小學(xué)語文微課教案

Unit11Warming-up，Speaking，andListening。

lstPeriodWarming-up，Speaking，andListening

Teachingaim:
1.learnthesephrasesandwords:
criterion.colleague.staff.stickwith
throughtickandthin.Pulloutof.
2.Enablethestudentstotalkaboutthequalitiesandpersonalitytheyhave.
3.Enablethestudentstotalkaboutsocialbehaviorandsocialrelations.
Teachingdifficultpoints:
1.FillintheListeningchart.
2.Howtosolvetheproblemsinstudents’life.
Teachingmethod:
1.AskingandAnswering.
2.Discussing

Teachingprocedures:
StepI:Lead-in
1.Greetings.
2.Doatest
Supposeyouaresittingonabenchandwaitingforthebus,butsuddenlyyourhatisblownaway.Whatwouldyoudothen?（測試性格）
3.Whatkindofpersondoyouthinkyouare?
4.Discussion:
Whatcriteriadoyouusetoacceptpeopleasfriends?(ingroupsfour)
5.Speaking.
Tellstudentsthathavingthereputationofbeinghonest,responsibleandreliablewillbringbenefits.ThenaskthestudentstodiscussthethreesituationsonPage93toseeiftheyhavethereputation.
1).Imagineyouareworkinginabigcompanythatmakesdigitalcameras.Oneofyourcolleagueshasstolenoneduringthelunchbreak.Afteraninvestigationbythepolice,anothercolleaguewhoisknowntohavestolenthingsinthepastissuspectedofhavingstolenthecamera.Youknowthatthecamerawasstolenbyoneofyourbestfriends.Whatwillyoudo?
2).Duringthesummeryouhavetakenaholidayjobinyouruncle’sfoodcompany.Whileworkingthereyoudiscoverthatthemanagementdoesnottakepropermeasurestoensurehygieneandsafetyofthefoodproductsthatarepreparedinitskitchensandwillbedeliveredtothecustomers.Youknowthatasaresultofthissomepeoplemaysufferfoodpoisoning.Thishasbeenstandardpracticeinthecompanyforalongtime,andallstaffknowaboutit.Ifyouspeakout,itwillbeeasyforthebosstorealizethatitisyou.Whatwillyoudo?
3).Youaretakingcareofyourneighbour’sbabygirl,whileyourneighbouristakingeveningclasses.Youhavejustputthebabytosleep,whenyourclassmatecallsyouaboutaproblemwithhercomputer.Youtrytohelpher,explaininghowtosolvetheproblemonthephone,butshesaysitdoesn’twork.Yourclassmatedoesnotliveveryfaraway,andyouthinksolvingtheproblemwon’ttakemoretantenminutes.Togothereandcomebackbybikewillonlytakeabouthalfanhour,andyouwillbebacklongbeforeyourneighbourcomesbackfromhereveningclass.Whatwillyoudo.
example:S1:Iwilltellthemanagerthatitismyfriendthathasstolenthecamera.
T:Ifyoudoso.Aren’tyouafraidyourfriend’ssadness?Maybehedoesn’twanttomakefriendswithyou.
S1:Becausewearefriendsandwemustbehonest.ButIwilltrymybesttodoitbetter,neithermakethemangerbeangrynorletthefriendembarrass.Forexample,…
6.Discussion
T:Afterthat,weareclearthatbeinghonest,responsibleandreliablewillbringusbenefits,andcanletotherpeopletrustyou.Besidesthat,howtoletotherpeopletrustyouinyoudailylife?
Suggestanswers:
①.Keepyourpromises.
②Putyourwordsintoaction.
③Neverboast.
④Saywhatyoureallythink.
StepII：listening.
1.Pre-listening.
Q1:Doyouthinkyouareanoutgoingboy?
Q2:Howdoyouspendyourtimeafterschool?
Q3:Doanyofyouhaveapart-timejob?Why?
Q4:CanyouguesswhatthestudentsinotherCountriesdoafterschool?
2.Listening
①ListentothesummaryofresearchintothewaysofChinesestudentsinAucklandspendtheirleisuretime.Thenfinishthechart.
FrequencyDoing
homeworkGoingto
thecinemaGoing
shoppingDoingnothing
atall
None
Hardly
Little
Sometimes
Much
Most
All
②Listenagainandwritedownthethingsworkingstudentspendtheirmoneyon.
③Listenforthethirdtime,writedownthepercentageofeachthing.
④Drawapiechartofthethingsworkingstudentsspendtheirmoneyon.
⑤DoTrueorFalse
a.Thesurveywasconductedamong400foreignUniversitystudents.
b.Thequestionnairehasonlyonesection.
c.40%ofthestudentshadparttimejobs.
d.Mostofthestudentswanttoknowdifferentpeoplebyhavingpart-timejobs.
Homework:
Prepareforthenewlesson.

精選閱讀

Chapter3.Placesofinterest-warming-up學(xué)案

作為優(yōu)秀的教學(xué)工作者，在教學(xué)時(shí)能夠胸有成竹，作為教師就要精心準(zhǔn)備好合適的教案。教案可以更好的幫助學(xué)生們打好基礎(chǔ)，幫助教師提高自己的教學(xué)質(zhì)量。教案的內(nèi)容要寫些什么更好呢？以下是小編為大家精心整理的“Chapter3.Placesofinterest-warming-up學(xué)案”，希望能對您有所幫助，請收藏。

Chapter3.Placesofinterest-warming-up學(xué)案

Step1Warmingup

Showthephotosofsomebeautifulplacesvisitedbymyson,asksstoguesswheretheyare.

ShowthephotosofsomebeautifulplacesonthePowerPoint.（TheGreatWall;YuanmingYuan;BudalaPalace;Venice;TheLibertyStatueinNewYork,America;Fujiyama.）Askstudentswhethertheyknowwheretheyare.

T:Doyouliketraveling?

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T:Haveyoueverbeentosomeplacesofinterests?Whichplaceimpressesyoumost?why?

__________________________________________________________

T:Howwillyoupreparefortraveling?__________________________________________________________

__________________________________________________________

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Step2practice

Whileyouarediscussingwithyourpartner,askeachotherthefollowingquestions:

Whenareyouleaving?Whereareyougoing?Howareyougoingto…?

__________________________________________________________

Howmuchdoyouknowaboutthisplace?Whenareyouarrivingin/at…?Whenareyoucomingback?

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Step3discussion

Imagineyouaregoingtoanisolatedislandtodoresearchwork,makealistofthefollowingthingsyouaregoingtotake.Listfromthemostimportanttotheleastimportant,andstateyourreasons.

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Step4homework

Previewthetext

Unit 5 Canada —— “The true North”（Period 1 Warming up and Reading 1）

俗話說，居安思危，思則有備，有備無患。準(zhǔn)備好一份優(yōu)秀的教案往往是必不可少的。教案可以保證學(xué)生們在上課時(shí)能夠更好的聽課，幫助教師提高自己的教學(xué)質(zhì)量。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 1 Warming up and Reading 1）”，相信能對大家有所幫助。

Unit5Canada——“ThetrueNorth”（Period1WarmingupandReading1）

Teachingaims:
1.TalkingaboutCanada.
2.Learnthegeography,population,maincities,andnaturalbeauty,naturalresourcesofCanada.
3.Learnhowtoreadatravelingreportandpictures.
Teachingaids:Acomputer,aprojectandpictures.
Teachingsteps:
Step1.Warmingup.
1.Ssdiscussthefollowingquestions.
1)Doyouliketogotraveling?
2)Whichcountriesdoyouliketovisit?Why?
3)Whatcanyouseeinthesecountries?
2.TshowssomepicturesofwinterandinvitesSstodescribethem.
3.GetSstotalkwhattheyknowaboutCanada.
4.TshowsamapofCanadaandasks:1.WhichcontinentisCanadain?
2.Whichcountryisitsneighbor?
3.WhataretheOceansCanadafaces?
4.HowlargeisCanada?
4.Haveaquiz.
Step2.Pre-reading.
T:WouldyouliketotakeatriptoCanada?
WhatthreewordswouldyouusetodescribeCanada?
Step3Reading
1.Shimming:
GetSstoreadthepassagequicklyandanswerthefollowingquestions:
1)Whatisthepassagemainlyabout?
Sample：Thepassageisaboutatripoftwogirls,andittellsussomeinformationaboutCanada.
2)Whatis“TheTureNorth”?
Sample：“TheTrueNorth”isthetrainthatgoesacrossCanada/thecross-Canadatrain.
3)Howmanycitiesarementionedinthetext?Whatarethey?
Sample：Vancouver–Calgary—ThunderBay—Toronto
4)Whatdoyouknowabouteachcity?
Vancouver:
thewarmestpartofCanada；themostbeautifulcityinCanada
manyAsianwanttolivethere；thetreesareextremelytall.
theoldestandmostbeautifulforestsintheworld
Calgary:
famousforStampede
Cowboyscometocompeteinridingwildhorses.
goodatworkingwithanimals
theycanwinalotofmoneyinprizes.
ThunderBay:
atthetopendoftheGreatLakes；verybusyport
closetothecentreofthecountry,sothatoceanshipscangothere.
2.Detailedreading:
1)GetSstoreadthepassageagainandcorrectthefollowingsentences.
1.ThegirlswenttoCanadatoseetheirrelativesinMontreal.
(intheEastofCanada/ontheAtlanticcoastofCanada)
2.DannyLinwasgoingtodrivethemtoVancouver.
(thetrainstationtocatchthecross-Canadatrain)
3.YoucancrossCanadainlessthanfivedaysbybicycle.
(can’t)
4.ThegirlslookedoutthewindowsandsawNativeIndiansandcowboys.
(agrizzlybear,mountaingoatsandwildscenery)
5.ThunderBayisaportcityinthesouthofCanada,nearToronto.
(atthetopendoftheGreatLakes,nearthecenterofthecountry)
2)Listentothetapeandfillintheblanksfromthetext.
Canadais_____thantheUnitedStates.Itisthe_______largestcountryintheworld.Itis_____kilometersfromcoasttocoastinCanada.ThepopulationofCanadaisonlyslightlyover_____________.Canadahas_________oftheworld’sfreshwater,muchofwhichisinthe___________.OnthecoastnorthofVancouversomeoftheoldestandmostbeautiful_______intheworldstillremain.Itissowettherethatthetreesareextremely______.
Period2Languagepoints:
1.CanadaisamulticulturalcountrylikeChina.加拿大像中國一樣是一個(gè)多元化國家。
multistory多層的multiform多種形式的
multichannel多通話線路的,多波段的multipurpose多種用途的
多黨的multiparty多國的、多民族的multinational
多向的multidirectional多彩的，彩色的multicolored
多媒體multimedia
2.LiDaiyuandhercousinLiuQianwereonatriptoCanadatovisittheircousinsontheAtlanticcoast.李黛予和她的表妹劉倩去加拿大大西洋海岸看望她們的表兄妹們。
trip:usuallyshortjourney,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
makeatriptotakeatripto
海濱之行atriptotheseaside
前往巴黎的蜜月之旅ahoneymoontriptoParis
他出差在外。Heisonabusinesstrip
我父親下禮拜要到紐約去。
MyfatherwillmakeatriptoNewYorknextweek
3.Ratherthantaketheaeroplanealltheway,theydecidedtoflyfromChinatoVancouverandtotakethetrainfromwesttoeastacrossCanadainSeptember.
ratherthan(prep.):inpreferenceto(sb/sth);insteadof與其（某人/某物）;不愿;不要
他不愿惹麻煩,寧可離去.Ratherthancausetrouble,heleft.
我想喝檸檬汁,不想喝可樂.
I’llhavealemonaderatherthanacoke.
他正忙于寫信而不是讀報(bào).
Hewasbusywritingaletterratherthanreadinganewspaper.
4.Itisthesecondbiggestcountryintheworldandasyougoeastward,youwillseemountains,andpassbythousandsoflakes,forestsandwideriversaswellascities.它是世界第二大國家,當(dāng)你一路向東行時(shí),除了城市你還會看到山脈,會經(jīng)過上千個(gè)湖泊,森林,大河等以及城市.
eastward也作eastwards,副詞,意為“向東”
-ward(s)=inadirection
向前foreward(s)向后backward(s)
向外outward(s)向南southward(s)
向西westward(s)向北northward(s)
他們向東航行。Theysailedeastward
我們難以決定是向東走還是向西走。
Wecouldn’tdecidewhethertogoeastwardorwestward
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)，不論后面是有無of,詞尾都不加s.
如果前面沒有確定的數(shù)字而后接of時(shí)，詞尾都加s.
300名學(xué)生threehundredstudents
這些雞蛋里的3打threedozenoftheseeggs
幾打雞蛋dozensofeggs
5.ManypeoplethinkitisthemostbeautifulcityinCanada,asitissurroundedbymountainsonthenorthandeastandthePacific.許多人都認(rèn)為溫哥華是加拿大最美麗的城市，因?yàn)樗谋泵婧蜄|面都被大山包圍。
surroundvt.包圍，環(huán)繞，圍繞
surroundsb/sthwithsb/sth
sth/sbbesourroundedby/withsth
籬笆環(huán)繞著學(xué)校。Thefencesurroundstheschool
他們出動了軍隊(duì)包圍了該城。Theyhavesurroundedthetownwithtroops.
房子的四周有高墻。Thehouseissurroundedbyhighwalls.
6.OnthecoastnorthofVancouversomeoftheoldestandmostbeautifulforestsintheworldstillremain.溫哥華以北的海岸依然生長著世界上最古老，最美麗的森林。
northof=tothenorth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。
他住在洛杉磯以東（的地方）。
HelivestotheeastofLosAngeles
7.Thatafternooninthetrainthecousinssettleddownintheirseats.那天下午表姐妹倆才在火車上落了座。
settledown安穩(wěn)坐下，安居下來，適應(yīng)起來
他爺爺手拿報(bào)紙坐在扶手椅里。
Hisgrandfathersettleddowninthearmchairwithanewspaper.
你適應(yīng)新工作了嗎？Haveyousettleddowninyournewjobyet?
8.Manyofthemhaveagiftforworkingwithanimalsandtheycanwinthousandsofdollarsinprizes.他們中許多人都有與獸共舞的才能，他們能贏得幾千美元的獎(jiǎng)金。
haveagiftfor在…..方面有天分；有天賦
她對學(xué)語言有天賦。shehasagiftforlearninglanguages.
好像他對音樂有些天賦。Itseemshehasagiftformusic.

