必修三 Unit 5 Canada The True North公开课教学设计
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。
必修三 Unit 5 Canada — “The True North公开课课件教案教学设计
Unit 5Canada —“The True North阅读理解·组块专练——练速度(限时：30分钟)Ⅰ.阅读理解AEverglades National Park (大沼泽地国家公园) is located in the state of Florida. It is the largest wilderness in the entire country and makes up 25% of the wetlands in the state. The park is home to several rare and endangered species. It is also the third largest national park in the US, after Death Valley and Yellowstone. Each year, about 1 million tourists visit the park. On a global level, it has been announced as a World Heritage Site.Unlike most other national parks, Everglades National Parkwas created to protect an ecosystem (生态系统) from damage. In1947, President Harry Truman spoke at the official opening ofEverglades National Park, saying the goal of creating the parkwas to protect forever a wild area that could never be replaced.10,000 different islands make up Everglades National Park. Each of these islands is lived by natural wildlife. The Everglades is home to about 15 species that are endangered. In addition, more than 350 bird species and 300 species of fresh and saltwater fish live within the park. The Everglades is also home to 40 species of mammals and 50 reptile species.There are many ways to explore the Everglades. Visitors can see alligators (短吻鳄) while hiking the Anhinga Trail. The Everglades is one of the only places on Earth where freshwater alligators and saltwater crocodiles live in the same area. Visitors using airboats are likely to see large groups of birds. Some visitors might enjoy riding bicycles through Shark Valley. Others may want to move slowly through waters where they can see insects and wildlife closely.According to experts, changes to the Everglades are becoming a danger to several different kinds of wildlife. They say it is a result of actions the US government began more than 50 years ago, and settlers began even earlier.语篇解读：本文是一篇说明文，主要介绍了作为世界文化遗产之一，位于美国佛罗里达州的大沼泽地国家公园。
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：本节课的中心是以课程标准为指导，综合考虑学情，对教材进行灵活取舍而设计的一堂课。
在课堂中，以学生为中心，以问题和展示为导向，教师以引入、引导、组织、帮助、指导为辅助，让学生自主进行信息加工、知识体系建构和创新应用能力的发展。
在语言输出环节，给学生设计半开放型的任务，既有足够的挑战性，又照顾学生的基础，使学生敢于表达自我，这对他们来说是一个很重要的突破。
教学步骤：第一步：课前活动在课前，学生快速浏览预讲义，对加拿大有一个大体了解。
在热身活动中，学生欣赏加拿大官方旅游宣传片，研讨加拿大地图，并进行小测验。
这些活动的设计意图是感受视觉冲击，激发研究兴趣，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：阅读活动在阅读活动中，学生进行速读课文，完成相关任务，预测文章内容并补充完整句子，将课文段落大意连线，读取课文获取细节信息。
这些活动旨在提高学生的研究技能，特别是总结和理解文本。
同时，通过任务为导向，通过小组讨论和展示，建构知识体系，取长补短，使学生获得表达自我的成就感，从而内化为研究的动力。
教学目标：本节课的知识目标是让学生了解与旅行和加拿大有关的词汇、短语和句子结构。
能力目标是提高学生的研究技能，特别是总结和理解文本，同时练学生的口语表达能力。
情感目标是让学生欣赏多元文化现象，更好地理解国家之间的差异。
In this article。
we will XXX Canada。
XXX。
Canada is known for its vast landscapes。
friendly people。
and diverse XXX discuss some of the must-visit places in Canada and the best XXX.Firstly。
人教版高中英语必修3《Unit 5 Canada-The True North》教学设计
教学设计Unit 5 Canada -- “The True North”第一课时阅读课I一、教学内容 Warming up; Reading; Comprehending二、教学目标在本节课结束时，学生能够●了解加拿大的一些地理人文概况和文化风俗。
●使用加拿大地图，找到加拿大的首都、主要城市、湖泊、落基山脉、太平洋、大西洋等。
●理解文章标题的含义以及文章的中心思想。
●画出主人公在加拿大旅游的路线图，学会按时空顺序叙事。
三、教学步骤步骤一导入1. 引入本单元的话题：加拿大。
首先问学生是否熟悉加拿大？然后让他们谈谈自己了解的加拿大。
2. 给学生展示一些他们非常熟悉的和加拿大相关的图片和视频。
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。
从学生熟悉的代表物（比如红枫叶、多伦多国家电视塔）、美景（比如尼亚加拉大瀑布）等入手，能很快调动学生的学习积极性。
3. 学生两人一组，完成课堂小测验，检测自己对加拿大的了解程度。
