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,作为高中教师就要好好准备好一份教案课件。教案可以让学生更容易听懂所讲的内容,帮助高中教师能够井然有序的进行教学。那么,你知道高中教案要怎么写呢?下面是小编精心为您整理的“必修3 Unit 5 Canada—“The True North”教案”,仅供参考,大家一起来看看吧。
Unit5Canada—“TheTrueNorth”
教学重点
1.Letstudentsreadthepassageandlearnaboutthegeography,population,maincities,naturalbeautyandnaturalresourcesofCanada.
2.Getstudentstolearndifferentreadingskills.
教学难点
1.Developstudents’readingability.
2.EnablestudentstolearnaboutsomebasicinformationandtalkaboutCanada.
三维目标
知识目标
1.Getstudentstolearntheusefulnewwordsandexpressionsinthispart.
2.LetstudentslearntheknowledgeofCanada.
能力目标
1.Developstudents’readingabilityandletthemlearndifferentreadingskills.
2.Letstudentslearnhowtoreadatravelingreportandhowtouseamap.
2.EnablestudentstolearnaboutsomebasicinformationandtalkaboutCanada.
情感目标
1.Stimulatestudents’interestinlearningaboutforeigncountries.
2.Developstudents’senseofcooperativelearning.
教学过程
→Step1Leading-inandwarmingup
1.ShowamapofCanadatostudentsandtalkaboutCanada.Thenaskthemthefollowingquestions:
1)WhatkindofcountryisCanada?
2)Howlargeisit?
3)WhatelsedoyouknowaboutCanada?
Suggestedanswers:
1)Canadaisamulticulturalcountry.
2)It’sthesecondlargestcountryintheworld.Itcoversanareaof9984670squarekilometers.ItisabitbiggerthanChina.
3)(Students’answermayvary.Encouragethemtotellmoreinformation.)
2.Makeaquiz
Showthefollowingonthescreen.
HowmuchdoyouknowaboutCanada?
1.Whatlanguage(s)doCanadiansspeak?
A.English.
B.EnglishandGerman.
C.EnglishandFrench.
D.EnglishandSpanish.
2.WhatisthecapitalofCanada?
A.Vancouver.B.Toronto.C.Calgary.D.Ottawa.
3.WhatisthenationalanimalofCanada?
A.Beaver.
B.Grizzlybear.
C.Polarbear.
D.Penguin.
4.WhatistheCanadianleadercalled?
A.President.
B.PrimeMinister.
C.Governor.
D.King.
5.HowmanyGreatLakesarethereinCanada?
A.4.
B.3.
C.5.
D.6.
Letstudentsworkinpairsandanswerthisquiz.Thenhavethemcomparetheiranswerswithanotherpair.Givethemthecorrectanswersandseehowmanystudentsgot80%orbetter.
→Step2Pre-reading
1.Letstudentsdiscussthefollowingquestions:
1)Whatisthelongesttripyouhaveevertaken?
2)IfyoutakeatriptoCanada,whatdoyouthinkyoumightseethere?
3)WhatthreewordswouldyouusetodescribeCanada?
3.HavestudentsturntoPage34ofthetextbook,lookatthetitleofthereadingpassageandthepicturesandpredictwhatthepassageisabout.Thenhavethemreadthepassagequicklytoseeiftheyareright.
→Step3Reading
1.Fastreading
Askstudentstoskimthereadingpassageandthenanswerthefollowingquestions:
1)Whatisthepassagemainlyabout?
2)Whatis“TheTrueNorth”?
3)Howmanycitiesarementionedinthetext?Whatarethey?
Threeminuteslater,checktheanswerswiththewholeclass.
Suggestedanswers:
1)Thepassageisaboutatripoftwogirls,andittellsussomeinformationaboutCanada.
2)“TheTrueNorth”isthetrainthatgoesacrossCanada/thecross-Canadatrain.
3)Five.TheyareMontreal,Vancouver,Calgary,ThunderBayandToronto.
2.Intensivereading
Allowstudentstoreadthepassagecarefullythistimetounderstandthemainideasofeachparagraphandgettheimportantdetails,andthenfinishthefollowing:
1)Choosethebestanswertoeachquestionaccordingtothetext.
(1)Asyougoeastward,youcanseethefollowingthingsexcept______________.
A.mountains
B.thousandsoflakes
C.forestsandwiderivers
D.cows
(2)WhowilltakepartintheCalgaryStampede?
