人教新课标高一必修3unit5reading说课稿

⼈教版⾼中英语必修三Unit5reading教案⼈教版⾼中英语必修三Unit5 Canada—“The Truth North”Teaching content: Book3 Unit 5Lesson type: Reading1. Analysis of teaching materialThis unit is about Canada. The students can learn some basic information about Canada by the travelling experience of Li Daiyu. It includes the geographical conditions, the characteristics of each city, the social and cultural characteristics and so on.2. Analysis of studentsAlthough students have the basic abilities of listening, speaking, reading and writing, they still need more chances to practices these abilities. Furthermore, as a student, they ability is still limit and the background information about the passage also have limitation. So they need more guidance and give them more suggestion and direction about how to study efficiently.3. Teaching aims:3.1. Knowledge aims◆Get the students to learn the new words and expressions◆Let the students know some basic information about Canada—the geographical location, major cities, local customs and practices and so on.◆Make the student understand the multi-culture and the characteristics of multicultural countries.3.2 Ability aims◆Let the students learn how to read a traveling report and use the map.◆Get the students to learn how to express the direction and location3.3 Emotional aims◆Stimulate the students’ desire to learn something about Canada by putting up some auxiliary material on wall around the classroom◆Stimulate the students’ interest of learning English by cooperative activities.4. Teaching important and difficult points:4.1 Teaching important points◆The new words and expressions in this unit.◆Improve the students’ reading skills by reading passage◆Improve the students’ comprehensive skills by listening, speaking and writing.4.2 Teaching difficult points◆How to read a traveling report and use the map◆How to express the direction and location5. Teaching Methods1) Fast reading to get the general idea of the text.2) Careful reading to understand the passage better.3) Discussion to help the students understand better what they’ve learned and to use the knowledge they’ve learned in this period.。

Unit5 Reading 名师教学设计（一）基于阅读圈的英语核心素养的培养教学设计一、设计理念1.阅读圈是我校英语组的正在进行的省级研究课题，试图采用一种新型的阅读教学模式，改变课堂生态，让学生成为阅读体验的主体。

在阅读中，学生被分为为若干个小组（circles）每个成员又被赋予各自的角色任务，在各自的阅读完成之后进行小组讨论、分享、团体评价2.文本解读多元化，培养学生多角度解读文本，读透具体信息所承载的深层含义，让学生不仅会获取信息还会处理和分析所获得的信息。

二、教材内容分析本节课的内容是人民教育出版社出版的NSE高中教材选修3第五单元，本单元话题为“加拿大”，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。

通过学习本单元，让学生对加拿大有更多的了解，使学生能够用所学的词汇与句式表达方向与位置，并学会条理地写出旅游过程中的所见所闻。

本单元阅读部分是一篇游记“在旅途中看加拿大”，两位女孩李黛玉与刘茜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、主要城市、人口、生态环境等。

她们在旅途中看到了自然美景及野生动物，文章还介绍了加拿大的自然资源，让学生对加拿大的美丽、富饶、幅员辽阔、地广人稀有更深的了解。

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。

教师在充分利用教材资源的基础上，结合学生的实际情况设计阅读圈的教学策略，帮助学生有效地掌握阅读技能，形成有效的学习方法和阅读策略。

本课教学的重点在于如何在课堂中运用阅读圈的阅读策略让学生快乐轻松地学习加拿大的文化，进而延伸到日常生活中如何运用所学知识描写游记。

三、教学目标（语言能力；思维品质；文化意识；学习能力）一、语言能力：1. 在文本阅读中学生会根据语篇理解新出现的句型以及重点词汇和短语，如rather than, baggage, scenery, eastward, surround, harbor, measure, aboard, have a gift for, manage to do, catch sight of的意思等。

