人教版必修3 Canada – “The True North” Unit 5 Reading 教学设计
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| 名称 | 人教版必修3 Canada – “The True North” Unit 5 Reading 教学设计 |  | |
| 格式 | zip | ||
| 文件大小 | 143.4KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（新课程标准） | ||
| 科目 | 英语 | ||
| 更新时间 | 2019-09-29 15:41:00 | ||
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人教版必修3 Unit 5 Reading
A Trip on “The True North”
教材分析
本课的话题是“加拿大”，阅读部分通过主人公的旅程介绍了加拿大的地理位置、人口数量、沿途城市、著名景点等内容，增进学生对加拿大的了解。不同国家、不同地域的文化是不同的，了解加拿大的风土有助于培养学生的多元文化意识。课文内容按照出行背景、途中聊天、沿途见闻的思路撰写，其中描述的加拿大情况、城市介绍等较散杂，有必要对教学内容进行调整，对文中的数字和城市进行阅读整理，并用加拿大地图帮助学生理解本课内容。
学情分析
大部分学生对加拿大的了解只停留在表面，因此应首先给学生呈现加拿大的背景知识；学生的口语尚可，可以在这节阅读课中设置有趣而富有挑战的听说任务，激发学生的学习热情；学生的自主学习能力较强，通过自主学习、相互探讨、勇于发言，学生能提高语言综合运用能力。
设计思想
在传统的教学中，阅读课、听说课是较为常见的高中英语课型，本次设计将阅读课与听说课结合起来，以“听读”为输入、“说”为输出，使阅读材料通俗易懂，教学过程丰富有趣。
《高中英语课程标准》指出，“高中英语课程的设计与实施要有利于学生优化英语学习方式，使他们通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习能力……”。基于这一指导思想，结合教材实际，本课对教材内容、编排顺序等进行了调整、替换、补充和删除，采用“读说结合”的方式，以情景教学法导入，创意设置“读说”任务，采用自主学习与小组合作学习相结合的方式，使学习的过程成为一个思考、探讨、求真、体验、展示的过程。
教学目标
知识目标
1. Get students to grasp the useful new words and expressions in this part: Canadian, continent, baggage, chat, scenery, be surrounded by, harbor, measure, aboard, settle down, manage to do, catch sight of, eagle, have a gift for, within, border
2. Let students accumulate knowledge about Canada.
能力目标
1. Develop students’ reading abilities and their comprehensive language abilities.
2. Enable students to talk about the trip and introduce Canada and the trip.
情感态度目标
1. Let students keep an interest in learning English, join in class activities and perform themselves.
2. Let students develop the spirit of cooperation and helping each other.
3. Let students develop the multicultural awareness.
教学重点
1. Enable students to understand the trip and find out the specific information.
2. Enable students to master knowledge about Canada and the trip.
教学难点
1. How to create a suitable situation for class study.
2. How to lead students to introduce Canada and the trip.
3. How to develop students’ comprehensive language abilities in reading class.
教学方法
1. Situational teaching method
2. Task-based teaching method
3. Cooperative learning method
教学工具
The multimedia, a map of Canada, and other common teaching tools
教学过程
Introduce the Learning Task
[设计意图]
在之前的职业意向调查中发现一部分同学希望未来能当导游，将这个学情与本次课的学习任务结合起来，在阅读的过程中让学生体验担任加拿大导游的角色，并在最后选出最佳导游，激发学生的学习与参与活动的热情。
[学情预设]
T: According to a recent survey, many students in our class hope to be a tour guide in the future. Do you want to experience this role now? Today, we are going to learn something about Canada. You have chances to be the tour guide, who will lead me and other classmates to visit Canada. Please finish the following tasks. The one who can complete the tasks best will be the best tour guide today. Are you ready? Let’s start.
