优化初中英语阅读教学模式，加强阅读微技能训练

优化初中英语阅读教学模式，加强阅读微技能训练 ——初中英语阅读教学课例分析 深圳市龙岗区教育局教研室 黄俊彬 [摘要] 英语课程 标准 excel标准偏差excel标准偏差函数exl标准差函数国标检验抽样标准表免费下载红头文件格式标准下载 把学生的阅读技能列为促进综合语言运用能力形成的要素之一。 本文以课例分析的形式，阐明在初中英语阅读教学中如何突出对学生阅读微技能 的培养。 [关键词]初中英语， 阅读微技能，教学课例 《英语课程标准》将语言技能列为促进综合语言运用能力形成的五个方面之一。阅读技 能与听、说、写三种技能一起构成了英语学习的四种技能。初中毕业应达到的五级目标对阅 读技能(reading skills)的描述一共有七条：（1）能根据上下文和构词法推断、理解生词的 含义；（2）能理解段落中各句子之间的逻辑关系；（3）能找出文章中的主题，理解故事的情 节，预测故事情节的发展和可能的结局；（4）能读懂常见体裁的阅读材料；（5）能根据不同的阅读目的运用简单的阅读策略获取信息；（6）能利用字典等工具书进行学习；（7）除教材外，课外阅读量应累计达到15万词以上。这七条阅读技能涉及的微技能(reading sub-skills)有：（1）略读 (skimming)；（2）找读 (scanning)；（3）预测下文 (predicting)；（4）理解大意 (main ideas)；（5）猜测词义(guessing)；（6）条理判断(reasoning)；（7）了解重点细节(major details)；（8）理解文章结构(structure)；（9）理解图 表 关于同志近三年现实表现材料材料类招标技术评分表图表与交易pdf视力表打印pdf用图表说话 pdf 信息(table/figures)；（10）理解逻辑关系(logic) ；（11）理解作者意图(author’s tone)；（12）根据事实推理（reference）等。 按图式理论模式，读者的阅读能力由语言图式、内容图式和形式图式三种能力决定。语 言图式是指读者对阅读材料的掌握程度，内容图式是指读者对文章涉及的主题熟悉的程度， 而形式图式是指读者对文章体裁的了解程度。在阅读过程中，被调用的图式越多，就越有可 能保证对文章内容的正确理解。 笔者以牛津教材（深圳版）九年级Chapter One A letter from a pen-friend 的阅读教学， 说明 关于失联党员情况说明岗位说明总经理岗位说明书会计岗位说明书行政主管岗位说明书 在教学过程中如何突出对学生进行阅读微技能的培养。 1 1. 语言知识目标 （1）掌握人物描述，人物介绍的重点单词及句型； （2）了解英文书信的格式； 2. 阅读微技能目标 （1）培养学生读前预测(predicting)的技能； （2）培养学生通过略读（skimming），了解文章大意的技能； （3）培养学生通过找读（scanning），获取文章主要信息的技能； （4）培养学生通过上下文猜测（guessing）生词词义的技能； （5）培养学生从字面意思进行推理（inferring），得出结论的技能。 3. 情感目标 通过对“结交笔友”话题的讨论，培养学生宽厚的胸怀和“交友”意识。 4. 语言功能目标 培养学生用英语进行人物描述和人物介绍的能力。 根据教学目标和图式理论，按照整体教学的思路，把阅读过程分成三个阶段的活动，即： 读前活动（pre-reading activities）、读中活动（while-reading activities ）、和读后活 动（post-reading activities ），体现从整体到局部，从表层到深层的阅读过程，也体现从 输入（Input），到消化、吸收（Intake），再到输出（Output）的语言学习规律。读前活动主要是导入话题，激活背景知识，调出学生头脑中的形式图式和内容图式；读中活动主要是让 学生通过skimming、scanning、 guessing、inferring等活动理解课文，获取必要信息，完成填词、配伍、选择和填写表格等活动；课后活动是让学生结合所学知识，通过讨论，小组 合作等活动，对人物进行描述和介绍，对结交笔友的利弊进行辩论。 Pre-reading activities 1.Tell the students that they are going to read a letter to a pen-friend. Ask if any of them have a pen-friends,and if so, in which countries. Ask them what language they use to write to their pen-friend(s). 2 2.Tell the students how to write an English letter if they want to make a pen-friend living in an English-speaking country.Let the students know the format of an English letter(eg.an address at the top-right corner,a date under the address, a signature at the end, a greeting, a closing, content) 3.Tell them to imagine that they are writing to a pen-friend for the first time.Get students to work in pairs and make a list of things which they could tell their new friend.(For example, they could give their name, age, weight, personal description, description of their flat,their school, their favourite subjects, sports,hobbies ambitions, and so on) [设计说明] 通过提问引出本课的主题—结交朋友。通过介绍英文书信的格式，让学生构建英文书信 的形式图式。通过读前预测，调出学生头脑中与课文内容相关的内容图式。 Activity 1：skimming 1.Ask the students to read the five parts of the letter(a.the address and the date b. the greeting c. the first sentence d.the last sentence e. the signature) and complete the following pasage. The letter is from a boy called___ to a girl called_____. The boy lives in a country called____.He wrote to the on _____. He wants to be the girl’s____and he wants her to ____ to him soon. 2.Ask the students to read the four paragraghs of the letter quickly and choose the main idea for each paragragh. P1 A.Sidney gives infromation about his school, his favouritesports, his best subject and his ambition. P2 B. Sidney mentions the photo of himself and school friends, and asks May to reply. P3 C. Sidney gives the aim of his letter(to be May’s pen-friend) and some information about himself. 3 P4 D. Sidney gives information about his family and home. [设计说明] 略读（skimming）是一种快速阅读技能。在进行略读时，学生不需要从头到尾地读完， 也不用一句一句地读，同时也不要求百分之百地理解文章。它只要求学生浏览所读文章的部 分材料，了解文章的主要信息。这种阅读技能对培养学生抓住关键词，主题句来了解文章大 意，对于提高阅读速度都很有好处。 Activity 2 ：Scanning Ask the students to search sidney’s personal information and fill in the chart. Full name Age Apperance Hobbies Names of school His best subject Ambition [设计说明] 找读（scanning）是查找主要信息的一种技能。在进行找读时，学生也没有必要一字一 句地读，学生只需要根据要查找的信息在文章的相关部分进行找读。这种技能对于快速查找、 读取主要信息的很有帮助。使用图表呈现任务，有利于理清文章的结构，加深对文章的理解。 学生用pair work的形式完成，增加学生之间操练的机会。 