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阅读技能的教学

一、课程标准的教学建议★★★★

1.1～2级教学目的

乐于认读所学词语，阅读小故事和短文，养成按意群阅读的习惯，逐步形成语感。

2.基本技能（1～2级）

根据图片等提示认读；基本理解大意；理解语篇主要内容；借助图片理解具体信息；

3.主要教学活动举例

4.材料选择

阅读内容积极向上；贴近学生生活和语言水平；具有趣味性、知识性和时代感。

5.教师角色

鼓励、启发、引导、帮助、监控、参与、反馈与评价。

二、阅读理解教学的活动设计★★★★

《标准》建议设计读前、读中和读后阅读教学活动，以帮助学生理解课文，并运用阅读中所学到的知识提出新见解、解决新问题。

(一）读前活动：提供背景知识★★★

课标教科书所提供的阅读材料符合学生的心理特点和现实需要，与学生的知识储备相关联，教师可以通过预读、预览等技巧，帮助学生把自己已经拥有的知识和阅读中将要出现的新知识有机结合起来。

1.预读

学生对所阅读材料话题的熟悉程度是决定其对阅读材料理解程度的重要因素之一，教师在阅读教学之前可以组织形式多样的预读活动，帮助学生了解相关的背景知识，以促进学生对该材料的理解。教师可以通过以下方式组织预读活动：

第一，头脑风暴法。

设计开放性的问题，让学生自由回答。

读前活动的任务之一是要激活学生已有的生活阅历，以A Trip 0n “The True North”为例。这是篇游记，记述了Li Daiyu和Liu Qian去加拿大看他们的亲友的途中见闻。教师可以提问。

Task： Answer the following questions：

Do you like to go sightseeing?

What’s the best city in your native country for sightseeing?

What are the interesting sights in your hometown or your city?

When did you last take a plane trip?

Where did you go?

Did you enjoy the trip? Why or why not?

提出话题，让学生自由提问。

以Canada——“The True North”为例，加拿大是个移民国家，自然景观优美，文化内涵丰富。教师可以通过图片等手段，让学生相互提问，交流一下他们所了解的加拿大。

Task： Ask and answer about these pictures.

What do you know about these places?

Niagara Falls, the Great Lakes, Gulf of St. Lawrence, CN Tower.

What can you do there?

第二，自由记录法。

阅读之前，让学生就所要阅读的话题进行自山联想，把所想到的全部记录下来，不要停下来问“为什么”，只要不停地记下“是什么”。学生所记录的内容或许与要阅读的材料直接相关，或许间接相关，这些内容通过整理将有助于学生理解所读材料。

以A Protector of African Wildlife教学为例，教师可以设计活动让学生自由联想与chimpanzee有关的词语。

Task： Write as many words, related to “chimpanzee”, as you can think of.

2.预览

学生在阅读之前可以通过预览对文章有所了解。预览主要运用略读技巧，教师可以指导学生从以下几个方面进行预览：

•阅读文章的标题

•阅读文章的副标题

•阅读文中的图片或图表

•阅读文中的黑体或斜体部分

•阅读文章的第一段落

•阅读文章的最后一段

•阅读文后的问题

预览的主要目的是帮助学生了解文章的主题思想和主要内容。以A Protector of African Wildlife为例，可以设计预览活动如下：

Specific aim: To train the students to use titles and pictures to get the idea of a passage Skills involved: Reference skill, Anticipation, Skimming

Why? This exercise can be used to show the students how much they can guess about a passage by simply looking at its title and pictures. This will be useful to most students later in the course of their studies.

Task：

You are going to read a passage, which is entitled A Protector of African Wildlife. What do you think the passage is about?

Look at the pictures below the title. Do you know the name of the animals in the pictures? Where is the beautiful lake? What else do you have in mind when you see the pictures?

How do you connect the pictures with the title?

