文學閱讀之聽力初體驗

許美英

【摘要】在聽、說、讀、寫四會中，聽是獲得語言信息最主要途徑，也是提高其他技能的基礎。在歷年高考中，聽力的分值始終居高不下，其重要性不言而喻。然而，平時的聽力練習大多圍繞著高考的題型進行不斷地機械訓練，這樣的練習過于單調枯燥，相反地，文學作品不僅生動有趣而且是近幾年高考的熱點，選取較為簡單的名著縮寫版，通過聽力的輸入，學生不僅能提高聽力水平而且還可以欣賞到文學名著。在此，筆者以Great Expectations為例，嘗試著把聽力和文學欣賞結合起來。

【關鍵詞】聽力 文學 體驗

一、教材分析

Great Expectations內容豐富，人物形象生動，情節(jié)跌宕起伏，能引發(fā)學生的興趣。主人公曲折的命運及其歷經磨難后對人生，友情，愛情有了正確的認識，這對學生有很大的教育意義。筆者選取了該作品中的兩個主要人物Pip 和Joe，以兩個人的關系由親轉疏再由疏轉親的轉變?yōu)橹骶€選取聽力材料，以聽力為輸入讓學生在提高聽力的過程中欣賞到文學作品的美。

二、教材處理

文學作品的聽力對學生來說較為陌生，因此精心選取聽力材料以及設置由易到難的題目都是相當有必要的，這有利于消除學生對大部頭作品的恐懼心理，樹立聽懂文學作品的信心！此外，在聽力之前，展示相關圖片讓學生對人物有一定的了解，并且通過介紹一些聽力技巧比方note-taking 中縮寫和符號替代，在較難的段落通過呈現文本，挖掉一些重點詞匯，設計為gap-filling 的聽力任務，使得學生在訓練聽力技巧的同時可以更好地理解原文。

三、教學過程

Step 1 Lead-in （T=teacher； Ss=students）

1. Ss look at the picture of Dickens on the screen and guess who he is by the given information.

2. A brief introduction to the novel.

（設計意圖：對文學作品進行簡單介紹，讓學生事先了解相關背景，從而更好更快地融入到聽力課堂中來）

Step 2 Listening

Part 1： two main characters： Pip and Joe

A. Before listening

Look at the pictures of Pip and Joe and make a prediction about their relationship.

B. While listening

1. Recall the listening skill they used just now- Prediction

2. Make a prediction according to the materials given.

3. Try to catch the similar words while listening

（設計意圖：Predicting是聽力的重要技巧，透過圖片讓學生進行聽力預測，目的在于幫助學生更好地把握人物關系，為順利過渡到聽力環(huán)節(jié)做好鋪墊。）

Part 2： A man came with news

A. Before listening

Read through the given questions and circle the key words in the questions and make a prediction.

B. While listening

Ss listen and try to catch the key words to help them find out the answers.

1. Who was this man？

A. A doctor B.A lawyer C. An official

2. What news did he bring？

A. He would take Pip as his apprentice.

B. Joe would be very rich.

C. Pip had great expectations and would be educated as a gentleman.

3. What's Joe's attitude towards losing his apprentice？

A. He wanted some money for his loss.

B. He tried his best to make Pip stay.

C. He felt very sad about losing Pip but asked for nothing in return.

（設計意圖：在聽力理解過程中應用全景式細節(jié)檢測策略，引導學生在聽完第二遍聽力之后，通過記錄關鍵詞尋找有用信息，更好地了解故事情節(jié)的發(fā)展。）

Part 3： A visit from Joe

A. Before listening

The change of Pip and Joe is told to lead Ss to the gap-filling exercises

B. While listening

Listen to a clip about the change of Pip and Joe and do the gap-filling exercises. Ss may find difficulty in filling the blanks， so another listening strategy—note-taking will be introduced to help them do the following gap-filling exercises.

Note- taking

1. Abbreviations （縮寫）：U—you V—victory

2. Numbers or symbols：

2—too； to $ —money 88—goodbye

？—question √ — right × —wrong

I received a letter on Monday， and realized that Joe would arrive the next day. I am sorry to confess （承認）that I did not ____ ________ to seeing him at all. If I could have kept him away by paying ________， I certainly would have paid ______. I knew that his clothes，his manners and uneducated way of speaking would make me_________ of him.

At nine oclock the next morning I heard Joe's clumsy（笨拙的） boots on the stairs.

“Pip， how are you， Pip？” He shook both my hands together， his good _______ face shining with ____________.

“I'm glad to see you， Joe.”

“Well！What a gentleman you are now， Pip！”

“And you look wonderfully well， Joe.”

“Yes， thank God.”

（設計意圖：Note-taking 是聽力理解中的又一重要技巧，聽力填詞要求學生在理解原文的基礎上，迅速而又準確地寫出空缺的單詞，此時，note-taking顯得特別重要，教會學生速記的技巧，而后再把單詞完整填入文章。）

Part 4： The end： Pip and Joe remained good friends after going through many events.

Ss listen and find out Joes attitude towards Pip when Pip became nobody again using the listening strategies above.

Step 3： Summary

1. Ss have learnt two listening strategies： prediction and note-taking

2. Ss have enjoyed four parts of Great Expectations written by Dickens.

四、結束語

以文學閱讀為文本進行聽力訓練，這是一次初步的嘗試，也是一個很大的跨越。教師在選材中，務必選取學生最為感興趣的文學作品，從中進行提煉，節(jié)選并改寫出與學生水平相當的聽力材料，在題目的設置中也應該注意難易程度。總之，提高聽力的方法多種多樣，需要我們不斷地去嘗試和創(chuàng)新，最終尋找出一套行之有效的方法。