教学设计Canada The True North.docx

1、教学设计Canada The True NorthUnit 5 Canada“The True North”教学设计Period 1Warming up and reading类别课程标准要求掌握的项目话题Geography: multicultural society; Canada词汇quizn. 测验; 问答比赛mixturen. 混合（物）; 混合状态Canadiann. 加拿大人adj. 加拿大的; 加拿大人的aboardprep. & adv. 在船、飞机、火车或公共汽车上ministern. 大臣; 部长maplen. 枫; 枫树continentn. 洲; 大陆frostn.

2、霜; 霜冻baggagen. 行李confirmvt. 证实; 证明; 批准chatvi. & n. 聊天; 闲聊wealthyadj. 富有的sceneryn. 景色; 风景distancen. 距离; 远方eastwardadv. 向东adj. 向东的; 朝东的mistn. 薄雾westwardadv. 向西adj. 向西的; 朝西的mistyadj. 有薄雾的; 模糊的upwardadv. 向上地; 上升地 向上的; 上升的boothn. 公用电话间; 货摊; 售货亭surroundvt. & vi. 包围; 围绕schoolmaten. 同学; 校友harborn. 海港approxi

3、matelyadv. 接近; 大约measurevt. &vi. 测量; 衡量; 判定n. 计量制; 计量单位; 措施downtownadj. 市区的adv. 在市区; 往市区bushn. 灌木（丛）; 矮树（丛）dawnn. 黎明; 拂晓; 破晓eaglen. 鹰buffetn. 自助餐; 饮食柜台withinprep. 在之内broadadj. 宽阔的; 广泛的bordern. 边界; 国界; 边沿 vt. & vi. 与接壤; 接近nearbyadv. 在附近adj. 附近的; 邻近的slightadj. 轻微的; 微小的traditionn. 传统; 风俗slightlyadv. 稍稍

4、; 轻微地terrifyvt. 使恐怖; 恐吓impressvt. 使印象深刻; 使铭记terrifiedadj. 恐惧的; 受惊吓的impressiveadj. 给人深刻印象的; 感人的pleasedadj. 欣喜的; 高兴的topicn. 话题acren. 英亩mixvt. &vi. 混合; 调配urbanadj. 城市的; 市镇的短语prime minister 首相; 丞相catch sight of 看见; 瞥见rather than 与其; 不愿have a gift for 对有天赋settle down 定居; 平静下来; 专心于in the distance 在远处manag

5、e to do 设法做at dawn 在黎明的时候重要句型1. Rather than take the aeroplane all the way, they decided to fly to Vancouver and then take the train west to east across Canada. (rather than. . . )2. The thought that they could cross the whole continent was exciting. (noun clause as the appositive)3. Going eastward,

6、 youll pass mountains and thousands of lakes and forests, as well as wide rivers and large cities. (present participle used as adverbial)4. Skiing in the Rocky Mountains and sailing in the harbor make Vancouver one of Canadas most popular cities to live in. (make+O+O. C. )5. It is so wet there that

7、the trees are extremely tall, some measuring over 90 meters. (“pronoun+doing” used as adverbial)6. Because of the Great Lakes, they learned, Canada has more fresh water than any other country in the world. (more. . . than any other. . . )功能Direction&PositionWhere is. . . ? In what direction is. . .

8、? How does one go to. . . ?How far is. . . ? Is it nearby? Is. . . close to. . . ? Is. . . far from. . . ?Its. . . kilometers from. . . to. . . within. . . kilometers of. . .Its about. . . kilometers northeast of. . . . . . is close to. . .in the north/south/west/east of. . . to the north/south/west

9、/east of. . .on the north/south/west/east of. . . go eastward/westward/northward/southwardacross the continent/lakethrough the forestsalong the coast/river语法Noun clauses as the appositiveThe thought that they could cross the whole continent was exciting.The girls were surprised at the fact that ocea

10、n ships can sail up the Great Lakes.教学重点1. Get students to know about geography, multicultural society and Canada.2. Have students learn useful new words and expressions in this unit.3. Enable students to grasp and use the expressions of directions and positions.4. Let students learn the new grammar

