英语必修3人教版教案:Unit 5 Canada_“The True North”

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人教高中英语必修三:Unit-5+Canada“The-True-North”教学设计.doc

人教高中英语必修三:Unit-5+Canada“The-True-North”教学设计.doc

Unit 5 Canada—“The True North”教学重点1. Let students read the passage and learn about the geography, population, maincities, natural beauty and natural resources of Canada.2. Get students to learn different reading skills.教学难点1. Develop student s’ reading ability.2. Enable students to learn about some basic information and talk about Canada.三维目标知识目标1. Get students to learn the useful new words and expressions in this part.2. Let students learn the knowledge of Canada.能力目标1. Develop students’ reading ability and let them learn different readingskills.2. Let students learn how to read a traveling report and how to use a map.2. Enable students to learn about some basic information and talk about Canada.情感目标1. Stimulate students’ interest in learning about foreign countries.2. Develop students’ sense of cooperative learning.教学过程Step 1 Leading-in and warming up1. Show a map of Canada to students and talk about Canada. Then ask them the following questions:1)What kind of country is Canada?2)How large is it?3)What else do you know about Canada?Suggested answers:1)Canada is a multicultural country.2)It’s the second largest country in the world. It covers an area of 9 984 670 square kilometers. It is a bit bigger than China.3)(Students’ answer may vary. Encourage them to tell more information. )2. Make a quizShow the following on the screen.How much do you know about Canada?1. What language(s) do Canadians speak?A. English.B. English and German.C. English and French.D. English and Spanish.2. What is the capital of Canada?A. Vancouver.B. Toronto.C. Calgary.D. Ottawa.3. What is the national animal of Canada?A. Beaver.B. Grizzly bear.C. Polar bear.D. Penguin.4. What is the Canadian leader called?A. President.B. Prime Minister.C. Governor.D. King.5. How many Great Lakes are there in Canada?A. 4.B. 3.C. 5.D. 6.Let students work in pairs and answer this quiz. Then have them compare theiranswers with another pair. Give them the correct answers and see how many students got 80% or better.Step 2 Pre-reading1. Let students discuss the following questions:Have students turn to Page 34 of the text book, look at the title of the reading passage and the pictures and predict what the passage is about. Then have them read the passage quickly to see if they are right.Step 3 Reading1. Fast readingAsk students to skim the reading passage and then answer the following questions: Q1: How many people are mentioned in the text? Who are they?Q2: Where did they go?2. Intensive reading1)Divide the passage into three parts and match the main idea of the 3 parts.Part 1Read the 1st para. and finish the chart below.para2:Their chat on their way to the stationWhat can they see during the journey?Para4•Thunder Bay is a ________ city.• Where is Thunder Bay?It is at the top of the _______________.•Canada has ______________ the world’s t otal fresh water; and much of it is in ______________Step4 What three words would you use to describe Canada?Step 5 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.精美句子1、善思则能“从无字句处读书”。

高中英语人教版必修3 Unit5 Canada—“The True North”完整教案

高中英语人教版必修3 Unit5 Canada—“The True North”完整教案

教学过程一、课堂导入Students talk about Canada or one travel.二、复习预习1)The important word in this passage:1.billion n._____________2.religion n._____________3.physicist n._____________4.theory n._____________5.gentle adj._____________6.climate n._____________7.gravity n._____________8.astronomer n.__________9.oxygen n._____________10.fundamental adj._______11.atmosphere n.__________12.puzzle vt._____________13.exist v._____________14.globe n.____________15.multiply v.__________y v._______________17.unlike v._________18.harmful adj._______19.float v.___________20.chain n.____________人教版必修3Unit5Canada—“The True North”适用学科英语适用年级高三适用区域全国课时时长(分钟)60知识点名词辨析;动词辨析;形容词辨析;副词辨析;动词短语辨析;完成句子;句子翻译教学目标知识:1.快速复习掌握本单元词汇。

