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融合绘本故事的自然拼读教学——以The Odd Pet为例发布时间：2021-05-21T09:55:21.873Z 来源：《课程-教材-教法》2021年4月作者：夏蒙蒙[导读] 新课标提出，培养学生的英语学科素养是现阶段英语教学的重中之重。
其中，语言能力是学科素养的重要组成部分，更是其基础，而单词拼读是语言能力的基础。
郎溪县新发中心学校夏蒙蒙邮编242199摘要：新课标提出，培养学生的英语学科素养是现阶段英语教学的重中之重。
其中，语言能力是学科素养的重要组成部分，更是其基础，而单词拼读是语言能力的基础。
自然拼读是当前英语教学中运用比较广泛的英语教学方式，但有其弊端。
如何用绘本故事教学进行自然拼读来提高学生的记忆单词的效率。
鉴于此，本文通过案例分析，就小学英语自然拼读与绘本故事相结合的策略进行思考与讨论，意在为相关教师提供经验借鉴。
关键词：自然拼读；绘本教学；结合策略新课程标准把“语言能力、思维品质、文化品格、学习能力”列为英语学科的核心素养，其中，语言能力是其基础。
因此，从小学阶段，我们就开始培养学生的语言能力。
词汇学习是第二语言学习的的重要组成部分。
如何提高学生的单词品读能力和记忆效率？绘本故事教学中穿插自然拼读法，能大大提高学生学生学习词汇的效率。
一、融合绘本故事的自然拼读教学的背景1、自然拼读的重要性自然拼读法是目前小学阶段比较盛行的英语教学法，为英语初学者学习英语提供了简单、实用的发音规则和拼读技巧。
因为它适用于比较简单的词汇拼读，对小学生来说使用自然拼读法学习词汇相对简单，易操作。
长期训练自然拼读可以使学生的口语发音更标准，也可以提高其拼写速度，对其阅读理解也有一定的作用。
2.自然拼读的现状在现在的英语课堂中，教师很少涉及音标和单词拼读的教法，这让学生没有掌握拼读规律，只能机械地死记硬背，记忆单词的效率低下。
自然拼读法虽然是一种有效的学习词汇的教学方法，但是这种方式并不适合学习复杂的多音节英语单词，并且单独用自然拼读法来教授词汇，是比较枯燥的，学生很难长时间保持注意力和集中力。
小学英语绘本“三段式”课堂教学模式初探作者：***来源：《广东教学报·教育综合》2022年第55期【摘要】传统的英语教材学习是由下而上、累积性的系统性学习，而英文绘本学习则是一种由上至下、从整体到部分的学习。
小学英语绘本作为国内近年来英语教材的辅助教材，深受师生和家长的青睐，而如何选择英文绘本、有效地开展绘本课堂教学，则是一线教师一直都在探索的主题。
笔者近几年通过对小学英语低、中、高三个年段分别开展了绘本课堂教学模式的实践和探索，初步摸索出低年段“字母”绘本教学“七步法”、中年段“故事”绘本教学“五部曲”、以及高年段“读-演-写”递进式绘本教学的模式。
【关键词】小学英语绘本;三段式;课堂教学模式一、低年段：“字母”绘本教学“七步法”小学低年段的学生刚开始接触英语，对英语还处于好奇、培养兴趣的阶段，而“字母”英语绘本中精美的插画、简短而又高频率重复性的句型无疑是培养学生英语阅读兴趣最好的启蒙老师，他们一开始接触的就是段落和句子，通过上下文和图片，推测故事情节和人物特点，沉浸在英语的世界里，就像学母语一样学习英语。
“字母”绘本课堂教学模式“七步法”分别是：前置学习单—字母健身歌—导学引领—自主学习—听读绘本—可视化联想—巩固拓展。
以字母绘本Frank the rat为例，学习绘本的前一天，教师先设置与绘本相关的前置学习单（如下图），让学生提前了解将要学习的主题，课前3分钟，教师带领学生一起检测学习单的完成情况。
为了调动课堂气氛，一首与主题切合的字母健身歌将学生学习的状态调动起来，唤醒学生的学习意识。
接着，教师通过绘本的封面或者标题，让学生结合已习得的内容开展讨论、猜测绘本的概要，这个阶段主要解决What I know， What I want to know.在学生沉浸在想要探索绘本的欲望状态时，教师及时抛出1-2个与绘本相关的问题，让学生带着问题观看两遍原声视频。
看完视频，解決问题后，再安排学生自主默读或大声朗读绘本1-2遍，教师在学生的阅读过程中，不断引导学生修改假设，或者找出相关的内容（关键词）来肯定学生课前的猜测。
the missing piece 英語原版The Missing PieceOnce upon a time, in a small village nestled among the rolling hills, there lived a young girl named Lily. Lily was known for her kind heart and curious nature. Every day, she would explore the village, eager to discover new things and learn about the world around her.One warm summer day, as Lily was wandering through a nearby forest, she stumbled upon a peculiar object hidden amongst the leaves. It was a small, golden key with intricate designs etched onto its surface. Excited by her find, Lily decided to embark on a quest to find the lock that the key belonged to.With the small golden key clenched tightly in her hand, Lily set off on her adventure. She walked through lush green meadows, crossed crystal-clear streams, and climbed up steep hills, all in search of the mysterious lock. Throughout her journey, Lily encountered various villagers who offered their help and advice. The first person Lily met was Mrs. Jenkins, the village librarian. Mrs. Jenkins