瞄准主题目标，融合阅读教学

一、案例背景

以往的小学英语单元阅读教学并不能有效帮助学生建立起阅读内容与现实生活之间的联系，换句话说，通过阅读得到的英语知识在学生眼中缺少现实的趣味和意义，无法给学生带来启示。本班就有一些学生，对于英语阅读教学缺少参与热情，学习效果不佳。为了解决这一问题，有必要从主题意义出发，结合教材及有趣的绘本内容来展开整合教学，丰富教学内容，增加学习趣味，提升小学英语阅读教学的价值，促进学生的综合发展。本案例就是在这一认识背景下所出现的。

二、案例主题

以小学英语教材的单元话题为引导，结合Mother！ Dear Mother！绘本内容，构建出新的，能够吸引小学生的英语阅读内容，整合语言、文化、技能、方法等各方面的学习要素，不仅实现学科教学，还要推动学科育人，切实提升小学生的英语核心素养。

三、案例过程

T：Good morning， boys and girls.

S：Good morning， teacher.

T：Today we are going to learn something about animals. Are you ready？

S：Yes.

Step1 Lead-in

1.Free talk

T：Please take a look at these pictures. Do you like them？

S：Yes.

T：What are the pictures about？

S：They are about animals.

（设计意图：教师出示图片，图片中的动物与教材上的一致。丰富直观的学习内容，吸引学生注意力，激发学生兴趣，引出本单元阅读主题。）

T：Now， Can you answers my riddles？ It is red. It has no legs or arms，but it can move quickly in water. It looks very beautiful.

It has big eyes and big bodies. It...

S：It's a fish！

T：Good！ Let's guess the next riddle...

（设计意图：利用谜语形式，带领学生快速回忆已学动物名称，熟悉动物外貌特征以及各种身体部位的英文词汇。）

Step 2 Picture book

T：Now let's look at this picture book（Mother！ Dear mother！）.There are more interesting animals in it. Please read after the teacher first.

T：Now please choose a story to perform. You can group freely and start rehearsal.

Team A：My mother is a swan. She has two wings . She looks very beautiful and elegant...

Team B：My mother is a dolphin. She swims fast，and she is smart...

……

T：Is your mother beautiful，elegant，smart，gentle and fashionable？

S：Yes！

T：Do you love your mother？ Does your mother love you？

S：Yes！

（設计意图：利用合作表演方式，提升学生相互沟通交流的能力，为学生英语语用能力的提升创造舞台。随后，教师对学生进行引导，让学生将对绘本内容的认识转移到现实中来，促进学生的情感升华。）

Step 3 Read and find

Of course， the mother of every animal is different， and so are each of us. Now let's find out what's different about the mothers of these animals. Please group freely and say the key words after finding these differences.

Team A：Some animals have fashionable mothers. The key word is “fashionable”.

Team B：The mothers of some animals are very giant. The key word is “giant”.

……

T：Do you really understand the meaning of these keywords？ Please play a game with your deskmate：One person says the key words and the other performs them with body movements.

（设计意图：利用合作表演方式，提升学生相互沟通交流的能力，为学生英语语用能力的提升创造舞台。随后，教师对学生进行引导，让学生将对绘本内容的认识转移到现实中来，促进学生的情感升华。）

T：Now please read the picture book again and say your feelings.

First student：One of the most beautiful things in life is love—the mother's love.

Second student：I will help my mother do something in the future.

Third student：I want to say thank you to my mother.

……

（设计意图：通过再次阅读，巩固学生的情感认识，并将这种情感引向实际行动，提升小学英语阅读教学的价值。）

Step 4 Review

T：Let's look at the textbook again. Please introduce the appearance of animals in the textbook.

First student：The dog is white. It has four legs. It can run and jump.

Second student：The rabbit is white. It has red eyes and long ears. It has four legs， too.

Third student：The parrot is yellow and green. It has two legs and two wings. It can talk and fly.

……

（设计意图：巩固学生对与外貌有关的各种英语词汇的认识，提升学生描述动物外貌特征时的语用能力，增强学生英语表达能力的逻辑性。）

Step 5 Expand

T：Let's create a picture book Animals we like. We have known a lot of animals. Please form a group again， draw your favorite animal on the paper and describe the appearance of the animal. Everyone writes at least one sentence. Finally， each group selects one student to read it.

Team A：We drew a turtle. It's green.

Team B：We like elephant. It's very big.

（設计意图：融合绘本及教材内容，给学生机会用所学知识去描绘自己喜欢的动物，拓展学生的语用范围，巩固相关知识，挖掘学生潜力，满足学生的表达愿望。）

Step 6 Homework

1. Go home and tell your mother about her impression in your eyes.

2. Introduce your favorite animals to your family.

四、案例结果

1. 通过自主及合作方式对本单元涉及的主要单词进行了学习和巩固。

2. 在合作探究过程中，充分进行了句型I/We/you...have等知识的语言应用，切实提升了学生的语用能力。

3. 结合教材及绘本，帮助学生了解了各种动物及动物外貌的描述方式，提升学生了语用思维的逻辑性。

4. 通过对绘本的深入阅读和讨论，对学生开展了有效的情感教育，体现了小学英语学科的人文价值。

5. 教学活动整体上生动有趣，有效提升了小学生的英语自主阅读兴趣。

五、案例评析

本案例符合小学生的心理需求以及英语语言能力的成长规律，能够带领小学生以循序渐进的方式学会英语知识，而且学习效果比较巩固，更贴合实际的语言应用情况，促使学生将英语知识应用到日常交流中并获得很好的语用体会，对小学生今后在该领域实现持续且自主的英语能力进步很有帮助。

另一方面，本案例的内容较为丰富，教学过程比较紧凑，学生完成各项学习活动的时间不够充分。在今后的教学中要进行适当的浓缩，争取通过更少的教学环节达成更好的教学效果。

【作者简介】陈靓，南京市秦淮外国语学校小学部。