俗话说，居安思危，思则有备，有备无患。教师要准备好教案，这是每个教师都不可缺少的。教案可以让学生更好的吸收课堂上所讲的知识点，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？小编收集并整理了“人教英语新课标必修3全册精品教案(Unit 5 Canada—“The True North”)”，欢迎大家与身边的朋友分享吧！

Unit5Canada—“TheTrueNorth”TeachingaimsSkillGoalsTalkaboutthebasicinformationaboutCanada—location,maincities,customsandculturaldiversity.Learnhowtoreadatravelingreportandusemaps.Learntoexpressdirectionsandpositions.MastertheNounClause-Appositiveclause.Learntowriteareporttoexpresswhatyouhearandseeinaplace.Importantsentences

Whereis...?JAB88.cOM

Howdoesonegoto...?

Inwhatdirectionis...?

Is...closeto/farfrom...?

Howfaris...?

Itis/liesinthenorth/southof...

Itis/liestothesouth/east/northwestof...

Itiswithin...

Kilometersof...

Itis/liesonthewest/east.TeachingimportanceNounclauseastheappositiveTeachingmethods:skimming,scanning,discussing.
Teachingaids:ataperecorder,aprojectorandacomputer.Teachingprocedures

ThefirstperiodReading(I)Step1RevisionCheckthestudents’homework.T:Beforewecometothenewlesson,let’scheckyourhomework.Theteachercheckstheassignmentofthelastclass.Step2Lead-inandWarmingUpShowthestudentsthemapleflagandaskthemsomequestions.T:Doyouknowwhichcountryusesthisnationalflag?Ss:Canada.T:WhichcontinentisCanadain?Ss:ItisinNorthAmerica.T:Howlargeisit?Ss:Ionlyknowitisthesecondlargestcountryintheworld.Idon’tknowtheexactnumber.T:Canadaoccupiesanareaof9,978,4670squarekilometers.ItisabitbiggerthanChina.Whichcountryisitsneighbor?Ss:TheUnitedStates.(TheteachershowsamapofCanadatothestudents.)T:Right.TheUnitedStateisitsneighbor.Canadaisabeautifulcountry.Firstlet’shaveaquizandseehowmuchyouknowaboutCanada.PleaseturntoPage33.Iwillgiveyouoneminutetochooseyouranswers.Youcanscore2pointsforeachcorrectanswer.Giveoneminutetothestudentstodothequiz.Oneminutelater.T:OK.Timeisup.Let’schecktheanswers.1.C2.D3.A4.B5.AT:Nowfigureoutyourscoreplease.Ifyouget10points,youdidagoodjob.Didyoudoagoodjob?Ifnot,itdoesn’tmatter.ThereadingpassageisaboutatriptoCanada.Itwilltellusmoreinformationaboutthiscountry.Step3Pre-readingT:NowIwanttoaskyouaquestion.Doyouliketraveling?Ss:Yes,weliketravelingverymuch.(No,Idon’tliketraveling.Itistiring.)T:Iknowmostofusliketraveling.Haveyoueverbeenabroad?Ss:No/Yes.T:Fewofushaveeverbeenabroad.Thenwhatisthelongesttripyouhaveevertaken?Sa:Beijing(Shanghai/Hainan/Harbin).Sb:Ihaveneverbeenoutofmyhometown.T:Ifyougetachancetogoabroad,whichthreecountrieswouldyouliketovisitmost?Why?IfyoutakeatriptoCanada,whatdoyouexpecttosee?WhatthreewordswouldyouusetodescribeCanada?Theteachercanasksomepairstotelltheirideasinclass.Step4FastreadingGetthestudentsreadthepassagequicklyandcarefully.Meanwhile,helpthestudentsformagoodhabitofreading.T:Doyoufeelpuzzledwhenyoureadthetitle?Whatis“theTrueNorth”?Now,readthepassageandgetthegeneralideaofthepassage.Underlinethemainplacesmentionedinthetext.GivetheSsfiveminutesforreading.Ask:whatthepassageismainlyabout?Sa:Thepassageisaboutatripoftwogirls,andittellsussomeinformationaboutCanada.T:Right.ItmainlytellsustheinformationaboutCanada.Whatarethemainplacesmentionedinthetext?Sb:TheyaretheAtlanticcoast,Vancouver,RockyMountains,Calgary,ThunderBay,LakeSuperiorandToronto.T:LookatthemaponPage33.Drawthetravelingrouteofthetwogirlsonthemap.Givethestudentsoneminutetodrawtheroute.T:Youdidagoodjob.Doyouhaveanydifficultyinreading?Let’slookatthedifficultpointstogether.Theteacherexplainssomeimportantordifficultpointstothestudents.Step5ReadingaloudLetthestudentsreadthepassageagainandfindthedetailsfromthepassage.T:NowyoureadthequestionsonPage35first,andthenreadthetextaloudtofindtheanswerstothequestions.Afterawhile,answerthequestionsincompletesentenceswithoutlookingatyourbooks.Givethestudentsafewminutestoreadandfindanswers.Thenasksomestudentstogivetheiranswers.Suggestedanswers:(Showthemonthescreen.)1.TheyarenotflyingdirectlytotheAtlanticCoastbecausetheywanttotravelacrossCanada.2.TheyarecrossingtheNorthAmerica.3.“TheTrueNorth”isthetrainthatrunsthroughCanada.4.PeoplewanttoliveinVancouverbecauseitisverybeautiful.TheycanskiintheRockyMountainsandsailinharbour.5.Cowboyscompeteinridingwildhorses,andsomeofthemcanwinthousandsofdollars.6.WheatgrowsinthecenterofCanada.7.ShipsareabletoreachthecenterbecausetheycanfollowtheSt.LawrenceRiverandtheGreatLakes.8.Canadahaswaterfromitslakesandriversandwoodfromitsforests.LetthestudentsdoExercise2bythemselves.Thenchecktheanswerswiththewholeclass.1.ThegirlswenttoseetheirrelativesontheAtlanticcoastofCanada.2.DannyLinwasgoingtodrivethemtothetrainstationtocatchthe“theTrueNorth”.3.Youcan’tcrossCanadainfivedaysbybike,andyoucan’tcrossCanadainlessthanfivedaysbytrain.4.Thegirlslookedoutofthewindowandsawagrizzlybear,mountaingoatsandwildscenery.5.ThunderBayisaportcityatthetopendoftheGreatLakes,nearthecenterofthecountry.Step6Listeningandfillintheblanks(1)ListeningT:Listentothetapeandunderlinesomeimportantsentences.Payattentiontoyourpronunciation.Youcanfollowthetapeinalowvoice.1.Ratherthantaketheaeroplanealltheway,theydecidedtoflyfromChinatoVancouver.2.Itisthesecondbiggestcountryintheworld.3.Itissowettherethatthetreesareextremelytall.4.Manyofthemhaveagiftforworkingwithanimalsandcanwinthousandsofdollarsinprizes.5.ThereismorefreshwaterinCanadathaninanyothercountryintheworld.6.Wedon’tleaveuntilthisevening.7.TheywerenotleavingforMontrealuntillater...8.Theideathattheywouldcrossthewholecontinentwasexciting.9.Thefactthatoceanshipscangotheresurprisesmanypeople.10.TheideathatyoucancrossCanadainlessthanfivedaysisjustwrong.