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【关键词】英语阅读教学；阅读素养；绘本
【中图分类号】G623.31 【文献标志码】A 【文章编号】1005-6009（2019）01-0058-05
【设计理念】
1.释放教师的内力，让教学具有“柔软的亲切”。第13届江苏省“杏坛杯”苏派青年教师课堂教学展评活动提倡使用教材以外的内容，同时限制教师使用信息技术手段，且不得提前准备板书贴条等。在此情况下，教师必须将自己的生活经验、阅读体验融进文本，并柔化教学设计，同时在呈现文本、解读文本、感悟文本方面，教师需要更多地依靠自己的力量。
2.回归阅读的本源，让教学具有“核心的味道”。六年级学生对格林童话中的代表作比较熟悉，且具备一定的语言知识、语言技能及文化知识背景。以此为前提，在设计本课的教学活动时，笔者以“回归阅读本源，追寻教学本味”为理念，紧扣故事眼“One good turn deserves another”，层层深入地推进故事的阅读。此外，笔者还通过形式多样、层次递进的阅读活动引导学生领悟文本内涵，提升其文化鉴赏力及阅读素养。
【教学目标】
（1）能在正确理解、读懂故事的基础上有感情地朗读及表演故事。（2）能通过读图、联系上下文等方式理解One good turn deserves another.等词句在故事中的含义及用法。（3）能续编故事结局，并运用所学语言进行表达。（4）能在比较阅读中分析格林童话的特点，并领悟“善有善报”的寓意。
【课堂实录】
一、魔术激趣，进入阅读
T： Boys and girls. Do you like playing games？ Look， I have a box. What’s in the box？
S： There’s nothing.
T： Yes， there’s nothing in it. It’s empty. Now let’s say the magic words ： Magic，magic， magic.
T： Who can open it for me？
S1（打開魔盒）：Wow， some books！
学生依次看魔盒中的故事书：Cinderella， Snow White，The Frog Prince，The Magic Porridge Pot.
T：You know they’re all Grimm’s fairy tales. And today we’ll read The magic porridge pot.
T： Look at the cover， this story is about...
S： This story is about a girl， an old woman， a boy and a pot.
教师将人物头像依次画到黑板上。
教学伊始，教师用小魔术引出Snow White，Cinderella等童话故事，激发学生的学习热情，引导学生发现故事均出自格林童话，激活学生原有的知识储备，从而为后续的比较阅读做好铺垫。
二、抓住冲突，深入阅读
1.Talk about the main characters.
T： Look at Hannah’s house， her plate is...（empty）.
Ss： She never had enough to eat.
T： Yes， so she was always...（hungry）. But when she had some food...
S： she always shared it.
T： Look， she shared the cheese with ...（a mouse）What information can you get from the pictures？
S： Hannah had no money to buy food， she was poor./ Hannah was kind. She always shared food with others.
T：Yes， she was poor but kind and friendly.But one day， something happened. Look at P11， what do you find？
S：In the morning， she had porridge for breakfast. At lunchtime， she had porridge for lunch. In the evening， she had porridge for dinner.
T： She had a lot of porridge to eat. And we can say she had plenty to eat all the day. Do you have any questions？
S： Who gave her so much porridge？/ Why did she have plenty to eat？/What happened to Hannah？
2.Skim and find.
T： Good questions. I also want to know. Let’s
skim P3 to P11 and find out. S： Because Hannah met an old woman. She gave Hannah a magic pot.
3.Read again and find.
T： But I have two more questions.Why did the old woman give the pot to Hannah？ How did the magic pot work？
T： Now read this part again and discuss the two questions in groups.
S：Because Hannah found some honey and she gave some honey to the old woman， so the old woman gave the pot to Hannah.
T： You give me some honey， and I give you some porridge and the pot in return. That is ...
S： One good turn deserves another.
T： Wonderful！This is the key sentence！ Who can read it？
T：Great！Who can read like the old woman？ 以上教学，教师通过图文互读的方式带领学生了解人物，并留给学生阅读、思考和表达的空间。学生对故事情节的前后矛盾提出疑问，带着问题阅读故事，并在略读、扫读、细读等不同阅读策略的使用中逐渐提升阅读能力。
4.Read in roles.
