Unit 5 Canada—“The True North” Part 1 Teaching Design教学设计。

作为优秀的教学工作者，在教学时能够胸有成竹，教师在教学前就要准备好教案，做好充分的准备。教案可以让学生更好的吸收课堂上所讲的知识点，帮助教师在教学期间更好的掌握节奏。你知道怎么写具体的教案内容吗？为此，小编从网络上为大家精心整理了《Unit 5 Canada—“The True North” Part 1 Teaching Design教学设计》，仅供您在工作和学习中参考。

UJaB88.coMnit5Canada—“TheTrueNorth”
Part1TeachingDesign
第一部分教学设计
Period3AsamplelessonplanforUsingLanguage
(“THETRUENORTH”FROMTORONTOTOMONTREAL)
Introduction
Languageislearnedtobeusedinandforcommunication.Sointhisperiodweshallhavethestudentsread,listen,writeandspeakinEnglish,makinguseofthefocusedwords,expressions,structuresandtopicideascoveredinthisunit.Warmingupbylisteningandwritingistobefollowedbyspeaking，readingandunderliningandacting.Theclassendsinclasshavingaguidedwriting.
Objectives
Toenjoythepassage“THETRUENORTH”FROMTORONTOTOMONTREAL
Tolearntousethelanguagebyreading,listening,speakingandwriting
1.Warmingupbylisteningandwriting
Turntopage37andlistentothetapeandcompletethesentenceswithcorrectinformation.
2.Speaking
Ingroupsoffour,talkaboutthe4questionsonthetopofpage38.
Bilingualism双语国家
UndertheOfficialLanguagesAct,Canadaisanofficiallybilingualcountry.ThismeansthatCanadianshavetherighttogetfederalgovernmentservicesinEnglishorFrench,nomatterwhatpartofCanadatheyarelivingin.
NewBrunswickistheonlyprovincethatisofficiallybilingual.NewBrunswickresidentsreceiveservicesinbothofficiallanguagesfromalloftheirprovincialgovernmentdepartmentsandagencies.
InQuebec,Frenchistheofficiallanguageandinmostcases,provincialandmunicipalservicesareprovidedinFrench.
Intheotherprovincesandterritories,Englishistheofficiallanguage,andtheavailabilityofprovincialservicesinbothofficiallanguagesvaries.
Atthemunicipallevel,theavailabilityofservicesinbothofficiallanguagesvariesgreatly.
Multiculturalism多元文化
Canadaispopulatedbypeoplewhohavecomefromeverypartoftheworld.ThroughtheCanadianMulticulturalismAct,thegovernmentencouragesCanadianstotakeprideintheirlanguage,religionandheritageandtokeeptheircustomsandtraditions,aslongastheydontbreakCanadianlaws.
3.Readingandunderlining
Nextyouaretoread“THETRUENORTH”FROMTORONTOTOMONTREALandunderlinealltheusefulexpressionsorcollocationsyou’vefoundinit.Copythemintoyournotebookafterclassashomework
Collocationsfrom“THETRUENORTH”FROMTORONTOTOMONTREAL
frostontheground（地上覆盖了一层薄霜）,aroundnoon（中午时分）,themostwealthyandbiggestcityinCanada（加拿大最大最富有的城市）,leavefor…（离开去……）,goonatourofthecity（继续在市内游览一番）,goupthetower（登上塔顶）,lookacrossthelake（俯瞰湖面）,flowinto…（流人……）,flowover…（流经……）,onone’swayto…（在去……的路上）,acoveredstadium（加顶的运动场）,walknorth（向北走）,phone…fromatelephonebooth（到电话亭给……打电话）,havedinnerindowntownChinatown（在市内的中国城吃晚饭）,moveto…（移居到……）,meet…at…（在……迎接……）,getgoodCantonesefood（吃到好吃的广东菜）,comefromSouthChina（来自中国南方）,goasfarasOttawa（去到远至渥太华）,aboutfourhundredkilometersnortheastofToronto（距多伦多东北大约有400公里）,taketoolong（花费的时间长）,atdawn（黎明）,atthetrainstation（在火车站）,haveEnglishwordsinsmallletters（有小字体的英文标注）,godowntown（到市区去）,becloseto…,（接近……）spendtheafternooninthelovelyshops（整个下午在可爱的商店）,visit…in…（在……拜访……）,sitinacafé（坐在咖啡馆）,lookover…（眺望……）,sitdownwith…（和……坐在一起）,onatraintripacross…（坐着火车上横穿……）,haveaFrenchculture（具有法国文化）,speedalongtherivertoward…（沿着河流驶向……）,dreamof…（梦想……）
4.Actingatextplay
Actingoutthetextisastrategyformotivatingustoreadoutloudthetext.Weneedoralpracticeandhelpwithpronunciationandsoactingoutthetextreallyhelpsus.
Nextwearegoingtoputthetext“THETRUENORTH”FROMTORONTOTOMONTREAL”onstage.
（用原版）
ATEXTPLAYOF“THETRUENORTH”FROMTORONTOTOMONTREAL”
(onthetrain)
LiuQian:Look!Themapletreesareredandgoldandorange.
LiDaiyu:Yes,thereisevenfrostontheground.
LiuQian:Isee.It’sfalltimeinCanada.
(aroundnoon)
LiDaiyu:WearecomingclosetoToronto,themostwealthyandbiggestcityinCanada.
LiuQian:Wonderful!IamsoexcitedthatIcan’twaittogoonatourofthecity.
(outofthetrainstation)
LiuQian:Whatcanwevisit?
LiDaiyu:WeshallgoupthetowerofCNorCNTowerwherewecanlookacrossthelakeandseethemistycloudrisingfromthegreatNiagaraFalls.
LiuQian:Wheredoesthewaterflow?
LiDaiyu:ItflowsintotheNiagaraRiverandoverthefallsonitswaytothesea.
LiuQian:Look!Thereisacoveredstadiumoverthere!
LiDaiyu:Ithasbeenhomeofseveralfamousbasketballteams.Oh,bytheway,let’sstophere.Iamgoingtophoneoneofmymother’sfriendsfromatelephonebooth.Helivesaroundhere,Ithink.
LiuQian:Wherearewegoingtotakeourdinner?Iamhungry,veryhungry.
LiDaiyu:Fordinner,weshallgotothedowntownChinatown.ButfirstwehavetomeetLinTaoatThePinkPearl.Hemovedheremanyyearsago.
(atThePinkPearl)
LinTao:Hi,LiDaiyu!Hi,LiuQian.NicetoseeyouhereinCanada.
LiuQian:Thankyouforcomingtomeetus.But,I…,Iamhungry.I’dliketohaveCantonesefood.Idon’tlikeCanadianfoodatall.
LiDaiyu:NeitherdoI.TherearemanypeoplewhocamefromSouthChina.TheycookniceCantonesefood.
(afterdinner)
LinTao:It’stoobadyoucan’tgoasfarasOttawa.
LiuQian:Whereisit?Isitabigcity?
LinTao:It’saboutfourhundredkilometersnortheastofToronto.ItisthecapitalcityofCanada.
(atdawnthenextmorning)
LinTao:HereweareatthetrainstationofMontreal.
LiuQian:TheyarenotspeakingEnglish!
LinTao:No,theyaren’t.PeoplearespeakingFrenchhere.Butdon’tworry.AlltheFrenchsignsandadshaveEnglishwordsinsmallletters.
LiDaiyu:Let’sgodowntowntoOldMontreal.It’sclosetothewater,Iguess.
LinTao:Iagree.Ilikespendingtheafternooninthelovelyshops,visitingartistsintheirworkplaces,sittinginacafé,lookingoverthebroadStLawrenceRiver.
LinTao:Areyoudreaming?
LiDaiyu:Goahead,let’sgetstarted!
5.Guidedwriting
SupposeyouareLiuQiannow.YouaregoingtowritehomeanimaginedreportonCanada.
Afteratotalflighttimeof11hoursIshouldbetiredIguess,butsomehowIwasinagoodshapeandstillwillingtohaveafirstsightseeingtouraroundCadada.
TodaywewenttoCapilanoSuspensionBridge,a13mlongand70mhighsuspensionbridge.Isawquitesometotemsthere,prettyimpressing.IcouldalsoseehowthosetotemsaremadebyIndians.
TodayImetmydistantcousinLiDaiyu.SheisfromBeijingandstudiesinVancouver.Untilwecouldfindarrangementstomeet,severalphonecallshadtogoallaroundtheglobefromCanadatoChinaandfromChinatoCanadaagain.

