2017届山东省成武教研室高考英语一轮人教版必修3教案：Unit 5《Canada

　　Unit 5　Canada—“The True North”单元要览

　　类别 课程标准要求掌握的项目

　　话题 Geography: multicultural society; Canada

　　词汇

　　quiz n. 测验; 问答比赛 mixture

　　n. 混合（物）; 混合状态

　　Canadian n. 加拿大人　adj. 加拿大的; 加拿大人的 aboard prep. &adv. 在船、飞机、火车或公共汽车上

　　minister n.大臣; 部长 maple n. 枫; 枫树

　　continent n. 洲; 大陆 frost n. 霜; 霜冻

　　baggage n. 行李 confirm vt. 证实; 证明; 批准

　　chat vi. & n. 聊天; 闲聊 wealthy adj. 富有的

　　scenery n. 景色; 风景 distance n. 距离; 远方

　　eastward adv. 向东　adj. 向东的; 朝东的 mist n. 薄雾

　　westward adv. 向西　adj. 向西的; 朝西的 misty adj. 有薄雾的; 模糊的

　　upward adv. 向上地; 上升地adj. 向上的; 上升的 booth n. 公用电话间; 货摊; 售货亭

　　surround vt. & vi. 包围; 围绕 schoolmate n. 同学; 校友

　　harbor n. 海港 approximately adv. 接近; 大约

　　measure vt. &vi. 测量; 衡量; 判定　n. 计量制; 计量单位; 措施 downtown adj. 市区的　adv. 在市区; 往市区

　　bush n. 灌木（丛）; 矮树（丛） dawn n. 黎明; 拂晓; 破晓

　　eagle n. 鹰 buffet n. 自助餐; 饮食柜台

　　within prep. 在……之内 broad adj. 宽阔的; 广泛的

　　border n. 边界; 国界; 边沿vt. & vi. 与……接壤; 接近 nearby adv. 在附近　adj. 附近的; 邻近的

　　slight adj. 轻微的; 微小的 tradition n. 传统; 风俗

　　slightly adv. 稍稍; 轻微地 terrify vt. 使恐怖; 恐吓

　　impress vt. 使印象深刻; 使铭记 terrified adj. 恐惧的; 受惊吓的

　　impressive adj. 给人深刻印象的; 感人的 pleased adj. 欣喜的; 高兴的

　　topic n. 话题 acre n. 英亩

　　mix vt. &vi. 混合; 调配 urban adj. 城市的; 市镇的

　　短语 prime minister 首相; 丞相 catch sight of 看见; 瞥见

　　rather than 与其; 不愿 have a gift for 对……有天赋

　　settle down 定居; 平静下来; 专心于 in the distance 在远处

　　manage to do 设法做 at dawn 在黎明的时候

　　重要句型 1. Rather than take the aeroplane all the way, they decided to fly to Vancouver and then take the train west to east across Canada. (rather than. . . )

　　2. The thought that they could cross the whole continent was exciting. (noun clause as the appositive)

　　3. Going eastward, you’ll pass mountains and thousands of lakes and forests, as well as wide rivers and large cities. (present participle used as adverbial)

　　4. Skiing in the Rocky Mountains and sailing in the harbour make Vancouver one of Canada’s most popular cities to live in. (make+O+O. C. )

　　5. It is so wet there that the trees are extremely tall, some measuring over 90 metres. (“pronoun+doing” used as adverbial)

　　6. Because of the Great Lakes, they learned, Canada has more fresh water than any other country in the world. (more. . . than any other. . . )

　　功能 Direction&Position

　　Where is. .. ? 　In what direction is. . . ? 　How does one go to. . . ?

　　How far is. . . ? 　Is it nearby? 　Is. . . close to. . . ? 　Is. . . far from. . . ?

　　It’s. . . kilometers from. . . to. . . 　within. . . kilometers of. . .

