必修三-Unit-5-Canada-The-True-North公开课教学设计

Unit 5 Canada—44The True North MPeriod 2 Reading 11•教材分析(analysis of teaching material)Reading-A Student of African Wildlife depicts a scene where Jane and her colleagues studied chimps in an African forest and explains the significance of their work and the achievements she reached・ Despite the fact that it was a dirty and tiring job to do the field research in the wild, they all regarded it as worthwhile. Some of their valuable discoveries would not have been made in the lab;for the veiy reason Jane Goodall had chosen the primitive African forest to study in.Her years of observing and recording chimps* daily activities attributed to a better understanding of their behaviour. She has argued that wild animals be left in the wild and not used for entertainment or advertisements・ She has endeavored to enhance people's awareness of understanding, respecting and protecting wild animals. She is an inspiring role model !2学情分析(analysis of the students)Ss differ in character and English level. The teaching design must pay attention to the degree. Teacher can master the motivation and encourage Ss to learn through participation and vice versa. According the difference of Ss, it is necessary to apply the teaching method of seeing> listening and speaking.3.教学目标(Teaching aims) 知识目标(Knowledge aims)1 ・ Use the adjectives to describe a great person・2.Master the following words and expressions・3・ Understand the text fully・4.Know about some usages of the subject一verb agreement.能力目标(Ability aims)Develop Ss，reading ability.Learn to use some reading skills such as predicting, skipping, note-taking, skimming and scanning ・情感目标(Emotional aims)1、Enable Ss to learn from great women, stimulate their love and respect for great women and develop their moral qualities・2^ Develop Ss, sense of cooperative learning ・4•教学重点和难点(leaching important points and difficult points)#Teaching important points:How to improve Ss' ability of skimming, scanning and guessing when reading the text.#Teaching difficult points:1、H ow to make Ss understand the reading passage bette匚2、H ow to talk about women of acjievement.5.教学过程(Teaching procedures)Step 1 Revision1 ・ Read the words in "Warming up,5 togethe匚2.Put the following sentences into English・1)这会帮助我们实现现代化。

Unit 5 Canada—“The True North”教学重点1. Let students read the passage and learn about the geography, population, maincities, natural beauty and natural resources of Canada.2. Get students to learn different reading skills.教学难点1. Develop student s’ 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 readingskills.2. Let students learn how to read a traveling report and how to use a map.2. 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 up1. Show a map of Canada to students and talk about Canada. Then ask them the following questions:1)What kind of country is Canada?2)How large is it?3)What else do you know about Canada?Suggested answers:1)Canada is a multicultural country.2)It’s the second largest country in the world. It covers an area of 9 984 670 square kilometers. It is a bit bigger than China.3)(Students’ answer may vary. Encourage them to tell more information. )2. Make a quizShow the following on the screen.How much do you know about Canada?1. What language(s) do Canadians speak?A. English.B. English and German.C. English and French.D. English and Spanish.2. What is the capital of Canada?A. Vancouver.B. Toronto.C. Calgary.D. Ottawa.3. What is the national animal of Canada?A. Beaver.B. Grizzly bear.C. Polar bear.D. Penguin.4. What is the Canadian leader called?A. President.B. Prime Minister.C. Governor.D. King.5. How many Great Lakes are there in Canada?A. 4.B. 3.C. 5.D. 6.Let students work in pairs and answer this quiz. Then have them compare theiranswers with another pair. Give them the correct answers and see how many students got 80% or better.Step 2 Pre-reading1. Let students discuss the following questions:Have students turn to Page 34 of the text book, look at the title of the reading passage and the pictures and predict what the passage is about. Then have them read the passage quickly to see if they are right.Step 3 Reading1. Fast readingAsk students to skim the reading passage and then answer the following questions: Q1: How many people are mentioned in the text? Who are they?Q2: Where did they go?2. Intensive reading1）Divide the passage into three parts and match the main idea of the 3 parts.Part 1Read the 1st para. and finish the chart below.para2:Their chat on their way to the stationWhat can they see during the journey?Para4•Thunder Bay is a ________ city.• Where is Thunder Bay?It is at the top of the _______________.•Canada has ______________ the world’s t otal fresh water; and much of it is in ______________Step4 What three words would you use to describe Canada?Step 5 Homework1. Learn the useful new words and expressions in this part by heart.2. Read the reading passage again and try to retell the passage.精美句子1、善思则能“从无字句处读书”。

