如何有效开展英语语篇研读？

本文的主要内容有：

1. 一、英语语篇的功能和价值；

2. 二、语篇研读的框架和思路；

3. 三、语篇研读需要关注的问题；

4. 二、语篇研读案例分析。

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为什么要开展语篇研读？

• 语篇是表达意义的语言单位，其表层包括语音、词汇、语法和语用知识等，其深层包括文化知识和文化意涵，依托语篇可以让学生在学习表层语言知识的同时了解语言背后的文化知识、价值取向和思维方式；

• 语篇为英语教学提供基础素材，语篇赋予语言学习以主题、情景和内容，服务于主题意义的表达，使得语言学习不再束之高阁，而有了丰富的依托，增强了其整体性和趣味性；

• 语篇是英语课程育人的重要载体，学生通过了解语篇传递出的深层意涵，加深对中西方语言和文化的认识，并以新的视角探索和理解自己的国家和文化，增强跨文化意识和文化自信；

  因此，课标建议：“教师要以语篇研读为逻辑起点，开展有效教学设计，充分认识语篇在传递文化意涵、引领价值取向、促进思维发展、服务语言学习意义、理解与表达等方面的重要作用。”

语篇研读是什么？

语篇研读需要关注3个主要问题：

1. 语篇的主题和内容是什么？（What）

   What 的问题要求我们从主题和内容的角度出发去思考语篇，主要关注于语篇的核心议题、话题或主题是什么。在进行what问题的思考时，教师需要梳理和总结语篇的内容概述和关键点，以便形成一个基于语篇内容的知识结构。

2. 语篇传递的意义是什么？（Why）

   Why 的问题促使教师们进一步探究语篇背后的意义，特别是它如何传达特定的文化、社会或个人的观点和价值观。教师可以从作者或说话人的视角分析语篇的主题、语境、内容和语言，确定主题意义，推断写作目的，并在教学中指导学生通过与语篇反复互动，从不同角度和层次分析和推断作者的情感态度和写作意图，深入理解主题意义。

3. 语篇具有什么样的文体特征、内容结构和语言特点（How）

   How 的部分鼓励教师们从文体和语言的角度去思考语篇，包括其文体特征、内容结构和语言特点等。教师可以通过分析这些元素，理解语篇是如何被组织为一个结构严谨、意义连贯的语言整体的；可以通过分析语音、词汇、语法等语言知识要素的语用功能，理解它们是如何相互联系、共同建构语篇和表达主题意义的；还可以通过分析语篇中的衔接和连贯手段，理解语篇成分（如句子、句群、段落)之间的逻辑语义关系，如主次关系、因果关系、概括与例证关系等。

语篇研读需要注意什么问题？

1. 避免过度解读语篇

   在解读语篇的时候一定要言之有物，我们要依据语篇所呈现出来的语言和内容加以分析和推断，不能凭空捏造和言过其实。

2. 重视对图片的研读

   图片作为培养看的技能的重要载体，也是语篇研读当中不可或缺的重要组成部分。在研读图片的时候，我们一定要注意其中的人物或动物，他们的行为、表情、心理状态、颜色搭配以及周围的场景和布局所传递出来的意义。此外，语篇的形式多种多样，表格、独白、对话等都可以属于语篇研读的对象。

3. 明确语篇研读的目的

   语篇研读本身不是目的，语篇研读要服务于学生的语言学习、文化理解、意义表达和核心素养的形成与发展，因此要避免直接将语篇研读的结果直接讲述给学生。

4. 注意和教学紧密结合

   语篇研读不但可以知道教学目标的撰写，也可以与我们的教学活动紧密关联，让学生通过对文本的分析和研读，形成对语篇内容结构化的认知、对语篇主题意义的探究和对语篇文体特征和语言结构的把握。

   有哪些语篇研读的案例？

案例一：

九年级 Unit 7 Journeys Lesson 19 The Silk Road

My dad is very interested in history and the Silk Road has always fascinated him. He has told me many things about it. Although it’s called the Silk Road, people traded much more than silk. The Silk Road went through Asia, the Middle East, 500 km from Xi’an to Rome and it played an important role in the development of the world. My family spent a holiday last summer and went to some famous places along the original road.

We started at Lanzhou and went on to Wuwei. Wuwei was a very important city on the Silk Road. It connected three main cities in the area in ancient times. It was also a capital. Although it’s now a modern city, you can sense history when you visit it. We saw lots of very old stone monuments(纪念碑) and people there were very proud of their city’s long history.

