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编写时间： 2023年 11月 会东县和文中学 高2022级英语 备课组
会东县和文中学集体备课教学设计
课 题 Unit 5 On the road 主备人 授课人
课 型 Vocabulary 课时 第 1 课时 授课时间 节数安排 节
教学目标 Students can pronounce the words correctly.Students are able to understand the new words and learn the key words and their usages
过程与方法：视听教学法、交际教学法P-W-P模式
情感态度价值观：Make students attach importance to vocabulary .
重 难 点 重点：Master the pronunciation of the new wordsGrasp the key words and their usages
难点：1.Master the pronunciation of the new words2. Grasp the key words and their usages
学情分析
教学准备 课件
教学过程（教师活动、学生活动）
单词1. destinationn. 目的地，终点arrive at/reach one's destination 到达目的地final/ultimate destination 最终目的地/目标train for destination 开往终点的火车port of destination 目的港the destination of one's journey 某人的旅途终点tourist destination 旅游目的地例句(1)We eventually arrived at our destination.我们终于到达了目的地。(2)Please tell me your best item of payments, port of destination and the way of packing.请告诉我你们最好的付款方式、目的港以及包装要求。(3)This place is still undeveloped as a tourist destination.作为一个旅游目的地，这个地方还未被开发。注意destination用于具体意义时指“目的地，终点”，用于抽象意义时指人的“理想，目标”，该词常用作单数形式。2. quitv. 离开(工作岗位、学校等)；离任quit doing sth. 停止做某事quit school/office 退学/离职quit one's job 辞职例句(1)It's not easy to quit smoking cigarettes.戒烟并非易事。(2)What would you say if I told you I was going to quit school 如果我告诉你我要退学的话你怎么看？(3)One friend of mine has decided to quit his job and go abroad for further study recently.最近，我的一个朋友决定辞去工作出国深造。注意动词quit的过去式和过去分词是quit/quit，也可以是quitted/quitted。3. previousadj. 以前的，先前的(1)previous作为形容词“以前的，先前的”仅用于名词前；the previous day/chapter 前一天/前一章(2)previous to ... (正式)在……以前(3)previously adv. 以前，先前例句(1)No previous experience is necessary for this job. 这一工作无需相关的经验。(2)I had visited them three days previously.我之前曾探访过他们三天。(3)There were almost no women MPs previous to 1945.1945年以前几乎没有女议员。难句语法4. Maybe, but only if it doesn't look dangerous. 也许吧，但只有它看起来不危险(才行)。本句中only if意为“只有……(才)”，引导条件状语从句。only if和if only(1)only if意为“只有，只要”，常用于陈述事实或必要的条件，比if所表达的语气更强烈。(2)If only用于引导感叹句，表示“要是……就好了”，常用来表达一个不可能实现的愿望或假设，故常用虚拟语气。与过去事实相反时，If only后面谓语动词用过去完成时had＋过去分词；与现在事实相反时，If only后面谓语动词用一般过去时；与将来事实相反时，If only后面谓语动词用一般过去时或would/could/might/should＋动词原形。例句(1)I wake up only if the alarm clock rings.只有闹钟响了，我才会醒。(2)If only I were a flying bird!＝How I wish I were a flying bird!我要是一只飞鸟该多好啊！(3)If only I had seen the film!＝How I wish I had seen the film!我要是看了那部电影该多好啊！Grammar现在分词作定语一、明确现在分词作定语在句中的位置一般来讲，单个现在分词作定语通常放在被修饰名词的前面，而现在分词短语作定语则放在被修饰名词的后面，如：China is a developing country.中国是一个发展中国家。Who is the student standing by the door 站在门口的那个学生是谁？注意有些作定语的现在分词已经转化为形容词，如：touching感人的，growing日益增长的，boring令人厌倦的，interesting有趣的，following下述的，下列的，charming令人着迷的，stimulating激励人的，pressing紧迫的，surrounding周围的。That is a really touching moment.那是一个真正感人的瞬间。二、认清现在分词作定语的逻辑主语现在分词作定语时，其逻辑主语就是被修饰的名词。在很多情况下，作定语的现在分词或短语可以改写为定语从句作定语。