初中英语课外阅读教学策略的实践与探究(1)(2)

我们以The Unicorn（独角兽） in the garden为例。The story is about the bad relationship between the wife and the husband. After the policeman and the psychiatrist came, the wife was put into the booby-hatch. The moral is：Don’t count your boobies before they are hatched. 

我们可以采用以下的步骤进行教学，让学生根据上述列表的发展线索，较清晰地完成文章的阅读。

1.        Cut the story  into some paragraphs ,e.g a、b、c、d……

2.        Everyone takes a piece of paper with a short paragraph on it.

3.        The ones who own the same letter get together and discuss according to the story grammar.

4.        The representatives from different groups put the pieces of paragraphs on the desk in correct sequence.

5.        The teacher gives each student a piece of paper with paragraphs in wrong sequence.

6.        Put them in correct sequence.

7.        The teacher gives the students the whole story in correct sequence.

8.        Further discussion, e.g The moral of the story is……

（四）Reading strategy --- K-W-L适用于expository(说明) texts

K-W-L 重视学生对背景知识的了解，关注对学生学习兴趣的激发。这一模式包含①brainstorming ,②generating categories for organizing ideas, specifying questions, checking what they have learned, ③and guiding further reading这三个程序。就如Ogle 所陈述的“…help students keep the control of their own inquiry, extending the pursuit of knowledge beyond just one article. The teacher is making clear that learning shouldn’t be framed around just what an author chooses to include, but that is involves the identification of learner’s questions and the search for authors or articles dealing with those questions. ” (Ogle,1986a,569)

K --- What we know

W --- What we want to find out

L --- What we learned and still need to learn

Reading Strategy – K.W.L

这一策略可以以小组形式进行。每人有一张上述的表格，教师引导学生有一个总的概念，就表上的栏目一展开brainstorming，写在栏内。栏目二激发学生的兴趣和好奇，提出问题。然后学生带着好奇和兴趣去完成阅读，在栏目三上可以把仍需解答的问题写下来。

K-W-L阅读策略让学生更积极主动的参与课堂，激发思维，拓宽知识面。

（五）Reciprocal（交互）teaching activities

以小组形式进行。指导学生“You will assume the responsibility for helping your group to use one of four reading strategies to discuss the assigned reading ：summarizing, questioning, predicting, and connecting. As you read , take notes based on your assigned strategy and be prepared to lead a discussion for your role in your group.”

（六）运用Diagram 帮助学生理解academic reading

上述图式表明：

In an essay ,main idea is at the end of the first paragraph while it is anywhere in the last paragraph.

The first sentence of the second/third…papagraph is topic sentence.

Introductory/body paragraph can show argument(logical) while concluding paragraph can show argument and commentary. 

     这样很容易让学生对文章一目了然，不仅有助于理解，也为书面表达的提高创造了机会。

四． 结论和探究

虽然课外阅读教学策略目前还在尝试阶段，实践研究的相关教育统计数据尚未出来，但是课外阅读教学策略对于教学工作者如何有效指导初中英语课外阅读的借鉴作用是显而易见的。

学生通过课外阅读大大开阔了眼界，有效地培养了自己的观察力与判断力，使英语整体水平得到明显的提高。在广泛课外阅读的同时，学习活的语言，积极参加内容丰富、形式多样的课外活动， 如朗诵、演讲、讲故事、英语角等，定期交流阅读心得，收集妙句美文，汇编成册，排版出报，更是健心益智，一举多得。这是多渠道接触英语的有效策略。学生在学习和运用英语的过程中逐步学会学习，积累了知识，进而培养了自主学习的能力。

学生已经在以下几方面有明显提高。

·学习英语的兴趣明显浓厚。(如：从应付英语课外阅读课喜欢上英语课外阅读课)

·自主学习英语能力提升。（如：每日必读已成习惯）

·阅读技巧掌握到位。（如：阅读或对每篇文章都能给出title & main idea）

·在测试中，阅读理解这一题型得分率有较明显的提高。（有专门的数据显示）

·知识面得到拓展。（明确目的，阅读训练和获取知识双管其下）

·自信心增强，自我表现力凸现。（如：DAILY SHOW积极主动，敢于展示）

……

我们将继续就课外阅读教学策略进行实践和探究。通过调查法，观察法，访谈法和召开师生座谈会、个别交流、走访专业人士等形式，了解师生需求，探索出课堂课外阅读教学的最佳策略，找到提高学生课外阅读能力的最好途径。

参考文献

1．Constructivist pedagogy in strategic reading instruction, Lawrence Jun Zhang, Instructional science(2007)35(2)：245-271 DOI 10.1007/s11256-007-0003-0003-2

2．Lesson Frameworks for Reader Support

3．Ogle.D.1986a. K-W-L：A teaching model that develops active reading of expository text. The Reading Teacher 39：represents the primary source detailing the use of K-W-L.

4．《让英语课外阅读成为悦读》，范秀琴，《现代中小学教学》，2004·6

5．《21世纪中学英语教学理论与实践》，袁昌寰，北京广播学院出版社，2002。6

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