The next stop was Jiayuguan. It’s quite near the desert, and was an important place on the Silk Road. It was a busy city with a lot of people coming and going. Even today, it’s still busy. An important part of the Great Wall was also built here.

After that, we went on to Yumenguan. I first found out about Yumenguan from Wang Zhihuan, an ancient Chinese poet. It was in the Gobi Desert and was the only connection between Central Asia and China. I wonder how people went through the hot desert so long ago.

Finally, we arrived in Dunhuang, a city with long history and great artworks. It was influenced by many different cultures over times. Now it’s a major place of interest in north-west China.

This trip wasn’t just a scenic journey. It helped me understand the history of the area and see how people from different places influenced each other in many ways.

What

这是一篇文化游记，记叙了作者一家去年暑假从兰州自东向西到达敦煌的古丝绸之路旅行。一家人沿途游览了四个主要城市，即武威、嘉峪关、玉门关、敦煌。通过描述作者的所见所闻、所思所感，介绍了各城市的人文和地理信息、古今概况以及历史变迁。例如，古都武威在历史上的重要政治地位，嘉峪关和玉门关重要的军事和经济价值，以及受多种文化影响的敦煌独特的艺术风格和文化魅力。作者认为这不仅是一次风景之旅，更是一次文化和历史之旅。

Why

作者通过描述这些重要城市使读者了解丝绸之路曾经在政治、经济、军事、文化等方面对中国乃至世界的发展发挥了重要的作用，从而帮助读者体会其历史价值，加深对中国历史和文化的理解和认同。

How

语篇按典型的游记写作风格展开，结构整齐清晰。第一段介绍通过父亲得知世界上丝绸之路的长度、途经地和基本用途。在接下来的四段中，作者按照旅行顺序描写了全家游览丝绸之路四座重要城市的历程。作者用一般过去时与一般现在时以及表示现在和过去的时间词语，讲述了这四座城市在历史上的重要作用以及现在的变化情况。最后一段描写了作者的感受和收获，即：本次旅游是有意义的文化和历史之旅。

语篇语言有典型的游记特点：以start at, the next stop,after that, finally等词汇呈现游览的时间和空间顺序；对四个城市的地理信息和古今特点描写较多，如on the edge of, theonly connection, in Gobi desert, an important city, a busycity, a city with long history and great artwork, go / travelthrough, a scenic journey等。

案例二：

五年级 Unit 4 Shopping Day Lesson 2

Saleswoman: Good morning. Can I help you?

Binbin: Yes. I want to buy a present for my friend.

Saleswoman:What about a model car?

Binbin: Yes, that's great. He loves cars. How much is it?

Saleswoman: It's 30 yuan.

Binbin: OK, I'll take it. Thanks a lot.

What

这是一个有关小学生在商店购物的日常生活对话。玩具店营业员与Binbin打招呼并帮助他挑选了送给朋友的礼物，Binbin询问价格，购买并致谢。

Why

该语篇旨在传递人们要礼貌购物的理念。

How

这个生活对话按照购物的交流过程展开。有关购物的核心语言包括：营业员打招呼(Can I help you?)和顾客致谢(Thanks a lot.),询问和回复商品价格(How much is it? It's 30 yuan.),营业员给顾客提建议(What about.?)以及顾客表达购买愿望(I want to buy . OK,I'll take it. )。旁边的图片呈现了对话发生的购物场景——玩具店，其中有对话的双.方人物以及摆满各种标价商品的货架。

案例三：

北师大版九年级全一册 Unit 2 Books Lesson 5 The book Club

Host: Hello everyone. I'm your host David Newton and welcome to"The Book Club". Today we're going to discuss how important reading is. Our guests today are well-known writer Sandra White and English teacher Dr Peter Johnson. Welcome to the show.

Sandra: Thank you. It's great to be here.

Peter: Thanks.

Host: I remember the famous American writer Mark Twain once said, "Theman who doesn't read good books has no advantage over the man who can't read them."What do youthink, Peter?

Peter: That's true. Twain was a very wise man. I think we forget that there was a time when fewer people knew how to read and write. Now reading is something everyone does. There's a world of wonderful books out there-old books, new books, e-books-it doesn't matter. They can all help people learn.

Sandra: Well, not all books help people learn. Good books do.

Host: So, Sandra. How do we know if we're reading a good book or not? What is a good book?

Sandra: Well, it depends on what you're looking for, but one thing is clear: good books are inspiring. A lot of famous people who achieved great things were inspired by a certain book during a key period in their life-usually when they were young.