A.CowboysfromStampede.
B.PeoplefromCanada.
C.Anyonewhohasagiftforriding.
D.Cowboysfromallovertheworld.
(3)Whichofthefollowingstatementsistrue?
A.OnecancrossCanadainlessthanfivedaysbytrain.
B.ManypeoplethinkCalgaryisthemostbeautifulcityinCanada.
C.Infact,thepopulationofCanadaismorethanthirtymillion.
D.OceanshipscannotreachThunderBay.
(4)Whichofthefollowingshowstherightrouteofthecousin’stravel?
A.Toronto→Calgary→Vancouver→ThunderBay
B.Vancouver→Calgary→ThunderBay→Toronto
C.Vancouver→ThunderBay→Calgary→Toronto
D.Toronto→ThunderBay→Calgary→Vancouver
Suggestedanswers:(1)D(2)D(3)C(4)B
2)Usetheinformationfromthereadingpassagetofillinthetablebelow.
BasicFactsaboutCanada
Distancefromeasttowestcoast
Oceansontheeastandthewestcoast
Population
WheremostCanadianslive
Locationofthelargestfreshwatersupply
KeypointsaboutVancouver
KeypointsaboutCalgary
KeypointsaboutThunderBay
3)Answerthefollowingquestionsincompletesentences.
(1)Whichcontinentwerethecousinscrossing?
(2)WhyweretheynotflyingdirectlytotheAtlanticcoast?
(3)WhyisthepopulationofVancouvergrowingsorapidly?
(4)WhathappensattheCalgaryStampede?
(5)HowareoceanshipsabletoreachthecenterofCanada?
(6)WhataresomeofCanada’sgreatestnaturalresources?
3.Readinganddiscussing
Readthepassageathirdtimeandthenworkinpairstodiscussthesequestions.
1)Whichpartofthereadingpassageinterestsyoumost?
2)IfsomedayyougotoCanada,wherewillyougo?Why?
(Letstudentshaveenoughtimetoreadthepassagecarefullyanddiscussthequestionswiththeirpartners.Encouragethemtoexpandtheiranswersaccordingtotheirownexperiences.)
4.Dealingwithlanguagepoints
Helpstudentsanalyzesomedifficult,longandcomplexsentencesandguessthemeaningsofsomenewwordsandexpressions.Encouragethemtotrytodealwiththelanguagepointsinthecontext.Givethemexplanationsifnecessary.
5.Listeningandreadingaloud
Askstudentstoreadthepassagealoudtothetapeandletthempayattentiontothepronunciationofeachnewwordandthepauseswithineachsentence.Tellthemtopickoutalltheusefulexpressionsorcollocationsfromthepassagewhilereadingandcopythemtothenotebookafterclassashomework.Readthemaloudandtrytolearnthembyheart.
Collocations:beonatripto,ratherthan,taketheaeroplane,alltheway,takethetrain,attheairport,onthewayto,chatabout,aswellas,lessthan,aboardthetrain,settledown,managetodo,catchsightof,befamousfor,haveagiftfor,thousandsof,inprizes,beamazedtodo,atthetopof,besurprisedat,becauseof,freshwater
→Step4Consolidation
Givestudents10minutesorsoandletthemdothefollowing:
1.Workinpairsandfillinthetableaboutthetypeofwritingandsummaryoftheidea.
ATRIPON“THETRUENORTH”
Typeofwriting
Mainideaofthepassage
MainideaofParagraph1
MainideaofParagraph2
MainideaofParagraph3
MainideaofParagraph4
MainideaofParagraph5
Suggestedanswers:
ATRIPON“THETRUENORTH”
TypeofwritingThisisapieceofnarrativewriting.
MainideaofthepassageLiDaiyuandhercousinLiuQianwentonatriptoCanada,visitingtheircousinsandenjoyingthebeautifulsceneryacrossthewholecontinentofCanadafromwesttoeast.
MainideaofParagraph1LiDaiyuandhercousinLiuQianwereonatriptoCanada.
MainideaofParagraph2HavingarrivedinVancouver,themostbeautifulcityinCanada,theyweretobetakentocatch“TheTrueNorth”,thecross-Canadatrain.
MainideaofParagraph3Settlingdownintheirseatsinthetrain,theyenjoyedthewildscenerywhilecrossingtheRockyMountainstoCalgary.
MainideaofParagraph4WhilearrivingatThunderBay,theylearnmoreaboutCanada,itspopulation,resources,etc.
