学习适应不良是中小学教育中一种十分常见的现象，也是教育心理学的一个重要研究领域。越来越多的研究结果表明，儿童多动、注意力差、学习适应能力差、读写阅读困难等与儿童感觉统合失调有关。据相关报道，在我国，尤其是大城市，儿童感觉统合发生率不断攀升。从学生身体发育的阶段上看，小学是进行统感训练的最佳时期，因为这个时期的孩子运动神经和感官系统比较敏感。影视资源是课程资源的重要组成部分，将其运用到小学英语教学中，带领学生在课堂上“动”起来，有助于教师营造生动有趣的课堂，提高学生学习英语的积极性和主动性，促进小学英语统感式教学的推进。

译林版小学英语四年级下册第七单元《怎么了？》第一课时的话题是询问和表达感受或感觉，围绕刘涛放学回家和父母的对话展开，让学生在角色扮演中学会关心帮助他人。这节课实际应用性较强，有较多的感官类形容词，贴近学生生活情景。欲借助相应的影视资源，配以相对应的课堂动作表演，让学生体验小学英语课堂上“统感式教学”，促进学生的全面发展。

一、歌曲导入，激发学习兴趣

1. Greetings.

2. Sing a song If you are happy 

3. Free talk:

T: First, let’s talk something about the song. So in the song, children are very?   

S:Happy.

T: Are you happy？

S: Yes.

T: What day is it today?

S: It’s Monday/Tuesday.

T: What day do you like best?

S: Saturday/Sunday.

T: Why?

S: We don’t have any lessons./ We don’t go to school.

T: So we can stay at home. We can watch TV.  We are very ?

S: happy.

二、游戏对话，渗透词汇教学

1. Game—Act and ask

T: When we sing the song and when we stay at home, we’re very happy.What about the games? Do you like playing games? Today let’s try this game: Act and ask.

Now, I’m going to act, and you can ask me. OK? You can ask me: Are you…？

Look at me.（教师瘫坐在椅子上）

S: Are you tired?

T: Good. Do you know the meaning of this word? (新授单词)

S: 疲倦的

T: Your Chinese is so good. Can you read it？(开火车读) Let’s read together.

Now, I’m not tired. Look at me. Guess again.（教师做不舒服的样子）

S: Are you ill?

T: Here is the word. Can you have a try? （任意喊人读）Let’s read together.

Guess again.（教师作伤心状）

S: Hello, Daria. Are you sad?

T: Who can read this word?  d  sad. Are you sad? Are you sad? Can you have a try? Hi, Daria. Are you…? I act one, two, three here. I have another two pictures. Who can come and act？（留两张卡片让学生演一演，问一问）Pick one and act. I’ll hold the picture. You act. You can ask Ss. (you can say: You, please.)

S: Are you hungry?（做动作的学生带读）

T: Oh, thank you. You’re a good teacher. 同理让学生演一演，学习thirsty

So when we play the game, we feel happy.

三、师生合作，深化文本解读

1. Look and ask （带领学生读图提问）

T: OK. I’m not going to act. I’m going to ask. Look at the picture, who is he?

S: Liu Tao.

T: Is he happy?

S: No.

T: Look at Liu Tao. Do you have any questions? You can say: Hi, Liu Tao. Are you…？Anyway, he is not happy. Look at the picture, can you ask any questions? For example, who? Who is man? What? What is the man holding? Where? Where are they?  切入另一幅图 Can you ask any questions? Is she LT’s mother?

2. Watch and answer

T:OK. Let’s watch and find the answers. Let’s check. Liu Tao, are you…？排除黑板上的感觉类形容词

Who’s the man?—Dad.

What’s the man holding?—a pie

3. Read and underline （阅读课文，找出刘涛的父母是如何提问的？）

T: So we can ask LT: Are you…？But when LT’ father and mother see LT is not well. What do they ask? Please open your books, turn to page44 and 45.

Ss: Come and have a pie. T: Dad says: Come and have a pie. Is he hungry?

S:No.

T: So he goes to ask his mum: Can I have some water, Mum?

 He drinks some water. But he is still not well. So mum asks what?

S:What’s the matter? Are you ill?

T：When we want to ask about others’ feelings. We can ask…（导入标题）

4. Let’s say （对课文对话进行整合）

L: Dad, I’m home.（L老师扮演，D学生扮演）

D: Come and ..., Taotao.

L: No, thank you.

D:…?

L: I’m not hungry. I’m ...

T: Who can be Mum?

M: … ,Taotao?

L: I’m thirsty, Mum. Can I …?

Please talk in pairs. Try again.

