基于英語(yǔ)學(xué)習(xí)活動(dòng)觀下的報(bào)刊閱讀課

張 雄 山西省忻州市忻州師范學(xué)院附屬中學(xué)

人們獲取信息最主要的途徑就是閱讀，閱讀教學(xué)是英語(yǔ)學(xué)科教學(xué)最重要的手段之一。為了擴(kuò)大視野、獲取足夠的信息量、提高學(xué)生的閱讀能力、盡可能地滿足學(xué)生的閱讀興趣，僅閱讀教材文本是不夠的，還應(yīng)該擴(kuò)大閱讀的范圍，增加閱讀材料。

《普通高中英語(yǔ)課程標(biāo)準(zhǔn)（2017 年版）》在“開(kāi)發(fā)多種形式的英語(yǔ)教學(xué)資源”中指出，要加大對(duì)信息管理和網(wǎng)絡(luò)資源開(kāi)發(fā)的投入，將各種優(yōu)質(zhì)的英語(yǔ)學(xué)習(xí)軟件和網(wǎng)站、英語(yǔ)報(bào)刊等與教學(xué)有關(guān)的信息和資源融入英語(yǔ)課程資源體系中。21 世紀(jì)英語(yǔ)報(bào)刊以內(nèi)容新穎、語(yǔ)言表達(dá)方式鮮活、語(yǔ)篇題材豐富、文本體裁多樣化呈現(xiàn)、閱讀材料趣味性強(qiáng)、語(yǔ)篇難度適宜等特點(diǎn)，深受中學(xué)師生的喜愛(ài)，進(jìn)而這種有效的教學(xué)資源成為中學(xué)英語(yǔ)閱讀教學(xué)的主要補(bǔ)充形式。以下是基于學(xué)習(xí)活動(dòng)觀的中學(xué)英語(yǔ)報(bào)刊閱讀實(shí)踐心得。

一、深研語(yǔ)篇，把握教學(xué)核心內(nèi)容

語(yǔ)篇是英語(yǔ)教學(xué)的載體，擁有特定的主題、豐富的情境和翔實(shí)的內(nèi)容，并以嚴(yán)謹(jǐn)?shù)倪壿嫿Y(jié)構(gòu)、鮮明的文體特征和多樣化的語(yǔ)言表達(dá)形式，組織語(yǔ)言信息的呈現(xiàn)，表達(dá)語(yǔ)篇內(nèi)涵的主題意義。所以，教師必須認(rèn)真研讀語(yǔ)篇，領(lǐng)會(huì)語(yǔ)篇背后承載的主題意義，挖掘語(yǔ)篇內(nèi)涵的文化價(jià)值，仔細(xì)分析文體特征及其語(yǔ)言特點(diǎn)，明確它們之間的相互關(guān)系。只有這樣才能落實(shí)英語(yǔ)學(xué)科核心素養(yǎng)目標(biāo)，樹(shù)立正確的英語(yǔ)教學(xué)活動(dòng)觀，產(chǎn)生有效的教學(xué)設(shè)計(jì)方案。

現(xiàn)以21 世紀(jì)英文報(bào)高二年級(jí)2020—2021 學(xué)年第29 期Reconnecting with a friend為例。面對(duì)這一語(yǔ)篇，首先，要弄清語(yǔ)篇的主題內(nèi)容。Reconnecting with a friend 是一篇敘事故事，介紹了作者與兒時(shí)好友Greg分別五十年后，重新聯(lián)絡(luò)起來(lái)，重拾友誼的故事。本文的主題語(yǔ)境是人與社會(huì)——社會(huì)服務(wù)與人際溝通。其次，要弄清楚語(yǔ)篇的深層含義，即作者想要表達(dá)的情感態(tài)度和價(jià)值取向。通過(guò)仔細(xì)研讀語(yǔ)篇，發(fā)現(xiàn)語(yǔ)篇背后體現(xiàn)的意義“No matter how much time passes，friendship is forever.”另外，還需要分析語(yǔ)篇的文體特征、內(nèi)容結(jié)構(gòu)和語(yǔ)言特點(diǎn)。通過(guò)研讀語(yǔ)篇，發(fā)現(xiàn)本篇敘事故事由十個(gè)自然段組成，分為三個(gè)段落層次。語(yǔ)篇的第一部分（Para1—para3）提起往事，點(diǎn)明題意。其中心含義是“I had a close friend Grey but lost contact with him for more than 50 years after he moved away.”語(yǔ)篇的第二部分（Para4—para9）回憶往事，記敘事情“A few summer ago，I received an email from him.Then I paid him a visit，and we talked about our lives and shared keepsakes from my sixth birthday.”語(yǔ)篇的第三部分（Para 10）啟示性小結(jié)，體現(xiàn)價(jià)值取向“Our story proves that two old friends can reunite even after decades apart”。

二、基于學(xué)習(xí)活動(dòng)觀的教學(xué)實(shí)踐

（一）學(xué)習(xí)理解活動(dòng)