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.。

教学设计Unit 5 Canada -- “The True North”第一课时阅读课I一、教学内容 Warming up; Reading; Comprehending二、教学目标在本节课结束时，学生能够●了解加拿大的一些地理人文概况和文化风俗。

●使用加拿大地图，找到加拿大的首都、主要城市、湖泊、落基山脉、太平洋、大西洋等。

●理解文章标题的含义以及文章的中心思想。

●画出主人公在加拿大旅游的路线图，学会按时空顺序叙事。

三、教学步骤步骤一导入1. 引入本单元的话题：加拿大。

首先问学生是否熟悉加拿大？然后让他们谈谈自己了解的加拿大。

2. 给学生展示一些他们非常熟悉的和加拿大相关的图片和视频。

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。

从学生熟悉的代表物（比如红枫叶、多伦多国家电视塔）、美景（比如尼亚加拉大瀑布）等入手，能很快调动学生的学习积极性。

3. 学生两人一组，完成课堂小测验，检测自己对加拿大的了解程度。

4. 小组之间讨论答案，然后教师公布正确答案。

5. 为答对题目以上的小组鼓掌表示祝贺。

设计意图：做加拿大知识小测验，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。

步骤二阅读1. Reading for main idea：让学生快速阅读的同时思考：文章大意是什么，标题中“the True North”的含义是什么? 及段落连线。

学生通过阅读可能把握标题中的两层含义：字面含义以及在文章中的含义。

设计意图：让学生重视文章标题，思考题目的含义，从而更好地把握文章内容和情感，同时也能培养学生抓中心思想的能力。

另一方面，发散学生思维，从多个角度思考问题。

同时学会运用skimming的阅读技巧概括段落大意，从总体上把握文章的篇章结构。

2. Reading for information：把全班同学分成六组进行比赛。

必修三Unit 5 Canada —“The True North” (共8 课时)第1课时Warming up学习目标：熟悉与本单元相关的话题，并通过阅读积累词汇。

背景材料导入：Welcome to CanadaThinking of visiting Canada one day? Of course, you are welcome. OK,let’s start our journey and get close to it.As is known, Canada,the second largest country in the world,is recognized as the most comfortable country to live in. Every year it attracts millions of visitors from all over the world because of its breathtaking (壮观的) scenery and charm, which make it well-known and unique.Canada lies in the northern part of the North America Continent in the West Hemisphere. It stretches over 5,500 kilometers from the Atlantic Ocean to the Pacific and over 4,600 kilometers from the northern tip of Ellesmere land to the United States border. The country covers an area of 9,984,670 square kilometers, which is a little bit larger than China.The United States,the only country next to Canada on land,is to the south of Canada. The borderline shared by the two countries is more than 5,500 kilometers, and this borderline is undefended. Citizens of both countries can cross the border without a visa. On the other three sides Canada is surrounded by water. To the east of the country is the Atlantic Ocean, and to the west, the Pacific Ocean. The Arctic Ocean is to the north of the country.Canada is a country with a large area, but with a small population. The population of the country is only 25 million. Since Canada is a country made up mainly of immigrants, its people have different ethnic origins. The two largest groups are made up of people of the French and English origins. Indians and Inuit, the native people,make up only 1.2% of Canada’s total population. Most Canadians believe in Catholicity and Christianity.There are some famous cities in Canada. Ottawa is the national capital with a population of 750,000.The city is centered on Canadian government buildings, especially the Parliament Buildings and Confederation Square in front of them. Today Toronto replaces Montreal as the largest metropolis (大城市) of Canada populated by over 3 million people. The city has achieved a high reputation in finance, popular arts and culture. Many Canadian’s banks and companies have head offices in Toronto.Canada has made steady and rapid progress in the past decades. It is taking on a newer look every day. So, if you want to travel, it is just the place to be!Answer the following questions.1.From what aspects does this passage introduce Canada?(no more than 18 words)2.Which city in Canada is the biggest one now?必修三Unit 5 Canada —“The True North ”第2课时Reading 学习目标:知识能力目标：1. 理解文章大意, 了解加拿大的地理状况、人口、大城市、美景、自然资源等。

