绘本“King Donkey Ears”与译林版《英语》
六上 Unit1融合教学设计
一、绘本与教材融合的视角
绘本“King Donkey Ears”是选自《Usborne First Reading》中的一个跟国王有关的故事，将它与我们译林版《英语》六上Unit 1 The King’s New Clothes进行融合主要源于以下思考：
1. 知识复现的融合
绘本King Donkey Ears涉及的主要知识点是动词的一般过去时态，这一语法知识与第一单元教材的知识点高度融合，有利于语法知识的迁移巩固。
2. 主题意义的融合
绘本话题与教材内容比较贴近，具有很强的可读性，很容易激发学生的学习兴趣。且都是关于“人与自我”这一主题的，其意义基于教材，又高于教材，它不仅体现在做人要诚实，要守信这一方面，更深入地提升到“每个人都要正确认识自己，勇于面对缺点”这一人生观的引领。
3. 文本体裁的融合
本单元和所选的绘本体裁都是与国王相关的童话故事，浅显易懂且充满趣味，符合小学生的阅读需求，可以弥补课堂教学阅读量的不足。
二、绘本与教学融合的教学设计
教学目标：
1.知识目标：学生能够理解绘本King Donkey Ears的故事内容。
2.能力目标：能依托绘本King Donkey Ears, 复习巩固一般过去时。
3.情感目标：通过学习，让学生知道每个人都要正确认识自己，勇于面对缺点。
教学重难点:
理解绘本故事内容，并尝试用一般过去时复述。
教学过程：
Step1 Pre-reading
1. Free talk
T: Hello, students. Welcome to my class. In my class, I hope you will enjoy reading, enjoy English.
2.Let’s review
(1)Retell the story
T: Today we will talk about the stories about kings.
Do you know the king? In which story? And can you retell it? How was the king?
And the story tells us to be honest. Right?
Boys and girls, pay attention to these red words, they’re the past tense.
设计意图：这一环节教学中，教师依托The king’s new clothes故事的复现进行，既让学生复习了动词过去时态，丰富了语言的表述内容，又巧妙建立了教材与绘本故事两者话题间的融合，成为本课的切入点。同时，还引导学生对人物进行了正确的评价，为接下来正确评价绘本中的人物，实现主题的融合作铺垫。
Step2 While-reading
1.Read the cover
T：What can you see on the cover?
Look, there ’s a man beside the king.
He's a servant.学习 servant.
What is he doing? Great, he is cutting the hair.
Is there anything strange? Bingo, the king's ears.
How are the ears? They’re…
揭题：Great! The story’s name is King Donkey Ears.
Do you know donkey? Please listen and guess what animal is it?
T：If you have donkey ears, are you happy? How do you feel?
Oh, what a poor king!
设计意图：通过问题引导学生观察封面，抓住donkey ears这一特殊性，来激发学生对绘本阅读的兴趣，产生阅读期待。另外，让学生通过换位思考，来感受国王的心境，实现情感的共通融合，产生共情，为进一步理解人物心理服务。
2.The beginning: What’s the secret?
T: There was once a king with a big secret.跟读once。
What's the secret? Yes, the king has donkey ears.
If you have a secret, will you tell your friends?
What about the king? He didn't even tell his best friend.跟读even.
Oh, he wants to keep the secret. Right? But how?
3.Keep the secret
Try to discuss(picture4-7)
T: How to keep the secret? Please read from p4 to p7 and discuss with your partner.
Q1:Who knew the secret? The servant.
Q2:What happened to them? The king sent the servants to prison.
What is prison? Sometimes we can guess the meaning by the pictures.（看图猜意学prison）.
To keep the secret, the king sent servants to prison.
设计意图：对于高年级学生来说，教师应有意识地培养他们自主阅读文本的能力，教给他们一些基本的阅读策略和方法，如结合图片或联系上下文等方式来理解词义。随后老师采取小组相互合作、交流的学习方式达到思维碰撞、互相激励，相互促进的效果，实现知识技能的迁移融合。
4.Let out the secret
1) T：In July, it was Meg’s turn. What happened to Meg? Have a guess.
What really happened?
Look, Meg’s feeling changed a lot.
At first she was shocked.
Next she was worried.
Then she was going to burst.
At last she felt much better. Because she shouted at the tree.
2) Let’s read in roles. (Page8)
3) Listen, what makes the strange tune?
Why did the king roar at Meg?
See, the secret is let out. So the king roared at Meg.
But how ?Let’s finish the mind map in groups.
4) Fill in the blanks:
It was _____ turn.
She____ the king’s ears.
She ____ the king to let her go because her mother ___ sick.
Meg was going to ____ ,
so she ___ the secret to the ___ .
Later, a woodcutter伐木工 _______down the tree.
The tree_______ a harp.
It_______ a strange tune.
设计意图：通过Meg的心理变化的描述、思维导图及缺词填空等活动，激活学生的思维，指导学生对获取信息进行分析、推理，通过学习方法的融合提高阅读效果，让其更深层次地理解文本内容，领会作者的意图，真正认识到诚信做人，保守秘密的重要性。
4.The end: It’s not a secret.
T:But is it really a secret?
What happened then?
At first, the king didn't like his ears he wanted to keep the secret. So he sent servants to jail. He wore the crown all day.
In fact, people didn't mind. So he freed all the servants.
At last, he loved his ears. He didn’t wear his crown.
Step3 Post-reading
1.Let’s read
2.Let’s think
T:What have you learned from the story?
What do you want to say to the king?
I think no one is perfect.
To be honest, to be confident, to be ourselves.
设计意图：在绘本整本朗读后，老师设计了“say to the king”这一环节，让学生结合自己的理解和生活感悟在加深对绘本主题认识的同时提升自己的思想认识，是为人生观价值观的融合。
Step4 Homework
1.Share the story with others.
尝试用一般过去时和他人分享这个故事。
2. Read more picture books about the king.
《The King and His Stories》、《King Big Wig》、《The King’s Yu Player》...
使用所学阅读技巧，享受更多绘本。
设计意图：绘本作为英语课外阅读中一项十分有效的学习资源，其与教材的融合旨在以其图文并茂的表现形式、生动有趣的故事内容、主题鲜明的创作意图来弥补教材内容的不足，给我们的英语课堂赋予阅读理解的深度、人性化的温度，并拓展阅读的广度。本课的教学在文本选择上遵循体裁相同、主题相似、训练点相近的原则，在教学流程的设计上以巩固活化教材习得的知识技能为主，强化词汇、句型、时态的训练；以领会作者表达的思想、情感为辅，体会教材价值观的延伸；以增强课堂趣味性，培养学生阅读兴趣、阅读习惯为最终目的，用思维导图等多种方式提升学生的阅读素养。最终，以引导学生讲故事，并推荐同类主题绘本进行拓展阅读将绘本阅读与教材的融合进行了延伸。