高中語文必修教案
發(fā)表時間：2020-09-29必修3 Unit 5?Canada—“The True North”教案。
一名優(yōu)秀的教師在教學方面無論做什么事都有計劃和準備，作為高中教師就要好好準備好一份教案課件。教案可以讓學生更容易聽懂所講的內(nèi)容，幫助高中教師能夠井然有序的進行教學。那么，你知道高中教案要怎么寫呢？下面是小編精心為您整理的“必修3 Unit 5?Canada—“The True North”教案”，僅供參考，大家一起來看看吧。
Unit5Canada—“TheTrueNorth”
教學重點
1.Letstudentsreadthepassageandlearnaboutthegeography,population,maincities,naturalbeautyandnaturalresourcesofCanada.
2.Getstudentstolearndifferentreadingskills.
教學難點
1.Developstudents’readingability.
2.EnablestudentstolearnaboutsomebasicinformationandtalkaboutCanada.
三維目標
知識目標
1.Getstudentstolearntheusefulnewwordsandexpressionsinthispart.
2.LetstudentslearntheknowledgeofCanada.
能力目標
1.Developstudents’readingabilityandletthemlearndifferentreadingskills.
2.Letstudentslearnhowtoreadatravelingreportandhowtouseamap.
2.EnablestudentstolearnaboutsomebasicinformationandtalkaboutCanada.
情感目標
1.Stimulatestudents’interestinlearningaboutforeigncountries.
2.Developstudents’senseofcooperativelearning.
教學過程
→Step1Leading-inandwarmingup
1.ShowamapofCanadatostudentsandtalkaboutCanada.Thenaskthemthefollowingquestions:
1)WhatkindofcountryisCanada?
2)Howlargeisit?
3)WhatelsedoyouknowaboutCanada?
Suggestedanswers:
1)Canadaisamulticulturalcountry.
2)It’sthesecondlargestcountryintheworld.Itcoversanareaof9984670squarekilometers.ItisabitbiggerthanChina.
3)(Students’answermayvary.Encouragethemtotellmoreinformation.)
2.Makeaquiz
Showthefollowingonthescreen.
HowmuchdoyouknowaboutCanada?
1.Whatlanguage(s)doCanadiansspeak?
A.English.
B.EnglishandGerman.
C.EnglishandFrench.
D.EnglishandSpanish.
2.WhatisthecapitalofCanada?
A.Vancouver.B.Toronto.C.Calgary.D.Ottawa.
3.WhatisthenationalanimalofCanada?
A.Beaver.
B.Grizzlybear.
C.Polarbear.
D.Penguin.
4.WhatistheCanadianleadercalled?
A.President.
B.PrimeMinister.
C.Governor.
D.King.
5.HowmanyGreatLakesarethereinCanada?
A.4.
B.3.
C.5.
D.6.
Letstudentsworkinpairsandanswerthisquiz.Thenhavethemcomparetheiranswerswithanotherpair.Givethemthecorrectanswersandseehowmanystudentsgot80%orbetter.
→Step2Pre-reading
1.Letstudentsdiscussthefollowingquestions:
1)Whatisthelongesttripyouhaveevertaken?
2)IfyoutakeatriptoCanada,whatdoyouthinkyoumightseethere?
3)WhatthreewordswouldyouusetodescribeCanada?
3.HavestudentsturntoPage34ofthetextbook,lookatthetitleofthereadingpassageandthepicturesandpredictwhatthepassageisabout.Thenhavethemreadthepassagequicklytoseeiftheyareright.
→Step3Reading
1.Fastreading
Askstudentstoskimthereadingpassageandthenanswerthefollowingquestions:
1)Whatisthepassagemainlyabout?
2)Whatis“TheTrueNorth”?
3)Howmanycitiesarementionedinthetext?Whatarethey?
Threeminuteslater,checktheanswerswiththewholeclass.
Suggestedanswers:
1)Thepassageisaboutatripoftwogirls,andittellsussomeinformationaboutCanada.
2)“TheTrueNorth”isthetrainthatgoesacrossCanada/thecross-Canadatrain.
3)Five.TheyareMontreal,Vancouver,Calgary,ThunderBayandToronto.
2.Intensivereading
Allowstudentstoreadthepassagecarefullythistimetounderstandthemainideasofeachparagraphandgettheimportantdetails,andthenfinishthefollowing:
1)Choosethebestanswertoeachquestionaccordingtothetext.
(1)Asyougoeastward,youcanseethefollowingthingsexcept______________.
A.mountains
B.thousandsoflakes
C.forestsandwiderivers
D.cows
(2)WhowilltakepartintheCalgaryStampede?
A.CowboysfromStampede.
B.PeoplefromCanada.
C.Anyonewhohasagiftforriding.
D.Cowboysfromallovertheworld.
(3)Whichofthefollowingstatementsistrue?
A.OnecancrossCanadainlessthanfivedaysbytrain.
B.ManypeoplethinkCalgaryisthemostbeautifulcityinCanada.
C.Infact,thepopulationofCanadaismorethanthirtymillion.
D.OceanshipscannotreachThunderBay.
(4)Whichofthefollowingshowstherightrouteofthecousin’stravel?
A.Toronto→Calgary→Vancouver→ThunderBay
B.Vancouver→Calgary→ThunderBay→Toronto
C.Vancouver→ThunderBay→Calgary→Toronto
D.Toronto→ThunderBay→Calgary→Vancouver
Suggestedanswers:(1)D(2)D(3)C(4)B
2)Usetheinformationfromthereadingpassagetofillinthetablebelow.
BasicFactsaboutCanada
Distancefromeasttowestcoast
Oceansontheeastandthewestcoast
Population
WheremostCanadianslive
Locationofthelargestfreshwatersupply
KeypointsaboutVancouver
KeypointsaboutCalgary
KeypointsaboutThunderBay
3)Answerthefollowingquestionsincompletesentences.
(1)Whichcontinentwerethecousinscrossing?
(2)WhyweretheynotflyingdirectlytotheAtlanticcoast?
(3)WhyisthepopulationofVancouvergrowingsorapidly?
(4)WhathappensattheCalgaryStampede?
(5)HowareoceanshipsabletoreachthecenterofCanada?