Unit5 Reading 优教学案Unit5 Period1 学案设计学习目标：1. Talk about Canada.2. Learn the geography, population, main cities, natural beauty and natural resources of Canada.3. Learn how to read a journal and use maps.思考引导：1. Do you like to go sightseeing?2. Which country do you like to visit?3. What can you see in these countries?随堂练习：1．Skimming(1) What is the main idea of the text？(2)What does “The True North” refer to?(3)Where are they heading?2 Scanning (Try to find out what these numbers refer to in the text. )Second:5 ,500 kilometres:Thirty million:One third:Ⅲ．Intensive ReadingTask l Fill in the blanks.Para.1Something about the tripPurposeWays of traveling first by_—,then by——Para. 2:Discussion (Pair work)Many people want to live in Vancouver. Find out all the reasons.Para. 3-Para. 5 :Answer the following questions.1…. they managed to catch sight of some mountain goats and even a grizzly bear and an eagle.( translation)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. (paraphrase)3. What does “empty” mean in Para. 4? (compare its size and population)Task 2 Detailed information-answer the following questions1. Which continent are the cousins crossing?2. Why are they not flying directly to the Atlantic coast?3. What happens at the Calgary Stampede?4. How are ocean ships able to reach the center of Canada?5. What are some of Canada’s greatest natural resources?Ⅳ．Post- readingl. According to the key words, retell the passage.Basic facts about CanadaDistance from coast to coastPopulationWhere most Canadians liveLocation of large fresh water supplyKey points about；VancouverCalgaryThunder Bay2．Discussion(l)Design a route for travelling.(2)Which cities would you like to visit in China?(3)What can you see in these cities?Tips:Beginning: lf I have the chance to travel, I prefer to go to. . . ,which impressed me most. . . is a. . .city. The reasons are as follows:Body: Firstly. Then, Besides，。

课时教案学校年级班次教学时间学科高中英语课题Unit5 reading and thinking:Afew simple forms of Englishpoems课型Reading来源新人教版选择性必修3 Unit5 Poems备课人课时 1 教学内容 A few simple forms of English课标分析一、课标要求摘录选择性必修理解性技能：1.区分、分析和概括语篇中的主要观点和事实；2.识别语篇中的内容要点和相应的支撑论据；3.识别语篇中的时间顺序、空间顺序、过程循序；4.根据语篇标题预测语篇的体裁和结构；5.通过预测和设问理解语篇的意义。

二、课标分解1、学生学什么（1）如何快速找出文章主旨；（2）理清文章结构并进行相关问题的解答；（3）找出几种英文诗歌的特征、主题、情感和修辞手法；（4）能够识别诗歌的类型；（5）能够进行简单英文诗歌的仿写。

2、学到什么程度（1）能在别的阅读材料中准确快速判断段落主旨；（2）能够识别诗歌的类型；（3）能够进行简单英文诗歌的仿写。

3、学生怎么学（1）自主预习-----理解文章大意，标注自己不会的地方，完成p51的表格。

（2）上课认真思考，积极参与课堂。

（3）课后背诵好词佳句。

教材分析本单元介绍了几种简单的英语诗歌形式，旨在让学生能理解和欣赏英语诗歌的美，包括形式美、内容美、意义美，培养审美情趣，并从作品的意义美中获得积极的人生态度和价值观念启示。

该文本是一则典型的说明性文本，用简单易懂的语言向英语诗歌的初学者们介绍了五种比较简单的英语诗歌形式。

在进行词汇教学设计时，引导学生梳理关于与诗歌要素和诗歌赏析有关的话题类语言，既包括 rhyme、image、imagery、等名词，还有表示诗歌意象有关的词语，如 mood、delicate 等。

学情分析理（1）是实验班，基础相对平行班稍好一些，但运用能力不够强实。

学生的阅读能力、理解能力、分析能力、应变能力等均有待提高。

英语：Unit3《Life in the future》Reading教案（新人教版必修5）本单元以life in the future 为中心话题，旨在通过本单元的学习，让学生大胆发挥想象，对人类今后的生活环境，生活方式进行猜测，提倡环保生活意识，同时让学生学会过去分词作定语和作状语的不同用法，最后让学生将本单元所讨论的话题和推测手法结合，学习怎么样写report本单元所涉及的要点有：1.学习并了解未来生活的各个方面用与现在生活的不同之处，学习外星人的生活方式。

