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摘 要： 高中英语课堂是一个动态的课堂，种种“意外”时常发生。只要教师勇敢地面对它、挑战它、捕捉它，做到揣摩学生的心理，融入他们的思维，肯定他们的正确观点，就充分利用了“意外”资源，英语课堂必将充满活力。
关键词： 英语课堂 课堂意外 巧妙利用
一、教学过程描述
Step 1 展示图片，引出话题。
（问题1：What might you do if you had much money？）下面是师生之间的问与答：
T： Do you have much money now？
S： No， I haven’t any money now.
T： What a pity. Do you think it of importance？
S： Yes. Money is useful， we can buy a lot of things with it.
T： Then what would you do if you had enough money？
S： If I had enough money， I might buy some exercise books.
在以往的教学过程中，出现过不同的答案。如有的学生说：如果我中奖100万，我再也不用上学了。教师问学生：100万可以让你成为一个有知识、有品位、有内涵的人吗？学生回答：不可能，我们仍然需要受教育，知识是任何金钱都买不到的。不同的回答让学生感同身受。
问题2：What would you do if you were on the Mars？
T： Now let’s look at the second picture. What would you do if you were on the Mars？
S： If I were on the Mars， I would be very lonely and I could do nothing.
老师肯定学生的回答，并指出would可以换成could， might。接着老师点了几个学生继续回答这个问题，学生们用这一句型表达想法。此时，一个学生在玩手机，教师走近该学生说：Do you know if I were you， I would listen to the teacher carefully and practise the grammar like others？该学生低着头回答：Sorry.
此时课堂气氛照常，没有出现意外情况。学生们的注意力从该生身上转移到黑板上。
Step2 PPT展示五种if引导的条件句，要求学生区别真实与非真实条件句。
师板书：
1. If all of us went to a key university， our school would be famous in the country.
2. We would not go hiking if it should rain next Sunday.
3. I would not have been scolded if I had not gone home yesterday.
4. If the sun were to rise in the west， I would give you the chance.
5. People do not buy the products if the prices rise.
6. I will go to see my mother if I am free tomorrow.
师生互动：
T： Please tell me which type means things will definitely happen.
S1： Type5.
T： Which type means things will probably happen？
S2： Type6 and type2.
T： What about type1，3，4？
S3： They can’t be realized. They are not real if clause.
T： Well done. Then look at the blackboard.
教師小结句型结构，并板书：
1. definitely happen： People do not buy the products if the prices rise.
2. probably happen： We would not go hiking if it should rain next Sunday.
3. can’t be realized： If the sun were to rise in the west， I would give you the chance.
Step3 PPT展示if引导的条件句结构，然后用所给动词的适当形式填空。（以PPT形式展示习题。）
If he had driven （drive） more carefully， he would not have been trapped （trap） in the accident yesterday.
If Tom had been （be） more careful in the exam， he would have passed （pass） the driving test. If you had got （get） up earlier， you might have caught （catch） the first train.
If I had met（meet） you yesterday， we could have gone （go） to the cinema together.
If we had （have） no water to drink， we would not live （live） on the earth.
If Robots were to take （take） our place，we would have （have） nothing to do.
If it should snow （snow） tomorrow， we could make （make） a snowman.
學生们逐个口头填空，教师及时纠正错误并解释原因。主要出现情态动词的错误，或把握不准时态。
Step4 展示特殊条件句。（教师提示上半句，学生补充下半句。）
1.Without his help，I would not have made so much progress.
2.But for your offer，I could not have found a job.
3.Had a superman been on the scene， he could have beaten the guy.
以上几句是在教师的提示下完成的，以下几句要求学生将汉语翻译成英语。
完成这个环节的任务时，大部分学生不会用倒装句，需要教师逐一纠正并多次重复。
4.她对待那个士兵就好像他是她的儿子。
5.如果没有阳光，就不会有生命。
6.要是Jack 那天没有赶上泰坦尼克号就好了。
训练到第6句时，教师举例解释：If there were no education， = were there no education，接着老师再说一遍were there no education in China，要求学生说下半句，一个学生答道：I would be sleeping now.（全班同学哄堂大笑）回答问题的学生事实上平常学习态度很好，教师此时并没有发脾气，而是笑着与全班同学进行一段对话：
T： Do you think he is a little lazy？
S： No.（学生们同时回答）
T： So he really feels tired， and he wants to have a rest，right？
S： Yes.（部分学生回答）
T： Oh. I know. What would you do if there were no education in China？Do you really dislike school education？
S： We like study，but the education system is not proper， it requires some changes.
