作为一位兢兢业业的人民教师，时常需要编写教案，编写教案有利于我们弄通教材内容，进而选择科学、恰当的教学方法。如何把教案做到重点突出呢？下面是小编整理的《canada教案》，欢迎大家借鉴与参考，希望对大家有所帮助！
第一篇：canada教案
Canada教案
Unit5canada—“TheTrueNorth”第一部分《金色教案》教学设计说明Aboutthetopicandthestructures单元话题和结构本单元以节日为话题，介绍了世界各地的一些节日的含义、由来和民俗。通过本单元的学习，可以帮助学生更多地了解节日、体味文化;同时又可以引导学生理解、尊重不同的文化和习俗。本单元语言功能项目是：方向、位置和情感。本单元语言结构项目是“名词从句作同位语”。本单元还要求学生学习写作“描写文：报道”。《金色教案》教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。但在实际教学过程中，建议教师依据学生基础、教学条件、学校安排的因素，对课本、对《金色教案》教学设计重新划分课时，裁剪、拼接使用提供的材料，以便“物尽所用”，达到最佳教学效果。教师也可以参照《金色教案》提供的“实际教学过程课时划分建议”进行教学。Period1Reading阅读课warmingUp课本提供了一个关于加拿大概况的小测试，目的是激活学生已有的知识和经验，为进入本单元的学习作好准备。教师也可以参考本书提供的warmingupbytalkingaboutcanada
或
者warmingupbylookingandlistening导入新课。Pre-reading课本通过四组问题激活学生有关旅行和加拿大的知识和经历。本单元阅读是“在旅途中看加拿大”，因此，“读前”部分首先提问学生经历过的旅行，然后提问学生最想去的国家，由此切入到本单元的话题“加拿大”。然后进一步提出“你是否想去加拿大旅行?你想到那儿去看什么?”“你会使用哪三个词语来描述加拿大?”教师也可以利用本书Pre-readingbyquestioningandanswering
进行操作。Reading部分是篇游记，记述了李黛予和刘倩去加拿大看她们的表兄妹的途中见闻。乘火车横穿加拿大之前，她们表兄妹的朋友林丹尼向他们介绍了加拿大的概况，包括面积、地貌、城市、人口、生态环境等。一路上，他们看到了加拿大的自然美景，野生动物，并因中途停靠卡尔加里而联想到卡尔加里大赛马会。加拿大地广人稀，多数人住在美—加边境。本文还提到了桑德贝，五大湖，温哥华，多伦多，介绍了加拿大的淡水资源。本文对加拿大的介绍涉及面较宽，但都没有详述，这给学生留下了足够的思维空间。建议教师使用本书
提
供
的Talkingandsharing,Listeningandreadingaloud,Readingandunderlining,Readingandtransferringinformation,Understandingdifficultsentences
，closingdownbyactingthetext帮助学生掌握课文的形式、理解课文的内容，进而活用课文。comprehending部分由三部分组成：回答问题、写出正确信息和画路线图。这些不仅检查学生对阅读课文的细节的把握，比如，要求学生介绍卡尔加里大赛马会、列举加拿大蕴藏的两种自然资源、写出有关桑德贝的地理位置的正确信息等，而且检查学生根据阅读课文内容所作的推理和判断，比如，“whydomanypeoplewanttoliveinVancouver?”一题，要求学生联系文中相关信息，做出因果推理。此外，还检查学生的读图
能
力
，
比
如
，“whywouldshipsbeabletoreachthecenterofcanada?”一题，要求学生把地图和课文两方面的信息综合起来。最后，要求学生在地图上画出横穿加拿大的路线图，抓住文中人物的行踪也就抓住了行文的线索，零散的信息就有机地串联起来了。Period2Learningaboutlanguage
知
识
