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1.整体设计思路、指导依据说明

新课标提出:“外国语是学习文化科学知识,获取世界各方面信息和进行国际交往的重要工具。”和“……发展听、说、读、写的基本技能,提高初步运用英语进行交际的能力,……”本课是以游记为话题的阅读课。通过对课前的知识搜集及课堂上的泛读与精读的结合,使得学生能较好的理解与掌握本篇文章,了解加拿大的一些基本情况,包括地理环境,各大城市特点以及人文活动等。

 

2.教学背景分析

 

教学内容分析:

本单元的中心话题是加拿大——李黛予等人在加拿大的旅游经历。而“阅读”(Reading)部分是整个单元最重要的知识输入部分。

这篇游记,记述了李黛予和刘倩去加拿大看望表兄妹的旅途见闻。乘火车横穿加拿大之前,他们的朋友林丹尼向他们介绍了加拿大的概况,包括面积、地貌、城市、人口、生态环境等。一路上,他们看到了加拿大的自然美景和野生动物。她们中途停靠卡尔加里(Calgary),谈到卡尔加里大赛马会(Calgary Stampede)。加拿大地广人稀,多数人住在美加两国边境。本文还提到了桑德湾(Thunder Bay,五大湖(the     Great Lakes),温哥华(Vancouver),多伦多(Toronto),还介绍了加拿大的淡水资源。

 

学生情况分析:

该内容属于普通高中课程标准实验教材中必修三第五单元的内容,学生在高一的前半个过程中接触过类似的游记文章,必修一第三单元的Travel Journal 当中的Journey down the Mekong这篇文章也是篇游记,话题虽然接触过,但是学生还未很好地掌握略读、跳读等一定的阅读技巧以及识别关键词、确定主题句、预测等阅读微技能,通过本课的学习让学生进一步掌握初步的阅读策略。

 

3.教学目标分析

教学目标:1、谈论加拿大。

2、学习加拿大的地理、人口、主要城市、自然美景以及自然资源。

3、学习阅读旅游报道和旅游图片的技能。

 

4.教学重点、难点分析

 

 教学重点:让学生了解加拿大的一些基本情况,包括地理环境,各大城市特点以及人文活动等。

 

 教学难点:以时间和空间顺序为线索,让学生掌握游记的写作方法。

 

5.教学过程设计

 

步骤1Step I  Lead-in

Have students watch and enjoy the beautiful sceneries of Canada.

      【百度视频】http://www.tudou.com/programs/view/ciZdW9SQOlc   

       After watching, ask students two questions concerned about the sceneries.

       Q1: Which country is the video about?

       Q2: What can you see in the video?

 

设计意图:观看加拿大唯美冬奥运宣传片,从而让学生通过视频的播放来感受加拿大的美。以此来提高学生对本课学习的学习向往。

 

步骤2Step II  Knowledge PK

       Divide the whole class into two groups, and let them have a PK game about their knowledge

       of Canada.

       1.What language (s) do Canadians speak?  (c)

       A. English

       B. English and German

       C. English and French

       D. English and Spanish

      

      

   4. What is the Canadian leader called?  (B)

A.            President

B.            Prime Minister

C.            Governor

D.           King

设计意图:通过这个小比赛,来检验让学生自己课前了解加拿大的情况。使学生真正的参与课堂,体现学生在课堂当中的主体地位。

步骤3Step III  Fast Reading

       Have students skimming the passage quickly and then answer the following two questions.

1.What does The True North refer to?   Answer: The name of the cross-Canada train

       2. Underline the cities in the passage

         M---Montreal

V---Vancouver

C---Calgary

Th---Thunder Bay

To---Toronto

        Have students work out the travel route(路线图)of the two girls

 

设计意图:快速阅读后让学生回答以上问题并作图,让学生初步了解这篇文章所要涉及的地方。

 

步骤4Step IV  Reading for details

        Have students read the paragraphs one by one and then answer the detailed questions.

Para.1  the main information of the paragraph

Who    Li Daiyu and Liu Qian

Where  Canada

What   going on a trip

How   by train

One sentence: Li Daiyu and Liu Qian went on a trip across Canada by train.

Para.2

1. Find out the words and expressions about natural landscape(自然风景) according to the description in this paragraph, and then show them to us.

