一位优秀的教师不打无准备之仗，会提前做好准备，高中教师要准备好教案，这是高中教师的任务之一。教案可以让学生们充分体会到学习的快乐，帮助高中教师提前熟悉所教学的内容。那么，你知道高中教案要怎么写呢？下面是小编为大家整理的“高三英语教案：《The True North》教学设计”，仅供您在工作和学习中参考。

●重点单词

1．minister n．大臣；部长

2．chat vi. & n．聊天；闲聊

3．scenery n．景色；风景

4．eastward adv. & adj.向东；向东的；朝东的→westward adv. & adj.(反义词)向西，向西的；朝西的

5．surround vt. & vi.包围；围绕→surroundings n．(复)周围的事物；环境→surrounding adj.周围的

6．measure vi. & vt.测量；衡量；判定 n．计量制；计量单位；措施

7．aboard prep. & adv.在船、飞机、火车或公共汽车上→board vt. & n．(在/上)船等

8．within prep.在……之内

9．border n．边界；国界；边沿 vt. & vi.与……接壤；接近

10．slight adj.轻微的；微小的→slightly adv.稍微；轻微地

11．mix vt. & vi.混合；调配→mixture n．混合(物)；混合状态

12．confirm vt.证实；证明；批准

13．wealthy adj. & n．富有的；富人；有钱人→wealth n．财富

14．distance n．距离；远方→distant adj.远的，远方的

15．broad adj.宽阔的；广泛的

16．nearby adv.在附近 adj.附近的；邻近的

17．tradition n．传统；风俗→traditional adj.传统的

18．terrify vt.使恐怖；恐吓→terrifying adj.令人畏惧的→terrified adj.感到畏惧的→terror n．恐惧→terrible adj.恐怖的；恐惧的

19．impress vt.使印象深刻；使铭记→impression n．印象→impressive adj.给人深刻印象的；感人的

●重点短语

1．rather than与其；不愿

2．be surrounded by/with 被……包围

3．settle down 定居；平静下来；专心于

4．manage to do 设法做

5．catch sight of 看见；瞥见

6．have a gift for 对……有天赋

7．in the distance 在远处

8．as far as 远到；直到；至于

9．at dawn 在黎明，在拂晓

10．thousands of 成千上万的

●重点句型

1．Rather than take the aeroplane all the way, they decided to fly to Vancouver and then take the train from west to east across Canada. 她们不想一路乘飞机，她们决定先飞到温哥华，再从西海岸乘火车横穿加拿大到达东海岸。

2．It's too bad you can't go as far as Ottawa, Canada's capital.很遗憾你们不能远到渥太华——加拿大的首都。

3．“We don't leave until this evening，” said Liu Qian.“我们直到晚上才动身。”刘倩说道。

●高考范文

(2009·辽宁卷)

假定你住在一个涉外小区。社区委员会请你帮忙用英文以短文的形式写一封电子邮件，将周末农家采摘活动的安排传达给住户。

要点：

时间：下周六上午8：00至11：00

内容：采摘苹果

报名：办公室，下周四下午5：00前

提示：带帽子、手套，欢迎踊跃参加

注意：

1．词数100左右。

2．可适当增加细节以使行文连贯。

3．参考词汇：社区 community

_____________________________________________

_____________________________________________

[范文]

Ladies and gentlemen，

We are glad to tell you that there will be an apple－picking activity next weekend. Now please let me inform you about some important things. The activity will begin at 8：00 a．m. next Saturday morning, and end at 11：00 a．m. The main thing we will do is to help farmers pick apples on the farm. You are welcome to take part in it.

?Please come to the community office and apply for it before 5：00 p．m. next Thursday. Remember to take your hats and gloves. I believe you will have a wonderful time. Good luck!

The Community Union

考 点 探 究

互动探究·能力备考

Ⅰ.词汇短语过关

1．surround vt.&vi.包围，环绕，围绕

surrounding adj.周围的

surroundings n. (pl.)环境

be surrounded with/by... 被……环绕/包围

in a surrounding area 在周围地区

be situated/located in very pleasant surroundings

位于优美的环境中

[即学即练1](1)The Los Angeles Basin ______ ___________ ______ three sides ______ high mountains.

洛杉矶盆地三面都是高山。

(2)The peasants are allowed to cultivate ______ __________ ______.允许农民耕种周围的土地。

(3)Animals in a zoo are not living ______ their natural ____________.动物园里的动物们不是生活在自然环境之中。

is

surrounded

on

by

the

surrounding

land

in

surroundings

2．measure n. [U] 量度，测量，尺寸；[C]措施

vt.&vi.测量，丈量，计量

make clothes to one‘s own measure 量体裁衣

by measure 按尺寸

take measures (steps) to do sth.采取措施

beyond measure 无法估量，极度，过分

be measured in 以……来计算

[即学即练2](1) We must ______ ____________ _________ to solve these problems one by one.

我们必须采取必要的措施逐个解决问题。

(2) This room ___________ 6 metres by 4.

这个房间有6米长，4米宽。

(3)Did you __________ the distance between those two development areas?

你们测量了那两个开发区之间的距离了吗？

take

necessary

measures

measures

measure

3．within prep. 在……之内；不越出

within reach 够得着

within sight 在视线范围内

within one‘s power 力所能及

within an hour 一小时内

within call 在附近；随叫随到

within reason 理智地；合理地

[即学即练3](1)You should receive a reply ______ ______ ______.你会在七天内收到答复。

(2)It wasn't ______ ______ ______ to help her.

