英语泛读教程的体裁分析研究
关于《英语泛读教程（第二版）》案例探讨英语专业低年级英语阅读教..
关于《英语泛读教程(第二版)》案例探讨英语专业低年级英语阅读教学教学方法1.引言英语阅读Extensive Reading)是英语专业低年级学生的专业必修课,也是专业技能之一。
根据《高等学校英语专业英语教学大纲》2000),英语阅读课的目的在于培养学生的英语阅读理解能力和提高学生的阅读速度;培养学生细致观察语言的能力及假设判断、分析归纳、推理检验等逻辑思维能力;提高学生的阅读技能,包括细读、略读、查阅等能力;并通过阅读训练帮助学生扩大词汇量、吸收语言和文化背景知识。
阅读课教学应注重阅读理解能力与提高阅读速度并重。
教材应选用题材广泛的阅读材料,以便向学生提供广泛的语言和文化素材,扩大学生的知识面,增强学生的英语语感,培养学生的阅读兴趣。
文学课程Literature)是英语专业高年级学生专业知识课程之一,根据教学大纲,文学课程的目的在于培养学生阅读、欣赏、理解英语文学原著的能力,掌握文学批评的基本知识和方法。
通过阅读和分析英美文学作品,促进学生语言基本功和人文素质的提高,增强学生对西方文学及文化的了解。
由此可见,文学知识的获得必须通过大量的、广泛的阅读。
英语阅读教学跨越四个学期,其目的既是培养一种英语技能,同时又是通过阅读,了解英语国家的风俗、历史与文化等,原汁原味的文学作品无疑是体验这些文化背景最直接、最生动的载体。
现在各高校英语专业所使用的英语阅读教材均选取了一定数量的文学作品。
笔者以高等教育出版社出版《英语泛读教程第二版)》为例,探讨英语专业低年级英语阅读教学中文学篇章的教学方法,以实现向高年级文学课程的过渡与衔接。
2.文学篇章的阅读教学 2.1阅读篇章类型由高等教育出版社出版的《英语泛读教程第二版)》以下简称《泛读教程》)供高等学校英语专业一、二年级使用,教材旨在提高学生英语阅读理解能力,扩大学生词汇量,介绍基本的阅读技巧。
该教程阅读材料题材广泛,涉及英语国家社会、政治、经济、科技、文化等方面,课文长度从第一册的1200词增加到第四册的2400词,注意培养学生快速、准确、有效地获取信息、把握中心思想的能力,训练学生见“树”又见“林”的能力。
英语泛读教材分析
英语泛读教材分析作者：赵凌来源：《科技视界》2015年第03期【摘要】英语泛读课程在英语语言教学过程中处于一个非常重要的位置。
作为英语语言知识的输入媒介直接影响着英语学习者的知识获取和语言素质培养。
笔者分析了国内高校英语专业学生普遍使用的《英语泛读教程》来说明该课程对英语专业学生英语学习的影响。
【关键词】英语学习;英语专业;泛读教材;分析0 IntroductionThe textbook evaluated in this assignment is Extensive Reading （book 1 by Liu Naiyin，2005， second edition）. This textbook is sponsored by Education Department of China， and is widely used as a coursebook of extensive reading for English majors（usually first and second year students）.According to the author， this textbook has the following features：（1）The materials of reading touches upon society， politics， economics and culture of English-speaking countries; the content is up to date and includes new social developments and scientific and technological developments， and it focus on interests and variable genres.（2）The reading material varies from 1200 words to 2400 words， which is a breakthrough of traditional extensive reading books. This increasing of words can help students enlarge their vocabulary through reading， upgrade their reading speed and comprehending ability.（3）The reading material highlights the aim of training students’ abilities to acquire information and text thesis statement quickly， accurately and effectively.This text book consists of 15 units， each unit falls into 4 parts：（1）Text. In this part there is a text about 1200-2000 words， students are required to read the text and do the following exercises. The exercises are multiple-choice questions set for testing students’ abilities of getting the main idea of the text， comprehending the text， discussing in class and vocabulary exercises.（2）Reading skills. In this part， various reading skills are introduced， and， accordingly，specially designed exercises are followed. （This part is not provided in unit 3， 6， 9， 12 and 15）（3）Testing. In this part， three short passages of about 100-300 words are provided. Students are to read the passages quickly and note down the time of reading each passage. Each passage is followed by 5 multiple-choice questions to examine students’ comprehending.（4）Home reading. In this part， a passage of similar length of the text in part one is provided for students to read after class. Exercises of multiple-choice questions are provided to examine students’ comprehending.It is universally acknowledged that extensive reading， unlike intensive reading which focuses on grammar and complete comprehension of reading materials， aims at letting students read at leisure， at their own space and most importantly read for fun， in this process， students can cultivate themselves a native-like language environment， thus， promoting their reading ability. But in my teaching experience in my university， it is another story. In my curriculum， I have to teach extensive reading for a class twice a week. And the established practice in teaching extensive reading in my department， the first part--- text has to be taught just like the one of an intensive reading class. That means I have to explain every difficult points of the text： new words， difficult sentence structure and grammar and so forth. Usually， there is no time to do the following parts of the unit which are normally assigned to