Canada The True North教案

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。

新人教版高中英语必修三Unit5《Canada-The true North》教学设计教学设计：本节课的中心是以课程标准为指导，综合考虑学情，对教材进行灵活取舍而设计的一堂课。

在课堂中，以学生为中心，以问题和展示为导向，教师以引入、引导、组织、帮助、指导为辅助，让学生自主进行信息加工、知识体系建构和创新应用能力的发展。

在语言输出环节，给学生设计半开放型的任务，既有足够的挑战性，又照顾学生的基础，使学生敢于表达自我，这对他们来说是一个很重要的突破。

教学步骤：第一步：课前活动在课前，学生快速浏览预讲义，对加拿大有一个大体了解。

在热身活动中，学生欣赏加拿大官方旅游宣传片，研讨加拿大地图，并进行小测验。

这些活动的设计意图是感受视觉冲击，激发研究兴趣，抓住学生对加拿大想要了解的兴趣，转化为地图上重要地理坐标的梳理，快速输入加拿大的基本信息，做一个初步了解。

第二步：阅读活动在阅读活动中，学生进行速读课文，完成相关任务，预测文章内容并补充完整句子，将课文段落大意连线，读取课文获取细节信息。

这些活动旨在提高学生的研究技能，特别是总结和理解文本。

同时，通过任务为导向，通过小组讨论和展示，建构知识体系，取长补短，使学生获得表达自我的成就感，从而内化为研究的动力。

教学目标：本节课的知识目标是让学生了解与旅行和加拿大有关的词汇、短语和句子结构。

能力目标是提高学生的研究技能，特别是总结和理解文本，同时练学生的口语表达能力。

情感目标是让学生欣赏多元文化现象，更好地理解国家之间的差异。

In this article。

we will XXX Canada。

XXX。

Canada is known for its vast landscapes。

friendly people。

and diverse XXX discuss some of the must-visit places in Canada and the best XXX.Firstly。

《Unit5Canada—“TheTrueNorth”》教案高中必修3英语英语不过是表达思想的一种工具、一种说话习惯而已。

我们要坚信，只要有投入，有付出，就会有收获。

绝不会“付出的爱收不回。

”下面是小偏整理的《Unit5Canada—“TheTrueNorth”》教案高中必修3英语，感谢您的每一次阅读。

《Unit5Canada—“TheTrueNorth”》教案高中必修3英语教学准备教学目标TeachingAimsKnowledgeandSkills:1.GettoknowaboutCanada.2.Graspsomereadingskills.3.StimulatetheSs’interestandloveforlearningaboutforeigncountries.StrategyandMethod:1.Trainthestudents’fast-readingability.2.Trainthestudents’abilitytocooperatewithothers.教学重难点Mainpoints：1.IntroducetheinformationofCanadatothestudents.2.Trainthestudents’readingability—skimming,andlisteningabilityDifficultpoint：Learndifferentreadingskillsfordifferentreadingpurposes.Teachingproceduresandways教学过程Step1.Reading&Greeting(2`)Step2.LeadinginandWarmingUp(5`)1.Freetalk:Doyouliketogosightseeing?Whichcountrydoyouliketovisit?Whatcanyouseeinthesecountries?2.QuizStep3.Fast-reading(10`)1.whatis“thetruenorth”?Itrefersto“thecross-Canadatrain.”2.Drawtherouteofthetwogirls’travelingacrossCanadaStep4.Careful-reading(T&F)(15`)Step5.Consolidation(7`)Listening&SummaryFillintheblankandretellthestory课后习题HomeworkSurftheInternettofindmoreinformationaboutCanadaChalkboardDesigningUnit5Canada–the“thetruenorth”-----Athip“onthetruenorth”VancouverRockyMountainsThunderBayCalgaryLakeSuperiorToronto高中英语的学习方法1、投资我们的时间和心智。

