新人教版高中英语必修三Unit5《Canada-The true North》教学设计
教学设计
Book 3 Unit 5 Canada—“The True North”
第一课时 reading
教学策略：本节课的中心是以课程标准为指导，综合考虑学情，对教材灵活取舍而设计的一堂课。
课堂以学生为中心，以问题、展示为导向，在课堂的教与学的过程中，以教师的引入、引导、组织、帮助、指导为辅助，让学生自主进行信息的加工、知识体系的建构、创新应用能力的发展。
在语言的输出环节，给学生设计的半开放型的任务，既使任务有足够的挑战性，又照顾学生的基础，使学生们敢于表达自我，这对他们来说是一个很重要的突破。
教学设计：
利用网络，搜索相关视频、音频、图片和文字资源，利用PPT课件展示给学生，使学生在课堂中利用各种感官来获取知识。
同时，课堂以任务为向导，通过小组的讨论和展示，建构知识体系，取长补短，使学生获得表达自我的成就感，从而内化为学习的动力。
一、教学内容Warming up; Reading; Comprehending
二、教学目标
Knowledge aim: To get to know some words, phrases and sentence structures referring to trip and Canada.
Ability aims: To improve their learning skills, especially in summarizing, text comprehension. To practice students’ oral English.
Emotional aim: To appreciate the multicultural phenomenon and better understand the differences between countries.
三、教学步骤
第一步：
课前活动。
快速浏览预习讲义，对加拿大获得一个大体了解。
热身活动。
1. 欣赏短片：加拿大官方旅游宣传片。
2. 研讨加拿大地图。
3. 小测验。
设计意图：
感受视觉冲击，激发学习兴趣。
抓住学生对加拿大想要了解的兴趣，转化为地图上重要地理坐标的梳理。
快速输入加拿大的基本信息，做一个初步了解。
第二步：
阅读活动
（一）速读课文，完成相关任务。
预测文章内容，补充完整句子
课文段落大意连线
（二）读课文获取细节信息
Para1：读第一段，抓住文章的who, why, how, where, 并回答问题
Para2: 读第二段，完成温哥华的具体信息
Para3：回答问题并理清线索
Para4+5：根据旅游路线：the Rocky Mountains, a wheat-growing province, Thunder Bay,
Toronto完成各个景点的相关信息。
（三）勾画旅游路线。
（四）完成课文填空。
第三步：Talk-show
设计意图：
1) 通过不同形式的阅读：默读、朗读、分任务读等方式，培养学生语感，把握细节信息，提高学生用英语获取信息、处理信息、分析问题和解决问题的能力。
发散学生思维，增加思考的难度，激活学生的思维，对课文内容的深入理解进入到更高的层面。
2) 加强提取信息能力的培养，检查学生对文章细节的理解和掌握情况。
3)学生分组回答问题，通过及时、多样的鼓励性语言等方式激发学生兴趣，调动学生积极性。
另附：
单元课时安排：
第一课时：阅读课I Warming up; Reading; Comprehending
第二课时：阅读课II Reading and learning about language
第三课时：听力口语课 Listening & Speaking
第四课时：语法课 Discovering useful structures
第五课时：阅读延伸Using Language
第六课时：写作课Writing。
高中英语_必修三人教版Unit5 Canada-"The True North"教学设计学情分析教材分析课后反思
教学设计一、教学方法本节课是采用PowerPoint课件辅助教学，采用“双向七环节”的教学方法。
主要通过课前预习、自主探究、小组合作、交流展示、疑难点拨、及时反馈、巩固提高等方式达到教学目标。
二、教学过程Ⅰ.Warming upRiddle: Please guess what country it is.It’s a large country. It’s in the north of the world. People there speak English and French. It’s national animal is beaver(海狸). Its national flower is maple（枫叶）.______________Have you got it? Do you want to know more about it? Let’s begin a trip with Li Daiyu and Liu Qian!（设计意图：通过猜谜语的方式引入本课话题---加拿大）Write the Chinese meanings of the following words and phrases and read them aloud.rather than __________ continent ___________baggage ___________ scenery ___________ surround ____________ harbour _________ measure __________aboard _______________ settle down __________ manage to do ___________catch sight of ____________ have a gift for ______________within __________ border _____________ slightly ____________acre ____________ urban __________（设计意图：针对学生基础较差的客观现实，进行词汇教学，帮助学生突破阅读障碍。
《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。
人教版高中英语必修3《Unit5Canada—“TheTrueNorth”》教案
人教版高中英语必修3《Unit5Canada—“TheTrueNorth”》教案人教版高中英语必修3《Unit 5 Canada—“The True North”》教案教学准备教学目标Teaching AimsKnowledge a nd Skills:1. Ge t to know about Canada.2.Grasp some reading skills.3.Stimulate the Ss’ interest and love for learning about foreign countries.Strategy and Method:1.Train the students’fast-reading ability.2.Train the students’ ability to co operate with others.教学重难点Main points ：1. Introduce the information of Canada to the students.2.Train the students’reading ability —skimming,and listening abilityDifficult point ：Learn different reading skil ls for different reading purposes.Teaching procedures and ways教学过程Step1. Readin g&Greeting (2`)Step2. Leading in and Warming Up (5`)1.Free talk: Do you like to go sightseeing?Which country do you like to visit?What can you see in these countries?2.QuizStep3. Fast- reading (10`)1.what is“the true north”?It refers to “the cross-Canada train.”2.Draw the route of the two girls’ traveling across Canada Step4. Careful- reading(T&F) (15`)Step5. Consoli dation (7`)Listening & SummaryFill in the blank and retell the story课后习题HomeworkSurf the Internet to find more information about Canada Chalkboard DesigningUnit5Canada –the “the true north”-----A thip “ on the true north”Vancouver Rocky Mountains Thunder BayCalgary Lake Superior Toronto。