MainideaofParagraph5ThetrainrushedtowardsTorontowhiletheyweresleeping.
2.Completethesummaryofthestorywithonewordineachblankandthenretellthewholestory.
LiDaiyuandLiuQianwereona______________acrossCanada.Insteadoftakingtheaeroplane______________theway,theywouldcrossthewholecontinentofCanadaina______________afterarrivingVancouverbyair.
DannyLinwaited______________themattheairportandgavethemabrief______________aboutCanada,thesecond______________countryintheworldandVancouver,themostbeautifulcityofthecountry,whiletakingthemto______________thetrain,“TheTrueNorth”.
Havingsettled______________intheseats,theylookedoutofthewindow______________thewildscenery,themountaingoats,andgrizzlybears.TheywentbythecityofCalgaryand______________inThunderBay,acityatthe______________oftheGreatLakes,learningmoreaboutCanadaofitspopulationresourcesandso______________.TheirlaststopisToronto,oneofthesouthernmostcitiesinCanada.
Keys:trip;all;train;for;introduction;biggest;catch;down;at;arrived;top;on
→Step5Homework
1.Learntheusefulnewwordsandexpressionsinthispartbyheart.
2.Readthereadingpassageagainandtrytoretellthepassage.
教学反思:本次课,课堂气氛还比较好,但是学生还是不怎么敢用英语表达,讨论的时候部分学生没有很活跃,在今后的课堂中还应该积极的引导学生运用口语的能力,而且要给以一些提示,让学生有话可说,不是去学习英语的信心。
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.
Unit5Canada—“TheTrueNorth”
Period7Revision:Summingupandlearningtip
整体设计
教材分析
Thisisthelastteachingperiodofthisunit,sotheemphasisshouldbeplacedongoingoverandsummarizingwhathasbeenlearnedinthisunit.Itincludesthefollowingparts:SummingUp,LearningTip,assessmentandconsolidationexercises.
SummingUpsummarizesthewholecontentsofthisunitfromtheaspectsoftopics,vocabularyandgrammar.Theteachercanfirstusethisparttoletstudentstosumupwhattheyhavelearnedandthenexplainwhatstudentscouldn’tunderstandverywellinthisunit.Anexperiencedteachershoulddesignsomeadditionalexercisesforstudentstodoinorderthattheycanlearntouseandgraspallthecontents.
LearningTipteachesstudentsthewordformation.Itexplainstothemwhatprefixesareandwhatsuffixesare.Italsogivestheexamplesoftheprefixsuper-andthesuffix-menttoformnewwords.ThisisaveryeffectivewayoflearningEnglishwords.Itcanenlargestudents’vocabularyinashorttime.
Inthisperiod,theteachercanalsoprovidemorepracticestoconsolidatewhatstudentshavelearnedinthisunit.
Finally,askstudentstofinishCheckingyourselfonPage75intheWorkbook.Thispartaimsatencouragingstudentstomakeaself-assessmentaftertheyfinishlearningthisunit.Itisveryimportanttoimprovetheirlearning.Ofcourse,atestingassessmentisalsoneeded.
教学重点
1.Getstudentstoreviewandconsolidatewhattheyhavelearnedinthisunit.
2.Developstudents’abilitytosolveproblems.
教学难点
Getstudentstoturnwhattheyhavelearnedintotheirability.
三维目标
知识目标
1.Getstudentstogoovertheusefulnewwordsandexpressionsinthisunit.
2.Havestudentsreviewthenewgrammaritem:nounclausesastheappositive.
能力目标
1.Developstudents’abilitytousetheimportantlanguagepointsinthisunit.
2.Enablestudentstolearntousenounclausesastheappositivecorrectly.
情感目标
1.EncouragestudentstolearnmoreaboutCanadaandotherforeigncountries.
2.Strengthenstudents’senseofgroupcooperation.
教学过程
→Step1Revision
1.Checkthehomeworkexercises.
2.Dictatesomeusefulnewwordsandexpressionsinthisunit.
→Step2Lead-in
Tellstudents:Uptonow,wehavefinishedUnit5Canada—“TheTrueNorth”.Haveyoulearnedandgraspedallinthisunit?TurntoPage40.YoucancheckyourselfbyfillingintheblanksinthepartSummingUp.
→Step3SummingUp
Fiveminutesforstudentstosummarizewhattheyhavelearnedinthisunitbythemselves.Thencheckandexplainsomethingwherenecessary.
