初中英语课堂教学模式初探

张秀英

外语教学要着眼于培养学生语言综合运用能力，要有一定的特色和风格，教师通过特色教学和教学艺术来激发学生良好的学习兴趣，使他们热情、亲切地投入到语言学习的实践活动中去，亲身体验语言的美。

一、创新情境，激发思维，促进学生心智发展

课例：九年级（上册）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）

线索： tall，outgoing，straight hair，funny

创设情景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?

记忆的闸门一打开，孩子们的情感立刻奔放出来。

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. 说到此，老师用学生说的 “like to do sth”引出新知识“used to do sth”。

创设情景2：used to do sth（过去常常）

T:I used to get up at five in the morning.（教师给出一个范例）

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.

……

在这一环节输出了大量的语言材料，学生们各抒己见，眼里闪烁着智慧的火花，回忆起了5年前他们什么样子，在哪上学，谁教他们，教者什么样，和现在形成了鲜明的对比。而且这种思维人人都有，由点到面，得到了启发，学生的心智得到了发展。在新知识点“used to be”的引领下，孩子们分层次地练习了这一结构，教师也顺势进行了知识的升华：“I used to get up early in the morning. But now I am used to getting up early, and you ？”学生们的兴趣又一次被激发出来。

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.

这一环节是一种有广度也有深度的教学，从不同角度促进了学生的心智发展，同时也使知识和技能得到了很好的结合。

二、就地取材，挖掘内涵，提高学生人文素养

课例：九年级（上册） Unit 2.

2c： play work

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

在这一环节上，我把我们班上最近同学的表现，由点到面结合同学进行点评。

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.

通过这些语言材料的输出，就地取材，深挖了内涵，对他们现在的表现给予了表扬，指出他们过去的不足，与学生的情感进一点拉近了。

课例：九年级上 Unit 2.

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

听力材料（略）

我对我班李言同学进行两次语言材料的输出。

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.

通过这一操练，把学生过去、现在和将来都呈现出来，挖掘了内涵，提高了学生人文素养，达到了语言目标和非语言目标相结合、情感态度和语言知识相结合的目标。

三、评价到位,灵活机智，展示教师的人格魅力

老师对学生的语言输出，总能给予适时的反馈，做出灵活睿智的评价,既活跃了课堂气氛，又体现了教师敏捷的思维品质，同时也给学生以深刻的启迪。

学生在讨论第一个问题“What were you like five years ago?”时：

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

T: But now, you are tall and beautiful. I like you very much.（拉近师生之间情感）

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. (学生肯定)

T: You are a good boy now.（情感上再一次产生共鸣）

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

在讨论第三个问题时“Who taught you five years ago?”时：

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

T:（接着问）But now where is she? She has been away forever. 说到此，学生眼里充满着泪光，老师马上做出了语句：Although Mrs Wang was no longer with us, she was watching me, and would always take pride in everything good I do. 这段语句是本单元Reading部分的，我适时地提前说给学生。我觉得一堂好的英语课，老师的评价不用什么框架，见景生情，用心去体会孩子们输出的大量语言材料，诚恳真切地把语言知识与知识目标进一步升华，才能体现出老师的人格魅力。

总之，作为一名合格的英语教师，需要掌握一定的教学技巧和方法。教无定法，但教要得法。（责任编辑：符 洁）