Canada（精选17篇）高二英语教案
Canada（精选17篇）
Canada 篇1
教学目标
Teaching aims
了解和重点介绍加拿大的概况，因纽特人的历史和现状，如：加拿大的国土面积、人口、天气情况、主要资源及生产情况等；学习主谓一致的语法规则，了解和掌握一些常见的主谓一致现象。
Teaching important and difficult points
1.Words
notice, settle, differently, deal, race, skin, tool, tap, eastern, official, settler, struggle, freeze average, natural, exploit, ordinary, refer, tent, basic
2.Phrases
generally speaking, all the year round, a great deal of, clear up, official language, refer to, settle in, be famous for, make use of, from time to time, struggle against, below freezing
3. Useful expressions
1. I thought you were from the States.
2. A lot of people can’t tell the difference between an American accent and a Canadian accent.
3. What do you mean by…？
4. American spellings are used more and more in Canadian now.
5. That sounds strange.
教学建议
课文建议
本单元涉及到加拿大的历史和风土人情，教师应精心设计此课的活动，形式以分组讨论，问答，图片展示，经历故事等。如：1）教师可展示加拿大的地图，教师通过准备好的问题，让学生知道它的地理位置及面积等。2）教师应给学生充分的时间阅读，教师可让学生从课文中找出典型的句子归纳加拿大的概况，并且进一步让学生讨论加拿大与中国的差异。3）教师为了提高学生的兴趣，可提供给学生一些加拿大的风景、名胜的图片和照片，相关的背景材料给学生们阅读，如：加拿大的主要城市，民族，国歌，宗教，名胜，河流等。
写作建议
本单元训练学生写中国和加拿大的区别，首次出现这样的练习，老师要给学生一些必要的提示。提醒学生都包括哪些方面，应先说什么，后说什么。先口头说出，再写下来。老师可先给学生一些问题，让学生回答，如学生回答对了，让学生把这些答语写出来，老师再指导学生将这些答语连成句子文章，比如：
Same as ChinaDifferent from China
Large land
has 2 official languages
Weather is different from area to area,
long and hard, winters in the north
Six time areas
Many lakes
Smaller population
Much coal, oil and gas
No places as hot as south China
More fresh water
A lot of forests
教材分析
本单元在对话课中主要介绍了美国英语和加拿大英语的不同点：如发音、用法和拼写等方面。课文用两篇文章让学生们简单了解加拿大国家的概况及文化背景知识，在27课中教材用一些练习帮助学生们了解和掌握主谓一致的用法和运用。
教学重点难点
1.be famous for的讲解
以……著名[其同义词组为be (well)known for
Hangzhou is famous for its beautiful scenery. 杭州以优美的风景而闻名。
be famous for 与be famous as的区别
1) 当主语是表示人的名词
be famous for表示“以某种知识技能、作品或特征而出名”
be famous as则表示“以某种身份而出名”
Einstein was famous for his Theory of Relativity. 爱因斯坦以他的相对论而出名。
Einstein was famous as a great scientist.爱因斯坦以一位伟大的科学家而著称。
2) 当主语是地点名词
be famous for表示“以某种特产而出名”
be famous as则表示“以什么样的产地或地方闻名”
The area is famous for its green tea.这个地区以绿茶而出名。
The area is famous as a great tea-producing place.这个地区以绿茶产地而出名。
3)当主语是事物名词
be famous for表示“以其内容、特征、价值等而被人所知”
be famous as则表示“以某种形式而出名”
This grammar book is famous for its practical usage.这本语法书以其实用性而为人所知。
This book is famous as a reference book.这是一本有用的参考书。
注意：be famous for后的介词宾语是主语所属内容，而be famous as后的介词宾语与主语是同位成分。例如：
Einstein was famous as a great scientist. 可说成：Einstein was a great scientist.
2.kind, sort和type的区别
kind指性质相同，且有极相似之物质，在分类中可作为一类者。
What kind of cake do you like best?你最喜欢哪一种饼？
sort 可与kind互换使用，但较为含混，有时只表示大概此种而已。Sort有时有轻蔑的意味，相反kind 要庄重得多。
He makes friends with all sorts of people.他同各种各样的人交朋友。
type则指型，类型，比较具体，肯定等，而kind比较笼统，模糊。
Men of his type are not to be trusted.像他那种类型的人不可信赖。
3.As in China, the weather is different from area to area. 同中国的情况一样，加拿大的气候也随着地区的不同而不同。
本句相当于一个省略的方式状语从句，相当于“As it is in China, …”。as用作连词，后面接从句，意思是“正如；和……一样”。例：
1）As is the last experiment，he got the same result this time.正如上次的实验一样，他这次获得了同样的结果。
2)As in your country, we grow wheat in the north and rice in the south.正如你们国家的情况一样，我们在北方种小麦，南方种玉米。
4.A lot of people can’t tell difference between an American accent and a Canadian accent. 很多人区别不了美国英语口音与加拿大英语口音。
tell the difference between 判别……的区别，tell在这里意为“判别，区分”再如：
The twin brothers arc very much alike. People can’t tell one from the other.孪生兄弟长得很相似，人们简直没法区分他们两个人。
Young as he is, he can tell right from wrong.尽管他还年轻，但他能辨别对错。
the difference between …指的是两者之间的区别；the difference in…指的是在某些方面的区别。如：
What’s the difference in temperature between day and night? 白天和夜间的温差是多大？
Coins have some differences in size, weight, shape and metal.硬币的差别体现在其尺寸、重量、形状和质地上。
5. We fill our cars with “gas”…,
fill…with…, “将……装满……”或“使……充满……”，如：
Jack filled his pockets with chestnuts.杰克将口袋装栗子。
fill with有“充满……”之意，是不及物动词，如：
Her eyes filled with tears. 他的两眼充满泪水。比较：
Tears filled her eyes泪水充满了她的两眼。
The room filled with heavy smoke.满屋浓烟。比较：
The heavy smoke filled the room. 浓烟满屋。
be filled with与be full of的区别：
be filled with为系表结构，如：
The young man is filled with joy. 那青年内心充满喜悦。
full of是短语形容词，含义与filled with相近，可充当状语、定语（后置）或表语。如：
Crusoe stared at the footprint, full of fear.克鲁索盯着那个脚印，满怀恐惧。（状语）
He received several baskets full of cards, letters and telegrams of congratulations.他收到了满满几篮子表示祝贺的卡片、贺信和贺电。（定语）
As we returned to the home, everything I touched seemed to be full of life. …当我们回到家时，我所接触的样样东西似乎都洋溢着生命。（表语）
6.Newspapers follow the American way.
follow vt.
l）“遵循”“按照……行事”。例如：
After the discussion, they decided that they should not follow Jim’s suggestion.经过讨论，他们决定不按杰姆的建议做。
2）“弄懂”“听懂”。例如：
I didn’t quite follow you. Would you please explain it again? 我没有完全听懂你的话.你再解释一下好吗？
3）“跟……之后走”。例如；
The teacher entered the classroom, followed by a group of students.老师走进教室，后面跟着一群学生.
4）“沿着……”，例如：
The railway follows the river for several miles.铁路沿着河延伸了几英里。
Follow the road until you come to the hotel.沿着这条路一直走到旅馆。
5）“跟着……读”，例如：
Now let’s read the text. Follow me please.现在我们朗读课文。请跟我读。
7. Today many of them live in special areas where they can continue their way of life.今天许多印第安人住在特定的区域里，在那儿他们可以继续保留他们的生活方式。
l）continue为及物动词，意为：“继续”，其后面可跟名词、动词不定式、动名词作宾语。例如：
We continued our climb.我们继续爬山。
After that, he continued to devote himself to research work.此后，他继续献身于研究工作。
Though wounded, he continued fighting as if nothing had happened.他尽管负了伤，但他仍然继续战斗，好像什么也没发生过似的。
2）continue有“延伸”的意思，相当于“go farther”
The desert continued as far as the eye could reach.沙漠一望无际。
3）continue有“持续”之意，常和last互换。
The story is to be continued in the next issue.这个故事在下期连载。
8.The government has started a new school project in which Inuit teach their own young children.政府已经开始实施一项新的办学计划，使因纽特人能教授自己的后代。
1.start vt.其后面可跟名词、代词、不定式和动名词作宾语，并且意义各不相同：
1)开始
We have started a new experiment.我们已经开始了一项新的实验。
2)开办
He is collecting money to start a special school.他正在筹集资金开办一所特别学校。
3)使……开始，使……发动
Because of the cold weather, we couldn’t start the car this morning.由于天气寒冷，今天早上我们发动不了汽车
2.start vi.
1)表示“起程，开始旅行”
We started for London at 6 o’clock.我们六点钟出发去伦敦。
2)表示“开始工作，开始起作用，开始运转”
The bus won’t start.汽车发动不起来。
3.start后常加不定式或动名词表示“开始做某事”，即start to do或start doing，一般情况下可以互换，但下列情形中，往往选择其中之一。
1)当我们谈论一项长期的习惯性的活动时，用动名词,如：
How old were you when you first started playing the piano? 你最初弹钢琴的时候有多大？比较
She sat down at the piano and started to play/playing the piano.她在钢琴前坐下开始弹了 起来。
2)在start本身为进行时态的时候，不使用动名词。
I’m starting to cook the dinner.我正要开始煮饭。
3）以上用法也适合于用begin表“开始”。
注意：在一些习惯用法上，start和begin的搭配不同：
Come along, everybody. Let’s start work at once.
