书虫英语阅读系列预备篇：书虫系列读物在高一英语阅读中的运用
书虫英语阅读系列预备篇：书虫系列读物在高一英语阅读中的运用书虫系列丛书是外语教学与研究出版社和牛津大学出版社共同奉献给广大英语学习者的一大精品，是由英语母语的专业人士用地道简洁的英语编著而成，书虫故事有趣，各级都有难度适宜的阅读书目，非常具有针对性、梯度性和实用性，书籍里面保留着原著经典语言的表达，却比原著要浅显，无论从思想层面还是语言层面，或是从故事情节层面都是比较有意义的。不仅可以培养阅读兴趣，还可以增长课外阅读的知识，积累一定的词汇量以及地道的英语表达，等到一定的积累后再辅导他们进行原著的阅读。选取高质量的阅读材料尤为重要。心理学家布鲁诺提出：“学习的最后刺激乃是对所学材料的兴趣，补充适当的阅读材料，注意要形式多样、难易适中、富有趣味，这样才能激发学生口语表达积极性”。一、引言记得有篇文章，有这样两个句子：“一个忙于做题而无暇读书的学生不可能成大器，一个忙于考试而无暇读书的民族不可能有希望。”《普通高中英语课程标准》八级课程目标对阅读提出如
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陈晓萍
摘要：高中学生需要大量的英语课外阅读。高一伊始，教师要有系统有规划地安排学生高中三年的阅读材料。就高一学生来说，阅读原版英文报刊杂志、经典文学原著对他们来说难度较大，所以选择难易适度的饶有趣味的书虫阅读材料是一个智慧的选择，这不但能培养学生走进外国文学、了解世界各国的文化，培养他们的批判性和创造性思维，同时也提高他们对英语语言的兴趣，提高他们英语的整体素养。本文以The Call Of the Wild为例，论述书虫系列读物在高一英语课外阅读中的运用。
关键词：高一英语；自主阅读；课堂分享
一、引言
记得有篇文章，有这样两个句子：“一个忙于做题而无暇读书的学生不可能成大器，一个忙于考试而无暇读书的民族不可能有希望。”《普通高中英语课程标准》八级课程目标对阅读提出如下要求：学生能在教师帮助下欣赏浅显的英语文学作品；除教材外，课外阅读量应累计达到33万词以上。本人认为，要对学生进行外国文学拓展性阅读指导，培养高中生自我阅读、自我理解、自主运用的能力，提高学生的阅读量和英语综合能力。引导他们走进外国文学、走进英语国家文化、欣赏英语文学经典，充分发挥学生的潜能，使学生能掌握基本阅读技巧 提高阅读能力，养成阅读英语文学的习惯，提高学习英语的兴趣，提升学生的自信心和成就感并摸索出深受学生喜欢的课外阅读教学模式。高一学生从初中的基础学习进入到高中阶段，阅读英语报刊杂志或经典原著难度颇大，只是依赖教材阅读量又太少，所以补充课外阅读势在必行，但是该选取什么合适的材料呢？
二、理论背景
选取高质量的阅读材料尤为重要。心理学家布鲁诺提出：“学习的最后刺激乃是对所学材料的兴趣，补充适当的阅读材料，注意要形式多样、难易适中、富有趣味，这样才能激发学生口语表达积极性”。
书虫系列丛书是外语教学与研究出版社和牛津大学出版社共同奉献给广大英语学习者的一大精品，是由英语母语的专业人士用地道简洁的英语编著而成，书虫故事有趣，各级都有难度适宜的阅读书目，非常具有针对性、梯度性和实用性，书籍里面保留着原著经典语言的表达，却比原著要浅显，无论从思想层面还是语言层面，或是从故事情节层面都是比较有意义的。不仅可以培养阅读兴趣，还可以增长课外阅读的知识，积累一定的词汇量以及地道的英语表达，等到一定的积累后再辅导他们进行原著的阅读。
三、研究设计过程
下面选举其中的一本The Call Of the Wild为例，本书为书虫三级书，符合初三和高一学生的语言水平和心智发展。此文在学生阅读的基础上，讲述教师用两节课来帮助学生深化所学所想所记，论述书虫系列读物在高一英语课外阅读中的尝试。
（一）课外自主阅读
给学生两个星期的时间读完这本书，采用任务型教学法，布置他们读文章，品佳句、思文意，写概要，然后两周的时间过后在课堂上一起分享。
（二）课堂分享
1.背景知识的分享
背景知识的分享有利于学生对英语国家文化、历史背景的了解，有利于学生更好地更深刻地理解文本内容。
（1）故事的背景
The native people of Alaska and Canada began using sled dogs more than 1 000 years ago. The gold prospectors (someone who looks for gold minerals oil etc勘探者，探矿者) known as “Klondikers ” faced harsh/very difficult and uncomfortable conditions. In the late 1800s settlers and explorers started using sled dogs to help them explore remote areas deliver mails and look for gold.