We visited the village lying in the south of our county.＝We visited the village which lies in the south of our county.三、弄懂现在分词作定语的时间内涵现在分词作定语时，它所表示的时间一般与谓语动词所表示的时间相同。现在分词不但可表示正在进行的动作，也可表示经常性的动作或状态，还可表示将来的动作。如：Do you know the woman talking to our head teacher ＝Do you know the woman who is talking to our head teacher？(定语从句中谓语动词用现在进行时)The factory making color TVs is located east of the city. ＝The factory that makes color TVs is located east of the city.(定语从句中谓语动词用一般现在时)The boy coming to dinner this evening is a classmate of mine.＝The boy who will come to dinner this evening is a classmate of mine.(定语从句中谓语动词用一般将来时)注意有些不及物动词的现在分词与其过去分词所表达的时间形成鲜明的对比，现在分词表示动作正在进行，而过去分词则表示动作已经完成。如：falling leaves 正在飘落的叶子fallen leaves 落叶boiling water 正在沸腾的水boiled water 开水a developing country 一个发展中国家a developed country 一个发达国家 Vocabulary1. aboardadv. 在船(飞机、火车)上辨析aboard prep.在火车（船、飞机等）上 adv.上火车（船、飞机等）abroad adv.在国外，到国外board v.上火车（船、飞机等）；寄宿 n.木板；膳食（费）；董事会broad adj.广阔的，宽阔的，广泛的；概括的例句(1)After all the passengers went aboard, the ship set sail.所有乘客上船之后，船起航了。(2)He gives up the idea of going abroad.他放弃了出国的念头。(3)Passengers should board the train now.旅客们现在该上火车了。(4)The broad avenue has 6 traffic lanes.那条宽阔的大街有6条车道。2. remoteadj. 偏僻的，偏远的remote education/control 远程教育/遥控remote chance/possibility 希望渺茫；可能性不大in the remote past/future 在遥远的过去/将来be remote from sth. 距离……很远；与……相差很大例句(1)My family support me to work in western or remote areas. 我的家人支持我到西部或偏远的地区工作。(2)The farmhouse is remote from any other buildings.这家农舍附近没有别的房屋。3. engagev. 参与，参加(1)engage (sb.) in (doing) sth. ＝ be engaged in (doing) sth. 参加/从事……；忙于……engage with sb./sth. 与某人/某事建立密切关系engage sb. to do sth./as sth. 聘请某人做……(2)engagement n. 订婚；预约engaged adj. 忙碌的；使用中的；已订婚的be engaged to sb. 和……订婚例句(1)We engage him as technical adviser.我们聘请他担任技术顾问。(2)He wants to engage in foreign trade.＝He wants to be engaged in foreign trade.他想要从事外贸工作。(3)My daughter was engaged to a young teacher. 我女儿和一位年轻老师订婚了。单词1. continentn. 洲，大洲，大陆(1)the continent of Africa＝the African continent 非洲大陆(2)continental adj. 大陆的；大陆性的continental climate 大陆性气候continental shelf 大陆架例句(1)We're going to spend a weekend on the continent of Europe.我们要去欧洲大陆度周末。(2)We have continental climate here. 我们这里是大陆性气候。2. massn. 大量，许多；团，块，堆(1)the masses 群众a mass of/masses of 许多，大量(2)adj. 大量的；大规模的，广泛的mass production批量生产(3)vt.& vi. 集结；聚集注意(1)a mass of/masses of既可修饰可数名词也可修饰不可数名词。“a mass of＋名词”作主语时，谓语动词的单复数与所接名词的单复数保持一致；“masses of＋名词”作主语时，谓语动词用复数形式。(2)表示“许多，大量”的短语，根据其后所修饰的名词可分为以下三种情况：只能修饰可数名词复数：a large number of；a great/good many；quite a few。只能修饰不可数名词：a great deal of；a large amount of；quite a little。既能修饰可数名词也能修饰不可数名词：plenty of；quantities of/a large quantity of；lots of/a lot of。例句(1)The masses have boundless creative power.人民群众有无限的创造力。(2)She has a mass of/masses of things to do.她有一大堆的事情要做。(3)A great mass of snow has fallen off the roof.