(6)WhataresomeofCanada’sgreatestnaturalresources?
3.Readinganddiscussing
Readthepassageathirdtimeandthenworkinpairstodiscussthesequestions.
1)Whichpartofthereadingpassageinterestsyoumost?
2)IfsomedayyougotoCanada,wherewillyougo?Why?
(Letstudentshaveenoughtimetoreadthepassagecarefullyanddiscussthequestionswiththeirpartners.Encouragethemtoexpandtheiranswersaccordingtotheirownexperiences.)
4.Dealingwithlanguagepoints
Helpstudentsanalyzesomedifficult,longandcomplexsentencesandguessthemeaningsofsomenewwordsandexpressions.Encouragethemtotrytodealwiththelanguagepointsinthecontext.Givethemexplanationsifnecessary.
5.Listeningandreadingaloud
Askstudentstoreadthepassagealoudtothetapeandletthempayattentiontothepronunciationofeachnewwordandthepauseswithineachsentence.Tellthemtopickoutalltheusefulexpressionsorcollocationsfromthepassagewhilereadingandcopythemtothenotebookafterclassashomework.Readthemaloudandtrytolearnthembyheart.
Collocations:beonatripto,ratherthan,taketheaeroplane,alltheway,takethetrain,attheairport,onthewayto,chatabout,aswellas,lessthan,aboardthetrain,settledown,managetodo,catchsightof,befamousfor,haveagiftfor,thousandsof,inprizes,beamazedtodo,atthetopof,besurprisedat,becauseof,freshwater
→Step4Consolidation
Givestudents10minutesorsoandletthemdothefollowing:
1.Workinpairsandfillinthetableaboutthetypeofwritingandsummaryoftheidea.
ATRIPON“THETRUENORTH”
Typeofwriting
Mainideaofthepassage
MainideaofParagraph1
MainideaofParagraph2
MainideaofParagraph3
MainideaofParagraph4
MainideaofParagraph5
Suggestedanswers:
ATRIPON“THETRUENORTH”
TypeofwritingThisisapieceofnarrativewriting.
MainideaofthepassageLiDaiyuandhercousinLiuQianwentonatriptoCanada,visitingtheircousinsandenjoyingthebeautifulsceneryacrossthewholecontinentofCanadafromwesttoeast.
MainideaofParagraph1LiDaiyuandhercousinLiuQianwereonatriptoCanada.
MainideaofParagraph2HavingarrivedinVancouver,themostbeautifulcityinCanada,theyweretobetakentocatch“TheTrueNorth”,thecross-Canadatrain.
MainideaofParagraph3Settlingdownintheirseatsinthetrain,theyenjoyedthewildscenerywhilecrossingtheRockyMountainstoCalgary.
MainideaofParagraph4WhilearrivingatThunderBay,theylearnmoreaboutCanada,itspopulation,resources,etc.
MainideaofParagraph5ThetrainrushedtowardsTorontowhiletheyweresleeping.
2.Completethesummaryofthestorywithonewordineachblankandthenretellthewholestory.
LiDaiyuandLiuQianwereona______________acrossCanada.Insteadoftakingtheaeroplane______________theway,theywouldcrossthewholecontinentofCanadaina______________afterarrivingVancouverbyair.
DannyLinwaited______________themattheairportandgavethemabrief______________aboutCanada,thesecond______________countryintheworldandVancouver,themostbeautifulcityofthecountry,whiletakingthemto______________thetrain,“TheTrueNorth”.
Havingsettled______________intheseats,theylookedoutofthewindow______________thewildscenery,themountaingoats,andgrizzlybears.TheywentbythecityofCalgaryand______________inThunderBay,acityatthe______________oftheGreatLakes,learningmoreaboutCanadaofitspopulationresourcesandso______________.TheirlaststopisToronto,oneofthesouthernmostcitiesinCanada.
Keys:trip;all;train;for;introduction;biggest;catch;down;at;arrived;top;on
→Step5Homework
1.Learntheusefulnewwordsandexpressionsinthispartbyheart.
2.Readthereadingpassageagainandtrytoretellthepassage.
教學反思：本次課，課堂氣氛還比較好，但是學生還是不怎么敢用英語表達，討論的時候部分學生沒有很活躍，在今后的課堂中還應該積極的引導學生運用口語的能力，而且要給以一些提示，讓學生有話可說，不是去學習英語的信心。
精選閱讀
必修3 Unit 5 Canada―“The True North學案
俗話說，凡事預則立，不預則廢。高中教師要準備好教案，這是每個高中教師都不可缺少的。教案可以讓講的知識能夠輕松被學生吸收，幫助高中教師營造一個良好的教學氛圍。您知道高中教案應該要怎么下筆嗎？以下是小編為大家精心整理的“必修3 Unit 5 Canada―“The True North學案”，供大家借鑒和使用，希望大家分享！
必修3Unit5Canada―“TheTrueNorth
學案導學
PeriodI(vocabularyandphrases)
I、Preparationforthelessonbeforeclass
StepOne:Preparationforvocabularyandphrases
1.adj.多種文化的__________________2.n.大臣；部長____________________
3.行李______________________4.聊天閑聊________________________
5.n.大陸；陸地____________________6.adv.包圍
besurroundedwith[by]被……環(huán)繞著,周圍都是……
一座墻圍繞著花園。
Awallsurroundsthegarden.
我們生活在安逸之中。
__________________________________________________________
[發(fā)散思維]
（派）surroundingadj.附近的，四周的surroundingsn.環(huán)境
3.measurev.n.
(1)vi.測量有。。。長，寬，高常見用法是measure+
尺寸+名詞，意為“尺寸是”如：
這房間寬10米。__________________________________________.
(2)vt.測量；衡量；判定如：
我測量他的身高。Imeasuredhisheight.
裁縫為我量身做衣服。Thetailormeasuredmeforasuit.
(3)n.計量制；計量單位；措施
make…toone’smeasure______________________
takemeasure(s)todosth._______________________
政府已許諾采取措施來幫助失業(yè)者。______________________________________.
