高中教案教案
發(fā)表時(shí)間：2020-11-09Unit 5 Canada—“The True North” Part 1 Teaching Design 教案。
俗話說，磨刀不誤砍柴工。作為高中教師就要在上課前做好適合自己的教案。教案可以讓學(xué)生們能夠更好的找到學(xué)習(xí)的樂趣，讓高中教師能夠快速的解決各種教學(xué)問題。那么如何寫好我們的高中教案呢？經(jīng)過搜索和整理，小編為大家呈現(xiàn)“Unit 5 Canada—“The True North” Part 1 Teaching Design 教案”，歡迎大家閱讀，希望對(duì)大家有所幫助。
Unit5Canada—“TheTrueNorth”
Part1TeachingDesign
第一部分教學(xué)設(shè)計(jì)
Period2AsamplelessonplanforLearningaboutLanguage
(Nounclausesastheappositive)
Introduction
Inthisperiodstudentswillbefirsthelpedbytheteachertowarmupbydiscoveringusefulwordsandexpressions.Thentheygoontoreadandfindcollocationsanddoexercises.Thereadyusedmaterialsfor“Nounclausesastheappositive”areofferedforclassreading.Theperiodwillendbystudentsdoingaquiz.
Objectives
TolearnaboutNounclausesastheappositive
Todiscoverandlearntousesomeusefulwordsandexpressions
Todiscoverandlearntousesomeusefulstructures
Procedures
1.Warmingupbydiscoveringusefulwordsandexpressions
Turntopage36anddoexercises1,2,3,and4first.Checkyouranswersagainstyourclassmates’.
2.Readingandfinding
Turntopage34andreadthetextATRIPON“THETRUENORTH”.Asyouread,findoutsentenceswithnounclausesastheappositive.
Keys:Theideathattheywouldcrossthewholecontinentwasexciting./TheideathatyoucancrossCanadainlessthanfivedaysisjustwrong./Thefactthatoceanshipscangotheresurprisemanypeople.
3.Doingexercises
Turntopage37anddotheexercisesingroupsoffour.
4.Readyusedmaterialsfor“Nounclausesastheappositive”
Nounclausesastheappositive
Anappositiveisaword,phraseorclausewhichisplaceddirectlynexttoaprecedingnounorpronounandwhichrenamesorexplainsthatnounorpronoun.
Examples:
MyfriendHenrywontheprize,atwo-yearscholarship.
Thebeliefthattherewillbenuclearwariswidespread.
Theideathatcomputerswillrecognizehumanvoicessurprisesmanypeople.
Thepossibilitythatthemajorityofthelaborforcewillworkathomeisoftendiscussed.
同位語從句的特點(diǎn)是由一個(gè)抽象名詞+that從句構(gòu)成，引導(dǎo)詞一般是that,而且that在從句中不充當(dāng)任何成分。這些抽象名詞有：news,idea,fact,doubt,evidence,promise,rumor,hope,truth,belief,message等，同位語從句是對(duì)抽象名詞進(jìn)行說明解釋。
1.ThenewsthatourfootballteamatlastdefeatedKoreamadethefanswildwithjoy.c.f.:Thenewsthatmadethefanswildwithjoywasfromtheradio.
2.Thereismuchevidencethatthecrimerateinthiscityisontherise.
3.Einsteincametotheconclusionthatthemaximumspeedpossibleintheuniverseisthatoflight.愛因斯坦得出的結(jié)論是宇宙中最大速度是光速。
5.學(xué)習(xí)同位語從句
1.從屬連詞that、whether引導(dǎo)的同位語從句。
Hehasthehopethathewillbecomeacollegestudent.他有上大學(xué)這么個(gè)愿望。
Thequestionwhetherheshoulddothistroubledhim.是否該做這件事這一問題使他很煩惱。
注意：由連接詞that（一般不可省略）引導(dǎo)的同位語從句，在句子結(jié)構(gòu)上與關(guān)系代詞that引導(dǎo)的定語從句有相似之處，但有區(qū)別：
1)Thenewsthathehadlandedonthemoonspreadalloverthecountry.他登上月球的消息傳遍全國。
2）ThenewsthatJohntoldusinterestedallofus.他告訴我們的消息使大家都感趣。
解析：1）句中that從句中本身的內(nèi)容就是“news”內(nèi)容本身，that在句子中不充當(dāng)任何成分，起連接作用，所以，本句中的that從句是同位語從句；而2）句中that從句說明“news”是怎樣獲得的，不涉及“news”的內(nèi)容，that從句中充當(dāng)“tell”的賓語，所以，本句中的that從句是定語從句。另外，可帶同位語從句的名詞主要是少數(shù)一些可加入具體內(nèi)容的表示信息、思想等概念的名詞，如：fact，news，idea，truth，belief，doubt，hope，possibility，order，wish，message，promise，suggestion，report，reply，problem,question,thought等。
2.連接副詞how，when，where等引導(dǎo)的同位語從句。
YouhavenoideahowworriedIwas！你不知道我是多么著急。
6．Closingdownbydoingaquiz
Underlinetheappositivesinthefollowingsentences
1.Myson,thepoliceman,willbevisitingusnextweek.