教師要圍繞語(yǔ)篇主題創(chuàng)設(shè)教學(xué)情境，通過(guò)預(yù)設(shè)必要的語(yǔ)言和文化背景知識(shí)，激活學(xué)生的預(yù)備性知識(shí)，為獲取創(chuàng)造性知識(shí)做鋪墊。

1.感知與注意

Lead-in：

Do you still keep in touch with your childhood friend？

Do you have some special experiences with your childhood friend？

通過(guò)問(wèn)題設(shè)置引入主題，激活學(xué)生已有的背景知識(shí)，在大腦中產(chǎn)生頭腦風(fēng)暴。

2.獲取與梳理

Fast reading：

任務(wù)：劃分段落層次，總結(jié)段落大意。

Scanning：

任務(wù)：閱讀后填寫(xiě)表格內(nèi)容（見(jiàn)表1）

表1

Keys：1.Greg 2.dove 3.attracted 4.last 5.saw 6.summers 7.Joanne 8.explained 9.month 10.wife

通過(guò)閱讀，獲取文章信息、梳理文章脈絡(luò)、厘清人物關(guān)系和時(shí)間線索。

3.整合與概括

Detailed reading：

完成信息表格，強(qiáng)化認(rèn)知策略；借助關(guān)鍵詞匯復(fù)述文章大意，強(qiáng)化交際策略，與此同時(shí)，培養(yǎng)學(xué)生的自主學(xué)習(xí)能力。

I had a close friend named Greg.It was as if we were joined 1.____ all through school.We 2._____everything with passion；3.______ bikes；illustrated comic books Became 4.____ to the same girl，Joanne.Greg moved away without a farewell in 1966.Then A few summers ago，an 6.______ from Greg brought our friendship back.We 7._____ emails and contacted each other over the phone.Then I decided to pay him a 8._______.we lost 5._____ for more than 50 years.After 9.______，introductions and exchanges of our life experiences，the years 10._____.As we both showed the companion pieces from my sixth birthday that were stored11.______，we truly 12.______.

Keys：1.at the hip 2.dove into 3.Raced 4.attacted 5.contact 6.email 7.exchanged 8.visit 9.hugs 10.dissolved 11.apart 12.reunited

（二）應(yīng)用實(shí)踐活動(dòng)

教師引導(dǎo)學(xué)生圍繞語(yǔ)篇主題，通過(guò)開(kāi)展描述、闡釋、分析、判斷等語(yǔ)言教學(xué)活動(dòng)，應(yīng)用預(yù)備性知識(shí)，實(shí)現(xiàn)對(duì)創(chuàng)造性知識(shí)和語(yǔ)篇所承載的文化價(jià)值的內(nèi)化。

1.描述與闡釋

完成句子：

⑴這兩個(gè)人最近是形影不離。

Those two are really joined at the hip these days.

⑵她演講很有激情。

She spoke with great passion.

單句寫(xiě)作：

孩子們將近一周不能見(jiàn)她，這是一次非常感人的重聚。

The children weren’t allowed to see her for nearly a week，which was a very emotional reunion.

2.分析與判斷

回答問(wèn)題，聚焦文本內(nèi)容。

⑴Question：Why did the author lose touch with his childhood friend Greg？

Answer：Greg moved away without saying goodbye.

⑵Question：How did they reconnect with each other？

Answer：An email from Greg restarted their friendship after 50 years without contact.

回答問(wèn)題，聚焦文本表達(dá)形式。

⑶Question：How is the writer’s reunion with a childhood friend organized in the text？

Answer：The article is divided into three parts.The writer mentioned the past，pointing out the meaning of the title in the first part（Para1—para3），and then recalled what happened in the past，describing the unforgettable events in the second part（Para4—para9），finally，the author made an enlightening summary，reflecting the value orientation in part three（Para 10）.

單項(xiàng)選擇

⑴How did the author probably feel when Joanne asked him about Greg？

A.Grateful.

B.Regretful.

C.Satisfactory.

D.Unfortunate.

⑵Why did the author consider the invitation and snapshot meaningful？

A.They were gifts from the author’s sixth birthday.

B.They involved a sense of history and mystery.

C.They witnessed two old friend’s separation and reunion.

D.They were thought to be lost but were finally found.

