A Trip on “The True North教学设计方案.docVIP

附件： 教学设计方案模板 教学设计方案 课题名称 A Trip on “The True North第一课时 姓名 工作单位 年级学科 高一英语 教材版本 人教第一课时 一、教学内容分析 高中英语必修三第5单元主题是Canada，Warming Up部分设计了五个关于加拿大的问题测试，Reading是题为A Trip on “The True North” 的一篇游记，通过两个女孩的加拿大之旅，向我们介绍了加拿大的一些基本概况，包括它的地理位置、主要城市、自然资源、风土人情以及多元文化。 课本Warming up部分的问题较为简单，而阅读文章不仅篇幅较长，且专有名词较多，如果事先准备不足，学生很可能读完之后只了解了文字意思，而对文中涉及的地方及其方位、特色仍旧非常模糊，本节课整合Warming up 和Reading两部分，在Warming up 的过程中投入较大精力，以便学生更好理解课文。 二、教学目标 1、理解课文内容，了解加拿大基本概况 2、提高捕捉信息的能力 3、明确描述国家概况的基本思路 三、学习者特征分析 由于文章篇幅长，知识涵盖面广，直接读的话有困难，所以需要学生课下做一些课前预习，查阅一些有关课文的知识。学生几乎都有手机和电脑，完成起来不是很困难，可以小组的形式整理，每组一个主题，做成PPT文件并呈现在课堂上。主要让学生从以下几个主题准备（location, climate, area, capital, people, language, large cities, resources and produce, etc.) 四、教学过程 Step1. Warming up Lead-in 2. Reading the map and presenting Step2. Fast reading 1. The Ss were asked to skim the text and find out “what is the True North”. Then I introduced the other meaning of “the True North”—Canada. The Ss were told to read para.1 and answer the following questions: Who were on the trip? Where did they start and where were they going? Where are the two places? How did they go? Why? The Ss skimmed the whole text and found out what other cities the children traveled past. (After being told to pay attention to big letters, the Ss quickly found out the answer.) Then we looked at the map on page 33 and got even clearer about the routine. Step3. Careful reading for the following Q1: Which continent are the cousins crossing? Q2: Why are they not flying directly to the Atlantic coast? Q3: Why is the population of Vancouver growing so rapidly? Q4: What happens at the Calgary Stampede? Q5: How are ocean ships able to reach the centre of Canada? Q6: What are some of Canada’s greatest natural resources?（show two maps about the natural resources） Step4. Summary location, climate, area, capital, people, language, large cities, resources and produce, Step 5: homework 五、教学策略选择与信息技术融合的设计 教师活动 预设学生活动 设计意图 Step1. Warming up 1.Lead-in T: Today we’re going to learn about