Unit 5 Canada—\\"The True North\\"教案

Unit 5 Canada----“The True North”

教学内容分析

本单元的中心话题是加拿大——李黛予等人在加拿大的旅游经历。学生通过本单元学习，可以初步了解加拿大的一些基本情况，包括地理环境，各大城市特点以及人文活动等。

“热身”（Warming Up）部分是一个小测验，看看学生对加拿大这个国家了解多少。采用小测验活动，一来是为了激起学生的学习兴趣，另一目的是让学生联系自己已有知识，为整个单元的学习做准备，温故而知新。

“读前”（Pre-reading）部分是三个问题，设计自身的旅行经历和对加拿大的了解，这些问题与文章紧密相关。学生通过谈论这些问题，为更好的理解这篇文章打好铺垫。

“阅读”（Reading）部分是篇游记，记述了李黛予和刘倩去加拿大看望表兄妹的旅途见闻。乘火车横穿加拿大之前，他们的朋友林丹尼向他们介绍了加拿大的概况，包括面积、地貌、城市、人口、生态环境等。一路上，他们看到了加拿大的自然美景和野生动物。她们中途停靠卡尔加里（Calgary），谈到卡尔加里大赛马会（Calgary Stampede）。加拿大地广人稀，多数人住在美加两国边境。本文还提到了桑德湾（Thunder Bay）,五大湖（the Great Lakes），温哥华（Vancouver），多伦多（Toronto），还介绍了加拿大的淡水资源。

―理解‖（Comprehending）部分又三个练习。考查学生找文章具体信息的能力.

语言学习”（Learning about Language）部分包括―词汇学习‖和―语法学习‖这两部分内容。―词汇学习‖部分首先介绍构词法，加前缀或后缀而组成派生词；然后通过各种有意义的练习形式，帮助学生更好的记住和运用单词。―语法学习‖部分呈现了大量的例子，让学生归纳同位语从句的特点。

“语言应用”（Using Language）部分综合训练听说读写的能力。

“小结”（Summing Up）部分让学生归纳、梳理本单元所学内容，包括有关加拿大的信息，基本的语言知识和语法内容。

“学习建议”（Leading for Fun）部分是一首咏叹自然美景的诗歌。通过对韵律的美的语言，可让学生感受诗歌所传达的美的意境，加强对学生的审美情趣的

熏陶。

本单元涉及的要点是：

（一）了解加拿大的概况——地理位置、主要城市、风土人情等；了解多元文化现象和多元文化国家的特点

（二）学会阅读和使用地图 （三）学会方向与位置的表达法 （四）掌握同位语从句的用法 单元目标: 1. 知识目标 1) 教学重点

To grasp the following useful important words and phrases of this unit:

minister, rather than, continent, eastward, surround, measure, extremely, settle, settle down，catch sight of, eagle, have a gift for, within, border, slightly, port, figure, figure out, official, maple, frost, wealthy, tour, distance, flow, downtown, approximately, as far as, dawn, near-by, tradition, terrify，pleased, impress, impressive 2) 教学难点

(1)Talk about the basic information about Canada. (2)Master the noun clauses-appositive clause. 3) 目标语言

To learn about how to express locations and directions. Where is…? in the north /south/of… along the coast. How far is…? to the south /east/northwest of… east/west of…? How does one go to… within…kilometers of… away from…

In what direction is…? on the west/east go northward Is…close to/far from…? On the border 2. 能力目标

(1) To develop the students‘ reading ability.

Get the students to learn to use some reading strategies such as guessing, key

sentences, skimming, scanning and so on so as to get the main idea an find some detail information of the reading ability. (2) Practice listening and speaking ability. (3) To learn the writing style of this passage. 3. 情感目标

(1) Learn how to read a traveling report and use maps. (2) Learn to love the nature. 课时安排：

Period 1 Warming-up Reading and Comprehending Period 2 Language points Period 3 Learning about language Period 4 Grammar

Period 5 ?The True North‘ From Toronto To Montreal Period 6 Speaking and Writing

Period 1 Warming-up, Reading and Comprehending

Teaching aims: 1. Talk about Canada.

