我們不難發(fā)現(xiàn)中學(xué)外語教學(xué)中存在著這樣的現(xiàn)象：初中生，尤其是初一、初 二的學(xué)生，說英語的積極性普 遍很高，上課踴躍發(fā)言，大膽說英語。而到了初 三以上，特別是到了高二、高三，說英語的積極性大大下降。 學(xué)生中筆頭考試 能得八、九十分，但口頭表達(dá)能力極差的大有人在。究其原因有：1.機(jī)械的聽說 讀寫分割法， 即認(rèn)為在初級階段（初一、初二）主要抓聽、說，中級階段從聽、 說過渡到讀、寫，而高級階段（高二、高三 ）抓讀和寫，片面地把聽說讀寫分 割開來；2.應(yīng)試教育帶來的后果，只重分?jǐn)?shù)，忽視能力的培養(yǎng)；3.教師的教 學(xué) 脫離學(xué)生心理發(fā)展的特點(diǎn)等等原因。所以英語教學(xué)到了高中階段就忽視興趣的激 勵(lì)和說話能力的培養(yǎng)。

那么，高中階段如何激發(fā)興趣、培養(yǎng)說的能力呢？

一、根據(jù)學(xué)生年齡特征，激發(fā)興趣，培養(yǎng)說的能力

在初級階段由于學(xué)生年齡小，好學(xué)、好問、好奇、好模仿，思維形式處于從 形象思維為主向主要以抽象思維為主轉(zhuǎn)化的階段，直觀、重復(fù)、模仿等教學(xué)手 段有著很重要的地位。到了高中階段，學(xué)生身心發(fā)展趨于成熟 ，抽象邏輯思維起主導(dǎo)作用。同時(shí)說話時(shí)的心理活動(dòng)也隨之變化，對說話的興趣有所下降，顯得 不那么積極主 動(dòng)了。根據(jù)這些特點(diǎn)老師應(yīng)調(diào)整自己的教學(xué)方法，重視激勵(lì)學(xué)生 說話的興趣，使之與學(xué)生的身心發(fā)展相適應(yīng)。 為此，我們從高一開始著手從教 學(xué)方法上激勵(lì)興趣，調(diào)動(dòng)學(xué)生說英語的積極性。

1.改革Daily Talk活動(dòng) 改變原來的Duty report等比較單調(diào)、 機(jī)械的方 法。每堂課前化三分鐘，每次一位學(xué)生上臺演講，談當(dāng)天的新聞，講故事，講 班級中最新發(fā)生的事及一切學(xué)生感興趣的事，多傳遞信息。例如 ：足球世界杯賽舉行時(shí)，學(xué)生們，尤其是男生，上臺大談足球："My favourite football stars”，“The f ootball match betweenBrazil and Argentina"，"Football in China"，"The development of footb all"等等，簡直成了足球系列講座。 每年3月5 日到來時(shí)，學(xué)生就會(huì)談諸如："How shall we learn from Le i Feng？ ""LeiFeng has come back again.""Is it necessary to learn fromLei Feng today？" 等等。每當(dāng)班級中出現(xiàn)問題時(shí)學(xué)生也會(huì)加以評論，談 自己的想法，如：“What shall we do with those who don'tkeep the rules of our school ？ ""Shall we cheat in theexaminations in order to get a good mark？"有時(shí)學(xué)生們利用2 —3分鐘做個(gè)游戲，如：Guess the letters of some English words ，Tongue twisters等。學(xué)生的興趣越來越高， 積極性也不斷高漲。 在此基礎(chǔ)上我們要求學(xué)生演講時(shí)多與教學(xué) 相結(jié)合，盡可能多用新學(xué)的單詞、詞組、句型等，并鼓勵(lì)學(xué)生創(chuàng)新。教師注意引導(dǎo)，定期總結(jié)， 表揚(yáng)說得好的 學(xué)生。漸漸地學(xué)生說英語的積極性高漲了起來，大家你追我趕， 積極準(zhǔn)備。遇有困難，主動(dòng)與同學(xué)商量或請教 老師。久而久之，學(xué)生的英語表 達(dá)日趨準(zhǔn)確，內(nèi)容更加豐富，聽的學(xué)生更樂意聽，使學(xué)生聽、說的能力同時(shí)得 到 了訓(xùn)練。

