教学片段：
T:Look at this picture.Who are they?Where are they now?And do you have more questions about the picture？ （Q1）
Ss:They are Mike,Liu Tao,Helen and Yang Ling.They are in the Mike and Helen’s house.
T:Yes.They are at Mike and Helen’s home.And what are they doing?（Q2）
Ss:Liu Tao and Yang Ling are visiting Mike and Helen’s house.
Mike and Helen are showing their good things with their friends.
T:What are they showing?（Q3）
Ss:Mike is showing his toy cars.Helen is showing her stickers.
T:How are the toy cars/stickers?（Q4）
Ss:They are nice./They’re very beautiful.
T:How many toy cars/stickers?（Q5）
Ss:Thirteen/Fifteen.
T:At last,How many toy cars do you have,Mike?
Helen,how many stickers do you have now?
How many stickers do you have,Yang Ling？（Q6）
Ss:Thirteen./Fourteen./One.
T:Do they share their nice toy cars/stickers?（Q7）
Ss:Yes.Helen shares her stickers.
T:Would you like to share your good things?（Q8）
Ss:Yes.
T:Sharing brings happiness and friendship.
Now it’s time for reading.
（此处再精读Story）.......
反思：
译林版《英语》四年级上册Unit 3 How many?Story time部分，文本呈现了Yang Ling 和 Liu Tao 到Mike、Helen家做客，主人Mike、Helen向到访的客人，展示了自己心爱的toy cars和stickers。他们一起欣赏了玩具toy cars和stickers，谈论了它们的数量，并分享了stickers的场景。
为了帮助学生整体感知语篇内容，设计了问题链。首先，提出问题链中的Q1引导学生观察教材插图，快速进入图文的场景，明确主要角色、场所等关键信息。将问题“Do you have more questions ？”抛给学生，给予学生主动思考、相互交流学习的机会，培养问题意识。接着，顺势呈现问题Q2引导学生快速阅读文本，获取和梳理信息。然后，进一步推进问题Q3Q4Q5，让学生好奇展示的东西，东西如何，数量几何，并引领学生理清语篇内在联系，初步建立物品、状况及数量。然后，通过问题Q6让学生总结最后物品的数量，对比前后数量，得出分享后大家都有喜爱的物品，收获快乐与友谊。情感自然升华，得出“Sharing brings happiness and friendship”的结论，从而彰显出文本内在的人文价值。
在递进式问题链的引导下，学生通过一步步去观察、阅读、分析、理解文本，在分析解决问题的过程中，深入文本，提炼文本主题，梳理重构文本内容，锻炼了逻辑思维、创新性思维，进一步培养了学生的观察能力、思维能力及语言表达能力。借助问题链推进学生体验阅读过程，亦是培养学生阅读能力、思维能力和深度学习能力的过程。