Step 1 Warming up
[设计意图]
让学生观看从网上下载的简要介绍加拿大的短片，要求学生一边观看一边记短片中的内容。学生们会满怀期待地看，迅速进入状态。观看后，让学生快速完成下列问题（根据短片内容设置），检查他们掌握的情况，为下一个任务做铺垫。
[学情预设]
Play a video introducing Canada. Let students pay attention to the information about Canada and write notes while watching. Then ask students to answer the following questions quickly (shown on the handouts).
1. What is the national flag of Canada?
A. B. C. D.
2. Canada is located in ?
A. Europe B. Asia C. Africa D. America
3. There are provinces and 3 territories in Canada.
A. 8 B. 9 C. 10 D. 11
4. What is the capital of Canada?
A. Vancouver. B. Toronto. C. Calgary. D. Ottawa.
5. What are the three biggest cities of Canada?
A. Vancouver. B. Toronto. C. Calgary. D. Montreal.
6. What is the population of Canada?
A. Over 30 million. B. Over 40 million.
C. Over 50 million. D. Over 60 million.
7. What language(s) do Canadians speak?
A. English B. German C. French D. Italian.
8. What can you do in Canada?
A. Enjoy amazing views of Niagara Falls. B. Explore tropical rainforests.
C. Take photos by the Great Lakes. D. Ski in the Rocky Mountains.
Students give their answers.
Keys: 1. B 2. D 3. C 4. D 5. ABD 6. A 7. AC 8. ACD
Step 2 A Brief Introduction of Canada
[设计意图]
在学生对加拿大有基本了解后，鼓励学生口头介绍加拿大，锻炼学生的口语表达能力，让课堂学习充满挑战与趣味。
[学情预设]
According to the above information, students are encouraged to do an oral introduction of Canada after 2 minutes’ preparation.
Dear friends, welcome to Canada. I’m , your tour guide today. Located in , Canada is the second largest country in the world. There are provinces and 3 territories in Canada. Ottawa is the while Vancouver, Toronto and Montreal are the three biggest cities. It has a population of . Canadians mainly speak and . Here, you can not only but also . is also a good choice.
Step 3 Predicting
[设计意图]
结合图片分析标题中的“The True North”，能让学生快速掌握文章主题，培养学生阅读预测的能力。
[学情预设]
Ask students to look at the title and picture and predict what “The True North” means. Have them skip the passage to see if they are right. Then ask them to predict what the passage is going to talk about.
Students give their own answers.
Step 4 Skimming
[设计意图]
首先，学生通过略读本文，快速掌握段落大意，从整体上把握文章内容；其次，教师在读前将加拿大地图粘贴在黑板上，要求学生一边读一边圈出行程路线，并到黑板上画出路线，化繁为简，便于下一步的寻读。
[学情预设]
Ask students to skim the passage and finish the following.
1. Find out the main idea of each paragraph and match the following headings with the right paragraph.
Part 1 (Para. 1 ) A. Their chat on the way to the station.
Part 2 (Para. 2 ) B. What they really saw after boarding the train.
Part 3 (Para. 3-5 ) C. A brief introduction of the trip.
2. Come to the board and draw a route for the trip on the Canada’s map (put up on the board).
Step 5 Scanning
[设计意图]
寻读的任务是针对文章的主要内容而设计。学生首先寻读第一段，了解主人公出行的基本情况；接着，快速查找文章中的数字，理解它们的含义，更全面地掌握加拿大的背景信息；最后，寻读文章中重点提到的三个城市的相关介绍，掌握这些城市的背景知识。
学生先独立完成任务，然后在小组里进行交流，有歧义的答案经过讨论确定下来。这不仅能训练学生快速查找信息的阅读能力，还能培养学生共同探讨、相互协作的团队精神。
[学情预设]
First, ask students to scan the passage and finish the following by themselves. Then discuss their answers in groups of four.
