高中英语_Unit 5 Canada教学设计学情分析教材分析课后反思

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高中英语必修3 Unit_5_Canada-The_True_North_语言点及同位语从句

SURROUNDING THE ISLANDS现在分词短语做
定语。
surroundings n. 周围环境
to live in pleasant surroundings
We could see the buildings __B__ by trees. A. being surrounded B. surrounded C. to be surrounded D. surround
1. having many cultures multicultural
multi- 是一个前缀，意为“多”
多媒体 _m__u__l_t_i_m___e__d__ia___ 多种形式的 __m__u__l_t_i_f_o__r_m____ 多彩的 _m___u__l_t_i_c_o__l_o__u__r_e__d___
看不到你的笑, 我怎么睡得着.
--周杰伦<彩虹 >
10. have a natural ability for
have a gift for
Avril has a gift for singing and writing songs.
You are extremely gifted!
Vince Carter is a gifted Canadian basketball player.
gifted
Avril has a gift for singing and writing songs.
Avril is gifted in singing and writing songs.
5. within “在… …之内”
药品不可以放在小孩子伸手可及的范围内。 Medicine should not be left within reach of small children.

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。

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。

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。

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。

人教版高中英语必修三Unit5Canada-“TheTrueNorth”课文知识点解析

不是别的而是……
rather too稍微
3.The idea that they would cross the whole continent was exciting.
她们将横穿整个美洲大陆的想法令人兴奋不已。
that引导同位语从句，用来解释说明idea具体内容。
e.g.I have no idea when you will go abroad.
across the way
路对面，街对面
a long way off
在远处，离得远
all the way
一路上，沿路
(2)rather than胜于，宁口」，宁愿；倒不如说
e.g.I ' d rather play tennis than swim.
我宁愿打网球，不愿游泳。
These shoes are comfortable rather than pretty.
It has been a great grief for him as well.
这同时也是他的不幸。
6.The idea that you can cross Canada in less than five days is just wrong.
你们认为能在/、到五天的时间内横穿加拿大的想法是错误的。cross v.穿越，横过，勾划，错过。
这双鞋不好看，但是舒服。
American young people would rather get advice from strangers.美国的年轻人宁可从陌生人那里获取咨询。
would (had) rather...
丁愿用不
rather better than
似乎(较好)

Unit5 Canada “The True North”教学案例反思

Unit5 Canada —“The True North〞教学反思Unit5 Canada —“The True North〞教学反思本节课选的内容是必修3 Unit5 Canada—“the True North〞。

我将本节课设计为竞赛、导入、个人探究、互动交流、协作探究和商量及口头作文等九个步骤。

相比拟而言，这样的课文难度更大。

我充分发挥X网络课件的优势，使本节课的内容更加充实，容量更多。

既贯穿了所要学的知识，又拓展了课外知识，使得本节课学生在学习过程中兴趣更加浓厚 , 积极地自主探究，商量问题热烈，课堂气氛活泼！现将课堂教学反思总结如下：〔一〕信息技术与英语学科整合方面1、信息技术与英语学科内容的整合。

2、信息技术与英语学习模式的整合。

〔二〕英语课堂教学方面本节课英语教学中以问题为线索，采纳“任务驱动〞方法，让学生自主探究和协作探究为主，培养学生的自主学习能力。

故本人在这节课中通过安排学生的个人探究、协作学习、商量等各种形式来激发学生学习兴趣，主动阅读，有制造性的完成任务。

让学生在教师的指导下，通过感知、体验、实践，参与和合作等方法，完成任务的目标，感受成功：在学习过程中进行感情和策略调整，以形成积极的学习态度，促进言语实际运用能力的提高。

采纳师生交流方法导入自然亲切，拉近了师生之间的感情距离，营造出宽松的学习气氛，同时让学生了解有关加拿大的相关内容。

依据教师提出的一系列问题，学生自主搜索与加拿大相关的信息资料，然后以个人探究和协作学习相结合，并以各种的形式展示交流成果。

本人这节课安排探究和商量过程中的观点汇总等形式鼓舞学生借助小组活动的形式来合作，来表达，来思考。

能使学生在活动中相互学习、相互援助，相互鼓舞，体验集体荣誉感和成绩感，开展合作精神。

〔三〕存在问题：1、在口头作文这个环节里，学生们都非常积极踊跃，但由于时间关系，没能让任何一对同学展示他们的对话或短文。

这是这堂课的一个缺陷。

高中英语_Unit5 Music教学设计学情分析教材分析课后反思

Unit5 Music学情分析进入我校的高中生，英语是极其薄弱学科，很多学生尤其是不太重视英语学习的，缺少恒心和毅力，还有很多学生对英语学习失去了兴趣，甚至放弃了对英语的学习。