　　It’s about. . . kilometers northeast of. . . 　. . . is close to. . .

　　in the north/south/west/east of. . . 　to the north/south/west/east of. . .

　　on the north/south/west/east of. . . 　go eastward/westward/northward/southward

　　across the continent/lake　through the forests　along the coast/river

　　语法 Noun clauses as the appositive

　　The thought that they could cross the whole continent was exciting.

　　The girls were surprised at the fact that ocean ships can sail up the Great Lakes.

　　教学重点 1. Get students to know about geography, multicultural society and Canada.

　　2. Have students learn useful new words and expressions in this unit.

　　3. Enable students to grasp and use the expressions of directions and positions.

　　4. Let students learn the new grammar item: noun clauses as the appositive.

　　5. Develop students’ listening, speaking, reading and writing ability.

　　6. Let students learn to read and use the map.

　　教学难点 1. Enable students to master the new grammar item: noun clauses as the appositive.

　　2. Let students learn to write a description of a place.

　　3. Develop students’ integrative skills.

　　课时安排 Periods needed: 7

　　Period 1 Warming up and reading

　　Period 2 Learning about language: Important language points

　　Period 3 Learning about language: Grammar

　　Period 4 Using language: Listening and talking

　　Period 5 Using language: Extensive reading

　　Period 6 Using language: Speaking and writing

　　Period 7 Revision: Summing up and learning tip

　　Period 1　Warming up and reading

　　整体设计

　　教材分析

　　This is the first teaching period of this unit, which introduces students to some basic information about Canada, its geography, its culture and its population. At the beginning of the class, the teacher can lead in the topic of the unit by showing students a map of Canada or other pictures of Canada and let the students describe them or talk about Canada.

　　Warming Up is intended to find out how much general knowledge students already have about Canada. It will also give a chance to those who have visited or read about Canada to share their knowledge with the rest of the class. So allow students some time to give short talks, show photographs, etc. and motivate others to become interested in Canada too.

　　Pre-reading contains three questions which encourage students to reflect on their personal experiences and information and their own ideas. This discussion leads to the reading passage in which they may find some facts they recognize as well as new information. Students can be encouraged to discuss these questions. Then they are asked to look at the title of the reading passage and the pictures to predict what the passage is about. This part is very useful for the next part Reading.

　　The reading passage A TRIP ON “THE TRUE NORTH” describes a trip across Canada by train. Have students read the passage by themselves and identify new words and expressions. As they read, ask them to find the places mentioned on the map of Canada. It is useful to have them discuss with a partner what they think the new vocabulary mean, and to work together on the map. The teacher can identify new words and structures that students might find difficult and pre-teach them to make the reading easier. Students are encouraged to skim for the general idea and scan for further understanding. After reading, students are required to do the exercises in Comprehending to see how much they have understood the reading passage. The teacher can let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class. Meanwhile, deal with any language problems that students meet.

　　To consolidate the contents of the reading passage, students should be required to read the passage again and then retell it. In order to arouse their interest, the teacher can hold a competition. The teacher also needs to make a summary on the passage including the general idea, writing characteristics, and so on to let students understand the passage further at the end of the class.

　　教学重点

　　1. Let students read the passage and learn about the geography, population, main cities, natural beauty and natural resources of Canada.

　　2. Get students to learn different reading skills.

　　教学难点

　　1. Develop students’ reading ability.

　　2. Enable students to learn about some basic information and talk about Canada.

　　三维目标

　　知识目标

　　1. Get students to learn the useful new words and expressions in this part.

　　2. Let students learn the knowledge of Canada.

　　能力目标

　　1. Develop students’ reading ability and let them learn different reading skills.

　　2. Let students learn how to read a traveling report and how to use a map.

　　2. Enable students to learn about some basic information and talk about Canada.

　　情感目标

　　1. Stimulate students’ interest in learning about foreign countries.

　　2. Develop students’ sense of cooperative learning.

　　教学过程

　　设计方案(一)

　　→Step 1 Leading-in and warming up

　　1. Show a map of Canada to students and talk about Canada. Then ask them the following questions:

　　1)What kind of country is Canada?

