英语教学设计与反思.doc

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1、教学设计基本信息名称Unit 5 A Trip on “the True North”执教者刘 慧课时1所属教材目录高中英语 必修3 人民教育出版社教材分析这篇文章以游记的形式记述了李黛玉和刘倩去加拿大看望他们表兄妹的途中见闻。沿着从西向东的旅游路线向我们介绍了加拿大的地理位置、地貌、面积、生态环境和主要城市及该国的多元文化。两位女孩在旅途中看到了自然美景及野生动物。文章还提到了加拿大的自然资源，使学生对加拿大的美丽、富饶、幅员辽阔等特征有了进一步的了解。学生可以通过学习课文，掌握新的词汇句型和写游记的方法，提高学生的阅读能力。学情分析The students are from Senior1

2、 who have possessed New Curriculum Standard Level Three. After learning English for at least7 years, they have some basic ability to acquire English knowledge. And the students of this age also have some basic analytical skills and logical thinking skills. Teachers should help them master new knowle

3、dge by guiding them to make full use of what they have learned and their life experience教学目标知识与能力目标Enable students learn about some basic information and talk about Canada.过程与方法目标Practice the reading skills such as summarizing, close reading and so on.情感态度与价值观目标Stimulate students interest in learnin

4、g about foreign countries.教学重难点重点Let students read the passage and learn about the geography, population, main cities, natural beauty and natural resources of Canada.难点Learn to write a traveling report according to the traveling route.教学策略与 设计说明阅读课对学生来说可能是是枯燥无味的，但本节课是有关学生感兴趣的旅游类阅读课。我紧紧抓住这一优点，采用学生抢答、

5、小组与小组竞争的方式引入新课。激发了学生的兴趣，活跃了课堂气氛。在阅读过程中，让学生作为旅行者加入了旅行者的行列，而老师扮演了导游的角色。又使学生既学到了知识和技能，同时成为课堂真正的主人。教学过程教学环节（注明每个环节预设的时间）教师活动学生活动设计意图Step Lead-in (3min)I think most of you like to see a film, Yes? This class, Id like you to enjoy one, would you? In the film, you will see some beautiful scenery from a for

6、eign country. And after it, please tell me what country it is, clear?Ok, what country is it?Yes, Canada.Are you familiar with Canada? How much do you know about Canada? Now, lets have a competition. I will divide you into 3 groups. If you can stand up and give the right answer, you will get one scor

7、e. Which group will be the winner? 1. What language (s) do Canadians speak?2. What is the capital of Canada?3. Which is the national animal of Canada?4. What is the national flag of Canada?5. What is the Canadian leader called?6.Canada lies in .7.What is the population of Canada?8.How many “Great La

8、kes” are there in Canada?to arouse the students interest in traveling through the brainstorm of CanadaStep Prediction (4min) Would you like to know more about Canada? Two girls Li Daiyu and her cousin Liu Qian were on a trip to Canada. Now lets join them. Let the students look at the title and guess

9、:1.What kind of passage is it?2.What does “the True North” refer to?( two answers)3.What might be included in a journal during a trip to Canada?Are your predictions right or wrong? After learning the passage, you will know the answer.To practice reading techniques of predicting, summarizingStep Skim

10、ming (5min)Now, read the passage quickly and then finish the following two exercises. 1.Draw the route of the travel in Canada. 2.What does “the True North” refer to in the passage?Clear? Read as quickly as possible, To develop the ability of skimmingStep Scanning (12min)During our trip on“the True

11、North”, we have passed through Vancouverthe Rockey MountainsCalgaryThunder Bay. Now, lets find some details. Do you like another competition? This time, which group will be the winner? Lets see.Try to find the features of each city. One blank one score; One question two scores. You can work with you

12、r partners, clear? of Vancouver （four “the most”）1.Canadas _ 2.Canadas _ 3.One of Canadas ( )to live in4.Has some of( ) in the worldof Calgary1.What is Calgary famous for?2.What happens at the Calgary Stampede?3.What may happen to cowboys and horses after competition?of Thunder BayIt is a busy _ cit

13、y, which is in an _ area, at the top of _ _ _, which ocean ships can _ _ .So far, we have known Canada is a beautiful country, but there is still more important information for us to learn. Lets fill in the form together.1.To develop the ability of describing things2.To practice reading techniques o

14、f guessing and scanning3.To develop the students sense of cooperative learningStep Post-reading (16min)Task one (dialogue)(8min)Now, you must have a pleasant journey and have learned something more about Canada. Lets move to next part. Four students a group and make a dialogue. One is a guide and th

15、e others are visitors. As a guide, you can introduce something about Canada, and as visitors, you should talk about which city you like best and why.First discuss in groups, later we will have a show. Now begin!Task two (writing) (8min)You are so excellent, but we have to stop here because there is

16、another wonderful task waiting for us. Write a report about the major similarities and differences between China and Canada. (you can also finish the writing in groups and then each group on e student shows your report. 1.To share some information about Canada2.To practice speaking and writing课堂小结2分

17、钟在整节课的过程中学生主要扮演的是旅游者的身份从多方面、多角度了解了加拿大。最后，让学生转换角色-充当导游向游客介绍加拿大。把自己这一节课所学到的东西通过speaking和writing的形式再次展示出来。（学生自己完成）布置作业1分钟Surf the Internet to find more information about Canada after class.板书设计教学反思A Trip on “the True North”是一个很好的题材，离我们的生活很近，学生也容易对此感兴趣。开始，我们认为这样的话题应该是可以升华课堂的，吸引眼球的，颠覆传统的阅读课堂的。可是，由于思路不太成熟

18、，我还是采用了保守的阅读课堂。在保守阅读的基础上，力求环环相扣，层层深入，先宏观把握，再各个深入，从课本中来，到生活中去。1.激活学生内存。电影片段引出旅行话题，头脑风暴调出学生对加拿大相关的认识。2.为学生创设情境。从标题入手，创设问题，让学生预测文章大意；设计了3个问题，由浅入深，点面相扣，锻炼学生英语表达能力及预测能力；力所不及，求助课本。3.尝试路线教学。1）这是一篇主题句和文章结构很典型的文章，先通过寻找旅游路线，训练skimming技能，通过训练找出旅游路线图，培养学生的时间和空间概念。2）同时培养学生“跳读”的能力和提高学生的“跳读”速度。4.查阅细节信息与竞赛相结合，培养学生的

19、合作精神。在学生阅读理解查阅信息的过程中，以自学为主，其间遇到较难的试题，学生可以相互探讨，教师个别指导。学生齐读，鼓舞士气，欣赏图片，引起共鸣，激发学生进一步阅读的兴趣。5.把skimming 和scanning两种阅读能力中获取的知识进一步应用与提升。在post-reading 部分通过dialogue 和writing 两种形式，一方面巩固所学知识；另一方面通过形式多样的活动，让学生的思考贯穿课堂，动静结合。反思失误：1.明知道这篇课文的主题句和文章结构是非常典型的，我若能借此机会在课堂上渗透topic sentence的阅读技能，相信会起到画龙点睛的作用。2.也许是由于课堂时间紧张，力度不够，我总感觉对学生的情感熏陶没有达到预想的效果。我们的教学要源于课堂，还要高于课堂，推陈出新，我会争取更多机会输入新鲜血液，进一步提高自己。