摘要：本文探讨了基于优诊学（高中版）平台的诊断测试结果和数据分析，提升学生“理解主旨大意”和“理解主要观点”两项阅读微技能的专项教学实践。后续采用优诊学平台的阅读能力测试检测学生在上述两项阅读微技能中的表现。结果显示，学生在两项微技能上的表现提升明显，并且进一步锻炼了探究文本主题意义的能力。

关键词：诊断测试；阅读微技能；主旨大意；主要观点

一、引言

教学评价是英语课程的重要组成部分，具有促进英语学习，完善课程设计，监控学业质量的重要功能。《普通高中英语课程标准（2017 年版）》提出，高中英语教学应处理好教、学、评的关系，推动教学评一体化实施，达到以评促教、以评促学的目的（中华人民共和国教育部，2018）。诊断性评价作为一种评价手段，是教师在教学前或教学过程中，对学生的学习能力进行分析，兼顾与学习相关的多种因素作出诊断，其目的是为促进教师的“教”和学生的“学”。教师通过评价活动，发现学生学习中的问题并为其提供及时的帮助和反馈，促进学生更有效地开展学习（陈新忠，2018）。

阅读是一种重要的理解性技能，在高中英语教学中一直占有举足轻重的地位。笔者所任教班级的学生来自外语特色校，学生的逻辑和理性思维较强，英语基础整体较好，但阅读能力还有所欠缺。

二、通过诊断测评明确学生阅读微技能弱项

为了明确学生阅读能力的薄弱之处，笔者利用优诊学（高中版）平台，对学生进行阅读能力测试（见图1）。结果显示，学生的阅读能力达到高三年级的中水平，在阅读语言简单、题材广泛的材料时，能较好地理解其信息；在阅读语言较复杂、多种题材的短文或话题熟悉、涉及社会现象的议论文时，能基本理解其信息。这与笔者在日常教学中了解的情况一致。

图1：阅读能力总体表现

系统给出的学生阅读各项微技能分数显示，学生在5个微技能上的平均分均达到合格区间，平均分排在最后两位的微技能分别为“理解主要观点”（平均分64，7人不合格）和“理解主旨大意”（平均分75，3人不合格）(见图2、图3)。

图2：阅读各项微技能分数

图3：阅读各微技能合格/不合格情况

通过平时在教学中的观察，并结合天津卷英语高考阅读文章的四种体裁（应用文、说明文、议论文、记叙文）分析学生在历次考试中的阅读成绩，笔者发现，学生在处理语言较简单和结构层次比较分明的文体（如应用文、说明文、议论文）中的信息时表现较好，能够充分理解直接给出的事实信息，但是在处理情节与主题思想交织在一起的记叙文（含夹叙夹议文本）时则表现一般，特别是缺乏对间接信息（如须依据文内逻辑和上下义概念推断得出的信息）的归纳、推测能力以及对文本深层主题意义的理解能力。《普通高中英语课程标准（2017年版）》（2020年修订）中这些均为学生需具备的理解性技能。分析诊断测评结果后，笔者结合夹叙夹议文体的特征开展了针对“理解主要观点”和“理解主旨大意”两项微技能的阅读专项训练，帮助学生在深入理解语篇事实信息的基础上对文本的主题意义进行探究。下面结合其中一节课的教学设计具体说明训练的方法和过程。

三、教学设计案例

（一）教学材料分析

主题语境：人与自我（个人及家庭生活）。

【What】本文体裁为夹叙夹议的记叙文。作者采用第一人称视角描述了为妻儿驱赶蝙蝠的经历，结合自己在当时的感受提出了“性别角色困境”这一问题以及自身作为男性对该问题的认识，引发读者思考。

