语篇学习理解、应用实践、迁移创新类的阅读活动

唐晓雪：针对“语篇学习理解、应用实践、迁移创新类”在本课例*中的实施情况，相关的教学活动实录如下：

T： Today were going to learn a new lesson “Memories of Christmas”. Now please read the story and find out why it was such a memorable Christmas to the writer.

S： Because Grandma passed away. / Because that was the last Christmas with Grandma.

T： Yes， it was Grandma that made this Christmas so special. How did they spend this special Christmas？ Now read the story again and circle the time and underline the preparation or celebration activities.

S： （略）

T： From the article， we can see Grandma spent a lot of time with the writer. Now lets find out Grandmas activities and description.

T： What can we infer （learn about Grandma） after reading the story？ Discuss in pairs.

S： Grandma was ill but happy.

T： Yes， Grandma was ill but at that time the writer had no idea about that. Right？ So， what was the granddaughters feeling when she was writing the story？ How do you know that？ Work in groups.

S： （略）

T： Why was it such a memorable Christmas to the writer？

S： （略）

T： For the writer， Christmas is more than gifts. It is about love and family. It is staying with beloved family that makes big days meaningful.

活动效果评价： 这一教学活动属于学习理解类活动和应用实践类活动。老师引导学生们通过把握“时间”和“动作”两条主线，获取与梳理语篇的基本信息和结构。在学习理解类活动的基础上，教师引导学生通过分析与判断、讨论与推理等方式逐步去感知文章的文化内涵和意义。老师通过问题，层层引导，让学生们慢慢地挖掘并发现文本的深层涵义。

程惠云：我分享一个指向学习理解能力的有效活动。

教材：北师大新版高中《英语》必修模块2

教材内容：北师大新版高中《英语》必修2 Unit 4“Information Technology”Lesson 1“Avatars”

授课年级：高一年级

授课教师：北京市第十中学 刘可娟

指导教师：北京教育学院丰台分院胡润

活动内容：学生绘制信息结构图，梳理、概括、复述文章的主要信息，包括虚拟形象的概念、发展、形式和意义以及人们对虚拟形象使用的不同观点。

活动目的：梳理、概括文章主要信息，为复述做准备。

活动步骤：

1. 明确活动任务

Read the article carefully. Draw a mind map of the passage individually. Pay attention to your choice of key words.

教師的指令明确。做什么？由谁做？难点提醒到位。

2. 检查活动效果

（1）小组分享结构图关键信息：In groups of four swap your mind maps. Read each others mind maps. Make sure the mind map clearly shows the relationship between ideas.

这个步骤为学生互相学习、相互评价阅读理解效果搭建了交流平台。学习基础薄弱的学生可以利用此机会向学习好的同学询问词汇理解的问题、语法的问题、内容理解的问题、文章思想连贯的问题、文章内容结构可视化转换过程中可能遇到的任何问题。……