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Unit 5 Canada—“The True North”教案

Unit5!--?xml:namespaceprefix=st2ns="urn:schemas-microsoft-com:office:smarttags"/--Canada—“TheTrueNorth”第一部分《金色教案》教学设计说明Aboutthetopicandthestructures单元话题和结构本单元以节日为话题，介绍了世界各地的一些节日的含义、由来和民俗。通过本单元的学习，可以帮助学生更多地了解节日、体味文化；同时又可以引导学生理解、尊重不同的文化和习俗。本单元语言功能项目是：方向、位置和情感。本单元语言结构项目是“名词从句作同位语”。本单元还要求学生学习写作“描写文：报道”。《金色教案》教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。但在实际教学过程中，建议教师依据学生基础、教学条件、学校安排的因素，对课本、对《金色教案》教学设计重新划分课时，裁剪、拼接使用提供的材料，以便“物尽所用”，达到最佳教学效果。教师也可以参照《金色教案》提供的“实际教学过程课时划分建议”进行教学。Period1Reading阅读课WarmingUp课本提供了一个关于加拿大概况的小测试，目的是激活学生已有的知识和经验，为进入本单元的学习作好准备。教师也可以参考本书提供的WarmingupbytalkingaboutCanada或者Warmingupbylookingandlistening导入新课。Pre-reading课本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，“读前”部分首先提问学生经历过的旅行，然后提问学生最想去的国家，由此切入到本单元的话题“加拿大”。然后进一步提出“你是否想去加拿大旅行?你想到那儿去看什么?”“你会使用哪三个词语来描述加拿大?”教师也可以利用本书Pre-readingbyquestioningandanswering进行操作。R!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--eading部分是篇游记，记述了李黛予和刘倩去加拿大看她们的表兄妹的途中见闻。乘火车横穿加拿大之前，她们表兄妹的朋友林丹尼向他们介绍了加拿大的概况，包括面积、地貌、城市、人口、生态环境等。一路上，他们看到了加拿大的自然美景，野生动物，并因中途停靠卡尔加里(Calgary)而联想到卡尔加里大赛马会(CalgaryStampede)。加拿大地广人稀，多数人住在美—加边境。本文还提到了桑德贝(ThunderBay)，五大湖(theGreatLakes)，温哥华(Vancouver)，多伦多(Toronto)，介绍了加拿大的淡水资源。本文对加拿大的介绍涉及面较宽，但都没有详述，这给学生留下了足够的思维空间。建议教师使用本书提供的Talkingandsharing,Listeningandreadingaloud,Readingandunderlining,Readingandtransferringinformation,Understandingdifficultsentences，Closingdownbyactingthetext帮助学生掌握课文的形式、理解课文的内容，进而活用课文。Comprehending部分由三部分组成：回答问题、写出正确信息和画路线图。这些不仅检查学生对阅读课文的细节的把握，比如，要求学生介绍卡尔加里大赛马会、列举加拿大蕴藏的两种自然资源、写出有关桑德贝的地理位置的正确信息等，而且检查学生根据阅读课文内容所作的推理和判断，比如，“WhydomanypeoplewanttoliveinVancouver?”一题，要求学生联系文中相关信息，做出因果推理。此外，还检查学生的读图能力，比如，“WhywouldshipsbeabletoreachthecenterofCanada?”一题，要求学生把地图和课文两方面的信息综合起来。最后，要求学生在地图上画出横穿加拿大的路线图，抓住文中人物的行踪也就抓住了行文的线索，零散的信息就有机地串联起来了。Period2Learningaboutlanguage知识课LearningaboutLanguage部分首先通过构词法的学习扩大学生的词汇量并培养学生的词汇生成能力。用阅读课文中的词和信息编对话和填空，旨在提高学生活用词汇的能力。语法部分通过从阅读课文中找例句和造句的练习教学同位语从句。教师可以参考本书提供的下列步骤进行教学：Warmingupbydiscoveringusefulwordsandexpressions,Readingandfinding,Doingexercises,Readyusedmaterialsfor“Nounclausesastheappositive”,Closingdownbydoingaquiz。Period3Usinglanguage运用课UsingLanguage部分综合训练听说读写的能力。听与写、听与说有机结合在一起，使学生通过填空、讨论的形式进一步学习有关加拿大的知识——加拿大的居民、语言等。阅读部分继续加拿大之行：从多伦多到蒙特利尔(Montreal)。本文提到了枫树，加拿大国家塔(CNTower)，尼亚加拉瀑布(NiagaraFalls)，多伦多猛龙队(TorontoRaptors)，蓝鸟队(!--?xml:namespaceprefix=st1ns="Tencent"/--BlueJays)，中国城(Chinatown)，圣劳伦斯河(StLawrenceRiver)等等，充分展示了异域文化风情。写的部分是两篇报告，一个写途中所见，另一个写途中所闻。教师可以根据课本上的提示，向学生介绍“报告”的写作方法。写之前，先让学生根据本单元的两篇阅读完成图表上所要填写的信息。写报告时，要求学生自拟题目，先提出话题，再根据图表信息详述所见或所闻，最后作一小结。本书提供的下列步骤可供参考：Warmingupbylisteningandwriting，Speaking，Readingandunderlining，Acting，Closingdownbyhavingaguidedwriting。实际教学过程课时划分建议Period1将WarmingUp、Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。Period2将Learningaboutlanguage和Workbook中的USINGWORDSANDEXPRESSIONS、USINGSTRUCTURES整合在一起上一节“语言知识课”。Period3将Usinglanguage设计为一节包括听说读写单项技能或组合技能训练的“综合技能课（一）”。Period4将Workbook的READINGANDLISTENING和TALKING整合在一起上一节“听说课”。Period5将Workbook的LISTENINGTASK、READINGANDWRITINGTASK和SPEAKINGTASK整合为一节“综合技能课（二）”。第二部分教学资源说明Section1Background背景围绕单元话题“Festivalaroundtheworld”，《金色教案》提供了几则语言规范、短小精干的趣味性材料。这些材料既可以作为教师教学参考材料为教师所用，也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生。Section2Explanation解析重点针对“阅读课型”中的课文难句，《金色教案》不仅提供了详尽的，就句论句的解析和翻译，而且还以解析的焦点话题为线索，进行了一定的归纳、辨析和总结，以帮助教师更好地实施“语言形式”的教学。Section3Vocabulary词汇按照课本单元词汇表顺序，《金色教案》重点提供动词、短语搭配的讲解。所提供的例句，经典、地道、实用、易懂，完全可以直接用于教学。第三部分教学测评说明围绕单元词法、句法项目，《金色教案》提供了长短不一的“单元教学测评”，并备有参考答案供教师使用。有些测评题目直接源于历年高考试卷，更具有说服力和实用性。

