作为一名人民教师，通常需要准备好一份教案，借助教案可以更好地组织教学活动。教案要怎么写呢？下面是小编收集整理的《canada单元教案》，仅供参考，希望能够帮助到大家。
第一篇：canada单元教案
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‖?
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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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第二篇：高中二年级英语教案Canada
教学目标 Teaching aims
了解和重点介绍加拿大的概况，因纽特人的历史和现状，如：加拿大的国土面积、人口、天气情况、主要资源及生产情况等;学习主谓一致的语法规则，了解和掌握一些常见的主谓一致现象。
Teaching important and difficult points
1.Words
notice, settle, differently, deal, race, skin, tool, tap, eastern, official, settler, struggle, freeze average, natural,
exploit, ordinary, refer, tent, basic
2.Phrases
generally speaking, all the year round, a great deal of, clear up, official language, refer to, settle in, be famous for, make use of, from time to time, struggle against, below freezing
3. Useful expressions
1. I thought you were from the States.
2. A lot of people can’t tell the difference between an American accent and a Canadian accent.
3. What do you mean by…?
4. American spellings are used more and more in Canadian now.
5. That sounds strange.
教学建议 课文建议
本单元涉及到加拿大的历史和风土人情，教师应精心设计此课的活动，形式以分组讨论，问答，图片展示，经历故事等。如：1)教师可展示加拿大的地图，教师通过准备好的问题，让学生知道它的地理位置及面积等。2)教师应给学生充分的时间阅读，教师可让学生从课文中找出典型的句子归纳加拿大的概况，并且进一步让学生讨论加拿大与中国的差异。3)教师为了提高学生的兴趣，可提供给学生一些加拿大的风景、名胜的图片和照片，相关的背景材料给学生们阅读，如：加拿大的主要城市，民族，国歌，宗教，名
胜，河流等。
写作建议
本单元训练学生写中国和加拿大的区别，首次出现这样的练习，老师要给学生一些必要的提示。提醒学生都包括哪些方面，应先说什么，后说什么。先口头说出，再写下来。老师可先给学生一些问题，让学生回答，如学生回答对了，让学生把这些答语写出来，老师再指导学生将这些答语连成句子文章，比如：
Same as China Different from China
Large land
Canada has 2 official languages
Weather is different from area to area, long and hard, winters in the north
Six time areas
Many lakes Smaller population
Much coal, oil and gas No places as hot as south China
More fresh water
A lot of forests
教材分析
本单元在对话课中主要介绍了美国英语和加拿大英语的不同点：如发音、用法和拼写等方面。课文用两篇文章让学生们简单了解加拿大国家的概况及文化背景知识，在27课中教材用一些练习帮助学生们了解
和掌握主谓一致的用法和运用。
教学重点难点 1.be famous for的讲解
以……著名[其同义词组为be (well)known for
Hangzhou is famous for its beautiful scenery. 杭州以优美的风景而闻名。
be famous for 与be famous as的区别
1) 当主语是表示人的名词
be famous for表示“以某种知识技能、作品或特征而出名”
be famous as则表示“以某种身份而出名”
Einstein was famous for his Theory of Relativity. 爱因斯坦以他的相对论而出名。
Einstein was famous as a great scientist.爱因斯坦以一位伟大的科学家而著称。
2) 当主语是地点名词
be famous for表示“以某种特产而出名”
be famous as则表示“以什么样的产地或地方闻名”
The area is famous for its green tea.这个地区以绿茶而出名。
The area is famous as a great tea-producing place.这个地区以绿茶产地而出名。
3)当主语是事物名词
be famous for表示“以其内容、特征、价值等而被人所知”
be famous as则表示“以某种形式而出名”
This grammar book is famous for its practical usage.这本语法书以其实用性而为人所知。
This book is famous as a reference book.这是一本有用的参考书。
注意：be famous for后的介词宾语是主语所属内容，而be famous as后的介词宾语与主语是同位成分。
例如：
Einstein was famous as a great scientist. 可说成：Einstein was a great scientist.
2.kind, sort和type的区别
kind指性质相同，且有极相似之物质，在分类中可作为一类者。
What kind of cake do you like best?你最喜欢哪一种饼?
sort 可与kind互换使用，但较为含混，有时只表示大概此种而已。Sort有时有轻蔑的意味，相反kind
要庄重得多。
He makes friends with all sorts of people.他同各种各样的人交朋友。
type则指型，类型，比较具体，肯定等，而kind比较笼统，模糊。
Men of his type are not to be trusted.像他那种类型的人不可信赖。
3.As in China, the weather is different from area to area. 同中国的情况一样，加拿大的气候也随着地区的不同
而不同。
本句相当于一个省略的方式状语从句，相当于“As it is in China, …”。as用作连词，后面接从句，意思
是“正如;和……一样”。例：
1)As is the last experiment，he got the same result this time.正如上次的实验一样，他这次获得了同样的
结果。
2)As in your country, we grow wheat in the north and rice in the south.正如你们国家的情况一样，我们在北
方种小麦，南方种玉米。 4.A lot of people can’t tell difference between an American accent and a Canadian accent. 很多人区别不了美国
英语口音与加拿大英语口音。
tell the difference between 判别……的区别，tell在这里意为“判别，区分”再如：
The twin brothers arc very much alike. People can’t tell one from the other.孪生兄弟长得很相似，人们简
直没法区分他们两个人。
Young as he is, he can tell right from wrong.尽管他还年轻，但他能辨别对错。
the difference between …指的是两者之间的区别;the difference in…指的是在某些方面的区别。如：
What’s the difference in temperature between day and night? 白天和夜间的温差是多大?
