摘要本文以绘本《阳光英语》第10级The Three Wishes一节展示课为例,介绍了如何在主题意义的统领下,通过识读图片和自主阅读,挖掘绘本内容的育人价值,为学生设计有情境、有层次、有实效的活动,使学生在自主概括、分析和推理信息的过程中,感受完整的故事情节,与作者对话,产生积极的共鸣和主动表达的欲望,并进行写作输出。
3Elley, W., and Mangubhai, F., The Impact of Reading on Second Language Learning. Reading Research Quarterly. 1983, Vol. 19(1): 53-67.
4Krashen, S., White, H., Is spelling acquired or learned?: a re-analysis of Rice (1897) and Cornman (1902). ITL International Journal of Applied Linguistics, 1991(91-92): 1-48.
5(美)吉姆·崔利斯.沙永玲,麦奇美,麦倩宜译.朗读手册[M].海口:海南出版公司,2009.
6(美)斯蒂芬·克拉生.李玉梅译.阅读的力量[M].乌鲁木齐:新疆青少年出版社,2012.
7McAdgm, J.E., Sinkie, H., Picture books:opening pathways for new arrival children. English4-11, 2013(47): 16-20.
8Miller, T., The Place of Picture Books in Middle-Level Classrooms. Journal of Adolescent & Adult Literacy. 1998, Vol. 41(5): 376-381.
