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。

Unit 5 Canada ---“The True North”教案unit 5 canada ---“the true north”period 6 grammarteaching goals1. target languagea. 重点词汇和短语multicultural, figure, figure out, terrify, official, make commentsb. 重点句子the idea that they would cross the whole continent was exciting.the fact that ocean ships can go there surprises many people.the idea that you can cross canada in less than five days is just wrong.2. ability goalslearn noun clause used as appositives.3. learning ability goalslearn how to make new words.learn what is noun clause and how to use it.teaching important pointslearn noun clauses used as appositives.teaching methodsa. study individually;b. practice.teaching aidsa computer and a projector.teaching proceduresstep 1 lead-inshow some pictures of earthquake.the news that there was a big earthquake in sichuan yesterday shocked all the chinese people.ask: what is the news?what shocked the chinese people?step 2 introduction同位语从句1. 概念:在复合句中作名词的同位语的名词性从句。

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。

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。