Unit 5 Canada ---“The True North”（Grammar and Useful Structures）。

经验告诉我们，成功是留给有准备的人。作为高中教师准备好教案是必不可少的一步。教案可以让学生更好的吸收课堂上所讲的知识点，帮助高中教师提前熟悉所教学的内容。所以你在写高中教案时要注意些什么呢？下面是由小编为大家整理的“Unit 5 Canada ---“The True North”（Grammar and Useful Structures）”，仅供参考，希望能为您提供参考！

Unit5Canada---“TheTrueNorth”（GrammarandUsefulStructures）

Teachinggoals
1.Targetlanguage
a.重点词汇和短语
multicultural,figure,figureout,terrify,official,makecomments
b.重点句子
Theideathattheywouldcrossthewholecontinentwasexciting.
Thefactthatoceanshipscangotheresurprisesmanypeople.
TheideathatyoucancrossCanadainlessthanfivedaysisjustwrong.
2.Abilitygoals
Learnnounclauseusedasappositives.
3.Learningabilitygoals
Learnhowtomakenewwords.
Learnwhatisnounclauseandhowtouseit.
Teachingimportantpoints
Learnnounclausesusedasappositives.
Teachingmethods
a.Studyindividually;
b.practice.
Teachingaids
Acomputerandaprojector.
Teachingprocedures
Step1lead-in
Showsomepicturesofearthquake.
ThenewsthattherewasabigearthquakeinSichuanyesterdayshockedalltheChinesepeople.
Ask:Whatisthenews?
WhatshockedtheChinesepeople?
Step2introduction
同位语从句
1.概念:
在复合句中作名词的同位语的名词性从句。
2.功能:
同位语从句对名词进一步解释，说明名词的具体内容。
3.用法:
常跟的抽象名词有:fact/idea/reason/thought/order/doubt/news/hope/truth/belief…
4.连词
that/whether/who/which/what/when/where/why/how
Step3practice
Ex1.PointouttheAppositiveClauses:
1.Theideathatonlyhecandoitiswrong.
2.Weheardthenewsthatourvolleyballhaswon.
3.Thequestionwhyhedidn’tcomeisn’tclear.
4.I’venoideawhathedidyesterday.
5.Thequestionwhetherheshouldcomehimselforsendanotherpersonhasn’tbeendecided.
Ex2合并句子
1．Wewereexcitedatthenews.Ourfootballteamhadwonathirdmatch.
2．Theyhavemadeanewplan.Anotherexperimentbuildingwillbeputupbesidethelibrary.
3.Theyhadthequestion.Couldhepassthefinalexam?
4.Whodidthedamagedcomputerbelongto?Noonehadanyidea.
5.Theproblemhasbeensolved.Whyweresomanyareasfloodedduringtheheavystorm?
Ex3用适当的词填空