T： Now let’s read P3 to P8.
学生分角色读Hannah和old woman的对话，感受人物情绪和心理。
T： Excellent！ Now you know the answer of Question 2， right？
S： At first， the pot was empty. The woman said “Cook pot cook”， porridge was in the pot. Then she said “Stop pot stop”， it stopped.
T： So this is really a magic pot. With the magic pot， Hannah and the old woman shared a delicious meal of porridge and honey. And the woman gave the pot to Hannah.
以上教學，教师用分角色演读文本的方式帮助学生厘清话轮转换关系，读出人物语气，理解人物心理活动，营造故事的画面感。
三、预测验证，浸入阅读
1. Think and predict.
T： Then the boy came. What happened？
S1： Hannah shared the pot with the boy.
S2： The boy stole the pot.
T： Now all ears here. I’ll tell you the story. Please listen carefully and tell me what happened in just one sentence.
T： （讲述这部分故事后） What happened？
S： The greedy boy stole the pot.
T： Yes， most of you made a good prediction！Now we know he was a greedy boy. You see， a good story needs a bad man. Things don’t always go well all the time.
对故事进行预测，能极大地激发学生的好奇心、想象力，在“预测—阅读—验证”的过程中，学生享受着阅读的快乐。
2. Complete and act.
T： But how did he find and steal the pot？ It’s time for you to read this part and complete the route with the key verbs.
学生完成路径图（见图1）后展示并汇报。
T： Thank you. Your handwriting is very beautiful. Well done！
Boys and girls，the boy stole the pot like this（见图1中小孩）.Who wants to be the boy and act it out？
学生扮演男孩，教师读故事旁白。
路径图能帮助学生厘清故事脉络，且路径图能为后续的故事复述和表演提供语言支架。
3. Read and feel.
T：The boy stole the pot， he couldn’t wait to shout the magic words.
S： Cook pot cook.
T： Steaming porridge filled the pot. It got fuller and fuller.He should stop the pot. What did he say？ S： Stop. You can stop now.
T： But the pot didn’t stop. Then he shouted.
S（大声地）：That’s too much. Stop. I tell you！
S： But the pot didn’t stop.
T： Then he begged.
S（乞求状）： Please stop...
S： But the pot didn’t stop.
T： At last he cried.
S（惨哭状）： Stop， stop， STOP！ I’ll drown in porridge.
S： But the pot didn’t stop.
T： Look， the boy was almost in porridge. How did he feel at that time？
S： He was very sad. / The porridge was hot， he felt hot and he was afraid.
T（向之前扮演小男孩的学生发问）： You were the boy just now， how did you feel at that time？
S： I’m sorry for what I did. I won’t be greedy. Please come and help me.
学生在表演和角色体验中产生了强烈的代入感，他们与故事中的人物对话，体会人物心理，揣摩人物语言，在深度阅读、深度对话中内化语言，升华情感。
4.Imagine and give an ending.
T： What happened in the end？ Can you imagine？ Please discuss in your groups.
Group 1： There was porridge everywhere， the boy asked “Help！Help！”， but no one came， and he died in porridge at last.
T： Oh， that’s a sad ending. Now show us the cry face.
学生根据结局内容出示哭脸卡片。
Group 2： The boy shouted “Help， help...” Suddenly， the old woman appeared. She stopped the pot and said to the boy：“Little boy， don’t be greedy anymore. Go and help others， you’ll be happy.”
T： Wow， I like your ending. Children， is this a happy ending or a sad ending？
S：（出示笑脸卡片）A happy ending.
其余小组根据自编的结局出示笑脸卡或哭脸卡。
T： Oh，most of your stories have happy endings.
学生创编故事结局，既充分发挥了想象力，又锻炼了语言表达能力，同时使阅读从单一化走向开放化和多元化。
5.Grimm’s ending.
T： What about Grimm’s ending？ Let’s have a look.