2.Thecaptainorderedtheshipscarpenterstoassembletheshallop,alargerowboat.
3.Walter,theplayboyandwriter,isveryattachedtohismother,Mrs.Hammon.
4.TheactorPaulNewmandirectedonlyonepicture.
5.ElizabethTeague,asweetandlovablegirl,grewuptobeamentallytroubledwoman.
Underlineandpunctuatetheappositivesinthefollowingsentences.Remember:notallrequirepunctuation.
6.SweetbriaracompanyknownthroughouttheSouthisconsideringanationwideadvertisingcampaign.
7.Anabove-averagestudentandtalentedmusicianJohnmadehisfamilyproud.
8.TheextremelypopularAmericanfilmTitanicwaswidelycriticizedforitsmediocrescript.
9.ThegreatestAmericanfilmevermadeCitizenKanewononlyoneAcademyAward.
10.60MinutestheTVnewsmagazineprogramfeaturedastoryonthepopularsingerWhitneyHouston.
Keys:
1.Myson,thepoliceman,willbevisitingusnextweek.
2.Thecaptainorderedtheshipscarpenterstoassembletheshallop,alargerowboat.
3.Walter,theplayboyandwriter,isveryattachedtohismother,Mrs.Hammon.
4.TheactorPaulNewmandirectedonlyonepicture.
5.ElizabethTeague,asweetandlovablegirl,grewuptobeamentallytroubledwoman.
6.Sweetbriar,acompanyknownthroughouttheSouth,isconsideringanationwideadvertisingcampaign.
7.Anabove-averagestudentandtalentedmusician,Johnmadehisfamilyproud.
8.TheextremelypopularAmericanfilmTitanicwaswidelycriticizedforitsmediocrescript.
9.ThegreatestAmericanfilmevermade,CitizenKanewononlyoneAcademyAward.
10.60Minutes,theTVnewsmagazineprogram,featuredastoryonthepopularsingerWhitneyHouston.
相關(guān)知識(shí)
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(xué)設(shè)計(jì)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(xué)習(xí)，可以幫助學(xué)生更多地了解節(jié)日、體味文化；同時(shí)又可以引導(dǎo)學(xué)生理解、尊重不同的文化和習(xí)俗。本單元語言功能項(xiàng)目是：方向、位置和情感。本單元語言結(jié)構(gòu)項(xiàng)目是“名詞從句作同位語”。本單元還要求學(xué)生學(xué)習(xí)寫作“描寫文：報(bào)道”?！督鹕贪浮方虒W(xué)設(shè)計(jì)在單元課時(shí)劃分上與課本保持一致，即“閱讀課、知識(shí)課、運(yùn)用課三課時(shí)/三課型劃分”。但在實(shí)際教學(xué)過程中，建議教師依據(jù)學(xué)生基礎(chǔ)、教學(xué)條件、學(xué)校安排的因素，對(duì)課本、對(duì)《金色教案》教學(xué)設(shè)計(jì)重新劃分課時(shí)，裁剪、拼接使用提供的材料，以便“物盡所用”，達(dá)到最佳教學(xué)效果。教師也可以參照《金色教案》提供的“實(shí)際教學(xué)過程課時(shí)劃分建議”進(jìn)行教學(xué)。Period1Reading閱讀課WarmingUp課本提供了一個(gè)關(guān)于加拿大概況的小測(cè)試，目的是激活學(xué)生已有的知識(shí)和經(jīng)驗(yàn)，為進(jìn)入本單元的學(xué)習(xí)作好準(zhǔn)備。教師也可以參考本書提供的WarmingupbytalkingaboutCanada或者Warmingupbylookingandlistening導(dǎo)入新課。Pre-reading課本通過四組問題激活學(xué)生有關(guān)旅行和加拿大的知識(shí)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(xué)生經(jīng)歷過的旅行，然后提問學(xué)生最想去的國家，由此切入到本單元的話題“加拿大”。然后進(jìn)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(huì)使用哪三個(gè)詞語來描述加拿大?”教師也可以利用本書Pre-readingbyquestioningandanswering進(jìn)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(dòng)物，并因中途?？靠柤永?Calgary)而聯(lián)想到卡爾加里大賽馬會(huì)(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(duì)加拿大的介紹涉及面較寬，但都沒有詳述，這給學(xué)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(xué)生掌握課文的形式、理解課文的內(nèi)容，進(jìn)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(xué)生對(duì)閱讀課文的細(xì)節(jié)的把握，比如，要求學(xué)生介紹卡爾加里大賽馬會(huì)、列舉加拿大蘊(yùn)藏的兩種自然資源、寫出有關(guān)桑德貝的地理位置的正確信息等，而且檢查學(xué)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(xué)生聯(lián)系文中相關(guān)信息，做出因果推理。此外，還檢查學(xué)生的讀圖能力，比如，“WhywouldshipsbeabletoreachthecenterofCanada?”一題，要求學(xué)生把地圖和課文兩方面的信息綜合起來。最后，要求學(xué)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(jī)地串聯(lián)起來了。Period2Learningaboutlanguage知識(shí)課LearningaboutLanguage部分首先通過構(gòu)詞法的學(xué)習(xí)擴(kuò)大學(xué)生的詞匯量并培養(yǎng)學(xué)生的詞匯生成能力。用閱讀課文中的詞和信息編對(duì)話和填空，旨在提高學(xué)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(xí)教學(xué)同位語從句。