高中英語 Unit 5 Canada—“The True North”Period 1 Warming up and reading優(yōu)秀教案 新人教版必修3.doc

Unit 5Canada“The True North”類別課程標(biāo)準(zhǔn)要求掌握的項目話題Geography: multicultural society; Canada詞匯quizn. 測驗; 問答比賽mixturen. 混合（物）; 混合狀態(tài)Canadiann. 加拿大人adj. 加拿大的; 加拿大人的aboardprep. &adv. 在船、飛機、火車或公共汽車上ministern. 大臣; 部長maplen. 楓; 楓樹continentn. 洲; 大陸frostn. 霜; 霜凍baggagen. 行李confirmvt. 證實; 證明; 批準(zhǔn)chatvi. & n. 聊天; 閑聊wealthyadj. 富有的sceneryn. 景色; 風(fēng)景distancen. 距離; 遠方eastwardadv. 向東adj. 向東的; 朝東的mistn. 薄霧westwardadv. 向西adj. 向西的; 朝西的mistyadj. 有薄霧的; 模糊的upwardadv. 向上地; 上升地adj. 向上的; 上升的boothn. 公用電話間; 貨攤; 售貨亭surroundvt. & vi. 包圍; 圍繞schoolmaten. 同學(xué); 校友harborn. 海港approximatelyadv. 接近; 大約measurevt. &vi. 測量; 衡量; 判定n. 計量制; 計量單位; 措施downtownadj. 市區(qū)的adv. 在市區(qū); 往市區(qū)bushn. 灌木（叢）; 矮樹（叢）dawnn. 黎明; 拂曉; 破曉eaglen. 鷹buffetn. 自助餐; 飲食柜臺withinprep. 在之內(nèi)broadadj. 寬闊的; 廣泛的bordern. 邊界; 國界; 邊沿vt. & vi. 與接壤; 接近nearbyadv. 在附近adj. 附近的; 鄰近的slightadj. 輕微的; 微小的traditionn. 傳統(tǒng); 風(fēng)俗slightlyadv. 稍稍; 輕微地terrifyvt. 使恐怖; 恐嚇impressvt. 使印象深刻; 使銘記terrifiedadj. 恐懼的; 受驚嚇的impressiveadj. 給人深刻印象的; 感人的pleasedadj. 欣喜的; 高興的topicn. 話題acren. 英畝mixvt. &vi. 混合; 調(diào)配urbanadj. 城市的; 市鎮(zhèn)的短語prime minister 首相; 丞相catch sight of 看見; 瞥見rather than 與其; 不愿have a gift for 對有天賦settle down 定居; 平靜下來; 專心于in the distance 在遠處manage to do 設(shè)法做at dawn 在黎明的時候重要句型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, 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 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 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 the north/south/west/east of. . .on the north/south/west/east of. . . go eastward/westward/northward/southwardacross the continent/lakethrough the forestsalong the coast/river語法Noun clauses as the appositiveThe 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.教學(xué)重點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.教學(xué)難點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.課時安排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: Speaking and writingPeriod 7 Revision: Summing up and learning tipPeriod 1Warming up and reading整體設(shè)計教材分析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 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.教學(xué)重點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.教學(xué)難點1. Develop students reading ability.2. Enable students to learn about some basic information and talk about Canada.三維目標(biāo)知識目標(biāo)1. Get students to learn the useful new words and expressions in this part.2. Let students learn the knowledge of Canada.能力目標(biāo)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.情感目標(biāo)1. Stimulate students interest in learning about foreign countries.2. Develop students sense of cooperative learning.教學(xué)過程設(shè)計方案(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 about 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 the 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. Grizzly 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 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?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 the 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 about 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 things except _.A. mountainsB. thousands of lakesC. forests and wide riversD. cows(2)Who will take part in the Calgary Stampede?A. Cowboys from Stampede.B. People from Canada.C. Anyone who has a gift for riding.D. Cowboys from all over the world.(3)Which of the following statements is true?A. One can cross Canada in less than five days by train.B. Many people think Calgary is the most beautiful city in Canada.C. In fact, the population of Canada is more than thirty million.D. Ocean ships cannot reach Thunder Bay.(4)Which of the following shows the right route of the cousins travel?A. TorontoCalgaryVancouverThunder BayB. VancouverCalgaryThunder BayTorontoC. VancouverThunder BayCalgaryTorontoD. TorontoThunder BayCalgaryVancouverSuggested answers: (1)D(2)D(3)C(4)B2)Use the information from the reading passage to fill in the table below.Basic Facts about CanadaDistance from east to west coastOceans on the east and the west coastPopulationWhere most Canadians liveLocation of the largest fresh water supplyKey points about VancouverKey points about CalgaryKey points about Thunder Bay3)Answer the following questions in complete sentences.(1)Which continent were the cousins crossing?(2)Why were they not flying directly to the Atlantic coast?(3)Why is the population of Vancouver growing so rapidly?(4)What happens at the Calgary Stampede?(5)How are ocean ships able to reach the center of Canada?(6)What are some of Canadas greatest natural resources?3. Reading and discussingRead the passage a third time and then work in pairs to discuss these questions.1)Which part of the reading passage interests you most?2)If someday you go to Canada, where will you go? Why?