Suggestedanswers:
WritedownwhatyouhavelearnedaboutCanada.
(Students’answermayvary.)WehavelearnedaboutsomebasicinformationaboutCanada,itsgeography,itscultureanditspopulation.
Fromthisunityouhavealsolearned
usefulverbs:chat,surround,measure,border,mix,confirm,terrify,impress
phrasalverbs:settledown,managetodo,catchsightof,haveagiftfor
usefulnouns:minister,continent,baggage,scenery,harbor,measure,eagle,acre,topic,mixture,bush,maple,frost,distance,mist,schoolmate,booth,dawn,buffet,tradition
usefuladjectivesandadverbs:eastward,westward,upward,aboard,slight,slightly,wealthy,misty,downtown,approximately,broad,nearby,terrified,pleased,impressive
otherusefulexpressions:ratherthan,inthedistance
anewgrammaritem:nounclausesastheappositive
→Step4Practice
Showtheexercisesonthescreenorgiveoutexercisepapers.Firstletstudentsdotheexercises.Thentheanswersaregiven.Theteachercangivethemexplanationswherenecessary.
Ⅰ.Wordspelling
1.TheycomefromCanada,sotheyare______________(加拿大人).
2.Thenew______________(部长;大臣)willbe______________(批准)inofficebytheQueen.
3.Thisworldweliveinisdividedintoseven______________(大陆).
4.The______________(景色;风景)inthemountainsisverybeautiful.
5.Shehasalwaysbeen______________(包围;环绕)withfashionablefriends.
6.Wereachedthe______________(港口)atsunset.
7.Theytookstrong______________(措施)againstdangerousdrivers.
8.Itisa______________(传统)thattheyounglookaftertheoldintheirfamily.
9.Theanimalswere______________(吓坏)bythestorm.
10.Hiswordsarestrongly______________(使铭记;使印象深刻)onmymemory.
Ⅱ.Fillintheblankswiththeexpressionsgivenbelow.Useeachexpressiononlyonceandmakechangeswherenecessary.
ratherthansettledownmanagetocatchsightofhaveagiftforinthedistance
1.Icouldseethefaintgleamoflight______________.
2.Afterretirement,theoldman______________inafarawayvillage.
3.He______________makingeveryonearoundhimfeelhappy.
4.______________riskbreakinguphismarriagehetoldhiswifeeverything.
5.She______________acarinthedistanceandrantowardsit.
6.Thepilot______________circletheballoonforsometime.
Ⅲ.Choosethebestanswers.
1.Informationhasbeenputforward______________moremiddleschoolgraduateswillbeadmittedintouniversities.
A.whileB.thatC.whenD.as
2.______________isnopossibility______________Bobcanwinthefirstprizeinthematch.
A.There;that
B.It;that
C.There;whether
D.It;whether
3.Thereismuchchance______________Billwillrecoverfromhisinjuryintimefortherace.
A.that
B.which
C.until
D.if
4.Nobodybelievedhisreasonforbeingabsentfromtheclasswas______________hehadtomeethisuncleintheairport.
A.why
B.that
C.where
D.because
5.—It’sthirtyyearssincewelastmet.
—ButIstillrememberthestory,believeitornot,______________wegotlostonarainynight.
A.which
B.that
C.what
D.when
6.Awarmthoughtsuddenlycametome______________Imightusethepocketmoneytobuysomeflowersformymother’sbirthday.
A.if
B.when
C.that
D.which
7.There’safeelinginme______________we’llneverknowwhataUFOis—notever.
A.that
B.which
C.ofwhich
D.what
8.Alongwiththeletterwashispromise______________hewouldvisitmethiscomingChristmas.
A.which
B.that
C.what
D.whether
9.Astorygoes______________ElizabethⅠofEnglandlikednothingmorethanbeingsurroundedbycleverandqualifiednoblemenatcourt.
A.when
B.where
C.what
D.that
10.Someresearchersbelievethatthereisnodoubt______________acureforAIDSwillbefound.
A.which
B.that
C.what
D.whether
11.Itissaidthatmoremiddleschoolgraduateswillbeadmittedintouniversities.Thisistheinformation______________hasbeenputforward.
A.what
B.that
C.when
D.as
12.Sheheardaterriblenoise,______________broughtherheartintohermouth.
A.it
B.which
C.this
D.that
13.Ican’tstandtheterriblenoise______________sheiscryingloudly.
