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班级：姓名：学习小组：Unit 5 Canada- “The True North”教学设计I.Teaching content: Reading: A trip on “The True North”II.Teaching aims1.To learn about knowledge about Canada, such as geography, main cities,multicultures.2.To develop students’ reading ability on a travel journal and use the map.3.To learn how to write a short travel journal.III.Key points and difficulty1.How to grasp different reading skills and understand the information of Canada.2.How to get the students to master the writing skills or writing a travel Journal.IV.Teaching procedure:Step 1 Preparations before our trip1.Fill the blanks with the help of the following tips.温哥华多伦多蒙特利尔企鹅灰熊渥太华海狸1)What is the official symbol of Canada?A. Bamboo.B. Maple.C. The Great Wall.D. The Statue of Liberty.2)What language(s) do Canadians speak?A. EnglishB. English and GermanC. English and FrenchD. English and Spanish3)What is the national animal of Canada?A. BeaverB. Grizzly bearC. Polar bearD. Penguin4)What is the capital of Canada?A. VancouverB. TorontoC. CalgaryD. Ottawa5)What is the leader of the country called?A. PresidentB. Prime MinisterC. ChairmanD. King6)H ow many Great Lakes are there in Canada?A. 4.B. 3.C. 5.D. 6.Let’s begin our magical trip!Step 2 Plans for the trip1.The writing style of this passage is .2.A brief introduction about the tripFirst, we will fly to and then take thetrain from west to east across Canada. Going eastward, we will cross the. The next stop is . After two days' travel, we will pass the busy port city of .That night, the train will take us to . Our final stop is.4.Please retell our trip route to your classmates.5.Can you draw our route(路线) from west to east across Canada?Step 3 Adventure on the way1. Three of our foreign friends, John, Sam and Lily, want to visit Canada. However, they only have one day off because of their busy work. Pleaserecommend(推荐) one place for each of them and give your reasons. (1).John, a Western-lover, who always watches horse riding programs on TV. He is anxious for a chance to enjoy it on the spot.Place:Reasons：(2).Sam, a geographic knowledge (地理知识) lover, who learns a lot about the Great Lakes and wants to be there to admire the beauty.Place:Reasons：(3).Lily, a photographer（摄影师）good at taking photos of the nature, who enjoys water sports. Besides, she wants a warm place.Place:Reasons：Step 4 Off the beaten pathTip 1: When we describe a place, we’d better focus on different aspects.a)Here in Vancouver, you’re in Canada’s warmest part.b)People say it is Canada’s most beautiful city, surrounded by mountainsand the Pacific Ocean.c)Skiing in the Rocky Mountains and sailing in the harbour makeVancouver one of Canada’s most popular cities to live in. Its population is increasing rapidly.d)The coast north of Vancouver has some of the oldest and most beautifulforests in the world. It is so wet there that the trees are extremely tall,some measuring over 90 metres.Tip 2 : When we describe different places, we’d better highlight(突出) the features of each one.Vancouver：Thunder Bay:Calgary:According to the information below and the description of Vancouver, please introduce Toronto to us.Homework:Write a passage to introduce your hometown to others. You can write mark buildings, unique customs, well-known celebrities and so on. The passage should include at least 120 words.For you:Life is a Journey, not a Destination.There is such a lot of world to see!。