Come along, everybody. Let’s begin to work at once.
伙计们让我们立即干起来吧
Today we start from page 15.
Today we begin at page 15.
今天我们从第 15页开始。
9.So, it is hoped that the way of Inuit life will be kept alive for many mare centuries. 这样，人们希望因纽特的人的生活方式保存更多的世纪。
l）It is hoed that…就相当于People hope that…“人们希望……”这样一个句型，像这样的句型还有：
It is said that…“据说，人们说”
It is reported that…“据报道，有报道说”
It is announced that…“据公布，据报道”
It is suggested that…“据建议，有人建议”例如：
It is said that he is writing a new novel. Or: People say that he is writing a new novel.据说他正在写一部新小说。
It is reported that a fire broke out in that village.据报道那个村庄发生了一场火灾。
It is suggested that the sports meet should be put off to next Friday.有人建议把运动会改在下星期五开。
2）keep…alive使……活着，使……继续保持下去。keep为使动词，意为“使……怎么样”后面可跟形容词、分词及介词短语作宾语补足语，如：
I’m sorry to keep you standing like that.对不起，让你就这么站着。
Please keep the door open.请不要关门。
Keep him away from the wet paint.不要让他靠近未干的油漆。
3）alive adj.常作表语或后置定语，意思是“活着的，存在的，在世上的”，如：
They are the happiest children alive.他们是当代最幸福的孩子们。
An enemy officer was caught alive.一名敌军官被活捉。
After that war, all his fellows died, and only he was alive.那场战争后，他的同伴都死了，惟独他还活着。
10.settle v.
1)定居，安家落户
After years of travel, we decided to settle here.
He settled in the country after his retirement.
2)在某处停歇或停留一时
The bird settled on a branch.
Clouds have settled over the mountain tops.
3)使……平静，镇静，放松
Wait until all the excitement has settled.
He had been quite anxious, but I managed to settle his mind.
4)解决，处理，安排好
Nothing is settled yet.
We've settled that we will leave next week.
11.refer v.
1)提到，说到，涉及到
When I said some people were stupid, I wasn't referring to you.
Don't refer to this matter again, please.
2)与……有关，关系到……
What I have to say refers to all of you.
3)查询，查找
If you don't know what this means, please refer to a dictionary.
I referred to my watch for the exact time.
12.freeze v.
1)结冰，凝固
Water freezes at 0℃.
The government decided to freeze prices for six months.
2)指天气，冷得使水结成冰，严寒
Don't go out in such freezing weather.
It may freeze tonight, so make sure the plants are covered.
3)能冷冻储藏，冷藏
Some fruits don't freeze well at all.
He bought a packet of frozen peas for the girl.
13.struggle against与struggle for
struggle against 和……斗争，相当于fight against。
struggle for 为……而斗争， 相当于fight for。
1）The revolutionaries struggle________ the freedom of all people.
A. for B. with C. against D. to
答案：A
2）They struggled________ the strong wind and finally reached the village.
A. for B. with C. against D .to
答案：C
语法---主谓一致
1.主语在形式上是复数, 而谓语动词则用单数。
1) 表时间、重量、长度、距离等的名词, 尽管是复数形式, 但通常看作一个整体, 谓语动词用单数。
Two hours is not enough for the work.两小时对于这工作是不够的。
2) 以-ics 结尾表示学科名称的名词作主语时, 谓语动词用单数。
Mathematics is my favourite subject.数学是我最喜欢的科目。
3) 书名、国名、组织机构等专有名词作主语, 谓语动词用单数。
The United Nations was founded in 1945.联合国成立于1945年。
4) 有些用来表示由两个相同部分连成一体的复数名词, 如shoes, trousers等作主语时, 若前面有“一双”、“一条”之类的词时, 谓语动词用单数, 否则用复数。
A pair of shoes is under the bed.床下有一双鞋。
My trousers are worn out.我的裤子穿破了。
2.主语在形式上是单数, 而谓语动词则用复数。
1) 有些集体名词, 如 police, people, cattle, 等, 形式上是单数, 但谓语动词要用复数。
Traffic police are always very busy.交警总是很忙。
2) 有些形容词加上“the”, 表示一类人, 此时谓语动词要用复数。
The old are taken good care of in our country.在我们国家老人需要好好照顾。
3.谓语动词的单复数取决于主语的内涵.有些集体名词, 如family, class, group, team 等作主语 时, 若作为一个整体, 谓语用单数, 若强调具体成员时, 谓语动词用复数。
My family isn't very large.我的家不太大。
My family are watching TV now.我的家人现在看电视。
4.用不定代词作主语, 应注意：
1) both 作主语, 谓语用复数。
Both of them were at home yesterday.他们俩昨天都在家。
2) either和neither作主语, 谓语通常用单数。
Has either of them told you about it? 有关此事, 他们中有人告诉过你吗？
3) each 以及 any, some, no, every 构成的复合代词作主语, 谓语动词用单数。
Is everybody here? 大家都到了吗？
Each of us has something to say.我们每个人都有话要说。
4) none 作主语, 既可用作单数, 也可用作复数, 但若none代替不可数的东西时, 谓语动词常用单数。
None of the telephones is/are work.没有一部电话能打。
None of the water is fit to drink.没有一点水可供饮用。
5) all 和some 作主语, 应根据其所代表的名词来决定其单复数。
All has been explained.全部内容都作了解释。
All were very excited.所有的人都非常兴奋。
5.在使用并列主语时, 应注意：
1) 由“both…and…”连接的主语, 谓语动词用复数。
Both the boy and the girl are good at English.男孩和女孩都擅长英语。
2) 由 or, either…or…, neither…nor…, not only…but also…连接的主语, 谓语的单复数与邻近的主语保持一致.
Either you or he is wrong.或者你或者他是错的。
6.There be句型中, 谓语的单复数也是要与其邻近的主语保持一致。
There is a book and two pens on the desk.在桌子上有一本书和两支铅笔。
主谓一致练习
1. When the accident happened, the policeman and driver ______ parking the police car.
A. is B. was C. are D. were
2. A number of scientists ______ that the number of wild animals ______ getting smaller and smaller.
A. say; are B. say; is C. say; have been D. say; were
3. Every boy and every girl as well as some teachers who ______ to visit the museum______ asked to be at the school gate before 6:30 in the morning.
A. are; are B. is; is C. are; is D. is; are
4. One or two days ______ quite enough to finish the work. ______ you or Jim going to work with me?
A. is; Is B. are; Is C. are; Are D. is; Are
5. E-mail, as well as telephones, ______ an important part in daily communication.
A. is playing B. have played C. are playing D. play
6. ______ of the forest ______ pine trees, which _______ at least three or four metres in height.
A. Two third; are; are B. Two thirds; is; is C. Two third; is; are D. Two thirds; are; are
7. The following ______ some other examples with Chinese explanations.
A. are B. is C. was D. were
8. The Garth family, which ______ rather a large one ______ very fond of their old house.
A. were; were B. was; were C. were; was D. was; was
答案：1. was（主语指同一个人.） 2. B 3. C（定语从句修饰teachers，因此从句中谓语用复数形式。） 4. D 5. A 6. D 7. A（此句用了倒装结构，主语为some other examples.） 8. B
第 1 2 页
Canada 篇2
unit 5 —“the true north”
part 1 teaching design
第一部分 教学设计
period 2 a sample lesson plan for learning about language
(nou n clauses as the appositive)
introduction
in this period students will be first helped by the teacher to warm up by discovering useful words and expressions. then they go on to read and find collocations and do exercises. the ready used materials f or “noun clauses as the appositive” are off ered for class reading. the period will end by students doing a quiz.
objectives
to learn about noun clauses as the appositive
to discover and learn to use some useful words and expressions
to discover and learn to use some useful structures
procedures
1. warming up by discovering us eful words and expressions
turn to page 36 and do exercises 1, 2 ,3, and 4 first. check your answers against your classmates’.
2. reading and finding
turn to page 34 and read the text a trip on “the true north”. as you read, find out sentences with noun clauses as the appositive.
keys: the idea that they would cross the wh ole continent was exciting. / the idea that you can cross canada in less than five days is just wrong. / the fact that ocean ships can go there surprise many people.
3. doing exercises
turn to page 37 and do the exercises in groups of four.
4. ready used materials for “noun clauses as the appositive”
noun clauses as the appositive
an appositive is a word, phrase or clause which is placed directly next to a preceding noun or pronoun and which renames or explains that noun or pronoun.
examples:
my friend henry won the prize, a two-year sc holarship.
the belief that there will be nuclear war is widespread.
the idea that computers will recognize human voices surprises many people.
the possibility that the majority of the labor force will work at home is often discussed.
同位语从句的特点是由一个抽象名词+that从句构成，引导词一般是that, 而且that在从句中不充当任何成分。这些抽象名词有：news, idea, fact, doubt, evidence, promise, rumor, hope, truth, belief, message等，同位语从句是对抽象名词进行说明解释。
1. the news that our football team at last defeated korea made the fans wild with joy. c.f.: the news that made the fans wild with joy was from the radio.