T： What a pity！ I can not change the system， but I can change myself. From now on，I will try to make you all feel relaxed while studying English，ok？
S： Ok.（全班鼓掌）
Step5 要求学生根据实际情况造句并说给小组同学听，同时互相纠正错误。
例如学生说：If I had learned to dance，I would have attended the activity.
If there were no exam， I would play happily every day.
If Li Yang were a teacher in our school，I would be a student of him.
...
有个学生说：If it would snow tomorrow，...另一个同学立即帮他改成：If it should snow tomorrow，...
在热烈的气氛中，下课铃声响起，任务圆满完成。
二、教学反思
教师在教授本节课前认真分析了教学内容的特点及学生的认知水平，精心设计了教学预案。虽然这节课也有不足之处，但是达到了预设效果。课堂中出现的意外并没有耽误课堂教学，反而起了调节作用，“意外”让课堂气氛更加活跃，同时促成良好的双边活动。
无数次教学过程证明，如果把教学当成一种艺术，教师就不可能预料教学过程中可能产生的各种结果，教师正确把握和调控是教学成功的关键。
教师是教学这门艺术的设想者、实施者、完善者，不能怕“意外”毁了自己的预设，要勇敢地面对它、挑战它、捕捉它，并利用它调剂课堂活动。在课堂活动中，教师只有揣摩学生的心理，融入他们的思维，肯定他们的正确观点，接受他们善意的提醒，才能充分利用这些“意外”资源。
尤为重要的是让学生成为“意外”的解决者，充分发挥他们的主体作用，在教师指导下，让他们既学到知识，又娱乐身心。师生之间的互动过程比教师的独角戏更具活力，那才是真情的互动。课堂有了这样的润滑剂，就成了师生活动乐园。教师在教学过程中要不断分析并好好地利用“意外”，使课堂精彩连连。
参考文献：
[1]余雁华.浅析英语生成性教学问题[J].时代教育，2012（12）.
[2]李雪枝.英语生成性教学的正确理解和合理实施[J].新课标上旬，2011（6）.
[3]王鉴，张晓洁.试论预设性教学的内涵与特点[J].课程·教材·教法，2008（2）.
关键词： 英语课堂 课堂意外 巧妙利用
一、教学过程描述
Step 1 展示图片，引出话题。
（问题1：What might you do if you had much money？）下面是师生之间的问与答：
T： Do you have much money now？
S： No， I haven’t any money now.
T： What a pity. Do you think it of importance？
S： Yes. Money is useful， we can buy a lot of things with it.
T： Then what would you do if you had enough money？
S： If I had enough money， I might buy some exercise books.
在以往的教学过程中，出现过不同的答案。如有的学生说：如果我中奖100万，我再也不用上学了。教师问学生：100万可以让你成为一个有知识、有品位、有内涵的人吗？学生回答：不可能，我们仍然需要受教育，知识是任何金钱都买不到的。不同的回答让学生感同身受。
问题2：What would you do if you were on the Mars？
T： Now let’s look at the second picture. What would you do if you were on the Mars？
S： If I were on the Mars， I would be very lonely and I could do nothing.
老师肯定学生的回答，并指出would可以换成could， might。接着老师点了几个学生继续回答这个问题，学生们用这一句型表达想法。此时，一个学生在玩手机，教师走近该学生说：Do you know if I were you， I would listen to the teacher carefully and practise the grammar like others？该学生低着头回答：Sorry.
此时课堂气氛照常，没有出现意外情况。学生们的注意力从该生身上转移到黑板上。
Step2 PPT展示五种if引导的条件句，要求学生区别真实与非真实条件句。
师板书：
1. If all of us went to a key university， our school would be famous in the country.
2. We would not go hiking if it should rain next Sunday.
3. I would not have been scolded if I had not gone home yesterday.
4. If the sun were to rise in the west， I would give you the chance.
5. People do not buy the products if the prices rise.
6. I will go to see my mother if I am free tomorrow.
师生互动：
T： Please tell me which type means things will definitely happen.
S1： Type5.
T： Which type means things will probably happen？
S2： Type6 and type2.
T： What about type1，3，4？
S3： They can’t be realized. They are not real if clause.
