例谈英语篇章材料的一材多用(定稿）.doc

例谈英语篇章材料的“一材多用”，构建高效的高三英语复习模式从化二中 邓结玲【摘 要】本文通过分析高考（广东卷）英语科题型的命题特点，结合高三教学实践，探讨在高三整学年的复习中，应如何在语篇中把各种题型的复习有机结合起来，旨在有效提升学生的高考英语能力。【关键词】 “一材多用”、教学案例、听说考试、教学再反思一、引言踏入2011年，广东高考英语题型演变成以下几大题：完形填空、阅读理解、语法填空、两篇作文（基作+任务型写作）和听说考试。对于高考英语各题型的复习，传统的复习模式习惯上把它分为三个阶段。第一阶段：把各语法项目和每单元的内容复习一次；第二阶段：按专题顺序把各题型各复习一次；第三阶段：查缺补漏。从复习内容看，各阶段的复习甚至是每个阶段具体内容的复习都是独立、互不联系的，花的时间也是比较长的。但笔者认为进行各个阶段的复习时，可从题型出发，把各种题型的复习有机结合起来，从而达到“一材多用”的目的，构建一种比较高效的高三英语复习模式。下面，笔者结合自己的教学经历，探讨在篇章方面应如何在广东高考英语复习中“一材多用”。二、教学实例与反思：2011届高三听说考试角色扮演复习教学案例1. 教学对象从化二中2011届高三文科普通班学生2. 学情分析本届高三学生英语基础较薄弱，在听、说、读、写四种能力中，听说能力最为薄弱。面对今年新设置的英语听说考试题型，学生要花大力气进行备考。3. 教材分析根据广东省考试院关于广东省2011年普通高考“英语听说”考试要求，广东省普通高考英语科考试从2011年开始分别进行笔试和听说考试。其中“听说考试”占英语科总分的10%，即15分，考试时间约30分钟。试卷满分60分（折算为高考英语总成绩的15分）。其题目包括A节：模仿朗读（20分）；B节：角色扮演（16分）和C节: 故事复述（26分）。对于此新增题型的复习，很多专家都建议“一材多用”，把角色扮演、复述和朗读结合起来。4教学目标（1）知识目标：Know something about travel （2）能力目标： How to predict some information of the dialogue according to the given information . How to get the needed information when listening How to translate the questions correctly. Briefly master some skills about “Reading aloud”and “Story retelling ”. （3）德育目标：Get the students to realize that it is not so difficult to do well in the listening and speaking oral test .5教学重点和教学难点Enable the students to translate the questions into English correctly and answer the questions with the correct information taken down from the dialogue. 6教学过程Step Lead in Talk about the students difficulties of “Part B Role play”.(1) Which exercise do you think is the most difficult in the listening and speaking test? Why?(2) Is it very difficult to understand the material?(3) Can you translate the questions easily? (4) Can you predict what you should pay attention to when listening？Do you know what to take down while listening ? Do you know how to take down some notes while listening ? 设计说明 本节课的主要内容是让学生知道应如何做好听说考试的角色扮演部分。一开始上课，教师和学生讨论此部分的难点，这样，能让学生明确知道自己的问题，并在课堂上有目的地去听。Step Get the students to predict some information of the dialogue Ask the students to predict what a person should know if he wants to go to travel in Britain and make sure what they should take down while listening. Part B Role Play1.阅读以下情景介绍角色：你是一名学生任务：1）向你的英国老师提问有关英国的旅游信息。 2）根据谈话内容回答另一学生的提问。Who? :When? :Where? :How? :Why? :How much? :What to bring? :设计说明在让学生看录像听对话之前,先让学生明确情景介绍的关键词是英国旅游，然后预测该话题可能会涉及的内容，可以让学生在听时不必平均用力，而是有重点地去听。Step The students ask the questions in English and write down some important information according to the dialogue of the video Task 1 Ask the students to discuss and then ask the questions in English with their partner.根据以下提示提三个问题：1英国天气怎么样？2你认为我该带什么样的衣服呢？3我应该带多少钱呢？设计说明在这一环节中，教师先让学生讨论应如何把问题用一般疑问句或特殊疑问句等翻译，然后教师在对答案的过程中点拨问句的翻译技巧，这样能起到画龙点睛的作用。 Task 2 The students listen to the answers of the questions and write down some more important information about the dialogue. 设计说明在此环节中，教师让学生记下上面英国旅游信息预测表格中没有获取的信息，这样，学生就会集中注意力进行听取信息。Step The students use the information they took down to answer the questions1How can you save money when traveling by train ?2What is the cheapest way to travel by bus ？