如何教學(xué)高中英語閱讀和寫作

侯素琴

隨著教育事業(yè)的不斷發(fā)展，新課程標(biāo)準(zhǔn)的推出，教師的教育理念也得不斷更新。在新課程標(biāo)準(zhǔn)中，高中英語的閱讀和寫作占了相當(dāng)重要的地位。然而目前的狀況是，雖然教師也提供閱讀材料，但是學(xué)生卻無興趣閱讀，即使閱讀也是完成任務(wù)，收不到應(yīng)有的效果。寫作更是無人問津，為了應(yīng)付高考，在高三第二學(xué)期背誦一些范文了事。而形成性評價與合作學(xué)習(xí)則有助于激發(fā)學(xué)生的興趣，增強(qiáng)學(xué)生的自信心和自主能力，提高學(xué)生的英語閱讀和寫作。

在以往的閱讀教學(xué)中，教師把閱讀材料交與學(xué)生自己閱讀，做幾個選擇題，之后教師給出答案，學(xué)生做錯的，教師給予解釋。教師不關(guān)注學(xué)生閱讀的過程，學(xué)生沒有自我評價，教師也不給予及時的評價。而且，閱讀是閱讀，寫作是寫作，都是孤立進(jìn)行的。在閱讀寫作時，教師對學(xué)生閱讀、寫作時的情感體驗、態(tài)度、價值觀不予關(guān)注，學(xué)生處于被動的地位，主觀能動性得不到很好的發(fā)揮，對閱讀、寫作缺乏興趣。

形成性評價重視學(xué)生在學(xué)習(xí)中的體驗，強(qiáng)調(diào)人與人之間的相互作用，重視師生交流，生生交流，這就要求師生之間，學(xué)生之間相互合作。在這個過程中，教師的職責(zé)是：確定任務(wù)、收集資料與學(xué)生共同討論，在討論過程中滲透教師的指導(dǎo)作用，以及學(xué)生共同參與評價。形成性評價所適應(yīng)的教學(xué)模式可以概括為：以學(xué)生為中心，在整個教學(xué)過程中教師發(fā)揮組織者、指導(dǎo)者、幫助者和促進(jìn)者的作用,利用情景、協(xié)作等環(huán)境充分發(fā)揮學(xué)生的主動性、積極性，最終實現(xiàn)建構(gòu)知識的目的。合作學(xué)習(xí)是形成性評價所適應(yīng)的教學(xué)模式的一部分。

基于以上所論，我們將形成性評價、合作學(xué)習(xí)貫穿于閱讀和寫作中，并把閱讀和寫作有機(jī)地結(jié)合起來。具體方式如下：（以下面一篇文章為例）

Two years ago, when world-class surfer Bethany Hamilton was attacked by a shark, the incident made news around the world. The 13-year-old was lying on her surfboard in the calm waters off Kauai， Hawaii. Then， a 15-foot tiger shark appeared without any warning， grabbing Bethanys left arm and tearing it off. Just as suddenly，the shark disappeared.Bethany swam to a shore with one arm， losing 70 percent of the blood in her body. By the time she reached the hospital， she was nearly dead. Bethany's story is incredible.Why did the shark let go， they wonder， when it could have easily eaten the young surfer?

The answer，according to many scientists， is that the shark attacked Bethany by mistake. Sharks， even"man-eaters" like great whites and tigers， usually feast on fat， fleshy seals and sea lions. Humans， by comparison, are lean and bony. Many researchers believe that some sharks—especially the young and inexperienced ones—make mistakes when they hunt. When the shark catches hold of a swimmer or surfer， it quickly realizes that it's not a satisfying meal. So it let go， as the tiger shark did when it attacked Bethany.

Bolstering this theory is the fact that shark attacks are rare， even in the waters off the coast of California， which are teeming with sharks. Hundreds of thousands of people surf and play in those waters each year， yet there have been fewer than 80 shark attacks there in the last 50 years. Only seven of those attacks have been fatal. "If people were a natural prey of sharks， we'd be getting 10 attacks an hour，" says biologist Steve Kaiser， a leading shark researcher.

Bethany agrees that sharks are not especially interested in humans. Since her accident， she has encountered three sharks， including a 5-foot one that swam directly under her board without even looking at her.

第一步：Lead in. Get students to say something about sharks. Introduce the following words: garb， incredible， bony, teem.

The purpose of this step is to get students familiar with sharks and deal with some new words that may be the obstacles for students in reading. The purpose may be achieved by group discussing.

第二步：Fast reading by students for 2 minutes. Dealing with the following questions after reading. If there is any disagreement, ask the students to discuss in pairs.

Question1：How old was she when she was attacked by a shark?

Question 2：Are there many sharks in the waters off the coast of California?

第三步：Careful reading. Ask the students to read the text carefully and do True or False questions. Answers willbe checked by the teacher and students. Whether or not the student agrees the statement, he / she must give his / her supporting sentences.

a. The shark disappeared because it was afraid of humans.

b. After the shark tore her left arm off, it found that Hamilton was not what it wanted.

c. The author agrees that the shark attacked Bethany by mistake.

d. Sharks do not like eating humans because humans are lean and bony.

e. There have been only 80 shark attacks in the waters off the coat of California in the last 50 years.

f. Bethany has met with sharks four times altogether.

