基于閱讀培養學生英語讀寫能力

江蘇省常熟市常熟理工學院外國語學院 戴新蕾

一、前言

《義務教育英語課程標準（2011年版）》提出要以語言技能、語言知識、情感態度、學習策略和文化意識為目標。《義務教育英語課程標準（2022年版）》對原有課標進行了優化，提出提升語言能力、文化意識、思維品質和學習能力的核心素養目標。這些目標需通過聽、說、讀、寫、看等語言技能來實現。閱讀和寫作作為知識輸入和輸出的重要手段，能如實反映學生核心素養的達成情況。

王薔認為閱讀與寫作在認知過程上具有相似性，共享多個維度的知識，是一個互惠的過程，英語教學可以在讀寫任務上實現關聯。同時，開展閱讀與寫作教學還能促使學生學習效率得以顯著提升。根據現有的研究，讀寫平衡的教學能使兩項技能同時增長。

由此可見，在初中課外閱讀教學中，也應重視讀寫與教學相結合，從而全面提升核心素養。筆者曾在初中任教課外閱讀課，這里以《典范英語》第八冊（初二適用）第五本《大好時機》“The Big Chance”為例探索課外閱讀課“以讀促寫”的教學模式。

二、“以讀促寫”教學模式探究

觀察封面，并回答以下三個問題：

①Whom can you see on the cover？

②How did they look？

③What were they doing？

1.回答問題，梳理章節關鍵信息

Chapter 1 Drink your tea

①Why did the players tip the tea down the sink？（The tea isn't very nice and they are terrified with the tea lady.）

Chapter 2 Ray meets Hilda

①What was Hilda like？（She was hot-tempered.）

②What did Hilda do to Ray？（She stuffed his head in a tea urn.）

③What was the big chance for Hilda？（Ray would let her play in golf to replace Nick.）

Chapter 3 A proper goalkeeper

①What were the two surprises for everyone？（Hilda made a good goalkeeper and Nick made nice tea.）

②After Nick returned to the team，what new duties did Hilda take up？（She began to make sure people queued up in a straight line for their tea and they put their paper cups in the bin.）

2.故事結構梳理

（1）What did Hilda do at the introduction，build-up，climax，turning-down and ending parts of the story？

（The introduction；The horrible tea lady Hilda made horrible tea.Build-up：Hilda terrified everyone.The Climax：Hilda played in goal and helped the team win.The Turning-down：Nick returned and Hilda didn't have to play in goal any more.The Ending：Hilda was in charge of an automatic tea machine.）

（2）How did Ray solve the conflict between Hilda and the team？

（By means of two rounds of negotiation，Ray sucessfully solved the conflict between Hilda and the team.）

3.細節探究：緩解沖突

Let's take a closer look at what Ray and Hilda had done in two rounds of negotiation.

以第二次沖突為例，分析主要人物如何解決沖突。

（1）Hilda took out her feelings first.

（2）Ray showed sympathy towards Hilda.

（3）Hilda tried to seek common ground.

（4）Ray was persuaded into allowing Hilda to take part in the match.

4.人物性格和主題探究

討論（Discussion）

EVALUATE What do you think of Hilda？（Kind of a bully，kind of nice，…）

EXPLAIN Can you explain what the big chance was for Hilda？Did this chance bring positive effect to others？（She had the big chance to abandon her bullying behavior and make all the fans and the team like her.As a result，everybody was spiritually nurtured by this big chance.）

5.作文提綱

Write an essay entitled“How to stop school bullying？”（no less than 100 words）

以小組為單位，列出提綱，可參考故事結構梳理和細節探究。并注意：

①有中心思想句和分論點句。

②有具體的支撐性細節，且注意不能跑題。

③有一定的邏輯順序（重要性順序或者其它邏輯順序）。

④只需寫出關鍵詞。

以下為學生How to stop school bullying的提綱（見圖1）。

圖1

6.課后完成作文初稿

7.課上結對子對初稿進行互評

參考標準如下（見表1）：

表1

8.對作文初稿的修改、評價、展示

學生修改完初稿后給教師進行評價，教師給出反饋意見，學生再次修改。教師挑選優稿在學習區展示。

三、結語

由此可見，實現在初中英語課外閱讀中“以讀促寫”，就要在具體的教學設計中，充分考慮作文的謀篇布局和語言的需求，并把它們融入教學設計和各類活動中。對寫作各環節進行多樣化評價，使學生逐漸掌握作文要領，同時在讀寫互動中，落實核心素養。