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111第一部分金色教案教学设计说明About the topic and the structures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。Period 1Reading 阅读课Warming Up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Warming up by talking about Canada或者 Warming up by looking and listening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-reading by questioning and answering进行操作。Reading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(Calgary Stampede)。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(Thunder Bay)，五大湖(the Great Lakes)，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Talking and sharing, Listening and reading aloud, Reading and underlining, Reading and transferring information, Understanding difficult sentences， Closing down by acting the text 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，“Why do many people want to live in Vancouver?”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，“Why would ships be able to reach the center of Canada?”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。Period 2Learning about language 知识课Learning about Language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：Warming up by discovering useful words and expressions, Reading and finding, Doing exercises, Ready used materials for “Noun clauses as the appositive”, Closing down by doing a quiz。Period 3Using language运用课Using Language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(CN Tower)，尼亚加拉瀑布(Niagara Falls)，多伦多猛龙队(Toronto Raptors)，蓝鸟队(Blue Jays)，中国城(Chinatown)，圣劳伦斯河(St Lawrence River)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： Warming up by listening and writing，Speaking， Reading and underlining， Acting， Closing down by having a guided writing。 实际教学过程课时划分建议Period 1将Warming Up、 Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。Period 2将Learning about language 和Workbook中的 USING WORDS AND EXPRESSIONS、USING STRUCTURES 整合在一起上一节“语言知识课”。Period 3将Using language 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）”。Period 4将Workbook 的READING AND LISTENING和TALKING整合在一起上一节“听说课”。Period 5将Workbook 的LISTENING TASK、READING AND WRITING TASK和 SPEAKING TASK整合为一节“综合技能课（二）”。第二部分教学资源说明Section 1Background 背景围绕单元话题“Festival around the world”，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。Section 2Explanation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。Section 3Vocabulary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。Part 1 Teaching Design第一部分 教学设计Period 1 A sample lesson plan for reading(A TRIP ON “THE TRUE NORTH”)IntroductionIn this period, after the warming up, students will first be guided to talk and share. Then they go on to listen and read aloud the text. Steps like reading and underlining, reading and transferring information, understanding difficult sentences and closing down by acting the text are to be taken. ObjectivesTo help students understand the texts forms and contents and learn about Canada To help students communicate on the topic in focus with the words, expressions and structures learned in this unit Aids Multimedia facilities, tape-recorder, photos, diagramsProcedures1. Warming up Warming up by talking about CanadaHello, everyone. Today we are going to read about Canada. But first Id like to inform you of some facts about this second largest country in the world.Best of the Worlds BestFor 7 years in a row (1994-2000 inclusive) the United Nations voted Canada the best COUNTRY in the world in which to live. In 2001 it was voted 2nd and in 2002 Canada was ranked 3rd. An 8th place ranking in 2003 was disappointing, but Canadians still feel that it is the best!.In January 2000, Vancouver (BC) was voted the best CITY in the world in which to live (in a 3-way tie with Zurich & Bern, Switzerland and Vienna, Austria). Warming up by giving factsNice to see you back at school, boys and girls. To begin with turn to page 33, and go over the warming up exercises. Find out the facts about the country of Canada. 2. Questioning and answeringHow do you usually travel when on vacation? Alone? With companion? With classmates? What type of activities do you most like to participate in when you travel? Do you do group travel?3. Talking and sharingWhat three words would you use to describe Canada?Happy Canada Day! ( words to describe Canada) Happy Canada Day! Even though our country isnt perfect, I feel lucky to live here when I think about some of the horrible things that are happening in other parts of the world. What are some words that spring to mind when you think about Canada? Here are some of mine: vast, changing weather, uncertain4. Listening and reading aloudReading aloud to the recording of the text improves our literacy skills reading, writing, speaking, and listening. Now please listen and read the text aloud. Pay attention to the pronunciation of each word and the pauses within each sentence. 5. Reading and underliningA really useful way to help us with our listening is to become aware of thought groups .When we speak, we need to divide speech up into small chunks to help the listener understand messages. These chunks or thought groups are groups of words which go together to express an idea or thought. In English, we use pauses and low pitch to mark the end of thought groups.Next you are to read the text, dividing the text into thought groups and circling all the useful expressions or collocations in the passage. Copy them into your notebook after school as homework.Collocations from A TRIP ON “THE TRUE NORTH”on a trip(在旅途中), on the Atlantic coast（在大西洋海岸）, take the aeroplane（乘飞机）, fly from to（从飞行到）, take the train fromto（乘火车从到）, from west to east（从西到东）, across Canada（横穿加拿大）, cross the whole country（横贯整个国家）, wait for（等候）, at the airport（在机场）, taketo（把带到）, catch the train（乘坐火车）, on the way to（在去的路上）, see great scenery（看美丽壮观的风景）, on the trip（在旅途中）, go eastward（向东行驶）, pass cities（经过城市）, in less than five days（在不五天的时间里）, from coast to coast（从一个海岸到另一个海岸）, in the warmest part of（在最热的地方）, be surrounded by（被所包围）, on the north（在北边）, ski in the mountains（在山上滑雪）, sail in the harbour（在港湾了扬帆行船）, north of（的北边）, settle down in the seat（落座）, look out of the window at the wild scenery（从窗口看到了自然风光）, a mountain goat（野山羊）, a grizzly bear（大灰熊）, a famous Western festival（有名的西方节日）, come from all over（全来自）, compete in ing（比赛做）, ride wild horses（驾驭野马）, have a gift for ing（有天资/天分做）, work with（与共处）, winprizes（赢得奖金）, live within 320 kilometres of the USA border（居住在靠近美国320公里以内的边境地带）, go through（穿过）, a wheat-growing province（种植小麦的省份）, thousands of square kilometers in size（面积有数千平方米）, at the top end of（在的最上首）, a busy port（繁忙的港口）, be close to（接近）, one-third of（三分之一）, rush through（穿行过） 6. Reading and transferring informationRead the text again to complete the table summarizing A TRIP ON THE TRUE NORTH. 7. Going over the text for the type of writing and summary of the ideaDetermining the type of writing will help you determine the authors topic (subject), purpose (why he is writing), style (how he should write) and tone (his attitude toward his subject supportive, condemning, objective, etc.) 8. Reading the text once again to make a diargram of A TRIP ON “THE TRUE NORTH” towards Torontoarrive in Thunder Baycross the Rockey Mountaincatch “The True North” train.on a trip to Canada.9. Understanding difficult sentencesAre there any difficult sentences? Now discuss with your partner the difficult points from the text. 10. Closing down by acting the textActing out the text is a strategy for motivating us to read out loud the text. We need oral practice and help with pronunciation and so acting out the text really helps us.To end the period lets act this text out. We shall have three student actors to play Li Daiyu, Liu Qian and Danny Lin. 111
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