英語閱讀中掃讀的運(yùn)用策略探究

吳樂丹

摘 要：掃讀是一種重要的英語閱讀策略，通常指快速瀏覽文章，從而獲取細(xì)節(jié)信息，通常是一個(gè)概念、一個(gè)單詞或者句子含義等，適用于解答細(xì)節(jié)題，是一種定位法。學(xué)生應(yīng)先看懂題意，找出題干中有助于定位的中心詞，再根據(jù)中心詞到文章里找相關(guān)信息。文章對(duì)英語閱讀中掃讀的運(yùn)用策略進(jìn)行探討，從而提升學(xué)生閱讀水平。

關(guān)鍵詞：英語教學(xué);閱讀;掃讀;定位法

中圖分類號(hào)：G633.41 文獻(xiàn)標(biāo)志碼：A 文章編號(hào)：1008-3561（2020）24-0090-02

掃讀是提高閱讀水平的有效途徑，其不同于略讀或跳讀，是指尋找文章中的特定信息、特定詞組甚至特殊符號(hào)，一眼要看好幾行文字，抓住所讀文章的系統(tǒng)和脈絡(luò)，鎖定方向，尋找目標(biāo)。在掃讀過程中，學(xué)生可以忽略與題目要求不相關(guān)的信息，撇掉無關(guān)全文大局的生詞、難詞及長(zhǎng)句障礙。下面，本文結(jié)合教學(xué)實(shí)踐簡(jiǎn)要說明掃讀的實(shí)際運(yùn)用方法。

一、從篇首、篇尾、段首、段尾處查找信息

一篇文章的重點(diǎn)往往會(huì)落在段首句、段尾句、過渡句或文末。普遍結(jié)構(gòu)基本上就是落筆點(diǎn)題，點(diǎn)明文章的中心，開門見山，總領(lǐng)全段甚至全文，所以段首句尤其重要。中間過渡句有承上啟下的作用，對(duì)上文做出總結(jié)，對(duì)下文進(jìn)行鋪墊。而最后一句通常就是總結(jié)全文，點(diǎn)明文章主旨，讓人回味無窮。下面以七上M4U2第二段為例，論述如何從段首快速找出信息。Eat the right food and be healthy. Carrots，eggs and sweet potatoes are good for your eyes. Milk，cheese and fish are good for your teeth. A bit tired？ Have lots of delicious chicken soup！Question：How can we stay healthy according to this paragraph？Answer：Eat the right food and be healthy.閱讀這段文字時(shí)，學(xué)生可以從段首快速鎖定信息，發(fā)現(xiàn)后面的內(nèi)容全是圍繞這句話展開的。

二、從并列、列舉、步驟處查找信息

因?yàn)椴⒘性~的使用，分句關(guān)系緊密聯(lián)系但又層次分明，文章思路更加清晰條理。抓住這些詞的邏輯性，便能掌握全文的整體框架。下面，以七上M7U1幾個(gè)表示順序步驟的單詞為例，探討如何查找信息。Ling ling：How do I write my homework on the computer？Can I learn？Betty：Sure！First， open a new document. Click the mouse on “new document”.Next，your write your homework in the new document. Use the keyboard. Lingling：What do I then？How do I save the document？Betty：You click “save” and write a name for it. Lingling：OK. Finally，how do I print my document？Betty：Click “print” and “OK”. Question：How do we write homework on the computer？Answer：First...next...then...finally...從并列或承接性的詞中找答案，可以快速找出關(guān)鍵詞，使閱讀思路清晰。

三、從疑問詞提示查找信息

在閱讀教學(xué)中，教師應(yīng)換位思考，轉(zhuǎn)變思路，使學(xué)生知道在做閱讀理解題的時(shí)候需要關(guān)注哪些重點(diǎn)，如對(duì)what、who、where、why、how等開頭的疑問句的關(guān)注。下面，以七上M2U2為例， 論述如何從疑問詞中查找信息。These are my parents. We are American. My name is Betty King. My father is an actor， and my mother is the manager of a theatre. Question 1：Who's the girl？Question 2：Where is she from？Question 3：What is her father？Question 4：Where does her mother work？對(duì)于上述4個(gè)問題的答案，學(xué)生可以從與疑問詞相關(guān)的句子中找到信息。

四、從指代關(guān)系處查找細(xì)節(jié)信息

很多教師認(rèn)為對(duì)指代關(guān)系的理解并沒有那么困難，因此習(xí)慣上課時(shí)運(yùn)用文章的指代關(guān)系向?qū)W生頻頻提問。但事實(shí)上學(xué)生對(duì)指代關(guān)系理解并不到位，一般需要教師提醒后方能正確識(shí)別。所以，教師在平時(shí)掃讀時(shí)應(yīng)再三強(qiáng)調(diào)常見的人稱代詞，如he、she、it、they、him、her、them等，以及常見的指示代詞，如this、that、these、those等。下面，以七上M2U2為例， 論述如何從指代關(guān)系處查找細(xì)節(jié)信息。My name is Wang Lingling. I'm Chinese. My mother is a nurse. She and Daming's mother are at the same hospital. My father is a bus driver in Beijing. Question：Who does she refer to？A.Wang Lingling;B.Wang Lingling's mother;C.Daming's mother。學(xué)生可以通過上下文找出she指代的是Wang Lingling's mother。