students as homework. And there are no contributive suggestions available in the according teacher’s book. Still， there is no way I can alter the course either in time table or the teaching procedure， because the syllabus of our university requires me to do so. That is how the extensive reading class is taught in my teaching practice.1 EvaluationAccording to Mckeachie （2002）：‘the major predictor of what students learn is not the teaching method but the textbook’. Textbooks are of great impo rtance for both teachers to carry out their teaching activities and students to get a great access to information. When it comes to EFL learning， it is needless to say how important textbooks are. In China， Extensive reading is the textbook for English majors of first and second year across nearly all Chinese universities and colleges， if I may say，this book has a great influence on students’ cultivation of reading ability. I will evaluate this extensive reading book according to the textbook’s 5 parts： text， reading skills，testing and homereading and the according exercises.（A）Text.In this part students are given a passage about 1200-2000 words. In most cases， it is an excerpt from a native writer and the theme of the text touches on various aspects， like society， culture，literature， science and technology to name just a few. By all means， it is a hard nut to crack. For teachers， this text is even more difficult and complicated than an intensive reading text， and they do not know how to convey successfully the knowledge to students. For students， they have to look every new word up in dictionary to get a basic understanding for guessing word from context is not useful at all， because there are too many new words for a just enrolled student so many so that thewords surrounding the unknown ones are unknown， too. So， I can say this text is not suitable to be conducted in class for first-first year students as extensive reading material. Then what is extensive reading？ And what an extensive reading material should be？ According to Davis （1995：329）（Cited from Renandya. 2007）：An extensive reading programme is a supplementary class library scheme， attached to an English course， in which pupils are given the time， encouragement， and materials to read pleasurably， at their own level， as many books as they can， without the pressures of testing or marks. Thus， pupils are competing only against themselves， and it is up to the teacher to provide the motivation and monitoring to ensure that the maximum number of books is being read in the time available. The watchwords are quantity and variety， rather than quality， so that books are selected for their attractiveness and relevance to the pupils’ lives， rather than for literary merit.Similarly，‘Wilhelm （2001）argues that text difficulty should be within students’ zone of proximal development; that is， they can read the text with assistance. But if the texts are within students’ zone of actual development or beyond their ZPD， readers may not read efficiently and critically since the former belongs to an independent reading level that is not challenging and thought provoking for readers and the latter is at students’ frustration reading level.’ （Cited from Reza Zabihi. 2011）From the above we can see the text in this part of Extensive Reading goes to far for first-year students to engage in real extensive activities. Extensive reading should be a method to put students in a native-like environment， to let students dip into multiple language exposures. During extensive reading， students should read at their own space with the aim to develop a sense of language instead of focusing on new words， difficult sentence structures and grammar. Then what should an extensive reading text be？ Usin g Krashen’s input theory，I can infer that while intensive reading adopts ‘i+1’ mode，then in extensive ‘students should be reading text at an i+1， i， or i-1 level， with i being their current proficiency level， and 1 referring to language features that are slightly above students’ competence.’ （Renandya. 