(2）作者的背景
Jack believed in self-struggle and strove/worked very hard to be the strong of life because he learnt the law of nature the strong conquered the weak_____. He also held very active and enthusiastic attitude toward life. In the year 1897 Jack London went to Alaska to find gold. Instead of getting much gold he found ideas for his books and stories. He went back home and began to write. Thus The Call Of the Wild was born.
2.文章结构的把握
了解了故事的背景知识后，开始阅读故事，此时比较重要的该是把握小说的整体脉络，以便更好地了解故事的前因后果，更好地理解故事，这如同阅读一篇文章一样，得了解篇章的整体结构。但是，一本书的内容，该用什么样的方法能很好地呈现故事的脉络呢？如果只是让学生按照故事先后顺序罗列故事的情节，一是难度大，二是费时多，三是效果不好。所以我采用了让学生排序的方法，将故事的关键信息列出，降低了难度，学生在短短的几分钟内就能排出顺序，而且思路被理得一清二楚。具体如下所示：
To Arrange the Story Clues in a Correct Order
A.Thornton saved Buck and he became his new master.
B.Buck killed Spitz and took his place as the lead dog.
C.He was shipped north to Clondike going through a series
of difficulties and adapted to life as a sled dog.
D.Indians attacked and killed Thornton. Buck attacked the Indians
killing several and scattering the rest and then headed off into
the wild where he became the leader of a pack of wolves.
E.The mail carrier sold the dog to a group of American
inexperienced gold hunters —Hal Charles and Mercedes
they mistreated、overloaded the sleds and beat dogs.
F.He was kidnapped and sold to dog traders.
G.Buck lived a comfortable life in Judge Miller’s house.
H.Men discovered gold in the Klondike region of Canada and
a great/high demand arose/happened for strong dogs to pull sleds.
3.佳句欣赏及分享
读书的目的之一，培养他们对文学作品的审美能力，积累漂亮的具有深意的字词句并以致活用。在阅读过程中，已经布置学生将有感悟的字词句划出并摘录。在这两节课里，教师将与学生一起回顾那些比较好的句子。这本书里带给我们比较多的美好的句子，有些触动内心的美好句子，并不是做做阅读理解题所能获得的。
（1）Buck jumped a__ the man sixty kilos of a______ his mouth w_____ open ready to bite the man’s neck. Buck was beaten（he knew that） but he was not b_____. (Page6-8)特别有意思的是sixty kilos of anger?这到底是什么意思？经过思考和分析，原来这60公斤的愤怒是指Buck的体重是60公斤，它全身心的愤怒，扑向那人。表达了那人所做的。。。
（2）In a way he was remembering back to the days when wild dogs travelled in packs through the forest killing for meat as they went. It was easy for him to learn to fight like a wolf because it was in his blood．
‘Spitz fought like a wolf ’ said Perrault. ‘And Buck fought like ten wolves ’ answered Francois．
‘I’ve never seen a dog like Buck!’ cried Francois ‘Never! He’s worth a thousand dogs．非常形象地描述了Buck 的天性和优良，也表达了狗其实天生属于狼族，这能力已经在它血液中。
(3) Buck jumped in immediately and swam three hundred metres until he reached Thornton...Man and dog disappeared under the water banging into rocks turning over and over sometimes with Buck on top sometimes Thornton. When Hans and Pete finally pulled them out both seemed more dead than alive. But after a while their eyes opened and life returned. 这里讲述忠诚的Buck拼死 救了它的主人Thornton狗很善良，这些句子多么形象，深深地敲击着我们的内心。
(4） Buck __________ _____among them，tearing，biting，destroying，in a madness that he had never known before．Nothing could stop him，and soon the Indians were running，wild with fear，back to the forest Buck followed for some time，then returned to the camp.（Page 84、86）
(5) Buck threw himself against his harness and pulled. He held his body low to the ground his head down and forward and his feet dug into the hard snow. Harder and harder he pulled. Suddenly the sledge moved a centimetre two…three and little by little it started to go forward across the snow. With each second it went a little faster and Thornton ran behind calling to Buck as he pulled the sledge towards the end of the hundred metres. The watching men were shouting and throwing their hats in the air; Buck had won.仔细琢磨以上这些美句，让人感觉触及灵魂的震撼。
4.文章内涵深意的理解
读书还有一个目的是领略其中的深刻含义和主题思想，引导学生思考人生，以德树人。小说比纯粹的教材和平时做的阅读题目的一个优点是它的主题思想会在小说的情节中得到淋漓尽致地体现。通过故事情节的展开，可以看出The call of the wild有着很深的思想内涵。
从文明Civilization回到野外Wildness，体现了主题the call of the wild.The wildness hidden inside him was awaken. He gradually changed from civilization and into the wilderness. 从故事里我们总该学到点什么，所以设置的问题有两个：
What do you think of Buck?