教学过程一、课堂导入Students talk about Canada or one travel.二、复习预习1）The important word in this passage:1.billion n._____________2.religion n._____________3.physicist n._____________4.theory n._____________5.gentle adj._____________6.climate n._____________7.gravity n._____________8.astronomer n.__________9.oxygen n._____________10.fundamental adj._______11.atmosphere n.__________12.puzzle vt._____________13.exist v._____________14.globe n.____________15.multiply v.__________y v._______________17.unlike v._________18.harmful adj._______19.float v.___________20.chain n.____________人教版必修3Unit5Canada—“The True North”适用学科英语适用年级高三适用区域全国课时时长（分钟）60知识点名词辨析；动词辨析；形容词辨析；副词辨析；动词短语辨析；完成句子；句子翻译教学目标知识：1.快速复习掌握本单元词汇。

2.快速扩词汇量。

方法：1.老师和学生一起翻译短文并从中找出自己不认识的词汇。

2.学生将不认识的词汇整理到笔记本上，并默写出所整理的词汇的汉语意思。

能力：1.能根据老师所翻译的文章快速记住生词的汉语意思。

2.能通过不断上涨的词汇量快速提高阅读能力。

《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。

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。

UNIT 5 Canada----“The true north”A Trip on “The True North”Reading ILearning aims:Knowledge aims:1. Get the students to learn some useful words and expressions2.Enable the students to learn about some basic information and talk about CanadaAbility aim:To develop students’ ability to read and let them learn different reading skillsEmotional aim:Stimulate the students’ interest in learning about foreign countries Warming upA.While-reading activitiesRead for main idea1.What’s the passage mainly ab out?It is about a ____________ of two girls and it tells us some information about _______________.2.Match the maid idea of each para.Part I What they saw, heard and felt for the first three days Part II Brief introduction of the trip to CanadaPart III Their chat on the way to the station3.What are the main places mentioned in the reading passage?(In time order)1) the Rocky Mountains 2) Vancouver3) Calgary 4) Toronto5) Thunder Bay at the top of Lake Superior________________________________________________________ B.Careful readingPara 1Q1:Why are the cousins not flying directly to the Atlantic coast?________________________________________________________Q2: Which continent are the cousins crossing?________________________________________________________ Para 2Q1: What is “The True North ”?___________________________________________________Q2:According to Danny Lin’s words, what can they see in Canada?________________________________________________________ Vancouver●It is ____________ by mountains and the Pacific Ocean.●People can ___ in Rocky Mountains and sail in the ________.●Wet climate makes the trees extremely tall, some _________ over 90metres.Vancouver’s population is increasing very rapidly. Why?___________________________________________________________ ________________________________________________________ Para 3What happens at the Calgary Stampede?___________________________________________________________ Cowboys________ ______ riding wild horses for thousands of _________.Para 4Q1: How are ocean ships able to reach the centre of Canada?___________________________________________________________ ________________________________________________________Q2: How much fresh water does Canada have?________________________________________________________ Find out what these numbers refer to.5,500km________________________________________________ thirty million_____________________________________________ one-third________________________________________________ C.Fill in the blanksLi Daiyu and Liu Qian took the train in Canada from_____ to______. The cousins’ friend, Danny Lin, took them to the train station tocatch“_____ _____ _____”. Canada is the ______ bigges t 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 and the Pacific Ocean. When the cousins _____ _____ in the seats, they looked out of the window. They saw mountains goats and even a grizzly bear. Calgary is famous for the Stampede. Many cowboys who ______ ______ ______ ______ riding wild horses come to compete in it. Then they ______ _______ a wheat-growing province. Thunder Bay is a busy port where ships can ____ ___ the Great Lakes . That night, the train _____ towards Toronto. Tips:Beginning: If I have the chance to travel to Canada, I prefer to go to ___, which impressed me most. ____ is a/an… city. The reasons are as follows:Body: Firstly,… Then,…. Besides,….Ending: So I’d like to choose ____.Write a short passage to report what Li Daiyu and Liu Qian saw in Canada.。

Unit 5 Canada-“The True North”本单元的主要内容是了解加拿大的概况——地理位置、主要城市、风土人情等；了解多元文化现象和多元文化国家的特点。

1. Warming Up部分提供了一个关于加拿大概况的小测试，目的是激活学生已有的知识和经验，为进入本单元的学习作好准备。

2. Pre-reading部分通过四组问题激活学生有关旅行和加拿大的知识和经历。

本单元阅读是“在旅途中看加拿大”，因此，“读前”部分首先提问学生经历过的旅行，然后提问学生最想去的国家，由此切入到本单元的话题“加拿大”。

然后进一步提出“你是否想去加拿大旅行?你想到那儿去看什么?”“你会使用哪三个词语来描述加拿大?”3. Reading部分是篇游记，记述了李黛予和刘倩去加拿大看她们的表兄妹的途中见闻。

