Unit5Canada教學設計（參賽）

1、【教學設計】Teaching Design for ReadingCanada - “The True North”(Unit 5 Book 3)Teaching Design For Reading Unit 5 Canada The True North 教材分析This unit tells about the geography and culture diversity of Canada. A Trip on “The True North plays a great role to illustrate this wonderful country. This passage n

2、arrates and describes a journey across-Canada of two girls in fbnn of travel journal, which includes their views and introduction of local condition. This journal covers Canadas natural resources, natural landscape, culture, wildlife, as well as major cities, it follows that students arc more in-dep

3、th understanding of Canada. This passage also offers a good material to practice integrated reading skills, such as skimming, scanning, predicting and so on. 學情分析As fbr students, they love travelling. For them, travelling aboard is exciting and Canada is a attractive country. This passage can arouse

4、 their great interest in reading. However, being blind to the background involved along with the poor vocabulary may create a great challenge fbr students in reading. What more, the reluctance and incompetence to express and communicate in learning also calls ibr special attention in teaching. 教學目標/

5、核心素養(yǎng)：Enable students to acquire the ability of getting new information , dealing with it and express it efficiently .(語言能力方面)Arouse the students cultural awareness by knowing about some cultural feature about Canada,such as the maple, the beaver, the True North，the Great Lakes and so on. Try to prom

6、ote theircross-cultural communication capability.（文化意識方面）Develop students ability of cooperative learning and self directed learning.（學習能力方面）Get students to extract the main idea from some detailed information and develop their trait of thinking .analyzing and creating.（思維品質方面）教學重難點Develop students

7、* reading ability by finding out the information , summarizing the infbnntion and making a prediction.Enable students to leam about details about Canada and talk about Canada fluently.Develop students applying and creating ability.教學過程Step I: Warming-up Talking about travelling.Ask Ss “Where is your

8、 dreaming place to go?” Ask students to give a free talk.Then ask the question “Have you been to Canada?”，and introduce the topic- Cananda. Designing Durpose: To arouse the students interest in travelling and to lead in the topic.Step II: Pre-reading Talking about the True North.Read the title and t

9、he picture, and guess: What docs uThc True North refer to in the text?In this text, “The True Northrs the train that goes across Canada / the cross-Canada train.Talk about the cultural meanings of “The True North ”It is the name of a train.The True North” refers to Canada. Why? Because Canada is loc

10、ated in the northern part of North America. （By showing a globe here to help students get a better understanding of the location of Canada）It is named after a line from the Canadian National Anthem （國歌中的一句歌詞）.Enjoy a song “O Canada “ 一 the Canadian National Anthem and ask the students to pay attenti

11、on to the True North in the song. Designing purpose: To introduce the text; to explore the cultual meanings of the True North: to develop the cultural awareness of the students.Step 111: ReadingTask 1: Skimming fbr the general idea and the stnicturc of this passage.T Choose the best answerWhats the

12、main idea of the text?A. Vancouver-a beautiful city of Canada. 飛Ra trip across Canada by train.C. A trip to the Great Lakes.I). Canadas rich resources. Designing purpose: To makehe students get a 口eneral idea of the text and to learn to analyse the structure of a passa*Task2: reading and competingAs

13、k the students to scan fbr some basic facts about Canada .Fill in the tabic below and check the answers by making a competition.Traveling route in Canada：Distance from east to west coast：Population：Where most Canadians live：The most of Vancouver:Key points about Calgary：Key points about Thunder Bay：

14、Other details:Which animals did they catch sight of except?A. Beaver B. mountain goats C. Grizzly bear D. eagleWhat crops did they see? Did they see any farms?Check the answers by making a competition. Divide the class into three groups.The student who oiler the suitable answer can get a point fbr t

15、heir own group.Com petition timeRules:1.No hands up.2.Answer one question at a time.Designing purpose for competition: By making a competition, hope t。arouse the students interest and make the lesson more lively and interesting.At the same time enable the students to get some knowledge of Canada fro

16、m the text.Show the PPT while checking the answers. Each slide is designed carefully.DcsieninR purpose for Slide 1: By showing the five stops on the map ,thc route of the trip can be seen intuitively（ 直觀地）bv the studentspacsc Oceanpacsc OceanA 一一 aanOceanDesigning purpose: By using the two maps,the

