【重点导读】
一、还记得凌哥写的The Four Seasons吗？除了美，你是否能看出凌哥的写作意图？
二、实现语言教学的情感目标，除了你能想象的方法，凌哥还会用什么办法让情感和语言真正结合在一起呢？
注：本文适合六年级和初中的语篇阅读教学时作为参考。
下方图片是剑桥英语2007版三级教材的内容，主题是季节。内容是一个“燕子们决定是否南飞”的故事。先请花2分钟时间读一下，感受一下语言内容和难度。
你会怎么上这个阅读材料呢？请先思考一下吧。
｜
请
｜
叫
｜
我
｜
华
｜
丽
｜
丽
｜
的
｜
强
｜
迫
｜
症
｜
线
｜
在进入阅读文本之前，和学生一起纯听力欣赏了关于四季的小诗（10月28日发布），初一的学生肯定能听懂了。
为了方便您理解，图片复制如下：
因为学生已经是初一第一学期了，该诗歌就不进行语义教学了。配乐听力欣赏完后，师生问答：
T: What's the poem about?
S: It's about the four seasons.
T: What do people do in different seasons?
S: In spring, people fly kites.
S: In summer, people go swimming and eat a lot of ice cream.
...
T: OK. When we write a poem about seasons, we can write what people do in different seasons. We can use one word: activities. I write here（板书）: number 2, activities. Read after me: activities. Now read the poem, and find out what is number one?
学生自读诗歌。
T: OK. Can you use one word in number 1?
SS: Nature.
T: Good. And what about number 3?
SS: Friends and families.
T: Right. Any more?
SS: (Silent)
T: OK. Read the last line, please.
SS: I wait for Father Christmas in winter.
T: Wait for. Wait for. So what is number 4?
S: Wish.
T: Super! You got it. We can also say...?
S: Hope.
T: Right. And a word beginning with "d".
S: Dream.
T: So this is number 4. And for number 5, I tell you a new word: Rhyme. We don'e pronounce "h". In English, the letter "h" is sometimes silent, like in "hour" and "where". Read again, rhyme. Look, in "spring", -ing is the rhyme. What are the rhymes in summer, fall, and winter?
S: -er, -all, -er.
T: Right. Right. So it's a small poem, but in the poem, we can find five points. Is it a beautiful poem?
SS: Yes.
T: And this poem is written by Mr Ling.
SS: Wow!
关于小诗的讨论，最终板书如上↑↑↑
导入部分就结束了。您可以看到，凌哥其实是在做文学欣赏和写作技巧的教学。看出来了吗？
接下来，让学生自读教材文本（见上面阅读材料图片）。
读前任务：
I. Look at the pictures. Guess in which season did the story happen?
学生读图，回答说：Spring。
T: Why?
S: I see the black birds.
T: OK. Children. Please read the story, and find out two things. 1. What season was it in the story? 2. What are these black birds? And what were their names? And what is the white bird?
学生自读后，要求学生合上书回答问题，根据回忆用完整句子输出相应的答案，教师板书相应内容：
autumn
swallows
Sammy:
Sara:
Dick:
Sandy
swan
接下来就是本节课的关键环节了：
教师提问：What was the swallows like?为了避免学生回答外形，跟进问题：Which swallow was strict?
学生回答：Sammy. 教师继续问：And why? How do you know?
学生从文中找到内容："Tomorrow," he said.
T: You are right. Only one word "tomorrow", and you know he is strict. Can you say this word in a strict way?
学生尝试用威严的语气说tomorrow。
有两只燕子不想去南方的，凌哥让学生找出来（Sara和Dick），用同一个词来形容——lazy。然后朗读Sara和Dick说的不同语句，体会不同的性格。有学生竟然能说Dick is direct because he said "We and I".真是太厉害了。顺势让学生分析，说出Sara is shy.
那么Sandy的性格是怎么样的呢？让学生朗读It's lovely when we get there. All that sun. 但是学生始终说不出来。这时候，凌哥自己充满感情（请脑补凌哥装腔作势的样子）地表演这两个句子。终于有学生说出了hope，凌哥将其补全成hopeful，同时教学生词romantic。
在处理swan时，利用want让学生自行纠正swan的发音。在性格分析上，同样让学生自读，得出She is kind。然后教学considerate (think for other people)和realistic(从real出发，然后让学生找到上面的反义词--romantic)。
凌哥在指导学生从文本分析人物性格特征。你前面读短文的时候，想到这样教了吗？
板书如下（点击后双指放大，可以看得更清楚）：
作业是啥呢？
1. Write a poem. （仿照凌哥的《四季诗》，主题不限，但是要有前面示范的一两个要点。）
2. Copy your new words.是的，每个学生都有属于自己的生词。根据图片、上下文、查词典等，很容易知道sitting on a wire, The wind was nice and gentle. flapped his wings中的生词含义啊！还用凌哥在课堂中教吗？
3. Read and answer the questions. 就是完成教材上的问题。要求是根据回忆写，而不是抄。
联系客服