人教版高中英语必修3《Unit5Canada—“TheTrueNorth”》教案
人教版高中英语必修3《Unit 5 Canada—“The True North”》教案人教版高中英语必修3《Unit 5 CanadaThe True North》教案教学准备教学目标Teaching AimsKnowledge a nd Skills:1. Ge t to know about Canada.2.Grasp some reading skills.3.Stimulate the Ss interest and love for learning about foreign countries.Strategy and Method:1.Train the studentsfast-reading ability.2.Train the students ability to co operate with others.教学重难点Main points ：1. Introduce the information of Canada to the students.2.Train the studentsreading abilityskimming,and listening abilityDifficult point ：Learn different reading skil ls for different reading purposes.Teaching procedures and ways教学过程Step1. Readin gGreeting (2`)Step2. Leading in and Warming Up (5`)1.Free talk: Do you like to go sightseeing? Which country do you like to visit?What can you see in these countries?2.QuizStep3. Fast- reading (10`)1.what isthe true north?It refers to the cross-Canada train.2.Draw the route of the two girls traveling across CanadaStep4. Careful- reading(TF) (15`)Step5. Consoli dation (7`)Listening SummaryFill in the blank and retell the story 课后习题HomeworkSurf the Internet to find more information about CanadaChalkboard DesigningUnit5Canada – the the true north-----A thip on the true northVancouver Rocky Mountains Thunder BayCalgary Lake Superior Toronto教案设计频道。
必修三-Unit-5-Canada-The-True-North公开课教学设计
必修-Unit-5-Canada-The-True-Nor th 公开课教学设计高中必修 3 Unit5 Canada ： The True NorthThe First Period Reading (I)I. 教学目标1. Language goalsa. Learn the use of the following words and phrases:Minister rather than,continent ， surround, harbor, measure, aboard, havea gift for, within, manage to do, catch sight of, eagle, acre, urban settledown eastward b. Important sentences:Learn about some sentence patterns and be able to use them freely.2. Ability goals1. ) Learn how to describe the places that Li Daiyu and Liu Qian visit inCanada. Understand the noun clause used as appositive.2. ) Enable the students to understand the details of the passage aboutCanada and find the correct answers to the questions in the post-reading.3. Learning ability goalsImprove the students ' reading ab-il istye arching for information.II. 教学重点Learn the information about Canada. Master the expressions for describingdirections and locations.III. 教学难点Learn the methods of writing a traveling report about.Learn to read the traveling report according to the traveling route.IV. 教学策略选择与设计Asking-and-answering activities; 3． Listening method.1． Skimming and scanning;2．V.学情分析本课为高一第二学期的一单元内容。
人教版高中英语必修3《Unit5 Canada-A trip on the true north》教学设计
Unit5 A trip on “The True North”Teaching aims:1.To learn some information about Canada.2.To improve the students’ reading skills a nd grasp the application ofthe mind map.3.To learn some new words and phrases of this unit.Teaching importance:1.To train the effective reading skills.2.To use mind map when understanding the structure of the whole passage.Teaching Difficulties:1.To sweep up the language difficulties while reading.Teaching Procedures:StepⅠLead-inEnjoy a short video about Canada.StepⅡ Read for the main information.1.What does “The True North” refer to?It refers to .2.What is the route（路线）about the trip in Canada?(Tip: Don’ t read the whole passage care fully. Just find out the key words.) China→__________→__________→__________→a wheat-growing province→__________→__________.Step Ⅲ Read for details and get the main idea of each para.1.Read Para1 carefully and find out the topic sentence.________ Main idea: (Think: how to make the sentence shorter? )2.Read Para2 carefully and finish the chart below.____________________________________________________3.Read Para3 and answer the following questions to get the main idea. Answer the following questions and get the main idea.1. Where is their next stop?