高中教案教案
發(fā)表時間：2020-11-09Unit 5 Canada—“The True North” Warming Up, Pre-reading and Reading教案。
作為優(yōu)秀的教學(xué)工作者，在教學(xué)時能夠胸有成竹，教師要準備好教案，這是教師需要精心準備的。教案可以讓學(xué)生能夠在教學(xué)期間跟著互動起來，讓教師能夠快速的解決各種教學(xué)問題。所以你在寫教案時要注意些什么呢？急您所急，小編為朋友們了收集和編輯了“Unit 5 Canada—“The True North” Warming Up, Pre-reading and Reading教案”，僅供參考，大家一起來看看吧。
Unit5Canada—“TheTrueNorth”
WarmingUp,Pre-readingandReadingＩ．單元教學(xué)目標技能目標SkillGoalsTalkaboutthebasicinformationaboutCanada—location,maincities,customsandculturaldiversity.Learnhowtoreadatravelingreportandusemaps.Learntoexpressdirectionsandpositions.MastertheNounClause-Appositiveclause.Learntowriteareporttoexpresswhatyouhearandseeinaplace.II．目標語言功能句式表示方向的句式Whereis...?Howdoesonegoto...?Inwhatdirectionis...?Is...closeto/farfrom...?Howfaris...?表示位置的句式Itis/liesinthenorth/southof...Itis/liestothesouth/east/northwestof...Itiswithin...Kilometersof...Itis/liesonthewest/east.Theplaceisontheborder.Yougoalongthecoast.Itiseast/westof...Itisfarawayfrom...Onegoesnorthward.詞匯1.四會詞匯QuizCanadianministercontinentbaggagechatsceneryeastwardwestwardupwardsurroundharbormeasureaboardeaglewithinborderslightacreurbantopicmixmixturebushmaplefrostconfirmwealthydistancemistmistyschoolmateboothdowntownapproximatelydawnbuffetbroadnearbytraditionterrifyterrifiedpleasedimpressimpressive2.詞組Primeminister,ratherthan,settledown,managetodo,catchsightof,haveagiftfor,inthedistance語法NounclauseastheappositiveIII.教材分析本單元通過兩位女孩李黛玉與劉茜的加拿大之旅，向我們展示了加拿大的一些基本概況，包括它的地理位置、主要城市、風土人情以及它的多元文化。通過學(xué)習(xí)本單元，讓學(xué)生對加拿大有了更多的了解，使學(xué)生能夠用所學(xué)的詞匯與句式表達方向與位置，并學(xué)會條理地寫出旅游過程中的所見所聞。Period1warmingupTeachinggoals1.Targetlanguage1.Learnsomewords.multicultural,scenery,surround,harbor,Canadian,Vancouver,Toronto,Calgary,Ottawa,beaver,polar,penguinLearntheinformationaboutCanada.Mastertheexpressionsfordescribingdirectionsandlocations.TalkaboutthebasicinformationaboutCanada—location,maincities,customsandculturaldiversity.TeachingimportantpointsLearntoreadthetravelingreportaccordingtothetravelingroute.TeachingmethodsAsking-and-answeringactivities;Teachingaids:acomputerTeachingprocedures:Step1lead-in1.Doyouliketogosightseeing?2.Whichcountrydoyouliketovisit?3.Whatcanyouseeinthesecountries?Showsomepicturesoffamouscountry:Britain,France,USA,Japan,CanadaWhat’syourfirstimpressionofthiscountry?beautiful,modern,attractive,pleasant…Step2QuizHowmuchdoyouknowaboutCanada?IfyouhaveachancetohaveatriptoCanada,whatdoyouwanttoknowaboutit?Canadaisamulticulturalcountry.Itisthesecondlargestcountryintheworld.HowmuchdoyouknowaboutCanada?Workinpairsandanswerthisquiz1.C2.D3.A4.B5.AStep3introductionIntroducesomeinformationofCanada.Position:CanadaisinnorthernNorthAmericaSize:thesecondlargestcountryintheworldhasanareaof9,984,670squarekilometers;thedistancefromeasttowestis5,500kilometerspopulation:apopulationof30million.History:ThefirstsettlersarrivedfromEnglandin1497.SettlersfromFrancereachedCanadain1534Languages:Officiallanguages:EnglishandFrenchClimate:differentfromareatoarea(asinchina)Resources:berichinforests,coal,oil,waterStep4practiceKnowledgeaboutCanada:TrueorFalse.1.CanadiansspeakEnglishandFrench.2.TorontoisthecapitalofCanada.3.CanadaliesinthenorthofSouthAmerica.4.Canadaisthelargestcountryintheworld.5.CanadaisonthenorthofUSA.6.ThenationalanimalofCanadaispolarbear.7.CanadaisamemberoftheBritishCommonwealth.8.TheHeadoftheCanadianGovernmentisthePrimeMinister.Step5speaking1.IntroducesomethingaboutCanadatoyourfriends.2.fillintheblanks.Canadaisa__________(多文化的)country.Itcoversanareaof_____millionsquarekilometersandis__________________(第二大)countryintheworld.______isitscapital.Canadiansspeak_________________.________isthenationalflowerand_________isthenationalanimal.Homework:1.previewthereading2.Englishweeklypage1reading.
