Unit 5 Canada -“The True North” Period 2 课件-优质公开课-人教高中必修3精品

高中英语Unit5Canada“TheTrueNorth”PeriodOneWarmingUp话题导入Canada is one of the few nations in the world to have two official languages：English and French.There are 10 provinces in the country but only one of these—Quebec—is known as “French Canada”．This is because it was founded by French explorers while British adventurers discovered the rest.Canada left the British empire in 1867 to become an independent country，and English and French have been recognized as the official languages ever since.Most people speak English as their first language and the two national television networks broadcast in English throughout the country.Apart from in Quebec and a few places on the east coast，French television is very rare.The same goes for ，for example.Outside of Quebec，there are only a few places where you’ll see traffic signs in French.And in restaurants，it’s almost impossible to find French on the menu unless you are in the heartland of “French Canada”．However，all products sold in Canada must，by law，have labels and instructions in both languages.In Canada’s English­speaking provinces，official bilingualism(双语) means that students can choose to complete a special French language course.Under this programme，they are taught most of their subjects in French.If a student begins the course in kindergarten or Grade One，it is likely that all their lessons will be in French.However，if they start at junior high school,25 percent of the teaching will continue to be in English.根据上文完成下列各题1．Where can you watch French television programmes?In Quebec and a few other places.2．Which country ruled Canada before its independence?Britain.3．Fill in the blank in Paragraph 4 with proper words.(no more than 5 words) traffic signs and menusPeriod One Warming Up & ReadingⅠ.单词1．v.chat聊天measure测量surround包围2．n.quiz测验minister大臣continent洲，大陆baggage行李scenery风景harbour海港border边界acre英亩eagle鹰3．adj.Canadian加拿大的prime首要的eastward向东的westward向西的upward向上的slight轻微的urban城市的multicultural多种文化的Ⅱ.短语1．与其；不愿rather than2．定居；平静下来settle down3．设法做manage to do4．看见；瞥见catch sight of5．对……有天赋have a gift for1．Rather than take the aeroplane all the way，they decided to fly to Vancouver and then take the train from west to east across Canada.她们不想一路乘飞机，而决定先飞到温哥华，再从西海岸乘火车横穿加拿大到达东海岸。

精选教课教课设计设计| Excellent teaching plan教师学科教课设计[ 20–20学年度第__学期]任教课科： _____________任教年级： _____________任教老师： _____________xx市实验学校Unit 5 Canada---- “The True North ”教课内容剖析本单元的中心话题是加拿大——李黛予等人在加拿大的旅行经历。

学生经过本单元学习，能够初步认识加拿大的一些基本状况，包含地理环境，各大城市特色以及人文活动等。

“热身”（Warming Up ）部分是一个小测试，看看学生对加拿大这个国家认识多少。

采纳小测试活动，一来是为了激起学生的学习兴趣，另一目的是让学生联系自己已有知识，为整个单元的学习做准备，温故而知新。

“读前”（ Pre-reading ）部分是三个问题，设计自己的旅行经历和对加拿大的认识，这些问题与文章密切有关。

学生经过讨论这些问题，为更好的理解这篇文章打好铺垫。

“阅读”（ Reading ）部分是篇游记，记述了李黛予和刘倩去加拿大探望表兄妹的旅途见闻。

乘火车横穿加拿大以前，他们的朋友林丹尼向他们介绍了加拿大的概略，包含面积、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和野生动物。

她们半途停靠卡尔加里（Calgary），谈到卡尔加里大赛马会（ Calgary Stampede）。

加拿大地广人稀，多半人住在美加两国边疆。

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

“理解”（Comprehending）部分又三个练习。

考察学生找文章详细信息的能力.语言学习”（ Learning about Language ）部分包含“词汇学习”和“语法学习”这两部分内容。

“词汇学习”部分第一介绍构词法，加前缀或后缀而构成派生词；而后经过各种存心义的练习形式，帮助学生更好的记着和运用单词。

CanadaCanadaisthesecondlargestcountryintheworld.ItislargerthantheUSAandreachesnearlyaquartero fthewayroundtheearth.Thedistancefromeasttowestisover5,500kilometresandthecountrycoverssixof theworld’s24timeareas.ThepopulationofCanadaisabout35millionandthecapitalisOttawa.Therearet woofficiallanguages,FrenchandEnglish.ThefirsttravellersarrivedfromEnglandin1497.SettlersfromFrancereachedCanada in1534.FortwocenturiesEnglishandFrenchsettlersstruggledagainsteachothertocontrolthecountry. Today,oneprovinceofCanadaisFrench­speaking.TheTVandradioprogrammesthereareinFrench.ThereareFrench restaurants,andalltheteachinginschoolsisdoneinFrench.Canadahasonethirdoftheworld’ssupplyoffreshwater.T herearefivegreatlakesinthesouth, andtherearemanyothers,especiallyinthenorth.Mostoftheelectricityisproducedbywater.Thecountryhasagreatdealofcoal, oilandnaturalgas, andtheseareallexploitedforenergy.Muchofthecountryiscoveredbyforests, andwoodiscutandsoldallovertheworld.Canadaisalsotheworld’sbiggestproducerofthekindofpaperwh ichisusedfornewspapers.FishingisalsoveryimportantforCanadians.Fishfromtheeastandwestcoastsi ssoldtomanyothercountries.加拿大加拿大是世界上的第二大国。

