課內外語篇深度互動的英語閱讀教學

摘 要：英語閱讀教學正由平面走向立體。課內語篇是閱讀教學的載體，課外語篇是閱讀教學的外延。教師應該通過課內外語篇的深度互動，豐富話題信息，擴充學生的詞匯庫，增加學生的語言輸出量，夯實學生的語言知識基礎，提升學生的思維品質，培養學生的文化品格，最大化地提高閱讀教學的效能，提升學生的核心素養。

關鍵詞：課內外；語篇；深度互動

英語閱讀教學在培養學生核心素養方面起著重要作用，越來越受到廣大英語教師的重視，很多教師為了配合教材的閱讀教學，還開展了大量課外閱讀活動。如何讓課內外的閱讀教學相輔相成，相得益彰，真正讓學生的英語核心素養獲得提升是值得研究的課題。筆者在教學實踐中通過課內外語篇深度互動對閱讀教學進行了探索。

課內外語篇深度互動的英語閱讀教學就是教師根據教材語篇教學的需要，精選、鏈接課外語篇開展補償性閱讀教學，從閱讀語篇的內容著手，挖掘課內外語篇的關聯點開展深度閱讀教學，從而使學生的語言能力、思維品質、文化品格、學習能力等核心素養得到提升。

一、基于話題整合的互動

（一）豐富話題信息 增加語言輸出

現行英語教材每個單元均以話題為主線，話題貼近學生生活。在日常的語篇教學中，教師常會為學生搭建詞匯、句式、語篇結構等各種支架，供學生在閱讀后進行語言輸出。但由于學生對于語篇中的信息缺少相關課外鏈接，導致輸出無新意，缺少思想及新信息。只有大輸入，才可能有大輸出，因此，筆者嘗試了基于教材語篇話題的課外語篇植入。

以譯林版義務教育教科書《英語》（以下所舉例子都為同一套教材）九年級上冊Unit 2的語篇“The power of colours”中Energetic colours為例。語篇關于green僅提供了三方面信息，即the colour of nature， represent new life， the colour of envy。這些內容非常籠統，缺少支撐，學生復述時會無話可說。于是，筆者給學生提供了以下相關語篇，供學生課前自由閱讀，以補充green的支撐信息。

Green is an important colour in nature. It is the colour of grass and the leaves on trees. It is also the colour of most growing plants.

Sometimes， the word “green” means young， fresh and growing. For example， a greenhorn is someone who has no experience. In the 15th century， a greenhorn was a young cow or an ox whose horns had not yet developed. A century later， a greenhorn was a soldier who had no experience in war. By the 18th century， a greenhorn had the meaning it has today—a person who is new in a job.

Someone who is good at growing plants is said to have a green thumb. The expression comes from the early 20th century. A person with a green thumb can make plants grow quickly and well. The Green Revolution is the name given some years ago to the development of new kinds of rice and other grains. It was the result of hard work by agricultural scientists who had green thumbs.

Green is also the colour used to describe the powerful feeling—jealousy. The green-eyed monster is not a dangerous animal from outer space. It is an expression used about 400 years ago by the British writer William Shakespeare in his play Othello. It describes the unpleasant feeling when someone has something he wants.

In most places in the world， a green light is a signal to move ahead. In everyday speech， a green light means approval to continue with a project.

有了課外語篇中關于green信息的輸入，學生復述時內容輸出量更大了，也更豐滿了，學生的語用能力也得以訓練、提升。

（二）鏈接話題詞匯 擴充個體詞庫

詞匯量的大小在某種程度上影響著閱讀者的閱讀效果。在閱讀教學中，教師可以選擇話題相似的課外語篇作為拓展閱讀材料，這樣不僅可以讓課內語篇詞匯在課外語篇中再現，提高復現率，更可以引入話題相關詞匯，增加學生的詞匯量，擴充個體詞庫。如在九年級下冊Unit 2 Great people的閱讀教學時，筆者引入了《初中英語讀本》（九年級下冊）中的語篇“Marie Curie： Award-winning scientist”。通過對該語篇的閱讀，學生不但復習了課內語篇中的詞匯，還結識了以下新詞匯：inspiration， radioactivity， element， persuade， equipment。endprint

