基于主題語境的初中英語大單元復習課教學實踐

盧利娟

摘 要： 在課程標準新理念的指引下從宏觀層面理解大單元概念，基于主題語境整合初中英語大單元復習課教學內容，分析大單元復習課課堂的教學設計，同時結合復習課堂真實案例，闡述了如何通過激活主題、聚焦主題、拓展主題和升華主題開展基于主題語境的復習課課堂實踐，并進行了相關活動設計的總結反思。

關鍵詞：主題語境；復習課；大單元

教學目標：

1. 學生復習與人物介紹相關的詞匯，句式和語法。

2. 學生學會友好、客觀地描述人的形象、個性。學生能夠運用寫作技能獨立寫出一篇完整的英語短文。

3. 學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缺點，學人之長，補己之短。樹立正確的世界觀、人生觀和價值觀。

教學內容：

該課是大單元觀念下的一節整合課。本節課圍繞著“Characters Introduction ”這個大單元主題，整合人教版七、八、九三個年級關于“ Characters Introduction”的教材內容。

教學重點：幫助學生圍繞人物介紹主題寫出發自他們內心的、反應其真情實感的作品。

教學難點：圍繞人物介紹主題整合七、八、九三個年級的教學內容。使其意義相連，層層遞進，有機統合在主題之下。

教學過程：

Step 1 課前熱身

上課伊始，教師通過Free Talk的方式與學生互動，開門見山地跟學生們聊一聊如果想介紹一個人物應該從哪幾方面思考，引入本節課的寫作主題。

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！

教師用思維導圖呈現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.

【設計意圖】生活經驗是學生學習并探究主題意義的源泉，課堂熱身作就是要調動學生的生活經驗，，以符合學生認知和語言水平的話題、圖片導入學習，調動學生的語言儲備，激發學生的參與興趣。當老師在Free Talk的末尾告知學生本節課的寫作話題時，大單元主題已經通過Free Talk這個環節被激活。

Step 2：激活舊知

首先讓學生從談論自己最熟悉的人開始。老師在PPT 中展示如何描述人物外貌和性格。激活七、八年級教材中關于“Characters Introduction ”的詞匯、語法及句式。

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.

老師以問題的形式引導學生調動語言知識儲備，運用所學語言進行思考、交流和表達。復習有關外貌和性格的詞匯以及比較級和最高級的句子結構，向學生梳理本節課英語寫作需要積累的語言、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 “love”.

He often helps to bring out the best in me.

Step 3：激活舊知

教師引導學生談論對自己影響最大的人。先從學生的父母切入話題，激活九年級教材中關于“Characters Introduction ”的詞匯、語法及句式。

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.

教師幫學生激活九年級的重點句型：定語從句。為了使學生能靈活運用定語從句描述人物，提供一組練習，強化一下定語從句的句式：

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.

引導學生使用定語從句描述人物：

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.

【設計意圖】通過上述一系列的活動，激活了學生已有的語言知識儲備，同時給學生輸入足夠多，足夠全面的有關人物描寫的信息。為下一步的語言輸出做好準備。

Step 4：語言輸出

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.

老師幫助學生去豐富自己的語言：

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.

【設計意圖】學生以小組為單位互相描述自己的朋友。小組活動中老師設計的問題促使學生充分運用之前梳理過的語言進行表達，再次強化學生對所學知識的模仿運用能力。教師將語言知識的復習置于學生熟悉和易于表達的任務情璄中。學生基于已有知識，在完成口頭語篇練習的過程中培養用所學語言做事情的能力。

Step 5 寫作提綱

有了之前的語言輸出練習后，老師設置了另一個作文題目，要求學生根據寫作內容以小組為單位列出提綱。之后展示出來，最后整合出最完整提綱，為之后的寫作提供清晰的思路。

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.

通過以上練習的過程，學生對于將要寫的作文的結構就有了清晰的輪廓。最終確定的提綱如下：

【設計意圖】多種素材的呈現幫助學生收集了大單元意義下的課時任務資源，做好了充分的寫作素材準備，為下一步寫作任務的完成儲存了足夠的內容材料。同時寫作技巧的不斷探究為學生獨立寫作做好了充分的準備和鋪墊。

Step 6 寫作實踐

趁著學生對于寫作充滿了期待的時候，老師呈現學生要獨立完成的寫作任務。如下：

假如你有機會和任何一個名人共進午餐。請根據以下要點和要求用英語寫一篇短文。

要點：1.這個名人是誰；

2.你為什么想和他或她共進午餐；

3.你想和他或她談論什么。

要求：1.字數100詞

2.文章內不得出現真實姓名。

【設計意圖】經過上述幾組教學活動，學生已做好了寫作準備：積累了寫作素材，做好了寫作技能上的準備。這個時候老師給予學生充裕的寫作時間，學生在獨立思考的寫作活動中，不斷調試自己原有的知識積淀，更新課堂活動中輸入的新知，并用書面表達的外顯形式輸出了本堂課學習的知識。學生通過寫作和思考，完成自我重塑、構建、交往的過程，實現大單元任務的自我輸出。

Step 7 寫作評價

老師要求學生以小組為單位，根據以下標準互評作文。要求組長朗讀本組最佳作文，評價優美句子，找出錯誤并給出分數。

【設計意圖】學生利用老師提供的小組評價流程，進行小組內評價，并且展示小組得分最高的習作，這樣可以極大的調動學習的積極性。

基于主題語境的初中英語大單元復習教學思考

學習的發生不是外界灌輸的結果，而是以學生的主動理解和建構為前提。復習課教學面向的是全體學生，教師應充分考慮學生的認知需求，以學生為主體創設適切的主題語境，引導學生在主題語境的統合下回顧、理解、應用真實的語言，為學生的系統性語言學習做好鋪墊。筆者在設計本節課時從學生的年齡特點、認知特點、思維特點出發，充分考慮課堂活動的可行性、可操作性和實效性，引導學生在真實的語言情境中完成對主題意義的深度探究。美國教育心理學家加涅認為，任何一個學習過程都是有層次的，由簡單到復雜、由低級到高級排列而成，高一級的學習必須以低一級的學習為先決條件。由于學生的學習存在主體差異性，因此大單元復習課的設計要緊密結合學情，遵循學生的認知規律和課堂教學的節奏，設計由易到難由簡到繁的課堂教學活動，幫助學生更好地回顧、梳理、重構單元主題內容。在本課教學中筆者基于學生的認知規律，將單元內容分類整合，遵循階梯性原則設計由易到難、層層遞進的活動，引導學生逐步進人主題內容的深度學習，在夯實學生語言知識的同時，發展學生的語言能力和學習能力，增強學生英語學習的自我效能感。同時引導學生由主題語境下淺表化的識記、理解應用等低階思維，向分析、綜合、評價的高階思維發展，實現語言能力與思維品質的同步提升。

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課題項目：本文為河南省教育科學“十四五”規劃課題“大單元觀念下初中英語寫作教學研究”（課題編號：2021YB1203）的階段研究成果。