the accident. Suppose one in each group is the mother, the others are

　　news reporters, interview the mother, you can ask any questions you like.” First ask them to work in groups, then ask the mother in one group to come to the blackboard for the interview. Show the form on the screen:

　　Interview

　　News reporter: ...

　　Mother: ...

　　(Work in groups)

　　Step 2. Preparation for debate

　　Ask the students a special question: “What would you do if you were on the lifeboat? Would you make room for the mother?” Ask them to tell their real ideas. (Show the questions on the screen)

　　Step 3. Debate

　　T: Since the students have different ideas, let them have a debate. (Show them the model on the screen)

　　(Suppose: Students who would make room for the mother are called Pros, Pros sit on the left. Students who would not make room for the mother are called Cons, Cons sit on the right. Show some hints on the screen, let them have a quick look at it and prepare in groups. Ask them to sit face to face when they begin.)

　　Debate

　　Pros(正方): ...

　　Cons(反方): ...

　　...

　　Step 4. Conclusion.(When the debate is over, then make a conclusion)

　　Step 5. Homework (Write a composition according to the information on the screen)

　　总结语：总之，语篇阅读教学中的多媒体课件的运用应始终本着加大教学密度，优化教学效果的原则，充分利用其集声音与形象为一体的优势，增强学生的感官刺激，激发学生的学习兴趣，最终达到有效培养和提高学生综合语言运用能力这一目的。

　　(文/王 莉；英语辅导报初中教师版04~05学年第20期；版权归英语辅导报社所有，独家网络合作伙伴新浪教育，未经许可，不得以任何形式进行转载。)