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一、名言“点火”，链接课本重点
为丰富学生的视野，笔者每个单元让学生记一条谚语或名言，学生都会很自觉地把谚语抄在笔记本上，学习能力强的学生会将这些好的句子用在作文上，笔者认为这样的处理已经是最大程度地利用了。
处理方式1：如在母亲节这天，显示谚语：A mother’s love never changes.之后对母亲节的日期做个说明，如果有时间对它的由来进行简单讲解便开始新课。
处理方式2：母亲节这天，笔者打出一个谚语：A mother’s love never changes.接着问学生：What often changes?（简单的一句问话引出学生一连串的表达，问题是开放的，引起学生发散思考。）
S1:Weather often changes.
S2:Time often changes.
…
S3:Miss Zhuang’s hair style often changes.（笔者备课时已经预料到以学生的个性肯定会出此言论。）
T:Yes, my hair style often changes, because my mood often changes. Sometimes I feel happy, but sometimes I feel unhappy. What can make you feel happy?（接住了学生抛出的“球”，看准目标，再回一个。）
S1: A good book can make me happy.
T: You have great fun reading books.(注意了!老师改变“球”的路线了。)
S2:Listening to music can make me happy.
T:You have great fun listening to music. What do you have great fun doing ？（试探性的，看学生能否接上）
S3:I have great fun play computer games.(虽然有语法错误，但他已在线上了。)
细心选择时机“点火”，并在一旁看着“火势”慢慢大起来，并引导“火苗”往旺处走。细心观察，看什么时候还需要这个“点火者”。引导得好，“点火者”就可以轻轻松松看着它旺起来，用不着吹胡子瞪眼。
二、学科整合，拉拢非英语爱好者的心
很多教师喜欢以谈论天气来开始一堂课，这个话题简单，学生也熟悉，但如果每一次都如以下的方式处理，教师不烦，学生肯定要烦了。
处理方式1：
T：What is the weather like today？ Do you like it？Why？
处理方式2：
T:How is the weather? What kind of days do you like?
S:I like…
T:What kind of days does Dai Wangshu like？
这个问题当然是有备而来的，了解学生近段时间其他学科在学些什么很有必要，这样让教师和学生之间有更多的共同话题，并且学生会一下子来了精神“Oh, what are you guys talking about? Did I miss anything?”如上这个问题，拉近了英语教师和语文爱好者的距离。
S1:Maybe he likes rainy days. Maybe he thinks walking in the rain is romantic.
S2:Maybe he thinks he may meet a beautiful woman.
学生大胆的回答说明这样的问题丰富了他们的语言材料，他山之石的确可以攻玉，只要我们善于“察言观色”。
还是一个学科整合的例子。在上到八年级Unit 9 When was he born? 时，学生对于整天讲明星和运动员有点厌烦，特别是觉得自己有内涵的学生，觉得这样的课太肤浅。不可否认，初中英语课还很难达到一定的情感深度。学生对地方课程《话说温州》有一定的兴趣，在复习阶段就大谈温州名人，特别是学生有点熟悉又不太了解的瑞安名人，如孙诒让、高适等。
T:When was Sun Yirang born? (平时上英语课基本上没什么兴趣的后20%可来了劲了：“英语课也有我的一片天空。”开始拼命翻书。)
T:What do you think of him?
S1:I think he was talented because he wrote a book when he was 13 years old.(本单元的形容词“talented, outstanding, creative, unusual”等等用在这些人身上再合适不过了。)
在那节课上，虽然这部分学生回答问题时，还得翻单词表，虽然他们的回答错误很多，但是他们学得高兴，学得自信，这样的课堂怎么不“火”呢？
三、引导得当，促成新的课堂生成
对反馈最常见也是最简单的分类是积极反馈和消极反馈（Numan,1991）。大量的研究表明，教师在学生回答问题后应给予积极反馈，因为积极反馈能使学习者知道他们正确地完成了任务，同时还能通过赞扬增强他们的学习动力。但笼统地、机械地反馈如“Very good./OK./Yes./Thank you./Sit down, please./Yeah, you’re right.”等并不能产生良好的效果（Brophy,1981;Numan,1991）。
学生很喜欢做“Guessing game”，如果学生猜错了，你会怎么处理呢？会不会说“Sorry，your answer is not right.”或诸如此类的反馈呢? 其实学生的回答可以复习旧的语言知识，促成新的生成材料,只要教师引导得当。
T:What does my daughter usually do first after she gets up?
