经验告诉我们，成功是留给有准备的人。作为高中教师就要根据教学内容制定合适的教案。教案可以让学生们能够在上课时充分理解所教内容，帮助高中教师能够井然有序的进行教学。您知道高中教案应该要怎么下笔吗？为满足您的需求，小编特地编辑了“Unit 5 Canada—“The True North” Period 4 教案”，但愿对您的学习工作带来帮助。

Unit5Canada—“TheTrueNorth”

Period4Usinglanguage:Listeningandtalking
整体设计
教材分析
Thisisthefourthteachingperiodofthisunit.Asusual,theteacherwillfirstgetstudentstoreviewwhattheylearnedinthelastperiod,andthenleadinthenewlesson.
Wewillfocusontrainingstudents’listeningabilityinthisperiod.ThelisteningpassageintroducesinformationabouttheculturalandracialcompositionofCanada.Canadaisoneofthefewcountriesthathaveanofficialmulticulturalpolicy.ThepopulationischangingrapidlyandimmigrantsfromChinaareamongthemostnumerousrecently.Makesurestudentsgothroughtheexercisesbeforetheylistentothetape.Thisistosharpentheirattention.Itwillalsohelpthemgetthegistofthelisteningtext.Theteachingproceduresmaybeasfollows:First,letstudentsthinkaboutanddiscusswhattheyknowaboutCanada’spopulationandthefactthatitisacountryofimmigrants.Second,gothroughtheincompletesentencesinExercise2andguesswhatthetopicofthelisteningtextis.Playthetapeforstudentstolistentoanddecidewhethertheirguessingisright.Third,askthemtolistenagainforthemtodoExercise2.Fourth,letthemlistenathirdtimetochecktheiranswers.Whiletheyarelistening,theteachershouldpauseandrepeatthekeysentencestohelpstudentsunderstand.Whencheckingtheanswers,explainsomedifficultlisteningpointsifnecessary.Intheend,showthemthelisteningtextandletthemreadandretellit.Thisstepcanhelpstudentsunderstandandgraspthelisteningmaterialfarfurther.
Next,studentswilllistentoareportwhichLiDaiyuandLiuQianwereaskedtogivetellingtheirnewCanadianfriendsaboutChina.ThepurposeofthislisteningpassageistoallowstudentstomakeacomparisonbetweenCanadaandChinaintermsofgeographyandnaturalfeatures.Theteachercanletstudentsreadthedirectionsandgothroughtheexercisesbeforelistening.Thenaskthemtolistentothetapeandfinishtheirexercises.Theyshouldmakenoteswhilelistening.Whenstudentslistentothetext,tellthemtoignorethewordstheydon’tknowandtoconcentrateonunderstandingthegistofthetext.Perhapssomestudentswillfindithardtolistentoandunderstandlisteningmaterials.Encouragethemnottogiveup.ThemoretheylistentoEnglish,theeasieritbecomes.
Afterpracticinglistening,studentsarerequiredtotalkaboutsomeofthemajorsimilaritiesanddifferencesbetweenChinaandCanada.Encouragethemtosaysomething.Don’talwayscorrectthemistakestheyhavemadewhiletheyaretalking.Otherwise,theywouldfeelreluctantandnotsayanythingmore.
教学重点
1.Developstudents’listeningability.
2.Enablestudentstomasterdifferentlisteningskills.
3.LetthemtalkaboutthemajorsimilaritiesanddifferencesbetweenChinaandCanada.
教学难点
1.Getstudentstolistentoandunderstandthelisteningmaterials.
2.LetstudentstalkaboutthemajorsimilaritiesanddifferencesbetweenChinaandCanada.
三维目标
知识目标
1.Getstudentstolearnsomeusefulnewwordsandexpressionsinthelisteningpassages.
2.LetstudentslearnaboutthemajorsimilaritiesanddifferencesbetweenChinaandCanada.
能力目标
1.Enablestudentstocatchandunderstandthelisteningmaterials.
2.Developstudents’abilitytogetspecialinformationandtakenoteswhilelistening.
3.GetstudentstolearnandtalkaboutthemajorsimilaritiesanddifferencesbetweenChinaandCanada.
情感目标
1.EnablestudentstoknowmoreaboutCanada.
2.Developstudents’senseofgroupcooperationandteamwork.