Period2reading教案Teachinggoals1.Targetlanguagea.重點詞匯和短語ratherthan,baggage,scenery,eastward,chat,surround,harbor,measure,aboard,haveagiftfor,within,managetodo,catchsightof,eagle,acre,urbanb.重點句子2.AbilitygoalLearnhowtodescribetheplacesthatLiDaiyuandLiuQianvisitinCanada.Understandthenounclauseusedasappositive.EnablethestudentstounderstandthedetailsofthepassageaboutCanadaandfindthecorrectanswerstothequestionsinthepost-reading.3.LearningabilitygoalsImprovethestudents’readingability-guessingwords,searchingforinformation.LearntheinformationaboutCanada.Mastertheexpressionsfordescribingdirectionsandlocations.Teachingimportantpointsa.Findtheanswerstothequestionsinpost-reading.Learnthemethodsofwritingatravelingreportabout.b.Understandtheuseofnounclause-appositiveclause.Learntoreadthetravelingreportaccordingtothetravelingroute.Teachingmethods1．Skimmingandscanning;2．Asking-and-answeringactivities;3．Listeningmethod.TeachingaidsAcomputerTeachingproceduresStep1revisionSaysomethingaboutCanada.Step2leadinWhatkindofpassageitis?A.astoryB.apieceofnewsC.anadvertisementD.atraveljournalLet’sstartthetripwithLiDaiyuandLiuQiantogether.WhatdoyouexpecttoseeifyoutakeatriptoCanada?Step3fastreading1)Readthroughthepassageandfindoutwhichplacesarementionedinit.Thendrawthemincirclesonyourmap.2)Whatdoes“TheTrueNorth”mean?“TheTrueNorth”isthetrainthatgoesacrossCanada/thecross-Canadatrain.>Step4carefulreadingFillinthechart.BasicFactsaboutCanadaDistancefromeasttowestcoastOceansoneastandwestcoastsPopulationWheremostCanadiansliveLocationoflargestfreshwatersupplyKeypointaboutVancouverKeypointaboutCalgaryKeypointaboutThunderBayIfIwouldliketogotoVancouver,whatcanIdothere?Canyoutellmemoreaboutthecity?Keywords:thewarmest;themostbeautiful;mountains;thePacificOcean;skitheoldestforestsThenIwouldliketoknowsomethingaboutCalgary.CanyoutellsomethingaboutCalgary?Keywords:CalgaryStampede;cowboys;haveagiftfor;prizes.HowaboutThunderBay?Whereisit?Thekeywords:atthetopendof…;busyport;closeto…thefact…surprisemanypeople.Step5postreadingAnswerthefollowingquestions:1.Whichcontinentarethecousinscrossing?4.WhathappensattheCalgaryStampede?5.HowareoceanshipsabletoreachthecenterofCanada?6.WhataresomeofCanada’sgreatestnaturalresources?Step6retellingLiDaiyuandLiuQiantookthetraininCanadafrom_____to_____.Theircousins’friend,DannyLin,tookthemtothetrainstationtocatch“_______________”.Canadaisthe________biggestcountryintheworld.Itis5,500kilometersfrom______to_______.Astheygo________,theysawbeautifulsceneryaswellascities.Vancouveris___________bymountainsonthenorthandeast.Whenthecousins_______________intheseats,theylookedoutofthewindow.Theysawmountaingoatsandevena_______bear.Calgaryisfamousforitscompetition.ManyofthecowboysfromalloverNorthAmerica______________________workingwithanimals.Thenthey_____________awheat-growingprovince.ThunderBayisabusyport.Itis__________thecenterofthecountry.Suggestedanswers:1.west;east2.TheTrueNorth3.second4.coast;coast5.eastward6.surrounded7.settleddown8.grizzly9.haveagiftfor10.wentthrough11.closetoStep7Discussion1.Whichpartofthecountryinterestsyoumost?2.IfsomedayyougotoCanada,wherewillyougo?Why?Homework1.Remembertheunderlinedsentences.2.WriteashortpassagetoreportwhatLiDaiyuandLiuQiansawinCanada.3.Englishweeklypage4part1,2