2）学习表示预测，建议的的句型。

（3）学习过去分词作定语和状语的结构。

（4）学习写好“report”,以训练学生的逻辑思维及写作能力.The 1st PeriodTeaching Aims:1. Learn some new words and expressions.2. Help the students to talk about life in the past, at present and in the future.3. Enable the students to describe the life in the past, at present and in the future.Difficult and Important Points:Compare life in the past, at present and in the futureWhat is life in the future like? What changes will take place?Teaching Methods:1. First and careful reading,2. Asking and answering question activity3. Individual, Pair work & group workTeaching Procedures:Step 1 warming upTalk about how many changes there have been in the last one thousand years. And what changes we might expect to find in the next one thousand years Step two: pre-reading1.Can you tell what problems people are facing today?2.what problems do you think people in the future will have overcome?Which ones will still be there or evenworse in AD3005?Key: 1The problem of population will be solved,have begun to Control the birth rate.2The problems will be still there,and will even worse.3I don’t think so.Now scientists are trying their best todevelop new resources that human beings can make use of ,such as solar energy.In my opinion……step three fast readingRead the text for the first time and tell what the text is about?It’s an e-mail written by a man Who has taken up a trip to the future.2. Look at the following sentence, there are in wrong order, tell me the correct order for these sentenceA. We were transported into the future by a comfortable time capsule.B. I arrived a t Wang Ping’s home and everything in his house made me surprised.C.I won a travel to the year AD3005D. I have my first try to master a hovering carriage.Step four careful reading1.why did I have the chance to travel to the year AD3005?2. What is a “ time lag”?3. How did I feel when I was in the capsule?4who guides my trip?5.why did my guide give me some tables?6.who transported us to the future?Key 1. I took up the prize I won the year before.2. “Time lag”means a person gets flashbacks from his previous time period.3. The seats in the capsule are very comfortable.4. My friend Wang Ping is my guide to the future.5. The tablets could help me feel less nervous and uncertain6. Wang Ping’s parents’ company transported us to the future.1How did I feel as soon as I was transported to the future?After the writer was transported to the future,he was hit by the lack of fresh air.2.how did Wang Ping solve this problem?Wang Ping gave a mask to the writer and hurried him through to a small room nearby to have a rest.3.what do you think has caused this kind of problem?Now we are causing more and more pollution to the nature,this will cause serious problems to life in the nature.This may be the cause of the lack of fresh air in the future.1 What did Wang Ping’s house look like?His house is a large bright ,clean room.It had a green Wall,a brown floor and soft lighting .2 What was the green wall made of? What’s the purpose of building this kind of green wall?The green wall was made of trees.The leaves of the trees will provide much-needed oxygen to the house.3 How can you produce a TV set in Wang Ping’s house?You can just flash a switch on the computer screen and a TV set will rise from the floor.Sample answers Ex.2I think the writer has an optimistic view of the future.He was very excited when he traveled to the year AD 3005 an d couldn’t elieve if was true.From this,we can see he is eager to go to the future.Though ehe was hit by the lack of fresh air,。

教学设计新课标高中英语教材第三册必修Module 5 Great People and Great Inventions of Ancient ChinaReading: Philosophers of Ancient China一、教学课型：阅读课二、教材分析：本篇课文介绍的是中国古代哲学家孔子、孟子和墨子。

经过十几年的耳濡目染同学们对他们的观点较熟悉，也颇感兴趣，但这些内容以英语的形式出现会让他们略感惊奇和不适，因此要引导学生克服心里障碍，通过阅读和讨论，捕捉有效信息，学会用英语表达诸多哲学家的观点。

