基于主题语境下表述教学的反思与再实践

○杜存存

（作者单位：泊头市教师发展中心）

《义务教育英语课程标准（2011年版）》教学建议明确指出：注重语言实践，培养学生的语言运用能力，以学生“能用英语做事情”的描述方式设定各级目标要求，旨在强调培养学生的语言综合运用能力。以单元主题语境为引领的小学英语课堂上，有部分教师对教材的把握不精准，活动设计中未能充分挖掘教学文本信息，基本达不到指导学生对主题意义的深度学习，值得引起我们的重视与反思。

【教学回放】

教学内容：人教版（PEP）小学英语五年级下册Unit TwoMy Favourite SeasonPart B Read and write，课件呈现图片。

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.

......

【诊断分析】

在这一教学片段中，教师未结合本单元主题内容，深入挖掘教学文本，没有真正带领学生以“My Favourite Season”为主题语境进行深度的思考，仅仅是浅显地处理了问题“Which season do you like best？Why？”中的“Why”。

【教学重构】

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.

......

在本环节，教师指导学生从different weath⁃er、different colours、different holidays、differ⁃ent vegetables and fruits、do different things几个方面，有效地表述出“My Favourite Season”这一主题，然后学生通过“Think-Talk-Write”完成小短文的练习。相比较而言，这样设计比利用教材中的简单问答、补全句子等教学活动更有效、更有深度，学生既训练了英语思维，又有效运用所学知识获得了能力的提升。

【教学回放】

教学内容：人教版（PEP）小学英语六年级上册Unit SixHowDoYouFeel？Part B Let’s try，Let’s talk，课件呈现图片和对话。

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...

（教师讲授核心词汇和重点句子后，学生进行角色朗读和表演。）

【诊断分析】

教师首先利用PPT呈现教材图片，请学生跟读对话后回答教材里出示的问题“How does Sam feel？What should he do？”，然后设计第二次听读活动，让学生关注本课的核心词汇和重点句子，下一步进行Read in different roles和Role play with partners。这些教学活动，教师只是注重了教材文本和教学重点，未关注人物心理活动及情绪的管理，没有真正把情感目标落到实处。

【教学重构】

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.

在本环节，教师引导学生用“Different feel⁃ings，different tone.”对比读句子，不仅仅强化了重点知识，又恰当地落实了情感目标，让学生认识“Family and friendship are the most impor⁃tant.”的正确家庭观和友情观，在“Experience-Imitation-Speak”表述训练中引导学生学会正确表述自己的情绪、学会管理自己的情绪、学会帮助他人梳理情绪。

【教学回放】

教学内容：人教版（PEP）小学英语六年级下册Unit TwoLast WeekendPart B Read and write的Post-reading环节，课件呈现图片、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.

（学生填空补全句子，完成这封回信，再读一读核对答案。）

【诊断分析】

在这一教学片段中，教师结合教材用Read and choose、Read and circle、Read and fill in the blacks三个教学活动完成了Post-reading环节，仍是只注重了教材文本，没有把Read and write活动真正落到实处，更没有激发学生的思考，这种机械式的教学方式值得我们深刻反思。

【教学重构】

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...

在作业设计中，多了一项Good friend’s letter，不仅为了训练学生用一般过去时正确表述，利用同学间分享fun place，delicious food，comfortable hotel and so on，还可以帮助学生回忆美好的旅行经历，将本单元的主题“Last Weekend”延 展 到“Last Month，Last Sum⁃mer...”。

单元主题语境下的表述教学，直接影响学生对语言材料的理解程度、学生英语思维的发展和语言学习的效果。在课堂教学中结合文化内涵、情感、态度和价值观设计教学活动，能完美呈现主题意义的核心思想和深层含义，学生完成拓展表达或叙述任务时，基于教学文本与生活体验，融合对主题意义的理解，正确表达自己的观点，有利于促进学生整体表述能力的协调发展。