3What is the weather like in the UK?4What are three types of clothing Mr. White suggests bringing?5Besides cash , what should you also take ?设计说明在让学生用所给的信息回答问题之前，教师提醒学生注意:在回答问题时应注意时态和语态。Step Retell the passageLet the students use the information they took down to say something about British travel.设计说明在这一环节中，教师先给出开头，然后让学生运用记下的信息，以文段的形式来复述之前听到的对话，可起到“一材多用”的目的：学生既知道了如何去做角色扮演题,也掌握了复述文章的一些技巧。Step Reading the passage aloudThe teacher gives a sample retelling of the dialogue and then the students read the passage aloud paying attention to the pronunciation 、tone 、speed and tone etc. 设计说明在这一环节中，教师先让学生把范文自行读一次，然后教师再做示范，让学生明白在朗读过程中应注意单词发音、语调、语速和停顿等。这样做也起到了“一材多用”的目的。Step HomeworkLet the students use the skills they learnt in this lesson to doPart Two in another copy of oral test again.设计说明课后让学生再用今天所学的技巧来做多一份听说试题的第二部分,能起到巩固的作用。附：教学效果及教学反思 听说考试是今年广东省普通高考英语科考试新增的题型，占英语科总分的10%， 即15分。它包括三部分：模仿朗读，角色扮演和复述故事。这三部分看似是不相关的三部分，但笔者觉得在课堂上可以把它们放在一起上，做到“一材多用”。这一节课教学环节的设计思路正是基于这一指导思想。1很多学生认为三问五答（特别是五答）是听说考试中最难的。针对学生的这一思想，教师一上课的时候设计了一个环节让他们畅所欲言，把心中的困惑提出来，从而使到他们明白此节课的听课重点。2在本节课的第二部分，笔者设计了对将要听到的对话进行预测的环节。这是因为学生对所听到的对话只会听到一次，如果不根据听之前所给出的情景介绍去进行预测，确定听的重点，学生听的效果是比较低的。从本节课的效果而言，经过预测后，学生得到的信息多了很多。3把中文问题翻译成英文是听说考试的一个重要部分。在本节课中，笔者从一般疑问句或特殊疑问句和特殊疑问句的构成入手，对他们的翻译给予学生一个可以套用的模式从而提高了他们翻译的正确率。对于这些问题的回答，笔者让学生着重记下一些刚才没有在看录像时没有得到的信息，特别是名词、动词数字等。这些都有利于学生记下尽可能多的信息去回答后半部分的五答。4这节课的主要内容是教师引领学生掌握听说考试中角色扮演的做题技巧，克服对这一题的恐惧。与此同时，笔者也设计了两个环节来把朗读和复述也结合到本节课来，做到一材多用。一是在学生回答完五个问题后，笔者让学生根据所得信息复述得出一篇关于英国旅游的短文，从而锻炼了学生的复述能力。二是在学生复述完后，笔者给了一篇范文给他们，然后让他们朗读，并且注意语音、语调、停顿和语速等，然后教师再点拨一下技巧，这样就达到了让学生锻炼朗读能力的目的。5在整节课中，笔者尽可能创造机会让学生去回答问题。对于回答正确的同学，让全班同学用掌声进行鼓励，这让学生回答问题的热情更高了。不足之处：本节课在时间分配上前松后紧造成本节课有点虎头蛇尾；在和学生概括问句的基本构成时，教师最好能把它们板书在黑板上；在上完整节课后，笔者应尽量留点时间来小结本节内容。这节课中，笔者能做到“一材多用”，以三问五答为主，同时把听说考试的其他题型都兼顾到；在上课的过程中能渗透技巧，力求做一道题通一类题。事实证明：因为“英语听说”考试材料的共通性，在复习训练时若能把三种题型结合在一起，可起到事半功倍的作用。笔者曾担任本校高三文科平衡班和理科平衡班的教学工作。这些班的学生英语底子比较薄弱，但在听说考试方面取得了明显的进步，很重要的一个原因 就是采取了以上的措施（见表1）。表1 2010年所教学生“英语听说”考试平均得分情况对比分析学校段考一学校段考二学校段考三广州市“一模”高考高三（2）班（理科平衡班）16.86.46高三（6）班（文科平衡班）8.718.88.848.979.10全校平均分8.818.928.849.048.53广州市同组（第5组）平均分8.68广州市平均分9.34（课例不需要这么详细，把最重要的讲清楚就可以了）三、教学再反思 既然听说考试中可以用“一材多用”的策略，那么其它的题型是否适用呢？经过笔者的教学实践，答案是肯定的。下面，笔者也把其它题型的具体做法分述如下。1.多角度挖掘阅读材料，让材料物尽其用。（1）对同一材料设置多种题型笔者认为，广东高考英语题型最大的内在变化就是所有题型均以篇章（text/discourse ）的形式来考查学生的综合运用能力。从今年的广东英语高考试题可发现，除听说部分的角色扮演为对话形式的篇章（discourse）外，其它题型均为完整的篇章（text）。而更加突出的是在两篇作文中，考生要写出篇章结构连贯的文章。既然高考英语中各题均是以篇章出现的一段文字，且这些材料多是内容丰富，词汇和语法知识都比较优秀的，如只是把它当成一道题目，做完就算，那就太可惜了。事实上，我们可以把它们设计成其它的题目，如： 把完形填空、语法填空、阅读理解和任务型写作相互转化把主旨大意题和任务型写作中的概要部分结合在一起来上课。在今年的高三教学中，笔者就因为阅读理解主旨大意题和读写任务中概要的相似性，而设计了以下一组“一材多用”的练习题。 