2.快速扩词汇量。

方法:1.老师和学生一起翻译短文并从中找出自己不认识的词汇。

2.学生将不认识的词汇整理到笔记本上,并默写出所整理的词汇的汉语意思。

能力:1.能根据老师所翻译的文章快速记住生词的汉语意思。

2.能通过不断上涨的词汇量快速提高阅读能力。

人教版高中英语必修三Unit5Canadathetruenorthword全单元教案1

人教版高中英语必修三Unit5Canadathetruenorthword全单元教案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咱们展示了加拿大的一些大体概况, 包括它的地理位置、面积、地貌、主要城市、生态环境、风土人情和该国的多元文化。

通过学习本单元,使学生对加拿大有更多的了解;另外,还要学会利用地图,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部份提供了一个关于加拿可能况的小测试,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部份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部份以游记的形式,记叙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线路向咱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、富裕、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,掌握新的辞汇句型和游记的写法,提高学生的阅读能力。

Comprehending部份由三部分组成:回答问题、写出正确信息和画出旅游线路图。

此部分不仅检查学生对细节的把握,而且检测学生按照课文内容进行推理和判断的能力和读图能力;要求学生在地图上画出文中人物横穿加拿大的线路图,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部份首先通过构词法的学习扩大学生的辞汇量并培育学生的辞汇生成能力。

利用课文中的辞汇和信息编对话和填空,旨在提高学生活用辞汇的能力。

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部份综合训练听说读写的能力。

高中英语必修三人教版教案:Unit 5 Canada—“The true North” 7Grammar

高中英语必修三人教版教案:Unit 5 Canada—“The true North” 7Grammar
Group-learning
Ss’Showing
Group’s Volunteers to show theirgroups’ answers.
The other groups listen to it carefully and write down on the textbook.
Listen to Ss talking and give some comments.
课堂检测方案
Finish the exercises ongiven paper.
课后作业布置
Finish off the exercises on given paper.
预习内容布置
Pre-view the usage of the rest ofthe Noun Clause as an appositive.
2.How to use it correctly.
3.Speak English fluently and correctly.
提炼的课题
The usage of”The Noun Clause as an appositive”.
教学重难点
How to use it correctly.
教学手段运用
教学资源选择
课本、PPT
教 学 过 程
何学
lead-in
Read adialogueand analyze the red words.
Give Ss instructions and pay attention toThe Noun Clause as an appositive”.
Do it in pairs.
Self-learning
Find out the definition and usages ofThe Noun Clause as an appositive”.

人教英语必修三Unit5Canada—“TheTrueNorth”教案13

人教英语必修三Unit5Canada—“TheTrueNorth”教案13
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。用阅读课文中的词和信息编对话和填空,旨在提高学生活用词汇的能力。语法部分通过从阅读课文中找例句和造句的练习教学同位语从句。教师可以参考本书提供的下列步骤进行教学:Warming up by discovering useful words and expressions, Reading and finding, Doing exercises, Ready used materials for “Noun clauses as the appositive”, Closing down by doing a quiz。
Reading部分是篇游记,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。乘火车横穿加拿大之前,她们表兄妹的朋友林丹尼向他们介绍了加拿大的概况,包括面积、地貌、城市、人口、生态环境等。一路上,他们看到了加拿大的自然美景,野生动物,并因中途停靠卡尔加里(Calgary)而联想到卡尔加里大赛马会(Calgary Stampede)。加拿大地广人稀,多数人住在美—加边境。本文还提到了桑德贝(Thunder Bay),五大湖(the Great Lakes),温哥华(Vancouver),多伦多(Toronto),介绍了加拿大的淡水资源。本文对加拿大的介绍涉及面较宽,但都没有详述,这给学生留下了足够的思维空间。建议教师使用本书提供的Talking and sharing,Listening and reading aloud,Reading and underlining, Reading and transferring information,Understanding difficult sentences,Closing downbyacting the text帮助学生掌握课文的形式、理解课文的内容,进而活用课文。