帮助她并非我力所能及的事。

within

seven

days

within

my

power

4．border n. 边界；国界；边沿 vt. &vi. 与……接壤；接近

a border town 边境城市

the border of the lake 湖边

on the border of 将要，接近于，在……的边界上

border on sth. 接近某物，毗邻某物；几乎相同；近似

[即学即练4](1)France ________ Germany ______ parts of the Rhine.法国沿莱茵河部分河段与德国接壤。

(2)She felt an anxiety ___________ ______ hysteria.

她感觉到一种近乎歇斯底里的焦虑。

(3)The large garden ______ __________ ______ a stream.

大花园紧临着一条小溪。

borders

along

bordering

on

is

bordered

by

5．confirm vt. 证实，确认，批准，确定

confirmation n. 证实，证明，确定，证明书

confirmed adj. 已被证实的；确定的

confirm a rumour 证实传闻

confirm a theory 证实一种理论

confirm the time of arrival 确定到达的时间

confirm one‘s belief 坚定信念

confirm a project 批准某个项目

confirm a contract 批准合同

confirm sb. in office 批准……上任

[即学即练5](1)The experiment _________ _________ ______.

那实验印证了他的理论。

(2)The President _________ that he would visit Japan the following month.总统证实他将于下个月访问日本。M.jaB88.CoM

(3)Their advice __________ ______ ______.

他们的劝告更加强了我的决心。

confirmed

his

theory

confirmed

confirmed

my

decision

6．distance n. 距离；远方；遥远；疏远　v. 不介入；与……疏远

distant adj. 遥远的；远处的；久远的

at a distance 隔一段距离；距离稍远

in the distance 在远方

out of distance from 离……太远，达不到

keep sb. at a distance 对……冷淡，与……疏远

keep one‘s distance from 与……保持距离

distance yourself from 不介入；与……疏远

[即学即练6](1)I don't know ______ _________(距离) from Beijing to Shanghai.

(2)The hospital is ______ ______ (不远) at all.

(3)The oil painting looks better ______ ______ ______(远看起来)．

(4)______ ______ ___________(从远处)，I would see them waving their hands.

(5)I can see a light ______ ______ _________(在远处)．

the

distance

not

延伸阅读

高三英语教案：《Canada—“The True North”》教学设计

古人云，工欲善其事，必先利其器。高中教师要准备好教案，这是高中教师需要精心准备的。教案可以让学生们能够更好的找到学习的乐趣，帮助高中教师营造一个良好的教学氛围。你知道怎么写具体的高中教案内容吗？为此，小编从网络上为大家精心整理了《高三英语教案：《Canada—“The True North”》教学设计》，仅供参考，大家一起来看看吧。

Ⅰ.单项填空

1．With so much noise of the traffic，I couldn’t________and do my research work.

A．put down B．settle down

C．break down D．take down

2．—Are you worried about the result of the exam?

—Only________.

A．absolutely B．approximately

C．slightly D．extremely

3．There is no doubt，in my opinion，________matters is not the speed，but the quality of the products.

A．that B．which

C．what that D．that what

4．Your natural hair color begins to fade________you grow older，and in time you grow grey.

A．since B．when

C．while D．as

5．Mr Frank asked me a question________I could go with him to________he called the Treasure House the next week.

A．that；which B．whether；that

C．whether；what D．that；where[来源:学&科&网Z&X&X&K]

6．After two years’ research，we now have a________better understanding of the disease.

A．very B．far

C．fairly D．quite

7．He came________where I was hiding and my heart beat faster.

A．more closely to B．much closer

C．rather closer to D．quite closely to

8．To our great________，his parents were________at his mark.

A．surprises；surprised B．surprises；surprising

C．surprise；surprised D．surprise；surprising

9．Those who________the plan tried to persuade those who didn’t agree to it.

A．was against B．was for

C．were against D．were for

10．—Mom，may I play computer games just for a while?

—________！Dad is writing his paper.[来源:Zxxk.Com]

A．Help yourself B．It’s up to you

C．Behave yourself D．Go ahead

11．The football player had________gift for football when he was a child.Now he is________second to none in the football field.

A．the；the B．the；a

C．a；the D．a；/

12．The new model of car is so expensive that it is only________the reach of those with high incomes.

A．beyond B．at

C．in D．within

13．—Would you care for a drink?

—No，thanks.I________.

A．would rather not B．wouldn’t like to

C．would like to D．prefer to have one

14．—The boss said we had only three days to finish the work.

—Don’t worry.We have already________two thirds of it.

A．got down B．got through

C．given in D．given away

15．All passengers________are expected to fasten the seat belts when the plane takes off or lands.

A．on the board B．on board

C．on boards D．on a board

Ⅱ.完形填空

(2009年石家庄检测二)

The future belongs to those who believe in the beauty of their dreams.

—Eleanor Roosevelt

My home is a place of great beauty and agricultural richness，as well as of war and natural disasters.When I was only fourteen years old，I was filled with__1__in spite of the terrible surroundings.The families living here，who tried to make their living from the land，__2__great losses.

I felt sorry especially for the__3__，but I__4__to be hopeless.I decided that where I was，I could do__5__to help them.I began knocking on every door and saying to each person who__6__my knock，“I know that you are__7__and give the birds that come to your yard a little__8__.Please consider me your bird.Give me only a handful of rice each week when I come to your__9__.I will take it to the temple where it can be given to the__10__children.”

