2020届一轮复习人教版必修三Unit5Canada—“TheTrueNorth”单元教案（43页word版） 43页

‎2020届一轮复习人教版必修三Unit 5Canada—“The True North”单元教案 单元要览 类别 课程标准要求掌握的项目 话题 Geography: multicultural society; Canada 词汇 quiz n. 测验; 问答比赛 mixture n. 混合（物）; 混合状态 ‎ Canadian n. 加拿大人　adj. 加拿大的; 加拿大人的 aboard prep. &adv. 在船、飞机、火车或公共汽车上 ‎ minister n. 大臣; 部长 maple n. 枫; 枫树 ‎ continent n. 洲; 大陆 frost n. 霜; 霜冻 ‎ baggage n. 行李 confirm vt. 证实; 证明; 批准 ‎ chat vi. & n. 聊天; 闲聊 wealthy adj. 富有的 ‎ scenery n. 景色; 风景 distance n. 距离; 远方 ‎ eastward adv. 向东　adj. 向东的; 朝东的 mist n. 薄雾 ‎ westward adv. 向西　adj. 向西的; 朝西的 misty adj. 有薄雾的; 模糊的 ‎ upward adv. 向上地; 上升地 adj. 向上的; 上升的 booth n. 公用电话间; 货摊; 售货亭 ‎ surround vt. & vi. 包围; 围绕 schoolmate n. 同学; 校友 ‎ harbor n. 海港 approximately adv. 接近; 大约 ‎ measure vt. &vi. 测量; 衡量; 判定　n. 计量制; 计量单位; 措施 downtown adj. 市区的　adv. 在市区; 往市区 ‎ bush n. 灌木（丛）; 矮树（丛） dawn n. 黎明; 拂晓; 破晓 ‎ eagle n. 鹰 buffet n. 自助餐; 饮食柜台 ‎ within prep. 在……之内 broad adj. 宽阔的; 广泛的 ‎ border n. 边界; 国界; 边沿vt. & vi. 与……接壤; 接近 nearby adv. 在附近　adj. 附近的; 邻近的 ‎ slight adj. 轻微的; 微小的 tradition n. 传统; 风俗 ‎ slightly adv. 稍稍; 轻微地 terrify vt. 使恐怖; 恐吓 ‎ impress vt. 使印象深刻; 使铭记 terrified adj. 恐惧的; 受惊吓的 ‎ impressive adj. 给人深刻印象的; 感人的 pleased adj. 欣喜的; 高兴的 ‎ topic n. 话题 acre n. 英亩 ‎ mix vt. &vi. 混合; 调配 urban adj. 城市的; 市镇的 短语 prime minister 首相; 丞相 catch sight of 看见; 瞥见 ‎ rather than 与其; 不愿 have a gift for 对……有天赋 ‎ settle down 定居; 平静下来; 专心于 in the distance 在远处 ‎ manage to do 设法做 at dawn 在黎明的时候 重要句型 1. Rather than take the aeroplane all the way, they decided to fly to Vancouver and then take the train west to east across Canada. (rather than. . . )‎ ‎2. The thought that they could cross the whole continent was exciting. (noun clause as the appositive)‎ ‎3. Going eastward, you’ll pass mountains and thousands of lakes and forests, as well as wide rivers and large cities. (present participle used as adverbial)‎ ‎4. Skiing in the Rocky Mountains and sailing in the harbour make Vancouver one of Canada’s most popular cities to live in. (make+O+O. C. )‎ ‎5. It is so wet there that the trees are extremely tall, some measuring over 90 metres. (“pronoun+doing” used as adverbial)‎ ‎6. Because of the Great Lakes, they learned, Canada has more fresh water than any other country in the world. (more. . . than any other. . . )‎ 功能 Direction&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 语法 Noun clauses as the appositive The thought that they could cross the whole continent was exciting.‎ The girls were surprised at the fact that ocean ships can sail up the Great Lakes.‎ 教学重点 1. Get students to know about geography, multicultural society and Canada.‎ ‎2. Have students learn useful new words and expressions in this unit.‎ ‎3. Enable students to grasp and use the expressions of directions and positions.‎ ‎4. Let students learn the new grammar item: noun clauses as the appositive.‎ ‎5. Develop students’ listening, speaking, reading and writing ability.‎ ‎6. Let students learn to read and use the map.‎ 教学难点 1. Enable students to master the new grammar item: noun clauses as the appositive.‎ ‎2. Let students learn to write a description of a place.‎ ‎3. Develop students’ integrative skills.‎ 课时安排 Periods needed: 7‎ Period 1 Warming up and reading Period 2 Learning about language: Important language points Period 3 Learning about language: Grammar Period 4 Using language: Listening and talking Period 5 Using language: Extensive reading Period 6 Using language: Speaking and writing Period 7 Revision: Summing up and learning tip Period 1　Warming up and reading 整体设计 教材分析 This is the first teaching period of this unit, which introduces students to some basic information about Canada, its geography, its culture and its population. At the beginning of the class, the teacher can lead in the topic of the unit by showing students a map of Canada or other pictures of Canada and let the students describe them or talk about Canada.‎ Warming Up is intended to find out how much general knowledge students already have about Canada. It will also give a chance to those who have visited or read about ‎ Canada to share their knowledge with the rest of the class. So allow students some time to give short talks, show photographs, etc. and motivate others to become interested in Canada too.‎ Pre-reading contains three questions which encourage students to reflect on their personal experiences and information and their own ideas. This discussion leads to the reading passage in which they may find some facts they recognize as well as new information. Students can be encouraged to discuss these questions. Then they are asked to look at the title of the reading passage and the pictures to predict what the passage is about. This part is very useful for the next part Reading.‎ The reading passage A TRIP ON “THE TRUE NORTH” describes a trip across Canada by train. Have students read the passage by themselves and identify new words and expressions. As they read, ask them to find the places mentioned on the map of Canada. It is useful to have them discuss with a partner what they think the new vocabulary mean, and to work together on the map. The teacher can identify new words and structures that students might find difficult and pre-teach them to make the reading easier. Students are encouraged to skim for the general idea and scan for further understanding. After reading, students are required to do the exercises in Comprehending to see how much they have understood the reading passage. The teacher can let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class. Meanwhile, deal with any language problems that students meet.‎ To consolidate the contents of the reading passage, students should be required to read the passage again and then retell it. In order to arouse their interest, the teacher can hold a competition. The teacher also needs to make a summary on the passage including the general idea, writing characteristics, and so on to let students understand the passage further at the end of the class.‎ 教学重点 ‎1. Let students read the passage and learn about the geography, population, main cities, natural beauty and natural resources of Canada.‎ ‎2. Get students to learn different reading skills.‎ 教学难点 ‎1. Develop students’ reading ability.‎ ‎2. Enable students to learn about some basic information and talk about Canada.‎ 三维目标 知识目标 ‎1. Get students to learn the useful new words and expressions in this part.‎ ‎2. Let students learn the knowledge of Canada.‎ 能力目标 ‎1. Develop students’ reading ability and let them learn different reading skills.‎ ‎2. Let students learn how to read a traveling report and how to use a map.‎ ‎2. Enable students to learn about some basic information and talk about Canada.‎ 情感目标 ‎1. Stimulate students’ interest in learning about foreign countries.‎ ‎2. Develop students’ sense of cooperative learning.‎ 教学过程 设计方案(一)‎ ‎→Step 1 Leading-in and warming up ‎1. Show a map of Canada to students and talk about Canada. Then ask them the following questions:‎ ‎ ‎ ‎1)What kind of country is Canada?‎ ‎2)How large is it?‎ ‎3)What else do you know about Canada?‎ Suggested answers:‎ ‎1)Canada is a multicultural country.‎ ‎2)It’s the second largest country in the world. It covers an area of 9 984 670 square kilometers. It is a bit bigger than China.‎ ‎3)(Students’ answer may vary. Encourage them to tell more information. )‎ ‎2. Make a quiz Show the following on the screen.‎ How much do you know about Canada?‎ ‎1. What language(s) do Canadians speak?‎ A. English.‎ B. English and German.‎ C. English and French.‎ D. English and Spanish.‎ ‎2. What is the capital of Canada?‎ A. Vancouver. 　　　　B. Toronto. 　　　C. Calgary. 　　　　D. Ottawa.‎ ‎3. What is the national animal of Canada?‎ A. Beaver.‎ B. Grizzly bear.‎ C. Polar bear.‎ D. Penguin.‎ ‎4. What is the Canadian leader called?‎ A. President.‎ B. Prime Minister.‎ C. Governor.‎ D. King.‎ ‎5. How many Great Lakes are there in Canada?‎ A. 4.‎ B. 3.‎ C. 5.‎ D. 6.‎ Let students work in pairs and answer this quiz. Then have them compare their answers with another pair. Give them the correct answers and see how many students got 80% or better.‎ ‎→Step 2 Pre-reading ‎1. Let students discuss the following questions:‎ ‎1)What is the longest trip you have ever taken?‎ ‎2)If you take a trip to Canada, what do you think you might see there?‎ ‎3)What three words would you use to describe Canada?‎ ‎3. Have students turn to Page 34 of the text book, look at the title of the reading passage and the pictures and predict what the passage is about. Then have them read the passage quickly to see if they are right.‎ ‎→Step 3 Reading ‎1. Fast reading Ask students to skim the reading passage and then answer the following questions:‎ ‎1)What is the passage mainly about?‎ ‎2)What is “The True North”?‎ ‎3)How many cities are mentioned in the text? What are they?‎ Three minutes later, check the answers with the whole class.‎ Suggested answers:‎ ‎1)The passage is about a trip of two girls, and it tells us some information about Canada.‎ ‎2)“The True North” is the train that goes across Canada/the cross-Canada train.‎ ‎3)Five. They are Montreal, Vancouver, Calgary, Thunder Bay and Toronto.‎ ‎2. Intensive reading Allow students to read the passage carefully this time to understand the main ideas of each paragraph and get the important details, and then finish the following:‎ ‎1)Choose the best answer to each question according to the text.‎ ‎(1)As you go eastward, you can see the following things exce pt ______________.‎ A. mountains B. thousands of lakes C. forests and wide rivers D. cows ‎(2)Who will take part in the Calgary Stampede?‎ A. Cowboys from Stampede.‎ B. People from Canada.‎ C. Anyone who has a gift for riding.‎ D. Cowboys from all over the world.‎ ‎(3)Which of the following statements is true?‎ A. One can cross Canada in less than five days by train.