教学过程
→Step1Revision
1.Checkthehomeworkexercises.
2.Asksomestudentstotranslatesomesentencesusingnounclausesastheappositive.
1)他登上月球的消息迅速传遍全国。
2)将军下达了战士们立即过河的命令。
3)是否该做这件事,这一问题使他很烦恼。
4)你不知道我是多么着急。
5)他突然想到敌人可能已经逃出城了。
Suggestedanswers:
1)Thenewsthathehadlandedonthemoonsoonspreadalloverthecountry.
2)Thegeneralgavetheorderthatthesoldiersshouldcrosstheriveratonce.
3)Thequestionwhetherheshoulddothistroubledhim.
4)YouhavenoideahowworriedIwas.
5)Thethoughtcametohimthatmaybetheenemyhadfledthecity.
→Step2Warmingup
1.Tellstudents:TurntoPage37.WearegoingtothepartListening.
2.LettheminpairsdiscusswhattheyknowaboutCanada,especiallyitscultureandpeople.
→Step3Listening
1.LetstudentsreadtheincompletesentencesinExercise2andguesswhatthetopicofthelisteningmaterialtheywillhearmaybebeforelistening.
2.Playthetapeforthemtolistentoanddecidewhethertheirguessingisrightornot.
3.Letthemlistentothetapeagainandcompletethefollowingsentenceswiththecorrectinformation.
1)Canadaencouragespeopletokeep______________.
2)Canadaisamixtureof______________.
3)IfyouliveintheprovinceofQuebec,______________.
4)NativeIndiansandtheInuitaretryingto______________.
5)Morethan______________languagesareusedinradioandTVprograms.
6)Youmayfindareaswhere______________liveneareachother.
7)Thefamilies______________areusuallyallmixedup.
4.Theyexchangetheinformationandlistentothetapeathirdtimeforchecking.Letthemhavethecorrectanswers.
5.Give2or3minutestothemtoaskquestionsiftheyhaveany.
6.Showthemthelisteningtextandletthemreadit.
Listeningtext:(Omitted)
7.Lettheminpairstaketurnstoaskandanswerthefollowingquestions.
1)WhatisaCanadian?
2)WhydopeoplesaythatCanadaisamulticulturalcountry?
8.Askasmanypairsaspossibletopresenttheirconversationtotheclass.
→Step4ListeningonPage69
TurntoPage69.
1.Askstudentstoreadthroughthedirectionsandtheexercises.Makesuretheyknowwhattodo.
2.LetthemdiscussinpairswhatthemostimportantpointsareforaforeignertoknowaboutChinaandthenpredictwhatthegirlswillsayintheirreport.
3.Playthetapeforthemtolistentoandseewhethertheirpredictionisright.
4.Havethemlistentothetapeagainanddecideifthefollowingsentencesaretrueorfalse.Iffalse,correcttheinformation.
1)Chinaisover7000kilometersfromeasttowest.
2)BothChinaandCanadahavemountainsinthewestofthecountry.
3)TheGreatWallcannotkeepthedesert’sdustawayfromBeijing.
4)Chinahas15neighboringcountrieswhileCanadaonlyhasone.
5)CanadianscannottalkwithpeopleintheirneighboringcountrybecausetheydonotspeakEnglish.
5.Letthemsharetheirinformationinpairs.
6.Playthetapeathirdtimeforthemtocheckandhavethecorrectanswers.
7.Give2or3minutesforthemtoaskquestionsiftheyhaveany.
8.Showthemthelisteningtextandletthemreaditaloud.
Listeningtext:(Omitted)
9.Havethemfirstdiscussthequestionandthengivetheiranswerstotheclass.
WhymightpeoplefromCanadawanttovisitHainan?
→Step5Talking
1.ShowstudentsthemapofCanadaandthemapofChinaandletthemreadthemaps.
2.Havethemdiscussthequestioninsmallgroups.
WhataresomeofthemajorsimilaritiesanddifferencesbetweenChinaandCanada?
3.Giveseveralminutesforthemtopreparetheirreport.
4.Askasmanyofthemaspossibletopresenttheirreporttotheclass.
→Step6ListeningtaskonPage72
1.TurntoPage72.Tellstudents:WearelisteningtotheintroductionsofthreefamousCanadiansindifferentareasofwork.
2.Letthemgothroughthereportchartsandmakesuretheyknowwhattodobeforelistening.
3.HavethemlistentoPart1andthenfillinthechartaboutOscarPeterson.
Hometown
Job
Kindofmusic
NumberofrecordingsandCDs
Playswith...
4.HavethemlistentoPart2andthenfillinthechartaboutDr.NancyOlivieri.
Hometown
Job
Foundadrugthat...
Refusedto...
Isaheroineto...
5.HavethemlistentoPart3andthenfillinthechartaboutWayneGretsky.
Iscalled...
Job
Isthebest...
Hebelievedin...
Hewasastarbecausehescored...
6.Allowthemtwoorthreeminutestodiscussandsharetheiranswers.
7.Playthewholetapeagainforthemtocheckandhavethecorrectanswers.
8.Showthemthelisteningtextandletthemreaditaloud.
Listeningtext:(Omitted)
→Step7Summary
Inthisperiod,wemainlyfocusonthelisteningability.It’sveryimportant.Ifyourlisteningispoor,you’dbetterpracticemore.ThemoreyoulistentoEnglish,thebetteryourlisteningis.Remember:Practicemakesperfect.
→Step8Homework
1.FinishofftheWorkbookexercises.
2.ReadthelisteningtextsagainandtrytolearnmoreaboutCanadafromthem.

板书设计
Unit5Canada—“TheTrueNorth”
Listeningandtalking
1.Listening
Completethefollowingsentenceswiththecorrectinformationyouhear.
1)Canadaencouragespeopletokeep______________.
2)Canadaisamixtureof______________.
3)IfyouliveintheprovinceofQuebec,______________.
4)NativeIndiansandtheInuitaretryingto______________.
5)Morethan______________languagesareusedinradioandTVprograms.
6)Youmayfindareaswhere______________liveneareachother.
7)Thefamilies______________areusuallyallmixedup.
2.Talking
WhataresomeofthemajorsimilaritiesanddifferencesbetweenChinaandCanada?
活动与探究
Supposeaveryimportantpersonisvisitingyourschool.Youhavebeenaskedtointroducethisvisitortoyourclass.FindinformationontheInternetorinthenewspaperoramagazineaboutthisperson.Makesomenotesandbepreparedtointroducehim/hertoyourclass.Youshouldhaveaboutfourorfivepiecesofinformationready.
Youmaybeginlikethis:
Goodmorning/afternoon,everybody!
It’smypleasuretointroduceourguesttoyoutoday.Wearemuchhonoredtohave______________visitingus,because...

延伸阅读

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

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，准备好一份优秀的教案往往是必不可少的。教案可以让学生们能够在上课时充分理解所教内容，帮助教师有计划有步骤有质量的完成教学任务。关于好的教案要怎么样去写呢？急您所急，小编为朋友们了收集和编辑了“Unit 5 Canada—“The True North” Period 5 教案”，欢迎您阅读和收藏，并分享给身边的朋友！

Unit5Canada—“TheTrueNorth”