(Let students have enough time to read the passage carefully and discuss the questions with their partners. Encourage them to expand their answers according to their own experiences. )4. Dealing with language pointsHelp students analyze some difficult, long and complex sentences and guess the meanings of some new words and expressions. Encourage them to try to deal with the language points in the context. Give them explanations if necessary.5. Listening and reading aloudAsk students to read the passage aloud to the tape and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework. Read them aloud and try to learn them by heart.Collocations: be on a trip to, rather than, take the aeroplane, all the way, take the train, at the airport, on the way to, chat about, as well as, less than, aboard the train, settle down, manage to do, catch sight of, be famous for, have a gift for, thousands of, in prizes, be amazed to do, at the top of, be surprised at, because of, fresh waterStep 4 ConsolidationGive students 10 minutes or so and let them do the following:1. Work in pairs and fill in the table about the type of writing and summary of the idea.A TRIP ON “THE TRUE NORTH”Type of writingMain idea of the passageMain idea of Paragraph 1Main idea of Paragraph 2Main idea of Paragraph 3Main idea of Paragraph 4Main idea of Paragraph 5Suggested answers:A TRIP ON “THE TRUE NORTH”Type of writingThis is a piece of narrative writing.Main idea of the passageLi Daiyu and her cousin Liu Qian went on a trip to Canada, visiting their cousins and enjoying the beautiful scenery across the whole continent of Canada from west to east.Main idea of Paragraph 1Li Daiyu and her cousin Liu Qian were on a trip to Canada.Main idea of Paragraph 2Having arrived in Vancouver, the most beautiful city in Canada, they were to be taken to catch “The True North”, the cross-Canada train.Main idea of Paragraph 3Settling down in their seats in the train, they enjoyed the wild scenery while crossing the Rocky Mountains to Calgary.Main idea of Paragraph 4While arriving at Thunder Bay, they learn more about Canada, its population, resources, etc.Main idea of Paragraph 5The train rushed towards Toronto while they were sleeping.2. Complete the summary of the story with one word in each blank and then retell the whole story.Li Daiyu and Liu Qian were on a _ across Canada. Instead of taking the aeroplane _ the way, they would cross the whole continent of Canada in a _ after arriving Vancouver by air.Danny Lin waited _ them at the airport and gave them a brief _ about Canada, the second _ country in the world and Vancouver, the most beautiful city of the country, while taking them to _ the train, “The True North”.Having settled _ in the seats, they looked out of the window _ the wild scenery, the mountain goats, and grizzly bears. They went by the city of Calgary and _ in Thunder Bay, a city at the _ of the Great Lakes, learning more about Canada of its population resources and so _. Their last stop is Toronto, one of the southernmost cities in Canada.Keys: trip; all; train; for; introduction; biggest; catch; down; at; arrived; top; onStep 5 Homework1. Learn the useful new words and expressions in this part by heart.2. Read the reading passage again and try to retell the passage.設(shè)計方案(二)Step 1 Leading in the topicPlay the videos of the beautiful Canadian scenery. Enjoy them with students.Step 2 Warming upAsk students to turn to Page 33. Let them work in pairs and answer this quiz to see how much they know about Canada.Step 3 Pre-readingShow students a map of Canada and let them discuss the following questions in pairs:1)If you take a trip to Canada, what do you think you might see there?2)What three words would you use to describe Canada?Step 4 Reading1. Give students 3 minutes and let them skim the passage to get the general idea of the passage.2. Give students 6 minutes to read the passage carefully and then do the following:1)Answer the following questions.(1)Which continent are the cousins crossing?(2)Why were they not flying directly to the Atlantic coast?(3)Why is the population of Vancouver growing so rapidly?(4)What happens at the Calgary Stampede?(5)How are ocean ships able to reach the center of Canada?(6)What are some of Canadas greatest natural resources?2)Complete the form below:RouteWhat the cousins saw and heard.VancouverIts Canadas 1 city, surrounded by mountains and the 2. The coast north of Vancouver has some of the oldest and most beautiful forests in the world.3 They managed to catch sight of some mountain goats and even 4 and an eagle.Calgary5 from all over the world to come to 6 in the Stampede.Thunder BayThe city is at 7 the Great Lake. It is a very busy 8. (Keys: 1. most beautiful2. Pacific Ocean3. Rocky Mountains4. a grizzly bear5. Cowboys6. compete7. the top of8. port)3. Give students 4 minutes to read the passage a third time. Encourage them to try to deal with the language points in the context. Give them some explanations where necessary.4. Listening and reading aloudPlay the tape of the text for students and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Then ask them to read the text aloud to the tape.Step 5 DiscussionLet students think about and discuss the following questions in pairs.1. Which part of the reading passage interests you most?2. If someday you go to Canada, where will you go? Why?Step 6 Closing down by retelling the passage1. Have students get prepared in 3 minutes or so and then ask them to retell the passage.2. Ask as many student