吳琪

[摘 要] 英語(yǔ)閱讀對(duì)于學(xué)生的英語(yǔ)學(xué)習(xí)至關(guān)重要，不僅能夠增加學(xué)生英語(yǔ)學(xué)習(xí)的輸入，而且能夠提高學(xué)生學(xué)習(xí)英語(yǔ)的興趣。在英語(yǔ)閱讀教學(xué)過程中，教師可以采用多種方法，如分析人物性格、閱讀文本與表格之間的轉(zhuǎn)化、讀書心得、續(xù)寫文本、為細(xì)節(jié)的發(fā)現(xiàn)找依據(jù)、概括段落大意和中心思想等。通過閱讀方法的指導(dǎo)以及閱讀教學(xué)方法的變化激發(fā)學(xué)生的閱讀欲望，從而全面提升學(xué)生的英語(yǔ)素養(yǎng)。

[關(guān)鍵詞] 閱讀；文本；形式；探究

在英語(yǔ)閱讀教學(xué)中，如何能有效利用閱讀文本最大限度地為教學(xué)和學(xué)生服務(wù)是英語(yǔ)教師應(yīng)該深刻思考的問題。經(jīng)過觀察，我們發(fā)現(xiàn)大部分教師還是把語(yǔ)篇閱讀教學(xué)分為兩種：一種是精讀的處理方式，細(xì)致處理字、詞、句，深挖語(yǔ)言知識(shí)；另一種是泛讀的處理方式，即提出一些問題，使學(xué)生能夠橫向與縱向地了解文本傳遞的事實(shí)信息。其實(shí)，在實(shí)際的教學(xué)中，我們還可以想出其他的方法來(lái)開發(fā)利用閱讀文本，培養(yǎng)學(xué)生的綜合素養(yǎng)，為學(xué)生的全面發(fā)展奠定基礎(chǔ)。在教學(xué)中，筆者還嘗試了下面幾種方法。

一、分析人物性格

通過閱讀材料了解人物的性格，不僅能深度體驗(yàn)文章的精妙之處，更是課堂教學(xué)中學(xué)生比較喜愛的環(huán)節(jié)。這不僅僅是因?yàn)閷W(xué)生比較熟悉這一類的分析（因?yàn)樗c語(yǔ)文教學(xué)中的一些環(huán)節(jié)類似），更因?yàn)檫@個(gè)環(huán)節(jié)像是在破案——根據(jù)細(xì)節(jié)，收集線索，得出結(jié)論。例如，在9A Unit 7的Reading“Tom Sawyer paints the fence”中有這樣一段話：“Im going swimming，” said Ben. “Do you want to come？ Oh， you have to work， dont you？ What a pity！” …Ben watched Tom in silence. He became more and more interested. “Oh， please， Tom，” said Ben. “I can do it. Ill be really carefully. Ill give you half my apple. Wait， Ill give you all of it.”

“Work？” said Tom. “This isnt work. Im enjoying myself. Does a boy get a chance to paint a fence like this every day？” Tom said， “No， Ben， I cant. Aunt Polly wanted me to do it well. Im the only person that can do it right.”

我們可以問學(xué)生：“Whats Tom like？ How do you know that？” 我們還可以選出一些句子，讓學(xué)生根據(jù)這些生動(dòng)的描繪來(lái)概括人物的性格。了解人物性格之后，讓學(xué)生生動(dòng)地朗讀這些句子，充分表現(xiàn)出人物的性格，這不僅讓學(xué)生更能體會(huì)故事的生動(dòng)，也能使我們的課堂充滿樂趣。

二、概括段落大意和中心思想

對(duì)于故事情節(jié)發(fā)展比較豐滿的閱讀文本，我們可以讓學(xué)生用自己的話去復(fù)述。為了完成復(fù)述，我們需要幫助學(xué)生理清故事的發(fā)展路徑，教會(huì)學(xué)生概括段落大意和中心思想。

8A Unit 6

This is a story about two wise men—Zhuge Liang and Zhou Yu. The Chinese people have told it for many， many years.

