骆敏洁老师的上课内容是高一第三模块第五单元的“Using language”，着重“READING”的教学，“THE TRUE NORTH ” FROM TORONTO TO MONTEARL。 听完课后，我的思绪好像尼亚加拉瀑布倾泻，随着苏比尔湖而流动，促使我不得不发表评论。

在深入她的课堂观察之前，我先问大家一个问题，今天是“THE TRUE NORTH”的继续，那么文中一开头提到的The next morning 是整个旅程中的第几天？呵呵，也许你们都没有想过这个问题。当我问小骆时她也不能答上来，想当然地说就是第二天早晨了。如果我们连这两篇游记具体描述的是多少天、每天的所见所闻都没让学生搞清楚，怎么能算很好地学完课文了呢？阅读课的教学效果又体现在哪里？

我再问一个问题，这个单元为哪个功能项目服务？一打开书本目录，我们就能清晰地看到这个单元的三个Functional items: Direction, Position and Emotions。过去有一个足球教练对中国足球队员说，如果你们不知道怎么踢球的话，就使劲朝对方的球门踢就行了。我把这句话贩运过来，如果你把握不住上课内容的话，围绕这三个功能目标展开教学就行了。对于前两个功能项目，老师们一般容易操作，可是，对第三个项目却施展不开。

好多老师一听到课堂教学的“理念”就“头大”，其实课堂教学理念就是建筑于吃透教材的基础上而作出的理性思考后形成的教学观念，理念作了偏差，课堂教学的目标就会偏移。现在回到我们今天教学的课文。我想它既然是游记的继续，总得把上一节的内容作一简单复习，同时作为这节Using language的开端。

THE FIRST DAY

What about the first day of the trip? How did they feel? (注意emotion的运用) 师生共同进入旅途的exciting中。What did they see and hear? How did they spend the whole afternoon and evening? (imagine)

THE SECOND DAY

What did they see earlier that day ? What is their next stop? Can you say something about Calgary? That day after dinner what did they learn and how did they feel? Where did the train go as they slept that night?

简要回顾后，教师就把学生从“列车上的睡梦中”唤醒，The next morning 其实已是第三天的早上，他们一醒来就看到了诗情画意的一幕，the bushes and maple trees outside their windows were red, gold and orange, and there was frost on the ground, confirming (which showed) that fall had arrived in Canada. 教师也可以反过来问，Can you describe fall in Canada? ( 窗外丛林树，枫叶金黄红。地上结白霜，加国秋已到。) 过去我曾经说过，我们教语言如果能上升到文学的高度，那可是最高境界。教师引领学生徜徉在美的文字里，能不愉悦吗？Emotion的目标就是要在不知不觉中达到。接着按照时间顺序继续旅途，Where did they arrive around noon? Look at the picture on the right! Can you say something about the picture? Why did they go up the tall CN Tower? 引出 look far in the distance, look across the lake, 还有 The water flows into the Niagara River and over the falls on its way to the sea. 这些都是登高望远所得。兴致之豪迈，旅途之快意，都要在这个emotion中有所体现。What did they see next? When did they meet Lin Fei? What did they chat about? When did they leave Toronto and when did they arrive in Montreal?

At dawn the next morning, that is, the fourth day, what did they see and hear? Where did they spend the afternoon? Say something about Montreal. Is their whole trip over in Montreal? Where did they go next stop? How did they feel that night? Can you predict what they would see in the distance east coast? ( 这个问题已经带有延伸的意义了) 至此，整个旅程才告结束，通过教师与学生的交流，不但完成三个功能项目的任务，而且指导阅读，不断找出答案进行语言运用的操练，在遵循Enough input, 才能reasonable output的原则下，开展拓展性的练习，比如，Li Daiyu 和 Liu Qian 有写日记的习惯，你能设想一下她俩四天中的日记内容吗？ Write four diaries for each day. 39页最后一个任务就是要写一个a short report, 用日记来代替也无妨，这个单元的Writing任务就是Descriptive writing: a report。结合上海世博会加拿大馆也完全可以，只是一定要先立足于课文内容的学习，只有把课文内容内化成自己的语言，这堂课的教学效果就会突出，也就是我们常说的，学生在这节课里学会了什么？这是我对这堂课的理解和粗略的总体构想。现在来观察小骆老师的这节课。

小骆第一张PPT显示的是枫叶旗和一行字

Canada

—— a living country 接着第二张是旅行路线图，两个问号要学生答出来是哪两个城市。第三张PPT自然地引出The First Stop

Toronto: the __________ and most wealthy city in Canada. 但要求学生做的只是填一个字而已。接下去连续四张以图为主配字的PPT，分别为

1. CN Tower

We could see the _______ _______ that rose from the great _______ _______.

2. Niagara Falls is (the second largest) falls in the world.

3. Toronto Raptors多伦多猛龙队

4．We can get good __________ food here.

从以上设计和教学实际来看，教师指导学生进行阅读并运用语言是远远不够的，更多时候象“蜻蜒点水”那样，只要求学生填几个词就行了。

第八张PPT：

The Second Stop

Montreal: People everywhere were speaking _________.

Signs and ads were in ________.

It is a city which has ________ ________ and traditions. 教学思路基本同上，仍停留在个别词汇上。

第九张PPT是Competition的四个话题。

第十张PPT没什么具体意义，不要也罢，口头说一下就行，Ready? Let’s go.

第十一张PPT

T or F

Canada is the second largest country of the world with a large population.

这是上一节课的内容，想起到什么作用呢？

第十二张PPT

information card:

capital city: __________

official language: _____________

the country leader: ___________

如果是要学生练说整个句子或者连成一小段倒也行，Ottawa is the Capital city. The official language of Canada is French and English. The country leader is called Prime Minister. 但仅仅填几个字怎么能算是在运用语言呢？

第十三张PPT

There are two national emblems of Canada, what are they?

beever and maple leaf

是一个问答题，基本上与这课不大相关，上一节课提到，they managed to catch sight of some mountain goats and even a grizzly bear and an eagle. 如果是问这些，倒也能起到复习的作用，至少能重现manage to catch sight of 和一些动物名称。

第十四张PPT

Most Canadians live within a few hundred kilometres of __________ __________.

完全是上一节课的内容，要是放在导入新课前倒是很好，但已经到了本课的中间环节，舍弃本课内容，似乎有避重就虚之感。

第十五张PPT

完全可以省略，口头表述即可，Let’s come to the next topic “Geography”. Come on!

第十六张PPT

Find out what the number is about?

5,500

It is the distance from the east to west coast.

(Canada is 5,500 kilometres from coast to coast.)

这也是上一节课的内容。

第十七张PPT

What is Canada’s neighboring country on land?

四个国家中选一，分别是Russia, the USA, Denmark, Mexico

这道题基本上对高一学生来说毫无意义，况且上一节课也已讲到。

第十八张PPT

What are the oceans on east and west coasts?

west: Pacific Ocean east: Atlantic Ocean

这道题也是上一节课的内容，地图上标着。如果一定要练一下的话，也可以，因为方位与位置关系正是这个单元的功能目标，所以应该让学生试着说出完整的句子来。

第十九张PPT

What is the location of Montreal?

It located on Canada's ______ coast.