No one seemed to__11__giving me a handful of rice，even__12__they had little themselves.On Sunday，I would go to the__13__and give my handfuls of rice to the monks to__14__to the children.

One day，I came to a house that had__15__to give.I told my story and asked if I could be their bird.The woman called her daughters，and__16__gave me fifty cents，as well as the handful of rice！I began to ask for__17__and rice from the other “bird feeders”，and they gave them to me.Everyone was happy to be helping those who were suffering，even__18__only this small way.The temple was soon able to help everyone who came to them for food and clothing.

“Consider me your bird.” My__19__idea had not stopped the war，but anyway，it was__20__some peace.

1.A.sorrow 　 B．hope

C．comfort D．happiness

2．A.suffered B．survived

C．covered D．made

3．A.peasants B．citizens

C．villagers D．children

4．A.wanted B．failed

C．refused D．stopped

5．A.something B．everything

C．anything D．nothing

6．A.said B．replied

C．answered D．spoke

7．A.glad B．kind

C．rich D．friendly

8．A.water B．money

C．nest D．rice

9．A.temple B．room

C．door D．garden

10．A.brave B．hungry

C．promising D．nervous[来源:学科网ZXXK]

11.A.mind　 B．escape

C．practice D．enjoy

12．A.where B．that[来源:Zxxk.Com]

C．so D．when

13．A.village B．hometown

C．temple D．house

14．A.give in B．give up

C．give away D．give out

15．A.much B．little

C．many D．few

16．A.every B．each

C．neither D．none

17．A.help B．clothing

C．food D．change

18．A.by B．with

C．on D．in

19．A.foolish B．childish

C．clever D．useful

20．A.creating B．mending[来源:学科网]

C．developing D．managing

Ⅲ.阅读理解

(2009年温州检测，B)

When we think of leadership，we often think of strength and power.But what are these really，and how do they operate?

Leadership today is not about forcing others to do things.Even if this is possible，it is short-term，and tends to produce unexpected and unwanted results.If you order someone to do something against their will，they may do it because they feel they have to，but the anger they feel will do more harm in the long term.They will also experience fear.

Fear causes the thinking brain to shut down，making the person unable to function at his or her best.If they connect you with this emotion of fear，they will become less functional around you，and you will have succeeded in not only shooting yourself in the foot，but possibly making a very good employee or partner unable to perform effectively.Fear does no good to leadership.

The way we influence people in a lasting way is by our own character，and our understanding and use of emotion.We can order someone to do something，which may be part of the work day；or we can employ them at the emotional level，so they will become fully devoted to the projects and provide some of their own motivation.Today’s work place is all about relationships.

Anyone works harder in a positive environment in which they’re recognized and valued as a human being as well as a worker.Everyone produces just a bit more for someone they like.Leaders understand the way things work.They know the pay check is not the single most important factor in the work life of most people.

The true strength of leadership is an inner strength that comes from the confidence of emotional intelligence—knowing your own emotions，and how to handle them，and those of others.Developing your emotional intelligence is the single best thing you can do if you want to develop your relationship with people around you，which is the key to the leadership skills.

1．The writer thinks that it is not________for us to connect leadership with strength and power.

A．possible B．necessary

C．easy D．effective

2．People may NOT be working hard when________.

A．they’re regarded as human beings

B．they like their leaders

C．money is taken as the most important

D．leaders understand the way things work

3．From the passage，we can conclude that________is the key to making a good leader.

A．developing one’s emotional intelligence

B．in fluencing others in one’s own way

C．producing some unexpected results

D．having confidence in one’s ability

4．This passage is most helpful to those who________.

A．have strength and power

B．are going to make a speech

C．would like to be leaders

D．are to be excellent employees

答案:

Ⅰ.单项填空

1．B　考查短语辨析。settle down安心。put down放下，写下；镇压；break down(机器)损坏，破坏；take down记下，记录。

2．C　考查副词辨析。slightly稍微，轻微地。由Only可知答案为slightly。absolutely绝对地，完全地；approximately大约，接近；extremely极其地，非常地。

3．D　考查名词性从句。that引导的同位语从句说明doubt的内容；在此同位语从句中含有一个主语从句what matters。

4．D　as...表示“随着……”，引导时间状语从句。

5．C　第一空为同位语从句，第二空用what作call的宾语。

6．B　考查形容词比较级用法。句意为：经过两年的研究，我们现在对这种疾病有了更进一步的了解。依句意，四个选项中只有B项可以和比较级连用。

7．C　close和closely都可用做副词，但意思不一样。close意为“靠近”“接近”，常与介词to连用；closely表示抽象意义，意为“密切地”“仔细地”。根据句意排除A、D项。

8．C　to one’s surprise表示“令某人吃惊的是”，而be surprised at表示“对……感到吃惊”。

9．D　依据句意排除A、C项；定语从句中的谓语动词应该与先行词一致，故选D。句意为：赞成这项计划的人试图说明那些不赞成这项计划的人。

10．C　考查交际用语。Behave yourself好好的，听话，规矩点(对孩子等的用语)。Help yourself请随便(吃、用等)；It’s up to you由你决定；Go ahead行，可以，往下说、问等。

11．D　考查冠词。have a gift for对……有天赋；second to none不比任何人差，首屈一指。

12．D　考查介词。within the reach of...能得到/到达/拿到等。beyond/out of the reach of...得不到/够不到/拿不到等。