One day， Zhou Yu gave Zhuge Liang an impossible task. He asked him to make 100，000 arrows within ten days.” No problem，” Zhuge Liang said.” Ill bring you 100，000 arrows in three days.”

Zhuge Liang asked his soldiers to fill 20 large boats with many straw men. In the early morning of the third day， Zhuge Liangs soldiers sailed the boats towards the camps of Cao Caos army on the other side of the river. The soldiers shouted and beat their drums loudly. When Cao Caos soldiers heard the sounds， they thought they were under attack. However， they could not see through the thick fog on the river， Cao Cao ordered his soldiers to shoot arrows towards the sounds of the drums and the shouting Zhuge Liangs boats were soon full of arrows.

Zhuge Liangs soldiers then turned the boats around and shouted， “Thank you for your arrows， Cao Cao.” Zhuge Liang took all these arrows to Zhou Yu. There were more than 100，000 of them.

學(xué)生根據(jù)自己的理解基本都能總結(jié)出大致的段落主旨。下面是學(xué)生歸納的段落大意：

Zhou Yu asked Zhugeliang to make arrows.

Zhuge liang was preparing for borrowing

arrows.

Zhuge liang was borrowing arrows on the river.

Zhuge liang succeeded in borrowing arrows.

學(xué)生學(xué)會(huì)概括主旨大意對(duì)于學(xué)生寫作有非常大的促進(jìn)作用。學(xué)生可以根據(jù)主旨來(lái)擴(kuò)展這一主題，從而形成一個(gè)完整的段落。從一個(gè)角度講，學(xué)生能夠高度概括段落的主旨非常有利于學(xué)生用自己的語(yǔ)言回答一些已經(jīng)理解了的問題。

三、為細(xì)節(jié)的發(fā)現(xiàn)找依據(jù)

從閱讀文本中找到需要的信息不僅是考試的需要，更是獲取有用信息的需要。所以，教師要訓(xùn)練學(xué)生能根據(jù)需要發(fā)現(xiàn)細(xì)節(jié)，并能根據(jù)一些依據(jù)準(zhǔn)確地捕捉信息。

“Our club will teach you how to build rockets. Then you can launch them into the sky，” a boy said. “Watch！” He took a rocket and launched it. The rocket disappeared into the sky. Linda and Leo were very surprised.

“Will it go all the way into space？” Linda asked.

“Of course it wont，” a girl from another club shouted. “Our club is better. Come and join the Solar Power Club.”

“What do you do？” asked Leo.

“We make wonderful machines. They only use solar power. Look！”

She took a toy car from the table and then used a remote control to drive it all around the playground. “It uses power from the Sun，” said Linda. “Thats amazing！”

Linda and Leo learnt about many clubs. After the fair， they felt very excited.

閱讀這篇短文后我們還可以問學(xué)生這樣的問題：What made them surprised？What made Linda feel amazed？ Why were they excited？ 鼓勵(lì)學(xué)生找到相應(yīng)的動(dòng)詞和形容詞，鼓勵(lì)他們用一些生動(dòng)的單詞和短語(yǔ)來(lái)表現(xiàn)作者想表達(dá)的特征。

四、續(xù)寫文本

有效地理解閱讀文本為我們能準(zhǔn)確輸出信息打好基礎(chǔ)。續(xù)寫文本也是檢驗(yàn)學(xué)生是否清楚故事情節(jié)并且培養(yǎng)學(xué)生創(chuàng)造力的有效方式。

8B Unit 8

Mike： At 11：30 a.m. the day before yesterday， I was having lunch in our Forever Green House while our fridge was ordering food. Suddenly a light went on and a lot of food started to arrive from the supermarket： meat， vegetables， fruit， milk， and so on. “Stop！” I shouted at the fridge， but the food continued to come in…

下面是學(xué)生續(xù)寫的故事：

I picked up all the food and put it back into the fridge， but it didnt work. I was so angry with it. So I phoned the company to complain about the event. They sent a robot to my home and picked all the food. As return， they give me five dollars. I thought it was a good result.