乘火车横穿加拿大之前，她们表兄妹的朋友林丹尼向他们介绍了加拿大的概况，包括面积、地貌、城市、人口、生态环境等。

一路上，他们看到了加拿大的自然美景，野生动物，并因中途停靠卡尔加里(Calgary)而联想到卡尔加里大赛马会(Calgary Stampede)。

加拿大地广人稀，多数人住在美—加边境。

本文还提到了桑德贝(Thunder Bay)，五大湖(the Great Lakes)，温哥华(Vancouver)，多伦多(Toronto)，介绍了加拿大的淡水资源。

本文对加拿大的介绍涉及面较宽，但都没有详述，这给学生留下了足够的思维空间。

4. Comprehending部分由三部分组成：回答问题、写出正确信息和画路线图。

这些不仅检查学生对阅读课文的细节的把握，比如，要求学生介绍卡尔加里大赛马会、列举加拿大蕴藏的两种自然资源、写出有关桑德贝的地理位置的正确信息等，而且检查学生根据阅读课文内容所作的推理和判断，比如，“Why do many people want to live in Vancouver?”一题，要求学生联系文中相关信息，做出因果推理。

Unit5 Canada ——“ The true North”Period 1 Warming up and Reading 11. Teaching aims:1.Talking about Canada.b5E2RGbCAP 2.Learn the geography, population, main cities, and natural beauty, natural resources of Canada.p1EanqFDPw3.Learn how to read a traveling report and pictures.DXDiTa9E3d2.Teaching aids: A computer, a project and pictures.3.Teaching steps:1.Ss discuss the following questions.1) Do you like to go traveling?2) Which countries do you like to visit? Why?3) What can you see in these countries?RTCrpUDGiT2.T shows some pictures of winter and invites Ss to describe them.3.Get Ss to talk what they know about Canada.5PCzVD7HxA4.T shows a map of Canada and asks: 1.Which continent is Canada in?2.Which country is its neighbor?3.What are the Oceans Canada faces?4.How large is Canada?4.Have a quiz. Step2. Pre-reading.T: Would you like to take a trip to Canada?What three words would you use to describe Canada?Step 3 Reading1.Shimming:jLBHrnAILgGet Ss to read the passage quickly and answer the following questions:1) What is the passage mainly about?Sample：The passage is about a trip of two girls, and it tells us some information about Canada.xHAQX74J0X 2) What is“ The Ture North” ?Sample：“ The True North ” is the train that goes across Canada / the cross-Canada train.Zzz6ZB2LtkLDAYtRyKfE3) How many cities are mentioned in the text? What are they?Sample：Vancouver – Calgary — Thunder Bay — Toronto4)What do you know about each city?Vancouver :the warmest part of Canada ； the most beautiful city in CanadadvzfvkwMI1many Asian want to live there ； the trees are extremely tall.rqyn14ZNXIthe oldest and most beautiful forests in the world Calgary:famous for StampedeCowboys come to compete in riding wild horses.good at working with animalsthey can win a lot of money in prizes.Thunder Bay:at the top end of the Great Lakes ； very busy portclose to the centre of the country ,so that ocean ships can go there.EmxvxOtOco2. Detailed reading:1) Get Ss to read the passage again and correct the following sentences.SixE2yXPq51. The girls went to Canada to see their relatives in Montreal.6ewMyirQFL(in the East of Canada / on the Atlantic coast of Canada) kavU42VRUs2. Danny Lin was going to drive them to Vancouver.(the train station to catch the cross-Canada train)y6v3ALoS893. You can cross Canada in less than five days by bicycle.M2ub6vSTnP(can ’ t)4. The girls looked out the windows and saw Native Indians and cowboys.0YujCfmUCw(a grizzly bear, mountain goats and wild scenery)5. Thunder Bay is a port city in the south of Canada, near Toronto. eUts8ZQVRd(at the top end of the Great Lakes, near the center of the country) sQsAEJkW5T2) Listen to the tape and fill in the blanks from the text. GMsIasNXkACanada is _____ than the United States. It is the _______largest country in the world.It is _____ kilometers from coast to coast in Canada.The population of Canada is only slightly over_____________.Canada has _________ of the world’ s fresh water, much of which is in the ___________.On the coast north of Vancouver some of the oldestand most beautiful _______ in the world still remain. It is so wet there that the trees are extremely ______. TIrRGchYzgPeriod 2 Language points:1.Canada is a multicultural country like China.加拿大像中国同样是一个多元化国家。