2. Learn the geography, population, main cities, and natural beauty, natural resources of Canada.

3. Learn how to read a traveling report and pictures. Teaching important points

To develop the students‘ reading ability. Teaching aids: A computer and pictures. Teaching steps: Step 1. Lead-in

1. Ss discuss the following questions. 1) Do you like to go traveling?

2) Which countries do you like to visit? Why?

3) What can you see in these countries?

2. T shows some pictures of winter and invites Ss to describe them. 3. Get Ss to talk what they know about Canada. 4. T shows a map of Canada and asks: 1）Which continent is Canada in? 2）Which country is its neighbor? 3）What are the Oceans‘ Canada faces? 4） How large is Canada? Step 2. Warming up

Have a quiz in Warming up. Step 3. Pre-reading.

T: Would you like to take a trip to Canada?

What three words would you use to describe Canada? Step 4. Reading Skimming:

Get Ss to read the passage quickly and answer the following questions: What is the passage mainly about?

Sample：The passage is about a trip of two girls, and it tells us some information about Canada.

What is ―The True North‖?

Sample：―The True North‖ is the train that goes across Canada / the cross-Canada train.

How many cities are mentioned in the text? What are they? Sample：Vancouver – Calgary—Thunder Bay—Toronto What do you know about each city? Vancouver:

the warmest part of Canada； the most beautiful city in Canada many Asian want to live there；the trees are extremely tall. the oldest and most beautiful forests in the world Calgary:

famous for Stampede

Cowboys come to compete in riding wild horses.

good at working with animals , they can win a lot of money in prizes. Thunder Bay:

at the top end of the Great Lakes；very busy port

close to the centre of the country ,so that ocean ships can go there. Detailed reading:

Get Ss to read the passage again and correct the following sentences. 1. The girls went to Canada to see their relatives in Montreal. (in the East of Canada / on the Atlantic coast of Canada) 2. Danny Lin was going to drive them to Vancouver. (the train station to catch the cross-Canada train)

3. You can cross Canada in less than five days by bicycle.(can‘t)

4. The girls looked out the windows and saw Native Indians and cowboys. (a grizzly

bear, mountain goats and wild scenery)

5. Thunder Bay is a port city in the south of Canada, near Toronto. (at the top end of the Great Lakes, near the center of the country) Step 5. Exercises Step 6. Homework

Write a short passage to report what Li Daiyu and Liu Qian saw in Canada.

Period 2 Language points

Teaching aims

Read and learn the passage. Teaching important points

To grasp the following useful important words and phrases

multicultural, make a trip to, rather than, -ward(s), surround, settle down, have a gift for, manage to do, 介词 in，on，to表示方向 catch sight of Teaching steps:

Step 1. Read the passage.

Step 2. Language points of reading.

1. multicultural多文化的 multistory 多层的 multiform 多种形式的 multichannel 多通话线路的, 多波段的 multipurpose 多种用途的 多党的 multiparty 多国的、多民族的 multinational 多向的 multidirectional 多彩的，彩色的 multicolored 多媒体 multimedia

e.g. Canada is a multicultural country like China.

2. trip: 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去某地旅行 make／take a trip to去某地旅行 e.g. 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 (prep.): in preference to (sb/sth); instead of 与其（某人/某物）;不愿;不要

e.g. Rather than cause trouble, he left. 他不愿惹麻烦,宁可离去.

I‘ll have 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.

would rather do…than do = would do…rather than do 宁可……也不……

prefer to do …rather than do…宁可……而不愿……

e.g. He preferred to stay at home watching TV rather than go to the concert. 他宁愿坐在家里看电视也不愿去听音乐会.

4.eastward也作eastwards,副词,意为―向东‖ -ward(s) =in a direction 向前forward(s) 向后 backward(s) 向外outward(s)

向南 southward(s) 向西 westward(s) 向北 northward(s) e.g. They sailed eastward他们向东航行。

We couldn‘t decide whether to go eastward or westward 我们难以决定是向东走还是向西走。

5. thousands of 成千上万的 注意：million, billion, thousand, hundred, score, dozen之前有确定的字时，不论后面是有无of, 词尾都不加s. 如果前面没有确定的数字而后接of时，词尾都加s. e.g. 300名学生three hundred students

这些鸡蛋里的3打 three dozen of these eggs 几打鸡蛋 dozens of eggs

6. surround vt. 包围，环绕，围绕 surrounding adj. 周围的，附近的

surroundings n. 周围的事物，环境（常用复数） surround sb./sth. with sb./st.h用……围着 sth./ sb. be surrounded by/with sth. 被……围着 e.g. The fence surrounds the school篱笆环绕着学校。

