盧利娟

摘 要： 在課程標(biāo)準(zhǔn)新理念的指引下從宏觀層面理解大單元概念，基于主題語(yǔ)境整合初中英語(yǔ)大單元復(fù)習(xí)課教學(xué)內(nèi)容，分析大單元復(fù)習(xí)課課堂的教學(xué)設(shè)計(jì)，同時(shí)結(jié)合復(fù)習(xí)課堂真實(shí)案例，闡述了如何通過(guò)激活主題、聚焦主題、拓展主題和升華主題開(kāi)展基于主題語(yǔ)境的復(fù)習(xí)課課堂實(shí)踐，并進(jìn)行了相關(guān)活動(dòng)設(shè)計(jì)的總結(jié)反思。

關(guān)鍵詞：主題語(yǔ)境；復(fù)習(xí)課；大單元

教學(xué)目標(biāo)：

1. 學(xué)生復(fù)習(xí)與人物介紹相關(guān)的詞匯，句式和語(yǔ)法。

2. 學(xué)生學(xué)會(huì)友好、客觀地描述人的形象、個(gè)性。學(xué)生能夠運(yùn)用寫(xiě)作技能獨(dú)立寫(xiě)出一篇完整的英語(yǔ)短文。

3. 學(xué)生能了解人與人之間的差異性，能正確看待自己和他人的優(yōu)缺點(diǎn)，學(xué)人之長(zhǎng)，補(bǔ)己之短。樹(shù)立正確的世界觀、人生觀和價(jià)值觀。

教學(xué)內(nèi)容：

該課是大單元觀念下的一節(jié)整合課。本節(jié)課圍繞著“Characters Introduction ”這個(gè)大單元主題，整合人教版七、八、九三個(gè)年級(jí)關(guān)于“ Characters Introduction”的教材內(nèi)容。

教學(xué)重點(diǎn)：幫助學(xué)生圍繞人物介紹主題寫(xiě)出發(fā)自他們內(nèi)心的、反應(yīng)其真情實(shí)感的作品。

教學(xué)難點(diǎn)：圍繞人物介紹主題整合七、八、九三個(gè)年級(jí)的教學(xué)內(nèi)容。使其意義相連，層層遞進(jìn)，有機(jī)統(tǒng)合在主題之下。

教學(xué)過(guò)程：

Step 1 課前熱身

上課伊始，教師通過(guò)Free Talk的方式與學(xué)生互動(dòng)，開(kāi)門見(jiàn)山地跟學(xué)生們聊一聊如果想介紹一個(gè)人物應(yīng)該從哪幾方面思考，引入本節(jié)課的寫(xiě)作主題。

T： If you want to write about a person， what should you think about ？

S1：First ， think about who I want to write about.

T： Great. What else？

S2：What does he/she look like？

S3：What is he/she like？

S3：Think about Why I like him/her.

…

T：Well done！ You should also think about how this person helped you and how this persons advice/event has changed your life.Do you think so？

Ss：Yes， of course！

教師用思維導(dǎo)圖呈現(xiàn)介紹人物需要從哪些方面思考：

Who is the person？

What does he/she look like？

When and where did you first meet this person？

How did this person help you？

How has this persons advice/event changed your life？

T：Great ！ This class， Id like to work with you to practice writing how to introduce a person in English . Would you like to join me？

Ss：Yes， of course！

T：The topic of todays English writing is “Characters Introduction ”. During the next 40 minutes， we will go on a wonderful English writing trip. Im sure you will enjoy yourselves writing about your favorite person！ Now， lets start.

【設(shè)計(jì)意圖】生活經(jīng)驗(yàn)是學(xué)生學(xué)習(xí)并探究主題意義的源泉，課堂熱身作就是要調(diào)動(dòng)學(xué)生的生活經(jīng)驗(yàn)，，以符合學(xué)生認(rèn)知和語(yǔ)言水平的話題、圖片導(dǎo)入學(xué)習(xí)，調(diào)動(dòng)學(xué)生的語(yǔ)言儲(chǔ)備，激發(fā)學(xué)生的參與興趣。當(dāng)老師在Free Talk的末尾告知學(xué)生本節(jié)課的寫(xiě)作話題時(shí)，大單元主題已經(jīng)通過(guò)Free Talk這個(gè)環(huán)節(jié)被激活。

Step 2：激活舊知

首先讓學(xué)生從談?wù)撟约鹤钍煜さ娜碎_(kāi)始。老師在PPT 中展示如何描述人物外貌和性格。激活七、八年級(jí)教材中關(guān)于“Characters Introduction ”的詞匯、語(yǔ)法及句式。

T： What does your sister look like？Is she tall or short？

S1：She isnt tall or short. She is of medium height.

