atriponthetruenorth公开课

Module 3 Unit 5 A Trip on “t he True North”Ⅰ. The analysis of teaching material这篇文章以游记的形式,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。

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，介绍虽然不是详细，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。

Ⅱ. The analysis of students教学对象为高一学生,智力发展趋于成熟。

他们的认知能力有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此在教学中我特别注重提高学生用英语进行思维和表达的能力。

逐渐由大量输入信息转向试着自己输出信息，形成自己学习技能和策略，学会把语言和现实生活联系起来。

通过任务型课堂活动和学习，让学生自主参与课堂活动，形成主体。

勇于表现自己和阐述自己的观点。

把课堂知识拓展到课外，通过多渠道获取信息。

Ⅲ. Teaching aimsKnowledge aims:1. Get the students to know some basic knowledge about Canada.2. Learn to describe the places and some scenic spots that Li Daiyu and Liu Qian visit in Canada.3. Enable the students to learn some key words and phrases about travel.Ability aims:1. Make the students understand the passage by using different reading skills.2. Improve the students’ writing skills to write a travel journal.Emotional aims:1. Arouse the students’ emotional doma in in nature and their love for travel.2. Develop the students’ sense of cooperative learning and participation in the discussion.Ⅳ.Teaching Key and Difficult Points1. Learn and retell the travel journal according to the traveling route and the detailed information of some places of interest.2. How to use the reading skills to comprehend the passage better.Ⅴ. Teaching methods1. Task-based teaching and learning2. Cooperative learningⅥ. Teaching aidssome pictures, a blackboard, a textbookⅦ. Teaching proceduresStep 1: Lead-inShow some typical pictures of Canada to the students. And ask:How much do you know about Canada? (Do a quiz on P33)Step 2: Pre-readingSince the students have known so much about Canada, they will be expected to answer the following questions:1. What words would you choose to describe Canada?2. Would you like to take a trip to Canada?3. What do you expect to see?(Here, today, we are going to follow two girls to have a trip to Canada.)Step 3: While-reading1. Fast-readingStudents are asked to look at the title and the pictures and try to guess:1. What is“The True North”? (It’s the name of a train in the text.)2. What is the passage mainly about? (This text is about a trip of two girls and it tells us some information about Canada.)2. Careful readingSecond：second largest country in the world5,500：It is 5,500 km from coast to coast320：Most Canadians live within 320 km of the USA border.Thirty：The population of Canada is only slightly over thirty millionone-third：Canada has one-third of the world’s fresh waterTask 2: Ask the Ss to read the passage carefully to find out their stops and draw their route on the map(on the whiteboard).China Vancouver the Rocky Mountains Calgary StampedeA wheat-growing province Thunder Bay Lake SuperiorTorontoTask 3: Students are expected to find out more detailed information about the places they visit. The following chart will be used here:Step 4: Post readingTask: Group discussionIf you were a tour guide, you would be expected to introduce the tourists the trip to Canada, including the travel route and special places of interests. What if you would try your best to persuade your tourists to follow your traveling agency? Divide the students into 4 groups and prepare for 5 minutes, and the group leader will elaborate what they have discussed. The group who persuade the most tourists into participating in your travel team will be winner.Step 5: SummaryPresent a question and get the students to choose the best answer.1. The main idea of the passage is ______A. introduce the girl’s travellingB. introduce Canada through the girl’s travelling2. This passage is organized in order of_____.A. logicB. eventsC. timeStep 6: Homework1. Surf the Internet to search for some travel information about Lingshui and write a diary about making up your own plans for one trip.2. Read words, expressions and text carefully until you are familiar with them.Blackboard DesignUnit 5 A Trip o n “t he True North”Second ：second largest country in the world5,500：It is 5,500 km from coast to coast320： Most Canadians live within 320 km of the USA border.Thirty ：The population of Canada is only slightly over thirty millionone-third ：Canada has one-third of the world’s fresh waterChinaVancouver the Rocky Mountains Calgary StampedeA wheat-growing province Thunder Bay Lake Superior Toronto。

A Trip on “The True North” 说课设计作者：陈厚桥来源：《新教育时代·教师版》2016年第09期摘要：英语说课是英语课堂教育教学研究活动中一个行之有效的、必不可少的重要环节。

