以下课例，是我校新教师吴晓华老师的一堂汇报课。作为一名新教师，吴晓华能于课堂教学中语言习得手段、研究性任务和人文性意义作如此深刻思考，实属难得。此处贴上其课堂实录、反思及鄙人评课，供各位老师指正：
【课堂实录】
Unit4 Wildlife Protection （Warming-up）
T: Now let’s begin our class. At first, please watch a short video. When you watch, please think ‘what animals can you see in this video. (Play a short video)
(After watching) T: Who can tell me what animals can you see?
S1: Dog, cat and mouse.
T: Good! Any other animals?
S2: Monkey, deer and horse.
T: Yes, good! We can see so many animals in the video. Can you name some other animals? Ok, let’s have a competition.
(Choose two groups)When I say “start”, you come to the blackboard one by one, and write down all the names of the animals you know. Which group writes more, that group will win? Do you understand?
Ss: Yes!
T: Start!
(The student came to the blackboard one by one)
(After a while) T: Well, let check who is the winner. (Count the numbers) Group one 16, and group 23. So the winner will be group two. Congratulations!
T: You have written a lot, and we kwon there are so many animals in this world. But do you know some of them are very rare. It means they are in small numbers. Understand?
Ss: Yes.
T: Ok. This time I want to introduce some rare animals to you.
(Show the slide)
T: Look at this picture. Do you know what is it?
Ss: Monkey?
T: No, it is called “Chimpanzee”. The chimpanzees are about 4 feet high, males weigh between 90 and 120 pounds, and female weigh 60 and 110 pounds. Do you know what do they eat?
Ss: Banana.
T: Yes, they like eating fruit, seeds, and insects, sometimes they also eat meat. The chimpanzees live in African forests. They are very lovely and clever, but unfortunately there are only 100,000 to 200,000 chimpanzees left in this world. Now, look at this picture. Do you know what are they?
Ss: they are rhinos.
T: Yes. Look, this is the mother rhino, and this is the baby rhino. The rhinos go out at night; they like eating grass, leaves and fresh fruits. Look at this picture, now please imagine: At night, a rhino goes home with his little friend (a bird). Sometimes, they stop to drink some water, and sometimes they stop to eat some grass. You can heat the water, and you can smell the fresh air. Wow, it’s so beautiful, isn’t it?
Ss: Yes.
T: There are two kinds of rhinos in the world. One is the black rhino, and the other is the white rhino. There used to be 1000,000 rhinos live in this world, but only 13,000 left. …Ok, just now, I have introduced two kinds of rare animals to you. And last week I asked each group to do some research on one kind of animals, now it’s your turn to give us the reports.
Group1: Good morning, ladies and gentlemen, boys and girls. Today, our group’s topic is the elephant. Elephants are very rare in the world. There are only 100000 Asian elephants and 5000000 African elephants. Look at these pictures, there are some differences between the Asian elephants and African elephants. For example, the ear of the African elephants is twice as that of the Asian elephants. People kill elephants for their ivory. What can we do for the elephants? We shouldn’t buy anything that made by elephants, we should protect them. In a word, elephants are our friends, friends can’t be killed. Let’s protect the elephants!
T: very good! From his report, we know that there are two kinds of elephants, the Asian elephants and African elephants. And people kill the elephant for the ivory (the long teeth).
Group2: Good morning. Today, I will bring you to the world of Milu deer. Milu deer is called “Si bu xiang” in Chinese. It has the deer’s horn, camel’s neck, donkey’s tail and ox’s hoof. The biggest size of a Milu deer is 2.25 meters hight and 1 ton heavy. Milu deer like to eat grass and tree leaves. They used to be common in china, but they were killed a lot, at last they disappeared. In Britain, there were a large number of Milu deer, they were sent to some places, and finally they were returned to the nature. There are three research centers in china; they are in Hubei, Jiangsu and Beijing. I think it is very important to protect the Milu deer.
T: Good! We know that Milu deer is called “Si bu xiang” in Chinese.
They used to be common in china, but at last they disappeared.
