高中教案教案

Unit 5?Canada—“The True North” Period 3 教案。

作為杰出的教學(xué)工作者，能夠保證教課的順利開展，高中教師要準(zhǔn)備好教案，這是高中教師的任務(wù)之一。教案可以讓學(xué)生更好的吸收課堂上所講的知識(shí)點(diǎn)，幫助高中教師有計(jì)劃有步驟有質(zhì)量的完成教學(xué)任務(wù)。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(shè)計(jì)
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(xué)重點(diǎn)
Getstudentstounderstandandusenounclausesastheappositive.
教學(xué)難點(diǎn)
Enablestudentstolearnhowtousenounclausesastheappositivecorrectly.
三維目標(biāo)
知識(shí)目標(biāo)
1.Getstudentstoknowmoreaboutnounclauses.
2.Letstudentslearnnounclausesastheappositive.
Thethoughtthattheycouldcrossthewholecontinentwasexciting.
ThegirlsweresurprisedatthefactthatoceanshipscansailuptheGreatLakes.
能力目標(biāo)
Enablestudentstousenounclausesastheappositivecorrectlyandproperlyaccordingtothecontext.
情感目標(biāo)
1.Getstudentstobecomeinterestedingrammarlearning.
2.Developstudents’senseofgroupcooperation.

教學(xué)過程
設(shè)計(jì)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(gè)北美大陸的想法真令人興奮。
2)SomepeoplehavetheideathatyoucancrossCanadainlessthanfivedays,buttheyforgetthefactthatCanadais5500kilometresfromcoasttocoast.
有些人認(rèn)為可以在不到5天的時(shí)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(gè)事實(shí)。
3)ThegirlsweresurprisedatthefactthatoceanshipscansailuptheGreatLakes.
海輪可以開到五大湖來,這確實(shí)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(fù)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(gè)學(xué)校。
We’lldiscusstheproblemwhetherthesportsmeetingwillbeheldontime.
我們將討論運(yùn)動(dòng)會(huì)是否會(huì)如期舉行的問題。
2)連接代詞:what,who等,例如:
Nextcomesthequestionwhatyouwanttoputinthebox.
其次就是這個(gè)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(shí)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(duì)名詞加以補(bǔ)充說明,是名詞全部?jī)?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(guān)系。例如:
Thenewsthatourteamhaswonistrue.
我們隊(duì)獲勝的消息是真的。（同位語從句）
Thenewsthatyouheardisnottrue.
你聽到的消息不真實(shí)。（定語從句）
2)that在同位語從句中不擔(dān)任句子成分,是從屬連詞;that在定語從句中擔(dān)任句子成分,是關(guān)系代詞。例如:
Thefactthatwesucceededpleasedeverybody.
我們成功了,這一事實(shí)使大家很高興。（同位語從句）
Thefactthatwetalkedaboutisveryimportant.
我們所談?wù)摰氖聦?shí)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(shè)計(jì)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(shè)法做成
5)看見;瞥見
6)對(duì)……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(shè)計(jì)
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(duì)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(dān)任句子成分,是從屬連詞;that在定語從句中擔(dān)任句子成分,是關(guān)系代詞。Thefactthatwesucceededpleasedeverybody.（同位語從句）
Thefactthatwetalkedaboutisveryimportant.（定語從句）

活動(dòng)與探究
GotothelibraryorsurftheInternettomakeuseofdifferentlearningresourcestohaveaninquirystudyofnounclauses.Findmoreinformationandsummarizetherules.Thenwriteaninquirystudyreportandshareitwithyourclassmates.

延伸閱讀

Unit 5?Canada—“The True North” Period 4 教案

經(jīng)驗(yàn)告訴我們，成功是留給有準(zhǔn)備的人。作為高中教師就要根據(jù)教學(xué)內(nèi)容制定合適的教案。教案可以讓學(xué)生們能夠在上課時(shí)充分理解所教內(nèi)容，幫助高中教師能夠井然有序的進(jìn)行教學(xué)。您知道高中教案應(yīng)該要怎么下筆嗎？為滿足您的需求，小編特地編輯了“Unit 5?Canada—“The True North” Period 4 教案”，但愿對(duì)您的學(xué)習(xí)工作帶來幫助。

Unit5Canada—“TheTrueNorth”

Period4Usinglanguage:Listeningandtalking
整體設(shè)計(jì)
教材分析
Thisisthefourthteachingperiodofthisunit.Asusual,theteacherwillfirstgetstudentstoreviewwhattheylearnedinthelastperiod,andthenleadinthenewlesson.
Wewillfocusontrainingstudents’listeningabilityinthisperiod.ThelisteningpassageintroducesinformationabouttheculturalandracialcompositionofCanada.Canadaisoneofthefewcountriesthathaveanofficialmulticulturalpolicy.ThepopulationischangingrapidlyandimmigrantsfromChinaareamongthemostnumerousrecently.Makesurestudentsgothroughtheexercisesbeforetheylistentothetape.Thisistosharpentheirattention.Itwillalsohelpthemgetthegistofthelisteningtext.Theteachingproceduresmaybeasfollows:First,letstudentsthinkaboutanddiscusswhattheyknowaboutCanada’spopulationandthefactthatitisacountryofimmigrants.Second,gothroughtheincompletesentencesinExercise2andguesswhatthetopicofthelisteningtextis.Playthetapeforstudentstolistentoanddecidewhethertheirguessingisright.Third,askthemtolistenagainforthemtodoExercise2.Fourth,letthemlistenathirdtimetochecktheiranswers.Whiletheyarelistening,theteachershouldpauseandrepeatthekeysentencestohelpstudentsunderstand.Whencheckingtheanswers,explainsomedifficultlisteningpointsifnecessary.Intheend,showthemthelisteningtextandletthemreadandretellit.Thisstepcanhelpstudentsunderstandandgraspthelisteningmaterialfarfurther.
Next,studentswilllistentoareportwhichLiDaiyuandLiuQianwereaskedtogivetellingtheirnewCanadianfriendsaboutChina.ThepurposeofthislisteningpassageistoallowstudentstomakeacomparisonbetweenCanadaandChinaintermsofgeographyandnaturalfeatures.Theteachercanletstudentsreadthedirectionsandgothroughtheexercisesbeforelistening.Thenaskthemtolistentothetapeandfinishtheirexercises.Theyshouldmakenoteswhilelistening.Whenstudentslistentothetext,tellthemtoignorethewordstheydon’tknowandtoconcentrateonunderstandingthegistofthetext.Perhapssomestudentswillfindithardtolistentoandunderstandlisteningmaterials.Encouragethemnottogiveup.ThemoretheylistentoEnglish,theeasieritbecomes.
Afterpracticinglistening,studentsarerequiredtotalkaboutsomeofthemajorsimilaritiesanddifferencesbetweenChinaandCanada.Encouragethemtosaysomething.Don’talwayscorrectthemistakestheyhavemadewhiletheyaretalking.Otherwise,theywouldfeelreluctantandnotsayanythingmore.
教學(xué)重點(diǎn)
1.Developstudents’listeningability.
2.Enablestudentstomasterdifferentlisteningskills.
3.LetthemtalkaboutthemajorsimilaritiesanddifferencesbetweenChinaandCanada.
教學(xué)難點(diǎn)
1.Getstudentstolistentoandunderstandthelisteningmaterials.
2.LetstudentstalkaboutthemajorsimilaritiesanddifferencesbetweenChinaandCanada.
三維目標(biāo)
知識(shí)目標(biāo)
1.Getstudentstolearnsomeusefulnewwordsandexpressionsinthelisteningpassages.
2.LetstudentslearnaboutthemajorsimilaritiesanddifferencesbetweenChinaandCanada.
能力目標(biāo)
1.Enablestudentstocatchandunderstandthelisteningmaterials.
2.Developstudents’abilitytogetspecialinformationandtakenoteswhilelistening.
3.GetstudentstolearnandtalkaboutthemajorsimilaritiesanddifferencesbetweenChinaandCanada.
情感目標(biāo)
1.EnablestudentstoknowmoreaboutCanada.
2.Developstudents’senseofgroupcooperationandteamwork.