二、基于閱讀技能培養的互動

《義務教育英語課程標準（2011年版）》（以下簡稱《課程標準》）對初中畢業生英語閱讀能力的部分要求是：能根據上下文和構詞法推斷、理解生詞的含義；能理解段落中各句子之間的邏輯關系；能找出文章中的主題，理解故事的情節，預測故事情節的發展和可能的結局[1]。在閱讀教學中，教師對語篇的處理決不能僅僅停留在語言知識層面，而應通過課內外語篇的深度互動，將上述閱讀微技能的訓練予以落實。

例如，為了訓練學生“預測故事情節的發展和可能的結局”的閱讀微技能，筆者在教學八年級下冊Unit 4的語篇“Gulliver in Lilliput”時進行了課內外語篇深度互動的實踐。語篇介紹了Gulliver在到達小島之初從昏睡中醒來后發現自己被綁及如何掙脫的情形。文末Gulliver想：I must run away from them， but I dont know how to get away.于是，筆者設計了以下問題供學生預測、想象可能的結局：①Did Gulliver run away at once？ Why？

②What could he do if he failed to run away？

③Who can tell us the real end of the story？

學生對文本進行預測、想象后，筆者趁熱打鐵，植入了簡易版名作“Uncle Toms cabin”（《湯姆叔叔的小屋》）第3章“North to freedom”的片段供學生閱讀、預測。文本如下：

Elizas husband George had escaped from his master， too.

Georges skin was very lightly coloured.

So he was able to look like a white man.

He did this by colouring his hair yellow.

He also put on some rich-looking clothes.

Then no one knew he was a runaway slave.

George walked into a restaurant.

He saw his old friend he was looking for.

The friend was Mr. Wilson.

學生閱讀后，筆者設計了以下問題供學生預測故事情節發展：①Why did George look for Mr. Wilson for help？②How did Mr. Wilson help George？ 課后布置學生閱讀完本章節剩余內容，以驗證自己先前所做的預測。

目前，課內語篇深度普遍較淺，缺少挑戰性，教師較難進行深度閱讀微技能設計。為了更好地將閱讀微技能訓練落實于常態教學，教師要精選課外語篇，根據《課程標準》的要求設計具有思維含金量的思考題，開展補償性、拓展性閱讀技能互動訓練。

三、基于思維能力訓練的互動

思維是人腦對客觀事物間接的概括的反映，是在實踐的基礎上產生和發展的，也是通過概念、判斷和推理等形式來反映客觀事物的能動過程。良好的思維常具有深入性、批判性、發散性、嚴密性、獨立性、創造性等特征[2]。閱讀不僅是一種外在教學行為，也是一種內在的思維活動。閱讀的過程，也是思維的過程。因此，筆者在課內外語篇深度互動的英語閱讀教學中，也著眼于學生思維品質的培養。

例如，在九年級下冊Unit 3的語篇“Living with a robot”教學中，為培養學生的創造性思維能力，筆者開展了課內外語篇深度互動的英語閱讀教學。語篇主要介紹了Mr. Jiang購買的Home robot給他的生活帶來便捷及不久后機器人由于感染病毒而給他的生活帶來麻煩的故事。教學中筆者首先進行如下提問：①Is Mr. Jiang satisfied with his robot？ Why？②What advice can you give Mr. Jiang to make his robot work well？在第一問中，學生辯證地回答了Mr. Jiang對機器人的態度，即Mr. Jiang is satisfied with his robot at first， but not later on.第二問具有開放性，是對學生創造性思維的訓練，不同的學生給出了不同的答案，如Check it every few days； Never use it too often； Update the program often； Be friendly to the robot ...