　　2)How large is it?

　　3)What else do you know about Canada?

　　Suggested answers:

　　1)Canada is a multicultural country.

　　2)It’s the second largest country in the world. It covers an area of 9 984 670 square kilometers. It is a bit bigger than China.

　　3)(Students’ answer may vary. Encourage them to tell more information. )

　　2. Make a quiz

　　Show the following on the screen.

　　How much do you know about Canada?

　　1. What language(s) do Canadians speak?

　　A. English.

　　B. English and German.

　　C. English and French.

　　D. English and Spanish.

　　2. What is the capital of Canada?

　　A. Vancouver. B. Toronto. 　C. Calgary. D. Ottawa.

　　3. What is the national animal of Canada?

　　A. Beaver.

　　B. Grizzly bear.

　　C. Polar bear.

　　D. Penguin.

　　4. What is the Canadian leader called?

　　A. President.

　　B. Prime Minister.

　　C. Governor.

　　D. King.

　　5. How many Great Lakes are there in Canada?

　　A. 4.

　　B. 3.

　　C. 5.

　　D. 6.

　　Let students work in pairs and answer this quiz. Then have them compare their answers with another pair. Give them the correct answers and see how many students got 80% or better.

　　→Step 2 Pre-reading

　　1. Let students discuss the following questions:

　　1)What is the longest trip you have ever taken?

　　2)If you take a trip to Canada, what do you think you might see there?

　　3)What three words would you use to describe Canada?

　　3. Have students turn to Page 34 of the text book, look at the title of the reading passage and the pictures and predict what the passage is about. Then have them read the passage quickly to see if they are right.

　　→Step 3 Reading

　　1. Fast reading

　　Ask students to skim the reading passage and then answer the following questions:

　　1)What is the passage mainly about?

　　2)What is “The True North”?

　　3)How many cities are mentioned in the text? What are they?

　　Three minutes later, check the answers with the whole class.

　　Suggested answers:

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

　　2)“The True North” is the train that goes across Canada/the cross-Canada train.

　　3)Five. They are Montreal, Vancouver, Calgary, Thunder Bay and Toronto.

　　2. Intensive reading

　　Allow students to read the passage carefully this time to understand the main ideas of each paragraph and get the important details, and then finish the following:

　　1)Choose the best answer to each question according to the text.

　　(1)As you go eastward, you can see the following things except ______________.

　　A. mountains

　　B. thousands of lakes

　　C. forests and wide rivers

　　D. cows

　　(2)Who will take part in the Calgary Stampede?

　　A. Cowboys from Stampede.

　　B. People from Canada.

　　C. Anyone who has a gift for riding.

　　D. Cowboys from all over the world.

　　(3)Which of the following statements is true?

　　A. One can cross Canada in less than five days by train.

　　B. Many people think Calgary is the most beautiful city in Canada.

　　C. In fact, the population of Canada is more than thirty million.

　　D. Ocean ships cannot reach Thunder Bay.

　　(4)Which of the following shows the right route of the cousin’s travel?

　　A. Toronto→Calgary→Vancouver→Thunder Bay

　　B. Vancouver→Calgary→Thunder Bay→Toronto

　　C. Vancouver→Thunder Bay→Calgary→Toronto

　　D. Toronto→Thunder Bay→Calgary→Vancouver

　　Suggested answers: (1)D　(2)D　(3)C　(4)B

　　2)Use the information from the reading passage to fill in the table below.

　　Basic Facts about Canada

　　Distance from east to west coast

　　Oceans on the east and the west coast

　　Population

　　Where most Canadians live

　　Location of the largest fresh water supply

　　Key points about Vancouver

　　Key points about Calgary

　　Key points about Thunder Bay

　　3)Answer the following questions in complete sentences.

　　(1)Which continent were the cousins crossing?

　　(2)Why were they not flying directly to the Atlantic coast?

　　(3)Why is the population of Vancouver growing so rapidly?

