【知识学习】Canada The True North教案
Unit5Canada“TheTrueNorth”教案(人教版必修3).doc
Unit 5 Canada—44The True North MPeriod 2 Reading 11•教材分析(analysis of teaching material)Reading-A Student of African Wildlife depicts a scene where Jane and her colleagues studied chimps in an African forest and explains the significance of their work and the achievements she reached・ Despite the fact that it was a dirty and tiring job to do the field research in the wild, they all regarded it as worthwhile. Some of their valuable discoveries would not have been made in the lab;for the veiy reason Jane Goodall had chosen the primitive African forest to study in.Her years of observing and recording chimps* daily activities attributed to a better understanding of their behaviour. She has argued that wild animals be left in the wild and not used for entertainment or advertisements・ She has endeavored to enhance people's awareness of understanding, respecting and protecting wild animals. She is an inspiring role model !2学情分析(analysis of the students)Ss differ in character and English level. The teaching design must pay attention to the degree. Teacher can master the motivation and encourage Ss to learn through participation and vice versa. According the difference of Ss, it is necessary to apply the teaching method of seeing> listening and speaking.3.教学目标(Teaching aims) 知识目标(Knowledge aims)1 ・ Use the adjectives to describe a great person・2.Master the following words and expressions・3・ Understand the text fully・4.Know about some usages of the subject一verb agreement.能力目标(Ability aims)Develop Ss，reading ability.Learn to use some reading skills such as predicting, skipping, note-taking, skimming and scanning ・情感目标(Emotional aims)1、Enable Ss to learn from great women, stimulate their love and respect for great women and develop their moral qualities・2^ Develop Ss, sense of cooperative learning ・4•教学重点和难点(leaching important points and difficult points)#Teaching important points:How to improve Ss' ability of skimming, scanning and guessing when reading the text.#Teaching difficult points:1、H ow to make Ss understand the reading passage bette匚2、H ow to talk about women of acjievement.5.教学过程(Teaching procedures)Step 1 Revision1 ・ Read the words in "Warming up,5 togethe匚2.Put the following sentences into English・1)这会帮助我们实现现代化。
Unit?5?Canada?---“The?True?North”教案
Unit 5 Canada ---“The True North”教案unit 5 canada ---“the true north”period 6 grammarteaching goals1. target languagea. 重点词汇和短语multicultural, figure, figure out, terrify, official, make commentsb. 重点句子the idea that they would cross the whole continent was exciting.the fact that ocean ships can go there surprises many people.the idea that you can cross canada in less than five days is just wrong.2. ability goalslearn noun clause used as appositives.3. learning ability goalslearn how to make new words.learn what is noun clause and how to use it.teaching important pointslearn noun clauses used as appositives.teaching methodsa. study individually;b. practice.teaching aidsa computer and a projector.teaching proceduresstep 1 lead-inshow some pictures of earthquake.the news that there was a big earthquake in sichuan yesterday shocked all the chinese people.ask: what is the news?what shocked the chinese people?step 2 introduction同位语从句1. 概念:在复合句中作名词的同位语的名词性从句。
