“读”的探究——高中英语阅读课教学

1、“读”的探究高中英语阅读课教学 读是高中英语教学的重要课型之一，普通高中英语新课程标准对语言技能目标作了详细描述，其中八级的阅读目标是：1能识别不同文体的特征；2能通过分析句子结构理解难句和长句；3能理解阅读材料中不同的观点和态度；4能根据学习任务的需要从多种媒体中获取信息并进行加工处理；5能在教师的帮助下欣赏浅显的英语文学作品；6除教材外，课外阅读量应累计达到30万词以上。 然而，从目前高中英语课堂教学的现状来看，还存在着许多不尽人意的地方，如偏重语法教学，学生缺乏阅读兴趣，或者囫囵吞枣式的阅读教学，不作必要的语言分析，没有真正的让学生在读的过程中去体验英语语言之美；教师缺乏对阅读技能的指导

2、，学生的阅读活动盲目而被动；教学目标单一，局限于阅读本身，课堂教学不能得到拓展，学生人文素质的提高被忽略。作为英语教师，我们必须清楚地认识到“读”是学生获得知识的基本途径。那么在高中英语阅读课上我们应该指导学生读什么，怎么读呢？ 一、读什么？ 1读文本 读文本有助于学生积累词汇，扩大知识面；能够帮助学生划分意群，提高理解能力。读文本的方式有很多，读第一遍一般采用带着问题读的方式，读第二遍可以采用听读的方式，“听，也是读，是用耳朵读”。根据美国保尔?兰金教授的统计，人们在社会实践中，语言文字的使用中的75%是通过听说来完成的，其中听占45%。因此，在语言交际过程中，听占有十分重要的地位，听读也就

3、显得尤为重要。 2读重点词汇和词组 词汇是构建语言的材料，没有词汇，也就没有了听说读写。著名语言学家 Michael Lewis于1993年提出Lexical Approach教学法，Michael Lewis认为，把词汇整合为短语、搭配等更大的语言单位（词块），而不是切分为孤立的词等更小的单位，通过把词块整合在一起，可以生成一连串流利的语言。以牛津高中英语第六模块Unit 2 Reading The search for happiness为例：本课的重点单词、短语、搭配有 be injured, struggle with, physical disability, gymnastics

4、tournament, describe her as energetic, a dedicated junior gymnast, severe injuries, feel hopeless, overcome her disappointment, stay positive；in case, be dedicated to, devote to (doing) sth.，in good/high spirits, cheer somebody up, adapt oneself to, apart frombe proud of；happiness means achieving su

5、ccess in sth.；cost her her future happiness；Thank you for joining us today, 3读交际句式 熟读交际句式可以有效地提高学生的口语表达能力，如本课中出现的交际句式（1）In case some of our viewers dont know her story, can you tell us a little bit about Sang Lan and who she is? （2）While she was injured and in hospital, the world was amazed by the w

6、ay she remained cheerful. （3）How has Sang Lan adapted to her new life? 4读长句和难句 长句和难句是理解文章的拦路虎，若不能有效地理解长句和难句，便难以正确全面地理解整篇文章。 阅读过程中遇到长句和难句时，要反复研读，可用以下几种方法解决：紧紧抓住句子的主干结构：结合上下文分析句意；根据语境分析推测难句中的生词词义和整个句意；本课中的长难句有：（1）To others, happiness means achieving success in something, such as meeting a goal.（2）Sang

7、Lan is a very good example of someone who is happy with her life, even when people expect her to be sad.（3）Before her accident, we knew her as a young girl who was happy and successful in her sport.（4）While she was injured and in hospital, the world was amazed by the way (that) she remained cheerful

8、. （5）In case some of our viewers dont know her story, can you tell us a little bit about SangLan and who she is?（6）By the time she competed in the gymnastics tournament at the New York Goodwill Games, she had been a dedicated junior gymnast for eleven years.（7）Even though her training meant that she

9、 had to live apart from her parents, she was happy to devote herself to gymnastics.（8） In 1998, a small accident during one of her practice vaults at the Goodwill Games could have cost her her future happiness.（9）Everyone who saw her, from nurses to famous visitors like Leonardo DiCaprio from the fi

10、lm Titanic, who went to see her in the hospital to cheer her up, all said she was in good spirits. 二、如何读？ 在高中阅读教学过程中，教师要指导学生学会运用几种基本的阅读技能，进行有效的阅读技能训练，从而逐步掌握阅读策略。常见的阅读技能训练有览读、跳读、推理阅读、形象阅读、根据上下文猜词义等。 1、览读 (skimming) 又叫大意阅读， 在要求学生归纳文章主旨大意或段落大意时，教师可指导学生使用这一方式将材料快速读一遍，略去课文的细节，抓住文章的关键词和句，如本课的 “Before goin

11、g to hospital” “While staying in hospital” “After leaving hospital”。进行览读时应留心文章的开头一两句话以及文章的结束语，浏览的目的是为了得到文章的总体印象而进行的第一步。如What is the general idea of the passage? What is the passage mainly talk about? What does the passage mainly tell us? etc. 2. 跳读 (scanning) 跳读是最基本的阅读形式之一，根据所要寻找的信息有选择地阅读，目的是掌握细节内容，

12、做这种题型时要提醒学生有所不为，即有些材料省去不读。本课的设计是将信息图表化。 Fill in the flanks: 1981 _ 1987 _ 1991 _ 1998 _ 2008 _ 3、推理阅读 指读者根据文章的细节材料推测出作者的言外之意、弦外之音，根据字面意思进行必要的推理、推论。According to the relevant information about SangLan in the interview, could you tell me Sang Lans personality? 4、形象阅读 要求读者能将阅读材料与真实生活联系起来，特别是与读者的自身经历、知识、

13、观点联系起来。阅读应该能激发学生的思维能力、想象能力和创造能力。What can you learn from Sang Lans story and how can you find happiness in life, especially at school? 要求学生写一篇summary。 5、根据上下文猜词义 词汇量的大小预示着阅读能力的高低，将生词置于一定的上下文当中，让学生利用课文线索、构词法或常识猜测词义以便在词汇之间建立语义联系，这样能使单词记得更准确，时间更长久。如： （1）To those who have been injured or struggle with a physical disability, happiness can simply mean a day without pain or just being alive. （2）When the doctors told her that she would never again be a gymnast she was abl