故事拓展在小學(xué)英語閱讀教學(xué)中的實(shí)踐

1、故事拓展在小學(xué)英語閱讀教學(xué)中的實(shí)踐摘要：本文通過教學(xué)實(shí)踐，探討了通過“故事拓展”展開小學(xué)英語閱讀教學(xué)，培養(yǎng)學(xué)生的興趣，擴(kuò)大學(xué)生的視野，拓寬學(xué)生的知識(shí)面，進(jìn)而消除由教材閱讀帶給學(xué)生的乏味感。關(guān)鍵詞：故事拓展；要求；形式我們都知道，小學(xué)生學(xué)英語是學(xué)得快忘得更快，其原因是雖然小學(xué)生語言模仿水平強(qiáng)，對(duì)新出現(xiàn)的詞匯跟著老師讀幾遍便能記住，但因?yàn)樗麄兊膶W(xué)習(xí)內(nèi)容單一，又沒有語言實(shí)踐的原生基地，結(jié)果學(xué)會(huì)后很快又忘記，造成詞匯學(xué)習(xí)越來越困難，從而導(dǎo)致部分學(xué)生逐漸喪失學(xué)習(xí)英語的信心和興趣。不過，通過我們的實(shí)踐表明，在日常的英語教學(xué)中，有意識(shí)地嘗試和充分拓展“故事”，協(xié)助學(xué)生鞏固教材，提升語言綜合使用水平，會(huì)讓學(xué)生

2、從中獲益非淺。所謂“故事”，是指詞、句、段圍繞主題而有機(jī)地結(jié)合，使文章表達(dá)出一種信息。故事拓展使學(xué)生使用語言的水平再次得到印證，使重點(diǎn)信息的吸收和消化成為可能，從此激發(fā)學(xué)生的“反饋”水平，擴(kuò)大語言使用的場(chǎng)所，使學(xué)生在輕松、愉快的氣氛中學(xué)習(xí)和掌握英語。一、為什么要實(shí)行故事拓展？當(dāng)前，小學(xué)的英語閱讀教學(xué)往往帶給學(xué)生乏味、沉悶感。如何避免這個(gè)弊端的出現(xiàn)？課程教材研究所李靜純指出，要充分考慮如何延伸和拓展教材。這里主要涉及到的工作有：如何確定學(xué)生已經(jīng)吸收和使用的知識(shí)和技能？如何預(yù)見學(xué)生在近期可能鞏固和發(fā)展的知識(shí)和技能？如何提前或推遲某些目標(biāo)的實(shí)現(xiàn)？如何滿足學(xué)生當(dāng)前的潛在需求？等等。所有這些，都是教材編

3、者所無法事先確切預(yù)估的，所以，這項(xiàng)工作就只能由教師來完成。（李靜純，2008）這樣，教材中固定的內(nèi)容，對(duì)教師的知識(shí)結(jié)構(gòu)提出了巨大挑戰(zhàn)，即在日新月異的背景下，如何應(yīng)對(duì)學(xué)生對(duì)知識(shí)的渴求？這就要求教師平時(shí)就要注意通過報(bào)刊雜志、互聯(lián)網(wǎng)、電視媒體、集中培訓(xùn)、參加研討會(huì)等各種渠道持續(xù)學(xué)習(xí)，隨時(shí)更新自己的知識(shí)結(jié)構(gòu)。這樣教師才有可能在課文語境之外，開拓出更為豐富的語境，讓學(xué)生接觸不同類型的語義，在感性材料中領(lǐng)悟語言的豐富性。能夠說沒有語言的“海洋”，學(xué)生不可能獲得真正意義上的“游泳本領(lǐng)”。只有在廣泛閱讀、廣泛涉獵大量語言材料的基礎(chǔ)上，才能保證語言輸入的質(zhì)與量，營造出廣闊的語言應(yīng)用天地。同時(shí)，利用故事拓展展開閱

