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1、Unit 5Canada“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Canadiann. 加拿大人adj. 加拿大的; 加拿大人的aboardprep. &adv. 在船、飞机、火车或公共汽车上ministern. 大臣; 部长maplen. 枫; 枫树continentn. 洲; 大陆frostn. 霜; 霜冻baggagen. 行李confirmvt. 证实; 证明; 批准chatvi. & n. 聊天;
2、 闲聊wealthyadj. 富有的sceneryn. 景色; 风景distancen. 距离; 远方eastwardadv. 向东adj. 向东的; 朝东的mistn. 薄雾westwardadv. 向西adj. 向西的; 朝西的mistyadj. 有薄雾的; 模糊的upwardadv. 向上地; 上升地adj. 向上的; 上升的boothn. 公用电话间; 货摊; 售货亭surroundvt. & vi. 包围; 围绕schoolmaten. 同学; 校友harborn. 海港approximatelyadv. 接近; 大约measurevt. &vi. 测量; 衡量; 判定n. 计量制;
3、 计量单位; 措施downtownadj. 市区的adv. 在市区; 往市区bushn. 灌木（丛）; 矮树（丛）dawnn. 黎明; 拂晓; 破晓eaglen. 鹰buffetn. 自助餐; 饮食柜台withinprep. 在之内broadadj. 宽阔的; 广泛的bordern. 边界; 国界; 边沿vt. & vi. 与接壤; 接近nearbyadv. 在附近adj. 附近的; 邻近的slightadj. 轻微的; 微小的traditionn. 传统; 风俗slightlyadv. 稍稍; 轻微地terrifyvt. 使恐怖; 恐吓impressvt. 使印象深刻; 使铭记terrifi
4、edadj. 恐惧的; 受惊吓的impressiveadj. 给人深刻印象的; 感人的pleasedadj. 欣喜的; 高兴的topicn. 话题acren. 英亩mixvt. &vi. 混合; 调配urbanadj. 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 th
5、e 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, youll pass mountains and thousands of lakes and fo
6、rests, 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 Canadas 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
7、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&PositionWhere is. . . ? In what direction is. . . ? How does one go to. . . ?How far is. . . ? Is it
8、 nearby? Is. . . close to. . . ? Is. . . far from. . . ?Its. . . kilometers from. . . to. . . within. . . kilometers of. . .Its 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. . .
9、go eastward/westward/northward/southwardacross the continent/lakethrough the forestsalong the coast/river语法Noun clauses as the appositiveThe 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 stu
10、dents 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 s
11、tudents 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 need
12、ed: 7Period 1 Warming up and readingPeriod 2 Learning about language: Important language pointsPeriod 3 Learning about language: GrammarPeriod 4 Using language: Listening and talkingPeriod 5 Using language: Extensive readingPeriod 6 Using language: Speaking and writingPeriod 7 Revision: Summing up a
13、nd learning tipPeriod 1Warming 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 showin
14、g 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 kn
15、owledge 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
