高中英語教案必修三Unit 5　Canada—The True NorthPeriod 5　Using language Extensive reading .doc

Unit 5Canada“The True North”Period 5Using language: Extensive reading整體設(shè)計(jì)教材分析This is the fifth teaching period of this unit. As usual, the teacher should check students homework and offer chances for them to go over what they learned in the last period at the beginning of the class. Then lead in the new lesson.In this period, the teaching emphasis will be put on developing students reading ability by reading extensively. We will deal with two parts: “THE TRUE NORTH” FROM TORONTO TO MONTREAL in Using language on Page 38 and IQALUITTHE FROZEN TOWN in Reading Task on Page 74. While reading, get students learning to use some reading strategies such as skimming, scanning, and so on. As to new words and phrases, the teacher can first find those students feel most difficult and help them to understand. Thats enough here. The reading passage “THE TRUE NORTH” FROM TORONTO TO MONTREAL takes the visitors on a visit to Toronto and Montreal, two of Canadas major cities. The functional items dealing with direction and position are further introduced in the text, as there are further descriptions of Canada. The teacher can ask some students to retell the passage A TRIP ON “THE TRUE NORTH” or ask some questions to lead in the topic and then ask students to read the passage and do some comprehending exercises. And meanwhile let them find out the expressions dealing with direction and position and try to keep them in mind. While checking their answers with the whole class, deal with language problems students cant work out by themselves. This is an extensive reading lesson, so the teaching steps should be simple. As to the passage IQALUITTHE FROZEN TOWN, it gives students information about the Inuit people in Northeastern Canada. Ask students to read through the passage and try to know more and finish their reading task.At the end of the class, ask students to retell the two passages. In order to arouse students interest, the teacher can hold a competition among them.教學(xué)重點(diǎn)1. Develop students reading skills by extensive reading.2. Let students read and understand the two passages.教學(xué)難點(diǎn)1. Enable students to learn to use reading strategies such as skimming, scanning, and so on.2. Get students to understand some difficult long sentences in this part.三維目標(biāo)知識目標(biāo)1. Get students to learn some useful new words and expressions in this part: topic, mix, mixture, bush, maple, frost, confirm, wealthy, distance, mist, misty, schoolmate, booth, downtown, approximately, dawn, buffet, broad, nearby, tradition, terrify, terrified, impress, impressive, in the distance2. Get students to read the two passages about Canada.能力目標(biāo)1. Develop students reading skills by extensive reading and enable them to learn how to use different reading skills to read different reading materials.2. Have students learn to use the useful new words and expressions correctly.3. Enable students to understand the passages and know more about Canada.情感目標(biāo)1. Stimulate students interest in traveling and enjoying the beautiful Canadian scenery. 2. Develop students sense of group cooperation and teamwork.教學(xué)過程 Step 1 Revision1. Check the homework exercises.2. Ask some students to talk about the major similarities and differences between China and Canada.Step 2 Leading-in1. Have some students retell the reading passage A TRIP ON “THE TRUE NORTH”.2. Show students some pictures of Toronto and Montreal and let them describe what they can see from the pictures.3. Tell students: Turn to Page 38. We are going to read another reading passage, “THE TRUE NORTH” FROM TORONTO TO MONTREAL and learn more about Canada.Step 3 Reading1. Ask students to read the passage quickly and then do the following as soon as possible.1)Tick out the things mentioned in the text.(1)the climate in Canada(2)the population in Toronto(3)the CN town in Toronto(4)Torontos economic(5)a lake which is on the north side of Niagara Falls(6)good Cantonese food(7)famous restaurants in Toronto(8)the old Montreal(9)the location of Montreal(10)brief introduction to MontrealSuggested answers: (1), (3), (5), (6), (8), (10)2)How many parts can the passage be divided into? Write out the main idea of each part.Suggested answers: It can be divided into 4 parts as follows:Part 1 (Paragraph 1): Fall had arrived in Canada.Part 2 (Paragraphs 2-4): Their tour of the city Toronto.Part 3 (Paragraph 5): Their travel in Montreal.Part 4 (Paragraph 6): They left for the east coast.2. Ask students to read the passage carefully and then do the following:1)Answer the following questions:(1)What can sometimes be seen from the CN Tower in Toronto?(2)Why is there good Cantonese food in Toronto?(3)Which direction is the train going from Toronto?(4)What three things show that Montreal is a French city?Suggested answers:(1)Sometimes the misty cloud that rises from Niagara Falls can be seen from the CN Tower.(2)There is good Cantonese food in Toronto because most of the Chinese people there came from South China, especially Hong Kong.(3)The train is going east (northeast) from Toronto.