(2)FillintheblanksLiDaiyuandLiuQiantookthetraininCanadafrom____to___.Theircousins’friend,DannyLin,tookthemtothetrainstationtocatch“_________”.Canadaisthe___biggestcountryintheworld.Itis5,500kilometersfrom___to___.Astheygo___,theysawbeautifulsceneryaswellascities.Vancouveris___bymountainsonthenorthandeast.Whenthecousins______intheseats,theylookedoutofthewindow.Theysawmountaingoatsandevenabear.Calgaryisfamousforitscompetition.ManyofthecowboysfromalloverNorthAmerica_______________workingwithanimals.Thenthey______awheat-growingprovince.ThunderBayisabusyport.Itis______thecenterofthecountry.Suggestedanswers:1.west;east2.TheTrueNorth3.second4.coast;coast5.eastward6.surrounded7.settleddown8.grizzly9.haveagiftfor10.wentthrough11.closetoStep7Homework1.Remembertheunderlinedsentences.2.WriteashortpassagetoreportwhatLiDaiyuandLiuQiansawinCanada.ThesecondperiodReading(II)Step1WarmingupShowthemapofTorontoandthepictureofCNTower,TorontofromtheCNTower.NiagaraFalls,ChinatownOldMontreal,St.LawrenceRiverStep2reading1.Dotheexercises------Fillintheblanks.2.Answerthequestionsaboutthepassage1.HowdoweknowitisfallinCanada?2.WhatcansometimesbeseenfromtheCNTowerinToronto?3.Wheredoesthewaterfromthelakego?4.WhyistheregoodCantonesefoodinToronto?5.WhichdirectionisthetraingoingfromToronto?6.WhydidthegirlsgotoOldMontreal?7.WhatthreethingsshowusthatMontrealisaFrenchcity?Step3Languagepoints1.TheywerenotleavingforMontrealuntillater,sotheywentonatourofthecity1)Theywerenotleavingfor...属于过去进行时表示将来的动作。2)until/till直到…为止until常与否定句连用,not…until直到…才Hedidn’tfinishtheworkuntilyesterday.2.WecangetgoodCantonesefoodhere,becausemostoftheChinesepeopleherecomefromSouthChina,especiallyHongKong.especially表示“尤其,格外,特别”,意思相当于“inparticular”或“particularly”。多用在介词短语或连词前面。3.It’stoobadyoucan’tgoasfarasOttawa.asfaras(程度副词)“远达，远至”Hewalkedasfarastherailwaystationyesterdayevening.一些带有as...as结构的常见短语：asbusyasabee像蜜蜂一样忙碌aseasyasABC像ABC一样容易asdeepasawell像井一样深aslightasafeather像羽毛一样轻assoftasbutter像黄油一样软asrichasaJew像犹太人一样富裕4.ThetrainleftlatethatnightandarrivedinMontrealatdawnthenextmorning.火车在那夜晚些时候起程,第二天黎明到达了蒙特利尔。at,on,in表示时间的用法区别at表示时间点,常用来表示时刻,如果一段时间按时间点对待也用at。Step4ReadingTaskonpage731Readthepassageandanswerthefollowingquestions1).Whydidthereporterarrivethere?2).Whatdidthepeopleusefortransportation?3).Whydiditbecomedarkearly?2CompareChinawithCanadaStep5Homework1.ReadthetwopassagesagainandfindthemaincharactersofToronto,MontrealandIqaluit.Whatcanyouseeanddointhethreedifferentcities.2.ReadFunReadingbyyourself.(P75)ThethirdperiodLearningaboutlanguageStep1Grammar同位语从句1.概念:2.功能:同位语从句对名词进一步解释，说明名词的具体内容。3.用法:常跟的抽象名词有:fact/idea/reason/thought/order/doubt/news/hope/truth/belief…4.连词that/whether/who/which/what/when/where/why/how同位语从句与定语从句区别:ThendosomeexercisesI.合并成一句:

Wewereexcitedatthenews.Ourfootballteamhadwonathirdmatch.Theyhavemadeanewplan.Anotherexperimentbuildingwillbeputupbesidethelibrary.3.Theyhadthequestion.Couldhepassthefinalexam?4.Whodidthedamagedcomputerbelongto?Noonehadanyidea.5.Theproblemhasbeensolved.Whyweresomanyareasfloodedduringtheheavystorm?Step2Discoveringusefulstructures1.Theideathattheywouldcrossthewholecontinentwasexciting.TheideathatyoucancrossCanadainlessthanfivedaysisjustwrong.Thefactthatoceanshipscangotheresurprisesmanypeople2.ThepossibilitythattheweatherinwinterwouldbewarmerpleasedtheCanadians.Theideathattherewillbeanearthquaketerrifiesmanypeople.ThehopethatwecouldgotoFrancewasexciting.Step3UsingstructuresonP71•1.HissuggestionthatweshouldtakethetrainfromwesttoeastacrossCanadasoundsveryexciting.•2.Theideathattheywouldclonethefirsthumanbeingsurprisedmanypeopleatthemeeting.•3.Hebroketherulethatnooneisallowedtosmokeonthecampus.•4.TheChinesebasketballfanswerewildwithjoywhentheyheardthenewsthatYaoMinghadcollectedfortypointsfortheHoustonRocketsinthegame.Step4HomeworkonP701.Exercise2.TranslatethesentencesintoEnglish.2.Exercise3.Makeupastoryusingthegivenwordsandexpressions.ThefourthperiodListeningStep1Listening1ListentothetapeandthenCompletethesesentenceswithcorrectinformation.2Handoutthelisteningmaterialandlistentothetape,thenaskthemtocompletethepassageStep2Listeningon69ListentothetapeanddotheTrueorFalse1.FriendsinCanadainvitedthetwocousinstodinneratarestaurant.False2.TheycouldnottalkaboutallthegeographyofChinabecauseitistoobig.True3.Chinaisover7,000kilometresfromeasttowest.False4.ManyriversinChinacomefromthemountainsinthewest.True5.TheGobiDesertislikethegrasslandsinCanada.False6.TheGreatWallcannotkeepthedustofthedesertawayfromBeijing.True7.CanadianpeoplecannottalkwiththeirneighbouringcountrybecausetheydonotspeakEnglish.False8.BothChinaandCanadahaveworld-famouswaterfalls.FalseStep3ListeningtextListentothetapeagainandcompletethepassageStep4HomeworkReadthelisteningtextandremembertheinformationaboutCanadaThefifthperiodSpeakingandwritingStep1WarmingupShowthestudentssomequestionstodiscussWhichofficiallanguagedoyouthinkmostpeoplespeak?Whydoyouthinkso?Whywouldyouwanttoknowthat?Isitimportanttoknowthat?WhyistheChineselanguagegrowingsofastinCanada?Canyouanswerthequestion“whatisaCanada?”Step2Talkingonpage69ImaginethatyouandyourpartnerareLiDaiyuandLiuQian.YouhavevisitedmanyplacesfromwesttoeastaswellasIqaluit.Whatwouldyoutalkaboutwhenyoutravel?Step3WritingWriteareportforLiDaiyuorLiuQianFirstgivethesampleofthereportStep4WritingTaskonPage74ShowthemapofChinaanddiscusssomethingofthemapThengivethesampletothestudentsSampleTourPlanStep5Homework1.Writeapassage.Introduceourhometowntothevisitors.Inwhatdirectionisitofthecapitalofourprovince?Whatdoesavisitorcanseeandhearinourhometown?2.FinishsumminguponPage40afterclass.