S2：She has a round face and big eyes.

S3：She has long straight black hair.

S4：She often wears a yellow dress.

T： What is your sister like？

S5：She is more lovely than me.

S6：She is more outgoing than me.

T： What does your brother look like？

Ss：Hes thinner than me.

Hes funnier than anyone I know.

He is of medium height.

He has short straight brown hair.

He doesnt wear a pair of glasses.

老師以問(wèn)題的形式引導(dǎo)學(xué)生調(diào)動(dòng)語(yǔ)言知識(shí)儲(chǔ)備，運(yùn)用所學(xué)語(yǔ)言進(jìn)行思考、交流和表達(dá)。復(fù)習(xí)有關(guān)外貌和性格的詞匯以及比較級(jí)和最高級(jí)的句子結(jié)構(gòu)，向?qū)W生梳理本節(jié)課英語(yǔ)寫(xiě)作需要積累的語(yǔ)言、句型。

Words preparation：

Appearance：

good-looking pretty lovely slim overweight middle-aged fit wear glasses always smile

Personality：

brave self-confident warm-hearted patient easy-going outgoing energetic forgetful generous hard-working helpful humorous optimistic talented good-tempered honest

Describe people：

Hes a tall man with glasses.

Hes much less hard-working than me.

She has a round face like an apple.

Hewears glasses with small round frames.

He wears a T-shirt with the word “l(fā)ove”.

He often helps to bring out the best in me.

Step 3：激活舊知

教師引導(dǎo)學(xué)生談?wù)搶?duì)自己影響最大的人。先從學(xué)生的父母切入話題，激活九年級(jí)教材中關(guān)于“Characters Introduction ”的詞匯、語(yǔ)法及句式。

T：Who is funnier， your mom or your dad？

Who works harder？

Who influences you more？

S1：My dad is funnier than my mom.

S2：My dad works harder than my mom.

S3：My dad influences me more than my mom.

T： How did your father influence you？

S4：He works hard. He has a good sense of responsibility for his job.

S5：He helped me to work out the answers myself no matter how difficult they were.

S6：Whenever I meet with difficulty and feel depressed， he will read my mind and help me to face it.

S7：He has a spirit of never giving up.

T： My father is the person who influences me most.

When it comes to the person I admire most， Ill choose my father.

He always sets me a good example by doing right things and doing things right.

It is he who has helped me get through those hard times.

教師幫學(xué)生激活九年級(jí)的重點(diǎn)句型：定語(yǔ)從句。為了使學(xué)生能靈活運(yùn)用定語(yǔ)從句描述人物，提供一組練習(xí)，強(qiáng)化一下定語(yǔ)從句的句式：

He loves music that/which he can sing along with.

He prefers groups that/which play quiet and slow songs.

he prefers movies that/which give him something to think about.

She likes musicians who play different kinds of music.

They like writers who explain things well.

引導(dǎo)學(xué)生使用定語(yǔ)從句描述人物：

1. When it comes to the person I want to thank most， Ill choose my teacher.

2. Ma Yun is a great person who influences me most.

3. A hero is the one who is like the bright light in the darkness.

4. Our teacher who always explains the text to us carefully again and again is very patient.

5. My brother who always comes up with different ideas is a creative boy.

6. He wears small round glasses which make him look handsome.

7. I like her bright， smiling eyes which make her look really pretty.

【設(shè)計(jì)意圖】通過(guò)上述一系列的活動(dòng)，激活了學(xué)生已有的語(yǔ)言知識(shí)儲(chǔ)備，同時(shí)給學(xué)生輸入足夠多，足夠全面的有關(guān)人物描寫(xiě)的信息。為下一步的語(yǔ)言輸出做好準(zhǔn)備。

Step 4：語(yǔ)言輸出

T： Who is your best friend？

What does he/she look like？

What do you like about her/him？

Is he/she a lot like you？

Try to describe your friend.

Ss：My friend Lily is quite similar to me in some ways. We are both tall and thin. We are both quiet and serious. We like reading together. We are hard-working in class， so we often get good grades.

In some other ways，she is different from me. Shes funnier and more outgoing than me. She always speaks more loudly. She is better at sports. Shes smarter and shes a good listener.

Although we have some differences， we are good friends.

老師幫助學(xué)生去豐富自己的語(yǔ)言：

T：I have a good friend. Her name is Lily. She is a creative girl who always comes up with different ideas. I like her bright， smiling eyes which make her look really pretty. She is quite similar to me in some ways. We are both tall and thin. We like reading together. We are hard-working in class， so we often get good grades.

