洗尽铅华 坚守本真
——特级教师马荣花What are you going to do?课堂教学精彩片段评析
龚海平
在新课改的推进过程中，我国的小学英语教师对课堂教学的改革作了多方面的探索和实践，所取得的进展是有目共睹的。但是，小学英语课堂教学在革除了陈旧的、落后的教学思想和方法的同时，相当一部分小学英语教师还没有很好地抓住课改的实质，而是仅仅在课堂教学的组织形式上做文章，因而出现了诸如教师“刻意展示自我”、“表演痕迹严重”、“简单依赖课件”、“评价方式庸俗”等问题，其中以“片面追求热闹”这一问题为甚，结果背离了英语作为外语的语言教学的本质观，导致华而不实。
全国著名英语特级教师、北京市崇文区光明小学马荣花老师，作为我国小学英语教学的一员老将，在小学英语课程改革中始终以理性的态度进行积极而有效的探索。她在“2006年全国首届小学英语‘新课程?新精彩?新走向’名师精品观摩活动”上所执教的What
are you going to do?①一课，真可谓“洗尽铅华，坚守本真”。这节课的主要任务是：（1）复习行为动词一般现在时的用法；（2）学习新的语言结构“tobe going to dosth.”的用法，使学生通过学习和操练来理解和运用这一新的语言结构去表达或谈论“计划”和“打算”。其中的几个精彩教学片段给人印象至深，不仅值得细细咀嚼品味，而且对当前和今后小学英语课堂教学的改革很具导向意义。
一、准确定位教师角色
教师只有做到心中有学生学生，才能找到有效的教学方法，提高教学效率。新课程的实施要求教师的教学行为必须体现学生的主体地位，在教学过程中体现“以学生为中心”的教学思想，这就意味着教师的角色必须由传统的“传道、授业、解惑”向学生学习活动的指导者、参与者和帮助者转变。
面对新课程的实施，作为一名资深小学英语教师，马荣花老师身体力行，在教师角色转变方面付出了努力，她不仅经常地走在学生之间直接参与学生的Pairwork，及时解答学生的问题，而且在充当学生学习活动的帮助者这一点上做得非常出色，她对学生的帮助完全是从着眼于细节入手，因此富有成效。
[教学片段1]（在Free talks阶段）
T: What do you usually do on Saturday?
S1: I usually do my homework. And sometimes I go to the
cinema.
T: Ok. What do you usually do on Saturday?（马老师指着另一个男生。）
S2: I usually play football and
…（这个男生在仿照前面的一个学生说了“and”之后，其话语表达出现了障碍，表情特别尴尬！）
T: … and watch TV?
S2: Yes. I usually play football and watch TV.
很显然，这名男生未必就是想说“I usually play football and watchTV.”，马老师也未必确信这名男生就会接着说“andwatchTV”。尽管如此，马老师的提示完全在合乎常理范围之内（毕竟小孩子都喜欢看电视），她帮助的目的旨在于化解这名男生因话语表达障碍所造成的尴尬和提示这名男生可以在说了“and”之后在说一个动宾搭配的词组，从而完成话语表达。
[教学片段2]（在让学生尝试着用“to be going to do sth.”结构进行表达之前）
T: Look, boys and girls. Here are some pictures and phrases.
Who can read them?（马老师播放的Powerpoint上面有九幅图，分别有英文play
football，play basketball，play games，play the piano，go
shopping，go swimming，go to the library，go to the beach和go to
the party与之相对应，分三行排列。）One pupil reads one line. Who would like
to have a try?
S1: Play football, play basketball, play games
T: Good.
S2: Play the piano, go shopping, go swimming.
T: Very good! Next one, please.
S3: Go to the library, go to the beach, go to the party.
T: You’re clever. Now let’s read them together.
Ss: Play football, play basketball, …
T: Here’s another picture. Can you read the
phrases?（马老师播放的这张Powerpoint上面也有九幅图，分别有英文do housework，do
homework，see a movie，watch TV，fly a kite，clean my bike，ride a
horse，cook dinner和read newspaper与之相对应，分三行排列。方法同上！）
马老师通过让学生认读以上18个动宾词组，帮助学生复习了几乎所有已经学过的表示日常生活的行为为描述。这绝对不是一般的机械性复习，马老师的这一精心设计实际上帮助学生扫清了接下来尝试着用“to be going to do sth.”结构进行表达的障碍，拓展了学生话语表达的空间，让学生在接下来进行“What are you going to do after class?”操练性应答时有话可说。这种从学习者角度出发的教学设计师对学生学习的真正的帮助，这种帮助所体现的实质是“为学而教”
二、深度关注学生情感
良好的师生关系是课堂教学的重要基础。所谓“亲其师，信其道”的道理正在于此。通常，不少英语教师习惯于通过营造轻松、活泼的教学氛围来拉进师生之间的情感距离，这当然是一个不错的方法。但是，经常重复使用这样的方法，效果就不会总是那么灵验。马荣花老师所执教的这节课是一堂借班上课的观摩课，她既需要与学生建立和谐的师生关系，但又不可能有足够的时间来在课前做这件事情，因而只能、并且必须在教学过程的起始阶段敏锐地捕捉一切可能的机会来建构良好的师生关系。
[教学片段3]
T: What day is it today? Can you tell me?