4.giftn.haveagiftfor…有……才能giftedadj.有才能的
(1)天分，天賦
她有音樂天分。
_________________________________________________________
(2)贈品，禮物
這兒有你的一份禮物。
_________________________________________________________
5.within
(1)prep.（尤指時間、距離）之內(nèi)，以內(nèi)，在……里頭
他一個小時內(nèi)就到。
____________________________________________________________
(2)adv.在……內(nèi)
王同志在里面嗎？
____________________________________________________________
6.ratherthan“而不是”，用于兩個形容詞、兩個狀語、兩個名詞/代詞、兩個動詞不定式或兩個-ing形式之間，表示“寧愿……,而不愿……”。
(1)我寧愿8月去，而不愿7月去。
________________________________________________________________
(2)我決定寫信而不打電話。
________________________________________________________________
(3)他寧愿呆在這里，而不愿去看電影。
________________________________________________________________
[開放思維]句型：寧愿干……,而不愿干……
wouldratherdosth.thandosth.
woulddosth.ratherthandosth.
prefertodosth.ratherthandosth.
劉胡蘭寧死不屈。_________________________________________________
7.distance.距離遠處
inthedistance在遠處,在很遠的那邊
e.g.Icouldseethebuscominginthedistance.
[思維拓展]keepone’sdistance保持一定距離，客客氣氣
8.impressvt.使印象深刻；使銘記
常用詞組impresssb.withsth.impresssth.On/uponsb/sb’mind
這女孩的幽默感給她的朋友以深刻的印象。________________________________________
他讓他們銘記了他們工作的重要性。_____________________________________
歸納拓展：impressiveadj.給人印象深刻的感人的
Impressionn.印象感想印記壓痕
Undertheimpressionthat覺得認為
9.terrifyvt.____________________
Hissuddenappearanceterrifiedthem.=Theywere__________byhissuddenappearance._____________________________________________________
Thechildrenwereterrifiedofbeingscolded.____________________________.
歸納拓展：terrifiedadj.恐懼的；受驚嚇的（常修飾人）
Terrifyingadj.令人恐懼的（常修飾事物）
10.confirmvt證實證明
Pleaseconfirmyourtelephonemessageletter._________________________________
ThereportofanearthquakeinGreecehasnowbeenconfirmed.
_____________________________________________________.
Helookedaround_________thathewasalone.
AconfirmingBconfirmedCconfirmsDtoconfirm
III、Summary
Stepfour:teacherandstudentssummarytheclass.
Suggestedanswer:
I.省略
II.A.1.多種文化的，多種的，多黨派的，多用途的，多國的，多項的
2．加拿大人，Canadians,加拿大的，加拿大人的，加拿大
3.州長，政府，統(tǒng)治
4.行李5.景色，場景、場、現(xiàn)場
7.海港8.英畝，英尺,feet,英寸，英里
9.富有的，weath,健康的，health
10.同學、校友，同班同學，工友、同事室友
11.黎明，破曉，黃昏，日落，日出
B.1.我與他閑聊了很久。chatted,chatting
2.Wearesurroundedbycomforts.
3.(1).Thisroommeasures10metresacross.(3).照----的尺寸做，采取措施做----
Thegovernmenthaspromisedtotakemeasurestokeeptheunemployed.
4.(1).Shehasagiftformusic.(2).Hereisagiftforyou.
5.(1).Hewillarrivewithinanhour.(2).IscomradeWangwithin?
6.(1).I’dprefertogoinAugustratherthaninJuly.(2).Idecidedtowriteratherthantelephone.(3).Hestayedathomeratherthanseethefilm.LiuHulanwoulddieratherthangivein.
8.Thegirlimpressedherfriendwithhersenseofhumor.Heimpressedtheimportanceoftheirworkonthem.
9.使恐怖，恐嚇；他的突然出現(xiàn)把他們下了一跳。那些孩子害怕挨罵。
10.請來信證實一下在電話中所說的話。希臘境內(nèi)地震的報道已經(jīng)證實。D.
Unit 5 Canada—“The True North”教案
Unit5!--?xml:namespaceprefix=st2ns="urn:schemas-microsoft-com:office:smarttags"/--Canada—“TheTrueNorth”第一部分《金色教案》教學設計說明Aboutthetopicandthestructures單元話題和結(jié)構(gòu)本單元以節(jié)日為話題，介紹了世界各地的一些節(jié)日的含義、由來和民俗。通過本單元的學習，可以幫助學生更多地了解節(jié)日、體味文化；同時又可以引導學生理解、尊重不同的文化和習俗。本單元語言功能項目是：方向、位置和情感。本單元語言結(jié)構(gòu)項目是“名詞從句作同位語”。本單元還要求學生學習寫作“描寫文：報道”。《金色教案》教學設計在單元課時劃分上與課本保持一致，即“閱讀課、知識課、運用課三課時/三課型劃分”。但在實際教學過程中，建議教師依據(jù)學生基礎、教學條件、學校安排的因素，對課本、對《金色教案》教學設計重新劃分課時，裁剪、拼接使用提供的材料，以便“物盡所用”，達到最佳教學效果。教師也可以參照《金色教案》提供的“實際教學過程課時劃分建議”進行教學。Period1Reading閱讀課WarmingUp課本提供了一個關于加拿大概況的小測試，目的是激活學生已有的知識和經(jīng)驗，為進入本單元的學習作好準備。教師也可以參考本書提供的WarmingupbytalkingaboutCanada或者Warmingupbylookingandlistening導入新課。