1. Finish the trip card and report the basic information of the trip to the whole class.
Trip Card
Who: and her cousin
Why: to
Where (destination):
How: to Vancouver and then
Feelings:
2. Find out the meaning of the following numbers.
5,500:
90:
a few hundred:
30 million:
one-third:
3. Find out the information about the cities.
Cities
Information
Vancouver
Location
Surrounded by and the
Climate
Canada’s part; (So trees are extremely tall.)
Entertainment
in the Rocky Mountains in the harbor
Scenery
The oldest and most beautiful
Animals
Mountain goat, and eagle
One of Canada’s most to live in.
Its is increasing rapidly.
Calgary
It is famous for . Cowboys have a gift for and can win thousands of dollars in .
Thunder Bay
A busy city at the top of the .
Step 6 Role-play
[设计意图]
学生通过略读和寻读，抓住了文章脉络，理解了文章内容。在此基础上，设计思维导图，要求学生根据思维导图进行角色扮演，轮流问答，通过口语输出检测学生对所学内容的掌握。
[学情预设]
T: Discuss in groups of four. Imagine two of you are the cousins, who have just come back from the trip, and the others ask questions about the trip. Then switch roles. The following mind map can help you talk about the trip. Then give a presentation between a classmate and you.
Step 7 A Further Introduction of Canada
[设计意图]
鼓励学生到讲台来，以地图为辅做旅游讲解，让学生深刻记住此课内容，锻炼口头表达能力，提高表现力。这个体验会让学生认识到学习英语重在输出与运用，激发他们学习英语的持续动力。
[学情预设]
T: Now, look at the map on the board and imagine you are a tour guide working on “The True North”. You are supposed to introduce Canada and the scenery along the trip to your tourists. Practice the introduction by yourself and come to the board to introduce the trip (with the help of the map).
Students first practice by themselves and then several students come to the board to challenge the task.
Step 8 Assessment
[设计意图]
使用课堂评价有助于学生进行学习反思，促进学生的长远发展。
[学情预设]
1. Praise those who have actively performed in the tasks. Ask students to choose the best tour guide today. Then congratulate the winner.
2. Self-assessment
The Things I Can Do
Evaluation
5
4
3
2
1
Grasp the main idea and outline of the passage.
Understand and use the new words and expressions.
Find out and master basic facts about Canada.
Work and discuss with group members well.
Introduce Canada to classmates in English.
Make progress and gain confidence.
Step 9 Homework
[设计意图]
本课进行了听、说、读方面的学习，在此基础上，要求学生写作，旨在培养学生的综合语言运用能力。学生首先独立写作，再在小组内交换作文，互帮更正，借鉴彼此优点、发现错误、更正错误，培养学生的辨析思维。
[学情预设]
Ask students to write a short report about their most impressive trips. The report should cover the following. Then they should exchange reports and do necessary corrections within study group.
a title
a short paragraph to introduce the basic information about the trip
a paragraph to share some interesting or impressive things
a short conclusion
Blackboard Design
A Trip on “The True North”
Reading & Speaking
The Trip
Who
Why
Where/How
Canada
Basic information
Scenery
Cities
课后小结
本节课将“读说”结合起来，让学生听材料、读文章，以口头的方式输出所学内容，有助于调动学生的学习积极性，时时掌握学生的学习状态，加深学生对所学内容的理解。例如，学生在观看短片时非常认真，能顺利完成观后任务；口头表达不仅检测学生的口语水平，还考验学生的自信心与表现力，在这个过程中，学生从刚开始的紧张、拘谨慢慢调整到自信、从容的状态，是本次设计颇为成功的一点。学生们两次上台介绍加拿大，体验了英语的实际运用，了解语言输出的重要性，增强学习英语的持续动力。