S1:I think she usually cries.
T:She hardly ever cries after a good sleep.
S2:I think she usually calls her mother.
T:Yes, but only sometimes.
S3:I think she eats something.
T:Yeah, she likes eating, but eating doesn’t come first.
S4:She watches TV.
T:Watching TV is not good for eyes, so she hardly ever watches TV.
S5:She reads books.
T:Reading makes her a special baby. She reads books once a day. But she reads books before she goes to bed, not after she gets up.
…
教师通过与众多学生的对话，将本课的重点——频度副词呈现出来。很多学生在课后表示，他们并不喜欢被动地听老师讲新语言点，在老师对其回答进行肯定或补充时，他们更能听得进去，从教师的示范中，更能领会新语言点的含义。这说明教师反馈话语在吸引学生的注意力与提高学生的课堂参与率方面具有重要作用。
四、挑起纷争，输赢规范都收下
辩论能使学生思维敏捷，使课堂热闹，有看头，但也会让学生太专注于输赢结果而失去了原本想促使学生使用目标语言的初衷，其实只要教师在反馈学生的回答时“略施小计”，并能激发学生好胜心，也使其专注到语言的规范性上。
T:What do you think of the job as a waiter?
S1:I think it is a boring job.
T:Why do you think so?
S1:Because he does the same things many times.
T:Do you agree with S1? （看似普通的问题，却因为教师抓住了“痒处”，引得大家竞相去抓。）
S2:No, I think it is interesting, because he meets different people every day.
S3:It is a difficult job because he should remember so many names of the dishes.
S4:It is a tiring job because he works very long hours.
下面这个片段也是教师抓住争论点，在学生中“挑起纷争”。
T:Some people say old people can’t be beautiful. What’s your opinion?
S1:I don’t agree with them.
T:So you think old people should be beautiful, too. Why do you think so? （适时支持一把，鼓励他说下去，以使争论能顺利进行。）
S1:Young people want to be beautiful. One day, we will be old, too. We want to be beautiful.
T:S1 thinks old people and young people should be equal. Do you all agree? （总结发言，提供新的机会。）
S2:I don’t agree with S1. Old people will die soon. They shouldn’t spend too much money on their looks.
T:So you think old people should save money and take with them when they die.（看时机调侃一下，增添争论的乐趣。）
(Other students smile.)
S3:I agree with S1. Old people will die soon, so they spend all their money on their clothes. Colorful clothes can make them young and cool hair style can make them beautiful. They can’t take the money to the heaven.
……
笔者原先没想到七年级学生也能像模像样地进行辩论, 而且他们的观点也是笔者在备课时所没想到的。笔者认为, 是教师有意的引发争论的反馈语挑起了话语的“战争”。
五、新旧结合，滚动复习有新意
“挑拨者”不要忘记旧“火苗”，旧的有“起死回生”的功效。为什么这样说呢？我们在呈现新内容时，如果能够很自然地对旧知识进行滚动复习，不仅使学生对旧知识有个巩固，还让学生产生一种亲切感，更能领会新知识。如笔者上到八年级 Unit 10 I’m going to be a basketball player. 时，引导学生复习了七年级的内容。
在呈现了新单词“computer，programmer，pilot，engineer”等词之后，发现这些单词对大部分学生是有一定难度的，笔者觉得“火势”有变小的趋势，感觉有点冷了。好，我们先弄点热的。瞥开这些难度大的。
打出七年级相应单元图片。
T:Is being a bank clerk interesting?
S1:Being a bank clerk is boring because he works with people and money all day.
S2:Being a bank clerk is tiring because he sits there all day.
T:What do you think of being a waiter/ a nurse…? (笔者看到学生的一脸惊喜，他们找到“安全感”了，这非常重要。)
“火势”又大起来了，可以去尝试新柴火了。
类似的例子：
处理1a的速度都是比较快的，有一次，笔者放慢了速度。
打出1a图片，
T:Next year, what is Jim going to do?
S:Jim is going to play sports/do exercise/be strong/ be thin/be athletic.