_____________________ Main idea:___________________ 2. What is it famous for? __________________________________________________If there is no topic sentence, how to get the main idea?____________________________________________________________ 4. Read Para 4-5 and answer the following question1. What did the girls think about Canada ?__________________________________________________________2. Where did they go after dinner? And what did they see and learn?__________________________________________________________3. what’s their next destination(目的地)?__________________________________________________________4.Please use the key words to summarize the main idea of para 4:5.Summary（总结）1.Draw a mind map to describe the structure of the passage.(Tip: When reading a passage, you can make use of a mind map to help you understand the structure of the whole passage.)2.Main idea of the whole passage____________________________________________________ Step ⅣRead for appreciation.1. The thought _____they could cross the whole Continent was exciting. ( Line3-4)Can you find some more appositive clauses(同位语从句) in the passage? ____________________________________________________________ ____________________________________________________________ 2. Skiing in the Rocky Mountains and sailing in the harbor make Vancouver one of the Canada’s most popular cities to live in.句式分析: 主语为____________________________________________ 划线部分的结构为____________________________________________ 3. It is so wet there that the trees are extremely tall, some______________ ( measure) over 90 metres.Step Ⅴ Group discussionSupposing your friend Li Hua wants to have a trip to Canada, which place would you like to recommend (推荐)? And why?Step Ⅵ Summary writing （概要写作）Summarize this passage according to the questions and main idea ofeach para and the main idea of the whole passage.A summary is a short passage that gives only the main points of apassage, not the details.Tips:Step1. Find out the type of writing and the main idea of the whole passage. Step2. Understand the structure of the passage. (明确文章结构)Step3. Highlight(强调) the key information of each part and summarize its main idea. (Focus on the main idea and ignore the unnecessarydetails )Step 4. Make an outline of the summary.Step 5. Write the first draft●Cover all the key points(who, where, how, what did they see andlearn)●Write in correct tense （时态）●Use proper conjunction s（连词）●Avoid copying the original sentences(同义转换: 近义词、同义词等替换; 调整句子的词类、时态、语态等)●Count the words (60±20)Step 6. Revise(修正) the summaryFor example：Para1-2:Li Daiyu and Liu Qian take “the True North” to visit their cousins in Canada. From their friend, Danny Lin, they knew the distance, beautiful scenery and cities in Canada. And they chatted about Vancouve rStep ⅦHomework1. Recite para 2 and master the charming sentence pattern.2. Write the summary writing on your notebook.。
人教高中英语必修三+Unit5+Canada+The+True+North+Reading+教案.doc
Unit 5 Canada ——“The true North”Period 1 Warming up and Reading 1Teaching aims:1. Talking about Canada.2. Learn the geography, population, main cities, and natural beauty, natural resources of Canada.3. Learn how to read a traveling report and pictures.Teaching aids: A computer, a project and pictures.Teaching steps:Step 1. Warming up.1. Ss discuss the following questions.1) Do you like to go traveling?2) Which countries do you like to visit? Why?3) What can you see in these countries?2.T shows some pictures of winter and invites Ss to describe them.3.Get Ss to talk what they know about Canada.4.T shows a map of Canada and asks: 1.Which continent is Canada in?2.Which country is its neighbor?3.What are the Oceans Canada faces?4.How large is Canada?4. Have a quiz.Step 2. Pre-reading.T: Would you like to take a trip to Canada?What three words would you use to