Period5Usinglanguage:Extensivereading

整体设计教材分析Thisisthefifthteachingperiodofthisunit.Asusual,theteachershouldcheckstudents’homeworkandofferchancesforthemtogooverwhattheylearnedinthelastperiodatthebeginningoftheclass.Thenleadinthenewlesson.Inthisperiod,theteachingemphasiswillbeputondevelopingstudents’readingabilitybyreadingextensively.Wewilldealwithtwoparts:“THETRUENORTH”FROM!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--TORONTOTOMONTREALinUsinglanguageonPage38andIQALUIT—THEFROZENTOWNinReadingTaskonPage74.Whilereading,getstudentslearningtousesomereadingstrategiessuchasskimming,scanning,andsoon.Astonewwordsandphrases,theteachercanfirstfindthosestudentsfeelmostdifficultandhelpthemtounderstand.That’senoughhere.Thereadingpassage“THETRUENORTH”FROMTORONTOTOMONTREALtakesthevisitorsonavisittoTorontoandMontreal,twoofCanada’smajorcities.Thefunctionalitemsdealingwithdirectionandpositionarefurtherintroducedinthetext,astherearefurtherdescriptionsofCanada.TheteachercanasksomestudentstoretellthepassageATRIPON“THETRUENORTH”orasksomequestionstoleadinthetopicandthenaskstudentstoreadthepassageanddosomecomprehendingexercises.Andmeanwhileletthemfindouttheexpressionsdealingwithdirectionandpositionandtrytokeeptheminmind.Whilecheckingtheiranswerswiththewholeclass,dealwithlanguageproblemsstudentscan’tworkoutbythemselves.Thisisanextensivereadinglesson,sotheteachingstepsshouldbesimple.AstothepassageIQALUIT—THEFROZENTOWN,itgivesstudentsinformationabouttheInuitpeopleinNortheasternCanada.Askstudentstoreadthroughthepassageandtrytoknowmoreandfinishtheirreadingtask.Attheendoftheclass,askstudentstoretellthetwopassages.Inordertoarousestudents’interest,theteachercanholdacompetitionamongthem.

教学重点1.Developstudents’readingskillsbyextensivereading.2.Letstudentsreadandunderstandthetwopassages.教学难点1.Enablestudentstolearntousereadingstrategiessuchasskimming,scanning,andsoon.2.Getstudentstounderstandsomedifficultlongsentencesinthispart.三维目标知识目标1.Getstudentstolearnsomeusefulnewwordsandexpressionsinthispart:topic,mix,mixture,bush,maple,frost,confirm,wealthy,distance,mist,misty,schoolmate,booth,downtown,approximately,dawn,buffet,broad,nearby,tradition,terrify,terrified,impress,impressive,inthedistance2.GetstudentstoreadthetwopassagesaboutCanada.能力目标1.Developstudents’readingskillsbyextensivereadingandenablethemtolearnhowtousedifferentreadingskillstoreaddifferentreadingmaterials.2.Havestudentslearntousetheusefulnewwordsandexpressionscorrectly.3.EnablestudentstounderstandthepassagesandknowmoreaboutCanada.情感目标1.Stimulatestudents’interestintravelingandenjoyingthebeautifulCanadianscenery.2.Developstudents’senseofgroupcooperationandteamwork.

教学过程→Step1Revision1.Checkthehomeworkexercises.2.AsksomestudentstotalkaboutthemajorsimilaritiesanddifferencesbetweenChinaandCanada.→Step2Leading-in1.HavesomestudentsretellthereadingpassageATRIPON“THETRUENORTH”.2.ShowstudentssomepicturesofTorontoandMontrealandletthemdescribewhattheycanseefromthepictures.3.Tellstudents:TurntoPage38.Wearegoingtoreadanotherreadingpassage,“THETRUENORTH”FROMTORONTOTOMONTREALandlearnmoreaboutCanada.→Step3Reading1.Askstudentstoreadthepassagequicklyandthendothefollowingassoonaspossible.1)Tickoutthethingsmentionedinthetext.(1)theclimateinCanada(2)thepopulationinToronto(3)theCNtowninToronto(4)Toronto’seconomic(5)alakewhichisonthenorthsideofNiagaraFalls(6)goodCantonesefood(7)famousrestaurantsinToronto(8)theoldMontreal(9)thelocationofMontreal(10)briefintroductiontoMontrealSuggestedanswers:(1),(3),(5),(6),(8),(10)2)Howmanypartscanthepassagebedividedinto?Writeoutthemainideaofeachpart.Suggestedanswers:Itcanbedividedinto4partsasfollows:Part1(Paragraph1):FallhadarrivedinCanada.Part2(Paragraphs2-4):TheirtourofthecityToronto.Part3(Paragraph5):TheirtravelinMontreal.Part4(Paragraph6):Theyleftfortheeastcoast.2.Askstudentstoreadthepassagecarefullyandthendothefollowing:1)Answerthefollowingquestions:(1)WhatcansometimesbeseenfromtheCNTowerinToronto?(2)WhyistheregoodCantonesefoodinToronto?(3)WhichdirectionisthetraingoingfromToronto?(4)WhatthreethingsshowthatMontrealisaFrenchcity?Suggestedanswers:(1)SometimesthemistycloudthatrisesfromNiagaraFallscanbeseenfromtheCNTower.(2)ThereisgoodCantonesefoodinTorontobecausemostoftheChinesepeopletherecamefromSouthChina,especiallyHongKong.(3)Thetrainisgoingeast(northeast)fromToronto.(4)Goodcoffee,goodbreadandgoodmusicshowthatMontrealisaFrenchcity.AlsothesignsandadswereinFrench.2)Fillinthefollowingchartwithcorrectinformation.ThenextmorningAroundnoonLatethatnightAtdawnthenextmorningTheyspenttheafternoonThenightSuggestedanswers:Thenextmorningtheysawbeautifulmapleleavesandfrostonthegroundandrealizedthatfallhadcome.AroundnoontheyarrivedinToronto.Latethatnightthetrainleft.AtdawnthenextmorningtheyarrivedinMontreal.Theyspenttheafternooninlovelyshopsandvisitingartistsintheirworkshopsbesidethewater.Thenightthetrainwasspeedingdowntothedistanteastcoast.3.Askstudentstoreadthepassagealoudtothetapeandunderlinealltheusefulexpressionsorcollocationsinthepassage.Collocations:from...to...,thenextmorning,ontheground,aroundnoon,leavefor,goonatour,inthedistance,onthesouthsideof,onone’swayto,homeof,atelephonebooth,arounddusk,overdinner,chatwithsb.,comefrom,SouthChina,goasfaras,atdawn,becloseto,spend...doingsth.,beonatraintrip,dreamofLetstudentsreadtheabovecollocationsaloudandcopythemdownintheirexercisebookafterclassashomework.Trytokeeptheminmind.→Step4Importantlanguagepoints1.Thenextmorningthebushesandmapletreesoutsidetheirwindowswerered,goldandorange,andtherewasfrostontheground,confirmingthatfallhadarrivedinCanada.第二天早上,在她们的车窗外到处是灌木丛和枫树,挂满朱红、赤金和橘黄色的叶子,地面上覆盖了一层薄霜,表明秋天已经来到了加拿大。句子中的confirmingthatfallhadarrivedinCanada是现在分词短语,用作状语,表示结果。confirmvt.provideevidenceforthetruthorcorrectnessof;establishthetruthof证实;证明;确认ratify;makedefiniteorestablishmorefirmly批准;肯定;巩固Pleaseconfirmyourtelephonemessagebywritingtome.请给我来封信,确认一下你在电话中传达的消息。MyemployerwillconfirmthatIwasthereontime.我的雇主将会证实,我是准时到达的。ThenewministerwillbeconfirmedinofficebytheQueen.新的部长将由女王批准任职。2.TheywerenotleavingforMontrealuntillater,sotheywentonatourofthecity.她们要晚些时候才动身去蒙特利尔,因此就在多伦多市内游览了一番。not...until...表示“直到……才……”,常与表示瞬间的动词连用。例如:Wedonotleaveuntilthisevening.我们直到今天晚上才离开。Thenoiseinthestreetdidn’tstopuntilmidnight.街上的吵闹声直到深夜才停止。goonatour:visit;goonatrip参观;游览Wewentonatourofthemuseumtheotherday.前几天我们参观了博物馆。3.Inthedistance,theycouldseethemistycloudthatrosefromthegreatNiagaraFalls,whichisonthesouthsideofthelake.远处,她们可以看到湖的南边尼亚加拉瀑布上方升腾着的雾霭。这是一个复合句,含有两个定语从句。thatrosefromthegreatNiagaraFalls是限制性定语从句,先行词为cloud;whichisonthesouthsideofthelake是非限制性定语从句,先行词为thegreatNiagaraFalls。inthedistance:faraway在远处;在远方Themanstandinginthedistanceismyheadteacher.站在远处的那个男子是我的班主任老师。4.It’stoobadyoucan’tgoasfarasOttawa,Canada’scapital.很可惜你们不能一直走到加拿大的首都渥太华。这是Itis/was+adj./n.+that-clause句型,it为形式主语,that-clause是主语从句。口语或非正式语言中that可以省略。asfaras:totheplacementioned,butnofurther直至所提到之处为止Iwalkedasfarasthefootofthemountain.我一直走到山脚。Sarahhasreadasfarasthefourthvolume.莎拉已经读到第四卷了。5.AstheysatinabuffetrestaurantlookingoverthebroadStLawrenceRiver,ayoungmansatdownwiththem.当他们坐在一家自助!--?xml:namespaceprefix=st2ns="Tencent"/--餐厅里眺望广阔的圣劳伦斯河时,一个年轻人坐在了她们身边。这是一个复合句,AstheysatinabuffetrestaurantlookingoverthebroadStLawrenceRiver是时间状语从句,其中的lookingoverthebroadStLawrenceRiver是现在分词短语,用作状语,表示伴随情况。broadadj.1)largeinsidefromonesidetotheother;wide宽的;阔的;广的abroadstreet,avenue,river,canal,etc.宽阔的街道、林荫道、河流、运河等2)fromsidetoside;inbreadth宽arivertwentymetersbroad一条二十米宽的河3)coveringawidearea;extensive辽阔的;宽广的abroadexpanseofwater辽阔无际的水面Thereisbroadsupportforthegovernment’spolicies.政府的政策得到广泛的拥护。4)tolerant;liberal宽宏的;胸怀开阔的amanofbroadviews豁达大度的人broadlightinsummernight→Step6ConsolidationAskstudentstogobacktothetwopassages.Givethemseveralminutestobepreparedtoretellthemintheirownwords.Thenaskasmanystudentsaspossibletocometothefronttodotheirretelling.→Step7Homework1.FinishofftheWorkbookexercises.2.Learntheusefulnewwordsandexpressionsinthispartbyheart.3.TellyourfriendsorfamilysomethingaboutCanada.

