Unit5Canada—“TheTrueNorth”Period6Usinglanguage:Speakingandwriting整体设计教材分析Thisisthesixthteachingperiodofthisunit.Theteachercanfirstcheckthehomework,letstudentsreviewwhattheylearnedinthelastlessonandthenleadinthenewlesson.Inthisperiod,theteachingactivitieswillfocusonspeakingandwriting.Theseactivitiesofferstudentstheopportunitytocollectandlistinformation,thenselecttwoorthreethingsthatimpressedthemmosttodescribe.Theyarealsorequiredtodescribetheirfeelingswhentheyexperiencedthethings.Thepracticeofspeakingandwritingisimportantforstudentstousethevocabularyandstructurestheyhavelearned.Itisalsoabestwaytotestifstudentshavemasteredwhattheyhavelearned.Encouragethemingroupsoffour(ImaginetwoarethecousinswhotraveledacrossCanada.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.ExpressionsofdirectionandpositionWhereis...?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?Howdiditmakeyoufee...