(二）读中活动：理解文章内容★★★

1.把握文章主旨

每篇文章都有主题思想，以统领整个文章的内容。有的文章直接陈述主题思想，有的文章则需要读者自己去理解。

第一，寻找主题句。作者常常以主题句的方式陈述所要表达的主要思想和观点。主题句或在一个段落的开头，或在一个段落的结尾，或在一个段落的中间。主题句通常有四个特点：

•概括性。主题句表达的内容概括性较强，它浓缩了整个段落的内容。

•统一性。段落要求在意义上保持一致，因此，段落中其他的句子必定是用来解释、支持和扩展主题句所表达的中心思想的，使整个段落保持意义上的统一。

•连贯性。段落不仅要求意义上统一，而且要求语法上连贯。一般地说，主题句和其他的句子谓语动词的时态具有一致性，这是科技英语中常见的段落语法结构。

•简洁性。主题句的结构较为简单，通常不用长句或难句。

教师可以设计问题，让学生运用寻读技巧，找出含文章主题思想的段落的主题句，并以此为线索展开讨论。例如：

Task： Read the 1st paragraph and try to find the topic sentence. Explain why you think it is.

I have the greatest job in the world. I travel to unusual places and meet interesting people from all over the world. Sometimes working outdoors, sometimes in an office, sometimes using scientific instruments in my work and sometimes meeting with local people and tourists, I am never bored. Although my job is occasionally dangerous, I don’t mind, because danger excites me and makes me feel alive. However, the most important thing about my job is that I can help to protect people from one of the most powerful natural forces on earth—the volcano.

Topic sentence：

I have the greatest job in the world.

Supporting details：

travel to unusual places

meet interesting people

occasionally dangerous

danger excites me and makes me feel alive

help to protect people

第二，归纳主题。有时，作者并不直接阐明所要传达的主要思想和观点，而是把它隐含在文章的字里行间。教师可以设计活动，让学生运用略读技巧，从以下几个方面帮助学生理解作者所要表达的主题思想。

•快速阅读，把注意力集中在关键词上。关键词都是实词，如名词、形容词、数词、动词和副词等。介词、冠词、连接词、语气词、代词（一般性的代词）以及助动词和情态动词等都不是关键词。

•将关键词扩大为能够表达概念的词组，即语意群，按语意群进行阅读。

•对关键词进行数量上的加工，筛选出最能表达作者意图的关键词，以确定作者在文章中反映的真正意图。

•将关键词所表达的思想用一句话概括出来。

例如：

Task：Read the passage quickly. Underline the keys that contribute to the main idea. What’s the main idea of the passage?

When I was first studying English at college, teachers very often used to visit us. I was in the first level of English, so I didn’t know much about the language and generally just translated each word.

One day, my grammar teacher came over to my room. As usual, I tried to be polite, but that day I made a bad mistake. He knocked on the door. I opened it and said: “Between, between. Drink a chair.’’ My teacher was flabbergasted because of that expression, so he asked me: “What?” At that moment I didn't know what to do, but soon I realized what I had done. I explained to him that in Spanish we say. “Entre，entre. tome una silla”. “Entre” can be translated in two ways: between or come in； “tome” means take, eat or drink. I was embarrassed but I did learn my first lesson about translating from Spanish to English.

Key words：

in the first level of English

translated each word

made a mistake

realized what I had done

learn my first lesson about translating

Main idea：

How I learned my first translation lesson.

2.捕捉文中细节

找出文章的中心思想有助于学生从整体上理解文章。然而，如果要全面地理解文章和深刻地理解文章的内涵，教师还必须帮助学生找出文中的事实性信息，弄清作者呈现信息的方式，并把主要信息和次要信息区别开来。

第一，找出文中细节。运用who, where, when, what, why等疑问词提问是帮助学生捕捉有效信息的好方法。通过提问：

“Who”可帮助学生找到文中的主要人物；

“Where”可帮助学生找到文中出现的主要地点；

“When”可帮助学生找到事情发生的时间；

“What happened”可帮助学生找到所发生的主要事件；

“Why?”可帮助学生找到事情发生的原因。

以A few simple forms of English poems为例，教师可以用What提问，帮助学生了解诗歌的主要类型：

Task：The reading passage discusses the kinds of poems.