他们的主要表现在下面几个方面：1.学习英语的目的不明大多数人把学习英语看作是“被迫无奈”，而没有当作是多掌握了一样人生的语言交流工具。

因此，不少学生缺乏学习动力2. 缺乏积极的学习态度和毅力不少学生对英语学习的努力程度不够。

他们有学好英语的愿望，但缺乏学习的毅力，没有长期努力的思想准备。

他们不愿在英语学习上多花时间与精力，遇到困难很容易产生疲劳感，甚至厌烦感。

作为老师应尽量让课堂充满生气，提高学生自主学习的能力。

所以本节课设计的问题基本都是让大部分同学能够参与进来的，而且课上提倡主动回答问题。

3. 缺乏对英语的兴趣和信心兴趣是推动学习的重要力量。

如果学生对英语学习有兴趣，就会产生学习动力。

学生自信心越强，就越易学好英语，学习进步越大，学习的自信心就越足。

自信心强的学生英语学习水平较高，而缺乏自信心的学生，由于害怕出错，得到的操练机会少，语言能力提高就不明显。

因此提高自信心对提高英语学习水平非常重要。

所以我不会歧视课堂上的每一名学生。

4. 缺乏最基本的学习方法语言学习的最大特点是输出的能力是由输入量的大小来决定的。

也就是说，读得多听得多言语能力就会越强。

尤其是英语学科，就应该让学生尽可能多的“be exposed to English”。

针对以上情况，我在平时的教学中有意识的培养学生的学习兴趣，让学生明确英语学习的重要性。

不断教授一些学习方法，让他们多听多读，提问是有意降低难度，放慢速度，让更多的学生参与到口语练习中来。

对学生及时表扬，以鼓励为主，对缺乏自信的学生更是如此。

对于学生的问题，耐心指导，并表扬其学习态度。

除此之外，我还努力挖掘学生的有优点，做到有的放矢。

但是由于是新教材，他们又是高一新生，对于高中英语教材不是特别熟悉，本来对于新教材的学习就慢，所以本节课的内容讲授有一定难度。

高中英语Unit5 SectionⅡ 学案含解析新人教版必修3

Unit 5 Canada—“The True North”Section ⅡLearning about Language & Using Language一、词汇过关二、短语互译三、重点句式课文预读多伦多—蒙特利尔的“真北方”号列车[第1～4段译文]第二天早上，在她们的车窗外到处是灌木丛和枫树，挂满朱红、赤金和橘黄色的叶子，地面上覆盖了一层薄霜，表明秋天已经来到了加拿大。

大约在中午时分，她们到达了多伦多——加拿大最大、最富有的城市。

她们要晚些时候才动身去蒙特利尔，因此她们就在多伦多市内游览了一番。

她们登上了高高的加拿大国家塔，俯瞰下面的湖水。

在远处，她们可以看到在湖的南边尼亚加拉大瀑布上方升腾着的雾霭。

湖水流入尼亚加拉河，再经过大瀑布，流向大海。

她们看到了加顶的运动场，那是几支著名的篮球队的驻地。

当她们从港口区向北走的时候，李黛予说：“我妈妈的一个老同学林菲住在这里，我该到电话亭去给她打个电话。

”黄昏时分，她们在市区的中国城见到了林菲，这是多伦多三个中国城中的一个。

在一个名叫“粉珠酒楼”的餐馆里用餐时，这对表姐妹和许多年前就移居加拿大的林菲闲聊了起来。

林菲告诉她们：“我们在这里可以吃到可口的广东菜，因为这里的大多数中国人来自中国南方，尤其是香港。

很可惜你们不能一直走到加拿大的首都渥太华。

它在多伦多东北方约400千米处，因此要去那儿花的时间就太多了。

”[第5～7段译文]火车在那一夜的晚些时候起程了，第二天黎明时分到达了蒙特利尔。

在火车站，所有的人都在说法语。

指示牌和广告也都是法文的，但有些标注了小字体的英文。

刘倩说：“我们要到傍晚才动身，不如到市区去走走。

蒙特利尔老区是在水边上的。

”整个下午她们穿梭于布局可爱的商店中，还拜访了水边工作坊里的艺术家们。

当她们坐在一家自助餐厅里眺望广阔的圣劳伦斯河时，一个年轻人坐在了她们的身边。

“你们好，我叫亨利，是附近的大学生。

”他说道，“我想知道你们从哪儿来？”姑娘们告诉他，她们是坐火车来旅游的，要横穿加拿大，在蒙特利尔只待一天。

高中英语_Book 3 unit 5 A trip on ;The True North;教学设计学情分析教材分析课后反思

Unit5 A trip on “The True North”Teaching aims:1.To learn some information about Canada.2.To improve the students’ reading skills and grasp the application of the 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.StepⅠ 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 carefully. Just find out the key words.)China→__________→__________→__________→a wheat-growing province→__________→__________.Step Ⅰ 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 mainidea.Answer the following questions and get the main idea.1. Where is their next stop?_____________________ Mainidea:___________________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 ⅠRead 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 Ⅰ 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 Ⅰ Summary writing （概要写作）Summarize this passage according to the questions and main idea of each 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.学情分析教学内容分析：本节课的内容是人民教育出版社出版的高中教材必修3第五单元的Reading 部分，本单元的话题是Canada--- 李黛予等人在加拿大的旅游经历。