4. 小组之间讨论答案，然后教师公布正确答案。
5. 为答对题目以上的小组鼓掌表示祝贺。
设计意图：做加拿大知识小测验，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。
步骤二阅读1. Reading for main idea：让学生快速阅读的同时思考：文章大意是什么，标题中“the True North”的含义是什么? 及段落连线。
学生通过阅读可能把握标题中的两层含义：字面含义以及在文章中的含义。
设计意图：让学生重视文章标题，思考题目的含义，从而更好地把握文章内容和情感，同时也能培养学生抓中心思想的能力。
另一方面，发散学生思维，从多个角度思考问题。
同时学会运用skimming的阅读技巧概括段落大意，从总体上把握文章的篇章结构。
2. Reading for information：把全班同学分成六组进行比赛。
高中英语《Unit5 Canada The True North》优质课教案、教学设计
English reading设计思路我在课堂的设计过程中力求将学生的语法知识与思维能力、协作精神联系起来。
让学生形成、反思自己的学习策略，注重对学生学习策略的培养。
课后利用任务型评价方案评价反思并改进自己的学习。
为学生做好充分的知识和技能储备的同时，将课堂所学知识和技能内化，应用到实践中，并突出学生自主学习与合作学习相结合的学习方式。
教学生知识，不如教学生如何学会知识，所以在本课教学中，要充分发挥启发性教学原则，使用现代化多媒体教学手段，利用各种资源，引导学生在理解句型的基础上进行操练以达到掌握句型的目的。
通过小组合作学习，讨论重难点。
对于小组讨论之后仍有疑问的地方教师再引导解决。
通过本课的学习希望能促进学生之间的了解，培养学生热爱学习，热爱英语的思想和良好习惯。
教学目标：（一）知识与技能（Knowledge and Ability Objectives）1.Learn about some basic information about Canada ，its geography, its culture and its population. .Develop students’intercultural communication awareness.掌握加拿大异国风土人情，了解地理位置，文化特点，著名旅游城市及四大湖泊，拓展知识面，提高语言交际能力。
（二）过程与方法(Process and Method Objectives)Develop the students’ good self-learning habit and learn to explore more. Let the students learn to accumulate important phrases and sentence pattern. Let them use what they have learned in their daily study.培养学生自主学习的习惯，培养学生质疑探究意识。
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。
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.。
Unit 5 Canada-“The True North”教学设计(英语人教版高中必修3)
Unit 5 Canada-“The True North”本单元的主要内容是了解加拿大的概况——地理位置、主要城市、风土人情等；了解多元文化现象和多元文化国家的特点。
1. 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和经验，为进入本单元的学习作好准备。
2. Pre-reading部分通过四组问题激活学生有关旅行和加拿大的知识和经历。
本单元阅读是“在旅途中看加拿大”，因此，“读前”部分首先提问学生经历过的旅行，然后提问学生最想去的国家，由此切入到本单元的话题“加拿大”。
然后进一步提出“你是否想去加拿大旅行?你想到那儿去看什么?”“你会使用哪三个词语来描述加拿大?”3. 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。
4. Comprehending部分由三部分组成：回答问题、写出正确信息和画路线图。
这些不仅检查学生对阅读课文的细节的把握，比如，要求学生介绍卡尔加里大赛马会、列举加拿大蕴藏的两种自然资源、写出有关桑德贝的地理位置的正确信息等，而且检查学生根据阅读课文内容所作的推理和判断，比如，“Why do many people want to live in Vancouver?”一题，要求学生联系文中相关信息，做出因果推理。
人教版高中英语必修3Unit5Canada——“ThetrueNorth”5课时教案设计
Unit5 Canada ——“ The true North”Period 1 Warming up and Reading 11. Teaching aims:1.Talking about Canada.b5E2RGbCAP 2.Learn the geography, population, main cities, and natural beauty, natural resources of Canada.p1EanqFDPw3.Learn how to read a traveling report and pictures.DXDiTa9E3d2.Teaching aids: A computer, a project and pictures.3.Teaching steps: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?RTCrpUDGiT2.T shows some pictures of winter and invites Ss to describe them.3.Get Ss to talk what they know about Canada.5PCzVD7HxA4.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. Step2. 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:jLBHrnAILgGet 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.xHAQX74J0X 2) What is“ The Ture North” ?Sample：“ The True North ” is the train that goes across Canada / the cross-Canada train.Zzz6ZB2LtkLDAYtRyKfE3) 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 CanadadvzfvkwMI1many Asian want to live there ； the trees are extremely tall.rqyn14ZNXIthe oldest and most beautiful forests in the world Calgary: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.EmxvxOtOco2. Detailed reading:1) Get Ss to read the passage again and correct the following sentences.SixE2yXPq51. The girls went to Canada to see their relatives in Montreal.6ewMyirQFL(in the East of Canada / on the Atlantic coast of Canada) kavU42VRUs2. Danny Lin was going to drive them to Vancouver.