How many kinds of poems are discussed?

What are they?

设计图表有助于学生梳理文中出现的主要信息，例如，阅读了Marty Fielding的故事之后，教师可以引导学生去体会Fielding患病前后的情感变化：希望、恐惧、迷惘、忧虑、遗憾、振作、期望（被接受）、自适，启发他们主动关心他人的意识。

Task： Read Marty Fielding’s story again and fill in the table, using

第二，弄清呈现方式。作者总是以一定的顺序，如时间顺序、空间顺序或重要程度等，陈述观点和信息。讲故事常常采用吋间顺序，并运用诸如now、then、before、after、soon、next、one day、in a few days、 meanwhile、first、second、third、suddenly、finally等表达时间先后的词或短语；描述地点、建筑等常常采用空间顺序，并运用诸如near、far、in front、behind、above、below、under、over、beneath、next to、alongside、 left、right、inside、outside等表达空间关系的词或短语；陈述理由时常常先讲次要的，后讲更重要的，最后讲最重要的，并运用诸如first、in the first place、to start、least important、next、more important、most important、major、greatest等表示重要程度的词或短语，或运用most、more，-er、-est等表示比较等级句型。 弄清文章或段落的组织方式，有利于学生更好地理解作者的写作思路，弄清文章中信息之间的逻辑关系。例如： Read Old Tom the killer whale and then put the following sentences in the right order.

⑥George started beating the water with his oar.

⑤Clancy grabbed his boots and raced after George to the boat.

①Clancy arrived at the whaling station.

⑦The killers started racing between our boat and the whale.

③Clancy heard a huge noise coming from the bay.

②Clancy was sorting out his accommodation.

④Clancy ran down to the shore.

⑧The man in the bow of the boat aimed the harpoon at the whale.

第三，区分主次关系。分清主次也是学生必备的阅读能力之一，主要信息指的是与主题密切相关的信息，当然，只要是读者感兴趣的信息都是重要的信息。

以“The old discount supermarket at the Faded Gold Shopping Center has been cleaned from top to bottom for a week because the Health Department threatened to close the store”这句话为例，我们来分析 一下，什么是主要信息。

先把以下次要信息删去：

When: for a week

Where: at the Faded Gold Shopping Center

Why: because the Health Department threatened to close the store

How: from top to bottom

What kind: old discount

回答两个问题：

What is the sentence about?

And what happened to the supermarket?

现在不难看出，该句要传达的主要信息是：The supermarket is clean.

要想把主要信息和次要信息区分开，教师首先要帮助学生弄淸文章的主题思想，在区分主次的过程中，学生也会进一步加深对文章主题思想的理解。以Advice from grandad为例，设计活动如下：

Task 1: List the details under the following subtitles. Add more details.

A.   The ways to become addicted to cigarettes：

©Become accustomed to having nicotine.

②Become addicted through habit.

③Become mentally addicted.

④

B.   The harmful effects of smoking：

©Do terrible damage to your heart and lungs.

②Difficult for smoking couples to become pregnant

③Affect the health of non-smokers.

⑤The ends of the fingers turn yellow.

⑥ Can’t run fast.

⑦ Not enjoy sport.

⑧

C. Suggestions to quit smoking：

①Prepare yourself.

②Be determined.

③Break the habit.

④Relax.

⑤Get help if you need it.

⑥Keep trying.

⑦

Task 2： Discuss with your partner：What are the major details?

3.理解文中信息

弄淸文章的主题思想和找出文章的相关信息固然重要，但这不是阅读理解的全部。教师还必须教会学生区分事实与观点、作出判断与推理，从而理解所获得的信息。

第一，区分事实与观点。作者所写的内容不一定全部是事实，作者既陈述客观事实也表达个人观点。观点可能是在客观事实的基础上所作出的判断、所表达的情感、所选择的信念等，但不是所有的观点都是以客观事实为依据的。例如：

Fact： They are putting too much carbon dioxide into the atmosphere, which prevents heat from escaping from the earth into space.