Unit 5 Canada-"The True North"李黛予和她表妹刘倩要去加拿大大西洋海岸的蒙特利尔市看望她们的表兄妹们。

她们不想一路乘飞机，她们决定飞到温哥华，再从西海岸乘火车横穿加拿大到达东海岸。

要横贯整个大陆的想法很是令人兴奋。

她们的朋友林丹尼在机场等候她们。

他要带着她们和行李到火车站乘坐横穿加拿大的“真北方”号列车。

在去火车站的路上，林丹尼聊起了她们的旅程：“你们沿途将会看到美丽壮阔的风景。

向东一直走，你们会经过一座座ft脉，上千个湖泊、森林，还有宽阔的河流和许多大城市。

有人想在不到五天的时间里横穿加拿大，他们忘了加拿大从东海岸到西海岸共有5，500 公里。

这儿，温哥华，是加拿大最温暖的地方。

人们说温哥华是加拿大最美丽的城市，被大ft和太平洋环抱。

落基ft可以滑雪，海港供你扬帆，这些使得温哥华成为加拿大最受欢迎的居住城市之一。

这个城市的人口增长很快。

在温哥华北面的海岸上保存了最古老、最美丽的森林。

那儿的湿度很大，所以树都长得特别高，一些高达90 多米。

”那天下午表姐俩才登上了火车落了座。

火车先是穿越落基ft脉，她们设法看到了野ft 羊，甚至还看到了一只大灰熊和一只鹰。

她们的下一站就是卡尔加里，这个城市因“大西部赛马会”而闻名。

来自世界各地的牛仔们来参加赛马会比赛。

他们中许多人都有骑野马的本领，他们能赢得几千美元的奖金。

两天以后，她们开始意识到加拿大人烟稀少。

他们在学校学过，大多数加拿大人定居在靠近美国几百英里的边境地带，加拿大的人口也就是三千万多一点儿。

但是现在看到这么空旷的国家，她们很惊讶。

火车穿过一个种植小麦的省份，她们看到了面积有数千英亩的农场。

晚饭后她们又回到城市，位于五大湖区顶端的繁忙的港口城市桑得贝。

巨大的海轮可以开到五大湖，让表姐妹俩感到吃惊。

她们知道，因为有五大湖，加拿大的淡水比世界上任何其他国家都多。

事实上，加拿大拥有全世界三分之一的淡水量，其中大部分都蓄在五大湖泊里。

Unit 5 Canada—“The True North〞Period 6 Using language: Speaking and writing整体设计教材分析This is the sixth teaching period of this unit. The teacher can first check the homework, let students review what they learned in the last lesson and then lead in the new lesson.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.教学过程设计方案(一)→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 expressionsof 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.3. 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, satisfied. . . )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.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 dialogue 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 report.3. Let some of them read their report to the class. Others should give ments.→Step 5 Writing task1. Suppose the situation: A group of visiting students are ing 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 plan to the class. The teacher and others should give ments.→Step 6 Homework1. Finish off the Workbook exercises.2. Review the contents of the unit and plete Summing Up on Page 40.3. Write your short report in the exercise book.设计方案(二)→Step 1 Revision1. Check the homework exercises.2. Ask students to dictate some new words, expressions and important sentences.→Step 2 War ming up1. Let students review the words and expressions they have learned for geographical direction and location. List them and make sure they know their meanings2. Have them brainstorm the question: What adjectives do you use when you describe your feelings? (excited, afraid, worried, tired, happy, impressed, surprised, amazed, satisfied. . . )3. Teach the new words: terrified, pleased and impressed.→Step 3 Speaking and writing1. Let students divide into groups of four. Imagine two of them are the cousins who traveled across Canada. The others ask questions about the trip.2. Have them make a dialogue to describe two or three things that impressed them most and their feelings when they experienced them.3. Ask them to write a short report about the two or three most impressive things during the trip across Canada.→Step 4 Workbook1. Speaking task1)Ask students to read through the directions and make sure they know what to do.2)Give them enough time to prepare their introduction.3)Let some of them to perform to the class.2. Writing task1)Read through the directions to students and make sure they know what to do.2)Have them first read the sample in the box and then begin to write their own plan.→Step 5 Homework1. Finish off the Workbook exercises.2. Summarize the words expressions you have learned for geographical direction and location and keep them in mind.板书设计Unit 5 Canada—“The True North〞Speaking and writing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.。