此“读说”课也具有一定的局限性。其一，英语口头表达能力是学生英语综合水平的体现，对学生的语言基础要求较高，因此“读说”课较适用于中高水平的学生中。语言基础较薄弱的学生，口语表达欠佳，以口语方式输出学习内容效果可能会相反。其二，课堂上时间有限，没有充分的时间让学生进行反复操练与准备，在一定程度上影响学生的发挥。
本次课为一次教学尝试，今后还应继续探寻符合本班学生水平的教学方式，不断改进不足，有所创新，争取让每个学生都能学有所思、学有所获。
A Trip on “The True North”
教材分析
本课的话题是“加拿大”，阅读部分通过主人公的旅程介绍了加拿大的地理位置、人口数量、沿途城市、著名景点等内容，增进学生对加拿大的了解。不同国家、不同地域的文化是不同的，了解加拿大的风土有助于培养学生的多元文化意识。课文内容按照出行背景、途中聊天、沿途见闻的思路撰写，其中描述的加拿大情况、城市介绍等较散杂，有必要对教学内容进行调整，对文中的数字和城市进行阅读整理，并用加拿大地图帮助学生理解本课内容。
学情分析
大部分学生对加拿大的了解只停留在表面，因此应首先给学生呈现加拿大的背景知识；学生的口语尚可，可以在这节阅读课中设置有趣而富有挑战的听说任务，激发学生的学习热情；学生的自主学习能力较强，通过自主学习、相互探讨、勇于发言，学生能提高语言综合运用能力。
设计思想
在传统的教学中，阅读课、听说课是较为常见的高中英语课型，本次设计将阅读课与听说课结合起来，以“听读”为输入、“说”为输出，使阅读材料通俗易懂，教学过程丰富有趣。
《高中英语课程标准》指出，“高中英语课程的设计与实施要有利于学生优化英语学习方式，使他们通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习能力……”。基于这一指导思想，结合教材实际，本课对教材内容、编排顺序等进行了调整、替换、补充和删除，采用“读说结合”的方式，以情景教学法导入，创意设置“读说”任务，采用自主学习与小组合作学习相结合的方式，使学习的过程成为一个思考、探讨、求真、体验、展示的过程。
教学目标
知识目标
1. Get students to grasp the useful new words and expressions in this part: Canadian, continent, baggage, chat, scenery, be surrounded by, harbor, measure, aboard, settle down, manage to do, catch sight of, eagle, have a gift for, within, border
2. Let students accumulate knowledge about Canada.
能力目标
1. Develop students’ reading abilities and their comprehensive language abilities.
2. Enable students to talk about the trip and introduce Canada and the trip.
情感态度目标
1. Let students keep an interest in learning English, join in class activities and perform themselves.
2. Let students develop the spirit of cooperation and helping each other.
3. Let students develop the multicultural awareness.
教学重点
1. Enable students to understand the trip and find out the specific information.
2. Enable students to master knowledge about Canada and the trip.
教学难点
1. How to create a suitable situation for class study.
2. How to lead students to introduce Canada and the trip.
3. How to develop students’ comprehensive language abilities in reading class.
教学方法
1. Situational teaching method
2. Task-based teaching method
3. Cooperative learning method
教学工具
The multimedia, a map of Canada, and other common teaching tools
教学过程
Introduce the Learning Task
[设计意图]
在之前的职业意向调查中发现一部分同学希望未来能当导游，将这个学情与本次课的学习任务结合起来，在阅读的过程中让学生体验担任加拿大导游的角色，并在最后选出最佳导游，激发学生的学习与参与活动的热情。
[学情预设]
T: According to a recent survey, many students in our class hope to be a tour guide in the future. Do you want to experience this role now? Today, we are going to learn something about Canada. You have chances to be the tour guide, who will lead me and other classmates to visit Canada. Please finish the following tasks. The one who can complete the tasks best will be the best tour guide today. Are you ready? Let’s start.
Step 1 Warming up
[设计意图]
让学生观看从网上下载的简要介绍加拿大的短片，要求学生一边观看一边记短片中的内容。学生们会满怀期待地看，迅速进入状态。观看后，让学生快速完成下列问题（根据短片内容设置），检查他们掌握的情况，为下一个任务做铺垫。
[学情预设]
Play a video introducing Canada. Let students pay attention to the information about Canada and write notes while watching. Then ask students to answer the following questions quickly (shown on the handouts).