教師可以參考本書提供的下列步驟進(jìn)行教學(xué)：Warmingupbydiscoveringusefulwordsandexpressions,Readingandfinding,Doingexercises,Readyusedmaterialsfor“Nounclausesastheappositive”,Closingdownbydoingaquiz。Period3Usinglanguage運(yùn)用課UsingLanguage部分綜合訓(xùn)練聽說讀寫的能力。聽與寫、聽與說有機(jī)結(jié)合在一起，使學(xué)生通過填空、討論的形式進(jìn)一步學(xué)習(xí)有關(guān)加拿大的知識(shí)——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(duì)(TorontoRaptors)，藍(lán)鳥隊(duì)(!--?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(fēng)情。寫的部分是兩篇報(bào)告，一個(gè)寫途中所見，另一個(gè)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(bào)告”的寫作方法。寫之前，先讓學(xué)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(bào)告時(shí)，要求學(xué)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(shí)際教學(xué)過程課時(shí)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(shí)課”。Period3將Usinglanguage設(shè)計(jì)為一節(jié)包括聽說讀寫單項(xiàng)技能或組合技能訓(xùn)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(xué)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(xué)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(xué)生。Section2Explanation解析重點(diǎn)針對(duì)“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(diǎn)話題為線索，進(jìn)行了一定的歸納、辨析和總結(jié)，以幫助教師更好地實(shí)施“語言形式”的教學(xué)。Section3Vocabulary詞匯按照課本單元詞匯表順序，《金色教案》重點(diǎn)提供動(dòng)詞、短語搭配的講解。所提供的例句，經(jīng)典、地道、實(shí)用、易懂，完全可以直接用于教學(xué)。第三部分教學(xué)測(cè)評(píng)說明圍繞單元詞法、句法項(xiàng)目，《金色教案》提供了長(zhǎng)短不一的“單元教學(xué)測(cè)評(píng)”，并備有參考答案供教師使用。有些測(cè)評(píng)題目直接源于歷年高考試卷，更具有說服力和實(shí)用性。
Unit 5?Canada—“The True North” Period 1 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，作為教師就要好好準(zhǔn)備好一份教案課件。教案可以讓學(xué)生更容易聽懂所講的內(nèi)容，減輕教師們?cè)诮虒W(xué)時(shí)的教學(xué)壓力。那么，你知道教案要怎么寫呢？下面是小編精心為您整理的“Unit 5?Canada—“The True North” Period 1 教案”，希望對(duì)您的工作和生活有所幫助。
Unit5Canada—“TheTrueNorth”
單元要覽類別課程標(biāo)準(zhǔn)要求掌握的項(xiàng)目話題Geography:multiculturalsociety;!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--Canada詞匯quizn.測(cè)驗(yàn);問答比賽mixturen.混合（物）;混合狀態(tài)Canadiann.加拿大人adj.加拿大的;加拿大人的aboardprep.部長(zhǎng)maplen.楓;楓樹continentn.洲;大陸frostn.霜;霜凍baggagen.行李confirmvt.證實(shí);證明;批準(zhǔn)chatvi.閑聊wealthyadj.富有的sceneryn.景色;風(fēng)景distancen.距離;遠(yuǎn)方eastwardadv.向東adj.向東的;朝東的mistn.薄霧westwardadv.向西adj.向西的;朝西的mistyadj.有薄霧的;模糊的upwardadv.向上地;上升地?adj.向上的;上升的boothn.公用電話間;貨攤;售貨亭surroundvt.圍繞schoolmaten.同學(xué);校友harborn.海港approximatelyadv.接近;大約measurevt.衡量;判定n.計(jì)量制;計(jì)量單位;措施downtownadj.市區(qū)的adv.在市區(qū);往市區(qū)bushn.灌木（叢）;矮樹（叢）dawnn.黎明;拂曉;破曉eaglen.鷹buffetn.自助餐;飲食柜臺(tái)withinprep.在……之內(nèi)broadadj.寬闊的;廣泛的bordern.邊界;國界;邊沿?vt.接近nearbyadv.在附近adj.附近的;鄰近的slightadj.輕微的;微小的traditionn.傳統(tǒng);風(fēng)俗slightlyadv.稍稍;輕微地terrifyvt.使恐怖;恐嚇impressvt.使印象深刻;使銘記terrifiedadj.恐懼的;受驚嚇的impressiveadj.給人深刻印象的;感人的pleasedadj.欣喜的;高興的topicn.話題acren.英畝mixvt.調(diào)配urbanadj.城市的;市鎮(zhèn)的短語primeminister首相;丞相catchsightof看見;瞥見ratherthan與其;不愿haveagiftfor對(duì)……有天賦settledown定居;平靜下來;專心于inthedistance在遠(yuǎn)處managetodo設(shè)法做atdawn在黎明的時(shí)候重要句型1.Ratherthantaketheaeroplanealltheway,theydecidedtoflytoVancouverandthentakethetrainwesttoeastacrossCanada.(ratherthan...)2.Thethoughtthattheycouldcrossthewholecontinentwasexciting.(nounclauseastheappositive)3.Goingeastward,you’llpassmountainsandthousandsoflakesandforests,aswellaswideriversandlargecities.(presentparticipleusedasadverbial)4.SkiingintheRockyMountainsandsailingintheharbourmakeVancouveroneofCanada’smostpopularcitiestolivein.(make+O+O.C.)5.Itissowettherethatthetreesareextremelytall,somemeasuringover90metres.(“pronoun+doing”usedasadverbial)6.BecauseoftheGreatLakes,theylearned,Canadahasmorefreshwaterthananyothercountryintheworld.(more...thananyother...)功能Direction!