Unit 5 Canada-“The True North”reading 教学设计-高中英语人教新课标必修三

DiscourseReadingTeachingDesignATripon“theTrueNorth”ofUnit5,Book3DongZhenbang,Class17Topiccontext:atripinCanada,thegeographyofCanadaDiscoursetype:narration,descriptionTime:1period/45’Textanalysis:ThistextuncoversthegeographyofCanadafollowingtwoChinesegirls’travelrouteacrossCanada.Thetravelstoryconsistsoftwopassages.ThisonedescribesthepartfromVancouverallthewaytoToronto.Ithasaclearplace-line,whichistherouteofthecross-Canadatrain(theTrueNorth),namelyVancouver-RockyMountains-Calgary-ThunderBay-theGreatLakes-Toronto.Keywordsaremainlyondescriptionandgeography,suchascontinent,scenery,surround,urban,eastward,harbour,etc..Therearesomekeyphrasesorstructureslikeratherthan,settledown,haveagiftfor.Also,wecanfindmanynounclauseswhichSs(students)havejustlearnedintheformerunits.ThevalueofthistextishelpSsknowthegeographyofCanadaandfeelthebeautyofourcolorfulplanet.Studentanalysis:ManySshavedifficultiesunderstandingthecompoundsentences.What’smore,mostSsonlyknowbasicinformationaboutCanada.Gettingtoknowthisfar-awaycountrywillbeinterestingforthem.Ssneedmorepracticeonfastreading(formainideas)andanalyzingdiscoursestructure(forcertaincluesorlines).TeachingaimsAfterthislesson,Sscan:TalkaboutmoreinformationaboutCanada;Learnhowtoreadatravelingreportandusemaps;Learntoexpresslocationsanddirections.TeachingemphasesThroughreading,SsformaspecificgeographymapofCanadaandacleartravelrouteintheirmind.TeachingdifficultiesExpresslocations,directionsandtriprouteinasimpleway;knowthegeographyfactsofCanadabydoingcomprehendingquestions.TeachingmaterialsTextbook,multimedia,PPT,blackboard,chalks.TeachingproceduresStepsTeachingactivitiesIntentionsInteractionmode&TimeWarming-upStep1Sslookat2mapsofCanada.Thendoa4questionsquizaboutCanada.LeadSstothetopicandmaketheminterestedbytwochallengingquestions.2’IWCWPre-readingStep2SswatchavideoaboutCanadaandlearnaboutitscultureandattractions.Usevideotoimprovelanguagesense.SswanttoknowmoreaboutCanadaandwillfindconnectionsbetweenthecontentofthevideoandthetext.4’IWCWWhilereadingStep3Step4Step5Step61streadingSsreadthetextfasttogetthemainideaofthetext,thenanswertwoquestions:Whatisthemainideaofthepassage?Whatdoes“theTrueNorth”referto?2ndreadingSsscanthe5paragraphstofinishthemainideamatch.P1:LiDaiyuandhercousinLiuQianwereonatriptoCanada.P2:HavingarrivedinVancouver,theyweretobetakentocatch“theTrueNorth”,thecross-Canadatrain.P3:TheyenjoyedthewildscenerywhilecrossingtheRockyMountainstoCalgary.P4:Theylearnedaboutthepopulation,resourcesarrivingThunderBay.P5:ThetrainrushedthroughthenighttowardsTorontowhiletheyweresleeping.3rdreadingQuestionsforeachparagraph:P1:1.Whichcontinentarethecousinscrossing?2.WhyaretheynotflyingdirectlytotheAtlanticcoast?P2:3.WhyisthepopulationofVancouvergrowingsorapidly?P3:4.WhathappensattheCalgaryStampede?P4:5.HowareoceanshipsabletoreachthecentreofCanada?(maponP.33)6.WhataresomeofCanada’sgreatestnaturalresources?4threadingSsscanthewholearticletofindsomebasicfactsaboutCanada:Distancefromeasttowestcoast;Oceansoneastandwestcoast;WheremostCanadianslive;Population(useamaptoillustrateit);Locationoflargestfreshwatersupply;KeypointaboutVancouver;KeypointaboutCalgary;KeypointaboutThunderBay;Gettheoverallcomprehensionofthetext,theabilitytogetaquickviewofinformationandtofindoutkeyinformationisimportantforstudyandfuturework.Concludingthemainideaofeachparagraph.Theformofmatchwouldn’tbedifficultformostSs.Ssreadeachparagraphcarefullyfordetailsandanswercomprehensionquestions.Q1isquiteeasy;Q2-4requireSstofindsupportingdetails.Q5-6allowSstousethemapandimaginationtogivetheirownideasbasedonrelatedinformationintheparagraph.AconclusionofbasicfactsaboutCanadaofferSsapreviewofthewholecontent.Sspayattentiontocertainnumbersandkeypointsaboutthemainstops.Ssworkingroups2’IW5’IWGW15’IW10’GWPost-readingStep7DrawtherouteofthetwogirlsonthemaponP.33.Vancouver-RockyMountains-Calgary-Toronto-LakeSuperior-ThunderBayGetaclearnarrativelinebydrawingtherouteofthetrip.2’IWCWStep8Ssfillintheblankstosummarizethetext.Payatte