必修三unit5英語課件
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必修三unit5英語課件
Ｉ．單元教學(xué)目標(biāo)
技能目標(biāo)Skill Goals
Talk about the basic information about Canada— location, main cities, customs and cultural diversity.
Learn how to read a traveling report and use maps.
Learn to express directions and positions.
Master the Noun Clause- Appositive clause.
Learn to write a report to express what you hear and see in a place.
II． 目標(biāo)語言
功能句式表示方向的句式
Where is...?
How does one go to...?
In what direction is...?
Is... close to/far from...?
How far is...?
表示位置的句式
It is/lies in the north/south of...
It is/lies to the south/east/northwest of...
It is within...
Kilometers of...
It is/lies on the west/east.
The place is on the border.
You go along the coast.
It is east /west of...
It is far away from...
One goes northward.
詞匯1. 四會詞匯
Quiz Canadian minister continent baggage chat scenery eastward westward upward surround harbor measure aboard eagle within border slight acre urban topic mix mixture bush maple frost confirm wealthy distance mist misty schoolmate booth downtown approximately dawn buffet broad nearby tradition terrify terrified pleased impress impressive
2. 詞組
Prime minister, rather than, settle down, manage to do, catch sight of, have a gift for, in the distance
語法Noun clause as the appositive
III． 教材分析與教材重組
1. 教材分析
本單元通過兩位女孩李黛玉與劉茜的加拿大之旅，向我們展示了加拿大的一些基本概況，包括它的地理位置、主要城市、風(fēng)土人情以及它的多元文化。通過學(xué)習(xí)本單元，讓學(xué)生對加拿大有了更多的了解，使學(xué)生能夠用所學(xué)的詞匯與句式表達方向與位置，并學(xué)會條理地寫出旅游過程中的所見所聞。
1.1 Warming Up部分通過四組問題激活學(xué)生有關(guān)旅行和加拿大的知識和經(jīng)歷。本單元閱讀是“在旅途中看加拿大”，因此，Warming Up通過五個關(guān)于加拿大的問題的測試，目的是激活學(xué)生已有的知識，為介紹加拿大做好準(zhǔn)備。
1.2 Pre-reading部分通過四個問題激活學(xué)生有關(guān)旅行的經(jīng)歷和有關(guān)加拿大的知識，使學(xué)生產(chǎn)生了解加拿大的興趣，為閱讀做好準(zhǔn)備。
1.3 Reading 部分是“在旅途中看加拿大”，沿著從西向東的旅游路線向我們介紹了加拿大的面積、地貌、主要城市、人口、生態(tài)環(huán)境等。兩位女孩在旅途中看到了自然美景及野生動物，文章還介紹了加拿大的自然資源，讓學(xué)生對加拿大的美麗、富饒、幅員遼闊、地廣人稀有了更深的了解。學(xué)生可以通過學(xué)習(xí)課文掌握新的`詞匯、句型和游記的寫法，提高學(xué)生的閱讀能力。
1.4 Comprehending部分設(shè)計了三種題型，前兩個題是對Reading部分細節(jié)內(nèi)容的理解，一個是問答題，一個是改錯題。最后是在地圖上標(biāo)出兩位女孩的旅游路線，相對簡單一些。此部分不僅檢測學(xué)生對細節(jié)的把握，還要求學(xué)生列舉加拿大蘊藏的兩種自然資源，而且檢測學(xué)生根據(jù)課文內(nèi)容進行推理和判斷的能力以及讀圖能力。抓住文中人物的行蹤，就能夠很好地把握文中的信息。
1.5 Learning about Language部分首先是構(gòu)詞法，培養(yǎng)學(xué)生詞匯生成能力，旨在通過加上前綴或后綴的方法擴大學(xué)生的詞匯量。第二部分使用課文中的詞匯和信息進行填空和編對話，旨在提高學(xué)生活用詞匯的能力。語法部分是有關(guān)同位語從句的練習(xí)。
1.6 Using Language部分綜合訓(xùn)練聽說讀寫的能力。通過聽力填空及討論的形式進一步了解有關(guān)加拿大的知識——居民和語言。閱讀部分繼續(xù)加拿大之旅，從多倫多到蒙特利爾，介紹了加拿大的旅游景點及風(fēng)土人情。寫作部分要求以報告的形式寫旅游見聞，要求學(xué)生掌握旅游報告的寫作方法。
1.7 Summing Up部分要求學(xué)生就內(nèi)容、詞匯和結(jié)構(gòu)三個方面進行歸納，對本單元所學(xué)知識進行概括總結(jié)。
2. 教材重組
2.1 Reading(I)： 從話題內(nèi)容和功能上分析Warming Up， Pre-reading Reading與Post-reading話題相同，可以整合成一節(jié)閱讀課。
2.2 Reading(II)：可將Using language中的Reading與Workbook中Reading Task放在同一節(jié)課中處理，再上一節(jié)閱讀課。因為話題都是關(guān)于加拿大的城市與風(fēng)土人情的。
2.3 Listening：可將Using Language中的Listening and Writing, Speaking, Workbook中的Listening(P69) 與Workbook中的Listening Task三個活動整合成一節(jié)“聽力課”。
2.4 Speaking:把Learning about Language中的Exercise 4 Making up a dialogue(P36)與 Workbook中的Talking (P69) 和 Speaking Task （P74） 整合一節(jié)“口語課”。
2.5 Learning about language:將Learning about language( P36 Exercise 4除外) 與Workbook中的Using words && expressions （P70） 和 Using structures （P71） 結(jié)合在一起，上一節(jié)“語言學(xué)習(xí)課”。
2.6 Writing 可將Using Language中的Writing(P39) 與Workbook中的Writing Task (P74)整合成一節(jié)寫作課。
3. 課型設(shè)計與課時分配 (經(jīng)分析教材, 本單元可以用六課時教完)
1st period:Reading (I)
2nd period: Reading (II)
