全英文绘本讲读课堂实录：I went walking （附复述故事方法）

美国老师全英文绘本讲读课堂实录

I went walking

文：芬芳   图：网络

上一篇关于 The very hungry caterpillar的绘本讲读推送后，很多朋友表示很受益，孩子也很喜欢听。今天我们来学习绘本 I went walking的全英文讲读。

欢迎收听：

老师：Good morning, boys and girls. So before we get started with our shared reading, we're going to get our shared reading voices ready and we are going to reread your nursery rhyme here that you've been working on last week. Can we reread it again?

学生：Yes.

老师：okay. You ready? Go!

学生：Hey, diddle, diddle

Hey, diddle, diddle,The cat and the fiddle,The cow jumped over the moon;The little dog laughed To see such sport,And the dish ran away with the spoon.

老师：oh my goodness. Your voices sound like storytellers because you've been practicing rereading that just like you reading your books. It sounds excellent. Give yourself a pat on the back say good job me.

孩子们都像老师那样，用右手去拍自己的左后肩膀，嘴里还夸自己：good job me.

真的很佩服美国老师的放大孩子优点的能力，孩子一点点的小进步，老师就很努力的夸孩子，还教给孩子自己犒劳自己。我的朋友一位美国华人妈妈Ruby就曾说她儿子有一种“迷之自信”，很有可能就是被老师们这样夸出来的。

老师：So are you ready to see your new book for the week?

学生：Yeah

老师：okay，we're gonna getting started. So day one our first book is going to be called （老师用手指着书名）: I went walking. Can every one say that?

学生： I went walking.

老师：and on the cover of the book, I already see a character and another character. （老师用手指着封面上的小孩子和鸭子）so I know it's a story and I'm thinking hmmm this little boy the kid, right? And he is talking to a duck. Well I wonder what's going on, right? So I know that my brain's getting ready for the story. And I'm gonna look at the back to see maybe on the back there's a clue because sometimes on the back there's a clue too. （老师把书的封底展示给孩子们看）

老师：（指着封底的鸭子）hey, there's another duck friend to get there.  So he is in the front and the back. So we know he must be an important character, right?  Because he's on the front and the back cover.

在这里，老师给我们做了很好的示范，如何在读书前和孩子们谈论封面和封底，如何从封面和封底的内容中去预测书中的主人公，预测书中会出现哪些是重要的主人公。预测策略是培养阅读能力的重要策略之一。

老师：（指着封面的作者和插画师的名字）And here's the author's name. And that's who wrote the story. Sue Williams. That's the author. Can you say her name?

齐声：Sue Williams.

老师：and the illustrator is who drew the picture, Julie Vivas. Can you say that?

齐声：Julie Vivas.

对于什么是author（作者），什么是插画师（illustrator），美国老师在每次读书前都会去给孩子说，并让孩子读作者和插画师的名字。这是在帮助孩子建立印刷书籍的初步概念。

关于印刷书籍最基础最初步的概念主要有：

这些概念，老师在读书前，拿着书的时候，会给孩子们去指出来。这一点，在咱们的亲子阅读中，很有可能会忽略。

老师：good. So I'm gonna get started with I went walking. And if you see some words you know, you guys can also join in too. Okay?  So let's get started. （老师翻到扉页，和孩子们一起读书名，并讨论扉页）I went walking. You see the cat now？

学生：yeah

老师：you see how the cover page shows the clue, the title page shows the clue? So I'm thinking how many I think there would be animals. Maybe, right? Maybe some animals. We already see a duck and a cat. So are you ready? Let's bet?

老师：okay，here we go.（翻到第一页并用手指头指着文字）I went walking. What did you see? （老师把书给孩子们看）

学生：a cat. A cat.

老师：you can see a cat? Where?

学生：孩子们指着书中藏着的小猫。

老师：wow, you guys are good at I spier.  I can see the cat in there.

学生：I can see in there.

老师：you can see in there?

学生：yeah, It's black.

老师：okay，let's see if you're right.（老师翻到下一页并用手指头指着读）I saw a black cat looking at me. You guys are right. Okay.

学生：it's like the book brown bear brown bear what do you see.

老师：It sounds like that too, right? Let's see if it's the same kind of pattern, right? Here we go.（老师指着文字和孩子们一起读）I went walking. What did you see?

学生：hair

老师：hmmm, So you brainthinking,look at the picture. What kind of hair is that? （老师引导孩子通过图片来猜一猜这样的hair是谁的呢？）

学生：a girl. A girl's hair.

老师：Clinton. Can you raise your hand? What do you think, Clinton?

学生：I think it's a girl's hair.

老师：maybe a girl's hair. （老师示意另一个举手的孩子回答）

学生：or a horse.

