山東

一、引言

《普通高中英語課程標(biāo)準(zhǔn)》（2017 年版）強(qiáng)調(diào)英語課堂應(yīng)注重對學(xué)生的語言能力、文化意識、思維品質(zhì)和學(xué)習(xí)能力的綜合能力培養(yǎng)。教育部在《關(guān)于全面深化課程改革落實立德樹人根本任務(wù)的意見》中，要求各學(xué)科的教育教學(xué)活動要做到能夠幫助學(xué)生形成關(guān)鍵能力和必備品格，這就衍生出了英語學(xué)科核心素養(yǎng)——以人為本的教育思想和回歸教育“育人”本質(zhì)的教育思想,具體來說，就是能夠根據(jù)自己的愿望和需求，通過口頭或書面等語言形式，來實現(xiàn)理解、表達(dá)和交流的能力；注重培養(yǎng)學(xué)生的情感、態(tài)度和價值觀。

基于上述國家教育方針的指導(dǎo)，以2019 年全國英語外研版新教材的推廣使用這一大背景為契機(jī)，筆者對于外研版《高中英語》（新標(biāo)準(zhǔn)）教材Book 1、Book 2 中的教材文本挖掘和授課思路進(jìn)行了初步的思考和摸索探究，期待能夠起到拋磚引玉的作用。

二、巧用教材辟蹊徑

改變傳統(tǒng)教材使用模式，跳出傳統(tǒng)老套的閱讀——回答問題——復(fù)述課文——精講知識點——默寫檢測的授課模式，改為對新教材進(jìn)行整合和精心加工，既尊重教材又超越教材，系統(tǒng)性、靈活性、創(chuàng)造性地開發(fā)課程資源，探索多元思維模式，巧用教材辟蹊徑，一本多用，因材施教，充分挖掘出教材文本在聽、說、讀、寫、看等多方面的價值，既注重教材文本的輸入（聽、讀、看），又注重教材文本學(xué)習(xí)后的輸出（說、寫）；既關(guān)注教材文本的工具性功能，又注重教材文本的人文性的價值；既強(qiáng)調(diào)培養(yǎng)學(xué)生的學(xué)習(xí)策略，又注重引導(dǎo)學(xué)生理解和包容跨文化的意識，從而落實對學(xué)生的語言能力、文化意識、思維品質(zhì)和學(xué)習(xí)能力的綜合素養(yǎng)的培養(yǎng)。

三、巧辟蹊徑之課堂實踐

1.一本多用

以外研版《高中英語》（新標(biāo)準(zhǔn)）教材Book 1 Unit 5 The Monarch’s Journey 為例，筆者認(rèn)為此文本的文章脈絡(luò)適合設(shè)計為概要寫作的讀后訓(xùn)練，這樣可以充分利用文本資源，將閱讀策略培養(yǎng)和寫作技能訓(xùn)練有機(jī)結(jié)合，使之成為相得益彰的統(tǒng)一體。另外，文本的語言知識工具性特征明顯，所以，針對此文本，筆者設(shè)計了兩項讀后任務(wù)訓(xùn)練——概要寫作（Summary Writing）、語法填空(Grammar Filling)，真正做到多樣設(shè)計，文盡其才。

（1）將課文變身為Summary Writing 文本

【教學(xué)設(shè)計】引導(dǎo)學(xué)生分析每個段落的主旨大意，讓學(xué)生初步了解文本的脈絡(luò)和結(jié)構(gòu),再通過一系列細(xì)節(jié)理解類的問題引導(dǎo)學(xué)生深入了解The Monarch’s Journey，最終繪制出學(xué)生版本的課文內(nèi)容思維導(dǎo)圖。思維導(dǎo)圖可培養(yǎng)學(xué)生的可視化思維，讓學(xué)生更直觀更清晰地抓住文本的脈絡(luò)結(jié)構(gòu)及文本的細(xì)節(jié)信息，以圖助讀，以讀促寫，做到有輸入有輸出。

教師設(shè)置如下問題，幫助學(xué)生理解課文：

Scanning:

What’s the main idea of each paragraph?

Skimming:

Questions:

1)Why do animals migrate?

2) How did the monarch find the way to go?

3) What’s the main reason why the number of monarch butterflies is falling?