人教版高中英语必修3教案Unit 5 Canada

人教版高中英语必修3教案Unit 5 Canada ----- “The True North”The unit introduces the students to some basic information about Canada, its geography, its culture and its population. Canada is a big country. It is the second largest country in the world after Russia. It is also a beautiful country, especially in Autumn, you can see maple leaves in hundreds of different colors. Canada is a multicultural country as well, with citizens from European, Asian and African countries.The unit is essentially descriptive, although some questions can be introduced about different cultures.The functional items dealing with direction and locations can be easily applied to descriptions of China and other world geography.Four lakes: Lake superior (苏必利尔湖), Lake Huron(休伦湖), Lake Erie(伊利湖) and Lake Ontario(安大略湖).Total area: about 9,984,670 square kilometersPopulation: about 32,227,000, very sparsely populated countryLanguages: English 59.3% (official), French 23.2% (official), other 17.5%Administrative divisions: 10 provinces and 3 territoriesSports: Canada`s most popular sports include swimming, ice hockey, cross-country and Alpine skiing, baseball, tennis, basketball and golf. Ice hockey and lacrosse are Canada`s national sports.The national emblems(标志, 徽章) of Canada: There are two national emblems of Canada. One is the Canadian beaver, a clever and hardworking animal that has thick fur and a wide flat tail. It cuts down trees with its teeth. The second emblem is the Canadian maple leaf that is in the middle of the national flag which is considered an official symbol of Canada. The best time to see the leaves is autumn when the maple leaves turn hundreds of different colors. As the saying goes, “If you have never seen Canada in the fall, you have never known the meaning of brightly colored.”Niagara Falls: It is said that “if you haven`t been to Niagara Falls, you cannot be said to have been to Canada”. Three reasons make Niagara Falls exceed all the other falls in the world: First of all, it has a very long history as a tourist attraction. Secondly, it provides a unique sight to tourists. Thirdly, being situated on the Canadian-US border, it is very easy for tourists to get there. As a lot of young couples come here to celebrate their honeymoon, it is known as “the honeymoon capital of the world”.The first period: Warming up and ReadingImportant points: let the students read the passage and learn about the geography, population, main cities, natural beauty, and natural resources of Canada. Get t students to learn different reading skills.Difficult points: develop students` reading ability and enable them to learn about some basic information and talk about Canada.The passage describes a trip across Canada by train. The name of the train “the True North” is taken from a line in Cana`s national anthem.Step 1 Leading-in and Warming up1. Show them a map of Canada and talk about Canada. Then ask them some questions:1). What kind of country is Canada?(Canada is a multicultural country.)2). How large is it?(It is 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). What else do you know about Canada?(vary answers.)Step 2 Pre-reading1. Let students discuss the following questions:1). What is the longest trip you have ever taken?2). If you take a trip to Canada, what do you think you might see there?3). What three words would you use to describe Canada?2. Have students turn to Page 34 and look at the title of the reading passage and the pictures and predict what the passage is about. Then have the students read the passage quickly to see if they are right.Step 3 ReadingFast reading: read the passage and answer the following questions.1). What is the passage about?(It is about a trip of two girls, and it tells us some information about Canada.)2). What is “The True North”?(It is the train that goes across Canada / the cross-Canada train.)3). How many cities are mentioned in the text? What are they?(Five. They are Montreal, Vancouver, Calgary, Thunder Bay and Toronto.)2. Intensive reading: read the text carefully to understand the main idea of each paragraph and important details.Choose the best answers to each question.1). As you go eastwards, you can see the following things except------.A. mountainsB. thousands of lakesC. forests and wide riversD. cows2). Who will take part in the Calgary Stampede?A. Cowboys from StampedeB. people from CanadaC. Anyone who has a gift for ridingD. Cowboys from all over the world3). Which of the following statement is true?A. One can cross Canada in less than 5 day by trainB. Many people think Calgary is the most beautiful city in CanadaC. In fact, the population of Canada is more than thirty millionD. Ocean ships cannot reach Thunder Bay4). Which of the following shows the right route of the cousin`s travel?A. Toronto →Calgary →Vancouver →Thunder BayB. Vancouver →Calgary→Thunder Bay →TorontoC. Vancouver →Thunder Bay →Calgary →TorontoD. Toronto →Thunder Bay →Calgary →Vancouver(The answers: DDCB)4. Answer the following questions.1). What continent are the cousins crossing?(They are crossing The North America.)2). Why are they not flying directly to the Atlantic coast?(They want to take the train from west to east across Canada.)3). Why is the population of Vancouver growing so rapidly?(It is beautiful with mountains and oceans surrounding.)4). What happens at the Calgary Stampede?(Cowboys compete in riding wild horses for thousands of dollars.)5). How are ocean ships able to reach the center of Canada?(They can follow the St Lawrence River and the Great Lakes.)6). What are some of Canada`s greatest natural resources?