它是中小学英语教师专业技能训练、提高的重要方式，它也是一条中小学英语教研方式的创新通道。

因此，学习研究英语说课意义重大。

笔者于此，以一篇完整的英语说课设计为依托，就英语说课的相关环节加以简析，希望起到抛砖引玉的作用。

关键词：英语说课教材分析教法分析任务型教学法教学反思It’s my great honor to talk about my teaching ideas here. My topic is “A Trip on “The True North”” taken from Senior English for China Student’s Book Book3 unit 5.And it is made up of six parts.I .Analysis of the teaching material 教材分析II. Analysis of the teaching methods 教法分析III. Analysis of the learning approach 学法分析IV. The teaching process 教学过程V. The teaching aids 教学辅助手段VI. Assessment 教学反思一、教材分析1.本节课内容及其在本单元的地位和作用本单元的中心话题是加拿大，及李黛予等人在加拿大的旅游经历。

本堂课是本单元的第二节课，阅读课型。

本文是一篇游记，记述了李黛予和刘倩去加拿大看望表兄妹的旅途见闻。

学生通过学习，可以初步了解加拿大的一些基本情况，包括地理环境、生态环境、各大城市特点以及相关人文活动等。

本篇阅读在整个单元中起着举足轻重的作用。

2.教学目标Knowledge aims：Master the key words，expressions and sentence structures.Ability aims：Develop the students’ reading and talking ability.Emotional aimsGet students to learn more about Canada，broaden students’ international view and develop their interests in western culture， especially the English speaking countries.3.教学重点Improve the students’ reading and talking ability.4.教学难点To improve the students’ reading ability二、教法分析学情分析通过高一第一学期的学习，学生已经掌握了略读、跳读等一定的阅读技巧以及识别关键词、确定主题句等阅读技能，形成了初步的阅读策略。

Book3 Unit5 Reading A trip on “The True North”Teaching Aims:1. Let the students learn and master some useful expressions.2. Train the students’skimming, scanning and summarizing abilities during reading.3. Teach the students what and how to introduce a place.4. Encourage the students to keep active and cooperative in class.Teaching important points:1. Master the useful expressions: be located in, be famous for, surrounded by, there exist.2. Enable the students to understand the passage better.3. Teach the students how to write a travel journal.Teaching difficult points:1. H o w to help the students understand the passage better.Teaching tools:Multimedia, blackboard, handoutsTeaching Methods:skimming, scanning, careful reading, task-based learning, individual, pair or group work.Step ILead the students to work in group of 4 or 5 to draw a mind map of thetrip 1.Make a summary.2.Discussanddraw a mind map.Try to finish the letterRemark Column:1. The background music is from Canada National song.2. The relative pictures in reading material are from Bai Du and the textbook.3. The mind maps from the students.4. The teacher reflected her lesson and made some changes afterwards.Design on the blackboardA Trip on the True NorthThe thought exciting The experience Useful expressions: The outline of the passage:be located in Part 1 Para_____ The brief introduction of the tripbe famous for Part 2 Para _____ Their chat on the way to the stationT here exist Part 3 Para ______The information they got after boardingsurrounded byThe rout e of the trip: West East。

Unit 5A trip on ‘’the true north ’说课稿孙秀华一、教材内容分析今天我说课的内容是高一英语必修三的reading部分的学习，本单元的中心话题是trip，本话题对学生来说比较熟悉，让学生能在与之相关的听说读写活动中有话可说、有情可表。

课文是对Li Daiyu and Liu Qian 的trip的描写，描述了自己对大自然的渴望，比较抽象。

课文内容难易适中，学生学习起来难度不大。

高一的学生刚入学不久，渴望与同学之间的了解、沟通，建立新的友谊。

作为教师引导他们建立正确的交友观显得十分重要，因此学习这篇文章意义重大。

二、教学目标分析1、语言知识目标：1、熟悉本课的一些新单词和短语—rather than ,settle down , have a gift for , entirely, go through, set down, surrounding on purpose, face to face, in order to,etc2、通过对朋友的讨论，帮助学生发散式记忆积累相关描述人的性格、特征的词汇、习惯用语。