五、從因果關(guān)系處查找信息

閱讀前掌握并積累一定量的表達(dá)因果關(guān)系句子的重要性不言而喻。因果關(guān)系的表達(dá)形式是多種多樣的，如從屬連詞、并列連詞、as從句、since從句、介詞for、不定式、非謂語動(dòng)詞等均可表示因果關(guān)系。下面，以七上M4U1為例，論述如何從因果關(guān)系處查找信息。We haven't got any oranges，so let's get some. Question：What fruit do they want to buy？Answer：They want to buy some oranges.學(xué)生只要找到表因果關(guān)系的so，就能輕松找到桔子沒有了的信息，就可以推斷答案是買桔子。

六、從標(biāo)點(diǎn)符號(hào)或特殊符號(hào)提示查找信息

做英語習(xí)題時(shí)，學(xué)生往往將注意力都放在內(nèi)容的解讀上，往往忽視了標(biāo)點(diǎn)符號(hào)。而標(biāo)點(diǎn)符號(hào)起著至關(guān)重要的作用，學(xué)生應(yīng)細(xì)細(xì)品味作者想要表達(dá)的真實(shí)含義。下面，以七上M4U2為例，論述如何在標(biāo)點(diǎn)符號(hào)或特殊符號(hào)的提示下查找信息。We should remember it is important to remember：eat well，stay healthy，and don't get fat！●It's a good idea to eat noodles or rice，not hamburgers. ●Having a good breakfast is good for your health every morning. ●Don't forget to drink juice，water，tea and milk，not cola. ●Remember to eat lots of fruit and vegetables. Question：How many ways to stay healthy are mentioned？Answer：There are four ways to follow. 4個(gè)特殊符號(hào)●能幫助學(xué)生快速找到答案。

七、從對(duì)比、比較、轉(zhuǎn)折處查找細(xì)節(jié)信息

很多英語文章使用對(duì)比和比較的修辭手段，以加強(qiáng)文章的效果。使用對(duì)比、比較、轉(zhuǎn)折，可使文章中的論點(diǎn)更明確、更清楚，給讀者更為深刻的印象，使論證更加有力。下面，以七下M11U2為例，探討如何從對(duì)比、比較、轉(zhuǎn)折處查找細(xì)節(jié)信息。How close do you stand when you talk to a friend？You can stand close to people in the Middle East but don't stand too close to North Americans！ Give them more personal space. Question：Which of the following is true？A.You should stand close to North Americans. B.You should give more personal space to people in the Middle East. C.You shouldn't stand too close to North Americans.學(xué)生從文中but轉(zhuǎn)折句可知答案為C。

八、從表時(shí)間或空間方位詞中獲取信息

英語寫作慣用的time line線索，都是來源于課文的模仿，從人物生平記實(shí)，到旅游游玩文章的描述，采用最多的就是時(shí)間的順序和空間的變換。下面，以七下M11U2為例，探討如何從表時(shí)間或空間方位詞中獲取信息。Hi，Grandma！Here I am in Paris. Jenny and I arrived by plane the day before yesterday. In the evening we had dinner in a French restaurant. The food was delicious！This morning we took a walk. There are shops and restaurants everywhere，and I love the street markets. They sell such good fruit and vegetables. We also did some shopping. At about three o'clock，we took the Paris underground to the Eiffel Tower. It's really high.? Tomorrow we're going to a palace and take a boat on the River Seine. I'll write again.判斷下句的對(duì)錯(cuò)：Yesterday they took a walk and did some shopping.學(xué)生從課文第三段的時(shí)間this morning可以發(fā)現(xiàn)散步購(gòu)物的時(shí)間是今天早上，因此答案是錯(cuò)誤的。

總之，掃讀是當(dāng)代學(xué)生必須掌握的閱讀技能，教師應(yīng)重視掃讀教學(xué)，提高學(xué)生的英語素養(yǎng)。而掃讀的切入點(diǎn)很多，并非只有本文涉及的幾個(gè)方面，還可以是瀏覽前言、通讀目錄、快讀標(biāo)題等，教師應(yīng)多加研究和利用。

參考文獻(xiàn)：

[1]溫景惠.探析英語閱讀技巧[J].宿州教育學(xué)院學(xué)報(bào)，2014（06）.

[2]薛媛.英語快速閱讀的技巧[J].延安職業(yè)技術(shù)學(xué)院學(xué)報(bào)，2010（04）.

[3]曹冬梅. 略讀——掃讀閱讀策略教學(xué)對(duì)于提高高中學(xué)生英語閱讀成績(jī)的實(shí)驗(yàn)研究[D].蘇州大學(xué)，2015.

Exploration of the Strategy of

Scanning in English Reading

Wu Ledan

（Lecheng No.1 Middle School， Yueqing City， Zhejiang Province， Yueqing 325600， China）

Abstract： Scanning is an important English reading strategy. It usually refers to browsing the article quickly to obtain detailed information. It is usually a concept， a word or the meaning of a sentence. It is suitable for solving detailed questions and is a positioning method. Students should first understand the meaning of the topic， find out the central word which is helpful for positioning in the question stem， and then find the relevant information in the article according to the central word. This paper discusses the strategies of scanning in English reading， so as to improve students' reading level.

Key words： English teaching; reading; scanning; positioning method