整合拓展，充实语言表达支架

为了进一步引导学生的逻辑思维，提高学生的整体语言输出能力，教师可以根据文本内容和难度进行适度的拓展，充实已有的语言支架，使得学生的文本表达更加丰厚。

在学习五年级下册unit5 Helping our parents这个话题时，要求学生能相互问答他正在做什么？我们设计了pair work：

A: What is Mike’s father doing?

B: He’s cleaning the car.

A: What’s Mike’s mother doing?

B: She’s cooking breakfast.

同桌对话的句型操练比较有针对性，但是活动设计本身缺乏实际意义，其交际性和趣味性也不强，没有紧密联系学生的已有的知识点进行有效的知识滚动，进行意义操练，让学生输出内心体会和感受。

教师可以有机结合新知识内容，基于教材又高于教材，为学生的语言输出提供必要的指导性的支架，让学生自由表达。

T: Look, this is Mike’s father. He has a nice car. He likes his car. He always drives the car to work.

He is cleaning the car now. Mike is helping him.

T: Look at Mike’s mother. She’s cooking breakfast in the kitchen. She’s cooking eggs for breakfast.

She is busy. We always have bread,milk and eggs for breakfast.

教师还可以鼓励学生进行文本创造性的输出“He’s cleaning the car. He always cleans his car at weekends. Helen and I alway help him.”这样学生就能在原有认知的基础上，综合运用英语表达更加丰满完整的思想和内容，增强和提升了学生的语言运用能力。

适度的拓展文本是课堂的延伸，是对学生思维的提升，充实的语言支架为学生积极表达、自由输出做了坚实的后盾。

整合生活资源，提升语言交际支架

在教学过程中我们努力寻找学生现有的语言知识和学生的生活经验之间的切合点，通过衔接学生的生活经历和情感体验，展开合理的想象为我们的语言交际创设合适的情境，这样不仅可以激活学生的语言知识，激发学生内在的情感体验，建立课堂内外的联系，还可以增强孩子主动运用语言进行交际的内在兴趣，从而培养孩子主动运用英语表达的良好思维习惯，真正体现英语语言的交际性和功能性。

    五年级下册unit5 Helping our parents主要是围绕Mike在家帮助父母做家务这个话题展开，文本用现在进行时态展示Mike一家人忙碌的一天，画面感很强。那么我们也可以模仿文本进行写作表达和输出，说一说我们的一天《My day》，学生结合生活实际可以完整地描述自己家人的一天。如：写作指导《My day》我的一天

It is Saturday morning. My father and mother do not go to work.We are doing housework at home. Look,my father is reading newspaper. I'm reading fairy tales.

My mother is cooking breakfast in the kitchen.　She’s cooking eggs for us.

My sister is doing her homework in the study.

My little brother is sleeping in the bedroom.

He often gets up late. He’s too young. He cannot do much housework.

It's in the afternoon. My cousin Jimmy comes.

My mother is busy cooking dinner. My sister and I are helping her.

I'm cleaning the table. My sister is washing the dishes.

My brother and my cousin are watching TV in the living room.

They are eating fruit too.

This is my day. We are all very happy.

学生放学后在教室打扫的场景也是孩子们熟悉的画面，同学们也可以发挥想象来描述一下放学时教室的情景。如：《School is over》

School is over. Some students are busy cleaning the classroom. Look,LiuTao is cleaning the desk. Suhai is sweeping the floor and Suyang is mopping the floor. Mike is cleaning the window. Yangling is cleaning the blackboard. And some children are not cleaning the classroom. They are playing the games and doing their homework.Our teacher is helping us put the desks and chairs in order. We are all very happy.学生的学习离不开老师搭设的各种支架支撑，教师根据不同水平的学生整合教学资源，搭设不同程度的支架，旨在让学生的语言能力在复现中提升，在巩固中提高，随着教学内容的递进，教师逐步撤除支架，把时间和空间留给学生，促使孩子语言能力稳步提升。