课堂意外生成小片断.doc

笔者在教Module 2 Unit 4 Wildlife protection时，阅读课布置了一道讨论题：What can we do to protect endangered wildlife in China？
在学生充分讨论时，突然听到一个学生小声嘀咕：“现在生吃猴脑，鲜尝驴心已成为时尚，那是身份的象征，怎么保护得了？”同时，还听到周围一些学生的嘻笑声。此时，该对这一学生的随意插话而带来课堂骚动的行为斥责一番还是……？突然，一个念头在脑海中闪过：“何不顺水推舟，把问题还给学生，让他们去解决呢？”于是我因势利导引出话题：
T: That student is a careful observer. The Cantonese have the habit of eating wild animals. It is said that the Cantonese dare to eat everything that flies in the sky except the plane and everything that swims in the river except the ship. Have you ever eaten wild animals?
学生的情绪一下高涨起来，他们一一列举自己爱吃的野味。此时笔者把话题一转，提出了两个问题并引导学生分组讨论：
T: Do you think it is a good habit to eat wild animals? What will happen if people go on eating a lot of wild animals?
S1: I don’t think so. Because some animals will die out.
S2: Neither do I. Because the balance of nature will be changed.
S3: Our living conditions will get worse.
S4: In a word, we are bringing trouble to ourselves if we go on eating wild animals.
T: Very good! As a student, what should you do to protect wild animals?
S5: I think we should create more habitats for wild animals and never pollute the environment.
S6: We should collect money to build more nature parks.
S7: We should no longer eat raw wild animals, which will do harm to both human beings and wild animals…
由于有了前面的讨论作铺垫，学生很自然地谈到要改变爱吃甚至生吃野味的习惯，要从我做起，并以实际行动影响周围的人。全班学生在讨论中非常投入，他们在小组活动中既锻炼了语言表达能力，又受到了保护动物的思想教育。课堂教学是动态的，教师善于利用并灵活处理课堂上的生成性偶发事件，并以此为契机与学生进行平等对话、沟通分享、交流互动，就可以达到意想不到的教学效果。