知识点学习目标媒体类型媒体内容要点教学作用使用方式所得结论通过展示加拿大的地图与学生探讨“list”的项目，让学生初步了解加拿大。

导入新课Canada-"The truenorth"课件展示课件展示加拿大的地图和一些国家概况。

导入新课，让学生懂得如何去介绍和了解一个国家，并进行口语锻炼。

设疑—演示—讨论学生对加拿大有了全面的了解，课文的主要信息也得到了呈现。

5通过快速阅读和听力，让学生能初步了解课文内容并能画出两个女孩的旅游路线图。

快速阅读和听力的训练听力播放和课件展示课文录音快速阅读掌握课文大意画出旅游路线图，并进行了听力训练。

演示了解课文大意和旅游路线。

5通过分段精读让学生能进一步的了解课文内容，并回答一些细节提问。

精读训练课件展示课件展示课文相关问题精读掌握课文细节并提高了自主学习的能力。

演示—提问—讲解了解课文段落细节。

2在学习完课文的基础上分组讨论如果以后有机会去国外旅行，自己会去哪里，怎么做。

小组讨论表达课件展示课件展示分组讨论话题和小组成员分工培养学生逻辑思维能力并进行口语锻炼。

演示—讨论—总结小组合作发表学生个人观点。

1课件展示本课课后作业内容布置作业课件展示本课课后作业内容复习，巩固演示复习巩固。

2附：教学设计方案案例名称高中英语必修3 Unit 5 Canada-"The true North"科目英语教学对象高一提供者课时一课时一、教材内容分析本单元通过两位女孩李黛玉和刘茜的加拿大之旅，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，风土人情以及该国家的多元文化。

通过学习本单元，让学生对加拿大有更多的了解，学会使用地图，并且能够用所学词汇与句式表达方向和位置，此外还能够有条理的写出旅游过程中的所见所闻。

二、教学目标（知识，技能，情感态度、价值观）知识与技能：1. Get students to learn the useful words and expressions in this part.2. Let students learn the knowledge of Canada.过程与方法：1. Develope 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.情感态度价值观：1. Stimulate students' interest in learning about foreign countries.2. Develop students' sense of cooperative learning.三、学习者特征分析教学对象为高一学生,智力发展趋于成熟。

必修三-Unit-5-Canada-The-True-Nor 公开课教学设计th高中必修3 Unit5 Canada： The True NorthThe First Period Reading (I)I. 教学目标1. Language goalsa. Learn the use of the following words and phrases: Minister rather than,continent，surround, harbor, measure,aboard, have a gift for,within, manage to do, catch sight of, eagle, acre, urban settle down eastwardb. Important sentences:Learn about some sentence patterns and be able to use them freely.2. Ability goals1.) Learn how to describe the places that Li Daiyu and Liu Qian visit in Canada.Understand the noun clause used as appositive.2.) Enable the students to understand the details of the passage about Canada and find thecorrect answers to the questions in the post-reading.3. Learning ability goalsImprove the students' reading ability - searching for information.II. 教学重点Learn the information about Canada.Master the expressions for describing directions and locations.III. 教学难点Learn the methods of writing a traveling report about. Learn to read the traveling report according to the traveling route.IV. 教学策略选择与设计1． Skimming and scanning;2． Asking-and-answering activities;3． Listening method.学情分析V.本课为高一第二学期的一单元内容。