2. there is much evidence that the crime rate in this city is on the rise.
3. einstein came to the conclusion that the maximum speed possible in the universe is that of light. 爱因斯坦得出的结论是宇宙中最大速度是光速。
5. 学习同位语从句
1. 从属连词that、whether引导的同位语从句。
he has the hope that he will become a co llege student. 他有上大学这么个愿望。
the question whether he should do this troubled him. 是否该做这件事这一问题使他很烦恼。
注意：由连接词that （一般不可省略） 引导的同位语从句，在句子结构上与关系代词that引导的定语从句有相似之处，但有区别：
1) the news that he ha d landed on the moon spread all over the country. 他登上月球的消息传遍全国。
2）the news that john told us interested all of us.他告诉我们的消息使大家都感趣。
解析：1）句中that从句中本身的内容就是“news ”内容本身，that在句子中不充当任何成分，起连接作用，所以，本句中的that从句 是同位语从句；而2）句中that从句说明“ news ”是怎样获得的，不涉及“news”的内容， that从句中充当 “tell”的宾语，所以，本句中的that从句 是定语从句。另外，可带同位语从句的名词主要是少数一些可加入具体内容的表示信息、思想等概念的名词，如：fact，news，idea，truth，belief，doubt，hope，possibility，order，wish，message，promise，suggestion，report，reply，problem, question, thought等。
2. 连接副词how，when，where等引导的同位语从句。
you have no idea how worried i was！你不知道我是多么着急。
6.closing down by doing a quiz
underline the appositives in the following sentences
1. my son, the policeman, will be visiting us next week.
2. the captain ordered the ship's carpenters to assemble the shallop, a large rowboat.
3. walter, the playboy and writer, is very attached to his mother, mrs. hammon.
4. the actor paul newman directed only one picture.
5. elizabeth teague, a sweet and lovable girl, grew up to be a mentally troubled woman.
underline and punctuate the appositives in the following sentences. remember: not all require punctuation.
6. sweetbriar a company known throughout the south is considering a nationwide advertising campaign.
7. an above-average student and talented musi cian john made his family proud.
8. the extremely popular american film titanic was widely criticized for its mediocre script.
9. the greatest american film ever made citizen kane won only one academy award.
10. 60 minutes the tv news magazine program featured a story on the popular singer whitney houston.
keys:
1. my son, the policeman, will be visiting us next week.
2. the captain ordered the ship's carpenters to assemble the shallop, a large rowboat.
3. walter, the playboy and writer, is very attached to his mother, mr s. hammon.
4. the actor paul newman directed only one picture.
5. elizabeth teague, a sweet a nd lovable girl, grew up to be a mentally troubled woman.
6. sweetbriar, a company known throughout the south, is considering a nationwide advertising campaign.
7. an above-average student and talented musician, john made his family proud.
8. the extremely popular american film titanic was widely criticized for its mediocre script.
9. the greatest american film ever made, citizen kane won only one academy award.
10. 60 minutes, the tv news magazine program, featured a story on the popular singer whitney houston.
Canada 篇3
unit 5 —“the true north”
part 1 teaching design
第一部分 教学设计
period 3 a sample lesson plan for using language
(“the true north” from toronto to montreal)
introduction
language is learned to be used in and for communication. so in this period we shall have the students read, listen, write and speak in english, making use of the focused words, expressions, structures and topic ideas cover ed in this unit. warming up by listening and writing is to be followed by speaking，reading and underlining and acting. the class ends in class having a guided writing.
objectives
to enjoy the passage “the true north” from toronto to montreal
to learn to use the language by reading, listening, speaking and writing
1. warming up by listening and writing
turn to page 37 and listen to the tape and complete the sentences with correct information.
2. speaking
in groups of four, talk about the 4 questions on the top of page 38.
bilingualism双语国家
under the official languages act, canada is an officially bilingual country. this means that canadians have the right to get federal governm ent services in english or french, no matter what part of canada they are living in.
new brunswick is the only province that is officially bilingual. new brunswick residents receive services in both official languages from all of their provincial government departments and agencies.
in quebec, french is the official language and in most cases, provincial and municipal ser vices are provided in french.
in the other provinces and territories, english is the official language, and the availability of provincial services in both official languages varies.
at the municipal level, the availability of services in both official languages varies greatly.
multiculturalism 多元文化
canada is populated by people who have come from every part of the world. through the canadian multiculturalism act, the government encourages canadians to take pride in their language, religion and heritage and to keep their customs and traditions, as long as they don't break canadian laws.
3. reading and underlining
next you are to read “the true north” from toronto to montreal and underline all the useful expressions or collocations you’ve found in it. copy them into your notebook after class as homework
collocations from “the true north” from toronto to montreal
frost on th e ground（地上覆盖了一层薄霜）, around noon（中午时分）, the most wealthy and biggest city in canada（加拿大最大最富有的 城市）, leave for…（离开去……）, go on a tou r of the city（继续在市内游览一番）, go up the tower（登上塔顶）, look across the lake（俯瞰湖面）, flow into…（流人……）, flow over…（流经……）, on one’s way to…（在去……的路上）, a covered stadium（加顶的运动场）, walk north（向北走）, phone… from a telephone booth（到电话亭给……打电话）, have dinner in downtown chinatown（在市内的中国城吃晚饭）, move to…（移居到……）, meet… at…（在……迎接……）, get good cantonese food（吃到好吃的广东菜）, come from south china（来自中国南方）, go as far as ottawa（去到远至渥太华）, about four hundred kilometers northeast of toronto（距 多伦多东北大约有400公里）, take too long（花费的时间长）, at dawn（黎明）, at the train station（在火车站）, have english words in small letters（有小字体的英文标注）, go downtown（到市区去）, be close to…,（接近……） spend the afternoon in the lovely shops （整个下午在可爱的商店）, visit… in…（在……拜访……）, sit in a café（坐在咖啡馆）, look over…（眺望……）, sit down with…（和……坐在一起）, on a train trip across…（坐着火车上横穿……）, have a french culture（具有法国文化）, speed along the river t oward…（沿着河流驶向……）, dream of…（梦想……）
4. acting a text play
acting out the text is a strategy for motivating us to read out loud the text. we need oral practice and help with pronunciation and so acting out the text really helps us.
next we are going to put the text “the true north” from toronto to montreal” on stage.
（用原版）
a text play of “the true north” from toronto to montreal”
(on the train)
liu qian: look! the maple trees are red and gold and orange.
li daiyu: yes, there is even frost on the ground.
liu qian: i see. it’s fall time in canada.
(around noon)
li daiyu: we are coming close to toronto, the most wealthy and biggest city in canada.
liu qian: wonderful! i am so excited that i can’t wait to go on a tour of the city.
(out of the train station)
liu qian: what can we visit?
li daiyu: we shall go up the tower of cn or cn tower where we can look across the lake and see the misty cloud rising from the great niagara falls.
liu qian: where does the water flow?
li daiyu: it flows into the niagara river and over the falls on its way to the sea.
liu qian: look! there is a covered stadium over there!
li daiyu: it has been home of several famous basketball teams. oh, by the way, let’s stop here. i am going to phone one of my mother’s friends from a telephone booth. he lives around here, i think.
liu qian: where are we going to take our dinner? i am hungry, very hungry.
li daiyu: for dinner, we shall go to the downtown chinatown. but first we have to meet lin tao at the pink pearl. he moved here many years ago.
(at the pink pearl)
lin tao: hi, li daiyu! hi, liu qian. nice to see you here in canada.
liu qian: thank you for coming to meet us. but, i…, i am hungry. i’d like to have cantonese food. i don’t like canadian food at all.
li daiyu: neither do i. there are many people who came from south china. they cook ni ce cantonese food.
(after dinner)
lin tao: it’s too bad you can’t go as far as ottawa.
liu qian: where is it? is it a big city?
lin tao: it’s about four hundred kilometers northeast of toronto. it is the capital city of canada.
(at dawn the next morning)
lin tao: here we are at the train station of montreal.
liu qian: they are not speaking english!
lin tao: no, they aren’t. people are speaking french here. but don’t worry. all the french signs and ads have english words in small letters.
li daiyu: let’s go downtown to old montreal. it’s close to the water, i gue ss.
lin tao: i agree. i like spending the afternoon in the lovely shops, visiting artists in their workplaces, sitting in a café, looking over the broad st lawr ence river.
lin tao: are you dreaming?
li daiyu: go ahead, let’s g et started!
5. guided writing
suppose you are liu qian now. you are going to write home an imagined report on canada.
after a total flight time of 11 hours i should be tired i guess, but somehow i was in a good shape and still willing to have a first sightseeing tour around cadada.
today we went to capilano suspension bridge, a 13m long and 70m high suspension bridge. i saw quite some totems there, pretty impressing. i could also see how those totems are made by indians.
tod ay i met my distant cousin li daiyu. she is from beijing and studies in vancouver. until we could find arrangements to meet, several phone calls had to go all around the globe from canada to china and from china to canada again.