Activity 3：Guessing Here are some words from Sidney’s letter that you may not know. Find each word in the letter, read the words around it and choose the best meaning from those listed below. Then discuss your answers with your deskmate. 1 a hobby a someone you like b something you hate doing c something you like doing 2 own a have something because you bought it 4 b have something because you borrowed it c have something because you rented it 3 an architect a a machine which makes cars b a person who plans buildings c a company which produces machines 4 am keen on a really like b really know c really hate 5 an ambition a a strong wish b a task you have c a job you do now 6 an engineer a a person who works with machines b a person who works with animals c a person who works with plants 7 I enclose a I shut the door b I close the window c I put something inside the letter [设计说明] 猜词（guessing）是阅读过程中常用的一种技能。学生在阅读时不可避免地会碰到生词。 在碰到生词时，学生要么会产生畏难情绪，要么就过分依赖字典而影响阅读。学生学会了从 文章的上下文去猜测词义，对提高学生的阅读能力大有帮助。在做题时，先让学生单独完成， 然后让同桌之间相互讨论，培养学生互助学习的意识。 Activity 4：inferring 5 Here are some sentences about Sidney. Find facts in the letter that tell you they are probably true.The first one is done as an example. 1 He’s probably healthy. ( He likes doing sport) 2 He probably eats good meals. 3 He probably speaks English well. 4 He will probably go to university. [设计说明] 通过先给出可能的结论，让学生从文章中找出支持结论的事实，降低了推理的难度，比较 适合培养初中学生的推理判断能力。对培养学生的推理意识，提高学生的推理判断、逻辑思 维能力有较大的帮助。 Activity 5：Get familiar with the lingustic features Ask the students to underline the sentences which tell about Sidney’s personal information. [设计说明] 通过让学生在文中划出有关介绍Sidney的句子，使学生熟悉，掌握人物描述、人物介绍 的表达方式，也就是通过对语言形式(linguistic features)的强调，让学生熟悉语言图式，为下一步的语言输出做好准备。 Activity 6：Make an introduction Introduce one of your friends to your deskmate with the help of the following chart. You can give more information besides the items listed in the chart. Full name Age Apperance Hobbies Names of school His best subject Ambition [设计说明] 设计这个活动是为了培养学生的口头表达能力,是在学生经过了语言的输入（input）和 6 内容和语言形式的消化吸收（comprehension intake and linguistic intake）之后的语言 输出（output）。在开展活动时，让学生在同桌之间相互介绍，然后再叫几个学生起来检查， 以确保学生的参与面。 Activity 7：debate Devide the class into two groups and have a debate “Is it helpful to have a pen-friend?why or why not?” [设计说明] 通过把学生分成两组，让学生围绕“Is it helpful to have a pen-friend?why or why not?”展开辩论，可以进一步激活学生的思维，培养学生的合作意识和交友意识。在开展活 动时，把学生分成正、反两方，先在组内讨论，各自列出赞成或反对的理由，然后进行辩论。 Homework Activity 8：Write an introduction of yourself. [设计说明] 课外作业是课堂教学的巩固、延伸和深化。本课书虽然从体裁上看是一封书信，但从语 言内容来说更是着重人物的描写和介绍。让学生写一篇自我介绍，主要是为了加强对所学内 容的巩固。 附教材内容 5 Middle Street Walker Newcastle upon Tyne NE6 4BY 8 September Dear May Hi! I saw your name and address in “Pen-friends” magazines, and I would like to be your pen-friend. First, I will tell you some things about myself. My name is 7 Sidney Li. I’m fourteen years old. I’m about five feet and five inches tall. I have short black hair and brown eyes. My favourite hobby is playing computer games. I also enjoy playing chess and watching films. Do you like Spiederman or Harry Potter? I like both. I live with my parents. They came to England about 30 years ago. They are from China, but I have never been there. Now my parents own a Chinese restaurant in Newcastle. We live in a small house near our restaurant. I was born in Newcastle. I can speak Chinese, but I cannot write it very well. I have a brother called Edwin. He is 23. He works as an architect in London. I’m in Form Three at Walker School. It is near my house, so I can walk to school. I like my school because the teachers are very friendly. My school has many sports fields. I am keen on sport. I enjoy playing rugby and badminton in the winter, and tennis in the summer. My best subject at school is Physics. My ambition is to be an engineer. I enclose a photo of myself and some school friends. I am sitting in the middle. I hope you will write to me soon, May, and tell me all about yourself. Best wishes Sidney 参考文献： 教育部. 2001.全日制义务教育普通高级中学英语课程标准（实验稿）[M].北京:北京师范大 学出版社. 教育部. 2003.普通高中英语课程标准(实验)[M].北京:人民教育出版社. 何广铿.2002. 英语教学研究[M].广州:广东高等教育出版社 聂晓兰. 2006.高中课型课例交流与研究[J]. 中小学外语教学与研究,(8):35-38 8