阅读——学好英语的有效途径

Reading--Best Way to Learn English Well

张 楠

Zhang Nan

现代英语教学的方式和途径，经历过若干次的起承转和，从传统的语法教学，到任务式教学，再到情景交际式教学，无论经历过什么样的变化，其目的和宗旨都是为了让受教者—学生能够以一种轻松愉快的方式掌握英语。但是正象很多的语法学家在他们的论着中所阐述的那样，任何一种教学方式都有其产生，发展的背景，也因为其适时适地性，不可避免地无法在所有的情境下放之四海皆成真理，而我们的语言学家们因此也还在不断的探索之中。

The teaching modes and channels of modern English have been inherited and developed for times, from the traditional grammar teaching, to task-based teaching, and then to communicative teaching. Whatever the changes, the purpose and aim is always to enable the students to master English in an easy and joyful manner. However, just as many grammarians elaborated in their works, any teaching mode has its background of generation and development. Therefore, no grammar could be a universal truth under all situations. That was also why our linguists keep exploring.

2008年，在学校的大力推动之下，以我们这个初一起始年级为龙头，我们英语组参与了教育部的一项国家级“十一五”计划科研课题的研究，近三年的实践下来，收获颇多，在我们无法完全复制一种全真的语言环境进行教学的情况下，以阅读为突破口，以听读，朗读，默读，摘录，表演为手段，以培养英语语感为目的进而在潜移默化中提高学生的英语成绩的阅读式英语教学不但给我们带来了新意，更重要的是，让学生的英语学习变得轻松活泼，充满趣味性，真正达到了通过语言学习文化的目的。

In 2008, under the promotion of the school, led by our Junior One, our English team participated in a national "11th 5-year plan" scientific research program of the Ministry of Education. After practicing for near three years, we had made a good harvest. While we could not completely copy a real linguistic environment for teaching, we took reading as our point of breakthrough. By means of listening, reading aloud, reading silently, excerpting and performance, the reading based English teaching aimed to cultivate the English language sense of the students and enhance their English score, which not only brought some novelty to us, but more importantly made the English learning easy and lively for the students and made it full of fun and truly realize the purpose of learning the culture via language.

我们所研究的阅读，并非传统意义上的英语阅读理解题目中的阅读，而是一种学生在主动积极的思维和情感活动中，加深理解和体验，有所感悟和思考，受到情感熏陶，感受文化差异，进而获得思想启迪，享受审美情趣的过程，其形式也就超越了一篇短文，几个选择式问题的简单模式，它所包括的内容要丰富得多。

The reading studied by us was not English reading comprehension in the conventional sense, but a process for the students to deepen their understanding and experience in their active thinking and feelings, feel the emotional influence and cultural difference and get inspired and enjoy the aesthetic fun. Its form has surpassed a simple model of a short article with several selection questions. Its content is much richer.

一、声情并茂的朗读

I. Reading with emotions

从初一入学开始，我们就要求学生每天跟着录音机听读美文：内容可以说包罗万象，有英语课本中的课文，有新概念英语的内容，有美丽的英文中的段落，还有经典名着的缩写本。无论内容如何，我们在安排给学生听读之前有两点是需要经过反复推敲才能确定下来的：一是听力部分的语音一定要是标准的英、美发音，二是听力的内容，也就是语言部分一定要严谨。每天听读的时间不宜过长，十分钟足矣。对听后的朗读要求是一定要大声地、声情并茂地、不折不扣地模仿，甚至有的名着中的角色要用不同的声音、语气进行模仿，而越是这样的文章，学生朗诵的越起劲。在不知不觉中，学生们不但建立起了语感，更重要的是，对那些美文的感悟也加深了。

From the first year of junior high school, we require our students to listen to beautiful articles on a recorder, which can be articles in the textbook, or New Concept English, or some paragraphs, or an abridged edition of classical English works. Whatever the content, we won't confirm the listening materials for the students until we have thought of two points repeatedly. Firstly, the voice of the listening materials must be standard British or American pronunciation. Secondly, the language of the listening materials must be serious. Every day, the listening should not be too long. Ten minutes is enough. After listening, they must read loudly and emotionally, imitate the different voices and tones of the roles in the famous works. Unconsciously, the students have not only developed a language sense, but more importantly, they have also deepened their comprehension in beautiful articles.