Canada 篇4
必修3 unit 5 canada―“the true north学案导学
period ii:reading
一、preparation for the lesson before class
preparation for the text (reading)
stepone:learn and try to collect information about canada. answer the following questions before class.
what is the capital of canada?
what is the national flag of canada?
what is the national animal of canada?
what languages do canadians speak?
what is the leader of the country called?
二、discussing each other during class
steptwo:all the students make a thorough inquiry for translating the important sentences
1. 他们不想一路乘飞机，他们决定先飞到温哥华，在从西海岸乘火车横穿加拿大到达东海岸。________________________________________________________________________
2. 能穿越整个大陆的想法是令人兴奋的。_____________________________________
3. 当你一路向东行时，除了城市你还会看到山脉，会经过上千个湖泊、森林、大河等。________________________________________________________________
4. 那天下午姐妹俩才在火车上落了座。_______________________________________
5. 他们中很多人都有骑野马的才能，他们能赢得数千元的奖品。__________________
6. 温哥华以北的海岸生长着一些世界上最古老、最美丽的森林。___________________
stepthree: careful reading: true or false?
1. the national animal of canada is grizzly bear. ( )
2. there are four“great lakes” in canada. ( )
3. liu qian is daiyu’ cousin. ( )
4. li and liu went to canada to visit their cousins in ottawa. ( )
5. they went to canada in october. ( )
6. danny lin was going to drive them to vancouver. ( )
7. the idea that you can cross canada in less than five days is wrong. ( )]
8. the warmest part of canada is in vancouver. ( )
9. the trees in vancouver are extremely short. ( )
10. the population of canada is over forty million. ( )
11. they saw farms that were thousands of square kilometres in size. ( )
12. ocean ships can go the centre of the country. ( )
三、summary
stepfour: teacher and students toghter.
suggested answer：
一、ottawa ; maple leaves; beaver; english,french; prime minister
二、find out the answer from the text.
1.f 2.t 3.t 4.f 5.f 6.f 7.t 8.t 9.f 10.f 11.t 12.t
Canada 篇5
unit5 canada-“the true north”-listening, speaking &writing教案
speaking and writingstep 1 warming up show the students some questions to discusswhich official language do you think most people speak?why do you think so?why would you want to know that?is it important to know that?why is the chinese language growing so fast in canada?can you answer the question “ what is a canada?”step 2 talking on page69imagine that you and your partner are li daiyu and liu qian. you have visited many places from west to east as well as iqaluit. what would you talk about when you travel?step 3 writingwrite a report for li daiyu or liu qianfirst give the sample of the reportstep 4 writing task on page74show the map of china and discuss something of the mapthen give the sample to the studentssample tour planstep 5 homework1. write a passage. introduce our hometown to the visitors. in what direction is it of the capital of our province? what does a visitor can see and hear in our hometown? 2. finish summing up on page40 after class.
listeningstep 1 listening1 listen to the tape and then complete these sentences with correct information. 2 hand out the listening material and listen to the tape ,then ask them to complete the passagestep 2 listening on 69listen to the tape and do the true or false 1. friends in canada invited the two cousins to dinner at a restaurant. false2. they could not talk about all the geography of china because it is too big. true3. china is over 7,000 kilometres from east to west. false4. many rivers in china come from the mountains in the west. true5. the gobi desert is like the grasslands in canada. false6. the great wall cannot keep the dust of the desert away from beijing. true7. canadian people cannot talk with their neighbouring country because they do not speak english. false8. both china and canada have world-famous waterfalls. falsestep 3 listening textlisten to the tape again and complete the passagestep 4 homeworkread the listening text and remember the information about canada
Canada 篇6
unit 6 winter in canada
lesson 41—44
一、知识概述
1.了解有关圣诞的习俗。
2.掌握be going to do结构的用法。
3.灵活运用、掌握部分新单词及表达法。
二、重难点讲解
（一）重点单词和词组
1. else 别的，其它的；此外
else多用于疑问词和不定代词后面。
e.g. what else do you want?
你还要什么？
when else can we come again?
我们什么时候还能来呢？
did you see anybody else?
你还看到别的人没有？
have you anything else to do?
你有别的事情要做吗？
is there anything else?
还有别的吗？
2. invite 动词 邀请
invite sb. to some place 邀请某人到某地
invite sb. to do sth. 邀请某人做某事
e.g. he invites me to his birthday party.
他邀请我到他的生日晚会去。
can i invite you to my home?
我能邀请你到我家去吗？
he invites me to go to wuhan.
他邀请我到武汉去。
3. help 动词 帮，帮忙
e.g. i can’t lift this box, please help me.
我一个人提不动这箱子，请帮助我。
※help sb. with sth. 帮助某人某事
help sb (to) do sth. 帮助某人干某事
e.g. my teacher often helps me with my english.
=my teacher often helps me (to) learn my english.
我的老师经常帮助我学英语。
he often helps me with my homework.
=he often helps me to do my homework.
他经常帮助我做作业。
4. put up 搭起；建起
e.g. they put up a tent.
他们搭起帐蓬。
i can put up the toy house.
我能搭起这个玩具房子。
put up还有“举起；张贴；公布；挂起”的意思。
e.g. put up your hands, please.请举手。
he put up the photo of his father on the wall.
他把他父亲的相片贴在墙上。
he put up some colourful lights on the christmas tree.
他在圣诞树上挂彩灯。
（二）重点句子
1. jenny and li ming are getting ready for school.
詹妮和李明正在为上学做准备。
※get ready for为……做准备
e.g. they students are getting ready for the test.
学生们正在为考试做准备。
his family are all getting ready for his birthday party.
他家人都在为他的生日做准备。
※get ready to do sth.准备做某事
e.g. we are getting ready to run.我们准备去跑步。
he gets ready to go out.他准备出去。
※be ready for sth. 准备……
e.g. they are ready for a holiday.
他们准备度假。
he is always ready for the test.
他随时准备好了考试。
2. li ming puts on his scarf, hat and mitts, too.
李明戴上围脖、帽子和手套。
（1）※put on意为“穿上，戴上”，强调“穿”的动作。
e.g. he put on his coat and went out.
他穿上外套然后出去了。
put on your sweater, or you’ll feel cold.
穿上你的毛衣，要不然你会感到冷的。
※wear意为“穿着，戴着”，强调“穿”的状态。
e.g. she wears a blue skirt today.
她今天穿着一件蓝色的裙子。
（2）mitt和mitten均可表示“手套”，复数形式可以使用mitts和mittens.
（3）scarf的复数形式有两种：scarfs和scarves均可。
3. what a cold snowy day! 多么冷的雪天啊！
此句是一个感叹句。感叹句有两种结构：
what＋a (an)＋形容词＋名词＋其它！
how＋形容词 /副词＋其它！
e.g. what a beautiful flower it is!
这花真漂亮啊！
what a good girl she is!
她真是一个好女孩啊！
how sunny the day is!
天气真晴朗啊！
how fast he runs!
他跑得真快啊！
4. look out, li ming!李明，当心！
look out意为“当心”“小心”，相当于be careful.
e.g. look out! the car is coming.
当心！车过来了。
look out! there is a tree behind you!
当心！你后面有一棵树。
（三）语法—be going to的用法
be going to 表示即将发生的事情或打算、计划、决定要做某事或可能要发生某事，其后接动词原形。
e.g. i’m going to make the bed.
我要去整理床铺。
the sun is going to go down.
太阳就要下山了。
look at the dark cloud! it is going to rain.
看那些乌云！要下雨啦！
there is going to be a film this evening.
今天晚上有电影。
be going to常与表示将来的时间状语连用。如：
tomorrow 明天，tomorrow morning明天早晨，tomorrow afternoon明天下午，next week下周，next year明年，soon很快，the day after tomorrow后天。
Canada 篇7
unit 5 canada—“the true north”（listening, speaking and writing）
listening
step 1 listening
1 listen to the tape and then complete these sentences with correct information.
2 hand out the listening material and listen to the tape ,then ask them to complete the passage
step 2 listening on 69
listen to the tape and do the true or false
1. friends in canada invited the two cousins to dinner at a restaurant.
false
2. they could not talk about all the geography of china because it is too big.
true
3. china is over 7,000 kilometres from east to west.
false
4. many rivers in china come from the mountains in the west.
true
5. the gobi desert is like the grasslands in canada.
false
6. the great wall cannot keep the dust of the desert away from beijing.
true
7. canadian people cannot talk with their neighbouring country because they do not speak english.
false
8. both china and canada have world-famous waterfalls.
false
step 3 listening text
listen to the tape again and complete the passage
step 4 homework
read the listening text and remember the information about canada
speaking and writing
step 1 warming up
show the students some questions to discuss
which official language do you think most people speak?
why do you think so?
why would you want to know that?
is it important to know that?
why is the chinese language growing so fast in canada?
can you answer the question “ what is a canada?”
step 2 talking on page69
imagine that you and your partner are li daiyu and liu qian. you have visited many places from west to east as well as iqaluit. what would you talk about when you travel?
step 3 writing
write a report for li daiyu or liu qian
first give the sample of the report
step 4 writing task on page74
show the map of china and discuss something of the map
then give the sample to the students
sample tour plan
step 5 homework
1. write a passage. introduce our hometown to the visitors. in what direction is it of the capital of our province? what does a visitor can see and hear in our hometown?