2007）. So， first，students’ current English proficiency should be taken into consideration. Students of first year of college， they just graduated from high school， and the English education they received is primarily on elementary one. They know less about academic reading， professional words. Sudden encountering with many big words will dismay them. The best way I think to alter this part is to use graded reading materials. The grading can be done according to TEM-4 （Test for English Majors Band 4）. This is a Chinese national English proficiency test held in the second year of English majors. As mentioned above， this series of Extensive Reading textbooks are designed for the first and second year students. So we may just grade the texts of book 1 of TEM-1， book 2 of TEM-2， book 3 of TEM-3 and book 4 of TEM-4. By doing so， students can first easily adapt themselves to college level English study， and second prepare them for their professional examination. And most importantly they can have much easier comprehensible access towards extensive reading.（B） Reading Skills.This part provides various reading skills for students like previewing， guessing words form context， skimming and scanning and so on. There is no denying that reading skills are important. But as a book for English majors， only focusing on skills can not contribute much for students to improve their reading ability. Still， this way of teaching reading skills are not fruitful. To complete this part in order to help students develop themselves into competent readers， I think， it is a must to add reading strategies and cultivation metacognition awareness.Let us first look at the definitions of skill， strategy and metacognition： skills tend to be simpler， smaller， more specific， more discrete; strategies tend to be larger， more complex，multi-step and involve the use of a number of skills; metacognition consists of knowledge of cognition and regulation and control of cognitive acts. Metacognitive knowledge （Flavel， 1982） consists of persons （interest， skills， knowledge）， tasks （understanding nature and demand of task） and strategies （knowing the strategies for monitoring， repairing， and regulating reading process）; metacognitive control （Flavel， 1982） consists of planning （setting purpose， selecting particular actions）， monitoring （regulating and redirecting reading efforts to achieve goals） and evaluating （appraising effectiveness of strategies used）. So， we can have a hierarchical relationship among skill， strategy and metacognition： metacognition can help students understand and acquire reading strategies which leads to a better use of skills. Therefore， the weakness of this part is obvious： only teaching students reading skills will not sufficiently enable them to use them correctly and effectively.Then how do we make it a better part of this extensive reading textbook？ My suggestion is that we could teach students useful reading strategies which consist of many different reading skills instead of reading skills only， at the same time，pay great attention to raise students’ metacognitive awareness. For example， we can in this part first introduce a global reading strategy like predicating， and then tell students the cor rect skills to be used like guessing new word’s meaning from context， inferring relative information from background knowledge etc. In this way， students will acquire not only learn and acquire the skills but also strategies， and gradually form a sense of how these learned strategies should be used in different situation， in other words， have a metacognition knowledge of strategies using.（C） Testing.In this part， students are given 3 short passages to read. Each passage is varies from 100-300 words. The aim of this testing is to examine the speed of student’ reading and how much students can understand the passages. Compared with the text of the first part of this textbook， the passages are easy-understanding ones because there are not many new words， difficult sentence structures and grammar. In my teaching experience， I often ask students to do this part in class. Most students can finish reading the passages around no more than 15 minutes and get most correct answers to thefollowing multiple-choice questions. This is a really simple test， but for what？ Recording the reading time of each passage of course is not the answer. It may be useful to have an overview of the time used in this part after the semester to see whether students will improve in reading speed or not. Its appearance seems abrupt and irrelevant with the other parts of a unit. The whole organization of a unit is discrete. One plausible explanation is possibly that it is a preparation for students for their TEM-4 examination. Because， in TEM-4，there is a similar part called ‘fast reading’ which requires students to read fast and get the most comprehension. This test-wise design， in my opinion， is not compatible with the nature of extensive reading. Because one point that extensive reading stresses is to let students read without pressure. My altering suggestion is to change this part into one with background knowledge connected to the main text of the first part. It could be an anecdote， a joke， a cross talk or anything that is interesting and pertaining to the text. In this way，students can not only read for fun， but also have a deeper understanding of the text， and this cultural accumulation is very helpful for their English acquisition.（D） HomereadingThe text in this part， according to the author， is related with the first part text. Under most circumstances， this part is often the continuing part of the first part. That means， students is given two long difficult texts to read. As I have stated above， students get not only a few problems in reading and comprehending the first part， it is just another boring text which they are so reluctant to do it. As often as not， I ask students to read it after class and check the answers in next class. Even so， students rarely tried to do it. They just noted down the answers.By homereading， we mean it is kind of reading activity you can enjoy on a lovely day， or over a cup of coffee. In fact，students have to flip pages of a dictionary to get new words’ meaning， to look back at the first text to better his comprehension. It is more torture than enjoyment. Although，it is a good idea to stretch reading from only class to students’ life， it is hard to be put in practice. My idea of changing this part is either simply omit it or make it a practical one. If we do the latter， I think we can do it in two ways. First， we can change this part into a comparatively simple one. The text can be the ones closely related to students’ life or the ones they are interested in. The re would be no questions. Students are only required to give a sharing presentation on what they have thought about the text， or what they have found interesting of the text， things like that. By doing this， students are not pressed anymore with the questions， they just read for sharing， as long as they indeed read， the aim is accomplished. Secondly， we can assign students no specific reading text for their homereading. We can ask them to read anything that is available at hand， and report what they read to the class. Nowadays， students are immersed into a digital era with abundant information. Anything they read from their computers， laptops， and smartphones can be considered as a homereading exercise. Similarly， there should be no questions， and possibly a sharing presentation. In this way students can read freely， widely and passionately. It is of great help for students to learn background information， up-to-date words and steep into various English reading environments， and that is what I think a homereading should be.