板书设计

Unit5Canada—“TheTrueNorth”

ExtensiveReading

IQALUIT—THEFROZENTOWNPointsinthepassageWhatBeththoughtInformationinthepassageThetemperatureCold,butnottoocoldVerycold,-35degreesaverageinwinterHowtotravelBydogsledBysnowmobileHolidaysToocoldforholidaysTouristslikeicefishingandphotographingpolarbearsHowpeopleliveInicehousesInwarmhousesWhattheInuitdoHuntanimalsHavebusinessDaylighthoursLightindaytimeDarkinwinterday;lightinsummernight

活动与探究

ReadingandenjoyingReadandenjoythelittlepoemMyHeartSoarsinthepartREADINGFORFUNonPage40.Firstfindinformationaboutthewriter,ChiefDanGeorgeontheInternet.Thenlistentothetapeandpracticereadingaloud.Payattentiontotherhythm.TrytounderstandandtranslateitintoChinese.Finallyreciteittotheclass.

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.

Unit 5 Canada—“The True North” Period 2 教案

Unit5Canada—“TheTrueNorth”

Period2Learningaboutlanguage:Importantlanguagepoints
整体设计
教材分析
Thisisthesecondteachingperiodofthisunit.Theteachercanfirstcheckstudents’homeworkandofferchancesforstudentstoreviewwhattheylearnedduringthefirstperiod.
Theemphasisofthisperiodwillbeplacedontheimportantnewwords,expressionsandsentencepatternsinthepartsWarmingUp,Pre-reading,ReadingandComprehending.Inordertomakestudentsunderstandtheseimportantpointsthoroughly,wecanfirstgetstudentstounderstandtheirmeaningsinthecontext,thengivesomeexplanationsaboutthem,lateroffersomepracticetomakestudentsmastertheirusages.Somenewwordsandexpressions,suchassurround,measure,confirm,impress,ratherthan,managetodo,andsoonareveryusefulandimportant.Soarethesentencepatterns“Thethoughtthattheycouldcrossthewholecontinentwasexciting.”and“Itissowettherethatthetreesareextremelytall,somemeasuringover90meters.”Weoughttopaymoreattentiontothemanddesignspecialexercises.
Attheendoftheclass,theteachercanmakestudentsdomoreexercisesforconsolidation.Indoingso,theycanlearn,graspandusetheseimportantlanguagepointswell.
教学重点
1.Enablestudentstograsptheusagesofsuchimportantnewwordsandexpressionsassurround,measure,confirm,impress,ratherthan,managetodo,etc.
2.Getstudentstomasterthepatterns“Thethoughtthattheycouldcrossthewholecontinentwasexciting.”and“Itissowettherethatthetreesareextremelytall,somemeasuringover90meters.”
教学难点
1.Letstudentslearntheusageoftheexpression“managetodo”.
2.Enablestudentstolearnthesentencepattern“Thethoughtthattheycouldcrossthewholecontinentwasexciting.”
3.Getstudentstounderstandsomedifficultandlongsentences.
三维目标
知识目标
1.Getstudentstolearnandgrasptheimportantusefulnewwordsandexpressionsinthispart.
2.Letstudentslearnthefollowingimportantusefulsentencepatterns:
1)Ratherthantaketheaeroplanealltheway,theydecidedtoflytoVancouverandthentakethetrainfromwesttoeastacrossCanada.(ratherthan...)
2)Thethoughtthattheycouldcrossthewholecontinentwasexciting.(nounclauseastheappositive)
3)Goingeastward,you’llpassmountainsandthousandsoflakesandforests,aswellaswideriversandlargecities.(presentparticipleusedasadverbial)
4)SkiingintheRockyMountainsandsailingintheharbormakeVancouveroneofCanada’smostpopularcitiestolivein.(make+O+O.C.)
5)Itissowettherethatthetreesareextremelytall,somemeasuringover90meters.(“pronoun+doing”usedasadverbial)
6)BecauseoftheGreatLakes,theylearned,Canadahasmorefreshwaterthananyothercountryintheworld.(more...thananyother...)
能力目标
1.Getstudentstousesomeusefulnewwordsandexpressionscorrectly.
2.Enablestudentstomakesentencesaftertheusefulsentencepatterns.
情感目标
1.Stimulatestudents’interestsinlearningEnglish.
2.Developstudents’spiritofcooperationandteamwork.