4、讀教學(xué)有利于提升學(xué)生的英語水平。課內(nèi)生詞在故事中反復(fù)出現(xiàn)，激活了他們的短時(shí)記憶；同一單詞在不同的語境中出現(xiàn)，使學(xué)生有機(jī)會(huì)接觸其不同詞義，培養(yǎng)學(xué)生利用上下文理解詞義的水平。再次，通過廣泛的閱讀，學(xué)生對(duì)句型結(jié)構(gòu)、習(xí)慣用法的理解更為生動(dòng)，在文章整體性的謀篇布局方面也有了更多的學(xué)習(xí)文本。學(xué)生在閱讀的過程中，必然會(huì)調(diào)動(dòng)和使用以前所學(xué)習(xí)過的語言知識(shí)，因?yàn)殚喿x過程既是一個(gè)使用已知和探索未知的過程，又是一個(gè)復(fù)習(xí)鞏固、溫故知新的過程。無論從哪方面講，對(duì)小學(xué)生實(shí)行英語故事閱讀的滲透培養(yǎng)，無疑是一件一舉多得的工作。不過，當(dāng)前小學(xué)生閱讀材料相對(duì)匱乏，已有的閱讀材料也因種種原因未能很好地為每一個(gè)孩子提供協(xié)助。所以，設(shè)法

5、為他們提供切合實(shí)際的閱讀材料勢(shì)在必行?！肮适隆苯Y(jié)合教材、教學(xué)以及學(xué)生的實(shí)際情況所產(chǎn)生，是較為適合他們的閱讀材料之一。二、怎樣實(shí)行故事拓展？故事拓展的前提是教師要給學(xué)生一定的抓手，即找到教材和故事的最佳結(jié)合點(diǎn)。有了一定的抓手以后，學(xué)生就會(huì)對(duì)所要拓展的故事產(chǎn)生好奇感。教師就能夠進(jìn)一步啟發(fā)，給學(xué)生提供一些相關(guān)的背景知識(shí)，以此激發(fā)學(xué)生閱讀的欲望。只有學(xué)生對(duì)這段故事感興趣了，他們才高興地靜心去閱讀。這時(shí)，我們老師能夠根據(jù)孩子們的實(shí)際情況，對(duì)課文實(shí)行或深或淺、或難或易的拓展。1. 圍繞話題實(shí)行故事拓展我們?cè)谟⒄Z課程標(biāo)準(zhǔn)中不難發(fā)現(xiàn)，在小學(xué)必須達(dá)到二級(jí)話題目標(biāo)，即能理解和表達(dá)相關(guān)下列話題的簡單信息：數(shù)字、顏色

6、、時(shí)間、天氣、食品、服裝、玩具、動(dòng)植物、身體、個(gè)人情況、家庭、學(xué)校、朋友、文體活動(dòng)、節(jié)日等。圍繞這些話題，我們能夠展開有針對(duì)性的故事拓展。例如，在學(xué)完服裝后，能夠?qū)嵭腥缦碌墓适峦卣?。The Coat and the TrousersOne weekend, I wanted to go shopping after I played sports. I met a customer in the shop. He wanted to buy some new clothes. First, the shopkeeper gave him a pair of trousers. He put t

7、hem on, then took them off and gave them back to her and said, No, give me a coat instead.She gave him a coat and told him, This one is worth as much as the trousers. To my surprise, he took the coat without saying a word and walked out of the shop with it. She run quickly after him and said You hav

8、ent paid for that coat!But I gave you the trousers for the coat, he said, They are worth the same, arent they?Yes, she said, But you didnt pay for the trousers, either!Of course, I didnt! answered the man. I did not take them. I am not foolish! Nobody gives things back and then pays for them. Soon a