CANADA-THE TRUE NORTH教案
设计一、学生分析教学对象为高一学生,智力发展趋于成熟。
他们的认知能力有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此在教学中我特别注重提高学生用英语进行思维和表达的能力。
逐渐由大量输入信息转向试着自己输出信息，形成自己学习技能和策略，学会把语言和现实生活联系起来。
通过任务型课堂活动和学习，让学生自主参与课堂活动，形成主体。
勇于表现自己和阐述自己的观点。
把课堂知识拓展到课外，通过多渠道获取信息。
二、教材分析这是本单元的第四课时。
在这之前学生对加拿大的一些基本信息有一定的了解，例如：领土面积，风土人情和多元文化等等。
他们急切的想知道加拿大的一些美丽城市。
想通过书本领略其风光。
本课时主要注重学生的听说读写能力的培养和训练。
三、教学目标1）语言知识：语法；复习和运用名词从句介绍本国风景和异国风情2）语言技能：听：听懂介绍一个地方的片段，抓住时间、地点、名胜的描述说：能用得体的语言描述风景区并且符合逻辑写：能运用at first, then , next ,… at last简要且富有逻辑地描述风景区3) 学习策略：自主学习、英语思维、信息处理和有效交际4）情感态度：分享自己的旅游经历，体验用英语交流的成功与喜悦，培养合作互动精神四、教学重难点2）难点：用名词从句描述自己的旅游经历五、教学方法六、教学工具：radio map 多媒体七、教学步骤step1 greet(2分钟)s: just so-so\ good\ tired….（目的：关注学生情绪，调动学生积极性参与课堂活动，积极思考）(形式和目的：a我说汉语学生说英语，检查学生信息输入情况。
要求学生模仿本句，再造出类似的句子。
训练学生语言模仿和输出能力形式和目的：背诵该句。
复习划线部分的用法练习同位语，为学生用自己语言描述风景区做铺垫。
3)the true north 要求学生说出它的两种意思，为倒入做铺垫step3a) lead-in(pre-reading)(2分钟)maple: __________ ___________ _____________toronto: ___________ ___________（目的：锻炼学生准确快速获取主要信息的能力，让学生有成就感，调动学生的兴趣）the time to arrive in toronto__________ __________the time to arrive in montreal ___________ ___________ __________（目的：让学生从材料中获取最大信息量，丰富学生知识面，培养学生课后自学能力）d)post-reading (5分钟)part one : ( 1-4)part three : (7)。
《Unit5Canada—“TheTrueNorth”》教案高中必修3英语
《Unit5Canada—“TheTrueNorth”》教案高中必修3英语英语不过是表达思想的一种工具、一种说话习惯而已。
我们要坚信，只要有投入，有付出，就会有收获。
绝不会“付出的爱收不回。
”下面是小偏整理的《Unit5Canada—“TheTrueNorth”》教案高中必修3英语，感谢您的每一次阅读。
《Unit5Canada—“TheTrueNorth”》教案高中必修3英语教学准备教学目标TeachingAimsKnowledgeandSkills:1.GettoknowaboutCanada.2.Graspsomereadingskills.3.StimulatetheSs’interestandloveforlearningaboutforeigncountries.StrategyandMethod:1.Trainthestudents’fast-readingability.2.Trainthestudents’abilitytocooperatewithothers.教学重难点Mainpoints：1.IntroducetheinformationofCanadatothestudents.2.Trainthestudents’readingability—skimming,andlisteningabilityDifficultpoint：Learndifferentreadingskillsfordifferentreadingpurposes.Teachingproceduresandways教学过程Step1.Reading&Greeting(2`)Step2.LeadinginandWarmingUp(5`)1.Freetalk:Doyouliketogosightseeing?Whichcountrydoyouliketovisit?Whatcanyouseeinthesecountries?2.QuizStep3.Fast-reading(10`)1.whatis“thetruenorth”?Itrefersto“thecross-Canadatrain.”2.Drawtherouteofthetwogirls’travelingacrossCanadaStep4.Careful-reading(T&F)(15`)Step5.Consolidation(7`)Listening&SummaryFillintheblankandretellthestory课后习题HomeworkSurftheInternettofindmoreinformationaboutCanadaChalkboardDesigningUnit5Canada–the“thetruenorth”-----Athip“onthetruenorth”VancouverRockyMountainsThunderBayCalgaryLakeSuperiorToronto高中英语的学习方法1、投资我们的时间和心智。
高中英语 Unit5 Canada-“The True North”教案 新人教版必修3
Unit 5 Canada-The True North第一步：leading-in课前播放加拿大国歌，由歌词中很多个Canada从而引入，提问：how much do know about Canada? Let’s have a quiz. 在幻灯片上打出有关加拿大的选择题，地理位置，语言，主要城市，国家领导人等方面。
这一步是在学生预习和查阅相关资料的基础上进行的。
设计意图：为了让学生更深入地了解加拿大的地理风光以及人文风情，教师需要激活学生的已有的背景知识以及求知的热情。
从学生熟悉的地理知识、熟悉的代表物（比如红枫叶）、首都等入手，能很快调动学生的学习积极性。
给学生展示一些他们非常熟悉的加拿大相关的照片, 帮助他们唤起更多对加拿大的已知的信息并介绍一些新的知识，一方面便于教师深入了解学生对加拿大文化背景知识的掌握情况，另一方面也能让学生了解自己对本单元话题的熟悉程度，利于激发学生探索未知知识的动力。
第二步： Fast reading学生读课文并找出文章的大意，找出题目中”the truth north”指的是什么？并弄清文章的结构，把文章分三部分，并找出每部分的大意，通过连线的形式，可以降低难度。