Period3Learningaboutlanguage
Step1:Checktheanswersofexercise1onpage36
multi=manymeanings
multicolouredmadeofmanycolours
multichannelhavingmanychannels
multiformexistinginmanyforms
multinationalincludingmanynations
multistoreyhavingmanystories/storeys
multimediausingmanymedia
multitrackmadeofmanytracks
multifaithincludingmanyreligions/faiths
multimembermadeofmanymembers/people
-ward(s)=inadirectionmeanings
forward(s)ahead,tothefront
eastward(s)totheeast
westward(s)tothewest
southward(s)tothesouth
backward(s)totherear;totheback
outward(s)out,inadirectionaway
northward(s)tothenorth
inward(s)totheinside
toward(s)inadirectionto
Step2:Checktheanswersofexercise2onpage36
Extremely、haveagiftfor、settledown、coast
Surround、harbour、figureout、port、within
Step3：Checktheanswersofexercise3onpage36
figureout、harbour、within、border、agiftfor
settleddown、surrounded、extremely
Step4Appositiveclause
T.Whatkindofnounclausesarethey?
1.Whatitwastobecomewasamystery.(主語從句)
2.Idon’tknowwhowillhelpHenrytowinthebet.（賓語從句）
3.Histroubleisthathedoesn’tknowanybodyinLondon.
(表語從句)
4.Thefactthatshipscangotheresurprisesmanypeople.
（同位語從句）

Period4Grammarpionts
同位語從句講義及練習(xí)
一、理解同位語從句的含義，把握同位語從句的實(shí)質(zhì)
在主從復(fù)合句中作同位語的從句稱為同位語從句。同位語從句一般用that,whether，what,which,who,when,where,why,how等詞引導(dǎo)，常放在fact,news,idea,truth,hope,problem,information,wish,promise,answer,evidence,report,explanation,suggestion,conclusion,等抽象名詞后面，說明該名詞的具體內(nèi)容。換言之，同位語從句和所修飾的名詞在內(nèi)容上為同一關(guān)系，對其內(nèi)容作進(jìn)一步說明。
例：Thenewsthattheyhadwonthegamesoonspreadoverthewholeschool.他們比賽獲勝的消息很快傳遍了整個(gè)學(xué)校。
析：theyhadwonthegame說明Thenews的全部內(nèi)容，因此該句為同位語從句。
二、正確運(yùn)用同位語從句的引導(dǎo)詞，準(zhǔn)確把握同位語從句
1.如同位語從句意義完整，應(yīng)用that引導(dǎo)同位語從句。（即that不充當(dāng)任何成分，只起連接作用）
例：Thegeneralgavetheorderthatthesoldiersshouldcrosstheriveratonce.將軍下達(dá)了戰(zhàn)士們立即過河的命令。
析：thesoldiersshouldcrosstheriveratonce是theorder的全部內(nèi)容，且意義完整，因此應(yīng)用that引導(dǎo)同位語從句。
2.如同位語從句意義不完整，需增加"是否"的含義，應(yīng)用whether引導(dǎo)同位語從句。（if不能引導(dǎo)同位語從句）
例：Welldiscusstheproblemwhetherthesportsmeetingwillbeheldontime.我們將討論運(yùn)動會是否會如期舉行的問題。
析：thesportsmeetingwillbeheldontime意義不完整，應(yīng)加"是否"的含義才能表達(dá)theproblem的全部內(nèi)容，因此應(yīng)用whether引導(dǎo)同位語從句。
3.如同位語從句意義不完整，需增加"什么時(shí)候"、"什么地點(diǎn)"、"什么方式"等含義，應(yīng)用when,where,how等詞引導(dǎo)同位語從句。
例1：Ihavenoideawhenhewillbeback.
析：hewillbeback意義不完整，應(yīng)加"什么時(shí)候"的含義才能表達(dá)idea的全部內(nèi)容，因此應(yīng)用when引導(dǎo)同位語從句。
例2：Ihavenoimpressionhowhewenthome,perhapsbybike.
析：hewenthome意義不完整，應(yīng)加"如何"的含義才能表達(dá)impression的全部內(nèi)容，因此應(yīng)用how引導(dǎo)同位語從句。
4.當(dāng)主句的謂語較短，而同位語從句較長時(shí)，同位語從句常后肢。
如：Thethoughtcametohimthatmaybetheenemyhadfledthecity.他突然想到敵人可能已經(jīng)逃出城了。
三、把握同位語從句和定語從句的區(qū)別，明確同位語從句和相似從句的界限
同位語從句和定語從句相似，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。同位語從句對名詞加以補(bǔ)充說明，是名詞全部內(nèi)容的體現(xiàn)，且名詞和同位語從句的引導(dǎo)詞均不在從句中作成分；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，且名詞和定語從句的引導(dǎo)詞均在從句中作成分。
區(qū)分時(shí)可以在先行詞與與從句之間加一個(gè)系動詞be,使之構(gòu)成一個(gè)新句子，如果句子通順且符合邏輯，則為同位語從句，反之，則為定語從句。
如：Thereportthathewasgoingtoresignwasfalse.
他將辭職的傳聞是假的。
因?yàn)閠hereportwasthathewasgoingtoresign句意通順，所以，thathewasgoingtoresign是同位語從句。
例1：Informationhasbeenputforward____moremiddleschoolgraduateswillbeadmittedintouniversities.(NMET2001上海)
A.whileB.thatC.whenD.as
析：答案為B。moremiddleschoolgraduateswillbeadmittedintouniversities是Information的內(nèi)容，且Information不在從句中作成分，所以該句為同位語從句。應(yīng)將該句區(qū)別于：
Itissaidthatmoremiddleschoolgraduateswillbeadmittedintouniversities，thisistheinformation____hasbeenputforward.
A.whatB.thatC.whenD.as
析：答案為B。thathasbeenputforward為information的修飾性定語，且information在從句中作主語，所以該句為定語從句。
例2：Sheheardaterriblenoise,____broughtherheartintohermouth.(MET91)
A.itB.whichC.thisD.that
析：答案為B。分析語境含義、句子結(jié)構(gòu)和句子成分可知，該句為非限制性定語從句，先行詞為aterriblenoise，且它在從句中作主語。應(yīng)將該句區(qū)別于：
Icantstandtheterriblenoise____sheiscryingloudly.
A.itB.whichC.thisD.that
析：答案為D。sheiscryingloudly是theterriblenoise的內(nèi)容，且theterriblenoise不在從句中作成分，所以該句為同位語從句。

Period5‘TheTrueNorth’FromTorontoToMontreal
Step1.Leadin:ShowsomepicturesofCanada,andasks“DoyouknowthefollowingthingsinCanada?”
Step2.Ssreadthepassagewithin3minutestofillinthefollowingplot.
ThenextmorningTheysawbeautifulmapleleaves
Andrealizedthatfallhadcome
AroundnoonTheyarrivedinToronto
LatethatnightThetrainleft
Atdawnthenext
MorningTheyarrivedinMontreal
Theyspentthe
afternoonInthelovelyshopandandvisitingartists
Intheirworkshopsbesidethewater
ThenightThetrainwasspeedingdowntotheeastcoast
Step.3:Readthepassageforasecondtimeandanswerthefollowingquestions.
1.HowdoweknowitisfallinCanada?
2.WhatcansometimesbeseenfromtheCNTowerinToronto?
3.Wheredoesthewaterfromthelakego?
4.WhyistheregoodCantonesefoodinTorono?
5.WhichdirectionisthetraingoingfromTorono?
6.WhydidthegirlsgotoOldMontreal?
7.WhatthreethingsshowusthatMontrealisaFrenchcity?
Step4Languagepoints
1.TheywerenotleavingforMontrealuntillater.
Not…until…表示“直到…才…”，常與表示瞬間的動詞連用。如：
我們直到今天晚上才離開。
Wedonotleaveuntilthisevening.
街上的吵鬧聲直到深夜才停止。
Thenoiseinthestreetdidntstopuntilmidnight.
2.It’stoobadyoucan’tgoasfarasOttawa,Canada’scapital.
遺憾的時(shí)你們不能一直走到加拿大的首都渥太華去。
asfaras(習(xí)語)直到所提到之處為止
我一直走到山腳。
Iwalkedasfarasthefootofthemountain.
莎拉已經(jīng)讀到第四冊啦。
Sarahhasreadasfarasthefourthvolume.
3.ThegirltoldhimtheywereonatraintripacrosstheCanadaandthattheyhadonlyonedayinMontreal.
一個(gè)動詞若帶兩個(gè)賓語從句，第二個(gè)賓語從句的引導(dǎo)詞that一般不能省，例如：
IunderstandnotonlythatyouhavestudiedChinesebutalsothatyouhavewrittenChinesepoetry.

