借助“微课”的整合能力，教师可围绕词汇、语段或话题对教材进行重组、删减、补充或根据自定话题选择文本、组合文本，选编与话题同一题材的课外读物，作为阅读教学延伸的辅助读物，让课内阅读与课外阅读相结合，进而塑造出学生英语阅读的能力与素养。

这里以译林新版《英语》五（下）Unit 8 Cartoon time 的教学实践为例，对小学英语阅读教学课中“微课”的建构过程及其对阅读等语言能力的建构过程加以说明。

（一）课程呈现

1.Step One. Leading in 聚焦主题，塑造“英雄”形象

（1）视频导入，引出话题

T：I am your new English teacher. I want to know you. May I know your name?What’s your hobby?

Ss：My name is... I like...

T：I like watching films. Do you like watching films?Let’ s watch a film. What film is it about?

Ss：It’ s about superman.

T：Do you like superman?Why?

S1：Yes. Superman is strong.

S2：Superman is brave/ clever/...

T：Superman is so wonderful，I like him too. In my heart，he is a hero.

（2）联系实际，初识“英雄”

T：Boys and girls，who is a hero in your heart?Why?

S1：The doctor is a hero.He often helps people.

S2：Lei Feng is a hero in my heart because he always helps people.

S3：In my heart，my father is a hero.He is strong，he can do everything.

课程意图：由一段超人救人的视频导入，引出谈论“英雄”的话题；结合生活说说自己心目中的英雄，激发学生原有的对“英雄”的形象感知，为接下来进一步认识英雄作铺垫。

2.Step Two. Cartoon time 学习故事，认知“英雄”特质

（1）整体输入，感知人物形象

T：Look，Bobby is here. Is Bobby a hero?

S1：Yes.

S2：No.

T：Boys and girls，open your books，please read the cartoon fast，then try to answer the question “Is Bobby a hero?”

T：Is Bobby a real hero?

Ss：Yes.

T：Bobby is a hero in the play. But why?Let’ s find it out together.

（2）分图细读，体验人物情感

1） T：Dang Dang，the play is beginning. Listen，what happens？

S1：A girl is asking for “help” .

T：Yes. May be she is a princess. What does Bobby do?

S2：He wants to help her.

引导学生有感情地读第一幅图。

2） T：Look，the door is opened. Can Bobby go in?

Ss：No.

T：How does he go in?Read and find the answer.

（学生自读，找出答案。）

S1：Bobby can find out the answer.

S2：Bobby finds the password.

T：What do you think of Bobby?

S3：He is very clever.

3）T：Now ，Bobby can go in the room. Can he save the princess?

Ss：No. There is a pig.

T：Look，the pig is so tall and strong. Look at Bobby，he is so small and weak. If you are the pig，what will you say?If you are Bobby，what will you say?What will you do?Imagine and act it out.

（学生练习后表演展示。）

S1：I’ m strong，you are so small. Ha，ha...

S2：I’m not afraid of you. I want to help the princess.

S1：Go away，little mouse.

S2：Come here. I’ ll kill you，fat pig.

S1/S2 fight with each other.

4）T：The pig runs away. Then，a cat comes out from a room. What will the princess say?Who is the princess?Is she beautiful?

S：（略）

T：What will Bobby say?How to read“What a play!”？

Ss：（用自己理解的语气读“What a play”，体会Bobby 当时的情感。）

（3）回顾总结，提炼“英雄”品质

T：From Picture 1，2，4，5，What do you think of Bobby?

S1：Bobby wants to help the princess. He is helpful.

S2：He is clever. He can find out the password.

S3：From Picture 4，I know Bobby is brave.

S4：He is kind.

S5：Bobby is...

（板书 helpful/ clever/ brave ）(www.daowen.com)

T：Is Bobby a real hero in the play?

Ss：Yes!

（4）朗读表演，再造英雄形象

1） T：Now let’ s watch the cartoon，please watch carefully，it can help you act it out.

2）T：Work in pairs of 4，try to remember the lines（台词）. If you can add your own words and gestures，it will be better.

Ss：（Work in groups.）

（3）Show the act，and talk about how many stars they can get.

课程意图：本片段是教材里的内容。整节课围绕主问题“Is bobby a hero？Why？”引导学生在想象中感悟、在阅读中明晰、在表演中体验，目的是让学生了解“英雄”应有的品质，从而深入认识“英雄”。另一方面，它也不是传统教学中的“孤独一课”，而是在“hero”为主题的引领下，统整了“初谈英雄、认识英雄、学做英雄”中的前面两个部分。

3.Step Three. Picture book 拓展阅读，找寻“英雄”之路

（1）激发兴趣

T：Bobby is a hero in the play. Do you want to be a hero?

Ss：Yes.

T：How?How can we be heroes?

Ss：...

T：Look at these two little boys，they want to be supermen.