T： Well done. Then look at the blackboard.
教師小结句型结构，并板书：
1. definitely happen： People do not buy the products if the prices rise.
2. probably happen： We would not go hiking if it should rain next Sunday.
3. can’t be realized： If the sun were to rise in the west， I would give you the chance.
Step3 PPT展示if引导的条件句结构，然后用所给动词的适当形式填空。（以PPT形式展示习题。）
If he had driven （drive） more carefully， he would not have been trapped （trap） in the accident yesterday.
If Tom had been （be） more careful in the exam， he would have passed （pass） the driving test. If you had got （get） up earlier， you might have caught （catch） the first train.
If I had met（meet） you yesterday， we could have gone （go） to the cinema together.
If we had （have） no water to drink， we would not live （live） on the earth.
If Robots were to take （take） our place，we would have （have） nothing to do.
If it should snow （snow） tomorrow， we could make （make） a snowman.
學生们逐个口头填空，教师及时纠正错误并解释原因。主要出现情态动词的错误，或把握不准时态。
Step4 展示特殊条件句。（教师提示上半句，学生补充下半句。）
1.Without his help，I would not have made so much progress.
2.But for your offer，I could not have found a job.
3.Had a superman been on the scene， he could have beaten the guy.
以上几句是在教师的提示下完成的，以下几句要求学生将汉语翻译成英语。
完成这个环节的任务时，大部分学生不会用倒装句，需要教师逐一纠正并多次重复。
4.她对待那个士兵就好像他是她的儿子。
5.如果没有阳光，就不会有生命。
6.要是Jack 那天没有赶上泰坦尼克号就好了。
训练到第6句时，教师举例解释：If there were no education， = were there no education，接着老师再说一遍were there no education in China，要求学生说下半句，一个学生答道：I would be sleeping now.（全班同学哄堂大笑）回答问题的学生事实上平常学习态度很好，教师此时并没有发脾气，而是笑着与全班同学进行一段对话：
T： Do you think he is a little lazy？
S： No.（学生们同时回答）
T： So he really feels tired， and he wants to have a rest，right？
S： Yes.（部分学生回答）
T： Oh. I know. What would you do if there were no education in China？Do you really dislike school education？
S： We like study，but the education system is not proper， it requires some changes.
T： What a pity！ I can not change the system， but I can change myself. From now on，I will try to make you all feel relaxed while studying English，ok？
S： Ok.（全班鼓掌）
Step5 要求学生根据实际情况造句并说给小组同学听，同时互相纠正错误。
例如学生说：If I had learned to dance，I would have attended the activity.
If there were no exam， I would play happily every day.
If Li Yang were a teacher in our school，I would be a student of him.
...
有个学生说：If it would snow tomorrow，...另一个同学立即帮他改成：If it should snow tomorrow，...
在热烈的气氛中，下课铃声响起，任务圆满完成。
二、教学反思
教师在教授本节课前认真分析了教学内容的特点及学生的认知水平，精心设计了教学预案。虽然这节课也有不足之处，但是达到了预设效果。课堂中出现的意外并没有耽误课堂教学，反而起了调节作用，“意外”让课堂气氛更加活跃，同时促成良好的双边活动。
无数次教学过程证明，如果把教学当成一种艺术，教师就不可能预料教学过程中可能产生的各种结果，教师正确把握和调控是教学成功的关键。
教师是教学这门艺术的设想者、实施者、完善者，不能怕“意外”毁了自己的预设，要勇敢地面对它、挑战它、捕捉它，并利用它调剂课堂活动。在课堂活动中，教师只有揣摩学生的心理，融入他们的思维，肯定他们的正确观点，接受他们善意的提醒，才能充分利用这些“意外”资源。
尤为重要的是让学生成为“意外”的解决者，充分发挥他们的主体作用，在教师指导下，让他们既学到知识，又娱乐身心。师生之间的互动过程比教师的独角戏更具活力，那才是真情的互动。课堂有了这样的润滑剂，就成了师生活动乐园。教师在教学过程中要不断分析并好好地利用“意外”，使课堂精彩连连。
参考文献：
[1]余雁华.浅析英语生成性教学问题[J].时代教育，2012（12）.
[2]李雪枝.英语生成性教学的正确理解和合理实施[J].新课标上旬，2011（6）.
[3]王鉴，张晓洁.试论预设性教学的内涵与特点[J].课程·教材·教法，2008（2）.