创编英语对话 提升高阶思维能力 《Rudolf’s big red nose》教学设计

□ 深圳市盐田区林园小学 李智姣

编者按

《Rudolf"s big red nose》是上海牛津英语六年级下册第11单元（U11 Western Festivals）第二课时（2nd period）的内容，是以圣诞节为背景的一篇故事文本。为培养学生的高阶思维能力，作者在设计该课时创新教学方式，在分析六年级学生特征的基础上，结合文本特征，设计对话创编环节，引导学生自主创编对话并进行表演，帮助学生发散思维，提升学生的语言能力和思维层次。以下是该课教学设计的主要内容及学生作品展示。

★ 教材与学生分析

创新教学模式 提升学生思维层次

作为以圣诞节为背景的故事文本，《Rudolf"s big red nose》中的对话型文本有29词，描述性文本有81词，主要讲述了驯鹿Rudolf独特的大红鼻子一直被同伴嘲笑，但在圣诞夜到来之时，正是Rudolf的大红鼻子帮助圣诞老人在恶劣的天气下照亮道路，成功地将礼物送到了孩子们的手里。在这个故事中，描述性文本将故事情节讲述得非常清楚，但对话性文本只有寥寥数语，无法满足六年级学生提升知识水平、思维水平的需求以及表演输出的需求。

为改善这一问题，笔者在设计本课的过程中，进行了培养高阶思维能力的小学英语故事文本教学建模的尝试。本课的授课对象是六年级学生，他们已经积累了丰富的词汇，能够通过观察图片和文本阅读获取基本信息、理解故事情节，并具备较强的口头和书面表达能力。在实际教学中，笔者结合文本特征，在读后活动中设计了对话创编环节，以提升学生的思维层次。

★ 教学策略与方法

分开处理两类文本 为学生输出搭支架

布鲁姆在《教育目标分类学，教育目的分类法，手册I：认知领域》一书中将认知维度的教育目标体系分为了六个大的认知层次。在修订后的布鲁姆教育目标分类体系中，认知层次被由低到高排序为“记忆、理解、应用、分析、评价和创造”。高阶思维能力(High Order Thinking Skills, HOTS)是发生在较高认知水平层次上的心智活动或较高层级的认知能力，在教学目标分类中表现为分析、评价和创造。

基于此理论，笔者认为，培养小学高年级学生的高阶思维能力可以通过引导学生在课堂上进行故事文本的对话创编来实现。对于本课的混合性故事文体，笔者采取将描述性文本和对话型文本分开处理的方式——首先，针对描述性文本，引导学生通过唱歌、问答、练习、跟读、复述等活动增进理解并梳理故事脉络，然后以此为前提，在现有对话较少，无法满足六年级学生知识水平需求的情况下，促进学生基于图片和文本信息，发散思维，进行自主创编对话和表演，从而提高学生的语言能力，训练学生的思维能力。

★ 教学过程

一、唱儿歌，了解大意

引导学生唱儿歌《Rudolf the Red Nosed Reindeer》。

T:Show me your hands.When I clap hands, would you please clap hands with me? Follow my lead. One two three four…All right. Keep that rhythm in mind. Are you ready to sing?

【设计意图】教师将与故事文本一致的歌曲内容作为文本材料，通过唱儿歌激发学生兴趣，让学生在唱歌的过程中了解故事大意。

二、答问题，掌握细节

让学生根据儿歌内容回答问题。

T:Well done! Your voice is beautiful, but I wonder if you paid any attention to the lyrics. (Ss: Yes.) You did? Let"s find out. /(Ss: No.) Oh, you didn"t? Don"t worry, the questions are not that hard.

①Who helped Father Christmas to give presents? (Rudolf.)

②What did he look like? (He had a big red nose.)

③Did he like his nose at the beginning? Why? (No, he didn"t like his nose, because his friends always laughed at him.)

④ Did Rudolf like his nose in the end?