A(广州市2009年高三英语调研测试)Who says honesty I dead? Last Tuesday morning Alan Reed, a student, was at the bank, He asked to take out $50 but the bank clerk mistakenly gave him five twenties instead of five tens. For a few seconds he wondered what to do. Should he give the extra money back? Keep it? If he kept it, he could buy several new books, or he could take his friend Alice to a fancy dinner. Probably no one would ever notice. Besides, this would make up for all the times hed been overcharged. But then he looked at the clerk. She was a middle-aged woman with a sweet face, and she reminded him of his mother. She had been nice to him, and she looked pressured in her work. Then it occurred to him that the lady would probably get in trouble. Worst of all, Alan felt, he would probably feel guilty about keeping the extra cash. So Alan gave back the money. The bank clerk was so impressed that someone was honest enough to return money not rightfully his that she contacted the newspaper. So there you have it. What would you have done if youd been in Alans position? 练习：Write down the summary:_The main idea of the passage is _.A. Alan gave back money to the clerkB. The clerk gave Alan more money mistakenlyC. Honesty deserves praisesD. It is necessary to be honest with others B(2010年广州“一模”) In the past, the expression “children should be seen and not heard” summed up the attitude of parents to their children. Children were expected to be disciplined, well-behaved and the parents ruled the home. But today parents seem to do everything for their children and control all aspects of their lives. Some call this over-parenting. Parents take charge of everything: from what pre-school their kids attend to the pastime they take up. Parents feel they must protect their children to increase their chances of success. As a result, children do less than ever before. There are two reasons for over-parenting. First, people now have fewer children than past, so they can give each one more attention. Secondly, parents feel the future of their family is now dependent on their only child, so they must do as much as possible to help their child to achieve success. But over-parenting has negative effects as well. Children are less independent how and are protected from the hardships and failures that teach them determination and give them the satisfaction of accomplishment. Also the pressure kids feel to be successful means they experience more anxiety and depression than even before.练习：Write down the summary:_What does this text mainly talk about ?A. The definition of our over-parenting B. Over-parenting has negative effectsC. The attitude of parents to their childrenD. Over-parenting C What do Chinese parents want to give their children most? The answer is good education. A recent survey shows that one-third of the Chinese families begin to set up plans for their childrens education even before the children are born, the Shanghai Morning Post reported. Some of the information in the survey is quite revealing .The survey shows that all parents wish that their children can get the best education possible. 83% of the parents want to send their children to the best kindergartens or schools, and 70% of the parents want to send their children to study abroad if they can afford it. However, what the parents really do in reality is quite different from what they wish. In the survey, 71% of the parents admit that they spend more time in work than in their children, and in fact they care little about their children, while only 29% of the parents say that they do their utmost to do whatever they can for their childrens education.