閆雯

近年來(lái)讀寫(xiě)任務(wù)型的作文成為各種考試的特點(diǎn)，然而教師們普遍反映這種題型在課堂授課過(guò)程中的操作較困難，學(xué)生訓(xùn)練機(jī)會(huì)較少，其實(shí)，在課堂授課中，教師可以充分利用課文，就本單元話題進(jìn)行拓展，促進(jìn)學(xué)生批判性思維的發(fā)展。下面筆者用牛津高中英語(yǔ)教材中的幾篇文章舉例。

【案例一】

模塊三第三單元Reading，課文是一篇關(guān)于樓蘭和龐貝的游記，本單元的話題是lost civilization，教師可以進(jìn)一步升華，引導(dǎo)學(xué)生從作者的情感變化分析文章的情感線索，最終達(dá)成使學(xué)生在欣賞古文明的同時(shí)，對(duì)現(xiàn)在的美好生活更加珍惜，愛(ài)護(hù)現(xiàn)有文物的情感目標(biāo)。

1. Do you think it important to protect cultural heritage（文化遺產(chǎn)）？Give your reasons.

2. Do you have any good suggestions to protect the cultural heritages in the modern city？

Sample

In my opinion，it is very important to protect cultural heritage，because .

Here are some suggestions about how to protect cultural heritage. First，government is due to strengthen regulation to protect and preserve such historic sites. In addition，its better to educate the public so as to get these treasures recognized by all the citizens，as it stresses to everyone their extreme importance and value. Most important of all，its everybodys responsibility to spare no effort to make contributions to historical preservation，which will be of the greatest help to preserving them.

All in all，we should spare no effort to raise peoples awareness of protecting cultural heritage.

【案例二】

模塊八的第三單元的Reading部分又一次出現(xiàn)，稍有不同的是，這次的游記加入了對(duì)藝術(shù)大師的人物介紹，因此，教師在教授完本課以后，可以通過(guò)對(duì)幾位大師的特點(diǎn)對(duì)比，以及如下的三個(gè)問(wèn)題，引發(fā)學(xué)生對(duì)成功藝術(shù)家的特質(zhì)的思考：

1. What do you think about van Goghs life？

2. What would you do if you were in his position？

3. What do you think about the masters journey to success？

sample：

Life must have been extremely unbearable for van Gogh in the hard times. However，the struggle against misfortune for glory is not supposed to have ended in tragedy or even death. The journey to success is a journey of hard work and even torture rather than a journey with flowers and applause all the time. As it turned out，their efforts paid off eventually.

Therefore，hard as it is，we should stay positive and optimistic，keep a balanced state of mind and stick it out. Keep on trying and some of us will become masters as well.

【案例三】

模塊八第四單元的主題是film， 在介紹完世界著名的電影節(jié)之后，教師可以結(jié)合今年江蘇高考的作文題，引導(dǎo)學(xué)生對(duì)票房走勢(shì)進(jìn)行預(yù)測(cè)，從而提高學(xué)生對(duì)現(xiàn)實(shí)問(wèn)題的批判性思維。

1.What attract you most in a film？

2.Do you prefer watching films in the cinema or at home？

3.Do you think the box-office income of Chinese films will continuously increase？ why？

Sample：

What attract me most in a film are the application of new technologies and the wide appeal of movie stars. With the development of the Internet，cinemas have gradually given way to the rise of the Internet and cellphones，and the ticket price is on the increase. Consequently，some viewers will begin to turn away from cinemas，leading to a slower growth of the box income of Chinese films in the future.endprint

【案例四】

模塊八第一單元的主題是The Written world即文學(xué)。其中，Project部分介紹了英國(guó)詩(shī)人Robert Burns和他的詩(shī)歌“A Red，Red Rose”， 教師除了可以帶領(lǐng)學(xué)生誦讀之外，還可以給學(xué)生補(bǔ)充了解一些經(jīng)典的英文詩(shī)歌，如莎士比亞的“Sonnet 18”，葉芝的“When you are old”，羅伯特·弗羅斯特的“The Road Not Taken”。教師還可以進(jìn)一步引導(dǎo)學(xué)生理解詩(shī)歌中的深層次含義，如“如果你是詩(shī)人，你會(huì)選擇哪條路？”激發(fā)學(xué)生對(duì)詩(shī)歌、對(duì)人生的深刻思考。

If you were the poet，which way would you choose？Why？

Sample：

As far as Im concerned，the other road travelled by more people seems to be the best option. Firstly，the other road travelled by more people is more likely to guarantee a secure and promising destination，without any risks of getting led astray. Additionally，the other road travelled by more people can get more company in pursuit of the same goal，whose wisdom can inspire me to overcome difficulties and whose friendship can drive away loneliness.

Choices are inseparable parts of life and should be welcomed by everyone. Actually，whichever road you choose，always be persistent to pursue your dream.

將課本教學(xué)與讀寫(xiě)任務(wù)結(jié)合起來(lái)，符合二語(yǔ)習(xí)得“輸入—內(nèi)化—輸出”的過(guò)程。其中閱讀是輸入，思考深化主題是內(nèi)化，最后以寫(xiě)的形式輸出。學(xué)生通過(guò)這樣的過(guò)程不僅鍛煉了思維，也獲得了練習(xí)寫(xiě)作的機(jī)會(huì)，可以說(shuō)，這是一種深層閱讀的教學(xué)模式，相信教師若能堅(jiān)持這樣的教學(xué)模式，學(xué)生定能如馮友蘭所說(shuō)“解其言，知其義，明其理”。

參考文獻(xiàn)：

[1]王琴.論如何提高學(xué)生英語(yǔ)讀與寫(xiě)的能力[J].讀與寫(xiě)，2011.

[2]肖婷玉.淺談高中英語(yǔ)課堂中學(xué)生英語(yǔ)讀寫(xiě)能力的培養(yǎng)策略[J].校園英語(yǔ)，2012.

？誗編輯 趙飛飛endprint