浅谈小学英语教学中复述课文的实践——以朗文公司《小学综合英语》为例，本文主要内容关键词为：英语论文,为例论文,课文论文,浅谈论文,小学英语论文，此文献不代表本站观点，内容供学术参考，文章仅供参考阅读下载。
一、什么是复述课文
复述课文，就是对所学课文的内容进行完整而连贯的叙述，是让学生在理解课文的基础上，打破原来的知识体系，用新的语言材料，按照一定的要求，以“口头”或“笔头”方式把课文内容重新表达出来。复述不但可以帮助学生理解课文，还可以帮助学生提高运用语言的能力，是掌握、积累和运用语言材料的一种重要手段。
二、小学英语复述教学中存在的问题
1.对复述教学的重要性认识不够
只要求学生掌握语法词汇，了解故事大意，而忽视对课文整体的感知理解和复述，是当前小学英语课文教学中普遍存在的问题。教师常认为，在小学阶段，学生掌握语法词汇是首要目标，复述课文费时费力，短期内看不到明显效果，因此往往敷衍了事。这样培养出来的学生缺少篇章意识，语篇表达能力也较弱。
2.复述教学缺少方法指导
在实际的复述教学中，很多教师为了加强巩固词汇和语法，会要求学生事无巨细、不加取舍地复述课文。因为缺少策略和指导，复述课文沦为背诵课文，学生复述课文时思路不清晰，对文章结构缺少概念。
三、因“文”制宜，开展小学英语课文复述的实践
1.抓住问题，解决问题，巧用三段论复述课文
《小学综合英语》（以下简称IPE）Unit 16“Don't look down”一文描写的是the Busy Bees在海洋公园一日游时不断遇到困难，但通过努力，自己解决问题的事情。在指导学生复述课文时，笔者通过帮助学生们梳理the Busy Bees遇到的四个问题及其解决方法，帮助学生理清了文章思路。
（1）教师提问：What did the Busy Bees want to do last Saturday? Name four things and tell whether they could do them or not.
（2）学生归纳：The Busy Bees wanted to go to Ocean Park,see the first dolphin show,get to the dolphin show by cable car and get into the cable car,but they couldn't do them at first.
（3）教师指导学生寻找the Busy Bees遇到的问题。教师先举例示范，如：
Problem 1：The Busy Bees wanted to go to Ocean Park but Annie didn't have enough money for the ticket.
（4）学生模仿，找出其他问题，扩充句子，如：
Problem2：They wanted to see the first dolphin show but they were too late.
Problem3：They wanted to go there by cable car but Annie was not brave enough.
Problem4：Jane and Annie got into the cable car but Annie was very sick and she puked.
（5）教师指导学生寻找the Busy Bees解决问题的方法。教师先举例示范，如：
How to solve Problem 1：John lent Annie eight dollars,then Annie had enough money.
（6）学生模仿，讲述另两个问题的解决方法，如：
How to solve Problem 2：They wanted to go by cable car to see the next show.
How to solve Problem 3：Jane said she would sit with her and hold her.
（7）合理想象，续编故事。故事未完待续，最后一个问题课文中没有给出答案。教师可组织学生进行小组讨论，展开合理想象，续编故事，如：
Jane said sorry to Annie and promised to give her some candies later.
Suddenly the cable car stopped and Annie felt much better.
（8）整体回顾，梳理问题，完整复述课文。有了前几步“找问题”、“解决问题”的铺垫，整篇文章的复述就水到渠成了，如：
The Busy Bees wanted to go to Ocean Park last Saturday but Annie didn't have enough money for the ticket.John lent Annie eight dollars,then Annie had enough money.They wanted to see the first dolphin show but they were too late.So they wanted to by cable car to see the next show but Annie was not brave enough.Jane said she would with her and hold her.Jane and Annie got into the cable car but Annie was very sick and she puked.Jane said sorry to Annie and promised to give her some candies later.
[分析]
麦肯、比维尔和沃格特提出“某人打算做某事—但是—结果”的阅读技巧，学生从中学会通过抓关键信息来概括故事、历史事件或科学现象的大意。首先，学生分清“某人”，即故事的主人公；接着，明确主人公想做的事，并找出不能顺利进行的原因，即“但是”；最后，描述主人公怎样解决问题，即“结果”（Thankersley，2008）。Unit 16这篇课文恰好属于这种类型。“某人打算做某事—但是—结果”这样的三段论不仅能清晰地呈现事件的过程，也有利于培养学生从说短句到长句、从说单句到多句、最终到说语篇的语言表达能力。
2.依托“主人公”，设定主题，巧妙串联故事
IPE 5 Unit 18“A visit to the doctor”是Unit 16课文的后续，讲述了Annie妈妈知道Annie在缆车上呕吐后，担心她的身体，带她去看医生的故事，主要句型为must/mustn't do。如果按照事情发展的时间顺序复述课文的话，内容比较繁琐，不利于学生记忆。笔者仔细研究课文内容后，决定从“主人公”Annie 的特征入手，抓住重要信息Annie is not a strong little girl，以此为线索，串联了整个故事。
（1）熟悉课文并找主题句
初步熟悉课文内容后，教师请学生用一个词形容Annie，并找出主题句Annie is not a strong little girl.