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--1)WhatkindofcountryisCanada?2)Howlargeisit?3)WhatelsedoyouknowaboutCanada?Suggestedanswers:1)Canadaisamulticulturalcountry.2)It’sthesecondlargestcountryintheworld.Itcoversanareaof9984670squarekilometers.ItisabitbiggerthanChina.3)(Students’answermayvary.Encouragethemtotellmoreinformation.)2.MakeaquizShowthefollowingonthescreen.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-reading1.Letstudentsdiscussthefollowingquestions:1)Whatisthelongesttripyouhaveevertaken?2)IfyoutakeatriptoCanada,whatdoyouthinkyoumightseethere?3)WhatthreewordswouldyouusetodescribeCanada?3.HavestudentsturntoPage34ofthetextbook,lookatthetitleofthereadingpassageandthepicturesandpredictwhatthepassageisabout.Thenhavethemreadthepassagequicklytoseeiftheyareright.→Step3Reading1.FastreadingAskstudentstoskimthereadingpassageandthenanswerthefollowingquestions: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.IntensivereadingAllowstudentstoreadthepassagecarefullythistimetounderstandthemainideasofeachparagraphandgettheimportantdetails,andthenfinishthefollowing:1)Choosethebestanswertoeachquestionaccordingtothetext.(1)Asyougoeastward,youcanseethefollowingthingsexcept______________.A.mountainsB.thousandsoflakesC.forestsandwideriversD.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→ThunderBayB.Vancouver→Calgary→ThunderBay→TorontoC.Vancouver→ThunderBay→Calgary→TorontoD.Toronto→ThunderBay→Calgary→VancouverSuggestedanswers:(1)D(2)D(3)C(4)B2)Usetheinformationfromthereadingpassagetofillinthetablebelow.
BasicFactsaboutCanada
DistancefromeasttowestcoastOceansontheeastandthewestcoastPopulationWheremostCanadiansliveLocationofthelargestfreshwatersupplyKeypointsaboutVancouverKeypointsaboutCalgaryKeypointsaboutThunderBay3)Answerthefollowingquestionsincompletesentences.(1)Whichcontinentwerethecousinscrossing?(2)WhyweretheynotflyingdirectlytotheAtlanticcoast?(3)WhyisthepopulationofVancouvergrowingsorapidly?(4)WhathappensattheCalgaryStampede?(5)HowareoceanshipsabletoreachthecenterofCanada?(6)WhataresomeofCanada’sgreatestnaturalresources?3.ReadinganddiscussingReadthepassageathirdtimeandthenworkinpairstodiscussthesequestions.1)Whichpartofthereadingpassageinterestsyoumost?2)IfsomedayyougotoCanada,wherewillyougo?Why?(Letstudentshaveenoughtimetoreadthepassagecarefullyanddiscussthequestionswiththeirpartners.Encouragethemtoexpandtheiranswersaccordingtotheirownexperiences.)4.DealingwithlanguagepointsHelpstudentsanalyzesomedifficult,longandcomplexsentencesandguessthemeaningsofsomenewwordsandexpressions.Encouragethemtotrytodealwiththelanguagepointsinthecontext.Givethemexplanationsifnecessary.5.ListeningandreadingaloudAskstudentstoreadthepassagealoudtothetapeandletthempayattentiontothepronunciationofeachnewwordandthepauseswithineachsentence.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→Step4ConsolidationGivestudents10minutesorsoandletthemdothefollowing:1.Workinpairsandfillinthetableaboutthetypeofwritingandsummaryoftheidea.ATRIPON“THETRUENORTH”
TypeofwritingMainideaofthepassageMainideaofParagraph1MainideaofParagraph2MainideaofParagraph3MainideaofParagraph4MainideaofParagraph5Suggestedanswers: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→Step5Homework1.Learntheusefulnewwordsandexpressionsinthispartbyheart.2.Readthereadingpassageagainandtrytoretellthepassage.設(shè)計(jì)方案(二)→Step1LeadinginthetopicPlaythevideosofthebeautifulCanadianscenery.Enjoythemwithstudents.→Step2WarmingupAskstudentstoturntoPage33.LetthemworkinpairsandanswerthisquiztoseehowmuchtheyknowaboutCanada.