图式理论指导下的小学英语复习课探讨

文/东莞市常平镇第一小学　陈燕嫦



图式理论指导下的小学英语复习课探讨

文/东莞市常平镇第一小学陈燕嫦

不少英语教师在上语法复习课时遇到了难题，有的说不能直说语法，有的又过多地强调语法，以致学生越学越枯燥，忽略了文本原有的趣味性。在复习过程中，如果能引导学生创建与写作题材相符的单元知识，并能在写作前充分激活这些图型知识，那么复习的效果就能大大提升。以下以PEP 8 Recycle 1 “Let’s take a trip”Lesson1为例，探讨在图式理论指导下，如何有效开展复习写作课。

一、联旧引新，激活图式

结合刚学习的一般过去时，我请学生对我的周末生活自由发问，顺势复习了五个“W”（即what,where,how,when,who等引导的过去时问句），学生除了会用特殊疑问来提问，还用了“Did you…? Were you…?”等，大脑中迅速激活了过去时的图式及疑问词的用法。学生一边发问，我一边贴出相关的特殊疑问词，要求学生概括出主要内容，初步形成语篇。

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，建立图式

1.利用图式，引入新知。我展示四个地方的图片，让学生给意见，说说五一假期将要去哪里及其理由。

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.借助语篇，激活语法教学。接下来引入新课：I have a friend,Mike.Where is he going on his holiday? Is he going to Hong Kong,too?播放录音，感知整个语篇，进一步激活一般将来时的图式。在回答的过程中，不少学生说漏了be动词或是漏了to。我利用图片及语言解释stone forest和folk dances让学生扫清阅读障碍。

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，丰富图式。我板书where,what,who,when,how让学生回答课文五个问题。这一环节可以充分利用四人小组的合作，重点训练如何去问。一个同学问，另外几个同学回答。问题大概如下：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?学生进一步熟悉文本，填写Mike’s Trip Plan.接下来跟录音细读，模仿磁带中的声音，有利于学生形成良好的语音语调。然后结对朗读，角色扮演，培养合作能力，利用同伴压力激发学习热情，充分理解，捕捉文本的关键信息。

三、运用图式，效果显著

1.基于语言铺垫，自然输出语段。我设计了挖空短文，请学生填写。这篇短文以文本为中心，也可以因复习或写作需要，适当换写人称，为后面的写作环节提供了一篇很好的范文。

2.联合新知，谱写新章。接下来，我乘胜追击，请学生在组内展示事先收集好的地方图片或明信片，激发同伴之间交流的欲望。交流结束，学生简单规划自己的旅游计划。学生以表格内容为提纲完成书面表达“My May Day Plan”.通过原有话题简述基础上的分析、拓展、总结，学生在动手写作之前已有足够的信息源，90%的学生都能顺利写出质量较高的短文。一些基础薄弱的学生原本放弃书面表达，现在借助表格，也能用只言片语表述自己的想法了。

责任编辑魏文琦