三、教学目标：1、Help the students grasp the useful words, expressions and some importantsentence structures in the text.2、Help the students to develop reading skill3、Encourage the students to find out more about European philosophers tocompare with those of China so as to learn something necessary to their lives.四、教学重难点：1、develop reading skill2、learn about philosophers home and abroad to enrich their mind.五、教学过程：Step I. Lead in1.Show pictures of some famous philosophers the world has ever producedand their ideas such as Socrates, Higer , Laozi, Maozetong and so on.T: Please look at these pictures to see if you know any of them, if so, talkabout their ideas.T: Could you tell us which philosopher you like best and why?Ss:…….2.Have the students name some philosophers they know.T: Please name some philosophers you are interested in.T: Would you like to major in philosophy when you go to college and why?Ss:……（设计说明）In order to arouse the students’interests in philosophers, we need to let them learn about some philosophers and their views, while at the same time make them guess the meaning of the word “ philosopher”, a key word in this passage, in which way the topic of philosophers is brought out.Step II ReadingTask one: Leave the students some time to watch the video of this passage with the following questions in mind.1、What are the names of the philosophers mentioned in the passage?2、What are their ideas?3、Whose teachings were very similar to those of Confucius?4、Why did Mencius resigned?5、What is the difference between the views of Confucius and that ofMozi?T: Now I ’like you to watch the video with some questions in mind to get a general idea of the whole passage.Ss:……….（设计说明）In learning a foreign language, listening should come before reading, especially for high school students who have no time to communicate with foreigners, and with some questions in mind while listening is helpful for them to grasp the main idea of the passage and avoid blind listening.Task two:Skimming1.Leave the students five minutes to skim the passage and pick out the topics sentences of each paragraphT. Now that you have got some idea about these philosophers, next go over the text quickly to pick out the topic sentences of each paragraph.2.Show the topic sentences on the computer screen(1)Confucius is the philosopher whose influence has been the greatest.(2)Mencius was a thinker whose teachings were very similar to those ofConfucius.(3)Mozi founded the philosophy called Mohism.(设计说明)Going through the passage quickly to find the topic sentences is to help them improve their reading skill and in the long run to learn writing.Task three:Scanning: Let the students read the passage more carefully and finish the following exercise.T: Please read the text in detail this time and then carry out the following activities.1. fill in the blanks without looking at your books, each blank with one word.(1)Confucius is the ________whose influence has been the greatest.(2)Confucius ________the importance of kindness.(3)Mencius was a thinker whose _______were very similar to those ofConfucius.(4)However, when he saw that the ruler was not following his advice, he_______.(5)Mozi was another teacher who was very _________.(6)He became famous for his unusual clothes and ____________.2.Choose the right answers:(1). Mozi spent many year trying to find a state in that_______.A.He believed that men were not equal.B.His idea of love was different from the Confucian idea of kindness.C.He supported the idea of war.D.He wanted people to follow his teachings(2) Which of the following idea is from The Book of MenciusA.People were less important than rulersB.The people should be well treated by the governmentC.If the government were tough, the people would be good.D.The people should be treated badly(3) It can be inferred that the author of the passage is_______.A.is in favour of these philosophersB.doesn’t support the ideas of the philosophersC.the passage doesn’t implyD.is against the ideas of the philosophers3.Show the answers on the computer screen of excises 1and2.Excise1. 1. fill in the blanks without looking at your books, each blank with one word.(1) Confucius is the philosopher whose influence has been the greatest.(2) Confucius stressed the importance of kindness.(3) Mencius was a thinker whose teachings were very similar to those ofConfucius.(4) However, when he saw that the ruler was not following his advice, heresigned.(5) Mozi was another teacher who was very influential.He became famous for his unusual clothes and behaviour.Excise 2. D B C(设计说明)To read the passage in detail is to have a further understanding of the text.The above two excises are designed to help the students search information and give a summary of the passage.Step III. DiscussionHave the students give a discussion of some foreign philosophers and their teachings (prepared before class as a homework to surf the internet) in group of four within about 15 minutes with each group handing in their final report after class.（设计说明）The materials of the discussion have to be prepared beforehand so that the students will spend time collecting them, which can raise their ability of finding out information, while the discussion is a sort of group activity which can help them learn to cooperate with each other.Step IV Language points discussionHold a discussion about the usage of some important words, phrases and sentence structures.T: Now we have finished the reading part of the passage. Well, let’s have a discussion about the language points of this passage. First look at the first paragraph, anyone volunteer to point out important words, phrases or sentences structures you think important…….Ss: be at war with…..( The following Words and expressions and sentence structures should bepointed out by the students and their usage should be discussed, the teacherhas to give some further explanation and examples if necessary) Words and expressions:stress; resign; adviser; influential; principle; be at war with; be brought up;be similar t o; in some ways; man; human beings….Sentence structures:(2)But it was a time when there were many great philosophers.(3)Mencius believed that the reason why man is different from animal isthat man is good.(4)(5)As a result, he spent many years trying to find a state where peoplewould follow his teachings.（设计说明）Learning to use the words , expressions and sentence structure is one of the important skills for the students. To teach oneself and hold a discussion is a good way to grasp them, and to a certain extent help the teacher a lot in teaching, there is always something the teacher has n’t prepared.Step IV. HomeworkT: Today we have completed learning the words, phrases and sentence structures of the passage and developed reading skill, so the homework today should be making good use of what has been learned in this passage, that is , write a short passage about a famous philosopher you know in about 200 words.（设计说明）The best way to learn a language well is to use it in real life, so writing about something the students are familiar with is helpful to improve their skill inEnglish.。