11．A　考查交际用语，由No，thanks可以看出是拒绝别人的好意。

12．B　此题考查动词词组辨析。get down下来，落下；give in投降，认输；give away泄露秘密；get through完成。如果你的词汇量大，不难做出选择。

13．B　on board＝aboard上船/飞机/车等；在船/飞机/车上等。

Ⅱ.完形填空

1．B　由语境知，虽然生活环境恶劣，但是我没有失去对生活的希望，故选hope。

2．A　suffer great losses遭受巨大损失。前文谈到了家乡有战争和自然灾害，老百姓自然蒙受了巨大的损失。

3．D　本段段末有暗示。我把募捐到的大米送到庙里，然后由寺庙施舍给孩子们吃，故选children。

4．C　refuse to do something拒绝做某事。语境为：虽然我为孩子们感到遗憾，但是我拒绝(让自己)感到绝望。这也表明作者对生活充满了期待。

5．A　something表示肯定的意义。语境为：在当时的情况下，我决定做点事情来帮助可怜的孩子们。

6．C　我挨家挨户地敲门，对听到我的敲门声来开门(answer the door/the knock)的人说……

7．B　根据下文“give the birds that come to your yard a little rice”可判断应选kind。

8．D　rice大米。下文“Give me only a handful of rice...”暗示作者在求人施舍大米给他。

9．C　由上文我是在别人开门时说这些话的可知此处应选door。when I come to your door指“当我来到你家门口”。

10．B　结合语境，战争和自然灾害使人们饱受痛苦及作者求人施舍大米可知，孩子们在挨饿。故选hungry。

11．A　mind在乎，反对。语境为：大家都愿意施舍一把米给我。

12．D　even when they had little themselves即使当他们的食物也不充裕时。

13．C　temple庙。由上文“I will take it to the temple...”及本句and后的“give my handfuls of rice to the monks”可知，我把乞讨来的大米捐给了庙里，再由和尚们发放给挨饿的孩子们。

14．C　give away在本句中指“发放”。

15．A　结合下文内容可知，这家人不仅施舍给我大米，那位妇女和她的女儿们还各自给我捐了50美分，可见这家人比较富裕，有很多(much)可捐的东西。

16．B　each指她们每个人。

17．D　change零钱。作者意外地募到钱后，他开始讨要大米和零钱了。

18．D　in only this small way仅仅凭借这种方式。语境为：仅仅凭借这种方式，大家也能帮助那些遭受苦难的人。

19．B　childish孩子似的，天真的。作者在乞讨时说的话“Consider me your bird”听起来非常天真。

20．A　create创造，引起，产生，作者天真的想法虽没能阻止战争，却缔造了某种和平。

Ⅲ.阅读理解

【语篇解读】　领导才能的发挥不是通过自己的权力来实现的。只有通过我们的人格去影响人们，才能让人们在一个积极的人文环境中工作。领导能力的真正源泉是对自己的情商的自信。

1．B　推理判断题。文章的第二段提到“Leadership today is not about forcing others to do things.”说明我们今天再将领导和权力联系在一起是没有必要的。

2．C　事实细节题。由文中倒数第二段中的“Anyone works harder in a positive environment in which they’re recognized and valued as a human being as well as a worker.”可知A项不符合题意；从“Everyone produces just a bit more for someone they like.”可知B项不符合题意；从“Leaders understand the way things work.”可知D项不符合题意。该段的最后一句说的是金钱不是唯一使人们努力工作的因素。

3．A　推理判断题。文中最后一段的“The true strength of leadership is an inner strength that comes from the confidence of emotional intelligence”，说明要做一个好领导，我们就要提高自己的情商。

4．C　推理判断题。文章主要讲述了领导的艺术，并告诉我们人们喜欢在一个什么样的领导的领导下工作，因此文章主要是为那些想成为领导的人而写的。

高三英语教案：《Unit 5 Canada—the True North》教学设计

一名优秀的教师在教学方面无论做什么事都有计划和准备，教师要准备好教案，这是教师工作中的一部分。教案可以保证学生们在上课时能够更好的听课，帮助教师提前熟悉所教学的内容。您知道教案应该要怎么下笔吗？下面的内容是小编为大家整理的高三英语教案：《Unit 5 Canada—the True North》教学设计，供大家参考，希望能帮助到有需要的朋友。

【课 题】Unit 5 Canada—the True North (speaking)

【教 材】人教新课标版Module 3

【教学目标】

1．能力目标

a. 培养学生英语口语表达能力

b. 理解加拿大的相关信息，了解加拿大文化的不同

2．情感态度与价值观

培养学生的文化观

【学生分析】

本单元的话题通过介绍加拿大以及加拿大名人与风景，能让学生在获取信息，训练口语能力的同时了解异地文化，学生容易产生兴趣。

【教材分析】

本单元的主题是“Canada”,所以大部分内容都是围绕这一主题展开。口语训练结合加拿大所代表的西方文化与东方文化的异同展开。

【教学重难点】

1.口语技能：包括运用恰当句型与词汇表达情感与信息

2.理解东西方文化的异同

【教学准备】

教师的准备工作：

1．教案

2．课件

3．教具准备：

4.教师用多媒体计算机

学生的准备工作：

5.预习课本生词表生词

【教学过程】

第一阶段：导入新课，热身

环节

内容

教学双边活动

设计意图

导

入

新

课

引入

IntroducesomefamousCanadians

tostudents Letstudentsguess

whothey areaccordingtothe

limitedinformation.

