如何设计阅读过程中的三个活动

         提高学生的阅读理解能力关键在于教师如何设计阅读过程的三个活动：阅读前活动(pre-reading activities)、阅读中活动(while-reading activities)和阅读后活动(post-reading activities)。现结合以下短文谈谈对阅读活动的具体设计。
         Lottery Winners
         In 2000, Ken Partridge, a factory worker, won $1million in the Michigan lottery. Partridge had a party and left his job. Then he moved to California and started a business selling cars. Five years later, all the money was gone and the business was dead. Partridge returned to Michigan and went back to work in the factory.
         His experience is common among lottery winners. Susan Black , a New York financial adviser, says,“Winning the lottery can be a disaster. In our culture, people believe that money solves problems. Often it causes more problems than it solves.”
         There are three big dangers. First, there is the sudden fame. The winners appear in the newspaper with a check for millions of dollars, standing next to a beautiful girl. But they didn’t work for this fame, and usually they aren’t ready for it. This can cause emotional problems.
         Secondly, all kinds of people start knocking on the door. For example, Evelyn Adams , who won the New Jersey lottery twice(in 1985and 1986), says,“Everyone wanted my money. I never learned one simple word in the English language------No!”She spent $ 5.4 million in just a few years, and learned that winning money often means losing friends.
         Finally, lottery winners usually don’t know how to look after their money. For example, a recent study found that the first thing lottery winners do is buy a huge house and luxury furniture. Another thing they all do is buy experience cars for the family. Very few invest the money intelligently, so when the money is gone, the dream ends too!
         一、读前活动(pre-reading activities)
         Free talk
         1. The aim is to get familiar with the students and introduce the topic of the passage.
         2. Have a free talk with the students by saying:
          Teacher: I’m very glad today; I will treat you to lunch. Why? Guess!
         (The students give different answers)
         Teacher: I’ll tell you. I’m a lottery winner now and I will have lots of money. But I don’t know how to spend it. Could you give me some good advice?
         (The students give different advice.)
         Teacher: Thank you for your good advice. I will invest my money intelligently. This lesson, we will meet another lottery winner. His name is Ken Partridge. He got $1 million. How would he spend the money? What would happen to him? Do you want to know?
         Students: yes.
         Teacher: ok. Let’s read the passage: lottery winners
         教学设计评价：Pre-reading的目的是引起学生的注意，激发学生的兴趣和认识需要，以形成学习的期待，促进学生积极参与。Pre-reading要具有一致性，关联性，直观性，启发性和趣味性。师生通过谈及彩票获奖请客等内容导入阅读主题。
        
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二、读中活动(while-reading activities)
         Step1. Skimming for the main idea
         Ask students to read the text quickly, then get the general idea, and after that, do the following exercises.(T or F )
         1. Lottery winners know how to look after their money at last.
         2. Ken Partridge moved to America to sell cars.
         3. Winning the lottery doesn’t cause more problems than it solves.
         4. Winning lottery is a very happy thing in the winner’s life.
         5. There are three disadvantages when you win the lottery.
         教学设计评价： 略读这种方法也称为浏览法或快速阅读法，其目的是培养学生的快速阅读技巧和获取文章整体信息的能力，以使学生理解课文的表层意思。它要求学生不按常规逐词逐句地读，而是一个意群一个意群地掠读，省略大量与所寻信息关系不重要的词、短语或句子。为了使学生尽快进入情境，阅读前教师要先提出问题让学生带着问题去读。
　　[8]电大学习网.免费论文网[EB/OL]. /d/file/p/2024/0425/fontbr />        Step2. Careful reading for detailed information.
         Ask students to read the passage again, paying attention to some details related to the questions raised by the teacher and then show their answers.
         1. What can cause emotional problems?
         2. Why does the winners’ dream end?
         3. What kind of attitude toward lotteries does the writer hold?
         4. How can you make the conclusion?
         教学设计评价：细读是指对材料中的一些难句和重要语段进行细读，加大信息获取量，加深对课文的理解。在这一环节，教师应该给学生设计目标，引导他们观察和提取与主题密切相关的具体事实和信息，如故事发生的时间、地点、人物、经过等。目的是要检测学生对文章的真正理解程度，看学生能不能有效地获取文章信息并用相关信息得出结论。
         Step3. Retelling the story
         Let students read the story then answer the question :“If you won the lottery, what would be your attitude to looking after your money?”
         教学设计评价：目的在于让学生对文章所表现的内在有所掌握，对自己将来经济方面的生活有所思考。
         Step4. Debating or Discussion.
         Debate or discuss the following questions. Ss are divided into several groups and discuss the following questions then present their views.
         1.If you were a lottery winner, what would you do?
         2.Do you agree to the author’s attitude? Why or why not?
         教学设计评价：该环节是对阅读的深化，也是信息的输出阶段。高中教学的一个重点就是培养学生获取信息、处理信息的能力，学生要经过阅读来从文本当中提取信息，然后对信息加工和处理。通过问题的提出，能让学生在理解文章的基础之上结合作者的写作意图，得出结论，形成自己的看法，最后通过辩论能让学生更为深刻的掌握理解及运用该阅读材料的内容，并通过对文章的学习树立正确的金钱价值观，从而达到升华文章主题的目的。
         三、读后活动（post-reading activities）
         Step1.  Learning language points and grammar focus.
         Ask the students to know about the meaning of the following phrases:
         1.  have a party  
         2.  leave’s one’s job   
         3.  knock on sth  
         4.  mean doing sth    
         5. look after
         Ask the students to pay attention to the sentence structure:
         1.The winners appear in the newspaper with a check for millions of dollars, standing next to a beautiful girl.
         2.That the first thing lottery winners do is buy a huge house and luxury furniture.
         教学设计评价：本层次是学习型阅读阶段。任务是立足于全篇对对课文中出现的一些重点词汇、短语、句型和语法进行集中学习，并作适当的扩展、归纳。引导与讲解时要充分利用课文中的语言现象，以及涉及此语言现象的语境，注意跨文化现象，以培养学生跨文化阅读理解意识。
         Step2. Ask the students to read the similar passages in order to improve their reading ability.
         教学设计评价：课后阅读主要是指泛读，它是课堂教学的延伸。教师应选择与课文或作者有关的材料或其它融知识性、趣味性、思想性于一体的读物供学生阅读，增强其信息量，扩大其知识面。通过大量的阅读，对激发学生的阅读兴趣，培养其独立阅读的能力。
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