让复习课“亮起来”合肥市经济技术开发区南艳小学王立文『摘要』本文结合教学实例，就如何让学生摆脱压抑沉闷的复习课而创造宽松、和谐的教学氛围，进而提高复习课效果,提出了实现教学目标的有效途径『关键词』新鲜感，宽松，和谐，亲和力，情趣，如何让学生对复习课保持新鲜感,特别是对经历了一次或两次高考失败的复习生来说，往往会觉得身心疲惫，与新授内容相比，在一定程度上会失去新鲜感，而学生学习的兴趣又是保证复习效果的前提，那么如何让学生摆脱压抑沉闷的学习氛围而对复习课保持新鲜感呢？那么需要一种宽松、和谐的课堂教学模式来优化英语课堂教学气氛，激发学生的学习热情，以获得最佳的教学效果。笔者通过教学实践总结出一套行之有效的方法，让复习课堂充满“磁性”。一、让学生的眼睛“亮”一下有位老师曾经说过：“如果每节课你都能为学生带去他感到新鲜的东西，他会很愿意上你的课，自然而然地他也会喜欢你！”这种期待的心情，与无所谓的等待，无奈的接受相比，学习的效果会是大相径庭的，道理如此，那么真正的做到确是需要冥思苦想，下一番功夫的。这“新鲜的东西”内涵是相当丰富的，自然可以是他们喜欢或是没见过的实物，也可以是你用来调整他们紧张的神经而设置的游戏方式，或者他们感兴趣的符合他们接受水平的英文小故事，甚至你出乎意料的神态、语气……根据学生“好动、好玩、好奇、好胜”的心理特点，英语教学要创造新颖多样、富于启发性、能调动学生多种感官参与学习活动的情境和游戏，来唤起学生对学习英语的兴趣和求知欲，达到有效地培养学生的学习能力，提高教学质量。游戏是学生最乐意接受和参与的活动。根据教学要求，尽量把传授知识和游戏融为一体，设计一些适合教材和复习知识的游戏几种费时少、易操作的课前热身法（Warming）：Activity1:ChainSpellingTheteachergivesawordandasksastudenttospellit,andthenasecondstudentshouldsayawordbeginningwiththelastletterofthewordgiven.Thegamecontinuesuntilsomeonemakesamistake,thatis,topronouncethewordincorrectly,misspellitorcomeupwithawordthathasbeensaidalready,thenhe/sheisout.Thelastoneremaininginthegameisthewinner.Thisgamecanbemadedifficultbylimitingthewordstoacertaincategory,e.g..food,tools,ornouns,verbs,etc.Activity2:DescribingAppearances&CharacteristicsofPeopleEachstudentisthengivenonesheetofpaper.Onestudentstandsinthefrontoftheclassroom.He/shedescribesapersonandtherestoftheclassdrawsthepersonbeingdescribed.Itismoreinterestingifthepersonbeingdescribedisknownbyeveryone.Oncethestudenthasfinisheddescribingthatpersonthenhe/sherevealswhoitisandeachstudentshowshis/herdrawing.Thelaughterfromthisishilariousastheimpressionstendtomakethecharacterinquestionlookfunny.Itisagoodideatoencouragestudentstoasktheintervieweestudentquestionsaboutwhotheyaredescribing.Activity3:PaperAirplaneGameDrawatarget(withpoints-likeadartboard)ontheblackboardoruseacardboardboxinthemiddleoftheroom.Then,studentsmakepaperairplanesandlaunchthemaftertheyansweryourquestionintheformofasentence.Idon'texpectmylowintermediatestudentstoformcompletesentencesoIhelpthemtoformcorrectsentences.Tomysurprisetheywillrepeatthesentenceseveraltimes(whileI'mhelpingthem)justsotheycanthrowtheirairplane.Forlowintermediateclasses,Irecommendformulatingquestionsthatleadto1or2typesofanswers.Thisallowsforbettermemorization.Forexample,useCAN/WILLquestionsandwritethebeginningpartoftheanswerontheboard"Ican/will...".Irecommendgivingaprizetomakethetargetpointsmeansomething,thuspeakingtheirinterest.Activity4.“Youguesstheiradjectives”Followthesesteps:.AskParticipantstothinkofanadjectivetodescribethewaytheyarefeelingatthemoment.Theyshouldnotsaythisadjectiveoutloud..Wheneveryonehasanadjectiveinmind...