学生朗读故事，小男孩被Hannah所救，Hannah拿回了自己的锅并再也没有被偷。
T： Now we know， the boy was saved by the girl. And he never stole anything again. As for Hannah， she got her pot back.What do you think of this ending？
S： It’s also a happy ending.
再讀原文结局，进行“我与作家比一比”的比较阅读和创作，使阅读更深入。
四、比较阅读，提升素养
1. Talk about the main characters.
T： That’s the whole story， boys and girls. Who do you like best in this story？ Why？
S： I like Hannah. Because she always shared with others. She was kind and friendly./I like the old woman best. Because she gave the magic pot to Hannah. She helped poor Hannah. She was very helpful.
T： Do you like the little boy？
S： No！
T： He was greedy， but he got a lesson from his mistakes. So maybe he wasn’t greedy anymore. Do you agree with me？ 2. Read and compare.
T： Do you still remember these books？ Do they have happy endings or sad endings？
S： Happy endings！
T： You see， most of Grimm’s fairy tales have happy endings. Why？You can discuss in groups.
S：Because children like happy endings. They are suitable for children to read./Because the Brothers Grimm wanted to show us the beauty and happiness of life...
T： Your ideas are great！ You see， most of the main characters are kind， friendly and helpful.
S：（打开笑脸卡）Some of them are brave.Some are hardworking. They never give up. They love to share.
T： That’s why there’s always a happy ending. Because...
S： One good turn deserves another.
T： Yes. And I hope all of you can be brave and kind， you love to share and never give up. And please always remember： One good turn deserves another.
So much for this lesson. After class， you can read more Grimm’s fairy tales and have fun with reading.
细品人物性格，以经典作品为例分析格林童话的写作特点，在比较阅读中再次明晰故事的主题与内涵，打开阅读视角，加大阅读厚度，提升阅读品质。
【教后反思】
The magic porridge pot是一则有着魔幻色彩的格林童话，故事情节一波三折，人物形象鲜明，适合学生阅读。教学的力量来自“生命的内在”——真实而鲜活的经验、高雅而正直的教养。在教学过程中，教师要努力使自己的课洗尽铅华，回归阅读本位，回归本味阅读。
1.基于学生，找到课堂的出发点。学生在哪里，课就在哪里。设计教学活动时，教师基于学生本位，设计了魔术导入、略读回答、细读研讨、角色演读、绘制思维图、想象辨析等多种阅读活动，瞄准学生的兴趣点，定准课堂的出发点，带给学生愉悦的阅读体验，并逐渐让其进入深度阅读的状态。
2.删繁就简，找准课堂的生长点。阅读教学不能面面俱到，不能被塞得“满满当当”。教师要用“洗课”的方式，删繁就简，让自己的课洗练、精简、清晰、有序。此外，閱读不能只停留在理解这一层面上，还要有阅读者自己的思考和判断，形成自己的文化立场与态度、文化认同感和文化鉴别能力。删减后的课，学生自编故事结局，在“我与作家比一比”的活动中丰富语言的表现力，再通过对格林童话结局特点的对比阅读寻找故事的寓意：One good turn deserves another.再次回归文章主旨，并形成文化立场与鉴别能力。为课堂做减法，减去的是繁枝末节，留下的是有效的生长点和更多思考与表达的空间。
3.返璞归真，找寻教育的源点。本次“杏坛杯”课堂教学展评提倡教师只带一张嘴、一块黑板、一支粉笔，上“素课”。在备课、磨课的过程中，笔者逐渐明晰，“素课”是对教师教学技艺、理念的锤炼，是丰厚教师内心、丰盈学生体验的教学实践。事实证明，“素课”虽然没有光与影的渲染，但却有教师动听婉转的歌声、绘声绘色的讲述、一笔一画的板书以及师生之间的无障碍交流，这是教育原本的样子。学生在没有课件辅助的情况下，对文本的阅读从表层走向深处，领悟到文本的思想意蕴和文化情感，获得个性化、深刻的阅读体验。他们在文字和图片的世界里自在融通，在想象的空间里自如穿梭，他们的阅读素养得到了实实在在的提升。
（作者单位：江苏省南通市通州区实验小学）
【中图分类号】G623.31 【文献标志码】A 【文章编号】1005-6009（2019）01-0058-05
【设计理念】
1.释放教师的内力，让教学具有“柔软的亲切”。第13届江苏省“杏坛杯”苏派青年教师课堂教学展评活动提倡使用教材以外的内容，同时限制教师使用信息技术手段，且不得提前准备板书贴条等。在此情况下，教师必须将自己的生活经验、阅读体验融进文本，并柔化教学设计，同时在呈现文本、解读文本、感悟文本方面，教师需要更多地依靠自己的力量。