人教版高中英语必修三 Unit5_Canada—“The_True_North”教案

人教版高中英语必修三 Unit5_Canada—“The_True_North”教案

Unit 5 Canada----“The True North”教学内容分析本单元的中心话题是加拿大——李黛予等人在加拿大的旅游经历。

学生通过本单元学习,可以初步了解加拿大的一些基本情况,包括地理环境,各大城市特点以及人文活动等。

“热身”(Warming Up)部分是一个小测验,看看学生对加拿大这个国家了解多少。

采用小测验活动,一来是为了激起学生的学习兴趣,另一目的是让学生联系自己已有知识,为整个单元的学习做准备,温故而知新。

“读前”(Pre-reading)部分是三个问题,设计自身的旅行经历和对加拿大的了解,这些问题与文章紧密相关。

学生通过谈论这些问题,为更好的理解这篇文章打好铺垫。

“阅读”(Reading)部分是篇游记,记述了李黛予和刘倩去加拿大看望表兄妹的旅途见闻。

乘火车横穿加拿大之前,他们的朋友林丹尼向他们介绍了加拿大的概况,包括面积、地貌、城市、人口、生态环境等。

一路上,他们看到了加拿大的自然美景和野生动物。

她们中途停靠卡尔加里(Calgary),谈到卡尔加里大赛马会(Calgary Stampede)。

加拿大地广人稀,多数人住在美加两国边境。

本文还提到了桑德湾(Thunder Bay),五大湖(the Great Lakes),温哥华(Vancouver),多伦多(Toronto),还介绍了加拿大的淡水资源。

“理解”(Comprehending)部分又三个练习。

考查学生找文章具体信息的能力.语言学习”(Learning about Language)部分包括“词汇学习”和“语法学习”这两部分内容。

“词汇学习”部分首先介绍构词法,加前缀或后缀而组成派生词;然后通过各种有意义的练习形式,帮助学生更好的记住和运用单词。

“语法学习”部分呈现了大量的例子,让学生归纳同位语从句的特点。

“语言应用”(Using Language)部分综合训练听说读写的能力。

“小结”(Summing Up)部分让学生归纳、梳理本单元所学内容,包括有关加拿大的信息,基本的语言知识和语法内容。

人教英语必修三Unit5Canada—“TheTrueNorth”教案15

人教英语必修三Unit5Canada—“TheTrueNorth”教案15

Unit5 Canada—“The True North”Period 2 ReadingTeaching aims1. let students learn the geography, history and four cities of Canada.2. train Ss to learn the reading strategy: how to sort information into sections on a variety of different subject.3. improve students’ reading abilityTeaching proceduresIn generalThe reading text is a brochure about Canada. Students are expected to gain some information about the geography, history and four cities of Canada. Students are expected to gain more information about Canada and improve their reading skills by fully participating in all the activities.In detailStep 1 Revision and Leading in (10 minutes)1. Review the new words learnt in the last period. Have a dictation to check if the students have mastered the words.2. Show a map of Canada and ask :Which country is it in the map??Can you tell me something about Canada?3.Ask students some questions about Canada.Q1 What is Canada famous for?Q2 Can you name some famous cities in Canada?Q3 What are the official languages that are used in Canada?Q4 What is the capital city of Canada?Q5 Where is the largest city, Toronto, located?Q6 Where is the second largest city, Montreal, located?Q7 Where is Vancouver, the city with the largest Chinese population, located?Q8 Where is Edmonton, a city in the province of Alberta, located?Ask the students to tick these places out in the map.Step 2 Predicting and Scanning (5 minutes)1. Guess the article with the title Canada---land of the maple tree. Ask Ss what subjects theywant to know about Canada .Then ask students to create a spider gram to organize their ideas.2. Scan the article as quickly as possible and try to find answers to the three questions in Part A.Remind Ss only to focus on the information needed to answer these questions.ANSWERS:A 1. About 30 million people.2. Toronto, Montreal, Vancouver and Edmonton.3. 670 meters wide.Ask the students if the reading passage tell all the information they want to know about Canada. Step 3 Skimming (15minutes)1.Ask students to read the article again and complete Part C1 and C2 individually.2.Check the answers:C1 1).M 2).M 3).T 4).T 5).M 6).F 7).T 8).TC2 1). Montreal 2). Montreal 3) Toronto .4) V ancouver 5). Edmonton 6). Toronto3. Ask the students to read the Reading strategy and remind them to concentrate on how to sort the information into sections. Tell the students that a good way of sorting out the information is to make a table with different headings and take notes while reading the text. Subtitles in the text may show how it is organized. Tell the students to read the text again and consider how the information is grouped in the reading passage.Step4 V ocabulary (3 minutes )Ask the students to do Part D.Check the answers1. d 2 .b 3. j 4 .I 5. f 6. e 7 .g 8. h .9 .a 10 cStep5 Blank filling (10 minutes)Read the article again to find the details. Then get students to fill in the following table.Step7 Homework (2 minute)1. Finish the exercises E on page 5.2. Surf the Internet to get more information about Canada .3. Read the passage after class until students can read it correctly and fluently.4.Categorize difficult and vital language points on their own.。

