《Goldilocks and the three bears》教学实录

【编者综述】

孩子们喜欢故事，老师也喜欢故事，因此，通过故事的方式引导小学生学习英语已经成为当前一种有效的英语教学方式。《义务教育英语课程标准》（2011年版）在“语言技能”二级要求中就英语故事教学做出如下描述：“能听懂简单的配图小故事，能在教师的帮助下和图片的提示下描述或讲述简单的小故事，能正确朗读所学故事或短文，能在教师的帮助下表演小故事或小短剧。”为此，当前很多小学英语教材都在权重板块设置了“Story Time”，旨在通过故事的方式引导学生开展富有趣味的英语学习活动。确实，故事教学给小学英语课堂带来了新的活力、新的气象，然而，当一些英语小故事被抹上过于浓重的“教学味”的时候，它们在学生眼中便失去了原有的魅力，所谓的“Story Time”也就或多或少地缺失了故事该有的滋味。因此，如何使故事教学更具有故事的味儿，也是我们当今面对的一个重要课题。多年来，钱希洁老师对此进行了深入的实践与探索，本文主要以她执教的译林出版社出版的《义务教育教科书· 英语》（五年级上册）Unit 1 Story time板块中的故事“Goldilocks and the three bears”教学中的几个片段为例，阐述了她对小学英语故事教学的思考，旨在与广大同行朋友们探讨：如何使小学英语故事教学散发出更为浓郁的故事味。我们相信，这样的探讨对于其它学科的教学，也有一定的借鉴意义。

【执教者简介】

钱希洁，无锡市锡山教师进修学校，中学高级教师，江苏省英语特级教师，江苏省教师培训团导师，教育部“国培计划”（英语）专家组成员，《江苏教育》专栏主持人。曾获得江苏省“蓝天杯”小学英语优质课评比一等奖，在江苏省“教海探航”颁奖大会上多次上示范课、进行教学点评、作学术报告。近年来，赴华东师范大学、北京师范大学、苏州大学、扬州大学、新疆师范大学、广西师范学院等单位上课、举办讲座100多次，发表和获奖论文200多篇，出版《英语语篇教学论》《论文写作的N个经典故事》和《找寻属于自己的教学》等3部教育专著，翻译英语作品4部。

一、故事的导入

师：Dear boys and girls. Do you like stories？

生：Yeah！

师： Today Id like to tell you a story. It is an old story. Maybe it is a bit difficult for you. But dont be afraid.（afraid 为故事中即将出现的新单词。）

生：OK

师： In the story，there is a mountain. On the mountain there is a temple. In the temple， there is an old monk. The old monk says…

教者一边讲述故事，一边用简笔画勾勒出了故事的大概，如图（1）所示。

生：（摇头晃脑地跟着老师一起用英语吟诵这个古老的中国童谣）In the story ，there is a mountain. On the mountain there is a temple. In the temple， there is an old monk. The old monk says…

师： Mmm， there are so many lovely monks here.

师：（笔者用简笔画在黑板上画出几棵树）Look！Near the mountain， there are many trees. It is a forest. （朗读新单词forest）

师：Whats in the forest？ Can you guess？

生1：There are some birds.

生2：There are some flowers.

生3：There is a river.

生4：There are some animals.

师：What animals are there in the forest？

生6：There are some tigers， I think.

生7：I think there are some snakes.

生8：There are some bears， I think.

师：Yes， so amazing things in the forest. And today there is a lovely girl in the forest too. Do you know her name？

生9：Her name is Goldilocks.

师：Yes .So the story is about Goldilocks and the three bears.

（揭示课题，并板书、朗读课题）

二、故事的展开

1.第一片段

师：Now Goldilocks is walking in the forest. What does she say？ Lets listen！

PPT课件呈现句子：What a beautiful house！ （引导学生模仿朗读）

师：So how does she feel now ？

生：She is happy in the forest.

师：Why？

生：Because she can see many flowers， animals and a beautiful house.endprint

2.第二片段

师：Now Goldilocks is in the house. How does Goldilocks feel now？ Is she happy？

生：Yes.

师：But is she always happy？ Lets watch the cartoon and try to find the answer.