(the train station to catch the cross-Canada train)y6v3ALoS893. You can cross Canada in less than five days by bicycle.M2ub6vSTnP(can ’ t)4. The girls looked out the windows and saw Native Indians and cowboys.0YujCfmUCw(a grizzly bear, mountain goats and wild scenery)5. Thunder Bay is a port city in the south of Canada, near Toronto. eUts8ZQVRd(at the top end of the Great Lakes, near the center of the country) sQsAEJkW5T2) Listen to the tape and fill in the blanks from the text. GMsIasNXkACanada 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 oldestand most beautiful _______ in the world still remain. It is so wet there that the trees are extremely ______. TIrRGchYzgPeriod 2 Language points:1.Canada is a multicultural country like China.加拿大像中国同样是一个多元化国家。
高中英语必修3 Unit 5 Canada-The true North教学设计方案
知识点学习目标媒体类型媒体内容要点教学作用使用方式所得结论通过展示加拿大的地图与学生探讨“list”的项目，让学生初步了解加拿大。
导入新课Canada-"The truenorth"课件展示课件展示加拿大的地图和一些国家概况。
导入新课，让学生懂得如何去介绍和了解一个国家，并进行口语锻炼。
设疑—演示—讨论学生对加拿大有了全面的了解，课文的主要信息也得到了呈现。
5通过快速阅读和听力，让学生能初步了解课文内容并能画出两个女孩的旅游路线图。
快速阅读和听力的训练听力播放和课件展示课文录音快速阅读掌握课文大意画出旅游路线图，并进行了听力训练。
演示了解课文大意和旅游路线。
5通过分段精读让学生能进一步的了解课文内容，并回答一些细节提问。
精读训练课件展示课件展示课文相关问题精读掌握课文细节并提高了自主学习的能力。
演示—提问—讲解了解课文段落细节。
2在学习完课文的基础上分组讨论如果以后有机会去国外旅行，自己会去哪里，怎么做。
小组讨论表达课件展示课件展示分组讨论话题和小组成员分工培养学生逻辑思维能力并进行口语锻炼。
演示—讨论—总结小组合作发表学生个人观点。
1课件展示本课课后作业内容布置作业课件展示本课课后作业内容复习，巩固演示复习巩固。
2附：教学设计方案案例名称高中英语必修3 Unit 5 Canada-"The true North"科目英语教学对象高一提供者课时一课时一、教材内容分析本单元通过两位女孩李黛玉和刘茜的加拿大之旅，向我们展示了加拿大的一些基本概况，包括它的地理位置，主要城市，风土人情以及该国家的多元文化。
通过学习本单元，让学生对加拿大有更多的了解，学会使用地图，并且能够用所学词汇与句式表达方向和位置，此外还能够有条理的写出旅游过程中的所见所闻。
二、教学目标（知识，技能，情感态度、价值观）知识与技能：1. Get students to learn the useful words and expressions in this part.2. Let students learn the knowledge of Canada.过程与方法：1. Develope students' reading ability and let them learn different reading skills.2. Let students learn how to read a traveling report and how to use a map.3. Enable students to learn about some basic information and talk about Canada.情感态度价值观：1. Stimulate students' interest in learning about foreign countries.2. Develop students' sense of cooperative learning.三、学习者特征分析教学对象为高一学生,智力发展趋于成熟。
人教版高中英语必修三：Unit 5 Canada “The True North”说课稿
Book3 Unit 5 Canada -- “The True North”Period 1 Warming up and Reading说课稿各位领导、老师们，你们好！今天我要进行说课的内容是人教版高中英语必修3 Unit 5 Canada -- “The TrueNorth Period 1 Warming up and Reading。
首先，我对本节内容进行分析：一、教学设计背景1.面向学生：青铜峡市高级中学高一年级学生学科：英语2.课时：13. 教学理论依据英语教学是一种生活教学，所以它也是活动教学，教学过程也是交际活动过程。
只有从组织教学活动入手，结合生活实际，大量地进行语言实践，使英语课堂生活化，交际化，才能有效地培养学生运用英语进行交际的能力。
新课标提出：“外国语是学习文化科学知识，获取世界各方面信息和进行国际交往的重要工具。
”和“……发展听、说、读、写的基本技能，提高初步运用英语进行交际的能力，……”，明确提出高中阶段英语教学要重点从三个方面发展学生的英语语用能力：用英语进行恰当交流的能力；用英语获取信息、处理信息的能力；用英语进行思维的能力。
在结合本班学生的实际，对教材进行了适当处理。
4.学生分析（1）学生对旅游方面的知识有一定的了解和兴趣，但对加拿大这个国家的了解还比较有限；(2) 由于学生主要来源于农村，知识面和信息渠道很有限，学生多数对加拿大的地理位置，自然资源以及主要城市了解不多；(3) 学生具备一定的阅读理解能力，但在有限的时间内查找特定的信息和分析处理问题的能力还有待提高；5.学生课前准备（1）初读课文理解文章大意；(2) 勾画出生词并自己查阅词典自学，读准发音，弄清意思；(3) 勾画出好短语、句子和有疑难问题的词句；(4) 标出自然段落。
二、教材内容分析本单元通过两位女孩李黛玉与刘茜的加拿大之旅，向我们展示了加拿大的一些基本概况，包括它的地理位置、主要城市、风土人情以及它的多元文化。
必修三 Unit 5 Canada The True North公开课教学设计