→Step3Pre-readingShowstudentsamapofCanadaandletthemdiscussthefollowingquestionsinpairs:1)IfyoutakeatriptoCanada,whatdoyouthinkyoumightseethere?2)WhatthreewordswouldyouusetodescribeCanada?→Step4Reading1.Givestudents3minutesandletthemskimthepassagetogetthegeneralideaofthepassage.2.Givestudents6minutestoreadthepassagecarefullyandthendothefollowing:1)Answerthefollowingquestions.(1)Whichcontinentarethecousinscrossing?(2)WhyweretheynotflyingdirectlytotheAtlanticcoast?(3)WhyisthepopulationofVancouvergrowingsorapidly?(4)WhathappensattheCalgaryStampede?(5)HowareoceanshipsabletoreachthecenterofCanada?(6)WhataresomeofCanada’sgreatestnaturalresources?2)Completetheformbelow:RouteWhatthecousinssawandheard.VancouverIt’sCanada’s1city,surroundedbymountainsandthe2.ThecoastnorthofVancouverhassomeoftheoldestandmostbeautifulforestsintheworld.3Theymanagedtocatchsightofsomemountaingoatsandeven4andaneagle.Calgary5fromallovertheworldtocometo6intheStampede.ThunderBayThecityisat7theGreatLake.Itisaverybusy8.(Keys:1.mostbeautiful2.PacificOcean3.RockyMountains4.agrizzlybear5.Cowboys6.compete7.thetopof8.port)3.Givestudents4minutestoreadthepassageathirdtime.Encouragethemtotrytodealwiththelanguagepointsinthecontext.Givethemsomeexplanationswherenecessary.4.ListeningandreadingaloudPlaythetapeofthetextforstudentsandletthempayattentiontothepronunciationofeachnewwordandthepauseswithineachsentence.Thenaskthemtoreadthetextaloudtothetape.→Step5DiscussionLetstudentsthinkaboutanddiscussthefollowingquestionsinpairs.1.Whichpartofthereadingpassageinterestsyoumost?2.IfsomedayyougotoCanada,wherewillyougo?Why?→Step6Closingdownbyretellingthepassage1.Havestudentsgetpreparedin3minutesorsoandthenaskthemtoretellthepassage.2.Askasmanystudentsaspossibletohaveatryinfrontoftheclass.→Step7Homework1.Gooverthetextandtrytolearnalltheusefulwordsandexpressionsinthispartbyheart.2.FinishtheexercisesinComprehendingonPage35.板書設(shè)計(jì)
Unit5Canada—“TheTrueNorth”
Warmingupandreading
ATRIPON“THETRUENORTH”
TypeofwritingThisisapieceofnarrativewriting.MainideaofthepassageLiDaiyuandhercousinLiuQianwentonatriptoCanada,visitingtheircousinsandenjoyingthebeautifulsceneryacrossthewholecontinentofCanadafromwesttoeast.MainideaofParagraph1LiDaiyuandhercousinLiuQianwereonatriptoCanada.MainideaofParagraph2HavingarrivedinVancouver,themostbeautifulcityinCanada,theyweretobetakentocatch“TheTrueNorth”,thecross-Canadatrain.MainideaofParagraph3Settlingdownintheirseatsinthetrain,theyenjoyedthewildscenerywhilecrossingtheRockyMountainstoCalgary.MainideaofParagraph4WhilearrivingatThunderBay,theylearnmoreaboutCanada,itspopulation,resources,etc.MainideaofParagraph5ThetrainrushedtowardsTorontowhiletheyweresleeping.活動(dòng)與探究SurftheInternettofindthefollowinginformationaboutCanada.Thenmakeapocketinformationcard,onwhichwritestheinformationandtrytokeepitinmind.Fullcountryname:Totalarea:Population:Capitalcity:People:Languages:Religion:Government:Samplecard:Fullcountryname:CanadaTotalarea:about9984670km2Population:about31485000(October,2002)Capitalcity:OttawaPeople:Britishdescent,Frenchdescent,Italiandescent,aboriginalpeoples,plussignificantminoritiesofGerman,Ukrainian,Dutch,PolishandChinesedescent.Languages:English,French,Chinese,Italian,Punjabi,Spanish...Religion:Catholic,Protestantandminoritiesfrommostoftheworld’smajorreligionsGovernment:Parliamentarydemocracy
Unit 5?Canada—“The True North” Period 7 教案
Unit5Canada—“TheTrueNorth”
Period7Revision:Summingupandlearningtip
整體設(shè)計(jì)
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(xué)重點(diǎn)
1.Getstudentstoreviewandconsolidatewhattheyhavelearnedinthisunit.