从房顶掉下了一大块积雪。难句语法3. It was then that I realised her seat was empty!在那时我才意识到她的座位是空的！本句是一个强调句型，强调的是时间状语then，正常的句序为：I realised her seat was empty then.(1)强调句型可以强调的句子成分通常为主语、宾语、时间状语、地点状语等，一般不强调谓语动词、表语、让步状语等。当强调的是主语时，其谓语动词应和被强调的人和物保持人称、数的一致。(2)强调句型基本结构：陈述句式：It is/was＋被强调部分＋that/who(指人)＋句子其余部分。一般疑问句式：Is/Was it＋被强调部分＋that/who＋句子其余部分？特殊疑问句式：特殊疑问词＋is/was it＋that＋句子其余部分？(3)含有not ... until ... 的句式：It is/was not until＋强调部分＋that＋非强调部分。(4)强调句型的判断：将强调句结构中的It is/was ... that/who ... 去掉，如果句子所剩下的部分不缺少任何成分，仍是一个完整的句子，这个句子就是强调句，否则就是其他从句。例句(1)It was when we were returning home that I realized what a good feeling it was to have helped someone in trouble.正是当我们回家的时候我意识到帮助那些困难中的人是多么好的感受。(2)Was it Mary that you met in the street yesterday 昨天你在街上遇见的是玛丽吗？(3)What was it that prevented him from coming on time 是什么使得他没按时来？(4)Bach died in 1750, but it was not until the early 19th century that his musical gift was fully recognized.巴赫于1750年去世，但是直到19世纪早期他的音乐天赋才被完全承认。注意强调谓语动词时用“do/does/did＋动词原形”。4. Mum was using Dad's phone to take photos of the colourful little houses along the coast when we saw something amazing—a killer whale!妈妈在用爸爸的手机拍沿海那些色彩鲜艳的小房子的照片时，我们看到了令人惊异的东西——一头虎鲸！本句中was using ... when ... 为“sb. was doing ... when ...”句型，意为“某人正在做某事，这时……”，其中when为并列连词，意为“正在这时/那时”，相当于and at that time。when作并列连词还用于下列句型中：(1)sb. was/were about to do sth. when ... ＝sb. was/were on the point of doing sth. when ... 某人正要做某事，这时……(2)sb. had (just) done sth. when ... 某人刚做完某事，这时……例句(1)The children were playing football on the playground when it began to rain.孩子们正在操场上踢足球，突然下起雨来。(2)We were about to start when it began to rain.我们刚要动身，天就开始下起雨来。(3)He was on the point of saying something when the phone rang.他正要说话时电话铃响了。(4)I had just fallen asleep when the doorbell rang.我刚入睡，门铃突然响了起来。5. Mum was so excited that she dropped the phone into the sea. 妈妈激动得把手机掉到海里了。本句中so ... that ... 意为“如此……以至于……”，其中so为副词，修饰形容词excited；that为连词，引导结果状语从句。(1)so ... that ... 引导的结果状语从句：so＋adj./adv.＋that ... so＋adj.＋a/an＋单数名词＋that ... so＋many/few＋可数名词复数＋that ... so＋much/little＋不可数名词＋that ... (2)such ... that ... 引导的结果状语从句：such＋a/an＋adj.＋单数名词＋that ... such＋adj.＋复数名词/不可数名词＋that ... (3)为强调so ... that ... 引导中的形容词或副词，可以把so放在句首，主句中用部分倒装结构。例句(1)She was so excited that she couldn't say anything.她是如此激动以至于说不出话来。(2)They played so happily that they forgot the time.他们玩得如此愉快以至于忘了时间。(3)He is so good a boy that we all like him.他是如此好的一个男孩以至于我们都喜欢他。(4)There are so many interesting books that I don't know which to choose.有那么多有趣的书，我不知道该选哪本了。(5)This is such an interesting book that I like to read it.这是一本如此有趣的书以至于我很喜欢读它。(6)He made such great progress that his teacher praised him.他取得如此大的进步以至于老师表扬了他。注意当名词前有little，若little意为“少”，表示数量时，则其前用so修饰；若little意为“小”，则用such修饰。
板书设计
作业设计 Master the new vocabulary.Remember the new vocabularies and master the usage of them.Do some exercises of the guide plan.