【Why】作者希望引起读者对“性别角色困境”这一问题的思考，在“想做什么”和“该做什么”之间寻求平衡，对家庭和社会承担自身应有的责任。

【How】本文为夹叙夹议的记叙文。作者以叙述主人公驱赶蝙蝠的经历为开端，叙述时交代了When, Where, Why, Who, What, How六要素。在故事的高潮处（即第二段结束后：用枕头投掷蝙蝠后蝙蝠没有反应），由自身的感受（afraid，trapped）过渡至对文本主题的讨论，提出了男女面临的“性别角色困境”（男女是否可以自由选择自己的性别角色），阐释了主人公作为男性对该问题的认识：社会和家庭赋予男女很多不同的角色；虽然从情感上人们有时无法或不愿接受某些特定的角色，但还是应当勇于为家庭和社会承担自己的责任。之后是故事的结尾。作者采用第一人称视角，边叙边议，叙议结合，拉近了与读者之间的距离，将深刻的主旨融于生动的描写中，文情并茂，发人深思。

【与诊断测评发现的问题关联】文章中蕴含大量的事实和作者的观点倾向信息，同时文本主题符合高三学生即将成年的年龄特点，容易激发学生的学习动机。在教学中，我引导学生通过上下义词（或概念）、文中的描述或议论、段意叠加、文本标题和插图等归纳主旨大意，通过定位词、同义或反义词（或概念）和文内逻辑定位并理解文本的关键细节和主要信息。在充分理解文本的基础上，引导学生将文本主题个人化，通过写作来阐释自身对性别角色困境的理解，深化对主题语境的理解。