9、 policeman came . 2. 圍繞單元中的關(guān)鍵詞匯實(shí)行故事拓展在英語課程標(biāo)準(zhǔn)二級(jí)目標(biāo)中，對(duì)詞匯的目標(biāo)描述為：學(xué)習(xí)相關(guān)本級(jí)話題范圍內(nèi)的600-700個(gè)單詞和50個(gè)左右的習(xí)慣用語。這些單詞和習(xí)慣用語就散落在每冊(cè)的各個(gè)單元中。教師能夠圍繞每個(gè)單元中出現(xiàn)的關(guān)鍵詞匯選擇適合學(xué)習(xí)者閱讀水平的故事。這樣，一方面能夠引導(dǎo)學(xué)生復(fù)習(xí)本單元已經(jīng)學(xué)習(xí)的詞匯，另一方面能夠讓學(xué)生間接到一定數(shù)量的生詞，為學(xué)生今后的學(xué)習(xí)做好鋪墊。如在學(xué)習(xí)六年級(jí)下冊(cè)Unit 1 How tall are you?時(shí)，能夠圍繞本單元的bigger, smaller, feet, size, wear等詞，實(shí)行如下的故事拓展。Two

10、Feet in Different SizeOne of Harrys feet was bigger than the other. I can never find boots or shoes for my feet, he said to his friend, Dick.Why dont you go to a shoemaker? Dick said. A good one can make you the right shoes.Ive never been to a shoemaker, Harry said. Tell me, please, arent they expen

11、sive?No, Dick said, Some of them arent. Theres a good one in our village, and hes quite cheap. Heres his address. He wrote something on a piece of paper and gave it to Harry.A few days later, Harry went to the shoemaker by the address, and the shoemaker looked at him up and down, smiled and said, We

12、ll, I see. Your feet are different in size. I can make you some shoes.Harry went to the shop again a week later and looked at the shoes. Then he said to the shoemaker angrily, Youre a foolish man! I said, Make one shoe bigger than the other. But youve made one smaller than the other!（朱祥慧，2005）3. 圍繞語

13、法實(shí)行拓展即使淡化語法的提法叫得很響，但是語法作為英語學(xué)習(xí)的一條內(nèi)在脈絡(luò)，不容忽視。掌握一些基本的語法規(guī)則，能夠協(xié)助學(xué)生少走彎路，更好地理解語言現(xiàn)象，更準(zhǔn)確地掌握語言，為進(jìn)一步用英語實(shí)行交際打好基礎(chǔ)。所以，我們應(yīng)該學(xué)會(huì)如何高效率的實(shí)行語法滲透，以提升學(xué)生的英語綜合使用水平。對(duì)于閱讀教學(xué)來說，我們能夠圍繞語法實(shí)行故事拓展。例如對(duì)情態(tài)動(dòng)詞can的使用，可配合以下故事：Can He Have a Seat?It is a wet day, a woman with a dog gets on a bus. It is a very big dog and its feet are very dirt

14、y. The woman says, Oh, conductor, if I pay for my dog, can he have a seat like the other passengers? The conductor looks at the dog and then he says, Certainly, madam, he can have a seat like all the other passengers, but like the other passengers, he mustnt put his feet on it. （高升官，朱祥慧，2001）在閱讀教學(xué)中實(shí)

15、行故事拓展就對(duì)我們教師提出了很多要求。我們平常在閱讀上網(wǎng)的過程中，要善于積累，把能夠滲透到PEP教材中的故事，實(shí)行改編設(shè)計(jì)。同時(shí)我們平常在積累故事時(shí)，要盡量做到要素齊全，如來源，話題名稱，適用級(jí)別，銜接的冊(cè)次、單元，拓展故事的具體題目、內(nèi)容，及是否配圖，設(shè)計(jì)說明（故事的設(shè)計(jì)意圖、亮點(diǎn)和使用建議）。經(jīng)過我們的努力，“故事”的拓展會(huì)給孩子們一個(gè)廣闊而自由的空間。孩子們?cè)谶@個(gè)過程中，經(jīng)過了對(duì)“故事”的反復(fù)研讀，拓展時(shí)又經(jīng)過了持續(xù)的思考和嘗試，最后形成了自己獨(dú)特的嶄新“提煉”，不但進(jìn)一步掌握了英語語言知識(shí)，更重要的是，他們?cè)谶@個(gè)過程中體驗(yàn)了成功，培養(yǎng)了自信，從而感受到了學(xué)習(xí)英語的無比快樂。（趙峰藝，2