Unit 5 Canada—“The True North” Period 1 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，作为教师就要好好准备好一份教案课件。教案可以让学生更容易听懂所讲的内容，减轻教师们在教学时的教学压力。那么，你知道教案要怎么写呢？下面是小编精心为您整理的“Unit 5 Canada—“The True North” Period 1 教案”，希望对您的工作和生活有所帮助。

Unit5Canada—“TheTrueNorth”

单元要览类别课程标准要求掌握的项目话题Geography:multiculturalsociety;!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--Canada词汇quizn.测验;问答比赛mixturen.混合（物）;混合状态Canadiann.加拿大人adj.加拿大的;加拿大人的aboardprep.部长maplen.枫;枫树continentn.洲;大陆frostn.霜;霜冻baggagen.行李confirmvt.证实;证明;批准chatvi.闲聊wealthyadj.富有的sceneryn.景色;风景distancen.距离;远方eastwardadv.向东adj.向东的;朝东的mistn.薄雾westwardadv.向西adj.向西的;朝西的mistyadj.有薄雾的;模糊的upwardadv.向上地;上升地?adj.向上的;上升的boothn.公用电话间;货摊;售货亭surroundvt.围绕schoolmaten.同学;校友harborn.海港approximatelyadv.接近;大约measurevt.衡量;判定n.计量制;计量单位;措施downtownadj.市区的adv.在市区;往市区bushn.灌木（丛）;矮树（丛）dawnn.黎明;拂晓;破晓eaglen.鹰buffetn.自助餐;饮食柜台withinprep.在……之内broadadj.宽阔的;广泛的bordern.边界;国界;边沿?vt.接近nearbyadv.在附近adj.附近的;邻近的slightadj.轻微的;微小的traditionn.传统;风俗slightlyadv.稍稍;轻微地terrifyvt.使恐怖;恐吓impressvt.使印象深刻;使铭记terrifiedadj.恐惧的;受惊吓的impressiveadj.给人深刻印象的;感人的pleasedadj.欣喜的;高兴的topicn.话题acren.英亩mixvt.调配urbanadj.城市的;市镇的短语primeminister首相;丞相catchsightof看见;瞥见ratherthan与其;不愿haveagiftfor对……有天赋settledown定居;平静下来;专心于inthedistance在远处managetodo设法做atdawn在黎明的时候重要句型1.Ratherthantaketheaeroplanealltheway,theydecidedtoflytoVancouverandthentakethetrainwesttoeastacrossCanada.(ratherthan...)2.Thethoughtthattheycouldcrossthewholecontinentwasexciting.(nounclauseastheappositive)3.Goingeastward,you’llpassmountainsandthousandsoflakesandforests,aswellaswideriversandlargecities.(presentparticipleusedasadverbial)4.SkiingintheRockyMountainsandsailingintheharbourmakeVancouveroneofCanada’smostpopularcitiestolivein.(make+O+O.C.)5.Itissowettherethatthetreesareextremelytall,somemeasuringover90metres.(“pronoun+doing”usedasadverbial)6.BecauseoftheGreatLakes,theylearned,Canadahasmorefreshwaterthananyothercountryintheworld.(more...thananyother...)功能Direction!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--1)WhatkindofcountryisCanada?2)Howlargeisit?3)WhatelsedoyouknowaboutCanada?Suggestedanswers:1)Canadaisamulticulturalcountry.2)It’sthesecondlargestcountryintheworld.Itcoversanareaof9984670squarekilometers.ItisabitbiggerthanChina.3)(Students’answermayvary.Encouragethemtotellmoreinformation.)2.MakeaquizShowthefollowingonthescreen.HowmuchdoyouknowaboutCanada?1.Whatlanguage(s)doCanadiansspeak?A.English.B.EnglishandGerman.C.EnglishandFrench.D.EnglishandSpanish.2.WhatisthecapitalofCanada?A.Vancouver.B.Toronto.C.Calgary.D.Ottawa.3.WhatisthenationalanimalofCanada?A.Beaver.B.Grizzlybear.C.Polarbear.D.Penguin.4.WhatistheCanadianleadercalled?A.President.B.PrimeMinister.C.Governor.D.King.5.HowmanyGreatLakesarethereinCanada?A.4.B.3.C.5.D.6.Letstudentsworkinpairsandanswerthisquiz.Thenhavethemcomparetheiranswerswithanotherpair.Givethemthecorrectanswersandseehowmanystudentsgot80%orbetter.→Step2Pre-reading1.Letstudentsdiscussthefollowingquestions:1)Whatisthelongesttripyouhaveevertaken?2)IfyoutakeatriptoCanada,whatdoyouthinkyoumightseethere?3)WhatthreewordswouldyouusetodescribeCanada?3.HavestudentsturntoPage34ofthetextbook,lookatthetitleofthereadingpassageandthepicturesandpredictwhatthepassageisabout.Thenhavethemreadthepassagequicklytoseeiftheyareright.→Step3Reading1.FastreadingAskstudentstoskimthereadingpassageandthenanswerthefollowingquestions:1)Whatisthepassagemainlyabout?2)Whatis“TheTrueNorth”?3)Howmanycitiesarementionedinthetext?Whatarethey?Threeminuteslater,checktheanswerswiththewholeclass.Suggestedanswers:1)Thepassageisaboutatripoftwogirls,andittellsussomeinformationaboutCanada.2)“TheTrueNorth”isthetrainthatgoesacrossCanada/thecross-Canadatrain.3)Five.TheyareMontreal,Vancouver,Calgary,ThunderBayandToronto.2.IntensivereadingAllowstudentstoreadthepassagecarefullythistimetounderstandthemainideasofeachparagraphandgettheimportantdetails,andthenfinishthefollowing:1)Choosethebestanswertoeachquestionaccordingtothetext.(1)Asyougoeastward,youcanseethefollowingthingsexcept______________.A.mountainsB.thousandsoflakesC.forestsandwideriversD.cows(2)WhowilltakepartintheCalgaryStampede?A.CowboysfromStampede.B.PeoplefromCanada.C.Anyonewhohasagiftforriding.D.Cowboysfromallovertheworld.(3)Whichofthefollowingstatementsistrue?A.OnecancrossCanadainlessthanfivedaysbytrain.B.ManypeoplethinkCalgaryisthemostbeautifulcityinCanada.C.Infact,thepopulationofCanadaismorethanthirtymillion.D.OceanshipscannotreachThunderBay.(4)Whichofthefollowingshowstherightrouteofthecousin’stravel?A.Toronto→Calgary→Vancouver→ThunderBayB.Vancouver→Calgary→ThunderBay→TorontoC.Vancouver→ThunderBay→Calgary→TorontoD.Toronto→ThunderBay→Calgary→VancouverSuggestedanswers:(1)D(2)D(3)C(4)B2)Usetheinformationfromthereadingpassagetofillinthetablebelow.

