回歸閱讀本源 追尋教學本味

黃偉慧

【關(guān)鍵詞】英語閱讀教學；閱讀素養(yǎng)；繪本

【中圖分類號】G623.31 【文獻標志碼】A 【文章編號】1005-6009（2019）01-0058-05

【設(shè)計理念】

1.釋放教師的內(nèi)力，讓教學具有“柔軟的親切”。第13屆江蘇省“杏壇杯”蘇派青年教師課堂教學展評活動提倡使用教材以外的內(nèi)容，同時限制教師使用信息技術(shù)手段，且不得提前準備板書貼條等。在此情況下，教師必須將自己的生活經(jīng)驗、閱讀體驗融進文本，并柔化教學設(shè)計，同時在呈現(xiàn)文本、解讀文本、感悟文本方面，教師需要更多地依靠自己的力量。

2.回歸閱讀的本源，讓教學具有“核心的味道”。六年級學生對格林童話中的代表作比較熟悉，且具備一定的語言知識、語言技能及文化知識背景。以此為前提，在設(shè)計本課的教學活動時，筆者以“回歸閱讀本源，追尋教學本味”為理念，緊扣故事眼“One good turn deserves another”，層層深入地推進故事的閱讀。此外，筆者還通過形式多樣、層次遞進的閱讀活動引導學生領(lǐng)悟文本內(nèi)涵，提升其文化鑒賞力及閱讀素養(yǎng)。

【教學目標】

（1）能在正確理解、讀懂故事的基礎(chǔ)上有感情地朗讀及表演故事。（2）能通過讀圖、聯(lián)系上下文等方式理解One good turn deserves another.等詞句在故事中的含義及用法。（3）能續(xù)編故事結(jié)局，并運用所學語言進行表達。（4）能在比較閱讀中分析格林童話的特點，并領(lǐng)悟“善有善報”的寓意。

【課堂實錄】

一、魔術(shù)激趣，進入閱讀

T： Boys and girls. Do you like playing games？ Look， I have a box. Whats in the box？

S： Theres nothing.

T： Yes， theres nothing in it. Its empty. Now lets say the magic words ： Magic，magic， magic.

T： Who can open it for me？

S1（打開魔盒）：Wow， some books！

學生依次看魔盒中的故事書：Cinderella， Snow White，The Frog Prince，The Magic Porridge Pot.

T：You know theyre all Grimms fairy tales. And today well read The magic porridge pot.

T： Look at the cover， this story is about...

S： This story is about a girl， an old woman， a boy and a pot.

教師將人物頭像依次畫到黑板上。

教學伊始，教師用小魔術(shù)引出Snow White，Cinderella等童話故事，激發(fā)學生的學習熱情，引導學生發(fā)現(xiàn)故事均出自格林童話，激活學生原有的知識儲備，從而為后續(xù)的比較閱讀做好鋪墊。

二、抓住沖突，深入閱讀

1.Talk about the main characters.

T： Look at Hannahs house， her plate is...（empty）.

Ss： She never had enough to eat.

T： Yes， so she was always...（hungry）. But when she had some food...

S： she always shared it.

T： Look， she shared the cheese with ...（a mouse）What information can you get from the pictures？

S： Hannah had no money to buy food， she was poor./ Hannah was kind. She always shared food with others.

T：Yes， she was poor but kind and friendly.But one day， something happened. Look at P11， what do you find？

S：In the morning， she had porridge for breakfast. At lunchtime， she had porridge for lunch. In the evening， she had porridge for dinner.

T： She had a lot of porridge to eat. And we can say she had plenty to eat all the day. Do you have any questions？

S： Who gave her so much porridge？/ Why did she have plenty to eat？/What happened to Hannah？

2.Skim and find.

T： Good questions. I also want to know. Lets

skim P3 to P11 and find out.

S： Because Hannah met an old woman. She gave Hannah a magic pot.

3.Read again and find.

T： But I have two more questions.Why did the old woman give the pot to Hannah？ How did the magic pot work？

T： Now read this part again and discuss the two questions in groups.

S：Because Hannah found some honey and she gave some honey to the old woman， so the old woman gave the pot to Hannah.

T： You give me some honey， and I give you some porridge and the pot in return. That is ...

S： One good turn deserves another.

T： Wonderful！This is the key sentence！ Who can read it？

T：Great！Who can read like the old woman？ 以上教學，教師通過圖文互讀的方式帶領(lǐng)學生了解人物，并留給學生閱讀、思考和表達的空間。學生對故事情節(jié)的前后矛盾提出疑問，帶著問題閱讀故事，并在略讀、掃讀、細讀等不同閱讀策略的使用中逐漸提升閱讀能力。

4.Read in roles.