　　(4)What happens at the Calgary Stampede?

　　(5)How are ocean ships able to reach the center of Canada?

　　(6)What are some of Canada’s greatest natural resources?

　　3. Reading and discussing

　　Read the passage a third time and then work in pairs to discuss these questions.

　　1)Which part of the reading passage interests you most?

　　2)If someday you go to Canada, where will you go? Why?

　　(Let students have enough time to read the passage carefully and discuss the questions with their partners. Encourage them to expand their answers according to their own experiences. )

　　4. Dealing with language points

　　Help students analyze some difficult, long and complex sentences and guess the meanings of some new words and expressions. Encourage them to try to deal with the language points in the context. Give them explanations if necessary.

　　5. Listening and reading aloud

　　Ask students to read the passage aloud to the tape and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework. Read them aloud and try to learn them by heart.

　　Collocations: be on a trip to, rather than, take the aeroplane, all the way, take the train, at the airport, on the way to, chat about, as well as, less than, aboard the train, settle down, manage to do, catch sight of, be famous for, have a gift for, thousands of, in prizes, be amazed to do, at the top of, be surprised at, because of, fresh water

　　→Step 4 Consolidation

　　Give students 10 minutes or so and let them do the following:

　　1. Work in pairs and fill in the table about the type of writing and summary of the idea.

　　A TRIP ON “THE TRUE NORTH”

　　Type of writing

　　Main idea of the passage

　　Main idea of Paragraph 1

　　Main idea of Paragraph 2

　　Main idea of Paragraph 3

　　Main idea of Paragraph 4

　　Main idea of Paragraph 5

　　Suggested answers:

　　A TRIP ON “THE TRUE NORTH”

　　Type of writing This is a piece of narrative writing.

　　Main idea of the passage Li Daiyu and her cousin Liu Qian went on a trip to Canada, visiting their cousins and enjoying the beautiful scenery across the whole continent of Canada from west to east.

　　Main idea of Paragraph 1 Li Daiyu and her cousin Liu Qian were on a trip to Canada.

　　Main idea of Paragraph 2 Having arrived in Vancouver, the most beautiful city in Canada, they were to be taken to catch “The True North”, the cross-Canada train.

　　Main idea of Paragraph 3 Settling down in their seats in the train, they enjoyed the wild scenery while crossing the Rocky Mountains to Calgary.

　　Main idea of Paragraph 4 While arriving at Thunder Bay, they learn more about Canada, its population, resources, etc.

　　Main idea of Paragraph 5 The train rushed towards Toronto while they were sleeping.

　　2. Complete the summary of the story with one word in each blank and then retell the whole story.

　　Li Daiyu and Liu Qian were on a ______________ across Canada. Instead of taking the aeroplane ______________ the way, they would cross the whole continent of Canada in a ______________ after arriving Vancouver by air.

　　Danny Lin waited ______________ them at the airport and gave them a brief ______________ about Canada, the second ______________ country in the world and Vancouver, the most beautiful city of the country, while taking them to ______________ the train, “The True North”.

　　Having settled ______________ in the seats, they looked out of the window ______________ the wild scenery, the mountain goats, and grizzly bears. They went by the city of Calgary and ______________ in Thunder Bay, a city at the ______________ of the Great Lakes, learning more about Canada of its population resources and so ______________. Their last stop is Toronto, one of the southernmost cities in Canada.

　　Keys: trip; all; train; for; introduction; biggest; catch; down; at; arrived; top; on

　　→Step 5 Homework

　　1. Learn the useful new words and expressions in this part by heart.

　　2. Read the reading passage again and try to retell the passage.

　　设计方案(二)

　　→Step 1 Leading in the topic

　　Play the videos of the beautiful Canadian scenery. Enjoy them with students.

　　→Step 2 Warming up

　　Ask students to turn to Page 33. Let them work in pairs and answer this quiz to see how much they know about Canada.

　　→Step 3 Pre-reading

　　Show students a map of Canada and let them discuss the following questions in pairs:

　　1)If you take a trip to Canada, what do you think you might see there?