BasicFactsaboutCanada

DistancefromeasttowestcoastOceansontheeastandthewestcoastPopulationWheremostCanadiansliveLocationofthelargestfreshwatersupplyKeypointsaboutVancouverKeypointsaboutCalgaryKeypointsaboutThunderBay3)Answerthefollowingquestionsincompletesentences.(1)Whichcontinentwerethecousinscrossing?(2)WhyweretheynotflyingdirectlytotheAtlanticcoast?(3)WhyisthepopulationofVancouvergrowingsorapidly?(4)WhathappensattheCalgaryStampede?(5)HowareoceanshipsabletoreachthecenterofCanada?(6)WhataresomeofCanada’sgreatestnaturalresources?3.ReadinganddiscussingReadthepassageathirdtimeandthenworkinpairstodiscussthesequestions.1)Whichpartofthereadingpassageinterestsyoumost?2)IfsomedayyougotoCanada,wherewillyougo?Why?(Letstudentshaveenoughtimetoreadthepassagecarefullyanddiscussthequestionswiththeirpartners.Encouragethemtoexpandtheiranswersaccordingtotheirownexperiences.)4.DealingwithlanguagepointsHelpstudentsanalyzesomedifficult,longandcomplexsentencesandguessthemeaningsofsomenewwordsandexpressions.Encouragethemtotrytodealwiththelanguagepointsinthecontext.Givethemexplanationsifnecessary.5.ListeningandreadingaloudAskstudentstoreadthepassagealoudtothetapeandletthempayattentiontothepronunciationofeachnewwordandthepauseswithineachsentence.Tellthemtopickoutalltheusefulexpressionsorcollocationsfromthepassagewhilereadingandcopythemtothenotebookafterclassashomework.Readthemaloudandtrytolearnthembyheart.Collocations:beonatripto,ratherthan,taketheaeroplane,alltheway,takethetrain,attheairport,onthewayto,chatabout,aswellas,lessthan,aboardthetrain,settledown,managetodo,catchsightof,befamousfor,haveagiftfor,thousandsof,inprizes,beamazedtodo,atthetopof,besurprisedat,becauseof,freshwater→Step4ConsolidationGivestudents10minutesorsoandletthemdothefollowing:1.Workinpairsandfillinthetableaboutthetypeofwritingandsummaryoftheidea.

ATRIPON“THETRUENORTH”

TypeofwritingMainideaofthepassageMainideaofParagraph1MainideaofParagraph2MainideaofParagraph3MainideaofParagraph4MainideaofParagraph5Suggestedanswers:

ATRIPON“THETRUENORTH”

TypeofwritingThisisapieceofnarrativewriting.MainideaofthepassageLiDaiyuandhercousinLiuQianwentonatriptoCanada,visitingtheircousinsandenjoyingthebeautifulsceneryacrossthewholecontinentofCanadafromwesttoeast.MainideaofParagraph1LiDaiyuandhercousinLiuQianwereonatriptoCanada.MainideaofParagraph2HavingarrivedinVancouver,themostbeautifulcityinCanada,theyweretobetakentocatch“TheTrueNorth”,thecross-Canadatrain.MainideaofParagraph3Settlingdownintheirseatsinthetrain,theyenjoyedthewildscenerywhilecrossingtheRockyMountainstoCalgary.MainideaofParagraph4WhilearrivingatThunderBay,theylearnmoreaboutCanada,itspopulation,resources,etc.MainideaofParagraph5ThetrainrushedtowardsTorontowhiletheyweresleeping.2.Completethesummaryofthestorywithonewordineachblankandthenretellthewholestory.LiDaiyuandLiuQianwereona______________acrossCanada.Insteadoftakingtheaeroplane______________theway,theywouldcrossthewholecontinentofCanadaina______________afterarrivingVancouverbyair.DannyLinwaited______________themattheairportandgavethemabrief______________aboutCanada,thesecond______________countryintheworldandVancouver,themostbeautifulcityofthecountry,whiletakingthemto______________thetrain,“TheTrueNorth”.Havingsettled______________intheseats,theylookedoutofthewindow______________thewildscenery,themountaingoats,andgrizzlybears.TheywentbythecityofCalgaryand______________inThunderBay,acityatthe______________oftheGreatLakes,learningmoreaboutCanadaofitspopulationresourcesandso______________.TheirlaststopisToronto,oneofthesouthernmostcitiesinCanada.Keys:trip;all;train;for;introduction;biggest;catch;down;at;arrived;top;on→Step5Homework1.Learntheusefulnewwordsandexpressionsinthispartbyheart.2.Readthereadingpassageagainandtrytoretellthepassage.设计方案(二)→Step1LeadinginthetopicPlaythevideosofthebeautifulCanadianscenery.Enjoythemwithstudents.→Step2WarmingupAskstudentstoturntoPage33.LetthemworkinpairsandanswerthisquiztoseehowmuchtheyknowaboutCanada.→Step3Pre-readingShowstudentsamapofCanadaandletthemdiscussthefollowingquestionsinpairs:1)IfyoutakeatriptoCanada,whatdoyouthinkyoumightseethere?2)WhatthreewordswouldyouusetodescribeCanada?→Step4Reading1.Givestudents3minutesandletthemskimthepassagetogetthegeneralideaofthepassage.2.Givestudents6minutestoreadthepassagecarefullyandthendothefollowing:1)Answerthefollowingquestions.(1)Whichcontinentarethecousinscrossing?(2)WhyweretheynotflyingdirectlytotheAtlanticcoast?(3)WhyisthepopulationofVancouvergrowingsorapidly?(4)WhathappensattheCalgaryStampede?(5)HowareoceanshipsabletoreachthecenterofCanada?(6)WhataresomeofCanada’sgreatestnaturalresources?2)Completetheformbelow:RouteWhatthecousinssawandheard.VancouverIt’sCanada’s1city,surroundedbymountainsandthe2.ThecoastnorthofVancouverhassomeoftheoldestandmostbeautifulforestsintheworld.3Theymanagedtocatchsightofsomemountaingoatsandeven4andaneagle.Calgary5fromallovertheworldtocometo6intheStampede.ThunderBayThecityisat7theGreatLake.Itisaverybusy8.(Keys:1.mostbeautiful2.PacificOcean3.RockyMountains4.agrizzlybear5.Cowboys6.compete7.thetopof8.port)3.Givestudents4minutestoreadthepassageathirdtime.Encouragethemtotrytodealwiththelanguagepointsinthecontext.Givethemsomeexplanationswherenecessary.4.ListeningandreadingaloudPlaythetapeofthetextforstudentsandletthempayattentiontothepronunciationofeachnewwordandthepauseswithineachsentence.Thenaskthemtoreadthetextaloudtothetape.→Step5DiscussionLetstudentsthinkaboutanddiscussthefollowingquestionsinpairs.1.Whichpartofthereadingpassageinterestsyoumost?2.IfsomedayyougotoCanada,wherewillyougo?Why?→Step6Closingdownbyretellingthepassage1.Havestudentsgetpreparedin3minutesorsoandthenaskthemtoretellthepassage.2.Askasmanystudentsaspossibletohaveatryinfrontoftheclass.→Step7Homework1.Gooverthetextandtrytolearnalltheusefulwordsandexpressionsinthispartbyheart.2.FinishtheexercisesinComprehendingonPage35.