They have surrounded the town with troops. 他们出动了军队包围了该城。 The house is surrounded by high walls. 房子的四周有高墙。

7. 介词 in，on，to 都可以用来表示某个位置的方向，它们的意义不同，故表示的方向及范围也不同

1) in \在......之内\，即一个小地方处在一个大地方的范围（疆域）之内。 e.g. Shanghai lies in the east of China. 上海位于中国的东部。（上海是中国

的一个行政区域，在中国的疆域之内）

The sun rises in the east and sets in the west. 太阳东升西落。 说明：表示某个地方的地理位置时，be，lie 以及 be located 的意义是一

样的，可以互换使用。

2) on 表示方位，含义是\在......端/边\，即一个地方在另一个地方的某一端或某一边，两个地方只是相邻或接壤，却互不管辖。例如： e.g. Guangdong Province is on the southeast of Guangxi.

广东省在广西的东南边。（广东省与广西在地理位置上是连在一起的，即两者相邻，却互不管辖）

Sichuan Province is on the north of Guizhou Province.

四川省在贵州省的北边。（四川省与贵州省在地理上也是连在一起的，但互不管辖）

3) to 表示方位，含义是\在......面\，即一个地方在另一个地方的范围之外，互不管辖。尤其当两个地方相隔较远，且有湖泊、大海等区域相隔时，通常用 to。

e.g. Japan is to the east of China.

日本在中国的东面。（日本在中国范围之外，且有日本海分隔） Taiwan is to the southeast of Fujian Province.

台湾在福建省的东南面。（台湾在福建省的范围之外，且两者之间有台湾海峡分隔）

There is a beautiful park to the east of the station. 车站东面有一座景色宜人的公园。

7. settle down 安稳坐下，安居下来，适应起来

e.g. 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？

8. have a gift for 在…..方面有天分；有天赋

e.g. 她对学语言有天赋。she has a gift for learning languages.

好像他对音乐有些天赋。It seems he has a gift for music. 9. manage to do something 设法做某事

e.g. The box was heavy, but he managed to carry it. 那箱子很重，但他仍设法搬运。 10. catch sight of 看见……，发现……

e.g. I caught sight of his tall figure in the crowds. 在人群中我看到他那高大的身影。 11. measure

名词，\尺寸\、\措施\、\办法\、\手段\

1) make sth.to sb.'s measure照某人的尺寸做某物。

e.g. Mr.Smith asked the tailor to make some new clothes to his own measure.

史密斯先生要求裁缝照他的尺寸做新衣服。 2) take sb.'s measure或take the measure of sb.给某人量尺寸 take the measure of sth.给某物量尺寸。 e.g. The tailor took my measure for a new suit.

裁缝给我量尺寸做了一套新衣服

3) by measure按尺寸

e.g. We make all kinds of clothes by measure，including evening dresses and

jeans.

我们按尺寸做各式各样的衣服，包括晚礼服和牛仔裤。 4) take measures to do sth. 采取措施 这时measure通常用复数形式

e.g. At the same time they are taking strong measures to protect wildlife

resources.

同时他们正在采取强有力的措施保护野生动物资源。

You should take effective measures to improve your working conditions. 你们应采取有效措施来改善你们的工作条件。 动词，\测量\、\量度\测量，给……量尺寸。 e.g. Did you measure the distance between those two development areas？ 你们测量了那两个开发区之间的距离了吗？ A clock measures time.钟是用来计量时间的。 量尺寸、面积，与表示数量的词(短语)连用，其主语是表示物的名词 e.g. This room measures ten metres across. 这房间宽十米。 That river measures 250kilometres long and 60 metres wide.

那条河长250公里，宽60米。 Step 6. Homework

Review the Language points.