2. finish summing up on page40 after class.
Canada 篇8
一、背景说明
随着中国与世界各国间的联系日益密切和中国综合国力的增强，人民生活水平的提高，出国学习工作生活日趋时尚和方便。加拿大，一个多员文化并存，美丽富饶，极具魅力的发达国家，毫无疑问，首当其选。
因此，要走进加拿大，我们必须先认识加拿大，了解加拿大。
二、教学内容
高中英语第二册（上）第7单元第26课Canada
三、教学目标
借助多媒体技术的运用，让学生在学习加拿大这一课时能更感观，更直接地获取信息和接受信息，完成课文教学任务。
通过观看光盘《认识加拿大》，让学生更多地了解加拿大和获取赴加学习，工作，生活等方面的知识。
结合课内外所学知识，比较中国和加拿大的异同点，写一篇作文，或分析研究加拿大的政治经济，历史文化和风土人情等。或撰写一篇介绍该国的文章，也可就其某一方面写一篇专题报告（如加拿大的双语教育）。
四、教学设计
Step1 Warming-up and lead-in（吸引注意力，激发探究欲望）
Show some pictures of Canada for the students to enjoy and think about the questions.
Canada is a……country.
Canadian people are…….
If you have a chance to Canada, what…….
Step2 Skimming(学习新知识，开始探究过程)
Task1: Skim the text and do multiple choices.
Task2: Tick out the subjects mentioned in the passage.
Step3 Scanning
Task1: Get the general idea of each paragraph.
Task2: Do Wb.Ex.1.Write down some information about Canada.
Step4 Retelling
Task: Read the text again and try to say something about Canada.
Step5 Listening & study
Task1: Listen and go over the text.
Task2: Finish Part3 & Part4, word study.
Step6 Enjoying
Task: Choose the favorite subjects and watch the VCD.
Get much more information about Canada.
Step7 Discussion(新旧知识整合，完善探究思维)
Task: Discuss the similarities and the differences between Canada and China.
Step8 Advice
Task: Discuss the question and give advice.
Topic: If I have a chance to study in Canada for a year, what advice can you give me?
Homework:
五、教学反思
在课堂的教学设计中，教师一定要善于把握教材，联系学生认知实际，选择合适的内容，保护好学生的课堂热情和活力，尽可能优化创新课堂教学模式，使课堂教学真正充满生气，焕发活力，卓有成效。
Canada 篇9
一、背景说明
随着中国与世界各国间的联系日益密切和中国综合国力的增强，人民生活水平的提高，出国学习工作生活日趋时尚和方便。加拿大，一个多员文化并存，美丽富饶，极具魅力的发达国家，毫无疑问，首当其选。
因此，要走进加拿大，我们必须先认识加拿大，了解加拿大。
二、教学内容
高中英语第二册（上）第7单元第26课Canada
三、教学目标
借助多媒体技术的运用，让学生在学习加拿大这一课时能更感观，更直接地获取信息和接受信息，完成课文教学任务。
通过观看光盘《认识加拿大》，让学生更多地了解加拿大和获取赴加学习，工作，生活等方面的知识。
结合课内外所学知识，比较中国和加拿大的异同点，写一篇作文，或分析研究加拿大的政治经济，历史文化和风土人情等。或撰写一篇介绍该国的文章，也可就其某一方面写一篇专题报告（如加拿大的双语教育）。
四、教学设计
Step1 Warming-up and lead-in（吸引注意力，激发探究欲望）
Show some pictures of Canada for the students to enjoy and think about the questions.
Canada is a……country.
Canadian people are…….
If you have a chance to Canada, what…….
Step2 Skimming(学习新知识，开始探究过程)
Task1: Skim the text and do multiple choices.
Task2: Tick out the subjects mentioned in the passage.
Step3 Scanning
Task1: Get the general idea of each paragraph.
Task2: Do Wb.Ex.1.Write down some information about Canada.
Step4 Retelling
Task: Read the text again and try to say something about Canada.
Step5 Listening & study
Task1: Listen and go over the text.
Task2: Finish Part3 & Part4, word study.
Step6 Enjoying
Task: Choose the favorite subjects and watch the VCD.
Get much more information about Canada.
Step7 Discussion(新旧知识整合，完善探究思维)
Task: Discuss the similarities and the differences between Canada and China.
Step8 Advice
Task: Discuss the question and give advice.
Topic: If I have a chance to study in Canada for a year, what advice can you give me?
Homework:
五、教学反思
在课堂的教学设计中，教师一定要善于把握教材，联系学生认知实际，选择合适的内容，保护好学生的课堂热情和活力，尽可能优化创新课堂教学模式，使课堂教学真正充满生气，焕发活力，卓有成效。
Canada 篇10
unit 5 canada—“the true north”第一部分《金色教案》教学设计说明about the topic and the structures单元话题和结构本单元以节日为话题，介绍了世界各地的一些节日的含义、由来和民俗。通过本单元的学习，可以帮助学生更多地了解节日、体味文化；同时又可以引导学生理解、尊重不同的文化和习俗。本单元语言功能项目是：方向、位置和情感。本单元语言结构项目是“名词从句作同位语”。本单元还要求学生学习写作“描写文：报道”。《金色教案》教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。但在实际教学过程中，建议教师依据学生基础、教学条件、学校安排的因素，对课本、对《金色教案》教学设计重新划分课时，裁剪、拼接使用提供的材料，以便“物尽所用”，达到最佳教学效果。教师也可以参照《金色教案》提供的“实际教学过程课时划分建议”进行教学。period 1reading 阅读课warming up课本提供了一个关于加拿大概况的小测试，目的是激活学生已有的知识和经验，为进入本单元的学习作好准备。教师也可以参考本书提供的warming up by talking about canada或者 warming up by looking and listening导入新课。pre-reading课本通过四组问题激活学生有关旅行和加拿大的知识和经历。本单元阅读是“在旅途中看加拿大”，因此，“读前”部分首先提问学生经历过的旅行，然后提问学生最想去的国家，由此切入到本单元的话题“加拿大”。然后进一步提出“你是否想去加拿大旅行?你想到那儿去看什么?” “你会使用哪三个词语来描述加拿大?” 教师也可以利用本书 pre-reading by questioning and answering进行操作。r eading部分是篇游记，记述了李黛予和刘倩去加拿大看她们的表兄妹的途中见闻。乘火车横穿加拿大之前，她们表兄妹的朋友林丹尼向他们介绍了加拿大的概况，包括面积、地貌、城市、人口、生态环境等。一路上，他们看到了加拿大的自然美景，野生动物，并因中途停靠卡尔加里(calgary)而联想到卡尔加里大赛马会(calgary stampede)。加拿大地 广人稀，多数人住在美—加边境。本文还提到了桑德贝(thunder bay)，五大湖(the great lakes)，温哥华(vancouver)，多伦多(toronto)，介绍了加拿大的淡水资源。本文对加拿大的介绍涉及面较宽，但都没有详述，这给学生留下了足够的思维空间。建议教师使用本书提供的talking and sharing, listening and reading aloud, reading and underlining, reading and transferring information, understanding difficult sentences， closing down by acting the text 帮助学生掌握课文的形式、理解课文的内容，进而活用课文。 comprehending部分由三部分组成：回答问题、写出正确信息和画路线图。这些不仅检查学生对阅读课文的细节的把握，比如，要求学生介绍卡尔加里大赛马会、列举加拿大蕴藏的两种自然资源、写出有关桑德贝的地理位置的正确信息等，而且检查学生根据阅读课文内容所作的推理和判断，比如，“why do many people want to live in vancouver?”一题，要求学生联系文中相关信息，做出因果推理。此外，还检查学生的读图能力，比如，“why would ships be able to reach the center of canada?”一题，要求学生把地图和课文两方面的信息综合起来。最后，要求学生在地图上画出横穿加拿大的路线图，抓住文中人物的行踪也就抓住了行文的线索，零散的信息就有机地串联起来了。period 2learning about language 知识课learning about language部分首先通过构词法的学习扩大学生的词汇量并培养学生的词汇生成能力。用阅读课文中的词和信息编对话和填空，旨在提高学生活用词汇的能力。语法部分通过从阅读课文中找例句和造句的练习教学同位语从句。教师可以参考本书提供的下列步骤进行教学：warming up by discovering useful words and expressions, reading and finding, doing exercises, ready used materials for “noun clauses as the appositive”, closing down by doing a quiz。period 3using language运用课using language部分综合训练听说读写的能力。听与写、听与说有机结合在一起，使学生通过填空、讨论的形式进一步学习有关加拿大的知识——加拿大的居民、语言等。阅读部分继续加拿大之行：从多伦多到蒙特利尔(montreal)。本文提到了枫树，加拿大国家塔(cn tower)，尼亚加拉瀑布(niagara falls)，多伦多猛龙队(toronto raptors)，蓝鸟队(blue jays)，中国城 (chinatown)，圣劳伦斯河(st lawrence river)等等，充分展示了异域文化风情。写的部分是两篇报告，一个写途中所见，另一个写途中所闻。教师可以根据课本上的提示，向学生介绍“报告”的写作方法。写之前，先让学生根据本单元的两篇阅读完成图表上所要填写的信息。写报告时，要求学生自拟题目，先提出话题，再根据图表信息详述所见或所闻，最后作一小结。本书提供的下列步骤可供参考： warming up by listening and writing，speaking， reading and underlining， acting， closing down by having a guided writing。 实际教学过程课时划分建议period 1将warming up、 pre-reading、reading和comprehending整合在一起上一节“阅读课”。period 2将learning about language 和workbook中的 using words and expressions、using structures 整合在 一起上一节“语言知识课”。period 3将using language 设计为一节包括听说读写单项技能或组合技能训练的“综合技能课（一）”。period 4将workbook 的reading and listening和talking整合在一起上一节“听说课”。period 5将workbook 的listening task、reading and writing task和 speaking task整合为一节“综合技能课（二）”。第二部分教学资源说明section 1background 背景围绕单元话题“festival around the world”，《金色教案》提供了几则语言规范、短小精干的趣味性材料。这些材料既可以作为教师教学参考材料为教师所用，也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生。section 2explanation解析重点针对“阅读课型”中的课文难句，《金色教案》不仅提供了详尽的，就句论句的解析和翻译，而且还以解析的焦点话题为线索，进行了一定的归纳、辨析和总结，以帮助教师更好地实施“语言形式”的教学。section 3vocabulary词汇按照课本单元词汇表顺序，《金色教案》重点提供动词、短语搭配的讲解。所提供的例句，经典、地道、实用、易懂，完全可以直接用于教学。第三部分教学测评说明围绕单元词法、句法项目，《金色教案》提供了长短不一的“单元教学测评”，并备有参考答案供教师使用。有些测评题目直接源于历年高考试卷，更具有说服力和实用性。
Canada 篇11
unit 5 canada—“the true north”
period 6 using language: speaking and writing
整体设计教材分析this is the sixth teaching period of this unit. the teacher can first check the homework, let students review what they learned in the last lesson and then lead in the new lesson.in this period, the teaching activities will focus on speaking and writing. these activities offer students the opportunity to collect and list information, then select two or three things that impressed them most to describe. they are also required to describe their feelings when they experienced the things. the practice of speaking and writing is important for students to use the vocabulary and structures they have learned. it is also a best way to test if students have mastered what they have learned. encourage them in groups of four (imagine two are the cousins who traveled across canada. the others ask questions about the trip. ) to discuss what impressed them, make a list of their ideas and take part in a group discussion to find two or three things that impressed them most. remind them to use the words and expressions of direction and position. then let them write a short report about the two or three most impressive things.speaking and writing are higher stages of language learning. the teacher should frequently give students some assignments of speaking and writing. only in this way can students use what they have learned more freely.教学重点1. develop students’ speaking and writing ability.2. let students learn how to use the expressions of direction and position.3. get students to learn to write a short report about their most impressive things.教学难点1. how to develop students’ speaking ability.2. how to develop students’ writing ability.三维目标知识目标1. get students to learn more about canada.2. let students learn the expressions of direction and position.3. have students know how to write a short report to describe what impressed them most.能力目标1. train students’ speaking ability by learning to use the expressions of direction and position.2. develop students’ writing ability by learning to write a short report to describe what impressed them most.情感目标1. have students learn more about canada and stimulate their love of nature.2. train students’ ability to cooperate with others.
