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在中学英语教学中,学生英语阅读能力的培养和考查是重头戏,英语阅读课备受关注。其中如何向学生展现英语阅读课文本,就是一种“开篇点题,画龙点睛”的艺术和技巧,这对紧接着进行的阅读理解效果起到事半功倍的作用。然而我们却经常看见一些千人一面的“模式”,或大同小异的“模式”:如直接导入新单词,或从网上下载几张图或设计几个问题导入。不管文本在题材、体裁还是篇幅的长短或词汇的数量及分布上有什么不同,许多教师都采用了类似的套路,因为“别人都这样”。那么文中词汇如何处理?回答“课前处理”是主流。于是,“拷贝”就成了理所当然,更成了不深入研究的理由。笔者进一步了解探访,发现有些老师是为了公开课才这样上的,平时还会用一种更为传统的翻译讲解法,直接“破解”文章。因为,他们看来公开课纯粹是“作秀”,课后还需要另外补课讲解。要扭转英语阅读课教学这种高成本、低效益的局面,教师迫切需要吸收先进的教学策略和技巧,适应课程改革、教学改革的发展需要,提高英语阅读课课堂教学的有效性,更新教学理念,力求在理论上有所突破,在实践中大胆创新,在成效上有所显现。
1. 从日常的对话交流中走进阅读文本
课题:广州初中英语教材3A Lesson 16。主题:广州的今昔变化。阅读教学课开始时的对话交流:
T: How long have you lived in Guangzhou?
S1: About 12 years.
T: Guangzhou is a beautiful city, isn’t it?
S2: Yes.
T: But could you tell us how beautiful it is?
S3: There are so many tall buildings and nice parks.
S4: The streets are getting wider and cleaner.
S5: Guangzhou will hold the 16th Asian Games, so people is rebuilding the old city.
T:We all know that Guangzhou is the capital of Guangdong Province (板书、朗读) . It is really becoming more and more beautiful, such as the Lotus Hill, Beijing Road, the Pearl River(板书、朗读). And the great changes is the topic we are going to read and discuss today.
因为学生已经积极参与了阅读前的互动交流,所以再进入阅读理解环节就会事半功倍。用本色、平淡但亲切、真实、普通的日常对话在学生和学习文本之间构建了一座情感的桥梁,促进学生自然走进阅读文本。
2. 从不断的疑惑追问中解读阅读文本
课题:2009年番禺区英语中考二模文章“The e-schoolbag”.
T:Does everybody of you have a schoolbag? So you must have a lot of ideas to share about the schoolbags.
S1: I like my schoolbag, it is my study dream.
S2: When I was young, I like my schoolbag, but now I think it is a trouble to me.
T: Why did you say so?
S2: Because my schoolbag is full of textbooks, notebooks andexercise-books. I have got a lot to study. I often feel tired.
T: I know that is true and I feel so sorry.
S3: My schoolbag is so heavy for me to carry.
S4: I don’t like my schoolbag, whenever I see it, I will think of so much homework for me to do.
S5: My schoolbag is very heavy too, and I think it makes me so short.
S6: If I can have a mini computer, I needn’t take my heavy schoolbag any longer.
T: So your schoolbags really bring you a lot of burdens. Some want to have the new inventions instead of the heavy schoolbags. Now I’d like to show you a new kind of schoolbag. Maybe it will help you. (揭示解读阅读文本主题)
因为学生想要的new schoolbag 正是本次阅读要输入的重要信息e-schoolbag,学生带着疑惑追问去解读问题,阅读兴趣很高。所以,我们教师首先要潜心钻研文本,理解文本思路的深刻内涵,确立一个主题,抓住一条主线,围绕一个中心展开阅读教学活动。通过创设问题情境,在不断的“追问”中,学生容易带着问题不自觉地追随着“不断的追问”融进文本,去读、去解,文本的思路和事态发展的过程也就通过“读”和“解”逐步明朗起来。
3. 在思想、情感不断碰撞、提升、感悟中丰富阅读文本
课题:广州初中英语教材4A Lesson 10.主题:Which are more important,people or plants?
课前,笔者安排学生以小组为单位,探讨主题:Which are more important,people or plants?各小组收集资料论证自己的观点,展开辩论。
T: We have lived with the plants on earth for a very long time. So what do you think which are more important,people or plants?
G1: People usally say we are the king of the world. So people are more important than plants.
G2: If no plants, there will be no lands. So plants are more important than people.
G3: People can look after the plants. But they can’t look after us. So we are more important.
G4: If no plants , we will have no food to eat!
G5: If no plants, we won’t have any Chinese medicine to cure the disease.
G6: If no plants or less plants, there will be much dirtier air.