‎ B. Many people think Calgary is the mo st beautiful city in Canada.‎ C. In fact, the population of Canada is more than thirty million.‎ D. Ocean ships cannot reach Thunder Bay.‎ ‎(4)Which of the following shows the right route of the cousin’s travel?‎ A. Toronto→Calgary→Vancouver→Thunder Bay B. Vancouver→Calgary→Thunder Bay→Toronto C. Vancouver→Thunder Bay→Calgary→Toronto D. Toronto→Thunder Bay→Calgary→Vancouver Suggested answers: (1)D　(2)D　(3)C　(4)B ‎2)Use the information from the reading passage to fill in the table below.‎ Basic Facts about Canada Distance from east to west coast ‎ Oceans on the east and the west coast ‎ Population ‎ Where most Canadians live ‎ Location of the largest fresh water supply ‎ Key points about Vancouver ‎ Key points about Calgary ‎ Key points about Thunder Bay ‎ ‎3)Answer the following questions in complete sentences.‎ ‎(1)Which continent were the cousins crossing?‎ ‎(2)Why were they not flying directly to the Atlantic coast?‎ ‎(3)Why is the population of Vancouver growing so rapidly?‎ ‎(4)What happens at the Calgary Stampede?‎ ‎(5)How are ocean ships able to reach the center of Canada?‎ ‎(6)What are some of Canada’s greatest natural resources?‎ ‎3. Reading and discussing Read the passage a third time and then work in pairs to discuss these questions.‎ ‎1)Which part of the reading passage interests you most?‎ ‎2)If someday you go to Canada, where will you go? Why?‎ ‎(Let students have enough time to read the passage carefully and discuss the questions with their partners. Encourage them to expand their answers according to their own experiences. )‎ ‎4. Dealing with language points Help students analyze some difficult, long and complex sentences and guess the meanings of some new words and expressions. Encourage them to try to deal with the language points in the context. Give them explanations if necessary.‎ ‎5. Listening and reading aloud Ask students to read the passage aloud to the tape and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework. Read them aloud and try to learn them by heart.‎ Collocations: be on a trip to, rather than, take the aeroplane, all the way, take the train, at the airport, on the way to, chat about, as well as, less than, aboard the train, settle down, manage to do, catch sight of, be famous for, have a gift for, thousands of, in prizes, be amazed to do, at the top of, be surprised at, because of, fresh water ‎→Step 4 Consolidation Give students 10 minutes or so and let them do the following:‎ ‎1. Work in pairs and fill in the table about the type of writing and summary of the idea.‎ A TRIP ON “THE TRUE NORTH”‎ Type of writing ‎ Main idea of the passage ‎ Main idea of Paragraph 1 ‎ Main idea of Paragraph 2 ‎ Main idea of Paragraph 3 ‎ Main idea of Paragraph 4 ‎ Main idea of Paragraph 5 ‎ Suggested answers:‎ A TRIP ON “THE TRUE NORTH”‎ Type of writing This is a piece of narrative writing.‎ Main idea of the passage Li Daiyu and her cousin Liu Qian went on a trip to Canada, visiting their cousins and enjoying the beautifu l scenery across the whole continent of Canada from west to east.‎ Main idea of Paragraph 1 Li Daiyu and her cousin Liu Qian were on a trip to Canada.‎ Main idea of Paragraph 2 Having arrived in Vancouver, the most beautiful city in Canada, they were to be taken to catch “The True North”, the cross-Canada train.‎ Main idea of Paragraph 3 Settling down in their seats in the train, they enjoyed the wild scenery while crossing the Rocky Mountains to Calgary.‎ Main idea of Paragraph 4 While arriving at Thunder Bay, they learn more about Canada, its population, resources, etc.‎ Main idea of Paragraph 5 The train rushed towards Toronto while they were sleeping.‎ ‎2. Complete the summary of the story with one word in each blank and then retell the whole story.‎ Li Daiyu and Liu Qi an were on a ______________ across Canada. Instead of taking the aeroplane ______________ the way, they would cross the whole continent of Canada in a ______________ after arriving Vancouver by air.‎ Danny Lin waited ____________ __ them at the airport and gave them a brief ______________ about Canada, the second ______________ country in the world and Vancouver, the most beautiful city of the country, while taking them to ______________ the train, “The True North”.‎ Having settled ______________ in the seats, they looked out of the window ______________ the wild scenery, the mountain goats, and grizzly bears. They went by the city of Calgary and ______________ in Thunder Bay, a city at the ______________ of the Great Lakes, learning more about Canada of its population resources and so ______________. Their last stop is Toronto, one of the southernmost cities in Canada.‎ Keys: trip; all; train; for; introduction; biggest; catch; down; at; arrived; top; on ‎→Step 5 Homework ‎1. Learn the useful new words and expressions in this part by heart.‎ ‎2. Read the reading passage again and try to retell the passage.‎ 设计方案(二)‎ ‎→Step 1 Leading in the topic Play the videos of the beautiful Canadian scenery. Enjoy them with students.‎ ‎→Step 2 Warming up Ask students to turn to Page 33. Let them work in pairs and answer this quiz to see how much they know about Canada.‎ ‎→Step 3 Pre-reading Show students a map of Canada and let them discuss the following questions in pairs:‎ ‎1)If you take a trip to Canada, what do you think you might see there?‎ ‎2)What three words would you use to describe Canada?‎ ‎→Step 4 Reading ‎1. Give students 3 minutes and let them skim the passage to get the general idea of the passage.‎ ‎2. Give students 6 minutes to read the passage carefully and then do the f ollowing:‎ ‎1)Answer the following questions.‎ ‎(1)Which continent are t he cousins crossing?‎ ‎(2)Why were they not flying directly to the Atlantic coast?‎ ‎(3)Why is the population of Vancouver growing so rapidly?‎ ‎(4)What happens at the Calgary Stampede?‎ ‎(5)How are ocean ships able to reach the center of Canada?‎ ‎(6)What are some of Canada’s greatest natural resources?‎ ‎2)Complete the form below:‎ Route What the cousins saw and heard.‎ Vancouver It’s Canada’s 　1　 city, surrounded by mountains and the 　2　. The coast north of Vancouver has some of the oldest and most beautiful forests in the world.‎ ‎　3 They managed to catch sight of some mountain goats and even 　4　 and an eagle.‎ Calgary 　5　 from all over the world to come to 　6　 in the Stampede.‎ Thunder Bay The city is at 　7　 the Great Lake. It is a very busy 　8　.‎ ‎ (Keys: 1. most beautiful　2. Pacific Ocean　3. Rocky Mountains　4. a grizzly bear5. Cowboys　6. compete　7. the top of　8. port)‎ ‎3. Give students 4 minutes to read the passage a third time. Encourage them to try to deal with the language points in the context. Give them some explanations where necessary.‎ ‎4. Listening and reading aloud Play the tape of the text for students and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Then ask them to read the text aloud to the tape.‎ ‎→Step 5 Discussion Let students think about and discuss the following questions in pairs.‎ ‎1. Which part of the reading passage interests you most?‎ ‎2. If someday you go to Canada, where will you go? Why?‎ ‎→Step 6 Closing down by retelling the passage ‎1. Have students get prepared in 3 minutes or so and then ask them to retell the passage.‎ ‎2. Ask as many students as possible to have a try in front of the class.‎ ‎→Step 7 Homework ‎1. Go over the text and try to learn all the useful words and expressions in this part by heart.‎ ‎2. Finish the exercises in Comprehending on Page 35.‎ 板书设计 Unit 5　Canada—“The True North”‎ Warming up and reading A TRIP ON “THE TRUE NORTH”‎ Type of writing This is a piece of narrative writing.‎ Main idea of the passage Li Daiyu and her cousin Liu Qian went on a trip to Canada, visiting their cousins and enjoying the beautiful scenery across the whole continent of Canada from west to east.‎ Main idea of Paragraph 1 Li Daiyu and her cousin Liu Qian were on a trip to Canada.‎ Main idea of Paragraph 2 Having arrived in Vancouver, the most beautiful city in Canada, they were to be taken to catch “The True North”, the cross-Canada train.‎ Main idea of Paragraph 3 Settling down in their seats in the train, they enjoyed the wild scenery while crossing the Rocky Mountains to Calgary.‎ Main idea of Paragraph 4 While arriving at Thunder Bay, they learn more about Canada, its population, resources, etc.‎ Main idea of Paragraph 5 The train rushed towards Toronto while they were sleeping.‎ 活动与探究 Surf the Internet to find the following information about Canada. Then make a pocket information card, on which writes the information and try to keep it in mind.‎ Full country name:‎ Total area:‎ Population:‎ Capital city:‎ People:‎ Languages:‎ Religion:‎ Government:‎ Sample card:‎ Full country name: Canada Total area: about 9 984 670 km2‎ Population: about 31 485 000 (October, 2002)‎ Capital city: Ottawa People: British descent, French descent, Italian descent, aboriginal peoples, plus significant minorities of German, Ukrainian, Dutch, Polish and Chinese descent.‎ Languages: English, French, Chinese, Italian, Punjabi, Spanish. . .‎ Religion: Catholic, Protestant and minorities from most of the world’s major religions Government: Parliamentary democracy Period 2　Learning about language: Important language points 整体设计 教材分析 This is the second teaching period of this unit. The teacher can first check students’ homework and offer chances for students to review what they learned during the first period.