必修3unit5說課材料

Unit5CanadaTrue‖Ｉ．單元教學(xué)目標(biāo)技能目標(biāo)SkillGoalsaboutthebasicaboutCanadalocation,cities,diversity.toreadreportandusemaps.expressdirectionsandpositions.MasterNounClause-expressinII標(biāo)語言功能句式表示方向的句式Whereis...?Howoneto...?Inis...?Is...Howis...?表示位置的句式Itinthenorth/southItis/liesof...Itof...Itis/liesonTheontheYoualongcoast.Itisof...ItawayOnegoesnorthward.詞匯1.四會詞匯Quizcontinentbaggagescenerywestwardsurroundmeasurewithintopicmixbushmaplefrostdistancemistmistyboothdowntownapproximatelydawnbuffetterrifyterrifiedpleasedimpress詞than,settlemanagecatchsightof,afor,inthedistance語clauseastheIII教材分析與教材重組教分析本單元通過兩位女孩李黛玉與劉茜的加拿大之旅我展示了加拿大的一些基本概況括它的地理位置、主要城市、風(fēng)土人情以及它的多元文化。通過學(xué)習(xí)本單元，讓學(xué)生對加拿大有了更多的了解學(xué)生能夠用所學(xué)的詞匯與句式表達方向與位置學(xué)條理地寫出旅游過程中的所見所聞。1.1Up部通過四組問題激活學(xué)生有關(guān)旅行和加拿大的知識和經(jīng)歷。本單元閱讀是中加拿大‖因此Warming通五個關(guān)于加拿大的問題的測試，目的是激活學(xué)生已有的知識，為介紹加拿大做好準(zhǔn)備。1.2部通過四個問題激活學(xué)生有關(guān)旅行的經(jīng)歷和有關(guān)加拿大的知識生生了解加拿大的興趣，為閱讀做好準(zhǔn)備。1.3部分是中看加拿大‖著西向東的旅游路向我們介紹了加拿大的面積地貌主要城市人口生環(huán)境等兩位女孩在旅途中看到了自然美景及野生動物，文章還介紹了加拿大的自然資源，讓學(xué)生對加拿大的美麗、富饒遼地人稀有了更深的了解學(xué)生可以通過學(xué)習(xí)文掌握新的詞匯型和游記的寫法提高學(xué)生的閱讀能力。1.4Comprehending分設(shè)計了三種題型，前兩個題是對Reading部細內(nèi)容的理解，一個是問答題，一個是改錯題。最后是在地圖上標(biāo)出兩位女孩的旅游路線，相對簡單一些。此部分不僅檢測學(xué)生對細節(jié)的把握要求學(xué)生列舉加拿大蘊藏的兩種自然資源且測學(xué)1

生根據(jù)課文內(nèi)容進行推理和判斷的能力以及讀圖能力住文中人物的行蹤能夠很好地把握文中的信息。1.5LearningaboutLanguage部首先是構(gòu)詞法，培養(yǎng)學(xué)生詞匯生成能力，旨在通過加上前綴或后綴的方法擴大學(xué)生的詞匯量。第二部分使用課文中的詞匯和信息進行填空和編對話，旨在提高學(xué)生活用詞匯的能力。語法部分是有關(guān)同位語從句的練習(xí)。1.6Using分綜合訓(xùn)練聽說讀寫的能力過力填空及討論的形式進一步了解有關(guān)加拿大的知——居民和語閱部分繼續(xù)加拿大之旅從多倫多到蒙特利爾介紹了加拿大的旅游景點及風(fēng)土人情作部分要求以報告的形式寫旅游見聞求學(xué)生掌握旅游報告的寫作方法。1.7SummingUp部要求學(xué)生就內(nèi)容、詞匯和結(jié)構(gòu)三個方面進行歸納，對本單元所學(xué)知識進行概括總結(jié)。教重組2.1Reading(I)：從話題內(nèi)容和功能上分析WarmingUp，Reading與話題相同，可以整合成一節(jié)閱讀課。2.2Reading(II)：合上節(jié)課的Reading可的再上一節(jié)閱讀課。因為話題都是關(guān)于加拿大的城市與風(fēng)土人情的。2.3Listening可將中andWriting,Workbook中Listening(P69)與Workbook中的Listening三個活動整合成‖2.4Speaking:把LearningLanguage中Exercise4Makingupa與Workbook中和SpeakingTask（）整一節(jié)‖2.5Learningaboutlanguage:aboutlanguage(4除外)與中的&&）和（結(jié)合在一起一言學(xué)習(xí)課‖2.6Writing可的Writing(P39)與中WritingTask(P74)合成一節(jié)寫作課。課設(shè)計與課時分配經(jīng)分析教材,本單元可以用六課時)1stperiod:(I)Reading(II)Listening4th5thLearning6thWriting.分時教案TheFirstReading(I)教學(xué)目標(biāo)目標(biāo)語言a.重詞匯和短語than,scenery,eastward,harbor,measure,aboard,haveagiftfor,within,managetocatchsightof,重句子Abilitygoal能目toplacesthatLiDaiyuQianvisitinCanada.thenounusedasappositive.thetooftheandfindthe2