设计意图：让学生重视文章标题，思考题目的含义；培养学生抓中心思想的能力，培养学生从整体上把握文章的能力，帮助学生更好地理解文章内容。
第三步：Careful reading让学生再仔细读课文，根据上面的分成三部分后，每一部分仔细阅读并完成每一部分的任务。
在设计时配上大量关于文中出现的城市和景点的图片，让学生更好的了解这几个城市，在提到卡尔加里大赛马会的时候，给学生呈现关于赛马会的实时录像，让学生观看赛马会的现场，效果比光看文字会更好。
设计意图：对课文每一部分细节理解。
帮助学生了解在旅途中看到的自然美景及加拿大的地貌、主要城市及特点、自然资源等从而更深入的了解加拿大；培养学生对文章细节理解的能力。
第四步：Review the girls’ routes across Canada.和学生一起回顾一下旅游的路线，回顾每个城市或景点的特点。
高中英语人教新课标必修三Unit5Canada—“TheTrueNorth”教案
高中英语人教新课标必修三Unit5Canada—“TheTrueNorth”教案Unit 5Canada—“The True North”【单元重点内容与教学目标】本单元是围绕两位女孩李黛予和刘倩的加拿大之旅展开的, 通过他们的途中见闻向我们展示了加拿大的一些基本概况, 包括它的地理位置、面积、地貌、主要城市、生态环境、风土人情以及该国的多元文化。
通过学习本单元，使学生对加拿大有更多的了解；此外，还要学会使用地图，学会方向与位置的表达法以及学习名词性从句中同位语从句的用法。
Warming Up部分提供了一个关于加拿大概况的小测试，目的是激活学生已有的知识，为进入本单元的学习作好准备。
Pre-reading部分通过四个问题进一步激活学生有关旅行的经历和有关加拿大的知识，使学生产生了解加拿大的兴趣,为阅读做好准备。
Reading部分以游记的形式,记述了李黛予和刘倩去加拿大看她们的表兄妹的途中见闻, 沿着从西向东的旅游路线向我们介绍了加拿大的面积、地貌、城市、人口、生态环境等。
两位女孩在旅途中看到了自然美景及野生动物，文章还提到了加拿大的自然资源，介绍虽然不是详述，但涉及面较宽，使学生对加拿大的美丽、富饶、幅员辽阔、地广人稀等特征有了更深的了解。
学生可以通过学习课文，掌握新的词汇句型和游记的写法，提高学生的阅读能力。
Comprehending部分由三部分组成：回答问题、写出正确信息和画出旅游路线图。
此部分不仅检查学生对细节的把握，而且检测学生根据课文内容进行推理和判断的能力以及读图能力；要求学生在地图上画出文中人物横穿加拿大的路线图，使零散的信息有机地串联起来，同时更有助于抓住行文的线索。
Learning about Language部分首先通过构词法的学习扩大学生的词汇量并培养学生的词汇生成能力。
使用课文中的词汇和信息编对话和填空，旨在提高学生活用词汇的能力。
语法部分是通过从阅读课文中找例句然后采用造句的练习形式教同位语从句。
高三英语教案：《Unit5Canada—theTrueNorth》教学设计
高三英语教案：《Un it 5 Ca nada-the True North》教学设计【课题】Unit 5 Canada—the True North (speaking)【教材】人教新课标版Module 3【教学目标】1．能力目标a. 培养学生英语口语表达能力b. 理解加拿大的相关信息，了解加拿大文化的不同2．情感态度与价值观培养学生的文化观【学生分析】本单元的话题通过介绍加拿大以及加拿大名人与风景，能让学生在获取信息，训练口语能力的同时了解异地文化，学生容易产生兴趣。
【教材分析】本单元的主题是“Ca nada所以大部分内容都是围绕这一主题展开。
口语训练结合加拿大所代表的西方文化与东方文化的异同展开。
【教学重难点】1. 口语技能：包括运用恰当句型与词汇表达情感与信息2. 理解东西方文化的异同【教学准备】教师的准备工作：1．教案2．课件3．教具准备：4.教师用多媒体计算机学生的准备工作：5.预习课本生词表生词【教学过程】第一阶段：导入新课，热身环节内容教学双边活动设计意图导入新课引入Introduce some famous Canadians to students Let students guess who they are according to the limited information.引起兴趣，自然过渡，切入主题，说明本课的中心话题学生活动：通过观察，给出正确答案教师活动:根据学生的回答，给予必要的提示与引导。
在提示过程中注意提示语言的丰富运用，可以引导学生在听的过程中练习捕捉信息的能力、环节内容教学双边活动设计意图讲授新课给故事编结尾活动Students are given a unfinished story and are expected to give it a reasonable ending.( group work)训练学生对文化差异的理解和基本句型的使用角色扮演Four students are chosen to act as four tour guides and they introduce China and Canada to some visitors( the rest of students).These visitors want to know which country is worth visiting and they areeager to ask questions.让学生学会用英语推销并懂得提问，在这个过程中更多地了解中国和加拿大的异同话题讨论If you are an overseas student studying in Canada,are you willingto stay there forever after graduation? Why or why not培养学生归纳总结的能力，活用基本词汇表达情感的能环节内容教学双边活动设计意图知识课后作业巩Watch a Canadian film and write a report about it. 课堂知识回顾，语言知识操练。
Unit 5 Canada—“The True North”教案
Unit 5 Canada—“The True North”Teaching Content: Warming Up, Pre-reading，Reading (1) and Post-readingLesson Type:Reading comprehensive lessonTeaching Objectives:1. To train Ss' reading ability: Such as guessing the meaning of new words in the context, the speed of reading.2. To train Ss' reading comprehension: To get messages from what theyread.Teaching Points:1. Ss get used to three reading skills (Skimming, Scanningand full-reading)2. Ss understand the given passage----A TRIP ON “THE TRUE NORTH”Teaching Aids: MultimediaTeaching Methods: Communicative Approach and Task-based ApproachTeaching Procedures:Step 1. Warm-up and Pre-reading1. lead-in ( 1’)2. A brief introduction to Canada ( 4’)3. Enjoy a short video about Canada ( 5’)4. Have a quiz about warming up ( 2’)⑴ Which is the national flag of Canada?