笔者只是没有像往常一样打出一张图片，学生说对了就收手，心里想着“还有吗？说个痛快吧！”学生几乎把用来说明这张图的所有表达方式说了个遍，笔者是在向学生传达这样一个信息：你可以有很多方式来表达一个意思，答案往往不是唯一的，当你不能将一个中文句子翻译成英文时，你还有其他的路可走。这是在学生的心里种下长远学习的“星星之火”。
为丰富学生的视野，笔者每个单元让学生记一条谚语或名言，学生都会很自觉地把谚语抄在笔记本上，学习能力强的学生会将这些好的句子用在作文上，笔者认为这样的处理已经是最大程度地利用了。
处理方式1：如在母亲节这天，显示谚语：A mother’s love never changes.之后对母亲节的日期做个说明，如果有时间对它的由来进行简单讲解便开始新课。
处理方式2：母亲节这天，笔者打出一个谚语：A mother’s love never changes.接着问学生：What often changes?（简单的一句问话引出学生一连串的表达，问题是开放的，引起学生发散思考。）
S1:Weather often changes.
S2:Time often changes.
…
S3:Miss Zhuang’s hair style often changes.（笔者备课时已经预料到以学生的个性肯定会出此言论。）
T:Yes, my hair style often changes, because my mood often changes. Sometimes I feel happy, but sometimes I feel unhappy. What can make you feel happy?（接住了学生抛出的“球”，看准目标，再回一个。）
S1: A good book can make me happy.
T: You have great fun reading books.(注意了!老师改变“球”的路线了。)
S2:Listening to music can make me happy.
T:You have great fun listening to music. What do you have great fun doing ？（试探性的，看学生能否接上）
S3:I have great fun play computer games.(虽然有语法错误，但他已在线上了。)
细心选择时机“点火”，并在一旁看着“火势”慢慢大起来，并引导“火苗”往旺处走。细心观察，看什么时候还需要这个“点火者”。引导得好，“点火者”就可以轻轻松松看着它旺起来，用不着吹胡子瞪眼。
二、学科整合，拉拢非英语爱好者的心
很多教师喜欢以谈论天气来开始一堂课，这个话题简单，学生也熟悉，但如果每一次都如以下的方式处理，教师不烦，学生肯定要烦了。
处理方式1：
T：What is the weather like today？ Do you like it？Why？
处理方式2：
T:How is the weather? What kind of days do you like?
S:I like…
T:What kind of days does Dai Wangshu like？
这个问题当然是有备而来的，了解学生近段时间其他学科在学些什么很有必要，这样让教师和学生之间有更多的共同话题，并且学生会一下子来了精神“Oh, what are you guys talking about? Did I miss anything?”如上这个问题，拉近了英语教师和语文爱好者的距离。
S1:Maybe he likes rainy days. Maybe he thinks walking in the rain is romantic.
S2:Maybe he thinks he may meet a beautiful woman.
学生大胆的回答说明这样的问题丰富了他们的语言材料，他山之石的确可以攻玉，只要我们善于“察言观色”。
还是一个学科整合的例子。在上到八年级Unit 9 When was he born? 时，学生对于整天讲明星和运动员有点厌烦，特别是觉得自己有内涵的学生，觉得这样的课太肤浅。不可否认，初中英语课还很难达到一定的情感深度。学生对地方课程《话说温州》有一定的兴趣，在复习阶段就大谈温州名人，特别是学生有点熟悉又不太了解的瑞安名人，如孙诒让、高适等。
T:When was Sun Yirang born? (平时上英语课基本上没什么兴趣的后20%可来了劲了：“英语课也有我的一片天空。”开始拼命翻书。)
T:What do you think of him?
S1:I think he was talented because he wrote a book when he was 13 years old.(本单元的形容词“talented, outstanding, creative, unusual”等等用在这些人身上再合适不过了。)
在那节课上，虽然这部分学生回答问题时，还得翻单词表，虽然他们的回答错误很多，但是他们学得高兴，学得自信，这样的课堂怎么不“火”呢？
三、引导得当，促成新的课堂生成
对反馈最常见也是最简单的分类是积极反馈和消极反馈（Numan,1991）。大量的研究表明，教师在学生回答问题后应给予积极反馈，因为积极反馈能使学习者知道他们正确地完成了任务，同时还能通过赞扬增强他们的学习动力。但笼统地、机械地反馈如“Very good./OK./Yes./Thank you./Sit down, please./Yeah, you’re right.”等并不能产生良好的效果（Brophy,1981;Numan,1991）。
学生很喜欢做“Guessing game”，如果学生猜错了，你会怎么处理呢？会不会说“Sorry，your answer is not right.”或诸如此类的反馈呢? 其实学生的回答可以复习旧的语言知识，促成新的生成材料,只要教师引导得当。
T:What does my daughter usually do first after she gets up?
