通过“阅读原著”，学生在文学里找到心灵的对话者，他劝告失败者振奋，成功者谦虚，他告诉学生生活的真谛。学生把文学当作最好的老师和最好的知己。这样极大地提高了学生学习英语的兴趣，阅读能力和语言运用能力从这些动情和神往的文学作品阅读中得到了提高。二、愉快教学是增强兴趣的重要保证
著名教育家理查德·维亚提出：良好的课堂气氛是外语教学成败的的主要因素，因为外语学习者只有在轻松愉快的气氛下才能完全将注意力集中在学习上。张思中教学法认为：外语教学应该把整个教学过程搞成近实际的愉快的交际活动，使学生在积极主动的交际情景中吸收语言知识，运用语言知识。因而笔者在课堂教学中努力创设轻松愉快的课堂气氛，让学生自己创造一个尽可能接近真实言语交互环境。以SEFC 1B Unit 19 Jobs为例，我在教学中设计了如下提示，要求学生根据提示卡，将课文内容编成三组小对话：
Time: one day
Place: in the hospital
Characters: Mr. King & Doctor
Time: the same evening
Place: the same place
Characters: Mr. Pattis & nurse
Time: the same evening
Place: the same place
Characters: Ms. King & Mr. Pattis
学生立即“进入角色”，即不是以扮演者的身份，而是以自己就是所演角色本身态度来表达思想与情感，他们“设身处地”地投入了表演，下面是学生编的两组对话：
（1）
Mr King: I’ve had an accident. A handtruck hit me and my legs are badly hurt.
Doctor: Will you please take off your trousers? I’ll have to examine your legs.
Mr King: Oh no, I can’t do that.
Doctor: What’s the matter, young man?
Mr King: Oh, doctor, you don’t know… I really can’t …
Doctor: Please tell me what the problem is. Unless you tell me, I shall not be able to help you.
Mr King: Doctor, I have a secret. Please don’t tell anyone else. I am a woman.
Doctor: A woman? You’re a woman. Then why do you pretend to be a man?
Mr King: I had to pretend to be a man in order to get a job. It is difficult for me to get a good job as a woman.
（2）
Mr Pattis: Hello, Mr King! How are you feeling?
Ms King: I’m much better now. Thank you very much.
Mr Pattis: I’m glad to hear that. But Mr King, there’s one thing I can’t understand. Why have they put you in a Women’s room?
Ms King: I’m very sorry I didn’t tell you the truth, Mr patties. I’m a woman.
Mr Pattis: You aren’t joking, are you? If you’re a woman, why did you pretend to be a man?
Ms King: Before I came to your company, for months I had tried to get a job as an some men’s clothes, used a man’s name and finally got a job in your company. Please let me stay in the company. I enjoy working there.
Mr Pattis: Although you’re a woman, you’ve been doing very well. You are the best engineer in my office. In my opinion,…
要编出场景性很强的对话，这就要求学生必须全身心地投入到阅读教学中，根据内容加以想象并且在对话中能以不同的情感进行对话，因为对话本身向学生提供了在愉快的课堂交际活动中真正使用语言的机会。在SEFC教材中，有些单元的第一篇课文遗留下了尚未解决的问题或悬念。因此，教师可利用学生的好奇心，设计形式多样的课堂活动，激发学生的学习兴趣。