必修三-Unit-5-Canada-The-True-Nor 公开课教学设计th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, have a gift for,within, manage to do, catch sight of, eagle, acre, urban settle down eastwardb. 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 in Canada.Understand the noun clause used as appositive.2.) Enable the students to understand the details of the passage about Canada and find thecorrect answers to the questions in the post-reading.3. Learning ability goalsImprove the students' reading ability - searching for information.II. 教学重点Learn the information about Canada.Master the expressions for describing directions 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1． Skimming and scanning;2． Asking-and-answering activities;3． Listening method.学情分析V.本课为高一第二学期的一单元内容。
Unit5Canada--“TheTrueNorth”教案人教新课标高中英语必修三
Module3 Unit5 Canada-“The True North”教学设计教材分析：本课是第五单元的第一课时：Warming up and Reading.本单元通过两位女孩的加拿大之旅，向我们展示了加拿大的一些基本概况。
其中Warming up 部分通过4组问题激活学生有关旅行的经历，为介绍加拿大做好准备；而Reading 部分是两女孩沿着从西向东的旅游路线向我们介绍了加拿大的西部地貌，主要城市，人口，生态环境等，让学生对加拿大的美丽，富饶，地广人稀有了更深的了解。
学生可通过学习课文掌握新的词汇，句型和游记的写法，提高学生阅读能力。
学情分析：本班学生为高一年级学生，英语基础存在一定差异。
通过近一年的高中英语学习，他们已经具备一定的语言知识和语言技能及独立思考的能力，但大多数学生有胆怯心理，不太愿意主动表达个人观点，有必要通过课堂的交际活动加强这方面能力的训练。
教学目标：1.语言知识目标：初步了解加拿大概况，地理位置，主要城市，风土人情等，了解多元文化国家的特点，同时学习本课中的一些词汇。
2.语言技能目标：指导学生学会阅读和使用地图，学会方向和位置表达方式。
教学重点：掌握本课中出现的新单词和短语，初步了解加拿大。
教学难点：使学生能够用所学词汇与句式表达方向与位置。
课堂教学过程框架方案教学过程明细方案StepⅠ：Lead-in(导入)1.在大频幕上向学生展示一张图片T: First I’ll show you a picture, do you knowWho is he? Where is he from?Do you want to know more about Canada? Let’s look at some questions.2.Students try to answer the questionsStep Ⅱ: Learn the new lesson（学习新知）Part 1. Listening1)T: Listen to the tape and answer three questions on the screen(1)What does“The True North”refer to in the text?(2)What is the passage mainly about?(3)What these numbers are about?Part 2. Reading1.Read the passage one together and finish the chart.2.Read paragraph 2 by students themself and finish the task.3.Discuss with your partner about paragraph 3.(1)Where did the two girls cross?(2)What did they see?Part 3. Group workT: After learning the two girls’trip, now please discuss with your group members about their travelling route.Step Ⅲ：Check out (检测评价)1.Write a short passage to report what Li Daiyu and LiuQian saw inCanada.2.Surf the Internet to find more information about Canada.。
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。
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.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。
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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, have a gift for, within, manage to do, catch sight of, eagle, acre, urban settle down eastwardb. 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 in Canada. Understand the noun clause used as appositive.2.) Enable the students to understand the details of the passage about Canada and find the correct answers to the questions in the post-reading.3. Learning ability goalsImprove the students’ re ading ability - searching for information.II. 教学重点Learn the information about Canada.Master the expressions for describing directions 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1． Skimming and scanning;2． Asking-and-answering activities;3． Listening method.V. 学情分析本课为高一第二学期的一单元内容。
经过前面一个多学期的高中英语的学习，学生基本上已经掌握了高中英语的学习特点节奏。
同时掌握了一定的词汇量和语法基础。
并已经熟练的掌握了常用的阅读方法及其特点。
并且，根据我的观察，学生基本都懂得在阅读前，自觉预习文本中的一些生词的读音和意思，这位顺利地进行阅读活动提供了坚实基础。
VI. 教法分析1. 演示法：把制作的课件、动画等显示给学生看，便于学生直观地获得相关信息，并留下深刻印象。