‎ The emphasis of this period will be placed on the important new words, expressions and sentence patterns in the parts Warming Up, Pre-reading, Reading and Comprehending. In order to make students understand these important points thoroughly, we can first get students to understand thei r meanings in the context, then give some explanations about them, later offer some practice to make students master their usages. Some new words and expressions, such as surround, measure, confirm, impress, rather than, manage to do, and so on are very useful and important. So are the sentence patterns “The thought that they could cross the whole continent was exciting. ” and “It is so wet there that the trees are extremely tall, some measuring over 90 meters. ” We ought to pay more attention to them and design special exercises.‎ At the end of the class, the teacher can make students do more exercises for consolidation . In doing so, they can learn, grasp and use these important language points well.‎ 教学重点 ‎1. Enable students to grasp the usages of such important new words and expressions as surround, measure, confirm, impress, rather than, manage to do, etc.‎ ‎2. Get students to master the patterns “The thought that they could cross the whole continent was exciting. ” and “It is so wet there that the trees are extremely tall, some measuring over 90 meters. ”‎ 教学难点 ‎1. Let students learn the usage of the expression “manage to do”.‎ ‎2. Enable students to learn the sentence pattern “The thought that they could cross the whole continent was exciting. ”‎ ‎3. Get students to understand some difficult and long sentences.‎ 三维目标 知识目标 ‎1. Get students to learn and grasp the important useful new words and expressions in this part.‎ ‎2. Let students learn the following important useful sentence patterns:‎ ‎1)Rather than take the aeroplane all the way, they decided to fly to Vancouver and then take the train from west to east across Canada. (rather than. . . )‎ ‎2)The thought that they could cross the whole continent was exciting. (noun clause as the appositive)‎ ‎3)Going eastward, you’ll pass mountains and thousands of lakes and forests, as well as wide rivers and large cities. (present participle used as adverbial)‎ ‎4)Skiing in the Rocky Mountains and sailing in the harbor make Vancouver one of ‎ Canada’s most popular cities to live in. (make+O+O. C. ) ‎ ‎5)It is so wet there that the trees are extremely tall, some measuring over 90 meters. (“pronoun+doing” used as adverbial)‎ ‎6)Because of the Great Lakes, they learned, Canada has more fresh water than any other country in the world. (more. . . than any other. . . )‎ 能力目标 ‎1. Get students to use some useful new words and expressions correctly.‎ ‎2. Enable students to make sentences after the useful sentence patterns.‎ 情感目标 ‎1. Stimulate students’ interests in learning English.‎ ‎2. Develop students’ spirit of cooperation and teamwork.‎ 教学过程 设计方案(一)‎ ‎→Step 1 Revision ‎1. Check the homework exercises.‎ ‎2. Ask some students to retell the passage A TRIP ON “THE TRUE NORTH”.‎ ‎→Step 2 Reading and finding Get students to read through Warming Up, Pre-reading, Reading and Comprehending to underline all the new words and useful expressions or collocations in these parts.‎ Read them aloud and copy them down in the exercise book after class. Try to keep them in mind.‎ ‎→Step 3 Practice for useful words and expressions ‎1. Turn to Page 36. Go through the exercises in Discovering useful words and expressions with students and make sure they know what to do.‎ ‎2. Give them several minutes to finish the exercises. They first do them individually, then discuss and check them with their partner.‎ ‎3. Check the answers with the whole class and explain the problems they meet where necessary.‎ ‎→Step 4 Studying important language points ‎1. Canada is a multicultural country.‎ 加拿大是一个多元文化国家。‎ multi-是一个前缀, 意思是“多”。例如: multiparty多党的　multinational多国的; 多民族的　multipurpose多种用途的　multiform多种形式的　multistory多层的　multimedia多媒体 a multicultural country多元文化国家 ‎2. Li Daiyu and her cousin Liu Qian were on a trip to Canada to visit their cousins in Montreal on the Atlantic coast.‎ 李黛予和她的表妹刘倩要去加拿大大西洋海岸的蒙特利尔市看望她们的表兄妹。‎ the Atlantic coast大西洋沿岸地区 trip n. (usually short) journey, esp. for pleasure（通常指短途的）行走; 旅行（尤指娱乐性的）‎ 与trip搭配的主要动词和介词: be on a trip to. . . /go on a trip to. . . /make a trip to. . .‎ ‎ /take a trip to. . .‎ a trip to the seaside 海滨之行 a honeymoon trip to Paris 前往巴黎的蜜月之旅 He is on a business trip. 他出差在外。‎ My father will make a trip to New York next week.‎ 我父亲下礼拜要到纽约去。‎ ‎3. Rather than take the aeroplane all the way, they decided to fly to Vancouver and then take the train west to east across Canada.‎ 她们不想一路乘飞机, 而决 定先飞到温哥华, 再从西海岸乘火车横穿加拿大到达东海岸。‎ rather than prep. in preference to (sb. /sth. ); instead of 与其（某人/某物）; 不愿; 不要 I’ll have a lemonade rather than a coke.‎ 我想喝柠檬汁, 不想喝可乐。‎ He was busy writing a letter rather than reading a newspaper.‎ 他正忙于写信而不是读报。‎ ‎4. Going eastward, you’ll pass mountains and thousands of lakes and forests, as well as wide rivers and large cities.‎ 一路向东行, 你会经过一座座山脉, 上千个湖泊、森林, 还有宽阔的河流和许多大城市。‎ Going eastward是现在分词短语, 用作状语, 表示时间, 相当于时间状语从句when you go eastward。‎ eastward也作eastwards, 副词, 意为“向东”。例如:‎ They sailed eastward. 他们向东航行。‎ We cou ldn’t decide whether to go eastward or westward.‎ 我们难以决定是向东走还是向西走。‎ ‎-ward(s)是一个后缀, 意思是“朝着; 向着; 对着”。‎ 例如: westward(s)向西southward(s) 向南northward(s)向北foreword(s)向前backward(s)向后outward(s) 向外 thousands of成千上万的。注意million, billion, thousand, hundred, score, dozen之前有确定的数字时, 不论后面有无of, 词尾都不加s。例如:‎ five hundred students 500 名学生 five hundred of them 他们当中的500人 five score people 100人 five dozen eggs 五打鸡蛋 如果前面没有确定的数字而后接of时, 词尾都加s。例如:‎ thousands of goats成千上万只山羊 scores of years几十年 ‎5. Some people have the idea that you can cross Canada in less than five days, but they forget the fact that Canada is 5500 kilometres from coast to coast.‎ 有些人认为可以在不到5天的时间里横跨加拿大, 但是他们忘了加拿大从东海岸到西海岸有5500千米这个事实。‎ 这是一个并列复合句。前一分句中的that you can cross Canada in less than five days作idea的同位语, 是同位语从句; 后一分句中的that Canada is 5500‎ ‎ kilometers from coast to coast作fact的同位语, 也是同位语从句。‎ ‎6. People say it is Canada’s most beautiful city, surrounded by mountains and the Pacific Ocean.‎ 人们说温哥华是加拿大最美丽的城市, 因为它被群山和太平洋所包围。‎ surrounded by mountains and the Pacific Ocean是过去分词短语, 用作状语, 表示原因, 相当于原因状语从句as it is surrounded by mountains and the Pacific Ocean。‎ sur round vt. (cause sb. /sth. to) move into position all round sb. /sth. 包围; 围住; 环绕; 围绕。常用下列结构:‎ surround sb. /sth. with sb. /sth.‎ sth. /sb. be surrounded by/with sth.‎ The fence surrounds the school. 篱笆环绕着 学校。‎ They have surrounded the town with troops.‎ 他们出动军队包围了该城。‎ The house is surrounded by high walls.‎ 房子的四周有高墙。‎ ‎7. Skiing in the Rocky Mountains and sailing in the harbour make Vancouver one of Canada’s most popular cities to live in.‎ 落基山脉可以滑雪, 海港供你扬帆, 这些使得温哥华成为加拿大最受欢迎的居住城市之一。‎ Skiing in the Rocky Mountains和sailing in the harbor是两个动名词短语, 在句中作主语。动名词作主语时, 谓语动词通常用单数, 但若两个或两个以上的动名词一起作主语, 谓语动词则用复数。例如:‎ Seeing is believing. 眼见为实。‎ Fishing and swimming are my favorite sports.‎ 钓鱼和游泳是我最喜爱的运动项目。‎ make Vancouver one of Canada’s most popular cities to live in是“make+O. +O. C. ”结构。当make表示“使; 让”等时, 后面跟复合宾语结构, 其中宾语补足语可以由名词、形容词等充当。例如:‎ Karl Marx made London the base for his revolutionary work.‎ 卡尔•马克思把伦敦作为他从事革命工作的基地。‎ ‎8. The coast north of Vancouver has some of the oldest and most beautiful forests in the world.‎ 温哥华以北的海岸生长着世界上最古老, 最美丽的森林。‎ north of=to the north of 表示“在……的北方”。其他方位词, 如: east, west, south, southeast, northeast等, 都有类似的用法。例如:‎ He lives (to the) east of Los Angeles.‎ 他住在洛杉矶以东（的地方）。‎ It’s about four hundred kilometers northeast of Toronto. . .‎ 它在多伦多东北大约400千米处……‎ ‎9. It is so wet there that the trees are extremely tall, some measuring over 90 meters.‎ 那儿的湿度很大, 所以树都长得特别高, 有的超过90米。‎ some measuring over 90 meters是独立主格结构, 在句中作状语。‎ measure ‎1)vi. & vt. find the size, length, volume, etc. of (sth. ) by comparing it with a standard unit测量assess (sth. ); gauge估计; 衡量; 判定be (a certain size, length, volume, etc. )为（某体积、长度、容积等）‎ Mother measured me to see what size of dress I should have.‎ 母亲给我量尺寸, 好知道我该穿多大号的衣服。‎ It’s hard to measure his ability when we haven’t seen his work.‎ 没有见过他的作品, 很难估计他的能力。‎ The room measures 10 meters across.‎ 这间屋宽10米。‎ ‎2)n. standard or system used in stating the size, quantity or degree of sth. 计量制unit used in such a standard or system计量单位action taken to achieve a purpose措施 Which measure do they use? 他们用哪一种计量制？‎ The meter is a measure of length. 米是长度单位。‎ They took strong measures against dangerous drivers.‎ 他们对危害公众的司机采取强硬的措施。‎ ‎10. That afternoon aboard the train, the cousins settled down in their seats.‎ 那天下午表姐妹俩才登上火车 落了座。‎ settle down: sit or lie in a comfortable position; adopt a more stable or quiet way of life; get used to a new way of life, job, etc. 安稳坐下; 安居下来; 适应起来 His grandfather settled down in the armchair with a newspaper.‎ 他爷爷手拿报纸坐在扶手椅里。‎ Have you settled down in your new job yet?‎ 你适应新工作了吗？‎ settle (sb. ) down: (cause sb. to) become calm, less restless, etc. （使某人）安静、安顿、安心等 Wait until the childr en settle down before you start the lesson.‎ 等孩子们都静下心来再开始上课。‎ The chairman tried to settle the audience down.‎ 主席尽力让听众安静下来。‎ ‎11. Earlier that day, when they crossed the Rocky Mountains, they managed to catch sight of some mountain goats and even a grizzly bear and an eagle.‎ 那天一早, 当穿过落基山脉时, 他们设法看到了几只野山羊, 甚至还看到了大灰熊和鹰。‎ manage to do: succeed in doing (sth. )设法做成了（某事）‎ The pilot managed to circle the balloon for some time.‎ 这位飞行员设法绕气球飞了一阵。‎ At first, no ready technical data were available, but we managed to go without.‎ 起初, 我们没有现成的技术资料, 但也设法照样干下去了。‎ He managed to avoid an accident.‎ 他设法避免了事故。‎ ‎【辨析】manage to do & try to do manage to do的意思是“设法做成了（某事）”, 强调结果。‎ try to do的意思是“努力做（某事）; 尽力做（某事）”, 不强调结果。请比较:‎ I just about managed to get up the stairs.‎ 我总算挣扎着上了楼。‎ He said he tried to be here on time.‎ 他说他尽量按时到这儿来。‎ catch sight of: see (sb. /sth. ) for a moment一眼瞥见（某人/某事物）‎ She caught sight of a car in the distance.‎ 她一眼瞥见远处的汽车。‎ ‎12. Many of them have a gift for riding wild horses and can win thousands of dollars in prizes.‎ 他们中许多人都有骑野马的才能, 他们能赢得几千美元的奖金。‎ have a gift for: have natural talent or ability in (sth. /doing sth. )在……方面有天分; 有天赋 It seems he has a gift for music. 好像他对音乐有些天赋。‎ She has a gift for learning languages.