Period 3 Learning about language

Teaching aims:

1. Discovery useful important words and expressions. 2. Finish the exercises. Teaching important points:

1. Check the answers of the exercises. 2. Discovery useful structures. Grammar: Appositive clause.

2. Finish the exercises and review language points of Reading. Teaching steps: Step 1.

Check the answers of exercise 1 on page 36 multi = many multicolored multichannel multiform multinational multistory multimedia -ward(s) forward(s) eastward(s) westward(s) southward(s) backward(s) outward(s) northward(s) inward(s) meanings made of many coolers having many channels existing in many forms including many nations having many stories using many media in a direction ahead, to the front to the east to the west to the south to the rear; to the back out, in a direction away to the north to the inside

toward(s) Step 2.

in a direction to Check the answers of exercise 2 on page 36 Step 3.

Check the answers of exercise 3 on page 36 Step 4.

Finish the exercises. Step 5. Homework

Finish Using Words and Expressions on Page 70.

Period 4 Grammar

Teaching aims:

Master the noun clauses-appositive clause. 同位语从句 Teaching important points

1. To learn how to use appositive clause. 2. The special case in the appositive clause. Teaching steps:

Step 1. Learn the appositive clause.

一、理解同位语从句的含义，把握同位语从句的实质

在主从复合句中作同位语的从句称为同位语从句。同位语从句一般用that, whether，what, which, who, when, where, why, how 等词引导，常放在fact, news, idea, truth, hope, problem, information, wish,promise, answer, evidence, report, explanation, suggestion, conclusion,等抽象名词后面，说明该名词的具体内容。换言之，同位语从句和所修饰的名词在内容上为同一关系，对其内容作进一步说明。 例：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。

析：they had won the game说明The news的全部内容，因此该句为同位语从句。

二、正确运用同位语从句的引导词，准确把握同位语从句

1.如同位语从句意义完整，应用that引导同位语从句。（即that 不充当任何成分，只起连接作用）

例：The general gave the order that the soldiers should cross the river at once.将军下达了战士们立即过河的命令。

析：the soldiers should cross the river at once是the order的全部内容，且意义完整，因此应用that引导同位语从句。

2.如同位语从句意义不完整，需增加\是否\的含义，应用whether引导同位语从句。（if不能引导同位语从句）

例：We'll discuss 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 析：the sports meeting will be held on time意义不完整，应加\是否\的含义才能表达the problem的全部内容，因此应用whether引导同位语从句。

3.如同位语从句意义不完整，需增加\什么时候\、\什么地点\、\什么方式\等含义，应用when, where, how等词引导同位语从句。 例1：I have no idea when he will be back.

析：he will be back意义不完整，应加\什么时候\的含义才能表达idea的全部内容，因此应用when引导同位语从句。

例2：I have no impression how he went home, perhaps by bike.

析：he went home意义不完整，应加\如何\的含义才能表达impression的全部内容，因此应用how引导同位语从句。

4.当主句的谓语较短，而同位语从句较长时，同位语从句常后肢。 如：The thought came to him that maybe the enemy had fled the city. 他突然想到敌人可能已经逃出城了。

三、把握同位语从句和定语从句的区别，明确同位语从句和相似从句的界限

同位语从句和定语从句相似，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。同位语从句对名词加以补充说明，是名词全部内容的体现，且名词和同位语从句的引导词均不在从句中作成分；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，且名词和定语从句的引导词均在从句中作成分。区分时可以在先行词与与从句之间加一个系动词be,使之构成一个新句子，

如果句子通顺且符合逻辑，则为同位语从句，反之，则为定语从句。如：The report that he was going to resign was false. 他将辞职的传闻是假的。

因为the report was that he was going to resign 句意通顺，所以，that he was going to resign 是同位语从句。 Step 2. Homework

Finish Using Structures on Page 71 of the Workbook.

Period 5 ?The True North? From Toronto To Montreal

Teaching aims: 1. Skim the passage. 2. Language points. Teaching important points:

1. Fill in the following plot and answer the following questions. 2. Language points.

as far as, mix, impress, in the distance Step 1. Lead in

Show some pictures of Canada, and asks ―Do you know the following things in Canada? ‖

Step 2. Ss read the passage within 3 minutes to fill in the following plot. The next morning They saw beautiful maple leaves And realized that fall had come Around noon Late that night At dawn the next Morning They spent the afternoon The night In the lovely shop and and visiting artists In their workshops beside the water The train was speeding down to the east coast They arrived in Toronto The train left They arrived in Montreal Step 3. Read the passage for a second time and answer the following questions.

How do we know it is fall in Canada?

