如何精读一本英语绘本？和美国老师学起来

实用高效的美式英语教学方法

原汁原味的美式英语小学课堂

向美国老师学习如何精读一本英语绘本

文：芬芳

提到原版绘本的精读，很多妈妈们就立刻精神抖擞，恨不得把十八般招式都学会，然后拿起绘本给孩子“精读”。

但是若仔细问问这些妈妈们，大部分人心中关于“精读”的执念其实是“精讲”——我要讲得多么仔细讲到什么程度才能让孩子把一本绘本里的单词语法句型通通理解学会记住？？？

如果你也有类似这样的执念，我劝你想想自己小时候学英语的时候，拿起英语教科书或英语新概念，老师是不是就是这样去一点一点掰碎去教你的？这样的精读，让你的英语最终学得怎么样呢？

世间的事有千般万种，当我们能放下某种执念时，会有更多的灵感袭来。关于绘本“精读”，如果你厌倦了自己上学时那一套老方法，不妨充满勇气地去寻找另一种新方式。

在美国小学课堂实录系列中，我曾经介绍了Ms Courtney老师对绘本 I went walking的两节绘本课。

第一节：全英文绘本讲读课堂实录：I went walking （附复述故事方法）介绍了Ms Courtney老师第一次给孩子们读这本绘本的情景。

第二节：最好用的入门“教材”和入门“方法”来教孩子走进英语自主阅读这篇文章中，介绍了老师利用便利贴盖住某些单词来帮助孩子们进行自主阅读的训练。

第三节就是下文的内容，老师如何在前两节的基础上，进一步“精读”绘本。

但是仔细听完下面的课堂实录，你就会发现，其实在美国老师的课堂上，单词是不需要背的，语法是不需要抠的，句型是不需要解释的。

欢迎收听

绘本课堂

老师：ok, do you ready? Okay, ready? Go.

学生：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：so your reading voices are ready. Very smooth, like a story teller. So what were we with you yesterday? We were working on some of the tricky words on the book. Remember, we were looking at the pictures to help us with the words and looking at the begnning letters and we were using our sound spelling cards. We were doing lots of work.

So today I wanna go over something that can help you for reading and for writing. I wanna show you some words in here that I think that we can say the sounds and they can be rhyming words. And they're gonna have letters are the same so that we know if I can spell one word, I can just change the begnning sound the begnning letter and spell an another word and another another. And I can just use the sound-spelling cards at the top. So I thought can we try that today?

学生：Yeah

老师：okay, so let's… help me and if you know the words you can try them, okay?

老师指着封面标题：I went walking.

老师：Remember the author who wrote the story is Sue William and the illustrator who drew pictures Julie Vivas.

Okay, here we go.

齐声： I went walking. What did you see?

老师：so now we know. So I was thinking because we know the story already, that we'll take the word see and we're going to think （老师板书see）is there a word that sounds like see ? That I think change the beginning letter and make it /b/b/. If I put a /b/b/, what sounds like see that has a letter /b/b/? Anyone know?

学生：bee

老师：can you guys get your white board out right now? and can help me write some words?

学生们纷纷拿出自己的小白板。

老师：Let's write see. Nice. And underneath, let's write the next beginning letter a b and let's add ee bee. And does something else sound like see and bee? And if we put tr, some blends toghter , t-r-

学生：tree

老师：tree. So let's put them. A t and r together and let's put those ees.

学生：Two ees.

老师：It does. Just like see, bee and tree. So if you know how to spell one word you can spell any words with them. So can you erase your words and let's keep going. What else we can find?

老师：you ready? Okay. I'll be out here. I saw a black cat looking at me. Emm, I'm thinking that I see a good word that I know how to spell it one word I can spell more words with it. So that maybe CAT. 老师板书cat. And everyone write cat on their board. CAT. And let's think what's sound like cat that I can just change the beginning letter. Let's seek for rhyming words. Cat, let's put a b in front /b/b/b. what sound like cat that has a b?

学生：bat

老师：can you write bat? How about if I change the b now, cat, bat, how about if I put the letter s? What word is that?

学生：sat

老师：板书sat. wow, so that I have cat, bat, sat , how about I put an m？

学生：Mat

老师：板书mat. You guys are good at rhyming words. And how about if I put cat, bat, sat, mat, how about an H?

学生：hat.

老师：板书hat. Wow, so do you see if you know how to spell one word and say one word, you could read and write so many others . Can you read with me? ready, go.

