高中英语《Book3 Unit5 CanadaThe True North》优质课教案教学设计.docx

1、高中英语Book3 Unit5 CanadaThe True North优质课教案教学设计Canada-“The True North” 教学设计Unit 5 Canada“The True North”单元要览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continent

2、n. 洲; 大陆frostn. 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adj. 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

3、友harborn. 海港approximatelyadv. 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

4、. 传统; 风俗slightlyadv. 稍稍; 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

5、 the distance 在远处manage 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 tofly 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 appositi

6、ve)3. Going eastward, 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 harbour make Vancouver one of Canadas most popular cities to live in. (make+O+O. C. )5. It

7、 is so wet there that the trees are extremely tall, some measuring over 90 metres. (“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

8、 direction is. . . ? 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

9、the north/south/west/east of. . .on the north/south/west/east of. . . go eastward/westward/northward/southwardacross the continent/lake through the forests along thecoast/river语法Noun clauses as the appositiveThe thought that they could cross the whole continent was exciting.The girls were surprised

10、at the fact that ocean ships can sailup the Great Lakes.教学重点1. Get students to know about geography, multiculturalsociety 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 le

11、arn the new grammar 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: nounclauses as the appositive.2. Let students learn to write a descriptio

12、n of a place.3. Develop students integrative skills.课时安排Periods needed: 7Period 1 Warming up and readingPeriod 2 Learning about language: Important language points Period 3 Learning about language: GrammarPeriod 4 Using language: Listening and talking Period 5 Using language: Extensive reading Perio

13、d 6 Using language: Speaking and writingPeriod 7 Revision: Summing up and learning tipPeriod 1 Warming up and reading整体设计教材分析This is the first teaching period of this unit, which introduces students tosome basic information about Canada, its geography, its culture and its population. At the beginnin

14、g of the class, the teacher can lead in the topic of 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

15、chance to those who have visited or read about Canada 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 r

16、eflect on their personal experiences and information 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 r

17、eading passage and the pictures to predict what the passage 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 the

18、y read, ask them to find the places mentioned on the 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 ma

19、ke the reading easier. Students are encouraged to skim for the general idea and scan for further understanding. After reading, students are required to do the exercises inComprehending to see how much they have understood the reading passage. The teacher can let them work in pairs or in groups to fi

20、nd the answers cooperatively, and then check their answers 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 intere

21、st, the teacher can hold a competition. The teacher 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, po

22、pulation, main cities, natural beauty and natural 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 exp

23、ressions in this part.2. Let students learn the 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 Ca

24、nada.情感目标1. Stimulate students interest in learning about foreign countries.2. Develop students sense of cooperative learning.教学过程Step 1 Leading-in and pre-reading1. Show some pictures about Canada and guess the country.2. Show the map of Canada to students and talk about Canadas location. Then ask

25、them the following questions:How much do you know about Canada?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. )

26、2. Make a quizShow the following on the screen.1. What language(s) do Canadians speak?A. English.B. English and German.C. English and French.D. English and Spanish.2. Which is the national flag of Canada?3. What is the capital of Canada?A. Vancouver. B. Toronto. C. Calgary. D. Ottawa.4. How many Gre

27、at Lakes are there in Canada?A. 4.B. 3.C. 5.D. 6.Let students answer this quiz. Step 2 Reading1. Fast readingAsk students to skim the reading passage and then answer the following questions:1) What does “The True North” mean in the text?2) Which of the following shows the right route of the cousins

28、travel?A. TorontoCalgaryVancouverRocky mountainsThunder BayB. VancouverRocky moutainsCalgaryThunder BayTorontoC. VancouverThunder BayRocky mountainsCalgaryTorontoD. TorontoThunder BayCalgaryRocky mountainsVancouver Suggested answers:(1) “The True North” is the cross-Canada train.(2) BShow the route

29、on the map.2. Careful- readingUse the information from the reading passage to fill in the table below.1) Vancouver:1. Canadas part.2. Canadas city, surrounded by and Ocean.3. Its population is increasing .4. Some of the oldest and most beautiful in the world.2) The Rocky mountains:They managed to ca

30、tch sight of and and an eagle.3) Calgary:It is famous for , cowboys compete in .4) Thunder Bay:Thunder Bay city. it is the Great lakes Ask students to check the answer.高考链接：Find out the sentences in the text which have similar meanings with the following ones.1. They were determined to go to Vancouv

31、er by air and then west to east across Canada by train instead of flying all the way.2. 2) It was exciting when they thought that they could cross the whole continentStep 3 Post- reading Discussion: (in groups)What do you think about Canada after reading the passage?Ask students to give answers.Lets think about China (show some beautiful places of China to students.