I单元教学目标.docx
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I单元教学目标
Unit5Canada—“TheTrueNorth”
Ｉ．单元教学目标
技能目标SkillGoals
TalkaboutthebasicinformationaboutCanada—location,maincities,customsandculturaldiversity.
Learnhowtoreadatravelingreportandusemaps.
Learntoexpressdirectionsandpositions.
MastertheNounClause-Appositiveclause.
Learntowriteareporttoexpresswhatyouhearandseeinaplace.
II．目标语言
功
能
句
式
表示方向的句式
Whereis...?
Howdoesonegoto...?
Inwhatdirectionis...?
Is...closeto/farfrom...?
Howfaris...?
表示位置的句式
Itis/liesinthenorth/southof...
Itis/liestothesouth/east/northwestof...
Itiswithin...
Kilometersof...
Itis/liesonthewest/east.
Theplaceisontheborder.
Yougoalongthecoast.
Itiseast/westof...
Itisfarawayfrom...
Onegoesnorthward.
词汇
1.四会词汇
QuizCanadianministercontinentbaggagechatsceneryeastwardwestwardupwardsurroundharbormeasureaboardeaglewithinborderslightacreurbantopicmixmixturebushmaplefrostconfirmwealthydistancemistmistyschoolmateboothdowntownapproximatelydawnbuffetbroadnearbytraditionterrifyterrifiedpleasedimpressimpressive
2.词组
Primeminister,ratherthan,settledown,managetodo,catchsightof,haveagiftfor,inthedistance
语法
Nounclauseastheappositive
III．教材分析与教材重组
1.教材分析
本单元通过两位女孩李黛玉与刘茜的加拿大之旅，向我们展示了加拿大的一些基本概况，包括它的地理位置、主要城市、风土人情以及它的多元文化。
通过学习本单元，让学生对加拿大有了更多的了解，使学生能够用所学的词汇与句式表达方向与位置，并学会条理地写出旅游过程中的所见所闻。
1.1WarmingUp部分通过四组问题激活学生有关旅行和加拿大的知识和经历。
本单元阅读是“在旅途中看加拿大”，因此，WarmingUp通过五个关于加拿大的问题的测试，目的是激活学生已有的知识，为介绍加拿大做好准备。
1.2Pre-reading部分通过四个问题激活学生有关旅行的经历和有关加拿大的知识，使学生产生了解加拿大的兴趣，为阅读做好准备。
1.3Reading部分是“在旅途中看加拿大”，沿着从西向东的旅游路线向我们介绍了加拿大的面积、地貌、主要城市、人口、生态环境等。
两位女孩在旅途中看到了自然美景及野生动物，文章还介绍了加拿大的自然资源，让学生对加拿大的美丽、富饶、幅员辽阔、地广人稀有了更深的了解。
学生可以通过学习课文掌握新的词汇、句型和游记的写法，提高学生的阅读能力。
1.4Comprehending部分设计了三种题型，前两个题是对Reading部分细节内容的理解，一个是问答题，一个是改错题。
最后是在地图上标出两位女孩的旅游路线，相对简单一些。
此部分不仅检测学生对细节的把握，还要求学生列举加拿大蕴藏的两种自然资源，而且检测学生根据课文内容进行推理和判断的能力以及读图能力。
抓住文中人物的行踪，就能够很好地把握文中的信息。
1.5LearningaboutLanguage部分首先是构词法，培养学生词汇生成能力，旨在通过加上前缀或后缀的方法扩大学生的词汇量。
第二部分使用课文中的词汇和信息进行填空和编对话，旨在提高学生活用词汇的能力。
语法部分是有关同位语从句的练习。
1.6UsingLanguage部分综合训练听说读写的能力。
通过听力填空及讨论的形式进一步了解有关加拿大的知识——居民和语言。
阅读部分继续加拿大之旅，从多伦多到蒙特利尔，介绍了加拿大的旅游景点及风土人情。
写作部分要求以报告的形式写旅游见闻，要求学生掌握旅游报告的写作方法。
1.7SummingUp部分要求学生就内容、词汇和结构三个方面进行归纳，对本单元所学知识进行概括总结。
2.教材重组
2.1Reading（I）：
从话题内容和功能上分析WarmingUp，Pre-readingReading与Post-reading话题相同，可以整合成一节阅读课。
2.2Reading（II）：
可将Usinglanguage中的Reading与Workbook中ReadingTask放在同一节课中处理，再上一节阅读课。
因为话题都是关于加拿大的城市与风土人情的。
2.3Listening：
可将UsingLanguage中的ListeningandWriting,Speaking,Workbook中的Listening（P69）与Workbook中的ListeningTask三个活动整合成一节“听力课”。
2.4Speaking:
把LearningaboutLanguage中的Exercise4Makingupadialogue（P36）与Workbook中的Talking（P69）和SpeakingTask（P74）整合一节“口语课”。
2.5Learningaboutlanguage:
将Learningaboutlanguage（P36Exercise4除外）与Workbook中的Usingwords&&expressions（P70）和Usingstructures（P71）结合在一起，上一节“语言学习课”。