练习：Write down the summary:_ This passage is mainly about _.A. Nothing is more important than childrens educationB. Parents actually pay attention to their own workC. The relationship between parents and their childrenD. Chinese parents plans（课例不需要这么详细，把最重要的讲清楚就可以了。） 把完形填空题的语篇材料改编成语法填空题或阅读理解题如在今年的高三教学中，笔者也曾上过这样的一节课。以下是一篇完形填空的原文，后来笔者又把它改成了语法填空。 原文： A farmer rode to a fair to sell his sheep. He got a good price for them so his money-bag was full of gold and silver. He now set out for home. On the way he stopped at an inn. “There is a nail out of one of the shoes,” said the stable(马厩) boy, “Youd better have another put on.” “No, no”, cried the farmer, “I cant wait a minute, A nail does not matter.” He got on the horse and left but soon he found the shoe of his horse gone. “It does not matter much,” the farmer said to himself. “I am already late. I have only a few miles to go and my horse can take me there without a shoe.” He then rode on. After a few more miles, however, the horse went quite lame. The farmer had to get down and lead it. He walked fast but he was still far from home.Then night came. The farmer was forced to rest under a big banyan tree, where suddenly some robbers appeared and robbed him of his money bags. The farmer felt foolish. “Alas!” he said, “for a horse-shoe nail I have lost all my money.”改编后的语法填空：A farmer 1 (ride) to a fair to sell his sheep. He got a good price for them so his money-bag was full 2 gold and silver. He now set 3 for home. On the way he stopped at an inn. “There is a nail out of one of the shoes,” said the stable(马厩) boy, “Youd better have another put on.” “No, no”, cried the farmer, “I cant wait a minute, A nail does not matter.” He got on the horse and left but soon he found the shoe of his horse 4 （go）. “It does not matter much,” the farmer said to himself. “I am already late. I have only a few miles to go 5 my horse can take me there without a shoe.” He then rode 6 . After a few more miles, 7 , the horse went quite lame. The farmer had to get down and lead it. He walked fast but he was still far from home.Then night came. The farmer 8 ( force )to rest under a big banyan tree, 9 (where) suddenly some robbers appeared and robbed him of his money bags. The farmer felt foolish. “Alas!” he said, “for a horse-shoe nail I have lost all 10 (my ) money.”（这样的利用意义不大，因为学生在做完形填空时至少把文章读了两遍，然后老师带着讲解又至少读了一遍，这样学生对整篇文章已经很熟悉了，包括篇章意思、空格词的意义和形式。这样很难产生information gap)2从阅读材料中挖掘出实用的语块要学好、考好英语，就少不了要背单词。2011年普通高等学校招生全国统一考试（广东卷）英语考试大纲的说明中明确提出，“要求考生掌握并能运用英语语音、词汇、语法基础知识以及所学功能意念和话题，要求词汇量为3500个词左右”。但在高三短短的一学年里 应怎样做才能帮助学生快速、有效地掌握词汇呢? 传统的做法是，教师要求学生翻开生词表，孤立地背记单词，甚至是按字母顺序死记硬背单词，然后老师听写检查。Sinclair & Renouf (1988) 在其倡导的词汇大纲中指出，充分掌握已知单词的搭配组合要比学习大量不常用的生词有用得多（雷兰川，2010）。而在英语题目语篇材料中出现的单词、短语就是属于已知单词的搭配组合中的一部分，现在习惯于被称之为词块。如下面一篇文章就是笔者在教学过程中发现的一篇典型的对比分析类文章。其中的划线部分的词块对于