（E） Exercises.Exercises are an essential part of an extensive reading textbook. They are effective ways of examining what students have understood the text of the textbook. Exercises are also a direct indicator how those ‘input’ get across to students.Exercises here refer to all the exercises included in the first part （text）， the second part （reading skills）， the third part （testing） and the fourth part （homereading） of the textbook. The exercise of the first part of this textbook are： A. Determining the main idea; B. Comprehending the text; C. discussing the following topics and D. Understanding vocabulary. They are all multiple-choice questions except the ones of C. The exercises of the second part of this textbook are various in forms; they could be multiple-choice questions， blank-fillings and question-answerings， etc. The exercises of the third part of this textbook are all multiple-choice questions. The exercises of the fourth part of this textbook are： A. Comprehending the text. B. Disscussing the following topics. Every unit is of the same arrangement. From this structure I think it is far from being enough for an extensive reading textbook to evaluate what students will learn in this textbook. First， multiple-questions are used in nearly every part of the textbook. Though it is convenient to conduct， it is monotonous in form and it can not test students’ gain of the class comprehensibly. Because students will simply locate the part of the text that is pertaining to the question in order to get a correct answer instead of actual reading the text. That is not an extensive reading class for. Second， these exercises are all aimed to examine how students react to the given inputs， it ignores the output. According to the ‘output hypothesis’ （Merrill Swain. 1983）， output is more important than input to learn and acquire language knowledge. Third， I think， reading skills can not be taught through exercises. It is an accumulating process of metacognitive awareness through reading. So， from the perspective of my view， I think， the exercises of this extensive reading textbook should be： first the ones can really serve extensive reading better; second， they should be combination of the input and the output; third， they shoul d be helpful for students’ gradual development of metacognitive awareness of reading strategies and skills. For example， we could use presentation， text-retelling， role-play to add to the simple structure of the textbook’s exercises.2 ConclusionExtensive reading plays an important role in EFL study which has long been realized in Chinese English language teaching practice. Many researchers and institutions have conducted various studies to make it better. The prevailing usage of this textbook is one of their studies result. And they still have a long way to go. First， it is a preoccupied concept and tradition in Chinese education that a textbook should be academic and difficult. Students are not supposed to read in class with leisure and laughers. They should sit upright with their eyes wide open in the classroom and they should be busy with their homework after class. Second， it is too risky for universities and colleges to put extensive reading out of schedule to have students read at home or to have students read in class something not academic. Because students examinations result of CET and TEM will decide the ranking of the university or college. Third， teachers can not teach extensive reading as it should be taught. If theuniversity principal passes an extensive reading class and sees the students read with smiles on their faces and the reading teacher were not instructing or writing on the blackboard， the teacher would surely be punished. These may count for why this extensive reading textbook is not a real extensive reading textbook. Nevertheless， these are all my personal and unprofessional understanding of the extensive reading textbook， and I believe a great change is being made possible as China becomes opener.【References】[1]Davis， C.ER： An Expensive Extravagance？[J]. ELT Journal，1995，49（4）：329-36.[2]Krashen， S. D. The Input Hypothesis： Issues and Implications[M].Longman Inc.， New York，1985.[3]R. Eric Landrum， Regan A. R. Gurung & Nathan Spann. Assessments of Textbook Usage and the Relationship to Student Course Performance[J].College Teaching， 2012，60（1）：17-24.[4]Regan A. R. Gurung1 and Ryan C. Martin.Predicting Textbook Reading： The Textbook Assessment and Usage Scale[J]. Teaching of Psychology，2011，38（1） 22-28.[5]Reza Zabihi.An Investigation of Critical Reading in Reading Textbooks：A Qualitative Analysis[J]. International Education Studies，2011，4（3）：80-87.[6]Swain， M.The Output hypothesis： Just Speaking and Writing are n’t Enough[J]. Canadian Modern Language Review，1993，50：158-64.[7]Wei Wu.An Investigation of the Nature and Functions of Exercises in textbooks for Intensive Reading Course for English Majors[J]. Journal of Language Teaching and Research，2011，2（5）， 998-1008.[8]Wilhelm， J.D.Improving comprehension with think-aloud strategies[M]. New York：Scholastic Inc.，2011.[9]Willy A. Renandya.The Power of Extensive Reading[J]. RELC Journal， 2007，38（2）：133-149.[责任编辑：薛俊歌]。