(Canada has fresh water from its lakes and rivers and wood from its forests.)5. Reading and discussing: read the passage a third time and then discuss these questions.1) Which part of the reading passage interests you most?(I am most interested in the part about Calgary. I hope to visit it someday and see the Calgary stampede. I love animals, and I think it will be very interesting to see cowboys who have a gift for riding wild horses.)2) If someday you go to Canada, where will you go? Why?6. Dealing some language points:Help them analyze some difficult, long and complex sentences and guess the meaning of some new words and expressions. Encourage them to try to deal with the language points in the context. Give them some explanation if necessary.7. Listening and reading aloud:Ask them to read the passage aloud to the tape and let them pay attention to the pronunciation of each new words and the pause within each sentence.Tell them to pick out the useful collocations: be on a trip to, rather than, take the aeroplane, all the way, take the train, on the way to, chat about, as well as, less than, aboard the train, settle down, manage to do, catch sight of, be famous for, have a gift for, thousands of, in prizes, be amazed to do, at the top of, be surprised at, because of, fresh waterStep 4 Consolidation2. Complete the summary of the story with one word in each blank and retell the whole story.Li Daiyu and Liu Qian were on a trip across Canada. Instead of taking the aeroplane all the way, they would cross the whole continent of Canada in a train after arriving Vancouver by air.Danny Lin waited for them at the airport and gave them a brief introduction about Canada, the second biggest country in the world and Vancouver, the most beautiful city of the country, while taking them to catch the train, “The True North”.Having settled down in the seats, they looked out of the window at the wild scenery, the mountain goats, and grizzly bears. They went by the city of Calgary and arrived in Thunder Bay, a city at the top of the Great Lakes, learning more about Canada of its population resources and so on. Their last stop was Toronto, one of the southernmost cities in Canada.Step 5 HomeworkLearn the useful new words and expressions by heart.Read the reading passage again try to retell the passage.The second period: Learning about language: important language pointsThe emphasis of this period will be place on the important new words, expressions and sentence patterns in the parts Warming up, Reading, and Comprehending.Important points: enable students to grasp the usages of such important new words and expressions as surround, measure, confirm, impress, rather than, manage to do, and to master the patterns “The thought that they could cross the whole continent was exciting.” And “It is so wet there that the trees are extremely tall, some measuring over 90 meters”Difficult points: how to get students to understand some useful words and expressions as well as some long and difficult sentences correctly.Knowledge aims:1). Get students to learn and grasp the important useful new words and expressions in this part.2). Let students learn the following important useful sentence patterns:Rather than take the aeroplane all the way, they decided to fly to Vancouver and then take the train west to east across Canada. (rather than …..)The thought that they could cross the whole continent was exciting. (noun clause as the appositive)Going eastward, you will pass mountains and thousands of lakes and forests, as well as wide rivers and large cities. (present participle used as adverbial)Skiing in the Rocky Mountains and sailing in the harbor make Vancouver one of Canada`s most popular cities to live in. (make + O + O.C)It is so wet there that the trees are extremely tall, some measuring over 90 meters. (“pronoun + doing” used as adverbial)Because of the Great Lakes, they learned, Canada has more fresh water than any other country in the world. (more… than any other….)Step 1 RevisionCheck the homework exercises.Ask some students to retell the passage A TRIP ON “THE TRUE NORTH”.Step 2 Reading and findingGet students to read through Warming up, Pre-reading, Reading and Comprehending to underline all the new words and expressions or collocations.Step 3 Practice for useful words and expressions.Turn to page 36. go through the exercises in Discovering useful new words and expressions with students and make sure they know what to do.Step 4 Studying important language points1. multi- : multiparty多党的, multinational多民族的, multipurpose多用途的, multiform多形式的, multistory多层的, multimedia多媒体的a multicultural country多元文化国家2. be on a trip to…., go on a trip to…., make a trip to….., take a trip to….3. rather than: in preference to sb. / sth.I will have a lemonade rather than a coke.He was busy writing a letter rather than reading a newspaper.4. surround: cause sb. / sth. to move into position all round sb. / sthsurround sb. / sth. with sb. / sth; be surrounded with…..The fence surrounds the school.They have surrounded the town with troops.The house is surrounded by high walls.5. north of = to the north ofThey lives (to the) east of Los Angeles.It`s about four hundred kilometers northeast of Toronto.6. measure: find the size, length, volume, etc. by comparing it with a standard unit, asses, 估计, 衡量, 判定Mother measured me to see what size of dress I should have.It is hard to measure his ability when we haven`t seen his work.The room measures 10 meters across.Which measure do they use?They took strong measures against dangerous drivers.7. settle down: cause sb. to become calm, less restlessWait until the children settled down before you start the lesson.Have you settled down in your new job yet?8. manage to do sth. succeed in doing sth.The pilot managed to circle the balloon for some time.At first, no ready technical data were available, but we managed to go without.I just about managed to get up the stairs.9. catch sight of: see sb. / sth. for momentShe caught sight of a car in the distance.10. have a gift for: have natural talent or ability in sth. / doing sth.It seems he has a gift for learning language.She has a gift for music.Step 5 Using words, expressions and patternsDo exercises in Using words and expressions on page 70-71.Step 6 HomeworkFinish off the Workbook exercises.Learn the new words and expressions by heart.