课内外语篇深度互动的英语阅读教学

摘 要：英语阅读教学正由平面走向立体。课内语篇是阅读教学的载体，课外语篇是阅读教学的外延。教师应该通过课内外语篇的深度互动，丰富话题信息，扩充学生的词汇库，增加学生的语言输出量，夯实学生的语言知识基础，提升学生的思维品质，培养学生的文化品格，最大化地提高阅读教学的效能，提升学生的核心素养。

关键词：课内外；语篇；深度互动

英语阅读教学在培养学生核心素养方面起着重要作用，越来越受到广大英语教师的重视，很多教师为了配合教材的阅读教学，还开展了大量课外阅读活动。如何让课内外的阅读教学相辅相成，相得益彰，真正让学生的英语核心素养获得提升是值得研究的课题。笔者在教学实践中通过课内外语篇深度互动对阅读教学进行了探索。

课内外语篇深度互动的英语阅读教学就是教师根据教材语篇教学的需要，精选、链接课外语篇开展补偿性阅读教学，从阅读语篇的内容着手，挖掘课内外语篇的关联点开展深度阅读教学，从而使学生的语言能力、思维品质、文化品格、学习能力等核心素养得到提升。

一、基于话题整合的互动

（一）丰富话题信息 增加语言输出

现行英语教材每个单元均以话题为主线，话题贴近学生生活。在日常的语篇教学中，教师常会为学生搭建词汇、句式、语篇结构等各种支架，供學生在阅读后进行语言输出。但由于学生对于语篇中的信息缺少相关课外链接，导致输出无新意，缺少思想及新信息。只有大输入，才可能有大输出，因此，笔者尝试了基于教材语篇话题的课外语篇植入。

以译林版义务教育教科书《英语》（以下所举例子都为同一套教材）九年级上册Unit 2的语篇“The power of colours”中Energetic colours为例。语篇关于green仅提供了三方面信息，即the colour of nature， represent new life， the colour of envy。这些内容非常笼统，缺少支撑，学生复述时会无话可说。于是，笔者给学生提供了以下相关语篇，供学生课前自由阅读，以补充green的支撑信息。

Green is an important colour in nature. It is the colour of grass and the leaves on trees. It is also the colour of most growing plants.

Sometimes， the word “green” means young， fresh and growing. For example， a greenhorn is someone who has no experience. In the 15th century， a greenhorn was a young cow or an ox whose horns had not yet developed. A century later， a greenhorn was a soldier who had no experience in war. By the 18th century， a greenhorn had the meaning it has today—a person who is new in a job.

Someone who is good at growing plants is said to have a green thumb. The expression comes from the early 20th century. A person with a green thumb can make plants grow quickly and well. The Green Revolution is the name given some years ago to the development of new kinds of rice and other grains. It was the result of hard work by agricultural scientists who had green thumbs.

Green is also the colour used to describe the powerful feeling—jealousy. The green-eyed monster is not a dangerous animal from outer space. It is an expression used about 400 years ago by the British writer William Shakespeare in his play Othello. It describes the unpleasant feeling when someone has something he wants.

In most places in the world， a green light is a signal to move ahead. In everyday speech， a green light means approval to continue with a project.

有了课外语篇中关于green信息的输入，学生复述时内容输出量更大了，也更丰满了，学生的语用能力也得以训练、提升。

（二）链接话题词汇 扩充个体词库

词汇量的大小在某种程度上影响着阅读者的阅读效果。在阅读教学中，教师可以选择话题相似的课外语篇作为拓展阅读材料，这样不仅可以让课内语篇词汇在课外语篇中再现，提高复现率，更可以引入话题相关词汇，增加学生的词汇量，扩充个体词库。如在九年级下册Unit 2 Great people的阅读教学时，笔者引入了《初中英语读本》（九年级下册）中的语篇“Marie Curie： Award-winning scientist”。通过对该语篇的阅读，学生不但复习了课内语篇中的词汇，还结识了以下新词汇：inspiration， radioactivity， element， persuade， equipment。endprint

二、基于阅读技能培养的互动

《义务教育英语课程标准（2011年版）》（以下简称《课程标准》）对初中毕业生英语阅读能力的部分要求是：能根据上下文和构词法推断、理解生词的含义；能理解段落中各句子之间的逻辑关系；能找出文章中的主题，理解故事的情节，预测故事情节的发展和可能的结局[1]。在阅读教学中，教师对语篇的处理决不能仅仅停留在语言知识层面，而应通过课内外语篇的深度互动，将上述阅读微技能的训练予以落实。

例如，为了训练学生“预测故事情节的发展和可能的结局”的阅读微技能，笔者在教学八年级下册Unit 4的语篇“Gulliver in Lilliput”时进行了课内外语篇深度互动的实践。语篇介绍了Gulliver在到达小岛之初从昏睡中醒来后发现自己被绑及如何挣脱的情形。文末Gulliver想：I must run away from them， but I dont know how to get away.于是，笔者设计了以下问题供学生预测、想象可能的结局：①Did Gulliver run away at once？ Why？

②What could he do if he failed to run away？

③Who can tell us the real end of the story？

学生对文本进行预测、想象后，笔者趁热打铁，植入了简易版名作“Uncle Toms cabin”（《汤姆叔叔的小屋》）第3章“North to freedom”的片段供学生阅读、预测。文本如下：

Elizas husband George had escaped from his master， too.