當(dāng)學(xué)生給出答案和理由時，教師給予一些鼓勵性的評價。如果答案正確，理由充足，教師可以這樣評價：You are great. You have given a perfect reason.如果答案部分正確，教師可以說：I agree to some of what you have said. If you can think it over, I think you can give a perfect answer.如果離題很遠(yuǎn)，教師可以說：I know you have read it through and want to give a satisfying answer. If you can read it more carefully, I believe you'll make it.

第四步：Discuss the main idea and the author's attitude in groups of four. In this way students can be given a chance studying cooperatively. Students may have different ideas. Discuss and get the main idea.

在這一過程中，學(xué)生如果想支持自己的觀點，就必須尋找支持自己觀點的論據(jù)。同樣在這一過程中要給予一定的評價。

第五步：Communicate in one's own words. In this step, ask the students to answer the following questions in groups of four. One student acts interviewer, and the others act Bethany.

1. Why do you think the shark didn't eat you?

2. Many people say the shark attacked you by mistake, do you think so? Why?

3. Fleshy seals, sea lions and humans are all animals. Why are sharks not interested in humans?

在這一過程中，學(xué)生通過一步步參與，逐步地對文章有了一個透徹的理解。他們對文章的論點、論據(jù)已經(jīng)明明白白，已懂得了怎樣用有力的論據(jù)來支持自己的觀點。

第六步：Discourse analysis （篇章分析）。篇章分析幫助學(xué)生更好地了解文章是怎樣寫的。通過前邊的步驟，學(xué)生已經(jīng)明白這是一篇議論文。通過篇章分析，學(xué)生知道議論文可以有這樣的模式：分析（論據(jù)）——論點——分析（論據(jù)）。在此基礎(chǔ)上，教師可以告訴學(xué)生議論文也可以有以下模式：論點——分析——論點（扣題）。

第七步：Writing. Ask students to write a passage in 120 words.(利用本篇的論點和論據(jù))（15 分鐘）

例子：學(xué)生習(xí)作

In the eyes of most people, shark is dangerous to humans. But in fact sharks do not like attacking human beings.

There are many examples prove it. The experience of a surfer, Bethany Hamilton, is a good example. Two years ago, when she was lying on her surfer in the calm water off Kauai, a tiger shark was appeared and tore off her left arm. But what surprised her mostly was then the shark disappeared.

There is another fact to prove it. In the waters off the coast of California where are with sharks, hundred of thousand of people surf and play each year, yet there have been 80 shark attacks there in the last 50 years.

From the above, we can drew a conclusion sharks are not especial interested in humans.

第八步：學(xué)生互評

In the eyes of most people , a shark is dangerous to human beings. But sharks do not like attacking human beings.

There are many examples to prove it. The experience of a surfer, Bethany, is a good example. Two years ago, when she was lying on her surfboard in the calm water off Kauai, a tiger shark appeared and tore off her left arm. But what surprised her mostly was that then the shark disappeared.

There is another fact to prove it. In the waters off the coast of California where are teeming with sharks, hundreds of thousands of people surf and play each year, yet there have been fewer than 80 attacks there in the last 50 years.

From the above, we can draw a conclusion that sharks are not especial interested in humans.

點評：1.a (an) +shark表示類別。2.不定式作定語。3.appear沒有被動語態(tài)。 4.that不可以省略。5.不確定數(shù)目要加s。6.that不可以省略。

第九步：教師點評

In the eyes of most people, a shark is dangerous to human beings. But sharks do not like attacking human beings.

There are two examples to prove it. The experience of a surfer, Bethany, is a good example. two years ago, when she was lying on her surfboard in the calm waters off Kauai, a tiger shark appeared and tore off her left arm. But what surprised her most was that then the shark disappeared.

There is another fact to prove it. In the waters off the coast of California which are teeming with sharks, hundreds of thousands of people surf and play each year, yet there have been fewer than 80 attacksin the last 50 years.

From the above, we can draw a conclusion that sharks are not especially interested in humans.

點評：1. 水域要用waters。2. most表示“最……”是個副詞。3. the waters在從句中作主語。4. 修飾謂語要用副詞especially。

在高中的英語閱讀、寫作中，我常常采用以上的教學(xué)方式。學(xué)生在這個合作學(xué)習(xí)的過程中，共同努力完成小組預(yù)期的學(xué)習(xí)目標(biāo)。學(xué)生帶著對自己和其他組員的責(zé)任感，相互依賴，相互幫助。他們在激勵互動中個人的學(xué)習(xí)成效得以提高。在這個過程中小組成員相互學(xué)習(xí)、相互幫助、相互信任、相互溝通，使得學(xué)生學(xué)會自我調(diào)控，學(xué)會與他人合作。這樣的教學(xué)過程體現(xiàn)了學(xué)生的主體地位。他們在這個過程中通過做、說、議、評等多種形式展示了自己。同時教師共同參與任務(wù)的完成和評價活動，實現(xiàn)了評價的多元化。這些評價使得學(xué)生在學(xué)習(xí)的過程中不斷體驗進(jìn)步與成功，認(rèn)識自我，建立自信，提高綜合運用語言的能力。同時，他們也學(xué)會了分析自己的成績和不足，學(xué)會了肯定和否定評價自己和他人。