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[摘 要] 英语阅读对于学生的英语学习至关重要，不仅能够增加学生英语学习的输入，而且能够提高学生学习英语的兴趣。在英语阅读教学过程中，教师可以采用多种方法，如分析人物性格、阅读文本与表格之间的转化、读书心得、续写文本、为细节的发现找依据、概括段落大意和中心思想等。通过阅读方法的指导以及阅读教学方法的变化激发学生的阅读欲望，从而全面提升学生的英语素养。
[关键词] 阅读；文本；形式；探究
在英语阅读教学中，如何能有效利用阅读文本最大限度地为教学和学生服务是英语教师应该深刻思考的问题。经过观察，我们发现大部分教师还是把语篇阅读教学分为两种：一种是精读的处理方式，细致处理字、词、句，深挖语言知识；另一种是泛读的处理方式，即提出一些问题，使学生能够横向与纵向地了解文本传递的事实信息。其实，在实际的教学中，我们还可以想出其他的方法来开发利用阅读文本，培养学生的综合素养，为学生的全面发展奠定基础。在教学中，笔者还尝试了下面几种方法。
一、分析人物性格
通过阅读材料了解人物的性格，不仅能深度体验文章的精妙之处，更是课堂教学中学生比较喜爱的环节。这不仅仅是因为学生比较熟悉这一类的分析（因为它与语文教学中的一些环节类似），更因为这个环节像是在破案——根据细节，收集线索，得出结论。例如，在9A Unit 7的Reading“Tom Sawyer paints the fence”中有这样一段话：“I’m going swimming，” said Ben. “Do you want to come？ Oh， you have to work， don’t you？ What a pity！” …Ben watched Tom in silence. He became more and more interested. “Oh， please， Tom，” said Ben. “I can do it. I’ll be really carefully. I’ll give you half my apple. Wait， I’ll give you all of it.”
“Work？” said Tom. “This isn’t work. I’m enjoying myself. Does a boy get a chance to paint a fence like this every day？” Tom said， “No， Ben， I can’t. Aunt Polly wanted me to do it well. I’m the only person that can do it right.”
我们可以问学生：“What’s Tom like？ How do you know that？” 我们还可以选出一些句子，让学生根据这些生动的描绘来概括人物的性格。了解人物性格之后，让学生生动地朗读这些句子，充分表现出人物的性格，这不仅让学生更能体会故事的生动，也能使我们的课堂充满乐趣。
二、概括段落大意和中心思想
对于故事情节发展比较丰满的阅读文本，我们可以让学生用自己的话去复述。为了完成复述，我们需要帮助学生理清故事的发展路径，教会学生概括段落大意和中心思想。
8A Unit 6
This is a story about two wise men—Zhuge Liang and Zhou Yu. The Chinese people have told it for many， many years.
One day， Zhou Yu gave Zhuge Liang an impossible task. He asked him to make 100，000 arrows within ten days.” No problem，” Zhuge Liang said.” I’ll bring you 100，000 arrows in three days.”
Zhuge Liang asked his soldiers to fill 20 large boats with many straw men. In the early morning of the third day， Zhuge Liang’s soldiers sailed the boats towards the camps of Cao Cao’s army on the other side of the river. The soldiers shouted and beat their drums loudly. When Cao Cao’s soldiers heard the sounds， they thought they were under attack. However， they could not see through the thick fog on the river， Cao Cao ordered his soldiers to shoot arrows towards the sounds of the drums and the shouting Zhuge Liang’s boats were soon full of arrows.
Zhuge Liang’s soldiers then turned the boats around and shouted， “Thank you for your arrows， Cao Cao.” Zhuge Liang took all these arrows to Zhou Yu. There were more than 100，000 of them. 学生根据自己的理解基本都能总结出大致的段落主旨。下面是学生归纳的段落大意：
Zhou Yu asked Zhugeliang to make arrows.
Zhuge liang was preparing for borrowing
arrows.
Zhuge liang was borrowing arrows on the river.
Zhuge liang succeeded in borrowing arrows.
学生学会概括主旨大意对于学生写作有非常大的促进作用。学生可以根据主旨来扩展这一主题，从而形成一个完整的段落。从一个角度讲，学生能够高度概括段落的主旨非常有利于学生用自己的语言回答一些已经理解了的问题。
三、为细节的发现找依据
从阅读文本中找到需要的信息不仅是考试的需要，更是获取有用信息的需要。所以，教师要训练学生能根据需要发现细节，并能根据一些依据准确地捕捉信息。
“Our club will teach you how to build rockets. Then you can launch them into the sky，” a boy said. “Watch！” He took a rocket and launched it. The rocket disappeared into the sky. Linda and Leo were very surprised.