2.回归阅读的本源，让教学具有“核心的味道”。六年级学生对格林童话中的代表作比较熟悉，且具备一定的语言知识、语言技能及文化知识背景。以此为前提，在设计本课的教学活动时，笔者以“回归阅读本源，追寻教学本味”为理念，紧扣故事眼“One good turn deserves another”，层层深入地推进故事的阅读。此外，笔者还通过形式多样、层次递进的阅读活动引导学生领悟文本内涵，提升其文化鉴赏力及阅读素养。
【教学目标】
（1）能在正确理解、读懂故事的基础上有感情地朗读及表演故事。（2）能通过读图、联系上下文等方式理解One good turn deserves another.等词句在故事中的含义及用法。（3）能续编故事结局，并运用所学语言进行表达。（4）能在比较阅读中分析格林童话的特点，并领悟“善有善报”的寓意。
【课堂实录】
一、魔术激趣，进入阅读
T： Boys and girls. Do you like playing games？ Look， I have a box. What’s in the box？
S： There’s nothing.
T： Yes， there’s nothing in it. It’s empty. Now let’s say the magic words ： Magic，magic， magic.
T： Who can open it for me？
S1（打開魔盒）：Wow， some books！
学生依次看魔盒中的故事书：Cinderella， Snow White，The Frog Prince，The Magic Porridge Pot.
T：You know they’re all Grimm’s fairy tales. And today we’ll read The magic porridge pot.
T： Look at the cover， this story is about...
S： This story is about a girl， an old woman， a boy and a pot.
教师将人物头像依次画到黑板上。
教学伊始，教师用小魔术引出Snow White，Cinderella等童话故事，激发学生的学习热情，引导学生发现故事均出自格林童话，激活学生原有的知识储备，从而为后续的比较阅读做好铺垫。
二、抓住冲突，深入阅读
1.Talk about the main characters.
T： Look at Hannah’s house， her plate is...（empty）.
Ss： She never had enough to eat.
T： Yes， so she was always...（hungry）. But when she had some food...
S： she always shared it.
T： Look， she shared the cheese with ...（a mouse）What information can you get from the pictures？
S： Hannah had no money to buy food， she was poor./ Hannah was kind. She always shared food with others.
T：Yes， she was poor but kind and friendly.But one day， something happened. Look at P11， what do you find？
S：In the morning， she had porridge for breakfast. At lunchtime， she had porridge for lunch. In the evening， she had porridge for dinner.
T： She had a lot of porridge to eat. And we can say she had plenty to eat all the day. Do you have any questions？
S： Who gave her so much porridge？/ Why did she have plenty to eat？/What happened to Hannah？
2.Skim and find.
T： Good questions. I also want to know. Let’s
skim P3 to P11 and find out. S： Because Hannah met an old woman. She gave Hannah a magic pot.
3.Read again and find.
T： But I have two more questions.Why did the old woman give the pot to Hannah？ How did the magic pot work？
T： Now read this part again and discuss the two questions in groups.
S：Because Hannah found some honey and she gave some honey to the old woman， so the old woman gave the pot to Hannah.
T： You give me some honey， and I give you some porridge and the pot in return. That is ...
S： One good turn deserves another.
T： Wonderful！This is the key sentence！ Who can read it？
T：Great！Who can read like the old woman？ 以上教学，教师通过图文互读的方式带领学生了解人物，并留给学生阅读、思考和表达的空间。学生对故事情节的前后矛盾提出疑问，带着问题阅读故事，并在略读、扫读、细读等不同阅读策略的使用中逐渐提升阅读能力。
4.Read in roles.
