| | | 一节高中英语对话课的教学设想
| | 初中英语教科研论文 高中英语教材的初中英语教科研论文每个单元都围绕着某一话题设计了极具交际功能的初中英语教科研论文对话，为此，教师应切实加强对话课教学的几个环节，下面以高中英语第一册第4单元第13课为例，谈谈自己的做法及想法。
1、 巧妙自如，导入话题（组织教学阶段）
通过运用已有的知识进行师生间的自己谈话，并巧妙地引入对话内容，为下一步听、读对话创造相应的语言环境，并为学生进入角色性的朗读打下基础，如下所示：
T：Boys and girls, would you like to go to Guangzhou for holiday?
Ss: Yes, of course.
T: Do you want to go to Xi'an for holiday?
Ss: Yes.
T: OK. I hope you are going there for holidays one day. Because the two cities are both beautiful and many people want to visit them. Jane and Betty are among of them. You see, both the girls are going to holidays. One is going off to Guangzhou, and the other is going to Xi’an. They are going on Separate holidays. ‘Separate’ do you know its Chinese meaning?
Ss: 独自的，单独的。
T: Right. Now listen to Betty and Jane. Try to find out the answers to the two questions?
(1) Who’s going to Guangzhou?
(2) Who’s going go Xi’an?
Play tape for the students to find the answers.
值得一提的是，导入话题的途径是多种多样的，如音乐导入，挂图导入，游戏导入，谜语导入等等，根据教学内容需要，可采取不同的导入形式。
2、 引导学生进入角色去掌握语言知识，并进行必要的结构操练。
先让学生听录音，了解整个对话的内容，人物关系以及时空关系等。在此基础上，教师用英语介绍必要的文化背景知识，并结合对话情景讲授新语言点，接着引导学生读，分角色朗读，从而体会不同角色，不同语境的语音、语调以及语言表达习惯，这种结构操练是必要的，它为下一步的交际操练奠定了基础。
3、 针对重点、难点，完成结构操练向交际操练的过渡。
（1） 充分利用对话内容，进行交际操练。
T: When is Betty going off to Guangzhou?
S1: Next Thursday evening.
T: Does she go there by plane or by train?
S2: By please.
T: What time does her plane leave?
S3: At seven.
T: OK. So she must get to the airport before 7. right?
Ss: Yes.
T: Is Betty going to Guangzhou alone?
Ss: Yes.
T: Then why does her brother go to the airport with her?
Ss: To see her off.
(2)结合实物挂图、投影等进行交际操练。
4、 通过角色表演，强化交际能力。
这一阶段，教师要努力创造轻松的课堂环境并鼓励学生积极动脑，精心准备，大胆表演，应充分运用教材中的Practice以及workbook里的有关训练内容（如Ex.3.P.72）这样有助于激发学生兴趣，增强学生学英语的信心，强化学生的英语交际能力。
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