2、能力目标： 1、训练学生的阅读技巧（略读、寻读等），形成用英语获取信息、处理分析信息的能力。

2、鼓励学生开口说英语。

3.情感态度目标 1、通过讨论友谊激发学生保持对英语学习的浓厚兴趣；2、帮助他们树立正确的价值观和处事原则； 3、通过对课文学习的小组讨论等形式，帮助学生养成团结、协作的品质。

三、教学重点、难点：教学重点：1、让学生熟悉与本话题相关的一些重点单词、短语。

2、提高学生的阅读能力。

教学难点：对阅读中所获取的信息进行加工学习，形成有效的学习策略。

鼓励学生开口说英语。

四、学生分析高中一年级的形式已经在初中阶段的英语学习中,已经积累了一定的词汇基础,并掌握了一些简单的学习策略和技巧,具有初步的英语听说读写能力。

我所教的班级学生的英语水平参差不齐，教学既要进一步培养尖子的学习能力又要保证差生能听懂，调动他们的积极性，使他们愿意学，在学习的过程中享受到乐趣。

Teaching aims Knowledge aims Unit 5 Canada—“The True North”Reading A Trip on “The True N orth”1.Get students to learn the useful new words and expressions in this part.2.Let students learn the knowledge of Canada.Ability aims1.Develop 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. Emotional aims1.Stimulate students’ interest in learning about foreign countries.2.Develop students’ sense of cooperativeTeaching proceduresStep 1 Warming up1.How much do you know about Canada ? ( students talk about freely)2.Enjoy some pictures and a video to know more Canada.Step 2 While readingSkimmingRead the passage fast and find the answers of the following questions.Read for the main idea1.What is “The True North”?2.What’s the passage mainly about?It is about a of two girls; and it tell us some information about3.Draw the traveling route of the two girls on the map.Read for structure4.Read the text quickly and quietly to fill in the blanks and match the main idea of the 3 partsPart 1 What they really saw and felt(Para ) after boarding the trainPart 2(Para ) brief introduction of their tripPart 3(Para ) Their chat on their way to the stationStep 3 ScanningRead for detailed informationRead part one carefully and answer the question.Why are the two girls not flying directly to Montreal, the Atlantic coast?Read part two and do the following tasks.Task 11.How far is it from Canada’s west coast to east coast?2.How long it will take to cross Canada by train?Task 2Key points about Vancouver1.Canada’s part.2.Canada’s city, surrounded by3.One of Canada’s cities to live in.4.Its population is increasing .5.Some of the oldest and most beautiful in the world.6.According to the above information,try to describe Vancouver .Read part three carefully and do the following tasks .True or false1.T he girls looked out the windows and saw Native Indians and cowboys. ( )2.Thunder Bay is a port city in the north of Canada, near Toronto. ( )3.Canada is a large country with a small population. ( )4.The ocean ships cannot go to Thunder Bay. ( )Choose the best answer.Why did they begin to realize two days later that Canada is quite empty? ( )A.They found nobody on their way.B.T here are only thirty million people living on such a huge land and most of them live within the areas of USA border.C.There are too many lakes in Canada.D.Canada is surrounded by Oceans on three sides.Fill in the blanksStampede1.from all over the world come to the Stampede.2.Many of them riding wild horses and they can win thousands dollars in.Thunder Bay1.Thunder Bay is a city.2.It is at the top of the .Great LakesWhy does Canada has the most fresh water?Step 4 Enjoy some sentences1.Going eastward, you will pass mountains and thousands of lakes and forests, as well aswide rivers and large cities.现在分词短语做状语，相当于状语从句as/ when you go eastward.Exercise(pass) the store that night, I found someone stealing in it .2.The thought that they could cross the whole continent was exciting.that 是引导, 用于解释thought 的具体内容。

英语阅读课课例研究报告研究主题：高一英语阅读课教学课目：Book3 Unit5 A Trip onThe True North执教教师：王小婷设计思路阅读是语言教学的重要组成部分，培养学生的阅读能力是高中英语教学的重要目标之一。