2.Developstudents’abilitytosolveproblems.
教學(xué)難點(diǎn)
Getstudentstoturnwhattheyhavelearnedintotheirability.
三維目標(biāo)
知識(shí)目標(biāo)
1.Getstudentstogoovertheusefulnewwordsandexpressionsinthisunit.
2.Havestudentsreviewthenewgrammaritem:nounclausesastheappositive.
能力目標(biāo)
1.Developstudents’abilitytousetheimportantlanguagepointsinthisunit.
2.Enablestudentstolearntousenounclausesastheappositivecorrectly.
情感目標(biāo)
1.EncouragestudentstolearnmoreaboutCanadaandotherforeigncountries.
2.Strengthenstudents’senseofgroupcooperation.
教學(xué)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(zhǎng);大臣)willbe______________(批準(zhǔn))inofficebytheQueen.
3.Thisworldweliveinisdividedintoseven______________(大陸).
4.The______________(景色;風(fēng)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(yīng)該繳納較高的調(diào)節(jié)稅,這一建議已經(jīng)被委員會(huì)所接納。
(2)Canyouexplainthephenomenonthatwaterexpandswhenitisfrozen?
你能解釋一下水在結(jié)冰時(shí)會(huì)膨脹這一現(xiàn)象嗎？
(3)Tomwasverydisappointedwiththenewsthathisschoolbasketballteamwasdefeated.
?；@球隊(duì)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(shí)。
→Step7Homework
1.FinishofftheWorkbookexercises.
2.ReviewandsummarizewhatyouhavelearnedinUnit4.
板書設(shè)計(jì)
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(dòng)與探究
FindIqaluitintheNunavutterritoryonthemapofCanadaanditsinformationintheReadingTask.ThenfindaplaceonthemapofChinathatisveryfarnorth.FindoutinformationabouttheChinesecity,andcompareitwithIqaluit.Talkaboutclimate,daylight,population,andwhatworkpeopledo.Makeacharttoshowyourcomparisons.
CharacteristicsIqaluitChinesecity(yourchoice)
Climate(summer/winter)
Daylight(summer/winter)
Population
Work
Unit 5 Canada ---“The True North”（Vocabulary and Useful Expressions）
一位優(yōu)秀的教師不打無準(zhǔn)備之仗，會(huì)提前做好準(zhǔn)備，作為高中教師準(zhǔn)備好教案是必不可少的一步。教案可以讓講的知識(shí)能夠輕松被學(xué)生吸收，幫助高中教師營造一個(gè)良好的教學(xué)氛圍。怎么才能讓高中教案寫的更加全面呢？下面的內(nèi)容是小編為大家整理的Unit 5 Canada ---“The True North”（Vocabulary and Useful Expressions），僅供參考，歡迎大家閱讀。
Unit5Canada---“TheTrueNorth”（VocabularyandUsefulExpressions）
Thisistheseventhperiodofthisunit，theendofthisunit.Afterfinishinglearningthisunit，studentsshouldknowhowwelltheydidandhowtheycanimprovethemselves.Theyshouldlearnhowtoevaluatethemselves.Therefore，inthisperiod，thereisapartforstudentstosumupwhattheylearnedinthisunit.Besides，somelearningtipsareintroducedtostudents.Intheworkbook，therearetwoparts：projectandcheckingyourself.Thefirstpartistoaskthestudentstomakearesearchintoagreatpersonaroundhimselforherself.Thesecondoneistomakethestudentslearnhowtoevaluatethemselves.Inaword，thisperiodisdesignedtogooverthewholeunit.
●三維目標(biāo)
1.Knowledge：
Sumupwhatthestudentshavelearnedinthisunit，including：usefulverbs，usefulnouns，usefulexpressions，newgrammaritem.
2.Ability：
（1）Knowhowwelltheydidinthisunit.
（2）Knowhowtoimprovethemselves.
3.Emotion：
Learnhowtoevaluatethemselves.
●教學(xué)重點(diǎn)
（1）Enablethestudentstomasterusefulverbs，usefulnouns，usefulexpressions，newgrammaritem.
（2）Helpthemtoknowhowwelltheydid.
（3）Helpthemtolearnhowtoevaluatethemselves.
●教學(xué)難點(diǎn)
Helpthemtolearnhowtoevaluatethemselves.