教学设计Reading陈群,福建省莆田秀屿区大丘中学教师.本教学设计获福建省教学设计大赛三等奖.设计理念新课程标准要求“教师要转变在教学中的角色,成为学生学习的促进者、指导者、组织者、帮助者、参与者和合作者,要引导学生发展自主学习能力,真正成为学习的主体”.本节课的设计就是以此为出发点,同时也以新课标的五大理念为指导.在教学过程中能引导学生通过观察、体验、探究,发挥潜能,形成有效的学习策略,提高自主学习的能力.因此在设计这节阅读课时,在教学过程中运用多媒体创设适合学生实际的多种任务,力求通过多种阅读活动训练学生各种阅读技能,使课堂容量大,节奏加快.既刺激学生全身运动,又调动积极性,使整个教学过程成为学生主动吸收和输送信息的行动过程.教学目标1．Target language 目标语言a．重点词汇和短语：Atlantic,continent,eastward,surround,harbour,extremely,within,border,slightly,port,settledown,have a gift forb．重点句子：1）Rather than take the aeroplane all the way,they decided to fly to Vancouver and then take the train west to east across Canada.2）Canada has more fresh water than any other country in the world.2．Ability goals 能力目标1）Know something about Canada；2）Enable students to get the main idea of the passage；3）Develop students' reading skills；4）Get students to know how to use maps.3．Emotional aim 情感目标Stimulate students' interest and love for learning about foreign countries.教学重难点1．教学重点Get students to learn different reading skills,especially the ability of understanding the implied meanings.2．教学难点Learning different reading skills for different reading purposes.教学策略1．教学准备多媒体、地图等.2．教学方法1）采用图片、地图、讨论、提问等形式引入课文.2）采用多种阅读微型技能,包括略读、找读、理解大意、分清文章的事实和观点、推测理解等等.这实际上是交际、信息和思维三大能力的培养.3）采用多种活动形式,如教师与个别学生,教师与全班学生,学生与学生之间的活动.形式多样,有利于课堂教学的开展,活跃课堂气氛.3．教学手段采用多媒体技术辅助教学,屏幕呈现板书和与内容相关的加拿大地图、风景图片和旅游路线图,这使课堂内容丰富充实,又帮助学生更好地了解加拿大,掌握课文,达到教学目标.教学过程1．Warming-up引入（5分钟）教师分别展示图片以及播放有关加拿大的录像介绍,不需要学生详细记录细节,只是了解图片的主要内容.1）为学生展示有关加拿大的图片.T：Do you like traveling？/What can you see？（a maple flap…）2）教师展示有关加拿大地理风光的录像资料.T：Can you describe Canada by using some words?3）T：What else do you know about Canada?然后展示地图、动物图片.设计意图：通过看图片、录像引导学生讲出加拿大一些情况,如它在世界地图上的地理位置、广阔、美丽、著名动物等,使学生对本节课的话题有所了解,并对了解加拿大产生兴趣.从另一个角度,先给学生一个语言上的input,激发学生的兴趣和欲望.2．Pre-reading（2分钟）通过提问两个问题,了解学生对加拿大的看法.①Would you like to take a trip to Canada?②What three words would you use to describe Canada?设计意图：使学生产生了解加拿大的兴趣,准备接受新信息.3．Reading（29分钟）1）Skimming（5分钟）要求学生通读全文,可忽略生词,但要求了解文章大意、标题和找出并画出旅游路线图.①What's the passage mainly about?②What is “The True North”？③How many cities are mentioned in the text? What are they?设计意图：总结归纳信息.通过相关信息来归纳大意,抓住文中人物的行踪也就抓住了行文的线索,零散的信息就有机地串联起来了.2）Skipping（5分钟）把文章划分段落并归纳每个段落的大意.Part 1．（1）The girls went on a trip to Canada.Part 2．（2）Danny Lin's brief introduction to Vancouver.Part 3．（3-5）What they saw on their trip across Canada.学情预设：刚开始学生可能不会归纳,教师不要袖手旁观,可以给学生必要的引导与提示.设计意图：发展学生的自主学习能力,使学习真正成为学习的主体.3）Detailed-reading①Use the information in the passage to fill in the table.（P35,Ex2）（6分钟）要求学生仔细阅读,寻找细节性内容,完成表格,掌握正确信息.设计意图：促使学生在理解大意的基础上加深对课文重点细节的理解.②Asking-and-answering by students themselves（5分钟）学生分小组活动（4人一小组）,轮流就文中学到的知识提问回答.设计意图：检查学生是否理解文章的细节并培养他们应用文中相关语言的组织能力.③Paraphrase（8分钟）要求学生提出他们感到难理解的长句,通过分析句子结构,理解长句和难句,更好地理解课文内容.设计意图：让学生在学习过程中发现问题并主动解决问题,培养他们自主学习的能力.4．Group-work（6分钟）分小组讨论：假设你们有一个七天的假期,即将出去旅行.要求同学们以小组合作在中国地图上画出旅游的路线,讨论订出旅游计划,然后每组派一个代表上台,把他们的旅行路线图在实物投影仪上展示出来并向全班作report.学生此时已非常熟悉文章内容及结构,进入用英语进行交际环节.学生都能说出自己的想法及旅游的路线（完成本课教学目标）.学情预设：在这一环节中中下水平的学生可能不会主动展开对话,适当的时候可以参与到学生的活动中去.在活动中,教师多用评价性语言：Excellent/Well done/Great.设计意图：增加开放性的任务型活动,使学生有机会表达自己的看法与观点.同时,让他们学会合作,发展与人沟通的能力,进一步提高语言实际运用能力,使学生的思维能力、想象力、协作和创新精神等综合素质得到发展.5．Summary（2分钟）从总体上把握文章结构和特点：写作手法（用第三人称、按时间顺序描述）.提醒学生将来进行写作训练时,可以模仿这篇文章的手法.6．Homework（1分钟）布置学生课后熟读课文,找出有用的词汇和措辞,最后做36页的练习2～3.板书设计Unit 5Canada—“The True North”Structure of the text：Part 1．（1）The girls went on a trip to Canada.Part 2．（2）Danny Lin's brief introduction to Vancouver.Part 3．（3-5）What they saw on their trip across Canada.。