在培养学生的阅读能力的多种方式中，课堂阅读教学中的培养具有中坚地位。

但在教学实践及日常调查结果中发现，多数学生在进行阅读活动中并不能切实地运用一定的阅读方法帮助他们自己完成阅读目标。

为了实现英语阅读教学目标，为了让学生能在阅读课上潜移默化掌握相应的阅读技巧，我们有必要对阅读课的教学策略进行学习和探讨。

高中英语阅读课文具有题材广泛、体裁多样、语言知识丰富等特征，是教学的核心部分，也是培养学生阅读能力的主要渠道。

那么，如何借助这些课文来提高学生的阅读速度、阅读理解能力和语言水平呢？这就要求教师能在不同特点不同类型的阅读材料进行适当分析确定可行有效的教学目标及方法。

通过教学实践和不断尝试，把阅读的教学策略融入实际教学活动中，让学生在“做”中“学”。

本堂课对应的阅读材料，包含了明显的数字信息以及地方信息。

这两类信息常常出现于阅读文本中，根据数字信息的呈现方式（阿拉伯字母或明显的数字的英文表达）以及地名信息的呈现方式（首字母大写）可以在文中很快定位该信息的意义以至阅读材料的篇章结构，借此帮助学生理清文章和定位所需信息。

因此该堂课这要围绕这两方面的阅读技巧培养设计该堂课。

目标：在平时的课堂教学中渗透英语阅读策略的训练，使得学生逐步地从“了解策略 -------- 掌握策略-- 熟练运用策略”地发展。

学生的阅读理解能力必定能大大的提高，从而提高英语成绩。

把阅读策略的训练渗透到课堂教学中能改变英语教学中耗时，费力，低效的尴尬和无奈，提高教学效果，也能帮助学生掌握有效的阅读技巧和提高学生的阅读能力--- “授人与鱼不如授人以渔”，同时培养学生自主学习的能力。

具体过程：初稿：Book3 Unit5 A Trip on The True NorthTeaching aims1. Get Ss to learn how to locate target information quickly.2. Enable Ss to improve their reading ability and reading skills.Teaching procedureStepsl: Warming - up1. Greet to students2. Use a quiz about Canada to lead inSteps2: Lead-in1. Ss find out Canada on the map shown on the screen2. T: we can see Canada is far away from China, so what we cansee and what the differences are between Canada and China.Steps3: Pre-readingSs make a predication from the title of the passage.Steps4: Fast-reading1. Ss go through the passage and find out what the meaning is of the title.2. Ss find out some information (Who/Where/Why/How) aboutthe trip3. Ss find out What is the route( 路线) of the two girls ' travel?( T reminds Ss to pay attention to the words with the first letterof Capital form)4. Ss draw the route on the map.Step5: Detail-reading1. Ss learn the passage by reading the text according to the route. (Van couver the Rocky Mountains Calgary Thun der BayT Toronto )Step1 利用quiz 部分出现的加拿大相关问题的提问和图片，让学生对加拿大有一个大致的理解并引起学生对这个国家的兴趣与好奇。

济南中学教师课时教课方案教课方案课题Module 3- Unit 5 A Trip On the“True讲课人North ”课程标准Reading comprehensionsKnowledge goals ：1.Get the main idea of the passage.2.Understand the general situation of Canada: location,maincities and local customs.教课目的 3.Get to know some key words and expressionsAbility goals： Master the relative reading skillsLearn to write a travel journalMoral aims ： After learning, know more about Canada and love to takea trip abroad评论设计讲堂发问，讲堂报告，阅读练习，写作展现，表现中心修养四因素。

教课过程设计教课环节教师活动学生活动Show the students the picture of The Journey to The West,Look at the pictures andto lead in the destination of the trip guess the 6-wh questions.— Canada. Lead in the basic elements of a trip.Step 1.( 设计说明：由学生已知的知识导入学生未Lead-in知的知识，既调换学生兴趣，又调换学生的踊跃性和求知欲。

)To introduce more informationAnswer the questions as aboutCanada by having a competition aboutfast as they can.Canada. Divide the whole class into twoStep 2.which group know moregroups to seeWarming-uabout Canada.p( 设计说明：经过学生对问题的思虑和抢答，加深了文化知识的学习。

教学设计学情分析经过高一第一学期的英语学习，学生已经掌握了略读、跳读等一定的阅读技巧以及识别关键词、确定主题句、预测等阅读微技能，形成了初步的阅读策略。

但部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差；主动学习的动力不够，然而他们学习比较认真，好胜心强，渴望在班集体里得到他人的承认，很在乎别人对他们的评价；求知欲旺盛，思维比较活跃。

