| 标题 | 初中英语课外阅读方法初探 |
| 范文 | 杨慧 【摘 要】 长期以来，初中英语课外阅读资料五花八门、种类繁多、形式各样，很多教师在课外阅读的处理上过于重视量，而忽视了对阅读质的锤炼，阅读课枯燥，讲练事倍功半甚至流于形式，收效甚微。本文从四个方面浅谈课外阅读的处理方法，藉此抛砖引玉，提升阅读课的教学效果。 【关键词】 课外阅读 方法 效果 初中英语课外阅读的处理一直以来都饱受诟病，很多教师简单地处理为为做题而做题的简单翻译，而忽视了对文本材料本身的价值的挖掘与思考。作为学生综合语言能力的一部分——阅读，无论是课内阅读还是课外阅读都需要引起教师们的足够重视，只有引领学生进行读——析——悟——鉴，阅读才有深度，才能在阅读的实战演练中使各种阅读的方法和策略得到得心应手的运用，学生的分析判断才能得以淋漓尽致的展示，让枯燥的阅读课变得灵动。 1. 问题的提出 为了复习迎考，九年级多在2月份就结束新课，结合武汉市中考英语试卷的特点，也为了学生能够适应具有地方特色的升学考试，试卷的分值分布中，阅读板块占试卷总分的45.83%，在近3个月的复习中，重心都放在了课外阅读上。如果只是一味地用学生做题、教师讲题的单一的练习方式，学生易疲劳、懒散，教师也易随意、松懈，复习的效果可想而知。因而，怎样让学生在阅读课上受益，这是摆在教师们眼前迫在眉睫的事。 2. 课外阅读的案例分析 课外阅读的选材非常重要，在各色各样的复习资料中，阅读材料多如牛毛，为了达到不同的训练目的，在阅读的选材上，英语教师们要慎之又慎。 2.1基于掌握词汇的课外阅读训练 课外阅读不一定都是为了做题，有时为了巩固课内词汇、或是为了让学生在有语境的文本中进一步去加强对课内词汇的深层次理解以及已知词汇的拓展义与外延义，教师带着这样的目的却引领学生分析、推敲，让学生在分析推敲中产生思维碰撞，从而达到训练学生思维和掌握词汇的目的。 【案例1】 In every country，there are thousands of people who want to help others out. Many join organizations run by their governments， for example， the Peace Corp in the United States and Voluntary Service Overseas in Britain. 在上例中，run的意义，已经不再是“跑步”了，这样的语言环境中，结合run 所在的位置，以及其与前后语法词之间的逻辑关系可以判断出，是由某些governments 所经营或管理的organizations了，所以run 意思是“管理”。 【案例2】Hong Zhanhui is a 23-year-old college student， he has raised an abandoned child for 11 years. This story moved millions of Chinese people. 在一个句子中出现了两个陌生词汇，raise 是作为“举起，抬起”之义，但是很显然在此处“举起”之义不符，结合上下文，Hong 的故事感动了很多中国人，那么含有生词的那个句子应该是他的事迹，“他 _______了一个_______ 孩子达11年之久。”所以，我们推测，一个23岁的大学生，不可能生养一个11岁的孩子，那这个孩子就是收养的，被人遗弃的了，所以raise 就是“抚养”，abandoned就是“被遗弃的”。 在有情景的文段中进行词义猜测，不仅能够激发学生的想象力，空间感，还能够培养勤于动脑筋品质。 2.2基于把握文本大意的课外阅读训练 近几年来，武汉市中考的阅读材料呈现出看似易懂，但是题难做的现象，这要求学生要具备相当的英语底蕴与分析、判断、推理能力。如何提升阅读能力是让考生倍感头痛的事，那么，教师在进行阅读训练时就要有意而为之。 【案例3】 A few years ago， when my mother was visiting the city where I worked ... Her hands were so badly disabled from a serious disease that she couldnt do it ... After a while ... Those loving hands that had fed me， bathed me， dressed me， caressed and comforted me， and， most of all， prayed for me， were now touching me in a most remarkable manner. Later in the evening， I went to my mothers room， took her hands in mine， kissed them and much to her surprise ... The best title for the passage is _______. A. Mothers Love B. Mother and I C. Mothers Visit to Me D. The Most Beautiful Hands in the World 给阅读文本加标题是阅读理解中学生最怕的一项，对于这一类的考题就是要求学生能够准确地把握主旨大意。在通读中要注意几个细节的把握： 第一个细节：Her hands were so badly disabled from a serious disease that she couldnt do it. 第二个细节：... the vision of my mothers hands trying to tie that bow. Those loving hands that had fed me， bathed me， dressed me， caressed and comforted me ... 第三个细节：... took her hands in mine， kissed them and much to her surprise， told that to me they were the most beautiful hands in world. 