必修3 Unit5 Canada-the true north教案Unit anada—“The True Nrth”教学重点1 Let students read the passage and learn abut the gegraph, ppulatin, ain ities, natural beaut and natural resures f anada2 Get students t learn different reading sills教学难点1 Develp students’reading abilit2 Enable students t learn abut se basi infratin and tal abut anada三维目标知识目标1 Get students t learn the useful ne rds and expressins in this part2 Let students learn the nledge f anada能力目标1 Develp students’reading abilit and let the learn different reading sills2 Let students learn h t read a traveling reprt and h t use a ap2 Enable students t learn abut se basi infratin and tal abut anada情感目标1 Stiulate students’interest in learning abut freign untries2 Develp students’sense f perative learning教学过程→Step 1 Leading-in and aring up1 Sh a ap f anada t students and tal abut anada Then as the the flling questins:1)hat ind f untr is anada?2)H large is it?3)hat else d u n abut anada?Suggested ansers:1)anada is a ultiultural untr2)It’s the send largest untr in the rld It vers an area f 9 984 670 square ileters It is a bit bigger than hina3)(Students’anser a var Enurage the t tell re infratin )2 ae a quizSh the flling n the sreenH uh d u n abut anada?1 hat language(s) d anadians spea?A EnglishB English and GeranEnglish and FrenhD English and Spanish2 hat is the apital f anada?A VanuverB Trnt algar D ttaa3 hat is the natinal anial f anada?A BeaverB Grizzl bearPlar bearD Penguin4 hat is the anadian leader alled?A PresidentB Prie inisterGvernrD ingH an Great Laes are there in anada?A 4B 3D 6Let students r in pairs and anser this quiz Then have the pare their ansers ith anther pair Give the the rret ansers and see h an students gt 80% r better→Step 2 Pre-reading1 Let students disuss the flling questins:1)hat is the lngest trip u have ever taen?2)If u tae a trip t anada, hat d u thin u ight see there?3)hat three rds uld u use t desribe anada?3 Have students turn t Page 34 f the text b, l at the title f the reading passage and the pitures and predit hat the passage is abut Then have the read the passage quil t see if the are right→Step 3 Reading1 Fast readingAs students t si the reading passage and then anser the flling questins:1)hat is the passage ainl abut?2)hat is “The True Nrth”?3)H an ities are entined in the text? hat are the?Three inutes later, he the ansers ith the hle lassSuggested ansers:1)The passage is abut a trip f t girls, and it tells us se infratin abut anada2)“The True Nrth” is the train that ges arss anada/the rss-anada train3)Five The are ntreal, Vanuver, algar, Thunder Ba and Trnt2 Intensive readingAll students t read the passage arefull this tie t understand the ain ideas f eah paragraph and get the iprtant details, and then finish the flling:1)hse the best anser t eah questin arding t the text(1)As u g eastard, u an see the flling things exept ______________A untainsB thusands f laesfrests and ide riversD s(2)h ill tae part in the algar Stapede?A bs fr StapedeB Peple fr anadaAnne h has a gift fr ridingD bs fr all ver the rld(3)hih f the flling stateents is true?A ne an rss anada in less than five das b trainB an peple thin algar is the st beautiful it in anadaIn fat, the ppulatin f anada is re than thirt illinD ean ships annt reah Thunder Ba(4)hih f the flling shs the right rute f the usin’s travel?A Trnt→algar→Vanuver→Thunder BaB V anuver→algar→Thunder Ba→TrntVanuver→Thunder Ba→algar→TrntD Trnt→Thunder Ba→algar→VanuverSuggested ansers: (1)D(2)D(3)(4)B2)Use the infratin fr the reading passage t fill in the table belBasi Fats abut anadaDistane fr east t est asteans n the east and the est astPpulatinhere st anadians liveLatin f the largest fresh ater supple pints abut Vanuvere pints abut algare pints abut Thunder Ba3)Anser the flling questins in plete sentenes(1)hih ntinent ere the usins rssing?