○李秋丽
英语故事中精美的图片不仅传递着直观的信息,而且体现了故事发生的背景,有利于唤起学生的生活体验,从而更好地理解故事文本。教学中,我适时为学生呈现图片,引导学生观察图片,深挖图片所承载的意义进而理解文本,对故事进行补白,积极探索图片的意义和价值,从而有效提升学生思维能力。
1.谈话导入,引出故事文本。
T:Boys and girls,do you like stories?
2.呈现图片,聚焦故事人物。
T:This story is about Maddy.
T:What do you know about Maddy?
通过呈现图片,帮助学生聚焦故事中的核心角色Maddy,在回忆人物信息的过程中,学生的发散性思维得到了激活和训练。
1.看图猜测,训练逆向思维。
T:Today,we will meet more monsters.They are Maddy’s family.
T:What do you w ant to know about Maddy’s family?
思维导图,唤醒了学生关于家庭话题的语言知识,他们围绕故事题目提出恰当的问题,这既是对所学语言话题和知识的回顾,也是对逆向思维的有效训练。
2.以图促读,激发阅读兴趣。
T:Oh,class.You have so many questions.Now let’s look at Maddy’s family photo.Do you like Maddy’s family?Who are the monsters in her family?
……
通过呈现图片,不仅激发了学生的阅读欲望,而且为下面梳理故事人物信息作好铺垫,发展和训练了学生的发散性思维。
3.完成表格,梳理故事脉络。
T:Oh,there are so many monsters in Maddy’s family.They are very lovely.What’s their jobs?What do they like to do?Now you can find the answ ers in your text book and w rite your answers in the blanks.
Member Maddy father…Hobby Having Fun Job Appearance
在完成表格的过程中,学生由关注Maddy到关注她的每一个家庭成员,并且依据语言话题梳理出故事叙述的脉络,发展和训练了逻辑型思维。
4.对话图片,开展深层阅读。
T:Now let’s talk about their job and appearance.
T:What does Maddy’s mother do?
S1:She is a w orker.
T:Look at the picture.Where is Maddy’s mother?
S1:He is standing beside the building.
T:What do you think of Maddy’s mother?
S1:She is strong and tall.
在图片的帮助下,学生通过与建筑物的对比可以直观了解Maddy妈妈的身高,从而更加了解妈妈的外貌特征。
T:How about Maddy’s father?
S2:He is a worker,too.
T:How do you know that?
S2:He works in a park.
T:Look at the picture.What does his walking stick look like?
S3:It looks like a sw ing.
……
学生在深入读图、思考的基础上,通过分析准确理解故事所传达的深层含义,从而训练和发展了深层思维。
1.讨论交流,培养概括能力。
T:Do you like Maddy’s family?Why or why not?
S1:Ilike Maddy’s family.Because they are very lovely.
S2:Ilike Maddy’s family,because they are very big.
T:Well done,class.How do you think of Maddy’s family?
S1:Maddy’s family is happy.
S2:Maddy’s family is tall.
......
精读故事后,让学生说一说Maddy大家庭是一个什么样的家庭,这是对学生阅读成果的检验,更是对其概括能力的培养。
2.以绘促写,培养高阶思维。
T:Maddy has a happy family.How about your family?Would you like to draw pictures about your family and try to write something about it?
教师为学生搭建话题支架,以绘本创编为输出手段,借助图片的具体语境,把阅读教学中思维的培养和语言的发展有效地结合起来,提升了学生可持续发展的英语学习能力,训练了他们的分析、评价、创新等高阶思维。
故事图片提供了灵动、具体的信息,有助于学生更好地理解故事中抽象的文本。基于故事中的图片开展阅读教学,有利于学生走向深度阅读,同时发展他们的发散性思维、逻辑性思维、创新性思维等多种思维能力,提升学生的英语学科核心素养。