（二）教学目标

通过学习本课，学生能够：

1.通过上下义词（或概念）、各段段意、文本标题和插图等总结夹叙夹议文本的段落及篇章主旨。

2.通过定位词、同义或反义词（或概念）和文内逻辑来定位并理解文本的关键细节和主要信息。

3.通过课上讨论和课后写作来分析、评价文本主题——性别角色困境，深化对文本主题意义的理解。

（三）教学活动设计

教师活动及时间	学生活动及时间	活动意图及教学目标照应	活动层次	学习效果评价
Before Class
展示优诊学诊断测试的结果，根据结果确立本节课的学习目标。(1 min.)	浏览诊断结果和学习目标。	激发学生学习动机，方便学生监控、调整、评价学习过程。	-	-
Stage 1: Pre-reading
1. 头脑风暴： What roles do males or females take on in society? In what ways are males’ and females’ roles different? (3 mins.)	1. 思考并回答问题。	激发学生已有图式，为探讨本课主题做铺垫。 (照应目标1)	学习理解	学生能具体指出男女社会角色在哪些方面有何不同。如在工作方面，males: policeman, engineer... females: teacher, nurse...
2.借助“鱼骨图”将学生的答案分类，引出主题与细节和上下义概念的关系。(1 min.)	2. 观察教师对答案的分类，思考主题和细节之间的关系。	帮助学生理解主题与细节之间可体现为上下义的关系。 (照应目标1)	学习理解	学生能够说出上下义词（或概念）之间的关系（即general-specific）。
Stage 2: While-reading
1.请学生观察配图和标题，随后浏览文章预测文本内容，再浏览文章并回答： What’s the author’s purpose in writing this passage? (4 mins.)	1. 浏览标题、配图，预测文本内容，浏览文章并回答问题。	引导学生通过文章标题和配图预测文本大意，得出文章体裁（夹叙夹议的记叙文）。 (照应目标1)	学习理解	学生能够归纳出文章的写作目的：To describe how he removed the bat and to discuss and show his feelings and opinions about role call.
2.请学生回答： Which (parts of) paragraphs are developed through narration/discussion?  (2 mins.)	2.指出叙（narration）议（discussion）两部分在文章各段落的分布。	引导学生关注篇章大意和段落大意之间的联系。 (照应目标1)	学习理解	学生能够指出记叙（Paras. 1-2、Para. 5后半部分，Para. 6）和议论（Paras. 3-4，Para. 5后半部分, Para. 7）对应的段落或段落中的内容。
3.请学生阅读narration部分，回答下列问题： What are the 5 Ws and the 1H in the narration? 就每一要素都给出具体问题，引导学生借助图片、构词法、语境等推测词义。 (下图中黄色高亮部分为教材列举的重点词汇)  (5 mins.)	3.在阅读文章的narration部分，找出问题要求指出的信息。	帮助学生感知通过定位词梳理文本事实信息的思维过程。 (照应目标2)	学习理解	学生能找出事实信息并回答问题。 （教师活动下方图片中的划线词即为答案。）
4.请学生回顾找出上述信息的思维过程： In what ways did you find out the required information? (1 min.)	4.回忆刚刚在寻找信息时的思维过程。	通过回顾思维过程明确使用“指示词”寻找关键细节信息的方法。 (照应目标2)	应用实践	学生能说出具体的定位方法：例如用“flew away”（已知） 在文中定位找出答案“bat”(未知)。
5.请学生阅读discussion部分，回答下列问题： 1) What are the roles in which males are usually trapped?  2) Do males/females have the freedom to be what they want to be? 3) Why didn’t he tell his wife he wouldn’t remove the bat before he did it? 4) Why didn’t he tell his wife and his son what he did in detail finally? （6 mins.）	5.阅读文章的discussion部分，根据文中线索回答问题。	帮助学生通过定位词、同义（反义）词、文内逻辑梳理、理解文本关键细节和主要信息。 (照应目标2)	学习理解	学生能结合题目和文中对应的近义（反义）词（如slice-carve）以及指示代词和逻辑词（如this, however, as if）综合判断事实和隐含信息。
6. 引导学生总结理解主要观点和隐含信息的方法（synonymous concept, antonym, in-text logic）。 (1 min.)	6. 在教师的引导下总结方法。	将理解主要观点和隐含信息的方法明晰化。 (照应目标2)	应用实践	学生能够从具体的信息（如slice-carve; this, however, as if）抽象出概念和方法（synonymous concept, antonym, in-text logic）。
7. 引导学生重新阅读以上4个问题及答案，思考如下问题： 1) Can you identify the theme of Paras. 3-4 and Para. 5&7? 2) What was his attitude towards his gender role? (1 min.)	7. 阅读相关信息，思考并回答问题。	帮助学生运用上下义概念概括文本局部主题；通过作者对人物的描述（此处为语言描写）归纳对某一事物的态度。 (照应目标1)	迁移创新	学生能够将3-4段的主题概括为“the current situation of gender role”；能够得出第5和7段是在描写主人公的心理活动；能够通过主人公的语言来归纳其对“性别角色困境”的态度：He decided to take on his role although it was difficult.
8.利用图形组织器呈现文本信息，提出如下问题： 1) Can you summarize the narration and the discussion part respectively in one sentence and organize a theme for each? 2) What kind of man is the main character in this story? 3) What motivated the man to do what he didn’t want to do? (3 mins.)	8.通过图形组织器呈现的信息回顾文章内容，思考并回答问题。	进一步锻炼学生归纳主要大意的能力；帮助学生通过narration和discussion归纳主旨大意和人物性格；为学生阐发自己对“性别角色困境”这一问题的认识奠定基础；丰富学生对人物内心的理解。 (照应目标1、3)	迁移创新	1)学生能够借助关键信息概括出文章大意，如可将narration部分概括为“He removed the bat though he was afraid and trapped.”，将discussion部分概括为“He took on his role even though it was difficult for him.”；进而将narration部分主题概括为“What he did”，将discussion部分主题概括为“What he thought”。 2)学生可归纳出主人公性格特点，如responsible, brave, masculine 等。 3)学生能够列举，如“To maintain his status and image as a father and husband”“To bear the responsibility for his family”等。
9.借助鱼骨图（见下方）进一步探究主题意义。请学生 List out some examples of the gender roles expected by society and by themselves. 并向学生提问： Are there any conflicts? If yes, how would you like to resolve them? （3 mins.）	9.列举性别角色的不同例子，讨论社会和自身期望的性别角色有有无冲突；如有冲突，如何应对？	引导学生得出对“性别角色困境”的态度，将文本主题个人化，丰富学生对主题意义的理解，也能为读后的写作任务做准备。	迁移创新	帮助学生基于列举的例子回答问题，阐述对性别角色的态度。
Stage 3: Post-reading
1.从优诊学题库中选取一篇和本文主题相关的夹叙夹议文本（附录1），文章附有4道题（1-3题为理解主要观点，第4题为理解主旨大意）。请学生阅读文章，完成题目，在小组微信群中讨论每一道题目的思维过程。每组派一名代表向全班汇报分析和讨论结果。（分析包括：定义题目类型、说明解题方法、陈述思维过程、得出答案。） (10 mins.)	1.阅读文章，回答问题，通过讨论再现思维过程。	帮助学生应用本节课所学的理解主要信息和归纳主旨大意的技巧解决问题。通过小组合作分享学习成果。 (照应目标1、2)	迁移创新	学生能够通过自主和小组活动完成对文章的分析（包括：定义题目类型、说明解题方法、陈述思维过程、得出答案。）
2. 展示课后任务： 1)自我评价问卷（附录2） 2)完成阅读练习（附录3） 3)根据提示完成写作： Some people share the main character’s point that certain roles and responsibilities should be based on gender although sometimes people may feel trapped. Otherwise, embarrassment could occur. (A case in point is being a male nurse.) However, others think that the gender roles can be interchanged successfully. A good example is Hua Mulan. What is your opinion? Write about 200 words. You are expected to… ● choose either position; ● give an example and describe it in detail; ● show your discussion. (1 min.)	2.按要求完成自我评价问卷及课后作业（阅读练习和作文）。	1)帮助学生评价学习效果，调整学习。 2)帮助学生应用所学的“归纳主旨大意”和“理解主要信息”技巧解决问题。 3)通过课后写作评价作者观点，分析“性别角色困境”这一问题，阐发对篇章主题的认识，深化对主题语境的理解。 （照应目标1、2、3）	迁移创新	1）学生根据自身情况回答问题。 2）学生能够在规定时间内完成阅读任务，正确回答题目。（题目选自优诊学题库，所涉微技能均为“归纳主旨大意”和“理解主要信息”。） 3）学生习作应力争做到：观点鲜明，记叙生动、具体，论证条理清晰、论据充足。