新人教版英语必修三Unit 5《Canada-The true North》教学设计

新人教版英语必修三Unit 5《Canada-The true North》教学设计

UNIT 5 Canada----“The true north”A Trip on “The True North”Reading ILearning aims:Knowledge aims:1. Get the students to learn some useful words and expressions2.Enable the students to learn about some basic information and talk about CanadaAbility aim:To develop students’ ability to read and let them learn different reading skillsEmotional aim:Stimulate the students’ interest in learning about foreign countries Warming upA.While-reading activitiesRead for main idea1.What’s the passage mainly ab out?It is about a ____________ of two girls and it tells us some information about _______________.2.Match the maid idea of each para.Part I What they saw, heard and felt for the first three days Part II Brief introduction of the trip to CanadaPart III Their chat on the way to the station3.What are the main places mentioned in the reading passage?(In time order)1) the Rocky Mountains 2) Vancouver3) Calgary 4) Toronto5) Thunder Bay at the top of Lake Superior________________________________________________________ B.Careful readingPara 1Q1:Why are the cousins not flying directly to the Atlantic coast?________________________________________________________Q2: Which continent are the cousins crossing?________________________________________________________ Para 2Q1: What is “The True North ”?___________________________________________________Q2:According to Danny Lin’s words, what can they see in Canada?________________________________________________________ Vancouver●It is ____________ by mountains and the Pacific Ocean.●People can ___ in Rocky Mountains and sail in the ________.●Wet climate makes the trees extremely tall, some _________ over 90metres.Vancouver’s population is increasing very rapidly. Why?___________________________________________________________ ________________________________________________________ Para 3What happens at the Calgary Stampede?___________________________________________________________ Cowboys________ ______ riding wild horses for thousands of _________.Para 4Q1: How are ocean ships able to reach the centre of Canada?___________________________________________________________ ________________________________________________________Q2: How much fresh water does Canada have?________________________________________________________ Find out what these numbers refer to.5,500km________________________________________________ thirty million_____________________________________________ one-third________________________________________________ C.Fill in the blanksLi Daiyu and Liu Qian took the train in Canada from_____ to______. The cousins’ friend, Danny Lin, took them to the train station tocatch“_____ _____ _____”. Canada is the ______ bigges t country in the world. It is 5,500 kilometers from ______ to ______. As they go _________, they saw beautiful scenery as well as cities. Vancouver is __________ by mountains and the Pacific Ocean. When the cousins _____ _____ in the seats, they looked out of the window. They saw mountains goats and even a grizzly bear. Calgary is famous for the Stampede. Many cowboys who ______ ______ ______ ______ riding wild horses come to compete in it. Then they ______ _______ a wheat-growing province. Thunder Bay is a busy port where ships can ____ ___ the Great Lakes . That night, the train _____ towards Toronto. Tips:Beginning: If I have the chance to travel to Canada, I prefer to go to ___, which impressed me most. ____ is a/an… city. The reasons are as follows:Body: Firstly,… Then,…. Besides,….Ending: So I’d like to choose ____.Write a short passage to report what Li Daiyu and Liu Qian saw in Canada.。

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。

人教英语必修三Unit5Canada—“TheTrueNorth”教案18

人教英语必修三Unit5Canada—“TheTrueNorth”教案18

Unit 5 Canada ---“The True North”Period 5 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。

人教版高一英语必修三Unit 5 Canada —“The True North”完整教案 (共 8 课时)(含答案)

人教版高一英语必修三Unit 5 Canada —“The True North”完整教案 (共 8 课时)(含答案)

