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必修3 Unit 5 Canada—the True North主题语境：人与社会—旅游与文化语篇类型：旅游日志单元话题：Canada—the True North►Learning Objectives: At the end of the class, students are able to1. obtain the information about the trip on Canada;2. find and summarize the basic facts about Canada;3. share what they learn about Canada and meanwhile they are able to put whatthey learn into application;4. tell the similarities and differences between China and Canada based on whatthey have learnt.►Difficult PointsThe girls’ experiences during the travel and summary of the basic facts about Canada.►Teaching ProcedureStep I. Lead-in: show students a picture of a friend’s moments(朋友圈) with some pictures about CanadaT: Can you guess where these photos were taken?S: Canada.T: How do you know that?S: Because of the maple trees.T: Great. As we know, maple is a symbol of Canada. It seems you know something about Canada, and let’s have a quiz first to see how much you know about Canada.【设计意图】用地球人都在用手机发朋友圈晒旅游的方式导入，贴近学生的生活，容易激发学生的学习热情；同时，由于学生已经在课文理解之前，按要求收集了加拿大的相关信息，采用晒图片的方式更易唤醒学生的已知，给学生成就感的同时，很自然的过渡到文本的话题—加拿大，过渡到下一环节。
教学设计Period 1: A sample lesson plan for reading(Canada ——“The True North”)AimsTo help students develop their reading abilityTo help students learn about CanadaProceduresI. Warming upWarming up by discussingGood morning, class. Today we are going to read about Canada ——“The True North” . But first, I’d like to have you work in groups and list some questions.Warming up by watching and listeningHi, every one. Look at the photos and listen to me telling you about some information about Canada.1.Which is the national flag of Canada?2.Which is the national flower of Canada?3.What is the capital of Canada?4.what language(s) do Canadians speak?5. What is the largest city of Canada?6.What is the second largest city and the largest harbor in Canada?Warming up by learning vocabularyTurn to page , and go over the vocabulary list for Unit 5. Find out the relationship between the spelling and the pronunciation.Period 2. Reading1. Listening to the recordingNow please listen to the recording of the text A trip on “The True North” Pay attention to each word and the pauses within each sentence. I will play the tape twice.2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Collocations from A trip on “The True North”Surround 围绕；包围measure判定eastward 向东settle down 定居；平静下来；专心于manage to do设法做catch sight of 看见；瞥见have a gift for 对…有天赋rather than 与其；不愿would do rather than do would rather do than doprefer to do rather than do 宁愿做某事而不愿做某事so + adj/adv + that so + adj + a(an) + 单数+ thatso + much/many/little/few +n+ thatsuch + a(an) + adj + 单数+ that such + adj + 复数+ thatmanage to catch sight of catch sight oflose sight of in sight out of sight come into sight3. Reading and transferring informationRead the text again to complete the table listing A trip on “The True North”VancouverRocky Mountains.Calgary…Thunder Bay…Lake SuperiorToronto4. Reading and understanding difficult sentencesAs you have read the text, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me.1.They managed to catch sight of some mountain goats and even a grizzly bear and an eagle.2. A number of cowboys have a natural ability to ride wild horses and they can get a lot of money if they win the competition.3.Many of them have a gift for riding wild horses and can win thousands of dollars in prizes.Period 3.If you go to Canada , where will you go ?(Vancouver , Calgary , Thunder Bay ---) why ?学情分析我校高一学生的英语基础知识较为薄弱，虽然经过三年多的初中英语学习，运用英语进行交际活动的能力还是比较差，对于疏通语句，理清文章大意还存在一些困难，良好的阅读习惯和技巧还没充分掌握。