2.6Writing可将UsingLanguage中的Writing（P39）与Workbook中的WritingTask（P74）整合成一节写作课。
3.课型设计与课时分配（经分析教材,本单元可以用六课时教完）
1stperiod:
Reading（I）
2ndperiod:
Reading（II）
3rdperiod:
Listening
4thperiod:
Speaking
5thperiod:
LearningaboutLanguage
6thperiod:
Writing
Ⅳ.分课时教案
TheFirstPeriodReading（I）
Teachinggoals教学目标
1.Targetlanguage目标语言
a.重点词汇和短语
ratherthan,baggage,scenery,eastward,chat,surround,harbor,measure,aboard,haveagiftfor,within,managetodo,catchsightof,eagle,acre,urban
b.重点句子
2.Abilitygoal能力目标
LearnhowtodescribetheplacesthatLiDaiyuandLiuQianvisitinCanada.
Understandthenounclauseusedasappositive.
EnablethestudentstounderstandthedetailsofthepassageaboutCanadaandfindthecorrectanswerstothequestionsinthepost-reading.
3.Learningabilitygoals学能目标
Improvethestudents’readingability-guessingwords,searchingforinformation.
LearntheinformationaboutCanada.
Mastertheexpressionsfordescribingdirectionsandlocations.
Teachingimportantpoints教学重点及难点
a.Findtheanswerstothequestionsinpost-reading.
Learnthemethodsofwritingatravelingreportabout.
b.Understandtheuseofnounclause-appositiveclause.
Learntoreadthetravelingreportaccordingtothetravelingroute.
Teachingmethods教学方法
1．Skimmingandscanning;
2．Asking-and-answeringactivities;
3．Listeningmethod.
Teachingaids教具准备
Acomputer,aprojectorandataperecorder.
Teachingprocedures&ways教学过程与方式
Step1Revision
Checkthestudents’homework.
T:
Beforewecometothenewlesson,let’scheckyourhomework.
Theteachercheckstheassignmentofthelastclass.
Step2Lead-inandWarmingUp
Showthestudentsthemapleflagandaskthemsomequestions.
T:
Doyouknowwhichcountryusesthisnationalflag?
Ss:
Canada.
T:
WhichcontinentisCanadain?
Ss:
ItisinNorthAmerica.
T:
Howlargeisit?
Ss:
Ionlyknowitisthesecondlargestcountryintheworld.Idon’tknowtheexactnumber.
T:
Canadaoccupiesanareaof9,978,4670squarekilometers.ItisabitbiggerthanChina.Whichcountryisitsneighbor?
Ss:
TheUnitedStates.
（TheteachershowsamapofCanadatothestudents.）
T:
Right.TheUnitedStateisitsneighbor.Canadaisabeautifulcountry.
Step3Pre-reading
T:
NowIwanttoaskyouaquestion.Doyouliketraveling?
Ss:
Yes,weliketravelingverymuch.（No,Idon’tliketraveling.Itistiring.）
T:
Iknowmostofusliketraveling.Haveyoueverbeenabroad?
Ss:
No/Yes.
T:
Fewofushaveeverbeenabroad.Thenwhatisthelongesttripyouhaveevertaken?
Sa:
Beijing（Shanghai/Hainan/Harbin）.
Sb:
Ihaveneverbeenoutofmyhometown.
T:
Ifyougetachancetogoabroad,whichthreecountrieswouldyouliketovisitmost?
Why?
Sc:
IwouldliketogotoFrench,AustraliaandIreland.IthinkFrenchisfullofromanticsandtherearemanybeautifulbuildings.Australiaisfamousforitsbeautifulsceneryandpeopleareveryfriendly.Irelandisalsobeautiful.Iwanttowalkalongtheroadsofthecountryside.