2.創(chuàng)設(shè)情景串聯(lián)對話 以往對話教學(xué)多采用讓學(xué)生聽對話錄音、重復(fù)、背誦、 模仿編對話等方式。這種操練往往脫離真實(shí)的情景，忽視了語言內(nèi)容的真實(shí)性， 教學(xué)形式比較呆板，高中生很容易生厭。針對這種情況， 我們的教學(xué)不是停留在這個(gè)階段上，而是進(jìn)一步創(chuàng)設(shè)新的情景，培養(yǎng)學(xué)生在新的情景中進(jìn)行交際性操 練，努力 達(dá)到創(chuàng)造性地運(yùn)用所學(xué)語言知識進(jìn)行交際。如我在教對話時(shí)讓學(xué)生了解詞語和句型內(nèi)容后，充分發(fā)揮學(xué)生的想 象力，讓他們聯(lián)系新舊知識，創(chuàng)設(shè)情 景進(jìn)行對話練習(xí)，拓寬學(xué)生的思路，取得了較好的效果。有些學(xué)生可以把 許多情節(jié)串聯(lián)起來，以對話的形式表演出來，內(nèi)容貼近學(xué)生日常生活實(shí)際，所學(xué)語言 知識得到靈活運(yùn)用。例如 我們在課本第一、二冊中學(xué)過Asking the Way， Inquiring about Health， Inquiring about Weather， Asking forStreet Direction；第三冊中學(xué)到Giving Advice about Having MorePhysical Exercise， 他們把內(nèi)容串起來編成下列對話：

S[,1]:(Picking up the phone)Hello, may I speak to LingLing?

S[,2]:It's Ling Ling speaking.Is that Zhang Hai?

S[,1]:Yes, I'm calling to tell you that our formerclassmate Li Yin is ill in hospita l.

S[,2]:I'm sorry to hear that. What's the matter with him?

S[,1]:I'm not very clear about that. I'm only told that heis in the No. Six Hospital of Shan ghai.

S[,2]: Then we'd better go and sec him in the hospital.

S[,1]:That's what I think. He'll be glad to see us.

S[,2]:When shall we go?

S[,1]:How about this Sunday afternoon?

S[,2]:That's a good idea. But by the way, what willthe weather be like that day?

S[,1]:I've just listened to the weather forecast. Theweatherman says it will be fine.And it will not be very hot.The high will be 30℃.

S[,2]:That's fine.Where shall we meet?

S[,1]:Let's meet at the No.224 bus-stop at two.

S[,2]:All right.See you then.Bye!

(Sunday afternoon)

S[,1]:Hi, Ling Ling. How long have you been waiting?

S[,2]:I've just arrived. Look, the bus is coming.

S[,1]:Let's get on the bus.

(On the bus)

S[,2]:Do you know where we shall get off?

S[,1]:I'm afraid I don't. Let's ask the conductor.

S[,2]:Excuse me, conductor. We're going to the No. SixHospital. Can you tell us where to get off?

S[,3]:Certainly. Get off at the fifth stop. Then,turn backand go straight forward for about two minutes. You'll seethe hospital on your left.

S[,1],S[,2]:Get off at the fifth stop. Turn back and gostraight forward for two minutes. The hospital is on our left.OK. Thank you very much.

S[,3]:You are welcome.

S[,1],S[,2]:Oh, here we are.

(In the hospital)

S[,1],S[,2]:Hello, Li Yin.

S[,4]:Hello, Ling Ling and Zhang Hai.Why are you here?

