关键词：设想 参与 提问 交流 反思 本学期3月30日，由广州市教研室副主任黄宪领队，广州市教研室、白云区教研室和白云区民办学校校长一行45人来我校进行了听课调研。 回想起当时的情景，校园网上一个接一个“敬请老师们慎重对待的布告、邮件”，以及当时的紧张气氛，至今仍然历历在目，犹如昨日之事。 按教学进度，那天应该讲 “Unit 14 Shopping” 的Lesson 53. Miqiko: Are you excited about going to Beijing? Miyoko: Yeah, but I’ve got to go shopping first. Miqiko: Yeah, me too. My leather tennis shoes are worn out. I need another pair. Miyoko: I think I need a new pair of tennis shoes, too. Miqiko: When do you want to go shopping? Miyoko: How about 9:00 on Saturday morning? Miqiko: Great. See you then. (Saturday morning) Man: Can I help you, girls? Miqiko: Yes, we’re looking for a pair of leather tennis shoes. Man: What size do you need? Miyoko: Size 36 and Size 38. Man: I’ll see what I have. Ah, 36. Here you are. Miyoko: Thanks. Man: I’m sorry. I don’t have a 38 in this colour. How about this pair? Miqiko: I don’t really like those. Have you got any other kinds? Man: Would you like me to look in the back? Miqiko: Yes, do please. Man: How about this pair? Miqiko: Oh, I like those. How much are they? Man: 1,950 yen. Miyoko: That’s a bit expensive. You’d better try them on first. Look at mine. What do you think? Miqiko: I like yours. Hmm, these are very comfortable. Even though they’re a little expensive, I’ll take them. 这是一个关于“Shopping”的对话, 是两个日本女孩去北京旅游去商店购买网球鞋的场景对话。 Teaching aims: 1. Review the expressions of shopping； 2. Learn to ask about size, colour, price； 3. Learn how to express how he/she likes the goods. Teaching focus： 1. Sentence patterns：-- What size do you need? -- Size 36. You’d better try them on first. Would you like me to…? Have you got any other kind? …… 2. Act the dialogue； Teaching difficulty: Make up a similar dialogue and act it out. 课前  第一个教学设想 关于“shopping”的话题，学生已多次出接触，对于“Can I help you，girls?/ What can I do you?” “I’d like…/ I’m looking for…” ; “How much do/does… cost?”等句型能倒背如流; 从教学的重点和难点来看，内容比较简单，所以，我想把这一课上成听力练习课，过一下就可以了，教学流程大致如下： Free Talk: Give an example of shopping in pairs.(Two pairs) Listen to the tape and try to repeat some sentences. (The whole dialogue will be show on the screen sentence by sentence.) Follow the tape once. Students practice reading in groups of three. Then two groups act in the front. Explain the language points in the dialogue. Read part II after me. And make a similar dialogue with the expressions in part II. Homework assignment. 从教学流程看，教学思路清晰，学生能积极参与到课堂活动中来，估计效果不错。但对照目前正在进行新课标的实验，新课标强调：要改变英语课程过分重视语法和词汇知识的讲解与传授、忽视对学生实际语言运用能力的培养的倾向。而且有专家来听课评估，我岂能这样敷衍了事？于是我又反思了教学设计。  第二个教学设想 为了突出“从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。”我反复思考英语作为一门外语，我的教学要突出 “情感态度和语言实践”，于是，我有重新构思了第二个教学设想： Step 1. Free talk: Are you excited about shopping? Why or why not? Step 2. Showing some pictures of shoes to educe the new dialogue. Step 3. Listen to the tape and answer the questions.  Why do the girls go shopping?  What size does the girl need?  How much are the shoes? Step 4. Listen to the tape again and read after the tape. Step 5. Practise making two small dialogues with the useful expressions from the dialogue. (A)  A: Would you like me to …  B: Yes, do please. (B)  A: How much is / are…?  