11、 item: noun clauses as the appositive.5. Develop students listening, speaking, reading and writing ability.6. Let students learn to read and use the map.教学难点1. Enable students to master the new grammar item: noun clauses as the appositive.2. Let students learn to write a description of a place.3. De

12、velop students integrative skills.课时安排Periods needed: 7Period 1 Warming up and readingPeriod 2 Learning about language: Important language pointsPeriod 3 Learning about language: GrammarPeriod 4 Using language: Listening and talkingPeriod 5 Using language: Extensive readingPeriod 6 Using language: S

13、peaking and writingPeriod 7 Revision: Summing up and learning tip【教材分析】This is the first teaching period of this unit, which introduces students to some basic information about Canada, its geography, its culture and its population. At the beginning of the class, the teacher can lead in the topic of

14、the unit by showing students a map of Canada or other pictures of Canada and let the students describe them or talk about Canada.Warming Up is intended to find out how much general knowledge students already have about Canada. It will also give a chance to those who have visited or read about Canada

15、 to share their knowledge with the rest of the class. So allow students some time to give short talks, show photographs, etc. and motivate others to become interested in Canada too.Pre-reading contains three questions which encourage students to reflect on their personal experiences and information

16、and their own ideas. This discussion leads to the reading passage in which they may find some facts they recognize as well as new information. Students can be encouraged to discuss these questions. Then they are asked to look at the title of the reading passage and the pictures to predict what the p

17、assage is about. This part is very useful for the next part Reading.The reading passage A TRIP ON “THE TRUE NORTH” describes a trip across Canada by train. Have students read the passage by themselves and identify new words and expressions. As they read, ask them to find the places mentioned on the

18、map of Canada. It is useful to have them discuss with a partner what they think the new vocabulary mean, and to work together on the map. The teacher can identify new words and structures that students might find difficult and pre-teach them to make the reading easier. Students are encouraged to ski

19、m for the general idea and scan for further understanding. After reading, students are required to do the exercises in Comprehending to see how much they have understood the reading passage. The teacher can let them work in pairs or in groups to find the answers cooperatively, and then check their a

20、nswers with the whole class. Meanwhile, deal with any language problems that students meet.To consolidate the contents of the reading passage, students should be required to read the passage again and then retell it. In order to arouse their interest, the teacher can hold a competition. The teacher

21、also needs to make a summary on the passage including the general idea, writing characteristics, and so on to let students understand the passage further at the end of the class.【教学重点】1. Let students read the passage and learn about the geography, population, main cities, natural beauty and natural

22、resources of Canada.2. Get students to learn different reading skills.【教学难点】1. Develop students 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 th

23、e knowledge of Canada.能力目标1. Develop 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.2. Enable students to learn about some basic information and talk about Canada.情感目标1. Stimulate students interest in lea

24、rning about foreign countries.2. Develop students sense of cooperative learning.【教学过程】设计方案(一)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 abo

25、ut Canada?Suggested answers:1)Canada is a multicultural country.2)Its 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 th

26、e 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. Grizz

27、ly 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 their answers with another pair. Give them

28、 the correct answers and see how many students got 80% or better.Step 2 Pre-reading1. Let students discuss the following questions:1)What is the longest trip you have ever taken?2)If you take a trip to Canada, what do you think you might see there?3)What three words would you use to describe Canada?

29、3. 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 t

30、he following questions:1)What is the passage mainly about?2)What is “The True North”?3)How many cities are mentioned in the text? What are they?Three minutes later, check the answers with the whole class.Suggested answers:1)The passage is about a trip of two girls, and it tells us some information a

31、bout Canada.2)“The True North” is the train that goes across Canada/the cross-Canada train.3)Five. They are Montreal, Vancouver, Calgary, Thunder Bay and Toronto.2. Intensive readingAllow students to read the passage carefully this time to understand the main ideas of each paragraph and get the important details, and then finish the following:1)Choose the best answer to each question according to the text.(1)As you go eastward, you can see the following thing