高中人教版英语必修三Unit5-教学设计与反思教学教材

Unit5 Using language 教学设计Unit5 Using language 教学设计Period 3语言运用课设计意图This is the third teaching period of this unit. The first task is to comprehend the passage “’The True North’from Toronto to Montreal”and improve the ability of reading. And the second task is writing. In this period, students learn to express their ideas about Canada. At the end of this class, students can be interested in traveling to Canada by expressing themselves in English.教学目标1. To introduce the beautiful scenery of Canada to feel the different cultures in Canada and train students’ reading ability.2. To learn to express your ideas about Canada freely through self-directed study and cooperation.3. To be interested in traveling.教学重点1. Comprehend the passage and write a passage about Canada.2. How to describe a place in English.教学过程：Task l Lead-in（设计意图：通过回顾上一节课学习的加拿大概况并观看优美的加拿大图片，激发同学们深入了解加拿大的欲望，然后导入本节话题。

教学设计一、教学方法本节课是采用PowerPoint课件辅助教学，采用“双向七环节”的教学方法。

主要通过课前预习、自主探究、小组合作、交流展示、疑难点拨、及时反馈、巩固提高等方式达到教学目标。

二、教学过程Ⅰ.Warming upRiddle: Please guess what country it is.It’s a large country. It’s in the north of the world. People there speak English and French. It’s national animal is beaver(海狸). Its national flower is maple（枫叶）.______________Have you got it? Do you want to know more about it? Let’s begin a trip with Li Daiyu and Liu Qian!（设计意图：通过猜谜语的方式引入本课话题---加拿大）Write the Chinese meanings of the following words and phrases and read them aloud.rather than __________ continent ___________baggage ___________ scenery ___________ surround ____________ harbour _________ measure __________aboard _______________ settle down __________ manage to do ___________catch sight of ____________ have a gift for ______________within __________ border _____________ slightly ____________acre ____________ urban __________（设计意图：针对学生基础较差的客观现实，进行词汇教学，帮助学生突破阅读障碍。

Unit 5 Canada—“The True North”教案一【单元重点内容与教学目标】本单元是围绕两位女孩李黛予和刘倩的加拿大之旅展开的, 通过他们的途中见闻向咱们展示了加拿大的一些大体概况, 包括它的地理位置、面积、地貌、主要城市、生态环境、风土人情和该国的多元文化。

通过学习本单元，使学生对加拿大有更多的了解；另外，还要学会利用地图，学会方向与位置的表达法以及学习名词性从句中同位语从句的用法。

Warming Up部份提供了一个关于加拿可能况的小测试，目的是激活学生已有的知识，为进入本单元的学习作好准备。

Pre-reading部份通过四个问题进一步激活学生有关旅行的经历和有关加拿大的知识，使学生产生了解加拿大的兴趣,为阅读做好准备。

Reading部份以游记的形式,记叙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线路向咱们介绍了加拿大的面积、地貌、城市、人口、生态环境等。

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，介绍虽然不是详述，但涉及面较宽，使学生对加拿大的美丽、富裕、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，掌握新的辞汇句型和游记的写法，提高学生的阅读能力。

Comprehending部份由三部分组成：回答问题、写出正确信息和画出旅游线路图。

此部分不仅检查学生对细节的把握，而且检测学生按照课文内容进行推理和判断的能力和读图能力；要求学生在地图上画出文中人物横穿加拿大的线路图，使零散的信息有机地串联起来，同时更有助于抓住行文的线索。

Learning about Language部份首先通过构词法的学习扩大学生的辞汇量并培育学生的辞汇生成能力。

利用课文中的辞汇和信息编对话和填空，旨在提高学生活用辞汇的能力。

语法部分是通过从阅读课文中找例句然后采用造句的练习形式教同位语从句。

Using Language部份综合训练听说读写的能力。

教学设计1.导入：List three largest countries in the world :2.介绍加拿大：location , area , natural resources , population , national animal , flag ,language and big cities3.Skim the passage and then answer the following questions:4.Choose best answers according to the passage :5.Read the text quickly and quietly to match the main idea of the 3 parts6.Read Part 1 , Part 2 and finish the charts below ; Part 3 and tell “ T “ or “ F “7.Read the whole text and fill in the blanks.9. Post reading: (group discussion)10. Summary11. Homework学情分析学生英语水平参差不齐，但程度差的占大部分，他们英语词汇量很小，语法有的懂点，但不精，有的干脆是一窍不通，平时做阅读都是瞎蒙，有的学生可能说的不好，主要是有的根本就不敢张嘴。

