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浅谈阅读教学中的语篇教学法
一、整体教学法
在阅读教学中让学生抓中心，找主题句，从整体上纵观全文结构和内容。以SEFC 1B UNIT 13 HEALTHY EATING的课文We Are What We Eat为例：
①Main idea: Developing healthy eating habits is very important.
②Topic sentences:
Para. 1 Choosing what to eat is no longer as easy as in once was.
Para. 2 When we choose what to buy and eat, we had better think whether the food will give us the nutrients we need.
Para. 3 Many people today make choices about their eating habits based on what they believe.
Para. 4 It is probably better, however, if we spend our time and money on buying good food and keeping a balanced diet.
Para. 5 The best way to make sure that we will feel and look find is to develop healthy eating habits.
二、时间线索教学法
可引导学生以时间为主要线索来阅读它。例如：在学习SEFC 2B UNIT 14 FREEDOM FIGHTERS阅读课文I Have A Dream时，教师可在黑板上依次写下与马丁•路德•金的工作和学习相关的一组时间。如下：1929、1944、1948、1951、1963、1964、1965、1968。根据时间线索的提示，学生可以比较容易地找出它们的答案。这样不仅使文章的脉络清晰可见，而且意义比较容易掌握。
1929  born in Atlanta, Georgia
1944  won an entrance prize to a college
1948  became a minister in the church
1951  continued his studies in Philadelphia
1955  led a boycott of the bus company
1963  gave the famous speech “I Have a Dream” during the “March on Washington DC”
1964  received the Nobel Peace Prize
1965  A New Voting Rights Bill became law
1968  was murdered
三、故事情节教学法
记叙言语的六要素，即：5W+H(Who, When, Where, Why, What, How)进行阅读，抓住主要内容和重要信息，准确地理解全文。
高二下 UNIT 12 FACT AND FANTASY的阅读文章JULES VERNE: The Father of Science Fiction的教学中，教师可先制定以下表格。
Who
Where 
When 
What he is famous for 
Why 
Works 
What the works are about 
然后要求学生阅读文章，找出相关信息。在复习巩固时，学生也可以借助它进行课文复述。
Who Jules Verne
Where France
When Born in 1982, died in 1905
What the is famous for The father of science fiction
Why Taking the scientific developments of his day one step further
Works 20,000 Leagues under the Sea, Journey to the Center of the Earth
What the works are about Scientific fantastic journey under the sea and to the center of the Earth
四、笔记教学法
根据课后所设计的NOTE-MAKING练习，让学生阅读课文迅速抓住文章的细节，深入理解全文内容。在教授SEFC 1B UNIT 14 FESTIVALS的阅读文章时，可让学生阅读课文，填写下列空白。
THE BIRTH OF A FESTIVAL
Date: between Dec. 26th and Jan. lst, the week following Christmas
Purpose: to celebrate history and culture
Principles:
①unity
②self-determination
③living together
④working together
⑤purpose
⑥creativity
⑦faith
Activities:
①light a candle
②discuss the principles
③enjoy a large meal
Significance:
①understand who we are
②remember where we come from
③share our hope for a happy future
通过做好以上笔记，学生能迅速的抓住文章的主旨大意，了解其细细节内容，得到事半功倍的效果。
五、背景知识介绍法
利用背景知识教学，不仅有利于学生掌握文章的梗概，而且在教学内容中渗透了思想文化教育，有利于提高学生文化素养，拓展学生的思维。
例如：学习SEFC 2B UNIT 19 THE MERCHANT OF VENICE时，教师可以对本文的作者做以下的简要介绍。
William Shakespeare(1564—1616):
William Shakespeare was born in 1564 in Stratford –upon-Avon. In 1592 he came to a notice as a playwright in London. In 1599 he became a part owner of the Globle Theatre in London, and finally in 1613. As a playwright he wrote tragedies, comedies and historical plays, and as a poet he wrote narrative poems and sonnets. He wrote 37 plays, 154 sonnets, and 2 epic narrative poems during all his life. His famous plays include Hamlet, Twelfth Night, All’s Well That Ends Well That Ends Well, King Lear, Macbeth, Henry VIII, Romeo and Juliet, etc. And he was considered as the most influential writer and playwright in all of English literature. He played an important in the history of British literature. And the play The Merchant of Venice is one of his most well-known plays.
