Unit 5 Canada-“The True North”
本单元的主要内容是了解加拿大的概况——地理位置、主要城市、风土人情等；了解多元文化现象和多元文化国家的特点。
1. Warming Up部分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。
2. Pre-reading部分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?”
3. Reading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。
4. 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。
5. 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。
6. 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。
1. Language skills
(1).To be able to get the main idea from the text.
(2). Enable students to learn about some basic information and talk about Canada.
(3) .Let students learn how to read a traveling report and how to use a map.
2. Emotion attitude
(1) To have the correct attitude of multi-culture.
(2) Develop students’ sense of cooperative learning.
(3) Stimulate students’ interest in learning about foreign countries.
3. Learning strategies
(1). Develop students’ reading ability and let them learn different reading skills.
(2). To communicate ideas with their classmates in groups..
(3) To be able to use the different learning strategies for different reading purposes.
【教学重点】
1. Let students read the pas sage and learn about the geography, 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.
Analysis, brainstorm
reading and discussion
A recorder, a computer, a multimedia classroom
Step 1: Leading-in and warming up
1. Show some beautiful pictures from Canada. Then ask the following questions:
Which country it is?
How do you know it is Canada?
2. Show some typical pictures of Canada. And ask “How much do you know about Canada?”---
Do a quiz and have a group competition.
1). Which is the national flag of Canada?
2). Which is the national flower of Canada?
3). What is the national animal of Canada?
4). What is the Canadian leader called?
5). How many Great Lakes are there in Canada?
3. Feedback Use the quiz to introduce Canada.
【设计意图】由相关问题切入到本单元话题－－加拿大，简单了解一些关于加拿大信息，为阅读做好铺垫。
Step 2：Fast reading
Skimming to get the main idea of text
Now please listen to the recording and then read the text aloud. Pay attention to how the native speaker is reading along and where the pauses are within each sentence. I will play the tape twice and you shall read aloud twice, too. Fast reading is a very important reading skill. While reading, you don’t need to read the passage word for word. Ask the students to skim the passage and then answer the following questions:
1）Divide the passage into three parts and match the main idea of the 3 parts.
Part 1(Paragraph 1) Brief introduction of their trip
Part 2 (Paragraph 2) Their chat on their way to the station
Part 3 (Paragraph 3-5) What they really saw and felt after boarding the train
【设计意图】学生运用阅读策略，快速把握文章和段落的中心。
2）What kind of passage it is?
A. A story. B. A piece of news.
C. An advertisement. D. A travel journal.
3）What does “The True North” refer to?
4）Which places did they go in the text?
5）Draw the route on the map on P33
【设计意图】通过快速浏览回答问题，锻炼学生摄取文章信息能力和获取文章大意能力，以及口头表达能力。
Step 3：Careful reading to get some details
Now read each part again and finish the related exercises.
Part 1
Brief introduction about the trip
who
________ and her cousin _______
why
to ________________
how
first by ______,
then by ______.
where
________________
Part 2 ( Para.2 )
Distance
Scenery
Going eastward, you’ll pass 1.____ 2.____
Vancouver
climate______
Scenery_____
Population_________
Entertainment____
Part 3 ( Para 3-5 )
1. Earlier that day …Rocky Mountains.
2. Which city did they go after crossing the mountains?
3. What did the girls begin to realize after 2 days’ travel?
4. Where did they go after dinner?
5. Which lake did the train rush across that night, and what’s their next destination(目的地)?
【设计意图】培养学生归纳总结能力和复述能力。
Activity: Draw the route of the two girls. A box graph of A TRIP ON “THE TRUE NORTH”
Step 4: Post-reading
1. Ask the students to summarize the passage by filling in the blanks.
Li 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.
【设计意图】通过短文填空的形式让学生复述文章内容，从而提高学生的语言输出能力和语言运用能力。
Step 5: Group work
Suppose you are Liu Qian and Li Daiyu and you have Come back from Canada. Please introduce it to your classmates.
Classmates: Hello, Li Daiyu and Liu Qian, we heard that you have come back from Canada. Can you tell me something about Canada?
Li Daiyu and Liu Qian: Of course, go ahead.
Classmates: ......
Referring questions:
1 How did you get to Canada?
2 What did you see during the trip?
3 Where was your first stop in Canada?
4 Can you tell us something about the city?
【设计意图】锻炼学生的英语语言综合运用 能力，同时进一步加深对加拿大的了解。
Step 6: Language points
1.【原文再现】Rather than take the airplane all the way, they decided to fly to Vancouver and then take the train from west to east across Canada.（P.34）她们不想一路乘飞机，而决定先飞到温哥华，再从西海岸乘火车横穿加拿大到达东海岸。
rather than... 是……而不是……；与其……不如……；不愿, 常用来连接并列的成分.
John, rather than his roommates, is to blame. 要受责备的是约翰,而不是他的室友们。
I would have a coffee rather than coke. 我想喝咖啡,不想喝可乐。
【用法归纳】
1. rather than 与would 连用时，构成“would rather...than...”句式，意思是“宁愿……而不愿……”，表示主观愿望，即在两者之中选择其一。
如：
She’d rather die than lose the children. 她宁愿死也不愿失去孩子们。 ?
2. rather than 不与would连用时，表示客观事实，意为“是……而不是……；与其……不如……”。它连接的并列成分可以是名词、代词、形容词、介词(短语)、动名词、分句、不定式、动词等。
现分述如下：
?(1) 连接两个名词或代词
He is an explorer rather than a sailor. 与其说他是一个海员，不如说他是一个探险者。 ?
You rather than I are going to go camping. 是你而不是我要去要野营。 ?
