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思维导图在小学英语单元复习课中的应用

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一节成功的单元复习课，应该关注学生知识的综合运用和能力的综合发展，要整合内容、创设语境，巩固话题知识，在“用英语做事”的过程中提升思维品质，发展学习能力。当前的小学英语单元复习课存在如下一些现象：教学活动趣味化，偏离课时教学重难点；教学情景零散化，彼此间缺乏关联和逻辑；教学内容单一化，侧重单元Checkout time板块的操练等。

如何有效提升单元综合复习课的教学效果？本文将以译林版《英语》五、六年级教材为例，阐述运用思维导图开展单元复习课教学的实践策略。

一

串联信息，导图结构，整合目标

小学高年级英语教材单元语言内容丰富，语法结构复杂，核心知识零散分布于各个板块。教师在设计单元复习课教学时，应将一节课的教学内容放到整个单元话题中，并以一条主线贯穿整个教学过程。此时教师要善用思维导图，在具体语境中适切架构导图，串联话题信息，用导图框架结构直观示意与讲授，从而将单元知识、能力、情感等目标有机整合起来，并在整合过程中有效提高学生的综合语言运用能力。

【案例分析】五年级下册Unit 5 Helping our parents和Unit 6 In the kitchen两单元复习课

单元背景：这两个单元内容均以家务活动为话题，对比呈现Liu Tao与Mike这两个中西方家庭不同的家务活动。而两个单元的语法同为现在进行时，涉及现在进行时态的陈述句、一般疑问句和特殊疑问句，单词与词组以家务和美食为主。

复习之前：教师将两个单元的课文内容、语法知识等统整于“Rolling game”的趣味游戏之中，指导学生借助游戏规则，理清人物角色，根据提示词操练单元重要句型，为学生们迅速进入单元复习做合理铺垫。

复习过程：

【课例1】

T:（课件出示Brown全家福照片）Do you know something about the Brown’s family?

SS: Family member/ hobbies/ transportation/…

T: Can you talk about the Brown’s Saturday in Unit 5?

S1: It’s 9:00 in the morning. Mr Brown is cleaningthe car. Mike is helpinghis father.

Tim and Ben are sleeping.

S2: When Mrs Brown is cookingdinner for them. Mike and Helen are helping her.

Mike/ Helen/ Tim is …

T: What do you think of the Brown’s family?

SS: A ______ family.

首先呈现如下教学导图：

【课例2】

T:（课件出示Mr Liu全家福照片）Let’s listen, discuss and say about the Liu’s Saturday.

SS:（学生同桌间听听、猜猜、说说）Liu Tao is playing table tennis. Mr Liu is driving the car. Mrs Liu isgoing shopping.

T: Yes.（课件呈现Mrs Liu的购物车）Look at Mrs Liu’s shopping cart, what’s in it?

SS: There is /are…（完成Unit 6 Checkout time中Look and write练习）

T: Why does Mrs Liu buy so many food?

S1:She wants to cook nice food. Sheis a great cook.

T: What do you think of the Liu’sfamily?

SS: A _______ family.

接着呈现如下教学导图：

【课例3】

T:（课件呈现两个家庭晚餐图片）They’re having dinner now. Look at these two pictures carefully, can you findany differences between them?

S: The Liu’s family eat with chopsticks. The Brown’s family eat with a knife and fork.

T: Right. （出示中西方国家儿童家务列表）Look at the children’s chore charts of China and western countries. InChina, childrenusually have training lessons and do housework in their spare time. But in mostwestern countries, children usually do a lot of housework.

T: How do you help your parents at weekends?

SS: When my mum is cooking, I am cleaning the table. When …, I …

然后呈现如下教学导图：

【课例4】

T: Today we review the Brown’s family and the Liu’s family. What about our family? Please choose a scene of your home life,then write and say it.

SS: It is _______. My parents ___________ . My father __________ .