新课标人教版必修 3 第 5 单元Book 3 unit 5 Canada —“ The True North ”A trip on “ The True North ”Important points:beauty and natural resources of Canada. Get students to learn different reading skills. scanning; detailed reading, referring;etc.) Difficult points:information and talk about Canada. Teaching aims:part:Chat; surround; measure; aboard; within; border;sight of; have a gift for; etc.let students learn the knowledge of Canada.Develop students ' reading ability and learn different reading skills.教案东明一中李爱丽Readinglet students read the passage and learn about the geography,population,maincities,natural(skimming; Develop students ' reading ability. Enablestudentsto learnaboutsomebasiclearn the useful new wordsand expressions in thisrather than; settle down; manage to do; catchlet students learn how to read a travelling reportand how to use a mapStimulate interests in learning about foreign countries. Teaching methods: skimming, scanning, discussing,etc.Teaching aids: multimedia and a computer.Teaching proceduresThe first period Reading (I)Step 1 Leading-in1. Show a list of pictures to students, ask them enjoythe beautiful scenery and try to guess where thescenery comes from.do you know about 2.Have a quiz(How muchCanada?) Divide the whole class into 2 groups (boys and girls). Let students have a competition.( Aims: to introduce the unit topic and arouse students ' interests in class activities)Show the following on the screen1. Which is the national flag of Canada?A . B. C. D. ( 4 pictures on the screen)2. Which is the national flower of Canada?A. cherryB. roseC. mapleD. daffodil (with pictures on the screen)3. What language(s) do Canadians speak?A. EnglishB. English and GermanC. English and FrenchD. English and Spanish(with pictures on the screen)4. What is the capital of Canada?A. VancouverB. TorontoC. CalgaryD. Ottawa(with pictures on the screen)5. What is the national animal of Canada?A. BeaverB. Grizzly bearC. Polar bearD. Penguin(with pictures on the screen)6. What is the leader of the country called?A. PresidentB. Prime MinisterC. QueenD. Chairman7. which lake is not in Canada?A. Lake SuperiorB. Lake HuronC. Lake ErieD. Lake Ontarioscreen)Step 2 Readingstudents ' reading ability to getand certain information.)Reading tips:Go through the passage quickly and silently to get the main idea. Don ' t worry about the details andnew words.questions:1) What is the passage mainly about? of two girls; and it tells ussome information about 2) What is “ The True NorthThe True North is a name ofability to get specific informationand make preparations for the next task.)E. Lake Michigan(Show a map on theI. Skimming( 略读 ) 2ms Ask students: Do you feelpuzzled when reading the title? To find the answerquicklyyou ' d betterhave a skimmingof thepassage.( develop the main ideaSkim the passageand then answer the followingIt is aboutII. Scanning( 跳读 ) 4ms ( Aims: Develop studentsfor the passagesRead ing tips: It is a travelling journal（游t 记 ）so we should find out the esse ntial items （基本项目）in it.Scan the passage and find out characters （ 人物 ）, places and their travelli ngroute （路线）Characters:Places :Route: Draw a travelli ng route on the map on P33un dersta nding in clud ing some words and senten ces ）The True NorthIII. Detailed readi ng （ 细读）10ms （Aims: Develop stude nts ability to get moredetailsabout thepassage,and havestude ntsget a furtherRead the passage more carefullyand find more in formatio naboutCan ada. The n finish thefollowi ng tasks .They could cross the whole continent(para 1)Its populati on is in creas ing rapidly.(para 2) and much of it is in the GreatLakes.( para 4)Task 3 Tran slation Bar ( 译译吧)That after noon, the cous ins got on the trainand the n sat in their comfortable seatsSome people have the idea that you can cross Can ada in less tha nfive days, but they forget the fact that Can ada is 5,500kilometres from coast to coast.她们不想一路乘飞机，而决定先飞温哥华，再从西海岸乘火车横穿加拿大到达东海岸。