课LearningaboutLanguage部分首先通过构词法的学习扩大学生的词汇量并培养学生的词汇生成能力。用阅读课文中的词和信息编对话和填空，旨在提高学生活用词汇的能力。语法部分通过从阅读课文中找例句和造句的练习教学同位语从句。教师可以参考本书提供的下列步骤进行教学：warmingupbydiscoveringusefulwordsandexpressions,Readingandfinding,Doingexercises,Readyusedmaterialsfor“Nounclausesastheappositive”,closingdownbydoingaquiz。Period3Usinglanguage运用课UsingLanguage部分综合训练听说读写的能力。听与写、听与说有机结合在一起，使学生通过填空、讨论的形式进一步学习有关加拿大的知识——加拿大的居民、语言等。阅读部分继续加拿大之行：从多伦多到蒙特利尔。本文提到了枫树，加拿大国家塔，尼亚加拉瀑布，多伦多猛龙队，蓝鸟队，中国城，圣劳伦斯河等等，充分展示了异域文化风情。写的部分是两篇报告，一个写途中所见，另一个写途中所闻。教师可以根据课本上的提示，向学生介绍“报告”的写作方法。写之前，先让学生根据本单元的两篇阅读完成图表上所要填写的信息。写报告时，要求学生自拟题目，先提出话题，再根据图表信息详述所见或所闻，最后作一小结。本书提供的下列步骤可供参考：warmingupbylisteningandwritingReadingandunderlining
，
，
SpeakingActing
，，closingdownbyhavingaguidedwriting。实际教学过程课时划分建议Period1将warmingUp、Pre-reading、Reading和comprehending整合在一起上一节“阅读课”。Period2将Learningaboutlanguage
和
workbook
中
的USINGwoRDSANDEXPRESSIoNS、USINGSTRUcTURES整合在一起上一节“语言知识课”。Period3将Usinglanguage设计为一节包括听说读写单项技能或组合技能训练的“综合技能课
(一)”。Period4将workbook的READINGANDLISTENING和TALkING整合在一起上一节“听说课”。Period5将workbook的LISTENINGTASk、READINGANDwRITINGTASk和
SPEAkINGTASk整合为一节“综合技能课
(二)”。第二部分教学资源说明Section1Background背景围绕单元话题“Festivalaroundtheworld”，《金色教案》提供了几则语言规范、短小精干的趣味性材料。这些材料既可以作为教师教学参考材料为教师所用，也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生。Section2Explanation解析重点针对“阅读课型”中的课文难句，《金色教案》不仅提供了详尽的，就句论句的解析和翻译，而且还以解析的焦点话题为线索，进行了一定的归纳、辨析和总结，以帮助教师更好地实施“语言形式”的教学。Section3Vocabulary词汇按照课本单元词汇表顺序，《金色教案》重点提供动词、短语搭配的讲解。所提供的例句，经典、地道、实用、易懂，完全可以直接用于教学。第三部分教学测评说明围绕单元词法、句法项目，《金色教案》提供了长短不一的“单元教学测评”，并备有参考答案供教师使用。有些测评题目直接源于历年高考试卷，更具有说服力和实用性。
第二篇：Unit5 Canada—“The True North”—Reading教案
Unit anada—“The True Nrth”—
Reading教案
Unitanada—“TheTrueNrth”—Reading教案Atripn“TheTrueNrth”Learningais:•
learntheusefulnerdsandexpressinsinthispart:hat;surrund;easure;abard;ithin;brder;ratherthan;settledn;anagetd;athsightf;haveagiftfr•
learnthenledgefanada•
Develpreadingabilitandlearndifferentreadingsills•
learnhtreadatravellingreprtandhtuseaap•
StiulateinterestsinlearningabutfreignuntriesIprtantpints:•
Readthepassageandlearnabutthegegraph,ainities,naturalbeautandnatural
resuresfanada•
learndifferentreadingsillsDiffiultpints:•
Develpurreadingabilit•
learnabutsebasiinfratinandtalabutanadaPredures:Step1Leadingin
aquizReadingtipsStep2
ReadingI
Siing2s通览全文，获得大意，不要在意细节和生词，找到问题答案即可。一定要快哟!