Answer: the Pacific Ocean, harbor, Vancouver, the Rocky Mountains, lakes, forests, rivers, and tall trees etc.

2. Why do so many Canadians like Vancouver?

Because Vancouver is Canadas ____________and_________________. It is also one of Canadas _________________ to live in. Vancouver has some of __________  and _______________________in the world. (说明:为了降低阅读难度,让学生填空。)

Answer: warmest part, most beautiful city, most popular cities, the oldest, most beautiful forests

Para.3

Q.1 What did they see when crossing the Rocky Mountains?      

Answer: Mountain goats, a grizzly bear and an eagle

Q.2 What is Calgary famous for?

   Answer: The Calgary Stampede.(教师补充:At Calgary Stampede cowboys compete in wild horses for thousands of dollars)

Para.4

      Have students figure out the meaning of the numbers.

      1.What are these numbers about?

a few hundred kilometers    (where most Canadians live )

thirty million              ( Canadas population)

thousands of acres          ( farms )

one-third                  ( world's total fresh water )

2.What does the word urban mean?__ A

a. relating to a town or city                      c. poor

b. relating to countryside or village                d. rich

Para. 5

      Have students fill in the blank.

      The two girls were on the way to _______ (Toronto)

 

设计意图:让学生一段一段地阅读,并完成相应的题目,结合小组活动,让学生抢答所给出的题目。使他们能在课堂教学活动中有一种成功的渴望和感受。把他们的表现欲充分调动起来,敢于表现自己,并将课堂活动推向高潮。深刻地理解、掌握课文。

 

步骤5Step V  Summary

Have students listen to the tape and then fill in the blanks concerned about the passage.

Li Daiyu and Liu Qian went on a trip in Canada from_____ to______. Their friend, Danny Lin, took them to the train station to _____“The  True  North ”. Canada is 5,500 kilometers from ______ to ______. As they went _________, they saw beautiful scenery as well as cities. Vancouver is __________   by mountains and the Pacific Ocean. When the cousins _______ down in their seats, they saw some special animals out of the window. Calgary      _____ _______ ______ its competition. Many of the cowboys have a ______ for_______ wild horses. Then they______ ________ a wheat-growing province and Thunder Bay, going  ________ Toronto.

Answer: west, east, catch, coast, coast, eastward, surrounded, settled, is , famous, for, gift , riding, went   through, towards

Step VI  Sum the knowledge we have learned in the class.

 Canada: geography, population, main cities, customs, scenery, resources, culture

 Reading skills: getting key words while reading, guessing words meaning in the context, pay attention to some special words and sentences

After telling the summary of the passage, have students enjoy the beautiful scenery of Canada accompanied by the anthem.

设计意图:培养学生的综合概括能力,并让学生感受加拿大的美。

 

步骤6Step VII  Discussion

        1. Would you use some adjectives to describe Canada?

        Large, empty, beautiful, attractive, popular, splendid…       

        2. Discuss in groups the following questions. After 5 minutes, one student from the group will give a speech.

         1) which part of the reading passage interests you most?

         2) If someday you go to Canada, where will you go? Why?

         Answer: You can begin like this

                I am most interested in the part about  I hope to visitsomeday and see   I love, and I think it will be very interesting to see  

 

设计意图:让学生用自己的语言来评价加拿大,形成正确的评价情感。同时类似于口头作文的训练,让学生把所学的知识进行应用,扩大学生的语言输出量。

6.教学评价设计

评价内容:

就学生话语和学生行动而言,本堂课设计了小组讨论,自由概括等环节。在整个课堂上学生都能积极参与到课堂的互动过程中,气氛比较活泼。

就学生的认知水平和机智而言,这堂课设计了让学生创造性地自由作图环节,学生较为灵活地参与了课堂活动,这堂课加深了学生对加拿大的认识,基本掌握了包括地理环境,各大城市特点以及人文活动等。

评价方法:

在本堂课中,本人就要运用了轶事记录(Anecdotal record)法、测试(Testing)法、观察(Observation)法、等方法对学生进行评价。在课堂的刚开始让学生欣赏唯美加拿大运动会的,以轶事记录的方法,让学生感受特定时间所发生的特定的事情。之后用测试的方法,让学生把自己在课后所了解的知识进行比赛,从而调动学生的积极性,从而激励学生学习。

 

 

    
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