教學(xué)過程
→Step1Revision
1.Checkthehomeworkexercises.
2.Asksomestudentstotranslatesomesentencesusingnounclausesastheappositive.
1)他登上月球的消息迅速傳遍全國(guó)。
2)將軍下達(dá)了戰(zhàn)士們立即過河的命令。
3)是否該做這件事,這一問題使他很煩惱。
4)你不知道我是多么著急。
5)他突然想到敵人可能已經(jīng)逃出城了。
Suggestedanswers:
1)Thenewsthathehadlandedonthemoonsoonspreadalloverthecountry.
2)Thegeneralgavetheorderthatthesoldiersshouldcrosstheriveratonce.
3)Thequestionwhetherheshoulddothistroubledhim.
4)YouhavenoideahowworriedIwas.
5)Thethoughtcametohimthatmaybetheenemyhadfledthecity.
→Step2Warmingup
1.Tellstudents:TurntoPage37.WearegoingtothepartListening.
2.LettheminpairsdiscusswhattheyknowaboutCanada,especiallyitscultureandpeople.
→Step3Listening
1.LetstudentsreadtheincompletesentencesinExercise2andguesswhatthetopicofthelisteningmaterialtheywillhearmaybebeforelistening.
2.Playthetapeforthemtolistentoanddecidewhethertheirguessingisrightornot.
3.Letthemlistentothetapeagainandcompletethefollowingsentenceswiththecorrectinformation.
1)Canadaencouragespeopletokeep______________.
2)Canadaisamixtureof______________.
3)IfyouliveintheprovinceofQuebec,______________.
4)NativeIndiansandtheInuitaretryingto______________.
5)Morethan______________languagesareusedinradioandTVprograms.
6)Youmayfindareaswhere______________liveneareachother.
7)Thefamilies______________areusuallyallmixedup.
4.Theyexchangetheinformationandlistentothetapeathirdtimeforchecking.Letthemhavethecorrectanswers.
5.Give2or3minutestothemtoaskquestionsiftheyhaveany.
6.Showthemthelisteningtextandletthemreadit.
Listeningtext:(Omitted)
7.Lettheminpairstaketurnstoaskandanswerthefollowingquestions.
1)WhatisaCanadian?
2)WhydopeoplesaythatCanadaisamulticulturalcountry?
8.Askasmanypairsaspossibletopresenttheirconversationtotheclass.
→Step4ListeningonPage69
TurntoPage69.
1.Askstudentstoreadthroughthedirectionsandtheexercises.Makesuretheyknowwhattodo.
2.LetthemdiscussinpairswhatthemostimportantpointsareforaforeignertoknowaboutChinaandthenpredictwhatthegirlswillsayintheirreport.
3.Playthetapeforthemtolistentoandseewhethertheirpredictionisright.
4.Havethemlistentothetapeagainanddecideifthefollowingsentencesaretrueorfalse.Iffalse,correcttheinformation.
1)Chinaisover7000kilometersfromeasttowest.
2)BothChinaandCanadahavemountainsinthewestofthecountry.
3)TheGreatWallcannotkeepthedesert’sdustawayfromBeijing.
4)Chinahas15neighboringcountrieswhileCanadaonlyhasone.
5)CanadianscannottalkwithpeopleintheirneighboringcountrybecausetheydonotspeakEnglish.
5.Letthemsharetheirinformationinpairs.
6.Playthetapeathirdtimeforthemtocheckandhavethecorrectanswers.
7.Give2or3minutesforthemtoaskquestionsiftheyhaveany.
8.Showthemthelisteningtextandletthemreaditaloud.
Listeningtext:(Omitted)
9.Havethemfirstdiscussthequestionandthengivetheiranswerstotheclass.
WhymightpeoplefromCanadawanttovisitHainan?
→Step5Talking
1.ShowstudentsthemapofCanadaandthemapofChinaandletthemreadthemaps.
2.Havethemdiscussthequestioninsmallgroups.
WhataresomeofthemajorsimilaritiesanddifferencesbetweenChinaandCanada?
3.Giveseveralminutesforthemtopreparetheirreport.
4.Askasmanyofthemaspossibletopresenttheirreporttotheclass.
→Step6ListeningtaskonPage72
1.TurntoPage72.Tellstudents:WearelisteningtotheintroductionsofthreefamousCanadiansindifferentareasofwork.
2.Letthemgothroughthereportchartsandmakesuretheyknowwhattodobeforelistening.
3.HavethemlistentoPart1andthenfillinthechartaboutOscarPeterson.
Hometown
Job
Kindofmusic
NumberofrecordingsandCDs
Playswith...
4.HavethemlistentoPart2andthenfillinthechartaboutDr.NancyOlivieri.
Hometown
Job
Foundadrugthat...
Refusedto...
Isaheroineto...
5.HavethemlistentoPart3andthenfillinthechartaboutWayneGretsky.
Iscalled...
Job
Isthebest...
Hebelievedin...
Hewasastarbecausehescored...
6.Allowthemtwoorthreeminutestodiscussandsharetheiranswers.
7.Playthewholetapeagainforthemtocheckandhavethecorrectanswers.
8.Showthemthelisteningtextandletthemreaditaloud.
Listeningtext:(Omitted)
→Step7Summary
Inthisperiod,wemainlyfocusonthelisteningability.It’sveryimportant.Ifyourlisteningispoor,you’dbetterpracticemore.ThemoreyoulistentoEnglish,thebetteryourlisteningis.Remember:Practicemakesperfect.
→Step8Homework
1.FinishofftheWorkbookexercises.
2.ReadthelisteningtextsagainandtrytolearnmoreaboutCanadafromthem.