Peter: Right. I remember the famous British science fiction writer Arthur C. Clarke once said, "I'mrather proud of the fact that I know several astronauts who became astronauts through reading my books."

Host: That's very interesting! And…

What

本语篇是读好书这一话题的访谈信息。“The Book club”节目主持人 DavidNewton与英语教师 Peter和著名作家 Sandra White就阅读的重要性这个话题进行访谈。主持人抛出马克·吐温的名言“The man who doesn＇t read good books has noadvantage over the man who can＇t read them.＂并询问对这句话的看法。 Peter认为现在每个人都在阅读，世界上有各种各样的书都能帮助人们学习。而 i Sandra认为并不是所有的书对人都有帮助，好书才能够对人有帮助。接着主持人提出问题:“什么是好书？” Sandra指出好书是指能激励人的书，很多成功的人在关键时期，通常是年轻的时候，都被好书影响、激励过。

Why

通过访谈讨论，说明读好书的意义及好书的评判标准，使读者认识到多读好书促进心智发展。

How

本文以访谈节目中三人对话的形式，说明读好书能激励人这个道理。其中用了访谈的功能句、判断与评价的功能句，如明确访谈主题：“Today we're going to discuss how important reading is.”；抛出问题：“…What do you think, Peter?”；转换话题：“So，Sandra. How do we know if we're reading a good book or not？ What is a good book？”；呼应谈话：“That's very interesting! And..”；评价反应：“That's true..I think.＂ ＂Well, it depends on what you're looking for.＂等，使针对主题的访谈顺利展开。用举例的手法如a world of books—old books, new books, e-books说明现在有各种各样的书供人们阅读。访谈引用了名言，如美国著名作家马克·吐温的话＂The man who doesn't read good books has no advantage over the man who can＇tread them.”和英国科幻小说作家 Arthur C. Clarke的话“I'm rather proud of the fact that I know several astronauts who became astronauts through reading my books.＂证明读好书的重要性，使人深思并信服。用被动语态的句子“A lot of famous people who achieved great things were inspired by a certain book during a key period in their life — usually when they were young.”，从而凸显读好书促人成长这一主题意义。

案例四

北师大版九年级全一册 Unit 2 Books Lesson 4 Classics

1

Tom Sawyer first appeared in Mark Twain's book The Adventures of Tom Sawyer. He also appears in three other books by Twain. Tom is an orphan. His curiosity and friendship with a boy named Huckleberry Finn often get him into trouble with his serious Aunt Polly. The book includes dialogues that show how language was spoken at the time. When it was published, people weren't used to this and it upset some of them. However, it has remained a popular and important book since it was first published in 1876.

2

The silly creatures in Alice's Adventures in Wonderland were created by Lewis Carroll. In the 1865 book, a young girl named Alice falls down a rabbit hole and drops into a strange land. As she travels through the land, she meets many characters, solves puzzles, and tries to avoid the awful Queen of Hearts. Carroll was very bright and had a degree in maths from Oxford. When he wrote the book, he also added maths puzzles to the story. As they were so well hidden, many readers today still enjoy trying to find and solve these puzzles.

3

Lord of the Flies was written by William Golding. The book is about a group of young boys who are forced to stay on an island together after their plane has an accident. As they wait for help, they try to live off the land and build a small society. However, the boys don't get along and have trouble keeping the peace. The book was published in 1954. Although it was not a great success at first, it became popular later. By the early 1960s, it was taught in many schools in Britain. Two films have also been made of the story.

What

本文介绍了三部儿童外国文学经典，其中包括这些经典的书名、作者、小主人公、主要内容、出版情况及著名的原因等。首先，马克·吐温的名著《汤姆·索亚历险记》介绍了小主人公汤姆的人物特点和故事的主要内容。刘易斯·卡罗尔的著名童话故事《爱丽丝漫游仙境》介绍了小主人公爱丽丝掉进兔子洞的奇特经历，作者将自己的数学才能应用到书中，故事中隐藏了很多谜题，直到现在人们仍然喜欢努力去解决这些谜题。最后是高汀的著名哲理小说《苍蝇王》，书中的孩子们在飞机出了事故之后被迫留在岛上，他们在岛上建立了小社会，但却不能和睦相处，无法维持和平。这部名著蕴含了很多哲理，后来被用于英国学校教学并被拍成电影。