必修三Unit 5 Canada —“The True North” (共8 课时)第1课时Warming up学习目标:熟悉与本单元相关的话题,并通过阅读积累词汇。

背景材料导入:Welcome to CanadaThinking of visiting Canada one day? Of course, you are welcome. OK,let’s start our journey and get close to it.As is known, Canada,the second largest country in the world,is recognized as the most comfortable country to live in. Every year it attracts millions of visitors from all over the world because of its breathtaking (壮观的) scenery and charm, which make it well-known and unique.Canada lies in the northern part of the North America Continent in the West Hemisphere. It stretches over 5,500 kilometers from the Atlantic Ocean to the Pacific and over 4,600 kilometers from the northern tip of Ellesmere land to the United States border. The country covers an area of 9,984,670 square kilometers, which is a little bit larger than China.The United States,the only country next to Canada on land,is to the south of Canada. The borderline shared by the two countries is more than 5,500 kilometers, and this borderline is undefended. Citizens of both countries can cross the border without a visa. On the other three sides Canada is surrounded by water. To the east of the country is the Atlantic Ocean, and to the west, the Pacific Ocean. The Arctic Ocean is to the north of the country.Canada is a country with a large area, but with a small population. The population of the country is only 25 million. Since Canada is a country made up mainly of immigrants, its people have different ethnic origins. The two largest groups are made up of people of the French and English origins. Indians and Inuit, the native people,make up only 1.2% of Canada’s total population. Most Canadians believe in Catholicity and Christianity.There are some famous cities in Canada. Ottawa is the national capital with a population of 750,000.The city is centered on Canadian government buildings, especially the Parliament Buildings and Confederation Square in front of them. Today Toronto replaces Montreal as the largest metropolis (大城市) of Canada populated by over 3 million people. The city has achieved a high reputation in finance, popular arts and culture. Many Canadian’s banks and companies have head offices in Toronto.Canada has made steady and rapid progress in the past decades. It is taking on a newer look every day. So, if you want to travel, it is just the place to be!Answer the following questions.1.From what aspects does this passage introduce Canada?(no more than 18 words)2.Which city in Canada is the biggest one now?必修三Unit 5 Canada —“The True North ”第2课时Reading 学习目标:知识能力目标:1. 理解文章大意, 了解加拿大的地理状况、人口、大城市、美景、自然资源等。

人教版高中英语必修三教案:Unit+5+Canada—“The+True+North”Grammar.doc

人教版高中英语必修三教案:Unit+5+Canada—“The+True+North”Grammar.doc

课题: Unit 5 Canada—“The True North”——Grammar教学目标:知识目标1. Get students to know more about noun clauses.2. Let students learn noun clauses as the appositive.3.The thought that they could cross the whole continent was exciting.4.The girls were surprised at the fact that ocean ships can sail up the Great Lakes. 能力目标Enable students to use noun clauses as the appositive correctly and properly according to the context.情感目标1. Get students to become interested in grammar learning.2. Develop students’ se nse of group cooperation.教学重点:Get students to understand and use noun clauses as the appositive.教学过程:→Step 1 Revision1. Check the homework exercises.2. Dictate some new words and expressions.3. Underline the noun clause in each sentence of the following and then tell what kind of noun clause it is.1)What it was to become was a mystery.2)I don’t know who will help Henry to win the bet.3)His trouble is that he doesn’t know anybody in London.4)It hasn’t been decided yet when the new restaurant will open.5)It looked as if it was going to snow.6)Do you know why he crossed his arms?→Step 2 Preparation1. Show the following two sentences on the screen. Ask students to read each of themand then underline its appositive.1)Their friend, Danny Lin, was waiting at the airport.2)He was going to take them and their baggage to catch “The True North”, the cross-Canada train.2. Let students think about and discuss what kind of noun clause the underlined clause is in each of the following two sentences.1)The thought that they could cross the whole continent was exciting.2)We were very excited at the news that our team had won.→Step 3 Grammar learning1. Reading and discoveringAsk students to turn back to Page 34 to read through the reading passage and find all the sentences where noun clauses are used as the appositive and underline them. Then translate them into Chinese.2. Thinking and discussingLet students read aloud the sentences they picked out, think over and discuss with a partner how each of these noun clauses is being used in the situations. If students have some difficulty, give them a hand.3. Summing up: noun clauses as the appositive.同位语从句在主从复合句中, 用作同位语的从句, 叫同位语从句。