S1: Today is Saturday.
T: Do you often go to school on Saturday?
S1: No, we don’t.
T: What do you usually do on Saturday?
S2: I usually do my homework.
T: Oh, you usually do your home work. What about
you?（马老师指着另一个男生。）
S3: I usually do my homework and play football.
T: Oh, you can play football. What do you usually do on
Saturday? （马老师指着一个女生。）
S4.: I usually do my homework and play cards with my parents.
T: Ah, I see. You have so much homework to on Saturday. Right?
Ss: Yes.
T: I’m sorry to hear that. Actually, you can do many other
things on Saturday. You can read some interesting books. You
can play basketball, play the violin and draw pictures. And
you can take walks in the parks. You know, there are many
parks in Nanjing. And they are beautiful. Right?
Ss: Yes!
这是课堂教学的Free
talks阶段，马荣花老师在师生自由会话过程中，敏锐地感觉到了学生的课业负担过重的问题，果断抓住这一机会，发出了“I’m sorry to hear that.”的感叹，并提出了一些有益的建议，顿时与学生找到了共同语言，征服了学生的情感，为接下来课堂教学的师生互动和教学目标的达成创造了条件。由此可见，较之于那种博得学生一时欢笑的浅层次和局限于感官满足的教学方法，马老师与学生的情感交流是深层次的，这种建立在理性和理解基础之上的良好的师生关系因而是牢固的，也将是持久的。
三、坚定追求有效教学
小学英语教学的过程应该是一个引导学生“由不知到知、由能知到能用”的清晰、具体的过程。这个过程常常是复杂的，有时甚至是曲折的、艰难的！与一些看似“行云流水”般的小学英语观摩课不同，马荣花老师上课从来不是为了展现她自己的教，而是为了学生真正自主地学。她的教学过程朴实无华，却是高效的！
[教学片段4]（在让学生尝试着用“to be going to do sth.”结构进行表达阶段）
T: Well, children. What are you going to do after class? For
example, I’m going to see a movie. What are you going to do?
S4: After class, I usually do my homework.
T: Oh, you usually do your homework after class. But now my
question is “What are you going to do after class?” You may
say “I’m going to do my homework.” Understand? Say it again,
please.
S4: After class, I’m going to do my homework.
T: Good! What are you going to do after class?（马老师指着一名女生。）
S5: I going to fly a kite after class.
T: I going to fly a kite?（停顿。）
Ss: I’m going to fly a kite.
T: Yes. What are you going to do after class? This boy,
please.
S6: After class, I’m doing my homework.
T: After class, you’re doing your homework? No. Please say
“After class, I’m going to do my homework.” Say it again,
please.
S6: After class, I’m going to do my homework.
T: Ok, you are right now. What about you? What are you going
to do after class? This girl, please.
S7: After class, I’m going to play ball games with my sister.
T: Very good! What are you going to do after class? Who can
tell me?
S8: …
在这一教学片段中，尽管马老师首先用自问自答的方式为学生做了怎样回答“What are you going to do after class?”这一问题的示范，但是学生在尝试用“to be going to do sth.”结构进行表达的过程中错误还是接二连三，五花八门。马老师没有为了追求刻意制造观摩课教学天衣无缝、百发百中、一气呵成的所谓“圆满”的教学效果而中断这一训练，她尊重学生对英语语言的认知规律，循循善诱地将学生由“未知”引向“已知”、“会用”，通过具体教学细节的处理，把学生尝试运用“to be going to do sth.”结构进行表达的过程过程变成帮助学生完成英语语言知识的建构和生成过程。笔者注意到，由于马老师刻意不追求课堂教学的所谓“圆满”，着力夯实教学过程，因而自第7个学生回答问题起，所有学生的回答都是准确无误的。一般教师可能会将训练到此为止，但是马老师进一步将训练引向生生间的以小组合作为形式的真实性口语交际。
[教学片段5]
T: Well, children. Mary is going to swim with Sam tomorrow
morning. What are you going to do tomorrow morning? What is
your partner going to do tomorrow morning? Please ask and
answer with your partners, and then tell me.
（学生立即进入小组合作学习。）
T: What are you going to do tomorrow morning? What is your
partner going to do tomorrow morning? Please tell us.
S1: I’m going to do my homework tomorrow morning, and Xu Ran
is going to see the flowers in Xuanwu Park.
S2: I’m going to have an English lesson tomorrow morning. And
hen I’m going to play basketball with my friends.
She（指着旁边的一名女生）is going to do some shopping with her mother
tomorrow morning.
