几年来,我一直接手“差班”(毕业班)的英语教学工作。接手初期,班平均分总在30—50分左右徘徊,通过仅一个学年的师生共同努力,学生升学平均成绩上升到70—90分之间。成绩的大幅度提高,使我在欣慰与自豪中带些苦楚与感叹,觉得有必要谈一下“差班”的形成、防止与补救,以此与同行们商榷。一、“差班”的形成英语教师大多有这么一种感叹“初一朵朵红花,初二两极分化,初三天上地下”。刚刚升入初中的小学生,乍接触到一种新的语言,好奇、新鲜感颇强,只是觉得“好玩”而学习它,也正是由于“好玩”(兴 In the past few years, I have directly taught English as a “bad class” (graduation class). At the beginning of the takeover period, the average score of the class averaged around 30-50 points. Through the joint efforts of teachers and students in only one school year, the average grade of students entering the school rose to 70-90 points. The substantial increase in performance has brought me some pains and sighs in the joy and pride. I feel it is necessary to talk about the formation, prevention and remedy of “bad classes” so as to discuss them with my colleagues. First, the formation of “bad classes” Most English teachers have such a lament, “the first one blossoming red, the first two polarization, the third day of the underground.” The elementary school students who have just graduated from junior high school are exposed to a new language. They are curious and have a good sense of freshness. They just feel that they are “fun” and learn from it. It is because of “fun” (Xing).