发布时间 : 星期日 文章Book 3 Unit 5 教案更新完毕开始阅读
Book 3 Unit 5 Canada—“The True North”
Teaching aims and demands
语言知识
1. Learn some new useful words and expressions. 2. Learn noun clauses as appositive
3. Talk about the basic information about Canada— location, main cities, customs and cultural diversity
4. Learn how to read a traveling report and use maps.
5. Learn to write a report to express what you hear and see in a place.
语言技能和学习策略
1. To develop S’s ability in reading, listening and speaking. 2. To let Ss get more knowledge about Canada. 3. To improve Ss’ ability writing. 4. To practice giving structions.
文化意识
1. To enable Ss to understand some basic knowledge about Canada. 2. To arouse Ss’ interest in traveling to Canada.
3. To enable Ss to know some places of interest and famous cities in Canada. 4. To enlarge Ss’ vision of some foreign countries.
Teaching arrangement
1. The First Period Warming up& Pre-reading 设计为“听说课”
2. The Second Period Reading & Comprehending 设计为一堂“阅读课” 3. The Third Period Grammar 设计为一堂“语言学习课” 4. The Fourth Period Using language 设计为一堂“写作课”
5. The Fifth Period & Six Period Language Points 并讲解自编题目，设计为“综合技能课”
TEACHING PROCEDURES
The First Period Warming up& Pre-reading
Warming up
1. Ask the students to work in pairs and answer the quiz to find out how much
general knowledge your student already have about Canada. Allow students some time to give short talks about Canada. Keys : C D A B A
Pre-reading
1. Encourage students to reflect on their personal experiences on the question: What
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is the longest trip you have ever taken?
2. Show a large clear English map of Canada then ask the students to work in a
group of four and design a route of their trip to Canada. The students will also be required to imagine what they would see during the trip and use three words to describe Canada. At last, some students will be asked to present their ideas.
The Second Period Reading & Comprehending
Reading
I. Prediction
Ask the students to read the title and look at the pictures in the text then guess: What does “The True North” refer to?
II. Fast-reading
Ask the students to read the text quickly and finish these two tasks: A. Check if their guessing of “The True North” is correct.
( “The True North” is the cross-Canada train.)
B. As they read, ask them to draw the girls’ route across Canada on the map
according to the text.
(Vancouver → Rocky Mountains → Calgary → wheat-growing province →Thunder Bay → the Great Lakes)
III. Careful reading
Finish Ex1 & 2 of Comprehending on Page 35.
The Third Period Grammar
Grammar: The Appositive Clause
在主从复合句中作同位语的从句叫同位语从句。它一般跟在某些名词（如fact, news, idea, hope, belief, truth, promise, thought, fear, doubt, possibility, order, suggestion, question等）的后面，用以说明或解释前面的名词。引导同位语从句的有连词that, whether; 连接副词how, when, where等。
e.g. The thought that they could cross the whole continent was exciting. I have no idea when Chapin’s film will be on again. The fact that women can work as well as men is clear. 注意：
1. if ，which不能引导同位语从句。
2. 有时同位语从句可以不紧跟在起说明的名词后面，而被别的词隔开。 e.g. The thought came to him that maybe the enemy had fled the city.
Several years later, word came that Napoleon himself was coming to inspect them.
3. 同位语从句与定语从句的区别
1) 定语从句对先行词起修饰、限制的作用；同位语从句具体说明它前面的名词
的内容。
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2) that 在定语从句中担任句子成分，是关系代词, 充当宾语时可以省略; that
在同位语从句中不担任句子成分，是从属连词，通常不能省略。 e.g. The news that you heard is not true. (定语从句)
The news that our team has won is true. (同位语从句)
The fact that we talked about is very important. (定语从句) The fact that we succeeded pleased everybody. (同位语从句)
The Fourth Period Using language
Using language
I. Fast-reading
1. What is the biggest and most wealthy city in Canada? A. Toronto B. Vancouver C. Montreal D. Calgary
2. Where do Chinese people in Chinatown in Toronto mainly come from? A. East China B. South China C. West China D. North China 3. Which language do people in Montreal mainly speak? A. Chinese B. English C. spanish D. French 4. How far is it from Toronto to Ottawa? A. Four thousand kilometers. B. Four hundred kilometers C. Four kilometers D. Fourteen kilometers 5. What did they dream of that night? A. The great Niagara Falls. B. Good Chinese food. C. St Lawrence River D. French restaurants and red maple leaves.
II. Careful reading
Ask Ss to answer the following questions and combine the answers into a short passage.
1. When did they arrive in Toroto? ( They arrived in Toronto at noon. ) 2. What did they see in Toronto?
( In Toronto they saw Niagara Falls and the covered stadium. )
3. Who chatted with them in downtown Chinatown? What did they talk about?
( They had a chat with Lin Fei, one of old schoolmates of Li Daiyu’s mother’s.They talked a lot, such as Cantonese food, Chinese people and Canada’s capital. ) 4. Where did they go the next morning? ( They went to Montreal the next morning. )
5. Who sat down with them in a buffet restaurant? ( Henri, a young man sat down with them in a buffet. ) 6. What did Henri tell them?
( Henri told them much about Montreal. ) 7. What did they dream of that night?
( They dreamed of French restaurants and red maple leaves. )
Ⅲ. Writing
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Combine the answers to the questions into a five-sentence short passage.
（One Autumn, Li Daiyu and Liu Qian arrived in Toronto where they saw Niagara Falls and the covered stadium. Then Li Daiyu called one of her mother’s old
schoolmates who lived there. At a restaurant in Chinatown they talked a lot, such as Cantonese food, Chinese people and Canada’s capital. The next morning they arrived in Montreal where they knew Henri, a student at the university nearby, and learnt much about Montreal from him. That night they dreamed about French restaurants and red maple leaves.）
The Fifth Period & Six Period Language Points
Warming up & Pre-reading
1. multicultural adj. 多种文化的 △ multi- 前缀 “多”
multiparty 多党的 multi-media 多媒体 multicoloured 多彩的 multistory 多层的 multinational 多国的
Reading
1. 1. rather than = instead of ….与其；不愿 （连接两个并列成分） 造句：与其下雨天出去，我宁愿呆在家。
Rather than go out in a rainy day, I’d like to stay at home. 我决定写信而不是打电话。
I decided to write rather than ( to ) telephone. 与其说他是个老师，还不如说他是个作家。 She is a writer rather than a teacher.
Ex：The teacher rather than the students is （be） to blame. You, rather than she, are (be) my guest. △ rather than
连接两个名词或代词做主语时， 谓语动词应与前面的名词或代词在人称和数上保持一致。
△ would do A rather than do B = would rather do A than do B
e.g. He would depend on himself rather than turn to others for help. = He would rather depend on himself than turn to others for help.
2. The thought that they could cross the whole continent was exciting. 句子分析：这是一个 that 引导的 同位语 从句。其中连词在从句中 不做成份 。 句子仿写：你这个周末呆在家学习的想法是正确的。
The thought that you stay at home and study this weekend is right. 句子仿写：你现在想出国旅游的想法是不切实际的。(impractical) The thought that you want to travel abroad now is impractical.
3. chat vi. ( chatted – chatted – chatting ) & n. 聊天；闲聊 △ have a chat 聊天
chat about 聊关于…
chat with sb. 和某人聊天
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