My mother __________ . I __________ .

最后呈现如下教学导图：

【反思】

小学英语单元复习课能有效培养和发展学生自主归纳和整体建构单元知识的能力。上述案例中，教师巧设“family”话题主线，通过复习教材单元中两个家庭的相关活动，构建起思维导图的支架，在具体语境中恰当、合理运用现在进行时各类句型，同时借助单元插图对比、分析中西方家庭的显著文化差异。最后教师引导学生参照思维导图勾画与书写自己家庭活动的场景片段，由此将单元零散的语言知识架构成一张清晰完整的知识网络，有助于学生语言能力与思维品质的提升。

二

厘清体系，导图复习，组合资源

小学英语单元复习课因其语言点的庞杂，语法点的复杂，词汇量的琐碎，需要用一个完整的结构将散落于单元各个板块的语言知识进行优化组合，厘清知识体系，梳理单元主干，减轻记忆负担。基于单元复习课时目标设计的思维导图能提供一个语义结构完整的知识网络，它能完整地勾画出单元各板块的语言内容，并在板块间形成有关联的记忆链条，有助于学生体系化、系统性地掌握所学知识，有效降低了记忆难度，深度拓展了记忆容量。

【案例分析】

六年级下册Unit 6 An interesting country和Unit 7 Summer holiday plans两单元复习课

单元背景：这两个单元均以旅游为话题，重点介绍澳大利亚及世界著名城市。而两个单元的语法同为一般将来时，涉及到将来时的陈述句、一般疑问句和特殊疑问句，单词与词组以国家和城市的风土人情为主。

复习之前：教师首先通过滚动播放单元内的风景图片引领学生畅所欲言，自然引入单元重要句型（When/Where/What/ Will…）。然后，教师紧扣环游世界主题，带着学生走近魅力国家（Australia/theUS/the UK/China），走进著名城市（Sydney/Melbourne/New York/London/Beijing/Hong Kong），走入风土人情（animals/weather/place/sport/food）。由此完整建构起单元思维导图，为学生自由谈论、私人订制最佳旅游计划埋下伏笔。

复习过程：

【课例1】

T: （呈现英国信息导图）Can you say something about the UK?

Ss: The weather is sometimes rainy. / There are some beautifulcities like London and Oxford. / People there love football verymuch. / People inScotlandlike wearing kilts. / You’ll find interesting places like big Ben, the London Eye and Tower Bridge./ There are three main school holidays in theUK. They are the Easter holiday,the summer holiday and the Christmas holiday. / People drive on the left sideof the road. / …

在复习单元中的国家风土人情时，教师均由导图的方式引出知识主干，配以单元核心句型框架，让学生自主选择、畅所欲言，有效巩固单元内容。教师呈现如下导图：

【课例2】

T: （呈现中国信息导图）You know a lot about the UK. What about our hometown? Please say somethingaboutChina.

Ss: You’ll find many interesting places in the country, for example, the Great Walland the West Lake. / There are many bid and beautifulcities like Beijing and Shanghai. / Sport-lovers will like tabletennis here. / There are some traditional festivals inChina, likeSpring Festival and Mid-Autumn Festival. / There are lots of nice food inChina. / Youcan see pandas inChina./ People drive on the right side of the road. / …

从谈论英国的风土人情自然切换至诉说自己祖国的风土人情，教师再次基于导图主干来驱动学生语言思维，教师呈现如下导图：

【课例3】

T: （呈现澳大利亚信息导图）You can say a lot about the UK and China? What about the interestingcountryAustralia?