老师：a horse's hair. So let's see. （老师给孩子们展示下一页）

学生：Yes, it is a horse.

老师：（指读）I saw a brown horse looking at me.  It's a horse's tail. And we can see  here is a pattern, right? Just like brown bear brown bear. Right?

老师在这里回应了之前有位孩子提出的：这个故事很像brown bear brown bear，因为他们都包含了相同的pattern.在这里，老师和学生所说的pattern就是咱们经常说的重复性句式：

Brown bear brown bear, what do you see? I see a red bird looking at me.

I went walking. What do you see? I saw a black cat looking at me.

这样简单的句式重复性地出现，孩子在反复的朗读中很容易掌握。所以，在英语启蒙初期，咱们给孩子选书时，为了降低难度，可以为孩子选用这一类的绘本。

老师： Here we go. （老师翻到下一页指读）I went walking. What did you see? Let's see. Who could raise their hands? （点名）

学生：bears.

老师： a bear. Oh, let's see. Rachel?

学生：a cow.

老师：a cow maybe. What made you think it's a cow, Rachel? （老师引导孩子说出自己的理由）

学生：the back. The back looks like a cow.

老师：The back looks like … I love it. Look at the picture. You guys are good I-spiers.  Okay, put your hands down. Let's see. （老师翻到下一页给孩子们看）a cow! I saw a red cow looking at me.

学生：it's kind of a bull.

老师：it's kind of does, huh. There's a red cow. Okay. We know the pattern. Ready? Here I go. （老师翻到下一页，和孩子们一起读）I went walking. What did you see?

学生： A duck! A duck!

老师点名：Ashley. Let's see. What do we see, Ashley ? 

学生：A duck.

老师：you think maybe it's a duck?  How do you know it's a duck? （老师同样在启发孩子说出自己的理由）

学生：it looks like in the back.

老师：is it the same duck… （老师重新让孩子们看封面上的鸭子）like the cover?

学生：yeah

老师：You guys think so?

学生：Yeah

老师：the author, right,  maybe put it on the cover. Maybe, let's see.

学生：yeah. I see…

老师：（老师翻到下一页指读）I saw a green duck looking at me. That's a lot right Andrew? let's see, here's my pattern again.  （老师指读并和全班齐声）I went walking. What did you see?

学生：a pig. A pig.

老师点名：Oscar, how could why do you think it's a pig?

学生：cause you can see there.

老师：And what gives you the clue? （老师启发孩子，从什么线索你可以推测出接下来出场的动物是pig？）

学生：it's dirty and pink.

老师：dirty and pink. Sometimes pigs are dirty and pink. Okay, close your eyes. get ready? Open. （老师把书翻到下一页）here we go. I saw a pink pig looking at me.oh, that a pig's getting clean. Wow, so many animals. Ready? Here we go. （老师指读）I went walking. What did you see? Emily?

学生：a dog.

老师：Emily, why do you think it's a dog?

学生：because it's kind of digging the grass.

老师：it's kind of digging? Let's see if Emily is right. Ready? Okay, look! A dog! （老师指读）I saw a yellow dog looking at me. Look at all those animals. That's a lot. Can we say the animal's names again? Who was it?

老师和孩子们齐声：the black cat. (who was that?) the brown horse. The pig. The green duck. Are you guys ready? Hands down. Here we go. Richard. （老师指读）I went walking. What did you see?

学生：I see nothing animals there.

老师：there usually there's a clue here. So there isn't anything. So let's see. Ready? Put hands down. （老师指读）I saw a lot of animals following me. Look at our character. He's like hoo. Right?  Do you think he's kind like surprised? （老师翻到最后一页）At the end, they're playing now. wow, did you guys like this book?

学生：Yeah

老师：we're going to read this tomorrow and then Wednesday Thurday Friday. We're gonna keep reading it. And then I wanna practice everyday telling our story again across our fingers. Can you say retell?

学生：Retell

老师：And do remember when we practicing that to across our fingers. So I was drawing our hands, right? And our fingers are going to start where we're going to say in the beginning. Okay. So I wanna start here: in the beginning, the little boy was going for a walk, right? And then, the little boy saw all these different animals--a horse, a red cow, right? Following him. And then, at the end, the little boy was so surprised because all the animals were following him. And he was like they were playing with each other. So do you think you could do that? You could across your fingers?

学生：yeah

老师：okay. Can you turn to your partner? And ask your partner nicely do you want to retell first? Or should I?

学生面对自己的partner坐，问对方：do you want to retell first? Or should I?

老师：Raise your hand who is going to go first. Only one friend. Good. If you gonna go first, ready to retell, okay, get your fingers up. Say in the begnning, go.