引起兴趣，自然过渡，切入主题，说明本课的中心话题。

学生活动：通过观察，给出正确答案

教师活动:根据学生的回答，给予必要的

提示与引导。

在提示过程中注意提示语言的丰富运用，可以引导学生在听的过程中练习捕捉信息的能力。

、环节

内容

教学双边活动

设计意图

讲

授

新

课

给故事编结尾活动

Studentsaregivenaunfinishedstoryandareexpected

togiveitareasonableending.(groupwork)

训练学生对文化差异的理解和基本句型的使用

角色扮演

Fourstudentsarechosentoactasfourtourguidesand

theyintroduceChinaandCanadatosomevisitors

(therestofstudents).

Thesevisitorswanttoknowwhichcountryisworth

visitingandtheyare

eagertoaskquestions.

让学生学会用英语推销并懂得提问，在这个过程中更多地了解中国和加拿大的异同。

话题讨论

IfyouareanoverseasstudentstudyinginCanada,

areyouwilling

tostaythereforeveraftergraduation?Whyorwhynot?

培养学生归纳总结的能力，活用基本词汇表达情感的能力。

环节

内容

教学双边活动

设计意图

知

识

巩

固

课后作业

WatchaCanadianfilmandwrite

areportaboutit.

课堂知识回顾，语言知识操练

Unit 5 Canada—“The True North”英语教案

俗话说，居安思危，思则有备，有备无患。教师在教学前就要准备好教案，做好充分的准备。教案可以更好的帮助学生们打好基础，帮助教师掌握上课时的教学节奏。那么一篇好的教案要怎么才能写好呢？下面的内容是小编为大家整理的Unit 5 Canada—“The True North”英语教案，供您参考，希望能够帮助到大家。