Ss: There are some interesting animals like kangaroos andkoalas. / Sport-lovers like Australian football. / There are some beautifulcities inAustralia,like Sydney and Melbourne. / It is often warm and sunny inAustralia. /There are 516 parks for plants and animals. / You’ll find the Great Barrier Reef inAustralia. / …

T: You knowAustraliawell. Do you know a famous scientist named Darwin? He visited a place in the north ofAustralia. Soit is named Darwin（课件显示达尔文市地理位置及其微型导图）. Can you say something about Darwin?（配以You’lllike/find/love/see/… There is/are … Sport-lovers will …等单元句型引导学生自由谈论。）

教学从单元文本出发，复习行走在学生已知之间，教师依托新城市Darwin设计微型导图，引导学生在探索与交流中巩固运用单元知识。教师呈现如下导图：

【反思】

思维导图能将单元关联的语言内容有机组合与提炼，有助于学生对单元已学知识点进行认真有序的整理与分类，借助话题输出单元语言。上述案例中，教师巧用思维导图架构单元核心话题，将单元主干环绕于话题四周，配以单元重要句型框架，引导学生依托导图有序介绍国家、走访城市，品味风土人情，并在具体情境中合理、准确使用一般将来时的各种句型，在组合资源与导图主干过程中厘清单元知识体系，有效达成单元复习课教学目标。

三

实景演练，导图思维，融合方法

小学英语单元内各板块因其不同的语言功能而分散、独立呈现，教师若对其进行面面俱到的复习，重复、单调的活动无法激发学生的语言学习积极性，也无法将单元所学知识进行综合运用。一个话题经过单元数课时的学习，学生常会感到枯燥。此时教师应将单元话题与教材相关话题有机融合，运用思维导图将关联知识点有效串联，引导学生在实际语境中演练，不仅使话题语言有了情景意义和依附根基，更为学生提供可运用策略提高学习效率的生动示范。

【案例分析】六年级下册Unit 2 Good habits和Unit 3 A healthy diet两单元复习课

单元背景：前面单元话题是关于好习惯的，后面单元话题是关于健康饮食的，这两个话题都和健康的生活方式相关，将话题融合有助于学生形成对健康的系统认识。

复习之前：教师课件直观出示Unit2单元好习惯与坏习惯插图，切入单元语言点的复习。然后由好习惯主题导入Unit3单元健康饮食习惯的复习，从中巩固名词、量词和副词等语法内容，为学生开启健康话题充分铺垫。

复习过程：

【课例1】

T: Are you good boys/girls? What are your goodhabits at home?

Ss: I get up early in the morning and never go to bed late. / Ibrush my teeth in the morning and before bedtime. / I always put things inorder. / I keep my room clean and tidy. / I usually finish my homework beforedinner. / I often help my parents do some housework. / I always have meals ontime.

T: Do you have any good habits at school?

Ss: Yes. I listen to my teachers at school. / I usually put mybooks in order. / I run fast at the PE lesson. / I sing well at the Musiclesson. / …

T: Great! You have healthy living habits andlearning habits.

首先呈现如下导图：

【课例2】

T: You have healthy habits at home or school. Doyou have a healthy diet?

S1: Yes. I usually have an egg, some cereal, some bread , somesausages and milk for breakfast. For lunch and dinner, I have a lot of rice,some fish and some meat.

S2: I often have a lot of noodles for breakfast. I sometimes eatan egg. For lunch and dinner, I eat some meat, some vegetables and some fruit.

S3: I usually have some porridge and steamed buns for breakfast.For lunch and dinner, I eat some rice, some meat, some fish, some vegetables. Ieat some fruit every day.

T: Good. You really have healthy diets.

然后呈现如下板书

【课例3】

T: If you have healthy habits and healthy diets,how do you feel in your mind?

Ss: I feel happy/good/great/…

T: I think you also have a healthy mind. And you really have a healthylifestyle. Try to talk about your healthy lifestyles in groups.

Ss: （呈现话题框架）I’m … I have a healthy lifestyle. I have some good habits. Ialways/usually/often …at home/school. I also have ahealthy diet. I always/usually/ often / … for breakfast. For lunch anddinner, I usually/often … I eat/drink… My healthy lifestyle makes …

最后呈现如下板书