questionsinthepost-reading.abilitygoals學(xué)目標(biāo)ImprovethestudentsreadingabilitysearchingforaboutCanada.Masterexpressionsfordescribingandlocations.教重點及難點a.FindthequestionsinmethodswritingaUnderstandtheuseofnoun-reportmethods教方法．scanning;．Asking-and-answeringactivities;．Listeningaids教準(zhǔn)備Aandtaperecorder.&ways教過程與方式1RevisionCheckthestudents’homework.T:Beforecometonewlesson,’scheckyourwork.Thecheckstheassignmentoflast2Upthestudentsthemapleflagaskthemquestions.T:Doknowwhichcountrynationalflag?Ss:Canada.T:WhichcontinentisSs:ItinAmerica.T:Howisit?Ss:Ithesecondlargestcountryintheworld.Idonknowexactnumber.T:occupiesanof9,4670squareItisabitbiggerthanWhichisitsneighbor?Ss:TheStates.teacherstudents.)T:Right.StateCanadaisacountry.3Pre-readingT:NowIaskquestion.Doyouliketraveling?Ss:Yes,weliketravelingvery(No,Idon’tliketraveling.Ittiring.)T:Imostofusliketraveling.youabroad?Ss:No/Yes.T:ofbeenThentripever(Shanghai//Sb:Ihaveneverofmyhometown.T:Ifchancetogoabroad,threecountriesyouliketovisitmost?Why?3

IlikeIreland.IthinkFrenchisfullofromanticsandareAustraliaisfamousforitsandarefriendly.Irelandbeautiful.IwanttowalkalongtheroadsSd:IIwillinbecausemotherlandandsheisverybeautiful.IwouldalsoliketogotoCanadasothatIcanseethelargeandbeautifullakes,andthere’sthewonderfulIlikepayingvisittotherearesheepanimalsT:Verylovebutifwemakeourcountrydeveloped,weshouldknowtheotheraretwoquestions.Youaskpartnerforandyourhim/her.theIfatriptoyouexpectWhatthreedescribeTheasksometellideasinT:Wholiketotellopinions?Iandisbeautiful,andpeopleareSb:Ibigandthreewordsmysterious.T:AreYoucanfindtheintext.LiDaiyuQianwillvisitCanada.PleaseturnPage34,readontheTrueNorth‖.4FastreadingpassagequicklyahabitofT:feelpuzzledreadtitle?WhatisTrueNorth‖?Now,passagethegeneralideapassage.Underlinemainmentionedinthetext.GiveSsfiveminutesforFiveT:HaveyouSs:have.T:firstquestionwhattheabout?abouttripofgirls,anditinformationCanada.T:Right.ItmainlytellsustheinformationCanada.WhatmainmentionedintheSb:TheyAtlanticRockyMountains,Calgary,ThunderBay,SuperiorandT:atmaponPage33.Drawgirlsonmap.Givetoroute.T:didagoodjob.youdifficultyinreading?Let’slookatthedifficultpointsTheorpointsto5ReadingaloudthereadfinddetailsfromT:NowquestionsonPage35andthenaloudfindthetheAfterwhile,questionsincompletesentenceswithoutatyour4