人教版高中英语必修三Unit5CanadaThetrueNorthword全单元教案

人教版高中英语必修三Unit5CanadaThetrueNorthword全单元教案

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 tra veling?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 fac es?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 No rth”?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 goi ng 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 onl y 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。

Unit5Canada--“TheTrueNorth”教案人教版高中英语必修三

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。

新人教版高中英语必修三Unit5《Canada-The true North》教学设计

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。

人教版高中英语必修三教案:Unit+5+Canada—“The+True+North”.doc

人教版高中英语必修三教案:Unit+5+Canada—“The+True+North”.doc

gift for, within, manage to do, catch sight of, eagle, acre,they learned last class by translating thebit biggeryou like traveling? Tell thda.mpede?s for thousands of dollars. Ask the students to fill in the blaThey can write a simple travel report catch sig2.鼓励学生踊跃参与学生踊跃参与,最关键的是教师要充分尊重学生的人格,充分发挥教学民主,为此,教师要妥善引导,要尽最大的努力最大限度地引导学生参与到探索知识的过程中去。

为此,要做到:(1)要营造良好的参与环境,宽松、和谐、融洽、平等的学习氛围。

(2)要留下足够的参与时间和空间。

教学不要“满堂灌”,也不能“满堂问”,学生能讲的,要尽量让学生讲;学生能动的,要尽量让学生动。

3.培养学生归纳理解。

阅读的目的就是要获取书面信息。

因而阅读时不能逐字逐句地去分析语法,而是要快速完成树材料的阅读,抓住大意,再深层次地去理解内容。

在阅读时教师可指导学生根据不同题材、体裁的阅读材料采取不同的归纳形式去归纳材料内容,快速、准确地猎取文章信息,培养学生良好的阅读习惯。

品味人生1、不管鸟的翅膀多么完美,如果不凭借空气,鸟就永远飞不到高空。

想象力是翅膀,客观实际是空气,只有两方面紧密结合,才能取得显着成绩。

2、想停下来深情地沉湎一番,怎奈行驶的船却没有铁锚;想回过头去重温旧梦,怎奈身后早已没有了归途。

因为时间的钟摆一刻也不曾停顿过,所以生命便赋予我们将在汹涌的大潮之中不停地颠簸。

3、真正痛苦的人,却在笑脸的背后,流着别人无法知道的眼泪,生活中我们笑得比谁都开心,可是当所有的人潮散去的时候,我们比谁都落寂。

4、温暖是飘飘洒洒的春雨;温暖是写在脸上的笑影;温暖是义无反顾的响应;温暖是一丝不苟的配合。

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四组名词性从句引导词用法区别
1. what 与that的用法区别
两者均可引导主语、表语、宾语从句,区别是what可在从句中用作主语、宾语或表语,意为“什么”或“所…的”,而that仅起连接作用,本身没有实际意义,在从句中也不充当任何句子成分(引导宾语从句时通常可以省略):
He doesn’t know what she likes. 他不知道她喜欢什么。

What you say is quite right. 你所说的相当正确。

I believe (that) he will come to see us. 我相信他会来看我们的。

It’s a pity (that) he didn’t finish college. 真遗憾他大学没毕业。

另外,that 可引导同位语从句,但what 通常不用于引导同位语从句:
I had no idea that you were here. 我不知道你在这儿。

2. whether与 if的用法区别
两者的用法异同注意以下几点:
(1)两者均可引导宾语从句,表示“是否”,常可互换:
He asked if [whether] we wanted a drink. 他问我们是否想喝一杯。

He didn’t tell me if [whether] he would come. 他没有告诉我他是否会来。

【注】若是引导条件状语从句,则只能用if(意为“如果”)。

(2)当引导一个否定的宾语从句时,通常用if 而不用whether:
I don’t care if it doesn’t rain. 我不在乎天是否下雨。

【注】在个别词语(如wonder, not sure 等)后的从句否定式有时也可用whether 引导:
I wonder if [whether] he isn’t mistaken. 我想知道他是否错了。

