高中英语课文教学的“导、读、练”——培养学生整体阅读能力初探

　　What happened to Abraham Lincoln in the following years?

　　1) On February 12th, 1809, Abraham Lincoln, the son of a poor family, was born in Kentucky, USA.

　　2) In 1818, his mother died.

　　3) When he was a child, he liked reading but the family was so poor that he spent very little time at school, perhaps no more than a year in all.

　　4) When he was a young man, he studied law and became a lawyer.

　　He was interested in politics and against slavery.

　　5) In 1860, he became President of the USA

　　The American Civil War broke out, which lasted four years.

　　6) In 1864, Abraham Lincoln became President for the second time.

　　7) On April 14th, 1865, Lincoln was shot at a theatre.

　　8) Early the next morning, Lincoln died. The whole country was very sad.

　　9) Today, Abraham Lincoln is considered as one of the greatest of all American presidents.

　　在学生细读理解、解答要点时，我巡回检查，及时获取反馈信息，然后组织核对，并就有关语言点或句型结构（如斜体部分）作适当讲解疏通。

　　又如教SEFC SB1B L70 THE NECKLACE时，我们可用通篇提要法将课文按意义划分为几个部分，找出每部分的大意，分析作品的整体框架：

　　The Necklace:

　　Mathilde borrowed the necklace. (Why? When? From whom?)

　　Mathilde lost the necklace. (When? Where?)

　　Mathilde managed to repay the necklace. (When? How? How long?)

　　3.重复阅读，整体把握篇章结构和文章宗旨、内涵

　　这一步是引导学生复读(Re-reading)课文，让学生再从中心思想出发，高屋建瓴，整体把握篇章结构、文章内涵和作者观点，让学生重新系统地、深层次地理解课文。

　　在上两步教学活动中，我们教师是帮助学生循文章的脉络而进，是引导学生完整而顺畅地感知全文，并未展开，属于线性思维。如果停留在这一步，不向立体思维发展，理清全文的内在联系，学生就很难透过读物掌握其“言外之意”，更不利于培养阅读能力。

　　在这一阶段，教师要引导学生对信息进行梳理、归纳和总结，使其得到强化和巩固，同时使学生掌握的知识转化为技能。这一阶段的操练要突出知识的综合性和语言的交际功能，要让学生在理解和记忆的基础上进行练习。

　　这一步所使用的主要方法是图表法、对比法、时间顺序法、文体结构分析法、检验法和归纳法等。其中图表法和对比法为使用最多的方法。