1、本网站免费注册后即可以下载，点击开通VIP会员可无限免费下载！
2、资料一般为word或PPT文档。建议使用IE9以上浏览器或360、谷歌、火狐浏览器浏览本站。
3、有任何下载问题，请联系微信客服。
扫描下方二维码，添加微信客服
人教2003课标版《Warming up、Pre-reading、Reading、Comprehending》教案优质课下载
Unit 5 Canada—“The True North”
Teaching Design(Period 1)
Analysis of the Teaching Material
This unit is about Canada, and nearly all the teaching materials center on it.
The first teaching period of this unit introduces students some basic information about Canada, such as its geography, its culture, its population and so on.
Warming Up- In this part, the quiz is intended to find out how much general knowledge the students already have had about Canada. At the beginning of the class, the teacher can lead in the topic of the unit by having a quiz of Canada, and showing students a map of Canada and let the students describe or talk about it. It will also give a chance to those who have visited or read about Canada to share their knowledge with the rest of the class and motivate others to become interested in Canada, too. So it is necessary to give students some time to make short talks, show pictures.
Pre-reading contains songs and videos which encourage students to reflect on their personal experiences, information and their own ideas. This leads to the reading passage in which they may find some facts they recognize as well as new information. Students can be encouraged to look at the title of the reading passage and the pictures to predict what the passage is about. This part is very useful for the next part Reading.
Reading-The reading passage A TRIP ON “THE TRUE NORTH” describes a trip across Canada by train. The name of the train “The True North” is taken from a name in Canada’s national anthem. Have students read the passage by themselves and identify new words and expressions. As they read, ask them to find the places mentioned on the map. It is useful to have them discuss with a partner what they think the new vocabulary mean and to work together on the map. The teacher can identify new words and structures that students might find difficult and pre-teach them to make the reading easier. Students are encouraged to skim for the general idea and scan for further understanding. After reading, students are required to do exercises to see how much they have understood the reading passage. The teacher can let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class. Meanwhile, deal with any language problems that students meet.
To consolidate the contents of the reading passage, students should be required to read the passage again and then retell it. In order to arouse their interest, the teacher can hold a competition. The teacher also needs to make a summary on the passage including the general idea and so on to let students understand the passage further at the end of the class.
（学情分析：高一下学期的高中生已有一定的英语知识基础，但他们平时较少阅读到游记这样题材的文章且知识面较窄，对这篇文章的阅读和理解还是有一定难度。）
Teaching Importance
1. Make the students know about the basic information about Canada-its geography, population, main cities, natural beauty and natural resources.
2. Get students to learn different reading skills.
3. Get students to imagine their own trips to some interesting places and arouse their interest in traveling.
Teaching Difficulties
1. Develop students’ reading ability.
2. Enable students to learn about some basic information about Canada.
3. Let the students grasp some important words and expressions.
Teaching Goals
Knowledge Goals
1. Get students to learn the useful new words and expressions in this part.
2. Let students learn the knowledge of Canada.
Ability Goals
1. Develop students’ reading ability and let them learn to use some reading strategies such as guessing, key sentences, skimming, scanning and so on, so as to get the main idea and find some detailed information of the reading quickly.
2. Let students learn how to give a traveling report and how to use a map.