Book3 Unit 5 Canada- “The True North”
Period 1. Warming-up and reading
Ⅰ.教学设计理念：
(一)通过给学生展示漂亮的加拿大风光作为引入，充分调动学生学习的兴趣。在
教学过程当中适当插入图片，使学生结合课文与图片自主查找问题的答案，然后学生与学生进行合作性的探究，让老师成为问题的“点拨者”。当然，在整个教学过程中，教师也是学生学习的合作者、引导者和参与者，形成师生互动，但教师要“少动”，学生要“多动”，多给学生自由发展的平台。 (二)教学的真正目的是让学生通过学习本单元，可以初步了解加拿大的一些基本
情况，包括地理环境、各大城市特点以及人文活动等。
(三)教学中能力的培养：通过本课时的学习，培养学生阅读能力以及结合地图理解文章的能力，同时学会方向和位置的表达方法。
Ⅱ.学生分析：
这一阶段学生学习了世界地理，或多或少了解加拿大的概况，为更好的理解文章奠下了基础。但是对于大部分英语基础比较薄弱的学生来说，理解英文还是比较困难的，加上文章提到的Calgary Stampede, the Great Lakes等话题他们是了解甚少的，这对于理解文章带来了一定困难，在授课过程中，我尽量使用图片形象地向学生展示，使他们更好更深刻的理解文章细节.
Ⅲ.本课时简析与教材处理:
本单元阅读文章的写作体裁为游记（travel journal）.游记是以旅游的经历为主线，以主人公在旅游过程中的所见所闻所感所思为主要内容，所以在阅读时要求学生注意时间、空间的变化，要留心主人公看到、听到的内容。 由于本文是按空间变化顺序描写，我尝试用地图结合文章理解，令学生更好地理解文章。将本节课的中心任务定为WARMING Up and READING
（一）WARMING UP 以加拿大地图作引入，让学生初步学会在地图中查找信息，
初步了解加拿大， WARMING UP则通过六个关于加拿大问题的测试，激活学生已有的知识，为文章介绍加拿大做好准备。
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(二）READING 部分是“在旅途中看加拿大”，沿着从西往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。
Ⅳ.Teaching goals
1. Target language
a. important words and phrases: minister,quiz,rather than, continent,
eastward, surround, settle down, abpard, have a gift for, slightly b. imortant sentences:
Rather than take the plane all the way, they decided to fly from China to Vancouver.
The idea that they would cross the whole continent was exciting. The fact that ocean ships can go there surprise many people. 2. Ability goals
a. Learn how to describe the places that Li Daiyu and Li Qian visit in Canada.
b. Enable 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
a. improve the students’reading ability b. learn the information about Canada. Ⅴ. Teaching important points
a.draw out the route for the trip.
b.find the answers to the questiong in post-reading Ⅵ. Teaching methods
a.fast reading and careful reading b.asking-and –answering activities c.discussion
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Ⅶ.teaching aids: Multimedia
Ⅷ. Teaching procedures and ways. Step1. Lead in
Show the students the Canadian map and five questions.
1.Which country is Canada’ s neighboring coutry? 2.What are the oceans on either side of Canada? 3.What are Canada’s big cities?
4.What is on Canada’s national flag?
5.Let’s enjoy the Canadian national anthem. (Students find out the answers on the map)
Step2.Warming-up
a.Show some beautiful pictures about Canadian to the students. b.A quiz to check how much do the students know about Canada.
Step 3. Reading
Fast-reading: Ask the students to scan the passage and finish two task.
a. Read the title and think about what does “THE TRUE NORTH” mean?
b. Go through the passage and underline the main places mentioned in the text then draw it on the map on P33.
Careful-reading:
A.Read the text carefully and choose the best answer. 1. What’s the passage mainly about?
A.The secenery the two girls saw on the train.
B. A trip of two girls, which tells us some information about Canada. C. What the two girls learned about Canada. D. The natural resources of Canada.
2. Why is the tittle given as A TRIP ON --- “The True North”
A. Because they took a trip across Canada on the cross-Canada train called “The True North”.
B. Because Canada lies in the North America.
C. Because it was cold in Canada when they got there.
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D. Because they took a trip to north of Canada , where it was very cold.
3. Which of the following is described as the most beautiful city in Canada?
A. Vancouver B. Calgary C. Toronto D. Thunder Bay 4.. Which of the following is true according to the text?
A. Vancouver in the warmest part of Canada is near the Atlantic Ocean.
B. Thunder Bay is a port city in the south of Toronto.
C. The two girls looked out of the windows and saw Native Indians and cowboys.
D. Li Daiyu and Liu Qian went to Canada to see their cousins in Montreal.
5. What can we infer from the text?
A. Skiing and sailing perhaps are popular outdoor activities in Canada. B. Most of people live in the north of Canada near the USA border. C. Canada has the most fresh water in the world.
D. Canada has a large population and rich natural resources. B. Answer the following questions.
(1)Why are the cousins not flying direct to the Atlantic coast? (2)In Para.1 the writer said they would cross the
whole continent, do you know which continent they are crossing? (3)Why is the population for Vancouer growing so rapidly? (4)What happens at the Calgary Stampede? (5)Where does wheat grow in Canada?
(6)Look at the map of Canada. Why would ships be able to reach the centre of Canada? Post-reading:
★ Basic Facts about Canada
Distance from east to west coast_______________________________ Oceans on east and west coasts _______________________________ Population_________________________________________________ Where most Canadians live __________________________________ Location of largest fresh water supply__________________________ key point about Vancouver____________________________________ Key point about Calgary _____________________________________ Key point about Thunder Bay_________________________________ ★ Retell the story and fill in the blanks:
Li Daiyu and Liu Qian took the train in Canada from ______ to _______. As they go _________, they saw beautiful scenery as well as cities. Vancouver is surrounded by mountains. They crossed the Rocky Mountains. They saw mountain goats and even a _______ bear. Calgary is famous for its competition. Many of the cowboys _____ __ _____
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____working with animals. Then they _____ _______a wheat-growing province. Thunder Bay is a busy port. It is ____ ___the center of the country.
Step 4. Disscussion
“Which part of the reading passsage interests you most?”
Step 5. Homework
1. 复习课文，完成《同步练习》P61 Ex. Ⅲ
2. 根据导学稿第三课时预习文章语言点，完成课前准备的练习。
Ⅸ.教学反思
本节课选的内容是必修3 Unit5 Canada—“the True North”。通过对教材的整合，将本节课为本单元的第一课时，
Warming up and Reading.相对中国而言，学生对加拿大比较陌生。于是我先展示加拿大地图，以问题引导学生再地图中寻找答案的同时了解到加拿大的一些基本的地理常识作为导入，学生学习的兴趣大增，于是我适时地给学生展现几张加拿大的图片，这样，学生们脑海中的加拿大就清晰形象多了。一个小测检查下学生们对加拿大的认识作为热身，既能活跃课堂气氛也能增加学生的知识。阅读任务由浅入深地设计了三个阶段的任务，让学生们通过阅读文章，掌握作者这次旅游的路线，并且有如身临其境般感受作者这次旅行的感受。最后，我还安排一个讨论环节，给学生一个发表自己见解的机会。 总体来说，整个课堂气氛比较活跃，同学们得的积极配合令到课堂任务得以顺利完成。唯一不足的是在讨论环节中，学生开口说英语的积极性较低，口语作为2011年高考的一个独立考试项，我觉得今后后必要设计多些口语活动给学生，带动同学们开口说英语的积极性。
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