⑵ Which is the national flower of Canada?⑶ What language(s) do Canadians speak?⑷ What is the capital of Canada?⑸ What is the national animal of Canada?⑹ What is the leader of Canada called?⑺ How many “Great Lakes” are there in Canada and what are they?Step 2. Reading comprehension1. Scanning ( 5’)Where have the two girls been to? Draw the route of the two girls traveling across Canada.2. Skimming ( 6’)Basic Facts about CanadaDistance from east to west coast _______________________Oceans on east and west coast _______________________________________________ _Population _________________________________________Location of largest fresh water supply _________________Key point about Vancouver ___________________________Key point about Calgary ______________________________ _Key point about Thunder Bay __________________________ _3. Full-reading ( 8’)⑴What is “The True North”?⑵ Why were the cousins not flying direct to Atlantic coast?⑶ What is the continent they were crossing?⑷ Which is the warmest part in Canada?⑸ Which of the following is described as the most beautiful city inCanada?A. VancouverB. CalgaryC. TorontoD. Montreal⑹ What does the wo rd “slightly” in the text mean?A. a bitB. a lotC. greatlyD. lightly⑺ Why did they begin to realize two days later that Canada is quiteempty?A. Because they found nobody on their way.B. Because there are only thirty million people living on such ahuge land and most of them live within the areas of the USA border.C. There are too many lakes in Canada.D. Because Canada is surrounded by Oceans on three sides.⑻ Which of the following statements is true according to the text?A. Li Daiyu and Liu Qian went to Canada to see their cousins inVancouver.B. Thunder Bay is a port city in the south of Toronto.C. The girls looked out of the windows and saw Native Indians andcowboys.D. Li Daiyu and Liu Qian went to see their relatives on the Atlanticcoast.Step 3 Retelling----Fill in the blanks ( 5’)Li Daiyu and Liu Qian took the train in Canada from____to ___.Their cousins’ friend, Danny Lin, took them to thetrain station to catch “_________ .Canada is the______ biggest country in the world. It is 5,500 kilometers from_____ to____. As they go_______, they saw beautifulscenery as well as cities. Vancouver is ________ bymountains on the north and east. When the cousins____ _____ in the seats, they looked out of the window.They saw mountain goats and even a____ bear. Calgaryis famous for its competition. Many of the cowboys fromall over North America __ _ __ __working with animals.Then they ____ ____ a wheat-growing province.ThunderBay is a busy port. It is____ __ the center of the country.Step 4 Post –reading ( 5’)DiscussionIf you can take a trip to Canada,Where would you like to go?What do you expect to see there?Step 5 Homework ( 1’)Rewrite “A TRIP ON THE TRUE NORTH” in 5 sentences.。
必修3 Unit5 Canada-the true north教案