板书设计

Unit5Canada—“TheTrueNorth”

Warmingupandreading

ATRIPON“THETRUENORTH”

TypeofwritingThisisapieceofnarrativewriting.MainideaofthepassageLiDaiyuandhercousinLiuQianwentonatriptoCanada,visitingtheircousinsandenjoyingthebeautifulsceneryacrossthewholecontinentofCanadafromwesttoeast.MainideaofParagraph1LiDaiyuandhercousinLiuQianwereonatriptoCanada.MainideaofParagraph2HavingarrivedinVancouver,themostbeautifulcityinCanada,theyweretobetakentocatch“TheTrueNorth”,thecross-Canadatrain.MainideaofParagraph3Settlingdownintheirseatsinthetrain,theyenjoyedthewildscenerywhilecrossingtheRockyMountainstoCalgary.MainideaofParagraph4WhilearrivingatThunderBay,theylearnmoreaboutCanada,itspopulation,resources,etc.MainideaofParagraph5ThetrainrushedtowardsTorontowhiletheyweresleeping.

活动与探究SurftheInternettofindthefollowinginformationaboutCanada.Thenmakeapocketinformationcard,onwhichwritestheinformationandtrytokeepitinmind.Fullcountryname:Totalarea:Population:Capitalcity:People:Languages:Religion:Government:Samplecard:Fullcountryname:CanadaTotalarea:about9984670km2Population:about31485000(October,2002)Capitalcity:OttawaPeople:Britishdescent,Frenchdescent,Italiandescent,aboriginalpeoples,plussignificantminoritiesofGerman,Ukrainian,Dutch,PolishandChinesedescent.Languages:English,French,Chinese,Italian,Punjabi,Spanish...Religion:Catholic,Protestantandminoritiesfrommostoftheworld’smajorreligionsGovernment:Parliamentarydemocracy

Unit 5 Canada—“The True North” Period 7 教案

Unit5Canada—“TheTrueNorth”

