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必修三Unit 5 Canada The True North优质课教案教学设计

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Unit 5 Canada—“The True North”

教案一

【单元重点内容与教学目标】

本单元是围绕两位女孩李黛予和刘倩的加拿大之旅展开的, 通过他们的途中见闻向我们展示了加拿大的一些基本概况, 包括它的地理位置、面积、地貌、主要城市、生态环境、风土人情以及该国的多元文化。通过学习本单元,使学生对加拿大有更多的了解;此外,还要学会使用地图,学会方向与位置的表达法以及学习名词性从句中同位语从句的用法。

Warming Up部分提供了一个关于加拿大概况的小测试,目的是激活学生已有的知识,为进入本单元的学习作好准备。

Pre-reading部分通过四个问题进一步激活学生有关旅行的经历和有关加拿大的知识,使学生产生了解加拿大的兴趣,为阅读做好准备。

Reading部分以游记的形式,记述了李黛予和刘倩去加拿大看她们的表兄妹的途中见闻, 沿着从西向东的旅游路线向我们介绍了加拿大的面积、地貌、城市、人口、生态环境等。两位女孩在旅途中看到了自然美景及野生动物,文章还提到了加拿大的自然资源,介绍虽然不是详述,但涉及面较宽,使学生对加拿大的美丽、富饶、幅员辽阔、地广人稀等特征有了更深的了解。学生可以通过学习课文,掌握新的词汇句型和游记的写法,提高学生的阅读能力。

Comprehending部分由三部分组成:回答问题、写出正确信息和画出旅游路线图。此部分不仅检查学生对细节的把握,而且检测学生根据课文内容进行推理和判断的能力以及读图能力;要求学生在地图上画出文中人物横穿加拿大的路线图,使零散的信息有机地串联起来,同时更有助于抓住行文的线索。

Learning about Language部分首先通过构词法的学习扩大学生的词汇量并培养学生的词汇生成能力。使用课文中的词汇和信息编对话和填空,旨在提高学生活用词汇的能力。语法部分是通过从阅读课文中找例句然后采用造句的练习形式教同位语从句。

Using Language部分综合训练听说读写的能力。听与写,听与说的有机结合在一起,使学生进一步了解有关加拿大的知识---居民和语言。阅读部分继续加拿大之旅:从多伦多到蒙特利尔,充分展示了异域文化风情。写作部分要求以报告的形式写旅游见闻,要求学生掌握旅游报告的写作手法。

Summing Up部分要求学生就内容、词汇和结构三个方面进行归纳,对本单元所学知识进行概括和总结。

【教学设计】

第一课时 精读课

将 Warming Up 部分与 Pre-reading, Reading, Comprehending 部分以及Learning about Language中的Exercise 4 Making up a dialogue放在同一课时教学,设计成一节精读课。

第二课时 泛读课

将Using Language 中的Reading and writing和Workbook 中的Fun reading 设计成一节泛读课。

第三课时 语言学习课

将Learning about Language中的Discovering useful words and expressions(Exercises1-3)及Workbook (WB)中的Using words and expressions 放在一起教学,上一节以语言点学习为主的语言学习课。将Workbook 中的 Reading task阅读文章布置为课外阅读作业。

第四课时 语言学习课

将Learning about Language中的Discovering useful structures和Workbook 中的Using structures 结合在一起,设计成一节以语法教学为主的语言学习课。

第五课时 语言运用课

将Using Language中的Listening and writing, speaking 以及Workbook 中的Listening task,Speaking task, Talking结合在一起,设计成一节以听和说为主的语言运用课,重点是培养学生的听说技能。

第六课时 语言运用课

将WB 中的 Listening及自设写作题目 “中国简介”设计成一节以听和写为主的语言运用课,培养学生的语言运用能力。

【教学构思】

第一课时 精读课

第一步 引入话题 ( Warming Up )

1. The teacher raises the topic --- travel by asking the students some questions:

Do you like to go sightseeing? What is the longest trip you have ever taken?

What’s the best city in China for sightseeing in your opinion?

What country will you want to go for sightseeing if you have enough money?

2. Give them a suggestion about where to go by showing some pictures of Canada and make them interested in the places and eager to find out what places they are.

3. Give them the answer by showing the students the maple flag and a map of Canada.

4. Find out what the students have known about Canada by filling the form.

(学生抢答完成,以小组为单位计分)

Full country name Canada Location _______North America, bordering the North Atlantic Ocean on the_______, North Pacific Ocean on the_______, and the Arctic Ocean on the_______, the United States on the _____ ? Total area/ size about 9,984,670 k㎡ Population about 32,270,500(July,2005) Capital city Ottawa The leader of the country Prime Minister Languages English, French, Climate varies from temperate in south to subarctic and arctic in north Natural resources forests, fishing, water, wildlife, coal, natural gas… Geographical features mountains, lakes, rivers, prairie National animal beaver Answer key: northern east west north south

第二步: 预测文章的内容 ( Pre-reading )(个人自由发言)

1. Ask the students to give a brief introduction about Canada by looking at the map and then try to use three words to describe the country.