必修3 Unit5 Canada-the true north教案Unit anada—“The True Nrth”教学重点1 Let students read the passage and learn abut the gegraph, ppulatin, ain ities, natural beaut and natural resures f anada2 Get students t learn different reading sills教学难点1 Develp students’reading abilit2 Enable students t learn abut se basi infratin and tal abut anada三维目标知识目标1 Get students t learn the useful ne rds and expressins in this part2 Let students learn the nledge f anada能力目标1 Develp students’reading abilit and let the learn different reading sills2 Let students learn h t read a traveling reprt and h t use a ap2 Enable students t learn abut se basi infratin and tal abut anada情感目标1 Stiulate students’interest in learning abut freign untries2 Develp students’sense f perative learning教学过程→Step 1 Leading-in and aring up1 Sh a ap f anada t students and tal abut anada Then as the the flling questins:1)hat ind f untr is anada?2)H large is it?3)hat else d u n abut anada?Suggested ansers:1)anada is a ultiultural untr2)It’s the send largest untr in the rld It vers an area f 9 984 670 square ileters It is a bit bigger than hina3)(Students’anser a var Enurage the t tell re infratin )2 ae a quizSh the flling n the sreenH uh d u n abut anada?1 hat language(s) d anadians spea?A EnglishB English and GeranEnglish and FrenhD English and Spanish2 hat is the apital f anada?A VanuverB Trnt algar D ttaa3 hat is the natinal anial f anada?A BeaverB Grizzl bearPlar bearD Penguin4 hat is the anadian leader alled?A PresidentB Prie inisterGvernrD ingH an Great Laes are there in anada?A 4B 3D 6Let students r in pairs and anser this quiz Then have the pare their ansers ith anther pair Give the the rret ansers and see h an students gt 80% r better→Step 2 Pre-reading1 Let students disuss the flling questins:1)hat is the lngest trip u have ever taen?2)If u tae a trip t anada, hat d u thin u ight see there?3)hat three rds uld u use t desribe anada?3 Have students turn t Page 34 f the text b, l at the title f the reading passage and the pitures and predit hat the passage is abut Then have the read the passage quil t see if the are right→Step 3 Reading1 Fast readingAs students t si the reading passage and then anser the flling questins:1)hat is the passage ainl abut?2)hat is “The True Nrth”?3)H an ities are entined in the text? hat are the?Three inutes later, he the ansers ith the hle lassSuggested ansers:1)The passage is abut a trip f t girls, and it tells us se infratin abut anada2)“The True Nrth” is the train that ges arss anada/the rss-anada train3)Five The are ntreal, Vanuver, algar, Thunder Ba and Trnt2 Intensive readingAll students t read the passage arefull this tie t understand the ain ideas f eah paragraph and get the iprtant details, and then finish the flling:1)hse the best anser t eah questin arding t the text(1)As u g eastard, u an see the flling things exept ______________A untainsB thusands f laesfrests and ide riversD s(2)h ill tae part in the algar Stapede?A bs fr StapedeB Peple fr anadaAnne h has a gift fr ridingD bs fr all ver the rld(3)hih f the flling stateents is true?A ne an rss anada in less than five das b trainB an peple thin algar is the st beautiful it in anadaIn fat, the ppulatin f anada is re than