教学有态度，阅读有深度 

“In a time when Artificial Intelligence is developing rapidly, translation and comprehension can be easily done by machines. What can students learn from English reading classes taught by teachers?” On October 31, Greater English Project organized a workshop on newspaper reading demo classes with 21^st Century Newspaper. Emma from Maple Leaf, and other two teachers from Dalian presented us three wonderful and distinct reading classes. Let’s go into Emma’s class while thinking about the question raised by her at the beginning.

“在人工智能日益发达的今天，简单的翻译和理解工作，完全可以由机器来完成，那么英语阅读课能够教给学生什么呢？”10月31日，大英语中心联合21世纪英文报大连工作站组织了一场以英文报刊阅读为主题的教学观摩会。我校文斌老师和大连的两位老师为大家呈现了三堂风格各异的英文报刊阅读展示课。文斌老师的教学深度得到了在场老师们的高度评价，让我们跟着文章开头文斌老师提出的问题，一起来探究一下她课堂吧。

Emma Wen, Level 4 English Teacher

“For most students, limitation to literary appreciation is far from enough for their university study and career. They should expand their reading scope, learn to read and analyze, and clearly express their thoughts in proficient English. Therefore, improving reading level, enriching subject knowledge, and developing thinking ability are the main goals for reading.

对于大部分的学生来说，只会分析文学作品是远不足以应付以后的大学学习及职场工作的，他们必须拓展自己的‘阅读范围’，学会阅读和分析，并能熟练、有效地使用英语语言表达各个领域的思想。因此，阅读对于学生的要求应该是：提高其阅读水平，丰富其学科知识，发展其思维能力。

From a great Zen master Qing Yuan Xing Si’s view, there are three levels of reading. The first one is shallow reading. Our insight and understanding are confined to the reading materials. The second one is the bridging from shallow to deep reading with the accumulation and enrichment of our reading quantity, knowledge and life experience; we have personal opinions and standpoints after seeing through the literal meaning to the truth and significance. The last one is the deep reading process which enables us to penetrate deep into the essence.

如果用禅宗大师青原行思提出的人生三重境界来看阅读，那么：‘看山是山，看水是水’是浅阅读，因为我们的认知和理解都还在作品本身，处于作者说什么就是什么的层面；而‘看山不是山，看水不是水’就是由浅阅读向深阅读过渡的阶段，因为随着阅读的积累、知识的丰富、思路的开阔或人生阅历的积淀等，我们能够透过文字看到文字背后的故事、道理、意义，在作者的基础上有了自己的理解和见解；最后，‘看山仍然山，看水仍然是水’则是一个深阅读的阶段，也就是一个知其然、还知其所以然，能透过现象看本质的阶段。

Words and sentences are not the key points in this class. Our students can understand and get the main parts of the story by themselves. I guided them to recognize the sequence of the story, identify the main idea and find out the elements while reading, and then compare the two versions of the story.

逐字逐句解释新单词和朗读新句子，并不是这节课的重点。学生完全有能力读懂这篇故事，并通过自主整理的方式抓住重点要素。在阅读The True Story of Three Little Pigs的过程中，学生首先把原始的故事进行梳理，提炼故事梗概，然后在阅读新故事的过程中，找到故事要素，进行直观的对比。

Students did a second comparison after reading, which focused on their personal opinions on the characters. They learned to analyze the mental background and features of the characters.

在阅读课的最后，学生要对两个故事版本进行一个对比。这次的对比不仅仅是对于文章要素的对比，而是带有非常多观点的主观对比。学生更多的是去分析人物心理和人物特征，去揣摩作者的意图。

Students put themselves in the characters’ shoes to think deeply: Why doesn’t the first pig answer the door? What will you do if you were the wolf? I led the students to think from different angles, which is an important ability for students to develop. What’s more, students were also making connections between the book and self.

在阅读的过程中，通过不同的问题，学生把自己设身处地地想成故事中的人物，把自己放到角色的位子去思考，比如：为什么第一只小猪不回应大灰狼的敲门？如果你是大灰狼你会如何选择？引导学生从不同的角度去看问题、去思考问题，这是大多数中国学生最需要锻炼的能力，也是在阅读中建立book和self的联系。”

After the demo classes, Lee, the head English teacher of elementary school and two English researchers from Dalian expressed their comments.

教学展示课后，我校小学英语教研组长甘旖旎老师和两位来自大连的小学英语教研员分别就展示课做出了点评。

Lee Gan, Head English Teacher of Elementary School

“Emma’s demo class is well designed, and it is a student-oriented class to foster their abilities to study independently and think critically.

Emma老师的这堂课整体设计得非常巧妙，是真正以学生为主体的课堂，并突出了从小培养学生的自主学习能力，以及激发他们评判性思考的能力。

A performance kicked off the class and reminded students of the well-known story. By reading the two covers, students started to predict the new version from different point of view. In the third part, students were given enough time to read independently in groups and finish the worksheets even without teacher’s explanation. The forth part, students realized that it brings a brand-new perception if they read the same story from different viewpoints through comparison and contrast, thus developing students’ judgment on values.

课堂开始的旧故事演绎将学生带入到今天的课程主题，大家一起回忆了熟知的《三只小猪》。接着，通过分析封面，学生注意到两个故事版本的视角不同，从而引发猜想——新的版本里会发生什么呢？在这个环节中，学生自然而然地运用了“预测”这一阅读技巧。第三个环节中，Emma老师将更多的时间给予学生进行分组自主阅读，并且完成“故事要素”的任务单。此环节的设计明显区别于传统的中低年段阅读教学；在Emma的课堂，离开了老师的讲解，学生们一样可以带着任务完成文章阅读。第四个环节是二次阅读，老师引导学生运用“对比和比较”的阅读技巧来完成两篇文章的阅读，让学生体会到从不同的视角看同样内容的故事，获得的信息和评价是完全不同的，这也是逐步地在锻炼学生的价值判断能力。

Emma’s demo class is a deep reading class. Students acquired the reading ability not in one class, but the amassment of their efforts and teachers’ persevered instruction.

短短的40分钟，一堂看似安静的阅读课，实则内涵丰富。学生的能力不是在这40分钟里一蹴而就的，而是在老师平时循序渐进的教学中一点点累积而来。”

Afterwards, Vicki made remarks on the highlights of the three classes and introduced the teaching philosophy of Maple Leaf English. With to use and think in English as main goal, we emphasize the equal importance of language competence, strategic competence, academic competence and cultural awareness, and she put forward a reflection on a cultural offence in one of the demo classes.

最后，我校大英语中心李主任为在场的老师们介绍了枫叶英语的三级教学目标以及围绕“运用英语、形成英语思维”这一核心，枫叶英语课堂所要求的四个核心素养。在培养学生英语语言能力的同时，学习策略、学术能力和文化意识的培养同等重要；李主任还就其中一节展示课中的文化冲突问题提出了重新思考的角度。

Cross-region teaching exchange is a brainstorming of teaching methods and philosophies, generating impetus and innovation for distinctive and creative teaching thoughts. Like Vicki said: We are not only English teachers, but also English educators; helping students to learn English, learn through English, and learn to communicate in intercultural environment. That is the true meaning of being an international elite.

跨地域教学交流是不同地域教学思维的碰撞，为老师们的教学思路带来了源源不断的动力和创新。正如李主任所说：我们不仅是教授语言知识的英语老师，更是全方位的英语教育工作者；只有帮助学生学习英语，并通过英语进行多领域学习，最终达到跨文化交际的能力，才能使他们成为真正的国际化精英人才。