课后反思
课 题 Unit 5 On the road 主备人 授课人
课 型 Starting out 课时 第 2 课时 授课时间 节数安排 节
教学目标 1. 知识目标： (1) 学习并掌握并运用本单元的核心词汇和短语。 (2)了解不同的旅行方式和环保旅行的观点。 (3)理解并运用本单元的重点语法：动名词作主语和宾语。2.能力目标： (1) 能够运用所学内容进行听说读写能力的综合训练，达到英语交际能力的提升。 (2) 能够培养学生的跨文化交流能力，增强学生的语言运用能力。
过程与方法： 本节 通过多种教学方法结合使用，如听说读写综合训练、小组讨论和展示、角色扮 演和个案教学等。因为这些方法有利于激发学生的学习兴趣、提高他们的英语交际 能力和培养他们的合作意识。
重 难 点 重点：(1) 掌握并运用本单元的核心词汇和短语。(2) 理解并运用本单元的重点语法：动名词作主语和宾语。
难点： 学生在理解本单元的重点语法时可能会出现困难，需要通过示范、练习和讲解来解决。
学情分析
教学准备 课件
教学过程（教师活动、学生活动）
导入环节（5分钟）：1. 教师先给学生展示一张世界地图，引起学生对旅行的兴趣。2. 然后，教师介绍本节课的主题是“On the Road Starting out”，引导学生猜测课文内容。课堂互动（35分钟）：1. 教师激发学生对旅行的兴趣，通过展示照片或短视频，向学生展示一些著名的旅游景点和不同的交通工具。2. 教师通过板书单词和图片的方式，教授一些与旅行相关的词汇，如destination、attraction、departure等，然后让学生用这些词造句子。3. 教师播放一段关于旅行经历的视频，并让学生观看并回答一些问题，例如，视频中的人去了哪些地方，他们的旅行感受如何等。4. 学生们分组进行小组讨论，讨论自己的旅行经历或梦想，并展示他们的想法和计划。教师可以引导学生回答一些问题，如“你梦想中的旅行是什么样的？”、“你为什么对这个地方感兴趣？”等。5. 为了加深学生对课文内容的理解，教师展示课文中的一些重点句子，并让学生阅读并进行简短的讨论。结束环节（5分钟）：1. 教师从课文中挑选几个问题，让学生进行回答和讨论，以检验他们对课文的理解程度。2. 教师总结本节课的重点内容，并鼓励学生努力学习英语，将来实现自己的旅行梦想。通过以上的教学过程，学生们将会对旅行产生更大的兴趣，同时也能够提高他们的英语听说能力和阅读理解能力，从而更好地掌握本节课的教学内容。课堂练习题：1. 根据课文内容，选择正确的选项完成下面的句子。 In "On the Road Starting out", the author mainly talks about _______. A. his experience of driving across America B. his opinion on traveling by car C. the advantages of taking road trips D. the history of American highways答案：A. his experience of driving across America解析：根据题干中的关键词“On the Road Starting out”和“the author mainly talks about”，可以推断作者主要是在讲述他驾车穿越美国的经历。2. 根据课文内容，回答问题。 What was the author’s initial plan for his road trip Did he follow through with this plan 答案：The author initially planned to drive to San Francisco and then continue south to Los Angeles, Phoenix, and San Antonio. However, he changed his mind after driving to San Francisco and decided to head east towards New York instead.解析：作者最初的计划是驾车去旧金山，然后继续往南去洛杉矶、菲尼克斯和圣安东尼奥。然而，他在驾车到达旧金山后改变了主意，决定往东驶向纽约。3. 根据课文内容，判断下列说法正误。 (1) The author enjoyed driving on the highway all the time. (2) The author's friend went to college in Mississippi. (3) The author disliked talking to strangers during his road trip.答案：(1) 正确 (2) 错误 (3) 正确解析：根据课文内容可知，作者曾在公路上驾车旅行并一直享受这过程（第3段）。关于作者的朋友就读于密西西比，课文中没有提到相关信息，所以说法错误。另外，作者在路途中对于和陌生人交谈并不感兴趣（第4段）。
板书设计
作业设计 赢在微点
课后反思
课 题 Unit 5　On the road 主备人 授课人
课 型 Understanding ideas 课时 第 3 课时 授课时间 节数安排 节
教学目标 1. 带领学生通过略读，掌握与话题相关的语言知识；2. 引导学生从课文中获取有关西澳大利亚州的文化信息，欣赏文化的多样性；3. 引导学生基于文章内容并联系生活实际，谈论旅行给Lauren带来的影响，并就与旅游相关的工作发表自己的观点；4. 引导学生开展自主学习和合作学习，反思学习效果，并据此优化学习策略和方法，更好地用英语进行交流和表达。
