高中英语人教版必修3教案Unit 5 Period 1 Warming up and readingWord文档格式.docx
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n.洲;
大陆
frost
n.霜;
霜冻
baggage
n.行李
confirm
vt.证实;
证明;
批准
chat
vi.&
n.聊天;
闲聊
wealthy
adj.富有的
scenery
n.景色;
风景
distance
n.距离;
远方
eastward
adv.向东 adj.向东的;
朝东的
mist
n.薄雾
westward
adv.向西 adj.向西的;
朝西的
misty
adj.有薄雾的;
模糊的
upward
adv.向上地;
上升地adj.向上的;
上升的
booth
n.公用电话间;
货摊;
售货亭
surround
vt.&
vi.包围;
围绕
schoolmate
n.同学;
校友
harbor
n.海港
approximately
adv.接近;
大约
measure
vi.测量;
衡量;
判定 n.计量制;
计量单位;
措施
downtown
adj.市区的 adv.在市区;
往市区
bush
n.灌木（丛）;
矮树（丛）
dawn
n.黎明;
拂晓;
破晓
eagle
n.鹰
buffet
n.自助餐;
饮食柜台
within
prep.在……之内
broad
adj.宽阔的;
广泛的
border
n.边界;
国界;
边沿vt.&
vi.与……接壤;
接近
nearby
adv.在附近 adj.附近的;
邻近的
slight
adj.轻微的;
微小的
tradition
n.传统;
风俗
slightly
adv.稍稍;
轻微地
terrify
vt.使恐怖;
恐吓
impress
vt.使印象深刻;
使铭记
terrified
adj.恐惧的;
受惊吓的
impressive
adj.给人深刻印象的;
感人的
pleased
adj.欣喜的;
高兴的
topic
n.话题
acre
n.英亩
mix
vi.混合;
调配
urban
adj.城市的;
市镇的
短语
primeminister首相;
丞相
catchsightof看见;
瞥见
ratherthan与其;
不愿
haveagiftfor对……有天赋
settledown定居;
平静下来;
专心于
inthedistance在远处
managetodo设法做
atdawn在黎明的时候
重要句型
1.Ratherthantaketheaeroplanealltheway,theydecidedtoflytoVancouverandthentakethetrainwesttoeastacrossCanada.（ratherthan...）
2.Thethoughtthattheycouldcrossthewholecontinentwasexciting.（nounclauseastheappositive）
3.Goingeastward,you’llpassmountainsandthousandsoflakesandforests,aswellaswideriversandlargecities.（presentparticipleusedasadverbial）
4.SkiingintheRockyMountainsandsailingintheharbourmakeVancouveroneofCanada’smostpopularcitiestolivein.（make+O+O.C.）
5.Itissowettherethatthetreesareextremelytall,somemeasuringover90metres.（“pronoun+doing”usedasadverbial）
6.BecauseoftheGreatLakes,theylearned,Canadahasmorefreshwaterthananyothercountryintheworld.（more...thananyother...）
功能
Direction&
Position
Whereis...?
Inwhatdirectionis...?
Howdoesonegoto...?
Howfaris...?
Isitnearby?
Is...closeto...?
Is...farfrom...?
It’s...kilometersfrom...to... within...kilometersof...
It’sabout...kilometersnortheastof... ...iscloseto...
inthenorth/south/west/eastof... tothenorth/south/west/eastof...
onthenorth/south/west/eastof... goeastward/westward/northward/southward
acrossthecontinent/lake throughtheforests alongthecoast/river
语法
Nounclausesastheappositive
Thethoughtthattheycouldcrossthewholecontinentwasexciting.
ThegirlsweresurprisedatthefactthatoceanshipscansailuptheGreatLakes.
教学重点
1.Getstudentstoknowaboutgeography,multiculturalsocietyandCanada.
2.Havestudentslearnusefulnewwordsandexpressionsinthisunit.
3.Enablestudentstograspandusetheexpressionsofdirectionsandpositions.
4.Letstudentslearnthenewgrammaritem:
nounclausesastheappositive.
5.Developstudents’listening,speaking,readingandwritingability.
6.Letstudentslearntoreadandusethemap.
教学难点
1.Enablestudentstomasterthenewgrammaritem:
2.Letstudentslearntowriteadescriptionofaplace.
3.Developstudents’integrativeskills.
课时安排
Periodsneeded:
7
Period1Warmingupandreading
Period2Learningaboutlanguage:
Importantlanguagepoints
Period3Learningaboutlanguage:
Grammar
Period4Usinglanguage:
Listeningandtalking
Period5Usinglanguage:
Extensivereading
Period6Usinglanguage:
Speakingandwriting
Period7Revision:
Summingupandlearningtip
Period1 Warmingupandreading
整体设计
教材分析
Thisisthefirstteachingperiodofthisunit,whichintroducesstudentstosomebasicinformationaboutCanada,itsgeography,itscultureanditspopulation.Atthebeginningoftheclass,theteachercanleadinthetopicoftheunitbyshowingstudentsamapofCanadaorotherpicturesofCanadaandletthestudentsdescribethemortalkaboutCanada.
WarmingUpisintendedtofindouthowmuchgeneralknowledgestudentsalreadyhaveaboutCanada.ItwillalsogiveachancetothosewhohavevisitedorreadaboutCanadatosharetheirknowledgewiththerestoftheclass.Soallowstudentssometimetogiveshorttalks,showphotographs,etc.andmotivateotherstobecomeinterestedinCanadatoo.