老师针对学生现状，在课堂上尽量以鼓励表扬为主，注重培养学习英语的兴趣，营造学英语的氛围，鼓励学生开口说英语、特别是给差生创造机会，让他们尝试成功的喜悦。

另一方面，学生有一定的分化，但也不是全部都差，没基础。

麻烦的是，也有不少对语言学习接收较快的学生，对英语学习特别感兴趣的学生，他们到高一年级，英语知识已经达到了一定的水平。

现阶段我们现在除了要分析学生的学习状况外，还需了解他们的学习习惯，包括上课听讲、记笔记、做作业以及复习等等。

新课标《高中英语必修3 Unit 5》教学设计与反思一、教学设计意图在《高中英语新课程标准》中讲到“高中英语课程要有利于学生优化英语学习方式，使他们通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力；要有利于学生学会运用多种媒体和信息源，拓宽学习渠道并形成具有个性的学习方法和风格。

”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。

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。

使教师把信息技术和网络作为自己真正的工具，把信息技术融入学科教学中来。

二、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。

三、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《高中英语必修3 Unit 5》，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。

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。

⾼中英语_Unit5Themeparks教学设计学情分析教材分析课后反思教学设计设计思路：本节课除却达成常规的教学⽬标，特别注重传授语篇分析的相关知识。

我依据迁移原则，即从已知知识到未知知识迁移的作为突破⼝，先从学⽣已经掌握的概念着⼿，循序渐进地逐步展开语篇分析，让学⽣在潜移默化中掌握语篇分析的新途径。

【教学活动⼀：语篇模式分析】教师按照说明⽂的各个组成部分展开课⽂结构，最后引导学⽣分析整篇⽂章的语篇模式，逐步习得“General-Particular pattern”这⼀语篇模式，包括这种语篇模式的必备要素和备选要素。

语篇分析重在分析语篇的功能或意义，有利于学⽣理解作者的写作意图，丰富学⽣语篇图式结构，并形成阅读技能。

【教学活动⼆：情景语境分析】情境语境分析涉及语篇的三个变量，即语场、语旨和语式。

在该活动中，教师通过交流互动，让学⽣掌握⽂章的中⼼、参与者以及话语⽅式，旨在让学⽣掌握⽂章的三个变量，继⽽把握语篇的整体内容。

【教学活动三：语⽤分析】语⽤分析⼀般主要包括作者⾏⽂的主要⽬的，读者对象，⽂章出处及作者观点的推测等。

通过教师互动交流，让学⽣理解作者⾏⽂的⽬的、推测作者的观点等，掌握语⽤分析的概念。

【教学活动四：话题与词汇链分析】我通过让学⽣从上下⽂语境中找出话题的相关词汇链，培养学⽣在语境中理解语词和运⽤词汇的能⼒，建⽴话题与词汇衔接的概念。

其⽬的是巩固本节课所学的词汇，以期在写作中得到灵活运⽤，为学⽣完成课后作业奠定基础。

【教学活动五：思维能⼒训练】思辨性思维强调在透彻理解⽂章的基础上，使学⽣能够客观地分析与评价⽂章，并运⽤已学知识有所总结与概括。

创新性思维让学⽣根据所掌握的知识，举⼀反三，延伸到⽣活中其他话题，并利⽤已有知识解决⽣活中的问题。

【教学活动六：作业布置】这节课的课后作业是运⽤⼀般-特殊型模式及相关话题词汇链，介绍主题公园的详细信息。

这⼀环节针对学⽣语⾔知识的巩固与拓展、语⾔能⼒的培养和学⽣素养的发展⽽设计，同时期望达到“以写促学”的⽬的。

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。

二、教学方法教案(一)主题任务(Core tasks)本单元的练习中已经有不少的综合性的主题任务型教学活动，例如听力部分第4题、读后练习第2题、综合技能的阅读部分第5题、综合技能的写作训练题等等。

教师可以根据教学的具体情况有重点地开展活动。

根据本单元的中心主题，还可以设计以下主题任务。

任务一：广告语(Slogan)设计比赛活动时间：学完本单元之后活动形式：个人活动，小组活动、全班活动语言知识要求：不限语言技能要求：说、写活动步骤：1．布置任务：教师选定一个宣传目标(如：学校、书、文具、商业大楼、公司、衣服、日用品、电脑、汽车、手机等)，最好是每个同学都很熟悉的主题，要求每个人为这个宣传目标设计英语广告语，具体要求是：1)It should be catchy；2)It should convey a positive message or idea of the target．2．小组活动：学生分小组活动，可以是每一个小组成员提出自己的设计方案，在小组范围内讨论并选出小组最佳作品，也可以是小组全体成员合作设计出一个方案。

