A-Trip-on-“The-True-North教学设计方案.doc

附件： 教学设计方案模板
教学设计方案
课题名称
A Trip on “The True North第一课时
姓名

工作单位

年级学科
高一英语
教材版本
人教第一课时
一、教学内容分析
高中英语必修三第5单元主题是Canada，Warming Up部分设计了五个关于加拿大的问题测试，Reading是题为A Trip on “The True North” 的一篇游记，通过两个女孩的加拿大之旅，向我们介绍了加拿大的一些基本概况，包括它的地理位置、主要城市、自然资源、风土人情以及多元文化。
课本Warming up部分的问题较为简单，而阅读文章不仅篇幅较长，且专有名词较多，如果事先准备不足，学生很可能读完之后只了解了文字意思，而对文中涉及的地方及其方位、特色仍旧非常模糊，本节课整合Warming up 和Reading两部分，在Warming up 的过程中投入较大精力，以便学生更好理解课文。
二、教学目标
1、理解课文内容，了解加拿大基本概况
2、提高捕捉信息的能力
3、明确描述国家概况的基本思路
三、学习者特征分析
由于文章篇幅长，知识涵盖面广，直接读的话有困难，所以需要学生课下做一些课前预习，查阅一些有关课文的知识。学生几乎都有手机和电脑，完成起来不是很困难，可以小组的形式整理，每组一个主题，做成PPT文件并呈现在课堂上。主要让学生从以下几个主题准备（location, climate, area, capital, people, language, large cities, resources and produce, etc.)
四、教学过程
Step1. Warming up
1. Lead-in
2. Reading the map and presenting
Step2. Fast reading
1. The Ss were asked to skim the text and find out “what is the True North”. Then I introduced the other meaning of “the True North”—Canada.
2. The Ss were told to read para.1 and answer the following questions:
Who were on the trip?
Where did they start and where were they going?
Where are the two places?
How did they go? Why?
3. The Ss skimmed the whole text and found out what other cities the children traveled past. (After being told to pay attention to big letters, the Ss quickly found out the answer.) Then we looked at the map on page 33 and got even clearer about the routine.
Step3. Careful reading for the following
Q1: Which continent are the cousins crossing?
Q2: Why are they not flying directly to the Atlantic coast?
Q3: Why is the population of Vancouver growing so rapidly?
Q4: What happens at the Calgary Stampede?
Q5: How are ocean ships able to reach the centre of Canada?
Q6: What are some of Canada’s greatest natural resources?（show two maps about the natural resources）
Step4. Summary
location, climate, area, capital, people, language, large cities, resources and produce,
Step 5: homework
五、教学策略选择与信息技术融合的设计
教师活动
预设学生活动
设计意图
Step1. Warming up
1.Lead-in
T: Today we’re going to learn about an important English-speaking country in North America. It’s very famous for its maple trees. Do you know which country it is? (Show the national flag of Canada and a beautiful big maple tree.)
2. Reading the map and Taking a quiz
3. presenting
When we want to introduce or learn about a country, what should we mention or what should we know
Every group gave the answer with the help of ppt:
1.Location：
2.Area:
3.Capital:
4.People:
5. Language:
6.Large cities:
7.Resources and produce:
1在这个环节中，我充分利用地图和图片以及一个小测验，按照Step1中“list”的项目逐一和学生作了探讨。
2.在这里我没有直接问学生们了解加拿大什么，而是帮他们列了一个单子，课下做成ppt文件，既让他们知道了如何谈论一个国家，又避免他们因为过于开放的思维涉及太多琐碎的东西，冲淡主题又耗费时间。
2.通过以上学习，学生们对加拿大有了非常全面的了解，而课文的主要信息也都得到了呈现。

Step2. Fast reading

1. The Ss were asked to skim the text and find out “what is the True North”. Then I introduced the other meaning of “the True North”—Canada.
4. The Ss were told to read para.1 and answer the following questions:
Who were on the trip?
Where did they start and where were they going?
Where are the two places?
How did they go? Why?
5. The Ss skimmed the whole text and found out what other cities the children traveled past. (After being told to pay attention to big letters, the Ss quickly found out the answer.) Then we looked at the map on page 33 and got even clearer about the routine.

Step3. Careful reading for the following

Q1: Which continent are the cousins crossing?
They are crossing North America.
Q2: Why are they not flying directly to the Atlantic coast?
Because they want to take the train from west to east across Canada.
Q3: Why is the population of Vancouver growing so rapidly?
Because it is Canada's warmest part and the most beautiful city, surrounded by mountains and ocean, and people can ski in the mountains and sail in the harbour.
Q4: What happens at the Calgary Stampede?
Cowboys compete in riding wild horses for thousands of dollars.
(I showed some pictures about the Stampede and this easily made the Ss impressed.)
Q5: How are ocean ships able to reach the centre of Canada?
They can follow the St Lawrence River and the Great Lakes.
Q6: What are some of Canada’s greatest natural resources?（show two maps about the natural resources）
Water from its lakes and rivers, and wood from its forests.

因为有了Warming up的铺垫，学生的阅读效率非常高，不仅很快找到答案，而且对文章所涉及的地方都有了非常形象具体的了解。
Step4. Summary
(ask the students to listen to the tape then introduce Canada .)
T: After reading the whole text, you’ve got quite clear about Canada. Who can tell us how much do you know about Canada? Ask the students to retell according to the list.
Step 5: homework
Do the Exercises in Learning about language.
S: Location：
on the north of the USA and shares four of the five great lakes with it.
to the east of the Atlantic and west of the Pacific.；
has the longest coast in the world and the climate on the coast is much warmer and wetter than in the middle;
very cold especially in the north in winter.
Area:
the second largest country in the world;
5,500 km from coast to coast;
Capital:
Ottawa, near the east coast.
People:
The whole population is slightly over thirty million.
Language:
Canada used to be ruled by France and England; so two official languages—French (in Québec) and English.
Large cities:
Ottawa in the east;
Montréal near to Ottawa;
Vancouver on the west coast.Vancouver is said to be the most beautiful city, surrounded by mountains and the Pacific Ocean.
Resources and produce:
lots of forests, especially along the Rocky Mountains;
trees very tall as a result of the wet warm climate;
exports large quantities of wood and wheat every year;
thousands of other lakes in its inner land besides the four great lakes on the border;
more fresh water than any other country in the world--- one-third of the world’s total fresh water indeed.
巩固课文内容
六、教学评价设计
每组组长对每个组员的课堂每个环节表现给与打分评价，评选出优秀组员，和优秀学习小组，激励每个学生更好的学习英语的热情。
七、教学板书
A Trip on “The True North第一课时
location, climate, area, capital, people, language, large cities, resources and produce,
八、教学反思
英语教学专家Jeremy Harmer 在论述如何教阅读时曾经说过:When they(students) are really fired up by the topic or the task ,they get much more from what is in front of them.
本节课通过读前活动激发了学生的兴趣和欲望，使他们熟悉了阅读话题，能够准确地捕捉课文信息，提高了阅读效率，教学效果突出。