高中英语-Unit5 Canada 教学设计学情分析教材分析课后反思

Unit5Canada—“TheTrueNorth”Period1:WarmingupandReadingI.TeachingContentsA.PEPEnglish:Unit5inBook3B.Topic:Canada

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“Thetruenorth”II.TeachingAimsA.Knowledgeandskillaims:a.BasicinformationaboutCanada；b.Learnhowtoreadatravelingreportandusemaps；c.Theskillsofmakingatravelingplan；B.Learningmethodsaims:

Fastreadingforkeysentences;readingforinformationC.Emotionaims:a.LettheSsknowdifferentinformationandculturesaboutCanada.b.ComparingCanadawithChina,theSscanhaveagoodknowledgeofCanadaandloveourowncountry.III.ImportantandDifficultPointsA.Themeaningof“TheTrueNorth”；B.

Thefeaturesofthementionedcities;C.

Themethodofmakingatripreport;IV.TeachingproceduresStep1

Lead-inShowsomepictures,andasktheSstoguesswhichcountryitis.Step2

Warmup(5mins)

QuizaboutCanadabasicinformation;1.Whatlanguage(s)doCanadiansspeak?A.EnglishB.EnglishandGermanC.EnglishandFrenchD.EnglishandSpanish2.WhatisthecapitalofCanada?A.VancouverB.TorontoC.CalgaryD.Ottawa3.WhatisthenationalanimalofCanada?A.BeaverB.GrizzlybearC.PolarbearD.Penguin4.WhatistheCanadianleadercalled?A.PresidentB.PrimeMinisterC.GovernorD.King5.WhichlakeisnotinCanada?A.LakeSuperiorB.LakeHuronC.LakeErieD.LakeOntarioE.LakeMichigan6.WhereistheCNTowerliesin?AVancouverBCalgaryCOttawaDTorontoStep3.

SkimmingTask1What’sthemainideaofthetext?________andhercousin________wentonatripto________,visitingthebeautifulscenerywhichstartsfrom_________andendsin________.2.Whatis“TheTrueNorth”referto_________________________________.Task2.MatchthemainideawitheachparagraphPara.1A.ThetrainrushedtowardsToronto.Para.2B.LiDaiyuandhercousinwereonatriptoCanada.Para.3C.Canada’sborder,population,agricultureandlakes.Para.4D.TalkingsomethingaboutVancouver—itsposition,scenery,populationetc.Para.5E.CalgaryfamousfortheCalgaryStampede.Step4.ScanningWhat’stherouteoftheirtravelling?____________________________________________________Step5.CarefulReading:SomePlacesinCanada=1\*GB2⑴Vancouver(Para.2)PutsomeadjectivewordstodescribeVancouver.ItisCanada's___________part.ItisCanada's________city,surroundedby_______________ItisoneofCanada’s_____________________citiestolivein.Ithassomeofthe_____________________forestsintheworld.=2\*GB2⑵TheRockyMountains(Para.3)Whichanimaldidn’ttheycatchsightofacrosstheRockyMountains?A.ThemountaingoatB.grizzlybearCbeaverD.eagle=3\*GB2⑶Calgary(Para.3)=1\*GB3①Calgaryisfamousfor_______________=2\*GB3②WhatdoweknowabouttheStampede？A.ItisafamousshowinCalgary.B.OnlyCanadiancowboyscanjoininit.C.Cowboyscompeteincatchingwildhorses.D.Somecowboyscanwinmillionsofdollarsthere.=5\*GB2⑸ThunderBay(Para.4)=1\*GB3①ThunderBayisinan_____area.=2\*GB3②Itisa_____portcityatthetopof_____________.=6\*GB2⑹Para.4:TheGreatLakes(Para.4)Trueorfalsequestions___=1\*GB3①.Canadahasone–thirdoftheworld’stotalfreshwater,andmuchofitisintheVancouver.___=2\*GB3②.Canadahasmorefreshwaterthananyothercountryintheworld.Step6PostReading:Fillintheblanks.LiDaiyuandliuQiantookthetraininCanadafrom______to_________.Theircousin’sfriend,DannyLin,tookthemtothetrainstationtocatch“_______________.”Canadaisthe_______largestcountryintheworld.Itis5500kilometersfrom________to________.Astheygo_________,theysawbeautifulsceneryaswellascities.Vancouveris___________bymountainsonthenorthandeast.Whenthecousins____________intheseats,theylookedoutofthewindow.Theysawmountaingoatsandevena______bear.Calgaryisfamousforitscompetition.Manyofthe_____fromalloverNorthAmerica________________________ridingwildhorses.Thenthey_______________awheat-growingprovince.ThunderBayisabusyport.Canadahasmore_________thananyothercountryintheworld.Step7.Role-playImagineyouareaguideinCanada.Youaresupposedtochooseoneplaceandintroduceittous.Step8.Summary.CanyouthinkofanywordstodescribeCanada?V.Homework:WritingOurhometownLanLingisattractingmoreandmorevisitors.writeajournalandintroduceyourtravellinginourhometown学情分析

