论一节公开课失败的原因
笔者开了一堂关于词汇应用与写作的公开课，但是却没有取得预期效果。现在记录这堂公开课的实录，从中找出失败的原因。
第一步：导入：
师：I didn’t sleep well last night because I felt a bit nervous. So I listen to music to make myself relaxed.(实际上课，学生要连续上两节英语课，觉得很累了，笔者改为-do you feel tired? So let’s listen to music. Feel relaxed now? we can play music in the computer to make us relaxed now. )
What do you usually use the computer to do?(学生列举了一系列可用的：surf the internet to collect the information. Play games. Listen to music. Play games )由于收到导入语的影响，学生这里大多列举的是娱乐功能。
(如果这时教师能引导，it’s true, computer can make us kill boring time. But besides that, can we use computer to do other things? 引导学生拓宽思路，谈谈电脑在其它方面的应用。)
然后教师就直接说，yes. Computer is useful. 然后就到了下一个环节。
第二步：做一篇短文改错并找出本单元的单词，短语，句型和语法。
Here is a passage written by my student. Read through it quickly. Do you like it? Is there anything wrong with it? There are 10 mistakes in it? Can you find them out and correct them?
(学生改错，然后校对答案。学生改出了大部分的答案，但是有两处没有改出来：human beings, in a way。)
教师直接说，now let’s find out the words and phrases in this unit.
(学生好像没有注意，但是也找出了几个词组和单词。这里说明学生对这单元的词组不大熟悉。)
学生首先说出了-appearance, 然后from.. on… be made up of add to go by deal with with the help of as a result so… that…
(教师说here we got a tense –has / have been done. It’s present perfect passive voice. 如果能调侃一句，such a long name, it’s hard to remember it.适当缓解压力，拉近与学生的距离，那么下面的气氛会更好。可惜的是，教师由于紧张，漏过了好多这样的机会。)（这里学生漏掉了in a way，教师由于紧张，没发现）
教师觉得学生没有给出想要的单词，于是就问了一句how about 出现？arise.
(但是漏掉了in a way. 如果这时教师及时说明：we have learned human race in this unit, but human being is different, we say human being, and human beings as a plural. We know the phrases in this unit are useful. 然后引出下一环节，学生找出文章中用到的本单元的词汇与句型，语法。然后应用到下一篇小短文中间来，那么学生会深以为然。可是这时教师直接转入下一环节)
第三步：应用黑板词汇填空。
教师：class, do you know, as a teacher, I am so busy that I hardly have any time to go shopping. What can I do? (s: shop online) it’s a good idea. Do you go shopping online? What do you usually buy? (books, ) what websites do you usually go to? (taobao, dangdang) yes, and yiqu-ebay. They are popular websites in China. now let’s learn sth about shopping online. But can you find the first website in china? It’s 8848. but it didn’t exist now. it disappeared. Read the passage quickly. We’ve got some words missing. Can you go through it quickly and complete it? We can complete it by using the phrases and word on the Bb. (这里教师的引导语相当啰嗦。本来紧密的环节，被中断了，学生跟着老师绕了一大圈，思路被打断。并且大段的英语，增加了学生的负担。本来学生对于大型的公开课心理就有些紧张，之前又没有得到缓解，这时老师并没有关注到学生的这种情绪，并适时舒缓，结果导致学生到了这里，感觉有些烦躁，没有成就感，也就失去了对课堂的关注。为下面环节的失败埋下了伏笔。学生感觉有些烦躁。其实老师只要简单的说出：Do you want to know sth about the shopping online? Here, we’ve got a passage about the shopping online. Some words are missing. Can you complete it?这样简单，明了，任务明确。)老师走下去看学生答题，发现学生没有使用黑板上的词汇)class, remember to use the phrases on the Bb.
学生答完，老师发现时间不够，挑了前排的一位男生读了全文。有些单词比较难。这个男生读下来，8848点com.学生发笑了。（教师可以it’s very difficult to read, right? 然后表扬一下那个男生，but you read it and complete it quite well. That’s very good! 这样可以再次调动学生的积极性！）结果，本来这段文章的内容比较新颖，可是教师并没有凸显出内容的特点。而是按照原有的环节一板一眼下来，让原来的材料顿然失色，非常可惜！（这时有些学生失去了对课堂的兴趣。）
第四步：阅读和话题铺垫。
教师：so, just now, you talk about the goods we can buy online. (幻灯展示)We can buy books, clothes, shoes. How about this, can we buy plane?（学生笑:no, tickets.）yes, we can book tickets online. It’s convenient. Now, we got a passage about shopping online. Can you find what other things people can buy online? Read the first paragraph, and find out what people buy here.
