“阅读圈”点燃阅读的力量——以Maddy’s Family Photos教学为例

○党永赛 马桂平

在阅读教学中，“阅读圈”是一种由学生自主阅读、自主讨论与分享的阅读活动。它的主要做法是，在阅读课中，教师让学生以小组（4～6人）为单位，在阅读的过程中，每个人承担一个角色，负责一项工作，有目的地去读，并完成自己负责的任务。本节课，教师根据文本的结构、趣味性以及学生的阅读能力，在读中和读后环节采用简易版“阅读圈”的方式进行教学，设计多样任务，分配给学生不同角色，以小组分工合作的方式自主探讨文本，收到了很好的教学效果。

Pre-reading

激活背景知识，为即将阅读的故事Maddy’s Family Photos做铺垫。

T:Maddy’s family live in these countries.Do you still remember Maddy？

S1:Yes.She is a monster.

T:Can you say something about her？S1:Maddy likes to play basketball.

S2:Maddy’s family like to see a film.…

T:Today，we will read another interesting story about Maddy’s family.

While-reading

整体阅读让学生对所读内容进行总结概括，对故事中的关键人物进行提炼，旨在帮助学生学会阅读、学会思考，培养寻读、快速获取信息的能力。

1.Watch the video and answer.

T:What’s the story about？Now，please watch the story then choose.

T:It’s about...

Ss:Maddy’s family photos.2.Read silently and answer.

T:Who are in the photos？Read silently and find the answer.

(Ss read the story silently.)T:Who are they？

S1:Maddy.

S2:Maddy’s cousin...

教师采用“阅读圈”的方式，学生根据自己的任务，经过独立思考、小组讨论、整理任务、全班汇报等形式进行深入阅读。

Task assignment.

Step1.Show the different tasks to each group.

T:I have three questions for Group A B C，you should complete the different tasks.

Step2.Read silently and find the answer.

Discussion leader A:Where does Maddy/

her cousin/…live？

leader B:What does Maddy/

her uncle/…speak？

leader C:What does Maddy/

her aunt/…like to do？

Discussion leader根据本组的任务，向组员提出问题，组员自主阅读，独立思考，寻找各自的答案。

Step3.Discuss in groups.

T:Boys and girls，you can have a discus⁃sion in groups.These sentence structures may help you.

此环节，学生开始自主讨论与分享。word master挑出重点单词（French，different，queen，palace，beach...）与组员共同学习，扫除阅读障碍，学生独立思考、合作交流。

Step4.Make a poster in groups.

T:A B C in a group.Make a poster together.

Step5.Share your information.

T:Now，which group wants to share your information with us？

（Ss share the information about their posters.）

通过找寻不同的答案获取不同的信息，学生边读边把文字信息转化成图表信息。在此环节，discussion leader需要组织组员完成poster的合成制作及展示。

Post-reading

1.Read and retell the story to your partner.

T:You really know a lot.You can read the story loudly to your partner，then retell the sto⁃ry in groups.

（学生根据板书提示复述故事。）

2.Introduce the country.

T:In the story，Maddy lives in Canada.So you are Maddy.

Maddy’s cousin lives in China.So you are her cousin…First，everyone should get one different information about your country.Then，I will invite you to show in the front.You can use the flags.

（Ss practice in their groups.）

学生的语言输出由浅入深，由本课故事拓展到本单元重点，再拓展到各个国家相关要素的表达，学生的思维能力和语言运用能力在交流中逐步提升。