文/東莞市常平鎮(zhèn)第一小學(xué)　陳燕嫦

?

圖式理論指導(dǎo)下的小學(xué)英語復(fù)習(xí)課探討

文/東莞市常平鎮(zhèn)第一小學(xué)陳燕嫦

不少英語教師在上語法復(fù)習(xí)課時(shí)遇到了難題，有的說不能直說語法，有的又過多地強(qiáng)調(diào)語法，以致學(xué)生越學(xué)越枯燥，忽略了文本原有的趣味性。在復(fù)習(xí)過程中，如果能引導(dǎo)學(xué)生創(chuàng)建與寫作題材相符的單元知識(shí)，并能在寫作前充分激活這些圖型知識(shí)，那么復(fù)習(xí)的效果就能大大提升。以下以PEP 8 Recycle 1 “Let’s take a trip”Lesson1為例，探討在圖式理論指導(dǎo)下，如何有效開展復(fù)習(xí)寫作課。

一、聯(lián)舊引新，激活圖式

結(jié)合剛學(xué)習(xí)的一般過去時(shí)，我請學(xué)生對(duì)我的周末生活自由發(fā)問，順勢復(fù)習(xí)了五個(gè)“W”（即what,where,how,when,who等引導(dǎo)的過去時(shí)問句），學(xué)生除了會(huì)用特殊疑問來提問，還用了“Did you…? Were you…?”等，大腦中迅速激活了過去時(shí)的圖式及疑問詞的用法。學(xué)生一邊發(fā)問，我一邊貼出相關(guān)的特殊疑問詞，要求學(xué)生概括出主要內(nèi)容，初步形成語篇。

T:I didn’t teach you English last Friday.I had a busy and tired weekend.Do you want to know something? You can ask me,please.

S1：Where did you go last weekend?

T:I went to Foshan.

S2:What’s Foshan like? What did you do there?

T:Great! I studied English there.And Foshan is nice and clean.It is a city like Dongguan.But there are many motorcycles on the roads there.

S3:How did you go there?

S4:How long did you stay there?

二、感悟新知，建立圖式

1.利用圖式，引入新知。我展示四個(gè)地方的圖片，讓學(xué)生給意見，說說五一假期將要去哪里及其理由。

T:May Day holiday is coming.Where am I going? Do you have any ideas?

S1:You can go to Hong Kong.Because it’s near.There is a train station here.You can go by train.

S2:Are you going to Beijing? Because you can eat good food in Beijing.Peking duck is very tasty!

S3:I think you are going to Hangzhou.You are going to row a boat.

T:May Day holiday is short.I can’t go out for a long time.I think I am going to Hong Kong.I am going to visit the Ocean Park there.

2.借助語篇，激活語法教學(xué)。接下來引入新課：I have a friend,Mike.Where is he going on his holiday? Is he going to Hong Kong,too?播放錄音，感知整個(gè)語篇，進(jìn)一步激活一般將來時(shí)的圖式。在回答的過程中，不少學(xué)生說漏了be動(dòng)詞或是漏了to。我利用圖片及語言解釋stone forest和folk dances讓學(xué)生掃清閱讀障礙。

T:Look at the picture.Is there a forest in it? No,there are many stones there.That’s why we call it “Stone Forest”.Look at the people,they wear folk clothes.They are dancing.We call it“folk dances”.

3.熟悉文本，豐富圖式。我板書where,what,who,when,how讓學(xué)生回答課文五個(gè)問題。這一環(huán)節(jié)可以充分利用四人小組的合作，重點(diǎn)訓(xùn)練如何去問。一個(gè)同學(xué)問，另外幾個(gè)同學(xué)回答。問題大概如下：Where is Mike going on his holiday? What is he going to do there? Who is he going with? When is he going? How is he going?學(xué)生進(jìn)一步熟悉文本，填寫Mike’s Trip Plan.接下來跟錄音細(xì)讀，模仿磁帶中的聲音，有利于學(xué)生形成良好的語音語調(diào)。然后結(jié)對(duì)朗讀，角色扮演，培養(yǎng)合作能力，利用同伴壓力激發(fā)學(xué)習(xí)熱情，充分理解，捕捉文本的關(guān)鍵信息。

三、運(yùn)用圖式，效果顯著

1.基于語言鋪墊，自然輸出語段。我設(shè)計(jì)了挖空短文，請學(xué)生填寫。這篇短文以文本為中心，也可以因復(fù)習(xí)或?qū)懽餍枰?，適當(dāng)換寫人稱，為后面的寫作環(huán)節(jié)提供了一篇很好的范文。

2.聯(lián)合新知，譜寫新章。接下來，我乘勝追擊，請學(xué)生在組內(nèi)展示事先收集好的地方圖片或明信片，激發(fā)同伴之間交流的欲望。交流結(jié)束，學(xué)生簡單規(guī)劃自己的旅游計(jì)劃。學(xué)生以表格內(nèi)容為提綱完成書面表達(dá)“My May Day Plan”.通過原有話題簡述基礎(chǔ)上的分析、拓展、總結(jié)，學(xué)生在動(dòng)手寫作之前已有足夠的信息源，90%的學(xué)生都能順利寫出質(zhì)量較高的短文。一些基礎(chǔ)薄弱的學(xué)生原本放棄書面表達(dá)，現(xiàn)在借助表格，也能用只言片語表述自己的想法了。

責(zé)任編輯魏文琦