2019新人教高中英语选择性必修三Unit 5 MusicReading and Thinking公开课教案Teaching aims:1.Enable students to know about the features of a few simple forms of English poems.2.Guide students to figure out the main structure of the passage and get the topic quickly.3.Help students to analyse and evaluate the thoughts and feelings expressed by the poets.4.Identify a few forms of English poems and imitate English poetry by thinking.Teaching key and difficult points:1.Help students to analyse the structure of expository genre and the features of five forms of English poems.2.Lead students to appreciate the poems and analyse the feelings conveyed by the poets.3.Instruct students to create poems.Teaching proceduresStepⅠ Pre-readingLead-inT:You know, we have learnt many Chinese poems,for example《静夜思》.Now I show you its English version.Can you try to read it?In the Quiet Night(Li Bai)A bed,I see a silver light,I wonder if it’s frost aground.Looking up,I find the moon bright;Bowing,in homesickness I’m drowned.T:In the two versions(English version&Chinese version) of this poem, what makes them rhythmic and catchy?Suggested answer:The rhyme and rhythm(beat)StepⅠWhile-readingActivity 1Scanning for the structure1:How many forms of poems are mentioned?What are they?2:What’s the structure of the text?T:I only give you 1 minute to finish each task.So you don’t have to read the text word by word.Just pay attention to the key words, especially the ones in the first or last sentence.Suggested answer:1:Five.They are nursery rhyme,list poem,cinquain,haiku and Tang poetry.2:TEC pattern.Activity 2Reading for detailsTask 1:Read paragraph 1 and fill in the blanks:It mainly tells us the why people compose poetry and of poetry.Task 2:1.Why do people compose poetry?2.What are the characteristics of poetry?Task 3:Read paragraphs 2-6 and fill in the form.Type of poemFeaturesExamplePurposes of theexampleNursery rhyme Ato show a father’s love for his kid/to put the kid to bedList poemCinquain D to convey certain feelingsHaiku ETang poem —Fto convey certainfeelingsTask 4:Analyse the poems one by one.A:Do the stories in the first poem have special meaning?What’s the purpose of them?B&C:1.What feeling does the author want to convey to life and mother?2.What’s the difference between poem B and poem C?D:Which word best shows his strong love for his brother?E:What picture could you form in your mind when you read the poem?F:What’s the title of the poem in Chinese version?Which version do you prefer?Why?Suggested answers:Task 1:reasons;distinctive characteristicsTask 2:1.To tell a story./To convey certain feelings./To describe certain image in the reader’s mind./...2.Economical use of words,descriptive and vivid language,integrated imagery,literary devices such as simile and metaphor,and arrangement of words,lines,rhymes,and rhythm.Task 3:Type of poem Features ExamplePurposes of theexampleNursery rhymerhyme;astrong rhythm;often repeatthe samewordsAto show a father’s love for hiskid/to put the kid to bedList poemContain alist of...;a flexiblelinelength;repeatedphrases;B&CB:to convey certainfeelingsC:to express a point of viewsome rhyme,while others do notCinquainsimple;amateurs can easilywrite;made up offive lines;convey astrong picture ora moodDto convey certainfeelingsHaikua Japaneseform;17syllables;a format ofthree linesEto describe a certain image inthe reader’smindTang poem —Fto convey certainfeelingsTask 4:A:No.Just to make the poem interesting and rhyming to sound.B&C:1.B:There are hundreds of things,but there is only one mother.Mother is unique for us.So we should treasure our mum.C:The author thinks life is full of uncertainty.2.Poem B rhyme,while poem C not.D:Mine.E:A beautiful butterfly is resting on the branch,just like a beautiful blossom.F:望夫石。