(2)h ere the nt fling diretl t the Atlanti ast?(3)h is the ppulatin f Vanuver gring s rapidl?(4)hat happens at the algar Stapede?()H are ean ships able t reah the enter f anada?(6)hat are se f anada’s greatest natural resures?3 Reading and disussingRead the passage a third tie and then r in pairs t disuss these questins1)hih part f the reading passage interests u st?2)If seda u g t anada, here ill u g? h?(Let students have enugh tie t read the passage arefull and disuss thequestins ith their partners Enurage the t expand their ansers arding t their n experienes )4 Dealing ith language pintsHelp students analze se diffiult, lng and plex sentenes and guess the eanings f se ne rds and expressins Enurage the t tr t deal ith the language pints in the ntext Give the explanatins if neessarListening and reading aludAs students t read the passage alud t the tape and let the pa attentin t the prnuniatin f eah ne rd and the pauses ithin eah sentene Tell the t pi ut all the useful expressins r llatins fr the passage hile reading and p the t the nteb after lass as her Read the alud and tr t learn the b heartllatins: be n a trip t, rather than, tae the aerplane, all the a, tae the train, at the airprt, n the a t, hat abut, as ell as, less than, abard the train, settle dn, anage t d, ath sight f, be faus fr, have a gift fr, thusands f, in prizes, be aazed t d, at the tp f, be surprised at, beause f, fresh ater→Step 4 nslidatinGive students 10 inutes r s and let the d the flling:1 r in pairs and fill in the table abut the tpe f riting and suar f the ideaA TRIP N “THE TRUE NRTH”Tpe f ritingain idea f the passageain idea f Paragraph 1ain idea f Paragraph 2ain idea f Paragraph 3ain idea f Paragraph 4ain idea f ParagraphSuggested ansers:A TRIP N “THE TRUE NRTH”Tpe f ritingThis is a piee f narrative ritingain idea f the passageLi Daiu and her usin Liu Qian ent n a trip t anada, visiting their usins and ening the beautiful sener arss the hle ntinent f anada fr est t eastain idea f Paragraph 1Li Daiu and her usin Liu Qian ere n a trip t anada ain idea f Paragraph 2Having arrived in Vanuver, the st beautiful it in anad a, the ere t be taen t ath “The True Nrth”, the rss-anada trainain idea f Paragraph 3Settling dn in their seats in the train, the ened the ild sener hile rssing the R untains t algarain idea f Paragraph 4hile arriving at Thunder Ba, the learn re abut anada, its ppulatin, resures, etain idea f Paragraph The train rushed tards Trnt hile the ere sleeping2 plete the suar f the str ith ne rd in eah blan and then retell the hle strLi Daiu and Liu Qian ere n a ______________ arss anada Instead f taing the aerplane ______________ the a, the uld rss the hle ntinent f anada ina ______________ after arriving Vanuverb airDann Lin aited ______________ the at the airprt and gave the a brief ______________ abut anada, the send ______________ untr in the rld and Vanuver, the st beautiful it f the untr, hile taing the t ______________ the train, “The True Nrth”Having settled ______________ in the seats, the led ut f the ind ______________ the ild sener, the untain gats, and grizzl bears The ent b the it f algar and ______________ in Thunder Ba, a it at the ______________ f the Great Laes, learning re abut anada f its ppulatin resures and s ______________ Their last stp is Trnt, ne f the suthernst ities in anadaes: trip; all; train; fr; intrdutin; biggest; ath; dn; at; arrived; tp; n→Step Her1 Learn the useful ne rds and expressins in this part b heart2 Read the reading passage again and tr t retell the passage教学反思：本次，堂气氛还比较好，但是学生还是不怎么敢用英语表达，讨论的时候部分学生没有很活跃，在今后的堂中还应该积极的引导学生运用口语的能力，而且要给以一些提示，让学生有话可说，不是去学习英语的信心。