（2）为主题句寻找支撑点
得出主题句后，教师请学生默读课文并给出支撑主题句的理由，如：She is afraid of heights.She has sore ears.She has a weak stomach.然后同学们进行说长句的练习，如：Annie isn't a strong little girl because she is afraid of heights，and she also has sore ears and a weak stomach.
（3）找出医生的建议，进行小语段的说话练习
学生在半分钟内查读课文，找出医生的建议，并尝试说完整的句子，教师根据学生的回答板书，如：
①Annie is afraid of heights,so she mustn't go on cable cars or go up tall buildings.
②She has sore ears so she mustn't dive into water.
③She has a weak stomach so she mustn't eat fried food.
板书：
Annie not strong
be afraid of mustn't go on...go up...
have sore ears
mustn't dive into...
have a weak stomach mustn't eat...
等学生能熟练讲述以上长句子后，教师指导学生根据板书进行语段的说话练习，组织形式为同桌两人一组一句接一句小声练习，后在全班范围内展示，如：
Annie is not a strong little girl.She is afraid of heights so she mustn't go on cable cats or go up tall buildings.She has sore ears so she mustn't dive into water.She has a weak stomach so she mustn't eat fried food.
等大部分学生都能流利地讲述该语段时，教师擦去黑板上的板书，鼓励学生独立复述。
（4）学习课文结尾，并进行故事续尾
教师出示三个不同的故事结尾，学生们根据课文内容选择（正确答案为①）。
Endings:
①There are a lot of things Annie mustn't do.Peter says she must leave the Busy Bee Club.
②There are a lot of things Annie mustn't do but Annie is very happy because she hates doing these things.
③There are a lot of things Annie mustn't do and Annie is very sad.
接着，教师指导学生讨论故事的进展。组织形式为小组讨论，然后在全班范围内交流。
在热烈的讨论中，学生们思维活跃，答案各异，如：
①There are a lot of things Annie mustn't do.Peter says she must leave the Busy Bee Club.Annie is very sad but John says Peter is only joking.She needn't worry.
②There are a lot of things Annie mustn't do.Peter says she must leave the Busy Bee Club.Annie talks with Peter for a few minutes.She promises to give Peter two bars of chocolates and then Peter agrees she can stay in the club.
③There are a lot of things Annie mustn't do.Peter says she must leave the Busy Bee Club.Annie is very sad and she tells her mother about it.Her mother talks with Peter and Annie can stay in the club.
④There are a lot of things Annie mustn't do.Peter says she must leave the Busy Bee Club but the other Busy Bees don't agree with him.So Annie can stay in the club.
（5）回顾完整故事，进行故事接力
教师引导学生回顾整个故事，并要求同桌两人一句接一句小声练习。练习完毕，能讲述故事的人起立跟着教师一起讲述故事，然后进行故事接力。故事接力的形式为：教师指定故事接力的第一棒，该学生可以边说边在教室内走动，他有权通过轻拍同学肩膀的形式指定第二棒……为了激发学生的好胜心，教师可以组织几轮故事接力，并分别进行计时。
[分析]
整节课通过介绍Annie这个人物的特点，从短句到长句到语段再到最后的语篇，活动层层递进，学生学来水到渠成。碰到类似以人物为中心展开的课文，以人物性格为切入点层层推进，复述课文其实很简单！
3.设计表格，听说结合，为复述课文提供信息支持
IPE 4 Unit 1“Meet the children”以自我介绍的方式介绍了the Busy Bee Club四位成员的家庭住址和家庭成员。笔者在开展课文教学时设计了听录音填表的听力活动，把听力训练与之后的复述课文紧密地联系起来。表格能清晰罗列复述课文时所需的信息，为成功复述课文提供了帮助。
________ lives in Flat ________ on the ________ floor of Block ________ .He / She lives with ________ .He / She is ________ .
（1）教师通过展示住宅图片教授flat，floor和block等词汇并学会句子问答：
Which flat do you live in? I live in flat 3.
Which floor do you live on? I live on the 2nd floor.
Which block do you live in? I live in Block C.
Who do you live with? I live with my father and mother.
（2）听课文录音中有关John的介绍，教师与学生共同完成表格中相应内容的填写。
（3）模仿课文录音，扮演John做自我介绍。
（4）听课文录音中有关其他三个孩子的介绍，独立完成表格填写。
（5）根据表格介绍每名孩子的家庭住址。
课文复述如下：
John Tan,Peter Wu,Patsy Liang and Annie Wang live on the Wan Fu Estate.John lives in Flat 5 on the fifth floor of Block B.He lives with his Mum and Dad,his baby sister,Irene .He's ten.Peter Wu lives in Flat 12 on the eighth floor of Block B.He lives with his Mum and his brother,Jack.He's eight.Patsy Liang lives in Flat 2 on the eleventh floor of Block B.She lives with her sister and husband.She's nine.Annie Wang lives in Flat 9 on the seventeenth floor of Block B.She lives with her Mum and Dad,and her brother,Alec.She's seven.