What can sometimes be seen from the CN Tower in Toronto? Where does the water from the lake go? Why is there good Cantonese food in Toronto? Which direction is the train going from Toronto? Why did the girls go to Old Montreal?

What three things show us that Montreal is a French city? Step 4. Language points

1. as far as (习语)直到所提到之处为止

e.g. 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. 莎拉已经读到第四册啦。 2. mix vt .& vi. 混合；调配 mix up混合；混淆，弄混

e.g. It‘s easy to mix him up with his brother; they‘re so alike. 很容易把他和他弟弟弄混，他们长得太像了。

Oil doesn‘t mix with.=Oil and water don‘t mix.油不融于水。 The doctor mixed a bottle of medicine for him。 医生为他配了一瓶药。 mixture n. 混合（物）；混合状态

e.g. He read the letter with a mixture of relief and joy. 他怀着安心和欢喜的复杂心情读了这封信。 3. impress vt. 使印象深刻，使铭记

impress sb. with in a direction sth. 给某人留下……印象 impress sth.on sb.使（某人）牢记；使明白（某事的）重要性 be impressed on one‘s mind/memory被印在脑海里 e.g. His words are strongly impressed on my memory. 他的话铭刻在我的记忆里。 impression n. 印象，感想

have /leave/make a/an…impression on sb. 给某人留下……的印象 e.g. The boy made a good impression on his teacher.

这个男孩给老师留下了好印象。 4. in the distance 在远处，远方的

e.g. We saw lights in the distance.我们看到了远处的点点灯光。 5.within prep. 在……之内，不超出

e.g. He will return within an hour. 他将在一小时之内回来。 He will return in an hour. 他将在一小时之后回来。 They are living within the city. 她们住在市内。 Step 6. Homework

Read the passage again and find the main characters of Toronto, Montreal and Iqaluit. What can you see and do in the three different cities?

Period 6 Speaking and Writing

Teaching aims:

1. Encourage students to combine information they have in the two passages with their imagination.

2. Let students collect and list information, and then select what they think is most important and organize it for presentation. Step 1. Speaking

1. Let the students read the expressions on page 39, then read through both of the reading passages.

2. Let the students find information to fill in the forms. 3. Group-work:

Work in groups of four. Describe two or three things that impressed you most and your feelings when you experienced them. Step 2. Writing 写描述性报告 1.【单元写作呈现】

Write a short report about the two or three most impressive things during the trip across Canada. Be sure that your report has: * a title

* a short paragraph to introduce your report‘s topic

* a paragraph for each impressive thing you are presenting (be sure to include its location and how it made you feel) * a short conclusion 2.【写作分析】

本单元要求写一篇旅行报告，描述在加拿大旅途中印象深刻的几件事。本题属于描述性写作(descriptive writing)，题目对文章结构提出了具体的要求：首先应给出报告的标题，并简要说明报告的内容，然后分段描述自己旅途中遇到的两三件事，最后进行简要总结。写作时需要交代清楚所描述事物的关键信息，例如：所在地（location）以及给自己带来的感受（how it made you feel）等。 3.【审题要素】

写作时应注意以下几点：

1) 确定文体：这是一篇应用文，应注意报告类文体的语言和结构特点。 2) 主体时态：文章应以一般过去时为主。

3) 主体人称：讲述―自己‖的经历，以第一人称为主。 4) 内容要点： ①报告的标题； ②报告引语； ③事件一； ④事件二； ⑤总结。

5) 注意在描述事件的同时表达自己当时的感受，说明为什么这是一件令你印象深刻的事情。 4.【思路引导】

报告写作一般包括标题和正文两大部分。标题应简要地说明报告所提及的事项, 例如本题中所要求的―impressive things during the trip across Canada‖。正文可具体分为三部分：

一、引语。引语部分应当简明扼要地介绍所作报告的主题。

二、主体。主体部分分项描述主要事项。本题中要讲述几项令人印象深刻的

旅途见闻。

三、结束语。报告应包括一个简短的结尾, 使得文章内容完整。

此类报告的特点在于其信息性(informative), 通过本习作可以练习使用描述性语言来提供信息、描述情景以及表达自己的感受。

Step 3. Homework

1. Write a passage. Introduce our hometown to the visitors. In what direction is it of the capital of our province? What can a visitor see and hear in our hometown? 2. Finish summing up on Page 40 after class.

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