16、009）三、故事拓展有哪些要求？故事拓展，在課堂內(nèi)和課堂外都能夠?qū)嵭?，但必須要注意以下幾點(diǎn)： 1. 拓展要盡量趣味表現(xiàn)我們?cè)谶x擇故事時(shí)，能夠選擇一些結(jié)尾留有懸念、語言風(fēng)趣幽默的故事給同學(xué)們的學(xué)習(xí)創(chuàng)造驚喜、留有余香，引導(dǎo)我們的學(xué)生實(shí)行較多的語言積累，增強(qiáng)語感，提升興趣?；蛘呶覀円材軌蚺湟詧D畫來表現(xiàn)，用色彩來渲染。因?yàn)閷W(xué)生學(xué)習(xí)主觀能動(dòng)性的激發(fā)，主要著力點(diǎn)之一便是興趣的引發(fā)。而在課堂上分享一些有特色的故事內(nèi)容，能夠在班級(jí)教學(xué)中激起意想不到的學(xué)習(xí)熱情。師生共同分享美文，共同分享閱讀感受。在對(duì)承載著信息的文字的解讀中，我們一起感受文字的張力，體會(huì)語言的豐富性。這中間，老師如何介入學(xué)生的閱讀過程，對(duì)于閱讀

17、效果，閱讀習(xí)慣的養(yǎng)成有至關(guān)重要的作用。這就需要老師實(shí)行積攢，素材要多多益善。這樣，在需要的時(shí)候，順手拈來，不費(fèi)吹灰之力。如下面這個(gè)故事就令人回味無窮。The Teacher and Her StudentDid you hear anything about the teacher who was helping one of her kindergarten students put his boots on? He asked for help and she went to help him. With her pulling and his pushing, the boots sti

18、ll didnt want to go on. When the second boot was on, she was very tired. She almost cried when the little boy said, Teacher, theyre on the wrong feet. She looked, and sure enough they were. It wasnt any easier pulling the boots off than it was putting them on. She managed to stay calm as they worked

19、 together to get the boots back on - this time on the right feet. He then said, These arent my boots. She was a little angry and said, Why didnt you say so? Once again she struggled to help him pull the ill-fitting boots off. Then he said, Theyre my brothers boots. My mom made me wear them. She didn

20、t know if she should laugh or cry. The teacher tried her best to keep calm and put the boots on his feet again. She said, Now, where are your gloves? the boy said, I put them in my boots .（朱祥慧，2006）2. 選擇材料后要實(shí)行改編，使其緊扣該單元內(nèi)容或要復(fù)習(xí)的內(nèi)容如果故事的內(nèi)容與該單元或者要復(fù)習(xí)的內(nèi)容毫不相干，甚至風(fēng)馬牛不相及，那么這個(gè)故事拓展就屬于無效拓展。如有的老師在五年級(jí)上冊(cè)Unit 3 Whats

21、 your favourite food? 實(shí)行了如下拓展，即使故事很生動(dòng)，但沒有緊扣這個(gè)單元的教學(xué)內(nèi)容，對(duì)語言應(yīng)用沒有達(dá)到預(yù)定的效果。但如果把它放到五年級(jí)下冊(cè)Unit 4 What can you do?來拓展，效果就會(huì)更好一些。Can a Horse Eat a Fish?Mr. White was riding a horse in the rain all the afternoon. When he reached a restaurant, he was all wet and cold. He saw a fire in the restaurant and many peopl

22、e sitting around it. He couldnt get a seat near the fire. He thought hard and soon he had an idea. He called out to the waiter. Bring some fish to my horse! the waiter answered, Horses dont eat fish. Mr. White said, But my horse eats fish. The waiter did as Mr. White told him. The people in the rest

23、aurant felt very strange and ran out after the waiter. When all the people went out, Mr. White sat down at the table near the fire. When the waiter and the people came back, they said, Your horse doesnt want to eat the fish. Mr. White answered, Put the fish on the table if my horse doesnt want it. I