Georges skin was very lightly coloured.

So he was able to look like a white man.

He did this by colouring his hair yellow.

He also put on some rich-looking clothes.

Then no one knew he was a runaway slave.

George walked into a restaurant.

He saw his old friend he was looking for.

The friend was Mr. Wilson.

学生阅读后，笔者设计了以下问题供学生预测故事情节发展：①Why did George look for Mr. Wilson for help？②How did Mr. Wilson help George？ 课后布置学生阅读完本章节剩余内容，以验证自己先前所做的预测。

目前，课内语篇深度普遍较浅，缺少挑战性，教师较难进行深度阅读微技能设计。为了更好地将阅读微技能训练落实于常态教学，教师要精选课外语篇，根据《课程标准》的要求设计具有思维含金量的思考题，开展补偿性、拓展性阅读技能互动训练。

三、基于思维能力训练的互动

思维是人脑对客观事物间接的概括的反映，是在实践的基础上产生和发展的，也是通過概念、判断和推理等形式来反映客观事物的能动过程。良好的思维常具有深入性、批判性、发散性、严密性、独立性、创造性等特征[2]。阅读不仅是一种外在教学行为，也是一种内在的思维活动。阅读的过程，也是思维的过程。因此，笔者在课内外语篇深度互动的英语阅读教学中，也着眼于学生思维品质的培养。

例如，在九年级下册Unit 3的语篇“Living with a robot”教学中，为培养学生的创造性思维能力，笔者开展了课内外语篇深度互动的英语阅读教学。语篇主要介绍了Mr. Jiang购买的Home robot给他的生活带来便捷及不久后机器人由于感染病毒而给他的生活带来麻烦的故事。教学中笔者首先进行如下提问：①Is Mr. Jiang satisfied with his robot？ Why？②What advice can you give Mr. Jiang to make his robot work well？在第一问中，学生辩证地回答了Mr. Jiang对机器人的态度，即Mr. Jiang is satisfied with his robot at first， but not later on.第二问具有开放性，是对学生创造性思维的训练，不同的学生给出了不同的答案，如Check it every few days； Never use it too often； Update the program often； Be friendly to the robot ...

接着笔者提供下面这篇相似话题的语篇供学生阅读，并设计如下问题：①Can Japanese housekeeping robots do what Mr. Jiangs robot do？②What can Probo do？通过对两篇短文的对比阅读，学生了解到机器人也能进行自动化的情感交流，从而让学生跳出表层思维。最后笔者再进行追问：①Whats your ideal robot？②Can you imagine what life will be like with robots everywhere in our daily life？ ③Do we need robots everywhere in our daily life？ Please present your reasons.这三个问题均跳出了文本范畴，需要学生开拓思维，发挥想象。对于第三问，笔者让学生进行辩论。辩论中双方互陈理由，不断提出新观点，你来我往，激活了思维，学生的创造性思维能力得以训练。endprint

Robots are coming into peoples lives these days. Robots help people a lot. Japanese housekeeping robots can move chairs， sweep the floor， take away dirty dishes and put dirty clothes in washing machines. Intel， the famous computer maker， has developed a self-controlled robot called Herb. Herb can do simple things that people tell it to do， such as cleaning up waste.

Recently a large robot named Probo has been helping children to feel less worried in hospital. Probo has a touch screen on its stomach. The screen teaches children how to use Probo. The green robots face can make expressions to show how medical operations will make the child feel. “The main aim of this project is to make emotional communication with children，”said Jelle Saldien， one of the researchers.

Probo was invented by Ivan Hermans， president of the Anty Foundation. He had the idea after seeing the film i， Robot. Probos green head and short nose are fully automated. Its touch screen can show different emotions， such as pleasure and sadness， and can also “see” the expressions on human faces and make eye contact.

语篇教学中，教师不仅要引导学生对已知信息及隐藏于文字背后信息的理解，更要激发学生对未知信息的思考、想象，培养学生的思维能力。

四、基于语言知识实践的互动

语言知识是学生语言能力发展的基础。在进行阅读教学时，教师要处理好语篇整体教学与语言点教学之间的关系，要根据教学需要进行高效的语言知识解读与训练，同时要引导学生通过体验、参与、实践、探究和合作等方式，让学生主动发现语言规律，逐步掌握语言知识，提升运用技能。

八年级下册Unit 7中语篇“An interview with an ORBIS doctor”的主要语言知识为被动语态，文中出现了6句含被动语态现象的句子，分别是：①About 80 percent of these cases can be prevented or cured.②The plane is also used as a training center.③Also， local doctors are invited on board.④During my last visit， 150 patients were operated on.⑤Now most eye problems and diseases can be treated and cured. ⑥But more money is needed to carry on with our work.以上句子涉及了一般現在时的被动语态、一般过去时的被动语态及含有情态动词的被动语态。学生通过对上述句子的比对、观察，迅速归纳出一般现在时的被动语态、一般过去时的被动语态及含有情态动词的被动语态的结构。

