和美国老师学绘本精读：The very hungry caterpillar （课堂实录系列）

实用高效的美式英语教学方法

原汁原味的美式英语幼小课堂

和美国老师学绘本精读

The very hungry caterpillar

文：芬芳

本期课堂实录，我们来和美国老师学如何精读英文绘本：The very hungry catepillar.

第一次读完这本绘本后，老师和孩子们一同讨论了以下问题：

Why is he so hungry?
Why does the egg have to be on a leaf?
Does a caterpillar really pop out of the egg?
Why does the caterpillar eat leaves?
How does a caterpillar get a stomachache?
Do they have to eat chocolate cake?
Why are caterpillars so small?
Are cocoons really brown?
Do caterpillar have stripes?

第二遍重读该绘本时，老师把重点放在了引导学生关注篇章的细节。

老师在绘本阅读中进行了两项逻辑思维拓展活动：

第一是启发学生思考食物的分类标准，并对绘本中所出现的所有食物进行了分类；

第二是引导学生通过篇章细节进行合理的推论。

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美国小学课堂实录

T: Good morning, boys and girls, how are you today?

S: Good.

T: Good. Okay. The last time we were together, we read this story--The very hungry caterpillar. Today we're just going to read a piece of this story and we're really going to do something thinking. Thumbs up if you're ready.

So I want you to think about the piece of text that we just read, what did the caterpillar eat.

Okay I want you to think in your mind what the caterpillar ate. Charlie, what something the caterpillar ate?

T: okay, so he ate through an apple.

老师提问，学生回答后，板书写下apple, lollipop, salami, cheese, watermelon, chocolate cake.

T: Preston?

S: watermelon.

T: okay, we have watermelon, can you think of something else? I love what you said, Emmy, can you say that again?

S: we need to look back at the book.

T: okay. She is so right. So we have the apple, what to eat here? next, Austin?

S: Strawberries.

T: strawberries.

概念分类

T: okay, so we have a lot of the things of the caterpillar ate. Can we sort these food into categories? Or into groups? Raise your hand quietly, talk to the person next to you and share how you can sort these foods into groups.

学生讨论以什么标准来给这些食物分类。

T: okay, so boys and girls, if we were to look at the food that the caterpillar ate. How could we sort these foods?

S: we can sort these foods into healthy foods and unhealthy foods.

T: Okay, let's just sort it here on this side. So here are the healthy foods and what was the other thing that you said?

S: Unhealthy foods.

T: Unhealthy foods. Okay, so apple would it be healthy or unhealthy?

S: healthy.

T: healthy. And what about a lollipop?

S: unhealthy.

老师和同学以"healthy foods"和“unhealthy foods”为标准，把毛毛虫吃过的食物进行了分类。

推理推断

接下来，老师翻开绘本，翻到了毛毛虫吃苹果那一页，和孩子们再次阅读，并注意到了ate through中through这个词的含义。

T: how did the caterpillar respond to the apple?

S: he ate food but not all of it.

T: okay, so you think that he ate food but may he didn't eat all of it. Why did you say he didn't eat all of it?

S: because he ate through.

T: He ate through it. So he didn't eat all of it. And so do you think that's why he was still hungry?

（插一句，英文原版绘本用词是很精妙的，但翻译成中文后，多多少少会丢失原意，比如ate through这个词组，下面这版中文翻译：“他吃了三个李子。” 就丢失了through的含义。所以，还是建议爸妈们尽量给孩子读原版绘本啊。）

T: okay, then on Tuesday he ate through two pears and he was….

S: still hungry.

T: when in the story did he get a stomachache.

S: when he was eating all the unhealthy foods.

T: when he was eating all the unhealthy things so what can you infer from this? What can you infer from this? （老师在引导孩子进行合理地推断。）

S: happy food. Cause I got healthy food in my lunch box but I got a little bit of …

T: Okay. A lot of healthy food there. That's a really good thing that you just said. You said you have a lot of healthy food and just a little bit of candy. On this page, do you see a lot of healthy food? （老师翻到了周六毛毛虫吃了很多食物那一页。）