Opinion： The earth may become too hot for the lives to live on.

下面的词语有助于学生找出作者在文章中所表达的观点。

•表示评价的词语。例如：ugly/pretty/safe/dangerous/clever/stupid/well-dressed/hateful等。

•表示作者态度的词语。例如：usually/often/sometimes/probably/perhaps/likely/maybe等。

•表示判断的词语。例如：I believe, I think, I feel, in my opinion等。

阅读How life began on the earth，分别找出两句陈述事实和表达观点的句子。

Fact：

Opinion ：

Fact：

Opinion ：

第二，做出合理推理。深人理解文章的一个重要指标就是学生是否能够读懂作者的言外之意和写作意图，这就需要教师培养学生的推理能力。合理的推理必须以文章中出现的事实为依据，同时需要学生的生活体验、阅历等背景知识的参与。阅读中的推理可从以下几个方面入手：

(1)根据词汇做出推理。一个单词通常有两方面的意思，一是字典意思（dictionary meaning)，一是延伸意思（associated meaning)。例如mother，字典意思为“母亲”，延伸意思有“温暖”、“慈爱”、“关怀”、“温柔”等。

(2)根据句子做出推理。一个句子所描述的人物及其语言、动作和神态也可以帮助我们做出判断。

例如：从The young man quickly answered,“Yes，sir.” 一句可以推断这个年轻人对对方非常有礼貌而且有点崇拜，甚至有些害怕对方。

(3)根据段落做出推理。有时，要就整个段落、甚至整篇文章的事实进行估计、评判，从而做出推理。例如： When, in 1641, King Kristian of Denmark and Norway built the town of Kristiansand in his own honor, he had to bribe people to move there by giving them tax exemptions (免税). He picked a choice spot for his new city, a piece of land within a mountain-sheltered bay (海湾）near Norway’s southern coast.

He built streets that were wide for their time, safe from public view and the noise of the street. Indeed, some of his ideas—starting with the one of putting a town where there wasn’t any before—are being exploited in Europe today.

Question： What kind of person was King Kristian?

分析：国王克里斯丁以自己的名字命名城市，说明此人有些爱慕虚荣。为自己的臣民建一座城池，又说明他比较关心他人，为他人着想。城市优美布局证明他是很有才华的设计师。350年后欧洲运用他的概念来建造新城市，说明他有远见和创造力。做出这些判断后，以上的问题也就迎刃而解了。

推理的目的是为了作结论，主要采用归纳推理和演绎推理两种方式。

•归纳推理。要求读者针对文章中提供的局部事实，如某一句话，某两句话，乃至整个段落的信息进行归纳，以得出正确的结论。例如：

People know that some animals, particularly birds can be trained to carry messages for them. From 3 000 B.C. to now, pigeons have been used as postmen either in war or in peace. In 1870，when the Germans surrounded Paris, the city was cut off from all the usual means of communication. The people tried many different ways of sending news. One way was to use pigeons. The Germans used hawks to catch the pigeons, but the little postmen flew even faster. In four months about 156 000 letters were sent by them.

Now pigeons are still used. This is because sometimes only the little pigeon can carry the message to where it is difficult for man to go. That is why pigeons are called postmen with feathers.

Question： The Germans used hawks to catch the pigeons, but they(   )

A. Succeeded             B. failed

C. sometimes succeeded    D. sometimes failed

根据 but the little postmen flew even faster 和 In four months about 156 000 letters were sent by them的事实概括归纳起来可得出结论：德国人“failed”。

•演绎推理。演绎推理通常是由大前提、小前提和一个结论构成的，所以也叫“三段论”。大前提提出—般原则，小前提指出个别事物，结论表明推论的结果。

以Monday为例，分析推理过程如下：

Today is Sunday, therefore, tomorrow will be

大前提（省略了）: Monday always follows Sunday.

小前提: Today is Sunday.

结论：Tomorrow will be Monday.