S3: …
由此可见，教学过程“行云流水”固然精彩，倘若教学条件根本不允许，即使“历经坎坷”，只要教学活动是实实在在促进学生发展的，最终是真实、有效的，也是不会失去其应有的灿烂的。
四、整体把握能力培养
相当一部分小学英语教师习受教材编写结构的束缚，把每个单元的的教学内容严格地区分为某一课时教“Listen and
read”部分就是仅仅训练“听”和“读”，某一课时教“Listen and say”就是仅仅训练“听”和“说”。小学英语教学阶段如此绝对划分是不科学的。教材中每个单元的板块设置只能被理解为这个板块主要教学任务是什么，并不意味着仅仅就是教什么或训练什么。尤其是小学高年级英语课堂教学，必须每一节课都要在突出重点训练项目的同时兼顾“听、说、读、写”四项技能的培养。
马荣花老师在处理教材时采用的是整体把握语言能力培养的策略，将“听、说、读、写”四项技能的培养根据具体教学内容进行有机结合（如：听说结合；听写结合；读写结合；等等。）。在这节课的巩固行操练阶段，马老师既安排了以“What are you going to do tomorrow morning?”为主题、以口语操练和主持人做笔录并报告为形式的小组学习，为了在课堂上增加对学生的英语信息的输入量，她还选编了与本课教学内容相关的两封英文短信，对学生进行英语语言能力培养的综合训练。
[教学片段6]（阅读理解训练阶段）
T: Now, let’s do another
exercise.（播放一封由Mary写给她的朋友的英文信的Powerpoint）Who can read this
letter? You, please.
Dear friend,
On Sunday I’m going to swim with Sam. We are going to
have lunch at the restaurant near the park. We are going
home by bus. Then I’m going to the cinema with Mom and
Dad. On Sunday afternoon I’m going to visit my
grandparents. We’re going to make a birthday cake for my
Mom. Then we’re going to have a birthday party.
Yours,
Mary
S1: (Reading the letter.)
T: Now, please complete the work sheet with “tick” or “cross”.
THINGS TO DOYES(√)NO(×)
to eat lunch in a restaurant
to go to the cinema
to play the piano
to write a letter
to visit a friend
to make some cookies
to have a party
(Checking the answers.)
T: Well, can you ask some questions about this letter?
S2: What day is it today?
T: What day is it today? A good question! What day is it
today?
S3: Today is Saturday.
T: Can you ask a question about this letter?
S3: Yes. What is he going to do on Sunday?
T: What is he going to do on Sunday?（停顿。）Mary is a girl, not a
boy.
S3: What is she going to do on Sunday?（学生重读she。）
T: That’s right. Who can answer this question?
S4: Mary is going to swim with Sam on Sunday.
T: Very good. Next one, please.
S5: Where are Mary and Sam going to have lunch on Sunday?
S6: They are going to have lunch at a restaurant near the
park.
T: Any more questions?
S7: How are they going home?
S8: …
在马老师的指导下，学生已经完成了对这封英文信的阅读理解的练习和根据这封信的内容进行相互提问、应答的练习。在这两项练习中，马老师把阅读训练（读英文信）、写的训练（填写表格）、口语训练（针对英文信的内容进行提问和应答）有机结合起来，使学生完全掌握了这封信中的具体细节。更可喜的是，学生还提出了“Where are Mary and Sam going to have lunch on Sunday?”和“How are they going home?”这两个问题。显然，学生在学习“What … going to do?”的过程中已经取得了实质性的进展，这就是他们已经从“What are you going to do …?”的学习中逐步产生了使用这一句式的语言生成能力，即具备了提出以“where”和“how”开头的、运用“to be going to do sth.”结构进行表达的问题的能力，这也意味着马老师这节课的语言能力教学目标已经高度达成。
五、有机达成其他目标
小学英语教学除了要力求达成语言知识目标、语言能力目标和语言运用目标外，还应当适时地渗透语言文化教育和思想品德教育。一些小学英语教师要么忽略语言文化教育和思想品德教育，要么牵强附会地进行语言文化教育和思想品德教育。而马荣花老师则是凭靠自己多年积累的教学经验和高超的教学智慧随机渗透这些教育。
[教学片段7]（在与学生用“to be going to do sth.”结构进行多方参与的表达阶段）
T: Tomorrow is Sunday. What are you going to do tomorrow?
S1: I’m going to do some housework?
T: Homework or housework?
S1: Housework. I’m going to do some housework for my mother.
T: Oh, look（面对全班学生）, she is going to do some housework for her
mother.（面对回答问题的女生）You’re a very good girl. Yes, boys and
girls, you should do some housework for your mother tomorrow.
You know, tomorrow is Mother’s Day.
这里，马荣花老师非常机智地抓住了这个稍纵即逝的机会，以一句“You’re a very good
girl.”肯定了那位女生的打算，又以一句“Yes, boys and girls, you should do some
housework for your mother tomorrow. You know, tomorrow is
Mother’s
Day.”教导全班学生应该在“母亲节”为母亲分担一些家务。这个思想品德教育的过程简洁明了，要言不繁，恰到好处。
从以上列举的几个教学片段可以看出，马荣花老师的课堂教学没有丝毫展示自我课堂教学活力的闲情逸致，她坚守基础外语教学的本真，孜孜追求课堂教学的实效——促进学生的发展。笔者以为，这正是我们小学英语教学需要长期认真思考、研究和实践的永恒课题