24、ll eat it as soon as I warm up and dry out. （朱祥慧，2004）同時(shí)我們還發(fā)現(xiàn)，即使有些材料新穎有趣，但因?yàn)槔蠋熖峁┙o學(xué)生時(shí)沒有實(shí)行改編，生詞量太大，導(dǎo)致課上學(xué)生不懂，只能等到老師翻譯后才明白是怎么回事，所以雖然能導(dǎo)致學(xué)生哄堂大笑，但仍是失敗的拓展。3. 拓展要跟上精心設(shè)計(jì)的練習(xí)作為教師，我們應(yīng)該充分利用故事，設(shè)計(jì)合理的任務(wù)活動(dòng)，讓學(xué)生在完成一系列的任務(wù)中鞏固所學(xué)的詞匯、句型、語法知識(shí)，同時(shí)給學(xué)生提供互助、交流、討論、展示的平臺(tái)，讓學(xué)生在愉快的氛圍中，在故事的統(tǒng)領(lǐng)下完成小組合作的任務(wù)。如Bad FruitA fruit vendor in the P

25、hilippines sold a watermelon to a woman and assured her that it was very sweet because it was red inside. As she road home in a jeep, the vehicle skidded and the watermelon fell to the street and broken open. The woman was surprised to see that the fruit was pale pink and not red. So she returned wi

26、th it to the vendor and complained loudly.Madam, replied the vendor, when one falls out of a vehicle to the street one can expect to turn pale.練習(xí)：1. What color is the watermelon? _2. How does the woman go home? _總來說之，如果故事中出現(xiàn)了有礙學(xué)生閱讀的知識(shí)點(diǎn)，能夠鼓勵(lì)學(xué)生討論或查閱，或者老師給予適當(dāng)?shù)奶崾?，從而為學(xué)生順利閱讀打好伏筆。我們能夠給學(xué)生設(shè)計(jì)以下幾種方法：學(xué)習(xí)少量的生詞或句子

27、；讓學(xué)生看標(biāo)題、插圖等預(yù)測(cè)閱讀材料的內(nèi)容；讓學(xué)生回憶與閱讀主題相關(guān)的經(jīng)驗(yàn)；介紹相關(guān)的背景知識(shí)；將材料的插圖打亂順序，讓學(xué)生排序。同時(shí)，我們?cè)趯?shí)行故事教學(xué)的時(shí)候能夠采用“討論交流，適當(dāng)練習(xí)，讀寫結(jié)合”來展開。在討論交流的教學(xué)中，學(xué)生的交流是以教師的啟動(dòng)為基礎(chǔ)的。教師在講授故事前對(duì)學(xué)生作適當(dāng)?shù)囊龑?dǎo)，尤其是在講授較難理解的故事前，要先向?qū)W生介紹一下相關(guān)背景知識(shí)并提出閱讀要求，為學(xué)生的理解打下良好的基礎(chǔ)。教師主要做好引導(dǎo)工作，掃清故事閱讀中的障礙。這樣，使全體學(xué)生進(jìn)入良好的準(zhǔn)備狀態(tài)，激發(fā)了他們的學(xué)習(xí)興趣，從而使他們產(chǎn)生一種探求知識(shí)的渴望。另外，在故事教學(xué)的課堂上還能夠適當(dāng)增加一些筆頭練習(xí)。當(dāng)學(xué)生進(jìn)入高

28、年級(jí)以后，光讀不練是不可能完全掌握所學(xué)知識(shí)的。所以，教師必須設(shè)計(jì)一些和故事內(nèi)容相關(guān)的筆頭練習(xí)。這樣，讀寫相結(jié)合，學(xué)生才能對(duì)知識(shí)掌握的更牢固。四、故事拓展能夠搞哪些形式？我們老師提供給孩子故事的拓展，一般有三種形式，教師可根據(jù)故事的難易水準(zhǔn)選用。1. 無提示式拓展這種拓展需要學(xué)生查詞典，具備上下文猜測(cè)水平。借助字典或結(jié)合上下文理解關(guān)鍵詞的意思。詞典，是讀書治學(xué)的基本工具，也是孩子們的“良師益友”。養(yǎng)成查閱詞典的習(xí)慣，不但能夠協(xié)助孩子們解除閱讀中的困難，加深對(duì)文章的理解，而且有助于孩子們們積累知識(shí)，擴(kuò)大知識(shí)面。這種拓展相對(duì)來說，著重提升學(xué)生的動(dòng)手動(dòng)腦水平。The Sun and the WindO