1. What is the national flag of Canada?
A. B. C. D.
2. Canada is located in ?
A. Europe B. Asia C. Africa D. America
3. There are provinces and 3 territories in Canada.
A. 8 B. 9 C. 10 D. 11
4. What is the capital of Canada?
A. Vancouver. B. Toronto. C. Calgary. D. Ottawa.
5. What are the three biggest cities of Canada?
A. Vancouver. B. Toronto. C. Calgary. D. Montreal.
6. What is the population of Canada?
A. Over 30 million. B. Over 40 million.
C. Over 50 million. D. Over 60 million.
7. What language(s) do Canadians speak?
A. English B. German C. French D. Italian.
8. What can you do in Canada?
A. Enjoy amazing views of Niagara Falls. B. Explore tropical rainforests.
C. Take photos by the Great Lakes. D. Ski in the Rocky Mountains.
Students give their answers.
Keys: 1. B 2. D 3. C 4. D 5. ABD 6. A 7. AC 8. ACD
Step 2 A Brief Introduction of Canada
[设计意图]
在学生对加拿大有基本了解后，鼓励学生口头介绍加拿大，锻炼学生的口语表达能力，让课堂学习充满挑战与趣味。
[学情预设]
According to the above information, students are encouraged to do an oral introduction of Canada after 2 minutes’ preparation.
Dear friends, welcome to Canada. I’m , your tour guide today. Located in , Canada is the second largest country in the world. There are provinces and 3 territories in Canada. Ottawa is the while Vancouver, Toronto and Montreal are the three biggest cities. It has a population of . Canadians mainly speak and . Here, you can not only but also . is also a good choice.
Step 3 Predicting
[设计意图]
结合图片分析标题中的“The True North”，能让学生快速掌握文章主题，培养学生阅读预测的能力。
[学情预设]
Ask students to look at the title and picture and predict what “The True North” means. Have them skip the passage to see if they are right. Then ask them to predict what the passage is going to talk about.
Students give their own answers.
Step 4 Skimming
[设计意图]
首先，学生通过略读本文，快速掌握段落大意，从整体上把握文章内容；其次，教师在读前将加拿大地图粘贴在黑板上，要求学生一边读一边圈出行程路线，并到黑板上画出路线，化繁为简，便于下一步的寻读。
[学情预设]
Ask students to skim the passage and finish the following.
1. Find out the main idea of each paragraph and match the following headings with the right paragraph.
Part 1 (Para. 1 ) A. Their chat on the way to the station.
Part 2 (Para. 2 ) B. What they really saw after boarding the train.
Part 3 (Para. 3-5 ) C. A brief introduction of the trip.
2. Come to the board and draw a route for the trip on the Canada’s map (put up on the board).
Step 5 Scanning
[设计意图]
寻读的任务是针对文章的主要内容而设计。学生首先寻读第一段，了解主人公出行的基本情况；接着，快速查找文章中的数字，理解它们的含义，更全面地掌握加拿大的背景信息；最后，寻读文章中重点提到的三个城市的相关介绍，掌握这些城市的背景知识。
学生先独立完成任务，然后在小组里进行交流，有歧义的答案经过讨论确定下来。这不仅能训练学生快速查找信息的阅读能力，还能培养学生共同探讨、相互协作的团队精神。
[学情预设]
First, ask students to scan the passage and finish the following by themselves. Then discuss their answers in groups of four.
1. Finish the trip card and report the basic information of the trip to the whole class.
Trip Card
Who: and her cousin
Why: to
Where (destination):
How: to Vancouver and then
Feelings:
2. Find out the meaning of the following numbers.
5,500:
90:
a few hundred:
30 million:
one-third:
3. Find out the information about the cities.
Cities
Information
Vancouver
Location
Surrounded by and the
Climate
Canada’s part; (So trees are extremely tall.)