S[,1]:We are told you are ill and now we're here to seeyou.

S[,4]:I'm very glad to see you, and thank you very much.

S[,2]:What's wrong with you? Are you better now?

S[,4]:I was down with a high fever a week ago. I came tosee the doctor. The doctor told me there was something wrongwith my lung. And he asked me to stay in hospital for a fewdays. Now, I'm much better.

S[,1]:We are glad to hear that. You know how worried wewere when we knew you were in hosp ital.

S[,2]:You should take good care of yourself in the future.

S[,4]:Yes, I will. But could you give me some advice onmy health?

S[,1]:I think you should have more physical exercise.Taking part in some ballgames will do you good.

S[,4]:Thank you for your advice.

S[,2]:We'd better take leave now. Have a good rest. Wewish you'll soon be well again.

S[,4]:Thank you for coming to see me.

S[,1],S[,2]:Bye-bye.

S[,4]:Bye.

這樣不僅學(xué)生說英語的能力得到了提高，而且語言知識得到了鞏固。

3.注意課文創(chuàng)造性提問的設(shè)計(jì) 一般提問可分理解性、記憶性及創(chuàng)造性三類。 隨著學(xué)生思維能力的提高， 課文提問要適當(dāng)增加創(chuàng)造性問題，以滿足學(xué)生抽象 思維發(fā)展的需求。提問時(shí)適當(dāng)減少Yes／No問題， 逐步增加 用Why 等句型提 問。

例如， 學(xué)習(xí)第六冊第五課After TwentyYears，這課的內(nèi)容、情節(jié)、語言 都比較簡單， 我向?qū)W生提了以下問題：Did Jimmy recognize Bob? But why didn't Jimmy take Bob tothe police st ation himself? Do you think Jimmy is right? Whatkind of person do you think Jimmy is? Would you do the sameif you were Jimmy? Why or why not?…在使學(xué)生理解課文的 同時(shí)激發(fā)學(xué)生的思維和發(fā)言興趣，使其樂意思考，競相發(fā)言。有時(shí)我們針對所 學(xué)內(nèi)容安排討論會(huì)，對不同的觀點(diǎn)、看法進(jìn)行討論。如學(xué)習(xí)第五 冊第二課 lmproving Your Study Habit ， 我讓學(xué)生就以下題目進(jìn)行辯論：Whatdo you think is more impor tant, intelligence or hard work, ifyou want to be a top student? Is study habit important or no t?Give your reasons to support your idea. …由于這些都和學(xué)生的實(shí)際生活有關(guān)，課文又給學(xué)生提供了語 言材 料，他們積極發(fā)言，積極思考，熱烈地參與辯論，常有欲罷不能的局面。

二、適當(dāng)把握難度，讓學(xué)生不斷獲得成功感， 促進(jìn)說話能力

成功感固然能激發(fā)學(xué)生的學(xué)習(xí)興趣，但是沒有困難、沒有障礙的學(xué)習(xí)也會(huì)抑 制學(xué)生的學(xué)習(xí)興趣，會(huì)削弱有積極作用的情緒感受。在培養(yǎng)學(xué)生英語說話能力 時(shí)教學(xué)內(nèi)容必須有適當(dāng)?shù)碾y度，教師必須善于提出有一定深度 的問題，鼓勵(lì)學(xué)生不滿足現(xiàn)狀，更上一層樓。同時(shí)讓學(xué)生從克服困難、掌握新知識中得到樂趣。 我們的具體做 法是，高中三年中對學(xué)生的說話要求由低向高，形成坡度，逐漸提高要求。高一教對話時(shí)，在學(xué)會(huì)詞匯、句型 、課文的基礎(chǔ)上讓學(xué)生練習(xí)說英 語，也就是說在提供語言材料的基礎(chǔ)上練習(xí)說。如讓學(xué)生用新的詞匯、句型造句， 用自己的話復(fù)述課文，總結(jié)段落大意， 歸納文章中心等。 例如學(xué)完課本第三冊 AcidRain一課整篇課文后 ，在老師的幫助下，學(xué)生們作出歸納：

Paragraph 1:How acid rain is formed.