A.it
B.which
C.this
D.that
14.Someofthescientistsheldthepoint______________thebooksaidwasright.
A.whatwhat
B.whatthat
C.thatthat
D.thatwhat
15.Adecisionwasmade______________those______________onceliedtothefactoryinordertogetajobwouldnotbeallowedtostay.
A.whether;who
B.when;that
C.that;who
D.once;that
Keysforreference:
Ⅰ.1.Canadians2.minister;confirmed3.continents4.scenery5.surrounded6.harbor7.measures8.tradition9.terrified10.impressed
Ⅱ.1.inthedistance2.settleddown3.hasagiftfor4.Ratherthan5.caughtsightof6.managedto
Ⅲ.1~5BAABB6~10CABDB11~15BBDDC
→Step5Learningtip
AskstudentstoturntoPage40.Readthroughthepassageandmakesuretheyunderstandit.Encouragethemtolearnprefixesandsuffixeswell.TheywillbeteachingthemselvesausefulwayoflearningEnglishwords.
→Step6Assessment
1.Checkingyourself(onPage75intheWorkbook)
Firstgetstudentstothinkaboutthesequestionsindividually.Thentheycandiscussingroupssharingtheirexperience.Theteachercanjoininandgivethemadviceandsuggestionswherenecessary.
2.Test-assessment
1)UnderlinethenounclausesastheappositiveinthefollowingsentencesandthentranslatethemintoChinese.
(1)Thesuggestionsthatcitizenswithhigherincomeshouldpayhighertaxeshasbeenacceptedbythecommittee.
(2)Canyouexplainthephenomenonthatwaterexpandswhenitisfrozen?
(3)Stellawasverydisappointedwiththenewsthatherschoolbasketballteamwasdefeated.
(4)Whocouldillustratetheideathatgravitywasdifferentinspace?
(5)Mrs.Rogerscouldnotputupwiththefactthatherdaughtercamebacklateeverynight.
Suggestedanswers:
(1)Thesuggestionsthatcitizenswithhigherincomeshouldpayhighertaxeshasbeenacceptedbythecommittee.
收入较高的公民应该缴纳较高的调节税,这一建议已经被委员会所接纳。
(2)Canyouexplainthephenomenonthatwaterexpandswhenitisfrozen?
你能解释一下水在结冰时会膨胀这一现象吗?
(3)Tomwasverydisappointedwiththenewsthathisschoolbasketballteamwasdefeated.
校篮球队比赛失利这一消息令汤姆很失望。
(4)Whocouldillustratetheideathatgravitywasdifferentinspace?
谁能举例说明在太空中引力是不同的这一理论?
(5)Mrs.Smithcouldnotputupwiththefactthatherdaughtercamebacklateeverynight.
史密斯夫人不能容忍女儿每天晚上晚回家这一事实。
→Step7Homework
1.FinishofftheWorkbookexercises.
2.ReviewandsummarizewhatyouhavelearnedinUnit4.
板书设计
Unit5Canada—“TheTrueNorth”
Unitrevision
Summingup
WritedownwhatyouhavelearnedaboutCanada.
(Students’answermayvary.)WehavelearnedaboutsomebasicinformationaboutCanada,itsgeography,itscultureanditspopulation.
Fromthisunityouhavealsolearned
usefulverbs:chat,surround,measure,border,mix,confirm,terrify,impress
phrasalverbs:settledown,managetodo,catchsightof,haveagiftfor
usefulnouns:minister,continent,baggage,scenery,harbor,measure,eagle,acre,topic,mixture,bush,maple,frost,distance,mist,schoolmate,booth,dawn,buffet,tradition
usefuladjectivesandadverbs:eastward,westward,upward,aboard,slight,slightly,wealthy,misty,downtown,approximately,broad,nearby,terrified,pleased,impressive
otherusefulexpressions:ratherthan,inthedistance
anewgrammaritem:nounclausesastheappositive
活动与探究
FindIqaluitintheNunavutterritoryonthemapofCanadaanditsinformationintheReadingTask.ThenfindaplaceonthemapofChinathatisveryfarnorth.FindoutinformationabouttheChinesecity,andcompareitwithIqaluit.Talkaboutclimate,daylight,population,andwhatworkpeopledo.Makeacharttoshowyourcomparisons.
CharacteristicsIqaluitChinesecity(yourchoice)
Climate(summer/winter)
Daylight(summer/winter)
Population
Work
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