3．班级活动：各小组展示自己的设计方案，由老师和学生代表组成评委会，选出全班最佳作品。

任务二：国外品牌的翻译活动时间：学完本单元之后活动形式：个人活动、两人小组活动、全班活动语言知识要求：本单元中有关词汇和句型语言技能要求：听、说、读、写、译活动步骤：1．布置任务：要求每个学生收集2-3个国外产品的品牌名称以及中文翻译，如：Coca Cola(可口可乐)。

2．两人小组活动：学生先把产品品牌的原名展示给同伴，让对方试着给出中文翻译，再比较同伴的翻译和广告中所采用的翻泽。

鼓励学生运用本单元中学到的广告语言运用技巧分析这些中文翻译的含义。

3．全班活动：将同学们收集到的品牌翻译集中在一起，按产品分类编成黑板报或手抄报的形式。

任务三：主题广告专栏的编写活动时间：学完本单元之后活动形式：小组活动、全班活动语言知识要求：本单元中有关词汇和句型语言技能要求：听、说、读、写活动步骤：1．布置任务：把全班按兴趣分成几个小组，每个小组选择一个广告主题进行研究，可以由小组自定，也可由教师指定，如：汽车组、手机组、食品组、化妆品组、运动健身组、IT 组等。

Unit5 A trip on “The True North”Teaching aims:1.To learn some information about Canada.2.To improve the students’ reading skills and grasp the application of the mind map.3.To learn some new words and phrases of this unit.Teaching importance:1.To train the effective reading skills.2.To use mind map when understanding the structure of the whole passage.Teaching Difficulties:1.To sweep up the language difficulties while reading.Teaching Procedures:StepⅠLead-inEnjoy a short video about Canada.StepⅠ Read for the main information.1.What does “The True North” refer to?It refers to .2.What is the route（路线）about the trip in Canada?(Tip: Don’ t read the whole passage carefully. Just find out the key words.)China→__________→__________→__________→a wheat-growing province→__________→__________.Step Ⅰ Read for details and get the main idea of each para.1.Read Para1 carefully and find out the topic sentence.________Main idea: (Think: how to make the sentence shorter? )2.Read Para2 carefully and finish the chart below.____________________________________________________3.Read Para3 and answer the following questions to get the mainidea.Answer the following questions and get the main idea.1. Where is their next stop?_____________________ Mainidea:___________________2. What is it famous for?__________________________________________________If there is no topic sentence, how to get the main idea?_________________________________________________________ ___4. Read Para 4-5 and answer the following question1. What did the girls think about Canada ?__________________________________________________________ 2. Where did they go after dinner? And what did they see and learn?__________________________________________________________ 3. what’s their next destination(目的地)?__________________________________________________________ 4.Please use the key words to summarize the main idea of para 4:5.Summary（总结）1.Draw a mind map to describe the structure of the passage.(Tip: When reading a passage, you can make use of a mind map to help you understand the structure of the whole passage.)2.Main idea of the whole passage____________________________________________________ Step ⅠRead for appreciation.1. The thought _____they could cross the whole Continent was exciting. ( Line3-4)Can you find some more appositive clauses(同位语从句) in the passage?_________________________________________________________ _______________________________________________________________2. Skiing in the Rocky Mountains and sailing in the harbor make Vancouver one of the Canada’s most popular cities to live in.句式分析: 主语为____________________________________________划线部分的结构为____________________________________________3. It is so wet there that the trees are extremely tall, some______________ ( measure) over 90 metres. Step Ⅰ Group discussionSupposing your friend Li Hua wants to have a trip to Canada, which place would you like to recommend (推荐)? And why?Step Ⅰ Summary writing （概要写作）Summarize this passage according to the questions and main idea of each para and the main idea of the whole passage.A summary is a short passage that gives only the main points of apassage, not the details.Tips:Step1. Find out the type of writing and the main idea of the whole passage.Step2. Understand the structure of the passage. (明确文章结构)Step3. Highlight(强调) the key information of each part and summarize its main idea. (Focus on the main idea and ignore the unnecessarydetails )Step 4. Make an outline of the summary.Step 5. Write the first draft●Cover all the key points(who, where, how, what did they see andlearn)●Write in correct tense （时态）●Use proper conjunction s（连词）●Avoid copying the original sentences(同义转换: 近义词、同义词等替换; 调整句子的词类、时态、语态等)●Count the words (60±20)Step 6. Revise(修正) the summaryFor example：Para1-2:Li Daiyu and Liu Qian take “the True North” to visit their cousins in Canada. From their friend, Danny Lin, they knew the distance, beautiful scenery and cities in Canada. And they chatted about Vancouve rStep ⅦHomework1. Recite para 2 and master the charming sentence pattern.2. Write the summary writing on your notebook.学情分析教学内容分析：本节课的内容是人民教育出版社出版的高中教材必修3第五单元的Reading 部分，本单元的话题是Canada--- 李黛予等人在加拿大的旅游经历。