Unit 2 Working the land Periods 1 Warming up and Reading教案

Periods1WarmingupandReading

TheGeneralIdeaofThisPeriodThisperiodincludesWarmingup,Pre-reading,ReadingandComprehendingofUnit2.Itintroducessomethingaboutagriculture,especiallyaboutDrYuanandhissuperhybridrice.Itcanhelpthestudents,especiallythestudentsincities,knowsomethingaboutagriculture.Infactthisworldfacesaseriousproblem—starvation.?SoafterreadingthepassageaboutDrYuanthestudentswillknowtheimportanceofhisachievementtoman.OfcoursetheywilllearnfromDrYuansomenoblecharacters,andlearnhowtheyshouldtrytheirbesttomakecontributionstothesociety.?TeachingImportantPoints?Helpthestudentstounderstandthepassagebetter.?Learnandmastertheimportantwordsandphrasesinthisperiod.?HowtohelpthestudentsmakeuptheirmindstomakecontributionstothesocietyinthefuturelikeDrYuan.?TeachingDifficultPoints?Howtohelpthestudentsimprovetheirreadingabilityandunderstandthepassagebetter.?Howtomastertheimportantlanguagepointsinthispassage.?TeachingMethods?Fastreadingtogetthegeneralideaofthetext.?Detailreadingtounderstandthepassagebetter.?Explanationtohelpthestudentsmastersomelanguagepoints.?Discussiontohelpthestudentsunderstandbetterwhatthey’velearnedandtousetheknowledgethey’velearnedinthisperiod.?TeachingAids?Ataperecorder?Amultimedia?

ThreeDimensionalTeachingAims?KnowledgeandSkills?Trainthestudents’readingability.?Learnthefollowingusefulwords,expressionsanddrills:?Words:sunburn,struggle,super,expand,circulate,equip,export?Expressions:rid...of,besatisfiedwith,leada...life,searchfor,wouldrather,thanksto,withthehopeof,ratherthan?Drills:?1)Thisspecialstrainofricemakesitpossibletoproduceone-thirdmoreofthecropinthesamefields.?2)Hecareslittleaboutspendingthemoneyonhimselforleadingacomfortablelife.?3)Healsodoesn’tcareaboutbeingfamous.?4)Hefeelsitgiveshimlessfreedomtodohisresearch.?5)Hisotherhobbiesincludeplayingmah-jong,swimmingandreading.?6)Wishingforthings,however,costsnothing.?Enablethestudentstolearnmoreaboutagriculture,countrysideandfarming.Theycanexchangetheirexperiencewitheachotherbytalkingandrealizetherolethatagricultureplaysinhumanlifefromthispart.?ProcessandStrategies?Fastreadingtomakethestudentsgetthemainideaofthepassage.?Explanationtomakethestudentsmastersomelanguagepoints.?FeelingsandValue?Itcanhelpthestudents,especiallythestudentsincities,knowsomethingaboutagriculture.?

TeachingProceduresStep1Warmingup?T:Goodmorning/afternooneveryone.?Ss:Goodmorning/afternoon,teacher.?T:Inunit1thepreviowswelearntsomegreatwomen.Todaywe’lllearnsomethingaboutafamousman.Atfirstlet’slookatthefollowingpicturesandtellmewhatthepeoplearedoing??

!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--Ss:Theyarefarming.?T:Areyoufromafarmer’sfamily?Whatdoyouknowaboutfarming??(Showthefollowingchartwordbywordonthescreen,andaskthemtotellmore.)?soilcropsploughingweatherandclimateirrigating...T:Maybeeveryoneknowssomethingaboutthemodernagriculture,butdoyouknowanythingabouttheagricultureinthepast?Thenshowthestudentsthefollowingpictures:?Agricultureinthepast?

Themodernagriculture

Step2Pre-reading?Thepurposeofthisstepistoletthestudentsknowtheimportanceofrice.Byansweringthetwoquestions,thestudentscaneasilyunderstandwhywecallDrYuanLongpingapioneerforallpeople,andwhyhedevotesallhislifetothericeresearch.?T:WhatisthemainfoodinallEastAsianandSoutheastAsiancountries??Ss:Rice.Itissaidthatthereare2.4billionpeopletoeatriceeverydaythroughouttheworld.?T:Whatdoyouthinkwouldhappeniftherewassuddenlynoricetoeat??Ss:Ifthathappened,peopletherewouldsufferfromstarvation.Peoplewouldbepanic(驚慌)andthewholecountrywouldgetintotrouble.?T:ButtodayitwillnothappenbecauseDrYuanLongpinghelpsus.Sotodaywe’lllearnapassageaboutDrYuan,theFatherofhybridrice.Let’scometothetext.?Step3Fastreading?ThereadingmaterialisaboutanagriculturalpioneernamedYuanLongpingwhoworkedhardatanewstrainofrice.Ithasprovedsosuccessfulthathistechnologyspreadintoothercountries.Thepurposeofthefastreadingistoletthestudentsfindsomeusefulinformation，andgetfamiliarwiththetext.Sointhisstep,theteachercandesignsomequestionstheforthestudents,sothattheycaneasilyfindtheanswersandfinishthereadingtask.?T:Readthetextfastandfindouttheanswerstothequestionsonthescreen.ThenI’dliketoaskyoutoanswerthem.?Showthequestionsonthescreenandgivethestudentsthreeminutestoreadthetextquickly.?1.WhatisDrYuan’sappearance??2.What’shisachievement??3.Doyouthinkheisagreatman?Why?Threeminuteslater.?T:Nowwhowouldliketoanswerthefirstquestion??S:1.Hehasasunburntfaceandarmsandaslim,strongbody.Heismorelikeafarmerthanascientist.?T:Youareright,verygood!Whataboutthesecondone??S:2.Hegrowswhatiscalledsuperhybridrice,whichmakesitpossibletoproduceone-thirdmoreofthecropinthesamefields.Thankstohisresearch,theUNistryingtoridtheworldofhunger.Usinghishybridricefarmers’producingharveststwiceaslargeasbefore.?T:Doyouthinkheisagreatman?Why??(Ssgivetheirownanswers.)?Step4Detailedreading?T:Pleasereadthetextagain,andtrytofindtheanswersforthefollowingquestions:?I’llgiveyoufourminutes.?1.WhydidDrYuanwanttoincreasethericeoutputwhenhewasyoung??2.Howdoeshehelpridtheworldofhunger??3.WhatkindoflifeisDrYuanleading??4.UseafewwordstodescribeDrYuan’spersonality.?Fourminuteslater.?T:Whohavefoundtheanswerforthefirstquestion??Suggestedanswers:?1.DrYuanwantedtoincreasethericeoutputbecausehesawmanypeoplegohungrywhenhewasyoung.?2.Hehelpstheworldgetridofhungerbyproducingahybridstrainofricewhichincreasetheharvest.?3.DrYuanisleadingasimplelife,doinghisresearch,listeningtohismusicandridinghismotor-bike.?4.DrYuanisasimple,academicmanwhoismoreinterestedinhelpingothersthanbeingfamous.?Step5Extensivereading?T:Nowpleasereadthetextforthethirdtime,thenfillthefollowingchart:?Ssreadandfillthechart:?

NameYuan

Born

Graduated

Appearance

Achievements

Personality

TheDesignoftheWritingontheBlackboard

Unit2Workingtheland

Period1WarmingupandReadingLanguagefocus?1.rid...ofmakesb./sth.freefrom(sb./sth.unpleasant)?e.g.Weallwishthatwewouldridtheworldoffamine.?Thefarmerrecentlytriedtoridthehouseofrats.?2.leada...life,livea...life?e.g.Nowweareleadingahappylife.?Intheolddaysfarmersledaterriblelifeinthecountry.?3.wouldrather,preferto?e.g.I’dratherwalkthantakeabus.?I’dratheryouknewthatnow,thanafterwards.?

RecordafterTeaching

ActivitiesandResearch

ResearchoncropsThisactivityisintendedforgroupcooperation.Thestudentshavetoassignthemselvesthework.Thestudentsareaskedtostudythreeorfourcropsthataregrownontheland,includingwhereitgrows;thevarieties;itsidealenvironment.Thisactivityisimportantforthestudentsasitencouragesindependentlearninganddevelopsresearchskills.?1.Assigneachgrouptofindouttheinformationofonekindofcrop.?2.StudentscansearchsomeinformationontheInternet,theycanalsogainalotofinformationfromagoodsetofencyclopedia.?3.Encouragethemtodotheworkoutofschoolashomeworkorindependentprojectwork.?4.Helpthestudentsorganizetheirinformationunderthethreeheadings:geography,varietiesandenvironment.?5.Whenstudentspresenttheirwork,praisetheireffortsinclassandgivethemencouragementandsuggestionstoimprovethequalityoftheirfutureprojects.?6.Teachercanalsodisplaythestudents’projectsforotherclassesandtheirparentstosee.?ReferenceforTeaching?BackgroundInformation?

1.Crops1)Cucumbers?Cucumbersaregrownforeatingfreshorpreservingaspickles.Theymustbegrowninwarmtemperaturesandfullsunlight,andwillnotstandfrost.Cucumbersmaturequicklyandarebestsuitedtolargegardensbutcanbegrowninsmallareasifcagedortrellised.?Cucumbersdobestinloose,sandyloamsoilbutcanbegrowninanywelldrainedsoil.Removerocks,largesticksandtrashbeforepreparingthesoil.Leavefinepiecesofplantmaterialsuchasdeadgrassandsmallweeds.Theywillhelpenrichthesoilwhenturnedunder.Spadethesoiltoadepthof8to12inches.Thisisaboutthedepthreachedbymostshovelsorspadingforks.Turneachshovelofsoilcompletelyoversoallplantmaterialsarecoveredwithsoil.?2)Tomatoes?Tomatoesarewarmseasonplantsrequiringatleastsixhoursperday.Temperaturesareveryimportant.Mostvarietiesoftomatoeswillnotsetfruitunlesstheaveragenighttimetemperaturestaysabove55degrees.Ifnighttimetemperaturesareexpectedtodropbelow55degrees,protecttheplantsusingapolyethylenefilm.?Oneofthemostcommonproblemswithtomatoesiscalledblossomendrotwhichappearsasagrayordarkleatheryscarorrotontheblossomendofthefruit.Itisusuallycausedbysuddenorinconsistentmoisturelevelsinthesoil.Itcanalsobecausedbyalackofcalciuminthesoil.Anothercommonproblemoftomatoesisblossomdrop.Thiscanoccurifnighttimetemperaturesdropbelow55degreesandplantsarenotprotected.Germinationandtubegrowtharesoslowthattheblossomsdropoffbeforetheycanbefertilized.?3)Peas?Peasareafrost-hardy,cool-seasonvegetablethatcanbegrownthroughoutmostoftheUnitedStates,whereveracoolseasonofsufficientdurationexists.Forgardeningpurposes,peasmaybeclassifiedasgardenpeas(Englishpeas),snappeasandsnowpeas(sugarpeas).Gardenpeavarietieshavesmoothorwrinkledseeds.Thesmooth-seededvarietiestendtohavemorestarchthanthewrinkled-seededvarieties.Thewrinkled-seededvarietiesaregenerallysweeterandusuallypreferredforhomeuse.Thesmooth-seededtypesareusedmoreoftentoproduceripeseedsthatareusedlikedrybeansandtomakesplit-peasoup.Snappeashavebeendevelopedfromgardenpeastohavelow-fiberpodsthatcanbesnappedandeatenalongwiththeimmaturepeasinside.Snowpeasaremeanttobeharvestedasflat,tenderpodsbeforethepeasinsidedevelopatall.TheSouthernpea(cowpea)isanentirelydifferentwarm-seasonvegetablethatisplantedandgrowninthesamemannerasbeans.?

