Teaching Plan for Unit5 Moudle3
Canada------“The True North”
Warming up & Reading
Designer: Guo Xiaohong
郭晓红
Teaching Goals:
- Enable the Ss to be Familiar with Canada.
- Enable the Ss to read the travel and be able to retell the text.
- Enable the Ss to draw the route about this text.
Difficult points:
- How to grasp the main idea of each paragraph.
- How to help the Ss use what they’ve learnt to retell the whole passage.
Teaching methods:
1). Skimming & scanning methods to make the Ss get a good understanding of the text.
2). Discussion methods to make the Ss understand what they’ve learnt in class.
3).Pair-work of group to get every student to take part in the teaching-and-learning activities.
4). Competition and role-play method to arouse the Ss’ interest.
Teaching aids:
The multi-media and other normal teaching tools
Teaching procedures
Step I Revision (Lead-in)
T: Let’s revise some words and phrases that will be used in this lesson.
(rather than continent baggage chat scenery… grizzly)
What does “grizzly” mean?
S: 灰熊。
T: But where can we find it?
S: Canada.
T: Have you ever been to Canada?
S: No.
T: Neither do I. But don’t worry. Now we will have a trip to Canada together with Li Daiyu and her cousin Liu Qian. Let’s go. A Trip on “The True North”.
Step II Reading (Fast-reading)
T: First read the text fast and complete the short passage according to what you read. Pay attention to the numbers in the passage.
Passage:
Canada is the _____ largest country in the world. It is _______ kilometers from coast to coast in Canada. The population of Canada is only slightly over _____. Canada has _____ of the world’s fresh water, much of which is in the _______. On the coast north of Vancouver some of the oldest and most beautiful _______ in the world still remain. It is so wet there that the trees are extremely _______.
T: Have you finished the passage?
S: Yes.
T: Ok. Check the answers with your groupmates, and then I’ll choose one group to show their answers on the blackboard…. Group5, please come to the front, and give your answers.
T: Good. Thank you for your answers. Go back to your seat, please.
Now Let’s check the answers together.
(second 5,500 thirty million one-third Great Lakes forests tall)
Read the answers together…. So according to the seven key words we may get the general idea of this passage. Canada is the…
Step III Second Reading (While-Reading)
T: Now everyone, please read the text carefully, and find the main places mentioned in the reading passage, and then draw a travel route according to the time line.
Step IV Group work
T: Well class, it’s time for you to talk with each other, and draw a travel route….
Ok. Group3, please come here and draw your route on the blackboard.
Travel route
Vancouver (Why do many people want to live in Vancouver?)
↓
Rocky Mountains ( What did they manage to catch the sight of?)
↓
Calgary ( What happened at the Calgary Stampede?)
↓
A wheat-growing province (What did they see when going through this place?)
↓
Thunder Bay (How are ocean ships able to reach the centre of Canada?)
↓
The top of the Lake Superior (When did they pass through the top of this lake?)
Step V Discussion
T: Very good. Now Let’s go through the text together and do with some details.
According to the travel route, analyze the passage one by one.
Questions:
l Why do many people want to live in Vancouver?
l What did they manage to catch the sight of when crossing the Rocky Mountains?
l What happened at the Calgary Stampede?
l What did they see when going through a wheat-growing province?
l How are ocean ships able to reach the centre of Canada?
l When did they pass through the top of this lake?
Step VI Listening and Reading
T: The first place is Vancouver, so why do many people want to live in Vancouver?
(Read the paragraph and explain some details for the Ss….)
Step VII Retelling
T: Now class, could you try to retell the text with the help of the travel route on the blackboard? I will give you a little time to prepare for it. (Ask one student to retell the text.)
Step VIII Conclusion & Homework
T: That’s all for this travel to Canada. Today we have enjoyed a wonderful trip with Li Daiyu and her cousin Liu Qian, so after class write a short article to retell your trip to Canada. So much for today. Thanks.
(课后反思)
本堂课是我参加市级教学能手活动所讲的一堂课，从总体效果来看还是较令人满意的，评委老师给予了肯定。
1.面向全体学生，进行教学设计。本堂课创设了一系列教学活动，由浅入深、由易到难，使全体学生都能紧跟课堂教学思路，把握整体思维。着重培养学生用英语获取信息、处理信息和传达信息的能力。
2.任务型教学方法。本堂课在教学方法上打破了以往的阅读课的教学模式，在不同阶段布置不同的任务，旨在让学生投入到阅读的过程中去，同时培养学生的阅读技能，加强新课标的学生讨论环节，帮助学生了解自己的同时也了解同学的阅读技能和阅读效果。有效调动了学生的课堂积极性。
本堂课的不足之处在于因为时间关系，没有让学生在课堂上尽可能的展示表演。尽可能的创造机会锻炼学生的说的能力。这是一大损失，今后争取在时间安排上更合理一些，使学生在课堂上听、说、读、写四项基本技能都能得到锻炼。
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