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.
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.
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...
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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