2.IsOrganicFoodSafe?Yes.Organicfoodisassafetoconsumeasanyotherkindoffood.Justaswithanykindofproduce,consumersshouldwashbeforeconsumingtoensuremaximumcleanliness.Ascitedabove,organicproducecontainssignificantlylowerlevelsofpesticideresiduesthanconventionalproduce.ItisacommonmisconceptionthatorganicfoodcouldbeatgreaterriskofE.colicontaminationbecauseofrawmanureapplicationalthoughconventionalfarmerscommonlyapplytonsofrawmanureaswellwithnoregulationwhatsoever.Organicstandardssetstrictguidelinesonmanureuseinorganicfarming:Eitheritmustbefirstcomposted,oritmustbeappliedatleast90daysbeforeharvest,whichallowsampletimeformicrobialbreakdownofanypathogens.?Whydoesorganiccostmore??Thecostoforganicfoodishigherthanthatofconventionalfoodbecausetheorganicpricetagmorecloselyreflectsthetruecostofgrowingthefood:substitutinglaborandintensivemanagementforchemicals,thehealthandenvironmentalcostsofwhicharebornebysociety.Thesecostsincludecleanupofpollutedwaterandremediationofpesticidecontamination.Pricesfororganicfoodsincludecostsofgrowing,harvesting,transportationandstorage.Inthecaseofprocessedfoods,processingandpackagingcostsarealsoincluded.Organicallyproducedfoodsmustmeetstricterregulationsgoverningallthesestepsthanconventionalfoods.Theintensivemanagementandlaborusedinorganicproductionarefrequently(thoughnotalways)moreexpensivethanthechemicalsroutinelyusedonconventionalfarms.Thereismountingevidencethatifalltheindirectcostsofconventionalfoodproductionwerefactoredintothepriceoffood,organicfoodswouldcostthesame,or,morelikely,becheaperthanconventionalfood.?

3.InternationalCoalitionProposesWorldHungerReformsRome,Italy,May28—Aninternationalcoalitionpromotingplant-basedsolutionstoworldhungerproposedsweepingreformstodelegatestotheFoodandAgricultureOrganizationmeetingonworldfoodsecurityinRome.Thepurposeofthemeetingwastorepairaflawedprocessthatwassupposedtoreducethenumberofchronicallyhungrypeopleintheworldbyhalfbytheyear2015.?Thecoalition’spositionpapermakesseveralcreativepointstocleartheimpasse:?Akeyrootcauseofworldhunger,asidefromnaturaldisasters,pests,andwars,hasbeentheinsistencefirstbycolonialpowersandnowbycorporateinterestsonproductionofcashcropsforexport,inplaceofsufficientnutritious,safe,andaccessiblefoodforthelocalpopulation.?Internationaltradecannotsolveworldhungerbecauseitshiftslimitedagriculturalresourcestoproductionofcashcropsforexport,andpeoplewhodon’thaveaccesstofoodandotherbasicnecessitiesoflifehavenothingtotrade.?Westernmeatindustries,facingpublicawarenessofthehealthimpactsandstrictenvironmentalregulationsathome,seektoexploitthenaturalresources,cheaplabor,andpotentialmarketsoflow-incomefood-deficientnations(LIFDNs).?Thedefinitionoffoodsecurityasthesustainableavailabilityofsufficientamountsofnutritious,safe,andaccessiblefoodstuffsleadsinevitablytothechoiceofplant-basedsolutionsandtheavoidanceofanimal-basedsolutions.?Affluentnationsshouldactupontheirmoralobligationtoprovidetheresourcesnecessarytotransportanddistributewesternfoodsurplusestotheworld’shungrypeopleandtohelpsetupsustainableproductionofsufficientnutritious,safe,andaccessiblelocallygrownplant-basedfoods.Theyshouldreducetheirowndependenceonanimal-baseddietstoreleasefoodstuffsforthehungry.?LIFDNsshouldscrutinizecarefullyalloffersofresourcestomakesurethatthesetrulymeettheirneeds,ratherthanthoseofwesterncorporateinterests.Theyshouldinsistonbuildingupsustainableproductionofsufficientnutritious,safe,andaccessiblelocallygrownplant-basedfoods.?Inadditiontodistributingthepositionpapertothedelegates,coalitionactivistsalsohandedoutleafletsattheFAORomeheadquarters.AdditionalactionsareplannedinconnectionwiththeWorldFoodSummittobeheldin!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--RomeinNovember.?MembersofthecoalitionincludeFARM,aU.S.non-profitorganizationwhichhaspromotedsustainable,humanefarmingpracticessince1976，andtwoItaliangroups,SocietaVegetariana(Milan)andProgettoVivereVegan(Florence).?

4.Hunger:VegetarianSolutionsNow—Vegfam?Vegfamisacharitableorganizationwiththemissiontofeedthehungrywithoutexploitinanimals.

Itwasfoundedin1963inEnglandbyChrisandJanetAldous.LaterRuthandFriedensternHowardbecameTrustees.FriedenandotherscontinueitsworktodayoutoftheofficeinDevon,England.(VEGFAM,TheSanctuary,NrLydford,Okehampton,DevonEX204AL,England)Forover30years,Vegfamhasbeenworkingwithandinfluencingmajorcharitiesaroundtheworld,byco-financingprojectsthatdonotexploitanimals.Vegfamworksthroughindigenouson-the-spotrepresentatives,andworkswithexistingcharitiestosupportimmediateandlong-termfoodandwater-aidprojects.Inworkingwithexistingcharities,Vegfameducatesthesegroupsabouttheneedforreliefeffortsthatdonotfeedthehungryattheexpenseofanimalsandtheenvironment.Short-termaidforfaminevictimsincludespurchasinggrains,legumes,fruits,nuts,andvegetables,andprovidingwatersupplies.Long-termaidincludesprovidingseedsforplanting,irrigationprojects,diggingwaterwells,providingfruitandnuttrees,providingvegetableplotsand/ortrainingpeopletogrowvegetables,andLeafConcentrateprojects.SomeofthecountriesaidedbyVegfamareIndia,Bangladesh,Vietnam,Sudan,Ethiopia,Nigeria/Biafra,Somalia,Syria,Lebanon,Zimbabwe,andmanymore.In1994helpwassenttoAngola,Rwanda,andBosnia.Donationsmadein1995were,insterling;(1=about

小學(xué)語文微課教案

Unit11Warming-up，Speaking，andListening。

lstPeriodWarming-up，Speaking，andListening

Teachingaim:
1.learnthesephrasesandwords:
criterion.colleague.staff.stickwith
throughtickandthin.Pulloutof.
2.Enablethestudentstotalkaboutthequalitiesandpersonalitytheyhave.
3.Enablethestudentstotalkaboutsocialbehaviorandsocialrelations.
Teachingdifficultpoints:
1.FillintheListeningchart.
2.Howtosolvetheproblemsinstudents’life.
Teachingmethod:
1.AskingandAnswering.
2.Discussing

Teachingprocedures:
StepI:Lead-in
1.Greetings.
2.Doatest
Supposeyouaresittingonabenchandwaitingforthebus,butsuddenlyyourhatisblownaway.Whatwouldyoudothen?（測試性格）
3.Whatkindofpersondoyouthinkyouare?
4.Discussion:
Whatcriteriadoyouusetoacceptpeopleasfriends?(ingroupsfour)
5.Speaking.
Tellstudentsthathavingthereputationofbeinghonest,responsibleandreliablewillbringbenefits.ThenaskthestudentstodiscussthethreesituationsonPage93toseeiftheyhavethereputation.
1).Imagineyouareworkinginabigcompanythatmakesdigitalcameras.Oneofyourcolleagueshasstolenoneduringthelunchbreak.Afteraninvestigationbythepolice,anothercolleaguewhoisknowntohavestolenthingsinthepastissuspectedofhavingstolenthecamera.Youknowthatthecamerawasstolenbyoneofyourbestfriends.Whatwillyoudo?
2).Duringthesummeryouhavetakenaholidayjobinyouruncle’sfoodcompany.Whileworkingthereyoudiscoverthatthemanagementdoesnottakepropermeasurestoensurehygieneandsafetyofthefoodproductsthatarepreparedinitskitchensandwillbedeliveredtothecustomers.Youknowthatasaresultofthissomepeoplemaysufferfoodpoisoning.Thishasbeenstandardpracticeinthecompanyforalongtime,andallstaffknowaboutit.Ifyouspeakout,itwillbeeasyforthebosstorealizethatitisyou.Whatwillyoudo?
3).Youaretakingcareofyourneighbour’sbabygirl,whileyourneighbouristakingeveningclasses.Youhavejustputthebabytosleep,whenyourclassmatecallsyouaboutaproblemwithhercomputer.Youtrytohelpher,explaininghowtosolvetheproblemonthephone,butshesaysitdoesn’twork.Yourclassmatedoesnotliveveryfaraway,andyouthinksolvingtheproblemwon’ttakemoretantenminutes.Togothereandcomebackbybikewillonlytakeabouthalfanhour,andyouwillbebacklongbeforeyourneighbourcomesbackfromhereveningclass.Whatwillyoudo.
example:S1:Iwilltellthemanagerthatitismyfriendthathasstolenthecamera.
T:Ifyoudoso.Aren’tyouafraidyourfriend’ssadness?Maybehedoesn’twanttomakefriendswithyou.
S1:Becausewearefriendsandwemustbehonest.ButIwilltrymybesttodoitbetter,neithermakethemangerbeangrynorletthefriendembarrass.Forexample,…
6.Discussion
T:Afterthat,weareclearthatbeinghonest,responsibleandreliablewillbringusbenefits,andcanletotherpeopletrustyou.Besidesthat,howtoletotherpeopletrustyouinyoudailylife?
Suggestanswers:
①.Keepyourpromises.
②Putyourwordsintoaction.
③Neverboast.
④Saywhatyoureallythink.
StepII：listening.
1.Pre-listening.
Q1:Doyouthinkyouareanoutgoingboy?
Q2:Howdoyouspendyourtimeafterschool?
Q3:Doanyofyouhaveapart-timejob?Why?
Q4:CanyouguesswhatthestudentsinotherCountriesdoafterschool?
2.Listening
①ListentothesummaryofresearchintothewaysofChinesestudentsinAucklandspendtheirleisuretime.Thenfinishthechart.
FrequencyDoing
homeworkGoingto
thecinemaGoing
shoppingDoingnothing
atall
None
Hardly
Little
Sometimes
Much
Most
All
②Listenagainandwritedownthethingsworkingstudentspendtheirmoneyon.
③Listenforthethirdtime,writedownthepercentageofeachthing.
④Drawapiechartofthethingsworkingstudentsspendtheirmoneyon.
⑤DoTrueorFalse
a.Thesurveywasconductedamong400foreignUniversitystudents.
b.Thequestionnairehasonlyonesection.
c.40%ofthestudentshadparttimejobs.
d.Mostofthestudentswanttoknowdifferentpeoplebyhavingpart-timejobs.
Homework:
Prepareforthenewlesson.

