基于“比較法”的閱讀教學設計

紀茜

導讀：譯林版牛津教材課文題材廣泛，體裁多樣。教師在處理不同的課文時應該根據文本的特點來設計不同的教學環節。本教學設計文本為譯林版牛津教材（必修）第三模塊第三單元的閱讀課文Lost Civilizations。課文以日記的形式介紹了Ann在參觀龐貝和樓蘭這兩座城市時的所見所聞所感。鑒于文本中出現了兩座城市，筆者將教學設計的重點放在了“比較”之上。通過四個比較發現他們的異同點，感受作者的心情，進而激發他們欣賞古代文明，保護人類智慧結晶的美好情感。

第一步：話題的導入

本導入包括兩個部分：激發學生對所學內容的興趣；討論如何保護古代的建筑、文化、藝術等。

教師先用圖片呈現一些中國古代的輝煌的建筑如長城，再引導學生談談他們參觀這些建筑時的感受。

T： Have you ever been to these places？ What do you think of the experience there？

S1： I have been to the Great Wall. When I was finally standing on it， I couldnt help wondering how they built the Great Wall on the high mountains without modern technology.

T： Yes. A saying goes that he who has never been to the Great Wall is not a true man. So you are a true man.

在學生感嘆于這些古代文明后，教師讓學生分四人小組討論如何保護它們。教師在白板上列出學生的回答：raise peoples awareness / make laws / limit the number of visitors / provide money to restore them

T： Ancient civilizations need to be protected and we didnt want them to become lost civilizations. Now we are going to read diary entries by Ann and know more about lost civilizations.

第二步：比較閱讀之兩個城市的共同點

龐貝和樓蘭同樣作為失落的文明，必然有一些共同之處。這個步驟的旨在讓學生通過快速瀏覽課文，找到他們的共性。

S3： The two cities became lost civilizations long ago.

T： What does lost civilization mean？

S4： They were very developed but dont exist now.

第三步：比較閱讀之兩個城市不同點

教師從日記題材的特征入手，從三個不同的方面來比較了樓蘭和龐貝的不同之處。

T： What aspects were usually included in a diary？

Ss： Dates， place names， facts， historical information， personal feelings and opinions

1.比較閱讀之基本的信息。

在學生完成表格信息后，教師讓學生試著復述其中一個城市的信息。

One example：

On 17 July， I visited Pompeii in Italy. As an ancient city， it was founded in the 8th century BC. On 24 August AD 79， a volcano near the city erupted suddenly and buried the whole city. Later in the 18th century a farmer discovered a stone with writing on it. People started to dig in the area. Thus the city was found.

2.比較閱讀之有趣的信息。

為了讓學生更好地了解這些有趣的信息，教師通過網絡找到了圖片，生動得呈現了表格中的內容。……