高中英语阅读课人教版必修三《Unit5Canada-TheTrueNorth》说课稿

高中英语阅读课人教版必修三《Unit 5 Canada-The True North》说课稿

Good afternoon everyone,

It is my great honor to be here to share my teaching ideas with you! The content I chose is the reading part of Unit 5. Now let me introduce it in detail.

The teaching goal of this period is to enable Ss to catch the main idea by fast reading. Then to find out the detailed information through careful reading. The third is to express themselves with the language learned in class.

The goal of learning ability is to develop Ss basic skills: Listening, Speaking, Reading and Writing. Of course, the centre of this lesson is to practice reading, including predicting, skimming, scanning and digesting. Meanwhile I will encourage Ss to practice, participate and cooperate in the classroom activities, and provide the students with the situations where they can acquire knowledge naturally.

As for the teaching method, I will adopt communication method, task-based method and cooperation study method. With the help of the computer, I believe the efficiency of our class will be greatly improved. The teaching steps are as follows: Step 1 is Warming-up

In this step, I will ask Ss to talk about something about Canada and do the quiz on their books to arouse their interests in learning English. Step2. Pre-reading

Ask Ss to think about the question “What is the longest trip you have ever taken?” Then let the Ss to look at the map of Canada and discuss the question “If you take a trip to Canada, what do you think you might see there?” in pairs. And then look at the picture to predict the main idea of the passage. Step3 Fast-reading

In this step, I will ask Ss to read the text as quickly as possible to catch the main idea of the passage and get a brief impression of Canada. By dong so, I will train Ss skimming skills. Step 4 Careful-reading

In this step, I will let Ss read the passage carefully and answer the following questions according to the passage. The purpose is to train Ss to get some important facts and some detailed information and improve the ability of scanning skills. Step 5 Post-reading

For the Ss to understand the text better, I will get the students to analyze several difficult sentences to smooth away the difficulties of understanding the text. And then I will give Ss 5 minutes to retell the passage.

Step 6 Discussion

In this step, the Ss will be asked to have a discussion in groups about the question, “If someday you go to Canada, where will you go? Why? ” Then I will invite several groups to report their work to the whole class in public to overcome their shyness. I think to use the language is the most important, so while teaching them, I always provide more opportunities for Ss to practice and cooperate in our class. Step 7 Summary

In this step, what the Ss will do is to appreciate the beautiful scenery of Canada as well as listening to the tape so that they can revise what they have learned in the class. Step 8 Homework

Write a composition about the summary of the passage.

This is about my teaching, and during my teaching, I will try my best to make my class alive and encourage them to practice more and act more. I believe I can arouse their interests in learning English. That’s all. Thank you.

人教版高中英语必修3 Canada-The True North教学设计说课教案 语言材料分析 （一） 学生分析

教学对象为高中一年级普通班学生，他们是由极个别学优生与绝大部分学困生组合而成的班级，智力发展趋于成熟，但英语学习与运用能力偏低。从学生们的学习动机、学习方法、学习心理等方面看，他们需要提升自觉性、促进自主化、增强自信心。学生已经完成高一英语必修一、二的学习，渐渐习惯高中英语课堂容量大的特点，也适应了我的教法。正在接受着由机械记忆转向理解应用的各项技能训练。 （二） 教材分析

本节课是本单元的第二课时，为阅读课型。阅读部分是围绕两位女孩李黛予和刘倩的加拿大之旅展开的, 通过他们的途中见闻向我们展示了加拿大的一些基本概况, 包括它的地理位置、面积、地貌、主要城市、生态环境、风土人情以及该国的多元文化。一路上，她们看到了加拿大的自然美景和野生动物。中途停靠卡尔加里（Calgary），桑德贝（Thunder Bay），五大湖（the Great Lakes），温哥华（Vancouver），多伦多（Toronto）。 （三） 教学目标 a. 语言知识目标 ? 词汇：

Canadian continent scenery harbour maple eastward westward upward within nearby frost misty terrified pleased impressive rather than settle down in the distance ? 句型：

Li Daiyu and her cousin Liu Qian were on a trip to Canada to visit their cousins in Montreal on the Atlantic coast.