B: …  A: Even though/ if … , I’ll take/ (have) it/ them./I don’t take … Step 6. Fill in the missing words of the dialogue. Step 7. Language points’ learning. Step 8. An exercise game. Step 9. Make up a similar dialogue. Step 10. Assignment.  对教学设想的反思 新课程非常重视让学生在已有的知识经验上进行学习。我对学生已有的认知水平、相关的知识经验的了解，有利于我实施有针对性的教学。但是不同的时期、不同的班级和学生并不一样，因此如果抱着原有的经验不放，不仅自己的教学水平没有突破，与目前的课程改革也脱节，而且语言会失去他的实用性和时代感。 我现在所教的学生的听力能力普遍较好，如果再把对话上成听力型的课堂，难免使学生该锻炼的“语言交际运用”能力未能得到机会锻炼，无疑降低了课堂的效率，也使一堂对话课变得不伦不类。通过调整授课思路，课堂从激发学习兴趣（讨论购物、欣赏多幅鞋子的图片）→ 导入新课 → 整体呈现学习内容 → 突出重点语言句型 → 整体回味 → 知识迁移，从而提高语言运用能力，在做中学，培养学生的情感态度、主动思维和大胆实践。这个教学设计要考虑到了因人、因材施教，而未曾因教而学；尊重了学生，发挥学生了主体作用； 课堂 那是一个星期三，上午第一课，我刚走进初二（3）班的教室，就看到一位面容严肃、学者模样的人在刘校长的陪同下，在教室后面落座。我想这位应该就是教研室来调研的人吧，我真中彩了！我镇定了一下自己的情绪，象往常一样，满面笑容地与同学们打招呼“Good morning, class!” …… 然后我开始了授课第一步骤。同学们看到屏幕上出现的一些商店及各种货品的图片，非常兴奋，就七嘴八舌地用英语一一说起来。这时，幻灯片上悠悠然飘出一个话题“Are you excited about shopping? Why or why not?” 我希望能通过话题练习口语表达能力，通过讨论引出即将学习的对话，同时旨在培养学生正确的消费观念。 Student A: No. Especially shopping with girls. It costs a lot. And girls stay at shops for a long time. …… Student B: No. Because it takes much time. Instead I can do a lot of housework for my parents. Student C: Yes. Because I can buy many many new things, such as something to drink, something to eat and some new clothes. Student D: Yes, I’m excited about shopping. Because when shopping, I can buy everything that I like. If I don’t buy anything , I can enjoy the beautiful goods in the shop windows. And shopping can make me feel happy when I am sad. Student E: I don’t like shopping. It’s very boring. And I prefer staying at home reading to going out shopping. Student F: I am not excited about shopping. But that doesn’t mean I don’t like buy anything. Because I think shopping is more like to do a routine, but it’s not a way of entertainment. It seems to me that shopping is a waste of time. I can not benefit from it. Instead it cost me lots of money. In fact I am short of money. …… 发言的人数很多，积极性很高，课堂气氛活跃，回答也可谓精彩，花样多多，大多数同学不喜欢shopping, 认为那是一种时间和金钱的浪费。同学们使用了很多刚刚学过的单词短语， 如：boring, prefer sth to sth., relaxing, last long time, it cost…, it takes… to…, 学生在在真正的情景中操练字句，语言表达也还流畅。最令我感到欣喜的是，虽然他们来自比较富有的家庭，但反映出来的金钱观和消费观不但正确，而且对于一个十四岁的孩子来说也相当成熟。所不足的是，口语表达中有不少语法错误，不能做到思想内容和语言形式的完美结合。 接着我以一句过渡语“Do you think a pair of shoes of 2000 Japanese yuan (yen) is very expensive?”导出新课“Two Japanese girls are looking for a pair of leather tennis shoes in a shop.” 然后，顺利地进入事先设计好的教学步骤。 当进行到第七个步骤讲解语言点时，我临机一动，没有按部就班的放映准备好的幻灯片，而是改为让同学们自由提问，爱因斯坦曾经说过：“提出一个问题比解决一个问题更重要。”孩子们反复把对话读了两遍，之后，只有林奕辰同学提出了问题：“a new pair of tennis shoes 听起来优点怪，能不能说成 a pair of new tennis shoes？”, 这是，我抓住机会，鼓励学生来解答这个问题。应该说这是一个难度较大的问题，单铭洲同学勇敢地举起了手，他说：“在英语习惯上，形容词要放在pair、piece等词前面”，我情不自禁给他一连串的“Perfect. Fabulous. Brilliant.”评价。适当地给好学生表现自己的机会，会促使优秀学生有更强烈的自我探索欲望。 我本来以为学生会问到be excited about…/ be excited to do…, what size, wear out, even though 这些短语的含义及用法, 这四个语言点虽然以前曾涉及过,但全班同学百分百地掌握的可能性是极小的,学生英语水平参差不齐的状况我是了解的, 但再没有其他同学提问, 不免使我有些放不下心来, 但转而一想, 我在下一步骤中的练习会检测到这些知识点, 也就不再多作考虑. 随后, 最令人兴奋的时刻就到来了—Game环节。我设计了七张幻灯片：  Slide 1 1. My shoes are worn out. 我的鞋子穿烂了. wear out 穿烂 ( wear- _______- ________) 他的衬衫穿破了. His shirt is __________. 2. You’d better buy a new pair. 一双新鞋 ? a new pair of shoes_(R)__ a pair of new shoes__(W)__ 3. 