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Book3Unit5Canada—"TheTrueNorth"Atripon“TheTrueNorth”Period1Warming-upandReadingTeachingaims:1.TotalkaboutandgetmoreinformationaboutCanada.2.Tolearnthegeography,population,maincities,andnaturalbeauty,naturalresourcesofCanada.3.Tounderstandthegeneralideaofthepassagethroughskimmingandtogetspecificdetailsbyscanning;tolearnhowtoreadatravelingjournalandpictures.TeachingimportantpointsTodevelopthestudents’readingabilityandtheabilitytosummarize.Teachingmethods:Skimming;Scanning;Task-based.Teachingaids:AcomputerandpicturesTeachingsteps:Step1.Lead-in1.Watchashortvideoandanswerthequestion:HowmuchdoyouknowaboutCanada?Therearesomeaspectstopayattentionto,suchaslocation,size,language,culture,sceneryandfamouscities.GetSstotalkaboutwhattheyknowaboutCanada.2.ShowapictureofCanadaandinvitestudentstodescribeit.Step2.WarmingupChallengeyourselfandhaveaquiz.1.WhichisthenationalflagofCanada?2.WhichisthenationalflowerofCanada?WhatisthecapitalofCanada?Whatlanguage(s)doCanadiansspeak?WhatistheCanadianleadercalled?Howmany“GreatLakes”arethereinCanadaandwhatarethey?MorepicturestoknowmoreaboutCanada.Ottawa;Toronto;Vancouver;Calgary;TheRockyMountainsStep3.Pre-readingWhatthreewordswouldyouusetodescribeCanada?______________________________Step4.FastreadingTask(1)Findoutthemainideaandthestructure(结构).Task(2)Makenoteswhenyoufindthenamesofthecitiesthatthetwogirlshavebeen.Drawoutthetravelingroute.Tips:Readthewholepassagequicklyandsilentlytogetthemainidea.Useskimmingandscanningskillstounderline(划线)differenttimesandplaces.(1)1.Mainidea:Itisabout________oftwogirlsacrossCanadaby_______;andittellsussomeinformationabout_______.2.Structure:BriefintroductionoftheirtripTheirchatontheirwaytothestationWhattheyreallysawandfeltBriefintroductionoftheirtripTheirchatontheirwaytothestationWhattheyreallysawandfeltafterboardingthetrain.Part1Para(s)___Part2Para(s)___Part3Para(s)____Whatarethemainplacesmentionedinthereadingpassage?(Intimeorder)1)theRockyMountains2)Vancouver3)Calgary4)Toronto5)ThunderBayatthetopofLakeSuperior___________________________________Thetravelrouteofthetwogirls:goingeastward,acrossthecontinentStep5.CarefulreadingTips:Readthequestionsfirstandreadthepassagewiththequestions.Para1:Q1:WhyarethecousinsnotflyingdirectlytotheAtlanticcoast?Q2:Whatisthecontinenttheyarecrossing?Para2:Q1:Whatis“TheTrueNorth”?Q2:AccordingtoDannyLin’swords,whatcantheyseeinCanada?Details:PlaceInformationVancouver●It

is

____________

by

mountains

and

the

Pacific

Ocean.●People

can

_____

in

Rocky

Mountains

and

sail

in

the

________.●Wet

climate

makes

the

trees

extremely

tall,

some

_____________

over

90

metres.WhyisthepopulationofVancouvergrowingsorapidly?Para3:Theafternoon’sactivity:Theycrossed____________andsaw________,__________,__________.Thenextstop:CalgaryWhathappensattheCalgaryStampede?Para4:Q1:HowareoceanshipsabletoreachthecentreofCanada?Q2:HowmuchfreshwaterdoesCanadahave?Para5:thenextstop:__________SCANNING:Tips:Movingyoureyesquicklydownthepassagetolocatethespecificwords,numbers,ordatayouarelookingfor.Findoutwhatthesenumbersreferto?5,500km__________________________________________ThirtyMillion__________________________________________one-third__________________________________________Step6.SummaryLiDaiyuandLiuQianwere_____________________.Thefirststopis__________.Thatafternoontheyreached________________.Thenextstopis___________whichisfamousfor_______________.Twodayslatertheyreached_____________.Thatnighttheyrushedtowards___________.Step7.Consolidation:FillintheblanksLiDaiyuandLiuQiantookthetraininCanadafrom_____to______.Thecousins’friend,DannyLin,tookthemtothetrainstationtocatch“_______________”.Canadaisthe______biggestcountryintheworld.Itis5,500kilometersfrom______to______.Astheygo_________,theysawbeautifulsceneryaswellascities.Vancouveris__________bymountainsandthePacificOcean.Whenthecousins___________intheseats,theylookedoutofthewindow.Theysawmountainsgoatsandevenagrizzlybear.CalgaryisfamousfortheStampede.Manycowboyswho________________________ridingwildhorsescometocompeteinit.Thenthey_____________awheat-growingprovince.ThunderBayisabusyportwhereshipscan_________theGreatLakes.Thatnight,thetrain_________towardsToronto.Step8.DiscussionLetstudentshaveadiscussionwiththeirdeskmatesaboutthequestions.Whichpartofthereadingpassageinterestsyoumost?IfyougotoCanada,wherewillyougo?Why?”Tips:Beginning:IfIhavethechancetotraveltoCanada,Iprefertogoto________,whichimpressedmemost.________isa…city.Thereasonsareasfollows:Body:Firstly,…Then,….Besides,….Ending:SoI’dliketochoose___________.Step9.Homework WriteashortpassagetoreportwhatLiDaiyuandLiuQiansawinCanada.【参考表达】...beknownfor...