[分析]
阅读能力不仅是指对篇章的理解能力，也包括能看懂表格、利用表格提供的信息进行语言表达的能力。图表的形式能清晰地重现多种信息，为复述活动的开展提供有力的支持。
4.巧用连词和表示时间顺序的词，有序复述，以点带面层层铺开
IPE 4 Unit 26“The school camp”讲述了the Busy Bees去商店购买野营所需物品的故事。他们在商店里，货比三家，最终满载而归。文章的重点句型是not as…as…文章的对话部分完全围绕挑选物品时的比较展开。如果教师在指导复述课文时缺乏引导，学生很容易受目标句型高频复现的影响，忽略对课文整体结构的把握。
在指导学生复述课文时，笔者紧紧抓住first,next,finally这三个表示时间顺序的词，帮助学生形成时间概念，从而掌握故事的框架。
（1）教师讲述故事起因，如：
The Busy Bees are going to the school camp next week.They went to a department store to buy things they needed.
（2）教师通过提问（What did they buy first/next/finally？）要求学生找出the Busy Bees先后买了哪几样物品，奠定故事框架，如：
First they looked at the torches and bought one of the big torches.Next they looked at the bags and bought four of the $40 bags.Finally they looked at the water bottles and bought four plastic water bottles.
（3）教师要求学生给出the Busy Bees挑选商品的理由，扩充句子，复习目标句型，丰富复述内容，如：
First they looked at the torches and bought one of the big torches because the long torch was as expensive as the big one,but it wasn't as bright as the big one.Next they looked at the bags and bought four of the $40 bags because the $40 bags were as big as the $50 ones.Finally they looked at the water bottles and bought four plastic water bottles because the metal bags were not as light as the plastic ones.
（4）补充开头和结尾，完整复述故事，如：
开头：The Busy Bees are going to the school camp next week.They went to a department store to buy things they needed.
结尾：Now they had everything and they were happy.
[分析]
当课文内容比较复杂或是目标词汇、目标句型复现过多，从而削弱了课文的篇章结构时，教师要善于帮助学生提炼表示故事中的时间的关键词语，形成时间概念，奠定故事框架，然后再丰富故事内容。这样，学生不仅有清晰的篇章结构，语言能力也得到了训练。因为语言训练的设计是从简到繁、由短到长、层层递进的，学生在不知不觉中学会了表述篇章，同时也掌握了三个时间顺序词的用法。
四、复述课文的活动简介
1.复述准备阶段活动
（1）两人接龙复述
刚开始复述课文时，学生还不太熟悉故事内容，需要一定的时间来梳理思路、整理信息并进行适当的增减。这时同桌两人以接龙的方式你一句我一句的练习很有必要。这种方式操练面广，能把练习落实到每个学生，同时同桌之间也可以互相提醒、互相帮助。
（2）自由复述
同桌接龙复述课文后，学生对故事已基本熟悉，但除了优等生外，大部分学生尚缺乏独立复述的勇气和信心。这时教师可组织“自由复述”的活动，如有能力复述的学生全体起立复述，尚未准备好的学生则可以选择坐着聆听，多一次学习的机会。
教师还可请全班学生起立复述，学生复述到不能继续了可以选择坐下聆听，最后看看有几位同学能坚持完成完整的复述。
2.复述熟练阶段活动
（1）你拍我也拍
在学生熟悉课文内容后，为了加强学生语言的流利度，教师可以组织“你拍我也拍”的活动：教师复述故事的第一句，随意轻拍一名学生的肩膀，该生接着讲第二句，然后再随意地拍另一位学生继续复述……学生在接龙复述的同时可以在教室里随意走动，以扩大活动的参与面。为了增强活动的吸引力，教师还可以组织几轮复述，并分别计时，记录最短的时间，下次继续挑战。
（2）疯狂复述
疯狂复述的实质是判断正误并进行纠错复述，即一学生故意说错故事内容，另一位学生必须及时发现错误并纠正错误。教师可以把全体学生分为两大组，两大组之间一一配对。一组学生负责接龙复述课文，可以是正确的内容，也可以是与课文内容不符的内容；另一组学生则负责接龙给出反馈。如第一组一名学生复述：John's father has a brother in Singapore.如果是与课文内容相符的，另一组相对应的学生说：Yes，you're right.Go on，please.如果与课文内容不符，则说：Stop，please.You made a mistake.John's father has a sister in Singapore.
五、结束语
对于叙事体的文章，故事复述是保证阅读理解的一个有效方法（Vaughn & Thompson，2008）。IPE的课文基本为叙事文，复述课文不仅能帮助学生梳理文章思路，巩固理解课文内容，还能提高学生的语篇表达能力和语言实际运用能力。在课文教学中，教师应重视课文的复述教学，根据文章的类型设计相应的复述思路，辅以有趣有效的竞技活动，以激发学生复述课文的兴趣，帮助学生掌握复述课文的方法，最终提高学生的语言能力。