Unit 5Canada—“The True North”
Period 5Using language: Extensive reading
整体设计
教材分析
Thi s 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 u some reading strategies such as skimming, scanning, and so on. As to new words and phras, the teacher can first find tho studen ts 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 majo
r cities. The functional items dealing with dir ection and position are further introduced in the text, as there a r e 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 exercis. 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 ca n’t work out by themlves. 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 kn ow more and finish their reading task.
At the end of the class, ask students to retell the two pas sages. In order to arou students’ interest, the teacher can hold a competition among them.
教学重点
1. Develop students’ reading skil ls by extensive reading.
2. Let students read and understand the two passages.
教学难点
1. Enable students to learn to u reading strategies such as skimming, scanning, and so on.
2. Get students to understand some difficult long ntences in this part.
三维目标
知识目标
1. Get students to learn some uful 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 distance
2. 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 u different reading skills to read different reading materials.
2. Have students learn to u the uful new words and expressions correctly.
3. Enable students to understand the passages and know more about Canada.
情感目标辛苦最怜天上月
1. Stimulate students’ interest in traveling and enjoying the beautiful Canadian sc enery.
2. Develop students’ n of group cooperation and teamwork.
教学过程
→Step 1 Revision
1. Check the homework exercis.
2. Ask some students to talk about the major similarities and differences between China and Canada.
→Step 2 Leading-in
1. Have some stud ents 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 e 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 Reading
1. 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 Cantone food
(7)famous restaurants in Toronto
(8)the old Montreal
(9)the location of Montreal
(10)brief introduction to Montreal
Suggested answers: (1), (3), (5), (6), (8), (10)
胎动在左边是男孩还是女孩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 en from the CN Tower in Toronto?
(2)Why is there good Cantone 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 ris from Niagara Falls can be en from the CN Tower.
(2)There is good Cantone food in Toronto becau most of the Chine 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 morning
Around noon
Late that night
At dawn the next morning
They spent the afternoon
The night
Suggested answers:
The next morning they saw beautiful maple l eaves and frost on the ground and
realized that fall had come.
Around noon they arrived in Toronto.
Late that night the train left.
At dawn the next morning they arrived in Montreal.
They spent the afternoon in lovely shops and visiting artists in their workshops beside the
water.
The night the train was speeding down to the distant east coast.
3. Ask students to read the passage aloud to the tape and underline all the uful 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 clo to, spend. . . doing sth. , be on a train trip, dream of
Let students read the above collocations aloud and copy them down in their exerci book after class as homework. Try to keep them in mind.
→Step 4 Important language points
1. 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
Plea 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 noi in the street d idn’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 muum the other day.
前几天我们参观了博物馆。
3. In the distance, they could e the misty cloud that ro 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 ro 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.穿花衣
很可惜你们不能一直走到加拿大的首都渥太华。
晚来风
这是It is/was+adj. /n. +that-clau句型, it为形式主语, that-clau是主语从句。口语或非正式语言中that可以省略。
小熊宝宝绘本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。
情绪劳动broad adj.
1)large in side from one side to the other; wide宽的; 阔的; 广的
a broa d 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 expan 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 & wide
broad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.蛋糕的做法家庭做法
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 task
Turn 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 e how much they understand about the passage.
3. 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.秃头遗传