●教具準(zhǔn)備
Themultimediaandtheblackboard.
●教學(xué)過程
Step1Greetings
Greetthewholeclassasusual.
Step2Revision
T：Yesterdayyouwereaskedtowritingapassageaboutagreatperson.Haveyoufinishedyourhomework？
Ss：Yes.
T：Verygood.Who’dliketointroduceyourhero/heroine？
S1：Iwantatry.MadamCurieismyheroine.SheisaFrenchprofessorofphysics.ShewasborninPolandin1867.In1891shewenttostudyinParisUniversitybecauseatthattimewomenwerenotadmittedtouniversitiesinPoland.WhenshewasstudyinginParis，shelivedapoorlife，butsheworkedveryhard.In1895shemarriedPierreCurie，andthentheyworkedtogetherontheresearchintoradioactivematter.Theydiscoveredtwokindsofradioactivematter—poloniumandradium.In1904sheandherhusbandreceivedaNobelPrizeforPhysics.AfterMrCuriediedin1906，shewentonwithherresearch.ShereceivedasecondNobelPrizeforChemistryin1911，soshebecamethefirstscientistintheworldtowintwoNobelPrizes.
T：Excellent.Anybodyelse？
S2：Letmetry.AlbertEinsteinismyhero.HewasbornonMarch14，1879inUlm，Wurttemberg，Germany.EinsteincontributedmorethananyotherscientistsinceSirIsaacNewtontoourunderstandingofphysicalreality.EinsteinworkedatthepatentofficeinBern，Switzerlandfrom1902to1909.Duringthisperiodhecompletedanastonishingrangeoftheoreticalphysicspublications，writteninhissparetime，withoutthebenefitofclosecontactwithscientificliteratureorcolleagues.ThemostwellknownoftheseworksisEinstein’s1905paperproposing“thespecialtheoryofrelativity.”Laterin1905Einsteinshowedhowmassandenergywereequivalentexpressingitinthefamousequation：E=mc2.Thisequationbecameacornerstoneinthedevelopmentofnuclearenergy.EinsteinreceivedtheNobelPrizein1921butnotforrelativity，ratherforhis1905workonthephotoelectriceffect.HeworkedonatPrincetonuntiltheendofhislifeonanattempttounifythelawsofphysics.
Step3Summingup
T：Goodjobs.Todaywewillfinishlearningthisunit.Nowlet’ssumupwhatwehavelearnedinthisunit.Herearesomeguidingnotestohelpyou.Pleasefillintheinformationsheet.
（Showthecardonthescreen.）
WhathaveyoulearnedaboutNelsonMandela.
_________________________________
Fromthisunityouhavealsolearned
●Usefulverbs___________________________
●Usefulnouns___________________________
●Usefulexpressions___________________________
●Newgrammaritem___________________________
NowI’llgiveyousomeminutestowritepossibleanswers.
Suggestedanswers：
WhathaveyoulearnedaboutNelsonMandela.
intelligent/determined/generous/kind/unselfish/hard-working/brave/confident
Fromthisunityouhavealsolearned
●Usefulverbs：
fight，advise，continue，vote，accept，guard，fear，reward，sentence
●Usefulnouns：
hero，quality，republic，principle，nationalism，livelihood，prison，prisoner，law，fee，gold，passbook，ANC，youth，league，stage，position，violence，blanket，degree，terror，fear，cruelty，reward，right，criminal，leader，president
●Usefulexpressions：
loseheart，introuble，worryabout，outofwork，YouthLeague，asamatteroffact，blowup，put...inprison，cometo，power，setup，besentencedto
●Newgrammaritem：
Theattributiveclauseswithwhen/where/why
Step4Learningtip
T：Inthelastperiods，wehavelearnedtwopassagesaboutNelsonMandela.Soyouhavebeenveryfamiliarwiththiskindofpassage.Hereisaquestionforyoutodiscuss.Listencarefully.Whichlearningtipsdoyouthinkaremoreuseful？Areyouclearaboutthat？
Ss：Yes.
T：Workingroupsoffouranddiscussforafewminutes.ThenI’llasksomestudentstoexpressyouropinions.Youcanbeginnow.
（Afewminuteslater.）
T：OK.Areyoureadynow？
Ss：Yes.
T：Who’dliketobethefirsttotalkaboutyouropinions？Anyvolunteer？
S1：Ithinkwhenwechooseafamousperson，wemusttrytofindoutasmuchaswecanabouthisorherlife.
S2：Inmyopinion，itisimportanttoreadwhatafamouspersondidandwhatpeoplerememberabouthimorher.
S3：Ithinkitisalsoimportanttofindsomepeoplewholikehimorherandsomewhodonot.Atthesametime，weshouldtrytofindoutforwhatreasontheylikethispersonornot.
T：Verygood.Whileyouaredoingthis，youwillbeteachingyourselfausefulwayoflearning.