(Such information can be included as location, climate, cities, physical features, natural resources.)

2. What do you expect to see in Canada if you have a chance to take a trip to Canada?

3. Look at the title of this unit and ask students to guess why the title is given as Canada---“The True North” and imagine what topics will be talked about in the passage.

4. Ask one or two students to give their opinions.

第三步: 阅读文章 A TRIP ON“THE TRUE NORTH”

1.Give students 5 minutes, and ask them to scan or skim for the answers to the following questions:

① What is the main idea of the passage?

② Why is the title given as Canada--- “The True North”?

③ Which topics in the form in Warming Up are mentioned in the text?

Suggested answers:

① The passage is about a trip of two girls, and it tells us some information about Canada.

② Because the two girls took a trip across Canada by taking the cross-Canada train called “The True North”.

③ name, size, natural resources, population,geographical features.

2.Give students 5 minutes to read the passage carefully, and answer the following questions:

(Before students read the passage, tell them that attention should be paid to the hints of the main places mentioned in the text.)

Answer the questions in complete sentences. (Comprehending 1 on page 35)

① Why are the cousins not flying direct to the Atlantic coast?

② What is the continent they are crossing?

③ Why do many people want to live in Vancouver?

④ What happens at the Calgary Stampede?

⑤ Where does wheat grow in Canada?

⑥ Look at the map of Canada. Why would ships be able to reach the center of Canada?

3. The following sentences are not true. Write sentences with correct information. Tell Your partner where you found them. (Comprehending 2 on page 35)

① The girls went to Canada to see their relatives in Montreal.

② Danny Lin was going to drive them to Vancouver.

③ You can cross Canada in less than five days by bicycle.

④ The girls looked out the windows and saw Native Indians and cowboys.

⑤ Thunder Bay is a port city in the south of Canada, near Toronto.

第四步: 攻克理解重难点 (小组合作学习; 小组竞赛)

Ask students to go over the passage and find out their own difficult points in reading. Then discuss in groups of four trying to solve the problems together.

The four teams try to find some difficult points of the text and take turns to ask the other teams to solve these problems.

全班分为四组,各组依次就课文内容提出一个问题让其他组回答,答对组得分。

The teacher offers help at last if necessary.

The teacher can get them to paraphrase some sentences and check their understanding.

Many of them have a gift for working with animals and they can win thousands of dollars in prizes.

Most Canadians live within 320 kilometers of the USA border, and in fact, the population of Canada is only slightly over thirty million.

That idea that you can cross Canada in less than five days is just wrong.

第五步: 口语训练(采取双人活动进行讨论、复述和编对话)

Ask the students to use three words to describe Canada and explain the reason according to what they have read in the text.

Suggested answer: big ; empty; beautiful;

(It is the second biggest country in the world; The idea that you can cross Canada in less than five days is just wrong.; The population of Canada is only slightly over thirty million; You will see mountains and pass thousands of lakes, forests and wide rivers as well as cities.)

Have the students circle the places mentioned in the text and then draw the route of the two girls traveling across Canada on the map on page 33. Retell what they saw and what they heard at those places..

Ask students to exchange their opinions in groups of two and then ask some students to report .

3. Make up a dialogue between Li Daiyu and Liu Qian (Exercise 4 in Learning about Language on page 36 )

The students are encouraged to act out the dialogue in front of the class.

第六步: 作业布置

Go over the text, and try to get a better understanding of the text.

Underline the useful expressions, especially the phrases in the text.

Recite the new words (from multicultural to port )

第二课时 泛读课

第一步:作业检查

Have a dictation. The teacher reads some sentences with new words or phrases in them.

They were on a trip to Canada to visit their cousins on the Atlantic coast.

It is the second biggest city, which is surrounded by mountains on the north.

After settling down in their seats, they looked out of the windows at the wild scenery.

Most Canadians live within 320 kilometres of the USA border.

叫两个学生上黑板写,然后鼓励其他学生上黑板帮他们纠错,最后学生互改互评。

2. Remind students of what they have learnt in Reading.

第二步 引入话题

Li Daiyu and Liu Qian saw lots of beautiful scenery when traveling in Canada. Last night the train that they were taking rushed across the top of Lake Superior. Which is the next city it runs towards?

第三步: 预测文章的内容

Look at the title

Suggested answers:

① The passage is about their trip to Toronto and Montreal and it gives us further information about Canada.

② Part1 (Paragraphs1-5) At noon, they arrived in Toronto and visited many places.

Part2 (Paragraph 6) The next morning they got to Montreal and spent one day there.

Part3 (Paragraphs 7) The trip from Toronto to Montreal ended. At night they left by train.

2.Give students 5 minutes to read the passage carefully, and answer the questions about the passage.

(Questions on page 39)

① How do we know it is fall in Canada?

② Which direction is the train going from Toronto?

③ Why did the girls go to Old Montreal?

④ What three things show us that Montreal is a French city?