必修三第五单元教课方案教课目的：1.知识与技术目标（1） Get students to learn the useful new words and expressions in this part.（2） Let students learn the knowledge of Canada.（3） Talk about the basic information about Canada location , main cities...（4） Phrases: rather than, settle down, manage to do, catch sight of ,have a gift for2. 过程与方法目标（1） preview new words and expressions.（2） Teamwork: to find some basic information about Canada.（3） Make up stories according to the new words and expressions.3.感情、态度与价值观目标（1） Stimulate students ’ interest in learning about foreign countries.（2） Develop students ’ sense of cooperative leaning.教课重点及难点：1.教课重点（1） Get students to learn the useful new words and expressions in this part（2） Let students learn the knowledge of Canada.2.教课难点（1） Develop students’ sense of cooperative leaning.(2)Enable students to learn about some basic information and talk about Canada.教课过程：Step one: lead-inShow some pictures to students Canada: basic information , national flag, national animal, capital city...Step two: skimming1)What is the passage mainly about?It is about _____ of two girls; and it tells us some information about ______.2)What is “ The True North ”?The True North is a name of_____________________.Step three: scanning find the main idea of each paragraphPart1 para(s)_____what they really saw and felt after boarding the trainPart2para(s)_____brief introduction of their tripPart3para(s)_____heir chat on their way to the stationStep five: careful readingTask one: True or False.____ 1. They will take the train across Canada westward.____ 2. You can cross Canada in less than five days.____ 3. Vancouver is the coldest part in Canada.____ 4. It is so wet in Vancouver that the trees are tall.____ 5. Canada is a large country with a small population.____ 6. The ocean ships cannot go to Thunder Bay.____ 7. Toronto is to the south of Thunder Bay.____8. Their trip across the whole continent was exciting because of some great scenery.____9. Their cousins took them and their baggage to catch“ The True North”. ____10. Canada has more fresh water than any other country in the world.Task two: fill in the blanks.Place InformationVancouver● Itis __________ by mountains and the Pacific Ocean.● Peoplecan ___ in Rocky Mountains and sail inthe ________ .● Wetclimate makes the trees extremely tall, some _________ over 90 meters.Place InformationA wheat-growin● Farmscover thousands of square _____ .g provinceThunder Bay● Itis a busy port city at the top of the Grate Lakes in an ______ area.● Oceanships can sail up ______________ .Place InformationThe Rocky● Thecousins and their friend managed to ____________ some mMountains ountain goats, a grizzly bear and an eagle.Calgary● Itis famous for ____________________.● Manycowboys _____________riding horses and can win thousands of dollars in prizes.Step six:discussionIf you go to Canada, where will you go? Why?Tips:Beginning: If I have the chance to travel to Canada, I prefer to go to ___, which impressed me most. ____ is a⋯city. The reasons are as follows:Body: Firstly,⋯Then,⋯ . Besides,⋯.Ending: So I’ d like to choose ____.学情剖析经过一个学期的高中学习，学生已经大概感觉到了高中英语学习的特色——话题宽泛，词汇量大，句式构造复杂，大多着重能力培养。