教学过程
设计方案(一)
→Step1Revision
1.Checkthehomeworkexercises.
2.AsksomestudentstoretellthepassageATRIPON“THETRUENORTH”.
→Step2Readingandfinding
GetstudentstoreadthroughWarmingUp,Pre-reading,ReadingandComprehendingtounderlineallthenewwordsandusefulexpressionsorcollocationsintheseparts.
Readthemaloudandcopythemdownintheexercisebookafterclass.Trytokeeptheminmind.
→Step3Practiceforusefulwordsandexpressions
1.TurntoPage36.GothroughtheexercisesinDiscoveringusefulwordsandexpressionswithstudentsandmakesuretheyknowwhattodo.
2.Givethemseveralminutestofinishtheexercises.Theyfirstdothemindividually,thendiscussandcheckthemwiththeirpartner.
3.Checktheanswerswiththewholeclassandexplaintheproblemstheymeetwherenecessary.
→Step4Studyingimportantlanguagepoints
1.Canadaisamulticulturalcountry.
加拿大是一个多元文化国家。
multi-是一个前缀,意思是“多”。例如:multiparty多党的multinational多国的;多民族的multipurpose多种用途的multiform多种形式的multistory多层的multimedia多媒体
amulticulturalcountry多元文化国家
2.LiDaiyuandhercousinLiuQianwereonatriptoCanadatovisittheircousinsinMontrealontheAtlanticcoast.
李黛予和她的表妹刘倩要去加拿大大西洋海岸的蒙特利尔市看望她们的表兄妹。
theAtlanticcoast大西洋沿岸地区
tripn.(usuallyshort)journey,esp.forpleasure（通常指短途的）行走;旅行（尤指娱乐性的）
与trip搭配的主要动词和介词:beonatripto.../goonatripto.../makeatripto.../takeatripto...
atriptotheseaside海滨之行
ahoneymoontriptoParis前往巴黎的蜜月之旅
Heisonabusinesstrip.他出差在外。
MyfatherwillmakeatriptoNewYorknextweek.
我父亲下礼拜要到纽约去。
3.Ratherthantaketheaeroplanealltheway,theydecidedtoflytoVancouverandthentakethetrainwesttoeastacrossCanada.
她们不想一路乘飞机,而决定先飞到温哥华,再从西海岸乘火车横穿加拿大到达东海岸。
ratherthanprep.inpreferenceto(sb./sth.);insteadof与其（某人/某物）;不愿;不要
I’llhavealemonaderatherthanacoke.
我想喝柠檬汁,不想喝可乐。
Hewasbusywritingaletterratherthanreadinganewspaper.
他正忙于写信而不是读报。
4.Goingeastward,you’llpassmountainsandthousandsoflakesandforests,aswellaswideriversandlargecities.
一路向东行,你会经过一座座山脉,上千个湖泊、森林,还有宽阔的河流和许多大城市。
Goingeastward是现在分词短语,用作状语,表示时间,相当于时间状语从句whenyougoeastward。
eastward也作eastwards,副词,意为“向东”。例如:
Theysailedeastward.他们向东航行。
Wecouldn’tdecidewhethertogoeastwardorwestward.
我们难以决定是向东走还是向西走。
-ward(s)是一个后缀,意思是“朝着;向着;对着”。
例如:westward(s)向西southward(s)向南northward(s)向北foreword(s)向前backward(s)向后outward(s)向外
thousandsof成千上万的。注意million,billion,thousand,hundred,score,dozen之前有确定的数字时,不论后面有无of,词尾都不加s。例如:
fivehundredstudents500名学生
fivehundredofthem他们当中的500人
fivescorepeople100人
fivedozeneggs五打鸡蛋
如果前面没有确定的数字而后接of时,词尾都加s。例如:
thousandsofgoats成千上万只山羊
scoresofyears几十年
5.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。
这是一个并列复合句。前一分句中的thatyoucancrossCanadainlessthanfivedays作idea的同位语,是同位语从句;后一分句中的thatCanadais5500kilometersfromcoasttocoast作fact的同位语,也是同位语从句。
6.PeoplesayitisCanada’smostbeautifulcity,surroundedbymountainsandthePacificOcean.
人们说温哥华是加拿大最美丽的城市,因为它被群山和太平洋所包围。
surroundedbymountainsandthePacificOcean是过去分词短语,用作状语,表示原因,相当于原因状语从句asitissurroundedbymountainsandthePacificOcean。
surroundvt.(causesb./sth.to)moveintopositionallroundsb./sth.包围;围住;环绕;围绕。常用下列结构:
surroundsb./sth.withsb./sth.
sth./sb.besurroundedby/withsth.
Thefencesurroundstheschool.篱笆环绕着学校。
Theyhavesurroundedthetownwithtroops.
他们出动军队包围了该城。
Thehouseissurroundedbyhighwalls.
房子的四周有高墙。
7.SkiingintheRockyMountainsandsailingintheharbourmakeVancouveroneofCanada’smostpopularcitiestolivein.
落基山脉可以滑雪,海港供你扬帆,这些使得温哥华成为加拿大最受欢迎的居住城市之一。
SkiingintheRockyMountains和sailingintheharbor是两个动名词短语,在句中作主语。动名词作主语时,谓语动词通常用单数,但若两个或两个以上的动名词一起作主语,谓语动词则用复数。例如:
Seeingisbelieving.眼见为实。
Fishingandswimmingaremyfavoritesports.
钓鱼和游泳是我最喜爱的运动项目。
makeVancouveroneofCanada’smostpopularcitiestolivein是“make+O.+O.C.”结构。当make表示“使;让”等时,后面跟复合宾语结构,其中宾语补足语可以由名词、形容词等充当。例如:
KarlMarxmadeLondonthebaseforhisrevolutionarywork.
卡尔•马克思把伦敦作为他从事革命工作的基地。
8.ThecoastnorthofVancouverhassomeoftheoldestandmostbeautifulforestsintheworld.
温哥华以北的海岸生长着世界上最古老,最美丽的森林。
northof=tothenorthof表示“在……的北方”。其他方位词,如:east,west,south,southeast,northeast等,都有类似的用法。例如:
Helives(tothe)eastofLosAngeles.
他住在洛杉矶以东（的地方）。
It’saboutfourhundredkilometersnortheastofToronto...
它在多伦多东北大约400千米处……
9.Itissowettherethatthetreesareextremelytall,somemeasuringover90meters.
那儿的湿度很大,所以树都长得特别高,有的超过90米。
somemeasuringover90meters是独立主格结构,在句中作状语。
measure
1)vi.gauge估计;衡量;判定be(acertainsize,length,volume,etc.)为（某体积、长度、容积等）
