必修三-Unit-5-Canada-The-True-North公开课教学设计

必修三-Unit-5-Canada-The-True-Nor th公开课教学设计

高中必修3 Unit5 Canada：The True North

The First Period Reading (I)

I. 教学目标

1. Language goals

a. Learn the use of the following words and phrases:

Minister rather than,continent，surround, harbor, measure, aboard, have a gift for, within, manage to do, catch sight of, eagle, acre, urban settle down eastward

b. Important sentences:

Learn about some sentence patterns and be able to use them freely.

2. Ability goals

1.) Learn how to describe the places that Li Daiyu and Liu Qian visit in Canada. Understand the noun clause used as appositive.

2.) Enable the students to understand the details of the passage about Canada and find the correct answers to the questions in the post-reading.

3. Learning ability goals

Improve the students’ reading ability - searching for information.

II. 教学重点

Learn the information about Canada.

Master the expressions for describing directions and locations.

III. 教学难点

Learn the methods of writing a traveling report about.

Learn to read the traveling report according to the traveling route.

IV. 教学策略选择与设计

1．Skimming and scanning;

2．Asking-and-answering activities;

3．Listening method.

V. 学情分析

本课为高一第二学期的一单元内容。经过前面一个多学期的高中英语的学习，学生基本上已经掌握了高中英语的学习特点节奏。同时掌握了一定的词汇量和语法基础。并已经熟练的掌握了常用的阅读方法及其特点。并且，根据我的观察，学生基本都懂得在阅读前，自觉预习文本中的一些生词的读音和意思，这位顺利地进行阅读活动提供了坚实基础。VI. 教法分析

1. 演示法：把制作的课件、动画等显示给学生看，便于学生直观地获得相关信息，并留下深刻印象。

2. 评价阅读法：将学生通过对材料的收集、整理和内化而形成的学习成果，在全班学生中展示，使学生获得成功的喜悦，从而激发学生的后续学习热情。

3. 任务驱动教学法：将本节课需要达成的目标融入若干阅读任务中，积极引导进行分析、讨论，并在老师的指导、帮助下找出解决问题的方法，最后完成教学任务。

VII. Teaching procedures

Step 1 Revision

Check the students’ homework.

T: Before we come to the new lesson, let’s check your homewo rk.

The teacher checks the assignment of the last class.

Step 2 Lead-in and Warming Up

Play Justin Bieber’s Baby’s for the students and let thme guess whose song it is.

T: Do you know which country he comes from?

Ss: Canada .

T: Can you say something about Canada?

Ss:

T: Now let’s watch a video about Canada. While watching, try to answer the five questions. You shall make notes if necessary.

(The teacher shows the video and the five questions.)

1. __________ cover(s) nearly ? of Canada?

2. Canada was named by a(n) ____ explorer.

3. “Canada” came from an Native American word “Kanata” that meant _____.

4. Canada has a population of ______ .

5. French speaking population lives in the_________ part of Canada.

After watching the video, check the answers.

设计意图：本环节通过学生熟悉的歌手导入，激发学生对本节课的兴趣和期待。然后通过一个简短的视频，迅速地让学生了解关于加拿大的相关信息，并通过几个题目来检测学生观看的效果。通过本部分，学生对于要学习的内容已经有了一定的了解，为接下来的学习做好了准备。

Step 3 Skimming

Let the Ss read the article as quickly as they can and try to find the main idea of the passage. The main idea of the passage:

_______ and ______ went on a trip to Canada to visit their ________ in Montreal. They decided to take a _____ named “The True North”.

Step 4 Scanning

Get the students read the passage quickly and carefully. Meanwhile, help the students form a good habit of reading.

T: Now, read the passage and get the general idea of the passage. Underline the main places mentioned in the text.

Give the Ss five minutes for reading.

Five minutes later.

T: Time is up. Have you finished?

Ss: Yes, we have.

Let’s them underline the four places on the map and link them to show that they have gone across the whole Canada.