Pre-reading課本通過四組問題激活學生有關旅行和加拿大的知識和經(jīng)歷。本單元閱讀是“在旅途中看加拿大”，因此，“讀前”部分首先提問學生經(jīng)歷過的旅行，然后提問學生最想去的國家，由此切入到本單元的話題“加拿大”。然后進一步提出“你是否想去加拿大旅行?你想到那兒去看什么?”“你會使用哪三個詞語來描述加拿大?”教師也可以利用本書Pre-readingbyquestioningandanswering進行操作。R!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--eading部分是篇游記，記述了李黛予和劉倩去加拿大看她們的表兄妹的途中見聞。乘火車橫穿加拿大之前，她們表兄妹的朋友林丹尼向他們介紹了加拿大的概況，包括面積、地貌、城市、人口、生態(tài)環(huán)境等。一路上，他們看到了加拿大的自然美景，野生動物，并因中途?？靠柤永?Calgary)而聯(lián)想到卡爾加里大賽馬會(CalgaryStampede)。加拿大地廣人稀，多數(shù)人住在美—加邊境。本文還提到了桑德貝(ThunderBay)，五大湖(theGreatLakes)，溫哥華(Vancouver)，多倫多(Toronto)，介紹了加拿大的淡水資源。本文對加拿大的介紹涉及面較寬，但都沒有詳述，這給學生留下了足夠的思維空間。建議教師使用本書提供的Talkingandsharing,Listeningandreadingaloud,Readingandunderlining,Readingandtransferringinformation,Understandingdifficultsentences，Closingdownbyactingthetext幫助學生掌握課文的形式、理解課文的內(nèi)容，進而活用課文。Comprehending部分由三部分組成：回答問題、寫出正確信息和畫路線圖。這些不僅檢查學生對閱讀課文的細節(jié)的把握，比如，要求學生介紹卡爾加里大賽馬會、列舉加拿大蘊藏的兩種自然資源、寫出有關桑德貝的地理位置的正確信息等，而且檢查學生根據(jù)閱讀課文內(nèi)容所作的推理和判斷，比如，“WhydomanypeoplewanttoliveinVancouver?”一題，要求學生聯(lián)系文中相關信息，做出因果推理。此外，還檢查學生的讀圖能力，比如，“WhywouldshipsbeabletoreachthecenterofCanada?”一題，要求學生把地圖和課文兩方面的信息綜合起來。最后，要求學生在地圖上畫出橫穿加拿大的路線圖，抓住文中人物的行蹤也就抓住了行文的線索，零散的信息就有機地串聯(lián)起來了。Period2Learningaboutlanguage知識課LearningaboutLanguage部分首先通過構(gòu)詞法的學習擴大學生的詞匯量并培養(yǎng)學生的詞匯生成能力。用閱讀課文中的詞和信息編對話和填空，旨在提高學生活用詞匯的能力。語法部分通過從閱讀課文中找例句和造句的練習教學同位語從句。教師可以參考本書提供的下列步驟進行教學：Warmingupbydiscoveringusefulwordsandexpressions,Readingandfinding,Doingexercises,Readyusedmaterialsfor“Nounclausesastheappositive”,Closingdownbydoingaquiz。Period3Usinglanguage運用課UsingLanguage部分綜合訓練聽說讀寫的能力。聽與寫、聽與說有機結(jié)合在一起，使學生通過填空、討論的形式進一步學習有關加拿大的知識——加拿大的居民、語言等。閱讀部分繼續(xù)加拿大之行：從多倫多到蒙特利爾(Montreal)。本文提到了楓樹，加拿大國家塔(CNTower)，尼亞加拉瀑布(NiagaraFalls)，多倫多猛龍隊(TorontoRaptors)，藍鳥隊(!--?xml:namespaceprefix=st1ns="Tencent"/--BlueJays)，中國城(Chinatown)，圣勞倫斯河(StLawrenceRiver)等等，充分展示了異域文化風情。寫的部分是兩篇報告，一個寫途中所見，另一個寫途中所聞。教師可以根據(jù)課本上的提示，向?qū)W生介紹“報告”的寫作方法。寫之前，先讓學生根據(jù)本單元的兩篇閱讀完成圖表上所要填寫的信息。寫報告時，要求學生自擬題目，先提出話題，再根據(jù)圖表信息詳述所見或所聞，最后作一小結(jié)。本書提供的下列步驟可供參考：Warmingupbylisteningandwriting，Speaking，Readingandunderlining，Acting，Closingdownbyhavingaguidedwriting。實際教學過程課時劃分建議Period1將WarmingUp、Pre-reading、Reading和Comprehending整合在一起上一節(jié)“閱讀課”。Period2將Learningaboutlanguage和Workbook中的USINGWORDSANDEXPRESSIONS、USINGSTRUCTURES整合在一起上一節(jié)“語言知識課”。Period3將Usinglanguage設計為一節(jié)包括聽說讀寫單項技能或組合技能訓練的“綜合技能課（一）”。Period4將Workbook的READINGANDLISTENING和TALKING整合在一起上一節(jié)“聽說課”。Period5將Workbook的LISTENINGTASK、READINGANDWRITINGTASK和SPEAKINGTASK整合為一節(jié)“綜合技能課（二）”。第二部分教學資源說明Section1Background背景圍繞單元話題“Festivalaroundtheworld”，《金色教案》提供了幾則語言規(guī)范、短小精干的趣味性材料。這些材料既可以作為教師教學參考材料為教師所用，也可以直接或改寫、重組后作為課堂內(nèi)外的拓展性閱讀材料呈現(xiàn)給學生。Section2Explanation解析重點針對“閱讀課型”中的課文難句，《金色教案》不僅提供了詳盡的，就句論句的解析和翻譯，而且還以解析的焦點話題為線索，進行了一定的歸納、辨析和總結(jié)，以幫助教師更好地實施“語言形式”的教學。Section3Vocabulary詞匯按照課本單元詞匯表順序，《金色教案》重點提供動詞、短語搭配的講解。所提供的例句，經(jīng)典、地道、實用、易懂，完全可以直接用于教學。第三部分教學測評說明圍繞單元詞法、句法項目，《金色教案》提供了長短不一的“單元教學測評”，并備有參考答案供教師使用。有些測評題目直接源于歷年高考試卷，更具有說服力和實用性。
Unit 5?Canada—“The True North” Period 3 教案
作為杰出的教學工作者，能夠保證教課的順利開展，高中教師要準備好教案，這是高中教師的任務之一。教案可以讓學生更好的吸收課堂上所講的知識點，幫助高中教師有計劃有步驟有質(zhì)量的完成教學任務。高中教案的內(nèi)容具體要怎樣寫呢？以下是小編為大家精心整理的“Unit 5?Canada—“The True North” Period 3 教案”，歡迎大家與身邊的朋友分享吧！
Unit5Canada—“TheTrueNorth”
Period3Learningaboutlanguage:Grammar
整體設計
教材分析
Thisisthethirdteachingperiodofthisunit.Totestwhetherstudentshavegraspedtheimportantanddifficultlanguagepointstheylearnedinthelastperiod,theteachershouldfirstofferthemsomerevisionexercises.Thenleadinthenewlesson.