Unit5 Canada-The True NorthWarming-up and readingTeaching goals1. Target languagea. key words and phraserather than, baggage, scenery, eastward, chat, surround, harbor, measure, aboard, havea gift for, within, manage to do, catch sight of, eagle, acre, urbanb. key sentences2. Ability goalLearn how to describe the places that Li Daiyu and Liu Qian visit in Canada. 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’ reading ability - guessing words, searching for information. Learn the information about Canada.Master the expressions for describing directions and locations.Teaching important pointsa. Find the answers to the questions in reading.b. Know something about Canadac. Learn to read the traveling report according to the traveling route.Teaching methods1. Skimming and scanning;2. Asking-and-answering activities;Teaching aidsA computer, a projectorTeaching procedures & waysStep 1 Lead-in and Warming UpShow students a piece of news which is about the China-Canada tourism year 2018,and choose four students as newscasters to read the news. Read the new words together.Ask the question:1.As audience, after listening to the news, do you have any opinions about theChina-Canada tourism year?2.Do you want to travel in Canada?Step 2 Pre-readingLook at the title of the passage, read and find out what is the“the true north”.Step 3 reading1. Read para1 and fill in the blanks.2. There are some numbers in para2-5, read the passage quickly and find out what the numbers refer to.Second5500320thirtyone-third3.Draw the route of the two girls traveling across Canada. Give students 3minutes todraw the route and show them the picture of the route.4.Some places are described in detail, read again and try to find the detailedinformation about the five places.Step 4 Post-readingGroup work1Give some information about one city in Canada and let the others guess the name of these places.Today I’d like to introduce one city.It is + adj. …It has …We can + verb.Group work 2: group discussionDesign a route for traveling. Which cities would you like to visit in China? What can you see in these cities?Step 5 HomeworkFind out the language points in this passage.Based on group work 2, write a passage about your traveling route in China.学情分析在我校高中阶段，英语学习是不少学生的薄弱点，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“为了高考”是“被迫无奈”，而没有当作是多掌握了一样人生的工具。
Unit 5 Canada--“The True North”知识总结重、难点解析1. The idea that they would cross the whole continent was exciting. (Reading) (1) 句中that they would cross the whole continent是the idea的同位语从句。
一些名词如idea, opinion, view, news, information, message, advice, suggestion, plan, order, promise等，后面可以跟that引导的同位语从句，用来说明其内容。
如：All of us were pleased at the news that the Chinese team took second place in the 28th Olympics.中国代表团在第28届奥运会上获第二名的消息让我们感到非常高兴。
All of us agreed with her plan that we would have a picnic next weekend. 我们大家都赞成她的那项计划：下个周末我们将去野餐。