精選閱讀

Chapter3.Placesofinterest-warming-up學(xué)案

作為優(yōu)秀的教學(xué)工作者，在教學(xué)時(shí)能夠胸有成竹，作為教師就要精心準(zhǔn)備好合適的教案。教案可以更好的幫助學(xué)生們打好基礎(chǔ)，幫助教師提高自己的教學(xué)質(zhì)量。教案的內(nèi)容要寫些什么更好呢？以下是小編為大家精心整理的“Chapter3.Placesofinterest-warming-up學(xué)案”，希望能對您有所幫助，請收藏。

Chapter3.Placesofinterest-warming-up學(xué)案

Step1Warmingup

Showthephotosofsomebeautifulplacesvisitedbymyson,asksstoguesswheretheyare.

ShowthephotosofsomebeautifulplacesonthePowerPoint.（TheGreatWall;YuanmingYuan;BudalaPalace;Venice;TheLibertyStatueinNewYork,America;Fujiyama.）Askstudentswhethertheyknowwheretheyare.

T:Doyouliketraveling?

__________________________________________________________

T:Haveyoueverbeentosomeplacesofinterests?Whichplaceimpressesyoumost?why?

__________________________________________________________

T:Howwillyoupreparefortraveling?__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

Step2practice

Whileyouarediscussingwithyourpartner,askeachotherthefollowingquestions:

Whenareyouleaving?Whereareyougoing?Howareyougoingto…?

__________________________________________________________

Howmuchdoyouknowaboutthisplace?Whenareyouarrivingin/at…?Whenareyoucomingback?

__________________________________________________________

Step3discussion

Imagineyouaregoingtoanisolatedislandtodoresearchwork,makealistofthefollowingthingsyouaregoingtotake.Listfromthemostimportanttotheleastimportant,andstateyourreasons.

__________________________________________________________

__________________________________________________________

__________________________________________________________

Step4homework

Previewthetext

Unit 5 Canada —— “The true North”（Period 1 Warming up and Reading 1）

俗話說，居安思危，思則有備，有備無患。準(zhǔn)備好一份優(yōu)秀的教案往往是必不可少的。教案可以保證學(xué)生們在上課時(shí)能夠更好的聽課，幫助教師提高自己的教學(xué)質(zhì)量。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 1 Warming up and Reading 1）”，相信能對大家有所幫助。

Unit5Canada——“ThetrueNorth”（Period1WarmingupandReading1）

Teachingaims:
1.TalkingaboutCanada.
2.Learnthegeography,population,maincities,andnaturalbeauty,naturalresourcesofCanada.
3.Learnhowtoreadatravelingreportandpictures.
Teachingaids:Acomputer,aprojectandpictures.
Teachingsteps:
Step1.Warmingup.
1.Ssdiscussthefollowingquestions.
1)Doyouliketogotraveling?
2)Whichcountriesdoyouliketovisit?Why?
3)Whatcanyouseeinthesecountries?
2.TshowssomepicturesofwinterandinvitesSstodescribethem.
3.GetSstotalkwhattheyknowaboutCanada.
4.TshowsamapofCanadaandasks:1.WhichcontinentisCanadain?
2.Whichcountryisitsneighbor?
3.WhataretheOceansCanadafaces?
4.HowlargeisCanada?
4.Haveaquiz.
Step2.Pre-reading.
T:WouldyouliketotakeatriptoCanada?
WhatthreewordswouldyouusetodescribeCanada?
Step3Reading
1.Shimming:
GetSstoreadthepassagequicklyandanswerthefollowingquestions:
1)Whatisthepassagemainlyabout?
Sample：Thepassageisaboutatripoftwogirls,andittellsussomeinformationaboutCanada.
2)Whatis“TheTureNorth”?
Sample：“TheTrueNorth”isthetrainthatgoesacrossCanada/thecross-Canadatrain.
3)Howmanycitiesarementionedinthetext?Whatarethey?
Sample：Vancouver–Calgary—ThunderBay—Toronto
4)Whatdoyouknowabouteachcity?
Vancouver:
thewarmestpartofCanada；themostbeautifulcityinCanada
manyAsianwanttolivethere；thetreesareextremelytall.
theoldestandmostbeautifulforestsintheworld
Calgary:
famousforStampede
Cowboyscometocompeteinridingwildhorses.
goodatworkingwithanimals
theycanwinalotofmoneyinprizes.
ThunderBay:
atthetopendoftheGreatLakes；verybusyport
closetothecentreofthecountry,sothatoceanshipscangothere.
2.Detailedreading:
1)GetSstoreadthepassageagainandcorrectthefollowingsentences.
1.ThegirlswenttoCanadatoseetheirrelativesinMontreal.
(intheEastofCanada/ontheAtlanticcoastofCanada)
2.DannyLinwasgoingtodrivethemtoVancouver.
(thetrainstationtocatchthecross-Canadatrain)
3.YoucancrossCanadainlessthanfivedaysbybicycle.
(can’t)
4.ThegirlslookedoutthewindowsandsawNativeIndiansandcowboys.
(agrizzlybear,mountaingoatsandwildscenery)
5.ThunderBayisaportcityinthesouthofCanada,nearToronto.
(atthetopendoftheGreatLakes,nearthecenterofthecountry)
2)Listentothetapeandfillintheblanksfromthetext.
Canadais_____thantheUnitedStates.Itisthe_______largestcountryintheworld.Itis_____kilometersfromcoasttocoastinCanada.ThepopulationofCanadaisonlyslightlyover_____________.Canadahas_________oftheworld’sfreshwater,muchofwhichisinthe___________.OnthecoastnorthofVancouversomeoftheoldestandmostbeautiful_______intheworldstillremain.Itissowettherethatthetreesareextremely______.
Period2Languagepoints:
1.CanadaisamulticulturalcountrylikeChina.加拿大像中國一樣是一個(gè)多元化國家。
multistory多層的multiform多種形式的
multichannel多通話線路的,多波段的multipurpose多種用途的
多黨的multiparty多國的、多民族的multinational
多向的multidirectional多彩的，彩色的multicolored
多媒體multimedia
2.LiDaiyuandhercousinLiuQianwereonatriptoCanadatovisittheircousinsontheAtlanticcoast.李黛予和她的表妹劉倩去加拿大大西洋海岸看望她們的表兄妹們。
trip:usuallyshortjourney,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
makeatriptotakeatripto
海濱之行atriptotheseaside
前往巴黎的蜜月之旅ahoneymoontriptoParis
他出差在外。Heisonabusinesstrip
我父親下禮拜要到紐約去。
MyfatherwillmakeatriptoNewYorknextweek
3.Ratherthantaketheaeroplanealltheway,theydecidedtoflyfromChinatoVancouverandtotakethetrainfromwesttoeastacrossCanadainSeptember.
ratherthan(prep.):inpreferenceto(sb/sth);insteadof與其（某人/某物）;不愿;不要
他不愿惹麻煩,寧可離去.Ratherthancausetrouble,heleft.
我想喝檸檬汁,不想喝可樂.
I’llhavealemonaderatherthanacoke.
他正忙于寫信而不是讀報(bào).
Hewasbusywritingaletterratherthanreadinganewspaper.
4.Itisthesecondbiggestcountryintheworldandasyougoeastward,youwillseemountains,andpassbythousandsoflakes,forestsandwideriversaswellascities.它是世界第二大國家,當(dāng)你一路向東行時(shí),除了城市你還會看到山脈,會經(jīng)過上千個(gè)湖泊,森林,大河等以及城市.
eastward也作eastwards,副詞,意為“向東”
-ward(s)=inadirection
向前foreward(s)向后backward(s)
向外outward(s)向南southward(s)
向西westward(s)向北northward(s)
他們向東航行。Theysailedeastward
我們難以決定是向東走還是向西走。
Wecouldn’tdecidewhethertogoeastwardorwestward
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)，不論后面是有無of,詞尾都不加s.
如果前面沒有確定的數(shù)字而后接of時(shí)，詞尾都加s.
300名學(xué)生threehundredstudents
這些雞蛋里的3打threedozenoftheseeggs
幾打雞蛋dozensofeggs
5.ManypeoplethinkitisthemostbeautifulcityinCanada,asitissurroundedbymountainsonthenorthandeastandthePacific.許多人都認(rèn)為溫哥華是加拿大最美麗的城市，因?yàn)樗谋泵婧蜄|面都被大山包圍。
surroundvt.包圍，環(huán)繞，圍繞
surroundsb/sthwithsb/sth
sth/sbbesourroundedby/withsth
籬笆環(huán)繞著學(xué)校。Thefencesurroundstheschool
他們出動了軍隊(duì)包圍了該城。Theyhavesurroundedthetownwithtroops.
房子的四周有高墻。Thehouseissurroundedbyhighwalls.
6.OnthecoastnorthofVancouversomeoftheoldestandmostbeautifulforestsintheworldstillremain.溫哥華以北的海岸依然生長著世界上最古老，最美麗的森林。
northof=tothenorth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。
他住在洛杉磯以東（的地方）。
HelivestotheeastofLosAngeles
7.Thatafternooninthetrainthecousinssettleddownintheirseats.那天下午表姐妹倆才在火車上落了座。
settledown安穩(wěn)坐下，安居下來，適應(yīng)起來
他爺爺手拿報(bào)紙坐在扶手椅里。
Hisgrandfathersettleddowninthearmchairwithanewspaper.
你適應(yīng)新工作了嗎？Haveyousettleddowninyournewjobyet?
8.Manyofthemhaveagiftforworkingwithanimalsandtheycanwinthousandsofdollarsinprizes.他們中許多人都有與獸共舞的才能，他們能贏得幾千美元的獎(jiǎng)金。
haveagiftfor在…..方面有天分；有天賦
她對學(xué)語言有天賦。shehasagiftforlearninglanguages.
好像他對音樂有些天賦。Itseemshehasagiftformusic.