Thisteachingperiodmainlydealswiththefollowing:1.Reviewingnounclausesasthesubject;2.Learningthenewgrammaritem:nounclausesastheappositive.Studentsoftenfeelnounclausesabstractanddifficulttolearn,soitisnecessarytomakethelessoninterestingandlively,andconnectitwiththeirdailylifeinordertoletiteasytoacceptandunderstand.Firstly,theteachercanaskstudentstoreadthepassageATRIPON“THETRUENORTH”again,tickoutallthesentencesfromthepassagewherenounclausesareusedasappositive,andthentranslatethemintoChinese.Secondly,compareanddiscovertheusesofeachnounclausebygivingalotofexamplesentences.Thirdly,dotheexercisesinDiscoveringusefulstructuresonPage37andmoreexercisesforstudentstomastertherelatednounclauses.Finally,summarizetheuseofnounclausesasappositiveandletstudentsmakeitclearhoweachnounclauseisbeingusedinthesituations.
Attheendoftheclass,askstudentstodotheexercisesinUsingstructuresonPages71-72andmoreadditionalexercisesforconsolidation.
教學重點
Getstudentstounderstandandusenounclausesastheappositive.
教學難點
Enablestudentstolearnhowtousenounclausesastheappositivecorrectly.
三維目標
知識目標
1.Getstudentstoknowmoreaboutnounclauses.
2.Letstudentslearnnounclausesastheappositive.
Thethoughtthattheycouldcrossthewholecontinentwasexciting.
ThegirlsweresurprisedatthefactthatoceanshipscansailuptheGreatLakes.
能力目標
Enablestudentstousenounclausesastheappositivecorrectlyandproperlyaccordingtothecontext.
情感目標
1.Getstudentstobecomeinterestedingrammarlearning.
2.Developstudents’senseofgroupcooperation.
教學過程
設計方案(一)
→Step1Revision
1.Checkthehomeworkexercises.
2.Dictatesomenewwordsandexpressions.
3.Underlinethenounclauseineachsentenceofthefollowingandthentellwhatkindofnounclauseitis.
1)Whatitwastobecomewasamystery.
2)Idon’tknowwhowillhelpHenrytowinthebet.
3)Histroubleisthathedoesn’tknowanybodyinLondon.
4)Ithasn’tbeendecidedyetwhenthenewrestaurantwillopen.
5)Itlookedasifitwasgoingtosnow.
6)Doyouknowwhyhecrossedhisarms?
Suggestedanswers:
1)Whatitwastobecomewasamystery.(nounclauseasthesubject)
2)Idon’tknowwhowillhelpHenrytowinthebet.(nounclauseastheobject)
3)Histroubleisthathedoesn’tknowanybodyinLondon.(nounclauseasthepredicative)
4)Ithasn’tbeendecidedyetwhenthenewrestaurantwillopen.(nounclauseasthesubject)
5)Itlookedasifitwasgoingtosnow.(nounclauseasthepredicative)
6)Canyoutellmewhyhecrossedhisarms?(nounclauseastheobject)
→Step2Preparation
1.Showthefollowingtwosentencesonthescreen.Askstudentstoreadeachofthemandthenunderlineitsappositive.
1)Theirfriend,DannyLin,waswaitingattheairport.
2)Hewasgoingtotakethemandtheirbaggagetocatch“TheTrueNorth”,thecross-Canadatrain.
Suggestedanswers:
1)Theirfriend,DannyLin,waswaitingattheairport.
2)Hewasgoingtotakethemandtheirbaggagetocatch“TheTrueNorth”,thecross-Canadatrain.
2.Letstudentsthinkaboutanddiscusswhatkindofnounclausetheunderlinedclauseisineachofthefollowingtwosentences.
1)Thethoughtthattheycouldcrossthewholecontinentwasexciting.
2)Wewereveryexcitedatthenewsthatourteamhadwon.
→Step3Grammarlearning
1.Readinganddiscovering
AskstudentstoturnbacktoPage34toreadthroughthereadingpassageandfindallthesentenceswherenounclausesareusedastheappositiveandunderlinethem.ThentranslatethemintoChinese.
Suggestedanswers:
1)Thethoughtthattheycouldcrossthewholecontinentwasexciting.
他們要橫穿整個北美大陸的想法真令人興奮。
2)SomepeoplehavetheideathatyoucancrossCanadainlessthanfivedays,buttheyforgetthefactthatCanadais5500kilometresfromcoasttocoast.
有些人認為可以在不到5天的時間里橫跨加拿大,但是他們忘了加拿大從東海岸到西海岸有5500千米這個事實。
3)ThegirlsweresurprisedatthefactthatoceanshipscansailuptheGreatLakes.
海輪可以開到五大湖來,這確實使姑娘們感到吃驚。
2.Thinkinganddiscussing
Letstudentsreadaloudthesentencestheypickedout,thinkoveranddiscusswithapartnerhoweachofthesenounclausesisbeingusedinthesituations.Ifstudentshavesomedifficulty,givethemahand.
3.Summingup:nounclausesastheappositive.
同位語從句
在主從復合句中,用作同位語的從句,叫同位語從句。它一般跟在某些名詞(如fact,news,idea,truth,hope,problem,information,wish,promise,answer,evidence,report,explanation,suggestion,conclusion等)的后面,用以說明或解釋前面的名詞。
1.連接詞:
1)從屬連詞:that,whether等,例如:
Thenewsthattheyhadwonthegamesoonspreadoverthewholeschool.
他們比賽獲勝的消息很快傳遍了整個學校。
We’lldiscusstheproblemwhetherthesportsmeetingwillbeheldontime.
我們將討論運動會是否會如期舉行的問題。
2)連接代詞:what,who等,例如:
Nextcomesthequestionwhatyouwanttoputinthebox.
其次就是這個問題:你要在盒子里放些什么。
Ihavenoideawhoheis.我不知道他是誰。
3)連接副詞:how,when,why等,例如:
Ihavenoimpressionhowhecameback,perhapsbybike.
我記不得他是怎樣回來的,也許是騎自行車回來的。
Ihavenoideawhenhewillbeback.