Rather than take the aeroplane all the way, they decided to fly to Vancouver and then take the train from west to east across Canada. Canada is 5,500kilometres from coast to coast. b. 能力目标

1、能较准确的识别关键词

2、通过略读文章抓住关键词，了解主要内容 3、能识别段落的主题

4、能通过查读标题或图表获取具体信息 5、能用英语获取信息、处理信息并输出语言信息 （四） 教学重点与难点 a. 教学重点

了解旅游相关知识及加拿大的背景知识；阅读各项微技能训练 b. 教学难点

利用阅读所获取的信息，围绕主题用英语输出自己的观点 （五） 教学理论与方法

? 理论依据1—高中英语课程标准：强调用英语获取和处理信息的能力 目标；整体语言教学

? 理论依据2—图式理论（Schematic Theory） ? 借助图忆法促进阅读微技能训练 ? 具体方法

1、任务型教学(以意义为中心，尽力调动各种语言和非语言资源，完成任务 ) 2、语篇教学法(Text approach)

3、开展自主性学习的小组活动，合作探究与独立思考相结合 4、以模仿性学习为主，通过简单模仿，让学困生从中找出规律

授之以鱼，不如授之以渔。近年高考考纲更重视培养学生的自我发展能力，这就要求教师在阅读教学中不仅要教学生“学会”，而且还要教学生“会学”。要用各种方法教会学生“怎样学”,使学生具备学习和运用英语的能力。在阅读过程中根据不同的阅读目的和要求, 采取不同的阅读方式和策略,遵循由浅入深, 由表及里,由具体到概括的顺序要求阅读。采用多媒体教学，用一些有关的精美图片、音像材料激起学生对即将阅读的文章的兴趣，减少陌生感。 六） 教学过程

教学环节/活动设计 Step I Warming-up（6’） ? Greeting

? Showing a map of Yun Nan,China on the screen.

have any questions for it? S1: When did you go there? S2: How long did you stay there? S3: Where did you visit?

S4: How do you think of these cities? S5: How much money did you spend there? S6: Who went there with you? S7: How did you go there? …

Teacher answers the questions one by one. Then help Ss draw a conclusion and show the mind map to them.

Guide Ss to sum up using a correct sentence struction: Ss: You visited Yun Nan by plane 2 years ago.（板书）

设计目的

目的：针对本班大部分学生旅游经历较少的特点，本课导入采用逆向法。结合广东高考英语听说考试的要求，向学生展师发问，目的是1、充分调动课堂气氛；

2、检查学生用英语提一般及特殊疑问句的能力；

3、了解学生对旅游前的准备、旅游途中注意事项的掌握程度。

目的：按照话题记忆单词可以促进语篇表达能力，指导学生用思维导图的形式将单词内容表示出来，使 “旅游”这个概念更加具体化，便于学生用语言表达;并为下一步的阅读游记做好铺垫。

T: I visited Yun Nan several years ago.And I find it very exciting. Do you 示一张云南地图，由学生向老

StepⅡ While-reading(30’) ? Fast-reading(5’)

Predict the topic of the text according to the title and the picture on the p34.

T: What’s title about? Ss:a trip

T: How did the writer go on a trip? Ss:by train.

T: Therefore,I can say that the writer went on a trip by train. Am I right? Ss:Yes,of course.

T: And I should say that the passage is about the travel journal?

? Careful-reading(15’)

Task 1 read the first paragraph and try to get the main idea of it. T: Is there anybody appearing in the first paragraph? Ss:Yes. Li Daiyu and her cousin Liu Qian. T: What did they do?

Ss:They went on a trip to Canada. T: How did they go there? Ss:first by train then by plane.

T: Well done! Can you use a sentence to describe all the information above? S1:

1. Li daiyu and Liu Qian went on a trip to Canadaby Trin and plane.（板书）

Task 2 try to find out the cities they visited.(places) T: Do you want to know where they visited? Ss:Yes!

T: So try to find them out one paragraph by one paragraph. （板书） P1 P2 P3 P4 P5

T：According to what you got just now, can you divide the whole passage into some parts?

S2:I will divide it into 2 parts. Because the first part tell us some

目的：结合图片与标题猜测文章的相关信息是一种有效的阅读方法，能起到事半功倍的效果。

目的：1、设计相关问题明确几个要素（who, what, how），以便于学生用S+V+O结构造句总结大意。2、与Warming-up部分的形式形成呼应，用学生刚才所提的问题反问学生，让学生有一种熟悉语境的亲切感。

目的：这一步骤主要考察学生对关键词获取的能力；利用图表形式将学生用英语获取的零散信息直观化，学生对本文的整体结构一目了然。

目的：在英语高考中，阅读所占比重很大，而阅读题型中细节理解题又占最大比例。因此每节阅读微技能训练课中让学生掌握这一技能尤其重要。训

information about their trip,and the following paragraphs introduce different cities they visited. T: Good job!