Period7Revision:Summingupandlearningtip
整体设计
教材分析
Thisisthelastteachingperiodofthisunit,sotheemphasisshouldbeplacedongoingoverandsummarizingwhathasbeenlearnedinthisunit.Itincludesthefollowingparts:SummingUp,LearningTip,assessmentandconsolidationexercises.
SummingUpsummarizesthewholecontentsofthisunitfromtheaspectsoftopics,vocabularyandgrammar.Theteachercanfirstusethisparttoletstudentstosumupwhattheyhavelearnedandthenexplainwhatstudentscouldn’tunderstandverywellinthisunit.Anexperiencedteachershoulddesignsomeadditionalexercisesforstudentstodoinorderthattheycanlearntouseandgraspallthecontents.
LearningTipteachesstudentsthewordformation.Itexplainstothemwhatprefixesareandwhatsuffixesare.Italsogivestheexamplesoftheprefixsuper-andthesuffix-menttoformnewwords.ThisisaveryeffectivewayoflearningEnglishwords.Itcanenlargestudents’vocabularyinashorttime.
Inthisperiod,theteachercanalsoprovidemorepracticestoconsolidatewhatstudentshavelearnedinthisunit.
Finally,askstudentstofinishCheckingyourselfonPage75intheWorkbook.Thispartaimsatencouragingstudentstomakeaself-assessmentaftertheyfinishlearningthisunit.Itisveryimportanttoimprovetheirlearning.Ofcourse,atestingassessmentisalsoneeded.
教学重点
1.Getstudentstoreviewandconsolidatewhattheyhavelearnedinthisunit.
2.Developstudents’abilitytosolveproblems.
教学难点
Getstudentstoturnwhattheyhavelearnedintotheirability.
三维目标
知识目标
1.Getstudentstogoovertheusefulnewwordsandexpressionsinthisunit.
2.Havestudentsreviewthenewgrammaritem:nounclausesastheappositive.
能力目标
1.Developstudents’abilitytousetheimportantlanguagepointsinthisunit.
2.Enablestudentstolearntousenounclausesastheappositivecorrectly.
情感目标
1.EncouragestudentstolearnmoreaboutCanadaandotherforeigncountries.
2.Strengthenstudents’senseofgroupcooperation.
教学过程
→Step1Revision
1.Checkthehomeworkexercises.
2.Dictatesomeusefulnewwordsandexpressionsinthisunit.
→Step2Lead-in
Tellstudents:Uptonow,wehavefinishedUnit5Canada—“TheTrueNorth”.Haveyoulearnedandgraspedallinthisunit?TurntoPage40.YoucancheckyourselfbyfillingintheblanksinthepartSummingUp.
→Step3SummingUp
Fiveminutesforstudentstosummarizewhattheyhavelearnedinthisunitbythemselves.Thencheckandexplainsomethingwherenecessary.
Suggestedanswers:
WritedownwhatyouhavelearnedaboutCanada.
(Students’answermayvary.)WehavelearnedaboutsomebasicinformationaboutCanada,itsgeography,itscultureanditspopulation.
Fromthisunityouhavealsolearned
usefulverbs:chat,surround,measure,border,mix,confirm,terrify,impress
phrasalverbs:settledown,managetodo,catchsightof,haveagiftfor
usefulnouns:minister,continent,baggage,scenery,harbor,measure,eagle,acre,topic,mixture,bush,maple,frost,distance,mist,schoolmate,booth,dawn,buffet,tradition
usefuladjectivesandadverbs:eastward,westward,upward,aboard,slight,slightly,wealthy,misty,downtown,approximately,broad,nearby,terrified,pleased,impressive
otherusefulexpressions:ratherthan,inthedistance
anewgrammaritem:nounclausesastheappositive
→Step4Practice
Showtheexercisesonthescreenorgiveoutexercisepapers.Firstletstudentsdotheexercises.Thentheanswersaregiven.Theteachercangivethemexplanationswherenecessary.
Ⅰ.Wordspelling
1.TheycomefromCanada,sotheyare______________(加拿大人).
2.Thenew______________(部长;大臣)willbe______________(批准)inofficebytheQueen.
3.Thisworldweliveinisdividedintoseven______________(大陆).
4.The______________(景色;风景)inthemountainsisverybeautiful.
5.Shehasalwaysbeen______________(包围;环绕)withfashionablefriends.
6.Wereachedthe______________(港口)atsunset.
7.Theytookstrong______________(措施)againstdangerousdrivers.
8.Itisa______________(传统)thattheyounglookaftertheoldintheirfamily.
9.Theanimalswere______________(吓坏)bythestorm.
10.Hiswordsarestrongly______________(使铭记;使印象深刻)onmymemory.
Ⅱ.Fillintheblankswiththeexpressionsgivenbelow.Useeachexpressiononlyonceandmakechangeswherenecessary.
ratherthansettledownmanagetocatchsightofhaveagiftforinthedistance
1.Icouldseethefaintgleamoflight______________.
2.Afterretirement,theoldman______________inafarawayvillage.
3.He______________makingeveryonearoundhimfeelhappy.
4.______________riskbreakinguphismarriagehetoldhiswifeeverything.
5.She______________acarinthedistanceandrantowardsit.
6.Thepilot______________circletheballoonforsometime.
Ⅲ.Choosethebestanswers.
1.Informationhasbeenputforward______________moremiddleschoolgraduateswillbeadmittedintouniversities.
A.whileB.thatC.whenD.as
2.______________isnopossibility______________Bobcanwinthefirstprizeinthematch.
A.There;that
B.It;that
C.There;whether
D.It;whether
3.Thereismuchchance______________Billwillrecoverfromhisinjuryintimefortherace.
A.that
B.which
C.until
D.if
4.Nobodybelievedhisreasonforbeingabsentfromtheclasswas______________hehadtomeethisuncleintheairport.
A.why
B.that
C.where
D.because
5.—It’sthirtyyearssincewelastmet.
—ButIstillrememberthestory,believeitornot,______________wegotlostonarainynight.
A.which
B.that
C.what
D.when
6.Awarmthoughtsuddenlycametome______________Imightusethepocketmoneytobuysomeflowersformymother’sbirthday.
A.if
B.when
C.that
D.which
7.There’safeelinginme______________we’llneverknowwhataUFOis—notever.
A.that
B.which
C.ofwhich
D.what
8.Alongwiththeletterwashispromise______________hewouldvisitmethiscomingChristmas.
A.which
B.that
C.what
D.whether
9.Astorygoes______________ElizabethⅠofEnglandlikednothingmorethanbeingsurroundedbycleverandqualifiednoblemenatcourt.
A.when
B.where
C.what
D.that
10.Someresearchersbelievethatthereisnodoubt______________acureforAIDSwillbefound.
A.which
B.that
C.what
D.whether
11.Itissaidthatmoremiddleschoolgraduateswillbeadmittedintouniversities.Thisistheinformation______________hasbeenputforward.
A.what
B.that
C.when
D.as
12.Sheheardaterriblenoise,______________broughtherheartintohermouth.
A.it
B.which
C.this
D.that
13.Ican’tstandtheterriblenoise______________sheiscryingloudly.
A.it
B.which
C.this
D.that
14.Someofthescientistsheldthepoint______________thebooksaidwasright.
A.whatwhat
B.whatthat
C.thatthat
D.thatwhat
15.Adecisionwasmade______________those______________onceliedtothefactoryinordertogetajobwouldnotbeallowedtostay.
A.whether;who
B.when;that
C.that;who
D.once;that
Keysforreference:
Ⅰ.1.Canadians2.minister;confirmed3.continents4.scenery5.surrounded6.harbor7.measures8.tradition9.terrified10.impressed
Ⅱ.1.inthedistance2.settleddown3.hasagiftfor4.Ratherthan5.caughtsightof6.managedto
Ⅲ.1～5BAABB6～10CABDB11～15BBDDC
→Step5Learningtip
AskstudentstoturntoPage40.Readthroughthepassageandmakesuretheyunderstandit.Encouragethemtolearnprefixesandsuffixeswell.TheywillbeteachingthemselvesausefulwayoflearningEnglishwords.
→Step6Assessment
1.Checkingyourself(onPage75intheWorkbook)
Firstgetstudentstothinkaboutthesequestionsindividually.Thentheycandiscussingroupssharingtheirexperience.Theteachercanjoininandgivethemadviceandsuggestionswherenecessary.
2.Test-assessment
1)UnderlinethenounclausesastheappositiveinthefollowingsentencesandthentranslatethemintoChinese.
(1)Thesuggestionsthatcitizenswithhigherincomeshouldpayhighertaxeshasbeenacceptedbythecommittee.
(2)Canyouexplainthephenomenonthatwaterexpandswhenitisfrozen?
(3)Stellawasverydisappointedwiththenewsthatherschoolbasketballteamwasdefeated.
(4)Whocouldillustratetheideathatgravitywasdifferentinspace?
(5)Mrs.Rogerscouldnotputupwiththefactthatherdaughtercamebacklateeverynight.
Suggestedanswers:
(1)Thesuggestionsthatcitizenswithhigherincomeshouldpayhighertaxeshasbeenacceptedbythecommittee.
收入较高的公民应该缴纳较高的调节税,这一建议已经被委员会所接纳。
(2)Canyouexplainthephenomenonthatwaterexpandswhenitisfrozen?
你能解释一下水在结冰时会膨胀这一现象吗？
(3)Tomwasverydisappointedwiththenewsthathisschoolbasketballteamwasdefeated.
校篮球队比赛失利这一消息令汤姆很失望。
(4)Whocouldillustratetheideathatgravitywasdifferentinspace?
谁能举例说明在太空中引力是不同的这一理论？
(5)Mrs.Smithcouldnotputupwiththefactthatherdaughtercamebacklateeverynight.
史密斯夫人不能容忍女儿每天晚上晚回家这一事实。
→Step7Homework
1.FinishofftheWorkbookexercises.
2.ReviewandsummarizewhatyouhavelearnedinUnit4.