我不知道他何時回來。
2.同位語從句和定語從句的區(qū)別:
從形式上看,同位語從句和定語從句很相似,都放在某一名詞或代詞后面,但同位語從句不同于定語從句。
1)同位語從句對名詞加以補充說明,是名詞全部內(nèi)容的體現(xiàn);定語從句說明先行詞的性質(zhì)與特征,與先行詞是修飾與被修飾的關系。例如:
Thenewsthatourteamhaswonistrue.
我們隊獲勝的消息是真的。（同位語從句）
Thenewsthatyouheardisnottrue.
你聽到的消息不真實。（定語從句）
2)that在同位語從句中不擔任句子成分,是從屬連詞;that在定語從句中擔任句子成分,是關系代詞。例如:
Thefactthatwesucceededpleasedeverybody.
我們成功了,這一事實使大家很高興。（同位語從句）
Thefactthatwetalkedaboutisveryimportant.
我們所談論的事實是非常重要的。（定語從句）
→Step4Grammarpractice
1.TurntoPage37.AskstudentstodoExercise2inDiscoveringusefulstructures.Firstletthemmaketheirchoicesindividually.Theninpairsdiscusswhytheymadetheirchoices.Finally,checktheanswerswiththewholeclass.Givesomeexplanationsifnecessary.
2.TurntoPage71.AskstudentstodoExercise1.Checktheanswersaftermostofthemfinish.
→Step5Closingdownbyaquiz
1.Theyhavenoideaatall______________.
A.wherehehasgone
B.wheredidhego
C.whichplacehashegone
D.wherehashegone
2.Ihavenoidea______________fartheairportisfromhere.
A.whatB.howC.it’sD.that
3.Themanageraskedthequestion______________Iwouldliketobehissecretary.
A.if
B.that
C.whether
D.how
4.______________isafact______________Englishisbeingacceptedasaninternationallanguage.
A.It;that
B.That;that
C.It;which
D.As;that
5.Thereason______________shedidn’tsayanythingwas______________shewasill.
A.why;that
B.why;because
C.that;why
D.why;why
6.Thereisanewprobleminvolvedinthepopularityofprivatecars______________roadconditionsneedtobeimproved.
A.that
B.which
C.where
D.when
7.Thequestionhasbeenraisedatthemeeting______________eachmembercountryshouldsharetheexpensesofthecommittee.
A.which
B.if
C.what
D.whether
8.Thereisacommonbeliefamongthem______________rubbishcanandshouldbeputtogooduse.
A.which
B.if
C.whether
D.that
9.Informationhasbeenputforward______________moremiddleschoolgraduateswillbeadmittedintouniversities.
A.while
B.that
C.when
D.as
10.Itisnolongeraquestion______________manislearningmoreandmoreaboutspace.
A.whether
B.that
C.if
D.how
Suggestedanswers:1～5ABCAA6～10ADDBB
→Step6Homework
1.Finishofftheworkbookexercises.
2.DoExercises1and2inUsingstructuresonPages71-72intheexercisebook.
3.Previewthereadingpassage“THETRUENORTH”FROMTORONTOTOMONTREALonPage38.
設計方案(二)
→Step1Revision
1.Checkthehomeworkexercises.
2.TranslatethefollowingintoEnglish.
1)首相;丞相
2)與其;不愿
3)定居;平靜下來;專心于
4)設法做成
5)看見;瞥見
6)對……有天賦
7)他們下周要到北京去。(makeatripto)
8)監(jiān)獄的四周有高墻。(surround)
9)那家工廠在城東北大約4千米處。(northeastof)
10)這座石橋?qū)?0米。(measure)
Suggestedanswers:
1)PrimeMinister
2)ratherthan
3)settledown
4)managetodo
5)catchsightof
6)haveagiftfor
7)TheywillmakeatriptoBeijingnextweek.
8)Theprisonissurroundedbyhighwalls.
9)It’saboutfourkilometersnortheastofthecity.
10)Thisstonebridgemeasures10metersacross.
→Step2Leading-inbyagame
1.Letstudentsworkinpairs,usingthefollowingstructuresbelowtomakesentences.
thenews/themessagethatthethoughtthatthefact/realitythatthewishthat
thehopethatthebeliefthatthepossibility/chancethat...
Example:
S1:thenews...
S2:thenewsthatshewontheprize
S1:Herparentsweresopleasedtogetthenewsthatshewontheprize.
2.Havestudentsdiscusstherelationshipbetweenthenounsandthat-clauses.
→Step3Discoveringusefulstructures
Askstudentstofindoutthesentencescontainingnounclausesastheappositiveinthereadingpassageandunderlinethem.ThentranslatethemintoChinese.
→Step4Learningtheuseofnounclausesastheappositive
1.AskstudentstoturntoPage93andlearnthepart4TheAppositiveClausebythemselves.
2.Encouragethemtoaskasmanyquestionsaspossible.Givethemexplanationsifnecessary.
3.Letthemdosomeadditionalexercises.
4.Sumup.
→Step5Practice
Askstudentstofinishthefollowingexerciseswithin10minutes.Thenchecktheanswerswiththewholeclass.
1.Exercise2inDiscoveringusefulstructuresonPage37.
2.Exercise1inUsingstructuresonPages70-71.
→Step6Consolidation
Showsomerelatedadditionalexercisesorgiveoutexercisepapersforstudentstodotoconsolidatenounclausesastheappositive.
→Step7Homework
1.FinishofftheWorkbookexercises.
2.Makeuseofdifferentlearningresourcestohaveaninquirystudyoftheappositiveclause,andsummarizeitsrules.
板書設計
Unit5Canada—“TheTrueNorth”
Grammar:nounclausesastheappositive
連接詞例句
從屬連詞:that,whether等1.Thenewsthattheyhadwonthegamesoonspreadoverthewholeschool.
2.We’lldiscusstheproblemwhetherthesportsmeetingwillbeheldontime.
連接代詞:what,who等1.Nextcomesthequestionwhatyouwanttoputinthebox.
2.Ihavenoideawhoheisandwhatheis.
連接副詞:how,when,why等1.Ihavenoimpressionhowhewenthome,perhapsbybike.
2.Ihavenoideawhenhewillbeback.