（学生观看故事动画。）

生：No. She is not always happy.

师：How does she feel now？

生：She is hungry and thirsty.

师：Look， soup！ There is some soup on the table. But How about the soup？ Is it nice ？Lets listen！

（PPT 课件呈现如下三个主要句子。）

This soup is too cold.

This soup is too hot.

This soup is just right.

师：This soup is not too cold， not too hot. So this soup is just right. （朗读新词组just right.）

师：（小结故事第二片段）Now Goldilocks is in the house. She is hungry and thirsty. There is some soup on the table. This soup is ...Now practice in pairs. One acts as Goldilocks. One acts as the narrator.

（学生表演故事第二片段，略。）

3.第三片段

师：Now we know Goldilocks eats some soup. So is she hungry now？

生：No.

师：Is she thirsty now？

生：No.

师：How does she feel now？

生：She is sleepy now.

师：Anything else？

生：She is tired now.

师：Yes. She is sleepy and tired now. So where does she go？

生：She goes into a bedroom.

（PPT呈现主人公在小熊卧室的场景。）

师：What s in the bedroom？

生：There are three beds in the room.

师：Look at the first bed. This bed is hard. （朗读新单词hard）

（敲敲desk， door， wall 等一些比较硬的物品。）

师：Is it hard？

生：No.

师：Now please look at the second bed. Is this bed hard too？

生：No.

师：This bed is soft. （朗读新单词soft）

师：Now please look at the third bed. How about this bed？ Hard？

生：No.

师：Soft？

生：No. Its just right.

师：I think so. Goldilocks is lying on the bed. She feels very comfortable.

Now if you were Goldilocks， What would you say？

生1：Woo，three beds. Now I can sleep.

生2：The beds are so beautiful. I like the beds.

生3：I am so tired. I want to sleep on the bed now.

师：Then look at the beds. They are different. Can you say sth. about the beds？

生4：（指着第一张床）This bed is too hard.

生5：（指着第二张床）This bed is too soft.

生6：（指着第三张床）This bed is just right.

师： So this is your story.

4.第四片段

师：We know Goldilocks likes the third bed. Look！ She is lying on the bed soundly.（打呼噜状。）

（PPT 发出“Help！...”的呼叫声。）

师：Whats wrong？

生：She is afraid.

师：Yeah！ She seems afraid. Can you show how the word afraid means？endprint

（学生争先恐后地表演“afraid”。）

师：I think youre really afraid. Thank you. Goldilocks is really afraid. Do you know why？ Please look at the picture carefully.

生：Because there are three bears in front of her.（朗读新短语in front of。）

师：Please look at the bears. They look puzzled. What will they say？

生：Who are you？ Its our house.

随着故事情节的发展，教者逐渐生成板书如图（2）。

三、故事的延续

师：Now you know the story very well. Lets have fun with the story. Do you still remember the story about the old monk？ Lets try to tell the story in this way：

In the forest，there is a house.

In the house， there is some soup.

Goldilocks says： This soup is…

（学生选择喜欢的方式讲述故事或表演故事，略。）

师：Your story is so amazing！ Now lets continue the story. Now you know Goldilocks is afraid and runs away. And then？ Can you imagine： What will happen？ You may discuss with your partner and share your ideas.

生1：Goldilocks runs back to her home.

生2：I think Goldilocks is afraid and runs away. The bears run after her and say： Dont run. Just have dinner with us.

生3：Dont run away. Were good bears. Lets be friends.

生4：The baby bear asks his mother to cook more soup.

师： Why？

生4：Goldilocks eats the soup.Now theres no soup for the baby bear.

师：Reasonable.

生5：The baby bear makes the bed again.

生6：The bears check their things.

生7：I think Godilocks runs to the temple and asks the old monk for help.

（学生大笑。）

师：So this is your story about Goldilocks and the three bears. Is it fun？ Its great fun. So reading is fun. Try to read more English stories after school. There are a lot of wonderful stories. Such as Snow White， Ugly Duckling. Cinderella and so on.

（钱希洁，无锡市锡山教师进修学校，214192）

责任编辑：宣丽华endprint