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英语阅读教学中开展听说训练的方法
作者：包 桦
（三）段落陈述法
在积累了一定的语言材料和句型结构的基础上，教师就可以引导学生进入到第三步——也就是小段的操练上，比如就文中某一人或物再现文中句子或发表个人观点、课文的复述、续写课文、课文中心思想的概括等等，当然不同的年级应掌握相应的难度。
1.就文中某一人或物再现文中句子或发表个人观点。在73课“The Record Holder”一文中， 围绕文中的男孩可以说很多。如The boy didn’t like school. He played truant. He hitch—hiked to many places and travelled 1,600 miles. He was picked up by a policeman on the French—Spanish border and was sent back home. 以上小段的内容主要来自课文，但学生可以根据自己对课文的理解，重新进行组织，加入自己的观点，这也是一种创造活动。有个学生把以上片段改写成The boy’s very naughty. He was not well—behaved. He made his parents worried . He probably didn’t enjoy schoollife. 这一小段的呈现说明了学生不仅彻底理解了课文，更重要的是他已经与他的同学们和老师在交流自己对于这个男孩的看法了，是一种更高级的思维活动。
2.课文复述。要求学生尽量用自己的话、学过的词及词组重新组织课文内容，以期新旧知识结合，达到融会贯通之目的。如在75课“SOS”中，教师可以根据学生的不同英语水平，给出一些词及词组以降低难度：a light passenger plane—crashed—a woman and two baby daughters—snow—suitcase—next morning —heard—stamp—SOS—a pilot—rescued.学生很快就能说出：A light passenger plane crashed in the mountains. A woman and her two baby—daughters were unhurt fortunately. Snow lay thick on the ground.The woman turned the suitcase into a bed at night and put her two babies in it. The next morning she heard a plane flying over and she stamped out SOS in the snow. It was seen by the pilot. They were rescued at last by a helicopter.
3.中心思想概括。低段的高中学生还不太善于较长篇幅地连贯表达自己的观点，这样给予提示是比较恰当的。如89课中，给出的提示是“概要”中的内容：[points] local cinema ——packed；P & U Bird Seed Co；Presenting free variety show；Many artists should…；Failed to turn up；Show very dull；unny thing——；Advertiser introduced programme saying；This … gentlemen。学生就能较快地根据提示组织成文。The local cinema was packed.The P&U Bird Seed Company was presenting a free variety show, but many artists who should have appeared failed to turn up. Because of this, the show was very dull. The funniest thing came at the beginning from the advertiser who introduced the programme saying: “This is the poo and Ee Seed Bird Company. Good ladies,evening and gentlemen!”
以上三步操作活动是紧紧地依附于课文内容的，是为自由交际作准备及铺垫。由这里我们看到了由易到难、由控制的到半控制的递进的交际活动。那么，基于课文，结合社会现象的讨论将走向一个新的交际高度，使得语言的操练紧密地和社会这个大课堂结合起来，更好地体现交际的意义。
（四）话题讨论法
如在学了78课“The Last One”后，可以布置这样的口头作业：Why do you think so many people take up or continue smoking when they know of its dangers? Why is a Non--smoking Day set up? 对于高中高段的学生，给予1～3分钟的准备时间，在课堂内当堂完成，也是一个可行的高潮步骤。与教材相关的内容都可以引入到课堂教学的讨论中来：时事政治、天文地理、百姓家事、笑话趣谈、国内外新闻、笑话幽默故事、体育评论、电影电视点评、读书心得等。这些都是说话训练的好题材，也是课堂说话训练的有效延伸。
英语听说训练的方法很多，但在英语教学的过程中把阅读材料和听说训练结合起来，在课堂上以一课之内容进行多项的训练以达到多赢的目的应该是英语老师课堂教学追求的目标。
参考文献：
[1]刘润清.21世纪的英语教学[J].外语教学与研究,2006,(2)．
[2]Tricia Hedge Teaching and Learning in the Language Classroom[M].上海:上海外语教育出版社,2002．
[3]KeithJohnson An Introduction to Foreign Language Learning and eaching[M].北京:外语教学与研究出版社,2002．
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