Sithepassageandthenanserthefllingquestins:1)
hatisthepassageainlabut?Itisabut______ftgirls;andit
tellsusseinfratinabut______2)hatis“TheTrueNrth”?TheTrueNrthisanaef
___________II
Sanning
4sReadingtips:
ItisatravellingurnalseshuldfinduttheessentialitesinitSanthepassageandfindutharaters,plaesandtheirtravellingrute
(
路
线
)haraters:Plaes:Rute:DraatravellingrutentheapnP33III Detailedreading10sReadthepassagerearefullandfindreinfratinabutanadaThenfinishthefllingtassTas1
Atripn“TheTrueNrth”plae
infratinVanuverItis___________buntainsandthePaifieanPeplean_____
inRuntainsandsailinthe______etliateaesthetreesextreeltall,se___________ver90etersTheRuntainsTheanagedt__________seuntaingats,agrizzlbearandaneaglealgarItisfausfr
____________anbs______________ridinghrsesandaninthusandsfdllarsinprizeaheat-gringprvineFarsverthusandsfsquare____ThunderBaItisabusprtitatthetpftheGreatLaesinan______areaeanshipsan________theGreatLaesTas2
Dunhattherefert?
Theuldrssthehlentinent„•
ItsppulatinisinreasingrapidlAnduhfitisintheGreatLaesTas3TranslatinBar(译译吧,译林高手出招吧!)•
Thatafternn,theusinsgtnthetrainandthensatintheirfrtableseats•
Sepeplehavetheideathatuanrss
anadainlessthanfivedas,butthefrgetthefatthatanadais,00iletresfrasttast•
她们不想一路乘飞机，而决定先飞温哥华，再从西海岸乘火车横穿加拿大到达东海岸。Step3TalingBar(谈谈吧)Let
’sshareurideasIfsedaugtanada,hereillug?h?Step4Her•
Learntheusefulrdsandexpressinsbheart•
riteashrtpassagetreprthatLiDaiuandLiuQiansainanada
第三篇：新人教版必修三 Unit5 Canada-The true North[全单元教案]
Unit 5 Canada —— “The true North”
Period 1 Warming up and Reading 1 Teaching aims: 1. Talking about Canada.
2. Learn the geography, population, main cities, and natural beauty, natural resources of Canada. 3. Learn how to read a traveling report and pictures. Teaching aids: A computer, a project and pictures. Teaching steps: Step 1. Warming up.
1. Ss discuss the following questions. 1) Do you like to go traveling?
2) Which countries do you like to visit? Why? 3) What can you see in these countries?
2.T shows some pictures of winter and invites Ss to describe them. 3.Get Ss to talk what they know about Canada.
4.T shows a map of Canada and asks: 1.Which continent is Canada in? 2.Which country is its neighbor? 3.What are the Oceans Canada faces? 4.How large is Canada? 4. Have a quiz. Step 2. Pre-reading.
T: Would you like to take a trip to Canada?
What three words would you use to describe Canada? Step 3 Reading 1. Shimming:
Get Ss to read the passage quickly and answer the following questions: 1) What is the passage mainly about?
Sample：The passage is about a trip of two girls, and it tells us some information about Canada. 2) What is ―The Ture North‖?
