没有多媒体的英语课堂也能精彩
——译林版牛津英语7A Reading “School life”教学案例
现代信息技术的快速发展使多媒体教学成为推到素质教育实施的重要手段，是推动中学英语教学改革的途径之一。但很多地区、很多学校，尤其是广大农村中学受诸多因素的影响，多媒体教学也只是在公开课、优课评比或展示课中才昙花一现。更多的教学仍然是教师常态下的“一支粉笔驰骋讲坛”。
有幸学习了成尚荣老师的一句话：“一个真正具有大智慧的老师，应在其朴素、自然得教学中流露出自己新课程的理念，这样的教育才是深刻得、大气的。”不久前，我参加了一次县级优课评比，在准备教学模式之前，我根据惯例，精心查阅了大量素材，制作了精美的教学课件，大有“万事俱备，只欠东风”之势。然而在进入课堂前 20分钟，全校供电中断。教研员立即通知我们上“常态”下的特色课。经过短促的准备，我抱着“让学生动起来”的目的，进行了课堂教学。 教学实录：
一、Free talk(原本准备的由观看丰富多彩的学校生活改为师生交流) T:Boys and girls, have you ever heard the song Childhood?
S:Childhood?
T:Yes, it’s a song about our school life(直接引入教学内容).Maybe some of you don’t know it, now, I’ll sing it for you all.（我唱的“童年 ”歌声不算优美，但节奏明快，自然亲切，学生鼓起热烈的掌声。)
S:Great, sounds sweet!
二、Presentation（原本由图片带进的生词在对话中一次呈现）
Step One
T:Thanks.It’s an old song about my school life.It’s unforgettable,you know.Of course, it is not the same as yours today.For example, we didn\'t have MP4, we didn\'t have computers, we didn\'t have a library, we don’t have enough monery to buy snacks.We didn\'t need to spend a lot of time doing homework……(句型贴近课文，自然呈现 生词library,spend, snacks ....)
Step Two
T: I gue that all of you must want to know what my school life was like,right? Ss:Yes.
T: OK, I will give you the chance.Now prepare for five minutes,discu with your partner:what do you want to know about my schoole life?(学生一下子活跃起来，他们有那么的问题想问我。)
S-T ask and answer(5分钟后)
T: Are you ready?
Ss: Yes.
T:Good, the more you ask me, the more stars you will get.Let’s go!（ 激励机制在课堂上已成为教师调动学生学习兴趣的重要手段。在没有多媒体的情况下，我把学生分成六小组，通过红色粉笔画星星的方法激励他们投入到自主学习中去。) 以下是学生所提到的部分问题：
1.Is your school big?
2.What’s the name of your school?
3.
4.
5.
6.
7.Do you have a goodfriend ?Boy or girl?(调皮的问题引起学生善意的笑声) Who’s your English teacher? When do you go to school in the morning? How many leons do you havea day? What do you do after cla?
8.Do you like football?(这是一男生的问题，我用自己在电视上所了解的足球知识和一些足球明星和他进行了交流，他对我的答案很满意。)
9.What subject do you hate?(我不喜欢数学课，我告诉学生我的数学不是很好，但我们那时老师不太严格，也不经常考试，学生流露出羡慕和向往。)
10.Where do you have lunch?（我告诉他们我们那时候不住校，一天三顿都得回家，又引起了学生的一片嘘声）
评析：这部分大约持续了8分钟，看似热闹的课堂在我的有意引导下，逐步向本堂课的内容过度。尽管学生的语法表达和时态运用不很恰当，但那些都是次要的。重要的是在没有隔阂、没有距离的师生聊天中学生既练习了口语和听力，主观能动性也得到了很大的发挥。
三、Reading
Step one: Fast reading
T:Comparing with my school life,yours are more colourfoul and lively.You have a lot to do,I gue?
Ss:Yes.
T:You have computers, you have walkmans, most of you have your own fans,such as film stars,sport stars,even your superstar.So now it\'s your turn to tell me more about your school life today.Who would like to tell me more?