教学过程设计方案(一)→step 1 revision1. check the homework exercises.2. ask some of students to retell the passage “the true north” from toronto to montreal.→step 2 warming up1. 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 positionwhere 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/southwardacross the continent/lake through the forests along the coast/river3. ask students in pairs to ask and answer questions using the expressions above.→step 3 speaking1. 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 writingtask: 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 title2)a short paragraph to introduce the report’s topic.3)a paragraph for each impressive thing you are presenting (be sure to include its location and how it made you feel)4)a short conclusion2. 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 task1. suppose the situation: a group of visiting students are coming on a three to five-day tour of your city or town. plan what places are best for them to visit, in which direction they will go and what the places are like.2. remind them to use the words and expressions they have learned for geographical direction and location. then allow them to begin to write.3. when most of them finish, let some read their plan to the class. the teacher and others should give comments.→step 6 homework1. 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 revision1. check the homework exercises.2. ask students to dictate some new words, expressions and important sentences.→step 2 warming up1. let students review the words and expressions they have learned for geographical direction and location. list them and make sure they know their meanings2. 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 writing1. let students divide into groups of four. imagine two of them are the cousins who traveled across canada. the others ask questions about the trip.2. have them make a dialogue to describe two or three things that impressed them most and their feelings when they experienced them.3. ask them to write a short report about the two or three most impressive things during the trip across canada.→step 4 workbook1. speaking task1)ask students to read through the directions and make sure they know what to do.2)give them enough time to prepare their introduction.3)let some of them to perform to the class.2. writing task1)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 homework1. finish off the workbook exercises.2. summarize the words expressions you have learned for geographical direction and location and keep them in mind.
板书设计
unit 5 canada—“the true north”
speaking and writing
expressions of direction and positionwhere 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/southwardacross 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.
Canada 篇12
同位语从句讲义及练习
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。
例1：information has been put forward ____ more middle school graduates will be admitted into universities.(nmet上海)
a.while b.that c.when d.as
析：答案为b。more middle school graduates will be admitted into universities是information的内容，且information不在从句中作成分，所以该句为同位语从句。应将该句区别于：
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
析：答案为b。that has been put forward为information的修饰性定语，且information在从句中作主语，所以该句为定语从句。
例2：she heard a terrible noise,____ brought her heart into her mouth.(met91)
a.it b.which c.this d.that
析：答案为b。分析语境含义、句子结构和句子成分可知，该句为非限制性定语从句，先行词为a terrible noise，且它在从句中作主语。应将该句区别于：
i can\'t stand the terrible noise ____ she is crying loudly.
a.it b.which c.this d.that
析：答案为d。she is crying loudly是the terrible noise的内容，且the terrible noise不在从句中作成分，所以该句为同位语从句。
Canada 篇13
unit 5 canada ---“the true north”（vocabulary and useful expressions）
this is the seventh period of this unit，the end of this unit.after finishing learning this unit，students should know how well they did and how they can improve themselves.they should learn how to evaluate themselves.therefore，in this period，there is a part for students to sum up what they learned in this unit.besides，some learning tips are introduced to students.in the workbook，there are two parts：project and checking yourself.the first part is to ask the students to make a research into a great person around himself or herself.the second one is to make the students learn how to evaluate themselves.in a word，this period is designed to go over the whole unit.
●三维目标
1.knowledge：
sum up what the students have learned in this unit，including：useful verbs，useful nouns，useful expressions，new grammar item.
2.ability：
（1）know how well they did in this unit.
（2）know how to improve themselves.
3.emotion：
learn how to evaluate themselves.
●教学重点
（1）enable the students to master useful verbs，useful nouns，useful expressions，new grammar item.
（2）help them to know how well they did.
（3）help them to learn how to evaluate themselves.
●教学难点
help them to learn how to evaluate themselves.
●教具准备
the multimedia and the blackboard.
●教学过程
step 1 greetings
greet the whole class as usual.
step 2 revision
t：yesterday you were asked to writing a passage about a great person.have you finished your homework？
ss：yes.
t：very good.who’d like to introduce your hero/heroine？
s1：i want a try.madam curie is my heroine.she is a french professor of physics.she was born in poland in 1867.in 1891 she went to study in paris university because at that time women were not admitted to universities in poland.when she was studying in paris，she lived a poor life，but she worked very hard.in 1895 she married pierre curie，and then they worked together on the research into radioactive matter.they discovered two kinds of radioactive matter—polonium and radium.in 1904 she and her husband received a nobel prize for physics.after mr curie died in 1906，she went on with her research.she received a second nobel prize for chemistry in 1911，so she became the first scientist in the world to win two nobel prizes.
t：excellent.anybody else？
s2：let me try.albert einstein is my hero.he was born on march 14，1879 in ulm，wurttemberg，germany.einstein contributed more than any other scientist since sir isaac newton to our understanding of physical reality.einstein worked at the patent office in bern，switzerland from 1902 to 1909.during this period he completed an astonishing range of theoretical physics publications，written in his spare time，without the benefit of close contact with scientific literature or colleagues.the most well known of these works is einstein’s 1905 paper proposing “the special theory of relativity.” later in 1905 einstein showed how mass and energy were equivalent expressing it in the famous equation：e=mc2.this equation became a cornerstone in the development of nuclear energy.einstein received the nobel prize in 1921 but not for relativity，rather for his 1905 work on the photoelectric effect.he worked on at princeton until the end of his life on an attempt to unify the laws of physics.
step 3 summing up
t：good jobs.today we will finish learning this unit.now let’s sum up what we have learned in this unit.here are some guiding notes to help you.please fill in the information sheet.
（show the card on the screen.）
what have you learned about nelson mandela.