同位語從句和定語從句的區(qū)別
同位語從句具體說明它前面的名詞的內(nèi)容;定語從句對先行詞起修飾、限制的作用。Thenewsthatourteamhaswonistrue.（同位語從句）
Thenewsthatyouheardisnottrue.（定語從句）
that在同位語從句中不擔任句子成分,是從屬連詞;that在定語從句中擔任句子成分,是關系代詞。Thefactthatwesucceededpleasedeverybody.（同位語從句）
Thefactthatwetalkedaboutisveryimportant.（定語從句）
活動與探究
GotothelibraryorsurftheInternettomakeuseofdifferentlearningresourcestohaveaninquirystudyofnounclauses.Findmoreinformationandsummarizetherules.Thenwriteaninquirystudyreportandshareitwithyourclassmates.
Unit 5?Canada—“The True North” Period 7 教案
Unit5Canada—“TheTrueNorth”
Period7Revision:Summingupandlearningtip
整體設計
教材分析
Thisisthelastteachingperiodofthisunit,sotheemphasisshouldbeplacedongoingoverandsummarizingwhathasbeenlearnedinthisunit.Itincludesthefollowingparts:SummingUp,LearningTip,assessmentandconsolidationexercises.
SummingUpsummarizesthewholecontentsofthisunitfromtheaspectsoftopics,vocabularyandgrammar.Theteachercanfirstusethisparttoletstudentstosumupwhattheyhavelearnedandthenexplainwhatstudentscouldn’tunderstandverywellinthisunit.Anexperiencedteachershoulddesignsomeadditionalexercisesforstudentstodoinorderthattheycanlearntouseandgraspallthecontents.
LearningTipteachesstudentsthewordformation.Itexplainstothemwhatprefixesareandwhatsuffixesare.Italsogivestheexamplesoftheprefixsuper-andthesuffix-menttoformnewwords.ThisisaveryeffectivewayoflearningEnglishwords.Itcanenlargestudents’vocabularyinashorttime.
Inthisperiod,theteachercanalsoprovidemorepracticestoconsolidatewhatstudentshavelearnedinthisunit.
Finally,askstudentstofinishCheckingyourselfonPage75intheWorkbook.Thispartaimsatencouragingstudentstomakeaself-assessmentaftertheyfinishlearningthisunit.Itisveryimportanttoimprovetheirlearning.Ofcourse,atestingassessmentisalsoneeded.
教學重點
1.Getstudentstoreviewandconsolidatewhattheyhavelearnedinthisunit.
2.Developstudents’abilitytosolveproblems.
教學難點
Getstudentstoturnwhattheyhavelearnedintotheirability.
三維目標
知識目標
1.Getstudentstogoovertheusefulnewwordsandexpressionsinthisunit.
2.Havestudentsreviewthenewgrammaritem:nounclausesastheappositive.
能力目標
1.Developstudents’abilitytousetheimportantlanguagepointsinthisunit.
2.Enablestudentstolearntousenounclausesastheappositivecorrectly.
情感目標
1.EncouragestudentstolearnmoreaboutCanadaandotherforeigncountries.
2.Strengthenstudents’senseofgroupcooperation.
教學過程
→Step1Revision
1.Checkthehomeworkexercises.
2.Dictatesomeusefulnewwordsandexpressionsinthisunit.
→Step2Lead-in
Tellstudents:Uptonow,wehavefinishedUnit5Canada—“TheTrueNorth”.Haveyoulearnedandgraspedallinthisunit?TurntoPage40.YoucancheckyourselfbyfillingintheblanksinthepartSummingUp.
→Step3SummingUp
Fiveminutesforstudentstosummarizewhattheyhavelearnedinthisunitbythemselves.Thencheckandexplainsomethingwherenecessary.
Suggestedanswers:
WritedownwhatyouhavelearnedaboutCanada.
(Students’answermayvary.)WehavelearnedaboutsomebasicinformationaboutCanada,itsgeography,itscultureanditspopulation.
Fromthisunityouhavealsolearned
usefulverbs:chat,surround,measure,border,mix,confirm,terrify,impress
phrasalverbs:settledown,managetodo,catchsightof,haveagiftfor
usefulnouns:minister,continent,baggage,scenery,harbor,measure,eagle,acre,topic,mixture,bush,maple,frost,distance,mist,schoolmate,booth,dawn,buffet,tradition
usefuladjectivesandadverbs:eastward,westward,upward,aboard,slight,slightly,wealthy,misty,downtown,approximately,broad,nearby,terrified,pleased,impressive
otherusefulexpressions:ratherthan,inthedistance
anewgrammaritem:nounclausesastheappositive
→Step4Practice
Showtheexercisesonthescreenorgiveoutexercisepapers.Firstletstudentsdotheexercises.Thentheanswersaregiven.Theteachercangivethemexplanationswherenecessary.
Ⅰ.Wordspelling
1.TheycomefromCanada,sotheyare______________(加拿大人).
2.Thenew______________(部長;大臣)willbe______________(批準)inofficebytheQueen.
3.Thisworldweliveinisdividedintoseven______________(大陸).
4.The______________(景色;風景)inthemountainsisverybeautiful.
5.Shehasalwaysbeen______________(包圍;環(huán)繞)withfashionablefriends.
6.Wereachedthe______________(港口)atsunset.
7.Theytookstrong______________(措施)againstdangerousdrivers.
8.Itisa______________(傳統(tǒng))thattheyounglookaftertheoldintheirfamily.
9.Theanimalswere______________(嚇壞)bythestorm.
10.Hiswordsarestrongly______________(使銘記;使印象深刻)onmymemory.
Ⅱ.Fillintheblankswiththeexpressionsgivenbelow.Useeachexpressiononlyonceandmakechangeswherenecessary.
ratherthansettledownmanagetocatchsightofhaveagiftforinthedistance
1.Icouldseethefaintgleamoflight______________.
2.Afterretirement,theoldman______________inafarawayvillage.
3.He______________makingeveryonearoundhimfeelhappy.
4.______________riskbreakinguphismarriagehetoldhiswifeeverything.
5.She______________acarinthedistanceandrantowardsit.
6.Thepilot______________circletheballoonforsometime.
Ⅲ.Choosethebestanswers.
1.Informationhasbeenputforward______________moremiddleschoolgraduateswillbeadmittedintouniversities.