课堂出现了片刻的安静，这是因为学生对自己能否更好表现自己产生了怀疑。这正是我在教学过程所需要的时机。
T:Come on ,boys and girls.To tell me more and better,we will firsthave a look at the paage on page 24.I believe you can find some details and information.Ss: Begin to read the paage quickly.(2分钟)
评析：学生在浏览课文的的过程中，我在黑板上画出操场、教室和游泳池的简笔画。这三幅图即文章的脉络。分别暗示学生从课间、课堂和课后去了解文章大概。充分发挥了教师的主导作用。
T：Now, who will be the first one to tell me more?
S:Let me try.
T:Which cla are you in?
S:I am in Cla One Grade Seven.
T:Is your cl big?
S:Yes.My claroom is big and clean.
T:Are your clamates nice ?
S:Yes, they’re all friendly and nice.
…….
评析：师生围绕教学内容展开问答。在这部分教室所设计的问题都是一些简单的Yes or No quesitons.创设宽松的对话情境有助于从各个层面了解学生的掌握情况，关注每个学生的差异，让学生在体验角色的同时完成了自我构建，进而张扬了个性。
Step Two Detail reading
T:Well done.You all did a good job.You\'ve helped me a lot.But I still have some questions .
What do you often do after cla?
When does the first cl begin in the mornign?
How long do you often spend on your homework?
….
T:The answers are all in the paage.We’ll try to find them out.Tell me who is good at reading in your cla?
S:It’s Liujie.
T:Good.Liujie, would you please read the paage for your clamates?
S: Of course.
解析：少了辅助设备，我改让朗读基础较好的学生进行示范性朗读。在朗读过程中，我会有意让部分学生进行机械性模仿操练。传统的教学模式能够帮助我们踏实抓好学生的朗读关，从而为后面的操练打好基础。
T:（3分钟后用wh-question 和学生展开交流，激励机制始终贯穿教学过程。
Step Three Futher reading
T:Thanks for telling me more .Now I have known everything about your school life.You say: You are in Cla One Grade Seven……You always have a good time at your school.Now we will have a compitition , you can prepare in groups,practise with “we are…..we ……,we……”,five minutes later, choose the best one to give us your performance.Let’s wait and see who is the superstar in our cla.
解析：教师用第二人称复述课文内容其实是一个整体教学的示范过程，其目的就在于引导学生顺利完成课文的大体介绍。使学生有例可循，知道该如何做。学生通过小组合作学习，互相帮助，互相讨论，合力完成老师布置的任务。即用第一人称复述课文。课堂气氛又掀高潮。
四、Task and summary
T: Boys and girls ,I would like to say that I am very pleased with your action today.’ Now,let\'s see which group have got the most stars.
Ss:Group three! Yeah---!
T:After learning this article, I hope you have a good idea about your school life.But just as we know, we have a lot of homework to do everyday, and we don\'t have enough time for our hobbies, such as playing computers,watching TV, listening to pop songs, the only thing we must do is :listen to your techers,have claed, right? Ss:Yes.
T:That’s boring.I told you all about my school life, you have also told me about your school life, but what will our school life be in the near future? Can you imagine: What is your ideal school life?
Ss: Discu in groups excitedly.
5分钟后，学生在我的鼓励下基本上都能清楚表达出自己理想的学校生活，各个层次的学生都能体验到一种成就感。
解析：学生由我的引导，从过去我的学校生活到他们目前的学校生活对比，再
对将来的学校生活的想象，使学生的创造力进一步得到培养。随着课堂内容的逐步深入，全班同学都焕发出一种表达的渴望。教学任务得到落实。
五、Homework
T: Boys and girls , I think it is the most interesting cla I have even had.I wish every one of you can have a good time in school.Ok, after school, write down what you have told me about your ideal school life ,let me see who writes the best.Now,bey-bey.
Ss:Bye bye.
反思：“文灭质，博溺心 ”。诚然，计算机多媒体技术作为现代教学工具，表现出其强大的活力，具有直观性、交互性等特点。它的优点是不容否认的。但不管是采用哪种教学方式、哪种教学手段，教学的目的就一个：让学生学会主动学习，让学生动起来。课堂响起了原声态的歌曲，黑板上也出现了久违的简笔画。学生能够积极的参与到你的教学中来，大胆表现自己，这就是一堂成功的英语课！没有多媒体的英语课堂同样也能够精彩起来！
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