(3)以下情况通常要用whether 而不用if:
①引导宾语从句且置于句首时:
Whether he has left, I can’t say. 他是否走了,我说不定。

②引导主语从句且放在句首时:
Whether he will come is still a question. 他是否会来还是个问题。

【注】若在句首使用形式主语it,而将主语从句放在句末,则有时也可用if 来引导:It was not known whether [if] he would come. 不知他是否会来。

③引导表语从句时:
The question is whether we should go on with the work. 问题是我们是否应该继续进行这项工作。

【注】在很不正式的场合if偶尔也用于引导表语从句,但远不如用whether 常见。

④引导让步状语从句时:
Whether he agrees or not, I shall do that. 不管他同意与否,我都要那样做。

⑤引导同位语从句时:
The question whether we need it has not been considered. 我们是否需要它还没有考虑。

⑥用于不定式之前时:
I’m not sure whether to stay or leave. 我不知是留还是去。

I didn’t know whether to laugh or to cry. 我真是哭笑不得。

⑦用于介词之后时:
It depends on whether the letter arrives in time. 这取决于信是否来得及时。

I worry about whether I hurt her feelings. 我担心是否伤了她的感情。

⑧直接与or not 连用时:
I will write to you whether or not I can come. 我能不能来,我将写信告诉你。

【注】若不是直接与or not 用在一起,则有时也可用if:
I don’t know whether [if] he will win or not. 我不知他是否能赢。

⑨在discuss(讨论)等少数动词后引导宾语从句时:(from )
We discussed whether we should hold a meeting. 我们讨论了是否要开一个会。

3. that ,why 与 because的用法区别
它们在引导表语从句中很容易混淆,区别于下:
(1)当主语是reason(原因)时,后面的表语从句的引导词通常用that:
The reason why he didn’t attend the party yesterday is that he hasn’t come back yet. 他昨天没有参加聚会是因为他还没有回来。

【注】在现代英语中,有时也用because,但不如用that 普通。

(2)why和because 都可引导表语从句,但前者强调结果,后者强调的原因:
I had neither a raincoat nor an umbrella. That’s why I got wet all through. 我既没穿雨衣,也没带雨伞,所以全身都淋湿了。

I got wet all through. That’s because I had neither a raincoat nor an umbrella. 我全身都淋
湿了,因为我既没穿雨衣,也没带雨伞
4. that 与whether (if)的用法区别
从意思上看,两者不应该发生混淆,因为whether (if) 表示“是否”,而that 却不表示任何含义,但实际使用时,有的同学却经常将其用混,并且各类语法考试也常考查它。

两者的原则区别是:that 表示一种肯定、明确的概念,而whether (if) 则表示一种不肯定、不明确的概念。

请看几道考题:
(1)______ the 2000 Olympic Games will be held in Beijing is not known yet.
A.That
B.If
C.Whether
D.Whenever [选C]
(2)______ we’ll go camping tomorrow depends on the weather.
A.If
B.Whether
C.That
D.Where[选B]
由于以上区别,所以动词doubt后接宾语从句时,通常要用whether (if) 来引导,而不用that,因为doubt 表示“怀疑”,其意不肯定、不明确;但是如果它用于否定式,其后的宾语从句则要通常用that 来引导,因为not doubt 表示“不怀疑”,其意是肯定的、明确的。

如:
I doubt if [whether] he’ll come. 我拿不准他是否会来。

I don’t doubt that he will succeed. 我敢肯定他会成功。

Do you doubt that he will win? 你不相信他会赢吗?
【注】在现代英语中,doubt用于肯定式时其后也可接that从句,不过此时的that仍表示whether的意思:
I doubt that we’ll ever see George again. 我怀疑我们是否还会见到乔治。

(from www. )
类似地,be sure后的名词性从句通常用that引导,而be not sure 后的名词性从句则通常用whether / if 来引导:
I’m sure that he is honest. 我肯定他是诚实的。

I’m not sure whether (if) he is honest. 我不敢肯定他是否诚实。

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