对于高一下学期的高中学生来讲，应该说具有一定的英语基础，但由于平时较少阅读到游记这样题材的文章和知识面相对狭窄，对这篇文章很好的阅读理解还是有一定难度。这样布置学生课前上网或去图书馆找出有关加拿大的一些资料，和通过多媒体相结合简单介绍加拿大一些知识，让学生有了一定的知识准备以利于很好的理解课文。从学生的参与度来看，我觉得这堂课还有待于提高。大部分学生能够参与讨论和回答问题，有部分同学很少和没有参与。所以，我认为我应该设计问题多层次化，使得部分同学有话说。从知识的生成状态来看，我觉得通过这堂课的学习，学生能够各尽所能，并学有所得，对后继的学习更有信心。我认为，自己在与学生交往过程中，能够做到充分尊重学生，能够鼓励和保护学生的好奇心，对学生表现出来的独特性和创造性给予充分肯定的赞扬，这一点我要继续发扬。从我自身的素质来看，我觉得我还有很多进步的空间，语言组织得不够精准，指令有的比较模糊。这也是我在以后的工作中需要改进的地方。教材分析

本单元reading(阅读课)部分是一篇游记，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。教材分为Warmingup,pre-reading，Reading(1)，Comprehending,Learningaboutlanguage,Usinglanguage,Reading(2),Listening,Speaking和Writing几个部分。从话题内容和功能上分析Warmingup,Pre-reading和Reading话题相同，我把它们整合成一节阅读课。通过学习本单元，让学生对加拿大有了更多的了解，使学生能够用所学的词汇与句式表达方向与位置，并学会条理地写出旅游过程中的所见所闻。

PartIHowmuchdoyouknowaboutCanada?1.Whatlanguage(s)doCanadiansspeak?A.EnglishB.EnglishandGermanC.EnglishandFrenchD.EnglishandSpanish2.WhatisthecapitalofCanada?A.VancouverB.TorontoC.CalgaryD.Ottawa3.WhatisthenationalanimalofCanada?A.BeaverB.GrizzlybearC.PolarbearD.Penguin4.WhatistheCanadianleadercalled?A.PresidentB.PrimeMinisterC.GovernorD.King5.WhichlakeisnotinCanada?A.LakeSuperiorB.LakeHuronC.LakeErieD.LakeOntarioE.LakeMichigan6.WhereistheCNTowerliesin?AVancouverBCalgaryCOttawaDTorontoPartII短语1.定居；平静下来__________________2.定居，平静下来________________3.设法成功做_______________________4.看见；瞥见____________________5.对……有天赋__________________6.旅行_______________________7.而不是____________________8.和，又，也___________________9.上火车______________________10.穿过_______________________课后反思从认真阅读体会文本，构思课堂设计，反复修改教案课件，到忐忑登上讲台的那一刻，再到“Goodbye”。准备了几周的一堂课讲完了，但还远远没有结束。以下同大家分享感触颇深的几点：1.英语阅读课教学首先在确定教学任务与目标之前就应当读透文本，深刻挖掘作者文字背后的文化、感情、地域和时代等特征，尽全力把文本思路理顺，讲解深入浅出，并要结合学生之所想，以最自然的角度去设问。在备课阶段，经过反复同组内老师交流，我确定了“ATripon‘TheTrueNorth’”的主线，但却忽视了“TheTrueNorth”的深层含义——加拿大的别称和国土特点。由此可见，在讲课之前读透文本对于深化阅读课教学内容起着决定性作用。

2.课件制作方面，不求花哨只求实用，这是在课后老师们达成的共识。在精心准备这节课件的时候，发现自己的想法比较单一化。在各位老师的指导下，我将课件由起初的填空性测评练习改成包括选择、填空、判断正误等各种题型