高中英语必修三6　Using language Speaking and writing 4页

Unit 5　Canada—“The True North”‎ Period 6　Using language: Speaking and writing 整体设计 教材分析 This is the sixth teaching period of this unit. The teacher can first check the homework, let students review what they learned in the last lesson and then lead in the new lesson.‎ In this period, the teaching activities will focus on speaking and writing. These activities offer students the opportunity to collect and list information, then select two or three things that impressed them most to describe. They are also required to describe their feelings when they experienced the things. The practice of speaking and writing is important for students to use the vocabulary and structures they have learned. It is also a best way to test if students have mastered what they have learned. Encourage them in groups of four (Imagine two are the cousins who traveled across Canada. The others ask questions about the trip. ) to discuss what impressed them, make a list of their ideas and take part in a group discussion to find two or three things that impressed them most. Remind them to use the words and expressions of direction and position. Then let them write a short report about the two or three most impressive things. ‎ Speaking and writing are higher stages of language learning. The teacher should frequently give students some assignments of speaking and writing. Only in this way can students use what they have learned more freely.‎ 教学重点 ‎1. Develop students’ speaking and writing ability.‎ ‎2. Let students learn how to use the expressions of direction and position.‎ ‎3. Get students to learn to write a short report about their most impressive things. ‎ 教学难点 ‎1. How to develop students’ speaking ability.‎ ‎2. How to develop students’ writing ability.‎ 三维目标 知识目标 ‎1. Get students to learn more about Canada.‎ ‎2. Let students learn the expressions of direction and position.‎ ‎3. Have students know how to write a short report to describe what impressed them most.‎ 能力目标 ‎1. Train students’ speaking ability by learning to use the expressions of direction and position.‎ ‎2. Develop students’ writing ability by learning to write a short report to describe what impressed them most.‎ 情感目标 ‎1. Have students learn more about Canada and stimulate their love of nature.‎ ‎2. Train students’ ability to cooperate with others.‎ 教学过程 设计方案(一)‎ ‎→Step 1 Revision ‎1. Check the homework exercises.‎ ‎2. Ask some of students to retell the passage “THE TRUE NORTH” FROM TORONTO TO MONTREAL.‎ ‎→Step 2 Warming up ‎1. Let students read through the passage “THE TRUE NORTH” FROM TORONTO TO MONTREAL again and find out all the sentences that contain words and expressions of direction and position. Read them aloud and translate them into Chinese.‎ ‎2. Show the following on the screen. Have students read them aloud and make sure they know their meanings.‎ Expressions of direction and position Where is. . . ? 　　　In what direction is. . . ? 　　　How does one go to. . . ?‎ How far is. . . ? 　　Is it nearby? 　　Is. . . close to. . . ? 　　Is. . . far from. . . ?‎ It’s. . . kilometers from. . . to. . . 　　　within. . . kilometers of. . .‎ It’s about. . . kilometers northeast of. . . is close to. . .‎ in the north/south/west/east of. . . to the north/south/west/east of. . .‎ on the north/south/west/east of. . . go eastward/westward/northward/southward across the continent/lake　　through the forests　　along the coast/river ‎3. Ask students in pairs to ask and answer questions using the expressions above.‎ ‎→Step 3 Speaking ‎1. Have students brainstorm the question: What adjectives do you use when you describe your feelings?‎ ‎(excited, afraid, terrified, worried, tired, pleased, happy, impressed, surprised, amazed, satisfied. . . )‎ ‎2. Suppose the situation: Work in groups of four. Imagine two of you are the cousins who traveled across Canada. The others ask questions about the trip.‎ ‎3. Let each group discuss the following questions and make notes in the table below.‎ What impressed you?‎ Where was it?‎ How did it make you feel?‎ ‎4. Have them select two or three things that impressed them most.‎ ‎5. Let them make a dialogue to talk about the two or three most impressive things and their feelings when they experienced them. ‎ ‎6. Ask as many groups as possible to perform their dialogue to the class.‎ ‎→Step 4 Writing Task: Write a short report about the two or three most impressive things during the trip across Canada.‎ ‎1. Let students make a writing plan. Show the following on the screen to help them.‎ Be sure that your report has: ‎ ‎1)a title ‎2)a short paragraph to introduce the report’s topic.‎ ‎3)a paragraph for each impressive thing you are presenting (be sure to include its location and how it made you feel)‎ ‎4)a short conclusion ‎2. Allow students enough time to write their report.‎ ‎3. Let some of them read their report to the class. Others should give comments.‎ ‎→Step 5 Writing task ‎1. Suppose the situation: A group of visiting students are coming on a three to five-day tour of your city or town. Plan what places are best for them to visit, in which direction they will go and what the places are like.‎ ‎2. Remind them to use the words and expressions they have learned for geographical direction and location. Then allow them to begin to write.‎ ‎3. When most of them finish, let some read their plan to the class. The teacher and others should give comments.‎ ‎→Step 6 Homework ‎1. Finish off the Workbook exercises.‎ ‎2. Review the contents of the unit and complete Summing Up on Page 40.‎ ‎3. Write your short report in the exercise book.‎ 设计方案(二)‎ ‎→Step 1 Revision ‎1. Check the homework exercises.‎ ‎2. Ask students to dictate some new words, expressions and important sentences.‎ ‎→Step 2 Warming up ‎1. Let students review the words and expressions they have learned for geographical direction and location. List them and make sure they know their meanings ‎2. Have them brainstorm the question: What adjectives do you use when you describe your feelings? (excited, afraid, worried, tired, happy, impressed, surprised, amazed, satisfied. . . )‎ ‎3. Teach the new words: terrified, pleased and impressed.‎ ‎→Step 3 Speaking and writing ‎1. Let students divide into groups of four. Imagine two of them are the cousins who traveled across Canada. The others ask questions about the trip.‎ ‎2. Have them make a dialogue to describe two or three things that impressed them most and their feelings when they experienced them.‎ ‎3. Ask them to write a short report about the two or three most impressive things during the trip across Canada.‎ ‎→Step 4 Workbook ‎1. Speaking task ‎ ‎1)Ask students to read through the directions and make sure they know what to do.‎ ‎2)Give them enough time to prepare their introduction.‎ ‎3)Let some of them to perform to the class.‎ ‎2. Writing task ‎1)Read through the directions to students and make sure they know what to do.‎ ‎2)Have them first read the sample in the box and then begin to write their own plan.‎ ‎→Step 5 Homework ‎1. Finish off the Workbook exercises.‎ ‎2. Summarize the words expressions you have learned for geographical direction and location and keep them in mind.‎ 板书设计 Unit 5　Canada—“The True North”‎ Speaking and writing Expressions of direction and position Where is. . . ? 　　　In what direction is. . . ? 　　　How does one go to. . . ?‎ How far is. . . ? 　　Is it nearby? 　　Is. . . close to. . . ? 　　Is. . . far from. . . ?‎ It’s. . . kilometers from. . . to. . . 　　　within. . . kilometers of. . .‎ It’s about. . . kilometers northeast of. . . is close to. . .‎ in the north/south/west/east of. . . to the north/south/west/east of. . .‎ on the north/south/west/east of. . . go eastward/westward/northward/southward across the continent/lake　　through the forests　　along the coast/river 活动与探究 Work in pairs. Look at the map of China. Find two places that are a long distance from your home and explain to your partner where they are and how to get there. Be ready to present your conversation to the class. Remember to use the expressions of direction and position.‎