八码的鞋 shoes in size 8 你那种尺寸的鞋 shoes in your size  Slide 2 4. 那很便宜. 我要买下它 That’s cheap. I’ll have / take it. 5. 那有点儿贵. 我考虑考虑. That’s a bit/ a little expensive. I’ll think about it. 6. 那有点儿贵. 我想我还是不买了. That’s a bit expensive. I don’t think I’ll take it.  Slide 3 我的网球鞋穿破了。 My leather tennis shoes are worn out.  Slide 4 我想我也要一双新的网球鞋。 I think I need a new pair of tennis shoes, too.  Slide 5 我们想要买一双皮网球鞋。 We’re looking for a pair of leather tennis shoes.  Slide 6 你最好先试穿一下。 You’d better try them on first.  Slide 7 尽管它们有点贵，但我还是买了。 Even though they’re a little expensive, I’ll take them. 我把学生分成男女两个组进行比赛，用7个字母代表七张幻灯片，由学生自由选择一个字母。学生一下兴奋起来，当学生回答Slide 7时, 出现了两个答案：Even though they’re a little expensive, I’ll take them. 和Even if they’re a little expensive, I’ll take them. 这说明学生的确把曾经学过的 “even if 和even though”的用法掌握了。但是，当我把Slide 6的句子进一步延伸为改反意疑问句时，一半的学生表示拿不定，我请出一位学生来解答了问题。 Team work更能体现学生的合作探究学习。既突出了学习重、难点，又活跃了课堂气氛，突出 “以学生为本”，“以能力为主”的理念，提高了学生学习英语的兴趣，使学生的疲劳感得到调节，也让学生检测对知识的掌握程度, 老师通过反馈, 才能决定下一步的教学。 英语教学离不开交际活动。英语课堂，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程; 又是他们磨砺意志、陶冶情操、拓展视野、丰富生活经历、开发思维能力、发展个性和提高人文素养的过程。因此，第九个步骤—Make up a similar dialogue.便成为对话课不可或缺的一环。 学生牢固掌握了“购物”时的用语，同时通过学习Part II, 拓宽了思路，增加了可使用的语言材料，使对话的创造更具可行性。 课堂上安排了5分钟给学生编写对话，我感到所剩时间不多了，如果学生没有时间表演对话，显得这节课不够完整。 我原以为只能部分学生可以完成任务，其结果大出我所料，几乎所有学生都完成了对话，有些pairs还能够脱稿表演。效果很好。下面是一些examples: (1) A: Can I help you, sir? B: I’d like to but something for children. Today is my son’s birthday. A: How old is your son? B: Six years old. A: Maybe you can buy a toy robot for him. B: That’s a good idea. What kinds of toy robots do you have? A: What about this one. It looks beautiful. And it’s quite cheap, only 50 yuan. B: It’s too small. Do you have a bigger one? A: Ok, what about that one over there? B: Yeah, I like it. How much is it? A: 350 yuan. B: Oh, it has a bit expensive. But I’ll take it. Here is the money. A: Thank you. Bye. B: Bye. (2) Man: Can I help you? Lady: Yes, I’m looking for a pair of shoes. Man: What about this one. They are very popular at the moment. Lady: But I don’t like this style. Man: Then how do you like this pair? The colour is nice. Lady: I like it. Please let me try them on. Man: What size do you need? Lady: Size 38. Man: Please wait a moment. (Two minutes later.) Man: Size 38. Here you are. Lady: Oh, they fit me quite well. How much do they cost? Man: 100 yuan. Lady: That’s nice. I’ll take them. …… 这一教学过程以人为本，强调素质培养。以学生的发展为宗旨，着重培养学生的创新精神和独立思维能力，使学生获得为适应学习化社会所需要的英语基础知识和基本技能，培养合作精神和社会公德意识。 但遗憾的是，学生的会话全部是pair work, 缺少group work， 而现实生活中一群人一起逛店的情景比比皆是，如果在布置任务时，能适当地加以引导，一定会出现小组的shopping对话；再一个缺憾就是，缺乏特别有独到见解的会话，对话缺乏个性。 课后 下课铃一响，我立刻走出教室拦住了准备前往其他班级听课的黄主任，请他给我提出改进的建议。黄主任说：“看得出，你是一个很有经验的老师，这一节课上出了对话课的典型特征，学生积极参与探究，活动面广，语言知识与现实生活有机结合。” 我又请求黄主任给我指出不足之处，就在这时，刘校长走了过来，她说：“为什么练习A: Would you like me to …B: Yes, do please.那儿不增加一个否定回答No, thanks. 呢？”我顿时领悟到真是a good idea! 课后，我对本节课进行了认真的反思。我自我感觉在有意识地帮助学生形成适合自己的学习策略方面还欠缺的很多。作为一名优秀的英语教师，应该帮助学生形成适合自己的学习策略，并使学生具有不断调整自己的学习策略的能力。在英语课实施中，如果能有意识地帮助学生有效地使用学习策略，不仅有利于他们把握学习的方向、采用科学的途径、提高学习效率，而且还有助于他们形成自主学习的能力，为终身学习奠定基础，即所谓“授之以渔”。 没有交流沟通，便没有感悟，没有感悟，便不能提升自己的专业能力。通过反思教学的各个环节，今后，我在教学中要始终坚持“以学生发展为本”的理念，力求做到“在普遍达到基本要求的前提下实现有个性的发展”的教育目标，注意培养主体意识和研究意识，努力走出“教书匠”的角色。