Unit 5 Canada—“The True North”Part 1 Teaching Design第一部分教学设计Period 3 A sample lesson plan for Using Language(“THE TRUE NORTH” FROM TORONTO TO MONTREAL)IntroductionLanguage is learned to be used in and for communication. So in this period we shall have the students read, listen, write and speak in English, making use of the focused words, expressions, structures and topic ideas covered in this unit. Warming up by listening and writing is to be followed by speaking，reading and underlining and acting. The class ends in class having a guided writing.ObjectivesTo enjoy the passage “THE TRUE NORTH” FROM TORONTO TO MONTREALTo learn to use the language by reading, listening, speaking and writing1. Warming up by listening and writingTurn to page 37 and listen to the tape and complete the sentences with correct information.2. SpeakingIn groups of four, talk about the 4 questions on the top of page 38.3. Reading and underliningNext you are to read “THE TRUE NORTH” FROM TORONTO TO MONTREAL and underline all the useful expressions or collocations you’ve found in it. Copy them into your notebook after class as homework4. Acting a text playActing out the text is a strategy for motivating us to read out loud the text. Weneed oral practice and help with pronunciation and so acting out the text really helps us.Next we are going to put the text “THE TRUE NORTH” FROM TORONTO TO MONTREAL” on stage.（用原版）Suppose you are Liu Qian now. You are going to write home an imagined report on Canada.。
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。
《Unit5Canada—“TheTrueNorth”》教案高中必修3英语英语不过是表达思想的一种工具、一种说话习惯而已。
我们要坚信，只要有投入，有付出，就会有收获。
绝不会“付出的爱收不回。
”下面是小偏整理的《Unit5Canada—“TheTrueNorth”》教案高中必修3英语，感谢您的每一次阅读。
《Unit5Canada—“TheTrueNorth”》教案高中必修3英语教学准备教学目标TeachingAimsKnowledgeandSkills:1.GettoknowaboutCanada.2.Graspsomereadingskills.3.StimulatetheSs’interestandloveforlearningaboutforeigncountries.StrategyandMethod:1.Trainthestudents’fast-readingability.2.Trainthestudents’abilitytocooperatewithothers.教学重难点Mainpoints：1.IntroducetheinformationofCanadatothestudents.2.Trainthestudents’readingability—skimming,andlisteningabilityDifficultpoint：Learndifferentreadingskillsfordifferentreadingpurposes.Teachingproceduresandways教学过程Step1.Reading&Greeting(2`)Step2.LeadinginandWarmingUp(5`)1.Freetalk:Doyouliketogosightseeing?Whichcountrydoyouliketovisit?Whatcanyouseeinthesecountries?2.QuizStep3.Fast-reading(10`)1.whatis“thetruenorth”?Itrefersto“thecross-Canadatrain.”2.Drawtherouteofthetwogirls’travelingacrossCanadaStep4.Careful-reading(T&F)(15`)Step5.Consolidation(7`)Listening&SummaryFillintheblankandretellthestory课后习题HomeworkSurftheInternettofindmoreinformationaboutCanadaChalkboardDesigningUnit5Canada–the“thetruenorth”-----Athip“onthetruenorth”VancouverRockyMountainsThunderBayCalgaryLakeSuperiorToronto高中英语的学习方法1、投资我们的时间和心智。
教学设计Learning Aims1 Learn and master some important new words and expressions2 Understand some useful sentence patterns3 According to the context，use new words，expressions and difficult sentences correctly教学难点和重点Teaching difficult and important points1、了解加拿大多元文化现象和多元文化国家的特点。
2、掌握(hold)重点词汇和同位语从句(Appositive Clause)的用法，尤其是方位词(postposition) 和介绍风景和地理位置的交际用语(Daily Expressions in Communication)。
3、学会阅读游记和使用地图，能够把旅行途中的所见所闻写成一篇游记。