thirt illinD ean ships annt reah Thunder Ba(4)hih f the flling shs the right rute f the usin’s travel?A Trnt→algar→Vanuver→Thunder BaB V anuver→algar→Thunder Ba→TrntVanuver→Thunder Ba→algar→TrntD Trnt→Thunder Ba→algar→VanuverSuggested ansers: (1)D(2)D(3)(4)B2)Use the infratin fr the reading passage t fill in the table belBasi Fats abut anadaDistane fr east t est asteans n the east and the est astPpulatinhere st anadians liveLatin f the largest fresh ater supple pints abut Vanuvere pints abut algare pints abut Thunder Ba3)Anser the flling questins in plete sentenes(1)hih ntinent ere the usins rssing?(2)h ere the nt fling diretl t the Atlanti ast?(3)h is the ppulatin f Vanuver gring s rapidl?(4)hat happens at the algar Stapede?()H are ean ships able t reah the enter f anada?(6)hat are se f anada’s greatest natural resures?3 Reading and disussingRead the passage a third tie and then r in pairs t disuss these questins1)hih part f the reading passage interests u st?2)If seda u g t anada, here ill u g? h?(Let students have enugh tie t read the passage arefull and disuss thequestins ith their partners Enurage the t expand their ansers arding t their n experienes )4 Dealing ith language pintsHelp students analze se diffiult, lng and plex sentenes and guess the eanings f se ne rds and expressins Enurage the t tr t deal ith the language pints in the ntext Give the explanatins if neessarListening and reading aludAs students t read the passage alud t the tape and let the pa attentin t the prnuniatin f eah ne rd and the pauses ithin eah sentene Tell the t pi ut all the useful expressins r llatins fr the passage hile reading and p the t the nteb after lass as her Read the alud and tr t learn the b heartllatins: be n a trip t, rather than, tae the aerplane, all the a, tae the train, at the airprt, n the a t, hat abut, as ell as, less than, abard the train, settle dn, anage t d, ath sight f, be faus fr, have a gift fr, thusands f, in prizes, be aazed t d, at the tp f, be surprised at, beause f, fresh ater→Step 4 nslidatinGive students 10 inutes r s and let the d the flling:1 r in pairs and fill in the table abut the tpe f riting and suar f the ideaA TRIP N “THE TRUE NRTH”Tpe f ritingain idea f the passageain idea f Paragraph 1ain idea f Paragraph 2ain idea f Paragraph 3ain idea f Paragraph 4ain idea f ParagraphSuggested ansers:A TRIP N “THE TRUE NRTH”Tpe f ritingThis is a piee f narrative ritingain idea f the passageLi Daiu and her usin Liu Qian ent n a trip t anada, visiting their usins and ening the beautiful sener arss the hle ntinent f anada fr est t eastain idea f Paragraph 1Li Daiu and her usin Liu Qian ere n a trip t anada ain idea f Paragraph 2Having arrived in Vanuver, the st beautiful it in anad a, the ere t be taen t ath “The True Nrth”, the rss-anada trainain idea f Paragraph 3Settling dn in their seats in the train, the ened the ild sener hile rssing the R untains t algarain idea f Paragraph 4hile arriving at Thunder Ba, the learn re abut anada, its ppulatin, resures, etain idea f Paragraph The train rushed tards Trnt hile the ere sleeping2 plete the suar f the str ith ne rd in eah blan and then retell the hle strLi Daiu and Liu Qian ere n a ______________ arss anada Instead f taing the aerplane ______________ the a, the uld rss the hle ntinent f anada ina ______________ after arriving Vanuverb airDann Lin aited ______________ the at the airprt and gave the a brief ______________ abut anada, the send ______________ untr in the rld and Vanuver, the st beautiful it f the untr, hile taing the t ______________ the train, “The True Nrth”Having settled ______________ in the seats, the led ut f the ind ______________ the ild sener, the untain gats, and grizzl bears The ent b the it f algar and ______________ in Thunder Ba, a it at the ______________ f the Great Laes, learning re abut anada f its ppulatin resures and s ______________ Their last stp is Trnt, ne f the suthernst ities in anadaes: trip; all; train; fr; intrdutin; biggest; ath; dn; at; arrived; tp; n→Step Her1 Learn the useful ne rds and expressins in this part b heart2 Read the reading passage again and tr t retell the passage教学反思：本次，堂气氛还比较好，但是学生还是不怎么敢用英语表达，讨论的时候部分学生没有很活跃，在今后的堂中还应该积极的引导学生运用口语的能力，而且要给以一些提示，让学生有话可说，不是去学习英语的信心。
Unit5Canada--“TheTrueNorth”教案人教版高中英语必修三
教学设计方案课题名称：A Trip on “The True North”姓名：工作单位：学科年级：高一英语教材版本：新人教版一、教学内容分析本节课主题为“真北方”之旅，以游记的形式向读者呈现加拿大的地形地貌及城市特色。
线索清晰，沿着列车行驶的路线介绍行经的城市及山脉等。
教材分为reading，comprehending两个部分。
comprehending部分针对性很强地提出了一些问题，并针对加拿大的基本情况设计了表格便于学生检验阅读效果二、教学目标At the end of this lesson, the students will be able to:1. Summarize what they knew about Canada (geography, population, languages, important cities and their features, etc.) by exchanging information among themselves.2. Predict general idea of the passage by reading the pictures and title.3. Check their prediction and mark the travel route on the map by skimming.4. Describe the locations and features of the important cities with the words in the passage and some common structures about describing direction and position by scanning and “Tour guide” activity5. Answer the questions and finish the exercises about this passage by reading the passage again.6. It is hoped that students can know some basic information about Canada and be eager to do some further analysis about Canada.二、学习者特征分析高一学生对游记的行文方式已经有了比较多的认识，因此在线索明了的情形下可以让学生通过小组合作的形式将文章的主要内容读懂。
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Canada The True North教案
必修3第5单元Reading2教案设计
一、
学生分析
教学对象为高一学生,智力发展趋于成熟。
他们的认知能力有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此在教学中我特别注重提高学生用英语进行思维和表达的能力。
逐渐由大量输入信息转向试着自己输出信息，形成自己学习技能和策略，学会把语言和现实生活联系起来。
通过任务型课堂活动和学习，让学生自主参与课堂活动，形成主体。
勇于表现自己和阐述自己的观点。
把课堂知识拓展到课外，通过多渠道获取信息。
二、
教材分析
这是本单元的第四课时。
在这之前学生对加拿大的一些基本信息有一定的了解，例如：领土面积，风土人情和多元文化等等。
他们急切的想知道加拿大的一些美丽城市。
想通过书本领略其风光。
本课时主要注重学生的听说读写能力的培养和训练。
三、
教学目标
）
语言知识：
单词：理解和运用以下生词：broad,distance,downtown,nearby,dawn等
语法；复习和运用名词从句介绍本国风景和异国风情
2）
语言技能：
听：听懂介绍一个地方的片段，抓住时间、地点、名胜的描述
说：能用得体的语言描述风景区并且符合逻辑
读：Scanning,skimming,carefulreading,generalization,inf erence等阅读技能训练
写：能运用atfirst,then,next,…atlast简要且富有逻辑地描述风景区
3)学习策略：
自主学习、英语思维、信息处理和有效交际
4）情感态度：
分享自己的旅游经历，体验用英语交流的成功与喜悦，培养合作互动精神
四、教学重难点
）重点：课文中出现的描述和表达风景的单词和表达。
如：mostwealthy,liein,atripto,atdawn等
2）难点：用名词从句描述自己的旅游经历
五、教学方法
P—T—P自主学习立体模式（Pre-task__Task-cycle__Post-task）
六、教学工具：radio
map
多媒体
七、教学步骤
Step1Greet
T:Goodmorning,boysandgirls.Howdoyoufeeltoday?