Paragraph 2:The damages acid rain has done to forests, lakes and streams.

Paragraph 3: One example of the damages that acid rain has caused to forests.

Paragraph 4:Because of the acid rain some kinds of animal population is declining.

Paragraph 5:The bad effects acid rain has on buildings and monuments.

Main idea:The great damages acid rain has done to us.

當(dāng)學(xué)生積累了大量的語言材料，有了初步的說話能力，我們便進(jìn)一步提高要 求，讓高二學(xué)生練習(xí)Topic Ta lking。老師根據(jù)所教課文內(nèi)容提出Topic讓學(xué) 生談。還是以剛才Acid Rain一課為例，我給了學(xué)生這樣的Topi c:Being a student,what should you do to deal with acidrain？有些學(xué)生談得很好， "Although we ar e students, still wecan do our bit to help solve this problem. First, we can tryour best to tell people the harmfulness of acid rain so thatpeople will pay more attention.Secondly,we sho uld do our bestto learn as much knowledge as possible so that some day we'llbe able to find out ways to solve this problem. "再如學(xué)了第三冊 Modern Examinations 一課后，我提出了"What do you think ofour examinations today?Do you like to take examinations? Why?How do you feel before ex aminations? What do you like ourexammations to be?"等主題讓學(xué)生討論，發(fā)表他們自己的看法。 學(xué)生們 暢所欲言，紛紛談自己的想法："I don't like examinations atall. I always feel nervous before exa minations. And the morenervous I am, the worse I do in examinations. So I hateexaminations . ""It's hard for me to like examinations.But I think it's necessary. After taking exam inations. we'llknow how well we have grasped the knowledge and the teacherswill have a clear picture of how we've learned our lessons,then they can make some changes in their teaching."到 了高三階段再上一層樓， 不但讓學(xué)生練習(xí)復(fù)述、主題討論，還讓學(xué)生針對課文中的人物及事情作出 Comment ，展開小組討論， 舉行辯論。例如學(xué)習(xí)了After Twenty Years一課后，我讓 學(xué)生從不同的角度對故事中人物的 行為、 做法發(fā)表評論。如從法律的角度、從 友誼的角度去評價(jià)Jimmy，引導(dǎo)學(xué)生進(jìn)行辯論。我們在課堂上把班 級分成兩組， 一組為正方，另一組為反方。 正方認(rèn)為："Jimmy is right. As he is a policeman, heshoul d do everything according to the law.Jimmy and Bob aregood friends but Jimmy still think s of his duty as apoliceman first.He sets a good example to all the policemen. We should learn from him."反方認(rèn)為："As Jimmy is a goodfriend of Bob's,he should think of friendship first. He mayjust tell Bob the whole thing and let him go. And at thesame time, he may try to persuade Bob to stop doinganything against the law.In this way,Jimmy can not only be agood friend but also a good policeman."由于在要求上做到循序漸 進(jìn)，學(xué)生不斷獲得成功感，不斷得到新的目標(biāo)激勵(lì)，不斷感受到艱苦思維的愉 悅，說話的興趣就不斷得到激發(fā)與保持。

三年來（從高一到高三），在師生的共同努力下，學(xué)生在英語的各項(xiàng)能力上 取得了豐碩成果，學(xué)生的英語口頭表達(dá)能力受到了來校參觀訪問的外國客人和 教學(xué)實(shí)習(xí)老師的高度贊揚(yáng)。許多學(xué)生還在社區(qū)里充當(dāng)英語譯員 ，深受歡迎和好評。我任教班級的全體學(xué)生參加97年英語高考口試，全部合格；會(huì)考平均分96， A、B級達(dá)98％ ；高考平均分120 （市平均分93，市重點(diǎn)中學(xué)平均分110）。