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Unit 3 The Million Pound Bank-Note(Warming Up, Pre-reading and Reading)教案
Unit3TheMillionPoundBank-Note
WarmingUp,Pre-readingandReading
Period1Warmingup!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--Step4Retelling1.Showthekeywordsandrelevantpicturesonthescreen,usingthecomputer.2.Askthestudentstoretellthewholescene,accordingtothefollowingkeywords:summer,1903,HenryAdams,Americanbusinessman,rescued,Britishship,London,withoutmoney,lost,walkdown,street,ledto,tworichbrothers,madeabet,aletter,amillion-poundbank-note,open,twoo’clock.T:Now,lookatthekeywordsandpictures,whocanretellthereading?S1:Itwasthesummerof1903,andHenryAdams,anAmericanbusinessman,hadsomeveryluck.HewasrescuedatseabyaBritishshipthattakeshimtoLondonwherehefindshimselfwithoutmoney,friendsortheprospectofagoodjob.HewaslostandaloneinLondon.Hehadnomoneyanddidnotknowwhatheshoulddo.Walkingdownthestreet,heheardsomeonecallinghim.Thenhecameinandwasledtotworichbrothers,RoderickandOliver,whomadeasecretbetandgavehimaletterinwhichtherewasaone-million-poundbanknote.Hewasaskedtoopentheletteruntiltwoo’clockintheafternoon.Roderickbelievesthatamancan’tsurviveinthecityforamonthwithonlyamillionpoundbanknoteinhispossessionbutOliverbelieveshecan.(TheplaytakesusalongonHenry’smisadventureswithhumorandsurprisetodiscoverwhowillwinthebet.)Step5Summarywhatdoyouthinkofthisplay?Ismoneysoimportant?Homework1.Reviewthekeysentencesinthispart.2.Englishweeklypage4part2
Unit2 Working the land Period 1 Warming up and pre-reading教案
Unit2Workingtheland
Period1Warmingupandpre-reading.
Step1Lead-in.
PoemByLiShen
Farmersweedingatnoon,Sweatdownthefieldsoon.
Whoknowsfoodonatray,Duetotheirtoilingday.
ThenletonestudentrecitethepoeminChinese.
Step2Warmingupbyquestioning
Hello,everyone.Weshallreadaboutmanwhoworksthelandtoday.Haveyouevergrownanyplants?Ifnot,whatkindofplantwouldyouliketogrow?Howwillyougrowit?
(Forreference:Mr.Li,Iworkedwithmyfatherinthericefieldlastyear.Wegrowhybridriceanduseanimalwastestomakethesoilrich.)
Hasanyoneofyoueverbeentothecountryside?Whatdidyoudothere?
(Forreference:IwenttoChuankouthedaybeforeyesterday.Itisasmallmountainvillage75linorthofBeijing.Iwenttheretovisitmyuncle’sfamily.Ilikethatsmallbeautifulvillageverymuch.)
Whoarefromafarmer’sfamily?Whatdoyouknowaboutfarming?
Step3Pre-readingandtalking
Questioningandanswering
RiceismainfoodinSouthChina.Whatdoyouthinkwouldhappeniftomorrowtherewassuddenlynoricetoeat?