板書設(shè)計(jì)
Unit5Canada—“TheTrueNorth”
Listeningandtalking
1.Listening
Completethefollowingsentenceswiththecorrectinformationyouhear.
1)Canadaencouragespeopletokeep______________.
2)Canadaisamixtureof______________.
3)IfyouliveintheprovinceofQuebec,______________.
4)NativeIndiansandtheInuitaretryingto______________.
5)Morethan______________languagesareusedinradioandTVprograms.
6)Youmayfindareaswhere______________liveneareachother.
7)Thefamilies______________areusuallyallmixedup.
2.Talking
WhataresomeofthemajorsimilaritiesanddifferencesbetweenChinaandCanada?
活動(dòng)與探究
Supposeaveryimportantpersonisvisitingyourschool.Youhavebeenaskedtointroducethisvisitortoyourclass.FindinformationontheInternetorinthenewspaperoramagazineaboutthisperson.Makesomenotesandbepreparedtointroducehim/hertoyourclass.Youshouldhaveaboutfourorfivepiecesofinformationready.
Youmaybeginlikethis:
Goodmorning/afternoon,everybody!
It’smypleasuretointroduceourguesttoyoutoday.Wearemuchhonoredtohave______________visitingus,because...

Unit 5?Canada—“The True North” Period 2 教案

Unit5Canada—“TheTrueNorth”

Period2Learningaboutlanguage:Importantlanguagepoints
整體設(shè)計(jì)
教材分析
Thisisthesecondteachingperiodofthisunit.Theteachercanfirstcheckstudents’homeworkandofferchancesforstudentstoreviewwhattheylearnedduringthefirstperiod.
Theemphasisofthisperiodwillbeplacedontheimportantnewwords,expressionsandsentencepatternsinthepartsWarmingUp,Pre-reading,ReadingandComprehending.Inordertomakestudentsunderstandtheseimportantpointsthoroughly,wecanfirstgetstudentstounderstandtheirmeaningsinthecontext,thengivesomeexplanationsaboutthem,lateroffersomepracticetomakestudentsmastertheirusages.Somenewwordsandexpressions,suchassurround,measure,confirm,impress,ratherthan,managetodo,andsoonareveryusefulandimportant.Soarethesentencepatterns“Thethoughtthattheycouldcrossthewholecontinentwasexciting.”and“Itissowettherethatthetreesareextremelytall,somemeasuringover90meters.”Weoughttopaymoreattentiontothemanddesignspecialexercises.
Attheendoftheclass,theteachercanmakestudentsdomoreexercisesforconsolidation.Indoingso,theycanlearn,graspandusetheseimportantlanguagepointswell.
教學(xué)重點(diǎn)
1.Enablestudentstograsptheusagesofsuchimportantnewwordsandexpressionsassurround,measure,confirm,impress,ratherthan,managetodo,etc.
2.Getstudentstomasterthepatterns“Thethoughtthattheycouldcrossthewholecontinentwasexciting.”and“Itissowettherethatthetreesareextremelytall,somemeasuringover90meters.”
教學(xué)難點(diǎn)
1.Letstudentslearntheusageoftheexpression“managetodo”.
2.Enablestudentstolearnthesentencepattern“Thethoughtthattheycouldcrossthewholecontinentwasexciting.”
3.Getstudentstounderstandsomedifficultandlongsentences.
三維目標(biāo)
知識(shí)目標(biāo)
1.Getstudentstolearnandgrasptheimportantusefulnewwordsandexpressionsinthispart.
2.Letstudentslearnthefollowingimportantusefulsentencepatterns:
1)Ratherthantaketheaeroplanealltheway,theydecidedtoflytoVancouverandthentakethetrainfromwesttoeastacrossCanada.(ratherthan...)
2)Thethoughtthattheycouldcrossthewholecontinentwasexciting.(nounclauseastheappositive)
3)Goingeastward,you’llpassmountainsandthousandsoflakesandforests,aswellaswideriversandlargecities.(presentparticipleusedasadverbial)
4)SkiingintheRockyMountainsandsailingintheharbormakeVancouveroneofCanada’smostpopularcitiestolivein.(make+O+O.C.)
5)Itissowettherethatthetreesareextremelytall,somemeasuringover90meters.(“pronoun+doing”usedasadverbial)
6)BecauseoftheGreatLakes,theylearned,Canadahasmorefreshwaterthananyothercountryintheworld.(more...thananyother...)
能力目標(biāo)
1.Getstudentstousesomeusefulnewwordsandexpressionscorrectly.
2.Enablestudentstomakesentencesaftertheusefulsentencepatterns.
情感目標(biāo)
1.Stimulatestudents’interestsinlearningEnglish.
2.Developstudents’spiritofcooperationandteamwork.