MothermeasuredmetoseewhatsizeofdressIshouldhave.
母亲给我量尺寸,好知道我该穿多大号的衣服。
It’shardtomeasurehisabilitywhenwehaven’tseenhiswork.
没有见过他的作品,很难估计他的能力。
Theroommeasures10metersacross.
这间屋宽10米。
2)n.standardorsystemusedinstatingthesize,quantityordegreeofsth.计量制unitusedinsuchastandardorsystem计量单位actiontakentoachieveapurpose措施
Whichmeasuredotheyuse?他们用哪一种计量制？
Themeterisameasureoflength.米是长度单位。
Theytookstrongmeasuresagainstdangerousdrivers.
他们对危害公众的司机采取强硬的措施。
10.Thatafternoonaboardthetrain,thecousinssettleddownintheirseats.
那天下午表姐妹俩才登上火车落了座。
settledown:sitorlieinacomfortableposition;adoptamorestableorquietwayoflife;getusedtoanewwayoflife,job,etc.安稳坐下;安居下来;适应起来
Hisgrandfathersettleddowninthearmchairwithanewspaper.
他爷爷手拿报纸坐在扶手椅里。
Haveyousettleddowninyournewjobyet?
你适应新工作了吗？
settle(sb.)down:(causesb.to)becomecalm,lessrestless,etc.（使某人）安静、安顿、安心等
Waituntilthechildrensettledownbeforeyoustartthelesson.
等孩子们都静下心来再开始上课。
Thechairmantriedtosettletheaudiencedown.
主席尽力让听众安静下来。
11.Earlierthatday,whentheycrossedtheRockyMountains,theymanagedtocatchsightofsomemountaingoatsandevenagrizzlybearandaneagle.
那天一早,当穿过落基山脉时,他们设法看到了几只野山羊,甚至还看到了大灰熊和鹰。
managetodo:succeedindoing(sth.)设法做成了（某事）
Thepilotmanagedtocircletheballoonforsometime.
这位飞行员设法绕气球飞了一阵。
Atfirst,noreadytechnicaldatawereavailable,butwemanagedtogowithout.
起初,我们没有现成的技术资料,但也设法照样干下去了。
Hemanagedtoavoidanaccident.
他设法避免了事故。
managetodo尽力做（某事）”,不强调结果。请比较:
Ijustaboutmanagedtogetupthestairs.
我总算挣扎着上了楼。
Hesaidhetriedtobehereontime.
他说他尽量按时到这儿来。
catchsightof:see(sb./sth.)foramoment一眼瞥见（某人/某事物）
Shecaughtsightofacarinthedistance.
她一眼瞥见远处的汽车。
12.Manyofthemhaveagiftforridingwildhorsesandcanwinthousandsofdollarsinprizes.
他们中许多人都有骑野马的才能,他们能赢得几千美元的奖金。
haveagiftfor:havenaturaltalentorabilityin(sth./doingsth.)在……方面有天分;有天赋
Itseemshehasagiftformusic.好像他对音乐有些天赋。
Shehasagiftforlearninglanguages.
她对学语言有天赋。
→Step5Usingwords,expressionsandpatterns
DoExercisesinUsingwordsandexpressionsonPages70-71.
Thefollowingproceduresmaybefollowed:
1.Gothroughtheexerciseswithstudentsandmakesuretheyknowwhattodo.
2.Severalminutesforstudentstofinishthemindividually,andthendiscussandcheckthemwiththeirpartner.
3.Checktheanswerswiththewholeclass.
4.Iftimepermits,explaintheproblemsstudentsmeetwherenecessary.
→Step6Homework
1.FinishofftheWorkbookexercises.
2.Learnthenewwordsandexpressionsbyheart.
设计方案(二)
→Step1Revision
1.Checkthehomeworkexercises.
2.Asksomestudentstodictatesomeusefulnewwordsandexpressions.
→Step2Vocabularystudy
1.LetstudentsreviewthenewwordsandexpressionsinWarmingup,Pre-reading,ReadingandComprehendingandgivetimetostudentstoasktheirownquestions.
2.Askstudentstolearnsomenewwordsusingthewordformation.
3.Explainsomekeynewwordsandexpressions.
→Step3Practiceforusefulwordsandexpressions
Letstudentsdothefollowingexercisesandchecktheanswersaftermostofthemfinish.
1.Findwordsthatmeanthesametofillintheblanks.
1)______________bagsthatpeopletakewiththemwhentheytravel
2)______________agovernmentmemberwhoisinchargeofagovernmentdepartment
3)______________ashortinformaltest
4)______________totaketosomeoneinafriendly,informalway
5)______________onorontoaship,plane,busortrain
6)______________generalappearanceofnaturearoundyou,especiallybeautifulnature
7)______________inorbyaverysmallamount,sosmallthatitalmostcannotbeseen
8)______________tobeallaroundsomebodyorsomethingoneveryside
2.Guessthemeaningsofthewordsbelowaccordingtothewordformation.
multi-=many-ward(s)=inacertaindirection
multiculturalmulticoloredeastward(s)forward(s)
multinationalmultimediaupward(s)outward(s)
multistor(e)ymulti-channeldownward(s)backward(s)
3.Makesentenceswiththeusefulexpressionsbelow.
ratherthansettledownmanagetodocatchsightofhaveagiftfor
→Step4Sentencefocus
AskstudentstoreadthroughtheWarmingUpandReadingagaintofindoutthedifficultsentencestheycan’tunderstandandgivetimetostudentstoasktheirownquestions.Explainthemtotheclass.
→Step5Workbookexercisesforconsolidation
AskstudentstodotheexercisesinUsingwordsandexpressionsonPages70-71toconsolidatewhattheyhavelearnedinthisperiod.
→Step6Homework
1.Learnthenewwordsandexpressionsbyheart.
2.FinishofftheWorkbookexercises.
3.DoExercise3onPages70-71intheexercisebook.

