原创： 侯云洁 

 摘要：小学英语教材的体裁单一性特点不利于小学生阅读素养的发展，由于绘本故事图文并茂、主题丰富、体裁多样、语言真实，小学阶段将英语教材与绘本整合，能有效促进小学生的阅读兴趣与阅读动机，还能提升审美能力和多元价值观。由于小学英语课时不够，与教材融合的方法主要是主题衔接、内容结合，课堂的实践模式表现为融合式或者衔接式两种方式。低年级段采用图片环游法，高年级段采用片段阅读法。只要把握好时间分配与语言聚焦问题，教材与绘本整合的教学就能发挥其重要作用，促进小学生的英语阅读能力提升。

 关键词：教材与绘本整合；图片环游；片段阅读

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教材与绘本整合的“衔接式”案例

高年级段教材与绘本融合案例

（“衔接式”对接整合、片段阅读法）

下面是高年级段教材与绘本融合的绘本教学模式，使用“片段阅读”的绘本阅读方法。由于绘本长度较长，故事性强，教师可以在绘本的重要情节片段加入语言训练和思维发散的训练。如人教版《PEP 小学英语》英语六年级上册Unit 4 “I have a pen pal.”中的 Read and write 部分是关于 club（俱乐部）的，尤其提到体育俱乐部。课文如下：

Shall we dance?

There is a dance class on Sunday at 1 p.m. I like dancing and I need a partner. Call Amy: 334 5567 

Goal! Goal! Goal!

What do you do on Sundays? Join our football club! See you on the playground! john@pep.com.cn

Let’s read together!

What is your hobby? Do you like reading? I have great books. We can share!

Call Mike: 443 5678 

Science Club, Your club!

Do you want to learn about robots? Come to science room? Meet Robin. He teaches students to make robots. Robin@ pep.com.cn

适合对接的绘本是《球迷阿尔夫》（Alf Saves the Day）。绘本的内容如下：

Alf Saves the Day

Alf loved football. He loved everything about football. Alf loved drawing football pictures. He drew good football pictures. 

Alf loved writing football stories. He was good at football stories. Great! Alf loved watching football on television. He cheered and cheered. 

Alf loved going to football matches. There were lots of people and everyone cheered. Alf was a big football fan.

At school, lots of children played football. Lots of boys and lots of girls played. 

Alf really, really wanted to be a football star. But he wasn’t good at football. 

Some children were good at dribbling. Alf wasn’t good at dribbling. Some children were good at passing. Alf wasn’t good at passing. Alf wasn’t good at shooting. He wasn’t good at heading. Alf was just no good at football. He felt very sad. 

The football coach picked five children for one team. He picked five children for the other team. Alf went to watch the football match. 

Suddenly, Alf shouted, “look out!” Alf jumped up in the air … and make a very good save! 

All the children cheered. The football player cheered. The football coach cheered. The dinner lady cheered.

Good save! Good save! Good save!

“What a good save, Alf!” everyone said.

The football coach said, “Alf, come with me.”Alf stood in the goal and the coach took a shot. It was a good shot, but Alf saved it. Alf saved the next shot, too. And the next one. He saved every shot! 

All the children cheered. Alf was a very good goalkeeper. He was good at playing football after all！

Step 1：导入

T: What do you know about clubs? Let me tell you a story about football clubs. There is a boy called Alf. He is at the same age as you. He loves football so much. But he can’t join school football team. Can you guess why?

S1: Maybe he just likes watching football, but can’t play well.

S2: There are enough players in the team.

S3: He doesn’t have time to join the training.

S4: He has to go back home to do homework.

T: Very good guesses! Do you know what happened to them? Let’s read about his stories.

【设计意图】教师导入绘本阅读时提出问题让学生的思维活跃起来，促成阅读好奇心和阅读动机。这对于绘本阅读来说是重要的开端。

Step 2：片段阅读1

T: Now please read from Page 2 to Page 7. Alf loved football very much. Please tell me how he likes football.

S1: He loved drawing football pictures.

S2: He loved writing football stories.

S3: He loved watching football on television.

S4: He loved going to football matches.

T: Then what do you love? Football, basketball …

S5: I love playing basketball.

T: Then do you love drawing basketball pictures and writing basketball stories?

S5: No, I don’t.

T: Then do you love watching basketball on television and going to basketball matches?

S5: Yes, I do.

T: So you see, Alf is crazy about football. But can he join the club? Before we know what is happening to Alf, let’s learn some techniques about football.

【设计意图】片段阅读有利于学生在把握故事脉络与结构的过程中学习语言知识。学生通过回答问题，理解了主人公 Alf 对足球的热爱，同时学生也练习了“love doing something”的句型。老师还可以及时地把问题拉近学生自身，然后再巧妙地联结到第二个片段。

Step 3：片段阅读2

1．词汇准备

T: In the football match, what techniques do you know?

学生用中文说： 运球、传球、射球、顶球，教师顺势用英文说“dribbling, passing, shooting, heading”并把这些纸质图片贴在黑板上，接下来让学生用“be good at”说自己或者其他同学擅长做什么。

S1: I’m good at passing the ball.

S2: Shen Bin is good at dribbling.

S3: Li Meng is good at shooting.

S4: I’m good at heading.

S5: I’m not good at shooting.

【设计意图】学生在讨论自己熟悉的运动中学习英文的表达，教师顺势让学生自己说是否擅长于这些技术。生词的引入显得自然、流畅，学生一边表达自我，一边学习短语。这样避免了阅读前生词介绍的不自然，也避免了打断阅读理解的思维逻辑，并能够在语境中学习和使用生词。

2. 提问引领

T: Now, please read from Page 8 to Page 13. What wasn’t Alf good at?