A.whileB.thatC.whenD.as
2.______________isnopossibility______________Bobcanwinthefirstprizeinthematch.
A.There;that
B.It;that
C.There;whether
D.It;whether
3.Thereismuchchance______________Billwillrecoverfromhisinjuryintimefortherace.
A.that
B.which
C.until
D.if
4.Nobodybelievedhisreasonforbeingabsentfromtheclasswas______________hehadtomeethisuncleintheairport.
A.why
B.that
C.where
D.because
5.—It’sthirtyyearssincewelastmet.
—ButIstillrememberthestory,believeitornot,______________wegotlostonarainynight.
A.which
B.that
C.what
D.when
6.Awarmthoughtsuddenlycametome______________Imightusethepocketmoneytobuysomeflowersformymother’sbirthday.
A.if
B.when
C.that
D.which
7.There’safeelinginme______________we’llneverknowwhataUFOis—notever.
A.that
B.which
C.ofwhich
D.what
8.Alongwiththeletterwashispromise______________hewouldvisitmethiscomingChristmas.
A.which
B.that
C.what
D.whether
9.Astorygoes______________ElizabethⅠofEnglandlikednothingmorethanbeingsurroundedbycleverandqualifiednoblemenatcourt.
A.when
B.where
C.what
D.that
10.Someresearchersbelievethatthereisnodoubt______________acureforAIDSwillbefound.
A.which
B.that
C.what
D.whether
11.Itissaidthatmoremiddleschoolgraduateswillbeadmittedintouniversities.Thisistheinformation______________hasbeenputforward.
A.what
B.that
C.when
D.as
12.Sheheardaterriblenoise,______________broughtherheartintohermouth.
A.it
B.which
C.this
D.that
13.Ican’tstandtheterriblenoise______________sheiscryingloudly.
A.it
B.which
C.this
D.that
14.Someofthescientistsheldthepoint______________thebooksaidwasright.
A.whatwhat
B.whatthat
C.thatthat
D.thatwhat
15.Adecisionwasmade______________those______________onceliedtothefactoryinordertogetajobwouldnotbeallowedtostay.
A.whether;who
B.when;that
C.that;who
D.once;that
Keysforreference:
Ⅰ.1.Canadians2.minister;confirmed3.continents4.scenery5.surrounded6.harbor7.measures8.tradition9.terrified10.impressed
Ⅱ.1.inthedistance2.settleddown3.hasagiftfor4.Ratherthan5.caughtsightof6.managedto
Ⅲ.1～5BAABB6～10CABDB11～15BBDDC
→Step5Learningtip
AskstudentstoturntoPage40.Readthroughthepassageandmakesuretheyunderstandit.Encouragethemtolearnprefixesandsuffixeswell.TheywillbeteachingthemselvesausefulwayoflearningEnglishwords.
→Step6Assessment
1.Checkingyourself(onPage75intheWorkbook)
Firstgetstudentstothinkaboutthesequestionsindividually.Thentheycandiscussingroupssharingtheirexperience.Theteachercanjoininandgivethemadviceandsuggestionswherenecessary.
2.Test-assessment
1)UnderlinethenounclausesastheappositiveinthefollowingsentencesandthentranslatethemintoChinese.
(1)Thesuggestionsthatcitizenswithhigherincomeshouldpayhighertaxeshasbeenacceptedbythecommittee.
(2)Canyouexplainthephenomenonthatwaterexpandswhenitisfrozen?
(3)Stellawasverydisappointedwiththenewsthatherschoolbasketballteamwasdefeated.
(4)Whocouldillustratetheideathatgravitywasdifferentinspace?
(5)Mrs.Rogerscouldnotputupwiththefactthatherdaughtercamebacklateeverynight.
Suggestedanswers:
(1)Thesuggestionsthatcitizenswithhigherincomeshouldpayhighertaxeshasbeenacceptedbythecommittee.
收入較高的公民應該繳納較高的調(diào)節(jié)稅,這一建議已經(jīng)被委員會所接納。
(2)Canyouexplainthephenomenonthatwaterexpandswhenitisfrozen?
你能解釋一下水在結(jié)冰時會膨脹這一現(xiàn)象嗎？
(3)Tomwasverydisappointedwiththenewsthathisschoolbasketballteamwasdefeated.
?；@球隊比賽失利這一消息令湯姆很失望。
(4)Whocouldillustratetheideathatgravitywasdifferentinspace?
誰能舉例說明在太空中引力是不同的這一理論？
(5)Mrs.Smithcouldnotputupwiththefactthatherdaughtercamebacklateeverynight.
史密斯夫人不能容忍女兒每天晚上晚回家這一事實。
→Step7Homework
1.FinishofftheWorkbookexercises.
2.ReviewandsummarizewhatyouhavelearnedinUnit4.
板書設計
Unit5Canada—“TheTrueNorth”
Unitrevision
Summingup
WritedownwhatyouhavelearnedaboutCanada.
(Students’answermayvary.)WehavelearnedaboutsomebasicinformationaboutCanada,itsgeography,itscultureanditspopulation.
Fromthisunityouhavealsolearned
usefulverbs:chat,surround,measure,border,mix,confirm,terrify,impress
phrasalverbs:settledown,managetodo,catchsightof,haveagiftfor
usefulnouns:minister,continent,baggage,scenery,harbor,measure,eagle,acre,topic,mixture,bush,maple,frost,distance,mist,schoolmate,booth,dawn,buffet,tradition
usefuladjectivesandadverbs:eastward,westward,upward,aboard,slight,slightly,wealthy,misty,downtown,approximately,broad,nearby,terrified,pleased,impressive
otherusefulexpressions:ratherthan,inthedistance
anewgrammaritem:nounclausesastheappositive
活動與探究
FindIqaluitintheNunavutterritoryonthemapofCanadaanditsinformationintheReadingTask.ThenfindaplaceonthemapofChinathatisveryfarnorth.FindoutinformationabouttheChinesecity,andcompareitwithIqaluit.Talkaboutclimate,daylight,population,andwhatworkpeopledo.Makeacharttoshowyourcomparisons.
CharacteristicsIqaluitChinesecity(yourchoice)
Climate(summer/winter)
Daylight(summer/winter)
Population
Work