第 1 页 共 10 页
Sample：―The True North‖ is the train that goes across Canada / the cross-Canada train. 3) How many cities are mentioned in the text? What are they? Sample：Vancouver – Calgary—Thunder Bay—Toronto 4) What do you know about each city? Vancouver :
the warmest part of Canada; the most beautiful city in Canada many Asian want to live there;the trees are extremely tall. the oldest and most beautiful forests in the world Calgary:
famous for Stampede
Cowboys come to compete in riding wild horses. good at working with animals they can win a lot of money in prizes. Thunder Bay:
at the top end of the Great Lakes;very busy port
close to the centre of the country ,so that ocean ships can go there. 2. Detailed reading:
1) Get Ss to read the passage again and correct the following sentences. 1. The girls went to Canada to see their relatives in Montreal. (in the East of Canada / on the Atlantic coast of Canada) 2. Danny Lin was going to drive them to Vancouver. (the train station to catch the cross-Canada train) 3. You can cross Canada in less than five days by bicycle. (can’t)
4. The girls looked out the windows and saw Native Indians and cowboys. (a grizzly bear, mountain goats and wild scenery)
5. Thunder Bay is a port city in the south of Canada, near Toronto. (at the top end of the Great Lakes, near the center of the country) 2) Listen to the tape and fill in the blanks from the text.
Canada is _____ than the United States. It is the _______largest country in the world.It is _____
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kilometers from coast to coast in Canada.The population of Canada is only slightly over_____________.Canada has _________ of the world’s fresh water, much of which is in the ___________.On the coast north of Vancouver some of the oldest and most beautiful _______ in the world still remain. It is so wet there that the trees are extremely ______.
Period 2 Language points: 1.Canada is a multicultural country like China. 加拿大像中国一样是一个多元化国家。
multistory 多层的 multiform 多种形式的
multichannel 多通话线路的, 多波段的 multipurpose 多种用途的
多党的 multiparty 多国的、多民族的 multinational 多向的 multidirectional 多彩的，彩色的 multicolored 多媒体 multimedia
2.Li Daiyu and her cousin Liu Qian were on a trip to Canada to visit their cousins on the Atlantic coast. 李黛予和她的表妹刘倩去加拿大大西洋海岸看望她们的表兄妹们。
trip: usually short journey, esp. for pleasure (通常指短途的)行走，旅行(尤指娱乐性的)
与trip搭配的主要动词和介词： be on a trip to make a trip to take a trip to 海滨之行a trip to the seaside
前往巴黎的蜜月之旅 a honeymoon trip to Paris 他出差在外。He is on a business trip 我父亲下礼拜要到纽约去。
My father will make a trip to New York next week
3. Rather than take the aeroplane all the way, they decided to fly from China to Vancouver and to take the train from west to east across Canada in September.
rather than (prep.): in preference to (sb/sth); instead of 与其(某人/某物);不愿;不要
他不愿惹麻烦,宁可离去. Rather than cause trouble, he left. 我想喝柠檬汁,不想喝可乐.
I’ll have a lemonade rather than a coke. 他正忙于写信而不是读报.
He was busy writing a letter rather than reading a newspaper.
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4. It is the second biggest country in the world and as you go eastward, you will see mountains, and pass by thousands of lakes, forests and wide rivers as well as cities. 它是世界第二大国家,当你一路向东行时,除了城市你还会看到山脉,会经过上千个湖泊,森林,大河等以及城市. eastward也作eastwards,副词,意为―向东‖ -ward(s)=in a direction
向前foreward(s) 向后 backward(s) 向外outward(s) 向南 southward(s) 向西 westward(s) 向北 northward(s) 他们向东航行。They sailed eastward 我们难以决定是向东走还是向西走。
We couldn’t decide whether to go eastward or westward thousands of 成千上万的
注意：million, billion, thousand, hundred, score, dozen之前有确定的数字时，不论后面是有无of, 词尾都不加s.
如果前面没有确定的数字而后接of时，词尾都加s. 300名学生three hundred students
这些鸡蛋里的3打 three dozen of these eggs 几打鸡蛋 dozens of eggs
5. Many people think it is the most beautiful city in Canada, as it is surrounded by mountains on the north and east and the Pacific. 许多人都认为温哥华是加拿大最美丽的城市，因为它的北面和东面都被大山包围。
surround vt. 包围，环绕，围绕
surround sb/sth with sb/sth sth/sb be sourrounded by/with sth
篱笆环绕着学校。The fence surrounds the school
他们出动了军队包围了该城。They have surrounded the town with troops. 房子的四周有高墙。The house is surrounded by high walls.