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。

CanadaTheTrueNorth教案设计
一、学生分析
教学对象为高一学生,智力发展趋于成熟。

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

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

通过任务型课堂活动和学习，让学生自主参与课堂活动，形成主体。

勇于表现自己和阐述自己的观点。

把课堂知识拓展到课外，通过多渠道获取信息。

二、教材分析
这是本单元的第四课时。

在这之前学生对加拿大的一些基本信息有一定的了解，例如：领土面积，风土人情和多元文化等等。

他们急切的想知道加拿大的一些美丽城市。

想通过书本领略其风光。

本课时主要注重学生的听说读写能力的培养和训练。

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投诉。

高中英语人教新课标必修三Unit5Canada—“TheTrueNorth”教案Unit 5Canada—“The True North”【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我们展示了加拿大的一些基本概况, 包括它的地理位置、面积、地貌、主要城市、生态环境、风土人情以及该国的多元文化。

通过学习本单元，使学生对加拿大有更多的了解；此外，还要学会使用地图，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，为进入本单元的学习作好准备。

Pre-reading部分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部分以游记的形式,记述了李黛予和刘倩去加拿大看她们的表兄妹的途中见闻, 沿着从西向东的旅游路线向我们介绍了加拿大的面积、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、富饶、幅员辽阔、地广人稀等特征有了更深的了解。

学生可以通过学习课文，掌握新的词汇句型和游记的写法，提高学生的阅读能力。

Comprehending部分由三部分组成：回答问题、写出正确信息和画出旅游路线图。

此部分不仅检查学生对细节的把握，而且检测学生根据课文内容进行推理和判断的能力以及读图能力；要求学生在地图上画出文中人物横穿加拿大的路线图，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部分首先通过构词法的学习扩大学生的词汇量并培养学生的词汇生成能力。

使用课文中的词汇和信息编对话和填空，旨在提高学生活用词汇的能力。

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。

青年教师教学大赛教案Unit 5 Canada--“The True North”——No.14 Middle School Yin HuiTeaching aims:1.Talk about the basic information about Canada.2.Learn how to read a traveling report and use maps.3.Learn to express locations and directions.Teaching difficulty and importance:1.Learn the geography, population, main cities, and natural beauty, natural resourcesof Canada.2. Learn how to read a traveling report and pictures.Teaching methods:communication method, task-based method and cooperation study method Teaching aids:A computer, a radio.Teaching steps:Step 1 Lead-inShow two photos of the two Canadians, let Ss guess who they are? The look at beautiful scenery of Canada to make them interest in this lesson.Step 2 Warming-upIn this step, ask Ss to talk about something about Canada and do the quiz to arouse their interests in learning English.Step3 Pre-readingAsk Ss to think abo ut the question “What is the longest trip you have ever taken?” Then let the Ss to look at the map of Canada and discuss the question “If youtake a trip to Canada, what do you think you might see there?” in pairs. And then grasp something about Canada. Finally , look at the picture to predict the main idea of the passage.Step4 Fast-readingIn this step, First let Ss listen to the tape. And ask Ss to read the text as quickly as possible to answer two questions .Step 5 Careful-readingIn this step, let Ss read the passage carefully .Then answer the following questions and do some exercises according to the passage.Step 6 Post-readingFor the Ss to understand the text better, ask them to fill in the blanks according to passage. And then I will give Ss 5 minutes to retell the passage.Step 7 SummaryFill in the blanks with some important information according to the text to sum up the basic facts.Step 8 DiscussionIn this step, the Ss will be asked to have a discussion in groups about the question, “If someday you go to Canada, where will you go? Why? ”Step 9 HomeworkSurf the Internet to find more information of Canada. Blackboard:Unit 5 Canada--“The True North”The True North : the name of the train goes through CanadaDistance from east to west coast:5,500Oceans on east and west: Atlantic Ocean-east Pacific Ocean-westLocation of largest fresh water supply: The Great LakesLooking-back:。