四、教学效果评价

本节课帮助学生分析夹叙夹议的记叙文文本，从“理解主旨大意”和“理解主要观点”方面提供了方法层面的指导，在充分理解文本信息的基础上引发学生对文本主题进行思考。在综合分析学生课上表现、课后自我评价问卷结果（见附录4-1）、阅读练习能力表现（见附录4-2）和习作（见附录5）后，笔者对三个教学目标的达成度评价如下：

（一）针对教学目标1：在主旨大意的归纳方法上，绝大部分学生能够运用上下义词（或概念）、文中的描述或议论、段意综合、文本标题和插图等归纳篇章或段落主旨，但个别学生对于借助文本标题或插图判断大意的运用还不够灵活。这启示笔者今后要引导学生在关注文本正文的同时，要更加注重挖掘配图、标题、表格信息，训练学生“viewing”的能力。

（二）针对教学目标2：在主要细节的定位与理解上，绝大部分学生能够运用定位词、同义或反义词（或概念）、文内逻辑等定位并理解文本的关键细节信息，但个别同学对于题目和文中对应的同义或反义词（或概念）有时不能讯速地识别出来。这启示笔者在进行词汇教学时要更加注意引导学生建立同义或反义概念词汇或表达的对应关系，提升学生对同/反义关系的敏感度。

值得注意的是，学生在课后参加的理解主旨大意和理解主要观点的阅读微技能测试中，显示出较为明显的提升（见附录4-2），正答率为96%，满分率达69.6%。

（三）针对教学目标3：在对文本主题意义的理解上，绝大部分学生能够对文本主题有较为深刻的理解，并据此阐发自己对“性别角色困境”的认识，能够通过描述身边事例等方法来佐证自己的观点。例如在学生习作案例1中（见附录5），作者在首段进行了话题背景的描述，引出文章主题，进而给出自己的观点：性别角色可以被互换；接下来，作者给出了自己生活中的实例：自己在和母亲去修汽车时在店内遇到一位年轻女孩。受性别角色固有模式的影响，他起初以为女孩是服务生或老板的女儿，后来发现是负责修车的高级技师；在末段，作者重申了自己的观点：个人的职业选择应当基于兴趣爱好和专业技能，而不应受性别角色的困扰，性别角色可以互换。该习作的不尽人意之处在于语言运用还不够准确、思维辩证水平还有待进一步提升，但在该习作中学生已经较为圆满地达成了写作要求，通过分析论证展示了自己对于性别角色的看法。这启示笔者在今后的教学中应坚持通过语篇宏观和微观分析，帮助学生深刻理解文本的主题意义，同时对学生进行更多思辨能力训练。