(Forreference:Thenthesouthpeoplewouldhavetochangetheireatinghabit.Theycouldturntopotatoes,wheatflour,cowandsheepcheese,cabbage,onionsandgarlicforfood.TheyarethebasesofthetraditionalfoodinNorthChina.)
Ifyouhadthechancetodoonethingtohelpendhungerintheworld,whatwouldyoudo?
(Forreference:Iwouldtrytoendhungerbypopularizingtheadvancedfarmingtechniques.Moderntechniquescouldbeintroducedtoincreasethericeoutput,andexpandtheareaoffields.)
GivingbackgroundinformationaboutProfessorYuanLongping
HaveyoueverheardofamancalledProfessorYuanLongping?Wouldanyoneofyoutelltheclasssomethingabouthim?
(Forreference:ProfessorYuanLongpingisaChineseagriculturalscientist.ProfessorYuansbreakthroughscientificachievementledtotheworldsfirstsuccessfulandwidelygrownhybridricevarieties,revolutionizingricecultivationinChinaandtriplingproductionoverageneration.HisapproachtoricebreedingthenspreadinternationallythroughoutAsiaandtoAfricaandtheAmericas,providingfoodfortensofmillionsandleadingtohisbecomingknownasthe"FatherofHybridRice."
Step4.Reading
Readingaloudtotherecording
Comprehension—understandingwhatyouarereading—isimportant.Toreadinthoughtgroupsisaneasy,yeteffective,wayofimprovingreadingcomprehension.Nowturntopage9andreadaloudtotherecordingofthetextAPIONEERFORALLPEOPLE.Payattentiontothethoughtgroupsinthesentenceswhilelisteningandreadingaloud.
Abriefintroduction:
YuanLongpingisknownasChina’s“fatherofhybridrice”.It’ssaidthatinChina,weeatdependingon“TwoPing”----DengXiaoping,whomadethepolicyofSystemofProductionResponsibility,&YuanLongping,whoinventedhybridrice.
YuanLongping,whowasborninSeptember,1930,graduatedfromAgricultureDepartmentinSouthwestAgriculturalInstitute.Hehasbeenworkingonagricultureeducation&theresearchintohybridricesincehelefttheinstitute.
Inthe1960s,whenChinawassufferingfromseriousfamine,hecameupwiththeideaofhybridrice,whichhasahighyield(oroutput).Tenyearslater,hesucceededininventinganewspeciesthatproduceda20percenthigheryieldthancommontypesofrice.
Yuandevotedhimselftotheresearchintoagriculture,&washonoredbyUNESCO&FAO(聯(lián)合國教科文組織）.Althoughheis74yearsold,heisstillworkingontheresearchintoagriculture.
Unit2 Working the land Period 1 Warming up and pre-reading 教案
Unit2Workingtheland
Period1Warmingupandpre-reading.
Step1Lead-in.
PoemByLiShen
Farmersweedingatnoon,Sweatdownthefieldsoon.
Whoknowsfoodonatray,Duetotheirtoilingday.
ThenletonestudentrecitethepoeminChinese.
Step2Warmingupbyquestioning
Hello,everyone.Weshallreadaboutmanwhoworksthelandtoday.Haveyouevergrownanyplants?Ifnot,whatkindofplantwouldyouliketogrow?Howwillyougrowit?
(Forreference:Mr.Li,Iworkedwithmyfatherinthericefieldlastyear.Wegrowhybridriceanduseanimalwastestomakethesoilrich.)
Hasanyoneofyoueverbeentothecountryside?Whatdidyoudothere?
(Forreference:IwenttoChuankouthedaybeforeyesterday.Itisasmallmountainvillage75linorthofBeijing.Iwenttheretovisitmyuncle’sfamily.Ilikethatsmallbeautifulvillageverymuch.)
Whoarefromafarmer’sfamily?Whatdoyouknowaboutfarming?
Step3Pre-readingandtalking
Questioningandanswering
RiceismainfoodinSouthChina.Whatdoyouthinkwouldhappeniftomorrowtherewassuddenlynoricetoeat?