3rd period: Listening
4th period:Speaking
5th period:Learning about Language
6th period:Writing
Ⅳ. 分課時教案
The First Period Reading (I)
Teaching goals教學(xué)目標(biāo)
1. Target language目標(biāo)語言
a. 重點詞匯和短語
rather than, baggage, scenery, eastward, chat, surround, harbor, measure, aboard, have a gift for, within, manage to do, catch sight of, eagle, acre, urban
b. 重點句子
2. Ability goal 能力目標(biāo)
Learn how to describe the places that Li Daiyu and Liu Qian visit in Canada.
Understand the noun clause used as appositive.
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學(xué)能目標(biāo)
Improve the students’ reading ability - guessing words, searching for information.
Learn the information about Canada.
Master the expressions for describing directions and locations.
Teaching important points 教學(xué)重點及難點
a. Find the answers to the questions in post-reading.
Learn the methods of writing a traveling report about.
b. Understand the use of noun clause - appositive clause.
Learn to read the traveling report according to the traveling route.
Teaching methods 教學(xué)方法
1． Skimming and scanning;
2． Asking-and-answering activities;
3． Listening method.
Teaching aids 教具準(zhǔn)備
A computer, a projector and a tape recorder.
Teaching procedures & ways教學(xué)過程與方式
Step 1 Revision
Check the students’ homework.
T: Before we come to the new lesson, let’s check your homework.
The teacher checks the assignment of the last class.
Step 2 Lead-in and Warming Up
Show the students the maple flag and ask them some questions.
T: Do you know which country uses this national flag?
Ss: Canada.
T: Which continent is Canada in?
Ss: It is in North America.
T: How large is it?
Ss: I only know it is the second largest country in the world. I don’t know the exact number.
T: Canada occupies an area of 9, 978, 4670 square kilometers. It is a bit bigger than China. Which country is its neighbor?
Ss: The United States.
(The teacher shows a map of Canada to the students.)
T: Right. The United State is its neighbor. Canada is a beautiful country.
Step 3 Pre-reading
T: Now I want to ask you a question. Do you like traveling?
Ss: Yes, we like traveling very much. (No, I don’t like traveling. It is tiring.)
T: I know most of us like traveling. Have you ever been abroad?
Ss: No / Yes.
T: Few of us have ever been abroad. Then what is the longest trip you have ever taken?
Sa: Beijing (Shanghai / Hainan / Harbin).
Sb: I have never been out of my hometown.
T: If you get a chance to go abroad, which three countries would you like to visit most? Why?
Sc: I would like to go to French, Australia and Ireland. I think French is full of romantics and there are many beautiful buildings. Australia is famous for its beautiful scenery and people are very friendly. Ireland is also beautiful. I want to walk along the roads of the countryside.
Sd: I think I will travel in china first, because China is my motherland and she is very beautiful. I would also like to go to Canada so that I can see the large and beautiful lakes, and there’s the wonderful snow scenery. I also feel like paying a visit to Australia because there are many sheep and rare animals there.
T: Very good. We love our motherland, but if we want to make our country more beautiful and more developed, we should know more about the other countries. Here are two questions. You may ask your partner for answers and give your answers to him/her.
Show the questions on the screen or on the blackboard.