Task 3 How did they think of these cities? (adjectives) Encourage Ss to get some adjectives to describe the places.

? Comprehending(10’)

Para 1: Why are the cousins not flying directly to the Atlantic coast? Para 2: According to Danny Li’s words, what can they see in Vancouver?

Para 2: Why is the population of Vancouver growing so rapidly? Para 3: What happens at the Calgary Stampede? Para 4: Where is the Thunder Bay?

Para 5; What can sometimes be seen from the CN Tower in Toronto?

Step Ⅲ Post-reading(1’)

route of their trip on the shown map.

StepⅣ Speaking(7’)

T: If you got a chance to visit Canada,which cities interest you most according to the text? in Canada…

S4: I hape I can visit Calgary because it’s famous for the Calgary Stampede,which is exciting…

S5: I’ll go on a trip to Vancouver because I can ski in the Rocky Mountains, and it’s the warmest part… …

StepⅤ Assignment(1’)

? Read the text carefully after class

? Find out the difficult words and sentences in thetext

（七）板书设计

练学生通过题干抓关键词，再回阅读篇章中寻找关键词所在句子，结合句子及上下文语境，判断或推测出正确信息。

目的：利用地图勾勒线路图，并将学生感兴趣的城市用他们理解了的语言表达出来，达到阅读过程的信息输入为表达观点的输出服务，首尾呼应，学生能获取到阅读的喜悦，达到阅读的目的。

Task 4 listen to the tape and try to finish the following questions.(scenery)

Help Ss recall the information they got from the passage. And make the

S3: I want to visit Toronto because it is the biggest and the wealthies city

阅读输入课型教学反思 1． 课型设计与整体实施效果

本课属于阅读课型，是该单元的第二课时。课后自我评价课堂教学效果良好，能实现既定的教学目标。让学生基本掌握阅读微技能（通过关键词获取信息、寻找文章的大意、扫读、查读等），通过听录音、视频材料及阅读文本信息达到语言及背景知识的输入，并且通过学生的口头语言表达达到学生对知识的理解及输出，使整节课课堂教学首尾呼应，大部分学生能通过简单模仿获取相关知识。教学效率高，学生思维活跃，收益面较大，课堂气氛热烈。充分体现了学生的合作能力与创造能力。 2． 教学课件

本节课围绕“Canada”主题而展开教学。因而在课件的每一张幻灯片右上角标出每一步活动的类型listening、reading、speaking等，有助与学生明确自己每一步该做什么，能做什么，怎么做。在课前通过展示中文版地图，在课中利用思维导图将学生获取的信息形象的体现出来，并板书。利用多媒体手段，让学生借助语境和图片使学生轻松地理解和掌握新语言点。 3． 阅读的技能训练

根据《新课标》精神，英语课程改革的努力方向是要加强对读的语言微技能的培养。本课堂主要体现为阅读微技能的训练---通过一学期对必修一、必修二的学习及训练，学生已经基本掌握获取关键词、关键句的技能，在阅读课堂上，主要培养学生从语言输入到输出答案所要注意的事项。 4． 说的技能训练

广东新高考英语要求考查学生的口语听说能力，这对于学困生来说相当困难。首先，学生缺乏自信，不敢开口；其次，各项基础知识如音标、句子结构、用英语思维等都相当薄弱。这些技能的训练并不可能在一堂或几堂课上出效果，必须经过一段长时间的不断的训练方可达到。目前该班级人处于训练的初级阶段，因此让学生开口表达必须要将内容铺垫好，让学生能通过简单模仿，总结规律达到说的目的。因此此课设计中先让学生通过阅读获取加拿大的相关信息，学生掌握并将它转移为自己的观点，即“拿来主义”，以达到说的技能训练。 5． 学生学习效果

课堂上学生的表现，比较好地反映学生对本节课内容的理解和掌握本节课的知识点。 6． 满意之处

总体来看，本课教学还是比较成功的，从课型来看，突出了阅读训练的特色，尤其是层层推进。技能渗透与运用协调得好。能够充分调动学生的积极性，文化中渗透了现在流行的与他们相关的人物和话题。注意不同层次学生的学习需求。

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