如何設計閱讀過程中的三個活動
提高學生的閱讀理解能力關鍵在于教師如何設計閱讀過程的三個活動：閱讀前活動(pre-reading activities)、閱讀中活動(while-reading activities)和閱讀后活動(post-reading activities)。現(xiàn)結合以下短文談談對閱讀活動的具體設計。Lottery Winners
In 2000, Ken Partridge, a factory worker, won $1million in the Michigan lottery. Partridge had a party and left his job. Then he moved to California and started a business selling cars. Five years later, all the money was gone and the business was dead. Partridge returned to Michigan and went back to work in the factory.
His experience is common among lottery winners. Susan Black , a New York financial adviser, says,“Winning the lottery can be a disaster. In our culture, people believe that money solves problems. Often it causes more problems than it solves.”
There are three big dangers. First, there is the sudden fame. The winners appear in the newspaper with a check for millions of dollars, standing next to a beautiful girl. But they didn’t work for this fame, and usually they aren’t ready for it. This can cause emotional problems.
Secondly, all kinds of people start knocking on the door. For example, Evelyn Adams , who won the New Jersey lottery twice(in 1985and 1986), says,“Everyone wanted my money. I never learned one simple word in the English language------No!”She spent $ 5.4 million in just a few years, and learned that winning money often means losing friends.
Finally, lottery winners usually don’t know how to look after their money. For example, a recent study found that the first thing lottery winners do is buy a huge house and luxury furniture. Another thing they all do is buy experience cars for the family. Very few invest the money intelligently, so when the money is gone, the dream ends too!
一、讀前活動(pre-reading activities)
Free talk
1. The aim is to get familiar with the students and introduce the topic of the passage.
2. Have a free talk with the students by saying:
Teacher: I’m very glad today; I will treat you to lunch. Why? Guess!
(The students give different answers)
Teacher: I’ll tell you. I’m a lottery winner now and I will have lots of money. But I don’t know how to spend it. Could you give me some good advice?
(The students give different advice.)
Teacher: Thank you for your good advice. I will invest my money intelligently. This lesson, we will meet another lottery winner. His name is Ken Partridge. He got $1 million. How would he spend the money? What would happen to him? Do you want to know?
Students: yes.
Teacher: ok. Let’s read the passage: lottery winners
教學設計評價：Pre-reading的目的是引起學生的注意，激發(fā)學生的興趣和認識需要，以形成學習的期待，促進學生積極參與。Pre-reading要具有一致性，關聯(lián)性，直觀性，啟發(fā)性和趣味性。師生通過談及彩票獲獎請客等內(nèi)容導入閱讀主題。
二、讀中活動(while-reading activities)
Step1. Skimming for the main idea
Ask students to read the text quickly, then get the general idea, and after that, do the following exercises.(T or F )
1. Lottery winners know how to look after their money at last.
2. Ken Partridge moved to America to sell cars.
3. Winning the lottery doesn’t cause more problems than it solves.
4. Winning lottery is a very happy thing in the winner’s life.
5. There are three disadvantages when you win the lottery.
教學設計評價： 略讀這種方法也稱為瀏覽法或快速閱讀法，其目的是培養(yǎng)學生的快速閱讀技巧和獲取文章整體信息的能力，以使學生理解課文的表層意思。它要求學生不按常規(guī)逐詞逐句地讀，而是一個意群一個意群地掠讀，省略大量與所尋信息關系不重要的詞、短語或句子。為了使學生盡快進入情境，閱讀前教師要先提出問題讓學生帶著問題去讀。 Step2. Careful reading for detailed information.
Ask students to read the passage again, paying attention to some details related to the questions raised by the teacher and then show their answers.
1. What can cause emotional problems?
2. Why does the winners’ dream end?
3. What kind of attitude toward lotteries does the writer hold?
4. How can you make the conclusion?
教學設計評價：細讀是指對材料中的一些難句和重要語段進行細讀，加大信息獲取量，加深對課文的理解。在這一環(huán)節(jié)，教師應該給學生設計目標，引導他們觀察和提取與主題密切相關的具體事實和信息，如故事發(fā)生的時間、地點、人物、經(jīng)過等。目的是要檢測學生對文章的真正理解程度，看學生能不能有效地獲取文章信息并用相關信息得出結論。
Step3. Retelling the story
Let students read the story then answer the question :“If you won the lottery, what would be your attitude to looking after your money?”
教學設計評價：目的在于讓學生對文章所表現(xiàn)的內(nèi)在有所掌握，對自己將來經(jīng)濟方面的生活有所思考。
Step4. Debating or Discussion.
Debate or discuss the following questions. Ss are divided into several groups and discuss the following questions then present their views.
1.If you were a lottery winner, what would you do?
2.Do you agree to the author’s attitude? Why or why not?
教學設計評價：該環(huán)節(jié)是對閱讀的深化，也是信息的輸出階段。高中教學的一個重點就是培養(yǎng)學生獲取信息、處理信息的能力，學生要經(jīng)過閱讀來從文本當中提取信息，然后對信息加工和處理。通過問題的提出，能讓學生在理解文章的基礎之上結合作者的寫作意圖，得出結論，形成自己的看法，最后通過辯論能讓學生更為深刻的掌握理解及運用該閱讀材料的內(nèi)容，并通過對文章的學習樹立正確的金錢價值觀，從而達到升華文章主題的目的。
三、讀后活動（post-reading activities）
Step1. Learning language points and grammar focus.
Ask the students to know about the meaning of the following phrases:
1. have a party
2. leave’s one’s job
3. knock on sth
4. mean doing sth
5. look after
Ask the students to pay attention to the sentence structure:
1.The winners appear in the newspaper with a check for millions of dollars, standing next to a beautiful girl.
2.That the first thing lottery winners do is buy a huge house and luxury furniture.
教學設計評價：本層次是學習型閱讀階段。任務是立足于全篇對對課文中出現(xiàn)的一些重點詞匯、短語、句型和語法進行集中學習，并作適當?shù)臄U展、歸納。引導與講解時要充分利用課文中的語言現(xiàn)象，以及涉及此語言現(xiàn)象的語境，注意跨文化現(xiàn)象，以培養(yǎng)學生跨文化閱讀理解意識。
Step2. Ask the students to read the similar passages in order to improve their reading ability.
教學設計評價：課后閱讀主要是指泛讀，它是課堂教學的延伸。教師應選擇與課文或作者有關的材料或其它融知識性、趣味性、思想性于一體的讀物供學生閱讀，增強其信息量，擴大其知識面。通過大量的閱讀，對激發(fā)學生的閱讀興趣，培養(yǎng)其獨立閱讀的能力。
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