教学设计方案课题名称：A Trip on “The True North”姓名：工作单位：学科年级：高一英语教材版本：新人教版一、教学内容分析本节课主题为“真北方”之旅，以游记的形式向读者呈现加拿大的地形地貌及城市特色。

线索清晰，沿着列车行驶的路线介绍行经的城市及山脉等。

教材分为reading，comprehending两个部分。

comprehending部分针对性很强地提出了一些问题，并针对加拿大的基本情况设计了表格便于学生检验阅读效果二、教学目标At the end of this lesson, the students will be able to:1. Summarize what they knew about Canada (geography, population, languages, important cities and their features, etc.) by exchanging information among themselves.2. Predict general idea of the passage by reading the pictures and title.3. Check their prediction and mark the travel route on the map by skimming.4. Describe the locations and features of the important cities with the words in the passage and some common structures about describing direction and position by scanning and “Tour guide” activity5. Answer the questions and finish the exercises about this passage by reading the passage again.6. It is hoped that students can know some basic information about Canada and be eager to do some further analysis about Canada.二、学习者特征分析高一学生对游记的行文方式已经有了比较多的认识，因此在线索明了的情形下可以让学生通过小组合作的形式将文章的主要内容读懂。

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。

Teaching designReading: A Trip on “ the True North”Analysis of Teaching MaterialsThe material is from New Senior English For China Students’ Book 3, Unit 5 Canada---“The True North”. A Trip on the True North is a travel journal, introducing the travel experience of Li Daiyu and her cousin Liu Qian. Through this passage, students can have preliminary understanding of some basic information about Canada, including geographical environment, ecological environment, characteristics of major cities and related cultural activities. The reading plays a great role to illustrate this wonderful country and it offers good material to practice students’ reading skills.Analysis of studentsThe students of this class are Class 4, Senior 2. They have commanded a certain number of English words. Students love traveling. For them, traveling abroad can be an exciting thing and Canada can be an attractive country. However, not all of them have the experience of traveling by train.Teaching ObjectivesKnowledge aims：1. Master the key words, expressions and sentence structures．2. Understand the main idea of the passage.Ability aims：1. Develop the students’ reading skills, such as skimming, scanning, and careful reading.2. Cultivate students’ cooperative learning ability.Emotional aims:Get students to learn more about Canada，broaden students’ international view and develop their interests in western culture.Teaching Key Points and Difficulties1. To understand the passage and find out the travel route.2. Find the cities they crossed.Teaching Methods1.Task-Based Teaching Method2.Situational Teaching Method3.Cooperation Study MethodTeaching aidsA Multimedia computerTeaching ProcedureStep 1 Lead in (1’)My friend Lucy asked me to give her some suggestions on traveling in Canada. Can you help me? How much do you know about Canada?( The purpose of design: arouse students’ knowledge of Canada.)Step2 Warming up (7’)Watch a short video and after that answer questions.1. Canada is in ___________A. North AmericaB. South AmericaC. AustraliaD. Asia2. Canada is the ______ largest country in the world.A. 2ndB. 3rdC. 4thD. 5th3.Which is the national flag of Canada?A. B.C. D.4. What language (s) do Canadians speak?A. EnglishB. English and GermanC. English and FrenchD. English and Spanish5. What is the capital of Canada?A. VancouverB. TorontoC. CalgaryD. Ottawa6.Which is the national flower of Canada?A. cherryB. roseC. mapleD. lily7. What is the national animal of Canada?A. BeaverB. Grizzly bearC.polar bearD. penguin( The purpose of design: Students can know more information about Canada through the video.)Step3 Pre-reading (1’)Q1. What is the style of the passage?A. NarrativeB. ArgumentationC. ExpositionQ2. What the basic elements of the narrative?Who, What, When, Where, Why, How( The purpose of design: to know the elements of a narrative, and then understand the passage form these six elements.)Step4 While readingTask1 Skimming(3’)Read para.1 quickly and quietly and finish the following questions.Q1. Fill the tableQ2. Why did they decide to take the train instead of the airplane?Q3. What scenery can they see while going eastward?( The purpose of design: to find out the elements “When, Why, Where, How, What”.)Task2 Scanning (5’)Find the main stops and draw the travel route.China Montreal( The purpose of design: Find out the cities they crossed and then theycan have can get a clear travel route.)Task3 Careful reading (12’)● Vancouver1. What are the features (“most”s )?2. Fill in the chart.3. What could they see when they crossed the Rocky Mountains?● CalgaryQ1. What is Calgary famous for?Q2. What happens at the Calgary Stampede?Thunder Bay1. What kind of city is Thunder Bay?Thunder Bay is a busy ______city.2. Where is the Thunder bay?3. Canada has ________ of the world’s total fresh water.( The purpose of design: to understand the feature and more detailed information of the big cities: Vancouver, Calgary, Thunder Bay)Task3 Reflection (1’)What's your impression on Canada?( The purpose of design: to ask students to brainstorm their impression on Canada. )Step5 Post readingGroup work: If you were me, what places in Canada do you want to recommend(推荐)? Why?Useful sentences:1. The place I want to recommend is ________. /My favorite place is______. /I think/ believe _____is a good choice.2. Because it is_____. /The reason why you can go there is that______( The purpose of design: Through dialogue activities, students' English communication skills are exercised, their understanding of Canada is deepened, and their international vision is expanded)Step6 HomeworkTo search for more information about Canada on the Internet and replace me to write a letter to Lucy ( at least 100 words)●The places/ route you recommend.(推荐地方/ 路线)●Reasons ( 原因)●Blessing/ wish（祝愿)( The purpose of design: to write a letter according to what they learned, respond to the task that the teacher gives at the beginning of the class.) Analysis of the blackboard design.The blackboard will be divided into two parts. The left part is used to write words, expression and the information of the passage; the right, forflexible writing.。