‎ 她对学语言有天赋。‎ ‎→Step 5 Using words, expressions and patterns Do Exercises in Using words and expressions on Pages 70-71.‎ The following procedures may be followed:‎ ‎1. Go through the exercises with students and make su re they know what to do.‎ ‎2. Several minutes for students to finish them individually, and then discuss and check them with their partner.‎ ‎3. Check the answers with the whole class. ‎ ‎4. If time permits, explain the problems students meet where necessary.‎ ‎→Step 6 Homework ‎ ‎1. Finish off the Workbook exercises.‎ ‎2. Learn the new words and expressions by heart.‎ 设计方案(二)‎ ‎→Step 1 Revision ‎1. Check the homework exercises.‎ ‎2. Ask some students to dictate some useful new words and expressions.‎ ‎→Step 2 Vocabulary study ‎1. Let students review the new words and expressions in Warming up, Pre-reading, Reading and Comprehending and give time to students to ask their own questions.‎ ‎2. Ask students to learn some new words using the word formation.‎ ‎3. Explain some key new words and expressions.‎ ‎→Step 3 Practice for useful words and expressions Let students do the following exercises and check the answers after most of them finish.‎ ‎1. Find words that mean the same to fill in the blanks.‎ ‎1)______________ bags that people take with them when they travel ‎2)______________ a government member who is in charge of a government department ‎3)______________ a short informal test ‎4)______________ to take to someone in a friendly, informal way ‎5)______________ on or onto a ship, plane, bus or train ‎6)______________ general appearance of nature around you, especially beautiful nature ‎7)______________ in or by a very small amount, so small that it almost cannot be seen ‎8)______________ to be all around somebody or something on every side ‎2. Guess the meanings of the words below according to the word formation.‎ multi-=many -ward(s)=in a certain direction multicultural multicolored eastward(s) forward(s)‎ multinational multimedia upward(s) outward(s)‎ multistor(e)y multi-channel downward(s) backward(s)‎ ‎3. Make sentences with the useful expressions below.‎ rather than　settle down　manage to do　catch sight of　have a gift for ‎→Step 4 Sentence focus Ask students to read through the Warming Up and Reading again to find out the difficult sentences they can’t understand and give time to students to ask their own questions. Explain them to the class.‎ ‎→Step 5 Workbook exercises for consolidation Ask students to do the exercises in Using words and expressions on Pages 70-71 to consolidate what they have learned in this period.‎ ‎→Step 6 Homework ‎1. Learn the new words and expressions by heart.‎ ‎2. Finish off the Workbook exercises.‎ ‎3. Do Exercise 3 on Pages 70-71 in the exercise book. ‎ 板书设计 Unit 5　Canada—“The True North”‎ Learning about language: Important language points Important vocabulary quiz, Canadian, minister, continent, baggage, chat, scenery, eastward, westward, upward, surround, harbor, measure, aboard, eagle, within, border, slight, slightly, acre, urban, prime minister, rather than, settle down, manage to do, catch sight of, have a gift for 1)Rather than take the aeroplane all the way, they decided to fly to Vancouver and then take the train from west to east across Canada. (rather than. . . )‎ ‎2)The thought that they could cross the whole continent was exciting. (noun clause as the appositive)‎ ‎3)Going eastward, you’ll pass mountains and thousands of lakes and forests, as well as wide rivers and large cities. (present participle used as adverbial)‎ ‎4)Skiing in the Rocky Mountains and sailing in the harbor make Vancouver one of Canada’s most popular cities to live in. (make+O+O. C. )‎ ‎5)It is so wet there that the trees are extremely tall, some measuring over 90 meters. (“pronoun+doing” used as adverbial)‎ ‎6)Because of the Great Lakes, they learned, Canada has more fresh water than any other country in the world. (more. . . than any other. . . )‎ 活动与探究 Read books and surf the Internet to find as much information about Canada as you can. Take notes and compare it with China, trying to find out their similarities and differences. ‎ SAME AS CHINA DIFFERENT FROM CHINA ‎ ‎ Suggested answers:‎ SAME AS CHINA DIFFERENT FROM CHINA ‎1. vast land ‎2. weather different from area to area; long hard winter in the north ‎3. multicultural ‎4. rich natural resources: lakes, rivers; coal, oil and gas 1. two official languages ‎2. six time areas ‎3. smaller population ‎4. no places as hot as South China ‎5. more fresh water and forests ‎6. only one neighboring country Period 3　Learning about language: Grammar 整体设计 教材分析 This is the third teaching period of this unit. To test whether students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises. Then lead in the new lesson.‎ This teaching period mainly deals with the following: 1. Reviewing noun clauses as the subject; 2. Learning the new grammar item: noun clauses as the appositive. Students often feel noun clauses abstract and difficult to learn, so it is necessary to make the lesson interesting and lively, and connect it with their daily life in order to let it easy to accept and understand. Firstly, the teacher can ask students to read the passage A TRIP ON “THE TRUE NORTH” again, tick out all the sentences from the passage where noun clauses are used as appositive, and then translate them into Chinese. Secondly, compare and discover the uses of each noun clause by giving a lot of example sentences. Thirdly, do the exercises in Discovering useful structures on Page 37 and more exercises for students to master the related noun clauses. Finally, summarize the use of noun clauses as appositive and let students make it clear how each noun clause is being used in the situations.‎ At the end of the class, ask students to do the exercises in Using structures on Pages 71-72 and more additional exercises for consolidation.‎ 教学重点 Get students to understand and use noun clauses as the appositive.‎ 教学难点 Enable students to learn how to use noun clauses as the appositive correctly.‎ 三维目标 知识目标 ‎1. Get students to know more about noun clauses.‎ ‎2. Let students learn noun clauses as the appositive.‎ The thought that they could cross the whole continent was exciting.‎ The girls were surprised at the fact that ocean ships can sail up the Great Lakes.‎ 能力目标 Enable students to use noun clauses as the appositive correctly and properly according to the context.‎ 情感目标 ‎1. Get students to become interested in grammar learning.‎ ‎2. Develop students’ sense of group cooperation.‎ 教学过程 设计方案(一)‎ ‎→Step 1 Revi sion ‎1. Check the homework exercises.‎ ‎2. Dictate some new words and expressions.‎ ‎3. Underline the noun clause in each sentence of the following and then tell what kind of noun clause it is.‎ ‎1)What it was to become was a mystery.‎ ‎2)I don’t know who will help Henry to win the bet.‎ ‎3)His trouble is that he doesn’t know anybody in London.‎ ‎4)It hasn’t been decided yet when the new restaurant will open.‎ ‎5)It looked as if it was going to snow. ‎ ‎6)Do you know why he crossed his arms?‎ Suggested answers:‎ ‎1)What it was to become was a mystery. (noun clause as the subject)‎ ‎2)I don’t know who will help Henry to win the bet. (noun clause as the object)‎ ‎3)His trouble is that he doesn’t know anybody in London. (noun clause as the predicative)‎ ‎4)It hasn’t been decided yet when the new restaurant will open. (noun clause as the subject)‎ ‎5)It looked as if it was going to snow. (noun clause as the predicative)‎ ‎6)Can you tell me why he crossed his arms? (noun clause as th e object)‎ ‎→Step 2 Preparation ‎1. Show the following two sentences on the screen. Ask students to read each of them and then underline its appositive.‎ ‎1)Their friend, Danny Lin, was waiting at the airport.‎ ‎2)He was going to take them and their baggage to catch “The True North”, the cross-Canada train.‎ Suggested answers:‎ ‎1)Their friend, Danny Lin, was waiting at the airport.‎ ‎2)He was going to take them and their baggage to catch “The True North”, the ‎ cross-Canada train.‎ ‎2. Let students think about and discuss what kind of noun clause the underlined clause is in each of the following two sentences.‎ ‎1)The thought that they could cross the whole continent was exciting.‎ ‎2)We were very excited at the news that our team had won.‎ ‎→Step 3 Grammar learning ‎1. Reading and discovering Ask students to turn back to Page 34 to read through the reading passage and find all the sentences where noun clauses are used as the appositive and underline them. Then translate them into Chinese.‎ Suggested answers:‎ ‎1)The thought that they could cross the whole continent was exciting.‎ 他们要横穿整个北美大陆的想法真令人兴奋。‎ ‎2)Some people have the idea that you can cross Canada in less than five days, but they forget the fact that Canada is 5500 kilometres from coast to coast.‎ 有些人认为可以在不到5天的时间里横跨加拿大, 但是他们忘了加拿大从东海岸到西海岸有5500千米这个事实。‎ ‎3)The girls were surprised at the fact that ocean ships can sail up the Great Lakes.‎ 海轮可以开到五大湖来, 这确实使姑娘们感到吃惊。‎ ‎2. Thinking and discussing Let students read aloud the sentences they picked out, think over and discuss with a partner how each of these noun clauses is being used in the situations. If students have some difficulty, give them a hand.‎ ‎3. Summing up: noun clauses as the appositive.‎ 同位 语从句 在主从复合句中, 用作同位语的从句, 叫同位语从句。它一般跟在某些名词(如fact, news, idea, truth, hope, problem, information, wish, promise, answer, evidence, report, explanation, suggest ion, conclusion等)的后面, 用以说明或解释前面的名词。‎ ‎1. 连接词:‎ ‎1)从属连词: that, whether等, 例如:‎ The news that they had won the game soon spread over the whole school.‎ 他们比赛获胜的消息很快传遍了整个学校。‎ We’ll disc uss the problem whether the sports meeting will be held on time.‎ 我们将讨论运动会是否会如期举行的问题。‎ ‎2)连接代词: what, who等, 例如:‎ Next comes the question what you want to put in the box.‎ 其次就是这个问题: 你要在盒子里放些什么。‎ I have no idea who he is. 