T: So I want all of you to think about this question:“If all the people on Earth die tomorrow, what will happen to the plants?” Do you also want to know the answer which are more important, people or plants? Then let’s read about 4A Lesson 10.
学生在讨论中思想、情感不断碰撞、提升、感悟、整合、最终达成共识和体验成功。在走进英语阅读文本的同时也强调了老师指导学生感知、体验、实践、参与和合作的过程,注重了学习过程中调整或控制学生的情感和学习策略,培养了学生的积极态度和提高语言实际运用的能力。
在探究实验中,笔者对两班从2006学年—2008学年的每次期末考以及2009年中考的阅读理解得分对比分析如下表(按阅读理解40分满分计算):
1. 从日常的对话交流中走进阅读文本
课题:广州初中英语教材3A Lesson 16。主题:广州的今昔变化。阅读教学课开始时的对话交流:
T: How long have you lived in Guangzhou?
S1: About 12 years.
T: Guangzhou is a beautiful city, isn’t it?
S2: Yes.
T: But could you tell us how beautiful it is?
S3: There are so many tall buildings and nice parks.
S4: The streets are getting wider and cleaner.
S5: Guangzhou will hold the 16th Asian Games, so people is rebuilding the old city.
T:We all know that Guangzhou is the capital of Guangdong Province (板书、朗读) . It is really becoming more and more beautiful, such as the Lotus Hill, Beijing Road, the Pearl River(板书、朗读). And the great changes is the topic we are going to read and discuss today.
因为学生已经积极参与了阅读前的互动交流,所以再进入阅读理解环节就会事半功倍。用本色、平淡但亲切、真实、普通的日常对话在学生和学习文本之间构建了一座情感的桥梁,促进学生自然走进阅读文本。
2. 从不断的疑惑追问中解读阅读文本
课题:2009年番禺区英语中考二模文章“The e-schoolbag”.
T:Does everybody of you have a schoolbag? So you must have a lot of ideas to share about the schoolbags.
S1: I like my schoolbag, it is my study dream.
S2: When I was young, I like my schoolbag, but now I think it is a trouble to me.
T: Why did you say so?
S2: Because my schoolbag is full of textbooks, notebooks andexercise-books. I have got a lot to study. I often feel tired.
T: I know that is true and I feel so sorry.
S3: My schoolbag is so heavy for me to carry.
S4: I don’t like my schoolbag, whenever I see it, I will think of so much homework for me to do.
S5: My schoolbag is very heavy too, and I think it makes me so short.
S6: If I can have a mini computer, I needn’t take my heavy schoolbag any longer.
T: So your schoolbags really bring you a lot of burdens. Some want to have the new inventions instead of the heavy schoolbags. Now I’d like to show you a new kind of schoolbag. Maybe it will help you. (揭示解读阅读文本主题)
因为学生想要的new schoolbag 正是本次阅读要输入的重要信息e-schoolbag,学生带着疑惑追问去解读问题,阅读兴趣很高。所以,我们教师首先要潜心钻研文本,理解文本思路的深刻内涵,确立一个主题,抓住一条主线,围绕一个中心展开阅读教学活动。通过创设问题情境,在不断的“追问”中,学生容易带着问题不自觉地追随着“不断的追问”融进文本,去读、去解,文本的思路和事态发展的过程也就通过“读”和“解”逐步明朗起来。
3. 在思想、情感不断碰撞、提升、感悟中丰富阅读文本
课题:广州初中英语教材4A Lesson 10.主题:Which are more important,people or plants?
课前,笔者安排学生以小组为单位,探讨主题:Which are more important,people or plants?各小组收集资料论证自己的观点,展开辩论。
T: We have lived with the plants on earth for a very long time. So what do you think which are more important,people or plants?
G1: People usally say we are the king of the world. So people are more important than plants.
G2: If no plants, there will be no lands. So plants are more important than people.
G3: People can look after the plants. But they can’t look after us. So we are more important.
G4: If no plants , we will have no food to eat!
G5: If no plants, we won’t have any Chinese medicine to cure the disease.
G6: If no plants or less plants, there will be much dirtier air.
T: So I want all of you to think about this question:“If all the people on Earth die tomorrow, what will happen to the plants?” Do you also want to know the answer which are more important, people or plants? Then let’s read about 4A Lesson 10.
学生在讨论中思想、情感不断碰撞、提升、感悟、整合、最终达成共识和体验成功。在走进英语阅读文本的同时也强调了老师指导学生感知、体验、实践、参与和合作的过程,注重了学习过程中调整或控制学生的情感和学习策略,培养了学生的积极态度和提高语言实际运用的能力。
在探究实验中,笔者对两班从2006学年—2008学年的每次期末考以及2009年中考的阅读理解得分对比分析如下表(按阅读理解40分满分计算):