为了让学生体验更多的被动语态句子，笔者引入了《新概念英语》第二册Lesson 21 Mad or not的语篇。该语篇短小精悍，包含6句被动语态的句子。笔者通过让学生阅读该语篇，归纳出了现在完成时的被动语态和一般将来时的被动语态结构。

在学生发现、归纳出相关时态的被动语态及含情态动词的被动语态结构后，笔者布置学生朗读、背诵相关内容，将该语言知识熟记、内化于心。这种基于语篇的语言知识教学，抛弃了过去教师将语言知识从语境中割裂开来、对语言知识进行过度讲解，转而由学生在新语篇中再认知、再体验、再发现、再归纳语言现象，提升了学生对新知识的习得能力。

五、基于文化品格养成的互动

文化品格是指对中外文化的理解和对优势文化的认同，是学生在全球化背景下表现出的知识素质、人文修养和行为取向。在进行语篇教学时，教师除了将文化现象、文化知识呈现给学生，更重要的是设置活动让学生理解文化内涵，比较文化异同，吸收文化精华，形成文化理解能力、正确的价值观和道德情感[3]。

八年级下册Unit 5中的语篇“When in Rome”主要介绍了英国的相关礼仪，文中提到英国文化与中国文化在某些方面存在异同。为了加深学生对语篇内容的理解，笔者设计了如下问题：①How do British people greet each other when first meeting？ What about in China？ ②Do people in China greet each other with a kiss？ What about in Britain？③Are British people polite in public and at home？ What about you？④How will you behave well in Britain？ Give some advice.学生通过在语篇内搜索、推敲信息及一系列讨论后，明白了“When in Rome， do as the Romans do”的真正含义。endprint

不同学生对不同文化的认同度不一样。于是，为了加深学生对文化认同的理解，笔者植入以下语篇，并设计如下问题供学生讨论：①How do western guests look in the eyes of Chinese？②Are guests treated like gods in China？ What about in North America？③Why are guests treated differently in different cultures？ ④Does the writer like the way we Chinese treat guests？ What do you think？⑤Could you tell us the purpose of the writer who writes the passage？

In the eyes of many foreigners， Chinese are the best hosts and the worst guests in the world. Theyre not really bad guests， but because the guest-host relationship in China is much different than in some western counties， it appears they are not nice guests. And western guests sometimes look rude in the eyes of Chinese guests.

In China， guests are almost like gods. Whenever I enter a Chinese persons home， there is always fruit on the table for me， and someone is quick to bring me a cup of tea or water. In the west， generally the guest is not a god. Acting according to the hosts way of doing things is usual behavior for a guest.

My wifes mother， a very kind elderly Chinese lady， doesnt smoke. When I see some of her guests smoking in her house， as a non-smoker， I feel unhappy. Usually I want to stop them directly， but I must realize that in China， to be a good host， she must not do that. In most North America homes， if you are a guest， and the hosts are not smokers， you should not smoke in their house. At the very least， you could ask， “Is it OK if I smoke？” But， dont be surprised if they say， “No， you cant smoke.” In our culture， if you smoke in their home， you are a bad guest， but if they dont allow you to smoke in their house， they are not a rude host.

Guests in China also have special habits. Some western people may not adapt to these habits very soon. Thankfully my wife is Chinese， so whenever we visit a Chinese family she tells me to buy them a gift. However， giving a gift to a host is not always necessary in my country. So， if you invite international guests to your home， dont be too surprised if they dont bring you a gift.

In China， you probably wont need to change the guest-host relationship very much because you will probably only be the host， and Chinese are naturally very good hosts. If western hosts invite you to their house， try not to be too surprised if their style of treating you is not what you have expected.

基于課外语篇设计的问题有一定的思维含量，需要学生带着文化认同的心态看待问题。通过一系列问题的回答，学生慢慢习惯于从批判的视角看待文化。在日常教学中，教师要具有善于挖掘语篇中文化元素的眼光，并利用课内外文本养成学生文化品格的意识和能力。

在英语阅读教学中，教师要从“教教材”过渡到“用教材教”。教材语篇只是阅读教学的载体，教师要善于根据教材语篇话题挖掘、链接课外语篇素材，根据学生的阅读能力发展需要，将课外语篇植入课堂教学，课内外语篇深度互动，丰富话题信息，扩充学生的词汇库，增加学生的语言输出量，夯实学生的语言知识基础，提升学生的思维品质，培养学生的文化品格，最大化地提高阅读教学的效能，提升学生的核心素养。

参考文献：

[1]中华人民共和国教育部.义务教育英语课程标准（2011年版）[M].北京：北京师范大学出版社，2012：17.

[2]孙俊. 课内外互动的英语课外阅读教学探索[J].教学月刊·中学版（教学参考），2014（10）：23-25.

[3]宋德龙.如何利用语篇教学提升学生核心素养[J].中学外语教与学，2017（4）：15-18.endprint