【设计意图】前三个问题是细节信息类问题，引出了主人公Rudolf，突出了其大红鼻子的特征，引导学生关注Rudolf刚开始对大红鼻子的态度，为后面Rudolf态度的转变做铺垫。第四个问题在这里故意问而不答，是为了吸引学生进一步阅读故事，了解Rudolf前后态度的变化。

三、看视频，理解文本

观看微课视频，通过正误判断练习理解描述性文本。

T:Do you understand the story? There are 3 sentences. Read the sentence and tell me T or F.

①Father Christmas gave presents to children on Christmas Eve.

②Rudolf"s nose was bright in bad weather.

③Rudolf still did not like his nose.

【设计意图】微课视频只保留了描述性文本部分，在回归课本的过程中，将完整的故事呈现给学生，让学生对文本有整体感知的过程。在观看微课视频后，通过几个判断正误的练习对学生理解文本的程度进行检查。

四、理思路，思考寓意

根据故事情节梳理思维导图（见图表），朗读后根据思维导图复述文本，引导学生思考故事寓意。

T:Now let"s go back to the question. Did Rudolf like his nose in the end? Why?

T:Close your books. Don"t look at the computer. Can you try to tell me what happened in this story? What can you learn from the story? In other words, every coin has two sides.

【设计意图】让学生以思维导图的形式梳理故事情节，不仅对学生的语言能力提出了要求，也训练了学生的思维能力。同时，让学生通过思维导图的提示复述故事文本，实现了思维和语言的双向贯通。

五、选场景，创编对话

教师选择其中一个场景邀请学生进行对话创编示范，再让学生选择其他场景，以小组合作的方式创编对话。

T:Do you like the story? Let"s act out the story. Wait wait wait. We don"t have dialogues yet. Let"s make some dialogues. Look at this picture. Let"s read the narrator"s part again. Now I am the Rudolf, who want to be Reindeer1 and Reindeer2?

T:Do you understand how to make dialogues for the scenes now? There are five more scenes. Choose one scene. Work with your partner, try to picture yourself as the character in the story. What would you say? 3 mins. Let"s start.

【设计意图】教师选择其中一幅场景进行对话创编的示范，引导学生在理解故事情节的基础上实现从描述性文本到对话性文本的转换。同时，让学生自主创编对话，培养其高阶思维能力。

六、展创意，小组表演

展示自编故事对话制作的Big Book，引导学生制作自己的Big Book，并进行表演。

T:I like those dialogues you made. Ms Li also thought of many dialogues and I even made them into a Story Book. Do you want to see my Rudolf Story?

T:From the dialogues you just made for those scenes, I am pretty sure you"ll make a better version than me.Get into your groups. Make your Rudolf story. You can add, revise or delete dialogues as you like. After you finish with the dialogue part, assign roles in your group and act your story out. 8 mins. Go!

【设计意图】自编自导自演的课堂活动迎合了小学生好动、好模仿的特点，小组合作成果能装订成书的仪式感也给学生注入了更多动力。

学生作品

Narrator：Rudolf has a big, red nose. He did not like it, because his friends laugh at him.

Reindeer1:The funny reindeer is coming. Look at my nose. It"s cute and round. Your nose is funny!

Reindeer2:Haha!

Rudolf:Oh, I"m so sad. I don"t like my nose.

Narrator:It wasChristmas Eve.FatherChristmas was on his way to give presents to children.Rudolf and his friends helped Father Christmas.

Father Christmas: Rudolf, do you want to help me?

Reindeers: Yes, we will help you.

Father Christmas: Really? Let"s go!

Narrator:The weather was bad. Father Christmas could not find his way.

Father Christmas: Oh the weather is so bad. I can"t see anything. Oh there is light. Is that you, Rudolf?

Narrator:His nose was bright.Father Christmascouldseehisway.

Rudolf:Yes, that"s me. Don"t worry, Father Christmas. I can help you. Look at my big, red nose. It"s bright. I can show you the way with my nose.

Father Christmas: Merry Christmas!It is your present.

Children: Oh, thank you, Father Christmas. I like my present. Oh, who are you?

Rudolf: I"m Rudolf.

Children:Oh,I like your nose.Your nose is so cute.

Narrator:Rudolf was happy. He loves his big, red nose. His friends love it too.

Reindeers:Your nose is useful.We love you.Let"s play games together.

Rudolf:My nose is useful. I like my nose. We can play together!

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