was a wise old woman who had spent most of her life surrounded by books and knowledge. Lily explained her quest to Mrs. Jenkins, and the librarian suggested that the key might unlock a hidden passage in the old village library.Excited by the possibility, Lily hurried to the library. She carefully explored every nook and cranny, running her fingers over dusty bookshelves and peering into forgotten corners. However, to her disappointment, she couldn't find any lock that matched her goldenkey.Undeterred, Lily continued her journey. Next, she sought the help of Mr. Johnson, the village blacksmith. Mr. Johnson was a burly man with a heart of gold and hands that could shape any piece of metal into a masterpiece. Lily explained her predicament to him, and Mr. Johnson suggested that the key might belong to a hidden treasure chest buried deep within the hills.Lily eagerly followed Mr. Johnson's advice and began digging in the hills. She dug and dug, but no treasure chest appeared. Lily's hopes began to dwindle, but she refused to give up. She knew that her mission was important, and she was determined to find the lock that matched her golden key.As Lily continued her search, she met a wise old gardener named Mr. Thompson. Mr. Thompson had spent his life tending to the most beautiful gardens in the village. Lily told him about her key and her quest, and Mr. Thompson suggested that the key might unlock a secret garden hidden behind a locked gate.Taking Mr. Thompson's advice, Lily searched the village for a garden with a locked gate. After hours of exploring, she finally stumbled upon a small, overgrown garden tucked away behind a rusty gate. With a glimmer of hope in her eyes, Lily inserted the golden key into the lock and turned it. However, as she opened the gate, she discovered that the garden was devoid of life, with wilted flowers and dying trees.Disappointed by her failed attempts, Lily sat down on a worn-outbench in the garden, her head hung low. She began to question the purpose of her journey and the meaning behind her golden key. Just as she was about to give up, a gentle voice whispered to her, "Sometimes, what we seek isn't out there, but within ourselves."Startled, Lily looked around, but there was no one in sight. The voice's message echoed in her mind, and suddenly, she realized the key's true purpose. It wasn't meant to unlock a physical lock but rather to unlock something deep within her own heart.With renewed determination, Lily returned to the village and gathered all the villagers in the town square. She stood before them, holding up her golden key, and shared the lessons she had learned on her quest. The key symbolized the importance of self-discovery and the magic that resides within each individual.The villagers listened intently to