_________________________________
from this unit you have also learned
●useful verbs___________________________
●useful nouns___________________________
●useful expressions___________________________
●new grammar item___________________________
now i’ll give you some minutes to write possible answers.
suggested answers：
what have you learned about nelson mandela.
intelligent/determined/generous/kind/unselfish/hard-working/brave/confident
from this unit you have also learned
●useful verbs：
fight，advise，continue，vote，accept，guard，fear，reward，sentence
●useful nouns：
hero，quality，republic，principle，nationalism，livelihood，prison，prisoner，law，fee，gold，passbook，anc，youth，league，stage，position，violence，blanket，degree，terror，fear，cruelty，reward，right，criminal，leader，president
●useful expressions：
lose heart，in trouble，worry about，out of work，youth league，as a matter of fact，blow up，put...in prison，come to，power，set up，be sentenced to
●new grammar item：
the attributive clauses with when/where/why
step 4 learning tip
t：in the last periods，we have learned two passages about nelson mandela.so you have been very familiar with this kind of passage.here is a question for you to discuss.listen carefully.which learning tips do you think are more useful？are you clear about that？
ss：yes.
t：work in groups of four and discuss for a few minutes.then i’ll ask some students to express your opinions.you can begin now.
（a few minutes later.）
t：ok.are you ready now？
ss：yes.
t：who’d like to be the first to talk about your opinions？any volunteer？
s1：i think when we choose a famous person，we must try to find out as much as we can about his or her life.
s2：in my opinion，it is important to read what a famous person did and what people remember about him or her.
s3：i think it is also important to find some people who like him or her and some who do not.at the same time，we should try to find out for what reason they like this person or not.
t：very good.while you are doing this，you will be teaching yourself a useful way of learning.
step 5 project
t：now please turn to page 75.please look at the project.you know a great person need not to be famous.so your task is to look around your hometown and see if you can find anyone who has given up something to help others.then write a short report about research and read it to the class.please finish it after class.
step 6 checking yourself
t：now we have finished learning this unit.please discuss the following questions.
（show these questions on the screen.）
what kind of person do you want to be？
are you going to become a great person like nelson mandela？why？
do you think a rich and successful person is a great person？why or why not？
what have you learned from nelson mandela？from what quality do you admire him most？
do you know anyone who has given up a lot for others？
how well have you done in the exercises on the attributive clause？
did you have any problems in understanding this unit？how did you solve them？
（give the students several minutes to prepare.and then have a discussion about these questions with the whole class.）
step 7 summary
t：in this lesson，we summed up what we have learned in this unit.besides，we talked about some learning tips.and then you check yourself.today we have finished this unit，so please review the whole unit，especially pay more attention to the important words，phrases and grammar we learned in this unit.
step 8 homework
go over the whole unit.
●板书设计
unit 5 nelson mandela—a modern hero
the seventh period
what have you learned about nelson mandela.
____________________________________
from this unit you have also learned
●useful verbs_______________________________
●useful nouns_______________________________
●useful expressions_______________________________
●new grammar item_______________________________
●活动与探究
your task is to look around your hometown and see if you can find anyone who has given up something to help others.then write a short report about research and read it to the class.please finish it after class.
●备课资料
how to improve your english grammar
use self-study grammar books.
practice forming meaningful sentences.make positive statements，negative，turn statements into questions，make active statements passive.turn past tense sentences into present tense sentences etc.
learn the different tenses.learn by heart a simple example sentence using each tense.
do online exercises.keep a note of how you did and go back in a few weeks to see how you have improved.
on this site：use the grammar pages to learn new grammar and then test yourself.
how to improve your english vocabulary
use self-study vocabulary books.
expose yourself to as much english as possible by reading，watching the tv，films or the news and listening to the radio or music.
do online exercises.keep a note of how you did and go back in a few weeks to see how you have improved.
use stick it notes and label things around your home.
vocabulary webs
build a vocabulary web to organise your vocabulary about certain subjects.
for example your personal life：
and then extend it：
on this site：use the dictation pages to test your understanding.and then extend it further...
flash cards
start a flash cards box.
buy or cut out some cards all the same size.
draw or cut out some pictures.
paste the pictures onto one side of the card and write the correct word on the other side.
put new words in the front of the box.
test yourself using either the pictures，the words or both.
if you have forgotten a word bring it to the front of the box.
on this site：use the vocabulary pages to learn new vocabulary thematically and in context.
how to improve your english listening skills
make sure you have the right software to take advantage of what is available on the www.you can download players and find links to online radio stations at ， and .
try some english radio stations.
films in english are an excellent language resource.follow my tips on how to use films to improve your english.
keep up to date with current events and watch an english-language news station，such as bbc world.watch news reports on events you are already aware of.
find out how to switch languages on your tv.if you have digital or satellite tv there are several channels that broadcast in multiple languages.eurosport is one and euronews is another.
on this site：use my english magazine ezine pages to find some interesting articles to listen to.
on this site：read my poem of the month or joke of the month and then send off for the monthly sound files.
Canada 篇14
unit 5 canada—“the true north”
period 5 using language: extensive reading
整体设计教材分析this 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 are 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 know more and finish their reading task.at the end of the class, ask students to retell the two passages. 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 distance2. 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 scenery.2. develop students’ sense of group cooperation and teamwork.
教学过程→step 1 revision1. check the homework exercises.2. ask some students to talk about the major similarities and differences between china and canada.→step 2 leading-in1. 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 reading1. 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 montrealsuggested 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 morningaround noonlate that nightat dawn the next morningthey spent the afternoonthe nightsuggested answers:the next morningthey saw beautiful maple leaves and frost on the ground and realized that fall had come.around noonthey arrived in toronto.late that nightthe train left.at dawn the next morningthey arrived in montreal.they spent the afternoonin lovely shops and visiting artists in their workshops beside the water.the nightthe 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 oflet 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 points1. 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 didn’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 broad 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 & widebroad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 taskturn 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 passagewhat beth thoughtinformation in the passagethe temperaturehow to travelholidayshow people livewhat the inuit dodaylight hours3. 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 passagewhat beth thoughtinformation in the passagethe temperaturecold, but not too coldvery cold, -35 degrees average in winterhow to travelby dogsledby snowmobileholidaystoo cold for holidaystourists like ice fishing and photographing polar bearshow people livein ice housesin warm houseswhat the inuit dohunt animalshave businessdaylight hourslight in daytimedark in winter day; light in summer night→step 6 consolidationask students to go back to the two passages. give them several minutes to be prepared to retell them in their own words. then ask as many students as possible to come to the front to do their retelling.→step 7 homework1. 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 townpoints in the passagewhat beth thoughtinformation in the passagethe temperaturecold, but not too coldvery cold, -35 degrees average in winterhow to travelby dogsledby snowmobileholidaystoo cold for holidaystourists like ice fishing and photographing polar bearshow people livein ice housesin warm houseswhat the inuit dohunt animalshave businessdaylight hourslight in daytimedark in winter day; light in summer night
活动与探究
reading and enjoyingread 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.
Canada 篇15
lesson 11 canada
课时：1
leaning aims:1.了解加拿大的首都，国旗，语言以及名胜。
2. 掌握本节课的重点短语以及句子。
leaning important:1. 了解加拿大的首都，国旗，语言以及名胜。
2. 掌握本节课的重点短语以及句子。
leaning difficult: remember the imporant phrases and sentences.
leaning method: 情景教学法
teaching steps:
step 1:organize teaching.
review lesson 9.
翻译。
1.中国地图
2,讲汉语
3.首都城市
4.天安门广场
5.中国的国旗
step 2: showing the learning aims and ask the students to read them together.
step3:listen to the tape and answer some questions.
1. people in canada speak_________ and_______.
2. ________ is the capital city of canada.
3. the u.s.is ________ of canada.
4.__________ is red and white.
5.___________ and __________ are very famous in canada.
step4:check answers.
1.english french
2.ottowa
3.south
4.canada’s flag
5.niagara falls and rocky mountains
step5:listen to the tape again.then read the text together.
step6. do exercices.
a. 英汉互译。
1. the captial city
2. 著名的
3. 尼加拉大瀑布
4. 落基山脉
5. 讲英语和法语加拿大的首都是渥太华。
6. 美国在加拿大的南边。
7. 加拿大国旗
8. 一张加拿大的地图
step7: writing on the bb.
lesson 11 canada
a. words and phrases:
1. canada
2. speak english and french
3. south of canada
4. canada’s flag
5. niagara falls
6. rocky mountains
b. sentences:
1. 1.they speak english and french in canada.
2. the u.s. is south of canada
3. canada’s flag is red and white.
4.niagara falls and rocky mountains are very famous in canada.
