谈谈Unit 6 Holidays语篇教学中While-reading环节的设计
武进区焦溪小学 徐晓英
阅读中教学活动是英语语篇教学的核心环节，教师应以语篇为载体，创设真实、自然的语境，以学生阅读为主，从引导学生整体理解和把握阅读内容入手，然后进行分段教学，降低难度，最后再回到语篇整体，重点教给学生阅读方法，使学生能“得法于课内，得益于课外”。本课语篇教学的思路如下：
1．理解语篇大意
预测：呈现课文插图，围绕when, who, where, what进行描述和猜测，并通过听录音得到进一步证实Mr Green and his students are talking about holidays.
略读：在学习对话之前，教师根据完整的情节提出概括性的、整体性的问题“What holidays are they talking about?”，指导学生通过快速阅读圈出节日的名称，把握语篇的主旨大意。
2．分段解读，捕捉具体信息
梳理型问题是在学生整体初步感知语篇的基础上，教师紧扣语篇的主线而设计的一些主干性问题，这些问题的设计是帮助学生理清语篇脉络、理解语篇内容的关键。本课教师我以“谈论节日”为主线，将对话分为P46和P47两个部分，分别设计了如下问题和活动：
P46：
活动一：读对话，找出所给问题的相关答句
Q1: What holiday comes after Christmas?
Q2: What do people usually do on New Year’s Day?
Q3: What do people usually do at Spring Festival?
都是书上现成的内容，学生很容易找到，且不需要重新组织语言，通过这一练习主要帮助学生感知句型What do people usually do …? They … 并了解人们New Year’s Day和Spring Festival的活动，通过文本呈现学习新单词people, relative, delicious。
活动二：再读对话并判断
1) David went to a party last year.
2) David had a big lunch with his family last New Year’s Day.
3) Su Hai visited her relatives and friends last Spring Festival.
通过判断正误并说明原因的形式检测学生获取信息、理解信息和处理信息的能力。如David went to a party last year.是根据文中I didn’t go to a party last year.进行判断的，其中涉及对didn’t句型的理解。
P47:
活动一：读对话，作出选择
1) What’s Ben’s favourite holiday? ( )
A. Children’s Day B. Halloween
2) What’s Yang Ling’s favourite holiday? ( )
A. Mid-Autumn Festival B. National Day
抓住后半段对话的主旨，教学favourite一词。
活动二：根据对话完成表格，并进行交流
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Holiday
|
When
|
Who
|
What
|
|
Halloween
|
|
|
|
|
Mid-Autumn Festival
|
|
|
|
Ask and answer:
A: When’s …?
B: It’s …
A: What do people usually do at …?
B: They …
A: Did … V原 ... last …?
B: …
采用表格的形式清晰地呈现Halloween和Mid-Autumn Festival的相关信息，同桌结合进行问答练习，将句型操练渗透在语篇学习的过程中。
3．文字表格化，回到整体
|
Holiday
|
When
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What do people usually do?
|
|
New Year’s Day
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on Jan.1st
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go to parties
have a big lunch
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|
Spring Festival
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in January or February
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visit relatives and friends
eat lots of delicious food
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|
Halloween
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in October
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dress up in costumes
go to parties
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Mid-Autumn Festival
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in September or October
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eat moon cakes
play with lanterns
watch the moon
|
以表格的形式整体呈现语篇中所有节日的信息，引导学生运用自己的语言整合信息。
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