我不知道他是谁。‎ ‎3)连接副词: how, when, why等, 例如:‎ I have no impression how he came back, perhaps by bike. ‎ 我记不得他是怎样回来的, 也许是 骑自行车回来的。‎ I have no idea when he will be back.‎ 我不知道他何时回来。‎ ‎2. 同位语从句和定语从句的区别:‎ 从形式上看, 同位语从句和定语从句很相似, 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。‎ ‎1)同位语从句对名词加以补充说明, 是名词全部内容的体现; 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。例如:‎ The news that our team has won is true.‎ 我们队获胜的消息是真的。（同位语从句）‎ The news that you heard is not true.‎ 你听到的消息不真实。（定语从句）‎ ‎2)that在同位语从句中不担任句子成分, 是从属连词; that在定语从句中担任句子成分, 是关系代词。例如:‎ The fact that we succeeded pleased everybody.‎ 我们成功了, 这一事实使大家很高兴。（同位语从句）‎ The fact that we talked about is very important.‎ 我们所谈论的事实是非常重要的。（定语从句）‎ ‎→Step 4 Grammar practice ‎1. Turn to Page 37. Ask students to do Exercise 2 in Discovering useful structures. First let them make their choices individually. Then in pairs discuss why they made their choices. Finally, check the answers with the whole class. Give some explanations if necessary.‎ ‎2. Turn to Page 71. Ask students to do Exercise 1. Check the answers after most of them finish.‎ ‎→Step 5 Closing down by a quiz ‎1. They have no idea at all ______________.‎ A. where he has gone B. where did he go C. which place has he gone D. where has he gone ‎2. I have no idea ______________ far the airport is from here.‎ A. what　　　　　　B. how　　　　　　　　C. it’s　　　　　　　D. that ‎3. The manager asked the question ______________ I would like to be his secretary.‎ A. if B. that C. whether D. how ‎4. ______________ is a fact ______________ English i s being accepted as an international language.‎ A. It; that B. That; that C. It; which D. As; that ‎5. The reason ______________ she didn’t say anything was ______________ she was ill.‎ A. why; that B. why; because C. that; why D. why; why ‎6. There is a new problem involved in the popularity of private cars ______________ road conditions need to be improved.‎ A. that B. which C. where D. when ‎7. The question has been raised at the meeting ______________ each member country should share the expenses of the committee.‎ A. which B. if C. what D. whether ‎8. There is a common belief among them ______________ rubbish can and should be put to good use.‎ A. which B. if C. whether ‎ D. that ‎9. Information has been put forward ______________ more middle school graduates will be admitted into universities.‎ A. while B. that C. when D. as ‎10. It is no longer a question ______________ man is learning more and more about space.‎ A. whether B. that C. if D. how Suggested answers: 1～5 ABCAA　6～10 ADDBB ‎→Step 6 Homework ‎1. Finish off the workbook exercises.‎ ‎2. Do Exercises 1 and 2 in Using structures on Pages 71-72 in the exercise book.‎ ‎3. Preview the reading passage “THE TRUE NORTH” FROM TORONTO TO MONTREAL on Page 38.‎ 设计方案(二)‎ ‎→Step 1 Revision ‎1. Check the homework exercises.‎ ‎2. Translate the following into English.‎ ‎1)首相; 丞相 ‎2)与其; 不愿 ‎3)定居; 平静下来; 专心于 ‎4)设法做成 ‎5)看见; 瞥见 ‎6)对……有天赋 ‎7)他们下周要到北京去。(make a trip to)‎ ‎8)监狱的四周有高墙。(surround)‎ ‎9)那家工厂在城东北大约4千米处。(northeast of)‎ ‎10)这座石桥宽10米。(measure)‎ Suggested answers:‎ ‎1)Prime Minister ‎2)rather than ‎3)settle do wn ‎4)manage to do ‎5)catch sight of ‎6)have a gift for ‎7)They will make a trip to Beijing next week.‎ ‎8)The prison is surrounded by high walls.‎ ‎9)It’s about four kilometers northeast of the city.‎ ‎10)This stone bridge measures 10 meters across.‎ ‎→Step 2 Leading-in by a game ‎1. Let students work in pairs, using the following structures below to make sentences.‎ the news/the message that　the thought that　the fact/reality that　the wish that the hope that　the belief that　the possibility/chance that. . .‎ Example: ‎ S1: the news. . .‎ S2: the news that she won the prize S1: Her parents were so pleased to get the news that she won the prize.‎ ‎2. Have students discuss the relationship between the nouns and that-clauses.‎ ‎→Step 3 Discovering useful structures Ask students to find out the sentences containing noun clauses as the appositive in the reading passage and underline them. Then translate them into Chinese.‎ ‎→Step 4 Learning the use of noun clauses as the appositive ‎1. Ask students to turn to Page 93 and learn the part 4 The Appositive Clause by themselves.‎ ‎2. Encourage them to ask as many questions as possible. Give them explanations if necessary.‎ ‎3. Let them do some additional exercises.‎ ‎4. Sum up.‎ ‎→Step 5 Practice Ask students to finish the following exercises within 10 minutes. Then check the answers with the whole class. ‎ ‎1. Exercise 2 in Discovering useful structures on Page 37.‎ ‎2. Exercise 1 in Using structures on Pages 70-71.‎ ‎→Step 6 Consolidation Show some related additional exercises or give out exercise papers for students to do to consolidate noun clauses as the appositive.‎ ‎→Step 7 Homework ‎ 1. Finish off the Workbook exercises.‎ ‎2. Make use of different learning resources to have an inquiry study of the appositive clause, and summarize its rules.‎ 板书设计 Unit 5　Canada—“The True North”‎ Grammar: noun clauses as the appositive 连接词 例句 从属连词: that, whether等 1. The news that they had won the game soon spread over the whole school.‎ ‎2. We’ll discuss the problem whether the sports meeting will be held on time.‎ 连接代词: what, who等 1. Next comes the question what you want to put in the box.‎ ‎2. I have no idea who he is and what he is.‎ 连接副词: how, when, why等 1. I have no impression how he went home, perhaps by bike.‎ ‎2. I have no idea when he will be back.‎ 同位语从句和定语从句的区别 同位语从句具体说明它前面的名词的内容; 定语从句对先行词起修饰、限制的作用。 The news that our team has won is true. （同位语从句）‎ The news that you heard is not true. （定语从句）‎ that在同位语从句中不担任句子成分, 是从属连词; that在定语从句中担任句子成分, 是关系代词。 The fact that we succeeded pleased everybody. （同位语从句）‎ The fact that we talked about is very important. （定语从句）‎ 活动与探究 Go to the library or surf the Internet to make use of different learning resources to have an inq uiry study of noun clauses. Find more information and summarize the rules. Then write an inquiry study report and share it with your classmates.‎ Period 4　Using language: Listening and talking 整体设计 教材分析 This is the fourth teaching period of this unit. As usual, the teacher will first get students to review what they learned in the last period, and then lead in the new lesson.‎ We will focus on training students’ listening ability in this period. The listening passage introduces information about the cultural and racial composition of Canada. Canada is one of the few countries that have an official multicultural policy. The ‎ population is changing rapidly and immigrants from China are among the most numerous recently. Make sure students go through the exercises before they listen to the tape. This is to sharpen their attention. It will also help them get the gist of the listening text. The teaching procedures may be as follows: First, let students think about and discuss what they know about Canada’s population and the fact that it is a country of immigrants. Second, go through the incomplete sentences in Exercise 2 and guess what the topic of the listening text is. Play the ta pe for students to listen to and decide whether their guessing is right. Third, ask them to listen again for them to do Exercise 2. Fourth, let them listen a third time to check their answers. While they are listening, the teacher should pause and repeat the key sentences to help students understand. Wh en checking the answers, explain some difficult listening points if necessary. In the end, show them the listening text and let them read and retell it. This step can help students understand and grasp the listening material far further.‎ Next, students will listen to a report which Li Daiyu and Liu Qian were asked to give telling their new Canadian friends about China. The purpose of this listening passage is to allow students to make a comparison between Canada and China in terms of geography and natural features. The teacher can let students read the directions and go through the exercises before listening. Then ask them to listen to the tape and finish their exercises. They should make notes while listening. When students listen to the text, tell them to ignore the words they don’t know and to concentrate on understanding the gist of the text. Perhaps some students will find it hard to listen to and understand listening materials. Encourage them not to give up. The more they listen to English, the easier it becomes.‎ After practicing listening, students are required to talk about some of the major similarities and differences between China and Canada. Encourage them to say something. Don’t always correct the mistakes they have made while they are talking. Otherwise, they would feel reluctant and not say anything more.‎ 教学重点 ‎1. Develop students’ listening ability.‎ ‎2. Enable students to master different listening skills.‎ ‎3. Let them talk about the major similarities and differences between China and Canada.‎ 教学难点 ‎1. Get students to listen to and understand the listening materials.‎ ‎2. Let students talk about the major similarities and differences between China and Canada.‎ 三维目标 知识目标 ‎1. Get students to learn some useful new words and expressions in the listening passages.‎ ‎2. Let students learn about the major similarities and differences between China and Canada.‎ 能力目标 ‎1. Enable students to catch and understand the listening materials.‎ ‎2. Develop students’ ability to get special information and take notes while listening.‎ ‎3. Get students to learn and talk about the major similarities and differences between China and Canada.‎ 情感目标 ‎1. Enable students to know more about Canada. ‎ ‎2. Develop students’ sense of group cooperation and teamwork.‎ 教学过程 ‎→Step 1 Revision ‎1. Check the homework exercises.‎ ‎2. Ask some students to translate some sentences using noun clauses as the appositive.‎ ‎1)他登上月球的消息迅速传遍全国。‎ ‎2)将军下达了战士们立即过河的命令。‎ ‎3)是否该做这件事, 这一问题使他很烦恼。