2. 评价阅读法：将学生通过对材料的收集、整理和内化而形成的学习成果，在全班学生中展示，使学生获得成功的喜悦，从而激发学生的后续学习热情。
3. 任务驱动教学法：将本节课需要达成的目标融入若干阅读任务中，积极引导进行分析、讨论，并在老师的指导、帮助下找出解决问题的方法，最后完成教学任务。
VII. Teaching proceduresStep 1 RevisionCheck the students’ homework.T: Before we come to the new lesson, let’s check your homework.The teacher checks the assignment of the last class.Step 2 Lead-in and Warming UpPlay Justin Bieber’s Baby’s for the students and let thme guess whose song it is.T: Do you know which country he comes from?Ss: Canada .T: Can you say something about Canada?Ss:T: Now let’s watch a video about Canada. While watching, try to answer the five questions. You shall make notes if necessary.(The teacher shows the video and the five questions.)1. __________ cover(s) nearly ½ of Canada?2. Canada was named by a(n) ____ explorer.3. “Canada” came from an Native American word “Kanata” that meant _____.4. Canada has a population of ______ .5. French speaking population lives in the_________ part of Canada.After watching the video, check the answers.设计意图：本环节通过学生熟悉的歌手导入，激发学生对本节课的兴趣和期待。
然后通过一个简短的视频，迅速地让学生了解关于加拿大的相关信息，并通过几个题目来检测学生观看的效果。
通过本部分，学生对于要学习的内容已经有了一定的了解，为接下来的学习做好了准备。
Step 3 SkimmingLet the Ss read the article as quickly as they can and try to find the main idea of the passage.The main idea of the passage:_______ and ______ went on a trip to Canada to visit their ________ in Montreal. They decided to take a _____ named “The True North”.Step 4 ScanningGet the students read the passage quickly and carefully. Meanwhile, help the students form a good habit of reading.T: Now, read the passage and get the general idea of the passage. Underline the main places mentioned in the text.Give the Ss five minutes for reading.Five minutes later.T: Time is up. Have you finished?Ss: Yes, we have.Let’s them underline the four places on the map and link them to show that they have gone across the whole Canada.T: Now let’s try to find more information about Canada and try to fill in the chart.Distance from east to west coastPopulationWhere most Canadians liveLocation of largest fresh water supply设计意图：此环节既检查了学生是否理解文章大意和一些重点细节。
通过填空和表格的形式，降低了学生查找信息的难度。
Step 5 Detailed readingLet the students read the passage again and find the details from the passage.The first city: VancouverWhy is the population of Vancouver increasing rapidly?A busy _____________设计意图：本部分是阅读的重点内容。
通过问题的设置和任务的完成，让学生对文本的细节有进一步的了解，并对部分问题进行了探讨，从而加深对文章的理解，提升了阅读的层次。
Step 6 SummaryLet the Ss retell the information about Canada by completing the following part.设计意图：帮助学生梳理本节课中的有用信息，理清本次旅行的行程，并为下一环节完成信息的输入。
Step 7 Post-readingOn the way to Toronto, Li Daiyu and Liu Qian came across a fan of Justin Bieber and he told them that Justin Bieber and Avril are going to hold a concert in China and they have not decided which city to choose.Justin Bieber and Avril are going to hold a concert in China in May, but they find it hard to choose a city. Can you suggest a city for them?Write an article to introduce the city you suggest.(location (位置), weather, transportation, food, culture… )Show the Ss the following phrases to help the finish this task.I suggest that you hold your concert in Beijing/Shanghai/Hangzhou/Huaibei…I think Hangzhou would be the best choice.Let me tell you something about it. It’s a city in… (weather, transportation, food, culture, scenery, festival… )In a word, welcome to… We are waiting for you.设计意图：本部分是阅读任务的升华。