人教版高中英語必修三unit5Canada-Reading教學設計

教學設計Book=3\*ROMANIIIUnit5CanadaAtripon“ThetrueNorth”一、教學目標1.LearnhowtodescribetheplacesthatLiDaiyuandLiuQianvisitinCanada.2.LearntheinformationaboutCanada.3.Enablethestudentstomastertheexpressionsfordescribingdirectionsandlocationsandlearntowritetraveljournal..二、教學重點和難點1.Learntoreadthetravelingreportaccordingtothetravelingroute.2.Learntowritethetravelingroute3.Developthestudents’readingskills

suchasskimming,scanningandsoon.三、教學環(huán)節(jié)（包括教師活動、預設學生行為和設計意圖）Step1:Leadin Asksomequestionstointerestthestudentsandleadinthetopic，lookingsomebeautifulscenerypictures.(1)Doyouliketravelling?(2)Wheredoyouliketogobest? Thestudentsguesswherewewillvisitinthislesson. 用加拿大美麗的風景圖片，來激發(fā)學生的學習興趣，活躍課堂氣氛Step2:PreReading LetstudentslookatthemapofCanadaandsomepictures.ThenintroduceCanadabriefly.finallyshowthetitleofreadingandsomepicturesandpredictthemainideaofthepassage. GetstudentsknowsomebasicfactsaboutCanada. 通過看圖片和預測文章大意培養(yǎng)學生的想象力和構思謀篇的能力。Step3Skimming Getthestudentstoskimthepassageandfindoutthemainideaandwhichplacestheypassedanddrawthetravelingline.Vancouver→Calgary→Rockymountains→Thunderbay→Lakesuperior→Toronto Getthestudentstoskimthepassageandfindtheanswers.

通過跳讀找主體思想和畫參觀路線圖旨在培養(yǎng)學生概括文章段落大意和快速捕捉文章表層信息的能力，了解文章細節(jié)，指導學生掌握一定的閱讀技巧，提高閱讀速度，也為下一步細讀做好鋪墊。Step4.scanning GetthestudentstoscanthepassageanddecidethestatementsTrueorFalseandgivethereasons.(1)TheywilltakethetrainacrossCanadawestward(F)A(2)YoucancrossCanadainlessthanfivedays(F)(3)MoreandmorepeopleetoVancouver(T)(4)Canadaisalargecountrywithsmallpopulation(T)(5)theoceanshipscannotgotothunderbay(F)(6)Canadahasthemostfreshwaterintheworld(T)Threeminuteslater,letthestudentsshowtheiropinion. 教師就課文內容設置不同類型的細節(jié)性問題，學生帶著問題對課文中的一些語段進行尋讀，觀察并捕捉相關的具體事實與信息，加深對課文內容的理解。以同桌合作形式展開討論，激發(fā)學生的積極性，提高他們的合作意識。Step5.Carefulreading Findoutthekeywordstodescribethefollowingplaces:Vancouver:thewarmest,themost__________and_________city.TheRockyMountains:animalssuchas__________________________Calgary:famousfor.ThunderBay:a________cityTheGreatLakes:_______oftheword’sfreshwater GetthestudentstoFindoutthekeywords. 通過細讀文章培養(yǎng)學生如何如何找準細節(jié)問題，提高細節(jié)閱讀的能力Step6.Retelling Atfirst:startedfromVancouver（warmest,mostbeautifulandpopular）Afterthat:crossedTheRockyMountains（mountaingoats,grizzlybears,eagle）Next:stoppedCalgary(CalgaryStampede—cowboyspeteinridingwildhorsesforhighprizes)Then:arrivedinThunderBay（abusyportcity）Later:gottoLakesuperiorFinally:wenttowardsToronto Getstudentstopletetheexercisetogether,thengettwostudentstoretellitagain. 通過復述課文，培養(yǎng)學生利用所學知識進行有序的英語書面表達和口語表達的能力。Step7Summary: Howtowriteatravelingroute?First…startfrom…Thenextstopis…Then..arrivein…Afterthat…getto…Finally…reach… Getstudentstofindoutthekeywordsandexpressionshowtheycanwriteatravelling,thensumup. 先讓學生從文中找出寫旅游路線圖的關鍵詞語和表達方式，然后老師給出寫旅游路線圖的基本模式，培養(yǎng)學生歸納總結能力。Step8:Writing Designatravelingroute(旅游路線)fromnorthtosouthinChinaandgiveaexample.Route:Ningxia-----FujianShanghaiExample:IwenttoFuchouonNationalDay.FirstI’startedfromNingxiatoFuchoubyair.BecauseIwantedtoseealltheoldclassmatesofmine.wehadn’tseenthemformorethan20yearssincewegraduatedfromFujianNormalUniversity.Wedecidedtogettogether.Istayedthereforfourdays.AfterthatIwenttoShanghaibytrainandIenjoyedtheExposition.WhenIwasinShanghai,IalsovisitedHuangpuStep9：Homework 1.Readthetextandfindthekeyphrasesanddifficultsentences.writeatravellingpositionintheexercisebooks. 培養(yǎng)學生自主學習能力和鞏固所學知識。板