创设情境 突出亮点

郑育哲 李蔓

【摘要】本文結合新标准英语（三年级起点）五年级下册中“Its big and light.”一课的教学过程，阐述英语教师在开展阅读课教学时可将教学内容融入所创设的情境进行导入，借助“思维导图”帮助学生厘清文本脉络，通过“阅读小贴士”向学生提供阅读方法指导，渗透初步的阅读辩证思想，将阅读教学上升到写作教学。教师在教学中应结合学情，开展丰富的活动，给学生尽可能多的机会运用所学。

【关键词】英语阅读课 创设情境 思维导图

阅读小贴士 思辨思维

【中图分类号】G 【文献标识码】A

【文章编号】0450-9889（2018）05A-0093-03

Module 5 Unit 1 Its big and light.是新标准英语（三年级起点）五年级下册的内容。这是一节阅读课，教学内容所涉及的语言功能是用形容词描述事物的性质、特征，要求教师能够引导学生学会选择适合自己的物品，并能用英语来说明理由。教学重点是让学生能运用句型“Its .”“Its got .”“Its to .”谈论事物的特性，并在教学中渗透学法指导，培养学生良好的阅读习惯。

Step 1：Pre-reading

1.Greeting

T：Hello，boys and girls.

S：Hello，Linda！

T：Yes，Im your new teacher，Linda. I like singing very much. Do you like singing？

S：Yes！

T：Lets enjoy a song. Its about me.

2.Enjoy the Song，I like shopping.

Im Linda. Im from Liuzhou. Yesterday I went to the department store. Shopping is my favorite thing. Pink bag，red bag，purple bag. I like shopping. Do you know my favorite bag？Pink bag is my favorite bag. Its easy to carry. Its big. Its light. Its nice. Yes，its got two pockets. I like the bag.

3.Free talk

（1）通过歌曲内容，引出big，light，nice.

T：I have some questions for you. Whats my favorite bag？

S：Pink bag！

T：Look！Its my pink bag. What do you think about my bag？Its...

S：Its big. Its light. Its nice.

（2）教学句型“Its...”和单词light，渗透自然拼读法。

T：Yes！Its nice. Its big. Its light.

（板书句型：Its . 板书词卡：big/light/nice）

T：Read it，light，light. “ight” pronounces [ait].

（3）教学句型Its got...和单词pocket.

T：Look. Its got two pockets. I can put an umbrella there.

（板书句型Its got . 板书词卡：pocket）

评析：

教师通过歌曲视频引入本课话题，营造了良好的课堂氛围，拉近了师生距离，学生感知了相关内容。视频中渗透了本课所涉及到的词句，自然地引出了本课重点单词和句型的教授，为学生进一步阅读铺垫。

Step 2：While-reading

文本第一部分：

1.看文本第一部分的视频并回答问题，构建思维导图。

T：Ive got a bag. Lingling has got a bag，too.

Q1：Whats the matter with Linglings bag？

S：Linglings bag is broken.

（板书并教授单词broken，渗透字母o发音规律）

Q2：What will Ms Smart buy for Lingling？

S：Ms Smart will buy a new bag for Lingling.

2.复述文本第一部分。

文本第二部分：

1.学生预测Lingling将会在哪里买包。

T：But where to buy a new bag？

S：Shop/supermarket/mall...

T：In fact，they go to the department store.

（教学department store）

2.学生预测Lingling会选择哪个包。

T：lets guess. What bag will Lingling take？Why？

评析：

教师通过各种设问和预测，一方面激发学生的阅读兴趣，引起学生探究的欲望；另一方面让学生了解故事的起因和背景，为他们顺利进入阅读材料奠定了基础。

3.逐步构建思维导图，分步解读第二部分文本。

（1）Fast Reading

Tip 1：Look through the text and get the main idea.

①教师出示问题，学生自读文本完成思维导图

T：Boys and girls，in fact，I dont know what bag Lingling will take. So lets find the answer together. Please take out the text paper and the thinking map. Read the text fast and fill in the blanks. Two questions for you.

Q1：How many bags do they see？

S：There are three bags.

Q2：What color are they？

S：Theyre black bag，green bag and blue bag.

②教师板书思维导图，引导学生复述

T：Can you say it again？

S：There are three bags. Theyre black bag，green bag and blue bag.

评析：

教师指导学生结合阅读小贴士通读全文从而获取基本信息、填写思维导图，梳理了课文脉络，了解本课内容梗概；随后教师引导学生结合思维导图复述文本内容，加深理解。

（2）Intensive reading

Tip 2： Find the key words to understand the text deeply.

T：Lets read the text again and finish the thinking map. Three minutes to find out the answer.

①教师出示问题，学生精读并完成思维导图

T：What about the three bags？

②教师板书思维导图，引导学生复述

T：The black bag. Its...

S：Its nice. Its big. Its heavy.

（板书词卡：nice，big，heavy）

T：The green bag. Its...

S：Its light. Its got two pockets. Its small.

（板书词卡：light，two pockets，small）

T：The blue bag. Its...

S：Its big and light. Its got four wheels.

（板书词卡：big，light，four wheels）

（教学wheel以及句型Its... to...）

评析：

教师在阅读过程中渗透学法指导，通过阅读小贴士引导学生找出关键词，帮助学生进一步构建思维导图、深入阅读课文，学生完成思维导图从而更深入地理解课文内容，充分发挥学生的主体地位、激发学生探究意识。

（3）Follow the video

Q1：Which bag will they take？Why？

S：They will take the blue bag，because its easy to carry.

T：Why dont they choose the black bag？

S：Because its heavy.

T：Why dont they choose the green bag？

S：Because its small.

评析：

学生带着问题跟读课文，通过思考获取更深层次的信息，从总体上把握课文内容，厘清了思路，也为接下来的复述铺垫。

Step 3：Post-reading

1.Retell the story

①教师提出问题引导生复述

T：Whats the matter with Linglings bag？What will Ms Smart buy for Lingling？Where to buy a new bag？How many bags do they see？What color are they？What about the three bags？Which bag will they take？Why？

②學生以小组为单位复述课文

Tip 3：According to the details to retell the story.

T：Look at your thinking map，retell the story in your group.

2.Discuss

（1）T：If you were Lingling，which bag will you take？

（2）T：What can we learn from the story？As the going says，dont buy the expensive only buy the right. Only for your own is the best.