describe Canada?Step 3 Reading1. Shimming:Get Ss to read the passage quickly and answer the following questions:1) What is the passage mainly about?Sample：The passage is about a trip of two girls, and it tells us some information about Canada.2) What is “The Ture North”?Sample：“The True North” is the train that goes across Canada / the cross-Canada train.3) How many cities are mentioned in the text? What are they?Sample：Vancouver – Calgary—Thunder Bay—Toronto4) What do you know about each city?Vancouver :the warmest part of Canada； the most beautiful city in Canadamany Asian want to live there；the trees are extremely tall.the oldest and most beautiful forests in the worldCalgary:famous for StampedeCowboys come to compete in riding wild horses.good at working with animalsthey can win a lot of money in prizes.Thunder Bay:at the top end of the Great Lakes；very busy portclose to the centre of the country ,so that ocean ships can go there.2. Detailed reading:1) Get Ss to read the passage again and correct the following sentences.1. The girls went to Canada to see their relatives in Montreal.(in the East of Canada / on the Atlantic coast of Canada)2. Danny Lin was going to drive them to Vancouver.(the train station to catch the cross-Canada train)3. You can cross Canada in less than five days by bicycle.(can’t)4. The girls looked out the windows and saw Native Indians and cowboys.(a grizzly bear, mountain goats and wild scenery)5. Thunder Bay is a port city in the south of Canada, near Toronto.(at the top end of the Great Lakes, near the center of the country)2) Listen to the tape and fill in the blanks from the text.Canada is _____ than the United States. It is the _______largest country in the world.It is _____ kilometers from coast to coast in Canada.The population of Canada is only slightly over_____________.Canada has _________ of the world’s fresh water, much of which is in the ___________.On the coast north of Vancouver some of the oldest and most beautiful _______ in the world still remain. It is so wet there that the trees are extremely ______.Period 2 Language points:1.Canada is a multicultural country like China. 加拿大像中国一样是一个多元化国家。
[教学设计]高中英语必修3-Unit-5-Canada-The-true-North教学设计方案
矿产资源开发利用方案编写内容要求及审查大纲
矿产资源开发利用方案编写内容要求及《矿产资源开发利用方案》审查大纲一、概述
㈠矿区位置、隶属关系和企业性质。
如为改扩建矿山, 应说明矿山现状、
特点及存在的主要问题。
㈡编制依据
(1简述项目前期工作进展情况及与有关方面对项目的意向性协议情况。
(2 列出开发利用方案编制所依据的主要基础性资料的名称。
如经储量管理部门认定的矿区地质勘探报告、选矿试验报告、加工利用试验报告、工程地质初评资料、矿区水文资料和供水资料等。
对改、扩建矿山应有生产实际资料, 如矿山总平面现状图、矿床开拓系统图、采场现状图和主要采选设备清单等。
二、矿产品需求现状和预测
㈠该矿产在国内需求情况和市场供应情况
1、矿产品现状及加工利用趋向。
2、国内近、远期的需求量及主要销向预测。
㈡产品价格分析
1、国内矿产品价格现状。
2、矿产品价格稳定性及变化趋势。
三、矿产资源概况
㈠矿区总体概况
1、矿区总体规划情况。
2、矿区矿产资源概况。
3、该设计与矿区总体开发的关系。
㈡该设计项目的资源概况
1、矿床地质及构造特征。
2、矿床开采技术条件及水文地质条件。
人教版高中英语必修三Unit 5 Canada—“The True North”Vocabulary(词汇课)教学设计(无答案)
Unit 5 Canada—“The True North”Vocabulary（词汇课）Teaching aims（教学目标）:1. Knowledge and skills:To help the students discover and learn to use some useful words and expressions.2. Process and strategies:To develop students’ability of using new words and expressions.3. Feeling and value:To help students have a better understanding of English language.Teaching important points（教学重点）:To enable the students to grasp some important words and expressions.Teaching difficult points（教学难点）:To help students learn to use some useful words and expressions.Teaching methods（教学方法）:Observing, explaining, cooperation learning and discussion.Teaching aids（教学准备）:A computer, a projector and some slides and so on.Teaching procedures（教学步骤）:StepⅠ. Lead-in（导入）:Enjoy some pictures about the scenery of Canada.Step Ⅱ. Presentation（呈现）1. I’d like to travel across Canada aboard a train rather than a plane. rather than 与其；不愿1）I prefer orange juice _____________ coffee.2）我们喜欢的是跳舞而不是唱歌。
人教新课标必修3 Unit5 Canada-the true north[全套教案](1)
Unit 5 Canada—“The True North”教案一【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。
Using Language部分综合训练听说读写的能力。