必修三unit5英语课件.doc

必修三unit5英语课件
　　必修三unit5英语课件
　　Ｉ．单元教学目标
　　技能目标Skill Goals
　　Talk about the basic information about Canada— location, main cities, customs and cultural diversity.
　　Learn how to read a traveling report and use maps.
　　Learn to express directions and positions.
　　Master the Noun Clause- Appositive clause.
　　Learn to write a report to express what you hear and see in a place.
　　II． 目标语言
　　功能句式表示方向的句式
　　Where is...?
　　How does one go to...?
　　In what direction is...?
　　Is... close to/far from...?
　　How far is...?
　　表示位置的句式
　　It is/lies in the north/south of...
　　It is/lies to the south/east/northwest of...
　　It is within...
　　Kilometers of...
　　It is/lies on the west/east.
　　The place is on the border.
　　You go along the coast.
　　It is east /west of...
　　It is far away from...
　　One goes northward.
　　词汇1. 四会词汇
　　Quiz Canadian minister continent baggage chat scenery eastward westward upward surround harbor measure aboard eagle within border slight acre urban topic mix mixture bush maple frost confirm wealthy distance mist misty schoolmate booth downtown approximately dawn buffet broad nearby tradition terrify terrified pleased impress impressive
　　2. 词组
　　Prime minister, rather than, settle down, manage to do, catch sight of, have a gift for, in the distance
　　语法Noun clause as the appositive
　　III． 教材分析与教材重组
　　1. 教材分析
　　本单元通过两位女孩李黛玉与刘茜的加拿大之旅，向我们展示了加拿大的一些基本概况，包括它的地理位置、主要城市、风土人情以及它的多元文化。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。
　　1.1 Warming Up部分通过四组问题激活学生有关旅行和加拿大的知识和经历。本单元阅读是“在旅途中看加拿大”，因此，Warming Up通过五个关于加拿大的问题的测试，目的是激活学生已有的知识，为介绍加拿大做好准备。
　　1.2 Pre-reading部分通过四个问题激活学生有关旅行的经历和有关加拿大的知识，使学生产生了解加拿大的兴趣，为阅读做好准备。
　　1.3 Reading 部分是“在旅途中看加拿大”，沿着从西向东的旅游路线向我们介绍了加拿大的面积、地貌、主要城市、人口、生态环境等。两位女孩在旅途中看到了自然美景及野生动物，文章还介绍了加拿大的自然资源，让学生对加拿大的美丽、富饶、幅员辽阔、地广人稀有了更深的了解。学生可以通过学习课文掌握新的词汇、句型和游记的写法，提高学生的阅读能力。
　　1.4 Comprehending部分设计了三种题型，前两个题是对Reading部分细节内容的理解，一个是问答题，一个是改错题。最后是在地图上标出两位女孩的旅游路线，相对简单一些。此部分不仅检测学生对细节的把握，还要求学生列举加拿大蕴藏的两种自然资源，而且检测学生根据课文内容进行推理和判断的能力以及读图能力。抓住文中人物的行踪，就能够很好地把握文中的信息。
　　1.5 Learning about Language部分首先是构词法，培养学生词汇生成能力，旨在通过加上前缀或后缀的方法扩大学生的词汇量。第二部分使用课文中的词汇和信息进行填空和编对话，旨在提高学生活用词汇的能力。语法部分是有关同位语从句的练习。
　　1.6 Using Language部分综合训练听说读写的能力。通过听力填空及讨论的形式进一步了解有关加拿大的知识——居民和语言。阅读部分继续加拿大之旅，从多伦多到蒙特利尔，介绍了加拿大的旅游景点及风土人情。写作部分要求以报告的形式写旅游见闻，要求学生掌握旅游报告的写作方法。
　　1.7 Summing Up部分要求学生就内容、词汇和结构三个方面进行归纳，对本单元所学知识进行概括总结。
　　2. 教材重组
　　2.1 Reading(I)： 从话题内容和功能上分析Warming Up， Pre-reading Reading与Post-reading话题相同，可以整合成一节阅读课。
　　2.2 Reading(II)：可将Using language中的Reading与Workbook中Reading Task放在同一节课中处理，再上一节阅读课。因为话题都是关于加拿大的城市与风土人情的。
　　2.3 Listening：可将Using Language中的Listening and Writing, Speaking, Workbook中的Listening(P69) 与Workbook中的Listening Task三个活动整合成一节“听力课”。
　　2.4 Speaking:把Learning about Language中的Exercise 4 Making up a dialogue(P36)与 Workbook中的Talking (P69) 和 Speaking Task （P74） 整合一节“口语课”。
　　2.5 Learning about language:将Learning about language( P36 Exercise 4除外) 与Workbook中的Using words && expressions （P70） 和 Using structures （P71） 结合在一起，上一节“语言学习课”。
　　2.6 Writing 可将Using Language中的Writing(P39) 与Workbook中的Writing Task (P74)整合成一节写作课。
　　3. 课型设计与课时分配 (经分析教材, 本单元可以用六课时教完)
　　1st period:Reading (I)
　　2nd period: Reading (II)
　　3rd period: Listening
　　4th period:Speaking
　　5th period:Learning about Language
　　6th period:Writing
　　Ⅳ. 分课时教案
　　The First Period Reading (I)
　　Teaching goals教学目标
　　1. Target language目标语言
　　a. 重点词汇和短语
　　rather than, baggage, scenery, eastward, chat, surround, harbor, measure, aboard, have a gift for, within, manage to do, catch sight of, eagle, acre, urban
　　b. 重点句子
　　2. Ability goal 能力目标
　　Learn how to describe the places that Li Daiyu and Liu Qian visit in Canada.
