2017安徽教师招聘考试高中英语阅读教学设计提问方式分析

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高中英语阅读教学设计提问方式分析

吕媛媛

　　阅读课作为高中英语重要的课型之一，在招教考试的准备过程中，是报考中学英语岗位的考生不容忽视的重要课型。大部分考生都知道阅读课的基本流程是P-W-P，即为读前(pre-reading), 读中(while-reading), 读后(post-reading)，这使得很多考生容易陷入一个误区，以为阅读课是非常简单也是非常无聊的。其实不然，阅读课的文本解读角度有很多，不同的解读方式导向的教学效果也是大不相同，本文将高中英语阅读课的从不同的层次将阅读课常见的提问方式进行归纳梳理，并结合案例说明这些解读角度怎么使用，希望能够给各位同学一些启发和帮助。

　　一、阅读课不同层次提问梳理

　　阅读课的提问从深度来说，可以分为四类：理解表层信息、理解信息点间相互关联、理解观点、学习目标语言四种。下面围绕这四种提问方式，列举出其常见的问题：

　　1. 理解表层信息

　　What is the problem the manager faces?

　　What can be learned from the text?

　　Where/when does the story take place?

　　After the program was started, what happened?

　　How many characters are there in the story? Who are they?

　　该类问题的目标：了解基本信息，即时间、地点、人物、事件、例子等等。

　　2. 理解信息点间的相互关联

　　What surprised the writer most when....?

　　What did the writer want to do when his mother came home?

　　Why do they need to ask themselves the questions stated in paragraph ...?

　　According to the writer, what eventually brought about a certain result?

　　According to the text, why can be it now be easily discovered in that region?

　　该类问题的目标：理解作者为证明自己的观点所选用的例子等证据，理解作者的结论是如何得出的。

　　3. 理解观点思想

　　Would you suggest a title for the passage?

　　What is the purpose of this article?

　　What can be learned from the text?

　　What can be inferred from the passage?

　　How is the research/experiment carried out?

　　What does the last sentence of the text imply?

　　What does the word “...” in paragraph ... Refer to?

　　What is the real concern of the writer of this article?

　　What die the writer think after doing....?

　　Why did the writer finally agreed to do that?

　　What viewpoint/message is conveyed in t his article/story?

　　What does the underlined part in the last paragraph mean?

　　According to the passage, what impresses the writer most?

　　Why does the writer mention...at the beginning of the text?

　　Why does t writer provide the detailed information about the ...?

　　In the writer’s opinion, how does her argument stand? (eg. One-sided, reasonable, puzzling, well-based)

　　What method does the writer use to develop paragraph...? (by offering analyses; providing explanations; giving examples; making comparisons?)

　　该类问题的目标：理解文本目的、内涵、推断、语气、修辞等。

　　4. 学习目标语言

　　What is some of the language used to express...?

　　How does the writer express his ideas so effectively?

　　What’s the function of a certain word or expression here?

　　If we leave out the adjective here, is the meaning clearly conveyed?

　　Can you think of some other expressions that can convey the same or similar meaning?

　　该类问题的目标：从话题、功能、修辞等视角进行。对语言的解读必须贯穿于整个文本解读的全过程。

　　二、案例解读

　　教学内容选自人教高中必修1第2单元English around the world的Reading最后一段。

　　附教学内容：

　　English now is also spoken as a foreign or second language in South Asia. For example, India has a very large number of fluent English speakers because Britain ruled India from 1765 to 1947. During that time English became the language for government and education. English is also spoken in Singapore and Malaysia and countries in Africa such as South Africa. Today the number of people learning English in China is increasing rapidly. In fact, China may have the largest number of English learners. Will Chinese English develop its own identity? Only time will tell.

　　课堂提问列举：

　　1. Is the first sentence the most important one/topic sentence of this paragraph?

　　2. If yes, tell why. If no, make up a topic sentence for it and rewrite the paragraph.

　　3. What is meant by “For example”? What by “in fact”?

　　4. Does Chinese English already have its own identity? Yes, and no! Why? Study the word “develop”, which may mean either “(talking about someone or something that already exists) (cause sb/sth to) grow gradually”, or “(talking about someone or something that doesn’t yet exist) (cause sb/sth to) become noticeable, visible or active”.

　　课堂提问解读：

　　本段是全文最后一段，其表层信息，主要说明当今把英语作为二语或外语的主要地区有：印度、新加坡和马来西亚、南非、中国。这些信息之间的主要关系是：二语与外语。关于中国，提到了两个事情。中国学习英语人数在激增;中国可能拥有全世界最多的英语学习者。这两个事实中，作者更想强调第二个事情。In fact表示强调。因此，在设计教学时，可以让学生仔细阅读本段后，判定首句是否能概括全段(即是否为主题句)。在思考做出判断的同时，招到判断的依据更为重要。通过这样的活动，学生既关注主题句，又关注支持性细节。接着可以让学生改写这一段，使该段以一个主题句开头。这样，学生可能会重新整合表示区域的词和具体国家的词。如用 English now is also spoken as a foreign or second language all over the world/ in Asia and Africa. 为开头，就过于泛化了。因此要通过分析，指导进行改进 English now is also spoken as a foreign a second language in many parts of Asia and Africa. 在处理文本信息的时候，通过设置细化问题，引导学生关注for example的作用，研究作者关于develop its own identity的言外之意(对world Englishes持肯定态度)，都是可以更好地在细节上处理文本信息，体现对文本内容、思维训练、语言学习、 阅读方法的有机整合。

　　希望通过本篇教研文章，能够给广大学员准备英语阅读课时提供文本解读的角度和启发，更好地找到适合自己的阅读教学设计解读技巧和方法。

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（编辑：吴俊）