6. On the coast north of Vancouver some of the oldest and most beautiful forests in the world still remain.温哥华以北的海岸依然生长着世界上最古老，最美丽的森林。
north of = to the north 表示―在……的北方‖，其他方位词，如：east, west, south, southeast,
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northeast等，都有类似的用法。
他住在洛杉矶以东(的地方)。
He lives to the east of Los Angeles
7. That afternoon in the train the cousins settled down in their seats. 那天下午表姐妹俩才在火车上落了座。
settle down 安稳坐下，安居下来，适应起来
他爷爷手拿报纸坐在扶手椅里。
His grandfather settled down in the armchair with a newspaper. 你适应新工作了吗? Have you settled down in your new job yet?
8. Many of them have a gift for working with animals and they can win thousands of dollars in prizes. 他们中许多人都有与兽共舞的才能，他们能赢得几千美元的奖金。
have a gift for 在…..方面有天分;有天赋
她对学语言有天赋。she has a gift for learning languages. 好像他对音乐有些天赋。It seems he has a gift for music.
Period 3 Learning about language Step 1: Check the answers of exercise 1 on page 36 multi = many meanings
multicoloured made of many colours multichannel having many channels multiform existing in many forms multinational including many nations multistorey having many stories / storeys multimedia using many media multitrack made of many tracks
multifaith including many religions / faiths multimember made of many members / people -ward(s) = in a direction meanings forward(s) ahead, to the front eastward(s) to the east
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westward(s) to the west southward(s) to the south
backward(s) to the rear; to the back outward(s) out, in a direction away northward(s) to the north inward(s) to the inside toward(s) in a direction to
Step 2: Check the answers of exercise 2 on page 36 Extremely、have a gift for、settle down、coast Surround、harbour、figure out、port、within Step3：Check the answers of exercise 3 on page 36 figure out 、harbour、within、border、a gift for settled down、surrounded 、extremely Step4 Appositive clause
T. What kind of noun clauses are they?
1. What it was to become was a mystery.(主语从句)
2. I don’t know who will help Henry to win the bet.(宾语从句)
3. His trouble is that he doesn’t know anybody in London. (表语从句)
4. The fact that ships can go there surprises many people. (同位语从句)
Period 4 Grammar pionts 同位语从句讲义及练习
一、理解同位语从句的含义，把握同位语从句的实质
在主从复合句中作同位语的从句称为同位语从句。同位语从句一般用that,whether，what, which, who,when,
where,
why,
how
等
词
引
导
，
常
放
在fact,news,idea,truth,hope,problem,information,wish, promise, answer, evidence, report, explanation, suggestion, conclusion,等抽象名词后面，说明该名词的具体内容。换言之，同位语从句和所修饰的名词在内容上为同一关系，对其内容作进一步说明。
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例：The news that they had won the game soon spread over the whole school.他们比赛获胜的消息很快传遍了整个学校。
析：they had won the game说明The news的全部内容，因此该句为同位语从句。
二、正确运用同位语从句的引导词，准确把握同位语从句
1.如同位语从句意义完整，应用that引导同位语从句。(即that 不充当任何成分，只起连接作用)
例：The general gave the order that the soldiers should cross the river at once.将军下达了战士们立即过河的命令。
析：the soldiers should cross the river at once是the order的全部内容，且意义完整，因此应用that引导同位语从句。
2.如同位语从句意义不完整，需增加"是否"的含义，应用whether引导同位语从句。(if不能引导同位语从句)
例：We'll discuss the problem whether the sports meeting will be held on time.我们将讨论运动会是否会如期举行的问题。
析：the sports meeting will be held on time意义不完整，应加"是否"的含义才能表达the problem的全部内容，因此应用whether引导同位语从句。
3.如同位语从句意义不完整，需增加"什么时候"、"什么地点"、"什么方式"等含义，应用when,where,how等词引导同位语从句。
例1：I have no idea when he will be back.