板书设计
Unit5Canada—“TheTrueNorth”
Learningaboutlanguage:Importantlanguagepoints
Importantvocabulary
quiz,Canadian,minister,continent,baggage,chat,scenery,eastward,westward,upward,surround,harbor,measure,aboard,eagle,within,border,slight,slightly,acre,urban,primeminister,ratherthan,settledown,managetodo,catchsightof,haveagiftfor1)Ratherthantaketheaeroplanealltheway,theydecidedtoflytoVancouverandthentakethetrainfromwesttoeastacrossCanada.(ratherthan...)
2)Thethoughtthattheycouldcrossthewholecontinentwasexciting.(nounclauseastheappositive)
3)Goingeastward,you’llpassmountainsandthousandsoflakesandforests,aswellaswideriversandlargecities.(presentparticipleusedasadverbial)
4)SkiingintheRockyMountainsandsailingintheharbormakeVancouveroneofCanada’smostpopularcitiestolivein.(make+O+O.C.)
5)Itissowettherethatthetreesareextremelytall,somemeasuringover90meters.(“pronoun+doing”usedasadverbial)
6)BecauseoftheGreatLakes,theylearned,Canadahasmorefreshwaterthananyothercountryintheworld.(more...thananyother...)
活动与探究
ReadbooksandsurftheInternettofindasmuchinformationaboutCanadaasyoucan.TakenotesandcompareitwithChina,tryingtofindouttheirsimilaritiesanddifferences.
SAMEASCHINADIFFERENTFROMCHINA
Suggestedanswers:

SAMEASCHINADIFFERENTFROMCHINA
1.vastland
2.weatherdifferentfromareatoarea;longhardwinterinthenorth
3.multicultural
4.richnaturalresources:lakes,rivers;coal,oilandgas1.twoofficiallanguages
2.sixtimeareas
3.smallerpopulation
4.noplacesashotasSouthChina
5.morefreshwaterandforests
6.onlyoneneighboringcountry

Unit 5 Canada—“The True North” Period 6 教案

古人云，工欲善其事，必先利其器。准备好一份优秀的教案往往是必不可少的。教案可以让学生们能够在上课时充分理解所教内容，帮助高中教师有计划有步骤有质量的完成教学任务。你知道怎么写具体的高中教案内容吗？下面是小编精心收集整理，为您带来的《Unit 5 Canada—“The True North” Period 6 教案》，欢迎大家与身边的朋友分享吧！

Unit5Canada—“TheTrueNorth”

Period6Usinglanguage:Speakingandwriting

整体设计教材分析Thisisthesixthteachingperiodofthisunit.Theteachercanfirstcheckthehomework,letstudentsreviewwhattheylearnedinthelastlessonandthenleadinthenewlesson.Inthisperiod,theteachingactivitieswillfocusonspeakingandwriting.Theseactivitiesofferstudentstheopportunitytocollectandlistinformation,thenselecttwoorthreethingsthatimpressedthemmosttodescribe.Theyarealsorequiredtodescribetheirfeelingswhentheyexperiencedthethings.Thepracticeofspeakingandwritingisimportantforstudentstousethevocabularyandstructurestheyhavelearned.Itisalsoabestwaytotestifstudentshavemasteredwhattheyhavelearned.Encouragethemingroupsoffour(Imaginetwoarethecousinswhotraveledacross!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--!--?xml:namespaceprefix=st2ns="Tencent"/--Canada.Theothersaskquestionsaboutthetrip.)todiscusswhatimpressedthem,makealistoftheirideasandtakepartinagroupdiscussiontofindtwoorthreethingsthatimpressedthemmost.Remindthemtousethewordsandexpressionsofdirectionandposition.Thenletthemwriteashortreportaboutthetwoorthreemostimpressivethings.Speakingandwritingarehigherstagesoflanguagelearning.Theteachershouldfrequentlygivestudentssomeassignmentsofspeakingandwriting.Onlyinthiswaycanstudentsusewhattheyhavelearnedmorefreely.教学重点1.Developstudents’speakingandwritingability.2.Letstudentslearnhowtousetheexpressionsofdirectionandposition.3.Getstudentstolearntowriteashortreportabouttheirmostimpressivethings.教学难点1.Howtodevelopstudents’speakingability.2.Howtodevelopstudents’writingability.三维目标知识目标1.GetstudentstolearnmoreaboutCanada.2.Letstudentslearntheexpressionsofdirectionandposition.3.Havestudentsknowhowtowriteashortreporttodescribewhatimpressedthemmost.能力目标1.Trainstudents’speakingabilitybylearningtousetheexpressionsofdirectionandposition.2.Developstudents’writingabilitybylearningtowriteashortreporttodescribewhatimpressedthemmost.情感目标1.HavestudentslearnmoreaboutCanadaandstimulatetheirloveofnature.2.Trainstudents’abilitytocooperatewithothers.