“Will it go all the way into space？” Linda asked.
“Of course it won’t，” a girl from another club shouted. “Our club is better. Come and join the Solar Power Club.”
“What do you do？” asked Leo.
“We make wonderful machines. They only use solar power. Look！”
She took a toy car from the table and then used a remote control to drive it all around the playground. “It uses power from the Sun，” said Linda. “That’s amazing！”
Linda and Leo learnt about many clubs. After the fair， they felt very excited.
阅读这篇短文后我们还可以问学生这样的问题：What made them surprised？What made Linda feel amazed？ Why were they excited？ 鼓励学生找到相应的动词和形容词，鼓励他们用一些生动的单词和短语来表现作者想表达的特征。
四、续写文本
有效地理解阅读文本为我们能准确输出信息打好基础。续写文本也是检验学生是否清楚故事情节并且培养学生创造力的有效方式。
8B Unit 8
Mike： At 11：30 a.m. the day before yesterday， I was having lunch in our Forever Green House while our fridge was ordering food. Suddenly a light went on and a lot of food started to arrive from the supermarket： meat， vegetables， fruit， milk， and so on. “Stop！” I shouted at the fridge， but the food continued to come in…
下面是学生续写的故事：
I picked up all the food and put it back into the fridge， but it didn’t work. I was so angry with it. So I phoned the company to complain about the event. They sent a robot to my home and picked all the food. As return， they give me five dollars. I thought it was a good result.
五、改写文本
为了培养学生的理解与创造力，教师还可以鼓励学生充分发挥自己的想象力改写阅读文本，可以改写开头，也可以改写经过，当然也可以改写结局。
在教学9A Unit 7 的“More Practice”马克·吐温的短篇“Tom and Becky in the cave”时，笔者让学生充分展开自己的想象，按照自己的思路，天马行空地改写故事，这令同学们大呼过瘾。下面是一位学生的作品：
When they got into the cave， they found a lot of information. They didn’t care the names and the dates. They wanted to find the gold. They went on and found the large stone， under the stone they found the map which they needed. They were so nervous when they saw some men walking towards them. “Run！ Hurry！” Tom shouted. They tried their best to escape， but unfortunately they were caught by them. What happened at last？ See my next work. 六、读书心得
为了鼓励学生扩展阅读，笔者经常举办读书心得比赛。学生选择自己喜欢的阅读文本认真阅读，然后写出自己的感受和观点，这不仅让学生喜欢阅读，更是鼓励学生们学以致用，形成批判性思维，同时，还能充分展示自我。下面就是学生们读了英语教育周报上的一些文章写的读书心得。
Part 1
I have read an article about robots from the newspaper. The article tells us how important the robots are. After reading the article， I’m interested in robots. I think robots are human’s good helpers.
The robots are helpful. They help people to do a lot of work. Engineers use robots to calculate. They can calculate at a faster speed than we can. Police forces use robots to help them look for dangerous items in buildings and cars. Some restaurants also use robots for cleaning the floor. In addition， some robots are better than doctors at doing their jobs.
Part 2
Failure is the mother of the success. The inventor also failed many times. But he never gave up， and now he succeeded. His invention solved a big problem. And it made more people know that 780 million people in the world can’t get clean water.
Therefore， if everyone makes a contribution to saving the water， the world will become more and more beautiful and more and more people will get cleaner water. If everyone tries their best and never give up， their dream will be realized.
七、阅读文本与表格之间的转化
在9B Unit3 里面有这样的阅读文本，笔者利用表格和思维导图的形式帮助学生理解文章的层次，记忆文章的内容。
In order to protect the environment， we need to take proper action. We should be different from many consumers and become “green consumers”. This means that we should only buy and use products friendly to the environment. We should also recycle as many things as we can. We can reuse things for the same purpose as before， or we can use them for new purposes. If we just learn to live in new and different ways， we can make a difference.
Cutting down forests
Every year， we destroy nature by cutting down huge areas of forests. This makes the greenhouse effect worse because trees take in CO2 and produce oxygen. Cutting down trees also destroys the homes of the animals that live in our forests， and causes the surface of the soil to be easily destroyed by rain. This can result in floods and even more damage to the environment.
Read the last part of the text and fill in the table.
如果教师把阅读课以各种不同的形式展示给学生，一定会收到较好的效果。学生们喜欢有创意的课堂，更喜欢有广阔的空间去思考并展示。只要教师动脑筋、想办法，并且勇于尝试，阅读课就会变成令师生都有幸福感的课堂。不仅仅“阅”读，更是“悦”读。
[参 考 文 献]
[1]梅长英.文化背景知识与英语阅读教学[J].中小学英语教学与研究，2007（6）.