部分学生的基础较好，能主动配合老师，愿意开口讲。

因此，只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。

教学方法;任务教学法；合作教学法。

教学准备：打印图片；制作PPT.Ⅰ.Teaching aims:1.Knowledge aims:To learn the useful new words and expressions in this part.To learn the knowledge of Canada.2.Ability aims:To develop students’ reading ability and let them learn different reading skills.To learn about some basic information and talk about Canada.3.Emotional aimsTo stimulate students’ interest in learning about foreign countries.To develop students’ sense of cooperative learning.Ⅱ. Teaching important pointsTo read the passage and learn about the geography, population, main cities, natural beauty and natural resources of Canada.To learn different reading skills.Ⅲ.Teaching difficult pointsTo d evelop students’ reading ability.To learn about some basic information and talk about Canada.Ⅳ.Teaching and learning strategiesTask-based teaching strategyCooperative learning strategyⅤ.Teaching proceduresStep 1. Leading-inShow a group photo of America President Trump，his daughter Ivanka and the Prime Minister of Canada. Ask the students who they are. The students are familiar withthe first two persons, but they may not know the Prime Minister of Canada. So I will show another photo of him with the national flag of Canada as the background. Then ask the students where he comes from. The students can get the answer: Canada. Step 2. Pre-readingEnjoy a video about Canada and then answer these questions:1. What's the population of Canada?2. Which three countries do most people live in?3. Use some words to describe Canada.设计说明：为了调动学生的学习积极性，导入和读前部分采取了图片、视频和文字等形式，形象直观。

Unit5 Canada-----“The True North”Reading I : A Trip on “The True North”Step1.Lead-inShow some pictures about Canada and let students try to get the country-Canada.Step2.Pre-readingLook at the map below and discuss the following question in pairs: If you take a trip to Canada, what do you think you might see there?Step3.Reading1.PredictionLook at the title and picture, and then try to predict what the text may be about.2.Fast readingAsk the students to skim the reading passage and then answer the following questions:1)What is “The True North”?2)How many cities are mentioned in the text? What are they?3.Intensive readingTask1. Listen to the tape and draw the route of the travel in Canada and make marks on the map on page 33.China→①＿＿＿→②Rocky Mountains→③＿＿＿→④A wheat-growing province→⑤(After dinner)＿＿＿→⑥Lake Superior→TorontoTask2. According to the route we have drawn, let’s see the route one stop by one stop.First stop:＿＿＿(paragraph1 and paragraph2)1) Read the first paragraph and answer the following questions:Why are the cousins not flying direct to the Atlantic coast?What is the continent they are crossing?Main idea of paragraph 1:2) Read the second paragraph and answer the following questions:Why do many people want to live in Vancouver?Main idea of paragraph 2:Second and Third stops: Rocky Mountains and ＿＿＿(paragraph3) Read the third paragraph and answer the following questions：What happens at the Calgary Stampede?The afternoon’s activity: （wild scenery）Main idea of paragraph3:Fourth and Fifth stops: A wheat-growing province and (After dinner)＿＿＿(paragraph4)Read the fourth paragraph and answer the following questions:Where does wheat grow in Canada?Main idea of paragraph4:The last stop: Lake Superior (paragraph5)Main idea of paragraph5:Questions: What is the passage mainly about?What three words would you use to describe Canada?Task3. True or False1.Li Daiyu and Liu Qian went to Canada to see their relatives in Montreal.2. You can’t cross Canada in less than five days by train.3. Thunder Bay is a port city at the top end of the Great Lakes, near the centre of the country.4. The girl looked out the windows and saw Native Indians and cowboys.5. The population of Canada is over 30,000,000.Step4. Homework1.Fill in the blanks to finish the summary.Li Daiyu and Liu Qian took the train in Canada from ___ to ___ . Their cousins’ fri end, Danny Lin, took them to the train station to catch “ ___ ____ _____ ”. Canada is the ______ biggest 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 on the north and east. When the cousins_____ ____ in the seats, they looked out of the window. They saw mountain goats and even a ______ bear. Calgary is famous for its competition. Many of the cowboys from all over North America ____ ____ ___ ___ working with animals. Then they ___________ a wheat-growing province. Thunder Bay is a busy port. It is ____ __ the center of the country.2.Finish the exercise 2 and 3 in comprehending.。