板书设计
Unit5Canada—“TheTrueNorth”
Unitrevision
Summingup
WritedownwhatyouhavelearnedaboutCanada.
(Students’answermayvary.)WehavelearnedaboutsomebasicinformationaboutCanada,itsgeography,itscultureanditspopulation.
Fromthisunityouhavealsolearned
usefulverbs:chat,surround,measure,border,mix,confirm,terrify,impress
phrasalverbs:settledown,managetodo,catchsightof,haveagiftfor
usefulnouns:minister,continent,baggage,scenery,harbor,measure,eagle,acre,topic,mixture,bush,maple,frost,distance,mist,schoolmate,booth,dawn,buffet,tradition
usefuladjectivesandadverbs:eastward,westward,upward,aboard,slight,slightly,wealthy,misty,downtown,approximately,broad,nearby,terrified,pleased,impressive
otherusefulexpressions:ratherthan,inthedistance
anewgrammaritem:nounclausesastheappositive

活动与探究
FindIqaluitintheNunavutterritoryonthemapofCanadaanditsinformationintheReadingTask.ThenfindaplaceonthemapofChinathatisveryfarnorth.FindoutinformationabouttheChinesecity,andcompareitwithIqaluit.Talkaboutclimate,daylight,population,andwhatworkpeopledo.Makeacharttoshowyourcomparisons.
CharacteristicsIqaluitChinesecity(yourchoice)
Climate(summer/winter)
Daylight(summer/winter)
Population
Work

Unit 5 Canada ---“The True North”（Vocabulary and Useful Expressions）

一位优秀的教师不打无准备之仗，会提前做好准备，作为高中教师准备好教案是必不可少的一步。教案可以让讲的知识能够轻松被学生吸收，帮助高中教师营造一个良好的教学氛围。怎么才能让高中教案写的更加全面呢？下面的内容是小编为大家整理的Unit 5 Canada ---“The True North”（Vocabulary and Useful Expressions），仅供参考，欢迎大家阅读。

Unit5Canada---“TheTrueNorth”（VocabularyandUsefulExpressions）

Thisistheseventhperiodofthisunit，theendofthisunit.Afterfinishinglearningthisunit，studentsshouldknowhowwelltheydidandhowtheycanimprovethemselves.Theyshouldlearnhowtoevaluatethemselves.Therefore，inthisperiod，thereisapartforstudentstosumupwhattheylearnedinthisunit.Besides，somelearningtipsareintroducedtostudents.Intheworkbook，therearetwoparts：projectandcheckingyourself.Thefirstpartistoaskthestudentstomakearesearchintoagreatpersonaroundhimselforherself.Thesecondoneistomakethestudentslearnhowtoevaluatethemselves.Inaword，thisperiodisdesignedtogooverthewholeunit.
●三维目标
1.Knowledge：
Sumupwhatthestudentshavelearnedinthisunit，including：usefulverbs，usefulnouns，usefulexpressions，newgrammaritem.
2.Ability：
（1）Knowhowwelltheydidinthisunit.
（2）Knowhowtoimprovethemselves.
3.Emotion：
Learnhowtoevaluatethemselves.
●教学重点
（1）Enablethestudentstomasterusefulverbs，usefulnouns，usefulexpressions，newgrammaritem.
（2）Helpthemtoknowhowwelltheydid.
（3）Helpthemtolearnhowtoevaluatethemselves.
●教学难点
Helpthemtolearnhowtoevaluatethemselves.
●教具准备
Themultimediaandtheblackboard.
●教学过程
Step1Greetings
Greetthewholeclassasusual.
Step2Revision
T：Yesterdayyouwereaskedtowritingapassageaboutagreatperson.Haveyoufinishedyourhomework？
Ss：Yes.
T：Verygood.Who’dliketointroduceyourhero/heroine？
S1：Iwantatry.MadamCurieismyheroine.SheisaFrenchprofessorofphysics.ShewasborninPolandin1867.In1891shewenttostudyinParisUniversitybecauseatthattimewomenwerenotadmittedtouniversitiesinPoland.WhenshewasstudyinginParis，shelivedapoorlife，butsheworkedveryhard.In1895shemarriedPierreCurie，andthentheyworkedtogetherontheresearchintoradioactivematter.Theydiscoveredtwokindsofradioactivematter—poloniumandradium.In1904sheandherhusbandreceivedaNobelPrizeforPhysics.AfterMrCuriediedin1906，shewentonwithherresearch.ShereceivedasecondNobelPrizeforChemistryin1911，soshebecamethefirstscientistintheworldtowintwoNobelPrizes.
T：Excellent.Anybodyelse？
S2：Letmetry.AlbertEinsteinismyhero.HewasbornonMarch14，1879inUlm，Wurttemberg，Germany.EinsteincontributedmorethananyotherscientistsinceSirIsaacNewtontoourunderstandingofphysicalreality.EinsteinworkedatthepatentofficeinBern，Switzerlandfrom1902to1909.Duringthisperiodhecompletedanastonishingrangeoftheoreticalphysicspublications，writteninhissparetime，withoutthebenefitofclosecontactwithscientificliteratureorcolleagues.ThemostwellknownoftheseworksisEinstein’s1905paperproposing“thespecialtheoryofrelativity.”Laterin1905Einsteinshowedhowmassandenergywereequivalentexpressingitinthefamousequation：E=mc2.Thisequationbecameacornerstoneinthedevelopmentofnuclearenergy.EinsteinreceivedtheNobelPrizein1921butnotforrelativity，ratherforhis1905workonthephotoelectriceffect.HeworkedonatPrincetonuntiltheendofhislifeonanattempttounifythelawsofphysics.
Step3Summingup
T：Goodjobs.Todaywewillfinishlearningthisunit.Nowlet’ssumupwhatwehavelearnedinthisunit.Herearesomeguidingnotestohelpyou.Pleasefillintheinformationsheet.
（Showthecardonthescreen.）
WhathaveyoulearnedaboutNelsonMandela.
_________________________________

