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中考英语话题复习模式的研究与反思

中考英语话题复习模式的研究与反思
中考英语话题复习模式的研究与反思

中考英语话题复习模式的研究与反思【摘要】话题式复习教学以话题为主线,围绕课程目标,并结合学

情和教材特点进行立体、综合的教学设计与开发。在课堂教学中,采用任务型语言教学模式,兼顾交际功能和语言知识结构的学习,从而提高学生的听说读写能力。本文从英语话题式复习的基本内涵入手,根据《新目标Go for it》教材的话题编排结构,重组话题。然后以话题为主线,以学生的长远发展为目标,科学选用教学方法,精心设计教学过程,进行有效的初三复习教学。并对话题式复习教学实施中应注意的问题提出几点反思,探讨如何创建一种真正激发学生的学习兴趣、关注学生的进步和发展的有效复习方式。

【关键词】话题;英语复习模式;高效

中国分类号:G633.41

一、问题的提出

随着中考越来越注重考查学生英语综合语言运用能力,传统的复习方法存在一些局限性,导致学生复习效果差,对英语课不感兴趣。同时在复习过程中,学生学习心态往往较为疲惫。针对目前中考复习课的现状,笔者发现在中考英语复习课堂中出现了如下的问题:1.知识的巩固以重复为途径,教学方式缺乏创意,只是一味的炒夹生饭。2.复习主要是以PPT的形式和习题的形式呈现,缺乏趣味性。3.课堂教学的设计往往不能达到综合的技巧,将英语的听说读写进行了分解,复习不够全面。4.教师以课本

内容为依据,缺乏针对性,忽略了学生学习的实际效果。初三英语复习教学是提升学生综合语言运用能力的关键。面对当前传统复习课中存在的诸多问题,结合自己的教学经历,做了如下反思:一方面要积极改进复习方法,进一步提高学生学习的积极性,满足他们的心理需求;另一方面要对复习内容做积极处理,调整复习

思路。《英语课程标准》中的“任务型”语言教学途径也提出,要创设真实的情景,让学生在这真实的情景中进行真实的语言交际实践活动。初中英语教学中,每个单元都有相关的一个话题,师生围绕话题进行语言技能训练,可避免语言学习的空洞和单调,同时也可以充分体现语言使用性功能。受以上这些方面的启示,笔者认为以话题为主线,整合教材内容进行复习,学生可以建立不同单元相同话题知识间的联系,这样有利于学生完善知识结构,发展综合语言运用能力,提高复习效率。例如,在复习交际用语时,通过整合初中三年的问路话题,复习课变成了一节语言实践课。在真实的情景中,学生的兴趣被大大地激发,他们十分快乐主动地复习了知识,接受了信息,加工了信息,交流了信息,学生的主体作用得到了很好的发挥。

二、话题式复习模式的基本内涵和教学流程

(一)话题复习模式的基本内涵

话题复习模式就是在初中英语复习阶段,教师引领学生将全部初中英语教材中的教学模块归类到《课程标准》要求的24个基本话题下,以话题为牵引,将本课要复习的语法内容有机地融入其中,进行听说读写各项语言技能的训练。归纳话题下的常用词汇,提炼话题下的功能句子,积累话题下的典型句式,梳理话题下的主要语法,训练话题下的书面表达,以

清晰的教学思路系统归纳初中阶段所学内容,形成完整的知识网络和框架,提高复习教学效率。在话题式复习的课堂教学中,话题词汇和句型贯穿整个课堂,并且以技能训练为主,适量进行有关的语法项目的归纳和点拨,再配合少而精的训练题,取得良好的复习效果。这种方法能让学生在头脑里有一个清晰的语法知识结构,体现了学生自主学习和合作学习策略的培养,也有利于学生真正得到语言的运用,这也就是话题式复习课之所以更适应新课标环境下的英语中考复习课堂的原因。

(二)话题复习模式的教学流程

话题复习模式是在遵循英语教学基本规律的基础上,采用“同类归纳”方法,围绕话题对初中各年级学习内容进行“同类聚合”的教学整合。教师按照“创设话题情景――归类基本词汇及句型――梳理基本语法――训练中考题型”的流程,结合听说读写四个技能的综合训练进行课堂教学,

从而全面提高学生的语言综合运用能力。

1.研究教材,创设话题情景

以课程标准的话题项目表为依据,对初中阶段的所有内容进行重新组合,确定出24个话题项目,每一话题为一章,每章中的内容可能分布在不同年级的教材中,所涉及的话题内容是基本相同的。如有关“学校生活”的话题内容分布在七年级上Unit 10 Can you play the guitar,,八年级上Unit8 How was your school trip,,八年级下Unit4 He said I was

hard-working.,九年级Unit1 How do you study for a test,。有关“旅游

和交通”,它的内容分布在九年级unit7 Where would you like to visit,,八年级上unit 3 What are you doing for vacation,,八年

级下unit 9 Have you ever been to an amusement park, 等。

2.根据话题,归类基本词汇及句型

教师要注意宏观备课,根据话题寻找有用的相关单词、词组和表达。根据语言学家Michael Lewis的词块分类法,将词块进行梳理、整合,把同一话题下的语块组合成话题“词典”。这样,原本孤立的词语统摄在话题语义场中,词与词之间有了意义联系,构成语义网络系统。在语言运用中,无论是听说还是读写,一旦话题被激活,话题词块的意义联系随即接通,词语的检索和提取将非常迅速。例如在教学“学校生活”这一话题时,我根据教材的内容和教学大纲,归纳出了以下词汇和句型。

词汇:

Chinese,math,chemistry,art,computer,geography,classmates,classroom,

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