学生了解了莎士比亚的生平和他的文学地位，就能更好地理解他的戏剧作品。平时把背景知识作为学生课外的泛读材料，也是一种可以借鉴的好方法。
六、提问教学法
以阅读教学中尝试自主教学为例：读前我们要善于利用所读文章的标题、插图，引导学生讨论并预测文章内容，也可根据已知的事实，对文章进行预测和发掘。多讨论：
What do you know about the text？
What do you want to know about the text？
Can you guess what the text will tell us?
这样可让同学们有准备地阅读，可消除阅读中的焦虑。读中让学生明确阅读的不同层次的目标，让学生尝试一步步走近这些目标，还可以在课文理解的基础上检查学生对课文内容和一些和生词的预测情况。
在课堂教学中，教师在引导学生学习课文时，可结合高考的考查方式，将整体教学法细化到课文的具体段落和章节中进行提问，
1.关于主旨大意的提问：
①The main idea of this text may be…
②This article is mainly about…
③The author’s purpose in writing this text is…
④Which of the following is the best title for
the passage…
2．关于文章细节的提问：
①who, where, when, what, why, how
②According to the passage which of the following is/isn’t a true statement?
③In the paragraph, the word “that” (which, oneself, it) refers to…
④Choose the right order of the events given
in the passage.
3．关于作者观点类型的提问：
①The author believes/thinks that…
②The author holds the view that…
③The author gives his opinion that…
④According to the author…
4．文章总结性提问：
①We can summarize the main idea that…
②We can draw the conclusion that…
七、讨论教学法
运用讨论教学的关键在于设疑并正确引导，让学生分成小组进行讨论，这样有利于把教学放在英语语言环境中，创设交际表达的情景。这种方法既可用在课前启发引导，也可在课后进行总结拓展。
在学完SEFC 2A UNIT 2 NEWS MEDIA之后，组织学生对以下两个问题进行了讨论。
Discussion work in groups:
1. What does a reporter do in editing a newspaper?
2. What articles does the reporter like writing best?
Possible answers to No. 1:
①Discuss the article with the editor.
②Listen to the editor’s suggestions.
③Develop the story.
④Contact the people to be interviewed.
⑤Prepare questions for interview.
⑥Present the material in an organized way.
⑦Make sure that the articles reflects events and opinions truthfully.
通过广泛讨论，使学生对于课文的理解更加深入，另外使课内所学的知识也得以活用，更重要的是使话题得以拓展和延伸。
八、翻译教学法
在课堂教学中，将翻译法和句式结构分析有机地结合起来，有利于提高学生的分析理解能力。可以针对课文中的长句、难句、和优美的句式，让学生尝试进行翻译。例如：
①Rio de Janeiro, Brazil’s second largest city, streches itself lazily along the coast of the Atlantic Ocean. (SEFC 2B UNIT 15 Destinations) 里约热内卢，巴西的第二大城市在大西洋的海岸边慵懒地伸展着她的身姿。
③A walk around Kitzbuhel is a feast for the eyes—a lively mix old culture and the excitement of an international tourist area.
(SEFC 2B UNIT 15 Destinations)在基茨比厄尔散步会使你一饱眼福——这里有着古老的乡村文化和国际旅游地的激情，两者生动地结合在一起。
总之，阅读教学侧重于阅读理解能力和英语文化素养的培养与提高，但并不能排斥难句分析、解析新的语法现象、精练语法知识和语言点，也不排斥略读、扫读、精读、总结单元惯用法等常规教学步骤和方法的使用。因此，在平时的课堂教学中，教师要从教材的实际出发，恰当地选用教学方法，争取全面地提高课堂教学效率。