‎ ‎4)你不知道我是多么着急。‎ ‎5)他突然想到敌人可能已经逃出城了。‎ Suggested answers:‎ ‎1)The news that he had landed on the moon soon spread all over the country.‎ ‎2)The general gave the order that the soldiers should cross the river at once.‎ ‎3)The question whether he should do this troubled him.‎ ‎4)You have no idea how worried I was.‎ ‎5)The thought came to him that maybe the enemy had fled the city.‎ ‎→Step 2 Warming up ‎1. Tell students: Turn to Page 37. We are going to the part Listening.‎ ‎2. Let them in pairs discuss what they know about Canada, especially its culture and people.‎ ‎→Step 3 Listening ‎1. Let students read the incomplete sentences in Exercise 2 and guess what the topic of the listening material they will hear may be before listening.‎ ‎2. Play the tape for them to listen to and decide whether their guessing is right or not.‎ ‎3. Let them listen to the tape again and complete the following sentences with the correct information.‎ ‎1)Canada encourages people to keep ______________.‎ ‎2)Canada is a mixture of ______________. ‎ ‎3)If you live in the pro vince of Quebec, ______________.‎ ‎4)Native Indians and the Inuit are trying to ______________.‎ ‎5)More than ______________ languages are used in radio and TV programs.‎ ‎6)You may find areas where ______________ live near each other.‎ ‎7)The families ______________ are usually all mixed up.‎ ‎4. They exchange the information and listen to the tape a third time for checking. Let them have the correct answers.‎ ‎5. Give 2 or 3 minutes to them to ask questions if they have any.‎ ‎6. Show them the listening text and let them read it.‎ Listening text: (Omitted)‎ ‎7. Let them in pairs take turns to ask and answer the following questions.‎ ‎1)What is a Canadian?‎ ‎2)Why do people say that Canada is a multicultural country?‎ ‎8. Ask as many pairs as possible to present their conversation to the class.‎ ‎→Step 4 Listening on Page 69‎ Turn to Page 69.‎ ‎1. Ask students to read through the directions and the exercises. Make sure they know what to do.‎ ‎2. Let them discuss in pairs what the most important points are for a foreigner to know about China and then predict what the girls will say in their report.‎ ‎3. Play the tape for them to listen to and see whether their prediction is right.‎ ‎4. Have them listen to the tape again and decide if the following sentences are true or false. If false, correct the information.‎ ‎1)China is over 7000 kilometers from east to west.‎ ‎2)Both China and Canada have mountains in the west of the country.‎ ‎3)The Great Wall cannot keep the desert’s dust away from Beijing.‎ ‎4)China has 15 neighboring countries while Canada only has one.‎ ‎5)Canadians cannot talk with people in their neighboring country because they do not speak English.‎ ‎5. Let them share their info rmation in pairs.‎ ‎6. Play the tape a third time for them to check and have the correct answers.‎ ‎7. Give 2 or 3 minutes for them to ask questions if they have any.‎ ‎8. Show them the listening text and let them read it aloud. ‎ Listening text: (Omitted)‎ ‎9. Have them first discuss the question and then give their answers to the class.‎ Why might people from Canada want to visit Hainan?‎ ‎→Step 5 Talking ‎1. Show students the map of Canada and the map of China and let them read the maps.‎ ‎2. Have them discuss the ques tion in small groups.‎ What are some of the major similarities and differences between China and Canada?‎ ‎3. Give several minutes for them to prepare their report.‎ ‎4. Ask as many of them as possible to present their report to the class.‎ ‎→Step 6 Listening task on Page 72‎ ‎1. Turn to Page 72. Tell students: We are listening to the introductions of three famous Canadians in different areas of work.‎ ‎2. Let them go through the report charts and make sure they know what to do before listening.‎ ‎3. Have them listen to Part 1 an d then fill in the chart about Oscar Peterson.‎ Hometown ‎ Jo b ‎ Kind of music ‎ Number of recordings and CDs ‎ Plays with. . . ‎ ‎4. Have them listen to Part 2 and then fill in the chart a bout Dr. Na ncy Olivieri.‎ Hometown ‎ Job ‎ Found a drug that. . . ‎ Refused to. . . ‎ Is a heroine to. . . ‎ ‎5. Have them listen to Part 3 and then fill in the chart about Wayne Gretsky.‎ Is called. . . ‎ Job ‎ Is the best. . . ‎ He believed in. . . ‎ He was a star because he scored. . . ‎ ‎6. Allow them two or three minutes to discuss and share their answers.‎ ‎7. Play th e whole tape again for them to check and have the correct answers.‎ ‎8. Show them the listening text and let them read it aloud.‎ Listening text: (Omitted)‎ ‎→Step 7 Summary In this period, we mainly focus on the listening ability. It’s very important. If your listening is poor, you’d better practice more. The more you listen to English, the better your listening is. Remember: Practice makes perfect. ‎ ‎→Step 8 Homework ‎1. Finish off the Workbook exercises.‎ ‎2. Read the listening texts again and try to learn more about Canada from them.‎ 板书设计 Unit 5　Canada—“The True North”‎ Listening and talking ‎1. Listening Complete the following sentences with the correct information you hear.‎ ‎1)Canada encourages people to keep ______________.‎ ‎2)Canada is a mixture of ______________.‎ ‎3)If you live in the province of Quebec, ______________.‎ ‎4)Native Indians and the Inuit are trying to ______________.‎ ‎5)More than ______________ languages are used in radio and TV programs.‎ ‎6)You may find areas where ______________ live near each other.‎ ‎7)The families ______________ are usually all mixed up.‎ ‎2. Talking What are some of the major similari ties and differences between China and Canada?‎ 活动与探究 Suppose a very important person is visiting your school. You have been asked to ‎ introduce this visitor to your class. Find information on the Internet or in the newspaper or a magazine about this person. Make some notes and be prepared to introduce him/her to your class. You should have about four or five pieces of information ready.‎ You may begin like this:‎ Good morning/afternoon, everybody!‎ It’s my pleasure to introduce our guest to you today. We are much honored to have ______________ visiting us, because. . .‎ Period 5　Using language: Extensive reading 整体设计 教材分析 Thi s is the fifth teaching period of this unit. As usual, the teacher should check students’ homework and offer chances for them to go over what they learned in the last period at the beginning of the class. Then lead in the new lesson.‎ In this period, the teaching emphasis will be put on developing students’ reading ability by reading extensively. We will deal with two parts: “THE TRUE NORTH” FROM TORONTO TO MONTREAL in Using language on Page 38 and IQALUIT—THE FROZEN TOWN in Reading Task on Page 74. While reading, get students learning to use some reading strategies such as skimming, scanning, and so on. As to new words and phrases, the teacher can first find those students feel most difficult and help them to understand. That’s enough here. The reading passage “THE TRUE NORTH” FROM TORONTO TO MONTREAL takes the visitors on a visit to Toronto and Montreal, two of Canada’s major cities. The functional items dealing with direction and position are further introduced in the text, as there a r e further descriptions of Canada. The teacher can ask some students to retell the passage A TRIP ON “THE TRUE NORTH” or ask some questions to lead in the topic and then ask students to read the passage and do some comprehending exercises. And meanwhile let them find out the expressions dealing with direction and position and try to keep them in mind. While checking their answers with the whole class, deal with language problems students can’t work out by themselves. This is an extensive reading lesson, so the teaching steps should be simple. As to the passage IQALUIT—THE FROZEN TOWN, it gives students information about the Inuit people in Northeastern Canada. Ask students to read through the passage and try to kn ow more and finish their reading task.‎ At the end of the class, ask students to retell the two pas sages. In order to arouse students’ interest, the teacher can hold a competition among them.‎ 教学重点 ‎1. Develop students’ reading skills by extensive reading.‎ ‎2. Let students read and understand the two passages.‎ 教学难点 ‎1. Enable students to learn to use reading strategies such as skimming, scanning, and so on.‎ ‎2. Get students to understand some difficult long sentences in this part.‎ 三维目标 知识目标 ‎1. Get students to learn some useful new words and expressions in this part: topic, mix, mixture, bush, maple, frost, confirm, wealthy, distance, mist, misty, schoolmate, booth, downtown, approximately, dawn, buffet, broad, nearby, tradition, terrify, terrified, impress, impressive, in the distance ‎2. Get students to read the two passages about Canada.‎ 能力目标 ‎1. Develop students’ reading skills by extensive reading and enable them to learn how to use different reading skills to read different reading materials.‎ ‎2. Have students learn to use the useful new words and expressions correctly.‎ ‎3. Enable students to understand the passages and know more about Canada.‎ 情感目标 ‎1. Stimulate students’ interest in traveling and enjoying the beautiful Canadian sc enery. ‎ ‎2. Develop students’ sense of group cooperation and teamwork.‎ 教学过程 ‎ ‎→Step 1 Revision ‎1. Check the homework exercises.‎ ‎2. Ask some students to talk about the major similarities and differences between China and Canada.‎ ‎→Step 2 Leading-in ‎1. Have some students retell the reading passage A TRIP ON “THE TRUE NORTH”.‎ ‎2. Show students some pictures of Toronto and Montreal and let them describe what they can see from the pictures.‎ ‎3. Tell students: Turn to Page 38. We are going to read another reading passage, “THE TRUE NORTH” FROM TORONTO TO MONTREAL and learn more about Canada.