【正文】 按交往一般準則實施教學。一堂課的開端就可以像人們見面一樣，通過互相問候來建立交際感情，吸引學生進入英語課堂情境，從而創(chuàng)造良好的交際氛圍。例如：It’s nice to see you again.It’s a fine day, isn’t it?How are you today?（星期一上課還可以問）Did you have a good time yesterday?What did you do on your weekend?How did you spend your weekend?還應(yīng)當注意班級和學生的實際，有計劃地與個別學生對話。例如：Did you watch the football game…? What’s the result? How is your father? Is he any better?教師在進行這些對話時，態(tài)度要真誠，語氣要自然，應(yīng)體現(xiàn)真實交際。 按照Johnson和Morrow的觀點，交際性行為（活動）具有三大特點：信息差距（information gap），選擇性（choice）和反饋（feedback）。例如在交際中，一個人如果不知道別人的東西，那雙方之間可以說有了information gap。比如窗外陽光明媚，一人明知故問”What’s the weather like today?” 另一人答：“It’s fine.”那這種情況不是真實交際（authentic munication）。假如一人確實不知外面天氣情況而問，雖然是同樣的一組對話，其性質(zhì)顯然又當別論。事實上，我們老師與學生、學生與學生之間平時上課所進行的交際，許多不是真實交際。（What’s this? It’s a pen. We should say “What’s this in English?”）我們應(yīng)盡可能地創(chuàng)設(shè)真實情景（real situation）來進行真實交際，（蘇州市胡老師利用多媒體教”Earthquakes”一例）或創(chuàng)設(shè)虛擬真實情景進行虛擬真實交際（教“Thomas Edison”一例）。在教初中英語第三冊Unit 11 THOMAS EDISON一課時，我們在課文整體理解和分段講述之后，要求學生圍繞課文內(nèi)容以多種方式做展開性的提高練習。我們以記者采訪的形式，讓學生把所學到的語言知識在實際交際中運用。根據(jù)課文線索，分別請學生扮演Edison，Edison’s father，Edison’s mother，Edison’s teacher，the doctor who saved Edison’s mother等，其余同學均為Reporter進行現(xiàn)場采訪。采訪Mother and Father，了解Edison小時候的愛好；采訪Teacher，了解Edison在學校的情況；采訪Doctor，了解搶救Edison’s Mother的過程，也可直接采訪Edison。如：（Sa is interviewing Edison’s father.）Sa: Excuse me, please. I’m on China Daily. Are you Edison’s father?F: Yes. Nice to meet you.Sa: Pleased to meet you, too. We all know your son, Thomas Edison, is a greet inventor now. Can you tell me what he was always doing when he was a child?F。 Yes. When he was a child, my son was always trying out new ideas.Sa: Can you gave me an example?F: OK. One day when he was five, I saw him sitting on some eggs. I asked him why he was doing that. But he didn’t answer. Instead, he asked me a question.Sa: What did he say?F: “Hens are able to have chicks. Why can’t I?” he said.Sa: Could you answer his question at that time?F: I’m afraid I couldn’t.Sa: Oh. Thank you very much.F: You’re wele. Goodbye!Sa: Bye!又如：（Sb is interviewing the doctor.）Sb: I know you are a very good doctor. You saved Edison’s mother. Can you tell us what happened that day?D: That day Edison’s mother was ill. I was asked to go quickly. I went as soon as possible. When I saw her, I said that she needed an operation at once. But I wasn’t able to operate.Sb: Why?D: Because it was night, and the lights in the room was very bad. I couldn’t see clearly enough!Sb: What should you do then?D: Edison thought hard and had an idea. His father owned a large mirror. Edison took all the lights in the house and put them on a long table. Then he put the big mirror behind them. So there was enough light.Sb: Could you see clearly?D: Yes. I operated on his mother at once and she was saved.Sb: Great! By the way, what do you think of little Edison?D: Very clever!除了充分利用現(xiàn)有教材培養(yǎng)學生交際能力外，我們還可以從英文報刊雜志及Internet上選擇一些適合學生學習的材料，如時事新聞、故事、文體消息、廣告等等，來充實我們的英語課堂教學，并組織學生開展groupwork，discussion and presentation. 這就要求我們在課堂教學活動的設(shè)計上下功夫，根據(jù)David Nunan (University of Hong Kong)理論，我們在教學過程中，應(yīng)堅持learnercenteredness，learningcenteredness，selfdirected teaching, municative language teaching, taskbased learning. 以學生為中心，以任務(wù)為主的教學活動有利于提高學生運用英語進行真實交際的效果。比如，我們布置一些Topic discussions任務(wù)。The topics should depend largely on the learners personal situation, their dominant interests, because “Learners learn best if the content relates to their own experience and knowledge.”我們所談?wù)摰膖opics可以是Water, Flood, Fire, Earthquake, Houses, Cars, My First English Teacher, Our School Life, My Favourite Song/Sport, How I study English, Which is better, to be a boy or to be a girl? …現(xiàn)示一例：①Giving the topic: What are the most important things about a good teacher?(T)②Discussing in group(Ss)③Giving presentation(Ss)④Collecting some keywords:(T) lively, kind, strict, helpful, honest, … interesting, explain … dearly, speak English well, tell stories, like his students, …⑤Putting the key words in order of importance.(Ss)這樣，我們做到了①practice speaking English, ②use the language to do things ③to municate. 作為老師，我們得到了信息We know what we should do. 當然下次談?wù)摰膖opic是What are the important things about a good students?加強師生交流，相互了解，增進友誼，促進教學。當然，我們更應(yīng)該緊密聯(lián)系教材內(nèi)容開展主題討論，比如聯(lián)系課文Fire，（SEB I）進行Topic discussion：Group A: Fire can be used as energy. It can make water boil, and people can make tea with boiling water.Group B: Fire can give us heat. We feel very warm and fortable in winter if we have fire at home.Group C: Fire can help people do some cooking. It can make food more delicious.Group D: Fire is so hot that it can even change iron and steel into liquid. It can also destroy something if we do not control it properly.我們應(yīng)教會學生掌握一般的交際策略，鼓勵學生敢于和善于使用英語進行交際，創(chuàng)造機會使用英語，有不會的詞要會設(shè)法變換方式表達（如a big bird that can swim in the river一例），實在說不出時還可以借助動作、手勢、表情、簡筆畫等輔助表達。在使用英語過程中，要學會不斷地提出回答，如我在組織學生討論“Starting a club”專題時，學生提出了許多問題：What kink of club do the students want?How much time do we have to give to the club actives?Who is the club for?What is the purpose of the club?How often will it meet?Where will it meet?What should we do in the club?…重視中學英語學習策略的科學研究對解決當前中學英語教學改革中存在的問題有重要意義。一是可以改進學生的學習，提高教學質(zhì)量。二是能更有效地促進教師的教。教師通過學習策略的教學，可減少教學和訓(xùn)練時間，達到減輕學生學習負擔的目的。三是有利于促進應(yīng)試教育向素質(zhì)教育的轉(zhuǎn)軌，實施素質(zhì)。素質(zhì)教育是以培養(yǎng)新世紀需要的人才為目標，這就需求學生在學校中學到終身有用的東西。信息時代，個人對學科知識的掌握是有限的，而掌握獲取知識的策略才是至關(guān)重要的。