选两组分别展示两幅图

出示书上第三幅图和第四幅图，小组合作扮演

四、语篇总结，营建开放课堂

1. T：Look at the four pictures. This is Liu Tao’s family. What do you think of Liu Tao’s family? Can you use a word to describe it？

S: warm, happy, wonderful, good

T: So when we have bad feelings, our parents will comfort us. If our parents have bad feelings, what can we do? With this question, let’s enjoy a picture book together—When we care about others

T：What can you learn from this story?

S: We should care about others and show care to our parents.

五、角色表演，升华主题意义

T: Today, your father and your mother come home from work. Your father is (做疲倦状) and your mother is (作伤心状). Can you show care to your mum and dad. You can work in 4 (mum, dad, a son or a daughter)

教师和学生作师范，然后小组合作表演

Hello, are you at home.

Good evening …

Are you …?

What’s the matter?

Can I have …?

Here’s …for you.

 案例反思

本节课“统感式教学”五步走：第一步：歌曲统感导入。选用有关感觉动作类的歌曲，带领学生唱唱跳跳中进入课堂；第二步：游戏统感对话。借助游戏“做一做，猜一猜”，让学生猜测并学习部分感觉类形容词，寓教于乐；第三步：师生统感合作。通过小组合作问答、朗读等方式，理解每幅图的内在含义；第四步：语篇统感总结。借助绘本视频和小组表演，把“统感教学”引向高潮，突出本单元的主题意义——学会关心帮助他人；第五步：角色统感表演，营建开放课堂。回归生活，通过表演，引导学生关心父母。教学步骤层层深入，学会表达自我和关心他人，让学生拥有一颗博爱之心。整堂课学生参与度较高，课堂效果不错。在这堂课上，我认为以下几方面做得比较好：

1. 歌曲互动，激趣课堂

教学设计是教师实施教学前的一系列准备，其质量对课堂教学的实际效果起着至关重要的作用。而“导入”是英语课堂教学中非常重要的一个环节，是整个教学过程的开始。而英文歌曲作为一种喜闻乐见的艺术形式，容易被大众接受。在执教本课时，教师首先进行了Free talk和学生进行问答互动，询问“今天是星期几？你最喜欢星期几？为什么？”大多数孩子的反应都是“我们喜欢星期六和星期天，因为我们不用上学甚至可以看电视，我们很开心。”从开心happy引向一首欢快的英文歌曲If you are happy，教师和学生一起唱唱跳跳，调动学生的听觉、触觉和视觉多重感官，促使学生迅速参与课堂，帮助营造一种宽松和谐的教学氛围，有助于提高学生的课堂注意力，并且歌曲中的单词happy为学习感觉类形容词做铺垫。

2. 游戏对话，玩转词汇

新课标要求教师在英语教学过程中要激发和培养学生学习英语的兴趣，使学生树立学习的自信心。在英语教学中如果能将教学方法和小学生的学习心理特点结合起来，不仅符合新课标的要求，更能使学生对英语学习产生浓厚的兴趣。在执教本课时，教师设置了游戏“演一演，问一问”。第一步，教师扮演各种感觉动作，如：tired, ill和sad并且让学生用句型“Are you…？”去提问，教师的生动演绎刺激了学生的视觉感官，激发了学生去提问的乐趣，在表演和提问的过程中学习了三个新词；第二步，组织学生去做动作表演让其他学生用“Are you…？”提问，学习新词hungry和thirsty，调动学生的视觉、触觉和听觉，多感协调运作，学生的主动参与提高了学生学习英语的积极性和主动性，而贯穿整个游戏的重要句型则为下文询问主人公刘涛的身体情况做了铺垫，环环相扣，紧扣主题。

3. 角色表演，升华主题

为了更好地进行统感教学，教师可以引导学生围绕教学内容，以小组合作的方式自主创设角色扮演活动，帮助学生的视觉、听觉、触觉、前庭觉等协调发展，然后组织小组成员进行交流探究，以此解决教学重难点问题，达到课堂教学目标，促进学生的全面发展。

例如，在本课中，教师设置了一个情境：父母辛苦工作一天后，回到家中，爸爸有些疲惫，妈妈有些难过，你该如何关心父母呢？教师先做了一次示范，比如：爸爸疲惫地瘫坐在沙发上，妈妈坐在椅子上，表情伤心。学生提问：What’s the matter? Would you like a cup of tea? What can I do for you?等等。通过小组表演，触发学生的视觉、听觉、触觉、本体感觉和前庭感觉，学生的整体感觉统合得到锻炼，引导学生学会关心他人，关爱父母。

通过本节课的教学，使我对“统感式教学”有了进一步的思考。在今后的教学中，我将以本节课为例，查缺补漏，扬长避短，力争上好本人特色的英语课。