试析高中英语必修③Unit5Canada---“TheTrueNorth”案例

试析高中英语必修Unit 5 Canada“The True North”案例林万春广西南宁市南宁外国语学校 南宁市 邮编：530007内容摘要：“互教互学”能够有效地提高学生的自主学习、团队合作精神、分享探究精神综合素质，为培养出新时代需求的高质量人才奠定基础，这就需要教师在英语教学中对教学模式、教学理念以及教学目标进行优化，促进英语课堂学习效率的提高。关键词：高中地理 互教互学 方法探究 2011年秋季学期，我校对课改名校昌乐二中和杜郎口中学经验进行多角度的研究和提炼，结合学校课堂教学的实际情况，创设了“互教互学”课堂教学新模式。“互教互学”课堂教学新模式内涵是：教为主导，学为主体，以学定教，以教定导，师生互动，生生互动，共同发展。那么，开展“互教互学”课堂教学需要注意三个关键点，本篇进行有意探究，以供读者参考。 一、基本流程 （一）确定目标“互教互学”目标应包括三类，即学术性目标、合作技能和情感目标。在以往的教学过程中，教师十分重视学术性目标，而往往忽视学生“互教互学”的训练和培养过程中个体的情感体验。而在“互教互学”过程中，对学生“互教互学”技能的教学与训练及让学生体验“互教互学”的积极情感是一个很重要的组成部分，否则学生会因为缺乏“互教互学”意识与愉快的情感体验从而影响“互教互学”的顺利进行，甚至严重削弱教学效果。以高中英语必修Unit 5 Canada“The True North”为例，可以给学生确定的目标是： 1. 学习重点（1）Let students read the passage and learn about the geography, population, main cities, natural beauty and natural resources of Canada.（2）Get students to learn different reading skills.2. 学习难点（1）Develop students reading ability.（2）Enable students to learn about some basic information and talk about Canada.3. 学习目标（1）知识目标Get students to learn the useful new words and expressions in this part.Let students learn the knowledge of Canada.（2）能力目标Develop students reading ability and let them learn different reading skills.Let students learn how to read a traveling report and how to use a map.Enable students to learn about some basic information and talk about Canada.（3）情感目标Stimulate students interest in learning about foreign countries.Develop students sense of cooperative learning. （二）实践操作Step 1. Warming-up. Show a map of Canada to students and talk about Canada in groups. 1. What kind of country is Canada?2. How large is it?3. What else do you know about Canada?Let students work in pairs and answer this quiz. Then have them compare their answers with another pair. Give them the correct answers and see how many students got 80% or better.Step 2. Pre-reading. Let students discuss the following questions in six groups and then three groups answer and three ones evaluate.1. What is the longest trip you have ever taken?2. If you take a trip to Canada, what do you think you might see there?3. What three words would you use to describe Canada?Step 3. Post-Reading. Ask students to skim the reading passage and then answer the following questions in five groups. Then teacher checks the answers with the whole class.1. What is the passage mainly about?2. What is “The True North”?3. How many cities are mentioned in the text? What are they?4. Which part of the reading passage interests you most?5. If someday you go to Canada, where will you go? Why?Step 4. Intensive reading. Allow students to read the passage carefully this time to understand the main ideas of each paragraph and get the important details, and then finish the following. Choose the best answer to each question according to the text by oneself. And then check the answers in pairs. At last, teacher checks the answers with the whole class.1. As you go eastward, you can see the following things except _.A. mountainsB. thousands of lakesC. forests and wide riversD. cows2. Who will take part in the Calgary Stampede?A. Cowboys from Stampede.B. People from Canada.C. Anyone who has a gift for riding.D. Cowboys from all over the world.3. Which of the following statements is true?A. One can cross Canada in less than five days by train.B. Many people think Calgary is the most beautiful city in Canada.C. In fact, the population of Canada is more than thirty million.D. Ocean ships cannot reach Thunder Bay.4. Which of the following shows the right route of the cousins travel?A. TorontoCalgaryVancouverThunder BayB. VancouverCalgaryThunder BayTorontoC. VancouverThunder BayCalgaryTorontoD. TorontoThunder BayCalgaryVancouverStep 5. Intensive Reading. Use the information from the reading passage to fill in the table below by discussing in eight groups and then check the answers together.Basic Facts about CanadaDistance from east to west coastOceans on the east and the west coastPopulationWhere most Canadians liveLocation of the largest fresh water supplyKey points about VancouverKey points about CalgaryKey points about Thunder BayStep 6. Reading and discussing. Answer the following questions in complete sentences in groups and then check together.(1)Which continent were the cousins crossing?(2)Why were they not flying directly to the Atlantic coast?(3)Why is the population of Vancouver growing so rapidly?(4)What happens at the Calgary Stampede?(5)How are ocean ships able to reach the center of Canada?(6)What are some of Canadas greatest natural resources?Step 7. Reading and discussing. Read the passage a third time by discussing these questions in six groups and then show their answers by filling in the table about the type of writing and summary of the idea.A TRIP ON “THE TRUE NORTH”Type of writingMain idea of the passageMain idea of Paragraph 1Main idea of Paragraph 2Main idea of Paragraph 3Main idea of Paragraph 4Main idea of Paragraph 5Step 8. Homework1. Learn the useful new words and expressions in this part by heart.2. Read the reading passage again and try to retell the passage. （三）科学评价评价机制在“互教互学”的成功与否中起着极为重要的作用。评价不应该只针对个人和结果，而是应着眼于小组成果与“互教互学”过程甚至应该考虑学生的愉快与否。以上述课题为例，对学生的评价可以从下面几个方面考虑： 1.小组成员能否分别以较为流利的语言对任务中提出的问题进行回答。 2.小组陈述报告内容是否较丰富、全面，提出的解决方法是否有新意。 3.小组制作的简报信息量如何，信息是否让人信服，有否语言错误，有否创造性和实用价值。 4.“互教互学”是否愉快，任务分配是否比较均衡。 二、实际意义 （一）使学生有更多主动学习的机会。 “互教互学”要求学生向别人提问，向别人解释自己的看法，这不但可以提高学生的学习能力更可以促进他们对学习的兴趣，增加他们重新整合思想的机会，还可以使他们接受不同的观点，扩展视野，增加思维的碰撞。在英语课堂上，教师把组织小组活动的权力交给课代表和其他同学，会发现学生比教师有更多的智慧，他们组织的活动有些更能吸引同学。他们的英语口语日渐流畅，提问能力日渐成熟，而且学生们的学习热情不断高涨。 （二）使学生提高了学习自信心。 开展“互教互学”，每个学生在组内都会有展示自己的机会，为能代表小组顺利完成任务而自豪；在其中，同学们相互纠正错误，提高对所学知识的再认识，也同时能自我巩固所学知识。教师要多给与班上一些基础较差的同学以表现的机会，使他们有成功的体验，也促使他们找到在英语学习中的自信，从而激起他们努力地学好英语的勇气。 （三）使学生提高了英语的交际沟通能力。 小组成员们在用英语提问、回答、商讨、互相验证检查和合作表演等过程中，彼此交流，“互教互学”。发挥了学生们的主观能动作用，在平等中对话，在“互教互学”过程中完成共同的任务。学英语的真正目的之一就能用英语进行思想、观点和情感等的交流。老师只有在平时的课堂教学中多给学生这样的交流机会，才能更好地培养学生使用英语的综合能力