If you take a trip to Canada, what do you expect to see?
What three words would you use to describe Canada?
The teacher can ask some pairs to tell their ideas in class.
T: Who’d like to tell us your opinions?
Sa: I want to see the mountains and the forests. Canada is beautiful, wide and people are friendly.
Sb: I want to see the big snow and polar bears, three words large, clean and mysterious.
T: Are they right? You can find the answers in the text. Li Daiyu and Liu Qian will take us to visit Canada. Please turn to Page34, read “A Trip on the True North”.
Step 4 Fast reading
Get the students read the passage quickly and carefully. Meanwhile, help the students form a good habit of reading. T: Do you feel puzzled when you read the title? What is “the True North”? 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.
T: The first question is what the passage is mainly about?
Sa: The passage is about a trip of two girls, and it tells us some information about Canada.
T: Right. It mainly tells us the information about Canada. What are the main places mentioned in the text?
Sb: They are the Atlantic coast, Vancouver, Rocky Mountains, Calgary, Thunder Bay, Lake Superior and Toronto.
T: Look at the map on Page33. Draw the traveling route of the two girls on the map.
Give the students one minute to draw the route.
T: You did a good job. Do you have any difficulty in reading? Let’s look at the difficult points together.
The teacher explains some important or difficult points to the students.
Step 5 Reading aloud
Let the students read the passage again and find the details from the passage.
T: Now you read the questions on Page35 first, and then read the text aloud to find the answers to the questions. After a while, answer the questions in complete sentences without looking at your books.
Give the students a few minutes to read and find answers. Then ask some students to give their answers.
Suggested answers:
1. Which continent are the cousins crossing?
They are crossing North American.
2. Why are they not flying directly to the Atlantic coast?
They are not flying directly to the Atlantic Coast because they want to take the train from west to east across Canada./ They want to see Canada./ They want to travel across Canada.
3. What is “The True North”?
“The True North” is the train that runs through Canada.
4. Why is the population of Vancouver growing so rapidly?
The population of Vancouver growing so rapidly because it is beautiful.
5. What happens at the Calgary Stampede?
At the Calgary Stampede cowboys compete in riding wild horses for thousands of dollars.
6. How are ocean ships able to reach the centre of Canada?
Ships are able to reach the centre of Canada because they can follow the St Lawrence River and the Great Lakes.
7. What are some of Canada’s greatest natural resources?
Canada has water from its lakes and rivers and wood from its forests.
Step 6 Homework
1. Remember the underlined sentences.
2. Write a short passage to report what Li Daiyu and Liu Qian saw in Canada.
Period two Extensive reading
Teaching goals教學(xué)目標(biāo)
1. Target language 目標(biāo)語言
a. 重點詞匯與短語
figure, figure out, terrify, official, maple, frost, wealthy, tour, distance, flow, booth, downtown, as far as, dawn, broad
b. 重點句子
1. They were not leaving for Montreal until later...
2. It’s too bad you can’t go as far as Ottawa Canada’s capital.
3. It’s about four hundred kilometers northeast of Toronto, so it would take too long.
4. As they sat in a café looking over the broad St. Lawrence River, a young man sat down with them.
5. In the distance, they could see the misty cloud that rose from the great Niagara Falls, which is on the south side of the lake.
6. I stay as far away from polar bears as possible.
2. Ability goal能力目標(biāo)
Enable the students to know more information about cities: Toronto, Montreal and Iqaluit.
3. Learning ability goals 學(xué)能目標(biāo)
Teach the students how to describe a city with the target language and functional sentences.
Teaching important points教學(xué)重點
Find the correct information about cities of Canada according to the questions.
Teaching difficult points 教學(xué)難點
How to write the traveling report.
Teaching methods 教學(xué)方法
a. Skimming method;
b Scanning;
c.Task-based approach listening.
Teaching aids 教具準(zhǔn)備
A record, a projector and a computer.
Teaching procedures and ways 教學(xué)過程與方式
Answer the questions about the passage.
1. How do we know it is fall in Canada?
We know it is fall in Canada because the maple trees are red and gold and oranges, and there is frost on the ground.
2. What can sometimes be seen from the CN Tower in Toronto?
Sometimes the misty cloud that rises from Niagara Falls can be seen from the CN Tower.
3. Where does the water from the lake go?
The water from the lake goes into the Niagara River and over the falls on its way to the sea.
4.Which direction is the train going from Toronto?
The train is going east ( northeast ) from Toronto.
5. What three things show us that Montreal is a French city?
Good coffee, good bread and good music show that Montreal is a French city. Also the signs and ads were in French.
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