Then，they do many things. At last，they are supermen. Do you want to know how they can be supermen?

Ss：Yes.

T：Take out your Picture book，read from Page 1 to Page 8，tell me why they can be supermen.

（2）阅读交流

T：Why can they be supermen?

Ss：They run every day.

They jump over the chair every day./ They give the toys to the children./ They love the dogs and cats and feed them./...

（3）续写故事

T：The little boys do many things. What else do they do?Now you are little writers.Please work in pairs of 4，try to write the story，and then prepare to show your story.

Ss：（Work in groups.）They...

（4）回顾提升

T：Do you know how they can become supermen?

S1：They run and jump everyday，so they can be strong.

S2：They do many things to help others，so they are helpful.

S3：...

4.Step Four. 提升情感，落实“我要做英雄”

（1）讨论怎样成为英雄

T：Do you think it is difficult to be a superman?

Ss：No，of course not.

T：So if you want to be a hero，what should you do?Discuss with your deskmate.

S1：I should run every day.

S2：I want to be a hero，I should help others.

S3：...

（2）总结教学，读、 写诗升华主题

T：Wow！ I’ m so proud of you，I believe each of you can be a hero. And that makes me want to read a poem for you.

T：Can you write a poem like this?

S1：Hero can be ______，

To be a hero，I should______；

S2：Hero can be ______.

To be a hero，I should______；

T：Look，it’s a nice poem. Let’s read it together!

5.Step Five. Homework

（1）Read more stories about“Heroes”.读更多的关于“英雄”的故事。

（2）Read your Hero poem to your family.把你作的诗读给家人听。

课程意图：本片段还是以“hero”为主题，是在之前的“初谈英雄、认识英雄”之后的“学做英雄”。这部分以We want to be supermen 绘本为载体，借助形象的图画和生动的文字，引导学生探究“文中两个男孩怎样成为超人？”进一步迁移到“我们怎样成为英雄”。在师生互动中谈英雄、辨英雄、做英雄，落实核心素养，关注学生生命成长。

（二）“微课”的特点

1.教师应以“微课”塑造出英语阅读教学课的能力性

基于“微课”的特性，传统的就教材施教学的教学模式被打破了，教师与学生的积极性和创造性都被调动起来。“微课”带来的课程理念则要求教师转变观念，不再把教材作为唯一，而是把它作为教学的一种“范本”，教师以此“范本”为圆心，依据课程标准，向外延伸和拓展，做到从教材出发，围绕话题，整合可用的一切资源，为学生的学习和发展服务，以此而创生了适合学生的“课程”。

2.“微课”对学生阅读素养培养的落实

英语课堂不仅是指对学生语言能力、思维品质、文化品格和学习能力英语学科素养的培养，更重要的还有对学生的阅读素养的培养，而这些都是建构学生核心素养的基本方面。

在本教学案例中，笔者以主题Hero 进行了三个部分的预设。明暗之中谈英雄：引导学生说一说自己心目中的英雄，初步确立“英雄”的形象；言语之中辨英雄：在语篇的学习中通过读、悟、演体验文本的含义、人物的情感，逐步分辨“英雄”的本质；互动之中做英雄：在拓展阅读中感悟，自己如何做就能成为“英雄”。

通过引导学生浸入文本，体验情感，理解感悟、表演运用，打造生动活泼、学生喜爱的课堂；通过“带着问题阅读故事、带着想象理解故事、带着情感表演故事、带着理性玩味故事、带着探究读更多的故事”阅读策略指导，培养学生自读故事、读系列的故事的能力；通过在师生互动中谈英雄、辨英雄、做英雄落实核心素养，关注学生生命成长。

在以学习英语为凭借的同时，笔者引导学生从对“英雄”的模糊感知到清晰认识，再到自我英雄梦的实现；从课内学习到课外阅读，从生活到书本再到生活，促使学生进行自我教育、自我发展，向课外阅读的无限延伸，向自我内心的无限延展，向生活实践的无限延续……最终塑造出学生的阅读能力，并将这种能力沉浸为学生的核心素养。

3.“微课”对教师能力成长的促进作用

“微课”能促使教师不断自主学习，能促使教师教学的状态，依然只关注“如何教”，对于“教什么”即课程设计却是被动，使课程设计与课程实施脱节而没有一以贯之。要改变当前弊端，教师必须转变观念，不仅要关注“如何教”，更要关注“教什么”。

总之，“教课”要求教师能依据课程标准，自主、创造性地钻研教材，不仅能理解、处理教材，而且要能驾驭、超越教材；“教课”要求教师能了解学生的成长特征和个性特点，立足学生的成长和发展，而不只是停留在教材提供的语言知识上，为学生选取他们喜闻乐见而又意义非凡的课程资源；“教课”还需要教师不断学习，能根据自身的实践和研究，择取优秀的资源，整合成具有新的“营养要素”的课程，展现出自身的风格和魅力。