如果我们将省略的大前提补出来，就会得到一个完整的推理过程：Monday always follows Sunday. Now, since today is Sunday, tomorrow must be Monday.

阅读 A short history of western painting 的第一段，回答：

Why has the style of western art changed more often than Chinese art?

The style of western art has changed many times, while Chinese art hasn’t changed often. Art is influenced by the way of life and beliefs of the people, and China, unlike Europe, has followed a similar way of life for a very long time. There are so many different styles of western art that it would be impossible to describe all of them in a short text. Consequently, this text describes only a few of the main styles. Starting from the 5th century AD.

(三）读后活动：进行讨论运用★★★

高效的读者不仅能理解文章内容而且能运用文章内容，教师要组织学生讨论、设计任务型活动，帮助学生预测故事的结局、得出合理的结论，应用于类似的情境和联系自己的生活等。

1.预测结局

阅读过程是一个积极的思维过程，学生不断地在已知信息的基础上预测未来可能会发生的事情。要提高预测的准确性，学生必须:弄清信息的呈现方式，主人翁的个性和态度以及作者的写作意图。

以Journey down the Mekong为例，教师可以设计教学活动帮助学生弄清主人翁Wang Wei和Wang Kun对旅行起点、出发时间、旅行路线、交通方式等方面的态度，并对旅行中可能遇到的困难做出预测。

Task 1: An attitude is what a person thinks about something. Make lists of Wang Wei’s and Wang Kun’s similar and different attitudes to the trip.

Task 2: Who do you think was right about the trip? Why?

2.表明立场

在理解了文章的内容和作者的写作意图之后，学生往往会对文章中出现的人和作者表达的观点和态度作出评价，或喜欢或厌恶、或表扬或批评、或同意或反对、或肯定或否定，教师要设计活动让学生表明立场。以Elias’ story为例，文章记述了Elias对Nelson Mandela的印象，教师可以设计活动让学生对文章中所描 述的Nelson Mandela做出评价。

Task 1: Read these statements. Tell whether they are true or false and why?

(1)  Elias met Nelson Mandela at school.

(2)  Nelson Mandela was a black lawyer.

(3)  Elias was unable to read or write because he was lazy.

(4)  Nelson Mandela helped him keep his job.

(5)  Elias was happy blowing up government buildings.

(6)  Nelson Mandela believed that black people were being treated as white people in South Africa.

(7)  Nelson Mandela thought violence was a good way to help black people.

(8)  The government was happy with Nelson Mandela and the ANC Youth League.

Task 2 : What kind of person do you think Nelson Mandela is? Why?

3.迁移应用

如果说“培养能力”和“发展智力”是学校教育的最重要目标，那么学习的迁移就是检验教学是否达到这个目标的最可靠的指标。阅读教学的主要任务之一是向学生提供真实生活中解决问题所需的知识成分和培养他们有效地把这种知识应用于解决问题的情境中的能力，这种能力在心理学上称为迁移能力。

以 The earth is becoming warmer—but does it matter 为例，文章介绍了 global warming 的形成原因，以及对人类生存环境的影响。

教师可以设计活动让学生列举Greenhouse Effect和Global Warming的利与弊

Task 1: Discuss with your classmate and complete the table below

对于气候变化的原因、影响，有许多不同的观点，教师可以让学生调查一下周围的人，整理调查结果，并设计图表达该结果：

Task 2 : Use the following questions and the chart to collect information

What do you think causes global warming?

How does global warming affect you and others?

How does global warming affect the nature?

对于global warming的成因，有人提出了不同的观点，教师可以把下面的观点介绍给学生，让他们作出判断，并阐明理由。

Task 3 : Do you agree with the following ideas? Why?

Some people believe that there is evidence that the change in the oceans precedes the change in atmospheric carbon dioxide. They believe that because of this the reason of global warming is not the change in carbon dioxide concentrations. It is also cited that most of the rise in temperature in past century has been before 1940 while most of the carbon dioxide emissions have been after this time.