Period3Learningaboutlanguage
Step1:Checktheanswersofexercise1onpage36
multi=manymeanings
multicolouredmadeofmanycolours
multichannelhavingmanychannels
multiformexistinginmanyforms
multinationalincludingmanynations
multistoreyhavingmanystories/storeys
multimediausingmanymedia
multitrackmadeofmanytracks
multifaithincludingmanyreligions/faiths
multimembermadeofmanymembers/people
-ward(s)=inadirectionmeanings
forward(s)ahead,tothefront
eastward(s)totheeast
westward(s)tothewest
southward(s)tothesouth
backward(s)totherear;totheback
outward(s)out,inadirectionaway
northward(s)tothenorth
inward(s)totheinside
toward(s)inadirectionto
Step2:Checktheanswersofexercise2onpage36
Extremely、haveagiftfor、settledown、coast
Surround、harbour、figureout、port、within
Step3：Checktheanswersofexercise3onpage36
figureout、harbour、within、border、agiftfor
settleddown、surrounded、extremely
Step4Appositiveclause
T.Whatkindofnounclausesarethey?
1.Whatitwastobecomewasamystery.(主語從句)
2.Idon’tknowwhowillhelpHenrytowinthebet.（賓語從句）
3.Histroubleisthathedoesn’tknowanybodyinLondon.
(表語從句)
4.Thefactthatshipscangotheresurprisesmanypeople.
（同位語從句）

Period4Grammarpionts
同位語從句講義及練習(xí)
一、理解同位語從句的含義，把握同位語從句的實(shí)質(zhì)
在主從復(fù)合句中作同位語的從句稱為同位語從句。同位語從句一般用that,whether，what,which,who,when,where,why,how等詞引導(dǎo)，常放在fact,news,idea,truth,hope,problem,information,wish,promise,answer,evidence,report,explanation,suggestion,conclusion,等抽象名詞后面，說明該名詞的具體內(nèi)容。換言之，同位語從句和所修飾的名詞在內(nèi)容上為同一關(guān)系，對其內(nèi)容作進(jìn)一步說明。
例：Thenewsthattheyhadwonthegamesoonspreadoverthewholeschool.他們比賽獲勝的消息很快傳遍了整個(gè)學(xué)校。
析：theyhadwonthegame說明Thenews的全部內(nèi)容，因此該句為同位語從句。
二、正確運(yùn)用同位語從句的引導(dǎo)詞，準(zhǔn)確把握同位語從句
1.如同位語從句意義完整，應(yīng)用that引導(dǎo)同位語從句。（即that不充當(dāng)任何成分，只起連接作用）
例：Thegeneralgavetheorderthatthesoldiersshouldcrosstheriveratonce.將軍下達(dá)了戰(zhàn)士們立即過河的命令。
析：thesoldiersshouldcrosstheriveratonce是theorder的全部內(nèi)容，且意義完整，因此應(yīng)用that引導(dǎo)同位語從句。
2.如同位語從句意義不完整，需增加"是否"的含義，應(yīng)用whether引導(dǎo)同位語從句。（if不能引導(dǎo)同位語從句）
例：Welldiscusstheproblemwhetherthesportsmeetingwillbeheldontime.我們將討論運(yùn)動會是否會如期舉行的問題。
析：thesportsmeetingwillbeheldontime意義不完整，應(yīng)加"是否"的含義才能表達(dá)theproblem的全部內(nèi)容，因此應(yīng)用whether引導(dǎo)同位語從句。
3.如同位語從句意義不完整，需增加"什么時(shí)候"、"什么地點(diǎn)"、"什么方式"等含義，應(yīng)用when,where,how等詞引導(dǎo)同位語從句。
例1：Ihavenoideawhenhewillbeback.
析：hewillbeback意義不完整，應(yīng)加"什么時(shí)候"的含義才能表達(dá)idea的全部內(nèi)容，因此應(yīng)用when引導(dǎo)同位語從句。
例2：Ihavenoimpressionhowhewenthome,perhapsbybike.
析：hewenthome意義不完整，應(yīng)加"如何"的含義才能表達(dá)impression的全部內(nèi)容，因此應(yīng)用how引導(dǎo)同位語從句。
4.當(dāng)主句的謂語較短，而同位語從句較長時(shí)，同位語從句常后肢。
如：Thethoughtcametohimthatmaybetheenemyhadfledthecity.他突然想到敵人可能已經(jīng)逃出城了。
三、把握同位語從句和定語從句的區(qū)別，明確同位語從句和相似從句的界限
同位語從句和定語從句相似，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。同位語從句對名詞加以補(bǔ)充說明，是名詞全部內(nèi)容的體現(xiàn)，且名詞和同位語從句的引導(dǎo)詞均不在從句中作成分；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，且名詞和定語從句的引導(dǎo)詞均在從句中作成分。
區(qū)分時(shí)可以在先行詞與與從句之間加一個(gè)系動詞be,使之構(gòu)成一個(gè)新句子，如果句子通順且符合邏輯，則為同位語從句，反之，則為定語從句。
如：Thereportthathewasgoingtoresignwasfalse.
他將辭職的傳聞是假的。
因?yàn)閠hereportwasthathewasgoingtoresign句意通順，所以，thathewasgoingtoresign是同位語從句。
例1：Informationhasbeenputforward____moremiddleschoolgraduateswillbeadmittedintouniversities.(NMET2001上海)
A.whileB.thatC.whenD.as
析：答案為B。moremiddleschoolgraduateswillbeadmittedintouniversities是Information的內(nèi)容，且Information不在從句中作成分，所以該句為同位語從句。應(yīng)將該句區(qū)別于：
Itissaidthatmoremiddleschoolgraduateswillbeadmittedintouniversities，thisistheinformation____hasbeenputforward.
A.whatB.thatC.whenD.as
析：答案為B。thathasbeenputforward為information的修飾性定語，且information在從句中作主語，所以該句為定語從句。
例2：Sheheardaterriblenoise,____broughtherheartintohermouth.(MET91)
A.itB.whichC.thisD.that
析：答案為B。分析語境含義、句子結(jié)構(gòu)和句子成分可知，該句為非限制性定語從句，先行詞為aterriblenoise，且它在從句中作主語。應(yīng)將該句區(qū)別于：
Icantstandtheterriblenoise____sheiscryingloudly.
A.itB.whichC.thisD.that
析：答案為D。sheiscryingloudly是theterriblenoise的內(nèi)容，且theterriblenoise不在從句中作成分，所以該句為同位語從句。

Period5‘TheTrueNorth’FromTorontoToMontreal
Step1.Leadin:ShowsomepicturesofCanada,andasks“DoyouknowthefollowingthingsinCanada?”
Step2.Ssreadthepassagewithin3minutestofillinthefollowingplot.
ThenextmorningTheysawbeautifulmapleleaves
Andrealizedthatfallhadcome
AroundnoonTheyarrivedinToronto
LatethatnightThetrainleft
Atdawnthenext
MorningTheyarrivedinMontreal
Theyspentthe
afternoonInthelovelyshopandandvisitingartists
Intheirworkshopsbesidethewater
ThenightThetrainwasspeedingdowntotheeastcoast
Step.3:Readthepassageforasecondtimeandanswerthefollowingquestions.
1.HowdoweknowitisfallinCanada?
2.WhatcansometimesbeseenfromtheCNTowerinToronto?
3.Wheredoesthewaterfromthelakego?
4.WhyistheregoodCantonesefoodinTorono?
5.WhichdirectionisthetraingoingfromTorono?
6.WhydidthegirlsgotoOldMontreal?
7.WhatthreethingsshowusthatMontrealisaFrenchcity?
Step4Languagepoints
1.TheywerenotleavingforMontrealuntillater.
Not…until…表示“直到…才…”，常與表示瞬間的動詞連用。如：
我們直到今天晚上才離開。
Wedonotleaveuntilthisevening.
街上的吵鬧聲直到深夜才停止。
Thenoiseinthestreetdidntstopuntilmidnight.
2.It’stoobadyoucan’tgoasfarasOttawa,Canada’scapital.
遺憾的時(shí)你們不能一直走到加拿大的首都渥太華去。
asfaras(習(xí)語)直到所提到之處為止
我一直走到山腳。
Iwalkedasfarasthefootofthemountain.
莎拉已經(jīng)讀到第四冊啦。
Sarahhasreadasfarasthefourthvolume.
3.ThegirltoldhimtheywereonatraintripacrosstheCanadaandthattheyhadonlyonedayinMontreal.
一個(gè)動詞若帶兩個(gè)賓語從句，第二個(gè)賓語從句的引導(dǎo)詞that一般不能省，例如：
IunderstandnotonlythatyouhavestudiedChinesebutalsothatyouhavewrittenChinesepoetry.

Unit 2 Working the land Periods 1 Warming up and Reading教案

Periods1WarmingupandReading

TheGeneralIdeaofThisPeriodThisperiodincludesWarmingup,Pre-reading,ReadingandComprehendingofUnit2.Itintroducessomethingaboutagriculture,especiallyaboutDrYuanandhissuperhybridrice.Itcanhelpthestudents,especiallythestudentsincities,knowsomethingaboutagriculture.Infactthisworldfacesaseriousproblem—starvation.?SoafterreadingthepassageaboutDrYuanthestudentswillknowtheimportanceofhisachievementtoman.OfcoursetheywilllearnfromDrYuansomenoblecharacters,andlearnhowtheyshouldtrytheirbesttomakecontributionstothesociety.?TeachingImportantPoints?Helpthestudentstounderstandthepassagebetter.?Learnandmastertheimportantwordsandphrasesinthisperiod.?HowtohelpthestudentsmakeuptheirmindstomakecontributionstothesocietyinthefuturelikeDrYuan.?TeachingDifficultPoints?Howtohelpthestudentsimprovetheirreadingabilityandunderstandthepassagebetter.?Howtomastertheimportantlanguagepointsinthispassage.?TeachingMethods?Fastreadingtogetthegeneralideaofthetext.?Detailreadingtounderstandthepassagebetter.?Explanationtohelpthestudentsmastersomelanguagepoints.?Discussiontohelpthestudentsunderstandbetterwhatthey’velearnedandtousetheknowledgethey’velearnedinthisperiod.?TeachingAids?Ataperecorder?Amultimedia?

ThreeDimensionalTeachingAims?KnowledgeandSkills?Trainthestudents’readingability.?Learnthefollowingusefulwords,expressionsanddrills:?Words:sunburn,struggle,super,expand,circulate,equip,export?Expressions:rid...of,besatisfiedwith,leada...life,searchfor,wouldrather,thanksto,withthehopeof,ratherthan?Drills:?1)Thisspecialstrainofricemakesitpossibletoproduceone-thirdmoreofthecropinthesamefields.?2)Hecareslittleaboutspendingthemoneyonhimselforleadingacomfortablelife.?3)Healsodoesn’tcareaboutbeingfamous.?4)Hefeelsitgiveshimlessfreedomtodohisresearch.?5)Hisotherhobbiesincludeplayingmah-jong,swimmingandreading.?6)Wishingforthings,however,costsnothing.?Enablethestudentstolearnmoreaboutagriculture,countrysideandfarming.Theycanexchangetheirexperiencewitheachotherbytalkingandrealizetherolethatagricultureplaysinhumanlifefromthispart.?ProcessandStrategies?Fastreadingtomakethestudentsgetthemainideaofthepassage.?Explanationtomakethestudentsmastersomelanguagepoints.?FeelingsandValue?Itcanhelpthestudents,especiallythestudentsincities,knowsomethingaboutagriculture.?

TeachingProceduresStep1Warmingup?T:Goodmorning/afternooneveryone.?Ss:Goodmorning/afternoon,teacher.?T:Inunit1thepreviowswelearntsomegreatwomen.Todaywe’lllearnsomethingaboutafamousman.Atfirstlet’slookatthefollowingpicturesandtellmewhatthepeoplearedoing??

!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--Ss:Theyarefarming.?T:Areyoufromafarmer’sfamily?Whatdoyouknowaboutfarming??(Showthefollowingchartwordbywordonthescreen,andaskthemtotellmore.)?soilcropsploughingweatherandclimateirrigating...T:Maybeeveryoneknowssomethingaboutthemodernagriculture,butdoyouknowanythingabouttheagricultureinthepast?Thenshowthestudentsthefollowingpictures:?Agricultureinthepast?