Unit 5 Canada--- The True NorthPeriod 5教学案语法——同位语从句教学内容Discovering useful structures (p. 37); Using structures (pp. 71-72)教学目标在本节课结束时，学生能够理解同位语从句的语法意义。

能够从阅读文章中找出含有同位语从句的句子。

归纳出同位语从句的语法特点。

区分同位语从句和定语从句。

在口语和书面表达中运用同位语从句。

教学步骤步骤一导入通过下面的例子，引出同位语和同位语从句的概念。

设计意图：激活学生已有的知识，从他们熟悉的同位语概念入手，过渡到新的语法项目——同位语从句，进而理解同位语从句的语法意义，即从句起到了同位语的作用。

Lead-inMr. Lin, our maths teacher, is a charming gentlemen.The thought that they would cross the whole continent was exciting.步骤二学习同位语从句1.教师让学生重新快速浏览两篇文章A trip on “ The True North”和“The True North” fromToronto to Montreal，找出所有包含同位语从句的句子，并将同位语从句部分用括号括出来。

Grammar studyGo through the passage on pp. 34&38 quickly, pick out all the sentence with the appositiveclauses and underline the appositive clauses.设计意图：本步骤要求学生浏览课文，找出含有同位语从句的句子，目的是使学生进一步理解同位语从句的形式和语法意义。

2. 归纳同位语从句的主要特征。

1)四人一组，做搭配练习Exercise 2 (p. 37)。

Unit 5 Canada—“The True North〞Period 4 Using language: Listening and talking整体设计教材分析This is the fourth teaching period of this unit. As usual, the teacher will first get students to review what they learned in the last period, and then lead in the new lesson.We will focus on training students’ listening ability in this period. The listening passage introduces information about the cultural and racial position of Canada. Canada is one of the few countries that have an official multicultural policy. The population is changing rapidly and immigrants from China are among the most numerous recently. Make sure students go through the exercises before they listen to the tape. This is to sharpen their attention. It will also help them get the gist of the listening text. The teaching procedures may be as follows: First, let students think about and discuss what they know about Canada’s population and the fact that it is a country of immigrants. Second, go through the inplete sentences in Exercise 2 and guess what the topic of the listening text is. Play the tape for students to listen to and decide whether their guessing is right. Third, ask them to listen again for them to do Exercise 2. Fourth, let them listen a third time to check their answers. While they are listening, the teacher should pause and repeat the key sentences to help students understand. When checking the answers, explain some difficult listening points if necessary. In the end, show them the listening text and let them read and retell it. This step can help students understand and grasp the listening material far further.Next, students will listen to a report which Li Daiyu and Liu Qian were asked to give telling their new Canadian friends about China. The purpose of this listening passage is to allow students to make a parison between Canada and China in termsof geography and natural features. The teacher can let students read the directions and go through the exercises before listening. Then ask them to listen to the tape and finish their exercises. They should make notes while listening. When students listen to the text, tell them to ignore the words they don’t know and to concentrate on understanding the gist of the text. Perhaps some students will find it hard to listen to and understand listening materials. Encourage them not to give up. The more they listen to English, the easier it bees.After practicing listening, students are required to talk about some of the major similarities and differences between China and Canada. Encourage them to say something. Don’t always correct the mistakes they have made while they are talking. Otherwise, they would feel reluctant and not say anything more.教学重点1. Develop students’ listening ability.2. Enable students to master different listening skills.3. Let them talk about the major similarities and differences between China and Canada.教学难点1. Get students to listen to and understand the listening materials.2. Let students talk about the major similarities and differences between China and Canada.三维目标知识目标1. Get students to learn some useful new words and expressions in the listening passages.2. Let students learn about the major similarities and differences between China and Canada.能力目标1. Enable students to catch and understand the listening materials.2. Develop students’ ability to get special information and take notes while listening.3. Get students to learn and talk about the major similarities and differences between China and Canada.情感目标1. Enable students to know more about Canada.2. Devel op students’ sense of group cooperation and teamwork.教学过程→Step 1 Revision1. Check the homework exercises.2. Ask some students to translate some sentences using noun clauses as the appositive.1)他登上月球的消息迅速传遍全国。

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。

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Period Three Grammar & WritingPart One Grammar找出文中的同位语从句The thought that they could cross the whole continent was exciting。

/Some people have the idea that you can cross Canada in less than five days，but they forget the fact that Canada is 5，500 kilometres from coast to coast./The girls were surprised at the fact that ocean ships can sail up the Great Lakes.同位语从句同位语从句就是在复合句中作名词的同位语的名词性从句。