江苏省响水中学 张平平
在英语教学中，讨论式教学法需要教师精心设计，引导学生讨论一个问题，学生针对这个问题在课前检索资料，在课堂讨论中，教师引导学生说出自己的见解，学生能够通过讨论建构英语知识。以教师引导学生学习《Colourful life》一课的教学实例为证，说明这种教学方法的应用效率。
一、教学目标设计
课堂教学目标：Colourful life
课堂知识目标：引导学生掌握课本中的单词及讨论问题中涉及到的新单词；引导学生掌握课本中涉及的语法知识及讨论问题中涉及的语法知识；引导学生学会基本句型及讨论问题中涉及的句型应用知识。
课堂能力目标：让学生拥有分析能力与实践能力，同时在引导学生学习时对生活产生热爱，让学生具有积极向上的精神风貌。
二、课堂进程演绎
（一）课前学习引导
教师在课堂教学前，让学生了解到学习目标，讨论一家家具厂的生产与销售环节，让学生针对该目标搜集相关的资料。在课堂教学以前，教师引导学生观看多媒体课件，多媒体的课件中，一家家具厂打开大门，家具厂的服务员表达：“Hello， welocome.”问候语让学生进入情境，在悠扬的音乐中，教师引导学生根据自己搜集的资料，让学生依照家具厂的生产、销售、服务等环节分成小组，每个小组选取一个话题进行讨论。
（二）课中教学疏导
1.讨论话题的建构
学生在小组中，要针对自己负责的环节选取一个话题进行讨论。比如“前台服务”小组设定一个情形，即同事与同事之间产生矛盾怎么办，针对这个话题进行讨论。教师要引导学生设定一个剧情，要求情节曲折，内容丰富，让人能感受到工作的气氛。学生的情景设定如下：
Marry：Hi， Lucy， you looks bad what is wrong？
Lucy：Oh，Marry，it is my teammate，I cannot bear her anymore. You would never dream of a woman like her. She always does nothing at all but command everyone. She assign tasks，track progress，but nothing about the real work. She issue the orders，and we do the rest. We collect the data，analyze the information，and write the report，while she is getting a free ride.
Marry：Oh dear，that is sounds bad. I hate this kind of people.
Lucy：If this was the case，I wound not angry with her. An incapable teammate who make no contribute to our team is annoying but can be born. However，she gives us so much trouble that everybody hates her. For example，she always checks our work and make the judgment. I spend whole day and night to write my part，and now I should rewrite it because of a single word of her！ It is a big part including a 3000 word！ If she think what I do is totally wrong，why not just do it by herself！ I am really going mad by her. In fact，she is the last man in the world I want to work together.
Marry：Oh…keep calm，my friend. If she is as terrible as you said，why you still work with her？ You can just discuss with the other teammates and tell the teacher what her do to kick her out！
Jane：Trust me，I really want to do like that，but the others disagree with me. They do not want to give the Manager any bad impression which may influence our report grade. Oh my god！
2.讨论话题的拓展
在每个小组都完成自己的讨论后，教师引导每个小组展示自己研究的成果，学生共同讨论小组完成的成果。
比如“商品宣传策划”小组展现出自己写的商务信函：
Thank you for your inquiry of MAR.15.I am pleased to provide you with the enclosed product and price list for our housewares .The prices quoted here are valid for the next 60days and include any shipping costs.We are also happy to offer you a 5% cash discount on payments made within 7 days of delivery.
We require cash in advance for first-time orders.We accept bank transfers，money orders，or check or credit card payments over the phone.For shipping within UK we use TNT for small batch goods.
To place an order，please either contact me at 619-576890 or send another letter listing：
（1）The products you would like.
（2）The qty you would like for each product.
（3）The shipping address，
（4）Any shipping preferences（if no preferences are listed we use the TNT）
（5）TERM.Payment method you prefer
（6）A telephone number and the time to contact you to arrange payment in advance.
Pls don’t hesitate to contact me if you need any further news.
引导学生思索这段信函是否符合正式商业信函的格式要求？措词是否正确？是否有语法错误？学生一边观察，一边与自己收集的商务信函比较。经过讨论，学生觉得这篇商务信函以第二人称的语气进行描写，它的语法格式与情境内容非常标准，也没有语法的错误。学生在讨论中能深入的理解到语法知识。
3.教学难点的化解
教师在学生完成讨论以后，要针对学生的讨论进行总结。比如教师引导学生了解塑造情境，强调细节。比如“商业宣传策划”小组之所以信件写得好，不仅仅因为该小组的语法使用正确，还由于他们把握住商务信函的重点。信函涉及到付款的方式、送货的方式、优惠措施等，写得既专业又具有商业吸引力。学生在研究这篇商务信函时，不仅要考虑到对语法、句型知识的评估，还要注意到语境的评估。学生通过教师的分析和讲解，能了解到自己知识结构的不足，课后学生能弥补自己的知识结构。
（三）课后作业指导
教师引导学生做作业，是要让学生通过做作业回忆课堂上学习的内容、评估自己知识掌握的情况、自主弥补知识缺陷。教师要求学生根据自己今天讨论的情况，针对今天学习的内容，把自己讨论的内容写一篇作文。由于学生必须单独完成作文，他们不能再依靠同组队友的帮助，这使他们必须回忆今天学习的知识、仔细阅读搜集的资料写英语作文，在写作文时，学生要及时弥补自己的知识结构不足。
一名“客服组”的学生根据今天讨论的结果，融合自己学习的知识，写出的作文如下：
A：I do not think our resin material is all right ？
B：I‘m afraid not .
A：We must order higher grade resin material such as BAYER.
B：Yes，we have to contact Bayer agent in Shenzhen.The last shipment to the biggest customer was rejected due to our current raw material.
A：I think you had better to come to the agent for some tons PC material of Bayer.
B：Let ‘s go out together and look into it .
A：We should make a appointment with the agent tomorrow.
B：I will book the hotel and contact the agent soon.Any other should prepare for the meeting with the agent？
A：The cash..
B：I should ask for the boss.I think he agree because he is also in trouble with resin material with his customer who has potential to make much money.
A：Ok.I will book the flight tomorrow 11：00.
B：I will meet the boss for the cash.
三、课堂效果反思
从以上的课堂教学运用中可以看到，使用讨论教学法，学生不仅能自主的学习到大量的英语知识，还能与其它学生取长补短，培养出团队精神，学生针对自己讨论的话题不再只是泛泛了解，而是能够全方位的深入剖析。学生在学习时，了解了更多生活知识，他们对自己的学习和生活有了更多的热情。
通过讨论式教学方法，学生不仅能掌握到英语知识，而且其综合能力得到提升，教师的教学效率也得到对比性提高。
（责任编辑：郭跃进）