[2]胡春洞，戴终信.英语阅读论[M].南宁：广西教育出版社，1998.
（责任编辑：符 洁）
[关键词] 阅读；文本；形式；探究
在英语阅读教学中，如何能有效利用阅读文本最大限度地为教学和学生服务是英语教师应该深刻思考的问题。经过观察，我们发现大部分教师还是把语篇阅读教学分为两种：一种是精读的处理方式，细致处理字、词、句，深挖语言知识；另一种是泛读的处理方式，即提出一些问题，使学生能够横向与纵向地了解文本传递的事实信息。其实，在实际的教学中，我们还可以想出其他的方法来开发利用阅读文本，培养学生的综合素养，为学生的全面发展奠定基础。在教学中，笔者还尝试了下面几种方法。
一、分析人物性格
通过阅读材料了解人物的性格，不仅能深度体验文章的精妙之处，更是课堂教学中学生比较喜爱的环节。这不仅仅是因为学生比较熟悉这一类的分析（因为它与语文教学中的一些环节类似），更因为这个环节像是在破案——根据细节，收集线索，得出结论。例如，在9A Unit 7的Reading“Tom Sawyer paints the fence”中有这样一段话：“I’m going swimming，” said Ben. “Do you want to come？ Oh， you have to work， don’t you？ What a pity！” …Ben watched Tom in silence. He became more and more interested. “Oh， please， Tom，” said Ben. “I can do it. I’ll be really carefully. I’ll give you half my apple. Wait， I’ll give you all of it.”
“Work？” said Tom. “This isn’t work. I’m enjoying myself. Does a boy get a chance to paint a fence like this every day？” Tom said， “No， Ben， I can’t. Aunt Polly wanted me to do it well. I’m the only person that can do it right.”
我们可以问学生：“What’s Tom like？ How do you know that？” 我们还可以选出一些句子，让学生根据这些生动的描绘来概括人物的性格。了解人物性格之后，让学生生动地朗读这些句子，充分表现出人物的性格，这不仅让学生更能体会故事的生动，也能使我们的课堂充满乐趣。
二、概括段落大意和中心思想
对于故事情节发展比较丰满的阅读文本，我们可以让学生用自己的话去复述。为了完成复述，我们需要帮助学生理清故事的发展路径，教会学生概括段落大意和中心思想。
8A Unit 6
This is a story about two wise men—Zhuge Liang and Zhou Yu. The Chinese people have told it for many， many years.
One day， Zhou Yu gave Zhuge Liang an impossible task. He asked him to make 100，000 arrows within ten days.” No problem，” Zhuge Liang said.” I’ll bring you 100，000 arrows in three days.”
Zhuge Liang asked his soldiers to fill 20 large boats with many straw men. In the early morning of the third day， Zhuge Liang’s soldiers sailed the boats towards the camps of Cao Cao’s army on the other side of the river. The soldiers shouted and beat their drums loudly. When Cao Cao’s soldiers heard the sounds， they thought they were under attack. However， they could not see through the thick fog on the river， Cao Cao ordered his soldiers to shoot arrows towards the sounds of the drums and the shouting Zhuge Liang’s boats were soon full of arrows.
Zhuge Liang’s soldiers then turned the boats around and shouted， “Thank you for your arrows， Cao Cao.” Zhuge Liang took all these arrows to Zhou Yu. There were more than 100，000 of them. 学生根据自己的理解基本都能总结出大致的段落主旨。下面是学生归纳的段落大意：
Zhou Yu asked Zhugeliang to make arrows.
Zhuge liang was preparing for borrowing
arrows.
Zhuge liang was borrowing arrows on the river.
Zhuge liang succeeded in borrowing arrows.
学生学会概括主旨大意对于学生写作有非常大的促进作用。学生可以根据主旨来扩展这一主题，从而形成一个完整的段落。从一个角度讲，学生能够高度概括段落的主旨非常有利于学生用自己的语言回答一些已经理解了的问题。
三、为细节的发现找依据
从阅读文本中找到需要的信息不仅是考试的需要，更是获取有用信息的需要。所以，教师要训练学生能根据需要发现细节，并能根据一些依据准确地捕捉信息。
“Our club will teach you how to build rockets. Then you can launch them into the sky，” a boy said. “Watch！” He took a rocket and launched it. The rocket disappeared into the sky. Linda and Leo were very surprised.
“Will it go all the way into space？” Linda asked.
“Of course it won’t，” a girl from another club shouted. “Our club is better. Come and join the Solar Power Club.”
“What do you do？” asked Leo.