‎ ‎→Step 3 Reading ‎1. Ask students to read the passage quickly and then do the following as soon as possible.‎ ‎1)Tick out the things mentioned in the text.‎ ‎(1)the climate in Canada ‎(2)the population in Toronto ‎(3)the CN town in Toronto ‎(4)Toronto’s economic ‎(5)a lake which is on the north side of Niagara Falls ‎(6)good Cantonese food ‎(7)famous restaurants in Toronto ‎(8)the old Montreal ‎(9)the location of Montreal ‎(10)brief introduction to Montreal Suggested answers: (1), (3), (5), (6), (8), (10)‎ ‎2)How many parts can the passage be divided into? Write out the main idea of each ‎ part.‎ Suggested answers: It can be divided into 4 parts as follows:‎ Part 1 (Paragraph 1): Fall had arrived in Canada.‎ Part 2 (Paragraphs 2-4): Their tour of the city Toronto.‎ Part 3 (Paragraph 5): Their travel in Montreal.‎ Part 4 (Paragraph 6): They left for the east coast.‎ ‎2. Ask students to read the passage carefully and then do the following:‎ ‎1)Answer the following questions:‎ ‎(1)What can sometimes be seen from the CN Tower in Toronto?‎ ‎(2)Why is there good Cantonese food in Toronto?‎ ‎(3)Which direction is the train going from Toronto?‎ ‎(4)What three things show that Montreal is a French city?‎ Suggested answers:‎ ‎(1)Sometimes the misty cloud that rises from Niagara Falls can be seen from the CN Tower.‎ ‎(2)There is good Cantonese food in Toronto because most of the Chinese people there came from South China, especially Hong Kong.‎ ‎(3)The train is going east (northeast) from Toronto.‎ ‎(4)Good coffee, good bread and good music show that Montreal is a French city. Also the signs and ads were in French.‎ ‎2)Fill in the following chart with correct information.‎ The next morning ‎ Around noon ‎ Late that night ‎ At dawn the next morning ‎ They spent the afternoon ‎ The night ‎ Suggested answers:‎ The next morning they saw beautiful maple l eaves and frost on the ground and realized that fall had come.‎ Around noon they arrived in Toronto.‎ Late that night the train left.‎ At dawn the next morning they arrived in Montreal.‎ They spent the afternoon in lovely shops and visiting artists in their workshops beside the water.‎ The night the train was speeding down to the distant east coast.‎ ‎3. Ask students to read the passage aloud to the tape and underline all the useful expressions or collocations in the passage.‎ Collocations: from. . . to. . . , the next morning, on the ground, around noon, leave for, go on a tour, in the distance, on the south side of, on one’s way to, home of, a telephone booth, around dusk, over dinner, chat with sb. , come from, South China, go as far as, at dawn, be close to, spend. . . doing sth. , be on a train trip, dream of Let students read the above collocations aloud and copy them down in their exercise book after class as homework. Try to keep them in mind.‎ ‎→Step 4 Important language points ‎1. The next morning the bushes and maple trees outside their windows were red, gold and orange, and there was frost on the ground, confirming that fall had arrived in Canada. ‎ 第二天早上, 在她们的车窗外到处是灌木丛和枫树, 挂满朱红、赤金和橘黄色的叶子, 地面上覆盖了一层薄霜, 表明秋天已经来到了加拿大。‎ 句子中的confirming that fall had arrived in Canada是现在分词短语, 用作状语, 表示结果 。‎ confirm vt. provide evidence for the truth or correctness of; establish the truth of证实; 证明; 确认ratify; make definite or establish more firmly批准; 肯定; 巩固 Please confirm your telephone message by writing to me.‎ 请给我来封信, 确认一下你在电话中传达的消息。‎ My employer will confirm that I was there on time.‎ 我的雇主将会证实, 我是准时到达的。‎ The new minister will be confirmed in office by the Queen.‎ 新的部长将由女王批准任职。‎ ‎2. They were not leaving for Montreal until later, so they went on a tour of the city.‎ 她们要晚些时候才动身去蒙特利尔, 因此就在多伦多市内游览了一番。‎ not. . . until. . . 表示“直到……才……”, 常与表示瞬间的动词连用。例如:‎ We do not leave until this evening.‎ 我们直到今天晚上才离开。‎ The noise in the street d idn’t stop until midnight.‎ 街上的吵闹声直到深夜才停止。‎ go on a tour: visit; go on a trip参观; 游览 We went on a tour of the museum the other day.‎ 前几天我们参观了博物馆。‎ ‎3. In the distance, they could see the misty cloud that rose from the great Niagara Falls, which is on the south side of the lake.‎ 远处, 她们可以看到湖的南边尼亚加拉瀑布上方升腾着的雾霭。‎ 这是一个复合句, 含有两个定语从句。that rose from the great Niagara Falls是限制性定语从句, 先行词为cloud; which is on the south side of the lake是非限制性定语从句, 先行词为the great Niagara Falls。‎ in the distance: far away在远处; 在远方 The man standing in the distance is my head teacher.‎ 站在远处的那个男子是我的班主任老师。‎ ‎4. It’s too bad you can’t go as far as Ottawa, Canada’s capital.‎ 很可惜你们不能一直走到加拿大的首都渥太华。‎ 这是It is/was+adj. /n. +that-clause句型, it为形式主语, that-clause是主语从句。口语或非正式语言中that可以省略。‎ as far as: to the place mentioned, but no further直至所提到之处为止 I walked as far as the foot of the mountain.‎ 我一直走到山脚。‎ Sarah has read as far as the fourth volume.‎ 莎拉已经读到第四卷了。‎ ‎5. As they sat in a buffet restaurant looking over the broad St Lawrence River, a young man sat down with them.‎ 当他们坐在一家自助餐厅里眺望广阔的圣劳伦斯河时, 一个年轻人坐在了她们身边。‎ 这是一个复合句, As they sat in a buffet restaurant looking over the broad St Lawrence River是时间状语从句, 其中的looking over the broad St Lawrence River是现在分词短语, 用作状语, 表示伴随情况。‎ broad adj. ‎ ‎1)large in side from one side to the other; wide宽的; 阔的; 广的 a broa d street, avenue, river, canal, etc. 宽阔的街道、林荫道、河流、运河等 ‎2)from side to side; in breadth宽 a river twenty meters broad 一条二十米宽的河 ‎3)covering a wide area; extensive 辽阔的; 宽广的 a broad expanse of water 辽阔无际的水面 There is broad support for the government’s policies.‎ 政府的政策得到广泛的拥护。‎ ‎4)tolerant; liberal宽宏的; 胸怀开阔的 a man of broad views 豁达大度的人 ‎【辨析】broad & wide broad和wide是一对同义词, 基本可通用, 但在修饰表示人的身体部位的名词时不能通用, 修饰眼、嘴等用wide, 修饰胸、背、肩等用broad。例如:‎ The old stone bridge is only 2 meters wide/broad.‎ 那座旧石桥只有两米宽。‎ She stared at him with eyes wide. ‎ 她睁大了眼睛注视着他。‎ He is tall, broad and muscular.‎ 他身高肩宽, 肌肉发达。‎ ‎6. The girls told him they were on a train trip across the Canada and that they had only one day in Montreal.‎ 姑娘们告诉他, 他们是坐火车来旅游的, 要横穿加拿大, 在蒙特利尔只待一天。‎ 这是一个复合句, 含有两个宾语从句, 一个是they were on a train trip across the Canada, 另一个是that they had only one day in Montreal。‎ 一个动词若带两个that引导的宾语从句, 第一个从句的that可以省略, 第二个从句的that 一般不能省略。‎ ‎→Step 5 Reading task Turn to Page 74.‎ ‎1. Ask students to read the passage fast and get the main idea as soon as possible.‎ ‎2. Let students read the passage again, this time carefully to get some detailed information, and then have them fill in the form to see how much they understand about the passage.‎ Points in the passage What Beth thought Information in the passage The temperature ‎ How to travel ‎ Holidays ‎ How people live ‎ What the Inuit do ‎ Daylight hours ‎ ‎3. Several minutes later, show the answers on the screen and check them with the whole class. At the same time, deal with any difficult language points that students can’t understand.‎ Suggested answers:‎ Points in the passage What Beth thought Information in the passage The temperature Cold, but not too cold Very cold, -35 degrees average in winter How to travel By dogsled By snowmobile Holidays Too cold for holidays Tourists like ice fishing and photographing polar bears How people live In ice houses In warm houses What the Inuit do Hunt animals Have business Daylight hours Light in daytime Dark in winter day; light in summer night ‎→Step 6 Consolidation Ask students to go back to the two passages. Give them several minutes to be prepared to retell them i n their own words. Then ask as many students as possible to come to the front to do their retelling.‎ ‎→Step 7 Homework ‎1. Finish off the Workbook exercises.‎ ‎2. Learn the useful new words and expressions in this part by heart.‎ ‎3. Tell your friends or family something about Canada.‎ 板书设计 Unit 5　Canada—“The True North”‎ Extensive Reading IQALUIT—THE FROZEN TOWN Points in the passage What Beth thought Information in the passage The temperature Cold, but not too cold Very cold, -35 degrees average in winter How to travel By dogsled By snowmobile Holidays Too cold for holidays Tourists like ice fishing and photographing polar bears How people live In ice houses In warm houses What the Inuit do Hunt animals Have business Daylight hours Light in daytime Dark in winter day; light in summer night 活动与探究 Reading and enjoying Read and enjoy the little poem My Heart Soars in the part READING FOR FUN on Page 40. First find information about the writer, Chief Dan George on the Internet. Then listen to the tape and practice reading aloud. Pay attention to the rhythm. Try to understand and translate it into Chinese. Finally recite it to the class.‎ 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 th is 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 discu ssion 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 nor theast 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 s tudents 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 incl ude 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 the m 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 wh en 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 in troduction.‎ ‎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”‎ Spe aking 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.‎ Period 7　Revision: Summing up and learning tip 整体设计 教材分析 This is the last teaching period of this unit, so the emphasis should be placed on going over and summarizing what has been learned in this unit. It includes the following parts: Summing Up, Learning Tip, assessment and consolidation exercises.‎ Summing Up summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar . The teacher can first use this part to let students to sum up what they have learned and then explain what students couldn’t understand very well in this unit. An experienced teacher should design some additional exercises for students to do in order that they can learn to use and grasp all the contents.‎ Learning Tip teaches students the word formation. It explains to them what prefixes are and what suffixes are. It also gives the examples of the prefix super-and the suffix-ment to form new words. This is a very effective way of learning English words. It can enlarge students’ vocabulary in a short time.