高中英語-Unit5 Canada 教學(xué)設(shè)計(jì)學(xué)情分析教材分析課后反思

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學(xué)情分析

對于高一下學(xué)期的高中學(xué)生來講，應(yīng)該說具有一定的英語基礎(chǔ)，但由于平時(shí)較少閱讀到游記這樣題材的文章和知識面相對狹窄，對這篇文章很好的閱讀理解還是有一定難度。這樣布置學(xué)生課前上網(wǎng)或去圖書館找出有關(guān)加拿大的一些資料，和通過多媒體相結(jié)合簡單介紹加拿大一些知識，讓學(xué)生有了一定的知識準(zhǔn)備以利于很好的理解課文。從學(xué)生的參與度來看，我覺得這堂課還有待于提高。大部分學(xué)生能夠參與討論和回答問題，有部分同學(xué)很少和沒有參與。所以，我認(rèn)為我應(yīng)該設(shè)計(jì)問題多層次化，使得部分同學(xué)有話說。從知識的生成狀態(tài)來看，我覺得通過這堂課的學(xué)習(xí)，學(xué)生能夠各盡所能，并學(xué)有所得，對后繼的學(xué)習(xí)更有信心。我認(rèn)為，自己在與學(xué)生交往過程中，能夠做到充分尊重學(xué)生，能夠鼓勵(lì)和保護(hù)學(xué)生的好奇心，對學(xué)生表現(xiàn)出來的獨(dú)特性和創(chuàng)造性給予充分肯定的贊揚(yáng)，這一點(diǎn)我要繼續(xù)發(fā)揚(yáng)。從我自身的素質(zhì)來看，我覺得我還有很多進(jìn)步的空間，語言組織得不夠精準(zhǔn)，指令有的比較模糊。這也是我在以后的工作中需要改進(jìn)的地方。教材分析

本單元reading(閱讀課)部分是一篇游記，記述了李黛玉和劉倩去加拿大看他們的表兄妹的途中見聞，向我們展示了加拿大的概況，包括面積、地貌、城市、人口、生態(tài)環(huán)境等。本文對加拿大的介紹涉及面較寬，但沒有詳述。教材分為Warmingup,pre-reading，Reading(1)，Comprehending,Learningaboutlanguage,Usinglanguage,Reading(2),Listening,Speaking和Writing幾個(gè)部分。從話題內(nèi)容和功能上分析Warmingup,Pre-reading和Reading話題相同，我把它們整合成一節(jié)閱讀課。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(dá)方向與位置，并學(xué)會(huì)條理地寫出旅游過程中的所見所聞。

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短語1.定居；平靜下來__________________2.定居，平靜下來________________3.設(shè)法成功做_______________________4.看見；瞥見____________________5.對……有天賦__________________6.旅行_______________________7.而不是____________________8.和，又，也___________________9.上火車______________________10.穿過_______________________課后反思從認(rèn)真閱讀體會(huì)文本，構(gòu)思課堂設(shè)計(jì)，反復(fù)修改教案課件，到忐忑登上講臺的那一刻，再到“Goodbye”。準(zhǔn)備了幾周的一堂課講完了，但還遠(yuǎn)遠(yuǎn)沒有結(jié)束。以下同大家分享感觸頗深的幾點(diǎn)：1.英語閱讀課教學(xué)首先在確定教學(xué)任務(wù)與目標(biāo)之前就應(yīng)當(dāng)讀透文本，深刻挖掘作者文字背后的文化、感情、地域和時(shí)代等特征，盡全力把文本思路理順，講解深入淺出，并要結(jié)合學(xué)生之所想，以最自然的角度去設(shè)問。在備課階段，經(jīng)過反復(fù)同組內(nèi)老師交流，我確定了“ATripon‘TheTrueNorth’”的主線，但卻忽視了“TheTrueNorth”的深層含義——加拿大的別稱和國土特點(diǎn)。由此可見，在講課之前讀透文本對于深化閱讀課教學(xué)內(nèi)容起著決定性作用。

2.課件制作方面，不求花哨只求實(shí)用，這是在課后老師們達(dá)成的共識。在精心準(zhǔn)備這節(jié)課件的時(shí)候，發(fā)現(xiàn)自己的想法比較單一化。在各位老師的指導(dǎo)下，我將課件由起初的填空性測評練習(xí)改成包括選擇、填空、判斷正誤等各種題型