高中英语《Book3 Unit5 Canada-“The True North”》优质课教案、教学设计

单元要览

类别 课程标准要求掌握的项目 话题 词汇 Geography: multicultural society; Canada quiz n. 测验; 问答比赛 mixture n. 混合（物）; 混合状态 Canadian n. 加拿大人 adj. 加拿大的; 加拿大人的 aboard prep. &adv. 在船、飞机、火车 或公共汽车上 minister continent baggage n.大臣; n. 洲; n. 行李 maple frost confirm n. 枫; 枫树 n. 霜; 霜冻 vt. 证实; 证明; 批准 chat scenery eastward vi. & n. 聊天; 闲聊 n. 景色; 风景 adv. 向东 adj. 向东 wealthy distance mist adj. 富有的 n. 距离; 远方 n. 薄雾 的; 朝东的

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westward adv. 向西 adj. 向西 misty adj. 有薄雾的; 的; 朝西的 upward adv. 向上地; 上升地 booth 模糊的 n. 公用电话间; adj. 向上的; 上升的 surround harbor vt. & vi. 包围; 围绕 n. 海港 schoolmat e approxima tely 货摊; 售货亭 n. 同学; 校友 adv. 接近; 大 约 adj. 市 区 的 measure vt. &vi. 测量; 衡量; 判 定 n. 计量制; 计量downtown adv. 在市区 ; 单位; 措施 bush n. 灌木（丛）; 矮树 dawn 往市区 n. 黎明; 拂晓; （丛） eagle n. 鹰 buffet 破晓 n. 自助餐; 饮 食柜台 within prep. 在……之内 broad adj. 宽阔的; 广 泛的

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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 slightly adj. 轻微的; 微小的 adv. 稍稍; 轻微地 tradition terrify n. 传统; 风俗 vt. 使恐怖; 恐 吓 impress vt. 使印象深刻; 使铭 terrified adj. 恐惧的; 受 记 impressive adj. 给人深刻印象的; pleased 惊吓的 adj. 欣喜的; 高 感人的 topic mix n. 话题 vt. &vi. 混合; 调配 acre urban 兴的 n. 英亩 adj. 城市的; 市 镇的 短语 prime minister 首相; 丞相 rather than 与其; 不愿 catch sight of 看见; 瞥见 have a gift for 对……有天赋 settle down 定居; 平静下 in the distance 在远处 来; 专心于 manage to do 设法做 at dawn 在黎明的时候

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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, you’ll 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 Canada’s most popular cities to live in. (make+O+O. C. ) 5. It 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. . . ) Direction&Position Where is. .. ? to. . . ? How far is. . . ? far from. . . ? It’s. . . kilometers from. . . to. . . within. . . kilometers of. . . . . . is close to. . . to the . go along the It’s about. . . kilometers northeast of. . . north/south/west/east of. . . on the north/south/west/east of. . eastward/westward/northward/southward across the continent/lake through the forests Is it nearby? Is. . . close to. . . ? Is. . . In what direction is. . . ? How does one go 功能 in the north/south/west/east of. . .

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语法 coast/river Noun clauses as the appositive The thought that they could cross the whole continent was exciting. The girls were surprised at the fact that ocean ships can sail up the Great Lakes. 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 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. 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. Develop students’ integrative skills. Periods needed: 7 Period 1 Warming up and reading Period 2 Learning about language: Important language points Period 3 Learning about language: Grammar Period 4 Using language: Listening and talking Period 5 Using language: Extensive reading Period 6 Using language: Speaking and writing 教学重点 教学难点 课时安排 Period 7 Revision: Summing up and learning tip Period 1 Warming up and reading

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整体设计教材分析

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 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 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 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 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 they 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 make 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 in

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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 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 interest, 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, population, 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 expressions 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.

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2. Enable students to learn about some basic information and talk about Canada. 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-reading

1. Show some pictures about Canada and guess the country.

2. Show the map of Canada to students and talk about Canada’s location. Then ask them the following questions: How much do you know about Canada? 1) Canada is a multicultural country.

2) It’s 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 quiz

Show 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?

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3. What is the capital of Canada? A. Vancouver. A. 4. B. 3. C. 5.

D. 6.

Let students answer this quiz. Step 2 Reading 1. Fast reading

Ask 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 cousin’s travel? A. Toronto→Calgary→Vancouver→Rocky mountains→Thunder Bay B. Vancouver→Rocky moutains→Calgary→Thunder Bay→Toronto C. Vancouver→Thunder Bay→Rocky mountains→Calgary→Toronto D. Toronto→Thunder Bay→Calgary→Rocky mountains→Vancouver Suggested answers:

(1) “The True North” is the cross-Canada train.

B. Toronto.

C. Calgary.

D. Ottawa.

4. How many Great Lakes are there in Canada?

(2) B

Show the route on the map. 2. Careful- reading

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Use the information from the reading passage to fill in the table below. 1) Vancouver:

1. Canada’s 2. Canada’s part. city, surrounded by .

in the world.

and

and Ocean.

3. Its population is increasing 4. Some of the oldest and most beautiful 2) The Rocky mountains: They managed to catch sight of and an eagle. 3) Calgary: It is famous for in . 4) Thunder Bay: Thunder Bay city. it is Ask students to check the answer. 高考链接：

, cowboys compete

the Great lakes Find out the sentences in the text which have similar meanings with the following ones.

1. They were determined to go to Vancouver 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 continent Step 3 Post- reading Discussion: (in groups)

What do you think about Canada after reading the passage? Ask students to give answers.

Let’s think about China (show some beautiful places of China to students.) Step 4 Homework.

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Linda and Tom, they are Canadians, who like China very much. They are going to Beijing and travel around China. How will you plan your route to show them around our country? Give students some tips: transport: how to go the route: where to go scenery: what to see entertainment: what to do

Write a short passage to report how to show the two Canadians around China.

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