Pre-readingcontainsthreequestionswhichencouragestudentstoreflectontheirpersonalexperiencesandinformationandtheirownideas.Thisdiscussionleadstothereadingpassageinwhichtheymayfindsomefactstheyrecognizeaswellasnewinformation.Studentscanbeencouragedtodiscussthesequestions.Thentheyareaskedtolookatthetitleofthereadingpassageandthepicturestopredictwhatthepassageisabout.ThispartisveryusefulforthenextpartReading.
ThereadingpassageATRIPON“THETRUENORTH”describesatripacrossCanadabytrain.Havestudentsreadthepassagebythemselvesandidentifynewwordsandexpressions.Astheyread,askthemtofindtheplacesmentionedonthemapofCanada.Itisusefultohavethemdiscusswithapartnerwhattheythinkthenewvocabularymean,andtoworktogetheronthemap.Theteachercanidentifynewwordsandstructuresthatstudentsmightfinddifficultandpre-teachthemtomakethereadingeasier.Studentsareencouragedtoskimforthegeneralideaandscanforfurtherunderstanding.Afterreading,studentsarerequiredtodotheexercisesinComprehendingtoseehowmuchtheyhaveunderstoodthereadingpassage.Theteachercanletthemworkinpairsoringroupstofindtheanswerscooperatively,andthenchecktheiranswerswiththewholeclass.Meanwhile,dealwithanylanguageproblemsthatstudentsmeet.
Toconsolidatethecontentsofthereadingpassage,studentsshouldberequiredtoreadthepassageagainandthenretellit.Inordertoarousetheirinterest,theteachercanholdacompetition.Theteacheralsoneedstomakeasummaryonthepassageincludingthegeneralidea,writingcharacteristics,andsoontoletstudentsunderstandthepassagefurtherattheendoftheclass.
1.Letstudentsreadthepassageandlearnaboutthegeography,population,maincities,naturalbeautyandnaturalresourcesofCanada.
2.Getstudentstolearndifferentreadingskills.
1.Developstudents’readingability.
2.EnablestudentstolearnaboutsomebasicinformationandtalkaboutCanada.
三维目标
知识目标
1.Getstudentstolearntheusefulnewwordsandexpressionsinthispart.
2.LetstudentslearntheknowledgeofCanada.
能力目标
1.Developstudents’readingabilityandletthemlearndifferentreadingskills.
2.Letstudentslearnhowtoreadatravelingreportandhowtouseamap.
情感目标
1.Stimulatestudents’interestinlearningaboutforeigncountries.
2.Developstudents’senseofcooperativelearning.
教学过程
设计方案
（一）
→Step1Leading-inandwarmingup
1.ShowamapofCanadatostudentsandtalkaboutCanada.Thenaskthemthefollowingquestions:
1）WhatkindofcountryisCanada?
2）Howlargeisit?
3）WhatelsedoyouknowaboutCanada?
Suggestedanswers:
1）Canadaisamulticulturalcountry.
2）It’sthesecondlargestcountryintheworld.Itcoversanareaof9984670squarekilometers.ItisabitbiggerthanChina.
3）（Students’answermayvary.Encouragethemtotellmoreinformation.）
2.Makeaquiz
Showthefollowingonthescreen.
HowmuchdoyouknowaboutCanada?
1.Whatlanguage（s）doCanadiansspeak?
A.English.
B.EnglishandGerman.
C.EnglishandFrench.
D.EnglishandSpanish.
2.WhatisthecapitalofCanada?
A.Vancouver. B.Toronto. C.Calgary. D.Ottawa.
3.WhatisthenationalanimalofCanada?
A.Beaver.
B.Grizzlybear.
C.Polarbear.
D.Penguin.
4.WhatistheCanadianleadercalled?
A.President.
B.PrimeMinister.
C.Governor.
D.King.
5.HowmanyGreatLakesarethereinCanada?
A.4.
B.3.
C.5.
D.6.
Letstudentsworkinpairsandanswerthisquiz.Thenhavethemcomparetheiranswerswithanotherpair.Givethemthecorrectanswersandseehowmanystudentsgot80%orbetter.
→Step2Pre-reading
1.Letstudentsdiscussthefollowingquestions:
1）Whatisthelongesttripyouhaveevertaken?
2）IfyoutakeatriptoCanada,whatdoyouthinkyoumightseethere?
3）WhatthreewordswouldyouusetodescribeCanada?
3.HavestudentsturntoPage34ofthetextbook,lookatthetitleofthereadingpassageandthepicturesandpredictwhatthepassageisabout.Thenhavethemreadthepassagequicklytoseeiftheyareright.
→Step3Reading
1.Fastreading
Askstudentstoskimthereadingpassageandthenanswerthefollowingquestions:
1）Whatisthepassagemainlyabout?
2）Whatis“TheTrueNorth”?
3）Howmanycitiesarementionedinthetext?
Whatarethey?
Threeminuteslater,checktheanswerswiththewholeclass.
1）Thepassageisaboutatripoftwogirls,andittellsussomeinformationaboutCanada.
2）“TheTrueNorth”isthetrainthatgoesacrossCanada/thecross-Canadatrain.
3）Five.TheyareMontreal,Vancouver,Calgary,ThunderBayandToronto.
2.Intensivereading
Allowstudentstoreadthepassagecarefullythistimetounderstandthemainideasofeachparagraphandgettheimportantdetails,andthenfinishthefollowing:
1）Choosethebestanswertoeachquestionaccordingtothetext.
（1）Asyougoeastward
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