(2) that引导同位语从句和定语从句是有区别的：that引导同位语从句时仅起连接作用，不充当任何成分，也无意义，但不能省略，也不能用which替代；that引导定语从句时，要充当一定的句子成分（主语、宾语、表语），作宾语时可以省略，指物时可用which替代。
请比较下面两个句子：The news that our team had won soon spread all over the country.（that在句中不作成分，也无意义，它引导的是同位语从句，说明the news的内容）The idea that you came up with at the meeting is wrong.（that在从句中作came up with的宾语，它引导的是定语从句，修饰the idea）2. They went through a wheat-growing province and saw farms that were thousands of square kilometres in size. (Reading)句中in size表示“（面积等的）大小”，类似的短语还有：in height(高度), in area(面积), in weight(重量), in length(长度), in depth(深度)等，这类短语可转换为the size / height / area / weight / length / depth of ...结构。
Module 3 Unit 5 Canada-The True North一．教材分析这一课是本单元第一个课时。
在上这一节课前学生对课文内容相关的知识了解不多，由于这课出现的单词比较多，我在课前教他们读了一下。
我觉得合理使用手中的教材，根据学生实际水平进行整合或增减的教学设计，才能让不同层次的学生在课堂上都有所收获。
二、学情分析我任教的是高中一年级B班学生，本班学生的水平参差不齐，两极分化严重。
因此在教学过程中，布置的任务要兼顾各个层次的学生，使他们都有所收获，有所进步。
三、教学目标1. 知识目标1)G rasp the useful important words and phrases of this unit2)Learn the geography, population, main cities, natural resources of Canada.2. 能力目标1) Learn how to read a traveling report and pictures.2) Practice listening and speaking ability.3) To learn the writing style of this passage.3. 情感目标(1) Learn how to read a traveling report and use maps.(2) Learn to love the nature.四、教学重点1.To develop the students’ reading ability.2. To learn the writing style of this passage.五、教学难点1.Talk about the basic information about Canada.2.Master the noun clauses-appositive clause.六、教学方法1.task-based teaching and learning2.cooperative learning3.discussion,skimming,scanning七、教学过程（一）warming-up引入1、Have a quiz in Warming up.为学生展示有关加拿大的图片。
人教版高中必修3 Unit5 Canada——“The True North”Reading I教学设计I. 教学目标1. Language goalsa. Learn the use of the following words and phrases: minister，surround, harbor, measure, aboard, have a gift fo r, 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 t hem freely.2. Ability goals1) Learn how to describe the places that Li Daiyu and Liu Q ian visit in Canada.2) to understand the details of the passage about Canada an dfind the correct answers to the questions after reading.3. Learning ability goalsImprove the reading ability -using key words to search 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 .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． Making use of a map.V. 学情分析本课为高一第二学期必修三第五单元内容。
第五单元测评（用时：120分钟满分:150分)第一部分听力（共两节,满分30分)第一节（共5小题；每小题1。
5分,满分7.5分)听下面5段对话.每段对话后有一个小题,从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置.听完每段对话后,你都有10秒钟的时间来回答有关小题和阅读下一小题.每段对话仅读一遍。
1.When will the man invite the woman to dinner?A.On the evening of May 5th。
B.On the morning of May 15th。
C。
On the afternoon of 15th.2.What’s the matter with the woman?A.She has a headache。
B。
She has a toothache。
C.Her back hurts.3。
Where does the dialogue take place？A.In the office。
B。
At the man’s house.C.In a restaurant.4.What kind of person is the woman?A。
An American.B.A customer。
C.A salesgirl。
5。
Why did the man come here？A.On holiday.B.On a visit.C.On business.第二节(共15小题;每小题1.5分,满分22.5分)听下面5段对话或独白。
每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。
听每段对话或独白前，你将有时间阅读各个小题,每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。
每段对话或独白读两遍。
听第6段材料，回答第6至8题.6。
What are they talking about?A。
Unit 5 Canada—“The True North”第一部分《金色教案》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”。