There are even some extremists that do not think that humans have any effect on the changing climate. They look at the climate record and see that there have been changes in the past. Then, they make the jump that this is just another natural fluctuation occurring now. This viewpoint is not accepted by any scientist and is laughed at by everyone who is informed.

Many people believe that stopping carbon emissions will have a negative effect on the economy. They believe that in order to effectively slow down the emissions to the extent that the Kyoto Protocol proposes would not be worth doing. They believe that the necessary changes would be incredibly expensive. They also think that the changes would have future effects upon the economy.

发现问题的目的是为了最终解决问题。教师可以以Solutions to Slow Global Warming为题，让学生写一篇短文。

Task 4： Global warming does not have to occur. It is possible for the human race to slow global warming and maybe even get rid of all of the effects that humanity has on the climate. Please think of possible solutions and write a short passage.

We can help slow global warming by:

• Walking, riding our bicycle, or taking the bus instead of always going by car.

• Saving electricity (turn off the lights, the radio, the TV and the computer when we don’t use them).

• Reducing, reusing or recycling all kinds of items, from soda pop cans to clothes, to save energy and raw materials.

• Planting trees to help absorb excess CO₂，and to provide shade and windbreaks to keep buildings at even temperatures so they will require less energy for heating or cooling.

4.提升自我

有效的阅读不仅是指从文章中获取信息，更重要的是把所获得的信息进行加工处理，并运用于现实生活，尤其是运用于自身的实际生活，通过阅读拓宽视野、启迪思维，通过阅读塑造自我。下面的这些问题有助 于阅读文章中的内容与学生自身的知识、经历、观点、价值观等联系起来。

第一，就情感方面的提问：

How do you feel about the subject of the reading?

Are your feelings similar to the writer’s?

Which parts of the reading seemed exciting? dull? funny? depressing? Why did you feel that way? Do you feel sympathetic with any of the people described in the reading?

第二，就阅历方面的提问：

Did you ever have any experience similar to the events described in the reading?

Do you know any people who are similar to the people described in the reading?

Does the reading describe places or situations or problems like those that you know?

第三，就信念方面的提问：

Do you have the same opinions about the subject as the writer does?

Is there any statement that you particularly agree or disagree with?

How important are your beliefs on this subject to you?

Has the writer changed your mind or made you start thinking about a new point of view?

How convincing are the ideas and arguments that the writer presents?

第四，就思维方面的提问：

As you were reading, what ideas went through your mind?

Did the reading remind you of other thoughts that you have been having?

How does the reading connect with any subject that you have been thinking about?

Did you have any new thoughts after doing the reading?

第五，就印象方面的提问：

Why do I find this boring?

Why don't I like this kind of reading?

Why don’t I care about this subject?

Why do I think that this piece is worthless?

What kind of person might be interested in this reading?

以Cigarette smoking为例，教师可以设计活动让学生对比论证：Health(健康）和Wealth(财富）孰轻孰重？并以“Smoking is a very bad habit”为题写一篇短文。

Task 1: Debate: Which is more important, health or wealth?

Which is more important, health or wealth? Some people work day and night in order to get more money and some people would like to do anything, even run the risks of their lives for wealth. These people think that wealth is more important than any other things. In my opinion, health and wealth are both important, but health is a little more important than wealth. Without health, you can hardly imagine where the wealth comes from. Even if the person becomes wealthy, how can he enjoy his wealth when he has lost his health? Of course, wealth can’t be ignored, for what will happen without money, everybody knows.

Task 2: Write a short passage with the title “Smoking is a very bad habit”.

Smoking is a very bad habit. First of all, cigarettes are very expensive. Smokers have to spend a lot of money buying them. That is a waste of money. Smoking is bad for smokers' health. Even worse, it is harmful to people around them. It is said that smoking is one of the important reasons that can cause cancers. Second, there are always fires that can result in a great loss of life and property because of the smokers' carelessness. Besides, we are growing and have no income. We have no right to do that. It will be even worse if we fall into the bad habit.

易考题型：阅读理解、教学设计、书面表达

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