Unit 5 Canada ——“The true North”Period 1 Warming up and Reading 1Teaching aims:1. Talking about Canada.2. Learn the geography, population, main cities, and natural beauty, natural resources of Canada.3. Learn how to read a traveling report and pictures.Teaching aids: A computer, a project and pictures.Teaching steps:Step 1. Warming up.1. Ss discuss the following questions.1) Do you like to go tra veling?2) Which countries do you like to visit? Why?3) What can you see in these countries?2.T shows some pictures of winter and invites Ss to describe them.3.Get Ss to talk what they know about Canada.4.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 fac es?4.How large is Canada?4. Have a quiz.Step 2. 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:Get 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.2) What is “The Ture No rth”?Sample：“The True North” is the train that goes across Canada / the cross-Canada train.3) 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 Canadamany Asian want to live there；the trees are extremely tall.the oldest and most beautiful forests in the worldCalgary: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.2. Detailed reading:1) Get Ss to read the passage again and correct the following sentences.1. The girls went to Canada to see their relatives in Montreal.(in the East of Canada / on the Atlantic coast of Canada)2. Danny Lin was goi ng to drive them to Vancouver.(the train station to catch the cross-Canada train)3. You can cross Canada in less than five days by bicycle.(can’t)4. The girls looked out the windows and saw Native Indians and cowboys.(a grizzly bear, mountain goats and wild scenery)5. Thunder Bay is a port city in the south of Canada, near Toronto.(at the top end of the Great Lakes, near the center of the country)2) Listen to the tape and fill in the blanks from the text.Canada 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 onl y 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 oldest and most beautiful _______ in the world still remain. It is so wet there that the trees are extremely ______.Period 2 Language points:1.Canada is a multicultural country like China. 加拿大像中国一样是一个多元化国家。

教案New Senior English for ChinaStudent’s Book 3Unit5: Canada—“The true North”Students’level: senior 1s bookTeaching content: Reading passage in student’Teaching aims: 1.To talk about the basic information about Canada2. To practice the skill of skimming and scanning3. To learn how to read a traveling reportTeaching focus: 1. The basic information about Canada2. The practice the skill of skimming and scanning Teaching knots: The practice the skill of skimming and scanning Teaching aids: Multimedia facilities, tape-recorderTeaching time: 40 minutesTeaching stages:Step1: Lead in (5 minutes)1.Question and answer(listen to the question carefully, then answer thequestion quickly)(1)Which continent is Canada in?A: North America.(2)What is the capital of Canada?A:Ottawa(3)Which is the national flower of Canada?A: maple(5)What language(s) do Canadians speak?A:English and FrenchWhat is the largest city of Canada?A:Toronto2.Brief introduction of the location of Canada.Step2: Presentation and practice (35 minutes)1.Listen to the tape while skimming the passage t o get a main idea of thepassage.2. Scan the reading passage and underline the main places mentioned in the text,and then draw the travelling route of the two girls at the map on page33. Vancouver → Rocky Mountain →Calgary →Thunder Bay → Lake Superior →Toronto → The Atlantic Coast3. Read the passage carefully and finish comprehending exercise 1 and 2.Exercise1:(1). which continent are they crossing?They are crossing North America.(2). Why are the cousins not flying direct to the Atlantic coast?Because they want to across Canada by taking the train from west to east(3). Why is the population of Vancouver growing so rapidly?Scenery (what did they see?) Places (where did they go?)What did they hear about? What did they do?Trip to CanadaBecause it is beautiful. /It surrounded by mountains and ocean/ People canski in the Rocky Mountains and sail in the harbour.(4). What happens at the Calgary Stampede?Cowboys compete in riding wild horses for thousands dollars.(5). How are ocean ship able to reach the centre of Canada?Ships can follow the St Lawrence River and the Great Lakes(6). What are some of Canada’s greatest natural resources?Water from its lakes and rivers and wood from its forests.Exercise 2:Basic facts about CanadaDistance from east to west5,500kmOceans on east and west coast Atlantic Oceans-east; Pacific Oceans-west Population Slightly over 30 millionWhere most Canadians live Within a few hundred kilometers of the USA border Location of largest fresh water supply The Great LakesKey point about Vancouver Canada’s warmest part /Canada’s most beautifulcity / some of the oldest and most beautiful forests inthe worldKey point about Calgary Famous for the Calgary StampedeKey point about Thunder Bay Busy port city at the top of the Great Lakes4. Homework: Find out Noun-clauses in the passage.。