Unit5Canada—“TheTrueNorth”
Period3Learningaboutlanguage:Grammar
整体设计
教材分析
Thisisthethirdteachingperiodofthisunit.Totestwhetherstudentshavegraspedtheimportantanddifficultlanguagepointstheylearnedinthelastperiod,theteachershouldfirstofferthemsomerevisionexercises.Thenleadinthenewlesson.
Thisteachingperiodmainlydealswiththefollowing:1.Reviewingnounclausesasthesubject;2.Learningthenewgrammaritem:nounclausesastheappositive.Studentsoftenfeelnounclausesabstractanddifficulttolearn,soitisnecessarytomakethelessoninterestingandlively,andconnectitwiththeirdailylifeinordertoletiteasytoacceptandunderstand.Firstly,theteachercanaskstudentstoreadthepassageATRIPON“THETRUENORTH”again,tickoutallthesentencesfromthepassagewherenounclausesareusedasappositive,andthentranslatethemintoChinese.Secondly,compareanddiscovertheusesofeachnounclausebygivingalotofexamplesentences.Thirdly,dotheexercisesinDiscoveringusefulstructuresonPage37andmoreexercisesforstudentstomastertherelatednounclauses.Finally,summarizetheuseofnounclausesasappositiveandletstudentsmakeitclearhoweachnounclauseisbeingusedinthesituations.
Attheendoftheclass,askstudentstodotheexercisesinUsingstructuresonPages71-72andmoreadditionalexercisesforconsolidation.
教学重点
Getstudentstounderstandandusenounclausesastheappositive.
教学难点
Enablestudentstolearnhowtousenounclausesastheappositivecorrectly.
三维目标
知识目标
1.Getstudentstoknowmoreaboutnounclauses.
2.Letstudentslearnnounclausesastheappositive.
Thethoughtthattheycouldcrossthewholecontinentwasexciting.
ThegirlsweresurprisedatthefactthatoceanshipscansailuptheGreatLakes.
能力目标
Enablestudentstousenounclausesastheappositivecorrectlyandproperlyaccordingtothecontext.
情感目标
1.Getstudentstobecomeinterestedingrammarlearning.
2.Developstudents’senseofgroupcooperation.
教学过程
设计方案(一)
→Step1Revision
1.Checkthehomeworkexercises.
2.Dictatesomenewwordsandexpressions.
3.Underlinethenounclauseineachsentenceofthefollowingandthentellwhatkindofnounclauseitis.
1)Whatitwastobecomewasamystery.
2)Idon’tknowwhowillhelpHenrytowinthebet.
3)Histroubleisthathedoesn’tknowanybodyinLondon.
4)Ithasn’tbeendecidedyetwhenthenewrestaurantwillopen.
5)Itlookedasifitwasgoingtosnow.
6)Doyouknowwhyhecrossedhisarms?
Suggestedanswers:
1)Whatitwastobecomewasamystery.(nounclauseasthesubject)
2)Idon’tknowwhowillhelpHenrytowinthebet.(nounclauseastheobject)
3)Histroubleisthathedoesn’tknowanybodyinLondon.(nounclauseasthepredicative)
4)Ithasn’tbeendecidedyetwhenthenewrestaurantwillopen.(nounclauseasthesubject)
5)Itlookedasifitwasgoingtosnow.(nounclauseasthepredicative)
6)Canyoutellmewhyhecrossedhisarms?(nounclauseastheobject)
→Step2Preparation
1.Showthefollowingtwosentencesonthescreen.Askstudentstoreadeachofthemandthenunderlineitsappositive.
1)Theirfriend,DannyLin,waswaitingattheairport.
2)Hewasgoingtotakethemandtheirbaggagetocatch“TheTrueNorth”,thecross-Canadatrain.
Suggestedanswers:
1)Theirfriend,DannyLin,waswaitingattheairport.
2)Hewasgoingtotakethemandtheirbaggagetocatch“TheTrueNorth”,thecross-Canadatrain.
2.Letstudentsthinkaboutanddiscusswhatkindofnounclausetheunderlinedclauseisineachofthefollowingtwosentences.
1)Thethoughtthattheycouldcrossthewholecontinentwasexciting.
2)Wewereveryexcitedatthenewsthatourteamhadwon.
→Step3Grammarlearning
1.Readinganddiscovering
AskstudentstoturnbacktoPage34toreadthroughthereadingpassageandfindallthesentenceswherenounclausesareusedastheappositiveandunderlinethem.ThentranslatethemintoChinese.
Suggestedanswers:
1)Thethoughtthattheycouldcrossthewholecontinentwasexciting.
他们要横穿整个北美大陆的想法真令人兴奋。
2)SomepeoplehavetheideathatyoucancrossCanadainlessthanfivedays,buttheyforgetthefactthatCanadais5500kilometresfromcoasttocoast.
有些人认为可以在不到5天的时间里横跨加拿大,但是他们忘了加拿大从东海岸到西海岸有5500千米这个事实。
3)ThegirlsweresurprisedatthefactthatoceanshipscansailuptheGreatLakes.
海轮可以开到五大湖来,这确实使姑娘们感到吃惊。
2.Thinkinganddiscussing
Letstudentsreadaloudthesentencestheypickedout,thinkoveranddiscusswithapartnerhoweachofthesenounclausesisbeingusedinthesituations.Ifstudentshavesomedifficulty,givethemahand.
3.Summingup:nounclausesastheappositive.
同位语从句
在主从复合句中,用作同位语的从句,叫同位语从句。它一般跟在某些名词(如fact,news,idea,truth,hope,problem,information,wish,promise,answer,evidence,report,explanation,suggestion,conclusion等)的后面,用以说明或解释前面的名词。
1.连接词:
1)从属连词:that,whether等,例如:
Thenewsthattheyhadwonthegamesoonspreadoverthewholeschool.
他们比赛获胜的消息很快传遍了整个学校。
We’lldiscusstheproblemwhetherthesportsmeetingwillbeheldontime.
我们将讨论运动会是否会如期举行的问题。
2)连接代词:what,who等,例如:
Nextcomesthequestionwhatyouwanttoputinthebox.
其次就是这个问题:你要在盒子里放些什么。
Ihavenoideawhoheis.我不知道他是谁。
3)连接副词:how,when,why等,例如:
Ihavenoimpressionhowhecameback,perhapsbybike.
我记不得他是怎样回来的,也许是骑自行车回来的。
Ihavenoideawhenhewillbeback.
