复述是以言语重复刚识记的材料，以巩固记忆的心理操作过程。学习材料在复述的作用下，保持在短时记忆中，并向长时记忆中转移。复述是一种创造性的综合思维训练，它能有
效地将理解、分析和表达统一起来，在英语教学中有着不可替代的作用。初中英语阅读教学中的篇章复述是学习英语的重要方法之一。
        首先，复述要求学生对文章进行深入理解和分析、促使学生在仔细阅读文章内容的基础上把握文章的主旨大意、篇章结构、文体线索和词句含义等，并提取有效信息。复述有利于提高学生对语言材料的分析、理解、整理和概括能力，有利于培养学生勤于思考的好习惯。
        其次，复述是在理解的基础上的创新。篇章为学生提供了良好的创新依据，也为学生降低了创新的难度。
        再次，复述需要学生把已学的知识用自己的语言流畅、清晰地表达出来，为学生提供了语言实践的机会，提高了学生的思维能力及语言表达和运用能力，提高了课堂教学的有效性。
        最后，复述课文有利于提高学生的书面表达能力。学生要写出好的文章，必须具备较强的语言运用能力。通过复述篇章，学生要对语言材料加以改造，在串连新旧语言知识的过程中，锻炼和提高了处理和表达语言的能力。

        复述是培养学生英语语言运用能力的重要途径，但在实际教学中，笔者发现很多学生不喜欢复述，甚至害怕复述。多数学生复述时对文章缺乏理解，把复述当做背书，复述时抓不住重点，语言组织能力差，或仅能概括文章的要点，缺乏条理性和创造性等。为此，笔者总结教学中的经验，形成以下方法：
        1.表格复述法
        表格复述法是教师采用较多的一种复述篇章的方法，适用于结构清晰、主题分明的文章。它可以帮助学生建立直观形象的内容图式，梳理文章的结构，使学生对篇章内容和结构一目了然。
        例如Go For It 八年级（上）Unit12 Section A 3a 部分，笔者设计了如图1 所示的表格，帮助学生更好地复述课文内容。这篇文章主要涉及到形容词的最高等级，所以在表格中尽可能多地出现了以-est 结尾的形容词。学生根据表格中的提示信息能轻松地完成复述内容。
        