设计方案(二)Step 1 Revision1. Check the homework.2. Ask some students to dictate some useful new words and expressions.Step 2 V ocabulary study1. Let students review the new words and expressions in Warming up, Pre-reading, Reading and Comprehending and give time to students to ask their own questions.2. Explain the new words and expressions.Step 3 Practice for useful words and expressionsLet students do the following exercises and check the answers after most of them finish.1.Find words that mean the same to fill in the blanks.1). ------ bags that people take with them when they travel2). ------ a government member who is in charge of a government department3). ------ a short informal test4). ------ to take to someone in a friendly, informal way5). ------ on or onto a ship, plane, bus or train6). ------ general appearance of nature around you, especially beautiful nature7). ------ in or by a very small amount, so small that it almost cannot be seen8). ------ to be all around somebody or something on every side3. Make sentences with the useful expressions below.rather than, settle down, manage to do, catch sight of, have a gift forStep 4 Sentence focusAsk students to read through the Warming up and Reading to find out the difficult sentences they cannot understand and give time to students to ask their own questions. Explain them to the class.Step 5 Workbook exercises for consolidationAsk students to do the exercises in Using Words and Expressions on page 70-71 to consolidation what they have learned in this period.Step 6 HomeworkLearn the new words and expressions by heart.Finish off the Workbook exercises.Do exercise 3 on page 70-71 in the exercise book.Surf the Internet to find as much information about Canada as you can. Take notes and compare it withThe third period: Learning about language: GrammarThe teaching period mainly deals with the following: 1). Reviewing noun clauses as the subject; 2). Learning the new grammar item: noun clauses as the appositive.Important points: get the students to understand and use noun clauses as the appositive.Difficult points: enable students to learn how to use noun clauses as the appositive correctly.Step 1 Revision1. Check the homework exercises.2. Dictate some new words and expressions.3. Underline the noun clauses in each sentence of the following and then tell what kind of noun clause it is. What it was to become was a mystery.I don`t know who will help Henry to win the bet.His trouble is that he doesn`t know anyone in London.It has not been decided yet when the new restaurant will open.It looked as if it was going to snow.Do you know why he crossed his arms?Step 2 PreparationShow the following two sentences for them to see. Ask them to read each of them and then underline its appositive.Their friend, Danny Lin, was waiting at the airport.He was going to take them and their baggage to catch “The True North”, the cross-Canada train.The thought that they could cross the whole continent was exciting.We were very excited at the news that our team had won.Step 3 Grammar learning1. Reading and learning: turn to page 34 to read through the reading passage and find out all the sentences where noun clauses are used as the oppositive and underline them.The thought that they could cross the whole continent was exciting.Some people have the idea that you can cross Canada in less than five days, but they forget the fact that Canada is 5,500 kilometers from coast to coast.The girls were surprised at the fact that ocean ships can sail up the Great Lakes.2.Summing up: noun clauses as the appositive.同位语从句在主从复合句中, 用作同谓语的从句, 叫同位语从句. 它一般跟在某些名词( 如fact, news, truth, hop, problem, information, wish, promise, evidence, report, explanation, suggestion, conclusion) 等后, 用以说明或者解释前面的名词.连接词:A. 从属连词: that, whether等.The news that they had won the game soon spread over the whole city.We will discuss the problem whether the sports meeting will be held on time.B. 连接代词: what, who等.Next comes the question what you want to put in the box.I have no idea who he is.C. 连接副词: how, when, why等.I have no impression how he came back, perhaps by bike.I have no idea when he will be back.同位语从句与定语从句的区别:从形式上看, 同位语从句和定语从句很相似, 都是放在某一个名词后面, 但同位语从句不同于定语从句. 