29、ne day, the wind starts an argument with the sun. Im stronger than you are! says the wind.No, answers the sun. I am much stronger than you are.When they are arguing, they see a man walking down the road. He is wearing a heavy coat. The sun says to the wind, Now let us see which of us can make the ma

30、n take off his coat. Then well know who is stronger.First the wind tries. It begins to blow very hard. It blows so hard that the man pulls his coat around him. It tries and tries, but it cant make the man take off his coat. Then the wind says to the sun, Now its your turn. Let me see if you can make

31、 him take off his coat.The sun begins to shine on the man. Soon it gets very hot! The man takes off his coat. The argument is over. 2. 注釋式拓展這種拓展能對(duì)比較難的詞匯（音標(biāo)、詞性、釋義）、短語甚至句型有精簡的漢語解釋，這樣既為學(xué)生自學(xué)故事提供了方便，又為識(shí)詞認(rèn)詞提出了自學(xué)內(nèi)容和目標(biāo)。提示為學(xué)生對(duì)故事的理解奠定了基礎(chǔ)，即便學(xué)生初次記不住，但隨著以后提示內(nèi)容在故事中的復(fù)現(xiàn)，學(xué)生會(huì)持續(xù)鞏固識(shí)記內(nèi)容，拓寬自己的詞匯面。My Pan Is Too SmallOne d

32、ay after supper, Mr. Dickens went out for a walk along the bank of a river. He saw a fisherman there. So he stopped to watch him quietly.After a few minutes, the fisherman pulled his line in. There was a big, fat fish at the end of it.The fisherman took it off the hook and threw it back into the wat

33、er. Then he put his hook and line into the water again. After a few more minutes he caught another big fish. Again he threw it back into the river. Then, the third time, he caught a small fish. He put it into the basket and started to get ready to go home.Mr. Dickens was very surprised. Why did you

34、throw those big fish back into the water, and keep only that small one? he asked.The fisherman looked at him and answered, My pan is too small!bank n. 岸hook n. 鉤；針鉤pan n.平底鍋（朱祥慧，2005）3. 雙語式拓展雙語式拓展即給出一段英文故事，并附帶一篇漢語的譯文。漢語在教學(xué)中的作用始終不容忽視。首先，漢語能夠?yàn)閷W(xué)生學(xué)習(xí)英語提供相關(guān)的背景知識(shí)，這有助于學(xué)生準(zhǔn)確理解英語語言的信息輸入；其次，漢語有助于發(fā)展學(xué)生最基本的閱讀水平，這樣

35、就減少了他們害怕因?yàn)榭床欢⒄Z故事而產(chǎn)生的種種顧慮，從心理上保證學(xué)生學(xué)好英語。但教師應(yīng)該盡量將漢語的使用降低到最低的限度，避免學(xué)生對(duì)漢語產(chǎn)生依賴心理。Who Am I? Several summers ago, Joe Smith, coach of a football team, and his family were spending their holidays in a small town. One rainy afternoon, it was impossible for them to go out to do something interesting, so the fa

36、mily decided to go to the cinema. Joe, his wife and their two children walked down to the towns only cinema, bought tickets and went into the hall. The lights were still on, and there were just six other persons there. As Joe entered, some of them saw him and started clapping. Joe gave them a smile

37、and turned to his wife. Aha, I cant believe they know me and Im getting a warm welcome here, he said. I guess they saw my games on TV. They sat down and then a young man came back and gave out his hand. Thanks a lot, said Joe. I just cant believe you know who I am, All I know, answered the man, is that they would not show the film until at lea