析：he will be back意义不完整，应加"什么时候"的含义才能表达idea的全部内容，因此应用when引导同位语从句。
例2：I have no impression how he went home,perhaps by bike.
析：he went home意义不完整，应加"如何"的含义才能表达impression的全部内容，因此应用how引导同位语从句。
4.当主句的谓语较短，而同位语从句较长时，同位语从句常后肢。
如：The thought came to him that maybe the enemy had fled the city. 他突然想到敌人可能已经逃出城了。
三、把握同位语从句和定语从句的区别，明确同位语从句和相似从句的界限
同位语从句和定语从句相似，都放在某一名词或代词后面，但同位语从句不同于定语从句。同位语从句对名词加以补充说明，是名词全部内容的体现，且名词和同位语从句的引导词均
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不在从句中作成分;定语从句说明先行词的性质与特征，与先行词是修饰与被修饰的关系，且名词和定语从句的引导词均在从句中作成分。
区分时可以在先行词与与从句之间加一个系动词be,使之构成一个新句子，如果句子通顺且符合逻辑，则为同位语从句，反之，则为定语从句。
如：The report that he was going to resign was false. 他将辞职的传闻是假的。
因为the report was that he was going to resign 句意通顺，所以，that he was going to resign 是同位语从句。
例1：Information has been put forward ____ more middle school graduates will be admitted into universities.(NMET2001上海)
A.while B.that C.when D.as
析：答案为B。more middle school graduates will be admitted into universities是Information的内容，且Information不在从句中作成分，所以该句为同位语从句。应将该句区别于：
It is said that more middle school graduates will be admitted into universities，this is the information ____ has been put forward.
A.what B.that C.when D.as
析：答案为B。that has been put forward为information的修饰性定语，且information在从句中作主语，所以该句为定语从句。
例2：She heard a terrible noise,____ brought her heart into her mouth.(MET91)
A.it B.which C.this D.that
析：答案为B。分析语境含义、句子结构和句子成分可知，该句为非限制性定语从句，先行词为a terrible noise，且它在从句中作主语。应将该句区别于：
I can't stand the terrible noise ____ she is crying loudly.
A.it B.which C.this D.that
析：答案为D。she is crying loudly是the terrible noise的内容，且the terrible noise不在从句中作成分，所以该句为同位语从句。
Period 5 „The True North‟From Toronto To Montreal
Step 1. Lead in: Show some pictures of Canada, and asks “Do you know the following things in Canada? ”
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Step 2. Ss read the passage within 3 minutes to fill in the following plot. The next morning They saw beautiful maple leaves And realized that fall had come Around noon They arrived in Toronto Late that night The train left At dawn the next
Morning They arrived in Montreal They spent the
afternoon In the lovely shop and and visiting artists In their workshops beside the water
The night The train was speeding down to the east coast
Step.3: Read the passage for a second time and answer the following questions. 1. How do we know it is fall in Canada?
2. What can sometimes be seen from the CN Tower in Toronto? 3. Where does the water from the lake go? 4. Why is there good Cantonese food in Torono? 5. Which direction is the train going from Torono? 6. Why did the girls go to Old Montreal?
7. What three things show us that Montreal is a French city? Step 4 Language points
1.They were not leaving for Montreal until later.
Not …until …表示―直到…才…‖，常与表示瞬间的动词连用。如：
我们直到今天晚上才离开。
We do not leave until this evening. 街上的吵闹声直到深夜才停止。
The noise in the street didn't stop until midnight.