我们发现在阅读材料中多次出现与手相关的细节描述，妈妈的现在的手因疾病变形，曾经的手抚养了我，引起我心灵的震撼，唤醒“我”对母亲的感激。因此，短文一定与母亲的“手”相关，并且通过“手”表达作者的情感。经过比较分析，D是最佳选项。 【案例4】Christmas was just a week away and I had five people left to shop for and only three dollars ... I gave my mother a candle with a note that said， “You are the brightest light in my life.” She almost cried when she read the note. I gave my brother a wooden ruler. On the back of it I had painted， “No brother in the world could measure up to you.” He gave me a bag of sugar and had written on it， “Youre sweet.” For Joanie， I painted a pair of shoes with a note that said ... I gave Annie a paper fan and a note on it， “Im your biggest fan.” I gave Helen a calculator that cost one dollar and I painted a message on the back， “You can always count on me.” ... The best title for the passage is _______. A. its an art to choose gifts. B. it is the thought not the gift that matter C. how to choose cheap gift D. giving gifts improve friendships 在短文贯穿全文始终的是gift，给亲人和朋友送礼，给妈妈的礼物是a candle with a note， 给哥哥的是a wooden ruler with a note， 给妹妹的是 painted a pair of shoes with a note， 给两个朋友的分别是 a paper fan and a note， 和a calculator with a note.从礼物本身来看，礼清情重，侧重于情，传递出来的亲情与友情，因而答案为D。 2.3基于情感价值观的提炼 《新课程标准》指出：情感态度指兴趣、动机、自信、意志和合作精神等影响学生学习过程和学习效果的相关因素以及在学习过程中逐渐形成的祖国意识和国际视野。保持积极的学习态度是英语学习成功的关键。教师应在教学中，不断激发并强化学生的学习兴趣，并引导他们逐渐将兴趣转化为稳定的学习动机，以使他们树立自信心，锻炼克服困难的意志，认识自己学习的优势与不足，乐于与他人合作，养成和谐和健康向上的品格。通过英语课程，增强祖国意识，拓展国际视野，并且对情感态度做出了不同级别的要求。 这要求在课外阅读的训练中，教师仍然要重视对学生人文情感的引导，教师的职责不仅是教书，还要育人。在课外阅读中要注意挖掘文本的思想价值，给学生以思想的启迪和人生价值观的正确引导。 【案例5】At noon that day， I drove back to my house. Just as I entered the living room， I heard ... He shook for a moment and ran out without looking back. I was sure the boy understood what had happened. A few years later， at a music competition of senior high school students in Melbourne， I was invited to judge the final. Finally， a violin player called Merritt won the first prize with his excellent performance！ After the award ...” It turned out that he was “Mr. Rams nephew Rubbens”！ Tears welled up in my eyes. 这是一篇很好的传递正能量的短文，通过阅读，设问，了解学生对短文的理解如： ■ 通过设计图，让学生去寻读如上相关的细节 ■ Why did I cheat the boy？ 这一问题真是本文要挖掘的情感价值所在，发动学生参入讨论，将学生的回答进行整理，体现出“我”对一个少年的救赎，正是“我”的宽容之心挽救了一个可能因为处理不当而致使其误入歧途，而我的这一善举竟然成为这个孩子成长路上的推手，激发燃烧他的梦想，并用成就来报恩。这个故事传递出了宽容、大爱、知恩图报的正能量，引导学生读出文段的思想精华，在学生的心理播洒阳光。借势检验学生对文本材料的深层次理解，给出问题，What do you think the title of the reading passage？ Why did my tears well up？ 让学生进一步去理解文本的情感价值。 3. 基于阅读方法的训练 通常我们的学生所练习的阅读材料基本是记人叙事类的文章，这类文章都有具有一定的共性，怎样对这类文章进行行之有效的处理，又由于考场阅读对时间的限制，在平时的阅读训练中要让学生有时间概念，既要做好，又要在规定的时间范围之内，方法很重要。因而，在阅读训练中，我们会用到如下方法： 3.1自上而下找线索 （1）快速略读全文，注意文中出现最频繁的词或句。 