In some other ways，she is different from me. Shes funnier and more outgoing than me. She always speaks more loudly. She is better at English. With her help， I made lots of progress in English learning this year. Shes smarter and shes a good listener.

She is so nice and friendly that all the teachers and her classmates like her very much.

【設(shè)計(jì)意圖】學(xué)生以小組為單位互相描述自己的朋友。小組活動(dòng)中老師設(shè)計(jì)的問(wèn)題促使學(xué)生充分運(yùn)用之前梳理過(guò)的語(yǔ)言進(jìn)行表達(dá)，再次強(qiáng)化學(xué)生對(duì)所學(xué)知識(shí)的模仿運(yùn)用能力。教師將語(yǔ)言知識(shí)的復(fù)習(xí)置于學(xué)生熟悉和易于表達(dá)的任務(wù)情璄中。學(xué)生基于已有知識(shí)，在完成口頭語(yǔ)篇練習(xí)的過(guò)程中培養(yǎng)用所學(xué)語(yǔ)言做事情的能力。

Step 5 寫(xiě)作提綱

有了之前的語(yǔ)言輸出練習(xí)后，老師設(shè)置了另一個(gè)作文題目，要求學(xué)生根據(jù)寫(xiě)作內(nèi)容以小組為單位列出提綱。之后展示出來(lái)，最后整合出最完整提綱，為之后的寫(xiě)作提供清晰的思路。

T：Thinking

Who is your hero？

What do you think of him/her？

Why do you admire him/her？

How has this persons advice/event changed your life？

T：First of all， we have to make an outline of our composition. That means we should decide what to write first，、what to write next and what to write at last. Please work in groups and have a discussion.

……

T：Now， show your outlines to the class， then all of us choose the best one.

通過(guò)以上練習(xí)的過(guò)程，學(xué)生對(duì)于將要寫(xiě)的作文的結(jié)構(gòu)就有了清晰的輪廓。最終確定的提綱如下：

【設(shè)計(jì)意圖】多種素材的呈現(xiàn)幫助學(xué)生收集了大單元意義下的課時(shí)任務(wù)資源，做好了充分的寫(xiě)作素材準(zhǔn)備，為下一步寫(xiě)作任務(wù)的完成儲(chǔ)存了足夠的內(nèi)容材料。同時(shí)寫(xiě)作技巧的不斷探究為學(xué)生獨(dú)立寫(xiě)作做好了充分的準(zhǔn)備和鋪墊。

Step 6 寫(xiě)作實(shí)踐

趁著學(xué)生對(duì)于寫(xiě)作充滿了期待的時(shí)候，老師呈現(xiàn)學(xué)生要獨(dú)立完成的寫(xiě)作任務(wù)。如下：

假如你有機(jī)會(huì)和任何一個(gè)名人共進(jìn)午餐。請(qǐng)根據(jù)以下要點(diǎn)和要求用英語(yǔ)寫(xiě)一篇短文。

要點(diǎn)：1.這個(gè)名人是誰(shuí)；

2.你為什么想和他或她共進(jìn)午餐；

3.你想和他或她談?wù)撌裁础?/p>

要求：1.字?jǐn)?shù)100詞

2.文章內(nèi)不得出現(xiàn)真實(shí)姓名。

【設(shè)計(jì)意圖】經(jīng)過(guò)上述幾組教學(xué)活動(dòng)，學(xué)生已做好了寫(xiě)作準(zhǔn)備：積累了寫(xiě)作素材，做好了寫(xiě)作技能上的準(zhǔn)備。這個(gè)時(shí)候老師給予學(xué)生充裕的寫(xiě)作時(shí)間，學(xué)生在獨(dú)立思考的寫(xiě)作活動(dòng)中，不斷調(diào)試自己原有的知識(shí)積淀，更新課堂活動(dòng)中輸入的新知，并用書(shū)面表達(dá)的外顯形式輸出了本堂課學(xué)習(xí)的知識(shí)。學(xué)生通過(guò)寫(xiě)作和思考，完成自我重塑、構(gòu)建、交往的過(guò)程，實(shí)現(xiàn)大單元任務(wù)的自我輸出。

Step 7 寫(xiě)作評(píng)價(jià)

老師要求學(xué)生以小組為單位，根據(jù)以下標(biāo)準(zhǔn)互評(píng)作文。要求組長(zhǎng)朗讀本組最佳作文，評(píng)價(jià)優(yōu)美句子，找出錯(cuò)誤并給出分?jǐn)?shù)。