Sd:
IthinkIwilltravelinchinafirst,becauseChinaismymotherlandandsheisverybeautiful.IwouldalsoliketogotoCanadasothatIcanseethelargeandbeautifullakes,andthere’sthewonderfulsnowscenery.IalsofeellikepayingavisittoAustraliabecausetherearemanysheepandrareanimalsthere.
T:
Verygood.Weloveourmotherland,butifwewanttomakeourcountrymorebeautifulandmoredeveloped,weshouldknowmoreabouttheothercountries.Herearetwoquestions.Youmayaskyourpartnerforanswersandgiveyouranswerstohim/her.
Showthequestionsonthescreenorontheblackboard.
IfyoutakeatriptoCanada,whatdoyouexpecttosee?
WhatthreewordswouldyouusetodescribeCanada?
Theteachercanasksomepairstotelltheirideasinclass.
T:
Who’dliketotellusyouropinions?
Sa:
Iwanttoseethemountainsandtheforests.Canadaisbeautiful,wideandpeoplearefriendly.
Sb:
Iwanttoseethebigsnowandpolarbears,threewordslarge,cleanandmysterious.
T:
Aretheyright?
Youcanfindtheanswersinthetext.LiDaiyuandLiuQianwilltakeustovisitCanada.PleaseturntoPage34,read“ATripontheTrueNorth”.
Step4Fastreading
Getthestudentsreadthepassagequicklyandcarefully.Meanwhile,helpthestudentsformagoodhabitofreading.T:
Doyoufeelpuzzledwhenyoureadthetitle?
Whatis“theTrueNorth”?
Now,readthepassageandgetthegeneralideaofthepassage.Underlinethemainplacesmentionedinthetext.
GivetheSsfiveminutesforreading.
Fiveminuteslater.
T:
Timeisup.Haveyoufinished?
Ss:
Yes,wehave.
T:
Thefirstquestioniswhatthepassageismainlyabout?
Sa:
Thepassageisaboutatripoftwogirls,andittellsussomeinformationaboutCanada.
T:
Right.ItmainlytellsustheinformationaboutCanada.Whatarethemainplacesmentionedinthetext?
Sb:
TheyaretheAtlanticcoast,Vancouver,RockyMountains,Calgary,ThunderBay,LakeSuperiorandToronto.
T:
LookatthemaponPage33.Drawthetravelingrouteofthetwogirlsonthemap.
Givethestudentsoneminutetodrawtheroute.
T:
Youdidagoodjob.Doyouhaveanydifficultyinreading?
Let’slookatthedifficultpointstogether.
Theteacherexplainssomeimportantordifficultpointstothestudents.
Step5Readingaloud
Letthestudentsreadthepassageagainandfindthedetailsfromthepassage.
T:
NowyoureadthequestionsonPage35first,andthenreadthetextaloudtofindtheanswerstothequestions.Afterawhile,answerthequestionsincompletesentenceswithoutlookingatyourbooks.
Givethestudentsafewminutestoreadandfindanswers.Thenasksomestudentstogivetheiranswers.
Suggestedanswers:
1.Whichcontinentarethecousinscrossing?
TheyarecrossingNorthAmerican.
2.WhyaretheynotflyingdirectlytotheAtlanticcoast?
TheyarenotflyingdirectlytotheAtlanticCoastbecausetheywanttotakethetrainfromwesttoeastacrossCanada./TheywanttoseeCanada./TheywanttotravelacrossCanada.
3.Whatis“TheTrueNorth”?
“TheTrueNorth”isthetrainthatrunsthroughCanada.
4.WhyisthepopulationofVancouvergrowingsorapidly?
ThepopulationofVancouvergrowingsorapidlybecauseitisbeautiful.
5.WhathappensattheCalgaryStampede?
AttheCalgaryStampedecowboyscompeteinridingwildhorsesforthousandsofdollars.
6.HowareoceanshipsabletoreachthecentreofCanada?
ShipsareabletoreachthecentreofCanadabecausetheycanfollowtheStLawrenceRiverandtheGreatLakes.
7.WhataresomeofCanada’sgreatestnaturalresources?
Canadahaswaterfromitslakesandriversandwoodfromitsforests.
Step6Homework
1.Remembertheunderlinedsentences.
2.WriteashortpassagetoreportwhatLiDaiyuandLiuQiansawinCanada.
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