Fromthisunityouhavealsolearned
●Usefulverbs___________________________
●Usefulnouns___________________________
●Usefulexpressions___________________________
●Newgrammaritem___________________________
NowI’llgiveyousomeminutestowritepossibleanswers.
Suggestedanswers：
WhathaveyoulearnedaboutNelsonMandela.
intelligent/determined/generous/kind/unselfish/hard-working/brave/confident
Fromthisunityouhavealsolearned
●Usefulverbs：
fight，advise，continue，vote，accept，guard，fear，reward，sentence
●Usefulnouns：
hero，quality，republic，principle，nationalism，livelihood，prison，prisoner，law，fee，gold，passbook，ANC，youth，league，stage，position，violence，blanket，degree，terror，fear，cruelty，reward，right，criminal，leader，president
●Usefulexpressions：
loseheart，introuble，worryabout，outofwork，YouthLeague，asamatteroffact，blowup，put...inprison，cometo，power，setup，besentencedto
●Newgrammaritem：
Theattributiveclauseswithwhen/where/why
Step4Learningtip
T：Inthelastperiods，wehavelearnedtwopassagesaboutNelsonMandela.Soyouhavebeenveryfamiliarwiththiskindofpassage.Hereisaquestionforyoutodiscuss.Listencarefully.Whichlearningtipsdoyouthinkaremoreuseful？Areyouclearaboutthat？
Ss：Yes.
T：Workingroupsoffouranddiscussforafewminutes.ThenI’llasksomestudentstoexpressyouropinions.Youcanbeginnow.
（Afewminuteslater.）
T：OK.Areyoureadynow？
Ss：Yes.
T：Who’dliketobethefirsttotalkaboutyouropinions？Anyvolunteer？
S1：Ithinkwhenwechooseafamousperson，wemusttrytofindoutasmuchaswecanabouthisorherlife.
S2：Inmyopinion，itisimportanttoreadwhatafamouspersondidandwhatpeoplerememberabouthimorher.
S3：Ithinkitisalsoimportanttofindsomepeoplewholikehimorherandsomewhodonot.Atthesametime，weshouldtrytofindoutforwhatreasontheylikethispersonornot.
T：Verygood.Whileyouaredoingthis，youwillbeteachingyourselfausefulwayoflearning.
Step5Project
T：NowpleaseturntoPage75.Pleaselookattheproject.Youknowagreatpersonneednottobefamous.Soyourtaskistolookaroundyourhometownandseeifyoucanfindanyonewhohasgivenupsomethingtohelpothers.Thenwriteashortreportaboutresearchandreadittotheclass.Pleasefinishitafterclass.
Step6Checkingyourself
T：Nowwehavefinishedlearningthisunit.Pleasediscussthefollowingquestions.
（Showthesequestionsonthescreen.）
Whatkindofpersondoyouwanttobe？
AreyougoingtobecomeagreatpersonlikeNelsonMandela？Why？
Doyouthinkarichandsuccessfulpersonisagreatperson？Whyorwhynot？
WhathaveyoulearnedfromNelsonMandela？Fromwhatqualitydoyouadmirehimmost？
Doyouknowanyonewhohasgivenupalotforothers？
Howwellhaveyoudoneintheexercisesontheattributiveclause？
Didyouhaveanyproblemsinunderstandingthisunit？Howdidyousolvethem？
（Givethestudentsseveralminutestoprepare.Andthenhaveadiscussionaboutthesequestionswiththewholeclass.）
Step7Summary
T：Inthislesson，wesummedupwhatwehavelearnedinthisunit.Besides，wetalkedaboutsomelearningtips.Andthenyoucheckyourself.Todaywehavefinishedthisunit，sopleasereviewthewholeunit，especiallypaymoreattentiontotheimportantwords，phrasesandgrammarwelearnedinthisunit.
Step8Homework
Gooverthewholeunit.
●板书设计
Unit5NelsonMandela—amodernhero
TheSeventhPeriod
WhathaveyoulearnedaboutNelsonMandela.
____________________________________
Fromthisunityouhavealsolearned
●Usefulverbs_______________________________
●Usefulnouns_______________________________
●Usefulexpressions_______________________________
●Newgrammaritem_______________________________
●活动与探究
Yourtaskistolookaroundyourhometownandseeifyoucanfindanyonewhohasgivenupsomethingtohelpothers.Thenwriteashortreportaboutresearchandreadittotheclass.Pleasefinishitafterclass.
●备课资料
HowtoImproveYourEnglishGrammar
Useself-studygrammarbooks.
Practiceformingmeaningfulsentences.Makepositivestatements，negative，turnstatementsintoquestions，makeactivestatementspassive.Turnpasttensesentencesintopresenttensesentencesetc.
Learnthedifferenttenses.Learnbyheartasimpleexamplesentenceusingeachtense.
Doonlineexercises.Keepanoteofhowyoudidandgobackinafewweekstoseehowyouhaveimproved.
Onthissite：Usethegrammarpagestolearnnewgrammarandthentestyourself.
HowtoImproveYourEnglishVocabulary
Useself-studyvocabularybooks.
ExposeyourselftoasmuchEnglishaspossiblebyreading，watchingtheTV，filmsorthenewsandlisteningtotheradioormusic.
Doonlineexercises.Keepanoteofhowyoudidandgobackinafewweekstoseehowyouhaveimproved.
Usestickitnotesandlabelthingsaroundyourhome.
Vocabularywebs
Buildavocabularywebtoorganiseyourvocabularyaboutcertainsubjects.
Forexampleyourpersonallife：
andthenextendit：
Onthissite：Usethedictationpagestotestyourunderstanding.andthenextenditfurther...
Flashcards
Startaflashcardsbox.
Buyorcutoutsomecardsallthesamesize.
Draworcutoutsomepictures.
Pastethepicturesontoonesideofthecardandwritethecorrectwordontheotherside.
Putnewwordsinthefrontofthebox.
Testyourselfusingeitherthepictures，thewordsorboth.
Ifyouhaveforgottenawordbringittothefrontofthebox.
Onthissite：Usethevocabularypagestolearnnewvocabularythematicallyandincontext.
HowtoImproveYourEnglishListeningSkills
MakesureyouhavetherightsoftwaretotakeadvantageofwhatisavailableontheWWW.Youcandownloadplayersandfindlinkstoonlineradiostationsatreal.com，windowsmedia.comandwinamp.com.
TrysomeEnglishradiostations.
FilmsinEnglishareanexcellentlanguageresource.FollowmytipsonhowtousefilmstoimproveyourEnglish.
KeepuptodatewithcurrenteventsandwatchanEnglish-languagenewsstation，suchasBBCWorld.Watchnewsreportsoneventsyouarealreadyawareof.
FindouthowtoswitchlanguagesonyourTV.IfyouhavedigitalorsatelliteTVthereareseveralchannelsthatbroadcastinmultiplelanguages.EurosportisoneandEuronewsisanother.
Onthissite：UsemyEnglishmagazineEzinepagestofindsomeinterestingarticlestolistento.
Onthissite：Readmypoemofthemonthorjokeofthemonthandthensendoffforthemonthlysoundfiles.