        2.结构复述法
        现行的英语教材中有大量题材广泛、文体迥异、结构清晰的好篇章，每一种文体都有其特定的结构。教师在指导学生复述时有必要根据文章的体裁来梳理文章的结构。
        例如，八年级（上）Unit9 Have you ever been to Singapore?笔者根据篇章中介绍新加坡的地理位置、语言、事物、景观、气温设计了如下结构：
        Position: Southeast Asia
        Language: Chinese and English
        Food: Chinese food, Indian food, western food, Japanese food
        Sightseeing: A night zoo called“Night Safari”
        Temperature: almost the same all year around
        以下是一名学生根据罗列的结构进行了创造性重组，复述的篇章。
        Singapore is in Southeast Asia. It’s not far from China.It’s a wonderful place to take a holiday. People there speakboth Chinese and English. It’s also a good place to practiceEnglish.
        You can find a lot of food from China, like rice, noodles,or dumplings. And also you can find other kinds of food from other places. It’s an excellent place to try new food.
        Singapore has a night zoo called“Night Safari”. A lot ofanimals only wake up at night, so it’s best to watch them at night. You can watch these animals in a more natural environment than a normal zoo.
        The Temperature is almost the same all year around because the island is so close to the equator.
        3.角色采访法
        教材中有大量介绍人物、描述事件，表达观点的文章，这些文章都非常适合采用采访的方式进行复述。教师在指导复述时应鼓励学生大胆使用自己的语言，对篇章进行创造性的复述。
        例如，九年级Unit6 I only eat food that tastes good，教师要求学生分角色来陈述Peter ，Laura，Tony 对food 的看法，并鼓励他们加入自己的观点。
        S1: Peter
        S2: Laura
        S3: Tony
        Reporter: Excuse me, Peter! May I ask you some questions?
        S1: Of course.
        Reporter : What kind of food do you like best?
        S1: I only eat food that tastes good although it’s usually bad for our health. And I love to eat meat that’s well cooked, even if it is a little burnt.
        Reporter: And you, Laura?
        S2: I think I’m a vegetarian. I love to eat food that is healthy. I mainly eat fruit and vegetables. I stay away sugar.
        And I never eat meat. It’s not at all good for our health.
        Reporter: How about you ,Tony？What’s your opinion?
        S3: I prefer not to eat too much food that is fried. I agree it’s good to eat lots of fruits and vegetables, but I think it’s also fine to eat some meat or fish. It’s important to have a good balance.
        4.分组讨论法
        学生在学习课文后，教师可以引导学生通过小组讨论或全班讨论的形式进行新旧知识、中外文化、文中人物以及事物发展变化等方面的对比。此法有利于训练学生的思维创新能力和口头表达能力。
        例如，九年级Unit3 Should I be allowed to make my own decisions?笔者将班级分成四人小组，以下就是其中一个小组讨论的结果。
        S1: I agree with LiuYu. As teenagers, we have our own hobbies. We like something, we’ll try our best to practice.
        We are full of confidence. We believe that we can achieve our dreams.
        S2: I agree with LiuYu’s parents. If we spend more time on our hobbies, we’ll have no time to study hard. We’ll have bad grades, we’ll have no chance to go to a better college oruniversity. And also we can find a good job after graduation.
        S3: I think LiuYu is right. We should be allowed to make decisions for ourselves.
        Working hard is important, but if we can’t do what we like, we’ll be unhappy. We’ll have no interest in studying.
        It’s impossible for us to succeed.
        S4: In my opinion, we children should understand our parents. They work hard to give us rich living. They don’twant us to be tired or hard in the future. They worry about our success. If we are often against them, they’ll be very sad.
        5.主题句复述法
        至于结构或内容发展较整齐的课文，复述前先让学生总结段落大意或找出主题句，然后复述。
        例如，八年级（下）Unit7 reading Would you mind keeping your voice down? 笔者让学生先总结本篇章每段的主题句，然后再要求他们根据主题句，结合篇章的主题内容进行复述。
        Paragraph1: Etiquette is a very important idea to understand.
        Paragraph2: The way people behave is different in different cultures and situtions.
        Paragraph3: We might want to ask someone to behave more politely if we see them breaking a rule of etiquette.
        Paragraph4: Sometimes, rules of etiquette are the same almost everywhere.
        6.关键信息填空法
        关键信息填空复述法相对比较简单，主要针对结构复杂、内容繁多的篇章。笔者经常采用此法帮助学生化繁为简、提取关键信息去深入理解文章内容。填空不是照搬原文，而是只为学生提供一根复述的“拐杖”，降低难度。
        例如，八年级（下）Unit2 Maybe you should learn to relax，笔者根据课文内容设计了如下篇章，要求学生利用关键信息完成空格。
        Life for Cathy Taylor’s three children is very busy. Their school days are busy enough. After school, Cathy takes the two boys from football to basketball. Then she has to take her daughter to piano lessons. The tired children don’t get home until 7 pm. They have a quick supper, and it’s time for homework.
        Doctors say many children are under too much pressure.Teachers complain about teaching tired kids in the classroom. Most children take part in after-school clubs. Pushy parents are nothing new, but now parents seem to push their children a lot more. Parents see other children doing a lot of things, and they feel their own children should do the same.
        Linda Miller says, “In some families, competition startsfrom a very young age, Mothers send their kids to all other children. It’s crazy. People shouldn’t push their kids so hard.”
       

        首先，要紧扣篇章设计有效的复述方法，落实课文内容，培养学生的创新思维，最大程度地发挥学生的语言运用能力和创新思维。
        其次，积极营造平等、和谐、宽松、民主的课堂气氛，少批评，多鼓励，培养学生积极思考、勇于发言的精神。学生复述过程中出现的错误不要中途打断，等复述完毕后再更正。纠正错误最好用间接的方法，以避免挫伤他们的积极性，使得每个学生都有信心参与复述活动，给他们创造成功的机会。
        再次，应关注全体学生，关注他们的个体差异，不但要使优等学生能充分发挥自己的语言组织才能和创新思维，而且要为后进生创造机会，为每个学生提供锻炼和发展的机会。最后在指导和训练学生复述时，要注意循序渐进，不能操之过急，更不能半途而废。