Unit 5 Canada…“The True North”教学重点1.Let students read the passage and learn about the geography, population, main cities, natural beauty and natural resources of Canada.2.Get students to learn different reading skills.教学难点1.Develop students' reading ability.2.Enable students to learn about some basic information and talk about Canada.三维目标知识目标1.Get students to learn the useful new words and expressions in this part.2.Let students learn the knowledge of Canada.能力目标1.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.情感目标1.Stimulate students' interest in learning about foreign countries.2.Develop students' sense of cooperative learning.教学过程—Step 1 Leading-in and warming upShow the students two pictures, and ask them who are they and where are they from?Mark Rowswell 大山Norman Bethune 白求恩T: Today we will learn something about Canada. To check how much do you know about Canada, now we will do a small quiz. Please do the quiz on your paper.1.What language (s) do Canadians speak ?A.EnglishB.English & GermanC.English & FrenchD.English & Spanish2.What is the capital of Canada?A.VancouverB.TorontoC.CalgaryD.Ottawa3.What is the national animal of Canada?A.BeaverB. Grizzly bearC. Polar bearD. Penguin4.What is the Canadian leader called?A.PresidentB.Prime MinisterernorD.King5.How many Great Lakes are there in Canada?A. 4B. 3C. 5D. 6T: Through the quiz, I think you have known something about Canada, now let's follow two persons' step to enjoy the Canada's beautiful scenery. ---------------- present the title Canada—"The True North" on the blackboard.II.Fast readingRead the whole passage quickly, and finish the following two activities on your paper.【学生活动1】快速阅读文章，将各部分大意与其段落配对。