接著筆者提供下面這篇相似話題的語篇供學生閱讀，并設計如下問題：①Can Japanese housekeeping robots do what Mr. Jiangs robot do？②What can Probo do？通過對兩篇短文的對比閱讀，學生了解到機器人也能進行自動化的情感交流，從而讓學生跳出表層思維。最后筆者再進行追問：①Whats your ideal robot？②Can you imagine what life will be like with robots everywhere in our daily life？ ③Do we need robots everywhere in our daily life？ Please present your reasons.這三個問題均跳出了文本范疇，需要學生開拓思維，發揮想象。對于第三問，筆者讓學生進行辯論。辯論中雙方互陳理由，不斷提出新觀點，你來我往，激活了思維，學生的創造性思維能力得以訓練。endprint

Robots are coming into peoples lives these days. Robots help people a lot. Japanese housekeeping robots can move chairs， sweep the floor， take away dirty dishes and put dirty clothes in washing machines. Intel， the famous computer maker， has developed a self-controlled robot called Herb. Herb can do simple things that people tell it to do， such as cleaning up waste.

Recently a large robot named Probo has been helping children to feel less worried in hospital. Probo has a touch screen on its stomach. The screen teaches children how to use Probo. The green robots face can make expressions to show how medical operations will make the child feel. “The main aim of this project is to make emotional communication with children，”said Jelle Saldien， one of the researchers.

Probo was invented by Ivan Hermans， president of the Anty Foundation. He had the idea after seeing the film i， Robot. Probos green head and short nose are fully automated. Its touch screen can show different emotions， such as pleasure and sadness， and can also “see” the expressions on human faces and make eye contact.

語篇教學中，教師不僅要引導學生對已知信息及隱藏于文字背后信息的理解，更要激發學生對未知信息的思考、想象，培養學生的思維能力。

四、基于語言知識實踐的互動

語言知識是學生語言能力發展的基礎。在進行閱讀教學時，教師要處理好語篇整體教學與語言點教學之間的關系，要根據教學需要進行高效的語言知識解讀與訓練，同時要引導學生通過體驗、參與、實踐、探究和合作等方式，讓學生主動發現語言規律，逐步掌握語言知識，提升運用技能。

八年級下冊Unit 7中語篇“An interview with an ORBIS doctor”的主要語言知識為被動語態，文中出現了6句含被動語態現象的句子，分別是：①About 80 percent of these cases can be prevented or cured.②The plane is also used as a training center.③Also， local doctors are invited on board.④During my last visit， 150 patients were operated on.⑤Now most eye problems and diseases can be treated and cured. ⑥But more money is needed to carry on with our work.以上句子涉及了一般現在時的被動語態、一般過去時的被動語態及含有情態動詞的被動語態。學生通過對上述句子的比對、觀察，迅速歸納出一般現在時的被動語態、一般過去時的被動語態及含有情態動詞的被動語態的結構。

為了讓學生體驗更多的被動語態句子，筆者引入了《新概念英語》第二冊Lesson 21 Mad or not的語篇。該語篇短小精悍，包含6句被動語態的句子。筆者通過讓學生閱讀該語篇，歸納出了現在完成時的被動語態和一般將來時的被動語態結構。

在學生發現、歸納出相關時態的被動語態及含情態動詞的被動語態結構后，筆者布置學生朗讀、背誦相關內容，將該語言知識熟記、內化于心。這種基于語篇的語言知識教學，拋棄了過去教師將語言知識從語境中割裂開來、對語言知識進行過度講解，轉而由學生在新語篇中再認知、再體驗、再發現、再歸納語言現象，提升了學生對新知識的習得能力。

五、基于文化品格養成的互動

文化品格是指對中外文化的理解和對優勢文化的認同，是學生在全球化背景下表現出的知識素質、人文修養和行為取向。在進行語篇教學時，教師除了將文化現象、文化知識呈現給學生，更重要的是設置活動讓學生理解文化內涵，比較文化異同，吸收文化精華，形成文化理解能力、正確的價值觀和道德情感[3]。

