Using LanguageⅡ课件配套优秀教案设计

Unit 5

Canada—

“

The True North”

教

学

设

计

设计者：赵曼娜

人教版必修三

第五单元

Canada—“The True North”

第二课时

Reading 高一年级

Analysis of the Teaching Material

Analysis of the

students Teaching Aims This lesson is the second one of unit 5：Reading. The topic of this unit is about Canada. This reading Canada—

“ The True North” tells us the story of two girls Li Daiyu and Liu Qian visiting Canada, containing the geographical and cultural information of Canada. So if the students can learn this lesson well, it will be helpful to make the students learn the rest of this unit. Such topic is related to traveling, so it is helpful to raise learning interests of students.

1. The students are around 16 years old, which is a stage of developing creative thinking. They have great curiosity and are willing to take part in class activity, but there are still some students are shy.

2. After the almost one year’s learning in high school, students have mastered some reading skills, like skimming and scanning and the ability to think independently.

3. The English level of the students in this class varies greatly. 1. Knowledge objectives

To make the students learn some words of traveling and Canada.

To give a reinforced practice in the use of some useful expressions for introducing a place.

2. Ability objectives

To improve students’ reading ability , like skinning, scanning and careful reading.

3. Moral objectives

(1) Raise their passion to learn about the foreign counties, especially Canada. (2) Improve their cooperative learning ability and advance their interests to learn English.

4.

Learning strategies: (1) Pre-reading strategies: read the the whole passage and finish the pre-learning part in this learning paper；

(2) Reading strategies:Skim the passage and get the main idea of the reading；scan the passage and get some details；read the passage carefully and comprehend it deeply。

(3) Communication strategies：discuss difficulties with their partners. 5.

Culture awareness

To help students learn some basic information of Canada and develop the global awareness and international vision; To enable students to enjoy the beauty of Canada and also raise their awareness the protection of environment. 第1页（共4页）

Teaching 1.To make the students get the information of these cities.

key 2.To enable the students to learn these new words.

points Teaching difficultieUse different reading skills to get the specific information. s Teaching 1. Five Steps Approach.

methods 2. Communicative Approach.

Teacher’s behavior

Students’ behavior

The intention of the design Step1: Lead-in

“Reading and travelling—you need to Use the famous saying to choose at least one because Students read this sentence. arouse students interest to either your body or your travel. mind should be on the way.”

To active students’ scheme and build a connection Step2: warming up Students enjoy the video between their former Play a video of a brief and answer the questions as knowledge and the new introduction of Canada and quickly as possible. passage. do a quiz competition.

To make students warm-up by the competition activity.

Step3: The feedback of Students answer the the To check their homework. pre-view. questions on the PPT. Step4: Skim the passage and match the main idea for Skim the passage in two Get the main idea. each part. minutes.

This step is the most important part of this lesson. Students would learn the Step5: close-reading

Read the passage carefully basic information about Read each paragraph and and get the basic Canada. The different kinds answer the different kinds information of several cities of questions help students of questions.

in Canada. both to read and to examine how much they understand it. This step enables students to Students describe Canada Step6: sum up their feelings comprehend this passage with some adjectives after about Canada. deeper by expressing their reading. own feelings. 第2页（共4页）

Step7: after-reading

(1)

Ask students: “If you have a chance to visit Canada or other foreign Develop students’ creative countries, as a Chinese high Students think and state thinking and arouse their school student, what should their opinions. awareness of the you pay attention to?”

environmental protection. (2)

The teacher states her own view.

After reading, this activity Step8:output for the reading

can examine how much Students imitate guides to Suppose you are a Canadian students understand this introduce the cities to guide, now you are telling a passage and put what visitors with the help of the group of tourists (your they’ve just learned into questions they answered classmates) about Canada. practice, which can improve before in close reading part.

their integrated English ability. Unit 5 Canada-- The True North A Trip on The True North

Vancouver

Rocky Mountains

Calgary Thunder Bay

Toronto

Blackboard design

Para1.

A brief introduction of their trip Para2.

Their chat on the way to the station Para3-5.

What they really saw and felt after boarding the train

Homework Learn to write a travel journal

Where/location: When: How/transportation: What (saw&did):

History/culture

Special characteristics(特色）: Your feeling :

第3页（共4页）

Self-reflection:

After teaching, I have such reflections. The successful points: all the procedures are completed successfully and the students have learned the basic information of the main cities in Canada. Besides, students’ reading skills are improved greatly after learning, which can be assessed by the questions. In addition, during the class, some unexpected questions are put up by students and I answered those in an effective way. The points to be improved: I was a bit nervous at the beginning so the class was not that smooth at first. Also, at the end of the class, I didn’t manage the class time properly. Besides, the questions designed in the close reading part are a bit simple, I might design more types of questions next time.

第4页（共4页）