同位语从句对名词加以补充说明, 是名词全部内容的体现; 定语从句说明先行词的性质与特征, 与先行词是修饰与被修饰的关系.The news that our team has won is true. (同位语从句)The news that you heard is not true. (定语从句)That 在同位语中不作任何成分, 是从属连词; 而在定语从句中但任句子成分, 是关系代词.The fact that we succeeded pleased everybody.The fact that we talked about is very interesting.Step 4 Grammar practiceTurn to page 37 and do Exercise 2 in Discovering useful structures.Turn to page 71 and do Exercise 1.Step 5 Closing by a quiz.1). They have no idea at all -----.A. where he has goneB. where did he goC. which place has he goneD. where has he gone2). I have no idea ----- far the airport is from here.A. whatB. howC. it`sD. that3). The manager asked the question ----- I would like to be his secretary.A. ifB. thatC. whetherD. how4). ----- is a fact ----- English is being accepted as an international language.A. It; thatB. That; thatC. It; whichD. As; that5). The reason ----- she didn`t say anything was ----- she was ill.A. why; thatB. why; becauseC. that; whyD. why; why6). There is a new problem involved in the popularity of private cars -----road conditions need to be improved.A. thatB. whichC. whereD. when7). The question has been raised at the meeting ----- each member country should share the expenses of the committee. A. which B. if C. what D. whether8). There is a common belief among them ----- rubbish can and should be put to good use.A. whichB. ifC. whetherD. that9). Information has been put forward ----- more middle school graduates will be admitted into university.A. whileB. thatC. whenD. as10). It is no longer a question ----- man is learning more and more about space.A. whetherB. thatC. ifD. how11). Several years ago no one had any idea ___ Xiao Shenyang could become so popular all round the country.A. whetherB. whatC. thatD. when12). Most students who learn English will meet with a problem ____ they can remember so many English words. A. when B. where C. that D. how13). There is feeling in him ____ he will make much money after this project.A. whichB. whatC. thatD. how14). The man looked so familiar, but I didn`t have any idea ____ I had met him before.A. whichB. howC. thatD. where15). There is no doubt _____ we can defeat A/H1N1 finally.A. whetherB. thatC. whatD. if16). MR Green asked the boy a question _____ he could guide him to the headmaster`s office.A. whetherB. thatC. whatD. if17). The view ____ Dr Smith raised at the meeting was paid much attention to.A. howB. whatC. whichD. why18). Gordon asks me the question whenever he meets me _____ the work ____ he has been doing for several years is worth doing.A. that; thatB. when; whichC. where; whatD. whether; 不填19). It was a matter of _____ would take the position after Bob`s retirement.A. whoB. whoeverC. whomD. whomever20). Lucy explained to her doctor _____ her headache had begun one year before, and ______, only because of this, she had failed the exam.A. when; howB. how; howC. how; whenD. why; why( Answers: ABCAA ADDBB CDCDB ACDAB)Step 6 HomeworkFinish off the Workbook exercises.Preview the reading passage “The True North” FROM TORANTO TO MONTRAL on page 38.The forth period: Using Language: Listening and talkingThe listening passage introduces information about the cultural and racial composition of Canada. Canada is one of the few countries that have an official multicultural policy. The population is changing rapidly and immigrants from China are among the most numerous recently.Important points: develop students` listening ability and enable them to master different listening skills in order to get them to talk about the major similarities and differences between China and Canada.Difficult points: get students to listen to the materials and talk about the similarities and differences between Canada and China.Step 1 Revision1. Check the homework exercises.2. Ask some students to translate some sentences using noun clauses as the appositive.1). 他登上月球的消息迅速传遍了全国.2). 将军下达了战士们立即过河的命令.3). 是否该做这件事,这一问题使他很烦恼.4). 你不知道我有多么着急.5). 他突然想到敌人可能已经逃出城了.Step 2 Warming up1. Tell students to turn to Page 37. and listen to the material after having discussed the main idea.2. Play the tape for them to listen and do the exercises according to the information.1). Canada is a mixture of ----------------------.2). Canada encourages people to keep ------------------.3). If you live in the province of Quebec, ------------------------.4). Native Indians and Inuit are trying to -------------------------.5). More than ------------ languages are used in radio and TV programs.6). You may find areas where ----------- live near each other.7). The families --------------- are usually all mixed up.Step 3 Listening on Page 691. Turn to Page 69. First, ask them to read through the directions and the exercises to make sure they know what to do. Then, get them to do some exercises.2. Play the tape for them to listen two times.True or false exercises:1). China is over 7000 kilometers from east to west.2). Both China and Canada have mountains in the west of the country.3). The Great Wall cannot keep the desert`s dust away from Beijing.4). China has 15 neighboring countries while Canada only has one.5). Canadians cannot talk with people in their neighboring country because they do not speak English.Step 4 TalkingShow them a map of Canada and a map of China and get them to talk about the similarities and differences between Canada and China.Step 5 Listening Task on Page 721. Turn to page 72 and tell students: we are going to listen to the introductions of three famous Canadians in different areas of work.Step 6 SummaryWe mainly focus on the listening ability. It is very important. If your listening is poor, you had better practice more. The more you listen to English, the better your listening is. Remember: Practice makes perfect.Step 7 HomeworkFinish off the homework.Read the listening texts again and try to learn more about Canada from them.The fifth period: Extensive readingIn this period, the teaching emphasis will be put on developing students` reading ability by reading extensively.Important points: develop students` reading skills by extensive reading.Difficult points: get students to understand some difficult and long sentences by using reading strategies such as skimming and scanning.Step 1 RevisionCheck the homework exercises.Ask some students to talk about the major similarities and differences between China and Canada.Step 2 Leading-inHave some students to retell the reading passage A TRIP ON “THE TRUE NORTH”.Turn to page 38 to read another passage “THE TRUE NORTH” FROM TORONTO TO MONTREAL and learn more about Canada.Step 3 Reading1. Ask students to read the passage quickly and then do the following as soon as possible.1). Tick out the things mentioned in the text.