Keys：D C

該部分的設(shè)計(jì)旨在回顧文本結(jié)構(gòu)，分析情感表達(dá)特點(diǎn)，再次梳理文本，為后面的寫(xiě)作做好鋪墊。

該部分的設(shè)計(jì)旨在回顧文本結(jié)構(gòu)，分析情感表達(dá)特點(diǎn)，再次梳理文本，為后面的寫(xiě)作做好鋪墊。

（三）遷移與創(chuàng)新

教師引導(dǎo)學(xué)生在特定的教學(xué)活動(dòng)中，對(duì)語(yǔ)篇所承載的文化價(jià)值以及作者的觀點(diǎn)態(tài)度進(jìn)行推理、論證、質(zhì)疑、求證，培養(yǎng)學(xué)生的批判性思維能力；引導(dǎo)學(xué)生學(xué)會(huì)賞析語(yǔ)篇的文體特征、修辭手法，開(kāi)展評(píng)價(jià)性活動(dòng)，進(jìn)而實(shí)現(xiàn)對(duì)主題意義的升華。在此基礎(chǔ)上，創(chuàng)設(shè)新的語(yǔ)境，開(kāi)展創(chuàng)造性學(xué)習(xí)活動(dòng)，遷移所學(xué)到的技能與方法，繼續(xù)開(kāi)展深度學(xué)習(xí)活動(dòng)，實(shí)現(xiàn)能力向素養(yǎng)的轉(zhuǎn)化。

基于以上認(rèn)識(shí)，設(shè)計(jì)下列教學(xué)活動(dòng)。

1.理論與論證

活動(dòng)一：Please ask all the students to have a discussion in groups about the question“How do you understand the meaning of the last sentence‘But none as meaningful as the invitation and snapshot，companion pieces stored apart and saved for the reunion of two old friends.’？”

經(jīng)過(guò)熱烈的討論之后，教師會(huì)收集到來(lái)自學(xué)生的這些觀點(diǎn)：These items bear witness to their friendship./These items are of great value./ No matter how much time passes，friendship is forever./…

2.批判與評(píng)價(jià)，想象與創(chuàng)造

活動(dòng)二：Please write a summary of the article in 100 words or so.

I had a close childhood friend named Greg.And we were always joined at the hip all through school.But one day Greg moved away without saying goodbye to me in the year 1966，and then we were out of touch with each other for over 50 years.A few summers ago，I received an email from him and made a contact with him each other by phone.Then I paid him a visit，and we talked about our lives and shared keepsakes from my sixth birthday.Our story proves that two old friends can reunite even after decades apart.（100 words文章源于學(xué)生習(xí)作）

概要寫(xiě)作需要學(xué)生結(jié)合語(yǔ)篇主旨意圖，將文章的關(guān)鍵要點(diǎn)及中心思想通過(guò)凝練的語(yǔ)言組織起來(lái)，創(chuàng)造性地表達(dá)出來(lái)，真正起到以“讀”促“寫(xiě)”的作用。

活動(dòng)三：教師設(shè)計(jì)寫(xiě)作語(yǔ)境，明確寫(xiě)作要求，學(xué)生列出英文寫(xiě)作提綱，遷移文本表達(dá)形式，獨(dú)立完成寫(xiě)作。小組交流寫(xiě)作成果，從思維的批判性方面對(duì)習(xí)作內(nèi)容進(jìn)行質(zhì)疑與求證；從思維的邏輯性方面驗(yàn)證習(xí)作內(nèi)容是否合乎邏輯規(guī)律，把握邏輯規(guī)則；從思維的創(chuàng)新性方面去努力求異、求新。在賞析的同時(shí)發(fā)表評(píng)價(jià)建議，內(nèi)化所學(xué)，外化所獲。

3.寫(xiě)作設(shè)計(jì)

假如你是李華，你搬回到了太原，現(xiàn)在給你以前的朋友李明寫(xiě)信，告訴他你現(xiàn)在的一些情況。要點(diǎn)如下：①結(jié)交了一些新朋友；②朋友們幫助自己找到了兒時(shí)的好朋友。

注意：①請(qǐng)根據(jù)以上要點(diǎn)寫(xiě)一篇70 詞左右的短文；②盡量使用本報(bào)刊閱讀課的語(yǔ)言點(diǎn)；③可適當(dāng)增加細(xì)節(jié)，以使行文連貫；④開(kāi)頭結(jié)尾已經(jīng)給出，不計(jì)入總詞數(shù)。

Dear Liming，

Having lived in Taiyuan for a while，I have dove into the study with passion.Besides，I have made some new friends here，who are joined at the hip with me.Without their help，I would never have tracked down my childhood close friend.The reunion of us frequently made us recall our unforgettable old days.From the bottom of my heart I feel very fortunate owning such good friends.（70 words 文章源于學(xué)生習(xí)作）

Welcome to Taiyuan.

Yours，Lihua

在本節(jié)課的遷移創(chuàng)新活動(dòng)中，報(bào)刊文本成了寫(xiě)作的“源文”，從概要性寫(xiě)作到遷移創(chuàng)造性寫(xiě)作，在內(nèi)化（將主題意義內(nèi)化到學(xué)生的頭腦之中）報(bào)刊文本表達(dá)形式和內(nèi)容情感的基礎(chǔ)上，幫助學(xué)生遷移與運(yùn)用文本語(yǔ)言、寫(xiě)作結(jié)構(gòu)與寫(xiě)作手法，培養(yǎng)學(xué)生的表達(dá)性技能，進(jìn)而實(shí)現(xiàn)學(xué)習(xí)的外化（將內(nèi)化的知識(shí)轉(zhuǎn)化為外在的言語(yǔ)表達(dá)）。