【案例6】My mothers dream of becoming a teacher was interrupted by an unexpected child—me ... I found a note from my mother written on a napkin ... I have received many napkin notes since the first one. There were napkin notes in elementary school ... There were napkin notes in high school ... And there were even napkin notes ... At Christmas ... As she opened up her “You can do it！” napkin notes from me， tears began running down her face ... 由此可见，短文中多次出现了napkin note一词，很显然，note一词贯穿始终，毋庸置疑这是本文的线索，抓住了本文的线索，解决其他的阅读问题如同顺藤摸瓜了。 （2）注意文中出现的表示时间先后的顺序词。 【案例7】A man wearing a mask broke into a bank at about three oclock in the afternoon. He took out a gun from ... Then， while everyone was watching the robber， George calmly lifted the top part of the money-box， took the bills form the bottom part and put them into his own pocket secretly ... The next morning， while the others were examining the banks records， George was called into Mr. Burrows office and was introduced to Mr. Carruthers， who used to be president of the bank. “Good morning， George ... Now I have put the money back in your money-box—all six thousand.” 关注到表示时间先后顺序的词，很显然这是一篇按照时间先后记事的文章，以时间为线索，在这一条时间轴上，可以找出在不同时间段的所发生的事情，然后需要找出相关的阅读答案： ■ 三个黑点代表故事中的三个时间点，在三个不同的时间点上，根据行文的顺序可以找到发生的事情，并且能够对故事发展做出合理的判断。如：What do you think Gorge will do next？很显然事情已经水落石出，他必须交出他所藏的钱。 3.2自下而上读细节 在考场的限时阅读中，有时为了节约时间，同时也为了提高阅读的有效性，变向阅读法也有异曲同工、殊途同归之妙。 【案例8】 “Everything happens for the best，” my mother said whenever I faced disappointment. I had decided to try for a job in radio， then work my way up to sports announcer. I hitchhiked （搭便车） to Chicago and knocked on the door of every station， but I got turned down every time. In one studio， a kind lady told me that big stations couldnt risk hiring inexperienced person. “Go out in the sticks and find a small station thatll give you a chance，” she said. ... On my way home， as I have many times since ... I often wonder what direction my life might have taken if Id gotten the job at Montgomery Ward. 1. Whats the writers ideal job？ A. A sportsman. B. A shop assistant. C. A sports announcer. D. A businessman. 2. The writer didnt get the job in Chicago because ______. A. he was too young B. he didnt get college education C. it has got a good-looking person D. he hadnt got enough experience 3. The underlined sentence means _______. A. but I was refused every time B. but I was successful every time C. but I lost my way very time D. he hadnt got enough experience 通过阅读题干，直接锁定细节——ideal job、didnt get the job in Chicago、 ... but I got turned down every time.等细节，找出细节在短文中的位置，并在短文中做好标记。如： 第一小题直接得出答案C，第二小题作者在芝加哥找不到播音工作的原因是没有经验，由此分析得出第二小题的答案为D， 划线句子的意思就不言而喻了，碰壁！