T： Now lets read P3 to P8.

學生分角色讀Hannah和old woman的對話，感受人物情緒和心理。

T： Excellent！ Now you know the answer of Question 2， right？

S： At first， the pot was empty. The woman said “Cook pot cook”， porridge was in the pot. Then she said “Stop pot stop”， it stopped.

T： So this is really a magic pot. With the magic pot， Hannah and the old woman shared a delicious meal of porridge and honey. And the woman gave the pot to Hannah.

以上教學，教師用分角色演讀文本的方式幫助學生厘清話輪轉(zhuǎn)換關(guān)系，讀出人物語氣，理解人物心理活動，營造故事的畫面感。

三、預(yù)測驗證，浸入閱讀

1. Think and predict.

T： Then the boy came. What happened？

S1： Hannah shared the pot with the boy.

S2： The boy stole the pot.

T： Now all ears here. Ill tell you the story. Please listen carefully and tell me what happened in just one sentence.

T： （講述這部分故事后） What happened？

S： The greedy boy stole the pot.

T： Yes， most of you made a good prediction！Now we know he was a greedy boy. You see， a good story needs a bad man. Things dont always go well all the time.

對故事進行預(yù)測，能極大地激發(fā)學生的好奇心、想象力，在“預(yù)測—閱讀—驗證”的過程中，學生享受著閱讀的快樂。

2. Complete and act.

T： But how did he find and steal the pot？ Its time for you to read this part and complete the route with the key verbs.

學生完成路徑圖（見圖1）后展示并匯報。

T： Thank you. Your handwriting is very beautiful. Well done！

Boys and girls，the boy stole the pot like this（見圖1中小孩）.Who wants to be the boy and act it out？

學生扮演男孩，教師讀故事旁白。

路徑圖能幫助學生厘清故事脈絡(luò)，且路徑圖能為后續(xù)的故事復(fù)述和表演提供語言支架。

3. Read and feel.

T：The boy stole the pot， he couldnt wait to shout the magic words.

S： Cook pot cook.

T： Steaming porridge filled the pot. It got fuller and fuller.He should stop the pot. What did he say？

S： Stop. You can stop now.

T： But the pot didnt stop. Then he shouted.

S（大聲地）：Thats too much. Stop. I tell you！

S： But the pot didnt stop.

T： Then he begged.

S（乞求狀）： Please stop...

S： But the pot didnt stop.

T： At last he cried.

S（慘哭狀）： Stop， stop， STOP！ Ill drown in porridge.

S： But the pot didnt stop.

T： Look， the boy was almost in porridge. How did he feel at that time？

S： He was very sad. / The porridge was hot， he felt hot and he was afraid.

T（向之前扮演小男孩的學生發(fā)問）： You were the boy just now， how did you feel at that time？

S： Im sorry for what I did. I wont be greedy. Please come and help me.

學生在表演和角色體驗中產(chǎn)生了強烈的代入感，他們與故事中的人物對話，體會人物心理，揣摩人物語言，在深度閱讀、深度對話中內(nèi)化語言，升華情感。

4.Imagine and give an ending.

T： What happened in the end？ Can you imagine？ Please discuss in your groups.

Group 1： There was porridge everywhere， the boy asked “Help！Help！”， but no one came， and he died in porridge at last.

T： Oh， thats a sad ending. Now show us the cry face.

學生根據(jù)結(jié)局內(nèi)容出示哭臉卡片。

Group 2： The boy shouted “Help， help...” Suddenly， the old woman appeared. She stopped the pot and said to the boy：“Little boy， dont be greedy anymore. Go and help others， youll be happy.”

T： Wow， I like your ending. Children， is this a happy ending or a sad ending？

S：（出示笑臉卡片）A happy ending.

其余小組根據(jù)自編的結(jié)局出示笑臉卡或哭臉卡。

T： Oh，most of your stories have happy endings.

學生創(chuàng)編故事結(jié)局，既充分發(fā)揮了想象力，又鍛煉了語言表達能力，同時使閱讀從單一化走向開放化和多元化。

5.Grimms ending.

T： What about Grimms ending？ Lets have a look.

學生朗讀故事，小男孩被Hannah所救，Hannah拿回了自己的鍋并再也沒有被偷。

T： Now we know， the boy was saved by the girl. And he never stole anything again. As for Hannah， she got her pot back.What do you think of this ending？

S： Its also a happy ending.