S1: Alf wasn’t good at dribbling.

S2: Alf wasn’t good at passing.

S3: Alf wasn’t good at shooting.

S4: Alf wasn’t good at heading.

T: Yes! Alf was just no good at football. How did he feel?

Ss: He felt very sad.

T: I am no good at shooting, but good at heading, what about you? Now tell me what you are good at and what you are not good at?

S5: I am not good at dribbling, but I am good at passing.

S6: ...

【设计意图】教师通过提问让学生用英语表述了一遍，既练习了生词，又理解了文本，教师还可以适当地衔接到学生自身的实际情况，让学生重复表达这些话语。

3．推断交流

T: What will Alf do if he wants to join the club? Do you think he will give up?

S: He won’t, because he likes football so much.

S: He will give up, because after all he won’t be accepted by the club.

S: He can join the club, because he can do other things for the club.

T: For example …

S: For example, he can bring things to the club for the members.

【设计意图】片段阅读的要领是用问题把每一个片段接续起来。教师通过与同学交流，让学生对故事情节充满了想象力和好奇心，然后再带着强烈的动机往下阅读。

Step 4：片段阅读3

T: OK, let me tell you. Something happened and it changed Alf’s situation. Do you want to know?

Ss: Yes!

T: Read and tell me what happened to Alf.

T: Now read together!

Ss: （学生群读）

Alf went to watch the football match. Suddenly, Alf shouted, “look out!” Alf jumped up in the air … and make a very good save! All the children cheered. The football player cheered. The football coach cheered. The dinner lady cheered.

“Good save! Good save! Good save!”

“What a good save, Alf!” everyone said.

T: So Alf might be good at some techniques? What is it?

S: It is shooting.

S: It is dribbling.

S: It is passing.

S: It is heading.

T: It is heading! You are right!

【设计意图】片段阅读的另一要领就是教师对学生情感的引领，让学生边读、边思、边说，有助于深刻地理解故事，并从中习得语言。

Step 5. 片段阅读4

T: Now, continue and finish reading Page 20 to Page 24, what does the coach do then? You can read aloud by yourself.

S: The coach teaches Alf how to head.

T: Now he is a good goalkeeper. Finally he was good at playing football. I feel happy for Alf. What about you? Do you feel happy?

Ss: Yes.

【设计意图】片段阅读的实施方法就是多种阅读方法，例如默读、听读、演读、群读、对读和自读等，这些变换方式的阅读有助于学生在阅读中交流，在交流中理解，得到真正阅读的乐趣，同时还练习了语言。

Step 6： 绘本阅读主旨讨论

T：So what do you get from the reading?

S1: Never give up.

S2: Keep loving football.

T: Yes.

S3: Keep working hard.

S4: Keep dreaming.

T: Yes! The one who can get the chance is the one who can keep trying. Do you and your friends have similar stories?

S5: I like football too, and I am good at shooting.

T: Oh, really? Can you say a few words about how you love it?

S5: I like football. I love watching football matches on television. I also love going to football matches. I can play football very well. I am not good at dribbling, passing, heading, but I am good at shooting. I feel happy when I play football.

T: Great class! I would like you to make a story like Shen Bin (S5). Or make another story about a ball lover.

S6: I have a friend and his name is Jim. He loves basketball very much. But he is no good for basketball. He wasn’t good at dribbling, wasn’t good at passing, wasn’t good at shooting. He just loves watching basketball matches.

T: That’s also a good story. Now group work. Please write a story of someone in the sports clubs, using the sentence “love doing something” “be good at” “be not good at”.

【设计意图】任何一个好的绘本故事都有文眼和人文思想，因此提问是为了让学生进行深度思考，发表自己观点。但教师还需要把文本拉近学生的生活，为故事语篇的再构提供思想和情感基础。学生在教师的引领下，说出和写出自己的故事。

Step 7：词句聚焦总结

T: So today we have learned a story about Alf who joins the football club through his hard work, and the spirit of never giving up. We also learned several words to talk about football and basketball techniques.

• Football clubs

• be good at

• football / basketball shooting

• football / basketball dribbling

• football / basketball passing

• football / basketball heading

Step 8：布置作业

T: Write a story about you or your friends in the sports club. Use what we have learned, or follow the model of Group 1 or 2. Any questions? Let’s stop here. I will see you tomorrow. 

结语

教材与绘本整合应注意几个问题：

一是语言量的问题，对绘本的学习过程中，故事意义在前，词句聚焦在后，并且语言练习不宜过多，否则容易导致意义学习中断，故事趣味降低；

二是课堂时间安排的问题，根据教学内容和学生的实际，教师可以尝试两种整合模式，一种是融合式，即教材学习与绘本学习各占一半时间，是一种无痕对接的方式，如本文中的第一个例子，另一种是衔接式，即根据学校实际状况，每周用一个课时，也可以每两周用一个课时来读一本绘本，主题的选择基于教材话题，是教材话题的延伸，如本文中的第二个例子；

三是绘本阅读应实施课内与课外的互动，做到课内指导，课外拓展，遵循“基于主题课内整合学习、基于兴趣课外广泛阅读”，真正发挥绘本阅读作为泛读课程的功能，通过扩大学生接触语言的量，以及体验绘本中真实、有趣的语言，发展小学生的阅读素养和语言能力。

作者简介

侯云洁，副教授，云南师范大学外国语学院外语教育研究中心主任，英语学科教学硕士生导师。

以上内容节选自《英语学习》2018年第5期“教学前沿”栏目，原题为《小学英语教材与绘本整合的案例讨论》，完整内容请翻阅当期纸刊。