　　2)What three words would you use to describe Canada?

　　→Step 4 Reading

　　1. Give students 3 minutes and let them skim the passage to get the general idea of the passage.

　　2. Give students 6 minutes to read the passage carefully and then do the following:

　　1)Answer the following questions.

　　(1)Which continent are the cousins crossing?

　　(2)Why were they not flying directly to the Atlantic coast?

　　(3)Why is the population of Vancouver growing so rapidly?

　　(4)What happens at the Calgary Stampede?

　　(5)How are ocean ships able to reach the center of Canada?

　　(6)What are some of Canada’s greatest natural resources?

　　2)Complete the form below:

　　Route What the cousins saw and heard.

　　Vancouver It’s Canada’s 　1　 city, surrounded by mountains and the 　2　. The coast north of Vancouver has some of the oldest and most beautiful forests in the world.

　　　3

　　They managed to catch sight of some mountain goats and even 　4　 and an eagle.

　　Calgary 　5　 from all over the world to come to 　6　 in the Stampede.

　　Thunder Bay The city is at 　7　 the Great Lake. It is a very busy 　8　.

　　(Keys: 1. most beautiful　2. Pacific Ocean　3. Rocky Mountains　4. a grizzly bear5. Cowboys　6. compete　7. the top of　8. port)

　　3. Give students 4 minutes to read the passage a third time. Encourage them to try to deal with the language points in the context. Give them some explanations where necessary.

　　4. Listening and reading aloud

　　Play the tape of the text for students and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Then ask them to read the text aloud to the tape.

　　→Step 5 Discussion

　　Let students think about and discuss the following questions in pairs.

　　1. Which part of the reading passage interests you most?

　　2. If someday you go to Canada, where will you go? Why?

　　→Step 6 Closing down by retelling the passage

　　1. Have students get prepared in 3 minutes or so and then ask them to retell the passage.

　　2. Ask as many students as possible to have a try in front of the class.

　　→Step 7 Homework

　　1. Go over the text and try to learn all the useful words and expressions in this part by heart.

　　2. Finish the exercises in Comprehending on Page 35.

　　板书设计

　　Unit 5　Canada—“The True North”

　　Warming up and reading

　　A TRIP ON “THE TRUE NORTH”

　　Type of writing This is a piece of narrative writing.

　　Main idea of the passage Li Daiyu and her cousin Liu Qian went on a trip to Canada, visiting their cousins and enjoying the beautiful scenery across the whole continent of Canada from west to east.

　　Main idea of Paragraph 1 Li Daiyu and her cousin Liu Qian were on a trip to Canada.

　　Main idea of Paragraph 2 Having arrived in Vancouver, the most beautiful city in Canada, they were to be taken to catch “The True North”, the cross-Canada train.

　　Main idea of Paragraph 3 Settling down in their seats in the train, they enjoyed the wild scenery while crossing the Rocky Mountains to Calgary.

　　Main idea of Paragraph 4 While arriving at Thunder Bay, they learn more about Canada, its population, resources, etc.

　　Main idea of Paragraph 5 The train rushed towards Toronto while they were sleeping.

　　活动与探究

　　Surf the Internet to find the following information about Canada. Then make a pocket information card, on which writes the information and try to keep it in mind.

　　Full country name:

　　Total area:

　　Population:

　　Capital city:

　　People:

　　Languages:

　　Religion:

　　Government:

　　Sample card:

　　Full country name: Canada

　　Total area: about 9 984 670 km2

　　Population: about 31 485 000 (October, 2002)

　　Capital city: Ottawa

　　People: British descent, French descent, Italian descent, aboriginal peoples, plus significant minorities of German, Ukrainian, Dutch, Polish and Chinese descent.

　　Languages: English, French, Chinese, Italian, Punjabi, Spanish. . .

　　Religion: Catholic, Protestant and minorities from most of the world’s major religions

　　Government: Parliamentary democracy