教學(xué)過程
設(shè)計(jì)方案(一)
→Step1Revision
1.Checkthehomeworkexercises.
2.AsksomestudentstoretellthepassageATRIPON“THETRUENORTH”.
→Step2Readingandfinding
GetstudentstoreadthroughWarmingUp,Pre-reading,ReadingandComprehendingtounderlineallthenewwordsandusefulexpressionsorcollocationsintheseparts.
Readthemaloudandcopythemdownintheexercisebookafterclass.Trytokeeptheminmind.
→Step3Practiceforusefulwordsandexpressions
1.TurntoPage36.GothroughtheexercisesinDiscoveringusefulwordsandexpressionswithstudentsandmakesuretheyknowwhattodo.
2.Givethemseveralminutestofinishtheexercises.Theyfirstdothemindividually,thendiscussandcheckthemwiththeirpartner.
3.Checktheanswerswiththewholeclassandexplaintheproblemstheymeetwherenecessary.
→Step4Studyingimportantlanguagepoints
1.Canadaisamulticulturalcountry.
加拿大是一個(gè)多元文化國(guó)家。
multi-是一個(gè)前綴,意思是“多”。例如:multiparty多黨的multinational多國(guó)的;多民族的multipurpose多種用途的multiform多種形式的multistory多層的multimedia多媒體
amulticulturalcountry多元文化國(guó)家
2.LiDaiyuandhercousinLiuQianwereonatriptoCanadatovisittheircousinsinMontrealontheAtlanticcoast.
李黛予和她的表妹劉倩要去加拿大大西洋海岸的蒙特利爾市看望她們的表兄妹。
theAtlanticcoast大西洋沿岸地區(qū)
tripn.(usuallyshort)journey,esp.forpleasure（通常指短途的）行走;旅行（尤指娛樂性的）
與trip搭配的主要?jiǎng)釉~和介詞:beonatripto.../goonatripto.../makeatripto.../takeatripto...
atriptotheseaside海濱之行
ahoneymoontriptoParis前往巴黎的蜜月之旅
Heisonabusinesstrip.他出差在外。
MyfatherwillmakeatriptoNewYorknextweek.
我父親下禮拜要到紐約去。
3.Ratherthantaketheaeroplanealltheway,theydecidedtoflytoVancouverandthentakethetrainwesttoeastacrossCanada.
她們不想一路乘飛機(jī),而決定先飛到溫哥華,再?gòu)奈骱０冻嘶疖嚈M穿加拿大到達(dá)東海岸。
ratherthanprep.inpreferenceto(sb./sth.);insteadof與其（某人/某物）;不愿;不要
I’llhavealemonaderatherthanacoke.
我想喝檸檬汁,不想喝可樂。
Hewasbusywritingaletterratherthanreadinganewspaper.
他正忙于寫信而不是讀報(bào)。
4.Goingeastward,you’llpassmountainsandthousandsoflakesandforests,aswellaswideriversandlargecities.
一路向東行,你會(huì)經(jīng)過一座座山脈,上千個(gè)湖泊、森林,還有寬闊的河流和許多大城市。
Goingeastward是現(xiàn)在分詞短語,用作狀語,表示時(shí)間,相當(dāng)于時(shí)間狀語從句whenyougoeastward。
eastward也作eastwards,副詞,意為“向東”。例如:
Theysailedeastward.他們向東航行。
Wecouldn’tdecidewhethertogoeastwardorwestward.
我們難以決定是向東走還是向西走。
-ward(s)是一個(gè)后綴,意思是“朝著;向著;對(duì)著”。
例如:westward(s)向西southward(s)向南northward(s)向北foreword(s)向前backward(s)向后outward(s)向外
thousandsof成千上萬的。注意million,billion,thousand,hundred,score,dozen之前有確定的數(shù)字時(shí),不論后面有無of,詞尾都不加s。例如:
fivehundredstudents500名學(xué)生
fivehundredofthem他們當(dāng)中的500人
fivescorepeople100人
fivedozeneggs五打雞蛋
如果前面沒有確定的數(shù)字而后接of時(shí),詞尾都加s。例如:
thousandsofgoats成千上萬只山羊
scoresofyears幾十年
5.SomepeoplehavetheideathatyoucancrossCanadainlessthanfivedays,buttheyforgetthefactthatCanadais5500kilometresfromcoasttocoast.
有些人認(rèn)為可以在不到5天的時(shí)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(gè)事實(shí)。
這是一個(gè)并列復(fù)合句。前一分句中的thatyoucancrossCanadainlessthanfivedays作idea的同位語,是同位語從句;后一分句中的thatCanadais5500kilometersfromcoasttocoast作fact的同位語,也是同位語從句。
6.PeoplesayitisCanada’smostbeautifulcity,surroundedbymountainsandthePacificOcean.
人們說溫哥華是加拿大最美麗的城市,因?yàn)樗蝗荷胶吞窖笏鼑?br> surroundedbymountainsandthePacificOcean是過去分詞短語,用作狀語,表示原因,相當(dāng)于原因狀語從句asitissurroundedbymountainsandthePacificOcean。
surroundvt.(causesb./sth.to)moveintopositionallroundsb./sth.包圍;圍住;環(huán)繞;圍繞。常用下列結(jié)構(gòu):
surroundsb./sth.withsb./sth.
sth./sb.besurroundedby/withsth.
Thefencesurroundstheschool.籬笆環(huán)繞著學(xué)校。
Theyhavesurroundedthetownwithtroops.
他們出動(dòng)軍隊(duì)包圍了該城。
Thehouseissurroundedbyhighwalls.
房子的四周有高墻。
7.SkiingintheRockyMountainsandsailingintheharbourmakeVancouveroneofCanada’smostpopularcitiestolivein.
落基山脈可以滑雪,海港供你揚(yáng)帆,這些使得溫哥華成為加拿大最受歡迎的居住城市之一。
SkiingintheRockyMountains和sailingintheharbor是兩個(gè)動(dòng)名詞短語,在句中作主語。動(dòng)名詞作主語時(shí),謂語動(dòng)詞通常用單數(shù),但若兩個(gè)或兩個(gè)以上的動(dòng)名詞一起作主語,謂語動(dòng)詞則用復(fù)數(shù)。例如:
Seeingisbelieving.眼見為實(shí)。
Fishingandswimmingaremyfavoritesports.
釣魚和游泳是我最喜愛的運(yùn)動(dòng)項(xiàng)目。
makeVancouveroneofCanada’smostpopularcitiestolivein是“make+O.+O.C.”結(jié)構(gòu)。當(dāng)make表示“使;讓”等時(shí),后面跟復(fù)合賓語結(jié)構(gòu),其中賓語補(bǔ)足語可以由名詞、形容詞等充當(dāng)。例如:
KarlMarxmadeLondonthebaseforhisrevolutionarywork.
卡爾?馬克思把倫敦作為他從事革命工作的基地。
8.ThecoastnorthofVancouverhassomeoftheoldestandmostbeautifulforestsintheworld.
溫哥華以北的海岸生長(zhǎng)著世界上最古老,最美麗的森林。
northof=tothenorthof表示“在……的北方”。其他方位詞,如:east,west,south,southeast,northeast等,都有類似的用法。例如:
Helives(tothe)eastofLosAngeles.
他住在洛杉磯以東（的地方）。
It’saboutfourhundredkilometersnortheastofToronto...
它在多倫多東北大約400千米處……
9.Itissowettherethatthetreesareextremelytall,somemeasuringover90meters.
那兒的濕度很大,所以樹都長(zhǎng)得特別高,有的超過90米。
somemeasuringover90meters是獨(dú)立主格結(jié)構(gòu),在句中作狀語。
measure
1)vi.gauge估計(jì);衡量;判定be(acertainsize,length,volume,etc.)為（某體積、長(zhǎng)度、容積等）
MothermeasuredmetoseewhatsizeofdressIshouldhave.
母親給我量尺寸,好知道我該穿多大號(hào)的衣服。
It’shardtomeasurehisabilitywhenwehaven’tseenhiswork.
沒有見過他的作品,很難估計(jì)他的能力。
Theroommeasures10metersacross.
這間屋寬10米。
2)n.standardorsystemusedinstatingthesize,quantityordegreeofsth.計(jì)量制unitusedinsuchastandardorsystem計(jì)量單位actiontakentoachieveapurpose措施
Whichmeasuredotheyuse?他們用哪一種計(jì)量制？
Themeterisameasureoflength.米是長(zhǎng)度單位。
Theytookstrongmeasuresagainstdangerousdrivers.
他們對(duì)危害公眾的司機(jī)采取強(qiáng)硬的措施。
10.Thatafternoonaboardthetrain,thecousinssettleddownintheirseats.
那天下午表姐妹倆才登上火車落了座。
settledown:sitorlieinacomfortableposition;adoptamorestableorquietwayoflife;getusedtoanewwayoflife,job,etc.安穩(wěn)坐下;安居下來;適應(yīng)起來
Hisgrandfathersettleddowninthearmchairwithanewspaper.
他爺爺手拿報(bào)紙坐在扶手椅里。
Haveyousettleddowninyournewjobyet?
你適應(yīng)新工作了嗎？
settle(sb.)down:(causesb.to)becomecalm,lessrestless,etc.（使某人）安靜、安頓、安心等
Waituntilthechildrensettledownbeforeyoustartthelesson.
等孩子們都靜下心來再開始上課。
Thechairmantriedtosettletheaudiencedown.
主席盡力讓聽眾安靜下來。
11.Earlierthatday,whentheycrossedtheRockyMountains,theymanagedtocatchsightofsomemountaingoatsandevenagrizzlybearandaneagle.
那天一早,當(dāng)穿過落基山脈時(shí),他們?cè)O(shè)法看到了幾只野山羊,甚至還看到了大灰熊和鷹。
managetodo:succeedindoing(sth.)設(shè)法做成了（某事）
Thepilotmanagedtocircletheballoonforsometime.
這位飛行員設(shè)法繞氣球飛了一陣。
Atfirst,noreadytechnicaldatawereavailable,butwemanagedtogowithout.
起初,我們沒有現(xiàn)成的技術(shù)資料,但也設(shè)法照樣干下去了。
Hemanagedtoavoidanaccident.
他設(shè)法避免了事故。
managetodo盡力做（某事）”,不強(qiáng)調(diào)結(jié)果。請(qǐng)比較:
Ijustaboutmanagedtogetupthestairs.
我總算掙扎著上了樓。
Hesaidhetriedtobehereontime.
他說他盡量按時(shí)到這兒來。
catchsightof:see(sb./sth.)foramoment一眼瞥見（某人/某事物）
Shecaughtsightofacarinthedistance.
她一眼瞥見遠(yuǎn)處的汽車。
12.Manyofthemhaveagiftforridingwildhorsesandcanwinthousandsofdollarsinprizes.
他們中許多人都有騎野馬的才能,他們能贏得幾千美元的獎(jiǎng)金。
haveagiftfor:havenaturaltalentorabilityin(sth./doingsth.)在……方面有天分;有天賦
Itseemshehasagiftformusic.好像他對(duì)音樂有些天賦。
Shehasagiftforlearninglanguages.
她對(duì)學(xué)語言有天賦。
→Step5Usingwords,expressionsandpatterns
DoExercisesinUsingwordsandexpressionsonPages70-71.
Thefollowingproceduresmaybefollowed:
1.Gothroughtheexerciseswithstudentsandmakesuretheyknowwhattodo.
2.Severalminutesforstudentstofinishthemindividually,andthendiscussandcheckthemwiththeirpartner.
3.Checktheanswerswiththewholeclass.
4.Iftimepermits,explaintheproblemsstudentsmeetwherenecessary.
→Step6Homework
1.FinishofftheWorkbookexercises.
2.Learnthenewwordsandexpressionsbyheart.
設(shè)計(jì)方案(二)
→Step1Revision
1.Checkthehomeworkexercises.
2.Asksomestudentstodictatesomeusefulnewwordsandexpressions.
→Step2Vocabularystudy
1.LetstudentsreviewthenewwordsandexpressionsinWarmingup,Pre-reading,ReadingandComprehendingandgivetimetostudentstoasktheirownquestions.
2.Askstudentstolearnsomenewwordsusingthewordformation.
3.Explainsomekeynewwordsandexpressions.
→Step3Practiceforusefulwordsandexpressions
Letstudentsdothefollowingexercisesandchecktheanswersaftermostofthemfinish.
1.Findwordsthatmeanthesametofillintheblanks.
1)______________bagsthatpeopletakewiththemwhentheytravel
2)______________agovernmentmemberwhoisinchargeofagovernmentdepartment
3)______________ashortinformaltest
4)______________totaketosomeoneinafriendly,informalway
5)______________onorontoaship,plane,busortrain
6)______________generalappearanceofnaturearoundyou,especiallybeautifulnature
7)______________inorbyaverysmallamount,sosmallthatitalmostcannotbeseen
8)______________tobeallaroundsomebodyorsomethingoneveryside
2.Guessthemeaningsofthewordsbelowaccordingtothewordformation.
multi-=many-ward(s)=inacertaindirection
multiculturalmulticoloredeastward(s)forward(s)
multinationalmultimediaupward(s)outward(s)
multistor(e)ymulti-channeldownward(s)backward(s)
3.Makesentenceswiththeusefulexpressionsbelow.
ratherthansettledownmanagetodocatchsightofhaveagiftfor
→Step4Sentencefocus
AskstudentstoreadthroughtheWarmingUpandReadingagaintofindoutthedifficultsentencestheycan’tunderstandandgivetimetostudentstoasktheirownquestions.Explainthemtotheclass.
→Step5Workbookexercisesforconsolidation
AskstudentstodotheexercisesinUsingwordsandexpressionsonPages70-71toconsolidatewhattheyhavelearnedinthisperiod.
→Step6Homework
1.Learnthenewwordsandexpressionsbyheart.
2.FinishofftheWorkbookexercises.
3.DoExercise3onPages70-71intheexercisebook.