Group 3: Let me tell you something about the dolphin. Look at this picture; this is the dolphin’s eye, nose… There is a beautiful story of the dolphin. Long long ago, an angle fell into the earth. When she flied to the sea, she found the sea was so beautiful. Suddenly, the angle fell into the water; at that time a dolphin came to help her. The angle fell in love with the dolphin, but it was time to go back to the heaven. The angles break her wings in order to get along with the dolphin. However, they were punished by the God. The dolphin is very clever; its brain is larger than that of a chimpanzee. There are many kinds of dolphins, such as the bottle nose dolphin, the port dolphin … look at these pictures, the dolphins are very lovely, so we should protect them.
T: Thank you. And we know the dolphins are very lovely and clever.
Group 4: Hello, everyone. Today let me tell you something about the pandas. First, let me ask you a question, do you know what does the panda eat?
Ss: bamboo.
G4: Yes, Pandas belong to the flesh-eating animals, but 99% of their food is the bamboos. Look at this map, pandas used to live in these cities. Now you can see pandas in many other countries, likes France, USA, Japan and so on. All these pandas are given by Chinese people. That is why we say panda is China’s national treasure. However, there are only 1000 pandas existing in this world.
Now, let’s look at some pictures about the pandas. (Show the pictures) Panda is China’s national treasure, but some people kill them for money. We must protect them.
T: Good. Thank you. Just now, the four students gave us four wonderful reports, and we have learnt so much from their reports. And we know the number of those four animals is large or small?
Ss: Small.
T: Yes, it’s small, it’s rare. But why? Why are the animals endangered?
(Write on the blackboard:
Why?
Dolphin / Panda / Milu deer/ Elephant… → rare→) Now, please discuss in groups of four, and try to find some reasons.
Ss: Discuss in groups
(After a while)
T: Ok, this time, who can give us some reasons?
S1: People kill them for money.
S2: There is not enough food for them to eat.
S3: The weather is bad.
S4: The disease spreads.
S5: There are not enough places for them to live.
T: write the reasons on the Bb:
Why? →1. The loss of food
2. Too much hunting
3. Living areas/ environment being destroyed
4. The weather has changed.
5. A disease spreads.
6. Some pollution leads to the death of them.
T: Very good! There are so many reasons leads to the death of the animals. Now, let’s enjoy a song, and see what happened to the animals. (Play the music video of the Earth Song)
Ss: Watch carefully.
(After watching)
T: Can you tell me what do you think after watching the MV?
S1: We should protect the world.
S2: We should protect the animals and treat them as our good friends.
T: Yes, we should protect the animals. But how? How to help the wildlife? How to protect the animals? Ok, please discuss in groups again, and try to find some ways.
Ss: Discuss in groups.
(After a while)
T: Let’s stop here. Can you tell me how to protect the animals?
S1: We can build natural reserve.
S2: Don’t kill animals.
S3: We should protect the environment, don’t cut down the trees.
S4: We should treat them as our good friends.
S5: We should give them more love.
S6: Don’t eat meat. Only to eat vegetables.
(All laugh…)
T: Maybe we should not eat the meat of the rare animals, right?
S6: Yes.
T: write down the answers on Bb:
→how?→1. To set up nature reserve/ protection zone
2. To reduce hunting
3. To protect our environment
4. We should treat them as our friends.
5. We collect money to protect the endangered animals.
T: (Show some pictures) Look at these lovely animals. What do they mean to us? They are our…?
Ss: Friends.
T: Yes! They are our good friends. You say they are our good friends, but boys and girls I want to ask you do we really treat them as out good friends.
Ss: No.
T: Let’s look at what we have done to them! (Show some pictures that animals are killed by human.)
T: You said they were our friends, but we eat out friends, we dress in our friends! Please think, if you friends or you family members are killed, how do you feel?!
Ss: Sad!
T: Yes! We will feel sad, because we are only in this world! We sad, we angry! If all the animals die out, what can we do!
Ss: …
T: To protect animals is to protect…?
Ss: ourselves.
T: Yes! To protect animals is to protect ourselves. So what should we do?
Ss: We should protect the animals.
T: Yes! Let’s protect the animals! Will you?
Ss: Yes, we will!
T: OK. Always remember this! After class, please make a research in groups. (Show the slide: 1.What measures did China do to protect the wildlife? 2. What else do you think we can do to help the wildlife? ) Are you clear?