(buy a lunch.) yes, we can order a meal. We can order a service. Now, read the following part. We’ve got four sentences missing here. We can choose them from the five sentences here. Can you choose four sentences? First, let’s go through the five sentences. Do you have any problem in understanding? What about sentence A. what does it mean? Shopping is easy or not easy?(又是最前排的女生it’s easy.) yes, never… easier means very easy! Now read though the passage and try to choose the right sentences.(学生做题)finished? What’s your answer? (最前排的男生) yes, you are right! It’s ABEC. Now, when we choose the sentence, we must pay attention to the linking words, for example, No. E. but , here it means people have different opinion. Now can you find how many people expressed their opinion about online shopping?(教师显然讲了多了，想自己代劳了。这里可以这样,问学生一个问题，加强交互性：so, class, why do you choose E? –but. Yes ,you’re very logical, careful. But shows people have different opinion! 自然过渡到下一个问题：how many people show their opinion? Do they share the same opinion? Who are for online shopping? Who are against? Why? Please find them quickly in the passage. Let’s see who can find them quickly and 全面的.（查，英语怎么说？）如果这里节奏快一点，对学生来讲也是一种挑战！那么学生的就会注意力集中，不会分心！这就是我最大的问题！)
第五步：内容摘记。
Why do people like online shopping? (一排女生回答，这样的方式是好的！公开课由于老师不能下去到学生中间，那么，next, and next，用这种方式，话筒就在学生中间传递下去了)学生说出了全部的内容要点！（这里如果，教师能让学生对刚才的note进行一次总结，那么就完成了从内容摘要到句子的过渡了！就可以为下面的段落讨论进行预演。降低了下面突然开始整段说明的难度，课堂过度就更加自然，顺畅了！）
It’s all depends whether you like or dislike online shopping. But we have to admit that online shopping really change our habit of shopping. And so it is with the computer! The computer really changed our life in many ways. Changes arise with the computer and the Internet!
第六步：话题讨论
教师在幻灯上打出：discussion：what use can we make of the computer? Choose one of the following topics. What can we use it in our daily life? In school life? In spare time? 教师担心学生不明白，解释in daily life, our way of life? In school life, where can we find the computer in our school? What can we use the computer in our spare time?(其实这里教师这样的解释虽然想引导学生，但是由于话题中间第一和第三，daily life / spare time，很明显两者之间不属于同一范畴的不同类别，不是同一档次，容易造成概念的混淆。这样的解释不仅没有点拨作用，更加是学生疑惑对于话题产生疑惑。其实只要教师展示一下话题的示范就可以了。
例如：With the help of the computer and the Internet our life has been changed in many ways. For example, our habit of shopping has been changed by shopping online… 通过教师的口头示范，尽量使用了开始出现的一些词汇，让学生明确了词汇应用的方向。这个示范可以在学生讨论开始之前就作，如果能在幻灯上展示出，则示范的作用更大。 那样就进一步降低了学生口头表达的难度，让学生明确了讨论的方向。)
第七步：当堂写作
学生讲刚才所说的从口头落实到笔头！
打造积极的课堂氛围！
课堂上没有对学生积极评价。评价语单调重复。Yes, you’re right. Yes, good!用多种评价语，选取特别的评价语（可以参考老外的评价，老外的评价通常是很特别的，特别的东西就让人印象深刻，具体的评价让被评价对象感受到评价者的真诚！）如果都是重复的评价，学生会以为这只是例行公事，只是敷衍！
对学生关注度不够，只抽了前几排学生，后面的学生几乎成了死角，有个比较优秀的男生坐在后排，几乎都没有机会发言。后排的学生就走神，等到教师忽然想起关注后排男生，结果由于走神，对于简单问题没能及时反应，但，还是答上了。
关注学生心理。
评价及时，积极，鼓励学生参与课堂！课堂导语应该简练，明确，不应该加重学生负担！
讨论和写作之前，老师应该及时示范，缩小任务难度，让学生容易完成任务，有成就感！
把主要精力花在选用话题上面！将话题和目标机密结合在一起。如果是词汇写作课，选取话题的主要标准----能用上目标词汇为主要目标！话题的使用就应该选用话题
注意课堂节奏。课堂的节奏也是由导语控制的！
责任编辑：李芳芳