我不知道他何时回来。
2.同位语从句和定语从句的区别:
从形式上看,同位语从句和定语从句很相似,都放在某一名词或代词后面,但同位语从句不同于定语从句。
1)同位语从句对名词加以补充说明,是名词全部内容的体现;定语从句说明先行词的性质与特征,与先行词是修饰与被修饰的关系。例如:
Thenewsthatourteamhaswonistrue.
我们队获胜的消息是真的。（同位语从句）
Thenewsthatyouheardisnottrue.
你听到的消息不真实。（定语从句）
2)that在同位语从句中不担任句子成分,是从属连词;that在定语从句中担任句子成分,是关系代词。例如:
Thefactthatwesucceededpleasedeverybody.
我们成功了,这一事实使大家很高兴。（同位语从句）
Thefactthatwetalkedaboutisveryimportant.
我们所谈论的事实是非常重要的。（定语从句）
→Step4Grammarpractice
1.TurntoPage37.AskstudentstodoExercise2inDiscoveringusefulstructures.Firstletthemmaketheirchoicesindividually.Theninpairsdiscusswhytheymadetheirchoices.Finally,checktheanswerswiththewholeclass.Givesomeexplanationsifnecessary.
2.TurntoPage71.AskstudentstodoExercise1.Checktheanswersaftermostofthemfinish.
→Step5Closingdownbyaquiz
1.Theyhavenoideaatall______________.
A.wherehehasgone
B.wheredidhego
C.whichplacehashegone
D.wherehashegone
2.Ihavenoidea______________fartheairportisfromhere.
A.whatB.howC.it’sD.that
3.Themanageraskedthequestion______________Iwouldliketobehissecretary.
A.if
B.that
C.whether
D.how
4.______________isafact______________Englishisbeingacceptedasaninternationallanguage.
A.It;that
B.That;that
C.It;which
D.As;that
5.Thereason______________shedidn’tsayanythingwas______________shewasill.
A.why;that
B.why;because
C.that;why
D.why;why
6.Thereisanewprobleminvolvedinthepopularityofprivatecars______________roadconditionsneedtobeimproved.
A.that
B.which
C.where
D.when
7.Thequestionhasbeenraisedatthemeeting______________eachmembercountryshouldsharetheexpensesofthecommittee.
A.which
B.if
C.what
D.whether
8.Thereisacommonbeliefamongthem______________rubbishcanandshouldbeputtogooduse.
A.which
B.if
C.whether
D.that
9.Informationhasbeenputforward______________moremiddleschoolgraduateswillbeadmittedintouniversities.
A.while
B.that
C.when
D.as
10.Itisnolongeraquestion______________manislearningmoreandmoreaboutspace.
A.whether
B.that
C.if
D.how
Suggestedanswers:1～5ABCAA6～10ADDBB
→Step6Homework
1.Finishofftheworkbookexercises.
2.DoExercises1and2inUsingstructuresonPages71-72intheexercisebook.
3.Previewthereadingpassage“THETRUENORTH”FROMTORONTOTOMONTREALonPage38.
设计方案(二)
→Step1Revision
1.Checkthehomeworkexercises.
2.TranslatethefollowingintoEnglish.
1)首相;丞相
2)与其;不愿
3)定居;平静下来;专心于
4)设法做成
5)看见;瞥见
6)对……有天赋
7)他们下周要到北京去。(makeatripto)
8)监狱的四周有高墙。(surround)
9)那家工厂在城东北大约4千米处。(northeastof)
10)这座石桥宽10米。(measure)
Suggestedanswers:
1)PrimeMinister
2)ratherthan
3)settledown
4)managetodo
5)catchsightof
6)haveagiftfor
7)TheywillmakeatriptoBeijingnextweek.
8)Theprisonissurroundedbyhighwalls.
9)It’saboutfourkilometersnortheastofthecity.
10)Thisstonebridgemeasures10metersacross.
→Step2Leading-inbyagame
1.Letstudentsworkinpairs,usingthefollowingstructuresbelowtomakesentences.
thenews/themessagethatthethoughtthatthefact/realitythatthewishthat
thehopethatthebeliefthatthepossibility/chancethat...
Example:
S1:thenews...
S2:thenewsthatshewontheprize
S1:Herparentsweresopleasedtogetthenewsthatshewontheprize.
2.Havestudentsdiscusstherelationshipbetweenthenounsandthat-clauses.
→Step3Discoveringusefulstructures
Askstudentstofindoutthesentencescontainingnounclausesastheappositiveinthereadingpassageandunderlinethem.ThentranslatethemintoChinese.
→Step4Learningtheuseofnounclausesastheappositive
1.AskstudentstoturntoPage93andlearnthepart4TheAppositiveClausebythemselves.
2.Encouragethemtoaskasmanyquestionsaspossible.Givethemexplanationsifnecessary.
3.Letthemdosomeadditionalexercises.
4.Sumup.
→Step5Practice
Askstudentstofinishthefollowingexerciseswithin10minutes.Thenchecktheanswerswiththewholeclass.
1.Exercise2inDiscoveringusefulstructuresonPage37.
2.Exercise1inUsingstructuresonPages70-71.
→Step6Consolidation
Showsomerelatedadditionalexercisesorgiveoutexercisepapersforstudentstodotoconsolidatenounclausesastheappositive.
→Step7Homework
1.FinishofftheWorkbookexercises.
2.Makeuseofdifferentlearningresourcestohaveaninquirystudyoftheappositiveclause,andsummarizeitsrules.
板书设计
Unit5Canada—“TheTrueNorth”
Grammar:nounclausesastheappositive
连接词例句
从属连词:that,whether等1.Thenewsthattheyhadwonthegamesoonspreadoverthewholeschool.
2.We’lldiscusstheproblemwhetherthesportsmeetingwillbeheldontime.
连接代词:what,who等1.Nextcomesthequestionwhatyouwanttoputinthebox.
2.Ihavenoideawhoheisandwhatheis.
连接副词:how,when,why等1.Ihavenoimpressionhowhewenthome,perhapsbybike.
2.Ihavenoideawhenhewillbeback.
同位语从句和定语从句的区别
同位语从句具体说明它前面的名词的内容;定语从句对先行词起修饰、限制的作用。Thenewsthatourteamhaswonistrue.（同位语从句）
Thenewsthatyouheardisnottrue.（定语从句）
that在同位语从句中不担任句子成分,是从属连词;that在定语从句中担任句子成分,是关系代词。Thefactthatwesucceededpleasedeverybody.（同位语从句）
Thefactthatwetalkedaboutisveryimportant.（定语从句）

