高中英语_Unit5 A trip on the true north教学设计学情分析教材分析课后反思.doc

教学设计 Step1：lead-in：show a video 1. which country is it about? 2: what do you know about this country? 设计意图：激发学生的学习兴趣，引起学生学习欲望，同时为学生提供加拿大的相关背景知识。 Step 2: pre-reading: Ask students to predict by looking at the picture and the title. 1. What is “the true north”? 2. What is the text mainly about? 设计意图：引导学生根据标题和图片预测课文内容，培养学生的预测能力。 step3： skimming： Ask students to read the passage quickly and get the main idea of the passage. 设计意图：引导学生通过速读理清结构，培养学生概括总结主旨大意的能力。 step 4：careful-reading Ask students read the passage carefully and then finish the tasks. task1: (para1) : Why did they not fly directly to Montreal? task2: (para2): Read paragraph 2 carfully and fin the topic words to describe the scenery and Vancouver. 1) great scenery to see : ( try to find 5key words or phrases) ____________ ____________ ____________ ____________ ____________ 2) Key points about Vancouver( try to describe it by using some adjectives.) ______________________ ______________________ ______________________ _______________________________________ ______________________ ______________________ task3(paragraph 3-5): Ask students to read the following paragraphs to find out the travel route, the beautiful scenery and think of some adjectives to describe these places. timeline route scenery Some adjectives Earlier that day Next stop After 2 days’ travel empty After dinner That night 设计意图：引导学生通过细读获取文章主要细节，培养学生获取信息，处理信息的能力。 step5: summary Read the passage again and try to introduce some places of Canada according to the information of the passage. For example: Hello, everyone! Welcome to Canada. I am a local guide, I’d like to introduce ______to you …… 设计意图： 通过读后活动理清文脉，巩固所学内容。 step6: Discussion: Introduce the factors a travel report includes: time (last year, during the summer holiday…) character (My parents and I , My friends and I …) transportation (took the plane, took the train , took the bus) destination (Shang Hai, Beijing, Jinan…) travel r