基于英語學習活動觀下的報刊閱讀課

張 雄 山西省忻州市忻州師范學院附屬中學

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

《普通高中英語課程標準（2017 年版）》在“開發(fā)多種形式的英語教學資源”中指出，要加大對信息管理和網絡資源開發(fā)的投入，將各種優(yōu)質的英語學習軟件和網站、英語報刊等與教學有關的信息和資源融入英語課程資源體系中。21 世紀英語報刊以內容新穎、語言表達方式鮮活、語篇題材豐富、文本體裁多樣化呈現(xiàn)、閱讀材料趣味性強、語篇難度適宜等特點，深受中學師生的喜愛，進而這種有效的教學資源成為中學英語閱讀教學的主要補充形式。以下是基于學習活動觀的中學英語報刊閱讀實踐心得。

一、深研語篇，把握教學核心內容

語篇是英語教學的載體，擁有特定的主題、豐富的情境和翔實的內容，并以嚴謹?shù)倪壿嫿Y構、鮮明的文體特征和多樣化的語言表達形式，組織語言信息的呈現(xiàn)，表達語篇內涵的主題意義。所以，教師必須認真研讀語篇，領會語篇背后承載的主題意義，挖掘語篇內涵的文化價值，仔細分析文體特征及其語言特點，明確它們之間的相互關系。只有這樣才能落實英語學科核心素養(yǎng)目標，樹立正確的英語教學活動觀，產生有效的教學設計方案。

現(xiàn)以21 世紀英文報高二年級2020—2021 學年第29 期Reconnecting with a friend為例。面對這一語篇，首先，要弄清語篇的主題內容。Reconnecting with a friend 是一篇敘事故事，介紹了作者與兒時好友Greg分別五十年后，重新聯(lián)絡起來，重拾友誼的故事。本文的主題語境是人與社會——社會服務與人際溝通。其次，要弄清楚語篇的深層含義，即作者想要表達的情感態(tài)度和價值取向。通過仔細研讀語篇，發(fā)現(xiàn)語篇背后體現(xiàn)的意義“No matter how much time passes，friendship is forever.”另外，還需要分析語篇的文體特征、內容結構和語言特點。通過研讀語篇，發(fā)現(xiàn)本篇敘事故事由十個自然段組成，分為三個段落層次。語篇的第一部分（Para1—para3）提起往事，點明題意。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.”語篇的第三部分（Para 10）啟示性小結，體現(xiàn)價值取向“Our story proves that two old friends can reunite even after decades apart”。

二、基于學習活動觀的教學實踐

（一）學習理解活動

教師要圍繞語篇主題創(chuàng)設教學情境，通過預設必要的語言和文化背景知識，激活學生的預備性知識，為獲取創(chuàng)造性知識做鋪墊。

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？

通過問題設置引入主題，激活學生已有的背景知識，在大腦中產生頭腦風暴。

2.獲取與梳理

Fast reading：

任務：劃分段落層次，總結段落大意。

Scanning：

任務：閱讀后填寫表格內容（見表1）

表1

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

通過閱讀，獲取文章信息、梳理文章脈絡、厘清人物關系和時間線索。

3.整合與概括

Detailed reading：

完成信息表格，強化認知策略；借助關鍵詞匯復述文章大意，強化交際策略，與此同時，培養(yǎng)學生的自主學習能力。

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）應用實踐活動

教師引導學生圍繞語篇主題，通過開展描述、闡釋、分析、判斷等語言教學活動，應用預備性知識，實現(xiàn)對創(chuàng)造性知識和語篇所承載的文化價值的內化。

1.描述與闡釋

完成句子：

⑴這兩個人最近是形影不離。

Those two are really joined at the hip these days.

⑵她演講很有激情。

She spoke with great passion.

單句寫作：

孩子們將近一周不能見她，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

回答問題，聚焦文本內容。

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.

回答問題，聚焦文本表達形式。

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

該部分的設計旨在回顧文本結構，分析情感表達特點，再次梳理文本，為后面的寫作做好鋪墊。

該部分的設計旨在回顧文本結構，分析情感表達特點，再次梳理文本，為后面的寫作做好鋪墊。

（三）遷移與創(chuàng)新

教師引導學生在特定的教學活動中，對語篇所承載的文化價值以及作者的觀點態(tài)度進行推理、論證、質疑、求證，培養(yǎng)學生的批判性思維能力；引導學生學會賞析語篇的文體特征、修辭手法，開展評價性活動，進而實現(xiàn)對主題意義的升華。在此基礎上，創(chuàng)設新的語境，開展創(chuàng)造性學習活動，遷移所學到的技能與方法，繼續(xù)開展深度學習活動，實現(xiàn)能力向素養(yǎng)的轉化。

基于以上認識，設計下列教學活動。

1.理論與論證

活動一：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.’？”

經過熱烈的討論之后，教師會收集到來自學生的這些觀點：These items bear witness to their friendship./These items are of great value./ No matter how much time passes，friendship is forever./…

2.批判與評價，想象與創(chuàng)造

活動二：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文章源于學生習作）

概要寫作需要學生結合語篇主旨意圖，將文章的關鍵要點及中心思想通過凝練的語言組織起來，創(chuàng)造性地表達出來，真正起到以“讀”促“寫”的作用。

活動三：教師設計寫作語境，明確寫作要求，學生列出英文寫作提綱，遷移文本表達形式，獨立完成寫作。小組交流寫作成果，從思維的批判性方面對習作內容進行質疑與求證；從思維的邏輯性方面驗證習作內容是否合乎邏輯規(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。在賞析的同時發(fā)表評價建議，內化所學，外化所獲。

3.寫作設計

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信，告訴他你現(xiàn)在的一些情況。要點如下：①結交了一些新朋友；②朋友們幫助自己找到了兒時的好朋友。

注意：①請根據(jù)以上要點寫一篇70 詞左右的短文；②盡量使用本報刊閱讀課的語言點；③可適當增加細節(jié)，以使行文連貫；④開頭結尾已經給出，不計入總詞數(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 文章源于學生習作）

Welcome to Taiyuan.

Yours，Lihua

在本節(jié)課的遷移創(chuàng)新活動中，報刊文本成了寫作的“源文”，從概要性寫作到遷移創(chuàng)造性寫作，在內化（將主題意義內化到學生的頭腦之中）報刊文本表達形式和內容情感的基礎上，幫助學生遷移與運用文本語言、寫作結構與寫作手法，培養(yǎng)學生的表達性技能，進而實現(xiàn)學習的外化（將內化的知識轉化為外在的言語表達）。