教学过程(Teaching Procedures)Step1 ReviewStep2 language points1.rather than 与其; 不愿；而不是【语境领悟】① He is a teacher rather than a writer.与其说他是一位作家, 倒不如说他是一位教师。
② I’d like to go there by air rather than by t rain.我愿意乘飞机去那里, 而不是乘火车去那儿。
You rather than I are going to go camping.【名师点津】(1)rather than 是并列连词, 意“而不是; 与其说；是……而不是”, 它连接的并列成分可以是名词、代词、形容词、介词(短语)、动词、动名词等。
(2)rather than 连接两个并列名词或代词作主语时, 谓语动词的单复数与rather than 之前的名词或代词的单复数一致。
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。
Period 6 ‘The True North’ From Toronto To Montreal Teaching Goals:1. To let Ss know more about the trip.2. To develop Ss’ speaking, reading, listening and writing abilities.Teaching Producers:Step1. Revision1.Homework-checkingAsk two or three Ss to read their passages (homework in the last period) in front of the class.2.Dictation(1) Read the following sentences and ask Ss to find and write the new words and expressions.Step2. Leading-inPurpose: To prepare Ss for the new reading material in Using language.1.Show some pictures of Toronto and Montreal2. Ask Ss to answer the following questions:Which city did the train rush towards according to the Reading part?Step3. Pre-readingPurpose:To develop Ss’ ability of guessing and pre dicting the main information. Introduce the title of the passage—“The True North” from Toronto to Montreal by the following two questions.Step4. While-readingPurpose: To let Ss understand the key words in the text by skimming.To develop Ss’ ability of searching information.1. SkimmingAsk Ss to read the text fast and find out the answers to the following questions (1)What is the main idea of the passage?Suggested Answers:The passage is about Li Daiyu and Liu Qian’s trip to Toronto and Montreal.(2) How many parts is the text divided into and what’s the main idea of each part?2. ScanningAsk Ss to read the passage carefully with the following questions and then try to answer them.(1) What season was then? How can you know?(2) Which city is the biggest city in Canada?(3) What main attractions are there in Toronto?(4)When did the train arrive in Montreal?(5) Give examples to show that Montreal is a French city.Suggested Answers:(1) Fall. The maple trees were red and gold and orange.(2) Toronto is the biggest city in Canada.(3) The tall Tower; the great Niagara Falls; stadium, China town(4) At dawn the next morning(5) a. At the train station, people everywhere were speaking French.b. There are signs and ads in French.c. Good coffee, good bread and good music show that Montreal is a French city. Step4. Language point1. Ask Ss to go over the passage and find out the difficult points in groups of four.2. Ask Ss to make a list of difficult points and find what they cannot understand. Reference:4. Offer Ss some help at last.(1)go on a tour/ trip 进行一次旅行。
高三英语教案：《Un it 5 Ca nada-the True North》教学设计【课题】Unit 5 Canada—the True North (speaking)【教材】人教新课标版Module 3【教学目标】1．能力目标a. 培养学生英语口语表达能力b. 理解加拿大的相关信息，了解加拿大文化的不同2．情感态度与价值观培养学生的文化观【学生分析】本单元的话题通过介绍加拿大以及加拿大名人与风景，能让学生在获取信息，训练口语能力的同时了解异地文化，学生容易产生兴趣。
【教材分析】本单元的主题是“Ca nada所以大部分内容都是围绕这一主题展开。
口语训练结合加拿大所代表的西方文化与东方文化的异同展开。
【教学重难点】1. 口语技能：包括运用恰当句型与词汇表达情感与信息2. 理解东西方文化的异同【教学准备】教师的准备工作：1．教案2．课件3．教具准备：4.教师用多媒体计算机学生的准备工作：5.预习课本生词表生词【教学过程】第一阶段：导入新课，热身环节内容教学双边活动设计意图导入新课引入Introduce some famous Canadians to students Let students guess who they are according to the limited information.引起兴趣，自然过渡，切入主题，说明本课的中心话题学生活动：通过观察，给出正确答案教师活动:根据学生的回答，给予必要的提示与引导。