GivefewreadandfindasksomestudentstogiveSuggestedWhichcontinentarecousinsarecrossingNorthWhydirectlytothearetotheAtlanticbecausetheywanttofromwestacrossCanada./TheyseeCanada./TheywanttoCanada.3.TrueNorth‖?North‖thetrainthatCanada.Whypopulationofsorapidly?ThepopulationofsorapidlybecauseitisattheAtthecowboysinhorsesforthousandsofdollars.HowshipsCanada?ShipsareablefollowStRiverandthe7.aresomeofCanadagreatestnatural?waterfromitsandandwoodfromits6Homeworksentences.awhatLiDaiyuQianinCanada.PeriodExtensivereading教目目語言a.重詞匯與短語figure,figureterrify,official,maple,frost,tour,distance,as,重句子TheywereforMontrealuntil2.It’stooyoucangoasfarasOttawacapital.3.It’saboutfourhundredkilometersnortheastofToronto,soittakelong.AstheysatinacafélookingovertheRiver,youngmansatdownwiththem.theymistycloudrosefromgreatNiagarawhichissouthlake.Istayasfaraspossible.Abilitygoal能目標(biāo)knowinformationaboutandIqaluit.abilitygoals學(xué)目標(biāo)Teachthehowtoacitywiththetargetfunctionalsentences.points教學(xué)重點Findaboutaccordingtothe5

教難點Howthereport.methods教方法a.Scanning;c.Task-basedlistening.aids教準(zhǔn)備Aandcomputer.andways教學(xué)過程與方式AnswerthequestionsHowdoitisfallCanada?WeitinCanadathetreesredgoldandoranges,andfrostcanseenfromtheCNTowerinSometimesmistycloudfromNiagaraFallscanbetheCNTower.doesthelakego?ThewaterfromthegoestheNiagaraandoverthe4.WhichisthetrainToronto?Thetraineast()fromthreethingsusMontrealFrenchgoodgoodshowthatMontrealisaFrenchcity.signsadsinPeriodGrammar教學(xué)目標(biāo)目標(biāo)語言a.重詞匯和短語multicultural,figure,figureterrify,official,makecomments重句子Theideawouldthewasexciting.ThefactthatoceancangosurprisesTheideacancrossinthandaysisjustwrong.Abilitygoals能目標(biāo)orsuffixestoaword.nounusedasappositives.abilitygoals學(xué)目標(biāo)towhatnounandhowtouseit.points教學(xué)重點難點Broadenvocabularybyaddingprefixessuffixes.nounusedappositives.methods教方法a.Studyindividually;practice.aids教準(zhǔn)備6

Aanda&&ways教學(xué)過程與方式同位語從句概念在復(fù)合句中作名詞的同位語的名詞性從句。功能同位語從句對名詞進一步解釋，說明名詞的具體內(nèi)容。用法:常跟的抽象名詞:h/belief…連詞which//when同位語從句與定語從句區(qū):從詞類上區(qū)別同位語從句前面的名詞只能是fact,news,hope,belief,word,thought,doubt,possibility,等一定內(nèi)涵的名詞語從句的先行詞可以是名代詞主句的一部分或是整個主句。HemethethatcomehomefromWordcamethathad據(jù)說他已經(jīng)出國了。Ourteamthegame,whichushappy.我們的隊贏了,這讓我們很高興。(定語從句從性質(zhì)區(qū)別定語從句是從句對其先行詞的修飾或限屬于形容詞性從句的范;同位語從句是從句對前面抽象名詞的進一步的說明和解屬于名詞性從句的范疇，:Theourhaswonthegame我們隊贏了那場比賽的消息是真的。(同位語從句補說到底是一個什么消)Thetold昨天他告訴我的那個消息是真的。(定語從句,news在句中作told賓語從引導(dǎo)詞及其在句子中的成分上區(qū)別有些引導(dǎo)詞如what可以引導(dǎo)同位語從,但能引導(dǎo)定語從句。如needitnot我們是否需要它這個問題還沒有考慮。(同位語從句)引導(dǎo)詞引定語從句時,在從句中一般作主語或賓語(指物時還可以用which代替,并且作賓語時常常省略在同位語從句中僅起連接作不當(dāng)任何成,并不能省略,也能用which來替，如Theorderwesendatohelpthewas我們應(yīng)派幾個人去幫別的幾個小組的命