T： Now let’s read P3 to P8.
学生分角色读Hannah和old woman的对话，感受人物情绪和心理。
T： Excellent！ Now you know the answer of Question 2， right？
S： At first， the pot was empty. The woman said “Cook pot cook”， porridge was in the pot. Then she said “Stop pot stop”， it stopped.
T： So this is really a magic pot. With the magic pot， Hannah and the old woman shared a delicious meal of porridge and honey. And the woman gave the pot to Hannah.
以上教學，教师用分角色演读文本的方式帮助学生厘清话轮转换关系，读出人物语气，理解人物心理活动，营造故事的画面感。
三、预测验证，浸入阅读
1. Think and predict.
T： Then the boy came. What happened？
S1： Hannah shared the pot with the boy.
S2： The boy stole the pot.
T： Now all ears here. I’ll tell you the story. Please listen carefully and tell me what happened in just one sentence.
T： （讲述这部分故事后） What happened？
S： The greedy boy stole the pot.
T： Yes， most of you made a good prediction！Now we know he was a greedy boy. You see， a good story needs a bad man. Things don’t always go well all the time.
对故事进行预测，能极大地激发学生的好奇心、想象力，在“预测—阅读—验证”的过程中，学生享受着阅读的快乐。
2. Complete and act.
T： But how did he find and steal the pot？ It’s time for you to read this part and complete the route with the key verbs.
学生完成路径图（见图1）后展示并汇报。
T： Thank you. Your handwriting is very beautiful. Well done！
Boys and girls，the boy stole the pot like this（见图1中小孩）.Who wants to be the boy and act it out？
学生扮演男孩，教师读故事旁白。
路径图能帮助学生厘清故事脉络，且路径图能为后续的故事复述和表演提供语言支架。
3. Read and feel.
T：The boy stole the pot， he couldn’t wait to shout the magic words.
S： Cook pot cook.
T： Steaming porridge filled the pot. It got fuller and fuller.He should stop the pot. What did he say？ S： Stop. You can stop now.
T： But the pot didn’t stop. Then he shouted.
S（大声地）：That’s too much. Stop. I tell you！
S： But the pot didn’t stop.
T： Then he begged.
S（乞求状）： Please stop...
S： But the pot didn’t stop.
T： At last he cried.
S（惨哭状）： Stop， stop， STOP！ I’ll drown in porridge.
S： But the pot didn’t stop.
T： Look， the boy was almost in porridge. How did he feel at that time？
S： He was very sad. / The porridge was hot， he felt hot and he was afraid.
T（向之前扮演小男孩的学生发问）： You were the boy just now， how did you feel at that time？
S： I’m sorry for what I did. I won’t be greedy. Please come and help me.
学生在表演和角色体验中产生了强烈的代入感，他们与故事中的人物对话，体会人物心理，揣摩人物语言，在深度阅读、深度对话中内化语言，升华情感。
4.Imagine and give an ending.
T： What happened in the end？ Can you imagine？ Please discuss in your groups.
Group 1： There was porridge everywhere， the boy asked “Help！Help！”， but no one came， and he died in porridge at last.
T： Oh， that’s a sad ending. Now show us the cry face.
学生根据结局内容出示哭脸卡片。
Group 2： The boy shouted “Help， help...” Suddenly， the old woman appeared. She stopped the pot and said to the boy：“Little boy， don’t be greedy anymore. Go and help others， you’ll be happy.”
T： Wow， I like your ending. Children， is this a happy ending or a sad ending？
S：（出示笑脸卡片）A happy ending.
其余小组根据自编的结局出示笑脸卡或哭脸卡。
T： Oh，most of your stories have happy endings.
学生创编故事结局，既充分发挥了想象力，又锻炼了语言表达能力，同时使阅读从单一化走向开放化和多元化。
5.Grimm’s ending.
T： What about Grimm’s ending？ Let’s have a look.