在提示过程中注意提示语言的丰富运用，可以引导学生在听的过程中练习捕捉信息的能力、环节内容教学双边活动设计意图讲授新课给故事编结尾活动Students are given a unfinished story and are expected to give it a reasonable ending.( group work)训练学生对文化差异的理解和基本句型的使用角色扮演Four students are chosen to act as four tour guides and they introduce China and Canada to some visitors( the rest of students).These visitors want to know which country is worth visiting and they areeager to ask questions.让学生学会用英语推销并懂得提问，在这个过程中更多地了解中国和加拿大的异同话题讨论If you are an overseas student studying in Canada,are you willingto stay there forever after graduation? Why or why not培养学生归纳总结的能力，活用基本词汇表达情感的能环节内容教学双边活动设计意图知识课后作业巩Watch a Canadian film and write a report about it. 课堂知识回顾，语言知识操练。
青年教师教学大赛教案Unit 5 Canada--“The True North”——No.14 Middle School Yin HuiTeaching aims:1.Talk about the basic information about Canada.2.Learn how to read a traveling report and use maps.3.Learn to express locations and directions.Teaching difficulty and importance:1.Learn the geography, population, main cities, and natural beauty, natural resourcesof Canada.2. Learn how to read a traveling report and pictures.Teaching methods:communication method, task-based method and cooperation study method Teaching aids:A computer, a radio.Teaching steps:Step 1 Lead-inShow two photos of the two Canadians, let Ss guess who they are? The look at beautiful scenery of Canada to make them interest in this lesson.Step 2 Warming-upIn this step, ask Ss to talk about something about Canada and do the quiz to arouse their interests in learning English.Step3 Pre-readingAsk Ss to think abo ut 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 youtake a trip to Canada, what do you think you might see there?” in pairs. And then grasp something about Canada. Finally , look at the picture to predict the main idea of the passage.Step4 Fast-readingIn this step, First let Ss listen to the tape. And ask Ss to read the text as quickly as possible to answer two questions .Step 5 Careful-readingIn this step, let Ss read the passage carefully .Then answer the following questions and do some exercises according to the passage.Step 6 Post-readingFor the Ss to understand the text better, ask them to fill in the blanks according to passage. And then I will give Ss 5 minutes to retell the passage.Step 7 SummaryFill in the blanks with some important information according to the text to sum up the basic facts.Step 8 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? ”Step 9 HomeworkSurf the Internet to find more information of Canada. Blackboard:Unit 5 Canada--“The True North”The True North : the name of the train goes through CanadaDistance from east to west coast:5,500Oceans on east and west: Atlantic Ocean-east Pacific Ocean-westLocation of largest fresh water supply: The Great LakesLooking-back:。
Canada---The True North
英语教学案例
一、教学目标设计：
知识与技能：①掌握快速阅读的方法，熟悉“发表看法，提出建议”的口语技能。
②充分利用网络资源，强化学生自主学习的意识，培养学生组织语言、运用语言的能力。
过程与方法：①培养学生筛选局部和整体信息的能力和独立阅读能力，通过自主学习和协作学习，获取信息和处理信息的能力。
②培养学生质疑意识，分析问题、解决问题、综合问题的能力和创造性思维能力。
情感价值观：通过本节课的学习，培养学生的人文和信息素养。
二、教材内容及重点、难点分析：
教材内容：本课教学内容是新课标，Canada---The True North 与以往接触过的介绍国家的文章相比，本课的内容没有整体介绍加拿大的地理概况和风土人情，而是透过一个旅人的眼睛来看加拿大。
相比较而言，这样的课文难度更大。
教学重点：①对课文内容的整体把握。
②学生组织语言、运用语言的能力。
【重点突破】任务驱动，层层深入。
利用“任务驱动”方法，使学生利用资源自主探究、解决一系列层层深入的问题。
在教学中，教师作为问题的精心设计者和疑难问题的点拨者，培养学生组织语言的能力。
教学难点：①对课文内容中细节的理解。