教学过程设计方案(一)→Step1Revision1.Checkthehomeworkexercises.2.Asksomeofstudentstoretellthepassage“THETRUENORTH”FROMTORONTOTOMONTREAL.→Step2Warmingup1.Letstudentsreadthroughthepassage“THETRUENORTH”FROMTORONTOTOMONTREALagainandfindoutallthesentencesthatcontainwordsandexpressionsofdirectionandposition.ReadthemaloudandtranslatethemintoChinese.2.Showthefollowingonthescreen.Havestudentsreadthemaloudandmakesuretheyknowtheirmeanings.

Expressionsofdirectionandposition

Whereis...?Inwhatdirectionis...?Howdoesonegoto...?Howfaris...?Isitnearby?Is...closeto...?Is...farfrom...?It’s...kilometersfrom...to...within...kilometersof...It’sabout...kilometersnortheastof...iscloseto...inthenorth/south/west/eastof...tothenorth/south/west/eastof...onthenorth/south/west/eastof...goeastward/westward/northward/southwardacrossthecontinent/lakethroughtheforestsalongthecoast/river3.Askstudentsinpairstoaskandanswerquestionsusingtheexpressionsabove.→Step3Speaking1.Havestudentsbrainstormthequestion:Whatadjectivesdoyouusewhenyoudescribeyourfeelings?(excited,afraid,terrified,worried,tired,pleased,happy,impressed,surprised,amazed,satisfied...)2.Supposethesituation:Workingroupsoffour.ImaginetwoofyouarethecousinswhotraveledacrossCanada.Theothersaskquestionsaboutthetrip.3.Leteachgroupdiscussthefollowingquestionsandmakenotesinthetablebelow.Whatimpressedyou?Wherewasit?Howdiditmakeyoufeel?4.Havethemselecttwoorthreethingsthatimpressedthemmost.5.Letthemmakeadialoguetotalkaboutthetwoorthreemostimpressivethingsandtheirfeelingswhentheyexperiencedthem.6.Askasmanygroupsaspossibletoperformtheirdialoguetotheclass.→Step4WritingTask:WriteashortreportaboutthetwoorthreemostimpressivethingsduringthetripacrossCanada.1.Letstudentsmakeawritingplan.Showthefollowingonthescreentohelpthem.Besurethatyourreporthas:1)atitle2)ashortparagraphtointroducethereport’stopic.3)aparagraphforeachimpressivethingyouarepresenting(besuretoincludeitslocationandhowitmadeyoufeel)4)ashortconclusion2.Allowstudentsenoughtimetowritetheirreport.3.Letsomeofthemreadtheirreporttotheclass.Othersshouldgivecomments.→Step5Writingtask1.Supposethesituation:Agroupofvisitingstudentsarecomingonathreetofive-daytourofyourcityortown.Planwhatplacesarebestforthemtovisit,inwhichdirectiontheywillgoandwhattheplacesarelike.2.Remindthemtousethewordsandexpressionstheyhavelearnedforgeographicaldirectionandlocation.Thenallowthemtobegintowrite.3.Whenmostofthemfinish,letsomereadtheirplantotheclass.Theteacherandothersshouldgivecomments.→Step6Homework1.FinishofftheWorkbookexercises.2.ReviewthecontentsoftheunitandcompleteSummingUponPage40.3.Writeyourshortreportintheexercisebook.设计方案(二)→Step1Revision1.Checkthehomeworkexercises.2.Askstudentstodictatesomenewwords,expressionsandimportantsentences.→Step2Warmingup1.Letstudentsreviewthewordsandexpressionstheyhavelearnedforgeographicaldirectionandlocation.Listthemandmakesuretheyknowtheirmeanings2.Havethembrainstormthequestion:Whatadjectivesdoyouusewhenyoudescribeyourfeelings?(excited,afraid,worried,tired,happy,impressed,surprised,amazed,satisfied...)3.Teachthenewwords:terrified,pleasedandimpressed.→Step3Speakingandwriting1.Letstudentsdivideintogroupsoffour.ImaginetwoofthemarethecousinswhotraveledacrossCanada.Theothersaskquestionsaboutthetrip.2.Havethemmakeadialoguetodescribetwoorthreethingsthatimpressedthemmostandtheirfeelingswhentheyexperiencedthem.3.AskthemtowriteashortreportaboutthetwoorthreemostimpressivethingsduringthetripacrossCanada.→Step4Workbook1.Speakingtask1)Askstudentstoreadthroughthedirectionsandmakesuretheyknowwhattodo.2)Givethemenoughtimetopreparetheirintroduction.3)Letsomeofthemtoperformtotheclass.2.Writingtask1)Readthroughthedirectionstostudentsandmakesuretheyknowwhattodo.2)Havethemfirstreadthesampleintheboxandthenbegintowritetheirownplan.→Step5Homework1.FinishofftheWorkbookexercises.2.Summarizethewordsexpressionsyouhavelearnedforgeographicaldirectionandlocationandkeeptheminmind.

板书设计

Unit5Canada—“TheTrueNorth”

Speakingandwriting

Expressionsofdirectionandposition

Whereis...?Inwhatdirectionis...?Howdoesonegoto...?Howfaris...?Isitnearby?Is...closeto...?Is...farfrom...?It’s...kilometersfrom...to...within...kilometersof...It’sabout...kilometersnortheastof...iscloseto...inthenorth/south/west/eastof...tothenorth/south/west/eastof...onthenorth/south/west/eastof...goeastward/westward/northward/southwardacrossthecontinent/lakethroughtheforestsalongthecoast/river

活动与探究Workinpairs.LookatthemapofChina.Findtwoplacesthatarealongdistancefromyourhomeandexplaintoyourpartnerwheretheyareandhowtogetthere.Bereadytopresentyourconversationtotheclass.Remembertousetheexpressionsofdirectionandposition.

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