4) What can people do to help protect the monarch butterfly？

學(xué)生在教師設(shè)計的問題的引領(lǐng)下,繪制如下思維導(dǎo)圖,結(jié)合每段主旨大意進(jìn)行概要寫作。

學(xué)生的Summary Writing 習(xí)作：

Many animals move from one place to another at certain times of the years.Every autumn,millions of North American monarch butterflies migrate to the south to find food,seek a partner or in search of warmer weather.

The monarch is able to tell the time of day,and uses its eyes to measure the position of the sun.These abilities allow the butterfly to determine the way to go.

The population of Monarch butterflies has crashed by as much as 90 percent in the last few years because of human activities.People are destroying the natural environment.They cut down trees and use chemicals to kill the plants that Monarch caterpillars eat.

To protect the butterfly,people have to raise the awareness of this creature.Luckily,people have been working together to record its migration and make sure that there are enough plants for it to feed on.

（2）將課文變身為Grammar Filling 文本

【教學(xué)設(shè)計】概要寫作讀后任務(wù)完成之后，教師契合文本語言工具性強(qiáng)的特點因地取材，使用反其道而行之策略：以小組為單位分工合作，發(fā)揮學(xué)生的主觀能動性，根據(jù)語法填空題的考點要求，讓學(xué)生設(shè)置語法填空題目。學(xué)生變成命題人，會更加關(guān)注語法填空題的出題思路、考點設(shè)置，而且還會逐漸增強(qiáng)其語法填空題的解題能力。同時，師生角色互換極大地促進(jìn)了學(xué)生的積極性并有效地提高了學(xué)生的課堂參與度。

學(xué)生改編的語法填空訓(xùn)練如下：

Many animals move from one place to another at certain times of the years,___1___ is called migration.Every autumn,millions of North American monarch butterflies migrate to the south to find food,seek a partner or in search ___2___ warmer weather.

The monarch is able to tell the time of day,and uses its eyes ___3___ (measure) the position of the sun.These abilities allow the butterfly ___4___ (determine) the way to go.

The population of Monarch butterflies ___5___ (crash) by as much as 90 percent in the last few years because of human__6___ (activity).People are destroying the natural environment.They cut ___7___ trees and use chemicals that kill the plants that Monarch caterpillars eat.

To protect the butterfly,people have to raise the ___8___ (aware)of this creature.And luckily people have been ___9___ (work)together to record ___10___ (it) migration and make sure that there are enough plants for it to feed on.

2.因材施教

契合教材文本特征，挖掘最適合文本的讀后訓(xùn)練任務(wù)，做到因材施教，最大地發(fā)揮文本的知識性與人文性的作用。下面舉例說明：

（1）將課文變身為Continuation Writing 文本

教材Book 1 Unit 4 Friends Forever 的第二篇文章節(jié)選歐·亨利的短篇小說After twenty years,筆者通過研讀文本的題材和體裁，確定了本課時的教學(xué)任務(wù)——讀后敘寫。讀后敘寫活動適用于有故事情節(jié)和能引發(fā)學(xué)生討論的閱讀文本，既能鞏固閱讀文本中的語言知識，提高學(xué)生的語言表達(dá)能力，又能培養(yǎng)學(xué)生的想象力和創(chuàng)造力。

【教學(xué)設(shè)計】輸入任務(wù)——通過閱讀來了解歐·亨利的背景資料、其短篇小說的特點、獲取文章細(xì)節(jié)信息，為下一步的輸出任務(wù)做準(zhǔn)備；輸出任務(wù)——培養(yǎng)學(xué)生的多元思維和創(chuàng)新思維模式，引導(dǎo)學(xué)生對文本內(nèi)容進(jìn)行創(chuàng)造性的讀后續(xù)寫（150 詞左右）。

下面是學(xué)生的一篇讀后續(xù)寫習(xí)作：

Continuation Writing for Book 1 Unit 4 Friends forever，After Twenty Years

It was a cold snowy winter night when Bob came out of jail,just like the night when he was arrested.After twenty years,he felt like a stranger to the city and everyone in it.Lost and helpless,he didn’t know where to go or whom to turn to.A year after he had been arrested,his wife had left him.Former good friends had stopped contacting him.