2. It’s too bad you can’t go as far as Ottawa, Canada’s capital. 遗憾的时你们不能一直走到加拿大的首都渥太华去。
as far as (习语)直到所提到之处为止
我一直走到山脚。
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I walked as far as the foot of the mountain. 莎拉已经读到第四册啦。
Sarah has read as far as the fourth volume.
3. The girl told him they were on a train trip across the Canada and that they had only one day in Montreal.
一个动词若带两个宾语从句，第二个宾语从句的引导词that 一般不能省，例如：
I understand not only that you have studied Chinese but also that you have written Chinese poetry.
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第四篇：Visiting Canada说课稿
一、课题：Unit 1 Welcome back to school
二、教学重点：
句形：We have a new friend today
I’m from America
词汇：Welcome America Canada China
三、教学难点：
Welcome的发音[ welk m ]
四、教学准备：
1、准备相应国家的国旗。
2、教材相配套的教学课件(Unit 1 Let’s talk)
五、教学过程：
㈠热身/复习
1、复习所学歌曲“Happy new year”
2、对话练习：T：Hello, boys and girls.S：Hello, teacher.
T：Welcome back to school
Nice to see you, again.
S：Nice to see you, too.
教师可点名请学生通过对话进行问候。
㈡呈现新课
1、介绍上课的课题
Lesson 1, Welcome back to school
2、老师自我介绍
T：Hi , I’m miss Zhao. I’m from china(手拿中国国旗)
介绍汉语意思
接着说：OK, Let’s begin our Lesson taday。今天Miss White的班上来了一位新朋友，她是谁呢?咱们一起去看看吧，大家注意听。
3、教师：Class. We have a new friend today.让学生观看教学课件(使用Let’s talk A动画课件)教师反复点击对话框中的句子，让学生跟读模仿。
4、教师问：What’s the girl’s name? (Amy)
Is she from china? (No)
What does Amy say?
大家再听大屏幕里面是怎么说的?一定要听仔细哦!让学生模仿说：I’m Amy、I’m from America, 再仔细听大屏幕英语老师读from, from America，学生跟读。
5、用手中的国旗做提示，看大屏幕跟读China, America, Canada，以及句型I’m from……教师分句解释句型，再看动画，在一定的情景下是怎么对话的，让学生跟读。
6、老师反复操练那几句话之后，让学生拿着国旗上台作自我介绍。
㈢趣味操练
1、游戏：6人钻成一个圈，谁拿到什么样的旗，谁就自我介绍来自哪里，分别拿三种国旗轮流做。
2、作业：点同学上来演板：
⑴连线 中 国 America
加拿大 China
美 国 Canada
然后评讲。
⑵家庭作业，回家向爸爸、妈妈介绍自己分别来自哪三个国家。
板书设计：
Lesson
1Welcome back to school
I’m from America
I’m from Canada
I’m from China
Welcome !