再讀原文結(jié)局，進行“我與作家比一比”的比較閱讀和創(chuàng)作，使閱讀更深入。

四、比較閱讀，提升素養(yǎng)

1. Talk about the main characters.

T： Thats the whole story， boys and girls. Who do you like best in this story？ Why？

S： I like Hannah. Because she always shared with others. She was kind and friendly./I like the old woman best. Because she gave the magic pot to Hannah. She helped poor Hannah. She was very helpful.

T： Do you like the little boy？

S： No！

T： He was greedy， but he got a lesson from his mistakes. So maybe he wasnt greedy anymore. Do you agree with me？

2. Read and compare.

T： Do you still remember these books？ Do they have happy endings or sad endings？

S： Happy endings！

T： You see， most of Grimms fairy tales have happy endings. Why？You can discuss in groups.

S：Because children like happy endings. They are suitable for children to read./Because the Brothers Grimm wanted to show us the beauty and happiness of life...

T： Your ideas are great！ You see， most of the main characters are kind， friendly and helpful.

S：（打開笑臉卡）Some of them are brave.Some are hardworking. They never give up. They love to share.

T： Thats why theres always a happy ending. Because...

S： One good turn deserves another.

T： Yes. And I hope all of you can be brave and kind， you love to share and never give up. And please always remember： One good turn deserves another.

So much for this lesson. After class， you can read more Grimms fairy tales and have fun with reading.

細品人物性格，以經(jīng)典作品為例分析格林童話的寫作特點，在比較閱讀中再次明晰故事的主題與內(nèi)涵，打開閱讀視角，加大閱讀厚度，提升閱讀品質(zhì)。

【教后反思】

The magic porridge pot是一則有著魔幻色彩的格林童話，故事情節(jié)一波三折，人物形象鮮明，適合學生閱讀。教學的力量來自“生命的內(nèi)在”——真實而鮮活的經(jīng)驗、高雅而正直的教養(yǎng)。在教學過程中，教師要努力使自己的課洗盡鉛華，回歸閱讀本位，回歸本味閱讀。

1.基于學生，找到課堂的出發(fā)點。學生在哪里，課就在哪里。設(shè)計教學活動時，教師基于學生本位，設(shè)計了魔術(shù)導入、略讀回答、細讀研討、角色演讀、繪制思維圖、想象辨析等多種閱讀活動，瞄準學生的興趣點，定準課堂的出發(fā)點，帶給學生愉悅的閱讀體驗，并逐漸讓其進入深度閱讀的狀態(tài)。

2.刪繁就簡，找準課堂的生長點。閱讀教學不能面面俱到，不能被塞得“滿滿當當”。教師要用“洗課”的方式，刪繁就簡，讓自己的課洗練、精簡、清晰、有序。此外，閱讀不能只停留在理解這一層面上，還要有閱讀者自己的思考和判斷，形成自己的文化立場與態(tài)度、文化認同感和文化鑒別能力。刪減后的課，學生自編故事結(jié)局，在“我與作家比一比”的活動中豐富語言的表現(xiàn)力，再通過對格林童話結(jié)局特點的對比閱讀尋找故事的寓意：One good turn deserves another.再次回歸文章主旨，并形成文化立場與鑒別能力。為課堂做減法，減去的是繁枝末節(jié)，留下的是有效的生長點和更多思考與表達的空間。

3.返璞歸真，找尋教育的源點。本次“杏壇杯”課堂教學展評提倡教師只帶一張嘴、一塊黑板、一支粉筆，上“素課”。在備課、磨課的過程中，筆者逐漸明晰，“素課”是對教師教學技藝、理念的錘煉，是豐厚教師內(nèi)心、豐盈學生體驗的教學實踐。事實證明，“素課”雖然沒有光與影的渲染，但卻有教師動聽婉轉(zhuǎn)的歌聲、繪聲繪色的講述、一筆一畫的板書以及師生之間的無障礙交流，這是教育原本的樣子。學生在沒有課件輔助的情況下，對文本的閱讀從表層走向深處，領(lǐng)悟到文本的思想意蘊和文化情感，獲得個性化、深刻的閱讀體驗。他們在文字和圖片的世界里自在融通，在想象的空間里自如穿梭，他們的閱讀素養(yǎng)得到了實實在在的提升。

（作者單位：江蘇省南通市通州區(qū)實驗小學）