　　Understand the noun clause used as appositive.
　　Enable the students to understand the details of the passage about Canada and find the correct answers to the questions in the post-reading.
　　3. Learning ability goals学能目标
　　Improve the students’ reading ability - guessing words, searching for information.
　　Learn the information about Canada.
　　Master the expressions for describing directions and locations.
　　Teaching important points 教学重点及难点
　　a. Find the answers to the questions in post-reading.
　　Learn the methods of writing a traveling report about.
　　b. Understand the use of noun clause - appositive clause.
　　Learn to read the traveling report according to the traveling route.
　　Teaching methods 教学方法
　　1． Skimming and scanning;
　　2． Asking-and-answering activities;
　　3． Listening method.
　　Teaching aids 教具准备
　　A computer, a projector and a tape recorder.
　　Teaching procedures & ways教学过程与方式
　　Step 1 Revision
　　Check the students’ homework.
　　T: Before we come to the new lesson, let’s check your homework.
　　The teacher checks the assignment of the last class.
　　Step 2 Lead-in and Warming Up
　　Show the students the maple flag and ask them some questions.
　　T: Do you know which country uses this national flag?
　　Ss: Canada.
　　T: Which continent is Canada in?
　　Ss: It is in North America.
　　T: How large is it?
　　Ss: I only know it is the second largest country in the world. I don’t know the exact number.
　　T: Canada occupies an area of 9, 978, 4670 square kilometers. It is a bit bigger than China. Which country is its neighbor?
　　Ss: The United States.
　　(The teacher shows a map of Canada to the students.)
　　T: Right. The United State is its neighbor. Canada is a beautiful country.
　　Step 3 Pre-reading
　　T: Now I want to ask you a question. Do you like traveling?
　　Ss: Yes, we like traveling very much. (No, I don’t like traveling. It is tiring.)
　　T: I know most of us like traveling. Have you ever been abroad?
　　Ss: No / Yes.
　　T: Few of us have ever been abroad. Then what is the longest trip you have ever taken?
　　Sa: Beijing (Shanghai / Hainan / Harbin).
　　Sb: I have never been out of my hometown.
　　T: If you get a chance to go abroad, which three countries would you like to visit most? Why?
　　Sc: I would like to go to French, Australia and Ireland. I think French is full of romantics and there are many beautiful buildings. Australia is famous for its beautiful scenery and people are very friendly. Ireland is also beautiful. I want to walk along the roads of the countryside.
　　Sd: I think I will travel in china first, because China is my motherland and she is very beautiful. I would also like to go to Canada so that I can see the large and beautiful lakes, and there’s the wonderful snow scenery. I also feel like paying a visit to Australia because there are many sheep and rare animals there.
　　T: Very good. We love our motherland, but if we want to make our country more beautiful and more developed, we should know more about the other countries. Here are two questions. You may ask your partner for answers and give your answers to him/her.
　　Show the questions on the screen or on the blackboard.
　　If you take a trip to Canada, what do you expect to see?
　　What three words would you use to describe Canada?
　　The teacher can ask some pairs to tell their ideas in class.
　　T: Who’d like to tell us your opinions?
　　Sa: I want to see the mountains and the forests. Canada is beautiful, wide and people are friendly
　　Sb: I want to see the big snow and polar bears, three words large, clean and mysterious.
　　T: Are they right? You can find the answers in the text. Li Daiyu and Liu Qian will take us to visit Canada. Please turn to Page34, read “A Trip on the True North”.