教学设计Book 3 Unit 5 Canada—“The True North”第一课时 reading教学策略：本节课的中心是以课程标准为指导，综合考虑学情，对教材灵活取舍而设计的一堂课。

课堂以学生为中心，以问题、展示为导向，在课堂的教与学的过程中，以教师的引入、引导、组织、帮助、指导为辅助，让学生自主进行信息的加工、知识体系的建构、创新应用能力的发展。

在语言的输出环节，给学生设计的半开放型的任务，既使任务有足够的挑战性，又照顾学生的基础，使学生们敢于表达自我，这对他们来说是一个很重要的突破。

教学设计：利用网络，搜索相关视频、音频、图片和文字资源，利用PPT课件展示给学生，使学生在课堂中利用各种感官来获取知识。

同时，课堂以任务为向导，通过小组的讨论和展示，建构知识体系，取长补短，使学生获得表达自我的成就感，从而内化为学习的动力。

一、教学内容Warming up; Reading; Comprehending二、教学目标Knowledge aim: To get to know some words, phrases and sentence structures referring to trip and Canada.Ability aims: To improve their learning skills, especially in summarizing, text comprehension. To practice students’ oral English.Emotional aim: To appreciate the multicultural phenomenon and better understand the differences between countries.三、教学步骤第一步：课前活动。