(Forreference:Thenthesouthpeoplewouldhavetochangetheireatinghabit.Theycouldturntopotatoes,wheatflour,cowandsheepcheese,cabbage,onionsandgarlicforfood.TheyarethebasesofthetraditionalfoodinNorthChina.)
Ifyouhadthechancetodoonethingtohelpendhungerintheworld,whatwouldyoudo?
(Forreference:Iwouldtrytoendhungerbypopularizingtheadvancedfarmingtechniques.Moderntechniquescouldbeintroducedtoincreasethericeoutput,andexpandtheareaoffields.)
GivingbackgroundinformationaboutProfessorYuanLongping
HaveyoueverheardofamancalledProfessorYuanLongping?Wouldanyoneofyoutelltheclasssomethingabouthim?
(Forreference:ProfessorYuanLongpingisaChineseagriculturalscientist.ProfessorYuansbreakthroughscientificachievementledtotheworldsfirstsuccessfulandwidelygrownhybridricevarieties,revolutionizingricecultivationinChinaandtriplingproductionoverageneration.HisapproachtoricebreedingthenspreadinternationallythroughoutAsiaandtoAfricaandtheAmericas,providingfoodfortensofmillionsandleadingtohisbecomingknownasthe"FatherofHybridRice."
Step4.Reading
Readingaloudtotherecording
Comprehension—understandingwhatyouarereading—isimportant.Toreadinthoughtgroupsisaneasy,yeteffective,wayofimprovingreadingcomprehension.Nowturntopage9andreadaloudtotherecordingofthetextAPIONEERFORALLPEOPLE.Payattentiontothethoughtgroupsinthesentenceswhilelisteningandreadingaloud.
Abriefintroduction:
YuanLongpingisknownasChina’s“fatherofhybridrice”.It’ssaidthatinChina,weeatdependingon“TwoPing”----DengXiaoping,whomadethepolicyofSystemofProductionResponsibility,&YuanLongping,whoinventedhybridrice.
YuanLongping,whowasborninSeptember,1930,graduatedfromAgricultureDepartmentinSouthwestAgriculturalInstitute.Hehasbeenworkingonagricultureeducation&theresearchintohybridricesincehelefttheinstitute.
Inthe1960s,whenChinawassufferingfromseriousfamine,hecameupwiththeideaofhybridrice,whichhasahighyield(oroutput).Tenyearslater,hesucceededininventinganewspeciesthatproduceda20percenthigheryieldthancommontypesofrice.
Yuandevotedhimselftotheresearchintoagriculture,&washonoredbyUNESCO&FAO(聯(lián)合國教科文組織）.Althoughheis74yearsold,heisstillworkingontheresearchintoagriculture.
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(xué)生學(xué)習(xí)寫作“描寫文：報道”?！督鹕贪浮方虒W(xué)設(shè)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(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，對課本、對《金色教案》教學(xué)設(shè)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(xué)效果。教師也可以參照《金色教案》提供的“實際教學(xué)過程課時劃分建議”進行教學(xué)。Period1Reading閱讀課WarmingUp課本提供了一個關(guān)于加拿大概況的小測試，目的是激活學(xué)生已有的知識和經(jīng)驗，為進入本單元的學(xué)習(xí)作好準備。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(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)生對閱讀課文的細節(jié)的把握，比如，要求學(xué)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(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，零散的信息就有機地串聯(lián)起來了。Period2Learningaboutlanguage知識課LearningaboutLanguage部分首先通過構(gòu)詞法的學(xué)習(xí)擴大學(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行教學(xué)：Warmingupbydiscoveringusefulwordsandexpressions,Readingandfinding,Doingexercises,Readyusedmaterialsfor“Nounclausesastheappositive”,Closingdownbydoingaquiz。Period3Usinglanguage運用課UsingLanguage部分綜合訓(xùn)練聽說讀寫的能力。聽與寫、聽與說有機結(jié)合在一起，使學(xué)生通過填空、討論的形式進一步學(xué)習(xí)有關(guān)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(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。寫報告時，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。實際教學(xué)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(shè)計為一節(jié)包括聽說讀寫單項技能或組合技能訓(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(xué)。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(xué)。第三部分教學(xué)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(xué)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。
