“因体读文”，是学生打开英语阅读之门的钥匙.docVIP

“因体读文”，是学生打开英语阅读之门的钥匙 　　【摘要】培养初中学生英语阅读能力是英语教学的重要任务与目标。但从一线教学实践来看，初中三年下来，很多学生的英语阅读能力并没有得到多大的提高。究其原因，很重要的一点是对几种常见的文体概念、特点模糊，没有学会通过抓住文体特点这把钥匙来打开阅读理解的大门，面对不同文体阅读，采用一成不变的笼统的阅读方法，忽视了不同文体的表达方式和语言特点，其结果是阅读抓不着要领，一知半解，由此学生的阅读能力可想而知。笔者通过长期的教学实践，总结出“因体读文”是快速获取文章信息和准确理解作者观点、态度和写作意图的关键，“因体读文”，是学生打开英语阅读之门的钥匙，是培养初中学生英语良好的阅读习惯，提升阅读能力的重要途径 　　【关键词】阅读教学 因体读文 读法研究 　　《义务教育英语课程标准》（2011年版）明确指出，“能识别不同文体的特征，能读懂供7-9年级学生阅读的简单读物和报刊、杂志，克服生词障碍，理解大意”。 显然，课标也十分重视通过不同文体的不同特点，来引导学生阅读不同文本，培养学生的阅读能力。基于这点认识，本文在教学实践中，抓住初中英语阅读理解文章中常见的三种文体：记叙文、说明文和应用文的特点，因体读文。针对各种文体的文章特点，研究学生相应的阅读方法、阅读方式和思维习惯，探讨“因体读文”的阅读策略，最终达到提升学生阅读能力的目标。 　　一、记叙文的文体式阅读策略 　　在记叙文这种文体中，作者往往是先交代整个事件的主要人物、事件发生的地点和结果，然后记述事件所发生的过程，最后记述事件对主人公的影响或人们对它的评价。 　　作者写人记事，抒情状物必定有其特定的目的，即文章的中心思想：或抒发某种情感，或阐述某种观点，然后利用某种顺序，交代事情的起因、经过、结果。我们在阅读时要抓住相应的文体要素和相关的重要细节去理解文章内容，去领会作者的意图，例如： 　　I worked for a short time as a cashier（出纳员） at a restaurant a few months ago. I also helped to clean up the tables when it was very busy. One night， just before Christmas， I found a large black wallet on the floor near one of the tables. I guessed I should check it to find out who was the owner， but I was very busy at the time. And I imagined that if there was something valuable in the wallet， the owner would be back. 　　An hour later， a man came up to the counter and asked if anyone had found a wallet. I asked him to describe the lost wallet， and after he described it exactly， I give him the wallet. He expressed his thanks when I handed it to him. He asked me if I had opened it， and when I told him “no”. At once he opened it and showed that it had nearly$800 in cash（现金）. He took out a twenty-dollar bill and handed it to me and I was amazed at this. “A reward（酬劳） for your honesty.” He said and then turned and walked away. 　　Thinking about it later， I began wondering whether I would have been honest if I had known what was in the wallet！ I thought that if I had no way to find the owner and no one returned to get it， I might keep it. But it also came into my mind that I