Lily's words and were moved by her story. They began to realize that they too had been searching for something outside of themselves when it had been inside them all along. Inspired by Lily's courage and wisdom, each villager set off on their own personal quests, determined to find their missing pieces.And so, the village changed. The once ordinary villagers began to discover their hidden talents, pursue their passions, and embrace the true essence of who they were. Their lives blossomed like the flowers in the garden Lily had discovered, each one finding their missing piece and unlocking their true potential.As for Lily, she continued to explore, learn, and grow. She knewthat life was a journey, and even though she hadn't found a physical lock for her golden key, she had unlocked something far greater – her own heart.And so, the golden key served as a reminder for Lily and the villagers, that the greatest treasures in life are not found in material possessions, but in the journey of self-discovery and the magic that lies within each of us.。
让小学生和英语绘本教学共“生长”----以绘本故事The ugly duckling教学为例周秋乐（宜兴市城中实验小学江苏无锡214200）摘要：图文并茂的绘本故事具有教学和育人的双重价值，教师要融绘本故事于课本教材中，发展学生的语言运用能力，让绘本教学和学生共生长。
关键词：小学英语绘本教学阅读生长《义务教育英语课程标准（2011年版）》对小学阶段儿童的英语阅读量提出了新的要求，对于初中一年级学生，更是要求课外阅读量达到4万词以上，学生需要大量适合阅读的资料。
绘本以其生活性、趣味性以及语言文字的高复现率，成为当下学生喜爱的阅读材料。
绘本教学的研究也相应受到小学教师的关注和重视。
那么绘本教学如何与教材自然有效结合,促使学生迁移运用教材知识,通过观察理解对文本做出正确的评判,使文本阅读有血有肉，具有向上生长的活力？本文将以绘本故事The ugly duckling的教学为例,来进行探讨。
一、依靠角色背景，迁移运用在教完译林版5A课本内容后，教师选择了The ugly duckling来进行教学。
绘本中主角为小鸭，故事发生的背景为:春天丑小鸭的兄妹在河里嬉戏;冬天丑小鸭无家可归。
故事发生的场景多变，随着故事的发展续编的故事情节所涉及的语言知识点和书本内容相吻合,移情换景,迁移运用,不仅使书本语言的知识点有了落脚点，而且极大地满足了学生学以致用的成就感。
教师先以一首欢快的歌曲Three little ducks 揭开教学的序幕,并提出问题:Do you like these animal friends?Do you like them?Why?学生争先恐后地回答：I like these ducklings.They are so lovely/soft/fat...学生自然表达,激活语用活力，在语言运用中体验成长。
屏幕切换至绘本主角“Duckling”，学生看图即兴表达：It's so ugly.I like...I don't like....It,s ugly.学生的表达语言丰富，逻辑清晰，层次分明。
依托绘本教学，培养阅读兴趣，提升思维品质——绘本《The day without the morning call》教学感悟作者：韦懿来源：《校园英语》 2018年第51期文/韦懿【摘要】如何运用英文绘本作为补充载体更好地为小学英语教学服务，作为老师要选取符合“儿童性”的绘本故事，培养学生的阅读兴趣。
要利用绘本“图文并茂”的特征培养学生的视觉思维能力，并挖掘绘本的不一样的“育人价值”功能，培养发散思维能力，从而提升学生整体的思维品质。
【关键词】英文绘本；阅读兴趣；思维能力；思维品质【作者简介】韦懿，江苏省海门市东洲小学。
英文绘本能为学生提供真实、有趣的情境,能缓解常规英语教材情境枯燥、教法单一的现象，因此英文绘本已经作为学习载体在小学英语教学中得到广泛运用。
前不久我上了一堂绘本《The day without the morning call》的公开课，从绘本故事的选择，到教学的设计，进行了多次的删选、推敲和打磨，在一次次的研课中大家都进一步理解如何更好的利用绘本教学来培养学生的阅读兴趣，如何在绘本教学中来提升思维品质。
下面我就来谈谈在绘本《The day without the morning call》教学中获得的感悟。
一、选取“儿童性”的绘本故事，培养阅读兴趣兴趣的来源要符合“儿童性”,因此要选取一些以生活化口语化为主的绘本。
其次在构图和色彩上都要能吸引孩子的眼球，给孩子视觉上的愉悦，使孩子有强烈的兴趣去阅读。
另外绘本的故事情节要有趣、好玩，能帮助他们更好的了解和认识这个世界。
1.富有韵律节奏感的语言。
攀登英语阅读系列，分级阅读第四级中一篇绘本《The day without the morning call》句型都比较简单，语言都比较生活化，如：Wake us up? Is it a job? That’s so easy! We work hard every day. What do you do? Get me some tea. Give me some fruit. Fan me.等。