He was wandering up and down in the street,shaking with cold.He felt depressed.Suddenly,in the not far distance,he found a man standing still,with snow covering all over.“Another lonely man,”he thought to himself.

Just at that moment,he heard a loud voice,“Bob,” He recognized Jimmy’s face immediately even after twenty years had passed.Jimmy gave Bob a big hug.Tears ran down Bob’s cheeks.He felt warm and hopeful now.

（2）將課文變身為七選五閱讀文本

Book 1 Unit 6 A love of Gardening 設(shè)計的教學(xué)任務(wù)是選擇每個段落的主題句（Topic Sentence）。筆者認(rèn)為，尋找Topic Sentence 這項技能訓(xùn)練正好契合七選五題型的思維訓(xùn)練。七選五題型要求學(xué)生從給出的七個選項中選出五個補(bǔ)全對話，選項可分為主旨概括句（考查對文中段落整體內(nèi)容的理解），過渡性句子（考查對文章結(jié)構(gòu)的理解）和注釋性句子（考查對上下文邏輯意義的把握）。在課堂教學(xué)中，筆者將課文變身為七選五閱讀文本，既訓(xùn)練了學(xué)生抓文章主旨大意的能力，又訓(xùn)練了學(xué)生挖掘關(guān)鍵詞，利用上下文線索進(jìn)行推理判斷等能力。

【教學(xué)設(shè)計】這篇課文主要介紹了英國人喜歡園藝的歷史和原因。筆者按照高考的考查方向，根據(jù)課文結(jié)構(gòu)特點和上下文的邏輯關(guān)系，設(shè)計了主旨概括題2、4、5，過渡性句子1，邏輯關(guān)系題3 以及相關(guān)的干擾項。學(xué)生先獨立完成七選五答題任務(wù)，然后打開課本進(jìn)行Second Reading,訂正答案，觀察選項所在位置，圈劃關(guān)鍵詞和邏輯連接詞等，最后小組合作，探討五個小題的考查方向，空前與空后的邏輯聯(lián)系，段落篇章結(jié)構(gòu)等，由小組代表分享分析選擇這些選項的理由。最后教師利用ppt.總結(jié)Top Sentence 的所在位置及Topic Sentence 的支撐信息，高效完成本節(jié)課的教學(xué)任務(wù)。

Book 1 Unit 6 A love of Gardening 的七選五閱讀文本設(shè)計如下：

“If you look the right way,you can see that the whole world is a garden.” These words come from the author of the book The Secret Garden,first published in 1911.At that time,only the very rich in Britain had gardens.Very soon after this,homes with gardens began to be built.___1___ Today,millions of Brits like to say that they have “ green fingers”，with around half the population spending their free time gardening.

__2___ Each spring,children plant sunflowers and wait to see which one is the tallest.Expert gardeners know just the right corner for roses,and others spend hours trying to grow perfect vegetables to enter into competitions.And while many Brits like nothing better than spending their Sunday cutting the grass, ___3_

__4___ Those without outside space can rent small pieces of land on which to grow things.Today,there are over 4 000 people in London waiting for such pieces of land.One recent idea has been to turn rooftops and walls into private gardens.These gardens have helped make the cities greener and improve air quality.

__5___ What other free-time activity allows you to be at one with nature and create more beautiful living things? And if you’re in any doubt about this,take a moment to reflect on this line from The Secret Garden：“Where you tend a rose...A thistle cannot grow.”

A.This is what started the British love of gardening！

B.But in cities，limited space has led to people looking for new solutions.

C.As well as being good for the environment,gardening is also good for the soul.

D.Gardening can be a great teacher to teach children about nature and healthy eating.

E.some are happy just to sit under the branches of the trees enjoying the beauty of the world around them.

F.For many people in the UK，their garden is their own private world.

G.Today’s people sit too long indoors and don’t get enough exercise.