活动与探究
GotothelibraryorsurftheInternettomakeuseofdifferentlearningresourcestohaveaninquirystudyofnounclauses.Findmoreinformationandsummarizetherules.Thenwriteaninquirystudyreportandshareitwithyourclassmates.

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》教学设计说明Aboutthetopicandthestructures单元话题和结构本单元以节日为话题，介绍了世界各地的一些节日的含义、由来和民俗。通过本单元的学习，可以帮助学生更多地了解节日、体味文化；同时又可以引导学生理解、尊重不同的文化和习俗。本单元语言功能项目是：方向、位置和情感。本单元语言结构项目是“名词从句作同位语”。本单元还要求学生学习写作“描写文：报道”。《金色教案》教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。但在实际教学过程中，建议教师依据学生基础、教学条件、学校安排的因素，对课本、对《金色教案》教学设计重新划分课时，裁剪、拼接使用提供的材料，以便“物尽所用”，达到最佳教学效果。教师也可以参照《金色教案》提供的“实际教学过程课时划分建议”进行教学。Period1Reading阅读课WarmingUp课本提供了一个关于加拿大概况的小测试，目的是激活学生已有的知识和经验，为进入本单元的学习作好准备。教师也可以参考本书提供的WarmingupbytalkingaboutCanada或者Warmingupbylookingandlistening导入新课。Pre-reading课本通过四组问题激活学生有关旅行和加拿大的知识和经历。本单元阅读是“在旅途中看加拿大”，因此，“读前”部分首先提问学生经历过的旅行，然后提问学生最想去的国家，由此切入到本单元的话题“加拿大”。然后进一步提出“你是否想去加拿大旅行?你想到那儿去看什么?”“你会使用哪三个词语来描述加拿大?”教师也可以利用本书Pre-readingbyquestioningandanswering进行操作。R!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--eading部分是篇游记，记述了李黛予和刘倩去加拿大看她们的表兄妹的途中见闻。乘火车横穿加拿大之前，她们表兄妹的朋友林丹尼向他们介绍了加拿大的概况，包括面积、地貌、城市、人口、生态环境等。一路上，他们看到了加拿大的自然美景，野生动物，并因中途停靠卡尔加里(Calgary)而联想到卡尔加里大赛马会(CalgaryStampede)。加拿大地广人稀，多数人住在美—加边境。本文还提到了桑德贝(ThunderBay)，五大湖(theGreatLakes)，温哥华(Vancouver)，多伦多(Toronto)，介绍了加拿大的淡水资源。本文对加拿大的介绍涉及面较宽，但都没有详述，这给学生留下了足够的思维空间。建议教师使用本书提供的Talkingandsharing,Listeningandreadingaloud,Readingandunderlining,Readingandtransferringinformation,Understandingdifficultsentences，Closingdownbyactingthetext帮助学生掌握课文的形式、理解课文的内容，进而活用课文。Comprehending部分由三部分组成：回答问题、写出正确信息和画路线图。这些不仅检查学生对阅读课文的细节的把握，比如，要求学生介绍卡尔加里大赛马会、列举加拿大蕴藏的两种自然资源、写出有关桑德贝的地理位置的正确信息等，而且检查学生根据阅读课文内容所作的推理和判断，比如，“WhydomanypeoplewanttoliveinVancouver?”一题，要求学生联系文中相关信息，做出因果推理。此外，还检查学生的读图能力，比如，“WhywouldshipsbeabletoreachthecenterofCanada?”一题，要求学生把地图和课文两方面的信息综合起来。最后，要求学生在地图上画出横穿加拿大的路线图，抓住文中人物的行踪也就抓住了行文的线索，零散的信息就有机地串联起来了。Period2Learningaboutlanguage知识课LearningaboutLanguage部分首先通过构词法的学习扩大学生的词汇量并培养学生的词汇生成能力。用阅读课文中的词和信息编对话和填空，旨在提高学生活用词汇的能力。语法部分通过从阅读课文中找例句和造句的练习教学同位语从句。教师可以参考本书提供的下列步骤进行教学：Warmingupbydiscoveringusefulwordsandexpressions,Readingandfinding,Doingexercises,Readyusedmaterialsfor“Nounclausesastheappositive”,Closingdownbydoingaquiz。Period3Usinglanguage运用课UsingLanguage部分综合训练听说读写的能力。听与写、听与说有机结合在一起，使学生通过填空、讨论的形式进一步学习有关加拿大的知识——加拿大的居民、语言等。阅读部分继续加拿大之行：从多伦多到蒙特利尔(Montreal)。本文提到了枫树，加拿大国家塔(CNTower)，尼亚加拉瀑布(NiagaraFalls)，多伦多猛龙队(TorontoRaptors)，蓝鸟队(!--?xml:namespaceprefix=st1ns="Tencent"/--BlueJays)，中国城(Chinatown)，圣劳伦斯河(StLawrenceRiver)等等，充分展示了异域文化风情。写的部分是两篇报告，一个写途中所见，另一个写途中所闻。教师可以根据课本上的提示，向学生介绍“报告”的写作方法。写之前，先让学生根据本单元的两篇阅读完成图表上所要填写的信息。写报告时，要求学生自拟题目，先提出话题，再根据图表信息详述所见或所闻，最后作一小结。本书提供的下列步骤可供参考：Warmingupbylisteningandwriting，Speaking，Readingandunderlining，Acting，Closingdownbyhavingaguidedwriting。实际教学过程课时划分建议Period1将WarmingUp、Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。Period2将Learningaboutlanguage和Workbook中的USINGWORDSANDEXPRESSIONS、USINGSTRUCTURES整合在一起上一节“语言知识课”。Period3将Usinglanguage设计为一节包括听说读写单项技能或组合技能训练的“综合技能课（一）”。Period4将Workbook的READINGANDLISTENING和TALKING整合在一起上一节“听说课”。Period5将Workbook的LISTENINGTASK、READINGANDWRITINGTASK和SPEAKINGTASK整合为一节“综合技能课（二）”。第二部分教学资源说明Section1Background背景围绕单元话题“Festivalaroundtheworld”，《金色教案》提供了几则语言规范、短小精干的趣味性材料。这些材料既可以作为教师教学参考材料为教师所用，也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生。Section2Explanation解析重点针对“阅读课型”中的课文难句，《金色教案》不仅提供了详尽的，就句论句的解析和翻译，而且还以解析的焦点话题为线索，进行了一定的归纳、辨析和总结，以帮助教师更好地实施“语言形式”的教学。Section3Vocabulary词汇按照课本单元词汇表顺序，《金色教案》重点提供动词、短语搭配的讲解。所提供的例句，经典、地道、实用、易懂，完全可以直接用于教学。第三部分教学测评说明围绕单元词法、句法项目，《金色教案》提供了长短不一的“单元教学测评”，并备有参考答案供教师使用。有些测评题目直接源于历年高考试卷，更具有说服力和实用性。

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