(1) the climate in Canada(2) the population in Toronto(3) the CN Tower in Toronto(4) Toronto`s economic(5) a lake which is on the north side of Niagara Falls(6) good Cantonese food(7) famous restaurants in Toronto(8) the old Montreal(9) the location of Montreal(10) brief introduction to MontrealThe answers: (1) (3) (5) (6) (8) (10)2. How many parts can the passage be divided into? Write out the main idea of each part.Part one (paragraph 1): Fall had arrived in Canada.Part two (paragraph 2-4): Their tour of the city Toronto.Part three (paragraph 5): Their travel in Montreal.Part four (paragraph6): They left for the east coast.3.Ask students to read carefully and do the following questions:1). What can sometimes be seen from the CN Tower in Toronto?(Sometimes the misty cloud that rises from Niagara Falls can be seen from the CN Tower.)2). Why is there good Cantonese food in Toronto?(There is good Cantonese food in Toronto because most of the Chinese people there came from South China, especially Hong Kong.)3). Which direction is the train going from Toronto?(The train is going east from Toronto.)4). What are the three things that show Montreal a French city?(Good coffee, good bread and good music show that Montreal is a French city.)5. Ask students to read the passage again and find out the useful collocations: from…to…, the next morning, on the ground, around noon, leave for, go on a tour, in the distance, on the south side of, on one`s way, home of, a telephone booth, around dusk, over dinner, chat with sb. come from, South China, go as far as, at dawn, be close to, spend…..doing, be on a train trip, dream ofStep 4 Important language points1. confirm: provide evidence for the truth or correctness of; establish the truth of; make definite or establish more firmly批准, 肯定证实Please confirm your telephone message by writing to me.My employer will confirm that I was there on time.The new minister will be confirmed in office by the Queen.2. not….untilWe do not leave until this evening.The noise in the street didn`t stop until midnight.3. go on a tour: visit; go on a tripWe went on a tour of the museum the other day.5.in the distance: far away 在远处The man standing in the distance is my head master.6.as far as: to the place mentioned, but no furtherI walked as far as the foot of the mountain.Sarah has read as far as the fourth volume.7.broad:a broad street, avenue, river, canal.A river twenty meters boardThere is broad support for the government`s policies.A man of broad views 心胸豁达的人Step 5 Reading TaskStep 6 HomeworkFinish off the Homework exercises.Learn the useful new words and expressions by heart.Tell your friends or family something about Canada.The sixth period: Using language: Speaking and writingImportant points: develop students` speaking and writing ability and get them to use the expressions of direction and position.Difficult points: how to develop students` speaking and writing abilities.Step 1 RevisionCheck the homework exercises.Ask some students to retell the passage “THE TRUE NORTH” FROM TORONTO TO MONTREAL.Step 2 Warming up2. Ask students to ask and answer questions in pairs by using the useful expressions.Step 3 SpeakingShow them some adjectives to express one`s feeling: excited, afraid, terrified, worried, pleased, tired, happy, impressed, surprised, amazed, satisfied …..Get them to make a dialogue to talk about two or three more impressive things and their feelings when they experienced something.Step 4 WritingTask: write a short passage about the two or three most impressive things during the trip across Canada.Step 5 HomeworkReview the contents of the unit and note down the important words and expressions.Write a short report.补充练习1. Word spelling.1). They came from Canada, so they are Canadians.(加拿大人)2). The new minister(部长) will be confirmed(批准) in office by the Queen.3). This world we live in is divided into seven continents.(大陆)4). The scenery(风景,景色) in the mountains is very beautiful.5). She has always been surrounded(包围, 环绕) with fashionable friends.6). They took strong measures(措施) against dangerous drivers.7). We reached the harbor at sunset.(港口)8). It is a tradition that the young look after the old in the family.(传统)9). The animals were terrified by the storm.(吓坏)10). His words are strongly impressed on my memory.(使印象深刻)2. Fill in the blanks with the expressions give below. Use each expression only once and make changes where1). I cold see the faint gleam of light in the distance.2). After retirement, the old man settled down in a faraway village.3). He has a gift for making everyone around him feel happy.4). Rather than risk breaking up his marriage he told his wife everything.5). She caught sight of a car in the distance and ran towards it.6). The pilot managed to circle the balloon for some time.3. Choose the best answers:1). Information has been put forward ----- more middle school graduates will be admitted into universities.A. whileB. thatC. whenD. as2). ------ is no possibility ----- Bob can win the first prize in the match.A. There; thatB. It; thatC. There; whetherD. It; whether3). There is much chance ----- Bill will recover from his injury in time for the race.A. thatB. whichC. untilD. if4). Nobody believe his reason for being absent from the class was ----- he had to meet his uncle in the airport.。