我上的是三年级英语下册第一单元《Welcome back to school》的第一课时，下面我将结合我上的这一课时进行说课。主要从说教材、说学生、说教法、说学法和说过程等五个方面来谈谈自己对这堂课的认识、看法和设计。
一、说教材。我授课的主题是第一单元第1课时，表现的主要内容是询问对方来自哪里。该课的重难点主要是以下句型：
We have a new friend
I’m from America
Canada
China
主要词汇是：from America China Canada welcome
二、说学生。参加上课的是目前就读小学三年级的学生，他们毕竟年龄小，接触英语时间不长，英语语言学习的兴趣和习惯有待于进一步地加强和培养。
三、说教法。在本节课的教学方法设计中，我主要是依据《新课标》精神,从学生的学习兴趣，认知水平出发，采用游戏法、直观演示法、交际法和愉快教学相结合的方法。让学生亲身体验，大胆实践和积极参与、共同合作和交流，激发他们学习英语的兴趣，培养自生学习能力发展。
四、说学法。教学的主要任务不是积累知识，而是发展思维，鉴于学生的特点，我准备引导学生采用听、看、读、说、游戏等方法来学习本课。多表扬，勤鼓励，使不同层次的学生都有学习积极性，在知识方面都有所提高。
五、说过程。我根据学生的特点和教材的难易程度，分阶段，逐层递进，由易到难地设计教学活动。本课的对话是在教室里展开的。通过班里来了一位新同学以及新同学自我介绍引出句型：We have a new friend today I’m Amy I’m from America. 再通过中国国旗、加拿大和美国的国旗的出示,进一步介绍I’m from America / Canada / China，通过国旗加深印象。在操练巩固这一环节，我通过游戏，达到学生能开口说，气氛活跃的目的，同时还注重培养学生的能力，让学生在语言操练的同时，变苦为乐。让学生在真实的情境中使用自己学到的知识，达到当堂消化的目的。
第五篇：Unit 5 Canada语法教学设计
Unit 5 Canada ---“The True North”
Grammar——The Appositive Clause教学设计
程娟
Analysis of teaching material and methods: This is the fourth part of unit 5, in which the emphasis will be put on dealing with the grammar: noun clauses as the appositive. With noun clauses as the object, the predicative and the subject learned in the previous units, students will be guided to find out the rules to master the appositive clauses by comparing the similarities and the differences among them four. Therefore, a revision of the grammar learned previously is designed at the very beginning to lead in. After presenting the teaching content and aims to them, students will be guided to learn its definition, function, conjunctions and the special points needed to pay attention to successively , which is followed by a game designed for them to practice. As for the distinction between the appositive clause and the attributive clauses, the most important part of teaching, there will be a cooperation and discussion arranged for students to find out the rules with the help of teammates. At last, an exercise is of importance for consolidation and improving. Teaching aims: 1) Get students to master the structure and the usage of the appositive clauses. 2) Forster students’ ability to depend mainly on themselves to learn knowledge by observing, analysing, and summarizing and help them to form a good habit of self-study and cooperation. 3) Make students interested and confident in learning English and develop a sense of success and group cooperation from study. Teaching procedures: Step 1 Greetings and Revision. After the greetings, the student will be welcomed to give the duty report so as to present a relaxing and happy atmosphere. Then a revision of the grammar learned previously will arose student’s existing knowledge about noun clauses and the methods to learn them, which will lay a good foundation for the new teaching material because there are so many similarities among them. Exercises one is to let them recall how to find out different noun clauses in sentences easily and exercise two to help them use the proper conjunctions quickly and properly. Step 2 Presentation
Just like the way used to learn the grammar in last few units, students should firstly be aware of what the grammar is, so some examples close to daily life ,together with vivid pictures, are there to illustrate. In the process of the explanation of its definition, function and conjunctions, students are encouraged to learn by observing and analysing the structures of sentences and then they themselves give a summary to each part. Having grasped the fundamental knowledge of the appositive clauses, students are warned to pay attention to some detailed points. Afterwards, A game in which students practice different kinds of exercises behind different numbers they choose will contribute a lot for practice and an active atmosphere. Step 3 Cooperation and Discussion When it comes to the part of distinguishing the appositive clauses and the attributive clauses, which may be a little difficult for them, students will be encouraged to think about and find out the rules by cooperating and discussing with teammates and the help of the teacher. To make it not that abstract, some guidance will be given on the screen for them to refer to. After working out the answers to the blanks, the representative from each group will share his/her results with the rest. A conclusion will be drawn by the teacher as well as students. Step 4 Practice and project Skills will come from practice. Students are to be encouraged to answer the questions actively, in the process of which their ability to study will be fostered. At the same time, they can be aware of what they have already mastered and what they haven’t so as to improve. Step 5 Homework design. To make sure students change the knowledge they learned into ability, students are supposed to keep all in mind. Doing more exercises and learning by heart for the dictation are good forms to check. Meanwhile, doing the exercise to preview the new content can help students form a good habit of preview.