Canada------"The True North" Teaching Key PointTeaching DifficultyTeaching TargetEmotional aimⅠ.Lead--in1.Do you like traveling?2.Which country would you like to visit? Why?3.What can you see in these countries?Ⅱ.Warming up1.Which is the national flag of Canada?2.What is the Capital of Canada?3.What language(s) do Canadians speak?4.What is the national animal of Canada?5.What is the leader of the country called?6.Which one is true?Ⅲ.Fast readingTask1: What is the general idea of the passage?Task2: What are the main places mentioned in the reading passage? Ⅳ.Careful readingPara1: How did Li Dayu and Liu Qian get there?Para2: According to Danny Lin's words, what can they see in Canada? What is " the true---north"?Vancouver's population is increasing rapidly, why?CrossPara3: The afternoon activitySeeThe next stop: Calgary What is Calgary famous for?Para4: Two days later: the Thunder BayWhere is the Thunder Bay?How much fresh water does Canada have?Ⅴ.Knowledge about Canada: True or False1.Canadians speak English and French.2.Toronto is the capital of Canada.3.Canada is the largest country in the world.4.Canada is on the north of the USA.SummaryCanada is the largest country in the world.Population of Canada is .Vancouver is Canada's most beautiful city, surrounded by . Crossing the Rocky Mountains we can see .Calgary is famous for .Thunder Bay is located .Homework1.Remember the new words and expressions.2.Read the passage after class.3.Try to retell the passage.。

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。

Unit5 Canada The True North教案Reading教材分析本单元reading(阅读课)部分是一篇游记，记述了李黛玉和刘倩去加拿大看他们的表兄妹的途中见闻，向我们展示了加拿大的概况，包括面积、地貌、城市、人口、生态环境等。

本文对加拿大的介绍涉及面较宽，但没有详述。

教材分为Warming up, pre-reading，Reading(1)，Comprehending, Learning about language, Using language, Reading(2) , Listening, Speaking和Writing几个部分。

从话题内容和功能上分析Warming up, Pre-reading和Reading话题相同，我把它们整合成一节阅读课。

二、学情分析对于高一下学期的高中学生来讲，应该说具有一定的英语基础，但由于平时较少阅读到游记这样题材的文章和知识面相对狭窄，对这篇文章很好的阅读理解还是有一定难度。

这样布置学生课前上网或去图书馆找出有关加拿大的一些资料，和通过多媒体相结合简单介绍加拿大一些知识，让学生有了一定的知识准备以利于很好的理解课文。

三、设计理念及教学目标阅读课的目的就是培养学生一定的阅读技巧，懂得从文章中摄取必要的信息和根据阅读课文内容所作出正确的推理和判断。

我采取了多媒体和学生搜索材料主动参与学习相结合，设计问答题，判断题，选择题和画路线题。

涉及到的题型也比较广。

这不仅检查了学生对文章细节的把握也检查了学生对文章所作的推理和判断。

四、教学过程:Step 1: GreetingsStep 2: Lead-in and Warming Up1.Ask some students to represent the result of their collecting some information about Canada. 让学生事先搜索有关加拿大的一些知识并在课堂上用一定的方式呈现出来。

Unit 5 Canada—“The True North”第一部分《金色教案》教学设计说明About the topic and the structures 单元话题和结构 本单元以节日为话题，介绍了世界各地的一些节日的含义、由来和民俗。

通过本单元的学习，可以帮助学生更多地了解节日、体味文化；同时又可以引导学生理解、尊重不同的文化和习俗。

本单元语言功能项目是：方向、位置和情感。

本单元语言结构项目是“名词从句作同位语”。

本单元还要求学生学习写作“描写文：报道”。

《金色教案》教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。

但在实际教学过程中，建议教师依据学生基础、教学条件、学校安排的因素，对课本、对《金色教案》教学设计重新划分课时，裁剪、拼接使用提供的材料，以便“物尽所用”，达到最佳教学效果。

教师也可以参照《金色教案》提供的“实际教学过程课时划分建议”进行教学。

Period 1 Reading 阅读课 Warming Up课本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。

教师也可以参考本书提供的Warming up by talking about Canada或者 Warming up by looking and listening导入新课。

Pre-reading课本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?” 教师也可以利用本书 Pre-reading by questioning and answering进行操作。

R eading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。