②对网上各种信息源的比较筛选，及学生
易受无关因素的干扰而导致的学习效率问题。
【难点突破】设置情境，循序渐进，层层递进。
设置富有情趣的情境，激发他们的阅读欲望，积极主动地进行自主探究。
循序渐进的设计问题 , 激发学生的创造思维，层层深入地引导学生进行自主和协作学习。
三、教学策略及教法设计：
【教学策略】：①本节课的教学以建构主义学习理论为指导，以学生为中心，以问题为出发点，使课堂教学过程成为学生自主地进行信息加工、知识意义构建、创新能力发展的过程。
教师在教学过程中则适时介入，引导、启发、组织、帮助、促进。
②设计创造性思维问题。
所谓创造性思维问题即是指有利于学生创造性思维发展的问题。
创造性思维问题的设计应遵循这样几个原则：题型具有开放性、解题富有挑战性。
【教法】：①演示法：把制作的课件、动画等显示给学生看，便于学生对微观知识的把握，并从旧知中获得启迪，从而解决问题。
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：将所要学习的新知识隐含在一个或几个问题之中，学生通过对所提的任务进行分析、讨论，并在老师的指导、帮助下找出解决问题的方法，最后通过任务的完成而实现对所学知识的意义建构。
四、教学过程设计：
第一步：热身活动：猜单词。
在这个步骤中，我给出两组前一节课学过的词，分别让两组同学上来猜。
所采用的方式类似于《幸运52》：单词是出现在屏幕上的，其中一个同学背对着屏幕，他是猜者；另一个同学则是解释者，他要用英语或辅以动作将单词的意思表现出来。
两组同学之间展开竞争，看谁猜得又快又多。
这个活动不仅可以复习上节课的内容，更重要的是活跃了课堂气氛，令同学们很快融入课堂
氛围。
第二步：读前活动（一）：自由展示。
在上这一课之前，我给学生布置的预习任务是介绍你最想去的地方。
Which country or place would you like to visit most? Why?学生们自由组成小组，上网查找相关资料，然后对所搜集的信息进行整理，最后形成自己的powerpoint展示文件。
在课堂上，由本小组的发言代表上来进行展示和介绍。
这一环节是这节课的重头戏。
第三步：读前活动（二）：自由交谈。
给学生提出这样一个问题：如果你有机会去加拿大，你最想看什么？If you have a chance to visit Canada, what would you expect to see there? 先要求他们在小组内讨论，然后再在全班同学面前发言。
第四步：读前活动（三）：小组讨论。
经过了前面的大量的有关加拿大的信息的冲击，你愿意用哪三个词语来描述加拿大？What three words would you use to describe Canada? Why? 请小组代表发言。
第五步：加拿大概况综述。
这一步骤是对上几个步骤的总结，同时也是教师整合并优化了有关加拿大的各种信息所进行的展示。
目的是进一步加深同学们对加拿大的了解，对他们所获取的知识进行梳理，也为下一个步骤展开铺垫。
第六步：掠读课文。
（first reading）在这个步骤中，我给出了8个问题，让同学们带着这8个问题来阅读课文。
读完后回答问题。
1.Why are the cousins not flying direct to the Atlantic coast?
2.What is the continent they are crossing?
3.What is “The True North”?
4.Why do many people want to live in Vancouver?
5.What happens at the Calgary Stampede?
6.Where does wheat grow in Canada?
7.Why would ship be able to reach the centre of Canada?
two natural resources that Canada has.
第七步：精读课文。
(second reading) 在这个步骤中，我给出了5个跟课文内容有关的句子，让同学们判断正误。
如果该句是错的，请给出正确答案。
1.The girls went to Canada to see their relatives in Montreal.
2.Danny Lin was going to drive them to Vancouver.
3.You can cross Canada in less than five days by bicycle.
4.The girls looked out the windows and saw Native Indians and cowboys.
5.Thunder Bay is a port city in the south of Canada, near Toronto.
第八步：复述课文(retelling) 给出课文中的关键词汇，让同学们用自己的话来复述课文。
Helpful words and expressions
great scenery second largest go eastward 5,500/from west to east
here in Vancouver surrounded by ski/sail
第九步：口头作文(oral practice) 设定一个情境，给出一些关键词汇，让同学们模仿课文来编一段对话或一篇短文。
Suppose two of your cyber pals in Canada come to visit Shenzhen and you are meeting them at the airport. While you are driving them home, you are telling them something about China and Shenzhen, just as what Danny Lin said in the text.
Work in groups. You are required to present either a short passage or a short dialogue.
Helpful words and expressions
great scenery third largest go northward from south to north
along the coast theme parks
第十步：作业布置。
要求学生将第九步中的口头作文写出来，变成书面作文。
Write down the short passage or the short dialogue that you’ve just worked
out.
五、教学反思
本节课是新课标，我将本节课设计为竞赛、导入、个人探究、互动交流、协作探究和讨论及口头作文等九个步骤。
我充分发挥自制网络课件的优势，使本节课的内容更加充实，容量更多。
既贯通了所要学的知识，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，讨论问题热烈，课堂气氛活跃！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。
网络是信息的海洋、包罗万象的课本 , 把信息技术作为英语教学的认知工具和知识载体，围绕英语学科知识进行整合实验，不仅可以扩大英语阅读的“面”和“量”，而且也培养了学生诸如“信息的获取、信息的重组和加工以及信息的交流”等多种信息素养。
2、信息技术与英语学习模式的整合。
网络学习是一种学习过程交互化的学习模式。
学生带着问题借助网络查询信息，进行信息交流，由此“任务驱动、自主探究、协作交流”等学习策略在这里得到了更充分的体现。