‎ In this period, the teacher can also provide more practices to consolidate what students have learned in this unit.‎ Finally, ask students to finish Checking yourself on Page 75 in the Workbook. This part aims at encouraging students to make a self-assessment after they finish learning this unit. It is very important to improve their learning. Of course, a testing assessment is also needed.‎ 教学重点 ‎1. Get students to review and consolidate what they have learned in this unit .‎ ‎2. Develop students’ ability to solve problems.‎ 教学难点 Get students to turn what they have learned into their ability.‎ 三维目标 知识目标 ‎1. Get students to go over the useful new words and expressions in this unit.‎ ‎2. Have students review the new grammar item: noun clauses as the appositive.‎ 能力目标 ‎1. Develop students’ ability to use the important language points in this unit.‎ ‎2. Enable students to learn to use noun clauses as the appositive correctly.‎ 情感目标 ‎1. Encourage students to learn more about Canada and other foreign countries.‎ ‎2. Strengthen students’ sense of group cooperation.‎ 教学过程 ‎→Step 1 Revision ‎1. Check the homework exercises.‎ ‎2. Dictate some useful new words and expressions in this unit.‎ ‎→Step 2 Lead-in Tell students: Up to now, we have finished Unit 5 Canada—“The True North”. Have you learned and grasped all in this unit? Turn to Page 40. You can check yourself by filling in the blanks in the part Summing Up.‎ ‎→Step 3 Summing Up Five minutes for students to summarize what they have learned in this unit by themselves. Then check and explain something where necessary.‎ Suggested answers:‎ Write down what you have learned about Canada.‎ ‎(Students’ answer may vary. ) We have learned about some basic information about Canada, its geography, its culture and its population.‎ From this unit you have also learned useful verbs: chat, surround, measure, border, mix, confirm, terrify, impress phrasal verbs: settle down, manage to do, catch sight of, have a gift for useful nouns: minister, continent, baggage, scenery, harbor, measure, eagle, acre, topic, mixture, bush, maple, frost, distance, mist, schoolmate, booth, dawn, buffet, tradition useful adjectives and adverbs: eastward, westward, upward, aboard, slight, slightly, wealthy, misty, downtown, approximately, broad, nearby, terrified, pleased, impressive other useful expressions: rather than, in the distance a new grammar item: noun clauses as the appositive ‎→Step 4 Practice Show the exercises on the screen or give out exercise papers. First let students do the exercises. Then the answers are given. The teacher can give them explanations where necessary.‎ Ⅰ. Word spelling ‎1. They come from Canada, so they are ______________(加拿大人).‎ ‎2. The new ______________(部长; 大臣) will be ______________(批准) in office by ‎ the Queen.‎ ‎3. This world we live in is divided into seven ______________(大陆).‎ ‎4. The ______________(景色; 风景) in the mountains is very beautiful.‎ ‎5. She has always been ______________(包围; 环绕) with fashionable friends.‎ ‎6. We reached the ______________(港口) at sunset.‎ ‎7. They took strong ______________(措施) against dangerous drivers.‎ ‎8. It is a ______________(传统) that the young look after the old in their family.‎ ‎9. The animals were ______________(吓坏) by the storm.‎ ‎10. His words are strongly ______________(使铭记; 使印象深刻) on my memory.‎ Ⅱ. Fill in the blanks with the expressions given below. Use each expression only once and make changes where necessary.‎ rather than　settle down　manage to　catch sight of　have a gift for　in the distance ‎1. I could see the faint gleam of light ______________.‎ ‎2. After retirement, the old man ______________ in a faraway village.‎ ‎3. He ______________ making everyone around him feel happy. ‎ ‎4. ______________ risk breaking up his marriage he told his wife everything.‎ ‎5. She ______________ a car in the distance and ran towards it.‎ ‎6. The pilot ______________ circle the balloon for some time.‎ Ⅲ. Choose the best answers.‎ ‎1. Information has been put forward ______________ more middle school graduates will be admitted into universities.‎ A. while　　　　　　B. that　　　　　　　C. when　　　　　　D. as ‎2. ______________ is no possibility ______________ Bob can win the first prize in the match.‎ A. There; that B. It; that C. There; whether D. It; whether ‎3. There is much chance ______________ Bill will recover from his injury in time for the race.‎ A. that B. which C. until D. if ‎4. Nobody believed his reason for being absent from the class was ______________ he had to meet his uncle in the airport.‎ A. why B. that C. where D. because ‎5. —It’s thirty years since we last met.‎ ‎—But I still remember the story, believe it or not, ______________ we got lost on a rainy night.‎ A. which B. that C. what D. when ‎6. A warm thought suddenly came to me ______________ I might use the pocket money to buy some flowers for my mother’s birthday.‎ A. if B. when C. tha t D. which ‎7. There’s a feeling in me ______________ we’ll never know what a UFO is—not ever.‎ A. that B. which C. of which D. what ‎8. Along with the letter was his promise ______________ he would visit me this coming Christmas.‎ A. which B. that C. what D. whether ‎9. A story goes ______________ Elizabeth Ⅰ of England liked nothing more than being surrounded by clever and qualified noblemen at court.‎ A. when B. where C. what D. that ‎10. Some researchers believe that there is no doubt ______________ a cure for AIDS will be found.‎ A. which B. that C. what D. whether ‎11. It is said that more middle school graduates will be admitted into universities. This is the information ______________ has been put forward.‎ A. what B. that C. when D. as ‎12. She heard a terrible noise, ______________ brought her heart into her mouth.‎ A. it B. which C. this D. that ‎13. I can’t stand the terrible noise ______________ she is crying loudly. ‎ A. it B. which C. this D. that ‎14. Some of the scientists held the point ______________ the book said was right.‎ A. what what B. what that C. that that D. that what ‎15. A decision was made ______________ those ______________ once lied to the factory in order to get a job would not be allowed to stay.‎ A. whether; who B. when; that C. that; who D. once; that Keys for reference:‎ Ⅰ. 1. Canadians　2. minister; confirmed　3. continents　4. scenery　5. surrounded6. harbor　7. measures　8. tradition　9. terrified　10. impressed Ⅱ. 1. in the distance　2. settled down　3. has a gift for　4. Rather than　5. caught sight of　6. managed to Ⅲ. 1～5 BAABB　6～10 CABDB　11～15 BBDDC ‎→Step 5 Learning tip Ask students to turn to Page 40. Read through the passage and make sure they understand it. Encourage them to learn prefixes and suffixes well. They will be teaching themselves a useful way of learning English words.‎ ‎→Step 6 Assessm ent ‎ ‎1. Checking yourself (on Page 75 in the Workbook) ‎ First get students to think about these questions individuall y. Then they can discuss in groups sharing their experience. The teacher can join in and give them advice and suggestions where necessary.‎ ‎2. Test-assessment ‎1)Underline the noun clauses as the appositive in the following sentences and then translate them into Chinese.‎ ‎(1)The suggestions that citizens with higher income should pay higher taxes has been accepted by the committee.‎ ‎(2)Can you explain the phenomenon that water expands when it is frozen?‎ ‎(3)Stella was very disappointed with the news that her school basketball team was defeated.‎ ‎(4)Who could illustrate the idea that gravity was different in space?‎ ‎(5)Mrs. Rogers could not put up with the fact that her daughter came back late every night.‎ Suggested answers:‎ ‎(1)The suggestions that citizens with higher income should pay higher taxes has been accepted by the committee.‎ 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)Can you explain the phenomenon that water expands when it is frozen?‎ 你能解释一下水在结冰时会膨胀这一现象吗？‎ ‎(3)Tom was very disappointed with the news that his school basketball team was defeated.‎ 校篮球队比赛失利这一消息令汤姆很失望。‎ ‎(4)Who could illustrate the idea that gravity was different in space?‎ 谁能举例说明在太空中引力是不同的这一理论？‎ ‎(5)Mrs. Smith could not put up with the fact that her daughter came back late every night.‎ 史密斯夫人不能容忍女儿每天晚上晚回家这一事实。‎ ‎→Step 7 Homework ‎1. Finish off the Workbook exercises.‎ ‎2. Review and summarize what you have learned in Unit 4.‎ 板书设计 Unit 5　Canada—“The True North”‎ Unit revision Summing up Write down what you have learned about Canada.‎ ‎(Students’ answer may vary. ) We have learned about some basic information about Canada, its geography, its culture and its population.‎ From this unit you have also learned useful verbs: chat, surround, measure, border, mix, confirm, terrify, impress phrasal verbs: settle down, manage to do, catch sight of, have a gift for useful nouns: minister, continent, baggage, scenery, harbor, measure, eagle, acre, topic, mixture, bush, maple, frost, distance, mist, schoolmate, booth, dawn, buffet, tradition useful adjectives and adverbs: eastward, westward, upward, aboard, slight, slightly, wealthy, misty, downtown, approximately, broad, nearby, terrified, pleased, impressive ‎ other useful expressions: rather than, in the distance a new grammar item: noun clauses as the appositive 活动与探究 Find Iqaluit in the Nunavut territory on the map of Canada and its information in the Reading Task. Then find a place on the map of China that is very far north. Fin d out information about the Chinese city, and compare it with Iqaluit. Talk about climate, daylight, population, and what work people do. Make a chart to show your comparisons.‎ Characteristics Iqaluit Chinese city (your choice) ‎ Climate (summer/winter) ‎ Daylight (summer/winter) ‎ Population ‎ Work ‎