高中英语泛读教学探究
高中英语泛读教学探究阅读是理解语篇及获取、加工、处理信息的综合过程。
《英语课程标准》指出，基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。
阅读能力的培养是高中英语教学的核心内容。
泛读是相对于精读而言的，前者侧重于信息的获取，后者则侧重于语言知识的掌握。
从语言的工具性特征来看，精泛并举、加强泛读是语言学习的根本原则。
当然，寻找主题契合、难度适中的语篇是进行泛读教学的关键。
传统的媒体，如书、报、杂志等，固然能提供不少适当的材料，但远不及运用网络技术那么方便快捷。
本文拟就网络环境下进行泛读教学的优越性及其策略谈谈自己的看法。
一、网络环境下泛读教学的优越性信息社会的最明显的标志是信息采集的全面与快捷。
人们越来越多地利用网络来传递、加工、存贮与利用信息资源，而这些丰富多彩的网络资源较多是建立在英语语言平台上的。
也就是说，网络空间中有大量英语资料，这些资料是任何一座图书馆都无法比拟的。
网络环境下的英语泛读教学可得天独厚，它至少存在以下三个优越性：广泛性：类型多样，内容全面。
网上资源包罗万象，从内容上来看有文化、体育、保健、娱乐、历史、地理、生物、科技、环保等多方面知识，在形式上则有新闻报道、报刊杂志、原版读物、图片图表、分析推理等等。
可以肯定它运用语言涵盖了高中教材所涉及或是学生所关心的话题，且可以从多种角度激发学生的阅读兴趣。
共享性：检索快捷，方便整合。
大中型网站一般都有搜索引擎，还有的网站，则专业地提供中英文材料的主题或关键词搜索。
速度快捷的搜索引擎大大方便了教师选材。
教师只要确立主题或是材料类别便可迅速找到所需资料，且经过整合后的这些资料享。
即时性：材料鲜活，更新方便。
由于客观条件的限制，教材中阅读材料往往陈旧、过时，而网络上不断更新的动态数据可以为学生提供最新的相关资料。
二、网络泛读资源库的构建网络化的泛读教学并不是听任学生无目的地在网上浏览。
先期构建适合高中学生需要的网络阅读资源库是进行泛读教学的前提。
大学英语专业泛读教学探讨
大学英语专业泛读教学探讨在听、说、读、写英语四项根本技能中，国外教学推行听在说前，说在读前，读在写前的规律，听、读作为英语输入的主要方式，是培养语感，产出语言，拓宽英语知识面的关键。
相对而言，在我们的英语学习环境中，读比听占据了更大的空间，因此阅读作为联系说和写的纽带，成为英语知识输入的主要手段，提高其他技能的根本前提，意义是非常重大的。
阅读一方面是由文字到思维，另一方面是由思维到文字。
阅读过程就是读者与作者知识信息交流的过程。
在阅读过程中，词句的解码和歧义的消除既离不开阅读者已有背景知识的参与和运用，更离不开阅读者依据所读上下文进展的假设、预测、验证、确定等大量而复杂的逻辑理解活动。
同时，这种逻辑理解会很自然地促进阅读者对所学英语材料的掌握，而逻辑掌握又是提高学习效率的前提。
针对学习目的和学习重点的不同，阅读一般分为两种方式，即我们所开设的相关阅读课——精读和泛读。
尽管我们的英语教育向来重视阅读能力的培养，但长期以来一直侧重于对阅读材料的详细讲解，如字词，语法，修辞等，而忽略了阅读需要接触大量的不同的英文资料，广泛地拓宽学生的阅读视野，增加语言输入。
此外，详细的讲解也忽略了学生在阅读中的主观能动性的发挥，从而导致重精读轻泛读的现象，甚至使一些学生对阅读本身的作用产生了误解。
那么，要详细了解精读和泛读的不同，促进泛读教学的开展，我们首先要明确什么是泛读。
泛读指理解一般或整体意义的阅读,特点是读者更关注意义,而非个别词句?外语泛读更强调尊重学习者意愿,培养阅读兴趣?Krashen把外语泛读称为free voluntary reading,即由“读者自愿选择?以阅读本身为目的的阅读”?近年来,外语泛读更加重视阅读中的快乐成分,强调“为了快乐心甘情愿地阅读长篇课文”,因此,泛读更多地被称为愉快阅读或娱乐阅读?就本质而言,泛读是一种语言教学?学习过程,即根据特定教学法所采用的教学技巧?训练方法及练习活动?因此,根据Krashen的理论，泛读是:(1)大量材料或长篇文本的阅读;(2)以整体或一般理解为目的;(3)以快乐为宗旨;(4)个人行为,学生自主;(5)所读材料不作课堂讨论?也有人认为泛读是教学方法,与语法翻译法?问题理解法等并列,但持异见者认为泛读不能占据语言教学的中心位置?泛读有十大特征:(1)课内外尽可能大量阅读;(2)提供题材广泛的阅读材料,以便鼓励不同原因?不同方式的阅读;(3)学生自主选择想读的材料并有权停顿阅读;(4)阅读目的与快乐?信息和一般理解相关;(5)阅读就是回报,不设读后练习;(6)语法?词汇必须在学生语言能力范围之内;(7)个人默读;(8)阅读速度要快;(9)教师确定目标?示范方法?跟踪进度,使学生从中最大获益;(10)教师作示范——作为阅读积极分子向学生展示读者形象及阅读收获?大学英语专业泛读是英语专业根底阶段的主干课程之一,也是学生获得语言输入的主要途径之一,泛读教学开展的成功与否在很大程度上影响着英语专业学生综合运用英语能力的提高。
信息技术环境下高中英语泛读教学模式的实践分析——以人教版选修
教学篇.教育技术信息技术环境下高中其语泛犊教学模式的卖践分析----以人教版选修六"Unit4Global warming*'为例申小娟（甘肃省定西市岷县第三中学，甘肃岷县）摘要:现代教学模式随着信息的发展而不断改进，基于此，对信息技术环境下的高中英语泛读教学模式进行探讨分析，对教学模式的改进提出相应建议，旨在进一步提高高中学生的英语阅读能力。
关键词：信息技术；高中英语泛读；教学模式一、信息技术环境下高中英语泛读教学的意义（一）网络资源丰富、题材新颖相比传统的教材，网络资源具有信息覆盖量大、信息更新迅速的特点，其题材的涵盖设计经济、科技、教育、娱乐等各个方面叫教师利用网络进行英语泛读教学，激发高中学生阅读兴趣的同时,还可以拓宽他们的知识面,让学生接触各种题材从而提高他们的适应能力，网络资源教学在一定程度上可以弥补传统教材所涵盖知识不足的缺陷。
（二）语言方面富有活力网络上可提供大量的英文原版文章，这些文章的语言表达方式非常纯正，且包含一定的新词、谚语等，显示了使用英文国家一贯的用词用语习惯，让学生阅读这些文章有利于提高学生在实际生活中运用英语的能力。
（三）丰富高中英语泛读教学模式信息技术环境下，教师可在网络上搜寻各种各样的教学资源,这些资源的形式也多种多样，可以是视频形式,也可以是音频形式,不再是单单的语言文字阅读教学。
音像结合的形式为原本枯燥乏味的英语泛读教学增添趣味性，让学生在更生动的学习环境中感受语境,理解句子的含义。
二、信息技术环境下高中英语泛读教学的实践应用信息技术环境下,高中英语的泛读教学模式应是突出学生的主体地位,引导学生主动搜寻信息，分析材料信息,培养学生的发散性思维。
（一）实施任务驱动传统的泛读教学最大的缺点就是教师在教学过程中处于主导地位，学生被动地接受知识,很少开动自身的思维。
面对这样的情况，教师可以在课前自主设置多个任务,交由学生在课堂上完成。
教师给以学生一定的时间，让他们通过自身的阅读思考以及小组内的讨论合作解决他所提出的问题,最后进行汇报总结。
高教版《英语泛读教程》教材评估和教法探析
高教版《英语泛读教程》教材评估和教法探析李建萍【摘要】Looking back at the criterions for textbook evaluation established by Cunningworth and Tomlison, which centered on the learners, focused on the learning motivation and concept of textbook evaluation during the learning process, this paper made the evaluation index for the course of English Extensive Reading. Moreover we conducted a questionnaire to the textbook users about the microcos- mic design of the compilation of the teaching material, and analyzed the deep factors in optimizing classroom teaching in reading class according to the investigation.%回顾Cunningworth和Tomlison构建的教材评价标准,依据其以学习者为中心,注重学习动力和学习过程的教材评估理念,制定了《英语泛读教程》的评估指标,并且,就教材编写的微观设计方面的内容对教材使用者进行了问卷调查,并根据调查结果对优化阅读课课堂教学的因素进行深入的探析。