Coins have some differences in size, weight, shape and metal.硬币的差别体现在其尺寸、重量、形状和质
地上。
5. We fill our cars with “gas”…,
fill…with…, “将……装满……”或“使……充满……”，如：
Jack filled his pockets with chestnuts.杰克将口袋装栗子。
fill with有“充满……”之意，是不及物动词，如：
Her eyes filled with tears. 他的两眼充满泪水。比较：
Tears filled her eyes泪水充满了她的两眼。
The room filled with heavy smoke.满屋浓烟。比较：
The heavy smoke filled the room. 浓烟满屋。
be filled with与be full of的区别：
be filled with为系表结构，如：
The young man is filled with joy. 那青年内心充满喜悦。
full of是短语形容词，含义与filled with相近，可充当状语、定语(后置)或表语。如：
Crusoe stared at the footprint, full of fear.克鲁索盯着那个脚印，满怀恐惧。(状语)
第三篇：人教版新课标高一第三模块教案Unit 5 Canada
人教版新课标高一第三模块教案Unit 5 Canada---The true north-人教版高一英语教案
Unit 5 Canada---The true north Teaching aims:
1. Talk about the basic information about Canada.
2. Learn how to read a traveling report and use maps.
3. Learn to express locations and directions.
4. Master the noun clauses--- appositive clause
5. Vocabulary: minister, continent, surround, dawn, booth, slightly,
settle down, have a gift for, figure out, as far as, all the way, rather
than
The first period
Step Ⅰ Revision
1. Check the students’ homework
2. Check the assignment.
Step ⅡLead-in and warming up
Show the students the maple flag and ask them some questions.
T: Do you know which country uses this national flag?
Ss: Canada.
T: What continent is Canada in?
Ss: In North America.
T: How large is it?
Ss: It is the second largest country in the world.
T: Yes. It occupies an area of 9,984,670 square kilometers. It is a bit
bigger than China. Which country is its neighbor?
Ss: The United States.
(Show a map of Canada to the students)
T. Right. The United States is . Canada is a beautiful country. First
let’s have a quiz and see how much do you know about Canada.
( Give the Ss one minute to finish the quiz.)
T: OK. Time is up. Let’s check the answers.
1.C 2.D 3.A 4.B 5.A
Step Ⅲ Pre-reading
T: Now I want to ask you a question: Do you like travelling?
Ss: Yes.
T: I know most of you do. So have you ever been abroad?
Ss: Yes/No.
T: What’s the longest trip you have ever taken?
…
T: Very good. If we want to make our motherland more beautiful and more
developed, we should know more about other countries. Here are two
questions, you may ask your partner for answers and give your answers to
him/her.
a. If you take a trip to Canada, what do you expect to see? b. What three words would you use to describe Canada?
(Ask some pairs to tell their ideas to their classmates.)
Step Ⅳ Fast reading
Get the students to read the passage quickly and accurately and meanwhile
help the students to form a good habit of reading.
T: Do you feel puzzled when you read the title? What is the true north?
Now read the passage and get the general idea of the passage. Underline
the main places mentioned in the text.
Give the Ss 5 minutes for reading.
a. What the passage is mainly about?
b. What are the main places mentioned in the text?
c. Draw the traveling route of the two girls on the map.
T: Do you have any difficulty in reading? Now let’s discuss some difficult
points together.
Step Ⅴ Homework
1. Remember the underlined sentence.
2. Write a short passage to report what Li Daiyu and Liu Qian saw in
Canada.
The second period
Step ⅠRevision
1. Have a dictation.
2. Ask two students to write on the blackboard.
3. Ask one student to make a short report.
Step Ⅱ Lead-in
T: Li Daiyu and Liu Qian were on the train yesterday. The train rushed
across the top of the Lake Superior. Which is the next city it runs
towards?
Ss: Toronto.
T: Toronto is an important city. It is the finance center of Canada. It
has rich popular arts and culture. How much do you know about Toronto?
Ss: There are Chinatowns where you can buy Chinese medicine.
T: Quite right. Do you want to know more about Toronto?
Ss: Yes.
Step Ⅲ Reading
T: Read the passage on 38. In this passage, you can learn a lot about
Toronto, and Montreal, which is Canada’s second largest city. I will give
you four minutes to read the passage, then answer the questions on 37—38.
Four minutes later, check the answers with the class.
Step Ⅳ Intensive reading(reading task)
T: Read the passage and fill in the chart using the information of the
text.
Points in the passage What Beth thought Information in passage
The temperature
How to travel Holidays
How people live
What the Inuit do
Daylight hours
T: You can have a discussion with your partner.
Step Ⅴ Discussion
T: We have known a lot about Canada. Now let’s compare China with Canada.
Same as China Different from China
Large land Six time area
Weather is different from area to area, long and hard winter No places as
hot as south china
Different people speak different languages Canada has two official
languages, smaller population
Many rivers and lakes World famous rivers and lakes
Much coal, oil gas and other natural resources Much fresh water, a lot of
forest
Step Ⅵ Homework
1. Read the two passages again and find the main characters of Toronto,
Montreal and Iqaluit.
2. Read fun reading by yourself.
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.