S:justso-so\Good\Tired….
T:Todayitisafineday.maybewewillhaveagoodbeginningan dendingreatachievement.Becausewe’llhaveagoodtriptoafamouscity.Nowareyouhappy?
S:wow\Great….
T:Verygood.Butletusmakeapreparationforthetrip.Revie wsomeknowledgeandinformationwelearnedlastclass.
（目的：关注学生情绪，调动学生积极性参与课堂活动，
积极思考）
Step2Review
)
Ratherthantaketheairplanealltheway,theydecidedtofly toVancouverandthentakethetrainwesttoeastacrosscanad
a.
2)
Peoplesayitiscanada’smostbeautifulcity,surroundedbymountainsandthePacif icocean.SkiingintheRockymountainsandsailinginthehar bormakeVancouveroneofcanada’smostpopularcitiestolivein.
形式和目的：背诵该句。
复习划线部分的用法练习同位语，为学生用自己语言描述风景区做铺垫。
3)
TheTrueNorth要求学生说出它的两种意思，为倒入做铺垫
Step3
a)Lead-in
一般说来的标题能给我们提供大量的信息，也能帮助我们预测的范畴。
现在请同学们把书翻到38页，看到标题。
我们一起预测将会谈到什么
Ss:atrip\afamouscity\placesofinterest\custom\life\h abit\sight…..
T:verygood.youareveryclever.
（目的：教会学会预测将要出现的信息，有利于学生的阅读理解和听力获取更大的信息量）
b)Listentothetape,andgraspthemaininformationandfini shtheexercisesontheblackboard.
Adjectivesusedtodescribe:
maple:__________
___________
_____________
Toronto:___________
___________
（目的：锻炼学生准确快速获取主要信息的能力，让学生有成就感，调动学生的兴趣）
c)while-reading:scanningandskimming
①Scanningandfindthewordswhichdescribethetimesandplac esandfinishthefollowingexercises
ThetimetoarriveinToronto__________
__________
Thetimetoarriveinmontreal
___________
___________
__________
TheplacestheyvisitedinToronto:_________
____________
_____________________
__________
（目的：锻炼学生快速准确获取信息，提高阅读效率。
从时间和空间上顺序来更好的理解，让学生理解写作要注意逻辑顺序，为后面的讨论和表达做铺垫）
②SkimmingandfinishtheexercisesonPage39和划出中的重点单词和表达
（目的：让学生从材料中获取最大信息量，丰富学生知识面，培养学生课后自学能力）
d)
Post-reading
①Dividethepassageintothreepartsandwritethemainideaso feachpart
Partone:
PartTwo:
PartThree:
（目的：帮助学生有条理的理解，学习写游记要注重顺序。
）
②Accordingtotheinformationontheblackboard,pleasetryy ourbestanduseyourownwordstoretellthetrip
（目的：从总体上把握，同时锻炼学生写摘要的能力，有助于学生完成任务型写作的首段）
Step4
Discussion:Atriptosomeplaces
)
whydidyouchoosetogototheplace?
2)
Howdidyougettotheplace?
3)
whatdidyoudobeforethetrip?
4)
whatdidyouseeanddoonthetrip?
Pairwork:
discussthesequestionswithyourpartners.Andwiththehel pofthefollowing:
Duringthethree-daysholidayItookatriptosomeplace.Atf irst…Then….Next….Thenextday….thenextmorning….atlast Step5
Homework
)
根据课堂讨论的问题,写一篇自己的旅游经历
2)
查阅单词和表达,对于自己不理解的地方标上记号。