初中英語課堂教學導語設計例談

導課是一堂課的啓動環節，一堂課啓動的好，等於成功了一半。我在自身教學中認爲教師用淺顯易懂的英語科學巧妙地設計的導語，常常能起到一箭雙鵰，一舉多得的教學效果。它既能喚起學生們學習英語的強烈動機，又能激起他們濃厚的學習興趣，還能啓迪其思維，它能深深地吸引學生們的注意力，使其很快地進入學習狀態。同時，在較真實的語境中，運用了所學的語言材料，訓練了學生們的聽說能力。我的經驗是：

一、由歌唱匯入新課

唱歌能穩定情緒，激發興趣，但所選歌曲必須和將要上的課有某種聯繫。例如我在執教冀教版初中英語第六冊第27課《The Dove and the Olive Branch》時，是這樣設計導語的：Hello, everyone . Let’s sing the song -《Today is your birthday, China》. Ok, you sing very well. Now please pay attation to this sentence in the song: “In the early morning, I let a group of doves fly out of my come back with green olive branches in their mouths.” What does the sentence mean? ( some students answer that it shows peace.) Good, the dove with olive branch is symbol of , what does the meaning of the symbol get from? It is from a Bible story. Now Let us tell you the story-《the story of the dove and the olive brand 》. Listen carefully. 學生們在聽故事時特別用心，教室裏靜悄悄的。讓他們討論回答問題時，個個都表現的積極踊躍。可見，他們的學習興趣被激發起來了。

二、由複習舊課引入新課

溫故而知新，但複習內容要有新意，且與新課有某種內在的聯繫，要能引起新課的學習。例如我在執教冀教版初中英語第五冊第38課《To China , With Love》時，是這樣匯入新課的：By learning the front lessons, we have known the famous physical scientist, Albert Einstein. We have also known “Father”of Hybrid Rice, Yuan Long ping and the well-Known writer and educator, Helen Keller. What makes them great or famous? Love! Their hearts are full of love. They Love themselves. They love their parents. They love their work. They love science. They love the people. This class we’ll know another famous foreign doctor. He is Norman Bethune. He is from Canada, But he lives in Chinese people’s hearts forever. Why? What did he do for Chinese people? Let’s Learn lesson38 《To China, with love 》to know him. 這種總結性的導語既加深了學生們對舊課的理解，對偉人的認識，也使學生們受到了深刻的思想教育。引起他們對白求恩的瞭解欲，自然引起對課文的閱讀興趣。

三、由觀察圖片匯入新課

圖片能夠形象地再現生活，在教學中運用它，常常能抓住學生們的注意力並引起思索。例如我在執教冀教版初中英語第四冊第60課《Fix and mend》時，先出示兩幅展示堆積如山，浩瀚如海的垃圾的圖片，用英語向學生們發問並啓發其回答：What’s this? -It’s garbage. What does it look like？-It looks like a hill or sea. Where is so much garbage from? - I think most of it is from the things that people throw away. How should we do for making less garbage? For this question let’s learn Lesson 60：Fix and mend . 這樣的匯入，既引起了學生們對生活現象的思索，又引起他們對課文學習的興趣。

英語教材中的插圖往往形象地展現了這課的主要內容或重要故事情節，面對它可以提出相關的好些問題，這些問題會抓住學生們的注意力，引起他們學習課文的興趣。例如我在執教冀教版初中英語第四冊第30課《Keep the Candle Burning》時，讓學生們觀察課本中做實驗的插圖，是這樣提問匯入新課的：Look，the woman is doing an experiment . How does she do the experiment ? What does she need? What will happen in the experiment ? Will the candle stop burning when the jar cover the dish? Why? How keep the candle buring? 然後讓學生們圍繞這些問題學習新課，做實驗，觀察現象，思考回答問題，取得了較好的教學效果。

四、由明白學習目的，闡明教學思路而匯入新課

明白了學習的目的意義，方能主動積極地學習。明白了教學的目標思路, 知道了一堂課學什麼或如何去學的問題，纔能有效地學習。爲此，我在執教新目標英語第2單元《 Where’s the post office 》 SectionB 3a-4時，是這樣設計導語的：Boys and girls, Do you want to be a tourist Guide? Then you must learn to speak English. You must learn to write tour guide in English. Then do you know how to write tour guide? Don’t worry! This class we’ll talk about this question. Our book gives us a few examples. I hope you can read and think carefully. At last we’ll try to write a passage about tour guide. I’m sure you can write it well. Ok let’s read the first passage. 這樣匯入新課，既使學生們將英語學習與未來要從事的導遊工作相聯繫，從而調動了其學習的積極性，又使他們明白了本堂課的主要學習目標、方法和要求；同時，培養了他們的聽讀能力。真正實現了一舉多得的教學效果。

總之，匯入新課的方式不拘一格，應結合教材內容特點，以激起求知慾，激發學習興趣爲目標，要堅持獨創性，新穎性、趣味性和啓發性的原則。