板書設(shè)計(jì)
Unit5Canada—“TheTrueNorth”
Learningaboutlanguage:Importantlanguagepoints
Importantvocabulary
quiz,Canadian,minister,continent,baggage,chat,scenery,eastward,westward,upward,surround,harbor,measure,aboard,eagle,within,border,slight,slightly,acre,urban,primeminister,ratherthan,settledown,managetodo,catchsightof,haveagiftfor1)Ratherthantaketheaeroplanealltheway,theydecidedtoflytoVancouverandthentakethetrainfromwesttoeastacrossCanada.(ratherthan...)
2)Thethoughtthattheycouldcrossthewholecontinentwasexciting.(nounclauseastheappositive)
3)Goingeastward,you’llpassmountainsandthousandsoflakesandforests,aswellaswideriversandlargecities.(presentparticipleusedasadverbial)
4)SkiingintheRockyMountainsandsailingintheharbormakeVancouveroneofCanada’smostpopularcitiestolivein.(make+O+O.C.)
5)Itissowettherethatthetreesareextremelytall,somemeasuringover90meters.(“pronoun+doing”usedasadverbial)
6)BecauseoftheGreatLakes,theylearned,Canadahasmorefreshwaterthananyothercountryintheworld.(more...thananyother...)
活動(dòng)與探究
ReadbooksandsurftheInternettofindasmuchinformationaboutCanadaasyoucan.TakenotesandcompareitwithChina,tryingtofindouttheirsimilaritiesanddifferences.
SAMEASCHINADIFFERENTFROMCHINA
Suggestedanswers:

SAMEASCHINADIFFERENTFROMCHINA
1.vastland
2.weatherdifferentfromareatoarea;longhardwinterinthenorth
3.multicultural
4.richnaturalresources:lakes,rivers;coal,oilandgas1.twoofficiallanguages
2.sixtimeareas
3.smallerpopulation
4.noplacesashotasSouthChina
5.morefreshwaterandforests
6.onlyoneneighboringcountry

Unit 5?Canada—“The True North” Period 5 教案

一名優(yōu)秀的教師在教學(xué)方面無論做什么事都有計(jì)劃和準(zhǔn)備，準(zhǔn)備好一份優(yōu)秀的教案往往是必不可少的。教案可以讓學(xué)生們能夠在上課時(shí)充分理解所教內(nèi)容，幫助教師有計(jì)劃有步驟有質(zhì)量的完成教學(xué)任務(wù)。關(guān)于好的教案要怎么樣去寫呢？急您所急，小編為朋友們了收集和編輯了“Unit 5?Canada—“The True North” Period 5 教案”，歡迎您閱讀和收藏，并分享給身邊的朋友！

Unit5Canada—“TheTrueNorth”

Period5Usinglanguage:Extensivereading

整體設(shè)計(jì)教材分析Thisisthefifthteachingperiodofthisunit.Asusual,theteachershouldcheckstudents’homeworkandofferchancesforthemtogooverwhattheylearnedinthelastperiodatthebeginningoftheclass.Thenleadinthenewlesson.Inthisperiod,theteachingemphasiswillbeputondevelopingstudents’readingabilitybyreadingextensively.Wewilldealwithtwoparts:“THETRUENORTH”FROM!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--TORONTOTOMONTREALinUsinglanguageonPage38andIQALUIT—THEFROZENTOWNinReadingTaskonPage74.Whilereading,getstudentslearningtousesomereadingstrategiessuchasskimming,scanning,andsoon.Astonewwordsandphrases,theteachercanfirstfindthosestudentsfeelmostdifficultandhelpthemtounderstand.That’senoughhere.Thereadingpassage“THETRUENORTH”FROMTORONTOTOMONTREALtakesthevisitorsonavisittoTorontoandMontreal,twoofCanada’smajorcities.Thefunctionalitemsdealingwithdirectionandpositionarefurtherintroducedinthetext,astherearefurtherdescriptionsofCanada.TheteachercanasksomestudentstoretellthepassageATRIPON“THETRUENORTH”orasksomequestionstoleadinthetopicandthenaskstudentstoreadthepassageanddosomecomprehendingexercises.Andmeanwhileletthemfindouttheexpressionsdealingwithdirectionandpositionandtrytokeeptheminmind.Whilecheckingtheiranswerswiththewholeclass,dealwithlanguageproblemsstudentscan’tworkoutbythemselves.Thisisanextensivereadinglesson,sotheteachingstepsshouldbesimple.AstothepassageIQALUIT—THEFROZENTOWN,itgivesstudentsinformationabouttheInuitpeopleinNortheasternCanada.Askstudentstoreadthroughthepassageandtrytoknowmoreandfinishtheirreadingtask.Attheendoftheclass,askstudentstoretellthetwopassages.Inordertoarousestudents’interest,theteachercanholdacompetitionamongthem.

