吉林省公主岭市第五高级中学人教版高中英语必修3Unit 5 Canada — The True North 课件(共26张PPT)

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。

Unit 5Section ⅠⅠ.句法填空1．He managed to_survive(survive) the financial storm.分析：考非。

manage to do sth.法做某事。

2．Please go aboard the ship quickly. There is only 10 minutes left.分析：考短。

句意：快点上船，只剩下十分了。

go aboard 上 / 船/火等。

3．As we all know ，the government is taking measures(measure) to prevent the river from being polluted.分析：考固定搭配。

句意：我都知道，政府正采纳举措阻挡河流被染。

take measures to do sth.采纳举措做某事，固定搭配。

4．He came all the way to China for learning it better rather than for making money.分析：考固定搭配。

句意：他不万里到达中国是了更好地认识中国，而不是。

rather than 而不是。

5．Surrounded(surround) by a group of children ， the old man looked very happy.分析：考非。

句意：被一群孩子着，老人看起来很幸福。

surround ，与the old man 之被关系，故用去分形式作状。

6．The country had been at war for a long time ， but life there settled down finally.分析：考短。

句意：个国家于争中已有很一段，可是那边的生活于安下来了。

settle down 平定，安。

7．— She can speak seven languages.—How great ！It seems that she has a gift for learning languages.分析：考介。

人教版新课标必修三Unit5Canada人教版新课标必修三Unit 5 Canada—“The True North”Ｉ．单元教学目标技能目标Skill GoalsTalk about the basic information about Canada— location, main cities, customs and cultural diversity.Learn how to read a traveling report and use maps.Learn to express directions and positions.Master the Noun Clause- Appositive clause.Learn to write a report to express what you hear and see in a place.目标语言表示方向的句式Where is...?How does one go to...?In what direction is...?Is... close to/far from...?How far is...?表示位置的句式It is/lies in the north/south of...It is/lies to the south/east/northwest of...[来源:学科网]It is within...Kilometers of...It is/lies on the west/east.The place is on the border.You go along the coast.It is east /west of...It is far away from...One goes northward.四会词汇Quiz Canadian minister continent baggage cha t scenery eastward westward upward surround harbor measure aboard eagle within border slight acre urban topic mix mixture bush maple frost confirm wealthy distance mist misty schoolmate boothdowntownapproximately dawn b uffet broad nearby tradition terrify terrified pleased impress impressive词组Prime minister, rather than, settle down, manag e to do, catch sight of, have a gift for, in the distance语法Noun clause as the appositiveI I．教材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。

Unit 5 Canada—The True North教学案2第一部分教学设计说明About the topic and the structures单元话题和结构本单元以节日为话题,介绍了世界各地的一些节日的含义、由来和民俗。

通过本单元的学习,可以帮助学生更多地了解节日、体味文化;同时又可以引导学生理解、尊重不同的文化和习俗。

本单元语言功能项目是：方向、位置和情感。

本单元语言结构项目是“名词从句作同位语”。

本单元还要求学生学习写作“描写文：报道”。

Period 1Reading阅读课Warming Up课本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。

教师也可以参考本书提供的Warming up by talking about Canada或者Warming up by looking and listening导入新课。

Pre-reading课本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?” 教师也可以利用本书Pre-reading by questioning and answering进行操作。

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。

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。