齐声： cat, bat, sat, mat, hat.

老师：okay，erase those. let's keep going. Okay, you ready? You can erase. Okay, you ready readers? Let's go.

齐声：I went walking. What did you see?

老师：You know already， right？Okay, let's go.

齐声： I saw a brown horse looking at me.

老师：Nice. Okay, here we go.

齐声： I went walking. What did you see? I saw a red cow looking at me.

老师： For I thought a cow could be a good word because we know how to spell and say some more words that sound like cow. Can you guys right now, write the word cow. c-o-w.

And I wanna choose a letter w and I'm gonna put w in the front now. cow,

学生： wow

老师：板书 wow. Emm, cow, wow, how about if I put the letter h?

学生：how

老师：板书how. And how about if I change the begnning letter to an n?

学生：now

老师：板书now. can you say these words now? ready? Go.

学生：cow, wow, how, now.

老师：See how you guys spell so many words just because you know how to spell one. Can you erase these words now? let's keep going. Okay, you ready? Okay , here we go.

学生： I went walking. What did you see? I saw a green duck looking at me. I went walking. What did you see? I saw a pink pig looking at me.

老师： so I thought how about pig? If I know how to spell pig, I can spell a lots of other words that rhyme. Okay, here we go. P-I-G. okay, if I know how to read and write pig, let's change the begnning letter. I'll start again with the letter w.

学生：wig

老师：板书wig. Pig, wig, I wanna go /b/b/,

学生：big

老师：板书big. How about if I do the letter d in the beginning. d-i-g, what's the word?

学生：dig

老师：can you help me read now all our words that rhyme? Ready? Go. Pig, wig, big, dig. So do you see how do you know already pig and look at all the other words you can spell and read. Great job. Okay, erase.

听到这里，可能有些妈妈或老师会很担心地问：这些单词，比如wig，dig，我的孩子根本就不懂什么意思啊？怎么样让孩子懂得这些单词的意思？

别急，首先要淡定，要允许有模糊感的存在。这里训练的是自然拼读的技能之一：音素替换。pig， wig， big，dig这些单词，仅仅是替换的单词首音，就变成了完全不同的单词。有些孩子甚至还能继续“编出”更多的单词：mig, tig, fig, lig等等。孩子掌握了这项技能，就能事半功倍地把一大把单词牢牢地记住。

第二，妈妈或老师提前备课，把pig， wig， dig， big这些经常碰到的单词，准备成小图片。在提到这些单词的时候，顺手把相应的图片贴出来，可以帮助孩子理解词义。

第三，亲子阅读不能间断，通过大量地阅读，通过绘本的图画和语境，帮助孩子理解和积累更多的词汇。

第四，同时在生活中，如果遇到了这些单词所对应的实物时，比如在理发店看到了假发，妈妈可以给孩子指出来，甚至还可以让孩子摸一摸，帮助孩子把实物与英语单词对应起来，从而把这些词汇存储在孩子的感受中存储在生活中便于以后的调用。

老师：so I want you to think right now before you talk to your partner if you know how to read one word right? If you know how to read one word, tell your partner what can you do if you already know how to read one word? Tell them what smart words can you do already? Okay , turn to your partner and ask your partner: what can you do if you know how to spell one word already?

学生讨论，老师巡视并适时加入孩子们的讨论。

老师：123， eyes on me.

学生：123, eyes on you.

老师：for I like what Q and M what they are talking about. And they said if you can read one word like pig and you know other words that sound like that like dig and wig and dig and you can write more words and read more words for your reading and writing workshop. Pat yourself on the back say good job me.

学生：good job me

老师：thank you boys and girls and thank you for all your good thinking work. Oaky?

听完了上面共三节课的绘本精读课堂实录，你有没有新的发现和新的思路呢？

原来，自然拼读可以这样无缝穿插在绘本精读中。

原来，单词不需要一个一个去背，还可以一抓一大把。

原来，掌握句型不是靠背。

原来，老师更需要勇气和智慧选择适合孩子水平的教学素材（绘本或分级），孩子通过原版读物中内在的重复性地语句，在反复吟诵中愉快地内化。

END

如果你喜欢这样原汁原味美国小学课堂实录的文章，请帮忙转发分享出去，给芬芳更大的动力。谢谢大家。

更多课堂实录

不做熊孩子——美国老师这样教礼仪（课堂实录系列）

最好用的入门“教材”和入门“方法”来教孩子走进英语自主阅读