1.Ihavenoidea_____hewillbeback.
2.Weheardthenews_____ourteamhadwon.
3.Therearosethequestion______wecouldgettheloan
4.Thesuggestion____theplan(should)bedelayedwillbediscussedtomorrow.
5.Haveyouheardthenews_____Marywillbebacksoon?
Ex4Completethefollowingsentences
1.我们邀请他这个主意太好了。
_______________________isquitegood.
2.光传播的速度比声音快的事实是大家知道的。
__________________________________isknowntoeveryone.
3.他要来的消息是真的。
____________________istrue.
4.将要发生地震的谣传很快就在这一地区传开了。
_______________________________soonspreadalloverthisarea.
Step4difference
同位语从句与定语从句区别:
1.从词类上区别
同位语从句前面的名词只能是idea,fact,news,hope,belief,suggestion,proposal,word,thought,doubt,truth,possibility,promise,order等有一定内涵的名词，而定语从句的先行词可以是名词,代词,主句的一部分或是整个主句。
Hetoldmethenewsthathewouldcomehomefromaboardsoon.
Wordcamethathehadbeenabroad.
据说他已经出国了。
Ourteamhaswonthegame,whichmadeusveryhappy.
我们的队赢了,这让我们很高兴。
(定语从句)
2.从性质上区别
定语从句是从句对其先行词的修饰或限制,属于形容词性从句的范畴;而同位语从句是从句对前面抽象名词的进一步的说明和解释,属于名词性从句的范畴，如:Thenewsthatourteamhaswonthegamewastrue.我们队赢了那场比赛的消息是真的。
(同位语从句,补充说明news到底是一个什么消息)
Thenewsthathetoldmeyesterdaywastrue.
昨天他告诉我的那个消息是真的。
(定语从句,news在从句中作told的宾语)
3.从引导词及其在句子中的成分上区别
有些引导词如how,whether,what可以引导同位语从句,但不能引导定语从句。如:Thatquestionwhetherweneedithasnotbeenconsidered.
我们是否需要它这个问题还没有考虑。(同位语从句)
引导词that引导定语从句时,在从句中一般作主语或宾语(指物时还可以用which代替),并且作宾语时常常省略，that在同位语从句中仅起连接作用,不充当任何成分,并且不能省略,也不能用which来代替，如:
Theorderthatweshouldsendafewpeopletohelptheothergroupswasreceivedyesterday.
我们应派几个人去帮别的几个小组的命令昨天收到了。
(同位语从句,是对order的具体解释,that虽不作成分,但不能省略)
Theorderthatwereceivedyesterdaywasthatweshouldsendafewpeopletohelptheothergroups.
我们昨天收到的命令是我们应该派几个人去帮助别的几个小组。
(定语从句,是名词order的修饰语,that在从句中作received的宾语,可以省略)
Practice判断同位语从句与定语从句
1.Thenewsthattherearenolivesonthemoonisknowntousall.()
2.Thenewsthatyouheardisnottrue.()
3.Haveyouanyideawhohewentwith?()
4.Isthereanyhopethattheywillbehomeintime?()
5.Theproblemthatyoureferredtodoesn’texistatall.()