（3）將課文變身為聽力訓(xùn)練文本

在日常的聽力教學(xué)中，教師播放聽力錄音，學(xué)生選擇答案，最后核對答案是最普遍的教學(xué)模式。這樣被動的學(xué)習(xí)模式和機(jī)械性訓(xùn)練，沒有體現(xiàn)語言輸入的相關(guān)性和有趣性，教師和學(xué)生之間缺乏互動和交流，學(xué)生對于走過場式的聽力播放漫不經(jīng)心，興趣和動力不足。以文本為依托，設(shè)計聽力訓(xùn)練，既檢查學(xué)生對文章內(nèi)容的理解和所學(xué)知識的掌握程度，又能激發(fā)學(xué)生的學(xué)習(xí)興趣，克服其畏懼心理，從而使其積極主動地參與聽力活動。

【教學(xué)設(shè)計】筆者設(shè)計的聽力訓(xùn)練題型分為兩種——與高考聽力題一致的選擇題及一空一詞的填空形式。

以Book 1 Unit 1 High School Hints 為例，該語篇為訪談類文本，以主持人和畢業(yè)生訪談的方式多角度呈現(xiàn)豐富多彩的高中生活，為高中新生提供有參考性的建議。筆者認(rèn)為訪談類文本適合設(shè)置為高考聽力訓(xùn)練題型。

教材文本如下：

...

Interviewer：So what helped when you first started high school?

Lisa:Orientation Day was really helpful.It’s a fantastic opportunity for new students to get to know the school and the other students.I even made some new friends! Just keep an open mind and take part in as much as possible.

Interviewer：That’s sound advice for sure.But how did you deal with new challenges,like starring a new course?

Lisa:I had a chemistry test right at the end of the first week.I was frightened at the sight of the paper.But then I figured I’d better just go all out and see what happens.If you fail,no problem — next time you can fail better!

...

Interviewer：Yes,I totally agree.Is there anything else in particular that you’d like to share with us?

Lisa:Looking back at my high school life,the most important advice I’d give are these wonderful words from the writer Maya Angelou.She said,“Try to be a rainbow in someone’s clouds.” So give your friends a hand when they need it.And this will make you feel good,too.

…

教師設(shè)置問題如下：

1.What is the relationship between the two speakers?

A.Teacher and student.

B.Friends.

C.Interviewer and interviewee.

2.What helped Lisa when she first started high school?

A.Orientation Day.

B.Other students.

C.New friends.

3.How did she respond to the new challenges?

A.Just be frightened.

B.Try her best to deal with them.

C.Ignore the failure.

4.What is the most important advice Lisa gives us?

A.What Maya Angelou said.

B.Feeling good.

C.Giving your friends a hand.

再以Book 1 Unit 6 Longji Rice Terraces 為例，文本語篇類型為說明文，描述龍脊梯田不同季節(jié)的美。語篇語言地道、優(yōu)美，語言運(yùn)用中高頻考點頻出，筆者認(rèn)為適合設(shè)置成一空一詞的精聽訓(xùn)練。

Imagine mountains ______ in silver water,shinning in the spring sun.Summer sees the mountains _______ bright green with growing rice.During autumn,these same mountains are gold,and in winter they ______in sheets of white frost.These are the colors of the Longji Rice terraces.

...

Although modern technology could help ______ more crops,these terraces still mean a lot to the local people for whom traditions ______ much value.This knowledge ______down through families,which means that new generations continue to use ancient methods of agriculture to _____ the terraces.Today,the Longji Rice Terraces attract thousands of visitors ______ come to admire this great wonder _____ by people and nature working together.

四、巧辟蹊徑之反思總結(jié)

外研版《高中英語》（新標(biāo)準(zhǔn)）高中教材題材多樣，體裁豐富，貼近時代脈搏，我們一線教師在尊重教材、忠實于教材的基礎(chǔ)上，結(jié)合英語課堂的實際情況進(jìn)行授課，同時應(yīng)進(jìn)行更有深度、廣度的協(xié)作備課來引導(dǎo)學(xué)生與語篇進(jìn)行多維互動，從而進(jìn)一步培養(yǎng)學(xué)生的多元思維。通過一線實踐教學(xué)效果來看，筆者所在學(xué)校學(xué)生的自主學(xué)習(xí)能力得到了較高的提升，學(xué)以致用的教學(xué)目的得到了較好的實現(xiàn)，英語課堂工具性和人文性的特征得以融會貫通。但從長遠(yuǎn)來看，教師應(yīng)需不斷提升自身的教學(xué)能力、教研能力，從而進(jìn)行更有深度、廣度的多元思維備課，更好地培養(yǎng)學(xué)生的語言能力、文化意識、思維品質(zhì)和學(xué)習(xí)能力。