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好的开始是成功的一半。精彩的课堂引入往往会带来成功的课堂教学，而适当的问题引入，是课堂导入中非常重要的手段之一。学生只有在学习中存“疑”，才能产生学习的欲望。因此，在课堂开始时，教师须设计问题，并让问题与学生的已有知识产生信息差，激发学生的求知欲，从而引起他们的学习兴趣。
1. 积极创设问题情境，有效导入阅读教学
英语阅读教学中，作者需要阐述一个中心主题，而主题往往与学生现有的知识结构和认知水平存在一定的差距。因此，通过一定手段搭建阅读文本图式与学生已有知识图式衔接的桥梁，让学生做好心理预备，对顺利进行后续的阅读学习非常重要。教授Unit 1 Book 3 “Festivals Around the World”时，针对班级学生英语整体水平比较低的特点，我从刚过完的春节入手，创设问题情境：“Did you get much lucky money in this Spring Festival?”话题很容易引起学生的兴趣，让他们有表达的欲望。接着进一步问：“Did you spend a happy Spring Festival?”再深入以“Were you...”开头的问题，过渡到问题“Do you know any other festivals around the world?”
2. 巧妙选择问题角度，做好语法教学铺垫
如人教版高中英语必修三Unit 4的语法是主语从句，而本单元的话题是关于天文学的，因此在语法导入时，我设计了如下问题。
T: Boys and girls, since we have learned how life began on the earth, do you know when the universe began?（把问题写在黑板上）
Ss: Sorry, we don’t know.
T: To tell you the truth, me too. But we know how the universe began and how life developed on the earth after learning the passage, right?
Ss: Yes.
T: Then, do you know how long life will continue on the earth?（把问题写在黑板上）
S1: Sorry, I don’t know. Maybe millions of years.
S2: Maybe tens of thousands of years, because it will be too hot to live on.
T: That is to say, how long life will continue is uncertain, so it seems that we need to do more research to make sure, yes? （把句子寫在黑板上）
3. 注重问题梯度，做好写作教学准备
教材每单元的写作教学内容，往往是设计在单元第二篇阅读教学后的，这就要求教师在教学时要有意识地根据该篇阅读内容，注重问题的设计，把握问题设计梯度，逐步导入写作教学内容。如高中英语必修一Unit 1，该单元写作教学前的短文是一封Xiao Dong写给Miss Wang的信。根据信的内容，老师应有梯度地设计如下问题。
Q1： Who is Xiao Dong?
Q2: Which school is Xiao Dong from?
Q3： What is his problem?
Q4： What has he done to solve the problem?
Q5： What is the result?
Q6： Why?
Q7： So how does he feel?
Q8： Does he know how to change this situation?
Q9： If not, whom has he turned to for help?
接着，老师要求学生进行模仿写作，要求如下：给某老师或编辑写信,简单介绍自己的问题情况并求助解决问题的办法。内容包含以下信息：
Q1： Which school are you from?
Q2： What is your problem?
Q3： What have you done to solve the problem?
Q4： What is the result?
Q5： Why?
Q6： So how do you feel?
Q7： Do you know how to change this situation?
Q8： If not, whom will you turn to for help?
4. 注意问题单元话题延续，有效进行单元过渡
例如，上完必修三Unit 1 “Festivals around the world”之后，准备教授Unit 2 “Healthy eating”时，老师可以这样设计问题来导入新的单元学习。
T： Good morning, boys and girls. Since we have learned Unit1, we all know that festivals are happy time to us, right?
Ss: Yes.
T: During the happy festivals, do you eat a lot of delicious foods and do you like them?
S1: Yes. I eat many tasty foods, like different fish, fried chicken and so on.
S2: I agree with you. In addition, some delicious snacks are also what I like most.
S3：...
T: Good. But do you know some foods are good to our health, but some don’t ？ Or do you know which are healthy food and which are not?
Ss: Sorry.
T: It doesn’t matter. If we want to know that, we can go to the new unit: Healthy food. After that, you will find out the answer....
责任编辑 魏文琦
1. 积极创设问题情境，有效导入阅读教学
英语阅读教学中，作者需要阐述一个中心主题，而主题往往与学生现有的知识结构和认知水平存在一定的差距。因此，通过一定手段搭建阅读文本图式与学生已有知识图式衔接的桥梁，让学生做好心理预备，对顺利进行后续的阅读学习非常重要。教授Unit 1 Book 3 “Festivals Around the World”时，针对班级学生英语整体水平比较低的特点，我从刚过完的春节入手，创设问题情境：“Did you get much lucky money in this Spring Festival?”话题很容易引起学生的兴趣，让他们有表达的欲望。接着进一步问：“Did you spend a happy Spring Festival?”再深入以“Were you...”开头的问题，过渡到问题“Do you know any other festivals around the world?”
2. 巧妙选择问题角度，做好语法教学铺垫
如人教版高中英语必修三Unit 4的语法是主语从句，而本单元的话题是关于天文学的，因此在语法导入时，我设计了如下问题。
T: Boys and girls, since we have learned how life began on the earth, do you know when the universe began?（把问题写在黑板上）
Ss: Sorry, we don’t know.
T: To tell you the truth, me too. But we know how the universe began and how life developed on the earth after learning the passage, right?
Ss: Yes.
T: Then, do you know how long life will continue on the earth?（把问题写在黑板上）
S1: Sorry, I don’t know. Maybe millions of years.
S2: Maybe tens of thousands of years, because it will be too hot to live on.
T: That is to say, how long life will continue is uncertain, so it seems that we need to do more research to make sure, yes? （把句子寫在黑板上）
3. 注重问题梯度，做好写作教学准备
教材每单元的写作教学内容，往往是设计在单元第二篇阅读教学后的，这就要求教师在教学时要有意识地根据该篇阅读内容，注重问题的设计，把握问题设计梯度，逐步导入写作教学内容。如高中英语必修一Unit 1，该单元写作教学前的短文是一封Xiao Dong写给Miss Wang的信。根据信的内容，老师应有梯度地设计如下问题。
Q1： Who is Xiao Dong?
Q2: Which school is Xiao Dong from?
Q3： What is his problem?
Q4： What has he done to solve the problem?
Q5： What is the result?
Q6： Why?
Q7： So how does he feel?
Q8： Does he know how to change this situation?
Q9： If not, whom has he turned to for help?
接着，老师要求学生进行模仿写作，要求如下：给某老师或编辑写信,简单介绍自己的问题情况并求助解决问题的办法。内容包含以下信息：
Q1： Which school are you from?
Q2： What is your problem?
Q3： What have you done to solve the problem?
Q4： What is the result?
Q5： Why?
Q6： So how do you feel?
Q7： Do you know how to change this situation?
Q8： If not, whom will you turn to for help?
4. 注意问题单元话题延续，有效进行单元过渡
例如，上完必修三Unit 1 “Festivals around the world”之后，准备教授Unit 2 “Healthy eating”时，老师可以这样设计问题来导入新的单元学习。
T： Good morning, boys and girls. Since we have learned Unit1, we all know that festivals are happy time to us, right?
Ss: Yes.
T: During the happy festivals, do you eat a lot of delicious foods and do you like them?
S1: Yes. I eat many tasty foods, like different fish, fried chicken and so on.
S2: I agree with you. In addition, some delicious snacks are also what I like most.
S3：...
T: Good. But do you know some foods are good to our health, but some don’t ？ Or do you know which are healthy food and which are not?
Ss: Sorry.
T: It doesn’t matter. If we want to know that, we can go to the new unit: Healthy food. After that, you will find out the answer....
责任编辑 魏文琦