延伸阅读

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。

Unit5 Canada-“The True North”-grammar教案

一名优秀的教师就要对每一课堂负责，作为教师就要在上课前做好适合自己的教案。教案可以让学生能够听懂教师所讲的内容，使教师有一个简单易懂的教学思路。那么，你知道教案要怎么写呢？下面是小编为大家整理的“Unit5 Canada-“The True North”-grammar教案”，相信您能找到对自己有用的内容。

Unit5Canada-“TheTrueNorth”-grammar教案同位语从句讲义及练习
一、理解同位语从句的含义，把握同位语从句的实质
在主从复合句中作同位语的从句称为同位语从句。同位语从句一般用that,whether，what,which,who,when,where,why,how等词引导，常放在fact,news,idea,truth,hope,problem,information,wish,promise,answer,evidence,report,explanation,suggestion,conclusion,等抽象名词后面，说明该名词的具体内容。换言之，同位语从句和所修饰的名词在内容上为同一关系，对其内容作进一步说明。
例：Thenewsthattheyhadwonthegamesoonspreadoverthewholeschool.他们比赛获胜的消息很快传遍了整个学校。
析：theyhadwonthegame说明Thenews的全部内容，因此该句为同位语从句。
二、正确运用同位语从句的引导词，准确把握同位语从句
1.如同位语从句意义完整，应用that引导同位语从句。（即that不充当任何成分，只起连接作用）
例：Thegeneralgavetheorderthatthesoldiersshouldcrosstheriveratonce.将军下达了战士们立即过河的命令。
析：thesoldiersshouldcrosstheriveratonce是theorder的全部内容，且意义完整，因此应用that引导同位语从句。
2.如同位语从句意义不完整，需增加"是否"的含义，应用whether引导同位语从句。（if不能引导同位语从句）
例：Welldiscusstheproblemwhetherthesportsmeetingwillbeheldontime.我们将讨论运动会是否会如期举行的问题。
析：thesportsmeetingwillbeheldontime意义不完整，应加"是否"的含义才能表达theproblem的全部内容，因此应用whether引导同位语从句。
3.如同位语从句意义不完整，需增加"什么时候"、"什么地点"、"什么方式"等含义，应用when,where,how等词引导同位语从句。
例1：Ihavenoideawhenhewillbeback.
析：hewillbeback意义不完整，应加"什么时候"的含义才能表达idea的全部内容，因此应用when引导同位语从句。
例2：Ihavenoimpressionhowhewenthome,perhapsbybike.
析：hewenthome意义不完整，应加"如何"的含义才能表达impression的全部内容，因此应用how引导同位语从句。
4.当主句的谓语较短，而同位语从句较长时，同位语从句常后肢。
如：Thethoughtcametohimthatmaybetheenemyhadfledthecity.他突然想到敌人可能已经逃出城了。
三、把握同位语从句和定语从句的区别，明确同位语从句和相似从句的界限
同位语从句和定语从句相似，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。同位语从句对名词加以补充说明，是名词全部内容的体现，且名词和同位语从句的引导词均不在从句中作成分；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，且名词和定语从句的引导词均在从句中作成分。
区分时可以在先行词与与从句之间加一个系动词be,使之构成一个新句子，如果句子通顺且符合逻辑，则为同位语从句，反之，则为定语从句。
如：Thereportthathewasgoingtoresignwasfalse.
他将辞职的传闻是假的。
因为thereportwasthathewasgoingtoresign句意通顺，所以，thathewasgoingtoresign是同位语从句。
例1：Informationhasbeenputforward____moremiddleschoolgraduateswillbeadmittedintouniversities.(NMET2001上海)
A.whileB.thatC.whenD.as
析：答案为B。moremiddleschoolgraduateswillbeadmittedintouniversities是Information的内容，且Information不在从句中作成分，所以该句为同位语从句。应将该句区别于：
Itissaidthatmoremiddleschoolgraduateswillbeadmittedintouniversities，thisistheinformation____hasbeenputforward.
A.whatB.thatC.whenD.as
析：答案为B。thathasbeenputforward为information的修饰性定语，且information在从句中作主语，所以该句为定语从句。
例2：Sheheardaterriblenoise,____broughtherheartintohermouth.(MET91)
A.itB.whichC.thisD.that
析：答案为B。分析语境含义、句子结构和句子成分可知，该句为非限制性定语从句，先行词为aterriblenoise，且它在从句中作主语。应将该句区别于：
Icantstandtheterriblenoise____sheiscryingloudly.
A.itB.whichC.thisD.that
析：答案为D。sheiscryingloudly是theterriblenoise的内容，且theterriblenoise不在从句中作成分，所以该句为同位语从句。

