Unit 5 Canada — “The True North” Book3
Reading A trip on “The True North”
Good afternoon, everyone, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is Senior English for China Book3 Unit 5Canada-the true north. I’ll be ready
to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedures, and the blackboard design. First, let me talk about the teaching material.
Part 1 Teaching Material:
This unit is about Canada. By studying of this unit, we’ll enable the students to know some basic information of Canada, such as its location, climate, characteristics and so on. At the same time, let the students learn how to understand and respect different cultures in different foreign countries. According to the new standard curriculum and the syllabus (新课程标准和教学大纲),
after studying the teaching material and analyzing the rule of students’ growing of mind, I think
the teaching objectives are as follows:
1. Knowledge objectives:
a) The Ss can hear, read, and use the main sentence patterns. b) The Ss can understand the content of the lesson.
c) The Ss can use the patterns to express their thoughts in the proper situation. 2. Ability objects:
(1) To develop the Ss’ abilities of listening, speaking, reading and writing.
(2) To train the Ss’ ability of working in pairs.
(3) To improve the student’s reading ability, especially their skimming and scanning ability.
3. Emotion or moral objects:
To understand the different cultures in different countries.
Now, let’s come to the important points and the difficult points.
That is how to make the Ss understand the passage quickly and effectively.
Part 2 Teaching Methods:
In my opinion, the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the
English language. So in this lesson I’ll mainly use “Communicative” Approach(交际教学法),
“Whole language teaching” (整体语言教学法)and “Task-based” language teaching (任务
Part 3 Studying Methods:
Our students are almost from the countryside. They are lack of geography knowledge and the cultural background of those foreign countries. Therefore, I’ll have Ss study through the process
of seeing, hearing, saying, observing, thinking etc.
The blackboard, the textbook, a picture of Canada, the multimedia. The tape recorder.
I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.
The entire steps are: Greetings, lead-in and preparation for reading, listening, fast reading，scanning！, intensive reading, preparation for details of the text, consolidation, discussion, and homework
Step 1. Lead-in.
At the beginning of the class, I will show pictures of Canada on page 33 to the Ss. And ask them where Canada is and where they want to go to in Canada.
Purpose: Arouse the students’ interest of study.
Bring in new subject: A trip on “the true north”.
Step 2. Fast reading
Listen to the passage and find the main idea. And ask some Ss to do the match on the blackboard.
1) What is the passage mainly about?
It is about _____ of two girls; and it tells us some information about _______. 2) What is “The True North”? The True North is a name of _____________________.
3) Main idea:
Part 1 Para(s) ___ what they really saw and felt after boarding the train
Part 2 Para(s) ___ Brief introduction of their trip
Part 3 Para(s) ____ their chat on their way to the station
Method: Read the text individually, use question—and—answer activity.
1. Train the Ss’ listening ability and prepare for later exercises.
2. Improve the students’ reading ability.
3. Understand the general idea of each paragraph.
Step 3 Detailed reading
Part 1 Read Para.1 and finish the chart below
Brief introduction about the trip
Who 1. _____________ and her cousin 2. __________________
Why to 3. ____________________
how first by 4. ____________, then by 5. _____________
Where 6. ___________________
Part 2 Read Para.2 and finish the blanks.
distance 1. __________________ (from coast to coast)
Going eastwards, you’ll pass
2. __________ 4. _____________
Canada 5. ______________
the 6. ____________ part
the most 7.__________ city population9. _________
Vancouver one of Canada’s most 8.________ city
10. _________ and 11. _______ forests tree；(，~
12. __________ climate 13. ________ 90 meters
Part 3 Read Paras 3-5 and answer the following questions.
1. What mountains did they cross ealier that day?
2. Which city did they go after crossing the mountains?
3. What did the girls think about Canada after 2 days’ travel?
4. Where did they go after dinner?
5. Which lake did the train rush across that night, and what’s their next destination(目的地)?
It is also called depth reading or study reading. It means reading for detailed information. Purpose: Further understand the text ，Train further reading ability！ to find out some different
sentences and details of the text.
Step 5 Discussion
Work in pairs and discuss the question:
If someday you go to Canada, where will you go? Why?
Beginning: If I have the chance to travel to Canada, I prefer to go to ___, which impressed me most. ____ is a… city. The reasons are as follows:
Body: Firstly,… Then,…. Besides,….
Ending: So I’d like to choose ____.
Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily. Purpose: I mean to give them emotional education. I give them multi-media pictures to arouse their interest of study and their love for life.
Step 4. Homework.
Summarize the whole lesson, and arrange the homework.
Ask Ss to write a short passage about Canada according what you have learnt in the passage.
Part 5 Blackboard Design.
On the left, I will write some important words and phrases. On the right, I will write the match. To ask the ss to match the main idea of each para.
Part 4. Blackboard design
Unit 5 Canada— “The True North”
Part 1 Para(s)___ What they really saw and felt after boarding the train
Part 2 Para(s)___ Brief introduction of their trip
Part 3 Para(s)____ Their chat on their way to the station
Discussion: If someday you go to Canada, where will you go? Why?
In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text
and leading the students to master the text easily.
In this text, the design is not easy to write. I write the topic sentences on the blackboard in order to tell the students that this is of the importance in this class. The discussion is of the difficulty. I want to make the design inductive, instructive and artistic.
That is all my lesson. Thank you very much!
Thought after teaching:
Advantages: 1. The teacher has clear teaching goals, and finishes them successfully.
2. The Ss are active and they can understand the text fully after learning it.
3. The teacher plays a leading part in this lesson, and the students are the real
master of the lesson.
Disadvantages: 1. The teacher should give enough time for students to think about some
2. The teacher should invite different students to answer the questions: the
whole class answering, individual answering, so that the teacher can
know the Ss’ learning situation.
3. Arrange time properly next time.