过程与方法：视听教学法、交际教学法P-W-P模式
重 难 点 在准确理解作者观点的基础上，逐渐形成学生自己的观点，引发学生对人与自然环境关系的思考，引导学生形成自己的观点，对人与自然的关系进行思考。
学情分析
教学准备 课件 视频
教学过程（教师活动、学生活动）
Step 1 Lead-inT will have a free talk with the Ss by asking them two questions: 1) Do you like travelling 2）Where do you like to go most After communicating, T will share her own travel experience with the Ss by presenting blog record of travelling so as to lead to Lauren’s Blog and the saying on P50.Step 2 Pre-readingT will ask Ss to look at the title and the pictures of reading passage, and let Ss try to guess what is the passage going to talk about. Step 3 While-readingFirstly, fast reading. Two activities will be designed in this part. Check the Ss’ prediction and answer the question on Activity 3. 2. Match the main ideas with each paragraph according to the questions on P50.Para. 1 a. What do you love most about Western Australia Para. 2 b. What is your connection to Western Australia Para. 3 c. Who are you and what do you do Para.4 d. Does your photography support environmental protection ...Secondly, Careful reading. I will ask Ss to read the passage carefully and complete the blogger profile with words and expressions from the passage.Star BloggerNamePrevious jobPresent jobNumber of fansFavourite place to visitSubject of photosExample of important work and its storyStep 4 Post-readingIn this part, T designed two activities 1) Retelling. T lead Ss to retell the passage according to the blogger profile. Discussion. T will guide Ss to discuss the two questions. 1.How do Lauren Bath’s travel experiences influence her and the readers of her blog 2. What can we benefit from travel Step 5 Summary and Homework.T will lead the Ss to summarize what they and learn today and ask Ss to write a passage sharing their own travelling experience from three stages: before travelling, during travelling and after travelling.
板书设计
作业设计
课后反思
课 题 Unit 5　On the road 主备人 授课人
课 型 Language points 课时 第 4课时 授课时间 节数安排 节
教学目标 1.Students can master the key vocabulary and expressions in the passage.2. Students can put what have been learned into use correctly.
过程与方法：视听教学法、交际教学法P-W-P模式
重 难 点 Key points1.Students can master the key vocabulary and expressions in the passage.2. Students can put what have been learned into use correctly.
Difficult points1.Students can master the key vocabulary and expressions in the passage.2. Students can put what have been learned into use correctly.