相关知识

必修3 Unit 5 Canada―“The True North导学案

经验告诉我们，成功是留给有准备的人。高中教师要准备好教案，这是高中教师的任务之一。教案可以让学生更好的消化课堂内容，帮助高中教师在教学期间更好的掌握节奏。那么如何写好我们的高中教案呢？小编经过搜集和处理，为您提供必修3 Unit 5 Canada―“The True North导学案，供大家参考，希望能帮助到有需要的朋友。

必修3Unit5Canada―“TheTrueNorth学案导学
PeriodII:Reading
一、Preparationforthelessonbeforeclass
Preparationforthetext(reading)
Stepone:LearnandtrytocollectinformationaboutCanada.Answerthefollowingquestionsbeforeclass.
WhatisthecapitalofCanada?
WhatisthenationalflagofCanada?
WhatisthenationalanimalofCanada?
WhatlanguagesdoCanadiansspeak?
Whatistheleaderofthecountrycalled?
二、Discussingeachotherduringclass
Steptwo:Allthestudentsmakeathoroughinquiryfortranslatingtheimportantsentences
1.他们不想一路乘飞机，他们决定先飞到温哥华，在从西海岸乘火车横穿加拿大到达东海岸。________________________________________________________________________
2.能穿越整个大陆的想法是令人兴奋的。_____________________________________
3.当你一路向东行时，除了城市你还会看到山脉，会经过上千个湖泊、森林、大河等。________________________________________________________________
4.那天下午姐妹俩才在火车上落了座。_______________________________________
5.他们中很多人都有骑野马的才能，他们能赢得数千元的奖品。__________________
6.温哥华以北的海岸生长着一些世界上最古老、最美丽的森林。___________________
Stepthree:Carefulreading:TRUEorFALSE?
1.ThenationalanimalofCanadaisgrizzlybear.()
2.Therearefour“GreatLakes”inCanada.()
3.LiuQianisDaiyu’cousin.()
4.LiandLiuwenttoCanadatovisittheircousinsinOttawa.()
5.TheywenttoCanadainOctober.()
6.DannyLinwasgoingtodrivethemtoVancouver.()
7.TheideathatyoucancrossCanadainlessthanfivedaysiswrong.()]
8.ThewarmestpartofCanadaisinVancouver.()
9.ThetreesinVancouverareextremelyshort.()
10.ThepopulationofCanadaisoverfortymillion.()
11.Theysawfarmsthatwerethousandsofsquarekilometresinsize.()
12.Oceanshipscangothecentreofthecountry.()
三、Summary
Stepfour:Teacherandstudentstoghter.

Suggestedanswer：
一、Ottawa;mapleleaves;Beaver;English,French;PrimeMinister
二、Findouttheanswerfromthetext.
1.F2.T3.T4.F5.F6.F7.T8.T9.F10.F11.T12.T

必修3 Unit 5 Canada―“The True North学案

俗话说，凡事预则立，不预则废。高中教师要准备好教案，这是每个高中教师都不可缺少的。教案可以让讲的知识能够轻松被学生吸收，帮助高中教师营造一个良好的教学氛围。您知道高中教案应该要怎么下笔吗？以下是小编为大家精心整理的“必修3 Unit 5 Canada―“The True North学案”，供大家借鉴和使用，希望大家分享！

必修3Unit5Canada―“TheTrueNorth
学案导学
PeriodI(vocabularyandphrases)
I、Preparationforthelessonbeforeclass
StepOne:Preparationforvocabularyandphrases
1.adj.多种文化的__________________2.n.大臣；部长____________________
3.行李______________________4.聊天闲聊________________________
5.n.大陆；陆地____________________6.adv.包围
besurroundedwith[by]被……环绕着,周围都是……
一座墙围绕着花园。
Awallsurroundsthegarden.
我们生活在安逸之中。
__________________________________________________________
[发散思维]
（派）surroundingadj.附近的，四周的surroundingsn.环境
3.measurev.n.
(1)vi.测量有。。。长，宽，高常见用法是measure+
尺寸+名词，意为“尺寸是”如：
这房间宽10米。__________________________________________.
(2)vt.测量；衡量；判定如：
我测量他的身高。Imeasuredhisheight.
裁缝为我量身做衣服。Thetailormeasuredmeforasuit.
(3)n.计量制；计量单位；措施
make…toone’smeasure______________________
takemeasure(s)todosth._______________________
政府已许诺采取措施来帮助失业者。______________________________________.
4.giftn.haveagiftfor…有……才能giftedadj.有才能的
(1)天分，天赋
她有音乐天分。
_________________________________________________________
(2)赠品，礼物
这儿有你的一份礼物。
_________________________________________________________
5.within
(1)prep.（尤指时间、距离）之内，以内，在……里头
他一个小时内就到。
____________________________________________________________
(2)adv.在……内
王同志在里面吗？
____________________________________________________________
6.ratherthan“而不是”，用于两个形容词、两个状语、两个名词/代词、两个动词不定式或两个-ing形式之间，表示“宁愿……,而不愿……”。
(1)我宁愿8月去，而不愿7月去。
________________________________________________________________
(2)我决定写信而不打电话。
________________________________________________________________
(3)他宁愿呆在这里，而不愿去看电影。
________________________________________________________________
[开放思维]句型：宁愿干……,而不愿干……
wouldratherdosth.thandosth.
woulddosth.ratherthandosth.
prefertodosth.ratherthandosth.
刘胡兰宁死不屈。_________________________________________________
7.distance.距离远处
inthedistance在远处,在很远的那边
e.g.Icouldseethebuscominginthedistance.
[思维拓展]keepone’sdistance保持一定距离，客客气气
8.impressvt.使印象深刻；使铭记
常用词组impresssb.withsth.impresssth.On/uponsb/sb’mind
这女孩的幽默感给她的朋友以深刻的印象。________________________________________

