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教学准备
教学目标
Teaching Aims
Knowledge a nd Skills:
1. Ge t to know about Canada.
2.Grasp some reading skills.
3.Stimulate the Ss’ interest and love for learning about foreign countries.
Strategy and Method:
1.Train the students’fast-reading ability.
2.Train the students’ ability to co operate with others.
教学重难点
Main points ：
1. Introduce the information of Canada to the students.
2.Train the students’reading ability —skimming,and listening ability
Difficult point ：
Learn different reading skil ls for different reading purposes.
Teaching procedures and ways
教学过程
Step1. Readin g&Greeting (2`)
Step2. Leading in and Warming Up (5`)
1.Free talk: Do you like to go sightseeing?
Which country do you like to visit?
What can you see in these countries?
2.Quiz
Step3. Fast- reading (10`)
1.what is“the true north”?
It refers to “the cross-Canada train.”
2.Draw the route of the two girls’ traveling across Canada
Step4. Careful- reading(T&F) (15`)
Step5. Consoli dation (7`)
Listening & Summary
Fill in the blank and retell the story
课后习题
...
教学准备
教学目标
1. Get students to learn the useful new words and expressions in this part: cucumber, eggplant, pepper, mushroom, peach, lemon, nut, pea, spaghetti, diet, curiosity, customer, discount, ought to, lose weight, get away with, tell a lie, win…back.
2. Let students have a better understanding of the reading passage.
教学重难点
mportant points
1. Let students have a good understanding of the passage.
2. Get students to learn different reading skills.
◆ Difficult points
Give students some guidance about how to choose the correct answers of the multiple choices according to some key words and key sentences.
教学过程
一 学生课外学习活动设计：
任务一：学生调查问卷：
(1)What does a balanced diet should contain?
(2) Why are you so strong/weak/fat/thin? Does it have anything to
do with your diet?
任务二：Making a diet for yourdinner.
根据泛读学到的健康饮食的知识，为自己的家庭涉及晚餐食谱，分析食谱里包含哪些种类
的食物，判断其能否提供均衡的营养，并分析原因。
二.教师课堂教学活动设计：
Step I: warming-up
Step II : Further reading
Step III: Analyze the important sentence patterns
Step IV: Analyze long and difficult sentences.
Step V: Consolidate the knowledge by students themselves
Step VI: Retell the text.
三 . 学生课堂学习活动设计：
Le...
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