五、改寫文本

為了培養(yǎng)學(xué)生的理解與創(chuàng)造力，教師還可以鼓勵(lì)學(xué)生充分發(fā)揮自己的想象力改寫閱讀文本，可以改寫開頭，也可以改寫經(jīng)過，當(dāng)然也可以改寫結(jié)局。

在教學(xué)9A Unit 7 的“More Practice”馬克·吐溫的短篇“Tom and Becky in the cave”時(shí)，筆者讓學(xué)生充分展開自己的想象，按照自己的思路，天馬行空地改寫故事，這令同學(xué)們大呼過癮。下面是一位學(xué)生的作品：

When they got into the cave， they found a lot of information. They didnt care the names and the dates. They wanted to find the gold. They went on and found the large stone， under the stone they found the map which they needed. They were so nervous when they saw some men walking towards them. “Run！ Hurry！” Tom shouted. They tried their best to escape， but unfortunately they were caught by them. What happened at last？ See my next work.

六、讀書心得

為了鼓勵(lì)學(xué)生擴(kuò)展閱讀，筆者經(jīng)常舉辦讀書心得比賽。學(xué)生選擇自己喜歡的閱讀文本認(rèn)真閱讀，然后寫出自己的感受和觀點(diǎn)，這不僅讓學(xué)生喜歡閱讀，更是鼓勵(lì)學(xué)生們學(xué)以致用，形成批判性思維，同時(shí)，還能充分展示自我。下面就是學(xué)生們讀了英語(yǔ)教育周報(bào)上的一些文章寫的讀書心得。

Part 1

I have read an article about robots from the newspaper. The article tells us how important the robots are. After reading the article， Im interested in robots. I think robots are humans good helpers.

The robots are helpful. They help people to do a lot of work. Engineers use robots to calculate. They can calculate at a faster speed than we can. Police forces use robots to help them look for dangerous items in buildings and cars. Some restaurants also use robots for cleaning the floor. In addition， some robots are better than doctors at doing their jobs.

Part 2

Failure is the mother of the success. The inventor also failed many times. But he never gave up， and now he succeeded. His invention solved a big problem. And it made more people know that 780 million people in the world cant get clean water.

Therefore， if everyone makes a contribution to saving the water， the world will become more and more beautiful and more and more people will get cleaner water. If everyone tries their best and never give up， their dream will be realized.

七、閱讀文本與表格之間的轉(zhuǎn)化

在9B Unit3 里面有這樣的閱讀文本，筆者利用表格和思維導(dǎo)圖的形式幫助學(xué)生理解文章的層次，記憶文章的內(nèi)容。

In order to protect the environment， we need to take proper action. We should be different from many consumers and become “green consumers”. This means that we should only buy and use products friendly to the environment. We should also recycle as many things as we can. We can reuse things for the same purpose as before， or we can use them for new purposes. If we just learn to live in new and different ways， we can make a difference.

Cutting down forests

Every year， we destroy nature by cutting down huge areas of forests. This makes the greenhouse effect worse because trees take in CO2 and produce oxygen. Cutting down trees also destroys the homes of the animals that live in our forests， and causes the surface of the soil to be easily destroyed by rain. This can result in floods and even more damage to the environment.

Read the last part of the text and fill in the table.

如果教師把閱讀課以各種不同的形式展示給學(xué)生，一定會(huì)收到較好的效果。學(xué)生們喜歡有創(chuàng)意的課堂，更喜歡有廣闊的空間去思考并展示。只要教師動(dòng)腦筋、想辦法，并且勇于嘗試，閱讀課就會(huì)變成令師生都有幸福感的課堂。不僅僅“閱”讀，更是“悅”讀。

[參 考 文 獻(xiàn)]

[1]梅長(zhǎng)英.文化背景知識(shí)與英語(yǔ)閱讀教學(xué)[J].中小學(xué)英語(yǔ)教學(xué)與研究，2007（6）.

[2]胡春洞，戴終信.英語(yǔ)閱讀論[M].南寧：廣西教育出版社，1998.

（責(zé)任編輯：符 潔）