Unit 5 Music（Grammar and Useful Structures）教案

Unit5Music（GrammarandUsefulStructures）
Aims
TohelpstudentslearnabouttheAttributiveClausewithaprepositioninfront.
Tohelpstudentsdiscoverandlearntousesomeusefulwordsandexpressions.
Tohelpstudentsdiscoverandlearntousesomeusefulstructures.
Procedures
I.Warmingup
Warmingupbydiscoveringusefulwordsandexpressions
Turntopage35anddoexercisesNo.1,2and3first.Checkyouranswersagainstyourclassmates’.
II.Learningaboutgrammar
1.Readingandthinking
Turntopage34andreadwithmethetextofTHEBANDTHATWASN’t.Asyoureadon,payattentiontoTheAttributiveClause(in/for/with/by＋which/whom),thatis,theattributiveclauseswithaprepositionaheadoftherelativepronounshowninthesentences.
Forreference:Themusiciansofwhomthebandwasformedplayedjokesoneachotheraswellasplayedmusic.However,afterayearorsoinwhichtheybecamemoreseriousabouttheirwork,“TheMonkees”startedtoplaytheirowninstrumentsandwritetheirownsongslikearealband.
2.DoingexercisesNo.1and2onpage35
Turntopage34.Lookatthetwosentences:
Themusiciansofwhomthebandwasformedplayedjokesoneachotheraswellasplayedmusic.
However,afterayearorsoinwhichtheybecamemoreseriousabouttheirwork,“TheMonkees”startedtoplaytheirowninstrumentsandwritetheirownsongslikearealband.
Payattentiontothestructure:preposition+relativepronoun.Usuallyonlytworelativepronouns---whichandwhom---canbeusedintheAttributiveClause,withaprepositionputbeforetheclause.Thatcan’tbeused.Lookatthescreen.Herearemoreexamplesonthiskindofstructure.
1.Thisisthereasonforwhichhelefthishometown.(=why)
2.I’llneverforgetthedayonwhichwestayedtogether.(=when)
3.ThisisthegirlfromwhomIlearnedthenews.
4.ThepersontowhomIspokejustnowisthemanagerthatItoldyouabout.
5.I’llshowyouastoreinwhichyoumaybuyallthatyouneed.(=where)
6.Idon’tlikethewayinwhichyoulaughedather.(=that)
NowgoontodoExerciseNo.2onpage36,thatis,tosortoutthesentences.
III.ReadyusedmaterialsforTheAttributiveClause(in/for/with/by＋which/whom)
Informalstylesweoftenputaprepositionbeforetherelativepronounswhichandwhom:
•Therateatwhichamaterialheatsupdependsonitschemicalcomposition.
•InthenovelbyPeters,onwhichthefilmisbased,themaincharacterisateenager.
•AnactorwithwhomGelsonhadpreviouslyworkedcontactedhimabouttherole.
•Hermanyfriends,amongwhomIliketobeconsidered,gaveherencouragement.
Noticethatafteraprepositionyoucan’tusewhoinplaceofwhom,andyoucan’tusethatorzerorelativepronouneither:
•Isitrightthatpoliticiansshouldmakeimportantdecisionswithoutconsultingthepublictowhomtheyareaccountable?(not---thepublictowhotheyareaccountable.)
•Thevalleyinwhichthetownliesisheavilypolluted.(not---Thevalleyinthatthetown...)
•Arnoldtriedtogaugethespeedatwhichtheyweretraveling.(not---thespeedattheyweretraveling.)
IninformalEnglishweusuallyputtheprepositionattheendinattributiveclausesratherthanatthebeginning:
•TheofficewhichGrahamledthewaytowasfilledwithbooks.
•Jim’sfootballingability,whichhewasnotedfor,hadbeenencouragedbyhisparents.
•Theplaygroundwasn’tusedbythosechildrenwhoitwasbuiltfor.
Inthiscasewepreferwhoratherthanwhom(althoughwhomisusedinformalcontexts).Inrestrictiveattributiveclauseswecanalsousethatorzerorelativepronouninsteadofwhoorwhich(e.g....thechildren(that)itwasbuiltfor).
Iftheverbinattributiveclausesisatwo-or-three-wordverb(e.g.comeacross,fillin,gothrough,lookafter,lookupto,putupwith,takeon)wedon’tusuallyputtheprepositionatthebeginning:
•Youressayisoneofthose(which/that)I’llgothroughtomorrow.(ratherthan...throughwhichI’llgotomorrow.)