Why

三部经典名著通过介绍不同特点孩子的生活经历，使读者了解经典文学名著的特点，产生阅读名著的兴趣，并通过阅读反思自己的成长。

How

本文是说明文，文中借助配图、黑体字、彩色标号等凸显名著的书名、小主人公和内容特点，以吸引读者的好奇心和兴趣。文本从书名、作者、小主人公、内容、书的特点、印刷情况、受欢迎程度等方面的介绍，使读者全面了解这三部名著，同时呈现了推介名著的语篇结构。本文用了一般现在时介绍三部名著的主要内容，用一般过去时及过去时态的被动语态介绍三部名著的各自特点以及当时引起的强烈反响。三部书中的小主人公各有其特点，如汤姆像邻家淘气的小朋友，爱丽丝是进入了神奇仙境的幸运女孩，男孩们是在荒岛上艰难求生的勇敢孩子。用转折连词 however、as、although，则凸显了这几部名著受欢迎的原因和程度。文中的时间短语，如 in 1876、in 1865、in 1954、by 1960s，则凸显了名著的历史悠久和经典。文中的 remained（a popular and important book）、still（enjoy trying to find and solve these puzzles）、also（been made of the story）等词汇，也凸显了名著如今仍然很受欢迎。

案例五

北师大版九年级全一册 Unit 2 Books Lesson 6 Tom Sawyer

It was a beautiful Saturday morning, a perfect morning for playing or swimming. However, Tom had to finish the work Aunt Polly gave him. As Tom started to paint Aunt Polly's very long fence, along came Ben Rogers with a juicy apple in his hand.

Tom was silent. He focused on his painting like an artist.

"Looks like a lot of work, Tom."

Tom turned suddenly. "Oh, it's you, Ben! I didn't notice."

"I'm going swimming. Don't you wish you could come instead of doing work?"

"What do you call work?" asked Tom.

"Isn't that work?"

Tom kept painting and answered carelessly, "Well, maybe it is, and maybe it isn't. All I know is it isn't work for me."

"Oh come on. You can't mean you like it?"

Tom continued painting. "Like it? Well, I don't see why not. Does a boy get a chance to paint a fence every day?"

That put the thing in a new light. Ben stopped eating his apple. Tom swept his brush carefully back and forth, added a touch of paint here and there, and stopped to take a look at it all. Ben watched every move and became more and more interested until he finally said, "Tom, why don't you let me paint a little?"

Tom considered Ben's offer. "Well, no, I can't let you, Ben. You see, Aunt Polly's very proud of this fence. I think there isn't one boy in a thousand, maybe two thousand, that can do it the way it's got to be done."

"Oh come on. Let me try. I'd let you, if I were painting, Tom."

"Ben, I'd like to, honestly, but Aunt Polly, well..."

"I'll be careful. Just let me try. I'll give you some of my apple."

"Well, no, Ben. I'm afraid..."

"I'll give you all of it!"

Tom slowly gave Ben the paintbrush. Ben took the brush eagerly and started to paint. On Tom's face was a look of regret, but in his heart, he was satisfied.

What

本语篇节选自美国著名作家马克·吐温的经典文学名著《汤姆·索亚历险记》。选篇内容讲了这样一个故事：小主人公Tom在一个阳光明媚的星期六被迫为姨妈粉刷篱笆，正当他看着长长的篱笆发愁的时候，Ben拿着一个香甜的苹果来到他身旁，Tom利用欲擒故纵的方法成功诱使Ben不惜牺牲手中的苹果，替自己刷篱笆。

故事的情节：Tom刷篱笆一诱使Ben刷篱笆—Ben刷篱笆。

人物的情绪：Tom的情绪无奈、难过一心中窃喜一满足、开心；Ben的情绪愉快一感兴趣一着急一满足、兴奋、荣耀。

这样，Tom的诡计使得最后两个人都满足了心愿。

Why

Tom利用欲擒故纵的方法成功诱使Ben替自己刷篱笆，该故事突出反映了这个年龄段孩子的心理和行为特点，引发读者对孩子的行为的思考和认识，使读者能够批判地对待身边的人和事，同时感受到文学的魅力。

How

本文属于记叙文，以两个男孩的对话为主。明线讲了Tom被迫刷篱笆的故事；暗线则反映了这个年龄段孩子的心理和行为特点，引发学生对孩子行为的思考和认识。

文章第1段描写了故事发生的背景，Tom刷篱笆的无奈。第2～17段为故事发展的主体，描述了Tom如何一步一步地诱使Ben上钩，不惜牺牲手中的苹果心甘情愿地替他干活。最后一段为故事的结尾，Tom假装不情愿地将刷子交给Ben，而Ben迫不及待地接过刷子开始刷篱笆。