【期刊名称】《新余学院学报》【年(卷),期】2012(017)001【总页数】4页(P124-127)【关键词】教材评估;评估理念;学习动力;学习过程;优化【作者】李建萍【作者单位】黄山学院外语系,安徽黄山245041【正文语种】中文【中图分类】G642教材是根据教学大纲或课程标准统一编写的，各级学校广泛使用的一种教学资源，是诸多教学资源中最为重要的一种。
英语泛读教程第四册课程设计 (2)
英语泛读教程第四册课程设计介绍《英语泛读教程》是一套适用于想要提高英语阅读能力的学生的教材。
第四册主要包括六个单元，内容涵盖了科技、环境、文化等各个方面。
此篇文档将为读者介绍针对《英语泛读教程》第四册的课程设计。
教学目标本课程旨在帮助学生增强阅读能力，提高英语听说读写四大方面的能力，同时培养学生阅读时的思维反应和判断力，进一步拓展学生的文化视野。
教学重点本课程的教学重点在于提高学生阅读英文文章的能力和技巧；鼓励学生接触和了解多元文化；促进学生思维的发展与提高。
教学方法•BDA（Before, During, After）教学法：在阅读前进行预测和推测，在阅读中理解文章内容，在阅读后进行分析与总结。
•合作学习法：小组成员合作完成阅读任务，讨论课文内容，分享思考和分析。
•实践与应用法：通过阅读文本、听力训练、口头表达等多种形式，帮助学生把语言技能应用于实际场景中。
教学内容单元一：科学技术•Title: Artificial intelligence and robots in medicine•Vocabulary: artificial intelligence, machine learning, robotics, diagnosis, treatment•Reading skills: scanning, skimming, inference•Discussion questions:–What is artificial intelligence?–How can robots be used in medicine?–What are the potential advantages of using robots in medicine?单元二：社会科学•Title: World hunger: causes and solutions•Vocabulary: famine, starvation, poverty, malnutrition, charity, d•Reading skills: prediction, mn idea and supporting detls, cause and effect•Discussion questions:–What is the cause of world hunger?–What can be done to help reduce world hunger?–What can individuals do to help reduce world hunger? 单元三：文化历史•Title: The history of the English language•Vocabulary: etymology, Old English, Middle English, Modern English, dialect, pronunciation•Reading skills: inference, summarize, focus on detls•Discussion questions:–How has the English language evolved over time?–What are the differences between Old English, Middle English and Modern English?–How do regional dialects differ in English?单元四：环境保护•Title: The effects of climate change on global ecosystems•Vocabulary: climate change, global warming, biodiversity, habitat, conservation•Reading skills: skimming, scanning, cause and effect•Discussion questions:–What is climate change and what causes it?–How does climate change affect ecosystems?–What can individuals do to help prevent further climate change?单元五：艺术人文•Title: The importance of music in culture•Vocabulary: genre, composition, lyrics, rhythm, melody•Reading skills: mn idea and supporting detls, inference•Discussion questions:–What is the power of music in our dly lives?–How does music reflect culture?–What are the different types of music in the world? 单元六：商务经济•Title: The impact of e-commerce on traditional businesses•Vocabulary: e-commerce, consumerism, globalization, brick-and-mortar, online marketing•Reading skills: inference, cause and effect, focus on detls•Discussion questions:–What is e-commerce?–What effects are e-commerce having on traditional businesses?–Can traditional businesses compete with e-commerce?结论本课程设计的目标在于帮助学生提高英语阅读能力，同时能培养学生综合运用语言技能的能力，如口头表达和写作。
《英语泛读教程刘乃银第三版第二册》阅读理解技巧
《英语泛读教程刘乃银第三版第二册》阅读理解技巧英语泛读教程刘乃银第三版第二册阅读理解技巧英语泛读教程刘乃银第三版第二册是一本帮助学习者提高阅读理解能力的教材。
阅读理解是学习英语的一个重要方面，它不仅要求我们理解文章中的词汇、语法和句子意思，还要求我们能够抓住文章的主题、推理作者的观点并进行分析和判断。
本文将介绍一些阅读理解技巧，帮助读者更好地掌握英语阅读。
一、审题技巧在阅读一篇文章之前，首先需要审题。
审题的目的是要了解文章的主题、作者的态度以及需要回答的问题。
审题时，可以先通读文章的开头和结尾，了解文章大意；然后仔细阅读题目，确定需要回答的问题和关键词；最后，根据问题和关键词回到文章中寻找相关信息，以便更好地理解文章。
二、扫读技巧有时候，我们并不需要对一篇文章进行逐字逐句地阅读，尤其是当我们在处理长篇阅读材料时。
这时，我们可以运用扫读技巧，快速浏览文章，寻找关键信息。
扫读时，可以先读标题和副标题，了解主题；然后读第一段和最后一段，了解文章的开头和结尾；接着读每个段落的第一句和最后一句，找出重要信息；最后，可以快速扫描每个段落的首句和尾句，加深对文章结构和内容的理解。
三、理解上下文技巧有时候，我们会遇到一些不认识的词汇或短语，这时候我们可以通过理解上下文的技巧来推测词义。
上下文指的是词汇、短语或句子所处的语境。
理解上下文的关键是找到线索词，即与待推测词义相关的词汇。
通过分析线索词的含义，我们可以对待推测词义做出合理的猜测。
此外，我们还可以通过对比、举例和结构等方式来帮助我们推测词义。
四、追求逻辑关系技巧阅读理解中，了解语句、句子和段落之间的逻辑关系非常重要。
逻辑关系包括因果关系、对比关系、条件关系和解释关系等。
通过追求逻辑关系，我们可以更好地理解文章的结构和内容。
在阅读过程中，我们可以注意关键词，如"because"、"however"、"if"等，它们往往是标志性的逻辑连词，帮助我们理解文章作者的推理和观点。
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第22卷 第2期 牡丹江大学学报 Vol.22 No.2 2013年2月 Journal of Mudanjiang University Feb. 2013185文章编号：1008-8717（2013）02-0185-03《英语泛读教程》的体裁分析研究苏广莲 梁文花（曲阜师范大学外国语学院， 山东 曲阜 273165）摘 要：本文从体裁分析的角度对英语专业泛读教材《英语泛读教程》中的文章做了相应的阐释研究，本着相同的体裁具有相似的交际目的的原则，提出学习者可以从体裁结构和文体特征两个方面来领会不同体裁的文章。
关键词：《英语泛读教程》；体裁分析；体裁结构；文体特征 中图分类号：H319.3 文献标识码：A 一、 什么是“体裁”(genre)美国学者Saville Troike (1982)认为体裁指 “the type of communicative event”，即人们交际事件的类型。