...beworthvisitingbelocated/situatedin...

...coveranareaof...

...haveahistoryof...

...payavisitto...

Ireallyenjoyedthetripto...Thetripto...impressedmegreatly.

Self-assessmentAssessmentItemsAssessmentContentsAssessmentRanksAssessmentWaysABCDLearningProcessAssessment1.Abletounderstandthemainideapassage.Self-assessment2.Abletofindoutthetravelrouteanddetailsofeachparagraph.3.Abletoself-researchandanswerthequestionsofeachparagraph.4.Abletojoininthegroupactivities,discusstheproblemsandcorrecttheanswers.LearningEffectAssessment1.Abletoimprovereadingskills.Group-assessment2.Abletoknowhowtoreadatraveljournal.3.Nogrammarmistakesandwrongsentencesinsummarizetheanswers.4.Abletocorrectthewrongpronunciation.学情分析：高中阶段的学生对探索世界存有兴趣，尤其是在《高中英语（必修1）》中第三单元《traveljournal》和地理课中对世界地理学习的基础上，会对加拿大这样一个世界闻名的国度产生浓厚的兴趣。这有助于学生们学习课文，尤其是运用在《traveljournal》中学习到的阅读技巧在本文阅读中。同时，文章的篇幅较长，加上一定的生词量，和学生对背景文化知识的缺乏，这些会对学生理解文章产生一定的困难。教学对象为高一学生,智力发展趋于成熟。他们的认知能力有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此在教学中我特别注重提高学生用英语进行思维和表达的能力。逐渐由大量输入信息转向试着自己输出信息，形成自己学习技能和策略，学会把语言和现实生活联系起来。