3. Fill in the blanks.

They went on a _______ of _______, the most _______ and ______ city in Canada. They went up the tall _______ and saw the misty cloud that rose from _________. And then they visited ________ and had dinner in _______, where they could get good Cantonese food. The next morning they arrived in _______, a city which has a _______ culture.

Suggested answers: tour, Toronto, wealthy, biggest, CN Tower, the great Niagara Falls, the covered stadium, downtown Chinatown, Montreal, French

第五步: 攻克理解重难点 (小组合作学习)

1. Ask students to go over the passage and find out their own difficult points in reading. Then discuss in groups of four trying to solve the problems together.

The teacher offers help at last if necessary.

The teacher can give them some sentences to paraphrase and check their understanding.

They were not leaving for Montreal until later, so they went on a tour of Toronto.

In the distance, they could see the misty cloud that rose form the great Niagara Falls, which is on the south side of the lake.

第六步: 角色扮演 听说训练(双人活动)

1. Ask the students to finish the reports in pairs. One is to deal with Li Daiyu’s Report which is about what they saw in Canada, while the other is to do with Liu Qian’s Report related to what they heard in Canada.

The two students exchange the information in the form of asking and answering questions. The listener writes down what he or she is told.

The students are encouraged to act out the dialogue in front of the class.

把Page 39的Writing 改为双人的听说训练。一个学生负责完成Li Daiyu’s Report,写出在加拿大的所见,另一个完成Liu Qian’s Report,写出所闻。然后采取问答式,将对方告知的信息写下来。

第七步: 诗歌欣赏

1. It is a poem of love for the natural world which the native people of Canada live in. Read the poem on page 75 on their own and then follow the tape trying to imitate it and appreciate it. Pay attention to the rhythm.

2. Are there some things in your life that make your “heart soar”? (Share your experiences with your partner.)

Guess the meanings of the new words from the context if necessary.

fragrance : n. sweet or pleasing smell.

faintness : n. being weak and not clear.

summit : n. highest point, top.

salmon: n. large fish, valued for food.

soar : v. fly or go up high in the air.

第八步: 作业布置

1. Go over the text, and underline the useful words and expressions.

2. Recite the new words (from figure to broad).

3. Finish Exercise 1 in Using words and expressions on page 70.

第三课时 语言学习课(1)语言点

第一步:作业检查

1. Have a dictation. The teacher reads some sentences with new words in them

In the distance, they could see the broad river.

They went on a tour of Beijing, a wealthy city in China.

He went downtown to buy what he wanted.

The water was seen flowing into the sea.

学生互改互评,并在课文中找到出处。教师有针对性地收部分批改。

2. Check the homework: Exercise 1 in Using Words and Expressions on page 70.

Answer key: 1.airplane 2. border 3. downtown 4. continent 5. cowboy 6. Dawn 7. frost 8. minister 9. goat 10. official 11. maple 12. speed 13. surrounds 14. wealthy

第二步: 词汇复习

Finish Exercise 2 in Learning about Language on page 36 as quickly as possible.

After finishing it, discuss in pairs and then check the answers with class.

Answer key:

Alternative words and expressions Words and expressions from the text to a great degree extremely have a natural ability for have a gift for stop talking or doing something in an excited way settle down the area where the land meets the sea coast to be all around someone or something surround a place where water is calm and ship can be safe harbor think about a problem until you find the answer figure out town with a harbor port inside a certain area within

第三步: 语言点(1) 构词

1. Ask students to observe the words with the explanations in the form and then draw a conclusion..

2. Fill in the form according to the information given to you.

words meanings words meanings multi-colored made of many colors forward(s) to the front multi-channel having many channels eastward(s) to the east multi-form existing in many forms inward(s) to the inside multi-national including many nations towards in a direction to ① having many stories ⑥ to the back multi-media ② ⑦ to the outside ③ made of many tracks northwards ⑧ ④ ⑤ ⑨ ⑩

Suggested answers:

① multi-story ② using many media ③ multi-track ④ multifunction ⑤ having many functions ⑥backwards ⑦ outwards ⑧ to the north ⑨ westward(s) ⑩ to the west

Sum up: You can put the prefix multi- in front of many words to give them the meaning of “many”. The suffix -ward(s) has the meaning of “in a direction”.

(Instruct the students to read LEARNING TIP on page 40.)

第四步: 语言点(2) 词组归纳(介词副词填空)

⑴ ______ the distance

⑵ ______ far as

⑶ go ______

⑷ go ______ the province

⑸ be (go) ______ a trip to

⑹ ______ dawn

⑺ ______ the south side of the lake

⑻ ______ the airport

⑼ leave ______

⑽ ______ the harbor

⑾ ______ size

⑿ look ______ ______ the window ______ the wild scenery

Suggested answers:

⑴ in ⑵ as ⑶ downtown/ eastward ⑷ through ⑸ on

⑹ at ⑺ on ⑻ at ⑼ for ⑽ in ⑾ in ⑿ out ;of; at

重点句型再拓展

Read the sentences and then sum up the usage of each phrase.

第五步: 语言点(3) rather than

Simon would beg in the street rather than get money in such a dishonest way.

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