What can we learn from the story ？
（1） Survival of the Fittest（适者生存）
（2）The strong defeated/conquered the weak.
（3）The power of Instinct（本能）
（4）The law of nature（自然法则）
5.Summary 的分享
阅读的目的之一是学会表达，所以让学生将自己所读所思所想在小组内口头交流分享，然后选取两篇以Summary的形式全班分享。以下举例一篇：
Although it is a short story about a dog Buck it vividly describes/depicts the life in the primitive harsh and frozen North—Yukon in Canada where people rushed for g____ and fortune(the Gold Rush).
Buck used to belong to a judge was kidnapped and sold to N_____. Then he became a member of a dog-team pulling a s____ (雪橇). In the days of pulling a snow-sled he learned to adapt to the law of nature and obey the master. Finally he found a basic instinct h______ inside him which enabled himself to s______ the tough environment. This is the call of the wild.
四、研究成效及结果
学生对书虫系列的阅读及课堂的分享表现得兴趣浓厚，收获颇丰。目前已经阅读了十本书虫系列读物，学生们阅读兴趣浓厚，阅读水平大大提高，英语整体能力也得到长足的进步。举本届高一学生为例，2017学年第一学期，在全国中学生英语能力竞赛（NEPCS)中，成绩优异，丁雨露、周之渝、王宇、何奕芹、鲍星羽等5位同学获得全国二等奖，金佳怡、尹斌、章伟伟3位获得全国三等奖。在全国中学生英语素养大赛中，2位同学获得全国二等奖，9位同学获得全国三等奖.在“外研社”杯全国英语大赛中，两个班26位同学进入台州市复赛。在“全国中小学生新课程英语语言能力竞赛”中有6位同学分别获得一、二、三等奖。在各类各级考试中，学生的成绩也名列前茅。
五、结语
书虫系列用起来效果还是比较好，无论是学生自主学习的能力，外国文学欣赏能力，语言的能力，阅读兴趣，阅读的理解力，还是批评性思维和创造性思维能力思维品质的提升等素养都有无法比拟的作用，而且对故事的复述也培养了他们的表达能力。如果学生真能花时间读完书虫系列，他们各方面都将产生深远的影响。作为英语老师，很有必要引导学生阅读外国文学，帮助学生们在掌握知识的同时，提升他们的精神境界，形成生活的智慧。当然，从高一下学期可以逐渐过渡到对经典原著的阅读。毕竟，原著富含语言的精髓，更有利于学生对文学的积累和读写能力的培养。
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The Application of Book-worm Series in English Reading in Senior OneChen Xiaoping
Abstract: High school students need a great amount of extra-curricular English reading from the very beginning of high school students should have a systematic planning of reading materials for three years of high school. As a senior student it is difficult for them to read the original English newspapers magazines and classics so it is a wise choice to choose interesting books that are easy and appropriate which will not only train students to enter foreign literature understand the cultures of the world train them to think critically and creatively but also raise their interest in English language and improve their overall English literacy. The book-worm series is the perfect one for Senior One students. Taking the The Call Of the Wild as an example this paper discusses the application of book-worm series in English reading.
Key words: Senior Class; Extra-Curricular Reading; Class Sharing of The call of the Wild
（本文首次发表在《基础教育外语教学研究》2018年第3期）