快速浏览预习讲义，对加拿大获得一个大体了解。

热身活动。

1. 欣赏短片：加拿大官方旅游宣传片。

教学设计Using Language：Speaking and writing整体设计教材分析In this period，the teaching activities will focus on speaking and writing.These activities offer students the opportunity to collect and list information，then select two or three things that impressed them most to describe.They are also required to describe their feelings when they experienced the things.The practice of speaking and writing is important for students to use the vocabulary and structures they have learned.It is also a best way to test if students have mastered what they have learned.Encourage them in groups of four（Imagine two are the cousins who traveled across Canada.The others ask questions about the trip.）to discuss what impressed them，make a list of their ideas and take part in a group discussion to find two or three things that impressed them most.Remind them to use the words and expressions of direction and position.Then let them write a short report about the two or three most impressive things.Speaking and writing are higher stages of language learning.The teacher should frequently give students some assignments of speaking and writing.Only in this way can students use what they have learned more freely.教学重点1．Develop students' speaking and writing ability.2．Let students learn how to use the expressions of direction and position.3．Get students to learn to write a short report about their most impressive things.教学难点1．How to develop students' speaking ability.2．How to develop students' writing ability.三维目标知识目标1．Get students to learn more about Canada.2．Let students learn the expressions of direction and position.3．Have students know how to write a short report to describe what impressed them most.能力目标1．Train students' speaking ability by learning to use the expressions of direction and position.2．Develop students' writing ability by learning to write a short report to describe what impressed them most.情感目标1．Have students learn more about Canada and stimulate their love of nature.2．Train students' ability to cooperate with others.教学过程Step 1 Revision1．Check the homework exercises.2．Ask some of students to retell the passage “THE TRUE NORTH”FROM TORONTO TO MONTREAL.Step 2 Warming up1．Let students read through the passage “THE TRUE NORTH”FROM TORONTO TO MONTREAL again and find out all the sentences that contain words and expressions of direction and position.Read them aloud and translate them into Chinese.2．Show the following on the screen.Have students read them aloud and make sure they know their meanings.Expressions of direction and positionWhere is…？In what direction is…？How does one go to…?How far is…？Is it nearby？Is…close to…？Is…far from…？It's…kilometers from…to…within…kilometers of…It's about…kilometers northeast of… is clos e to…in the north/south/west/east of… to the north/south/west/east of…on the north/south/west/east of… go eastward/westward/northward/southwardacross the continent/lake through the forests along the coast/river3．Ask students in pairs to ask and answer questions using the expressions above.Step 3 Speaking1．Have students brainstorm the question：What adjectives do you use when you describe your feelings?（excited，afraid，terrified，worried，tired，pleased，happy，impressed，surprised，amazed，sa tisfied…）2．Suppose the situation：Work in groups of four.Imagine two of you are the cousins who traveled across Canada.The others ask questions about the trip.3．Let each group discuss the following questions and make notes in the table below.What impressed you？Where was it？How did it make you feel？4．Have them select two or three things that impressed them most.5．Let them make a dialogue to talk about the two or three most impressive things and their feelings when they experienced them.6．Ask as many groups as possible to perform their dialogues to the class.Step 4 WritingTask：Write a short report about the two or three most impressive things during the trip across Canada.1．Let students make a writing plan.Show the following on the screen to help them.Be sure that your report has：1）a title2）a short paragraph to introduce the report's topic.3）a paragraph for each impressive thing you are presenting（be sure to include its location and how it made you feel）4）a short conclusion2．Allow students enough time to write their reports.3．Let some of them read their reports to the class.Others should give comments.Step 5 Writing Task1．Suppose the situation：A group of visiting students are coming on a three to five-day tour of your city or town.Plan what places are best for them to visit，in which direction they will go and what the places are like.2．Remind them to use the words and expressions they have learned for geographical direction and location.Then allow them to begin to write.3．When most of them finish，let some read their plans to the class.The teacher and others should give comments.Step 6 Homework1．Finish off the Workbook exercises.2．Review the contents of the unit and complete Summing Up on Page 40.3．Write your short report in the exercise book.板书设计Unit 5Canada—“The True North”Speaking and writingExpressions of direction and positionWhere is…？In what direction is…？How does one go to…?How far is…？Is it nearby？Is…close to…？Is…far from…？It's…kilometers from…to…within…kilometers of…It's about…kilometers northeast of… is close to…in the north/south/west/east o f… to the north/south/west/east of…on the north/south/west/east of… go eastward/westward/northward/southwardacross the continent/lake through the forests along the coast/river活动与探究Work in pairs.Look at the map of China.Find two places that are a long distance from your home and explain to your partner where they are and how to get there.Be ready to present your conversation to the class.Remember to use the expressions of direction and position.备课资料Further readingCanada is situated in the northern half of the North American continent in the Western Hemisphere.To the south，it shares an 8892 km boundary with the United States.On the other sides，Canada is surrounded by water：to the north of the country is the Arctic Ocean；to the east is the Atlantic Ocean and to the west is the Pacific Ocean.The total area is 9 970 610 square kilometers，which makes it the second largest country in the world after Russia.In comparison，it is more than forty times the size of Britain，or eighteen times that of France.From east to west，it covers six time zones.The easternmost in Newfoundland，is three hours and 30 minutes behind Greenwich Mean Time（GMT）．The other time zones are the Atlantic，the Eastern，the Central，the Rocky Mountains and，farthest west，the Pacific，which is eight hours behind GMT.As we all know，Canada has many lakes.In fact，there are probably more lakes in Canada than in any other country in the world.It has been estimated that lakes cover almost 8 percent of its total area，and it has one­seventh of the world's fresh water.In addition to the Great Lakes，which it shares with the United States，Canada has many large rivers and lakes.Great Bear Lake in the Northwest Territories is the largest lake situated entirely in Canada；its area is 31 326 square kilometers.The longest river is the Mackenzie River.It has a length of 4241 kilometers.The Rocky Mountains，the Coastal Mountains and a number of other ranges run north to south.Mount Logan（5951 m）in the Yukon is Canada's tallest peak.Canada is a federation of provinces.It is made up of 10 provinces and 2 territories，each with its own capital city（in brackets）：Alberta（Edmonton），British Columbia（Victoria），Prince Edward Island（Charlottetown），Manitoba（Winnipeg），New Brunswick（Fredericton），Nova Scotia（Halifax），Ontario （Toronto），Quebec（Quebec City），Saskatchewan（Regina），Newfoundland（St John's），Northwest Territories（Yellowknife）and Yukon Territory（Whitehorse）．The capital city，Ottawa，is in the province of Ontario.。

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。