六年级绘本“An amazing snowman（Frozen）”融合教学设计

文 |夏 冰

教学过程

Step 1. Pre-reading（略）

Step 2. While-reading

T: What do you think of Olaf? I think he is very cute.How about you?

S: Kind /friendly /interesting/happy...

1.Try to skim

T: Just now, you said many words. Olaf is cute, happy, kind,friendly, interesting, but also... So now, read the story quickly, try to find out 2 key words about Olaf.

（略读）（背景音乐“Let it go”伴奏第一部分）

T: Have you finished?

S: Yes.

T: The first key word, who can find?

S: Amazing.

T: Oh! You find“amazing”.Where do you find it?

S：封面。

2.Learn the cover（如图1）

图1

T: You find it from the cover. Now, follow me“amazing”.（贴板书）So now, let’s know more about the cover of the story. Can you find other information from the cover?

T: Just now, you said“an amazing snowman”, that is the...

S：标题。

T: Yes, it’s the title of the story. Look here, who wrote it?So it’s the...

S：作者。

T: Good！ It’s the writer.How about Olaf here?

S：主人公。

T: Yes, he is the main character of the story. Look here,it’s the series of books. It means this story“An amazing snowman”is from“Disney Frozen”.（带读、贴板书）

3.Let’s skim

T: You find the first word,how about another one?

S: Special.

T: Oh! Special! Where do you find?（出现绘本一页）（如图2）

图2

S：学生读相应的句子。

T: Good answer. Now let’s read it together. Follow me“special”“special”.

设计意图：教师在课堂教授学生运用阅读方法，通过略读，学生找到Olaf 的两大特点，分别是amazing 和special。在略读中，教师带领学生学习了英语绘本封面，学生能得到关于该绘本的一些信息。在学生自主略读时，教师采用歌曲“Let it go”原版伴奏的第一部分，让学生能够在音乐的渗透中初步感受绘本和熟悉歌曲旋律。

4.Try to scan

T: But why is he special? Is he like the snowman in our life?Of course “No”. Why is he special?

学生回答绘本中出现的“He walks. He talks. He sings.”（贴板书）。

T: Besides these,he also has other special features. Now work in 4, read the rest of the story,try to find them out.（背景音乐“Let it go”伴奏第二部分）（如图3）

图3

T: Now, let’s see why he is special. Because...

S: Because he sees the best in everyone.

T: Very good.（贴板书、带读）

T: Now, why is he special?

S: He is special because he finds the beauty every day.

T: Wonderful！You give the whole sentence. Yes, he finds the beauty.

（贴板书） Do you know beauty? We know “beautiful”,right? “beauty”means beautiful flowers, beautiful people and all of beautiful things that are around him, got it?

S: Yes.

T: Follow me “finds the beauty”“finds the beauty”.

T: How about this picture?Why is he special?

S: Because he dreams.

T: Good answer.（贴板书、带读）

T: Now, you’ve got his other 3 special features, right?

S: Yes.

T: So now let’s know more about details.（如图4）

图4

设计意图：教师让学生运用细读的方法对绘本进行深入的学习。以“special”为中心词，学生能够找到Olaf 的特别之处“he walks, he talks, he sings”，之后，让学生在小组合作中找到其他三个特别之处，而这三个特别之处正是解锁歌曲的关键要点。在学生小组合作阅读讨论中，教师采用歌曲“Let it go”第二片段乐曲伴奏，曲调激昂，适合学生合作讨论的学习氛围，同时也让音乐潜移默化地进入到学生的绘本学习中。

5.Let’s learn

T: Let’s come to the first part. In this part, you have to finish two tasks, then you can get the chance to unlock the first period. Just now, we know Olaf sees the best in everyone.

6.Let’s find

T: So whose merits does he see? Can you find?（如图5）

图5

S: His brother.

T: Yes! And his brother has a long name. Follow me“Marshmallow”“Marshmallow”.（贴板书）

T: Anyone else? You can speak Chinese.

S：驯鹿。

T: You say“reindeer”, right?Which festival can you see it?

S: Christmas.

T: Yes! Follow me“reindeer”“reindeer”.（贴板书）Any other answers?

S: Queen Elsa, princess Anna.（贴板书）

T: Clever！But what merits do they have? Now let’s do a match.（如图6）

图6

7.Let’s match

T: First, Marshmallow, how is he?

S: Playful.

T: Do you know“playful”?Try to guess.

S: Like playing.

T: Great! It means his brother likes playing. Follow me“playful”“playful”.（贴板书）

T: How about reindeer?

S: Friendly.

T: How do you know? From your book, can you find your reasons?

S: He is trying to kiss his nose.

T: Wonderful！He is forever trying to kiss his nose！Whose nose?

S: Olaf’s.

T: Yes！Follow me“friendly”“friendly”.（贴板书）How about Elsa and Anna? Obviously, they are very polite. How do you know?

S: They use their manners.