T: Now let’s try to find more information about Canada and try to fill in the chart. Distance from east to west coast

Population

Where most Canadians live

Location of largest fresh water supply

设计意图：此环节既检查了学生是否理解文章大意和一些重点细节。通过填空和表格的形式，降低了学生查找信息的难度。

Step 5 Detailed reading

Let the students read the passage again and find the details from the passage.

The first city: Vancouver

Why is the population of Vancouver increasing rapidly?

A busy _____________

设计意图：本部分是阅读的重点内容。通过问题的设置和任务的完成，让学生对文本的细节有进一步的了解，并对部分问题进行了探讨，从而加深对文章的理解，提升了阅读的层次。

Step 6 Summary

Let the Ss retell the information about Canada by completing the following part.

设计意图：帮助学生梳理本节课中的有用信息，理清本次旅行的行程，并为下一环节完成信息的输入。

Step 7 Post-reading

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Thewholecountrywassweptupintheexcitement. 全国上下都沉浸在兴奋的气氛中。 we’dbettersweepupallthebitsofbrokenglassquickly. 我们最好快点把玻璃碴子扫干净。 联想拓展 sweepaside放/堆到一边;不予理会 sweepaway扫清;消灭;彻底消除 sweepoff扫清;吹走;大量清除 sweepout扫掉;清除 sweepover将……一扫而光;掠过 重点句型 .Thisissimilartothe“jetlag”yougetfromflying,... 这就与你乘坐飞机会产生时差反应相似，…… 联想拓展 whenflying是whenyouareflying的省略形式。在有些表示时间、条件、方式或让步的状语从句中，如果谓语包含动词be，从句的主语又和主句的主语一致，或者主语是it，通常可以把从句中的主语和be动词省略。 whenaskedwhere’sthetoilet,thewaitressshowedthewaypolitelytothegues t. 当被问及厕所在哪里时，服务员非常有礼貌地给客人带

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Unit 5 1、aid n. & vt.帮助；援助；资助 with the aid of在…的帮助下，在…援助下 observe the moon with the aid of a telescope通过望远镜观察月球in aid of 用以援助…;作为援助…之用,作为对…的帮助 例： 1.What is the money in aid of? 这钱用来做什么的？ 2.They gave a show in aid of charity't??r?ti]。 他们为筹善款举行了义演。（他们为筹备慈善资金进行表演。）3.He asked her what her crying was in aid of.他问她为什么哭。give aid to给…予帮助 give aid to developing countries援助发展中的国家 give first-aid to the wounded救护伤员 Rich countries should give more aid to developing countries. 富有的国家应对开发中的国家多予援助。 first aid急救；急救护理,救护站 aid in vt. 帮助；帮助（在...给予帮助） temporary storage暂时存储器；暂时库容；中间存储器 temporary work临时工作；临时工程 temporary shelter临时避难所；临时收容中心；临时安置所；临时庇护站temporary construction临时建筑工程；临时结构，临时构筑物 temporary job临时性工作 temporary employment短工 temporary file暂时文件；暂存文件 temporary housing临时住房，应急住宅；临时住宿 temporary road临时道路 brain injury [医]脑损伤 personal injury人身伤害 serious injury重伤；严重损害 head injury头部伤害 bodily injury身体伤害 industrial injury工伤；工业损伤 back injury背部损伤 injury time（足球比赛中）伤停补时 cold injury冻伤 skin injury皮肤损伤