Canada 篇16
a trip on “the true north”learning aims:• learn the useful new words and expressions in this part:chat; surround; measure; aboard; within; border; rather than; settle down; manage to do; catch sight of; have a gift for• learn the knowledge of canada.• develop reading ability and learn different reading skills.• learn how to read a travelling report and how to use a map• stimulate interests in learning about foreign countries.important points:• read the passage and learn about the geography, main cities, natural beauty and natural resources of canada.• learn different reading skills. (skimming; scanning; detailed reading, referring; etc.)difficult points:• . develop our reading ability.• learn about some basic information and talk about canada.procedures:step1 leading in a quiz. ( how much do you know about canada?)reading tips step 2 reading i. skimming(略读) 2ms 通览全文，获得大意，不要在意细节和生词，找到问题答案即可。一定要快哟！ skim the passage and then answer the following questions:1) what is the passage mainly about?it is about ______ of two girls; and it tells us some information about ______.2) what is “the true north”?the true north is a name of ___________.ii. scanning(跳读) 4msreading tips: it is a travelling journal (游记) so we should find out the essential items (基本项目) in it.scan the passage and find out characters(人物), places and their travelling route（路线）. characters:places : route: draw a travelling route on the map on p33iii. detailed reading( 细读) 10msread the passage more carefully and find more information about canada. then finish the following tasks .task 1 a trip on “the true north”place informationvancouverit is ___________ by mountains and the pacific ocean.people can _____ in rocky mountains and sail in the______.wet climate makes the trees extremely tall, some ___________ over 90 meters.the rocky mountainsthey managed to __________some mountain goats, a grizzly bear and an eagle.calgaryit is famous for ____________.many cowboys ______________ riding horses and can win thousands of dollars in prize.a wheat-growing provincefarms cover thousands of square____.thunder bayit is a busy port city at the top of the great lakes in an ______ area.ocean ships can ________the great lakes. task 2 do you know what they refer to(指代)? they could cross the whole continent…(para. 1)• its population is increasing rapidly.(para. 2)and much of it is in the great lakes.( para. 4)task 3 translation bar (译译吧, 译林高手出招吧!）• that afternoon, the cousins got on the train and then sat in their comfortable seats• some people have the idea that you can cross canada in less than five days, but they forget the fact that canada is 5,500 kilometres from coast to coast.• 她们不想一路乘飞机，而决定先飞温哥华，再从西海岸乘火车横穿加拿大到达东海岸。step 3 talking bar（谈谈吧）let’s share your ideas.if someday you go to canada, where will you go? why? step 4 homework• learn the useful words and expressions by heart.• write a short passage to report what li daiyu and liu qian saw in canada.
Canada 篇17
unit 5 canada—“the true north”
warming up, pre-reading and readingi.单元教学目标技能目标skill goalstalk about the basic information about canada— location, main cities, customs and cultural diversity.learn how to read a traveling report and use maps.learn to express directions and positions.master the noun clause- appositive clause.learn to write a report to express what you hear and see in a place.ii. 目标语言功 能 句 式表示方向的句式where is...?how does one go to...?in what direction is...?is... close to/far from...?how far is...?表示位置的句式it is/lies in the north/south of...it is/lies to the south/east/northwest of...it is within...kilometers of...it is/lies on the west/east.the place is on the border.you go along the coast.it is east /west of...it is far away from...one goes northward.词 汇1. 四会词汇quiz canadian minister continent baggage chat scenery eastward westward upward surround harbor measure aboard eagle within border slight acre urban topic mix mixture bush maple frost confirm wealthy distance mist misty schoolmate booth downtown approximately dawn buffet broad nearby tradition terrify terrified pleased impress impressive2. 词组prime minister, rather than, settle down, manage to do, catch sight of, have a gift for, in the distance语法noun clause as the appositiveiii. 教材分析本单元通过两位女孩李黛玉与刘茜的加拿大之旅，向我们展示了加拿大的一些基本概况，包括它的地理位置、主要城市、风土人情以及它的多元文化。通过学习本单元，让学生对加拿大有了更多的了解，使学生能够用所学的词汇与句式表达方向与位置，并学会条理地写出旅游过程中的所见所闻。period 1 warming upteaching goals 1. target language1.learn some words.multicultural, scenery, surround, harbor, canadian, vancouver, toronto, calgary, ottawa, beaver, polar, penguinlearn the information about canada.master the expressions for describing directions and locations.talk about the basic information about canada— location, main cities, customs and cultural diversity.teaching important points learn to read the traveling report according to the traveling route.teaching methods asking-and-answering activities;teaching aids: a computerteaching procedures:step 1 lead-in1. do you like to go sightseeing?2. which country do you like to visit?3. what can you see in these countries?show some pictures of famous country: britain, france, usa, japan, canadawhat’s your first impression of this country?beautiful, modern, attractive, pleasant…step 2 quizhow much do you know about canada?if you have a chance to have a trip to canada, what do you want to know about it?canada is a multicultural country. it is the second largest country in the world. how much do you know about canada? work in pairs and answer this quiz1.c 2.d 3.a 4.b 5.astep 3 introductionintroduce some information of canada.position: canada is in northern north americasize: the second largest country in the worldhas an area of 9,984,670 square kilometers ; the distance from east to west is5,500 kilometerspopulation: a population of 30 million.history: the first settlers arrived from england in 1497. settlers from france reached canada in 1534languages: official languages: english and frenchclimate: different from area to area (as in china )resources: be rich in forests, coal, oil, waterstep 4 practiceknowledge about canada: true or false.1. canadians speak english and french. 2. toronto is the capital of canada. 3. canada lies in the north of south america. 4. canada is the largest country in the world. 5. canada is on the north of usa. 6. the national animal of canada is polar bear. 7. canada is a member of the british commonwealth. 8. the head of the canadian government is the prime minister. step 5 speaking 1. introduce something about canada to your friends.2. fill in the blanks.canada is a __________(多文化的) country. it covers an area of_____ million square kilometers and is __________________ (第二大) country in the world. ______ is its capital. canadians speak _________________. ________ is the national flower and _________ is the national animal.homework:1. preview the reading2. english weekly page 1 reading.period 2 reading教案teaching goals 1. target languagea. 重点词汇和短语rather than, baggage, scenery, eastward, chat, surround, harbor, measure, aboard, have a gift for, within, manage to do, catch sight of, eagle, acre, urbanb. 重点句子2. ability goal learn how to describe the places that li daiyu and liu qian visit in canada. understand the noun clause used as appositive. enable the students to understand the details of the passage about canada and find the correct answers to the questions in the post-reading.3. learning ability goals improve the students’ reading ability - guessing words, searching for information.learn the information about canada.master the expressions for describing directions and locations.teaching important points a. find the answers to the questions in post-reading.learn the methods of writing a traveling report about.b. understand the use of noun clause - appositive clause.learn to read the traveling report according to the traveling route.teaching methods 1. skimming and scanning;2. asking-and-answering activities;3. listening method.teaching aids a computerteaching proceduresstep 1 revisionsay something about canada.step 2 lead inwhat kind of passage it is? a. a story b. a piece of newsc. an advertisementd. a travel journallet’s start the trip with li daiyu and liu qian together.what do you expect to see if you take a trip to canada?step 3 fast reading1)read through the passage and find out which places are mentioned in it. then draw them in circles on your map.2)what does “the true north” mean? < “the true north” is the train that goes across canada / the cross-canada train.>step 4 careful readingfill in the chart.basic facts about canadadistance from east to west coastoceans on east and west coastspopulationwhere most canadians livelocation of largest fresh water supplykey point about vancouverkey point about calgarykey point about thunder bayif i would like to go to vancouver, what can i do there? can you tell me more about the city?key words: the warmest; the most beautiful; mountains; the pacific ocean ; ski & sail; the oldest forests then i would like to know something about calgary. can you tell something about calgary?key words: calgary stampede; cowboys; have a gift for; prizes.how about thunder bay? where is it?the key words: at the top end of…; busy port; close to… the fact …surprise many people.step 5 post readinganswer the following questions:1. which continent are the cousins crossing? <they are crossing north america.>2. why are the cousins not flying directly to the atlantic coast?<they are not flying directly to the atlantic coast because they want to take the train from west to east across canada / they want to see canada / they want to travel across canada.>3. why is the population of vancouver growing so rapidly ?<people want to live in vancouver because it is beautiful / it is surrounded by mountains and ocean / they can ski in the mountains and sail in the harbour.>4. what happens at the calgary stampede?<at the calgary stampede cowboys compete in riding wild horses / can win thousands of dollars for riding wild horses.>5. how are ocean ships able to reach the center of canada?<ships are able to reach the center of canada because they can follow the st. lawrence river and the great lakes to go there.>6. what are some of canada’s greatest natural resources?<canada has water from its lakes and rivers and wood from its forests.>step 6 retellingli daiyu and liu qian took the train in canada from _____ to _____ . their cousins’ friend, danny lin, took them to the train station to catch “____ _____ ______” . canada is the ________ biggest country in the world. it is 5,500 kilometers from ______ to _______. as they go ________, they saw beautiful scenery as well as cities. vancouver is ___________ by mountains on the north and east. when the cousins ________ _______ in the seats, they looked out of the window. they saw mountain goats and even a _______ bear. calgary is famous for its competition. many of the cowboys from all over north america ______ _____ _____ ______ working with animals. then they ______ _______ a wheat-growing province. thunder bay is a busy port. it is ______ ____ the center of the country.suggested answers:1. west; east 2. the true north 3. second 4. coast; coast 5. eastward 6. surrounded 7. settled down 8. grizzly 9. have a gift for 10. went through 11. close to step 7 discussion 1. which part of the country interests you most?2. if someday you go to canada, where will you go? why?homework1. remember the underlined sentences.2. write a short passage to report what li daiyu and liu qian saw in canada.3. english weekly page 4 part 1, 2
