情境教学：“聪明的猴子”在课堂
南京市鼓楼实验小学 罗莎
现阶段，英语绘本阅读教学中，存在只注重语言技能，仅仅依靠文本知识内容，训练学生听说读写等能力，忽视语言内在文化、情感的情况。这会使学生难以理解文本中的一些对话，也使学生对英语认识太过表象，这与英语学科的核心素养：语言能力、思维品质、文化意识和学习能力是不相符的，从而影响学生英语能力的发展。因此在教学中要以人文主题为基础，合理地设计问题，进一步优化助力绘本阅读。
《The clever monkey》（聪明的猴子）是Raz英语绘本系列中符合六年级学生英语和认知水平的教学内容。本课的话题非常新颖有趣，通过猴子和鳄鱼两种动物形象，生动地诠释了聪明的猴子如何冷静地从愚蠢的鳄鱼家中逃脱的故事。教师再配以相应的教学手段设置情境，递进的教学设计，启发学生在轻松愉悦的教学氛围中掌握科学的阅读方法和技巧，锻炼学生的英语实际运用能力。本课力图通过对《聪明的猴子》的教学设计研究，以启发和引导学生对绘本知识能力和情感提升的深层认知。
一、借图片——启发性引出主线
T: Hello, boys and girls!
S: Hello, Miss Luo!
T: Do you like animals?
S: Yes!
T: What’s your favorite animal?
Ss：I like dogs. /cats./ rabbits./pandas./monkeys.
T: I like monkeys too. Look at these pictures, how do you think of monkeys? Do you know these stories?
Ss: Monkey King. / Monkeys Grasp for the Moon. / Beat a chicken in front of a monkey. (Beat a dog before a lion.)
Ss: I think monkeys are cute/naughty/silly/strong/clever…
二、靠观察——沉浸性体验故事
T: We are going to read a storybook together. First, look at this picture. What can you see in the picture?
Ss: I can see…
T: What happened? Can you guess?
Ss：I think …/ I guess…
T: Let’s watch the cartoon and try to figure out the question.
T: Ok! What happened? Which one is right?
Ss: The crocodile wanted to eat Monkey Heart to be clever.
三、创意境——情境性共生情感
T: Great! Where did the story happen? Let’s listen!
S1: It was happened on the island.
T: Where did the monkey live?
S2: He lives in an apple tree.
T： What did they do? Let’s read the story in four and try to finish this worksheet.
T: What did the crocodile do?
S3: He munched the red apple on the first day.
T: What’s the meaning of “munch”? Listen!
Who can show us?
T: How about the next day? What did he do?
S4: He asked for two apples.
T: And what did the crocodile do every day?
Ss: He listened to the monkey’s tales.
T: How about the monkey? What did the monkey do?
S5：He tells his tales every day.
T: What kind of tales? Can you image?
S6: His tales could be about his childhood.
T: Who wants to be the little clever monkey?
S7: When I was young, I…
T: Where was the crocodile? He was at home with his wife.What did the crocodile do?
S8: His wife had a bad idea!
T: What did she say? Who wants to be the crocodile’s wife? What will she say?
S9: Honey, you can … to be clever!
T: The crocodile invited the monkey to his home. Can the monkey go?
Ss: No! Don’t go, Monkey! It’s dangerous!
T: But the monkey said yes. When he arrived crocodile’s home. What happened?
S10: The crocodile wanted to eat the monkey!
T: What did the monkey do?
S11: He had an idea!
T: Let’s say it together!
Ss: The monkey got back to the island and he was safe again.
四、共交流——合作性升华主题
T: Let’s check the worksheet together! This time we will read the story again!
T: I will divide you into several groups. Here are three scenes. Please work in groups. You can choose your favorite scene to read, retell or act. You have five minutes to finish, go!
T: Which group wants to try?
T: Let’s look back the story and think. What can we learn from the story? The monkey gave apples to the crocodile every day. How do you think of the monkey?
S: He is very kind.
T: Yes, we should be kind to others. And the crocodile ate one apple, and gave another one to his wife. What can we learn from the crocodile?
S: He cares about his wife.
T: Great! We should be care about others.
T: OK! Let’s read these sentences together! I think we will be clever!
T: Homework! The first one, share this story with your friends. The second one, Show your cleverness in your daily life!
案例反思
本节课启发教育“四步走”，分别为设疑——寻思——研讨——情境。在本节课的教学中，首先是设置悬念，启发学生独立思考，引导学生积极提出问题；其次，通过对学生的引导，帮助学生有效地解决问题，达到启发的目的；再次，将学生提出的问题进行分组讨论，利用集体智慧，发挥合作学习的最大作用；最后，通过模拟情境，学生能够有身临其境的感受，从而缩短学生与新知识的距离。整堂课学生参与度较高，课堂效果不错。在这堂课上，我认为以下几方面做得比较好：
第一，借图片——情境性引出主线
首先通过富有情感和趣味的师生对话，问及孩子国庆节的活动安排，既复习了一般过去时，又唤起了学生对绘本故事的兴趣，激活了他们对猴子的已有了解，进而为教学奠定了良好的基础。
第二，靠观察——情境性体验故事
接着进一步指导学生借助生动形象的图画理解绘本，以培养良好的观察习惯为基础，以具有层次性的问题为引导，同时教给学生阅读绘本的方法。通过看故事视频初步实现了了解文本大意，挖掘文本内涵的教学目标。
第三，创意境——情境性产生共情
在本节课中充分运用语言、教具和教学媒体等，为学生创设学习情境，然后引导学生结合情境进行预测，进一步鼓励、启发学生，努力为学生营造主动参与、大胆想象、各抒己见的良好氛围。
第四，共交流——情境性升华主题
通过启发学生在绘本学习的过程中逐步迁移经验，并潜移默化地滋润学生的心灵，让学生在绘本阅读中得到情感的升华。在学生充分理解文本的基础上，再进行角色扮演，体验感悟，最后通过回顾故事升华主题，让学生明白如何对待他人，如何处理问题，并最终回到绘本主题——clever。
在本课的教学中，尽管我精心设计，但还是有些许遗憾。主要表现在以下两个方面：第一课堂指令再精炼。虽然学生已经六年级，但是还是需要简短精炼的课堂指令让孩子清楚地明白任务要求。第二课堂朗读需要再加强。通过一定量的朗读，不同形式的朗读，让孩子更好地理解文本，感受绘本的魅力。
通过本节课的教学，使我对“启发式教育”有了进一步的思考。在今后的教学中，我将以本节课为例，查缺补漏，扬长避短，力争上好本人特色的英语课。
修订建议：
案例紧扣主题，思路清晰，小标题整齐。要注意小标题格式。（叶菲修订）
导师审读
案例反思要紧紧扣住研究性主题。