【設(shè)計(jì)意圖】學(xué)生利用老師提供的小組評(píng)價(jià)流程，進(jìn)行小組內(nèi)評(píng)價(jià)，并且展示小組得分最高的習(xí)作，這樣可以極大的調(diào)動(dòng)學(xué)習(xí)的積極性。

基于主題語(yǔ)境的初中英語(yǔ)大單元復(fù)習(xí)教學(xué)思考

學(xué)習(xí)的發(fā)生不是外界灌輸?shù)慕Y(jié)果，而是以學(xué)生的主動(dòng)理解和建構(gòu)為前提。復(fù)習(xí)課教學(xué)面向的是全體學(xué)生，教師應(yīng)充分考慮學(xué)生的認(rèn)知需求，以學(xué)生為主體創(chuàng)設(shè)適切的主題語(yǔ)境，引導(dǎo)學(xué)生在主題語(yǔ)境的統(tǒng)合下回顧、理解、應(yīng)用真實(shí)的語(yǔ)言，為學(xué)生的系統(tǒng)性語(yǔ)言學(xué)習(xí)做好鋪墊。筆者在設(shè)計(jì)本節(jié)課時(shí)從學(xué)生的年齡特點(diǎn)、認(rèn)知特點(diǎn)、思維特點(diǎn)出發(fā)，充分考慮課堂活動(dòng)的可行性、可操作性和實(shí)效性，引導(dǎo)學(xué)生在真實(shí)的語(yǔ)言情境中完成對(duì)主題意義的深度探究。美國(guó)教育心理學(xué)家加涅認(rèn)為，任何一個(gè)學(xué)習(xí)過(guò)程都是有層次的，由簡(jiǎn)單到復(fù)雜、由低級(jí)到高級(jí)排列而成，高一級(jí)的學(xué)習(xí)必須以低一級(jí)的學(xué)習(xí)為先決條件。由于學(xué)生的學(xué)習(xí)存在主體差異性，因此大單元復(fù)習(xí)課的設(shè)計(jì)要緊密結(jié)合學(xué)情，遵循學(xué)生的認(rèn)知規(guī)律和課堂教學(xué)的節(jié)奏，設(shè)計(jì)由易到難由簡(jiǎn)到繁的課堂教學(xué)活動(dòng)，幫助學(xué)生更好地回顧、梳理、重構(gòu)單元主題內(nèi)容。在本課教學(xué)中筆者基于學(xué)生的認(rèn)知規(guī)律，將單元內(nèi)容分類整合，遵循階梯性原則設(shè)計(jì)由易到難、層層遞進(jìn)的活動(dòng)，引導(dǎo)學(xué)生逐步進(jìn)人主題內(nèi)容的深度學(xué)習(xí)，在夯實(shí)學(xué)生語(yǔ)言知識(shí)的同時(shí)，發(fā)展學(xué)生的語(yǔ)言能力和學(xué)習(xí)能力，增強(qiáng)學(xué)生英語(yǔ)學(xué)習(xí)的自我效能感。同時(shí)引導(dǎo)學(xué)生由主題語(yǔ)境下淺表化的識(shí)記、理解應(yīng)用等低階思維，向分析、綜合、評(píng)價(jià)的高階思維發(fā)展，實(shí)現(xiàn)語(yǔ)言能力與思維品質(zhì)的同步提升。

參考文獻(xiàn)：

[1] 教育部2012.義務(wù)教育英語(yǔ)課程標(biāo)準(zhǔn)（2011年版）[M].北京：北京師范大學(xué)出版社.

[2] 教育部2018.普通高中英語(yǔ)課程標(biāo)準(zhǔn)（2017年版）[M]北京：人民教育出版社.

[3] 崔允漷.2019.如何開(kāi)展指向?qū)W科核心素養(yǎng)的大單元設(shè)計(jì)[J].北京教育（普教版），（2）：11-15.

[4] 賈秋萍.2019.三維目標(biāo)融合，在真實(shí)情璄的大單元教學(xué)中實(shí)現(xiàn)——以統(tǒng)編八年級(jí)上冊(cè)第五單元為例[J].語(yǔ)文建設(shè)，（6）：15-18..

[5] 戴曉娥.2019.情景任務(wù)活動(dòng)——指向語(yǔ)文素養(yǎng)的大單元教學(xué)探究[J].基礎(chǔ)教育課程，（5）：7-11.

課題項(xiàng)目：本文為河南省教育科學(xué)“十四五”規(guī)劃課題“大單元觀念下初中英語(yǔ)寫(xiě)作教學(xué)研究”（課題編號(hào)：2021YB1203）的階段研究成果。