第8章英语阅读教学的方法与技巧

第 8 章 英语阅读教学的方法与技巧

第四节 整体阅读教学课型探讨

美国教育心理学家林格伦 (H.G.Liggren) 指出：“……凡习惯于准备理解整体的儿童将比全身贯注于细节部分的儿童读得多……阅读缓慢的人在同一时刻只集中于某一局部细节，而一旦同时注意的细节太多时，他就陷入困境。解决这个问题的办法是改变儿童的心向，使他开始对整体，而不是对局部作出反映。”心理学家布鲁纳 (J.S.Bruner) 也认为：“……语言必须有完整的形式、完整的结构，单个的词语不是语言……” 阅读教学的整体模式对培养学生全方位的阅读能力产生积极的推动作用。但随着阅读教学研究的不断深入，人们逐渐用辨证观来认识从整体到局部或从局部到整体两种阅读模式，分析二者之间的相互关系，并通过介入二者之间的“结合形式” (interactive model) 研究，对两种模式的运用扬长避短，去粗取精，并根据文章的类型和学生已有的知识经验来决定是“交替渗透使用”还是“互立分别使用”这两种模式。“分段教学”和“整体教学”是这两种模式在教学中的具体化。在现阶段中学英语教学中更多的是体现和运用这两种模式的结合式。这种结合模式可演变为“归纳演绎型整体教学”、“任务型整体教学”、“功能结构型整体教学”。

一、任务型整体阅读教学

任务型整体阅读教学包括如下四个部分： (1) 整体预见性推测与判断； (2) 整体综合性理解与任务型实践； (3) 整体发展性评价与验证；

(4) 局部分析性操练与检测。以 Bill Gates 一课为例： 内容： BILL GATES

Bill Gates was born on October 28 ，1955.He grew up in Seattle ，Washington.Bill Gates was named William Henry after his father and grandfather.He was a very clever

boy.His favourite subjects at school were science and maths.When people asked him what he wanted to be in the future ，he always said ，“A scientist. ”

When he was 13 years old ，Bill started to play with computers.At that time ，computers were very large machines.Once he was interested in a very old computer.He and some of his

friends spent lots of time doing unusual things with it.In the end ，they worked out a software program with the old machine.Bill sold it for 4,200 dollars when he was only 17.

In 1973 ，Bill went to Harvard University.At Harvard，he developed the BASIC language for the first microcomputer.In his third year ，he left Harvard to work for a

company called Microsoft.Bill began this company in 1975 with his friend Paul Allen.They thought that the computer would be a very important tool in every office and in every

home.So they began developing software for personal computers.They improved the software to make it easier for people to use computers.

In 1999 ，Bill wrote a book called Business @ the Speed of Thought.In the book he told people how computer technology could solve business problems in new ways.It was one of the best sellers on the New York Times list.

Bill married Melinda French on January 1 ，1994.They have two children ：a daughter and a son.Bill enjoys reading very much.He also enjoys playing golf and bridge.

任务：为比尔·盖茨填写一份履历表 操作过程：

Step 1 ：整体预见性推测与判断

说明：调动、激活学生已有的知识经验，预测大意，激发兴趣，营造阅读所需要的语言环境，提供阅读所需要的语言文化背景知识。

要求学生运用想象和对比尔·盖茨的点滴了解解读比尔·盖茨。

1. 要求学生换位思考，回答应该由比尔·盖茨回答的问题，老师适当介绍其趣闻逸事，激发兴趣并加深对比尔·盖茨的感性认知。

(1)How much money do you have?(46.6 billion)

(2)How will you spend all your money?(contribute it to the world)

(3)How much money are you going to leave to your children.(only 1000 million) (4)Are you a good student?(No,I didn't finish my Harvard University 's four years of education.I think practice is a college but I also stress finishing normal universty education is necessary.)

(5)Are you strict in work and careless in life ? (Yes.老师可以讲比尔·盖茨动辄捐款过亿，却在咖啡店忘付三美圆一杯的咖啡，而成为报纸头条的故事。 )

(6)What's your favourite well-known saying ?( If I were to be thrown in the desert,naked and penniless,I would become a millionarie on condition that a team of businessmen were

passing by.)