Themodernagriculture

Step2Pre-reading?Thepurposeofthisstepistoletthestudentsknowtheimportanceofrice.Byansweringthetwoquestions,thestudentscaneasilyunderstandwhywecallDrYuanLongpingapioneerforallpeople,andwhyhedevotesallhislifetothericeresearch.?T:WhatisthemainfoodinallEastAsianandSoutheastAsiancountries??Ss:Rice.Itissaidthatthereare2.4billionpeopletoeatriceeverydaythroughouttheworld.?T:Whatdoyouthinkwouldhappeniftherewassuddenlynoricetoeat??Ss:Ifthathappened,peopletherewouldsufferfromstarvation.Peoplewouldbepanic(驚慌)andthewholecountrywouldgetintotrouble.?T:ButtodayitwillnothappenbecauseDrYuanLongpinghelpsus.Sotodaywe’lllearnapassageaboutDrYuan,theFatherofhybridrice.Let’scometothetext.?Step3Fastreading?ThereadingmaterialisaboutanagriculturalpioneernamedYuanLongpingwhoworkedhardatanewstrainofrice.Ithasprovedsosuccessfulthathistechnologyspreadintoothercountries.Thepurposeofthefastreadingistoletthestudentsfindsomeusefulinformation，andgetfamiliarwiththetext.Sointhisstep,theteachercandesignsomequestionstheforthestudents,sothattheycaneasilyfindtheanswersandfinishthereadingtask.?T:Readthetextfastandfindouttheanswerstothequestionsonthescreen.ThenI’dliketoaskyoutoanswerthem.?Showthequestionsonthescreenandgivethestudentsthreeminutestoreadthetextquickly.?1.WhatisDrYuan’sappearance??2.What’shisachievement??3.Doyouthinkheisagreatman?Why?Threeminuteslater.?T:Nowwhowouldliketoanswerthefirstquestion??S:1.Hehasasunburntfaceandarmsandaslim,strongbody.Heismorelikeafarmerthanascientist.?T:Youareright,verygood!Whataboutthesecondone??S:2.Hegrowswhatiscalledsuperhybridrice,whichmakesitpossibletoproduceone-thirdmoreofthecropinthesamefields.Thankstohisresearch,theUNistryingtoridtheworldofhunger.Usinghishybridricefarmers’producingharveststwiceaslargeasbefore.?T:Doyouthinkheisagreatman?Why??(Ssgivetheirownanswers.)?Step4Detailedreading?T:Pleasereadthetextagain,andtrytofindtheanswersforthefollowingquestions:?I’llgiveyoufourminutes.?1.WhydidDrYuanwanttoincreasethericeoutputwhenhewasyoung??2.Howdoeshehelpridtheworldofhunger??3.WhatkindoflifeisDrYuanleading??4.UseafewwordstodescribeDrYuan’spersonality.?Fourminuteslater.?T:Whohavefoundtheanswerforthefirstquestion??Suggestedanswers:?1.DrYuanwantedtoincreasethericeoutputbecausehesawmanypeoplegohungrywhenhewasyoung.?2.Hehelpstheworldgetridofhungerbyproducingahybridstrainofricewhichincreasetheharvest.?3.DrYuanisleadingasimplelife,doinghisresearch,listeningtohismusicandridinghismotor-bike.?4.DrYuanisasimple,academicmanwhoismoreinterestedinhelpingothersthanbeingfamous.?Step5Extensivereading?T:Nowpleasereadthetextforthethirdtime,thenfillthefollowingchart:?Ssreadandfillthechart:?

NameYuan

Born

Graduated

Appearance

Achievements

Personality

TheDesignoftheWritingontheBlackboard

Unit2Workingtheland

Period1WarmingupandReadingLanguagefocus?1.rid...ofmakesb./sth.freefrom(sb./sth.unpleasant)?e.g.Weallwishthatwewouldridtheworldoffamine.?Thefarmerrecentlytriedtoridthehouseofrats.?2.leada...life,livea...life?e.g.Nowweareleadingahappylife.?Intheolddaysfarmersledaterriblelifeinthecountry.?3.wouldrather,preferto?e.g.I’dratherwalkthantakeabus.?I’dratheryouknewthatnow,thanafterwards.?

RecordafterTeaching

ActivitiesandResearch

ResearchoncropsThisactivityisintendedforgroupcooperation.Thestudentshavetoassignthemselvesthework.Thestudentsareaskedtostudythreeorfourcropsthataregrownontheland,includingwhereitgrows;thevarieties;itsidealenvironment.Thisactivityisimportantforthestudentsasitencouragesindependentlearninganddevelopsresearchskills.?1.Assigneachgrouptofindouttheinformationofonekindofcrop.?2.StudentscansearchsomeinformationontheInternet,theycanalsogainalotofinformationfromagoodsetofencyclopedia.?3.Encouragethemtodotheworkoutofschoolashomeworkorindependentprojectwork.?4.Helpthestudentsorganizetheirinformationunderthethreeheadings:geography,varietiesandenvironment.?5.Whenstudentspresenttheirwork,praisetheireffortsinclassandgivethemencouragementandsuggestionstoimprovethequalityoftheirfutureprojects.?6.Teachercanalsodisplaythestudents’projectsforotherclassesandtheirparentstosee.?ReferenceforTeaching?BackgroundInformation?

1.Crops1)Cucumbers?Cucumbersaregrownforeatingfreshorpreservingaspickles.Theymustbegrowninwarmtemperaturesandfullsunlight,andwillnotstandfrost.Cucumbersmaturequicklyandarebestsuitedtolargegardensbutcanbegrowninsmallareasifcagedortrellised.?Cucumbersdobestinloose,sandyloamsoilbutcanbegrowninanywelldrainedsoil.Removerocks,largesticksandtrashbeforepreparingthesoil.Leavefinepiecesofplantmaterialsuchasdeadgrassandsmallweeds.Theywillhelpenrichthesoilwhenturnedunder.Spadethesoiltoadepthof8to12inches.Thisisaboutthedepthreachedbymostshovelsorspadingforks.Turneachshovelofsoilcompletelyoversoallplantmaterialsarecoveredwithsoil.?2)Tomatoes?Tomatoesarewarmseasonplantsrequiringatleastsixhoursperday.Temperaturesareveryimportant.Mostvarietiesoftomatoeswillnotsetfruitunlesstheaveragenighttimetemperaturestaysabove55degrees.Ifnighttimetemperaturesareexpectedtodropbelow55degrees,protecttheplantsusingapolyethylenefilm.?Oneofthemostcommonproblemswithtomatoesiscalledblossomendrotwhichappearsasagrayordarkleatheryscarorrotontheblossomendofthefruit.Itisusuallycausedbysuddenorinconsistentmoisturelevelsinthesoil.Itcanalsobecausedbyalackofcalciuminthesoil.Anothercommonproblemoftomatoesisblossomdrop.Thiscanoccurifnighttimetemperaturesdropbelow55degreesandplantsarenotprotected.Germinationandtubegrowtharesoslowthattheblossomsdropoffbeforetheycanbefertilized.?3)Peas?Peasareafrost-hardy,cool-seasonvegetablethatcanbegrownthroughoutmostoftheUnitedStates,whereveracoolseasonofsufficientdurationexists.Forgardeningpurposes,peasmaybeclassifiedasgardenpeas(Englishpeas),snappeasandsnowpeas(sugarpeas).Gardenpeavarietieshavesmoothorwrinkledseeds.Thesmooth-seededvarietiestendtohavemorestarchthanthewrinkled-seededvarieties.Thewrinkled-seededvarietiesaregenerallysweeterandusuallypreferredforhomeuse.Thesmooth-seededtypesareusedmoreoftentoproduceripeseedsthatareusedlikedrybeansandtomakesplit-peasoup.Snappeashavebeendevelopedfromgardenpeastohavelow-fiberpodsthatcanbesnappedandeatenalongwiththeimmaturepeasinside.Snowpeasaremeanttobeharvestedasflat,tenderpodsbeforethepeasinsidedevelopatall.TheSouthernpea(cowpea)isanentirelydifferentwarm-seasonvegetablethatisplantedandgrowninthesamemannerasbeans.?

2.IsOrganicFoodSafe?Yes.Organicfoodisassafetoconsumeasanyotherkindoffood.Justaswithanykindofproduce,consumersshouldwashbeforeconsumingtoensuremaximumcleanliness.Ascitedabove,organicproducecontainssignificantlylowerlevelsofpesticideresiduesthanconventionalproduce.ItisacommonmisconceptionthatorganicfoodcouldbeatgreaterriskofE.colicontaminationbecauseofrawmanureapplicationalthoughconventionalfarmerscommonlyapplytonsofrawmanureaswellwithnoregulationwhatsoever.Organicstandardssetstrictguidelinesonmanureuseinorganicfarming:Eitheritmustbefirstcomposted,oritmustbeappliedatleast90daysbeforeharvest,whichallowsampletimeformicrobialbreakdownofanypathogens.?Whydoesorganiccostmore??Thecostoforganicfoodishigherthanthatofconventionalfoodbecausetheorganicpricetagmorecloselyreflectsthetruecostofgrowingthefood:substitutinglaborandintensivemanagementforchemicals,thehealthandenvironmentalcostsofwhicharebornebysociety.Thesecostsincludecleanupofpollutedwaterandremediationofpesticidecontamination.Pricesfororganicfoodsincludecostsofgrowing,harvesting,transportationandstorage.Inthecaseofprocessedfoods,processingandpackagingcostsarealsoincluded.Organicallyproducedfoodsmustmeetstricterregulationsgoverningallthesestepsthanconventionalfoods.Theintensivemanagementandlaborusedinorganicproductionarefrequently(thoughnotalways)moreexpensivethanthechemicalsroutinelyusedonconventionalfarms.Thereismountingevidencethatifalltheindirectcostsofconventionalfoodproductionwerefactoredintothepriceoffood,organicfoodswouldcostthesame,or,morelikely,becheaperthanconventionalfood.?

3.InternationalCoalitionProposesWorldHungerReformsRome,Italy,May28—Aninternationalcoalitionpromotingplant-basedsolutionstoworldhungerproposedsweepingreformstodelegatestotheFoodandAgricultureOrganizationmeetingonworldfoodsecurityinRome.Thepurposeofthemeetingwastorepairaflawedprocessthatwassupposedtoreducethenumberofchronicallyhungrypeopleintheworldbyhalfbytheyear2015.?Thecoalition’spositionpapermakesseveralcreativepointstocleartheimpasse:?Akeyrootcauseofworldhunger,asidefromnaturaldisasters,pests,andwars,hasbeentheinsistencefirstbycolonialpowersandnowbycorporateinterestsonproductionofcashcropsforexport,inplaceofsufficientnutritious,safe,andaccessiblefoodforthelocalpopulation.?Internationaltradecannotsolveworldhungerbecauseitshiftslimitedagriculturalresourcestoproductionofcashcropsforexport,andpeoplewhodon’thaveaccesstofoodandotherbasicnecessitiesoflifehavenothingtotrade.?Westernmeatindustries,facingpublicawarenessofthehealthimpactsandstrictenvironmentalregulationsathome,seektoexploitthenaturalresources,cheaplabor,andpotentialmarketsoflow-incomefood-deficientnations(LIFDNs).?Thedefinitionoffoodsecurityasthesustainableavailabilityofsufficientamountsofnutritious,safe,andaccessiblefoodstuffsleadsinevitablytothechoiceofplant-basedsolutionsandtheavoidanceofanimal-basedsolutions.?Affluentnationsshouldactupontheirmoralobligationtoprovidetheresourcesnecessarytotransportanddistributewesternfoodsurplusestotheworld’shungrypeopleandtohelpsetupsustainableproductionofsufficientnutritious,safe,andaccessiblelocallygrownplant-basedfoods.Theyshouldreducetheirowndependenceonanimal-baseddietstoreleasefoodstuffsforthehungry.?LIFDNsshouldscrutinizecarefullyalloffersofresourcestomakesurethatthesetrulymeettheirneeds,ratherthanthoseofwesterncorporateinterests.Theyshouldinsistonbuildingupsustainableproductionofsufficientnutritious,safe,andaccessiblelocallygrownplant-basedfoods.?Inadditiontodistributingthepositionpapertothedelegates,coalitionactivistsalsohandedoutleafletsattheFAORomeheadquarters.AdditionalactionsareplannedinconnectionwiththeWorldFoodSummittobeheldin!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--RomeinNovember.?MembersofthecoalitionincludeFARM,aU.S.non-profitorganizationwhichhaspromotedsustainable,humanefarmingpracticessince1976，andtwoItaliangroups,SocietaVegetariana(Milan)andProgettoVivereVegan(Florence).?

