Blue bird:Morning,my friends!Are you playing games?
Yellow birds:No.We are making our house.
Blue bird:Look at the beautiful sun.Come and play with me.
Yellow birds:Sorry.We’re busy.
Blue bird:Oh,it’s snowing.How cold it is.I want a house.
Yellow birds:Poor thing!
一、设置疑问,培养学生思维习惯
讲故事前,我并没有直接一句一句读文本,而是出示一只鸟打哆嗦的照片,紧接着提问,Why the blue bird feel so cold?学生们纷纷发表自己的看法,比如It is snowing outside.It is raining outside.He has no home.He has no food.He is in the refrigerator.等等。学生们非常好奇,自然很乐意读这个故事。如果一开始,老师就直接读故事,就丝毫起不到启发思考、培养思维习惯的作用,也没法激发学生兴趣。
在故事后面的教学中,我也通过呈现图片来提问:Why the blue bird is sad?来引发孩子们的思考,孩子们可以回答:Because he has no house.Because he is so cold.等
二、引用故事图片,引发学生思维积极性
小学生善于形象思维,因此在课堂教学中可以充分利用图片教学,让他们用语言描绘出来,有效发展他们的思维和语言,培养思维活跃性。因此,在进行第一幅图片教学时,我就根据图片提问:What can you see in the picture? Is it in the morning or in the afternoon? What are the yellow birds doing?
教师在教学中没有局限于略显空洞苍白的文本,而是适时丰富文本,往纵深处挖掘。当故事进行“When it is snowing,the blue bird has no house”时,我并没有直接讲故事,而是抛出问题:What will the blue bird do? Will he cry or ask for help? Will the blue bird die?What are the yellow birds doing? If you are the yellow bird, What will you do ?留给学生思考和想象的空间,使故事更加引人入胜,同时给学生更多用英语组织语言表达的机会。
这样一来,学生们对这个故事就不仅仅局限于一种结果,会有更多思维,也很好地培养了他们发散思维。在蓝鸟没有房子要冻死的时候,我又提出问题:Should we help the blue bird? Why or Why not?学生们各抒己见,我总结每种做法的原因,很好地训练了学生的批判思维。