2018年4月20日，常州市乡村骨干教师培育站全体成员奔赴南京仙林实验小学，共同聆听了来自省内六个地区的七节优秀培育站展示课。来自我们常州培育站的徐丹老师执教了跟上兔子系列四年级《Little Zoe Looking for Mum》,精彩的教学设计和徐老师强大的课堂执教能力以及仙林小学优秀的学生素质，让大家欣赏到了一节优秀的绘本教学课。除了丰富的绘本教学外，我们还有幸聆听到了译林教材内的课堂展示，另笔者印象最深的是来自苏州工业园区娄葑实验小学的张益平老师带来的五下Unit6 In the kitchen,Stort time板块的教学。张老师是一位年轻帅气的男老师，作为压轴的课堂展示，优秀的教师素质和别出新意的教学设计，另在座教师眼前一亮。笔者就Dinner Time为主线贯穿文本的教学设计与大家分享一下：

本课最大的亮点是Dinner Time这条主线设计，执教者以Cooking Time, Eating Time, Cleaning Time三个主要时间段来构成主体板块的教学，前面两个时间段主要是用来解读文本，后面一个板块则用来课后拓展和情感提升。教学过程如下：

第一步，看图匹配。整体观察课文中的三张图片，完成练习1——匹配。学生观察分析后将图1、2、3 归为Cooking Time,图3归为Eating Time。在此环节中。特别将图3与引言部分的文本解析结合起来。教学片段如下：

片段一：

T: What aboutP3, Cooking time or Eating time? Maybe you’re not sure。Here are some sentences and they can help you.(引言部分)

T：How does LiuTao feel after a football game?

S: He feels hungry and thirsty.

T: Yes, so he goes into the kitchen for some food and drinks.

S: Yes.

T: When Liu Tao is in the kitchen ,his parents are cooking dinner a t the same time. So P3 belongs to...

S: Cooing Time.

【教学赏析】文本的引言部分在课文所有图片中都没有提到，所以引言的讲解如果设计不当，很容易给听课者生硬的感觉。但是执教者通过刘涛在冰箱里找东西的这个细节，实时地引入引言，让学生了解故事前景，然后学生猜猜刘涛的状态——hungry and thirsty,他正好看到父母在厨房忙活，分析出这张图片的归属。巧妙！

片段二：

1.T: What are they doing at eating time?

S: They are eating.Liu Tao is eating the meat.

T:How is the meat?

S:It’s yummy.

T: How does Liu Tao say to his father?

S:It’s yummy,Dad. I love it! You’re a great cook!

T: Can you read it emotionally?

...

2. Make a new diolague

A: How’s the...? How are...?

B: It’s .../ They’re...

【教学赏析】Eating Time 中，How...?这个关键性问题引导学生解读文本，同时加入了有感情的模仿朗读，为下文情感渗透铺垫。这段文本的内容简单，执教者还另外设计了Ask and answer的板块让学生有更多小组合作的机会。这个活动设计即是丰富板块教学，更是为后面的综合语言输出铺垫。

片段三：

1.Make a new dialogue

T:Please look at the picutre, is there anything we can’t find in the dialogue?Yes, there are two more dishes on the table.Mayba they are talking about them too.Let’ make a new dialogue.

Mr/Mrs Liu: How’s...? How are ...?

Liu Tao: It’s.../They’re....(PPT出示)

T: Who cooks the two dishes？Maybe they’re talking about them.Let’s make a new dialogue.

Liu Tao: Are you...?

Mr/Mrs Liu: Yes.../No...

Liu Tao:  

【教学赏析】这个板块将原本简单的Eating Time进行了更深的文本挖掘，学生可能讨论的内容即结合了原文的How...？It’s yummy。也将前面的做饭图片再次联系起来，同时巩固了Are  you...? 这一重点句型。

片段四:

T: Now dinner is over.It is cleaning time. Liu Tao’s family are doing the housework.What are Liutao’s famiy dping? Please read and write.

Dinner is over.

My father is....(making the table)

My mother is..(sweeping the floor.)

I am helping then do housework.

I....

I love my family.

【教学赏析】在情感教育后，就自然而然引出Cleaning Time。先是学生自己写一些，然后介绍一下用第三人称单数的句型在说一说他们都在做什么。即是完善最后一个拓展板块——Cleaning Time，也是用不同人称操练和巩固了新句型，一举两得。妙！

                                                                2018.4.22