Ss: Yes!
T: So much for today. Goodbye, class!
Ss: Goodbye, teacher！
课评
几日前听晓华的一堂英文课，有些想法，记述如下：
晓华上的是高一英文必修2中的第四单元Wildlife Protection中的Warming up部分。本来她作为新教师，推出的这课属于“汇报课”，即要展示她课堂常规能力和教师基本素质，但她不仅认真，且有思想，因此无论于课堂设计或是教学，都到了一个非常的高度，令人觉得“后生可畏”。
这课的基本流程为：
1、视频导入：视频内容为一些小动物的趣事，令人捧腹。观看视频是带着“任务”进行的：What animals can you see in the video? 之后学生指出其中的动物名称，教师接着鼓励他们说出更多的动物。
2、项目成果展示：各组学生代表上台展示他们在课后对一些濒危动物的基本情况的调研成果。成果大多为英文写作（以幻灯片形式），学生汇报全用英文。四组展示的结论，是这些动物濒临灭绝，需要人类保护。
3、学生讨论：动物濒危的原因。
4、视频观赏：Michael Jackson的一首英文MTV，大意是描写动物的处境和人类的残忍。画面和音响非常能撼动人心。观赏之后，学生谈论自身感受。
5、教师升华：教师通过图片和词句煽动，渲染课堂主题。
以上流程，恐有出入，但课堂精神，大抵如此。
我始终以为，教师的课堂设计，虽可以文本的形式存在，但旁人拿去，于教学的效果并不一致，这便是所谓的教师“个性”，也是他所倡导的课堂文化具专一性的原因。晓华的授课，我先前听过几次，觉得非常亲和，而课堂的势显得不足。但她晓得扬长避短，因此这堂课，终能成功。
其中有些特点，至少可以促使我们思考：
其一，这课的最大卖点，是它的“研究性”学习。高一新教材非常注重学生语言学习的“研究性”，但我们在实际的操作中，多流于形式：或者只为“信息的获取”，不顾“做中学语言”的基本目的，或者“研究”成了一种写作的形式。现在看来，晓华的课中，学生既有言之有物的研究内容，又锻炼了英文写作和口头表达，并确实为“合作”成果。比较可贵的是，她对于“研究成果”，能适时地进行评价：课堂内评价，课后以“调查表”的形式进行师生互评，因此显得比较严谨。
其二，课堂内人文性的张扬，这点尤为难得。语言的学习，就知识体系看，是“语文”，而就习得过程看，却是“言语”，这言语的过程，实质上是学生心灵律动的过程。观察晓华的课堂，学生的谴词造句，确是出乎他们对于课堂内容（wildlife protection）的真切感受。这取决于教师对课堂情境的创设和把握。譬如图片的展示和视频内容的选择，都极具震撼力量，教师对语言的学习，置于情境之中，不露声色，学生于不知不觉中，习得了课堂主题相关的语言知识和结构。
其三，教师对课堂的控制力该到怎样的程度？晓华的课堂教学，亲和力是她的优势，但有些文本，却不需要你和学生的亲和，也不需要学生的聒噪参与。这便需要教师对课堂内“势”的把握。这是我的一贯想法，或者晓华可以找出适宜她的方法来解决这个问题，那自然是她的优秀了。
其四，语言的课堂，它的本真是要求用语言寻找意义，在语言中寻找意义。因此，课堂内诸因子，都要归结到语言本身。晓华的这堂课，虽是Warming Up，但仍要关怀后续的阅读文本，关怀学生的语言使用，这是外语课堂中我们万不能回避的问题。从对学生的研究性成果的评价来看，对语言的关注稍欠丰富----虽则我们的关注，可以隐蔽而深远。
其五，课堂节奏。课堂节奏可以创造课堂教学的美，这是毋庸置疑的，也是为何优秀的设计仍会上出平庸的课的原因。晓华的课，于节奏而言，应该说作了许多努力，故能将学生的心紧紧攫取，课后学生说：“好像回到了开学时。”可想，只要我们有心，课堂的节奏仍可以创设和把握。只是对节奏的态度，我们尚需坚持地追求，这是课堂教学保持生命力的有效策略，也是形成教师教学特色、形成课堂文化的有效途径。