那么，什么是“交际事件”？美国另一位学者John M. Swales (1990)，他同时是最早，即1981年，把体裁这一概念引入到语言学研究的学者，认为交际事件指那些语言起着重要作用的交际实例；我国学者秦秀白（1997：8）认为交际事件指“按照特定目的和特定程式运用语言在社会生活中办事的实例”。
所以，体裁是和人们交际目的密切相关的。
交际目的使得不同类型的语篇具有不同类型的结构，这就构成了体裁。
二、 什么是“体裁分析”(genre analysis) 不同的交际目的构成不同的体裁，所以分析特定语篇的体裁，可以帮助人们更好地理解文章的语言风格和语篇的结构和组织形式。
体裁分析可以说是语篇分析理论的一种创新。
它的主要目的是“研究某类语篇的区别性结构特征，揭示某一体裁语篇不同于其他语篇的特殊结构”（韩金龙，2003：59）。
简言之，体裁分析就是探讨“语篇体裁的宏观结构及其交际功能”（张萍：2005：159）。
因此，体裁分析既是文体分析，又是语篇分析，但是它不像文体分析那样，只是集中分析特定语篇中语言如词汇和句子的得体上，它更能从深层揭示语篇语言得体和结构的原因；它又不像语篇分析那样，只是简单描述语篇结构，它能对语篇的宏观结构和交际功能都做出深层的阐释，因此它超越了语言学的范畴，同时能揭示语篇的社会和心理因素。
三、《英语泛读教程》（第三版）简介由刘乃银主编，高等教育出版社出版的《英语泛读教程》是普通高等教育“十一五”国家级规划教材，共四册，供英语专业一、二年级使用。
笔者所在的是一所师范院校，使用这套教材已有近十年的时间。
这套教材阅读材料题材比较广泛，涉及英语国家社会、政治、经济、文化等方面；文体多样，课文长度从第一册的1200词到第四册的2400词，符合英语专业学生的阅读能力的提升进度。
每册15个单元，每单元4个部分，第一部分包括Text 和对应的阅读问题以及词汇测试；第二部分 Reading Skills 介绍各种阅读材料的特点及相应的阅读策略；第三部分Testing Your Reading Comprehension and Speed 由三篇文章构成，检验学生计时阅读的能力；第四部分Home Reading 是课外阅读，内容一般与第一部分相关。
与前两版相比，第三版的文章选用更加符合时代潮流和当代大学生的兴趣，难度递增得也更为合理，因此这套教材收稿日期：2012-11-28基金项目：本文系教育部人文社会科学研究项目“体裁分析与英语语篇类型研究”（项目编号：10YJA740055）的成果之一。
作者简介：苏广莲（1980—），女，山东临沂人，曲阜师范大学讲师，硕士，研究方向：体裁分析，语用学、二语习得。
梁文花（1962—），女，山东高密人，曲阜师范大学教授，硕士，研究方向：应用语言学、体裁理论。
受到笔者及同事，学生的一致好评。
结合目前泛读课现状，如教师拿泛读课当精读课上，泛读课上过分程式化，学生感觉枯燥等等，笔者从2009级开始，尝试将体裁教学法引入泛读课堂，至今为止，已有两年的时间，成效相当不错。
下面笔者从体裁分析角度，对这四册教材中的text 共60篇文章做一个详细的阐释，以期能起到抛砖引玉之效，为英语专业泛读教学尽一点绵薄之力。
四、《英语泛读教程》的体裁分析如前所述，体裁的核心在于交际目的，因此我们的分析实质是通过分析语篇的宏观结构来揭示交际目的的实现。
因此，首先，我们按不同的交际目的，对这60篇文章做一个分类。
从文体上来看，记叙文(narration)21篇，说明文(exposition)36篇，议论文(argumentation)3篇；从分布上来看，第一册记叙文10篇，说明文5篇；第二册记叙文6篇，说明文9篇；第三册记叙文2篇，说明文12篇，议论文1篇；第四册记叙文3篇，说明文10篇，议论文2篇。
表一展示了三种文体的比例关系。
表一 三种文体的比例关系（一）记叙文的体裁分析1. 记叙文的体裁结构记叙文实质就是story-telling，典型的记叙文一般包括6个要素，即我们通常所说的5个W（who, what, when, where and why）和一个H（how），一般的结构是开场（starting point），发展（rising and falling points），危机（crisis），高潮（climax），结束（ending）。
下面以第一册第六单元Fool’s Paradise《愚人的天堂》为例，who－Atzel，一个富人的独子；what －Atzel 得了觉得自己已经死了的怪病；when－很久很久以前；where一间奇怪的房间，装饰得跟天堂一样；why－主人公Atzel想逃避生活中的麻烦、责任和困苦；how－大夫用“愚人的天堂”的方法治好了Atzel的怪病； starting point －Atzel 的生活很平静幸福；rising point 和falling point－他得病之后家人的焦虑以及病治好的过程和结果； crisis －他在“天堂”初期的幸福生活和之后的厌倦和绝望； climax－他发现自己还活着； ending－Atzel 过上了积极而快乐的生活。
2. 记叙文的文体特征笔者认为记叙文的文体分析可以从语言特征和语篇组织两个方面来进行。
下面以第一册第五单元Cheating《作弊》为例来分析这篇记叙文的文体特征。
这篇文章采用的是第一人称叙述的技巧。
Narrator是一个在数学测验里作了弊的小男孩。
本篇文章的语言非常地简洁明了生动，对话很多，而且对人物的复杂的心理描写部分也很多。
读者读这篇文章的时候能感觉到一个青涩的小男孩形象跃然纸上；本篇文章叙述的顺序是结合了插叙和倒叙，故事的高潮在文章的最后，就是主人公给数学老师打电话坦白了作弊的事情。
综上所述，记叙文的语言一般都是口语化的语言居多，而且词汇和语法相当简单明了；语篇组织也是以如何将故事叙述生动为出发点，一般都会采用倒叙，插叙等组织方法。
（二）说明文的体裁分析1. 说明文的体裁结构说明文的主要目的是解释、描述、说明和提供信息。
典型的说明文按研究对象大略分为四种，即阐释物体（object）的，人物（character）的，场景（scene）的和事件（event）的。
阐释物体时会集中在感官(sensation)和物体的用途（utility）上；阐释人物时会集中在外在特征和人物的性格(personality)上；阐释场景时则会集中在场景的空间描写和其中所反映出的人际关系上；而阐释事件时会集中在对事件的介绍和其意义上。
而在本套书的36篇说明文里面，只有两篇是阐释人物的，其他34篇都是阐释特定事件的。
2. 说明文的文体特征首先，从语言特征来看，说明文的语言严谨，正式，客观，时态上多用现在时，另外一个突出特征是引用和数据居多，其目的是凸显文章的客观、科学和真实性；其次从语篇组织方式看，说明文的顺序一般比较模式化，即先引出研究对象，然后解释说明研究对象，最后总结研究对象的地位、意义、重要性等。
说明文惯常采用的阐释方法是下定义186（definition）、举例说明（illustration）、分类（divisionand classification）、比较（comparison）、因果分析（cause and effect）、描述（description）、列举（sequence）等。
以第三册第一单元《创造性思维的艺术》The Art of Creative Thinking为例：本篇文章的研究对象是特定事件，即创造性思维这一抽象的概念。
文章的结构非常清晰，首先作者介绍创造性思维的重要性和概念，引出研究对象，然后采用列举法举出5种培养创造性思维的方法。
为了增加文章的科学性，作者用了客观性很强的语言，语言严谨，简洁，且文中用了很多的引用，并用了举例说明，下定义等方法让文章更加的清晰明白。
（三）议论文的体裁分析议论文的体裁结构议论文的主要目的是说服和辩论。
一般的议论文会在题目和文章的开头就先提出明确的观点，然后正文部分详细介绍和阐释自己的观点，最后会呼吁读者来支持自己的观点。
议论文的文体特征因为主要目的是说服读者，所以议论文的语言犀利，主观性强，一般比较口语化。
作者会多用比如排比、重复等修辞手法来增加语言的力度。
以第四册第十单元《天气正越变越糟？》Is Weather Getting Worse?为例，作者在题目上就先提出问题，在文章的开头，作者就用一连串的例子说明天气越变越糟，然后用诸多的引用和数据来支持自己的观点，文章的最后设想了天气变糟的可怕前景，警示人们提防这种后果的出现。
从题材上看，本套书中生活哲理故事类的12篇，约占20％；科技类的8篇，约占13％；分析介绍社会现象的5篇，约占8％；人文自然历史地理类的4篇，约占7％；文学作品类的6篇，约占10％；纪实类的9篇，约占15％；社会思想文化知识类的16篇，约占27％。
从分布上来看，第一册生活哲理故事类的5篇，科技类的1篇，人文自然历史地理类的2篇，文学作品2篇，纪实类的3篇，社会思想文化知识类的2篇；第二册生活哲理故事类的5篇，科技类的2篇，人文自然历史地理类的3篇，文学作品1篇，纪实类的3篇，社会思想文化知识类的3篇；第三册生活哲理故事类的1篇，科技类的4篇，分析介绍社会现象的2篇，文学作品2篇，纪实类的1篇，社会思想文化知识类的5篇；第四册生活哲理故事类的1篇，科技类的1篇，分析介绍社会现象的3篇，人文自然历史地理类的1篇，文学作品1篇，纪实类的2篇，社会思想文化知识类的6篇。
表二揭示了不同题材的文章的分布。
从分布比例看，对于文科学生普遍来说是hard nuts的应该是科技类和人文自然历史地理类的，在文体上属于说明文，据笔者调查，学生觉得此类文章最难的原因在于词汇、内容和句式；最简单的应该是生活哲理故事类的，从文体上讲是记叙文。