文本再构在小学英语复习课中的践行

文本再构在小学英语复习课中的践行文本再构在小学英语复习课中的践行【摘要】如何活跃复习课的课堂气氛，对复习的内容进行有趣完整系统的整合，让学习主动参与，提高复习课的课堂效果，教师在文本的运用上可因生、因本、因时、因情而做出灵活多样的处理。进行听、说、读、写等综合训练进行文本再构。【关键词】：复习课、文本再构、教师专业化成长每到期末，教师们都在琢磨着如何复习，如何上好复习课。过去很多老师都是逐个单元逐个课时像炒冷饭一样把书本知识过一遍，接着就是无尽的题海战术，做练习，评讲练习等等。这样一来学得好的学生觉得已经会了还在学，学得不好的同学因为课程枯燥也学不进去。没有达到复习课真正要的效果。因此，如何活跃复习课的课堂气氛，对复习的内容进行有趣完整系统的整合，让学习主动参与，提高复习课的课堂效果，我尝试了对复习内容进行了文本再构的方法进行复习。文本再构是教师依据教材、学情量身定制的，因而在文本的运用上可因生、因本、因时、因情而做出灵活多样的处理。进行听、说、读、写等综合训练。现在我以PEP5五年级英语上册的复习课为例。在设计复习课前我对整一册书进行了比较系统的分析：本册书一共有五大主题：外貌、爱好、school day, 能力，Whats the room like? 我想到了整个复习就以介绍一个朋友为主线逐个的对复习内容进行复习。整个流程图如下：确定了复习的主线，接下来是逐个课时完成复习内容。第一课时：Whats she like?1、Who is she? 设置悬念，引出复习的主人公为学生比较喜欢的一个节目爸爸去哪中的Cindy，激发学生的兴趣。2、文本阅读：She is a pretty girl. She is 5years old. She is from Fu Jian. She is thin. Shes funny. She is active, too. Her favourite food is fish. Its tasty. Her father is tall and strong. He is kind, too. She is helpful at home. She can water the flowers. From Monday to Friday, she goes to the Childrens Garden. On weekends, she often stay at home. Her room is beautiful. Sometimes she goes to a nature park.(1) 在文章圈出有关外貌的单词。由此复习一些描写外貌的单词(2) 写出更多有关外貌的单词(3) 阅读文章，回答下列问题：Whats Cindy like? / Whats her father like? / Is she strong? /Where is she from? 复习相关的的句型3、看答语，写出问句。4、选择正确的词语填空：介绍另外一个朋友。由此复习描写外貌的综合运用。a , an , English , teachers , Mr Carter , funny , tall , strong , from , student , father , three, funZhang Peng has _ new _. They are a science teacher, _ art teacher and an _ teacher. _ is his English teacher. Hes _ Canada. His class is so much _. Hes _, _ and very _. Hes Tims _.5、小练笔：介绍你喜欢的一位老师，如科目外貌性格等。第二课时：1、继续是以Cindy为主角，深入了解2、文本导入：3、深入了解Cindy：呈现复习句型：What day is it today? Its /What do . have on? / have.on4、复习更多有关活动的动词词组：read books, play computer, watch TV, play football.5、了解Cindy 的菜单，复习：favourite food6、小练笔：Cindy 想知道你在学校食谱如何，请你介绍一下吧。第三课时：课程1、文本导入：Cindys daysCindy is a student, too. This is Cindys time table in the kindergarten(幼儿园）.Today is Monday . She has painting and P.E. She likes P.E. best . On Tuesday she has math. On Wednesday she has English. Chinese is on Thursday and Friday. She usually has rice and potatoes for lunch in the kindergarten. Her favourte is noodles. On Saturday and Sunday there is no class. She often does sports. What sports? Guess. On holidays ,she takes a trip(旅游） with her father.2、文本的复习有关课程的单词。在文中圈出有关课程的单词。3、你还知道哪些相关的课程单词，写下来。4、根据文本回答问题，句型复习：Whats Cindys favourite class? / What does she have for lunch? /What do she do on weekend?5、过渡到：What about you? 让学生根据自己的实际情况回答问题：1、What do you have on Tuesday ? / 2、What do you have for lunch on Monday ? /3、Whats your favourite food ? /4、What do you do on weekends?6、补充句子，意思完整。7、小练笔：About Me：My Days第四课时：What can do?1、 由原来的文本引出今天要复习的主题：What cando?2、 学习文本Cindy is helpfulToday is Sunday. Cindys family are at home. Cindy is helpful . Her father is ill. She can help her father do housework. She can water the flowers, clean the bedroom and sweep the floor. But she cant cook the meals and wash the clothes. She wants to have a try. Her father is happy.(1) 复习单词：在文中圈出有关 housework 的动词词组(2) What else ?(你还想到哪些动词词组，请写下来）(3) 复习句型：根据文本回答问题：Is Cindy helpful? / What can she do at home?/ Can Cindy cook the meals?/ Is Cindys father happy ?3、 复习不同的人称：Cindy is helpful at home, what about you? 回答问题Are you helpful at home? / What can you do at home? /What cant you do?/ Can you cook the meals?4、 Ask and answer: 采访对方：What can you do at home? 完成对话。5、 Writing: 看图发挥合理想象进行介绍（什么时候，在哪里，他们分别能干和不能干些什么？心情如何？） 在这样的复习课中，通过语篇中文本再构的实践与研究，对于学生来说贴近学生生活实际能够吸引学生兴趣，引起学生共鸣的教学文本，不光让学生对所学知识进行了有机的梳理和反复的操练之外，还开拓了学生的视野，拓展了学生积累语言知识的渠道，提高了学生想象，概括，归纳综合记忆等各方面的的综合能力，还激发和培养了他们对学习英语的兴趣，调动学生的语用情趣。对于教师来说，也促使了教师的对复习课现状的改变，进一步归纳教材而有效开发教材的能力，促进了教师的专业化成长。