Entertainment
in the Rocky Mountains in the harbor
Scenery
The oldest and most beautiful
Animals
Mountain goat, and eagle
One of Canada’s most to live in.
Its is increasing rapidly.
Calgary
It is famous for . Cowboys have a gift for and can win thousands of dollars in .
Thunder Bay
A busy city at the top of the .
Step 6 Role-play
[设计意图]
学生通过略读和寻读，抓住了文章脉络，理解了文章内容。在此基础上，设计思维导图，要求学生根据思维导图进行角色扮演，轮流问答，通过口语输出检测学生对所学内容的掌握。
[学情预设]
T: Discuss in groups of four. Imagine two of you are the cousins, who have just come back from the trip, and the others ask questions about the trip. Then switch roles. The following mind map can help you talk about the trip. Then give a presentation between a classmate and you.
Step 7 A Further Introduction of Canada
[设计意图]
鼓励学生到讲台来，以地图为辅做旅游讲解，让学生深刻记住此课内容，锻炼口头表达能力，提高表现力。这个体验会让学生认识到学习英语重在输出与运用，激发他们学习英语的持续动力。
[学情预设]
T: Now, look at the map on the board and imagine you are a tour guide working on “The True North”. You are supposed to introduce Canada and the scenery along the trip to your tourists. Practice the introduction by yourself and come to the board to introduce the trip (with the help of the map).
Students first practice by themselves and then several students come to the board to challenge the task.
Step 8 Assessment
[设计意图]
使用课堂评价有助于学生进行学习反思，促进学生的长远发展。
[学情预设]
1. Praise those who have actively performed in the tasks. Ask students to choose the best tour guide today. Then congratulate the winner.
2. Self-assessment
The Things I Can Do
Evaluation
5
4
3
2
1
Grasp the main idea and outline of the passage.
Understand and use the new words and expressions.
Find out and master basic facts about Canada.
Work and discuss with group members well.
Introduce Canada to classmates in English.
Make progress and gain confidence.
Step 9 Homework
[设计意图]
本课进行了听、说、读方面的学习，在此基础上，要求学生写作，旨在培养学生的综合语言运用能力。学生首先独立写作，再在小组内交换作文，互帮更正，借鉴彼此优点、发现错误、更正错误，培养学生的辨析思维。
[学情预设]
Ask students to write a short report about their most impressive trips. The report should cover the following. Then they should exchange reports and do necessary corrections within study group.
a title
a short paragraph to introduce the basic information about the trip
a paragraph to share some interesting or impressive things
a short conclusion
Blackboard Design
A Trip on “The True North”
Reading & Speaking
The Trip
Who
Why
Where/How
Canada
Basic information
Scenery
Cities
课后小结
本节课将“读说”结合起来，让学生听材料、读文章，以口头的方式输出所学内容，有助于调动学生的学习积极性，时时掌握学生的学习状态，加深学生对所学内容的理解。例如，学生在观看短片时非常认真，能顺利完成观后任务；口头表达不仅检测学生的口语水平，还考验学生的自信心与表现力，在这个过程中，学生从刚开始的紧张、拘谨慢慢调整到自信、从容的状态，是本次设计颇为成功的一点。学生们两次上台介绍加拿大，体验了英语的实际运用，了解语言输出的重要性，增强学习英语的持续动力。
此“读说”课也具有一定的局限性。其一，英语口头表达能力是学生英语综合水平的体现，对学生的语言基础要求较高，因此“读说”课较适用于中高水平的学生中。语言基础较薄弱的学生，口语表达欠佳，以口语方式输出学习内容效果可能会相反。其二，课堂上时间有限，没有充分的时间让学生进行反复操练与准备，在一定程度上影响学生的发挥。
本次课为一次教学尝试，今后还应继续探寻符合本班学生水平的教学方式，不断改进不足，有所创新，争取让每个学生都能学有所思、学有所获。
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