文本再构基于主题的原则决定了再构的文本不论文本形式，它总是围绕一个主题，能反映一种情怀，几个词、几个句子是无法实现这种情感目标的；文本再构除了狭义上的对文字进行编排增减统筹安排外还是广义上的把教师个人的想法（思想）融入教学的过程，因此，在教学中教师用自己正确的人生态度和价值观念挖掘隐形素材，借助文本再构过程，通过开展形式多样的活动，潜移默化的将两纲教育渗透其间。如在教学5AM3U3<Follow the signs>时，教材内容呈现的是在游泳池边禁止做的一些事情的标语。我根据教材内容为基础，再构了一个Rryme，两篇小对话和一篇小短文，这些内容围绕一个主题，“珍爱生命”，借助语境推进这三个再构的文本过程自然而然地让学生体会到生命的可贵，培养他们的珍爱生命的意识。最终达到的目标是能够激发学生的学习兴趣，调动学生的语用情趣，提高学习的有效性。
The theme-based principle of text reconstruction determines that whether the text form is, the reconstructed text always revolves around a theme and can reflect a kind of feeling, while this kind of sensibility objective can not be realized by several words and several sentences; apart from reorganizing, increasing or decreasing and overall arrangement on the words in narrow sense, text reconstruction is also a process of mixing the individual thinking of the teachers into teaching in broad sense. Therefore, in teaching process, the teachers can explore invisible source with their own correct life attitude and values, rely on the text reconstruction process, and penetrate two-outline education into it through smooth transition by carrying out diversified activities. For example, when teaching 5AM3U3 “Follow the signs”, the content of the teaching material presents the signs of some forbidden things beside the swimming pool. With the content of the teaching material as the foundation, I reconstructed a Rhyme, two small dialogues and one short passage, all of which revolve around a theme, “cherish the life”. By virtue of the context promotion, during the reconstruction process of the three texts, it naturally made the students feel the precious life, and cultivate their consciousness of cherishing the life. The final objective was to motivate the learning interest of the students, mobilize the language performance interest of the students and improve the learning effectiveness.