基于主题语境的初中英语大单元复习课教学实践

卢利娟

摘 要： 在课程标准新理念的指引下从宏观层面理解大单元概念，基于主题语境整合初中英语大单元复习课教学内容，分析大单元复习课课堂的教学设计，同时结合复习课堂真实案例，阐述了如何通过激活主题、聚焦主题、拓展主题和升华主题开展基于主题语境的复习课课堂实践，并进行了相关活动设计的总结反思。

关键词：主题语境；复习课；大单元

教学目标：

1. 学生复习与人物介绍相关的词汇，句式和语法。

2. 学生学会友好、客观地描述人的形象、个性。学生能够运用写作技能独立写出一篇完整的英语短文。

3. 学生能了解人与人之间的差异性，能正确看待自己和他人的优缺点，学人之长，补己之短。树立正确的世界观、人生观和价值观。

教学内容：

该课是大单元观念下的一节整合课。本节课围绕着“Characters Introduction ”这个大单元主题，整合人教版七、八、九三个年级关于“ Characters Introduction”的教材内容。

教学重点：帮助学生围绕人物介绍主题写出发自他们内心的、反应其真情实感的作品。

教学难点：围绕人物介绍主题整合七、八、九三个年级的教学内容。使其意义相连，层层递进，有机统合在主题之下。

教学过程：

Step 1 课前热身

上课伊始，教师通过Free Talk的方式与学生互动，开门见山地跟学生们聊一聊如果想介绍一个人物应该从哪几方面思考，引入本节课的写作主题。

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！

教师用思维导图呈现介绍人物需要从哪些方面思考：

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.

【設计意图】生活经验是学生学习并探究主题意义的源泉，课堂热身作就是要调动学生的生活经验，，以符合学生认知和语言水平的话题、图片导入学习，调动学生的语言储备，激发学生的参与兴趣。当老师在Free Talk的末尾告知学生本节课的写作话题时，大单元主题已经通过Free Talk这个环节被激活。

Step 2：激活旧知

首先让学生从谈论自己最熟悉的人开始。老师在PPT 中展示如何描述人物外貌和性格。激活七、八年级教材中关于“Characters Introduction ”的词汇、语法及句式。

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.

老师以问题的形式引导学生调动语言知识储备，运用所学语言进行思考、交流和表达。复习有关外貌和性格的词汇以及比较级和最高级的句子结构，向学生梳理本节课英语写作需要积累的语言、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：激活旧知

教师引导学生谈论对自己影响最大的人。先从学生的父母切入话题，激活九年级教材中关于“Characters Introduction ”的词汇、语法及句式。

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.

教师帮学生激活九年级的重点句型：定语从句。为了使学生能灵活运用定语从句描述人物，提供一组练习，强化一下定语从句的句式：

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.

引導学生使用定语从句描述人物：

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.

【设计意图】通过上述一系列的活动，激活了学生已有的语言知识储备，同时给学生输入足够多，足够全面的有关人物描写的信息。为下一步的语言输出做好准备。

Step 4：语言输出

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.

老师帮助学生去丰富自己的语言：

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.

【设计意图】学生以小组为单位互相描述自己的朋友。小组活动中老师设计的问题促使学生充分运用之前梳理过的语言进行表达，再次强化学生对所学知识的模仿运用能力。教师将语言知识的复习置于学生熟悉和易于表达的任务情璄中。学生基于已有知识，在完成口头语篇练习的过程中培养用所学语言做事情的能力。

Step 5 写作提纲

有了之前的语言输出练习后，老师设置了另一个作文题目，要求学生根据写作内容以小组为单位列出提纲。之后展示出来，最后整合出最完整提綱，为之后的写作提供清晰的思路。

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.

通过以上练习的过程，学生对于将要写的作文的结构就有了清晰的轮廓。最终确定的提纲如下：

【设计意图】多种素材的呈现帮助学生收集了大单元意义下的课时任务资源，做好了充分的写作素材准备，为下一步写作任务的完成储存了足够的内容材料。同时写作技巧的不断探究為学生独立写作做好了充分的准备和铺垫。

Step 6 写作实践

趁着学生对于写作充满了期待的时候，老师呈现学生要独立完成的写作任务。如下：

假如你有机会和任何一个名人共进午餐。请根据以下要点和要求用英语写一篇短文。

要点：1.这个名人是谁；

2.你为什么想和他或她共进午餐；

3.你想和他或她谈论什么。

要求：1.字数100词

2.文章内不得出现真实姓名。

【设计意图】经过上述几组教学活动，学生已做好了写作准备：积累了写作素材，做好了写作技能上的准备。这个时候老师给予学生充裕的写作时间，学生在独立思考的写作活动中，不断调试自己原有的知识积淀，更新课堂活动中输入的新知，并用书面表达的外显形式输出了本堂课学习的知识。学生通过写作和思考，完成自我重塑、构建、交往的过程，实现大单元任务的自我输出。

Step 7 写作评价

老师要求学生以小组为单位，根据以下标准互评作文。要求组长朗读本组最佳作文，评价优美句子，找出错误并给出分数。

【设计意图】学生利用老师提供的小组评价流程，进行小组内评价，并且展示小组得分最高的习作，这样可以极大的调动学习的积极性。

基于主题语境的初中英语大单元复习教学思考

学习的发生不是外界灌输的结果，而是以学生的主动理解和建构为前提。复习课教学面向的是全体学生，教师应充分考虑学生的认知需求，以学生为主体创设适切的主题语境，引导学生在主题语境的统合下回顾、理解、应用真实的语言，为学生的系统性语言学习做好铺垫。笔者在设计本节课时从学生的年龄特点、认知特点、思维特点出发，充分考虑课堂活动的可行性、可操作性和实效性，引导学生在真实的语言情境中完成对主题意义的深度探究。美国教育心理学家加涅认为，任何一个学习过程都是有层次的，由简单到复杂、由低级到高级排列而成，高一级的学习必须以低一级的学习为先决条件。由于学生的学习存在主体差异性，因此大单元复习课的设计要紧密结合学情，遵循学生的认知规律和课堂教学的节奏，设计由易到难由简到繁的课堂教学活动，帮助学生更好地回顾、梳理、重构单元主题内容。在本课教学中笔者基于学生的认知规律，将单元内容分类整合，遵循阶梯性原则设计由易到难、层层递进的活动，引导学生逐步进人主题内容的深度学习，在夯实学生语言知识的同时，发展学生的语言能力和学习能力，增强学生英语学习的自我效能感。同时引导学生由主题语境下浅表化的识记、理解应用等低阶思维，向分析、综合、评价的高阶思维发展，实现语言能力与思维品质的同步提升。

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课题项目：本文为河南省教育科学“十四五”规划课题“大单元观念下初中英语写作教学研究”（课题编号：2021YB1203）的阶段研究成果。