T: What kind of manners?Royal manners! Right? So they are very polite!Follow me“polite”“polite”.（贴板书）

8.Unlocking time

T: Two tasks have been finished. Now you get a chance to unlock the first period of the song. The chance is to sing. If you can sing well and get some applause from the other teachers,you can unlock it. Got it?

S: Yes.

T: First, let’s listen. Try to fill in these blanks. You can take some notes. Chinese here may help you.（如图7）

图7

教师边弹奏尤克里里边唱歌，让学生完成填空。

T: Have you got the answers? Now let’s check together.The first sentence, who can read for us?

S: Let it go, let it go.

T: Good memory! Now, sing after me.（教唱1～2 句）

T: Next sentence. Who can?

S: Let it go, let it go. Turn away and slam the door.

T: Can you sing for us?Have a try！

S: ...（学生演唱3～4 句）

T: You are a good singer!

T: Next sentence, who remembered?

S: I don’t care what they are going to say.

T: Good! Sing after me.（教师教唱5～6 句）

T: Last sentence, can we say it together?

S: The cold never bothered me anyway.

T: This word, follow me“bother”“bother”. Sing after me.（教唱最后一句）Now, it’s your turn. Four in a group, try to practice this part. Go!（钢琴伴奏背景音乐）（如图8）

图8

T: Now let’s sing it loudly and try to get some applause!（教师弹奏，学生唱）

T: Can you hear some applause?（掌声）

T: Good!（解锁声）Now, you got the first period of the song.Let’s enjoy it.（欣赏歌曲第一片段）

设计意图：首先，在第一个关键要点“He sees the best in everyone”环节中，教师分别设计了两个活动，让学生精读Olaf 这一不同之处，完成两个活动后方可得到解锁歌曲第一片段的机会，然后通过听音填词、核对歌词等方式学习歌词和演唱；其次，学生四人一组合作练唱，熟悉的旋律能够让学生逐渐提高练习参与度，体现了歌曲与语言学习在本环节中的一致性。

9.Let’s learn

T: Now, here’s Part 2. In this part, you only have to finish one task, then you can directly unlock the second part of the song. We know Olaf finds the beauty every day. So can you find the beauty of the song? Now,listen and try to find.（听歌）

10.Let’s enjoy

T: After listening, how do you feel? Chinese here can help you. You can speak in English.

S：坚强的。

T: Yes! Strong!“You’ll never see me cry.”Any other feelings?

S：勇敢的。

T: Brave! Why do you say“brave”?

S:“I’m one with the wind and the sky.”

T: Terrific! How about the singer? The singer sings this song very powerfully. So we can feel powerful! Right?

S: Yes.

T: So, powerful/brave/strong,they are the beauty of the song.（如图9）

图9

11.Unlocking time

T: Now,（解锁声） you’ve unlocked the second period of the song. Let’s enjoy it.（欣赏歌曲第二片段）

设计意图：在第二个关键要点“He finds the beauty”环节中，教师带领学生感受歌曲第二段的力量美和情感美，让学生初步体验该歌曲的内在含义。学生听歌感受这一片段并说出一些词汇后，方可解锁歌曲第二片段。这一活动的设计将绘本的学习和歌曲情感意义的初步感受紧密结合。

12.Read and underline

T: Let’s come to the last part. We know Olaf likes dreaming. Does he dream about any food or drinks? So now read by yourselves, try to underline what he dreams about. Go!（背景音乐“Let it go”伴奏第三部分）

T: Have you finished? Let’s check it together. In this picture,what does he dream about?

S: He dreams about sand castles.

T: Good！Do you know about sand castles? It means castles with sand.（带读sand、castles，贴板书）Any other answers?

S: He dreams about ships.

T: More accurate.He dreams about ships sailing.（带读贴板书）

T: This picture, what does he dream about? There are many animals in the sea.

S: Swimming with...

T: Sea creatures.（带读贴板书）It’s very funny. How about this picture?

S: He dreams about flying in the sky.

T: Yes. And we can say“soaring in the sky”.（带读贴板书）In this picture, what can you find?

S: Picking fresh fruit.

T: Good! Do you like fruit?

S: Yes.

T: I like fruit， too. It’s good for our health.（带读贴板书）What else can you find?

S: Meeting with new friends.

T: Very good! And who is his new friend now?

S: Bees!

T: Yes! It’s very interesting!（带读贴板书）

13.Unlocking time

T: Until now, you’ve got all of the things that he dreams about! So, Congratulations! You’ve unlocked the whole song！But it’s a little bit different! We have to present this song together! Are you ready?（如图10～11）

图10

图11

S: Yes.

教师和学生合作演唱歌曲“Let it go”。

设计意图：在第三个关键要点“He dreams”环节中，让学生继续深入学习绘本，自主阅读，画出Olaf 的梦想。在阅读中，背景音乐采用歌曲“Let it go”原版伴奏的第三部分，轻柔平缓，能够帮助学生更快地进入绘本的世界。三个解锁关键点、三段背景音乐，皆与所学的歌曲紧密联系，体现了整节课音乐的连贯性和一致性，也体现了音乐在本节课中不可或缺的关键地位。

Step 3. Post-reading（略）