　　Step 4 Fast reading
　　Get the students read the passage quickly and carefully. Meanwhile, help the students form a good habit of reading. T: Do you feel puzzled when you read the title? What is “the True North”? Now, read the passage and get the general idea of the passage. Underline the main places mentioned in the text.
　　Give the Ss five minutes for reading.
　　Five minutes later.
　　T: Time is up. Have you finished?
　　Ss: Yes, we have.
　　T: The first question is what the passage is mainly about?
　　Sa: The passage is about a trip of two girls, and it tells us some information about Canada.
　　T: Right. It mainly tells us the information about Canada. What are the main places mentioned in the text?
　　Sb: They are the Atlantic coast, Vancouver, Rocky Mountains, Calgary, Thunder Bay, Lake Superior and Toronto.
　　T: Look at the map on Page33. Draw the traveling route of the two girls on the map.
　　Give the students one minute to draw the route.
　　T: You did a good job. Do you have any difficulty in reading? Let’s look at the difficult points together.
　　The teacher explains some important or difficult points to the students.
　　Step 5 Reading aloud
　　Let the students read the passage again and find the details from the passage.
　　T: Now you read the questions on Page35 first, and then read the text aloud to find the answers to the questions. After a while, answer the questions in complete sentences without looking at your books.
　　Give the students a few minutes to read and find answers. Then ask some students to give their answers.
　　Suggested answers:
　　1. Which continent are the cousins crossing?
　　They are crossing North American.
　　2. Why are they not flying directly to the Atlantic coast?
　　They are not flying directly to the Atlantic Coast because they want to take the train from west to east across Canada./ They want to see Canada./ They want to travel across Canada.
　　3. What is “The True North”?
　　“The True North” is the train that runs through Canada.
　　4. Why is the population of Vancouver growing so rapidly?
　　The population of Vancouver growing so rapidly because it is beautiful.
　　5. What happens at the Calgary Stampede?
　　At the Calgary Stampede cowboys compete in riding wild horses for thousands of dollars.
　　6. How are ocean ships able to reach the centre of Canada?
　　Ships are able to reach the centre of Canada because they can follow the St Lawrence River and the Great Lakes.
　　7. What are some of Canada’s greatest natural resources?
　　Canada has water from its lakes and rivers and wood from its forests.
　　Step 6 Homework
　　1. Remember the underlined sentences.
　　2. Write a short passage to report what Li Daiyu and Liu Qian saw in Canada
　　Period two Extensive reading
　　Teaching goals教学目标
　　1. Target language 目标语言
　　a. 重点词汇与短语
　　figure, figure out, terrify, official, maple, frost, wealthy, tour, distance, flow, booth, downtown, as far as, dawn, broad
　　b. 重点句子
　　1. They were not leaving for Montreal until later...
　　2. It’s too bad you can’t go as far as Ottawa Canada’s capital.
　　3. It’s about four hundred kilometers northeast of Toronto, so it would take too long.
　　4. As they sat in a café looking over the broad St. Lawrence River, a young man sat down with them.
　　5. In the distance, they could see the misty cloud that rose from the great Niagara Falls, which is on the south side of the lake.
　　6. I stay as far away from polar bears as possible.
　　2. Ability goal能力目标
　　Enable the students to know more information about cities: Toronto, Montreal and Iqaluit.
　　3. Learning ability goals 学能目标
　　Teach the students how to describe a city with the target language and functional sentences.
　　Teaching important points教学重点
　　Find the correct information about cities of Canada according to the questions.
　　Teaching difficult points 教学难点
　　How to write the traveling report.
　　Teaching methods 教学方法
　　a. Skimming method;
　　b Scanning;
　　c.Task-based approach listening.
　　Teaching aids 教具准备
　　A record, a projector and a computer.
　　Teaching procedures and ways 教学过程与方式
　　Answer the questions about the passage.
　　1. How do we know it is fall in Canada?
　　We know it is fall in Canada because the maple trees are red and gold and oranges, and there is frost on the ground.
　　2. What can sometimes be seen from the CN Tower in Toronto?
　　Sometimes the misty cloud that rises from Niagara Falls can be seen from the CN Tower.
　　3. Where does the water from the lake go?
　　The water from the lake goes into the Niagara River and over the falls on its way to the sea.
　　4.Which direction is the train going from Toronto?
　　The train is going east ( northeast ) from Toronto.
　　5. What three things show us that Montreal is a French city?
　　Good coffee, good bread and good music show that Montreal is a French city. Also the signs and ads were in French.

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