教學(xué)過程→Step1Revision1.Checkthehomeworkexercises.2.AsksomestudentstotalkaboutthemajorsimilaritiesanddifferencesbetweenChinaandCanada.→Step2Leading-in1.HavesomestudentsretellthereadingpassageATRIPON“THETRUENORTH”.2.ShowstudentssomepicturesofTorontoandMontrealandletthemdescribewhattheycanseefromthepictures.3.Tellstudents:TurntoPage38.Wearegoingtoreadanotherreadingpassage,“THETRUENORTH”FROMTORONTOTOMONTREALandlearnmoreaboutCanada.→Step3Reading1.Askstudentstoreadthepassagequicklyandthendothefollowingassoonaspossible.1)Tickoutthethingsmentionedinthetext.(1)theclimateinCanada(2)thepopulationinToronto(3)theCNtowninToronto(4)Toronto’seconomic(5)alakewhichisonthenorthsideofNiagaraFalls(6)goodCantonesefood(7)famousrestaurantsinToronto(8)theoldMontreal(9)thelocationofMontreal(10)briefintroductiontoMontrealSuggestedanswers:(1),(3),(5),(6),(8),(10)2)Howmanypartscanthepassagebedividedinto?Writeoutthemainideaofeachpart.Suggestedanswers:Itcanbedividedinto4partsasfollows:Part1(Paragraph1):FallhadarrivedinCanada.Part2(Paragraphs2-4):TheirtourofthecityToronto.Part3(Paragraph5):TheirtravelinMontreal.Part4(Paragraph6):Theyleftfortheeastcoast.2.Askstudentstoreadthepassagecarefullyandthendothefollowing:1)Answerthefollowingquestions:(1)WhatcansometimesbeseenfromtheCNTowerinToronto?(2)WhyistheregoodCantonesefoodinToronto?(3)WhichdirectionisthetraingoingfromToronto?(4)WhatthreethingsshowthatMontrealisaFrenchcity?Suggestedanswers:(1)SometimesthemistycloudthatrisesfromNiagaraFallscanbeseenfromtheCNTower.(2)ThereisgoodCantonesefoodinTorontobecausemostoftheChinesepeopletherecamefromSouthChina,especiallyHongKong.(3)Thetrainisgoingeast(northeast)fromToronto.(4)Goodcoffee,goodbreadandgoodmusicshowthatMontrealisaFrenchcity.AlsothesignsandadswereinFrench.2)Fillinthefollowingchartwithcorrectinformation.ThenextmorningAroundnoonLatethatnightAtdawnthenextmorningTheyspenttheafternoonThenightSuggestedanswers:Thenextmorningtheysawbeautifulmapleleavesandfrostonthegroundandrealizedthatfallhadcome.AroundnoontheyarrivedinToronto.Latethatnightthetrainleft.AtdawnthenextmorningtheyarrivedinMontreal.Theyspenttheafternooninlovelyshopsandvisitingartistsintheirworkshopsbesidethewater.Thenightthetrainwasspeedingdowntothedistanteastcoast.3.Askstudentstoreadthepassagealoudtothetapeandunderlinealltheusefulexpressionsorcollocationsinthepassage.Collocations:from...to...,thenextmorning,ontheground,aroundnoon,leavefor,goonatour,inthedistance,onthesouthsideof,onone’swayto,homeof,atelephonebooth,arounddusk,overdinner,chatwithsb.,comefrom,SouthChina,goasfaras,atdawn,becloseto,spend...doingsth.,beonatraintrip,dreamofLetstudentsreadtheabovecollocationsaloudandcopythemdownintheirexercisebookafterclassashomework.Trytokeeptheminmind.→Step4Importantlanguagepoints1.Thenextmorningthebushesandmapletreesoutsidetheirwindowswerered,goldandorange,andtherewasfrostontheground,confirmingthatfallhadarrivedinCanada.第二天早上,在她們的車窗外到處是灌木叢和楓樹,掛滿朱紅、赤金和橘黃色的葉子,地面上覆蓋了一層薄霜,表明秋天已經(jīng)來到了加拿大。句子中的confirmingthatfallhadarrivedinCanada是現(xiàn)在分詞短語,用作狀語,表示結(jié)果。confirmvt.provideevidenceforthetruthorcorrectnessof;establishthetruthof證實(shí);證明;確認(rèn)ratify;makedefiniteorestablishmorefirmly批準(zhǔn);肯定;鞏固Pleaseconfirmyourtelephonemessagebywritingtome.請(qǐng)給我來封信,確認(rèn)一下你在電話中傳達(dá)的消息。MyemployerwillconfirmthatIwasthereontime.我的雇主將會(huì)證實(shí),我是準(zhǔn)時(shí)到達(dá)的。ThenewministerwillbeconfirmedinofficebytheQueen.新的部長(zhǎng)將由女王批準(zhǔn)任職。2.TheywerenotleavingforMontrealuntillater,sotheywentonatourofthecity.她們要晚些時(shí)候才動(dòng)身去蒙特利爾,因此就在多倫多市內(nèi)游覽了一番。not...until...表示“直到……才……”,常與表示瞬間的動(dòng)詞連用。例如:Wedonotleaveuntilthisevening.我們直到今天晚上才離開。Thenoiseinthestreetdidn’tstopuntilmidnight.街上的吵鬧聲直到深夜才停止。goonatour:visit;goonatrip參觀;游覽Wewentonatourofthemuseumtheotherday.前幾天我們參觀了博物館。3.Inthedistance,theycouldseethemistycloudthatrosefromthegreatNiagaraFalls,whichisonthesouthsideofthelake.遠(yuǎn)處,她們可以看到湖的南邊尼亞加拉瀑布上方升騰著的霧靄。這是一個(gè)復(fù)合句,含有兩個(gè)定語從句。thatrosefromthegreatNiagaraFalls是限制性定語從句,先行詞為cloud;whichisonthesouthsideofthelake是非限制性定語從句,先行詞為thegreatNiagaraFalls。inthedistance:faraway在遠(yuǎn)處;在遠(yuǎn)方Themanstandinginthedistanceismyheadteacher.站在遠(yuǎn)處的那個(gè)男子是我的班主任老師。4.It’stoobadyoucan’tgoasfarasOttawa,Canada’scapital.很可惜你們不能一直走到加拿大的首都渥太華。這是Itis/was+adj./n.+that-clause句型,it為形式主語,that-clause是主語從句。口語或非正式語言中that可以省略。asfaras:totheplacementioned,butnofurther直至所提到之處為止Iwalkedasfarasthefootofthemountain.我一直走到山腳。Sarahhasreadasfarasthefourthvolume.莎拉已經(jīng)讀到第四卷了。5.AstheysatinabuffetrestaurantlookingoverthebroadStLawrenceRiver,ayoungmansatdownwiththem.當(dāng)他們坐在一家自助!--?xml:namespaceprefix=st2ns="Tencent"/--餐廳里眺望廣闊的圣勞倫斯河時(shí),一個(gè)年輕人坐在了她們身邊。這是一個(gè)復(fù)合句,AstheysatinabuffetrestaurantlookingoverthebroadStLawrenceRiver是時(shí)間狀語從句,其中的lookingoverthebroadStLawrenceRiver是現(xiàn)在分詞短語,用作狀語,表示伴隨情況。broadadj.1)largeinsidefromonesidetotheother;wide寬的;闊的;廣的abroadstreet,avenue,river,canal,etc.寬闊的街道、林蔭道、河流、運(yùn)河等2)fromsidetoside;inbreadth寬arivertwentymetersbroad一條二十米寬的河3)coveringawidearea;extensive遼闊的;寬廣的abroadexpanseofwater遼闊無際的水面Thereisbroadsupportforthegovernment’spolicies.政府的政策得到廣泛的擁護(hù)。4)tolerant;liberal寬宏的;胸懷開闊的amanofbroadviews豁達(dá)大度的人broadlightinsummernight→Step6ConsolidationAskstudentstogobacktothetwopassages.Givethemseveralminutestobepreparedtoretellthemintheirownwords.Thenaskasmanystudentsaspossibletocometothefronttodotheirretelling.→Step7Homework1.FinishofftheWorkbookexercises.2.Learntheusefulnewwordsandexpressionsinthispartbyheart.3.TellyourfriendsorfamilysomethingaboutCanada.