高中英语阅读课人教版必修三《Unit5Canada-TheTrueNorth》说课稿子

高中英语阅读课人教版必修三《Unit 5 Canada-The True North》说课稿Good afternoon everyone,It is my great honor to be here to share my teaching ideas with you! The content I chose is the reading part of Unit 5. Now let me introduce it in detail.The teaching goal of this period is to enable Ss to catch the main idea by fast reading. Then to find out the detailed information through careful reading. The third is to express themselves with the language learned in class.The goal of learning ability is to develop Ss basic skills: Listening, Speaking, Reading and Writing. Of course, the centre of this lesson is to practice reading, including predicting, skimming, scanning and digesting. Meanwhile I will encourage Ss to practice, participate and cooperate in the classroom activities, and provide the students with the situations where they can acquire knowledge naturally.As for the teaching method, I will adopt communication method,task-based method and cooperation study method. With the help of the computer, I believe the efficiency of our class will be greatly improved. The teaching steps are as follows:Step 1 is Warming-upIn this step, I will ask Ss to talk about something about Canada and do the quiz on their books to arouse their interests in learning English.Step2. Pre-readingAsk Ss to think about the question “What is the longest trip you have ever taken?” Then let the Ss to look at the map of Canada and discuss the question “If you take a trip to Canada, what do you think you might see there?” in pairs. And then look at t he picture to predict the main idea of the passage.Step3 Fast-readingIn this step, I will ask Ss to read the text as quickly as possible to catch the main idea of the passage and get a brief impression of Canada. By dong so, I will train Ss skimming skills.Step 4 Careful-readingIn this step, I will let Ss read the passage carefully and answer the following questions according to the passage. The purpose is to train Ss to get some important facts and some detailed information and improve the ability of scanning skills.Step 5 Post-readingFor the Ss to understand the text better, I will get the students to analyze several difficult sentences to smooth away the difficulties of understanding the text. And then I will give Ss 5 minutes to retell the passage.Step 6 DiscussionIn this step, the Ss will be asked to have a discussion in groups about the question, “If someday you go to Canada, where will you go? Why? ” Then I will invite several groups to report their work to the whole class in public to overcome their shyness. I think to use the language is the most important, so while teaching them, I always provide more opportunities for Ss to practice and cooperate in our class.Step 7 SummaryIn this step, what the Ss will do is to appreciate the beautiful scenery of Canada as well as listening to the tape so that they can revise what they have learned in the class.Step 8 HomeworkWrite a composition about the summary of the passage.This is about my teaching, and during my teaching, I will try my best to make my class alive and encourage them to practice more and act more. I believe I can arouse their interests in learning English.That’s all. Thank you.人教版高中英语必修3 Canada-The True North教学设计说课教案语言材料分析（一）学生分析教学对象为高中一年级普通班学生，他们是由极个别学优生与绝大部分学困生组合而成的班级，智力发展趋于成熟，但英语学习与运用能力偏低。

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。