4.Hunger:VegetarianSolutionsNow—Vegfam?Vegfamisacharitableorganizationwiththemissiontofeedthehungrywithoutexploitinanimals.

Itwasfoundedin1963inEnglandbyChrisandJanetAldous.LaterRuthandFriedensternHowardbecameTrustees.FriedenandotherscontinueitsworktodayoutoftheofficeinDevon,England.(VEGFAM,TheSanctuary,NrLydford,Okehampton,DevonEX204AL,England)Forover30years,Vegfamhasbeenworkingwithandinfluencingmajorcharitiesaroundtheworld,byco-financingprojectsthatdonotexploitanimals.Vegfamworksthroughindigenouson-the-spotrepresentatives,andworkswithexistingcharitiestosupportimmediateandlong-termfoodandwater-aidprojects.Inworkingwithexistingcharities,Vegfameducatesthesegroupsabouttheneedforreliefeffortsthatdonotfeedthehungryattheexpenseofanimalsandtheenvironment.Short-termaidforfaminevictimsincludespurchasinggrains,legumes,fruits,nuts,andvegetables,andprovidingwatersupplies.Long-termaidincludesprovidingseedsforplanting,irrigationprojects,diggingwaterwells,providingfruitandnuttrees,providingvegetableplotsand/ortrainingpeopletogrowvegetables,andLeafConcentrateprojects.SomeofthecountriesaidedbyVegfamareIndia,Bangladesh,Vietnam,Sudan,Ethiopia,Nigeria/Biafra,Somalia,Syria,Lebanon,Zimbabwe,andmanymore.In1994helpwassenttoAngola,Rwanda,andBosnia.Donationsmadein1995were,insterling;(1=about$1.60),andtheamountsaresmallcomparedtoneed,tMALAWI(MonkeyBay)1000tofinancerunningaFruitTreeNursery.TheprojectisdoneinconjunctionwithConcernUniversalandtheWildlifeSocietyofMalawi.?INDIA(Madurai)1265fortwowellsinKarumbalaiforpoorvillagerswhowouldotherwisehavetowalkafar.1935tofeedorphansintheorphanageatChathirpatti.(TheorphansaretakeninfromvariousdisastersinIndia:flood,earthquake,plague,etc.)BothoftheseeffortsareinsupportoftheworkofPastorJesudoss.?INDIA(Jaipur)500fortheleafconcentratechildfeedingprogramsrunbyFindYourFeet.?INDIA(HimalayasKumaon)500foramedicinalandculinaryherbnurserywhichwillhelpsubsistencefarmersearnalivingandovercomeafoodshortage,andpreservethewild-growingherbsthatarebeingexcessivelyharvested.?ELSALVADOR2500forgrowinganddryingcowpealeavestoaddtochildren’ssnackstoalleviatemalnutrition,incooperationwithalocalagency,andFindYourFeet.?Sofarin1996donationshavebeenmadet?INDIA,throughPastorJesudoss:500tohelpfeedrefugeesfromSriLanka,and1220totheorphanage.?ZAMBIA:3000foramaizegrindingmill,donatedthroughtheZambianSocietyOfVegetarians.?MEXICO:2000foradriedleafprojectofFINDYOURFEETwithcooperationofalocalagency.?NIGERIA，andawaitingfunding,isasoyflourdistributionprojecttobeconductedbytheNigerianVegetarianSociety.?

5.SomethingAboutChineseAgriculture?Chinaisacountrywhosepopulationranksthefirstintheworld.Inordertofeedthewholepopulation,Chinesefarmersmustproduceenoughfood.Ontheotherhand,theyshouldproducemoreandbetterproductswhichcanbeexportedtoimprovetheirlivingstandard.ButChinaonlyhas7%ofthelandwhichcanbeusedforfarming.Therefore,farmersinChinahavealwaysbeenlookingforbettermethodsandtechniquestoproducemorefood.Theyhavealsohadtofindwaystoworkonmorelandwithfewerhands.Inthepast20years,greatachievementshavebeenmadeinChinaandChina’sfarming.Withthehelpofnewtechniquesandtheoutstandingworkofscientists,Chinahasnotonlysolvedtheproblemofhungerbutalsotakenaleadinagriculturalresearch,especiallyinsuperhybridrice,cropgenome,fertilizerandsoon,causingproductstomultiply.?Itisakindofagriculturealthoughtherearedifferencesbetweenlandagricultureandwateragriculture.Fishfarminginvolveshumanhelpandproducesfishproteincropsratherthanvegetableormeatproteincrops.Ithasbeenusedfor2000yearsinChina,EgyptandRome.Fishcaneitherbekeptinearthenpondsorincageswithflowingwaterpassingoverthefish.Iffisharekeptinearthenpondstheycanbefedeitherwithextranaturalfoodorwithspeciallyproducedfishfood.Iffisharekeptincagestheyhavetobefedonthespeciallyproducedfishfood.Whenthefisharereadytobeharvestedandsoldforeating,theearthenpondscanbeemptied(ifallthefisharetobeharvested)orthewaterreduced(ifsomeofthefisharetoremain).Inthecagesallthefishwouldbeharvestedtogether.Thereistheproblemofdiseasewithfishkeptincages.Theyaregenerallytooclosetogethersotheygetlice.Theseparasitescanbekilledbygivingmedicinetothefish.Butastimegoesby,themedicineisnotabletokillallthelice.Soifsomeofthelicegetontothewildfishtheykillmanyofthemaswildfishhavenomedicinetoprotectthem.Sofishfarmingcancauseproblemsforwildpopulationsoffish.?

6.ModernAgricultureForthousandsofyearstraditionalagricultureinChinadidnotchangeverymuch.Mostfarmswereone-familybusinesses.AlthoughChinaisaverybigcountry,only7%ofthelandcanbeusedforfarming.ItisonthisarablelandthatthefarmersproducefoodforthewholepopulationofChina.?Itisfromtheearly1990sthatscientistsstartedtodevelopnewtechniquestoincreaseagriculturalproductionwithoutharmingtheenvironment.Chemicalfertilization,forexample,helpstoproducebettercrops,butisharmfultotheenvironment.Newtechniquesshouldincreaseagriculturalproductionbutalsobefriendlytoenvironment.Futureagricultureshoulddependonhightechnologyaswellastraditionalmethods.Notonlyfoodproductionisimportantbutalsotakingcareoftheenvironment.?ThebiggestproblemofChinesefarmersistheshortageofarableland.Usingthelatesttechnologies,Chinesescientistsgrowvegetablesingreenhouses.Therootsofthesevegetablesarenotplantedinearthbuthanginwaterthatcontainsallthenutrientstheyneedtogrow.Today,manyvegetablesarenotgrowningardensbutingreenhouses.Theyareprotectedfromthewind,rainandinsects.Thetemperatureiscontrolledwithcomputers,orkeptthesame,nomatterhowtheweatherisoutside.?Languagepoints?1.DrYuangrowswhatiscalledsuperhybridrice.?袁博士種植了被人稱作超級雜交水稻的稻谷。?what=thething(s)that?Thisspecialstrainofricemakesitpossibletoproduceone-thirdmoreofthecropinthesamefields.?這種特殊的稻種使得同樣的田地多收獲三分之一的產(chǎn)量。?it在句中作形式賓語,真正的賓語為toproduce...,結(jié)構(gòu)為:動詞（make,feel,think,regard...）+it+adj.+todo。?e.g.WethinkitimportanttolearnEnglishwell.2.Sincethen,hehasdevotedhislifetofindingwaystogrowmoreandmorerice.?從那以后,他就把畢生精力投入到水稻高產(chǎn)的研究中。?devoteoneselfto+n./doing獻(xiàn)身于,致力于?注意:to為介詞,后面接v.-ing。類似的短語還有l(wèi)ookforwardto,listento,getto,replyto,apologizeto,belongto,agreeto等等。3.DrYuansearchedforawaytoincreasericeharvestwithoutexpandingtheareaoffields.袁博士尋求一種在不擴(kuò)大種植面積的情況下提高水稻產(chǎn)量的方法。?注意:search強(qiáng)調(diào)搜查,一般表示目標(biāo)明確范圍較小。searchsb.搜身;searchsomeplace搜查某地searchfor強(qiáng)調(diào)尋找,一般表示范圍較大。?searchforsb.尋找某人?e.g.Thepolicesearchedthewoodsforthelostchild.?警察在樹林里尋找失蹤的小孩。?Scientistsarestillsearchingforacuretothecommoncold.?科學(xué)家們?nèi)匀辉趯ふ移胀ǜ忻暗闹委煼椒ā?.Thankstohisresearch,theUNistryingtoridtheworldofhunger.?由于他的研究,聯(lián)合國正在努力清除世界饑餓。?thanksto=becauseof;owingto?e.g.Thankstoyoursupport,wewonthegame.?由于你的支持,我們贏得了比賽。5.Usinghishybridricefarmersareproducingharveststwiceaslargeasbefore.?用他的雜交水稻種子,農(nóng)民們種出比以前多一倍的糧食。?倍數(shù)詞（twice/half/threetimes/aquarter,etc.）+as+形容詞原級+as...表示“是……的多少倍”。?e.g.Thenumberofthestudentsinourschoolistwiceaslargeasthatintheirschool.?我們學(xué)校學(xué)生的數(shù)量是他們學(xué)校的兩倍。6.However,hecareslittleaboutspendingthemoneyonhimselforleadingacomfortablelife.但是他很少想到要把錢花在自己的身上,或享受舒適的生活。?leada...life過……生活。英語中少數(shù)動詞,包括一些不及物動詞的賓語可能是與它同源的名詞類似的短語動詞有:diea...death,smilea...smile,dreama...dream,livea...life,sigha...sigh,etc.。?care(little/much)about:beconcernedabout“關(guān)心,介意”,后面跟從句時(shí),about常省略。?carefor:lookafter照料;likeorwant想要,喜歡?e.g.AlbertEinsteindidn’tcaremuchaboutwhattowear.?WouldyouhelptocareformypetwhileIamaway?7.DrYuanismoreafarmerthanascientist.?與其說袁博士是一個(gè)科學(xué)家不如說他是一個(gè)農(nóng)民。?bemorethan=notonly不僅僅,超過?e.g.Learningismorethanreading.?bemore+A+than+B與其說是B還倒不如說是A?e.g.Heismoreanordinarypersonthanaleader.?

Unit 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(shí)能夠胸有成竹，教師要準(zhǔn)備好教案，這是教師需要精心準(zhǔn)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(shí)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(biāo)技能目標(biāo)SkillGoalsTalkaboutthebasicinformationaboutCanada—location,maincities,customsandculturaldiversity.Learnhowtoreadatravelingreportandusemaps.Learntoexpressdirectionsandpositions.MastertheNounClause-Appositiveclause.Learntowriteareporttoexpresswhatyouhearandseeinaplace.II．目標(biāo)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(fēng)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(dá)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.