问题化学习，就是通过一系列问题推动持续性学习的活动。它要求以学习者发现与提出问题为开端，通过一系列有层次、可拓展、可迁移的问题，优化学习过程，最终实现学生学习的整体建构。
英语学科核心素养的落实就要借助问题化学习。《Rat-a-tat-tat》这一文章选自外研社大猫英语分级阅读，故事讲的是一个小男孩在家，一些动物纷纷敲门找他一起玩。故事情节虽然简单，但是充满童趣，孩子们被这个故事吸引了。
封面信息与故事梗概：“意”
Teacher（以下简称为“T”）: A boy and his mum are at home. Suddenly, what do they hear？
（教师播放敲门声，并模仿敲门声：Rat-a-tat-tat）
T: What does the boy ask？Can you find the answer？
Student（以下简称为“S”）：Who is that？
T: Who is knocking at the door？Can you guess？
S: It’s a cat.
T: How do you know？
S1: On the front cover I see a cat.
S2: I can see a cat’s hat from the window.
T: Really？Let’s have a look.
（PPT显示第四页图片）
T:Yes. It’s a cat in a yellow hat.
（教师板书: A cat in a hat）
T:What does the cat want to do？Discuss in pairs.
S1: The cat brings milk to the boy.
S2: The cat wants to play with the boy.
T: If you were the boy, what would you say to the cat？
S1: Ok. Let’s play.
S2: But what could we play？
T: Look, what are they doing？
（PPT显示第五页图片）
S: They are playing balls.
T: Yes. They are juggling balls（颠球）. Suddenly, they hear“Rat-a-tat-tat”.
（教师播放敲门声）
T: What does the boy ask？
S: Who is that？Open the door and see.
T: Can you guess who is knocking at the door？
S: Maybe it’s a cat.
T: How do you know？
S1: I can see the cat’s head from the picture.
S2: Maybe it’s fox. I can see the fox’s ears.
S3: Maybe it’s cat’s mum. She asks the cat to go home.
T: Excellent. Look, wow. It’s a fox. What’s the fox wearing？
S: The fox is wearing blue and white socks.
T: Yes. A fox in the socks.（教师板书）What does the fox want to do？
S: The fox wants to play with the cat.
T: What will the boy say to the fox？
S1: Come on. Come to play with us.
S2: Who are you？
S3: OK. Let’s play together. I have a cat in my room. Can we play together？
T: （PPT显示第七页图片）See. They are playing happily. Stop. Listen,Who’s coming next？Guess.
S1: A cat.
S2: A dog.
点评：教师通过让学生猜猜谁在敲门，一下子把学生吸引到故事情节发展上，他们都很想知道下一个进来的究竟是谁。接着，教师追问为什么这么猜，有效地激发了学生的思考，培养学生观察图片细节推理的能力。教师再让学生猜猜这些小动物为什么要来男孩家，进一步激起学生的好奇心和想象力，为他们提供了一个自由发挥的天地，帮助他们发展语言运用的能力。这部分的一系列问题，主要关注封面信息及故事梗概，是关于“意”的问题。
故事细节与重要转折：“疑”
T: Please read the story by yourselves. Find who comes next.
（学生到黑板前边贴图边说：A goat in a coat. A dog and a frog. A bear in pyjamas eating bananas）
T: What do they want to do？
S: They all want to play with the boy.
T: Listen, who’s knocking at the door？
（学生边贴图边说：It’s a dinosaur）
T: Can the dinosaur（恐龙） play with them？Why？
S1: No.Because the dinosaur is very dangerous.
S2: The dinosaur is hungry. He wants to eat them.
S3: The dinosaur is big, but the boy’s house is small.
点评：学生自己阅读故事获取信息，并且在黑板上贴图向全班展示答案，逐步培养了自主阅读的能力。教师通过提问为什么恐龙不能和大家一起玩，引导学生凭借对故事已有的理解，迁移现有的知识储备、生活经验，对问题进行多角度、个性化阐述。恐龙到底为什么不能与大家一块玩？这部分主要是故事转折与故事细节，是关于“疑”的问题。
跳出文本与生活迁移——“议”
T：If you were the little boy, someone knocked at the door, what would you do？Please discuss in pairs.
S: I will not open the door.
T: Why？
S1: My parents tell me not to open the door for the others.
S2: I will ask, “Who are you？”
S3: I will call my parents.
T: If he says he is a deliverer（快递员）, what will you do？
S: I won’t open the door.
T: Why？
S1: Maybe he is not a real deliverer , so I don’t open the door.
S2: First I will call my parents. If he is a real deliverer, I will open the door.
点评：教师把文本故事转化为生活故事，引导学生联系生活实际。在现实生活中，如果遇到有人敲门，你该怎么办？学生结合自己的生活经验进行小组讨论，教师启发学生说出自己的想法，培养学生的安全意识。从“文本课程”过渡到“体验课程”，结合生活实际，这打开了学生的思维，使英语教学贴近学生生活实际，更加生活化。
板书引领，诗蕴其中——“趣”
T: Today who comes to the boy’s home？
S: A cat in a hat, a fox in the socks, a goat in a coat, a dog and a frog, a bear in pyjamas eating bananas and a dinosaur come to his home.
T: Can you find something interesting？Who wants to read the sentences？
S:（看板书）Rat-a–tat-tat! Who is that？Open the door and see. A cat in a hat.
Rat-a-tat-tat! Who is that？Open the door and see. A fox in the socks.
…
T: Great. You make the story into a rhyme（节奏）! Can we read the rhyme together？
（教师用铃鼓打节奏，学生跟着节奏开始朗读）
点评：好的板书是珍贵的学习资源，能为孩子的自主学习、自我探究留下丰富的韵味。在这里，教师巧妙地设问“今天有谁来到了男孩家”？学生自然而然地想到了运用板书，并且在教师的引导下，发现了每句话中有几个单词有相同的读音，读起来很有节奏感。在教师铃鼓的伴奏下，师生把这个故事变成了一首韵律诗。这种方式趣在其中，思在其中，让学生真正享受到了学习的乐趣。
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