高中英语人教版 (新课标)必修3&4Unit 5 Theme parks教案设计

Unit 5　Canada—“The True North”

单元要览

Period 1　Warming up and reading

整体设计

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.

教学重点

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.

教学难点

1. Develop students’ reading ability.

2. Enable students to learn about some basic information and talk about Canada.

三维目标

知识目标

1. Get students to learn the useful new words and expressions in this part.

2. Let students learn the knowledge of Canada.

能力目标

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.

情感目标

1. Stimulate students’ interest in learning about foreign countries.

2. Develop students’ sense of cooperative learning.

教学过程

设计方案(一)

→Step 1 Leading-in and warming up

1. 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)It’s 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 quiz

Show the following on the screen.

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-reading

1. 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 Reading

1. Fast reading

Ask 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 reading

Allow 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. mountains

B. thousands of lakes

C. forests and wide rivers

D. 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 cousin’s travel?

A. Toronto→Calgary→Vancouver→Thunder Bay

B. Vancouver→Calgary→Thunder Bay→Toronto

C. Vancouver→Thunder Bay→Calgary→Toronto

D. Toronto→Thunder Bay→Calgary→Vancouver

Suggested answers: (1)D　(2)D　(3)C　(4)B

2)Use the information from the reading passage to fill in the table below.

3)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 Canada’s greatest natural resources?

3. Reading and discussing

Read 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 points

Help 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 aloud

Ask 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 water

→Step 4 Consolidation

Give 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.

Suggested answers:

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; on

→Step 5 Homework

1. Learn the useful new words and expressions in this part by heart.

2. Read the reading passage again and try to retell the passage.

设计方案(二)

→Step 1 Leading in the topic

Play the videos of the beautiful Canadian scenery. Enjoy them with students.

→Step 2 Warming up

Ask 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-reading

Show 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 Reading

1. 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 Canada’s greatest natural resources?

2)Complete the form below:

 (Keys: 1. most beautiful　2. Pacific Ocean　3. Rocky Mountains　4. a grizzly bear5. Cowboys　6. compete　7. the top of　8. 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 aloud

Play 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 Discussion

Let 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 passage

1. Have students get prepared in 3 minutes or so and then ask them to retell the passage.

2. Ask as many students as possible to have a try in front of the class.

→Step 7 Homework

1. Go over the text and try to learn all the useful words and expressions in this part by heart.

2. Finish the exercises in Comprehending on Page 35.

板书设计

Unit 5　Canada—“The True North”

Warming up and reading

活动与探究

Surf the Internet to find the following information about Canada. Then make a pocket information card, on which writes the information and try to keep it in mind.

Full country name:

Total area:

Population:

Capital city:

People:

Languages:

Religion:

Government:

Sample card:

Full country name: Canada

Total area: about 9 984 670 km2

Population: about 31 485 000 (October, 2002)

Capital city: Ottawa

People: British descent, French descent, Italian descent, aboriginal peoples, plus significant minorities of German, Ukrainian, Dutch, Polish and Chinese descent.

Languages: English, French, Chinese, Italian, Punjabi, Spanish. . .

Religion: Catholic, Protestant and minorities from most of the world’s major religions

Government: Parliamentary democracy