2. 通过问题引入，讨论一个科学家应有的优秀品质，为阅读理解作铺垫。 Question ： Is Bill Gates an outstanding scientist ? If so,what standards used to judge an outstanding scientist.

Discussion ： ambitious/independent/unusually

clever/predictable/creative/brave/generous/interest centred/responsible/open-minded … .( 让学生各述己见，老师归纳时注意结合课文内容。 )

Step 2 ：整体综合性理解与任务型实践

通过做来完成一项接近生活真实的任务，在完成任务的过程中，培养学生阅读能力和与未来社会相关的生活技能，获得一定的生活常识和人生感悟。在设计填表的环节，学生还能默化阅读中所接触的语言知识。

1. 布置任务，要求学生为比尔·盖茨填写履历表。 2. 板书介绍履历表的具体格式和内容。 3. 阅读课文，填写表格。

Step 3 ：整体发展性评价与验证

( 说明：在老师引导下，以发展的眼光进行整体性任务评价。在任务评价的过程中，

深化阅读理解，并实现阅读技能与口头表达技能之间的转换，习得语言知识，积极的任务评价让学生获得成就感。在该环节还需验证课前的预测判断。 )

1. 让两位同学将自己填写的简历板书在黑板上。 2. 两位同学进行互评，指出对方简历中存在的问题。 3. 全班部分同学汇报自己所填写的简历。 4. 老师进行综合评价。

5. 验证课前预测，判断比尔·盖茨是否是一个杰出的科学家。

ambitious/interested in science since

childhood/independent/predictable/creative/brave/generous/responsible/open - minded … .

（1） ambitious ：

T ：Is Bill Gates ambitious ?Read the text and say which sentence tells us about that. S1 ：When people asked him what he wanted to be in the future ，he always said ，“A scientist ” .

（2） independent ：

T ： A scientist should be interested in science since childhood.Is he such a person ? Find the answer in the text.

S2 ：His favourite subjects in school were science and maths.When he was 13 years old ， Bill started to play with computers.

（3） Creative ： T ：Is he creative?

S3 ：Yes ， He and some of his classmates spent lots of time doing unusual things with it.In the end ，they work out a software program with the old machine

（4）…

Step 4 ：局部分析性操练与检测

( 说明：局部分析以段落为单位，分析段落大意，通过问答的形式落实语言知识点的巩固运用，并处理相关的配套练习。 )

1. 阅读并总结段落大意，操练重要的语言点。 Paragragh 1：About his childhood.

T：( 老师板书语言点并通过提问来引导学生操练语言点 )The first paragraph tells us about his childhood ：name，birthday，growth，schooling and his ideal.Say something about them.

( 板书：be born on，grow up，be named，favourite ，in the future) S1 ：He was born on … He was named … He grew up … Paragraph 2 ： About his start of science career.

( 板书： play with ， be interested in ，spend … doing ， work out ， sell … for … ) Paragraph 3 ： About his cause

( 板书： develop … for …， leave … for …， improve … to make … ) Paragraph 4 ： About his book Paragraph 5 ： About his hamily 2. 处理相关的配套练习。 3. 作业是完成延伸性任务。

任务 1 ：填写本课第一个任务的设计项目中在课文中找不到的内容，像比尔·盖茨的身高、体重、党派倾向、经历的另一部分、联络方式等，需要学生在课余通过资料库或因特网来查阅相关资料。

任务 2 ：为自己写简历，题目为《我的 2010 履历表》，要求学生运用想象力为 2010 年那时的“我”——中国的“比尔·盖茨”写简历。

( 板书： write … called …， in ， one of … ) ( 板书： enjoy doing)

二、功能结构型整体教学

该课型的整体教学分三步来进行，即“激活已知来预测未知 (pre-reading) ——整体理解与局部点线分析 (while-reading) ——整体综合性运用 (post-reading) ”。在初三下学期的复习阶段，老师可以选用高一教材中的一课，既可开阔初中生的阅读眼界，又为他们的高中学习的衔接打下一定基础。以 look carefully and learn 一课为例：

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