通过任务型课堂活动和学习，让学生自主参与课堂活动，形成主体。勇于表现自己和阐述自己的观点。把课堂知识拓展到课外，通过多渠道获取信息。效果分析：创设课堂情境──视频导入：引出在加拿大旅游──任务一：学生竞答了解加拿大──提出问题：加拿大知多少──引出课文阅读，完成任务二：分析文章结构，寻找旅行地点关键词──细节阅读，指导学生了解旅行的起因和起止地点──任务三：学生细读文章分组讨论个段落的细节问题──学生展示讨论结果，锻炼了组织和表达能力──教师整体复述旅行路线，帮助学生回顾文章整体构架──任务四：学生将阅读内容迁移至实际运用，选择最喜欢的城市并表述原因。多样化的课堂活动形式有利于保持学生的注意力，有利于提高课堂教学的有效性，并能使学生“求新”、“求异”的心理得到满足。师生、生生互动性强，既有个体活动，又有小组活动、全班活动和师生互动。这节课的思路很清晰，在调动学生的积极性上，师生双边活动方面还要努力，进一步完善自己的课堂教学艺术。板书方面，板书要更规范、更清楚，便于培养学生良好的学习习惯。教材分析：本单元的reading(阅读)部分是一篇游记，以日志的形式记述了李黛玉和刘倩去加拿大看他们的表兄妹的途中见闻，向我们展示了加拿大的概况，包括面积、地貌、城市、人口、生态环境等。本文对加拿大的介绍涉及面较宽，但没有详述。学生们通过学习，了解加拿大的风貌，同时基于在《高中英语（必修1）》中第三单元《traveljournal》的学习，进一步了解旅行日志。通过学习本单元，让学生对加拿大有了更多的了解，，并学会条理地写出旅游过程中的所见所闻。评测练习：Languagestudy1.Itissowettherethatthetreesareextremelytall,somemeasuringover90meters.1）somemeasuringover90metres属“代词+现在分词”构成_____________结构Eg:Wemusttakepreventivemeasurestoreducecrimeinthearea.我们必须采取预防措施来减少这个地区的犯罪。2.PeoplesayitisCanada’smostbeautifulcity,surroundedbymountainsandthePacificOcean.人们说温哥华是加拿大最美丽的城市，被大山和太平洋环抱。总结surround的用法vt1.__________________________2._________________________adj._____________意思为______________surroundings意思为________________3.Ratherthantaketheaeroplanealltheway,theydecidedtoflytoVancouverandthentakethetrainwesttoeastacrossCanada.她们不想一路乘飞机，她们决定九月先从中国飞到温哥华，再从西海岸乘火车横穿加拿大到达东海岸Eg:①YouratherthanIaregoingtogocamping.是你而不是我要去要野营②Ratherthanrideonacrowdedbus,healwayspreferstorideabicycle.他宁愿骑自行车，而不愿坐拥挤的公共汽车。1.归纳ratherthan连接的成分___________________________________________________________________2.归纳ratherthan结构“宁愿干……而不愿……”(1)____________________(2)____________________(3)____________________4.Thatafternoonaboardtrain,thecousinssettleddownintheirseats.那天下午，这对表姐妹在火车上落了座。归纳settledown的意思1.____________________________2.____________________3.____________________________5.Theymanagedtocatchsightofsomemountaingoatsandevenagrizzlybearandaneagle.他们看到了一只野山羊，甚至还看到了一只大灰熊和一只鹰。归纳sight的短语1.___________________________2.___________________________3.___________________________4.___________________________【巩固提升】I.Multiplechoice1.Cuilinisfamousforitsbeautiful_________.A.viewB.sceneC.sightD.scenery2.Theywerepoor,butthey_____acomputerfortheirson.A.managedbuyingB.triedbuyingC.managedtobuyD.triedtobuy3.Myunclelives________tenminutes’walk.A.inB.insideC.withD.within4.Pleasego___theshipquickly.Thereisonly10minutesleft.A.abroadB.aboardC.boardD.broad5.Thepresidentsaidthatthegovernmentwouldtaketough________tosolvetheproblem.A.waysB.measuresC.methodsD.meansII.Translation1.听到这个令人兴奋的消息，他哭了而不是笑了.(ratherthan)____________________________________________________2.他住在一所四周都是美丽花草的房子里。(besurroundedwith/by)____________________________________________________3.他计划在乡下定居。(settledown)____________________________________________________4.就像他的父亲一样，他也有音乐天赋。(haveagiftfor)____________________________________________________5.司机没能及时看见另一辆车.(catchsightof)____________________________________________________课后反思：创设课堂情境──视频导入：引出在加拿大旅游──任务一：学生竞答了解加拿大──提出问题：加拿大知多少──引出课文阅读，完成任务二：分析文章结构，寻找旅行地点关键词──细节阅读，指导学生了解旅行的起因和起止地点──任务三：学生细读文章分组讨论个段落的细节问题──学生展示讨论结果，锻炼了组织和表达能力──教师整体复述旅行路线，帮助学生回顾文章整体构架──任务四：学生将阅读内容迁移至实际运用，选择最喜欢的城市并表述原因。在实际的操作过程中，课堂按照之前预设的方案步骤进行。整个课堂开场导入不错，比较吸引学生，能够激发学生学习的积极性。导入过后的环节仍然停留在老模式，还是老师和学生之间一问一答的模式，同时老师的主导思维比较重，学生没有过多的发挥余地。各教学环节环环有序推进，完成阅读基本技巧能力的训练，同时培养学生们从整体上把握文章脉络的能力，了解段落大意，熟悉旅游日志。但是展示环节相对简单，给学生核对答案的时间显得不足。后面巩固课文挖空和讨论环节可以从时间把握上进一步优化，更好的去落实。整体下来，整堂课，活动比较多，学生也能够积极参与，但真正思维的碰撞比较少，学生真正自主学习的过程和经历尝试—犯错—纠正—成长的体验显得不够充分。学生的学习体验还有所欠缺。不是很敢放手让学生大胆尝试，是对于自己的不信任也是对学生的不信任，造成的结果实际上是对学生自我成长的扼杀。于是，我开始对课堂进行修改，把导入部分进行了话语精简，不使用重复罗嗦的话，干脆利落；对阅读部分进行了大胆地改革，形成若干任务，在整体概括文章后，把学生分为6个小组，每个小组一个阅读任务，进行游戏竞赛，看哪个小组可以率先完成阅读任务，并在全班面前展示，同时他们可以在完成自己小组任务的基础上，去拓展进行其他小组的任务。整个课堂一下子活跃起来了，他们不但在积极地完成自己的阅读，而且扩大阅读去完成他人的任务，我则穿梭在各小组之间进行指导。在展示的时候，他们不仅能够表达集体的观点，同时也可以对其他组的回答产生回应。而最后一个环节，使学生们在进一步熟悉文章内容的同时，掌握和熟练运用英语语言。学生的展示，让我发现孩子们不单是学会了书上旅行笔记的内容，而且还能运用出来，把看似“死”的知识变成了鲜活的生活体验。课标分析：根据教材内容和学生实际确定下列教学目标：Teachingaims:1.TotalkaboutandgetmoreinformationaboutCanada.2.Tolearnthegeography,population,maincities,andnaturalbeauty,naturalresourcesofCanada.3.Tounderstandthegeneralideaofthepassagethroughskimmingandtogetspecificdetailsbyscanning;tolearnhowtoreadatravelingjournalandpictures.TeachingimportantpointsTodevelopthestudents’readingabilityandtheabilitytosummarize.