例談如何巧妙利用高中英語課堂教學“意外”

方育林+戴四春

摘 要： 高中英語課堂是一個動態的課堂，種種“意外”時常發生。只要教師勇敢地面對它、挑戰它、捕捉它，做到揣摩學生的心理，融入他們的思維，肯定他們的正確觀點，就充分利用了“意外”資源，英語課堂必將充滿活力。

關鍵詞： 英語課堂 課堂意外 巧妙利用

一、教學過程描述

Step 1 展示圖片，引出話題。

（問題1：What might you do if you had much money？）下面是師生之間的問與答：

T： Do you have much money now？

S： No， I havent any money now.

T： What a pity. Do you think it of importance？

S： Yes. Money is useful， we can buy a lot of things with it.

T： Then what would you do if you had enough money？

S： If I had enough money， I might buy some exercise books.

在以往的教學過程中，出現過不同的答案。如有的學生說：如果我中獎100萬，我再也不用上學了。教師問學生：100萬可以讓你成為一個有知識、有品位、有內涵的人嗎？學生回答：不可能，我們仍然需要受教育，知識是任何金錢都買不到的。不同的回答讓學生感同身受。

問題2：What would you do if you were on the Mars？

T： Now lets look at the second picture. What would you do if you were on the Mars？

S： If I were on the Mars， I would be very lonely and I could do nothing.

老師肯定學生的回答，并指出would可以換成could， might。接著老師點了幾個學生繼續回答這個問題，學生們用這一句型表達想法。此時，一個學生在玩手機，教師走近該學生說：Do you know if I were you， I would listen to the teacher carefully and practise the grammar like others？該學生低著頭回答：Sorry.

此時課堂氣氛照常，沒有出現意外情況。學生們的注意力從該生身上轉移到黑板上。

Step2 PPT展示五種if引導的條件句，要求學生區別真實與非真實條件句。

師板書：

1. If all of us went to a key university， our school would be famous in the country.

2. We would not go hiking if it should rain next Sunday.

3. I would not have been scolded if I had not gone home yesterday.

4. If the sun were to rise in the west， I would give you the chance.

5. People do not buy the products if the prices rise.

6. I will go to see my mother if I am free tomorrow.

師生互動：

T： Please tell me which type means things will definitely happen.

S1： Type5.

T： Which type means things will probably happen？

S2： Type6 and type2.

T： What about type1，3，4？

S3： They cant be realized. They are not real if clause.

T： Well done. Then look at the blackboard.

教師小結句型結構，并板書：

1. definitely happen： People do not buy the products if the prices rise.

2. probably happen： We would not go hiking if it should rain next Sunday.

3. cant be realized： If the sun were to rise in the west， I would give you the chance.

Step3 PPT展示if引導的條件句結構，然后用所給動詞的適當形式填空。（以PPT形式展示習題。）

If he had driven （drive） more carefully， he would not have been trapped （trap） in the accident yesterday.

If Tom had been （be） more careful in the exam， he would have passed （pass） the driving test.

If you had got （get） up earlier， you might have caught （catch） the first train.

If I had met（meet） you yesterday， we could have gone （go） to the cinema together.

If we had （have） no water to drink， we would not live （live） on the earth.

If Robots were to take （take） our place，we would have （have） nothing to do.

If it should snow （snow） tomorrow， we could make （make） a snowman.

學生們逐個口頭填空，教師及時糾正錯誤并解釋原因。主要出現情態動詞的錯誤，或把握不準時態。

Step4 展示特殊條件句。（教師提示上半句，學生補充下半句。）

1.Without his help，I would not have made so much progress.

2.But for your offer，I could not have found a job.

3.Had a superman been on the scene， he could have beaten the guy.

以上幾句是在教師的提示下完成的，以下幾句要求學生將漢語翻譯成英語。

完成這個環節的任務時，大部分學生不會用倒裝句，需要教師逐一糾正并多次重復。

4.她對待那個士兵就好像他是她的兒子。

5.如果沒有陽光，就不會有生命。

6.要是Jack 那天沒有趕上泰坦尼克號就好了。

訓練到第6句時，教師舉例解釋：If there were no education， = were there no education，接著老師再說一遍were there no education in China，要求學生說下半句，一個學生答道：I would be sleeping now.（全班同學哄堂大笑）回答問題的學生事實上平常學習態度很好，教師此時并沒有發脾氣，而是笑著與全班同學進行一段對話：

T： Do you think he is a little lazy？

S： No.（學生們同時回答）

T： So he really feels tired， and he wants to have a rest，right？

S： Yes.（部分學生回答）

T： Oh. I know. What would you do if there were no education in China？Do you really dislike school education？

S： We like study，but the education system is not proper， it requires some changes.

T： What a pity！ I can not change the system， but I can change myself. From now on，I will try to make you all feel relaxed while studying English，ok？

S： Ok.（全班鼓掌）

Step5 要求學生根據實際情況造句并說給小組同學聽，同時互相糾正錯誤。

例如學生說：If I had learned to dance，I would have attended the activity.

If there were no exam， I would play happily every day.

If Li Yang were a teacher in our school，I would be a student of him.

...

有個學生說：If it would snow tomorrow，...另一個同學立即幫他改成：If it should snow tomorrow，...

在熱烈的氣氛中，下課鈴聲響起，任務圓滿完成。

二、教學反思

教師在教授本節課前認真分析了教學內容的特點及學生的認知水平，精心設計了教學預案。雖然這節課也有不足之處，但是達到了預設效果。課堂中出現的意外并沒有耽誤課堂教學，反而起了調節作用，“意外”讓課堂氣氛更加活躍，同時促成良好的雙邊活動。

無數次教學過程證明，如果把教學當成一種藝術，教師就不可能預料教學過程中可能產生的各種結果，教師正確把握和調控是教學成功的關鍵。

教師是教學這門藝術的設想者、實施者、完善者，不能怕“意外”毀了自己的預設，要勇敢地面對它、挑戰它、捕捉它，并利用它調劑課堂活動。在課堂活動中，教師只有揣摩學生的心理，融入他們的思維，肯定他們的正確觀點，接受他們善意的提醒，才能充分利用這些“意外”資源。

尤為重要的是讓學生成為“意外”的解決者，充分發揮他們的主體作用，在教師指導下，讓他們既學到知識，又娛樂身心。師生之間的互動過程比教師的獨角戲更具活力，那才是真情的互動。課堂有了這樣的潤滑劑，就成了師生活動樂園。教師在教學過程中要不斷分析并好好地利用“意外”，使課堂精彩連連。

參考文獻：

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[3]王鑒，張曉潔.試論預設性教學的內涵與特點[J].課程·教材·教法，2008（2）.