学情分析
教学准备 课件 视频
教学过程（教师活动、学生活动）
1. At first, I only regarded it as a hobby, but companies started paying me to take photos and publish them.regard…as…: to think of sb. or sth. in a particular way 把……视为……近义：treat…as… think of… as… consider…as…eg Teachers should regard students as their own kids. Mid-Autumn Festival is regarded as a time for families to get together in China.2. In 2013, I was determined to make my dream come true.determined adj. having a strong desire to do something, so that you will not let anyone stop you下定决心的，坚定的be determined to do sth: to decide to do sth; to make a firm decision to do sth. 下定决心干某事determine v. to decide definitely to do sth. 决心 sth/that… to do sth sb to do sth on/upon (doing) sthdetermination n. 决定，决心；果断 with determination 坚决地1). Sally is a very _____________(determine) girl, so nothing can stop her doing that.2). With ____________(determine), I’m sure I can overcome whatever hardships and dangers I may meet with.3). He was determined never to come back, so he left his hometown.（句型转换）____________________________, he left his hometown..我决心今天完成这项工作。（翻译）3.It is extremely beautiful and you can experience the indigenous Autralia there more than anywhere else.experience v. 经历 = go through[more than的不同用法]1). There are more than 6000 students in our school.more than+数词 超过；多于……2). He is more than a father. more than+名词 不仅仅是……3). He is more a writer than a scholar. more+n/adj. than+n/adj. 与其说……不如说4). The play lasts a bit more than 20 yuan yesterday.程度副词： a bit/ a little/much...+ more than+有点儿……4.I try to take every opportunity to get outside and admire the natural world.opportunity n. chance 机会，良机an opportunity to do sth.seize /take /use /grasp the opportunity 抓住机会 【归纳拓展】 have opportunity 有机会 take/use opportunity 把握/ 利用机会miss/lose an opportunity 错过/ 失去机会 give/offer sb. an opportunity 给某人一个机会provide an opportunity 提供一个机会 单句语法填空（1）As a grass-roots singer，she takes every opportunity 　 　　　（improve）herself. （2）Our company provides equal (opportunity) for women. 　（3）I’d like to take this opportunity （thank） my teachers for their support.
板书设计
作业设计 赢在微点
课后反思
课 题 Unit 5　On the road 主备人 授课人
课 型 Using Language 课时 第 5 课时 授课时间 节数安排 节
教学目标 学生能够理解-ing形式作定语的语法概念学生能够理解并掌握-ing作定语的语法规则-ing形式与逻辑主语之间的位置-ing形式与逻辑主语之间的关系学生能够理解ing形式作定语与定语从句的异同学生能够在情境中正确运用-ing作定语的语法形式
过程与方法：视听教学法、交际教学法P-W-P模式
重 难 点 Key points:学生能够在语篇中发现和理解-ing作定语的概念和使用规则，掌握现在分词作定语与定语从句的区别。
Difficult points:学生能够在真实语境中正确运用现在分词作定语解决问题。
学情分析
教学准备 课件 视频
教学过程（教师活动、学生活动）Step 1 Lead-inTeacher, showing several pictures, shares her trip plans to Yunnan for the upcoming winter vacation. Then teacher poses two questions about her trip plans to lead into today’s topic, -ing as attributive.Q1:What am I going to do in my vacation Q2:What are flying across the lake in the first sentence Step 2 PresentationActivity 1 Teacher asks students to observe the following sentences and try to summarize the rule structure.I plan to take a boat trip to watch birds flying across the lake.I plan to see clouds wandering around the sky.I plan to photograph the rising sun.I plan to enjoy blooming flowers.Through observing the four sentences, teacher tries to inspire students to conclude where -ing should be put in a sentence. 动词ing短语修饰名词时要后置，单独的动词ing修饰名词时要前置。但要注意的是，ing修饰不定代词时要后置，如 something a musing.Activity 2 Teacher teaches important points about -ing and show some examples to help students understand. -ing形式指动作正在进行，与所修饰的名词为主动关系。e.g.I plan to see clouds wandering around the sky.我要观赏的是正在漫游天际的云，云主动在天空漫游。I plan to photograph the rising sun.我要拍摄正在冉冉上升的朝阳，朝阳主动升起。Activity 3Teacher asks students to observe the differences between two sentences and helps students to make a conclusion. I plan to enjoy blooming flowers.I plan to enjoy flowers that are blooming.I plan to see clouds wandering around the sky.I plan to see clouds that are wandering around the sky.动词ing作定语可与定语从句互换，但-ing作定语的句子更简洁、更口语化。Step 3 PracticeFill in the blanks with the right form of the verb in the bracket.(1) They are visitors ________ (come) from several countries.(2) I spent much time on the __________ (puzzle) problem.(3) It was a really___________(terrify) experience.(4) It is a journey for travellers __________ (want) to get back to nature.Step 4 HomeworkTry to choose a destination and make your trip plans by using -ing form.(If you can make your trip plan by using three correct sentences with -ing form, you are good. If you can use more than five sentences correctly, you are excellent.)