S1:I think she usually cries.
T:She hardly ever cries after a good sleep.
S2:I think she usually calls her mother.
T:Yes, but only sometimes.
S3:I think she eats something.
T:Yeah, she likes eating, but eating doesn’t come first.
S4:She watches TV.
T:Watching TV is not good for eyes, so she hardly ever watches TV.
S5:She reads books.
T:Reading makes her a special baby. She reads books once a day. But she reads books before she goes to bed, not after she gets up.
…
教师通过与众多学生的对话，将本课的重点——频度副词呈现出来。很多学生在课后表示，他们并不喜欢被动地听老师讲新语言点，在老师对其回答进行肯定或补充时，他们更能听得进去，从教师的示范中，更能领会新语言点的含义。这说明教师反馈话语在吸引学生的注意力与提高学生的课堂参与率方面具有重要作用。
四、挑起纷争，输赢规范都收下
辩论能使学生思维敏捷，使课堂热闹，有看头，但也会让学生太专注于输赢结果而失去了原本想促使学生使用目标语言的初衷，其实只要教师在反馈学生的回答时“略施小计”，并能激发学生好胜心，也使其专注到语言的规范性上。
T:What do you think of the job as a waiter?
S1:I think it is a boring job.
T:Why do you think so?
S1:Because he does the same things many times.
T:Do you agree with S1? （看似普通的问题，却因为教师抓住了“痒处”，引得大家竞相去抓。）
S2:No, I think it is interesting, because he meets different people every day.
S3:It is a difficult job because he should remember so many names of the dishes.
S4:It is a tiring job because he works very long hours.
下面这个片段也是教师抓住争论点，在学生中“挑起纷争”。
T:Some people say old people can’t be beautiful. What’s your opinion?
S1:I don’t agree with them.
T:So you think old people should be beautiful, too. Why do you think so? （适时支持一把，鼓励他说下去，以使争论能顺利进行。）
S1:Young people want to be beautiful. One day, we will be old, too. We want to be beautiful.
T:S1 thinks old people and young people should be equal. Do you all agree? （总结发言，提供新的机会。）
S2:I don’t agree with S1. Old people will die soon. They shouldn’t spend too much money on their looks.
T:So you think old people should save money and take with them when they die.（看时机调侃一下，增添争论的乐趣。）
(Other students smile.)
S3:I agree with S1. Old people will die soon, so they spend all their money on their clothes. Colorful clothes can make them young and cool hair style can make them beautiful. They can’t take the money to the heaven.
……
笔者原先没想到七年级学生也能像模像样地进行辩论, 而且他们的观点也是笔者在备课时所没想到的。笔者认为, 是教师有意的引发争论的反馈语挑起了话语的“战争”。
五、新旧结合，滚动复习有新意
“挑拨者”不要忘记旧“火苗”，旧的有“起死回生”的功效。为什么这样说呢？我们在呈现新内容时，如果能够很自然地对旧知识进行滚动复习，不仅使学生对旧知识有个巩固，还让学生产生一种亲切感，更能领会新知识。如笔者上到八年级 Unit 10 I’m going to be a basketball player. 时，引导学生复习了七年级的内容。
在呈现了新单词“computer，programmer，pilot，engineer”等词之后，发现这些单词对大部分学生是有一定难度的，笔者觉得“火势”有变小的趋势，感觉有点冷了。好，我们先弄点热的。瞥开这些难度大的。
打出七年级相应单元图片。
T:Is being a bank clerk interesting?
S1:Being a bank clerk is boring because he works with people and money all day.
S2:Being a bank clerk is tiring because he sits there all day.
T:What do you think of being a waiter/ a nurse…? (笔者看到学生的一脸惊喜，他们找到“安全感”了，这非常重要。)
“火势”又大起来了，可以去尝试新柴火了。
类似的例子：
处理1a的速度都是比较快的，有一次，笔者放慢了速度。
打出1a图片，
T:Next year, what is Jim going to do?
S:Jim is going to play sports/do exercise/be strong/ be thin/be athletic.
笔者只是没有像往常一样打出一张图片，学生说对了就收手，心里想着“还有吗？说个痛快吧！”学生几乎把用来说明这张图的所有表达方式说了个遍，笔者是在向学生传达这样一个信息：你可以有很多方式来表达一个意思，答案往往不是唯一的，当你不能将一个中文句子翻译成英文时，你还有其他的路可走。这是在学生的心里种下长远学习的“星星之火”。