五、结语

本文基于优诊学（高中版）平台提供的诊断测试及学生表现分析，针对学生在阅读中较为薄弱的微技能（“理解主旨大意”和“理解主要观点”）进行了专项训练。在教学中，笔者坚持提升学生学科核心素养，通过大量有意义的互动提升学生的学习，并采用多种评价方式评价学生的学习效果。后续优诊学阅读能力测试显示学生在上述两项阅读微技能上进步明显，其探究文本主题意义的能力也得到了锻炼。

参考文献：

陈新忠. 英语课堂教学中的“教—学—评”一致性[J]. 英语学习（教师版）, 2017 (9): 31-33.

中华人民共和国教育部. 普通高中英语课程标准（2017年版）[S]. 北京: 人民教育出版社, 2018.

附录1：课上阅读材料

The world of taxi drivers is dominated by men. But there is one small taxi company in Delhi, where all the drivers and passengers are female. Women's safety is a hot topic in India at the moment, so it’s proving a very popular service.

“When I’m on the road driving our taxi I feel very proud, because this is the first taxi service only for women,” says 31-year-old Shanti Sharma, who is one of eight female drivers with a taxi service called Cabs for Women by Women.

The last couple of months, since the rape and murder in the city of a college student travelling on a bus, have been particularly busy for her and her colleagues. “After this case, our workload has increased so much,” says Sharma. Most women in Delhi say they routinely face harassment, and worse, especially on public transport.

Sharma has been working as a taxi driver since 2011, when the service was first set up, and it has changed her life. This is the first time that she has earned enough — about $250 a month — to support her family.

Of course, she and the other female taxi drivers are completely outnumbered by male cabbies. “When I park somewhere there are always men there and inevitably five or six of them get together and hang out,” she says. “I’m usually the only woman in the parking lot, so I just stay inside the car.”

It’s not much better when she is out on the road. Sharma says the male drivers give her a hard time. “As soon as they see a woman at the wheel they start honking for no reason. They’ll try to overtake you. I’m always worrying about how to avoid getting hit by someone.”

The company behind Cabs for Women by Women, Sakha Consulting Wings, had a number of goals when it set up the service. It wanted to give women from poor backgrounds an opportunity to earn money. By putting women in charge of technologies, it also wanted to change people’s attitudes, and open up boundaries for women.

1. Why are women who used other cab services turning to Cabs for Women by Women?

2. What do we know about Sharma?

A. She is the first female taxi driver in Delhi.

B. She lives in harmony with her husband.

C. She has regretted becoming a taxi driver.

D. She has a better salary after becoming a taxi driver.

3. Which one of these troubles might NOT be caused by male cabbies to female cabbies?

A. Intentionally hit the taxi driven by women

B. Honk the horn at the women drivers without any reason.

C. Speed up and drive past the women drivers.

D. Take the wheel of the female drivers.

4. What is the main idea of the last paragraph?

A. The main purposes of Cabs for Women by Women.

B. People’s attitudes towards Cabs for Women by Women.

C. The background information of Cabs for Women by Women.

D. The opportunities Cabs for Women by Women provides for women.

Keys: BDDA

附录2：学生自我评价问卷

  1.（多选题）通过本课的学习，我能够借助如下方法总结夹叙夹议文本的大意。

□ 上义或下义概念

□ 文章的标题或配图

□ 就某一现象的描述、讨论

□ 叠加段落大意

  2.（多选题）通过本课的学习，我能够借助如下方法定位并理解文章中某些主要信息。

□ 同义词（或概念）

□ 反义词（或概念）

□ 关键词或语言结构

□ 文内的逻辑

3. （主观题）在归纳夹叙夹议文本大意和提取文章主要信息方面，我依然在如下方面感到困惑：

附录3：课后阅读练习

Exercise 1: Read a text about a childhood story and answer the questions below.

