基于英语学习活动观下的报刊阅读课

张 雄 山西省忻州市忻州师范学院附属中学

人们获取信息最主要的途径就是阅读，阅读教学是英语学科教学最重要的手段之一。为了扩大视野、获取足够的信息量、提高学生的阅读能力、尽可能地满足学生的阅读兴趣，仅阅读教材文本是不够的，还应该扩大阅读的范围，增加阅读材料。

《普通高中英语课程标准（2017 年版）》在“开发多种形式的英语教学资源”中指出，要加大对信息管理和网络资源开发的投入，将各种优质的英语学习软件和网站、英语报刊等与教学有关的信息和资源融入英语课程资源体系中。21 世纪英语报刊以内容新颖、语言表达方式鲜活、语篇题材丰富、文本体裁多样化呈现、阅读材料趣味性强、语篇难度适宜等特点，深受中学师生的喜爱，进而这种有效的教学资源成为中学英语阅读教学的主要补充形式。以下是基于学习活动观的中学英语报刊阅读实践心得。

一、深研语篇，把握教学核心内容

语篇是英语教学的载体，拥有特定的主题、丰富的情境和翔实的内容，并以严谨的逻辑结构、鲜明的文体特征和多样化的语言表达形式，组织语言信息的呈现，表达语篇内涵的主题意义。所以，教师必须认真研读语篇，领会语篇背后承载的主题意义，挖掘语篇内涵的文化价值，仔细分析文体特征及其语言特点，明确它们之间的相互关系。只有这样才能落实英语学科核心素养目标，树立正确的英语教学活动观，产生有效的教学设计方案。

现以21 世纪英文报高二年级2020—2021 学年第29 期Reconnecting with a friend为例。面对这一语篇，首先，要弄清语篇的主题内容。Reconnecting with a friend 是一篇叙事故事，介绍了作者与儿时好友Greg分别五十年后，重新联络起来，重拾友谊的故事。本文的主题语境是人与社会——社会服务与人际沟通。其次，要弄清楚语篇的深层含义，即作者想要表达的情感态度和价值取向。通过仔细研读语篇，发现语篇背后体现的意义“No matter how much time passes，friendship is forever.”另外，还需要分析语篇的文体特征、内容结构和语言特点。通过研读语篇，发现本篇叙事故事由十个自然段组成，分为三个段落层次。语篇的第一部分（Para1—para3）提起往事，点明题意。其中心含义是“I had a close friend Grey but lost contact with him for more than 50 years after he moved away.”语篇的第二部分（Para4—para9）回忆往事，记叙事情“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.”语篇的第三部分（Para 10）启示性小结，体现价值取向“Our story proves that two old friends can reunite even after decades apart”。

二、基于学习活动观的教学实践

（一）学习理解活动

教师要围绕语篇主题创设教学情境，通过预设必要的语言和文化背景知识，激活学生的预备性知识，为获取创造性知识做铺垫。

1.感知与注意

Lead-in：

Do you still keep in touch with your childhood friend？

Do you have some special experiences with your childhood friend？

通过问题设置引入主题，激活学生已有的背景知识，在大脑中产生头脑风暴。

2.获取与梳理

Fast reading：

任务：划分段落层次，总结段落大意。

Scanning：

任务：阅读后填写表格内容（见表1）

表1

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

通过阅读，获取文章信息、梳理文章脉络、厘清人物关系和时间线索。

3.整合与概括

Detailed reading：

完成信息表格，强化认知策略；借助关键词汇复述文章大意，强化交际策略，与此同时，培养学生的自主学习能力。

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）应用实践活动

教师引导学生围绕语篇主题，通过开展描述、阐释、分析、判断等语言教学活动，应用预备性知识，实现对创造性知识和语篇所承载的文化价值的内化。

1.描述与阐释

完成句子：

⑴这两个人最近是形影不离。

Those two are really joined at the hip these days.

⑵她演讲很有激情。

She spoke with great passion.

单句写作：

孩子们将近一周不能见她，这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.分析与判断

回答问题，聚焦文本内容。

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.

回答问题，聚焦文本表达形式。

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）.

单项选择

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

该部分的设计旨在回顾文本结构，分析情感表达特点，再次梳理文本，为后面的写作做好铺垫。

该部分的设计旨在回顾文本结构，分析情感表达特点，再次梳理文本，为后面的写作做好铺垫。

（三）迁移与创新

教师引导学生在特定的教学活动中，对语篇所承载的文化价值以及作者的观点态度进行推理、论证、质疑、求证，培养学生的批判性思维能力；引导学生学会赏析语篇的文体特征、修辞手法，开展评价性活动，进而实现对主题意义的升华。在此基础上，创设新的语境，开展创造性学习活动，迁移所学到的技能与方法，继续开展深度学习活动，实现能力向素养的转化。

基于以上认识，设计下列教学活动。

1.理论与论证

活动一：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.’？”

经过热烈的讨论之后，教师会收集到来自学生的这些观点：These items bear witness to their friendship./These items are of great value./ No matter how much time passes，friendship is forever./…

2.批判与评价，想象与创造

活动二：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文章源于学生习作）

概要写作需要学生结合语篇主旨意图，将文章的关键要点及中心思想通过凝练的语言组织起来，创造性地表达出来，真正起到以“读”促“写”的作用。

活动三：教师设计写作语境，明确写作要求，学生列出英文写作提纲，迁移文本表达形式，独立完成写作。小组交流写作成果，从思维的批判性方面对习作内容进行质疑与求证；从思维的逻辑性方面验证习作内容是否合乎逻辑规律，把握逻辑规则；从思维的创新性方面去努力求异、求新。在赏析的同时发表评价建议，内化所学，外化所获。

3.写作设计

假如你是李华，你搬回到了太原，现在给你以前的朋友李明写信，告诉他你现在的一些情况。要点如下：①结交了一些新朋友；②朋友们帮助自己找到了儿时的好朋友。

注意：①请根据以上要点写一篇70 词左右的短文；②尽量使用本报刊阅读课的语言点；③可适当增加细节，以使行文连贯；④开头结尾已经给出，不计入总词数。

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 文章源于学生习作）

Welcome to Taiyuan.

Yours，Lihua

在本节课的迁移创新活动中，报刊文本成了写作的“源文”，从概要性写作到迁移创造性写作，在内化（将主题意义内化到学生的头脑之中）报刊文本表达形式和内容情感的基础上，帮助学生迁移与运用文本语言、写作结构与写作手法，培养学生的表达性技能，进而实现学习的外化（将内化的知识转化为外在的言语表达）。