——以Alove 教學(xué)為 Alovestory為例來分析闡述如何在小學(xué)英語故事類閱讀關(guān)鍵詞引言：故事教學(xué)是小學(xué)英語教學(xué)的重要課型之一，故事是提升學(xué)生閱讀素養(yǎng)的重要載體。思維導(dǎo)圖（TheMindMap）,是表達(dá)發(fā)散性思維的有效圖形思維工具。運用圖文并Alovestory教師在與學(xué)生進(jìn)行簡短的口頭問候交流之后在PPT上呈現(xiàn)個人信息的小短文分別以“What’smyname?”“WhatdoIlikedoing?”“Whatdoyouthinkofme?”等問題與學(xué)導(dǎo)圖（圖1），引導(dǎo)學(xué)生說出關(guān)鍵詞。 likelikeT:Boysandgirls,IamyournewEnglishteacher.Doyouknowmyname?Doyouknowmyhobbies?Ss:T:Nevermind.I’llshowyouasmallpassageaboutme.Afterreading,youmayhaveknownme.T:OK.Doyouknowmyname?S:YournameisSunny.Showthemindmapstepbysteptoreviewthekey對文本的理解。在這節(jié)課的設(shè)計中，教師通過思維導(dǎo)圖（2）的方式呈現(xiàn)了“Who”“What”“Why”等信息，讓學(xué)生迅速掃讀文本，獲得實用信息。在問題的引導(dǎo)下，學(xué)生T:Boysandgirls,atthebeginningofthestory,lookatTommy,HowisTommy?S1:Heissad.T:Butintheend,heis…S2:Heishappy.T:Doyouknowwhy?WhatmakesTommyhappy?ThistimeIhopeyoucanreadthestorysilentlyandthinkitover.S3:BecauseatlasthehasanewT:ButwhenandwhydoesTommyhaveahat?Let’sreadthestory教學(xué)第二階段，試著放手讓學(xué)生根據(jù)方法實踐（4），培養(yǎng)學(xué)生的自主學(xué)習(xí)能力。T:Canyousaysomethingaboutthisparagraph?S1/S2/S3:“l(fā)ateatnight”.“verytired”,“stillworking”.T:Wonderful.Boysandgirls,weneedtofindthekeywords,theyareveryhelpfultouswhenwelearnanewstory.T:Boysandgirls,nowwefocusonthekeywords.Canyoufindthekeywords?Pleaseworkwithyourpartner.S1:“seesasmartnewhatonhisbed”.S2:“Thenextmorning”.S3:“thefourthofS4:“HappyT：Everyone,pleaselookattheblackboard,canyoutrytoretellthestoryaccordingtothemindmap?Youcanchooseanywayyoulike.G1:NowIamthenarrator,mygroupmembersactitout.MrHattermakesG2:Inthebeginning,Tommyisn’thappy,becausehisbirthdayis設(shè)計意圖作業(yè)布置（Homework）:T:Afterlearningthestory,Doyouhaveanypuzzles?S1:Whereismum?T:Excellent!Whoknows?S2:Maybesheisonvac