扬州市广陵区教育局教研室 龚海平

（2009.03.20 江苏常熟）

一、语篇教学的概念

1.广义的语篇教学的概念

2.狭义的语篇教学的概念

3.小学英语语篇教学的概念

小学英语语篇教学，是指对语篇的阅读理解教学，以获取、分析、整理和应用文本信息为主要目的，一般不涉及生词教学和新的语法项目的教学。

4.对小学英语语篇教学概念的误解

二、语篇教学的意义

语篇教学的主要意义是：

   1.培养学生从整体上（结合上下文及语言信息的相关语境）正确把握语篇信息的能力，而不是只看到局部，以避免望文生义现象的产生。

   2.培养学生结合上下文对具体语境中的生词的词义作出合理推断的能力

   3.培养学生运用语篇文本信息解决问题的能力。如，“任务型阅读”。

   4.培养学生的英语写作能力和发展学生的话语交际能力，丰富学生的话语表达内容与方式。   

三、语篇教学的程序与方法

（一）语篇教学的程序

1.基本程序与各个程序的任务

(1) Before-reading activities→predicting.

(2) During-reading activities→reading for the main idea(s).

(3) After-reading activities→reading for specific information.

2.各个程序的活动安排

(1) Before-reading activities:

a. Brainstorm

   Ask your students what words or ideas they can suggest that relate to the text that they will read, or to a picture from the text or to the topic or title.

b. Discussion

   Ask your students to discuss a picture from the text or the title. They can talk about whay they think the story will be about, who will be in it, and what might happen.

c. Questioning

d. Pre-teaching difficult key words

(2) During-reading activities:

a. Reading for the main idea

   Finding key words and topic sentences;

   True or false sentences written on the blackboard to be checked, according to the text;

   Fill in the blanks in the passage with sentences, or match the topic sentences to some paragraphs in the text.

b. Mid-text predicting

c. Reading for specific information

d. Gap-filling exercise

   Remove some key words from the text, ask students to guess the missing words from the context.

e. Pronoun checks and guessing unknown words

3. After-reading activities

a. Retell the story in small groups or as a class. Students act out the story, using their own words.

b. Rewrite the story in their own words, preferably in pairs or in groups to encourage discussion.

c. Discuss the story in pairs or small groups, giving their opinions of what they have read, or suggesting different endings.

（二）语篇教学的方法

1. Check understanding of “essential” vocabulary. But don’t spend too much time on this!

2. Establish interest in the topic.

3. If you set two or more reading tasks, you should give the easier task first, to build students's confidence.

4. Move on to providing a task(s) that require more detailed reading.

5. Speaking activity based on the text.

四、语篇教学中的生词处理

在生词不多的情况下，可以不去单独处理生词；在生词较多的情况下，尤其在有关键词是生词的情况下，应先处理生词，再进行语篇教学，否则教材B部分的安排就失去了意义。

五、语篇教学中的语法处理

1.如果语篇教学的内容涉及到语篇的理解，那么理应先处理语法教学内容。

2.如果语篇教学的内容虽然涉及到语篇的理解，但并不影响语篇的理解，那么可以不先教语法，因为语法教学毕竟是为语篇教学和语言能力发展服务的。

六、语篇教学中的语言技能培养

七、语篇教学中《课标》理念的体现