故答案为A。 4. 结语 课外阅读是课内阅读的延伸，也是提高学生阅读能力、提升语感、巩固词汇的有效途径。因此，教师要根据不同的需要进行多样化的阅读练习，避免为完成做题而阅读的枯燥。教师组织教学尤为重要。 注：本文中短文受篇幅限制有所省略。 [1] 中华人民共和国教育部. 义务教育英语课程标准[M]. 北京： 北京师范大学出版社， 2012. [2] Clark， H.H. Using Language[M]. Cambridge University Press， 1996. [3] 王立非. 现代外语教学论[M]. 上海：上海教育出版社，2000. [4] 文秋芳. 英语学习策略论[M]. 上海： 上海外语教育出版社， 1996. ... On my way home， as I have many times since ... I often wonder what direction my life might have taken if Id gotten the job at Montgomery Ward. 1. Whats the writers ideal job？ A. A sportsman. B. A shop assistant. C. A sports announcer. D. A businessman. 2. The writer didnt get the job in Chicago because ______. A. he was too young B. he didnt get college education C. it has got a good-looking person D. he hadnt got enough experience 3. The underlined sentence means _______. A. but I was refused every time B. but I was successful every time C. but I lost my way very time D. he hadnt got enough experience 通过阅读题干，直接锁定细节——ideal job、didnt get the job in Chicago、 ... but I got turned down every time.等细节，找出细节在短文中的位置，并在短文中做好标记。如： 第一小题直接得出答案C，第二小题作者在芝加哥找不到播音工作的原因是没有经验，由此分析得出第二小题的答案为D， 划线句子的意思就不言而喻了，碰壁！故答案为A。 4. 结语 课外阅读是课内阅读的延伸，也是提高学生阅读能力、提升语感、巩固词汇的有效途径。因此，教师要根据不同的需要进行多样化的阅读练习，避免为完成做题而阅读的枯燥。教师组织教学尤为重要。 注：本文中短文受篇幅限制有所省略。 [1] 中华人民共和国教育部. 义务教育英语课程标准[M]. 北京： 北京师范大学出版社， 2012. [2] Clark， H.H. Using Language[M]. Cambridge University Press， 1996. [3] 王立非. 现代外语教学论[M]. 上海：上海教育出版社，2000. [4] 文秋芳. 英语学习策略论[M]. 上海： 上海外语教育出版社， 1996. ... On my way home， as I have many times since ... I often wonder what direction my life might have taken if Id gotten the job at Montgomery Ward. 1. Whats the writers ideal job？ A. A sportsman. B. A shop assistant. C. A sports announcer. D. A businessman. 2. The writer didnt get the job in Chicago because ______. A. he was too young B. he didnt get college education C. it has got a good-looking person D. he hadnt got enough experience 3. The underlined sentence means _______. A. but I was refused every time B. but I was successful every time C. but I lost my way very time D. he hadnt got enough experience 通过阅读题干，直接锁定细节——ideal job、didnt get the job in Chicago、 ... but I got turned down every time.等细节，找出细节在短文中的位置，并在短文中做好标记。如： 第一小题直接得出答案C，第二小题作者在芝加哥找不到播音工作的原因是没有经验，由此分析得出第二小题的答案为D， 划线句子的意思就不言而喻了，碰壁！故答案为A。 4. 结语 课外阅读是课内阅读的延伸，也是提高学生阅读能力、提升语感、巩固词汇的有效途径。因此，教师要根据不同的需要进行多样化的阅读练习，避免为完成做题而阅读的枯燥。教师组织教学尤为重要。 注：本文中短文受篇幅限制有所省略。 [1] 中华人民共和国教育部. 义务教育英语课程标准[M]. 北京： 北京师范大学出版社， 2012. [2] Clark， H.H. Using Language[M]. Cambridge University Press， 1996. [3] 王立非. 现代外语教学论[M]. 上海：上海教育出版社，2000. [4] 文秋芳. 英语学习策略论[M]. 上海： 上海外语教育出版社， 1996. |
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