板書設(shè)計(jì)

Unit5Canada—“TheTrueNorth”

ExtensiveReading

IQALUIT—THEFROZENTOWNPointsinthepassageWhatBeththoughtInformationinthepassageThetemperatureCold,butnottoocoldVerycold,-35degreesaverageinwinterHowtotravelBydogsledBysnowmobileHolidaysToocoldforholidaysTouristslikeicefishingandphotographingpolarbearsHowpeopleliveInicehousesInwarmhousesWhattheInuitdoHuntanimalsHavebusinessDaylighthoursLightindaytimeDarkinwinterday;lightinsummernight

活動(dòng)與探究

ReadingandenjoyingReadandenjoythelittlepoemMyHeartSoarsinthepartREADINGFORFUNonPage40.Firstfindinformationaboutthewriter,ChiefDanGeorgeontheInternet.Thenlistentothetapeandpracticereadingaloud.Payattentiontotherhythm.TrytounderstandandtranslateitintoChinese.Finallyreciteittotheclass.

Unit 5?Canada—“The True North” Period 6 教案

古人云，工欲善其事，必先利其器。準(zhǔn)備好一份優(yōu)秀的教案往往是必不可少的。教案可以讓學(xué)生們能夠在上課時(shí)充分理解所教內(nèi)容，幫助高中教師有計(jì)劃有步驟有質(zhì)量的完成教學(xué)任務(wù)。你知道怎么寫具體的高中教案內(nèi)容嗎？下面是小編精心收集整理，為您帶來的《Unit 5?Canada—“The True North” Period 6 教案》，歡迎大家與身邊的朋友分享吧！

Unit5Canada—“TheTrueNorth”

Period6Usinglanguage:Speakingandwriting

整體設(shè)計(jì)教材分析Thisisthesixthteachingperiodofthisunit.Theteachercanfirstcheckthehomework,letstudentsreviewwhattheylearnedinthelastlessonandthenleadinthenewlesson.Inthisperiod,theteachingactivitieswillfocusonspeakingandwriting.Theseactivitiesofferstudentstheopportunitytocollectandlistinformation,thenselecttwoorthreethingsthatimpressedthemmosttodescribe.Theyarealsorequiredtodescribetheirfeelingswhentheyexperiencedthethings.Thepracticeofspeakingandwritingisimportantforstudentstousethevocabularyandstructurestheyhavelearned.Itisalsoabestwaytotestifstudentshavemasteredwhattheyhavelearned.Encouragethemingroupsoffour(Imaginetwoarethecousinswhotraveledacross!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--!--?xml:namespaceprefix=st2ns="Tencent"/--Canada.Theothersaskquestionsaboutthetrip.)todiscusswhatimpressedthem,makealistoftheirideasandtakepartinagroupdiscussiontofindtwoorthreethingsthatimpressedthemmost.Remindthemtousethewordsandexpressionsofdirectionandposition.Thenletthemwriteashortreportaboutthetwoorthreemostimpressivethings.Speakingandwritingarehigherstagesoflanguagelearning.Theteachershouldfrequentlygivestudentssomeassignmentsofspeakingandwriting.Onlyinthiswaycanstudentsusewhattheyhavelearnedmorefreely.教學(xué)重點(diǎn)1.Developstudents’speakingandwritingability.2.Letstudentslearnhowtousetheexpressionsofdirectionandposition.3.Getstudentstolearntowriteashortreportabouttheirmostimpressivethings.教學(xué)難點(diǎn)1.Howtodevelopstudents’speakingability.2.Howtodevelopstudents’writingability.三維目標(biāo)知識(shí)目標(biāo)1.GetstudentstolearnmoreaboutCanada.2.Letstudentslearntheexpressionsofdirectionandposition.3.Havestudentsknowhowtowriteashortreporttodescribewhatimpressedthemmost.能力目標(biāo)1.Trainstudents’speakingabilitybylearningtousetheexpressionsofdirectionandposition.2.Developstudents’writingabilitybylearningtowriteashortreporttodescribewhatimpressedthemmost.情感目標(biāo)1.HavestudentslearnmoreaboutCanadaandstimulatetheirloveofnature.2.Trainstudents’abilitytocooperatewithothers.

教學(xué)過程設(shè)計(jì)方案(一)→Step1Revision1.Checkthehomeworkexercises.2.Asksomeofstudentstoretellthepassage“THETRUENORTH”FROMTORONTOTOMONTREAL.→Step2Warmingup1.Letstudentsreadthroughthepassage“THETRUENORTH”FROMTORONTOTOMONTREALagainandfindoutallthesentencesthatcontainwordsandexpressionsofdirectionandposition.ReadthemaloudandtranslatethemintoChinese.2.Showthefollowingonthescreen.Havestudentsreadthemaloudandmakesuretheyknowtheirmeanings.

Expressionsofdirectionandposition

板書設(shè)計(jì)

Unit5Canada—“TheTrueNorth”

Speakingandwriting

Expressionsofdirectionandposition

活動(dòng)與探究Workinpairs.LookatthemapofChina.Findtwoplacesthatarealongdistancefromyourhomeandexplaintoyourpartnerwheretheyareandhowtogetthere.Bereadytopresentyourconversationtotheclass.Remembertousetheexpressionsofdirectionandposition.