Step5Project
T：NowpleaseturntoPage75.Pleaselookattheproject.Youknowagreatpersonneednottobefamous.Soyourtaskistolookaroundyourhometownandseeifyoucanfindanyonewhohasgivenupsomethingtohelpothers.Thenwriteashortreportaboutresearchandreadittotheclass.Pleasefinishitafterclass.
Step6Checkingyourself
T：Nowwehavefinishedlearningthisunit.Pleasediscussthefollowingquestions.
（Showthesequestionsonthescreen.）
Whatkindofpersondoyouwanttobe？
AreyougoingtobecomeagreatpersonlikeNelsonMandela？Why？
Doyouthinkarichandsuccessfulpersonisagreatperson？Whyorwhynot？
WhathaveyoulearnedfromNelsonMandela？Fromwhatqualitydoyouadmirehimmost？
Doyouknowanyonewhohasgivenupalotforothers？
Howwellhaveyoudoneintheexercisesontheattributiveclause？
Didyouhaveanyproblemsinunderstandingthisunit？Howdidyousolvethem？
（Givethestudentsseveralminutestoprepare.Andthenhaveadiscussionaboutthesequestionswiththewholeclass.）
Step7Summary
T：Inthislesson，wesummedupwhatwehavelearnedinthisunit.Besides，wetalkedaboutsomelearningtips.Andthenyoucheckyourself.Todaywehavefinishedthisunit，sopleasereviewthewholeunit，especiallypaymoreattentiontotheimportantwords，phrasesandgrammarwelearnedinthisunit.
Step8Homework
Gooverthewholeunit.
●板書設(shè)計(jì)
Unit5NelsonMandela—amodernhero
TheSeventhPeriod
WhathaveyoulearnedaboutNelsonMandela.
____________________________________
Fromthisunityouhavealsolearned
●Usefulverbs_______________________________
●Usefulnouns_______________________________
●Usefulexpressions_______________________________
●Newgrammaritem_______________________________
●活動(dòng)與探究
Yourtaskistolookaroundyourhometownandseeifyoucanfindanyonewhohasgivenupsomethingtohelpothers.Thenwriteashortreportaboutresearchandreadittotheclass.Pleasefinishitafterclass.
●備課資料
HowtoImproveYourEnglishGrammar
Useself-studygrammarbooks.
Practiceformingmeaningfulsentences.Makepositivestatements，negative，turnstatementsintoquestions，makeactivestatementspassive.Turnpasttensesentencesintopresenttensesentencesetc.
Learnthedifferenttenses.Learnbyheartasimpleexamplesentenceusingeachtense.
Doonlineexercises.Keepanoteofhowyoudidandgobackinafewweekstoseehowyouhaveimproved.
Onthissite：Usethegrammarpagestolearnnewgrammarandthentestyourself.
HowtoImproveYourEnglishVocabulary
Useself-studyvocabularybooks.
ExposeyourselftoasmuchEnglishaspossiblebyreading，watchingtheTV，filmsorthenewsandlisteningtotheradioormusic.
Doonlineexercises.Keepanoteofhowyoudidandgobackinafewweekstoseehowyouhaveimproved.
Usestickitnotesandlabelthingsaroundyourhome.
Vocabularywebs
Buildavocabularywebtoorganiseyourvocabularyaboutcertainsubjects.
Forexampleyourpersonallife：
andthenextendit：
Onthissite：Usethedictationpagestotestyourunderstanding.andthenextenditfurther...
Flashcards
Startaflashcardsbox.
Buyorcutoutsomecardsallthesamesize.
Draworcutoutsomepictures.
Pastethepicturesontoonesideofthecardandwritethecorrectwordontheotherside.
Putnewwordsinthefrontofthebox.
Testyourselfusingeitherthepictures，thewordsorboth.
Ifyouhaveforgottenawordbringittothefrontofthebox.
Onthissite：Usethevocabularypagestolearnnewvocabularythematicallyandincontext.
HowtoImproveYourEnglishListeningSkills
MakesureyouhavetherightsoftwaretotakeadvantageofwhatisavailableontheWWW.Youcandownloadplayersandfindlinkstoonlineradiostationsatreal.com，windowsmedia.comandwinamp.com.
TrysomeEnglishradiostations.
FilmsinEnglishareanexcellentlanguageresource.FollowmytipsonhowtousefilmstoimproveyourEnglish.
KeepuptodatewithcurrenteventsandwatchanEnglish-languagenewsstation，suchasBBCWorld.Watchnewsreportsoneventsyouarealreadyawareof.
FindouthowtoswitchlanguagesonyourTV.IfyouhavedigitalorsatelliteTVthereareseveralchannelsthatbroadcastinmultiplelanguages.EurosportisoneandEuronewsisanother.
Onthissite：UsemyEnglishmagazineEzinepagestofindsomeinterestingarticlestolistento.
Onthissite：Readmypoemofthemonthorjokeofthemonthandthensendoffforthemonthlysoundfiles.