One day when I was 12, my mother gave me an order: I was to walk to the public library, and borrow at least one book for the summer. This was one more weapon for her to defeat my strange problem—inability to read.

In the library, I found my way into the “Children’s Room.” I sat down on the floor and pulled a few books off the shelf at random. The cover of a book caught my eye. It presented a picture of a beagle. I had recently had a beagle, the first and only animal companion I ever had as a child. He was my secret sharer, but one morning, he was gone, given away to someone who had the space and the money to care for him. I never forgot my beagle.

There on the book’s cover was a beagle which looked the same with my dog. I ran my fingers over the picture of the dog on the cover. My eyes ran across the title, Amos, the Beagle with a Plan. Unknowingly, I had read the title. Without opening the book, I borrowed it from the library for the summer.

Under the shade of a bush, I started to read about Amos. I read very, very slowly with difficulty. Though pages were turned slowly, I got the main idea of the story about a dog who, like mine, had been separated from his family and who finally found his way back home. That dog was my dog, and I was the little boy in the book. At the end of the story, my mind continued the final scene of reunion, on and on, until my own lost dog and I were, in my mind, running together.

My mother’s call returned me to the real world. I suddenly realized something: I had read a book, and I had loved reading that book. Everyone knew I could not read. But I had read it. Books could be incredibly wonderful and I was going to read them.

1.  Why did the author’s mother tell him to borrow a book?

A. To encourage him to do more walking.

B. To let him spend a meaningful summer.

C. To help cure him of his reading problem.

D. To make him learn more about weapons.

2.  Why did the author manage to read the book through?

A. The book told the story of his pet dog.

B. He shared the same feelings in the book.

C. The happy ending of the story attracted him.

D. He was forced by his mother to read the book.

Exercise 2: Read a text about a personal experience and answer the question below.

  Some people will do just about anything to save money. And I am one of them. Take my family’s last vacation. It was my six-year-old son’s winter break from school, and we were heading home from Fort Lauderdale after a weeklong trip. The flight was overbooked, and Delta, the airline, offered us $400 per person in credits to give up our seats and leave the next day. I had meetings in New York, so I had to get back. But that didn’t mean my husband and my son couldn’t stay. I took my nine-month-old and took off for home.

  The next day, my husband and son were offered more credits to take an even later flight. Yes, I encouraged—okay, ordered—them to wait it out at the airport, to “earn” more Delta Dollars. Our total take: $1,600. Not bad, huh?

  Now some people may think I’m a bad mother and not such a great wife either. But as a big-time bargain hunter, I know the value of a dollar. And these days, a good deal is something few of us can afford to pass up.

  I’ve made a living looking for the best deals and showing the worst tricks. I have been the consumer reporter of NBC’s Today show for over a decade. I have written a couple of books including one titled Tricks of the Trade: A Consumer Survival Guide. And I really do what I believe in.

  I tell you this because there is no shame in getting your money’s worth. I’m also tight-fisted when it comes to shoes, clothes for my children, and expensive restaurants. But I wouldn’t hesitate to spend on a good haircut. It keeps its shape longer, and it’s the first thing people notice. And I will also spend on a classic piece of furniture. Quality lasts.

3. What does the author want to tell us?

A. How to expose bad tricks.

B. How to reserve airline seats.

C. How to spend money wisely.

D. How to make a business deal.

Exercise 3: Read a text about a story of the Ans and answer the question below.

  When her five daughters were young, Helene An always told them that there was strength in unity. To show this, she held up one chopstick, representing one person. Then she easily broke it into two pieces. Next, she tied several chopsticks together, representing a family. She showed the girls it was hard to break the tied chopsticks. This lesson about family unity stayed with the daughters as they grew up.

  Helene An and her family own a large restaurant business in California. However, when Helene and her husband Danny left their home in Vietnam in 1975, they didn’t have much money. They moved their family to San Francisco. There they joined Danny’s mother, Diana, who owned a small Italian sandwich shop. Soon afterwards, Helene and Diana changed the sandwich shop into a small Vietnamese restaurant. The five daughters helped in the restaurant when they were young. However, Helene did not want her daughters to always work in the family business because she thought it was too hard.