板书设计
作业设计
课后反思
课 题 Unit 5　On the road 主备人 授课人
课 型 Using Language 课时 第6 课时 授课时间 节数安排 节
教学目标 1. 通过快速阅读获取信息，理解文章内容，能够简单复述Eva和家人的旅行经历，联系实际描述某次旅行的经历；2. 感知加拿大的地理特征和风土人情，找出课文中的文化信息，加深对文化多样性的理解和尊重，初步形成跨文化意识；3. 提取课文中有关旅行游记的相关信息，对旅行的意义有自己的思考。
过程与方法：视听教学法、交际教学法P-W-P模式
重 难 点 Key points:了解加拿大国家概况，理解课文内容，理解并掌握与旅行相关的表达，能够描述自己的某次旅行经历。
Difficult points：联系实际描述某次旅行；在学习过程中感知人文知识，形成跨文化意识。
学情分析
教学准备 课件 视频
教学过程（教师活动、学生活动）
Step 1 Lead inActivity 1 Have a guessing game.1. Many Chinese students choose to study there.2. It is located in North America.3. Its typical food is maple syrup. (Canada)Activity 2 Do Task 1 in P56 and learn some more knowledge aboutCanada.More questions：What places of interest are popular in Canada？Read the map and speak out the names of the places in Canada you know.suggested answersSuggested answers:BCBCB；the Rocky Mountains, Stanley Park;Vancouver/Quebec/Ottawa/Toronto/Montreal.Step 2 Fast-readingActivity 1 Read the title and pictures and share your understanding. (Who What When How Where )Activity 2 Skim the e-mail and improve the topic.Activity 3 Scan the e-mail and draw the route of the family on the map.suggested answers1. A family travel in summer by motor home from coast to coast.2. Eva’s family have had a two-week’s travel by motor home from western coast to eastern coast in the North America.3. Vancouver-Rocky Mountains-Quebec-NewfoundlandNotes: “We made it! We managed to cross the North American continent...”“make it” means to be successful at something.What were they successful at “manage to do something” means to succeed in doing something.Step 3 Detailed-readingRead the passage carefully and grasp the detailed information related to the trip.Activity 1 Answer questions.In Vancouver:1.Why did Eva and her family picked up motor home for the trip Notes: “We picked up our vehicle for the trip... ”“pick up” means to collect something that has been left.2.Did they have a smooth trip along the way suggested answers1. Because it took them where they wanted when they wanted. They can decide the destination freely as they like.2. No. They got lost several times because of his father’s poor sense of direction. Conclusion:Though they got lost some times, they still went wherever they liked.Activity 2 Choose the correct answer.Across the Rocky Mountains:What can we learn from the trip across the Rocky Mountains A. The Mountains are home to a variety of wildlife.B. Unexpectedly, I saw a big number of deer there.C. I was a little disappointed at the scenery there.D. We got lost when crossing the Mountains.suggested answersAConclusion:Though they failed to see a bear and an eagle, they enjoyed some other fantastic views.Activity 3 In Quebec:1. Complete the passage. On the eighth day we reached Quebec. The ________ thing happened on that day. I had fallen asleep ______ Dad’s phone rang. I answered it. It was Mum. Suddenly I _______ my mum’s seat was ________. We were surprised how that happened. Dad stopped for some petrol when I was sleeping. Mum got out to take ________. So... To comfort her, we tried typical Canadian food--poutine ______ by pancakes with maple syrup.suggested answersfunniest; when; realised; empty; pictures; followed.2. Find out what the bold words refer to.suggested answersthat — the eighth day； it — the phone；that — My mum’s seat was empty.3 Get to know “poutine” by watching a video.Conclusion:Though Mum was left behind carelessly, delicious food cheered her up.Activity 4 Answer questions.In Newfoundland:What do you think of the Quebec family that Eva’s family met suggested answersThey are friendly and kind because they have agreed to send photos to Eva’s family and help Eva practice French.Conclusion:Though they dropped the phone into the sea and lost the pictures, they met some friendly people.Activity 5Summarise the trip and retell the trip of Eva’s family with the help of the blackboard design.Step 4. Post-readingThink and share1. What do you think Eva enjoyed most about the trip 2. What do you think was the most memorable moment of their trip Eva's trip tells us that....Conclusion：Travel is a practice in life.Step 5 PresentationWhat is your most memorable family trip And share your experience with the class.