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Unit 5 First Aid 教学设计 教材分析 本节课是人教版必修五第五单元的第一课时，文章以“急救”为中心话题，贴近日常生活，旨在通过阅读教学，使学生了解相关的急救知识，并能用所学的有关急救的知识，根据不同情况提出急救措施。文章首先介绍了皮肤对人体的重要性,然后介绍了烧伤的各种起因,三种不同的烧伤程度以及他们的症状和应该采取的急救措施。文章用了小标题,使文章脉络明晰。通过阅读本文, 对如何处理烧伤的知识就一目了然,并会在遇到紧急情况时镇定自若地进行急救。结合本文的文体特点，适合设计略读和精读的阅读训练，增加小组活动，以读促说，培养学生的语言综合运用能力。 学情分析 经过高一英语课程的学习，高二的学生具备了一定的英语语言基础，初步掌握了高中英语学习的方法，养成了良好的学习习惯，但是英语口语表达能力有待加强和提高。本节课的话题贴近生活，实用性强，学生在阅读本文前已具备一定的急救常识，对这一话题充满了浓厚的兴趣，因此在课前预习部分设计了急救知识小测试，和思维导图引导他们预习课文主要内容。学生有丰富的想象力和活跃的思维，可通过参与急救处理方法的课堂活动，培养学生分析和解决问题的能力，在轻松的氛围中，激发学生开口讲英语的兴趣。 教学目标 1. Knowledge aims: 1) Get students to learn the useful new words and expressions in this part. 2) Have students read the passage and know about burns and first aids treatment for burns. 2. Ability aim: Develop students’ reading ability a nd let them learn different reading skills. 3. Emotional aims: Stimulate students’ interest in first aid and learn to protect themselves or help others in the emergency. 教学重难点 1.How to enable students to apply what they’ve learnt to perform first aid treatment for burns correctly. 2.How to improve the Student s’ reading and speaking ability. 3.How to grasp the main idea and key information quickly. 教学方法 Cooperative learning, Competition, Task-based reading 教学过程 Part1 自主探究 Step1 Warming up: What is first aid 1. Read the concept of first aid on Page 33 and fill in the blanks:

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Unit 3Life in the future Brief Statements Based on This Unit The topic of this unit is about life in the future, which is full of imagination. The unit gives us vivid pictures about the first impression in 3005 AD. The four skills of reading, listening, speaking and writing all center on the topic, life in the f uture. This unit can be divided into six parts—warming up, reading, learning about language, using language, listening and speaking, summing up and learning tip. In Warming-up, students are expected to fill in a chart. Let the students compare differences in life between in 1005AD and in 2005AD, and encourage them to imagine what will happen in 3005AD.The purpose of designing this part is to prepare the students for the knowledge of life in the future. In Pre-reading, two questions are presented. The first question is to ask the students to list all the problem s we are facing. The other one is to get the students to discuss whether the problems [来源:https://www.wendangku.net/doc/8517277930.html,] In Reading, the students are to read a letter named First Impressions. In the letter, Li Qiang told his parents about how he traveled to the living space in 3005AD and what he saw there. In reading, it is necessary for the teacher to get the students aware of the strategies for reading descriptive articles. The purpose of designing this part is to develop the students’ reading ability, to get the In Post-reading, three exercises are followed. The students are asked to discuss which changes are good, while others belong to disadvantages. The next one is to ask the students to At the same time, the students are expected to show infer the author’s attitude towards the future. The third exercise is to ask the students to imagine what they would like to visit if he/she were Li In Learning about language, there are two parts. The first is about vocabulary, which is to ask the students to apply the words and phrases freely. The other exercises are about the grammar, that In Using language reading, speaking and writing, there is a passage titled I have seen amazing things. Teaching and learning activities can be focused on reading, speaking and writing with the purpose of developing the students’ In listening, the listening material is also about life in the future, which is about living in Wonder world. By listening to it, arouse the students to imagine whether such a world is fit for living in. In Speaking, the teacher mainly offers the students the chance to talk about the future and In Writing, the students ar e expected to learn to describe a person in their imagination to get the students not only to be familiar with description but also to form the good habit of imagining. In Summing up and Learning tips, let the students learn to sum up what they have mastered in this unit, including words, expressions, grammar and what to know about the future. The purpose of this is to get the students to know what they have learned and what need to be learned in the future. Besides that, some advice is also given to the students on how to write down note