作者用了丰富的动副词搭配描写Tom和Ben的行为及心理变化，如描写Tom欲擒故纵时用了 turned suddenly、answered carelessly、brush carefully、slowly gave；描写Ben终于如愿以偿的状态时，用了finally said、took the brush eagerly。作者还用了一系列连续的动词短语描写事情微妙的变化和进展，突出表现了这两个人物的心理，如“Tom swept his brush carefully back and forth, added a touch of paint here and there, and stopped to take a look at it all”；用了反问句、疑问句加强语气，把他俩本来已明确的意思表现得更加鲜明、强烈，如“Don’t you wish you could come instead of doing work？”“Isn’t that work？”“Does a boy get a chance to paint a fence every day？”；用语气词表示乞求，期待Tom答应，如“Oh come on.” Tom所说的每句话的字面意义和它真实含义几乎都不同，Tom做的每个动作几乎都有特别的用意，学生需在语境中推测、理解Tom的真正用意，文章字里行间隐含着人物情感的变化。

文中这些动词短语、动副词搭配（人物的动作）和对话（人物的语言）充分展现了Tom诱使Ben替自己刷篱笆的过程，突出了这两个人物的特点，这些都深深地吸引着读者。

Module 1 My first day at senior high

Monday 4 September

After I had pictured it over and over again in my mind, the big day finally arrived: my first day at senior high! I woke up early and rushed out of the door in my eagerness to get to know my new school.

The campus was still quiet when I arrived, so I decided to explore a bit. I was looking at the photos on the noticeboard when I heard a voice behind me. “New here?” Turing around, I saw a white-haired man. “Yes,” I replied. “I’m wondering what life is going to be like here.” “Don’t worry,” he gave me a smile. “You’ll soon find out.”

How true these words were! When my English teacher stepped into the classroom, I was surprised to see the same man I had met earlier.

“Good morning, everyone. Before we start, please come to the front one by one and introduce yourself to the class. I’ll go first…”

“What?!” I tried to turn on my brain but the engine just wouldn’t start. “I should say my name, of course. But what else? What could I say to make a good first impression? Something about my insect collection, perhaps.” I was organizing my words in my head when the girl next to me gave me a nudge. “It’s your turn!”

With butterflies in my stomach, I breathed deeply. “Hi, I’m Meng Hao.” Everyone started laughing. I looked at them in panic. “Nice to know we share the same name,” said my new teacher. I had been too nervous to pay attention when he introduced himself! Although I was embarrassed, his words made me a lot more relaxed!

When we had all introduced ourselves, Mr Meng said, “Well done, everyone! I know this isn’t easy for many of you. But this is just the kind of thing you are going to face at senior high. Challenges like this might sometimes put you under pressure. But it all depends on what you do. Keep calm and be prepared. That way, you’ll make the most of your time at senior high.”

People say, “Well begun, half done.” I guess this was a good beginning to my new school life.

What

1）主题语境：属于“人与自我”第一条的“个人、家庭、社区及学校生活”和第四条“乐于学习，善于学习，终身学习”。

2）内容信息：描述主人公上高中第一天在学校所经历的有趣和难忘的事情。
Why

1）写作意图：希望青少年做好充分的心理准备，迎接高中学习生活中可能遇到的各种挑战。

2）情感态度、价值观：抱有“好的开始是成功的一半”的信念，以积极的态度应对未来的不确定性。

How

1）语篇体裁：从语篇形式上看，这篇日记属于应用文；从篇章结构上看，它符合记叙文的叙事模式。该语篇属于书面连续性文本、非正式文本。

2）篇章结构：按“背景—过程一结局或评价”三个部分撰写。第一部分是第一段，交代背景，包括人物、时间和地点；第二部分是第二至七段，介绍作者当天在校园内，包括在英语课堂上所遇到的各种难忘的事情；第三部分是第八段，作者对当天的所见所闻发表感慨和评价。

3）衔接手段：①使用的语法手段有“照应”，如第三人称代词（it，them，he，himself等）、指示代词（these，this等）、比较词语（earlier）。此外，还有“替代”（如 the same name， the same man等）和“省略”（如New here？ But what else？等）。②使用的词汇手段有“同义词”（如 the big day-my first day，brain—engine等）、“反义词”（如embarrassed—relaxed等）。③使用的连接手段有“连词”（如but，although 等）。