“We make wonderful machines. They only use solar power. Look！”
She took a toy car from the table and then used a remote control to drive it all around the playground. “It uses power from the Sun，” said Linda. “That’s amazing！”
Linda and Leo learnt about many clubs. After the fair， they felt very excited.
阅读这篇短文后我们还可以问学生这样的问题：What made them surprised？What made Linda feel amazed？ Why were they excited？ 鼓励学生找到相应的动词和形容词，鼓励他们用一些生动的单词和短语来表现作者想表达的特征。
四、续写文本
有效地理解阅读文本为我们能准确输出信息打好基础。续写文本也是检验学生是否清楚故事情节并且培养学生创造力的有效方式。
8B Unit 8
Mike： At 11：30 a.m. the day before yesterday， I was having lunch in our Forever Green House while our fridge was ordering food. Suddenly a light went on and a lot of food started to arrive from the supermarket： meat， vegetables， fruit， milk， and so on. “Stop！” I shouted at the fridge， but the food continued to come in…
下面是学生续写的故事：
I picked up all the food and put it back into the fridge， but it didn’t work. I was so angry with it. So I phoned the company to complain about the event. They sent a robot to my home and picked all the food. As return， they give me five dollars. I thought it was a good result.
五、改写文本
为了培养学生的理解与创造力，教师还可以鼓励学生充分发挥自己的想象力改写阅读文本，可以改写开头，也可以改写经过，当然也可以改写结局。
在教学9A Unit 7 的“More Practice”马克·吐温的短篇“Tom and Becky in the cave”时，笔者让学生充分展开自己的想象，按照自己的思路，天马行空地改写故事，这令同学们大呼过瘾。下面是一位学生的作品：
When they got into the cave， they found a lot of information. They didn’t care the names and the dates. They wanted to find the gold. They went on and found the large stone， under the stone they found the map which they needed. They were so nervous when they saw some men walking towards them. “Run！ Hurry！” Tom shouted. They tried their best to escape， but unfortunately they were caught by them. What happened at last？ See my next work. 六、读书心得
为了鼓励学生扩展阅读，笔者经常举办读书心得比赛。学生选择自己喜欢的阅读文本认真阅读，然后写出自己的感受和观点，这不仅让学生喜欢阅读，更是鼓励学生们学以致用，形成批判性思维，同时，还能充分展示自我。下面就是学生们读了英语教育周报上的一些文章写的读书心得。
Part 1
I have read an article about robots from the newspaper. The article tells us how important the robots are. After reading the article， I’m interested in robots. I think robots are human’s good helpers.
The robots are helpful. They help people to do a lot of work. Engineers use robots to calculate. They can calculate at a faster speed than we can. Police forces use robots to help them look for dangerous items in buildings and cars. Some restaurants also use robots for cleaning the floor. In addition， some robots are better than doctors at doing their jobs.
Part 2
Failure is the mother of the success. The inventor also failed many times. But he never gave up， and now he succeeded. His invention solved a big problem. And it made more people know that 780 million people in the world can’t get clean water.
Therefore， if everyone makes a contribution to saving the water， the world will become more and more beautiful and more and more people will get cleaner water. If everyone tries their best and never give up， their dream will be realized.
七、阅读文本与表格之间的转化
在9B Unit3 里面有这样的阅读文本，笔者利用表格和思维导图的形式帮助学生理解文章的层次，记忆文章的内容。
In order to protect the environment， we need to take proper action. We should be different from many consumers and become “green consumers”. This means that we should only buy and use products friendly to the environment. We should also recycle as many things as we can. We can reuse things for the same purpose as before， or we can use them for new purposes. If we just learn to live in new and different ways， we can make a difference.
Cutting down forests
Every year， we destroy nature by cutting down huge areas of forests. This makes the greenhouse effect worse because trees take in CO2 and produce oxygen. Cutting down trees also destroys the homes of the animals that live in our forests， and causes the surface of the soil to be easily destroyed by rain. This can result in floods and even more damage to the environment.
Read the last part of the text and fill in the table.
如果教师把阅读课以各种不同的形式展示给学生，一定会收到较好的效果。学生们喜欢有创意的课堂，更喜欢有广阔的空间去思考并展示。只要教师动脑筋、想办法，并且勇于尝试，阅读课就会变成令师生都有幸福感的课堂。不仅仅“阅”读，更是“悦”读。
[参 考 文 献]
[1]梅长英.文化背景知识与英语阅读教学[J].中小学英语教学与研究，2007（6）.
[2]胡春洞，戴终信.英语阅读论[M].南宁：广西教育出版社，1998.
（责任编辑：符 洁）