張秀英

外語教學要著眼于培養(yǎng)學生語言綜合運用能力，要有一定的特色和風格，教師通過特色教學和教學藝術(shù)來激發(fā)學生良好的學習興趣，使他們熱情、親切地投入到語言學習的實踐活動中去，親身體驗語言的美。

一、創(chuàng)新情境，激發(fā)思維，促進學生心智發(fā)展

課例：九年級（上冊）Unit2 I used to be afraid of the dark

1a. Fill in the chart below with words to describe people

Appearance（外表） Personality（性格）

線索： tall，outgoing，straight hair，funny

創(chuàng)設(shè)情景1： What were you like five years ago?What did you wear? Where did you go to school? Who taught you?How about her /him?

記憶的閘門一打開，孩子們的情感立刻奔放出來。

S1: Five years ago I was short and thin.

S2: Five years ago I liked to wear red skirt .

S3: Five years ago I went to primary school.

S4: Five years ago Mrs Wang taught me,and she weared a pair of glasses. 說到此，老師用學生說的 “l(fā)ike to do sth”引出新知識“used to do sth”。

創(chuàng)設(shè)情景2：used to do sth（過去常常）

T:I used to get up at five in the morning.（教師給出一個范例）

S1:I used to get up late , So I went school late . The teacher wasn't very happy. (大家哄堂大笑)

T: But now，You get up early. You don not go to school late. You are good student.(大家鼓掌)

S2: My mother used to have curly hair. But now she has straight hair. Very verybeautiful.

……

在這一環(huán)節(jié)輸出了大量的語言材料，學生們各抒己見，眼里閃爍著智慧的火花，回憶起了5年前他們什么樣子，在哪上學，誰教他們，教者什么樣，和現(xiàn)在形成了鮮明的對比。而且這種思維人人都有，由點到面，得到了啟發(fā)，學生的心智得到了發(fā)展。在新知識點“used to be”的引領(lǐng)下，孩子們分層次地練習了這一結(jié)構(gòu)，教師也順勢進行了知識的升華：“I used to get up early in the morning. But now I am used to getting up early, and you ？”學生們的興趣又一次被激發(fā)出來。

S1：I used to eat junk food. But now I am used to eating healthy food.

S2：I used to be angry. But now I am used to being friendly.

T: And you like to help others.

這一環(huán)節(jié)是一種有廣度也有深度的教學，從不同角度促進了學生的心智發(fā)展，同時也使知識和技能得到了很好的結(jié)合。

二、就地取材，挖掘內(nèi)涵，提高學生人文素養(yǎng)

課例：九年級（上冊） Unit 2.

2c： play work

I used to be really quiet.I know now, you are outgoing.

在這一環(huán)節(jié)上，我把我們班上最近同學的表現(xiàn)，由點到面結(jié)合同學進行點評。

T: Zhang Hui used to be late. But now he is getting up early.

T: Wang Lei used to have fight. But now he is more friendly than before.

T: Linda used to be angry and quiet and liked to cry. But now she is getting to being friendly.

通過這些語言材料的輸出，就地取材，深挖了內(nèi)涵，對他們現(xiàn)在的表現(xiàn)給予了表揚，指出他們過去的不足，與學生的情感進一點拉近了。

課例：九年級上 Unit 2.

2b：listen again and fill in the blanks with the words you hear.

聽力材料（略）

我對我班李言同學進行兩次語言材料的輸出。

T：Hello Li Yan.

Li: Hello teacher.

T: You used to play piano, didn't you?

S: Yeah. I do not play the piano now.

T: Why?

S: I am more interested in swimming.

T: haha. people can change.

通過這一操練，把學生過去、現(xiàn)在和將來都呈現(xiàn)出來，挖掘了內(nèi)涵，提高了學生人文素養(yǎng)，達到了語言目標和非語言目標相結(jié)合、情感態(tài)度和語言知識相結(jié)合的目標。

三、評價到位,靈活機智，展示教師的人格魅力

老師對學生的語言輸出，總能給予適時的反饋，做出靈活睿智的評價,既活躍了課堂氣氛，又體現(xiàn)了教師敏捷的思維品質(zhì)，同時也給學生以深刻的啟迪。

學生在討論第一個問題“What were you like five years ago?”時：

S1: Five years ago, I was short and thin.

T: But now, you are tall and beautiful. I like you very much.（拉近師生之間情感）

S2: Five years ago, I liked to have fight.

T: You used to be fight. But now you are a friendly boy and always help others.

S2: Yes. (學生肯定)

T: You are a good boy now.（情感上再一次產(chǎn)生共鳴）

T: I think if you work hard all the time, you will be the best student in future. （學生鼓掌）

在討論第三個問題時“Who taught you five years ago?”時：

S: Five years ago Mrs Wang taught me. She weared a pair of glasses.

T:（接著問）But now where is she? She has been away forever. 說到此，學生眼里充滿著淚光，老師馬上做出了語句：Although Mrs Wang was no longer with us, she was watching me, and would always take pride in everything good I do. 這段語句是本單元Reading部分的，我適時地提前說給學生。我覺得一堂好的英語課，老師的評價不用什么框架，見景生情，用心去體會孩子們輸出的大量語言材料，誠懇真切地把語言知識與知識目標進一步升華，才能體現(xiàn)出老師的人格魅力。

總之，作為一名合格的英語教師，需要掌握一定的教學技巧和方法。教無定法，但教要得法。（責任編輯：符 潔）