我们都知道，开口之前一定要先开耳，耳濡也是要在目染之前。通过这种形式的朗读，学生开了耳，进而也开了口，更加开了智和心！

We all know that we must train our ears before we open our mouth and read. In this way, the students have opened their ears, their mouth, and their wit and heart.

二、母语般的阅读

II. Native Language Reading

要想熟练掌握一门语言，最重要的方式就是用这门语言的文字进行阅读。我们的汉语言学家们，我们的语文老师们不厌其繁地强调过阅读的重要性，其实语言的学习模式都是相通的。组成那些段落，文章的正是我们日常学习的单词，词组和句型和语法现象。孤立，机械地记忆，功利目的极强地大量做题，虽然可以达到应付考试的目的，可是那都是以抹杀学生的兴趣，以埋没了语言所承载的文化内涵为代价的。而母语般的阅读正是完全避免了这种现象的发生。

To skillfully master a language, the most important way is to read the texts of the language. Chinese experts and teachers keep emphasizing the importance of reading. In fact, the learning mode of languages is common. What make up these paragraphs and articles are the words, phrases, sentences and grammars we are studying in daily time. Though we can cope with the tests by memorizing mechanically and doing a lot of exercises with a purpose, it will kill the interest of the students and bury the culture carried by the language. Native language reading can completely avoid this phenomenon.

在课题研究的初期，我们引导学生阅读的是《企鹅英语》经典名着缩写本。那些英语小册子，短小精悍，趣味十足，很受学生欢迎。不过随着研究的推进和学生水平的提高，我们开始不满足于既定的内容，阅读的内容不断地得到拓展，容量也迅速地提升起来。

In the earlier period of the research, we guided our students to read the abridged editions of classics of Penguin English. These English booklets are short but funny and thus are very popular among the students. However, with the promotion of research and improvement of the students' English proficiency, we began to feel dissatisfied with the existing contents. We kept expanding the reading contents and quickly increasing the capacity.

《二十一世纪英文报》、《TEENS》、《疯狂英语》等杂志开始在学生手中传阅；《世界上最美丽的英文》、《心灵鸡汤》、《读者文摘》、也开始进入学生们的视野；甚至有些英语程度比较高的学生开始阅读《CHINA DAILY》（中国日报）、《哈里?波特》等难度较大的报刊书籍。

Magazines such as 21st Century English, Teens and Crazy English began to be circulated among the students; The Most Beautiful English in the World, Soup of the Heart, Reader's Digest also entered our students' vision; and even some students with better English proficiency began to read more difficult magazines and books such as China Daily and Harry Porter.

在这一点上我们始终坚持因材施教的原则，对于不同层次的学生给予不同的建议，不同程度的支持，提出不同的要求，而无论如何，都是模拟一种母语式的语言学习方式，让不同的学生都能有所提高。

In this point, we insist on the principle of teaching the students in accordance with their aptitude. We offer different suggestions for students at different levels and provided them with support to different extents, raised different requirements for them. Nonetheless, it was a learning mode imitating the native language, which helped different students improve.

三、经典句子摘抄

III. Excerpts of classical sentences

在阅读的过程中，自然会遇到一些精彩的句子或段落，这些美文不但读起来朗朗上口，而且还因为其语言上或幽默，或深情，或激越的感情在学生的心中引起强烈的共鸣，所以，每个学生都有一个“经典句子摘抄本”，里面都是阅读后的精华集锦。每天上课前，利用三五分钟的时间，让学生大声朗读出其中的一两个句子或段落，并说出之所以喜欢它的原因，潜移默化中，对英语的理解力就得到了提高。

In the course of reading, we will naturally encounter some wonderful sentences or paragraphs. These beautiful articles are not only readable, but also will arouse a strong sympathy in the heart of the students for their humor, deep emotion or passion. So each student is asked to prepare a "notebook for writing down the classical sentences". Before each lesson, three to five minutes will be given for the students to read aloud one or two sentences or paragraphs and say why they love the sentences or paragraphs. Gradually, their comprehension in English will be improved.

