基于主題語境下表述教學的反思與再實踐

○杜存存

（作者單位：泊頭市教師發展中心）

《義務教育英語課程標準（2011年版）》教學建議明確指出：注重語言實踐，培養學生的語言運用能力，以學生“能用英語做事情”的描述方式設定各級目標要求，旨在強調培養學生的語言綜合運用能力。以單元主題語境為引領的小學英語課堂上，有部分教師對教材的把握不精準，活動設計中未能充分挖掘教學文本信息，基本達不到指導學生對主題意義的深度學習，值得引起我們的重視與反思。

【教學回放】

教學內容：人教版（PEP）小學英語五年級下冊Unit TwoMy Favourite SeasonPart B Read and write，課件呈現圖片。

T：Look!Which season do you like best？Why？Who can make the sentence with“I like...best because...”？

S1：I like spring because I like flowers.

S2：I like summer because I like to swim.

......

【診斷分析】

在這一教學片段中，教師未結合本單元主題內容，深入挖掘教學文本，沒有真正帶領學生以“My Favourite Season”為主題語境進行深度的思考，僅僅是淺顯地處理了問題“Which season do you like best？Why？”中的“Why”。

【教學重構】

T：Boys and girls！Look at these pictures.What can you see in these pictures？

S1：I can see four seasons：spring，sum?mer，autumn and winter.

T：Yes，there are four seasons in a year.Last lesson we have a chant，do you remem?ber？Let’s chant together，clap your hands，one two go!

......

T：Well done！What’s the difference be?tween different seasons？

S1：Different seasons，different weather.

T：Can you tell us an example with com?plete sentences？

S1：Yes！There are different weather in dif?ferent seasons.The weather is windy and cool in spring，but in summer the weather is hot and sunny.

......

在本環節，教師指導學生從different weath?er、different colours、different holidays、differ?ent vegetables and fruits、do different things幾個方面，有效地表述出“My Favourite Season”這一主題，然后學生通過“Think-Talk-Write”完成小短文的練習。相比較而言，這樣設計比利用教材中的簡單問答、補全句子等教學活動更有效、更有深度，學生既訓練了英語思維，又有效運用所學知識獲得了能力的提升。

【教學回放】

教學內容：人教版（PEP）小學英語六年級上冊Unit SixHowDoYouFeel？Part B Let’s try，Let’s talk，課件呈現圖片和對話。

T：Boys and girls！Let’s listen and repeat，then answer my questions.

Ss：OK！

T：Look！Who can answer：“How does Sam feel？What should he do？”

......

T：Well！Listen and repeat again.Pay atten?tion to the two words and two sentences...

（教師講授核心詞匯和重點句子后，學生進行角色朗讀和表演。）

【診斷分析】

教師首先利用PPT呈現教材圖片，請學生跟讀對話后回答教材里出示的問題“How does Sam feel？What should he do？”，然后設計第二次聽讀活動，讓學生關注本課的核心詞匯和重點句子，下一步進行Read in different roles和Role play with partners。這些教學活動，教師只是注重了教材文本和教學重點，未關注人物心理活動及情緒的管理，沒有真正把情感目標落到實處。

【教學重構】

T：Boys and girls！Look at the pictures，How many people in this dialogue？

S1：They are Sarah，Sam and their mum.

T：Right！Can you guess“Where are they going？”

Ss：They are going to the zoo.

T：Yes！Are you happy to go to the zoo？

Ss：Of course.

T：Look at the picture carefully，“Why do Sarah and Sam look unhappy？”First，let’s lis?ten and read follow the tape quietly.

......

T：Now who can tell us“Why do Sarah and Sam look unhappy”？

S2：Because they can’t go to the zoo.

T：What’s wrong？Why do they can’t go to the zoo？

......

T：Excellent!When your friend needs help in life，be sure to give them the right sugges?tions.

在本環節，教師引導學生用“Different feel?ings，different tone.”對比讀句子，不僅僅強化了重點知識，又恰當地落實了情感目標，讓學生認識“Family and friendship are the most impor?tant.”的正確家庭觀和友情觀，在“Experience-Imitation-Speak”表述訓練中引導學生學會正確表述自己的情緒、學會管理自己的情緒、學會幫助他人梳理情緒。

【教學回放】

教學內容：人教版（PEP）小學英語六年級下冊Unit TwoLast WeekendPart B Read and write的Post-reading環節，課件呈現圖片、表格和需要填空的信件：

T：Now，boys and girls，look here.I’ll give you two minutes to read the letter again quick?ly，find the sentences that describe Pictures1-3.Then I’ll choose three students to say and check the information.(Two minutes later)OK，Who can talk about your answer？

S1：“Our room was big but everything was very old.”for Picture1.

S2：“My mother wanted to read a book but the lamp was too small.My dad got some hamburgers from the hotel kitchen，but they were cold and tasted bad.”for Picture2.

......

T：Look！This is a letter from Mrs Broom to her manager，we can read and finish the letter.Then I’llask two students to read your letter.

（學生填空補全句子，完成這封回信，再讀一讀核對答案。）

【診斷分析】

在這一教學片段中，教師結合教材用Read and choose、Read and circle、Read and fill in the blacks三個教學活動完成了Post-reading環節，仍是只注重了教材文本，沒有把Read and write活動真正落到實處，更沒有激發學生的思考，這種機械式的教學方式值得我們深刻反思。

【教學重構】

T：Now，boys and girls！We know Wu Yi?fan and his family stayed at the Holiday Hotel last weekend，they were not happy.And Mrs Broom’s letter was just telling the truth.There were some things she couldn’t fix.I think she was unhappy，too.And we did’t feel wellafter reading it.Right？

If you were a manager，read Wu Yifan’s comments and how should you reply to him？Who can try to say that？

S1：If I was the manager，I’ll respond to Wu Yifan an emailfirst and say“Sorry”.

......

T：Wow，Great!That’s very kind of you.It will be good for the manager to do so.Hotels need to feellike home.

Boys and girls，I know you’ve traveled with your families.Do you have any good ad?vice for Wu Yifan about the trip？Here’s our homework for today.I’ll give you two topics to write about.You can choose one.Then share in our class...

在作業設計中，多了一項Good friend’s letter，不僅為了訓練學生用一般過去時正確表述，利用同學間分享fun place，delicious food，comfortable hotel and so on，還可以幫助學生回憶美好的旅行經歷，將本單元的主題“Last Weekend”延 展 到“Last Month，Last Sum?mer...”。

單元主題語境下的表述教學，直接影響學生對語言材料的理解程度、學生英語思維的發展和語言學習的效果。在課堂教學中結合文化內涵、情感、態度和價值觀設計教學活動，能完美呈現主題意義的核心思想和深層含義，學生完成拓展表達或敘述任務時，基于教學文本與生活體驗，融合對主題意義的理解，正確表達自己的觀點，有利于促進學生整體表述能力的協調發展。