小学英语复习课的“五要素”
复习课是小学英语教学中不可或缺的课型，然而，很多教师要么是让学生读课文、背单词，形式单调，气氛沉闷，课堂了无生趣，使复习课失去了复习、巩固、拓展提高的实效；要么是将复习内容割裂，让学生在堆砌的情境中转来转去，丝毫感觉不到情境的生动与真实，学生在这种堆砌的情景中无法产生情感的共鸣，缺乏学习的热情与激情，抑制了语言能力的发展，课堂效率低下。下面结合自己的教学实践，谈谈上好小学英语复习课要注意的“五要素”。
一、新——构建新的教学内容
复习课由于缺乏新的语言刺激，教材编排缺少新的情境，很容易步入语言知识点的机械简单的罗列和语言结构、知识点的题海大战的陷阱。要提高复习课的效率，教师应尽量让教学内容以新的面貌出现，激发与保持学生英语学习的兴趣和参与的积极性。如一般过去时与一般将来时这两个语言结构分别出现在《牛津小学英语》6A Unit 5 On the farm 与6B Unit 6 Planning for the weekend。在复习时，我一改以往读课文、复述课文、归纳知识点的方法，将教材内容重新建构，以书信的方式呈现如下：
Dear：
Today is the fourth day of the National Day, I am writing a letter to you.
On the first day, I went to the supermarket with Mum. We bought lots of food and drink. On the second day, I visited a
farm. In there I watered trees and milked cows, I also picked oranges and tasted them。In the evening, I watched a film. It was fun, and I liked it very much. Tomorrow morning, I am going to see a Beijing opera with my friends. In the afternoon, I am going to make a model plane with David. In the evening, I am going to do my homework. I really have a busy holiday.
Please write to me soon.
Best wishes!
Yours Ben
上课伊始，我摇晃着手中的信封，T：I just received a letter from my friend. Do you want to read it？S：Yes.学生立即来了兴致，异口同声地说。T：但是有个条件，你们必须根据信的内容回答我的问题！S：No problem！学生们兴奋异常并迫不及待地读起来。
“良好的开端是成功的一半。”接下来学生以饱满的热情投入了学习。
Task l. Answer the questions
1. Who is the letter from?
2. What is Ben doing now?
3. What did Ben do on the the first day?
4. What did Ben do on the the second day?
5. What is Ben going to do tomorrow?
Task 2. 让学生结合信的内容，自己归纳总结语言结构的用法