17、route of the trip and the eeosrachv of Canada can be shown vividly bv the students.Xancoii ver Designing purpose : To get the students to know the characteristics by findincout the fourof Vancouver and the reasons why its Dopulation is increasing rapidly,thus developing the reading ability of the st

18、udents. Designing purpose: To help the students get an idea of the location of ThunderBay and why it is a busy port city.Facts about the trip:They caught sight of all the following animals exceptA. Beaver B. mountain goats C. Grizzly bear D. eagle Desicninc purpose: Beaver is the national animal of

19、Canada, and it is designedas a choice not only to make students know what has been seen un the trip, but also to show the culture uf Canada,hopine to cultivate the students cultural awareness, which is one of the key competencies （核心素養(yǎng)）Step IV: Post-readingTask 3 Thinking and improvingWhich of the f

20、ollowing items have been included in this passage?Sccncry, agriculture, religion, natural resources, transportation, history, population, sports, industry, location,climate.language. Give one or two examples to support your idea.sceneryreligionourctransportatiopopulationindustrylocationC climateAsk

21、the students to choose the items from the column on the right and the correct answers will appear one by one on the red maple leaf while checking each answer. Designing purpose:To help the students t。synthesize（綜合）all the information in the passage and to promote the students thinking quality （思維品質）

22、，which is also one of the key competencies.To cultivate the students cultural awarene阿 文化意識）by iisin? a maale leaf,which is Canadas national plant and the symbol of Canada.Task 4 Reviewing and predictingI low many stops are there on the trip? How did they get to the destination?What will be talked a

23、bout in the next reading passage? Desianin? purpose：To review and consolide what is learned in this text:the five cities and the transportation; To predict what will be talked about in the next reading passage, developing the studentsDredictiiiH ability.Step V: Applying and creatingTask 5: Advertisi

24、ng and promotingPlay a video lor the three cities. Ask Ss to act the image ambassador （，衫象）弋言人）of one of the three cities.Come up with a word to describe the city you represent:Come up with a slogan（口 號）to promote （宣傳）the city you represent:Please try your best to advertise fbr the city you represen

25、t, using the information in thepassage.Designing purpose：To let the students know about the beautiful scenery of the three cities mentioned in the passage b、playing a video and broaden their horizon;To develop the students summarizing ability by come up with a word to describe the citvTo develou the

26、 students creative thinkine by comics ud with a slogan（ 口號） to promote （宣傳）the city.T。encourage the students to try thrir best to use what they have learned in the passage, thus developing their applying ability and communication ability.Homework the route designingIn the coming summer holiday, stud

27、ents from US Dehesa School,one of our sister school, will come to our school. They will stay in China fbr five days and visit five places. Please choose the places and arrange the route fbr them.Desieninw Diirpose：T。enable students to design the route of a trip to develop their applying capacit、;the

28、n they can combine their knowledge with real life.教學反思：本節(jié)課的內容是必修三第五單元的閱讀，課型是閱讀課,本節(jié)課為第二課時， 在第一課時處理了局部生詞，以及介紹了加拿大的相關背景知識。一、圍繞核心素養(yǎng)的四個維度設計課堂教學。本篇課文介紹的是兩個女孩的乘坐火車橫貫加拿大之旅。在這節(jié)課的設計過 程中，力圖圍繞英語學科核心素養(yǎng)的四個維度去設置教學目標。語言能力方面， 新課標的要求是培養(yǎng)學生“聽、說、讀、寫、看”的能力，比以往多了一個“看二 這個看，即view,本節(jié)課用了兩個視頻，一個是國歌，一個是三個城市的視頻 合輯，訓練學生的視聽能力。本節(jié)課學生自主閱讀局部（完成學案練習1、2、3） 用時十分鐘，努力地去表達閱讀課的“讀”的特點。后面又設置了鞏固閱讀，展 示前還進行閱讀加工。在讀同時，整堂課為學生盡可能多地創(chuàng)造開口 “說”的機 會：導入局部讓他們談最想去哪里旅游，能力提升局部讓他們介紹各組代言的城 市等。在文化意識方面，努力地融入加拿大的文化元素，導入時的國旗和國歌，讀 前“真北方”的探究，閱讀中把加拿大的代表動物海貍設置為旅途所見動物的選