(4)Good coffee, good bread and good music show that Montreal is a French city. Also the signs and ads were in French.2)Fill in the following chart with correct information.The next morningAround noonLate that nightAt dawn the next morningThey spent the afternoonThe nightSuggested answers:The next morningthey saw beautiful maple leaves and frost on the ground and realized that fall had come.Around noonthey arrived in Toronto.Late that nightthe train left.At dawn the next morningthey arrived in Montreal.They spent the afternoonin lovely shops and visiting artists in their workshops beside the water.The nightthe train was speeding down to the distant east coast.3. Ask students to read the passage aloud to the tape and underline all the useful expressions or collocations in the passage.Collocations: from. . . to. . . , the next morning, on the ground, around noon, leave for, go on a tour, in the distance, on the south side of, on ones way to, home of, a telephone booth, around dusk, over dinner, chat with sb. , come from, South China, go as far as, at dawn, be close to, spend. . . doing sth. , be on a train trip, dream ofLet students read the above collocations aloud and copy them down in their exercise book after class as homework. Try to keep them in mind.Step 4 Important language points1. The next morning the bushes and maple trees outside their windows were red, gold and orange, and there was frost on the ground, confirming that fall had arrived in Canada. 第二天早上, 在她們的車窗外到處是灌木叢和楓樹, 掛滿朱紅、赤金和橘黃色的葉子, 地面上覆蓋了一層薄霜, 表明秋天已經(jīng)來到了加拿大。句子中的confirming that fall had arrived in Canada是現(xiàn)在分詞短語, 用作狀語, 表示結(jié)果。confirm vt. provide evidence for the truth or correctness of; establish the truth of證實(shí); 證明; 確認(rèn)ratify; make definite or establish more firmly批準(zhǔn); 肯定; 鞏固Please confirm your telephone message by writing to me.請給我來封信, 確認(rèn)一下你在電話中傳達(dá)的消息。My employer will confirm that I was there on time.我的雇主將會證實(shí), 我是準(zhǔn)時(shí)到達(dá)的。The new minister will be confirmed in office by the Queen.新的部長將由女王批準(zhǔn)任職。2. They were not leaving for Montreal until later, so they went on a tour of the city.她們要晚些時(shí)候才動身去蒙特利爾, 因此就在多倫多市內(nèi)游覽了一番。not. . . until. . . 表示“直到才”, 常與表示瞬間的動詞連用。例如:We do not leave until this evening.我們直到今天晚上才離開。The noise in the street didnt stop until midnight.街上的吵鬧聲直到深夜才停止。go on a tour: visit; go on a trip參觀; 游覽We went on a tour of the museum the other day.前幾天我們參觀了博物館。3. 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.遠(yuǎn)處, 她們可以看到湖的南邊尼亞加拉瀑布上方升騰著的霧靄。這是一個(gè)復(fù)合句, 含有兩個(gè)定語從句。that rose from the great Niagara Falls是限制性定語從句, 先行詞為cloud; which is on the south side of the lake是非限制性定語從句, 先行詞為the great Niagara Falls。in the distance: far away在遠(yuǎn)處; 在遠(yuǎn)方The man standing in the distance is my head teacher.站在遠(yuǎn)處的那個(gè)男子是我的班主任老師。4. Its too bad you cant go as far as Ottawa, Canadas capital.很可惜你們不能一直走到加拿大的首都渥太華。這是It is/was+adj. /n. +that-clause句型, it為形式主語, that-clause是主語從句?？谡Z或非正式語言中that可以省略。as far as: to the place mentioned, but no further直至所提到之處為止I walked as far as the foot of the mountain.我一直走到山腳。Sarah has read as far as the fourth volume.莎拉已經(jīng)讀到第四卷了。5. As they sat in a buffet restaurant looking over the broad St Lawrence River, a young man sat down with them.當(dāng)他們坐在一家自助餐廳里眺望廣闊的圣勞倫斯河時(shí), 一個(gè)年輕人坐在了她們身邊。這是一個(gè)復(fù)合句, As they sat in a buffet restaurant looking over the broad St Lawrence River是時(shí)間狀語從句, 其中的looking over the broad St Lawrence River是現(xiàn)在分詞短語, 用作狀語, 表示伴隨情況。broad adj. 1)large in side from one side to the other; wide寬的; 闊的; 廣的a broad street, avenue, river, canal, etc. 寬闊的街道、林蔭道、河流、運(yùn)河等2)from side to side; in breadth寬a river twenty meters broad 一條二十米寬的河3)covering a wide area; extensive 遼闊的; 寬廣的a broad expanse of water 遼闊無際的水面There is broad support for the governments policies.政府的政策得到廣泛的擁護(hù)。4)tolerant; liberal寬宏的; 胸懷開闊的a man of broad views 豁達(dá)大度的人【辨析】broad & widebroad和wide是一對同義詞, 基本可通用, 但在修飾表示人的身體部位的名詞時(shí)不能通用, 修飾眼、嘴等用wide, 修飾胸、背、肩等用broad。例如:The old stone bridge is only 2 meters wide/broad.那座舊石橋只有兩米寬。She stared at him with eyes wide. 她睜大了眼睛注視著他。He is tall, broad and muscular.他身高肩寬, 肌肉發(fā)達(dá)。6. The girls told him they were on a train trip across the Canada and that they had only one day in Montreal.姑娘們告訴他, 他們是坐火車來旅游的, 要橫穿加拿大, 在蒙特利爾只待一天。這是一個(gè)復(fù)合句, 含有兩個(gè)賓語從句, 一個(gè)是they were on a train trip across the Canada, 另一個(gè)是that they had only one day in Montreal。一個(gè)動詞若帶兩個(gè)that引導(dǎo)的賓語從句, 第一個(gè)從句的that可以省略, 第二個(gè)從句的that 一般不能省略。Step 5 Reading taskTurn to Page 74.1. Ask students to read the passage fast and get the main idea as soon as possible.2. Let students read the passage again, this time carefully to get some detailed information, and then have them fill in the form to see how much they understand about the passage.Points in the passageWhat Beth thoughtInformation in the passageThe temperatureHow to travelHolidaysHow people liveWhat the Inuit doDaylight hours3. Several minutes later, show the answers on the screen and check them with the whole class. At the same time, deal with any difficult language points that students cant understand.Suggested answers:Points in the passageWhat Beth thoughtInformation in the passageThe temperatureCold, but not too coldVery cold, -35 degrees average in winterHow to travelBy dogsledBy snowmobileHolidaysToo cold for holidaysTourists like ice fishing and photographing polar bearsHow people liveIn ice housesIn warm housesWhat the Inuit doHunt animalsHave businessDaylight hoursLight in daytimeDark in winter day; light in summer nightStep 6 ConsolidationAsk students to go back to the two passages.