四、写内容梗概

IV. Writing down the outline

俗话说，熟读唐诗三百首，不会作诗也会吟，有了大量的INPUT为积淀，OUTPUT 就成为一种必然。每次读完一本名着的缩写本，或者小说中的精彩章节，我们就开始引导学生写内容梗概。刚开始的时候，学生们只能写引用一些原文，写起来也缺乏连贯性，逻辑性，慢慢地，我们通过口头描述，集体讨论以及故事接龙等方式集思广益，故事的连贯性增强了，写出来的文字也经历了由东拼西凑的抄写，到生硬晦涩的CHINGLISH，再到后来比较自如地用自己的语言复述梗概，甚至分析人物特征，综述时代背景，总括作者的风格……学生们的写作水平在不知不觉中提升上来，通过深入的了解和认真的讨论，对这些小说所依托的历史，文化背景也有了更深的了解，真正达到了通过语言感受文化的目的。

It's commonly said that you can recite a poem if you read the three hundred poems of Tang dynasty skillfully. With considerable input as accumulation, output has become natural. Every time after finishing an abridged edition of a classical work, or wonderful chapters of a novel, we will guide the students to write down its outline. At first, the students could only quote some original texts, which lacked continuity and logic. Slowly, we gathered wits by means of oral description, group discussion and story chain, their story had become more consistent. Their texts had also developed from patching to hard-to-understand Chinglish, and then to relatively smooth and natural language, and even the analysis of character features, the historical background and the style of the author...The writing level of the students was improved unconsciously. Through in-depth understanding and careful discussion, they had a deeper understanding of the history and cultural background of these novels, and truly fulfilled their purpose of feeling the culture via language.

五、角色扮演

V. Role playing

为了更加熟练地运用语言，更加深刻地体会那些字里行间的深意，更重要的是让相对枯燥的文字变得鲜活起来，每两周我们就选取一些极具表现力的场景或故事情节进行表演，那些滑稽的语调，夸张的表情，信手拈来的道具，不但让演员陶醉其中，也让观众在捧腹之余，加深了对故事的理解，语言学习所承载的文化传播得到了很好的体现！

To apply language more skillfully and understand the meaning between the lines more deeply, it's more important to enliven the relatively dull words. Every two weeks, we will select some expressive scenes or plots for performing. The funny tones, the exaggerated facial expressions and the props not only made the performers enchanted, but also made the audience laugh and deepen their understanding of the story. The cultural transmission carried by the language learning was well reflected.

近三年的课题研究，让我和学生受益非浅。在进行英语教学的过程中，我越加深刻地感悟到要想让学生们喜欢上英语，爱上英语，充满兴趣、热情地学习英语，我们就一定不能以单纯而生硬的地单词解释，课文串讲，习题演练为模式进行教学，一定要寓教于乐，寓教于看似无形，实则博大精深的阅读之中，以学生喜闻乐见的故事和新闻为载体，引领语言的学习。而这两年多来，我的学生也收益良多。英语的语感好了，兴趣浓郁了，学习的积极性提高了，成绩也不知不觉地提了上来。面对着初三繁重的学习压力，很多学生在做题的时候会这样说，我也不知道为什么，反正就感觉这样做读起来顺！朴实的语言，隐含着深刻的含义！

The near three years of research program has benefited me and my students a lot. In the course of English teaching, I have increasingly realized that to make the students fall in love with English and learn English full of interest and enthusiasm, we shall not simply explain the words and texts mechanically and ask them to do the exercises. Instead, we shall teach through lively activities and through reading which seemed intangible, but in fact vast and profound. With the stories and news favored by the students as the carriers, we will guide their language learning. For these two years, my students had made a good harvest. Their English language sense had been improved, their interest had been boosted, their learning initiative had been enhanced, and their score had also been improved unconsciously. Facing the heavy learning pressure of Junior Three year, many students would say while doing exercises, they just felt it read smooth this way. Simple language implied a profound meaning.