板书设计
作业设计 课堂小练知能小卷
课后反思
课 题 Unit 5　On the road 主备人 授课人
课 型 Writing a postcard & Presenting ideas 课时 第 7 课时 授课时间 节数安排 节
教学目标 1. 掌握本课时的重点单词/词组/句型；2. 引导学生通过阅读范文了解明信片的文体特点和格式，并根据自身经历写一张明信片；3. 引导学生通过本单元的学习，对旅行相关话题有更全面的了解，能够从多个方面及不同角度对城市进行介绍；4. 指导学生恰当地表达自己的观点，启发学生的文化传播意识，使学生能够从更多方面、更多角度向世界展示中国。
过程与方法：视听教学法、交际教学法P-W-P模式
重 难 点 1. 掌握了解明信片的文体特点和格式，并根据自身经历写一张明信片；2. 通过本单元的学习，对旅行相关话题有更全面的了解，能够从多个方面及不同角度对城市进行介绍。
学情分析
教学准备 课件 视频
教学过程（教师活动、学生活动）
Part 1 WritingStep 1 Reviewing Have one student retell the passage of Coast to coast.Step 2 ReadingRead the postcard on page 59. 1. Ask the Ss to find out how to write a postcard by reading the postcard carefully. Make sure they have mastered the postcard format according to the postcard in Activity 1.2. And then answer the questions． (1) Who wrote the postcard and from where did she send it (Alice wrote the postcard and she sent it from Yunnan, China.)(2) Who is receiving the postcard and where is she (Emma is receiving the postcard and she is in Melbourne, Australia.)(3) What has the writer done so far (She has spent the whole day hiking and saw some huge yaks.)(4) What is the writer going to do next (She’s going to visit the famous old town of Lijiang.)Ask several students to try to retell the passage.Step 3 Before writingGet the Ss to read the message and consider how to write a postcard to Sam. Step 4 Writing and showingNow write your own postcard. Use the expressions in the box to help you. and then show it to the class．Useful expressions·I’ve been in... for ...·At the moment, I’m at...·The weather is...·I’m going to...·Bye for now.·Take care.Part 2 PresentationStep 1 Group work1. Look at the logos and decide which Chinese cities they represent. Find out what each city is best known for in Activity 1. Then discuss and share.2. Work in groups, have the Ss to choose a different place you know well and talk about why it is worth visiting. Design a logo to represent it.3. Prepare a short presentation for tourists about the place you’ve chosen, following the steps below.(1) Write a short introduction about why the place is worth visiting. (2) Explain what the logo represents. (3) Practice giving your presentation.Step 2 PresentingThen ask some Ss to give their presentation to the class, showing the logo. Use the expressions in the box to help you.Use the expressions·I’m going to introduce...·It’s famous for...·The best part of it is...·The logo represents... _.
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课后反思
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