八年級下冊Unit 5中的語篇“When in Rome”主要介紹了英國的相關禮儀，文中提到英國文化與中國文化在某些方面存在異同。為了加深學生對語篇內容的理解，筆者設計了如下問題：①How do British people greet each other when first meeting？ What about in China？ ②Do people in China greet each other with a kiss？ What about in Britain？③Are British people polite in public and at home？ What about you？④How will you behave well in Britain？ Give some advice.學生通過在語篇內搜索、推敲信息及一系列討論后，明白了“When in Rome， do as the Romans do”的真正含義。endprint

不同學生對不同文化的認同度不一樣。于是，為了加深學生對文化認同的理解，筆者植入以下語篇，并設計如下問題供學生討論：①How do western guests look in the eyes of Chinese？②Are guests treated like gods in China？ What about in North America？③Why are guests treated differently in different cultures？ ④Does the writer like the way we Chinese treat guests？ What do you think？⑤Could you tell us the purpose of the writer who writes the passage？

In the eyes of many foreigners， Chinese are the best hosts and the worst guests in the world. Theyre not really bad guests， but because the guest-host relationship in China is much different than in some western counties， it appears they are not nice guests. And western guests sometimes look rude in the eyes of Chinese guests.

In China， guests are almost like gods. Whenever I enter a Chinese persons home， there is always fruit on the table for me， and someone is quick to bring me a cup of tea or water. In the west， generally the guest is not a god. Acting according to the hosts way of doing things is usual behavior for a guest.

My wifes mother， a very kind elderly Chinese lady， doesnt smoke. When I see some of her guests smoking in her house， as a non-smoker， I feel unhappy. Usually I want to stop them directly， but I must realize that in China， to be a good host， she must not do that. In most North America homes， if you are a guest， and the hosts are not smokers， you should not smoke in their house. At the very least， you could ask， “Is it OK if I smoke？” But， dont be surprised if they say， “No， you cant smoke.” In our culture， if you smoke in their home， you are a bad guest， but if they dont allow you to smoke in their house， they are not a rude host.

Guests in China also have special habits. Some western people may not adapt to these habits very soon. Thankfully my wife is Chinese， so whenever we visit a Chinese family she tells me to buy them a gift. However， giving a gift to a host is not always necessary in my country. So， if you invite international guests to your home， dont be too surprised if they dont bring you a gift.

In China， you probably wont need to change the guest-host relationship very much because you will probably only be the host， and Chinese are naturally very good hosts. If western hosts invite you to their house， try not to be too surprised if their style of treating you is not what you have expected.

基于課外語篇設計的問題有一定的思維含量，需要學生帶著文化認同的心態看待問題。通過一系列問題的回答，學生慢慢習慣于從批判的視角看待文化。在日常教學中，教師要具有善于挖掘語篇中文化元素的眼光，并利用課內外文本養成學生文化品格的意識和能力。

在英語閱讀教學中，教師要從“教教材”過渡到“用教材教”。教材語篇只是閱讀教學的載體，教師要善于根據教材語篇話題挖掘、鏈接課外語篇素材，根據學生的閱讀能力發展需要，將課外語篇植入課堂教學，課內外語篇深度互動，豐富話題信息，擴充學生的詞匯庫，增加學生的語言輸出量，夯實學生的語言知識基礎，提升學生的思維品質，培養學生的文化品格，最大化地提高閱讀教學的效能，提升學生的核心素養。

參考文獻：

[1]中華人民共和國教育部.義務教育英語課程標準（2011年版）[M].北京：北京師范大學出版社，2012：17.

[2]孫俊. 課內外互動的英語課外閱讀教學探索[J].教學月刊·中學版（教學參考），2014（10）：23-25.

[3]宋德龍.如何利用語篇教學提升學生核心素養[J].中學外語教與學，2017（4）：15-18.endprint