下文选自上海外语教育出版社出版的《英语阅读技巧教学》（Teaching Reading Skills in a Foreign Language，作者Christine Nuttall）第三章“Approaching reading in the foreign language classroom 在外语课堂教学中处理阅读”。
选文翻译：武太白
对于课堂教学的意义
Accepting the general aim explained above carries implications about what should be done in the classroom. These will be explored in more detail in later chapters, but here we will set the scene by discussing the roles of teachers and students, and outlining some of the issues which influence the thinking in this book.
（接上一篇《阅读课程（泛读）的目的与任务可以有哪些？ - 英语教学法原著选读0133》）
接受上述所列一般目的对于在课堂教学中应该做什么有着一定的意义。在随后的章节中将会详细探讨这些，但这里我们先作一概述，探讨一下教师和学生的角色，并勾勒出影响本书中相关思考的问题所在。
教师的角色
Some people would go so far as to say that reading cannot be taught, only learnt. Certainly the measure of the teacher's success is how far the student learns to do without her help. Does this mean that there is nothing for the teacher to do? On the contrary: there is a great deal.
一些人可能会偏激到说阅读无法教学，只能学习。当然，教师的教学成果要用学生能够在多大程度上脱离她的帮助进行阅读活动来衡量。这是否就意味着教师完全无事可做了？恰恰相反：有许许多多可做的事情。
The teacher's responsibilities include these:
·enjoying and valuing reading ourselves, and showing that we do so by reading a lot at times when the students can see us (Chapter 14);
·helping students to enjoy and value reading, including making sure there is an attractive extensive reading programme (Chapter 8);
·understanding what reading involves, how language conveys meanings and how texts are put together (Chapters 4-7);
·finding out what the students can and cannot do, and working out a programme to develop the skills they lack (Chapters 9,13);
·choosing suitable texts to work on (Chapter 10);
·choosing or devising effective tasks and activities (Chapters 11,12);
·preparing the students to undertake the tasks (Chapter 9);
·making sure that everyone works productively and to their full potential by encouraging students, promoting text-focused discussion and providing 'scaffolding’ to enable them to interpret the text themselves, rather than having to rely on the teacher (Chapter 9);
·monitoring progress to make sure that everyone in the class improves steadily according to their own capabilities (Chapter 13).
教师的职责包括如下内容：
自己要享受并重视阅读，并在学生能够看到我们的时候进行大量阅读，以此表明我们的确享受并重视阅读（第14章）；
帮助学生享受并重视阅读，包括确保有富于吸引力的泛读规划（第8章）；
理解阅读所牵涉到的方方面面，语言怎样传递意义，文本又是怎样合成的（第4-7章）；
弄清楚学生能做到什么、不能做到什么，并制定规划，培养他们所缺的技能（第9、13章）；
选择恰当的文本供学生阅读使用（第10章）；
选择或设计有效的任务和活动（第11、12章）；
帮学生做好准备接受任务（第9章）；
确保学生全体都富有成效地努力学习，发挥出自己的全部潜能，鼓励学生，督促他们进行聚焦于文本的讨论，提供“脚手架”，帮助学生自行解读文本，而不是必须依赖于教师（的帮助）（第9章）；
监控进度，确保班集体稳步前进，发挥出自己的能力（第13章）。
The rest of the book explores these responsibilities, but we will discuss some related issues in this chapter.
本书余下部分探讨的就是这些职责，但我们本章也会讨论一些相关的问题。
学生的角色
The role we have assigned to the teacher implies a reciprocal role for the student.
我们分配给教师的角色也就意味着学生的角色与此互补。
积极参与学习
First and foremost, we have said that reading is learnt rather than taught, and only the learners can do the learning. So their first responsibility is to be active and take charge of what they do.
首先，第一，我们已经说了，阅读是学会的而不是教会的，只有学习者才能完成学习任务。所以，他们的第一责任就是积极地掌管自己所做的一切。
监控理解
Like teachers, though to a lesser degree, students need to understand how texts work and what we do when we read. And they must be able to monitor their own comprehension - able, for instance, to recognize that they do not understand a text, find out why and adopt a strategy that will improve matters. This ability to think about what is going on in your own mind is often termed metacognition and is recognized as a key factor in people’s capacity to develop as readers. We shall frequently use words like aware, conscious, alert to describe a good reader; students can learn to develop these qualities and teachers can help them to do so.
尽管不那么强烈，但学习者还是像教师那样，需要理解文本是怎样运转的，我们阅读的时候又做些什么。并且，他们必须能够监控自身的理解——比如说，有能力辨别他们是否理解不了某一文本，弄明白这是为什么，并运用能扭转这种状况的策略。这种思考在自身脑海里发生的事情的能力经常被称为“元认知”，也被认为是人们成长为阅读者的潜质中的一个关键因素。我们经常会用到aware、conscious、alert这样的词语来形容好的阅读者；学生可以学着形成这样的品质，教师可以帮他们做到这些。
学会谈论文本
We have seen that a good reader carries on a dialogue with the text. Students have to learn how to do this. An effective way to promote the skill is to talk about texts in class; teachers can plan activities for this purpose, and model the text talk, but it is the students who have to make the most of the opportunities by joining in.
我们已经看到，好的阅读者与文本持续对话。学生必须学会怎样做到这一点。促进这项技能的一个有效办法是在课堂上谈论文本；教师可以为此目的规划一些活动，并示范怎样谈论文本，但学生自己必须充分利用这样的机会，参与进来。
承担风险
Joining in means that they have got to take the risk of making mistakes. They won't learn much if they don't do this. The sooner students realize that a mistake is an opportunity to learn, the better. Similarly, they need to be prepared to admit when they do not understand. Of course they will only do this if the classroom atmosphere encourages it: it is up to the teacher to see that it does.
参与进来意味着他们要承担犯错误的风险。如果不犯错误，他们就学不到多少东西。学生越快意识到错误是学习的机遇越好。类似地，他们需要做好准备，承认自己不理解。当然，只有在课堂气氛鼓励这样做的时候他们才能这样做：这就需要教师确保课堂气氛良好。
学会不要欺骗自己
Learning to read is learning to give yourself an enormous advantage in life. It may lead to better jobs; it certainly leads to personal development, interest and enjoyment. Students who don't want to learn to read can easily cheat on many of the activities suggested in this book. But they are only cheating themselves. Nobody else will suffer, but they are wasting their opportunities.
学习阅读是学习在生活中为自己赢得巨大的优势。学会阅读，就有可能找到更好的工作；学会阅读，更肯定能够得到个人发展，培养起兴趣，享受其中的乐趣。不想学会阅读的学生会在进行本书所建议的许多活动时作弊，这不难。但他们只是在欺骗自己。没有别人会遭罪，是他们自己在浪费机会。
So students have responsibilities which teachers must help them to understand and accept. Teachers also have to examine what they themselves do in the classroom, as we indicated above; it is time to consider classroom procedures for the reading lesson.
所以学生有责任，教师则必须帮助他们理解并接受这些责任。教师还要检查自己在课堂上所做的事情，如同我们上文指出的那样；接下来我们要考虑阅读课的课堂程序了。
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