学生朗读故事，小男孩被Hannah所救，Hannah拿回了自己的锅并再也没有被偷。
T： Now we know， the boy was saved by the girl. And he never stole anything again. As for Hannah， she got her pot back.What do you think of this ending？
S： It’s also a happy ending.
再讀原文结局，进行“我与作家比一比”的比较阅读和创作，使阅读更深入。
四、比较阅读，提升素养
1. Talk about the main characters.
T： That’s the whole story， boys and girls. Who do you like best in this story？ Why？
S： I like Hannah. Because she always shared with others. She was kind and friendly./I like the old woman best. Because she gave the magic pot to Hannah. She helped poor Hannah. She was very helpful.
T： Do you like the little boy？
S： No！
T： He was greedy， but he got a lesson from his mistakes. So maybe he wasn’t greedy anymore. Do you agree with me？ 2. Read and compare.
T： Do you still remember these books？ Do they have happy endings or sad endings？
S： Happy endings！
T： You see， most of Grimm’s fairy tales have happy endings. Why？You can discuss in groups.
S：Because children like happy endings. They are suitable for children to read./Because the Brothers Grimm wanted to show us the beauty and happiness of life...
T： Your ideas are great！ You see， most of the main characters are kind， friendly and helpful.
S：（打开笑脸卡）Some of them are brave.Some are hardworking. They never give up. They love to share.
T： That’s why there’s always a happy ending. Because...
S： One good turn deserves another.
T： Yes. And I hope all of you can be brave and kind， you love to share and never give up. And please always remember： One good turn deserves another.
So much for this lesson. After class， you can read more Grimm’s fairy tales and have fun with reading.
细品人物性格，以经典作品为例分析格林童话的写作特点，在比较阅读中再次明晰故事的主题与内涵，打开阅读视角，加大阅读厚度，提升阅读品质。
【教后反思】
The magic porridge pot是一则有着魔幻色彩的格林童话，故事情节一波三折，人物形象鲜明，适合学生阅读。教学的力量来自“生命的内在”——真实而鲜活的经验、高雅而正直的教养。在教学过程中，教师要努力使自己的课洗尽铅华，回归阅读本位，回归本味阅读。
1.基于学生，找到课堂的出发点。学生在哪里，课就在哪里。设计教学活动时，教师基于学生本位，设计了魔术导入、略读回答、细读研讨、角色演读、绘制思维图、想象辨析等多种阅读活动，瞄准学生的兴趣点，定准课堂的出发点，带给学生愉悦的阅读体验，并逐渐让其进入深度阅读的状态。
2.删繁就简，找准课堂的生长点。阅读教学不能面面俱到，不能被塞得“满满当当”。教师要用“洗课”的方式，删繁就简，让自己的课洗练、精简、清晰、有序。此外，閱读不能只停留在理解这一层面上，还要有阅读者自己的思考和判断，形成自己的文化立场与态度、文化认同感和文化鉴别能力。删减后的课，学生自编故事结局，在“我与作家比一比”的活动中丰富语言的表现力，再通过对格林童话结局特点的对比阅读寻找故事的寓意：One good turn deserves another.再次回归文章主旨，并形成文化立场与鉴别能力。为课堂做减法，减去的是繁枝末节，留下的是有效的生长点和更多思考与表达的空间。
3.返璞归真，找寻教育的源点。本次“杏坛杯”课堂教学展评提倡教师只带一张嘴、一块黑板、一支粉笔，上“素课”。在备课、磨课的过程中，笔者逐渐明晰，“素课”是对教师教学技艺、理念的锤炼，是丰厚教师内心、丰盈学生体验的教学实践。事实证明，“素课”虽然没有光与影的渲染，但却有教师动听婉转的歌声、绘声绘色的讲述、一笔一画的板书以及师生之间的无障碍交流，这是教育原本的样子。学生在没有课件辅助的情况下，对文本的阅读从表层走向深处，领悟到文本的思想意蕴和文化情感，获得个性化、深刻的阅读体验。他们在文字和图片的世界里自在融通，在想象的空间里自如穿梭，他们的阅读素养得到了实实在在的提升。
（作者单位：江苏省南通市通州区实验小学）