  Eventually the girls all graduated from college and went away to work for themselves, but one by one, the daughters returned to work in the family business. They opened new restaurants in San Francisco and Los Angeles. Even though family members sometimes disagreed with each other, they worked together to make the business successful. Daughter Elisabeth explains, “Our mother taught us that to succeed we must have unity, and to have unity we must have peace. Without the strength of the family, there is no business.”

  Their expanding business became a large corporation in 1996, with three generations of Ans working together. Now the Ans’ corporation makes more than $20 million each year. Although they began with a small restaurant, they had big dreams, and they worked together. Now they are a big success.

4. What is the main idea of the passage?

A. How to run a corporation.  

B. Strength comes from peace.

C. How to achieve a big dream.  

D. Family unity builds success.

Exercise 4: Read a text about a crowd-scene in a film-studio and answer the questions below.

 About twenty of us had been fortunate enough to receive invitations to a film-studio to take part in a crowd-scene. Although our “act” would last only for a short time, we could see quite a number of interesting things.

We all stood at the far end of the studio as workmen prepared the scene, setting up trees at the edge of a winding path. Very soon, bright lights were turned on and the big movie-camera was wheeled into position. The director shouted something to the camera operator and then went to speak to the two famous actors nearby. Since it was hot in the studio, it came as a surprise to us to see one of the actors put on a heavy overcoat and start walking along the path. A big fan began blowing tiny white feathers down on him, and soon the trees were covered in “snow”. Two more fans were turned on, and a “strong wind” blew through the trees. The picture looked so real that it made us feel cold.

The next scene was a complete contrast. The way it was filmed was quite unusual. Pictures taken on an island in the Pacific were shown on a glass screen. An actor and actress stood in front of the scene so that they looked as if they were at the water’s edge on an island. By a simple trick like this, palm trees, sandy beaches, and blue, clear skies had been brought into the studio!

Since it was our turn next, we were left wondering what scene would be prepared for us. For a full three minutes in our lives we would be experiencing the excitement of being film “stars”!

5. What made the author feel cold?

A. The heavy snowfall.

B. The low temperature.

C. The film being shown.

D. The man-made scene.

6. What would happen in the “three minutes” mentioned in the last paragraph?

A. A new scene would be filmed.

B. More stars would act in the film.

C. The author would leave the studio.

D. The next scene would be prepared.

Exercise 5: Read a text about a teacher’s reading idea and answer the questions below.

From the very beginning of school we make books and reading a constant source of possible failure and public humiliation. When children are little we make them read aloud, before the teacher and other children, so that we can be sure they “know” all the words they are reading. This means that when they don’t know a word, they are going to make a mistake, right in front of everyone. After having taught fifth-grade classes for four years, I decided to try at all costs to rid them of their fear and dislike of books, and to get them to read oftener and more adventurously.

One day soon after school had started, I said to them, “Now I’m going to say something about reading that you have probably never heard a teacher say before. I would like you to read a lot of books this year, but I want you to read them only for pleasure. I am not going to ask you questions to find out whether you understand the books or not. If you understand enough of a book to enjoy it and want to go on reading it, that’s enough for me. Also I’m not going to ask you what words mean.”

The children sat stunned and silent. Was this a teacher talking? One girl, who had just come to us from a school where she had had a very hard time, looked at me steadily for a long time after I had finished. Then, still looking at me, she said slowly and seriously, “Mr Holt, do you really mean that?” I said just as seriously, “I mean every word of it.”

7. In this passage the teacher told his students to read _______.

A. for enjoyment

B. for knowledge

C. for a larger vocabulary

D. for higher scores in exams

8. Upon hearing the teacher’s talk, the children probably felt that ________.

A. it sounded stupid

B. it was not surprising at all

C. it sounded too good to be true

D. it was no different from other teachers’ talk

(Keys: 1-5 CBCDD 6-8 AAC)

附录4-1：课后自我评价问卷结果展示

附录4-2：阅读练习能力表现

附录5：学生习作案例

案例1

My Understanding of Role Call

Nowadays, our world is developing rapidly, and our culture is becoming diverse. It seems that nothing is impossible for us and some interchanges of gender roles are not exceptions. In my opinion, I truly believe that gender roles can be interchanged successfully.