•Sheisoneofthefewpeople(who/that)Ilookupto.(not...towhomIlookup.)
InformalwrittenEnglish,weoftenprefertouseofwhichratherthanwhosetotalkaboutthings:
•Ahugeamountofoilwasspilled,theeffectsofwhicharestillbeingfelt.(or...whoseeffectsarestillbeingfelt.)
•Theendofthewar,theanniversaryofwhichisonthe16thofNovember,willbecommemoratedincitiesthroughoutthecountry.(or...whoseanniversaryison...)
Notethatwecan’tuseofwhichinplaceofwhoseinthepatternsdescribedinUnit71B:
•DorothywasabletoswitchbetweenGerman,PolishandRussian,allofwhichshespokefluently.(not..,allwhoseshespoke...)
Wecansometimesusethat...ofinplaceofofwhich.Thisislessformalthanofwhichandwhose,andismainlyusedinspokenEnglish:
•Theschoolthatsheisheadofisclosingdown.(orTheschoolofwhichsheishead...)
Whosecancomeafteraprepositioninattributiveclauses.However,itismorenaturaltoputtheprepositionattheendinlessformalcontextsandinspokenEnglish:
•WeweregratefultoMr.Marks,inwhosecarwehadtraveledhome.(or...whosecarwehadtraveledhomein.)
•InowturntoFreud,fromwhoseworkthefollowingquotationistaken.(or...whoseworkthefollowingquotationistakenfrom.)
IV.Closingdownbydoingexercises:
Jointhesentencehalvesusingwhichorwhomafteranappropriatepreposition.(A)
a.Iwouldneverhavefinishedthework.
b.Itwasprimarilywritten.
c.Weknownothing.
d.Theygotagoodview.
e.Helearnedhowtoplaychess.
f.Dennisscoredthreegoalsinthefinal.
g.Shewasborn.
h.Itwasdiscovered.
1.Theyclimbeduptothetopofalargerock.
2.Iwouldliketothankmytutor.
3.ShehasnowmovedbacktothehouseonLongIsland.
4.ThestaristobenamedafterPatrickJenks.
S.Thisistheball.
6.Heisnowabletobeathisfather.
7.Thebookisenjoyedbyadultsaswellaschildren.
8.Therearestillmanythingsinoursolarsystem.
Keyforreference:
1.Theyclimbeduptothetopofalargerock,fromwhichtheygotagoodview.
2.Iwouldliketothankmytutor,withoutwhomIwouldneverhavefinishedthework.
3.ShehasnowmovedbacktothehouseonLongIsland,inwhichshewasborn.
4.ThestaristobenamedafterPatrickJenks,bywhomitwasdiscovered.
S.Thisistheball.Dennisscoredthreegoalsinthefinal.
6.Heisnowabletobeathisfather,fromwhomhelearnedhowtoplaychess.
7.Thebookisenjoyedbyadultsaswellaschildren,aboutwhomitwasprimarilywritten.
8.Therearestillmanythingsinoursolarsystem,aboutwhichweknownothing.
Arethesecorrectorappropriate?Iftheyare,puta√.Iftheyarenot,giveareason,correctthemandgivealternativesifyoucan.(A)
I.ItsapieceofjewelryacrosswhichIcameinanantiqueshop.---whichIcameacrossinanantiqueshop.(‘cameacross’isatwo-wordverb.)
2.Theextraworkwhichshetookonwasstartingtoaffectherhealth.
3.Mymother,afterwhomIlookedforover20years,diedlastyear.
4.ThepeoplewhomIworkwithareallveryfriendly.
5.Someofthecriticismswithwhichtheyhadtoputupwereveryunfair.
6.Hehadmanyfriendswithwhomhehadaregularcorrespondence.
7.ThewomantowhoheisengagedcomesfromPoland.
8.TheformswhichIhadtofillinwereverycomplicated.
RewritethesesentencessothattheyaremoreappropriateforformalwrittenEnglish.Usepreposition+whichorpreposition+whose,asappropriate.(B)
I.TomSims,whosecartheweaponswerefoundin,hasbeenarrested.TornSims,inwhosecartheweaponswerefound,hasbeenarrested.
2.TomHam,whosenoveltheTVseriesisbasedon,willappearinthefirstepisode.
3.DrJacksonownsthecastlewhosegroundsthemainroadpassesthrough.
4.TessaParsonsisnowmanagingdirectorofSimons,thecompanythatshewasonceasecretaryin.
5.AllowingtheweaponstobesoldisanactionthattheGovernmentshouldbeashamedof.
6.Thedragonflyisaninsectthatweknowverylittleof.

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