《金色教案》教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。
但在实际教学过程中，建议教师依据学生基础、教学条件、学校安排的因素，对课本、对《金色教案》教学设计重新划分课时，裁剪、拼接使用提供的材料，以便“物尽所用”，达到最佳教学效果。
教师也可以参照《金色教案》提供的“实际教学过程课时划分建议”进行教学。
Period 1 Reading 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。
R eading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。
单元主题： Canada---“The True North”
第1步：选择单元（模块1第2节后完成）
请选定一个您所教的、且包含有项目学习要素（如探究活动、高级思维、真实情境、自主学习、合作学习等）的单元。
在下面空格处简要介绍这个单元，包括您当前所使用的评价方法。
第2步：21世纪技能（模块1第2节后完成）
在模块一中您学习了在教学中考虑21世纪技能的必要性。
那么，在您选定的这个单元中，您将在什么地方来培养21世纪
技能呢？请在下表中至少列出您将整合在单元中的三个21世纪
修订后的单元概述：
考虑在本单元培养某种21世纪技能后，您的单元设计是否发生了变化？在下面空格处重新介绍这个单元，清晰简洁地介绍
第3步：创建一个评价量规（模块2第4节后完成）
您可以选择已有的量规，也可以创建新的量规。
选项A：选择即有量规
从评价项目库中选择一个作品和展示量规或一个评价21世
选项B: 创建一个新量规
使用下面的表格为您的单元创建一个新的量规。
创建了量规后，请描述您将怎样在选定的单元中使用该量规。
《加拿大蜜月规划路线图---重点景点介绍》宣传册评价量规
第4步:在教学活动中嵌入评价（模块3第
1节后完成）
在您的单元中，如何在课堂教学中使用思维导图、日记、作品与展示等评价。
第5步：更多的评价（模块3第4节后完成）
非正式的讨论、自评、互评、观察、讨论会等都可以作为评价计划中的重要组织部分。
描述您将如何在单元中包含这些评价。
（湖北专用）高中英语 Unit 5 Canada “The True North”单元质量评估新人教版必修3(120分钟150分)第一部分听力(共两节, 满分30分)第一节(共5小题; 每小题1. 5分, 满分7. 5分)听下面5段对话。
每段对话后有一个小题, 从题中所给的A、B、C三个选项中选出最佳选项, 并标在试卷的相应位置。
听完每段对话后, 你都有10秒钟的时间来回答有关小题和阅读下一小题。
每段对话仅读一遍。
1. How is Peter trying to lose weight?A. By going on a diet.B. By eating more fruit.C. By riding a bike.2. Who will receive the present?A. The man’s mother.B. The woman’s father.C. The man’s father.3. What are the two speakers probably doing?A. Walking down a hill.B. Climbing stairs.C. Discussing a trip.4. What sport does the man like best?A. Swimming.B. Skating.C. Skiing.5. Where are the two speakers staying?A. In a restaurant.B. On a farm.C. At the man’s home.第二节(共15小题; 每小题1. 5分, 满分22. 5分)听下面5段对话或独白。
每段对话或独白后有几个小题, 从题中所给的A、B、C三个选项中选出最佳选项, 并标在试卷的相应位置。
听每段对话或独白前, 你将有时间阅读各个小题, 每小题5秒钟; 听完后, 各小题给出5秒钟的作答时间。
精选教课教课设计设计| Excellent teaching plan教师学科教课设计[ 20–20学年度第__学期]任教课科： _____________任教年级： _____________任教老师： _____________xx市实验学校Unit 5 Canada---- “The True North ”教课内容剖析本单元的中心话题是加拿大——李黛予等人在加拿大的旅行经历。
学生经过本单元学习，能够初步认识加拿大的一些基本状况，包含地理环境，各大城市特色以及人文活动等。
“热身”（Warming Up ）部分是一个小测试，看看学生对加拿大这个国家认识多少。
采纳小测试活动，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，设计自己的旅行经历和对加拿大的认识，这些问题与文章密切有关。
学生经过讨论这些问题，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探望表兄妹的旅途见闻。
乘火车横穿加拿大以前，他们的朋友林丹尼向他们介绍了加拿大的概略，包含面积、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。
她们半途停靠卡尔加里（Calgary），谈到卡尔加里大赛马会（ Calgary Stampede）。
加拿大地广人稀，多半人住在美加两国边疆。
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。
考察学生找文章详细信息的能力.语言学习”（ Learning about Language ）部分包含“词汇学习”和“语法学习”这两部分内容。
“词汇学习”部分第一介绍构词法，加前缀或后缀而构成派生词；而后经过各种存心义的练习形式，帮助学生更好的记着和运用单词。
单元主题： Canada---“The True North”
第1步：选择单元（模块1第2节后完成）
请选定一个您所教的、且包含有项目学习要素（如探究活动、高级思维、真实情境、自主学习、合作学习等）的单元。
在下面空格处简要介绍这个单元，包括您当前所使用的评价方法。
第2步：21世纪技能（模块1第2节后完成）
在模块一中您学习了在教学中考虑21世纪技能的必要性。
那么，在您选定的这个单元中，您将在什么地方来培养21世纪
技能呢？请在下表中至少列出您将整合在单元中的三个21世纪
修订后的单元概述：
考虑在本单元培养某种21世纪技能后，您的单元设计是否发生了变化？在下面空格处重新介绍这个单元，清晰简洁地介绍
第3步：创建一个评价量规（模块2第4节后完成）
您可以选择已有的量规，也可以创建新的量规。
选项A：选择即有量规
从评价项目库中选择一个作品和展示量规或一个评价21世
选项B: 创建一个新量规
使用下面的表格为您的单元创建一个新的量规。
创建了量规后，请描述您将怎样在选定的单元中使用该量规。
《加拿大蜜月规划路线图---重点景点介绍》宣传册评价量规
第4步:在教学活动中嵌入评价（模块3第
1节后完成）
在您的单元中，如何在课堂教学中使用思维导图、日记、作品与展示等评价。
第5步：更多的评价（模块3第4节后完成）
非正式的讨论、自评、互评、观察、讨论会等都可以作为评价计划中的重要组织部分。
描述您将如何在单元中包含这些评价。