他让他们铭记了他们工作的重要性。_____________________________________
归纳拓展：impressiveadj.给人印象深刻的感人的
Impressionn.印象感想印记压痕
Undertheimpressionthat觉得认为
9.terrifyvt.____________________
Hissuddenappearanceterrifiedthem.=Theywere__________byhissuddenappearance._____________________________________________________
Thechildrenwereterrifiedofbeingscolded.____________________________.
归纳拓展：terrifiedadj.恐惧的；受惊吓的（常修饰人）
Terrifyingadj.令人恐惧的（常修饰事物）
10.confirmvt证实证明
Pleaseconfirmyourtelephonemessageletter._________________________________
ThereportofanearthquakeinGreecehasnowbeenconfirmed.
_____________________________________________________.
Helookedaround_________thathewasalone.
AconfirmingBconfirmedCconfirmsDtoconfirm
III、Summary
Stepfour:teacherandstudentssummarytheclass.

Suggestedanswer:
I.省略
II.A.1.多种文化的，多种的，多党派的，多用途的，多国的，多项的
2．加拿大人，Canadians,加拿大的，加拿大人的，加拿大
3.州长，政府，统治
4.行李5.景色，场景、场、现场
7.海港8.英亩，英尺,feet,英寸，英里
9.富有的，weath,健康的，health
10.同学、校友，同班同学，工友、同事室友
11.黎明，破晓，黄昏，日落，日出
B.1.我与他闲聊了很久。chatted,chatting
2.Wearesurroundedbycomforts.
3.(1).Thisroommeasures10metresacross.(3).照----的尺寸做，采取措施做----
Thegovernmenthaspromisedtotakemeasurestokeeptheunemployed.
4.(1).Shehasagiftformusic.(2).Hereisagiftforyou.
5.(1).Hewillarrivewithinanhour.(2).IscomradeWangwithin?
6.(1).I’dprefertogoinAugustratherthaninJuly.(2).Idecidedtowriteratherthantelephone.(3).Hestayedathomeratherthanseethefilm.LiuHulanwoulddieratherthangivein.
8.Thegirlimpressedherfriendwithhersenseofhumor.Heimpressedtheimportanceoftheirworkonthem.
9.使恐怖，恐吓；他的突然出现把他们下了一跳。那些孩子害怕挨骂。
10.请来信证实一下在电话中所说的话。希腊境内地震的报道已经证实。D.

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。

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

作为杰出的教学工作者，能够保证教课的顺利开展，高中教师要准备好教案，这是高中教师的任务之一。教案可以让学生更好的吸收课堂上所讲的知识点，帮助高中教师有计划有步骤有质量的完成教学任务。高中教案的内容具体要怎样写呢？以下是小编为大家精心整理的“Unit 5 Canada—“The True North” Period 3 教案”，欢迎大家与身边的朋友分享吧！

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.

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