基于课例的高中英语戏剧阅读的教学有效性分析.docVIP

基于课例的高中英语戏剧阅读的教学有效性分析 【摘要】】： 运用图式理论，采取“自上而下”的方式，采用整体阅读法，将篇章作为整体来处理。 教学过程 1、阅读前(Pre-reading)---课前热身，激活学生的思维，切入话题 Step 1: 师生互致问候之后，教师在屏幕上打出电影《百万英磅》的宣传图片，然后 提出两个问题让学生思考并回答： Imagine that somebody gives you a large sum of money to spend as you like. What would you do with it? Have you read the story of The Million Pound Bank Note? Have you seen the film? If you have, what did you think of it? [设计说明] 教师打出电影《百万英磅》的宣传图片，是为了吸引学生的注意力，让学生尽快进入 本课的学习，同时，提出两个问题让学生思考并回答，这两个问题是比较容易回答的，学生有话可说。他们往往会给出各种各样的答案，这样就激活了他们的课堂思维，很好地调动了课堂气氛，引起他们的学习兴趣，有效提高课堂教学。 2、阅读中(While-reading)------多种阅读方式相结合，深入理解课文 Step 2: 预读：快速浏览课文，回答三个问题： a. How many characters are there in this scene? Who are they? b. When and where does the story take place? c. What do the two old men give Henry? [设计说明] 快速阅读是让学生在阅读整个戏剧之前，预先了解故事的主人公、发生的背景以及故 事的梗概等相关信息。Carrel Eisterhold (1983)指出，“理解文本是读者的背景知识和文本之间相互交互的过程”。因此，让学生了解故事的相关背景知识对学生理解全文有重要的意义。 Step 3: 细读仔细阅读戏剧课文，给事件排序 Which is the right order of the events according to the text? ① Henry wandered in London streets. ② About a month ago, Henry Adams was sailing out of the bay. ③ The next morning he was spotted by a ship. ④ Towards nightfall he found himself carried out to sea by a strong wind. ⑤ On the ship he earned his passage by working as an unpaid hand. [设计说明] 通过给事件排序，让学生了解故事发生的细节，虽说是排序，但同时也是让学生关注这些细节，加强了对故事的了解。这种阅读方法与记叙文的阅读方法相似，虽没有体现戏剧的特点，但学生很快就抓住了故事的内容和重要的信息，从而准确地理解了大意。 Step 4:寻读：根据课文内容，完成表格 About a month ago Henry was ______ out of the bay; Towards nightfall Henry found himself ______ to sea by a strong wind. The next morning Henry was ______ by a ship. Lastly Henry arrived in _______ by working on the ship as an unpaid hand. Now Henry was ___ in London and wandering in the streets. Just at that time Roderick ______ him and asked him to step in. To Henry’s surprise Roderick gave Henry an _____ with money in it. [设计说明] 这个练习以时间为主线，将不同时间发生的事情串联起来，要学生所填的空多为一些关键的动词，个别是一些相关信息的重要名词，再一次帮助学生理清思路，把握好故事的情节，为之后的故事表演作好了情节上的铺垫。