“閱讀圈”點燃閱讀的力量
——以Maddy’s Family Photos教學為例

○黨永賽 馬桂平

在閱讀教學中，“閱讀圈”是一種由學生自主閱讀、自主討論與分享的閱讀活動。它的主要做法是，在閱讀課中，教師讓學生以小組（4～6人）為單位，在閱讀的過程中，每個人承擔一個角色，負責一項工作，有目的地去讀，并完成自己負責的任務(wù)。本節(jié)課，教師根據(jù)文本的結(jié)構(gòu)、趣味性以及學生的閱讀能力，在讀中和讀后環(huán)節(jié)采用簡易版“閱讀圈”的方式進行教學，設(shè)計多樣任務(wù)，分配給學生不同角色，以小組分工合作的方式自主探討文本，收到了很好的教學效果。

Pre-reading

激活背景知識，為即將閱讀的故事Maddy’s Family Photos做鋪墊。

T:Maddy’s family live in these countries.Do you still remember Maddy？

S1:Yes.She is a monster.

T:Can you say something about her？S1:Maddy likes to play basketball.

S2:Maddy’s family like to see a film.…

T:Today，we will read another interesting story about Maddy’s family.

While-reading

整體閱讀讓學生對所讀內(nèi)容進行總結(jié)概括，對故事中的關(guān)鍵人物進行提煉，旨在幫助學生學會閱讀、學會思考，培養(yǎng)尋讀、快速獲取信息的能力。

1.Watch the video and answer.

T:What’s the story about？Now，please watch the story then choose.

T:It’s about...

Ss:Maddy’s family photos.2.Read silently and answer.

T:Who are in the photos？Read silently and find the answer.

(Ss read the story silently.)T:Who are they？

S1:Maddy.

S2:Maddy’s cousin...

教師采用“閱讀圈”的方式，學生根據(jù)自己的任務(wù)，經(jīng)過獨立思考、小組討論、整理任務(wù)、全班匯報等形式進行深入閱讀。

Task assignment.

Step1.Show the different tasks to each group.

T:I have three questions for Group A B C，you should complete the different tasks.

Step2.Read silently and find the answer.

Discussion leader A:Where does Maddy/

her cousin/…live？

leader B:What does Maddy/

her uncle/…speak？

leader C:What does Maddy/

her aunt/…like to do？

Discussion leader根據(jù)本組的任務(wù)，向組員提出問題，組員自主閱讀，獨立思考，尋找各自的答案。

Step3.Discuss in groups.

T:Boys and girls，you can have a discus?sion in groups.These sentence structures may help you.

此環(huán)節(jié)，學生開始自主討論與分享。word master挑出重點單詞（French，different，queen，palace，beach...）與組員共同學習，掃除閱讀障礙，學生獨立思考、合作交流。

Step4.Make a poster in groups.

T:A B C in a group.Make a poster together.

Step5.Share your information.

T:Now，which group wants to share your information with us？

（Ss share the information about their posters.）

通過找尋不同的答案獲取不同的信息，學生邊讀邊把文字信息轉(zhuǎn)化成圖表信息。在此環(huán)節(jié)，discussion leader需要組織組員完成poster的合成制作及展示。

Post-reading

1.Read and retell the story to your partner.

T:You really know a lot.You can read the story loudly to your partner，then retell the sto?ry in groups.

（學生根據(jù)板書提示復述故事。）

2.Introduce the country.

T:In the story，Maddy lives in Canada.So you are Maddy.

Maddy’s cousin lives in China.So you are her cousin…First，everyone should get one different information about your country.Then，I will invite you to show in the front.You can use the flags.

（Ss practice in their groups.）

學生的語言輸出由淺入深，由本課故事拓展到本單元重點，再拓展到各個國家相關(guān)要素的表達，學生的思維能力和語言運用能力在交流中逐步提升。