課堂用語要在認同的基礎上引領學生認知

譚芳

課堂用語是老師教學思想和理念的具體反映，好的課堂用語可以體現出老師對學生的理解、尊重、認同，還可以將學生的認識順勢提高一個高度。“很好”，“你真棒”這樣的話語濫用，就顯得空洞、單調，不能起到激勵學生的作用。前不久，聽到一位老師執教2013人教版新目標英語九年級第五單元Section A 3a The Difficult Search for American Products in the US，他在課堂上使用的語言給我留下深刻印象：

T：Good titles can express the writers feelings and opinions.Whats the title of the passage？

Ss：The Difficult Search for American Products in the US.

T：How did Kang Jian feel when he searched for American products in the US？

Ss：He felt it was difficult.

T：Yes，he thought it was difficult to search for American products in the US.

Why did he think so？Can you try to explain it according to the text？You will have two minutes to do it.（認同學生的觀點，并通過下一個問題引起學生深入地思考.）

S1：Because he wanted to buy a toy car for his cousin，but he found even though most of the toys were American brands，they were made in China.

T：So many toys are made in China，it is really difficult to buy a toy car made in the US.What other things made he think so？（不是簡單地說“你真棒”，而是在認同的基礎上引起學生對細節地關注.）

S2：I know，I know！ He wanted to buy a pair of basketball shoes，but he had to visit five or six stores before finding a pair made in America.

T：Youre right.He didnt find a pair made in America until he visited five or six stores.No wonder he thinks...（此處的停頓，恰恰給學生留出空間，讓學生點出中心句，使師生間、生生間形成默契，產生共鳴，令人莞爾.）

Ss：It was difficult to search for American products in the US.

T：Yeah，great！ Why didnt the writer use “find”， but “search for”？

S3：Difficult.More difficult.

T：“Search for” is more difficult than “find”.What other things did he find were made in China？（對認真學習的學生來說，“You got the key word.”一定是令人鼓舞的，獲得了關鍵詞不就是獲得了理解文章的鑰匙嗎？說出了學生做得好的地方，具體，明了。）

Ss：Footballs，handbags，pet food，mobile phones.Even American flags are made in China.

T：Even？Why is “even” here？（不是停留在對語言點的理解上，而是通過文中的點睛之筆更深地理解作者想要表達的思想內涵，這是很多英語老師在進行閱讀教學時容易忽略的地方.）

S4：We think flags are the symbol of their countries.But American flags are made in China.

T：When you know this，what do you think of it？（讓學生表達個人想法，讓文本回歸生活，回歸到“人”這個中心。）

S5：I am so surprised.

S6：I am happy.

T：Then how about Kang Jian？How did he feel when he found that so many products in the local shops were made in China？

Ss：He thought it was interesting.

T：What kind of things are footballs，handbags？Everyday things or high-technology products？

Ss：Everyday things.

T：China is so good at making these everyday things.What does he think of it？

Ss：He thinks its great.

T：What else？Is he satisfied with it？

S7：No.He hopes that in the future China will also get better at making high-technology products that people can buy in all parts of the world.（與文中的主人公共情，既是一種認同，又是對民族責任心的一種認知。）

T：So do I.Do you hope so？

Ss（Loudly）：I hope so！

T：What should we do in order to make high-technology products？（發起討論，引領問題的不同解決方案的生成。）

S8：We should study hard.

S9：We should study science well.

S1：We should be creative.

S2：The most important，we should practice more.

T：You are reasonable，we need to study hard now.When we come up with a good idea，we should try to make it，do it and practice it.And what can we learn from Kang Jian？

S2：He loves China.

S10：He cares about China.

T：And he often thinks about things around him.Do you agree？

Ss：Yes.

老師的提問清晰明了，不會讓學生產生歧義。整堂課沒聽見掌聲雷動，卻能感受到師生間的交流，學生思維激躍的火花。行云流水，令講者與聽者都感到愜意。

任何一門語言都離不開語言情境，通過巧妙的引導，我們將學生帶入一個情境，就好像我們幫他們推開一扇大門，門內別有一番洞天，可能云蒸霞蔚，可能煙波浩淼，也可能黃沙漫天，無論是什么，都會有可說的可想的，這才能使同學們更多地學會利用情境里的線索去組織他們自己的語言，而不是我們簡單地給他們短語，他們來造句等諸如此類的現象。