Here is my personal experience. About two weeks ago, my mother's car broke down for some unknown reasons. So we had to send it to a garage. There we met a lovely girl who looked like a student and she asked what she could do for us warmly. My mother put the situation in a nutshell. At that time, both I and my mother hold the view that she was a waitress or the boss's daughter, but later it proved to be totally wrong. In fact, the girl was an experienced technician.

Before I met this girl, I hold the opinion that a technician was a job where male is dominant just like most people. I was quite curious about this female technician, so I had a conversation with her while she was fixing my car. Through the conversation, I found out that she was the only female technician in this garage, however, she was the chief engineer there. "At first, I was left out among other male workers. I guess it was because of people's deeply rooted stereotypes. I didn't care at all. I kept learning and practicing in order to improve my skills and finally they eliminated their stereotypes completely." she said with a smile.

I was so moved by her previous experience in such a male-dominated area. Why must a technician be a man? By virtue of several automatic facilities, women can finish most manual tasks as well as men, even better with their patience and carefulness. It is same when men are engaged in an area which is dominated by women. In this way, it is absolutely right to say the gender roles can be interchanged successfully.

案例2

My Understanding of Role Call

Over the history, men and women have had different social identities and great gender discrimination have existed for a long time. Nowadays, the problem is still so serious that many people are trapped in it. As far as I'm concerned, people shouldn't be restricted to the stereotype any longer. People can interchange their gender roles relying on their own personalities and abilities.

I have witnessed a living example by my side. Miss Alice, a lady in my neighborhood, suffered the tough condition of gender role call two years ago. She was 27 at that time and encountered several obstacles in her career. She was still single and her mother, Mrs. Wang, was worried about that. The old generation always holds the opinion that young ladies will live a happier life if they have a marriage with a wealthy man rather than they have a good job. It was the same with Mrs. Wang, who obstinately forced her daughter to give up her job and urged her daughter to marry a man who had a stable work and considerable income, in order to make Miss Alice live an effortless life, neglecting whether she was willing or not. The mother and the daughter argued a lot on the divergence of their opinion. But finally, Miss Alice made a great breakthrough in her career which was a strong proof to her mother that she could live a wonderful life on her own.

What I want to express is that the stereotype of gender roles should be removed, for it is restraining people from doing what they want to do. What matters is only people's abilities and will. On the other hand, breaking the limit brought by stereotypes needs courage. Just follow your heart and ignore what others talk about you.

案例3

My Understanding of Role Call

When I was a child without basic knowledge about the world, I was told what I should do and mustn't do as a boy. So I learned to be more determined and modest. Much tolerant and patient as I was, more people gave their praise to me like: What a thoughtful and intelligent boy! Actually, I was very happy when I heard those beautiful words, and I didn't have any negative feelings to be such a perfect boy in daily life.

Until I discover my weakness---insects.

Frankly speaking, I'm just afraid of these insects which appear in front of me abruptly. How did I find out that? It was a hot summer afternoon at school, when the class were deeply enjoying maths problems.

At that time, I was sitting beside the windows with my left arm leaning on the windowsill holding my head.

Suddenly, a 'huge' and black stuff fly in the classroom from the window genuinely like a flash. My mind was exploded. Medusa seemed to turn me into a stone. I came to life when that flying thing disappeared forever. I thought I was strictly scared but on the sight of my classmates, they said I was so calm that I even didn't move!

I just stayed there and kept silent with a fake smile. I couldn't speak out the truth due to my heavy gender burden! From then on, I noticed more and more phenomenon about people tied up by their gender roles with both men and women. Though I haven't experienced the education for girls, I can imagine what girls was told to be like in the future. From our childhood we have been limited in a circle according to genders. I think we need to break up this circle and enjoy the freedom to be a true 'I', but not a person whose life has been defined since his birth.