英語課堂教學中的師生互動

一、搭建情景設計平臺，激發學生學習興趣

例如，在教學NSEFC Book 3 Unit 2 Warming Up時，我設計了一個有關“Which is better， Chinese food or western food?”的辯論。

T: Which kind of food do you think better， western food or Chinese food? Let’s have a debate.

S1(Side A): I think western food is better because it is delicious， such as McDonald’s and KFC. Many children like to eat it. I like hamburger best.

S2(Side B): I don’t agree with you. Western food contains a lot of fat. People will become fatter and fatter after eating western food very often. I know why you are so fat.

S3(Side A): I think western food is better because it is healthier. Everyone has his individual part while Chinese food isn’t healthy. Several people eat dishes from the plate. If someone has disease， it will probably spread virus to others.

S4(Side B): I don’t agree with you. I think Chinese food is better. People can sit together to enlarge the friendship，and Chinese food is delicious. There are many kinds of Chinese food such as Cantonese food， Sichuan food， shanghai food. Each kind of food has it own feature while western food is very boring， containing a lot of meat. It is harmful to people’s health.

二、提供多種形式活動情景，為學生展示能力創造條件

例如，我在教學NSEFC Book 1 Unit 3 Warming Up時， 首先利用多媒體展示一段配有解說詞的動畫:Every year Li Lei has a long vacation. Then he can stay with his family. Last summer he and his friend had a good rest. They went to a town near the sea. Every day they had a swim in the sea. When it rained， He did some reading or watched TV. They had a lot of seafood! They had a lot of fun.

然后我就以上短文，提出如下幾個問題， 要求學生根據實際回答:(1)Where did you go on vacation? (2)How did you go there? (3)What did you do there?(4)How were/was the people/food...? (5)What did you think of your vacation?并把這些問題編寫成表格的形式，以便學生聽到這些句子后，馬上做出反應。學生自己設計問題，開展調查活動，完成表格的內容。

又如，在教學NSEFC Book 3 Unit 1 Warming Up時，為了能夠保證課堂上的師生互動，我首先要求學生在課前上網查找有關中外的傳統節日及其來歷、時間、慶祝活動、圖片等。上課伊始，我先讓學生介紹他們的所得，并同時列出了中國的春節、元宵節、端午節、中秋節等。然后在進一步討論的過程中列出所涉及的生詞，比如:What’s the English for “煙花”?我不失時機地把生詞列在黑板上，并利用圖片舉例子講解。之后，我又讓學生講一講西方的節日，利用多媒體課件把一個個節日圖片列出來，并配以尋找禮物的小游戲激發學生的興趣。同時啟發學生把中國的春節和西方的圣誕節進行比較。

三、巧設情景，突出教學主體

一堂成功的英語課，必須時時設立懸念，巧設情景，不斷為學生創造動的機會，讓他們充分發揮想象力，展現自我。

例如，在教學NSEFC Book 2 Unit 2 Warming Up時，我在上課前播放一首奧運會主題曲“You and me”

T: Do you know what the song is about?

S:Yes. It is a song about the sports meeting.

T: Do you know the grandest sports meeting in the world?

S: The Olympic Games.

T: ( Showing a picture of the Olympic Games) Do you know the Olympic flag? And Can you tell me the symbolism of the flag?

在我的提示引導下，學生根據每個洲的特點，一個個列出黃色代表亞洲、綠色代表大洋洲、藍色代表歐洲，黑色代表非洲、紅色代表美洲。接下來我播放了一段有關奧運會的錄像，很自然地引出一系列的數字的含義。如776 BC代表了第一屆古奧運會的舉辦時間。這樣學生不是在填鴨式的狀態中學到知識，而是在情景中和老師交流學到了知識。學完課文后的討論題目又是課堂的一個興奮點，我在教學中設計了下面這些問題:(1)Where will the Olympic Games be held in the year of 2012? (2)Do you know the symbolism of the 2012 Olympic Games? (3)What should we do for the 2012 Olympic Games? (4)Tell some strong events of China in the Olympic Games. 這一系列的問題為師生的交流架設了平臺，再次激起了學生的興奮點，在此過程中，教師同時以奧運精神 “Swifter，Higher，Stronger”激勵學生愛國、自立、自強。學生在很自然的狀態下接受了思想教育，達到了比較理想的效果。

責任編輯 魏文琦