注意：rather than 连接两个名词或代词作主语时，谓语动词应与rather than 前面的名词或代词在人称和数上保持一致。
?(2) 连接两个动词 ?
He ran rather than walked. 他是跑来的，而不是走来的。 ?
注意：这里rather than 后用了walked，而没有用walk，表示客观事实，而不是主观愿望。如果换成walk，则作“宁愿……而不愿 ……”解。
Rather than cause trouble, he went away. 他宁可走开而不愿惹麻烦。
(3) 连接两个形容词 ?
The sweater she bought was beautiful rather than cheap. 与其说她买的这件羊毛衫便宜不如说它漂亮。
The color seems green rather than blue. 这颜色似乎是绿的,而不是蓝的。
(4) 连接两个不定式 ?
I decided to write rather than (to) telephone. 我决定写信而不打电话。 ?
注意：rather than 后接不定式时，不定式可以带to，也可以不带to, 如上句。但rather than位于句首时，则只能接不带to 的不定式。如：
Rather than allow the vegetables to go bad, he sold them at half price. 他唯恐蔬菜烂掉，把它们以半价卖掉了。
(5) 连接两个介词(短语)
We will have the meeting in the classroom rather than in the great hall. 我们是在教室里开会，不是在大厅里。 ?
I’d prefer to read in the library rather than at home. 我宁愿在图书馆看书,也不愿在家里看书。 ?
(6) 连接两个 动名词短语 ?
She enjoys singing rather than dancing. 她喜欢唱歌，而不喜欢跳舞。 ?
He was busy writing a letter rather than reading the newspaper. 他忙于写信而不是读报纸。
(7) 连接两个分句 ?
It was what he meant rather than what he said. 那是指他话中的意思,而不是他所说的话.
We should help him rather than he should help us. 是我们应该帮助他而不是他应该帮助我们。
【经典考题】
1. Facing up to your problem ___ running away from them is the best approach to working things out.
A. more than B. rather than
C. along with D. or rather
2. When I go out in the evening I use the bike ___ the car if I can.
A. rather than B. regardless of
C. in spite of D. other than （2006湖北卷）
【立竿见影】
1. 他不愿惹麻烦,宁可离去. _______________________, he left.
2. 我想喝柠檬汁,不想喝可乐.
I’ll ___________________________.
3. 他正忙于写信而不是读报.
He was busy __________________ __________________________.
Keys: 1. Rather than cause trouble
2. have a lemonade rather than a coke
3. writing a letter rather than reading a newspaper
【立竿见影】根据句子意思及要求填空或翻译。
1). He came running all the way ______ ______walking.
2). Rather than ______ (ride) on a crowded bus, he always prefers ______ (ride) a bicycle.
3). I’ d rather you ______ ______ (not come) yesterday.
Key：1). rather than 2). ride; to ride 3). hadn’ t come
【指点迷津】rather than，other than，more than
●rather than通常连接两个平行结构，表示“是……而不是……”
● other than?用作短语介词，表示的“排除”（except）
● more than?后接名词、动词、形容词或副词，意思是“超过, 远不止”，“不仅仅”，“非常”。
【例句】
They were given nothing other than dry bread and water for their evening meal．除了干面包和水作晚餐外，他们什么也没得到。
I’ll stay here not more than three days.我将待在这里最多不超过三天。
I am more than happy to hear that．听到这一点，我非常高兴。
【经典考题】
The form cannot be signed by anyone _____ yourself.
A. rather than B. other than C. more than D. better than (2011全国卷I)
解析：B．other than?用作短语介词，表示的“排除”（except）；rather than“而不是……”；more than“超过”；better than“好过”。
【立竿见影】用rather than, other than, more than填空
①He is a writer ________ a teacher．
②This city has a population of ________
③It was what he meant ________ what he said．
④She has no close friends ________ him．
2.【原文再现】 Going eastward, you’ll pass mountains and thousands of lakes and forests, as well as wide rivers and large cities. (P.34) 一路向东行，你们会经过一座座山脉，上千个湖泊，森林，还有宽阔的河流和许多大城市。
Going eastward现在分词作时间状语，as well as并列连词，连接两个相同的并列名词短语。
【例句】
1. Working in the factory，he was an advanced worker．
=While he was working in the factory，he was an advanced worker．在工厂工作时，他是一名先进工人。
2. Not knowing his phone number, we couldn’t get in touch、with him．
=Because we didn’t know his telephone number, we couldn’t get in touch with him．由于不知道他的电话号码，我们无法与他取得联系。
3. Knowing all this, they made me pay for the damage．
=Although they knew all this，they made me pay for the damage．
尽管知道了一切情况，他们还是要我赔偿损失。
【经典考例】
1. Sit down, Emma. You will only make yourself more tired, (keep) on you feet. （北京卷改编）
2. (say)that she didn’t do a good job, I don’t think I am abler than her.（陕西卷改编）
3.【原文再现】 It is so wet there that the trees are extremely tall, some measuring over 90 metres. (P.34) 那里空气湿润，因而树木长得相当高，有的超过90米。
【知识点1】some measuring over 90 metres 是独立主格结构, 逻辑主语是some。
独立主格结构由名词或代词加上其他成分构成，在语法上是一个独立的短语，不是句子，作用相当于状语从句，
可表示时间、原因、条件、行为、方式或伴随情况。
构成形式：
(with) + 名词(代词) + 现在分词
过去分词
形容词/副词
不定式
介词短语
【例句】
Time permitting, I shall go to the cinema with you. 如果时间允许的话，我会和你一起去看电影。（作条件状语）
Mary entered the room, with her hands in her pockets. 玛丽走进房间，手放在口袋里。（描述伴随行为或补充说明）
He used to sleep with the door open．他过去常开着门睡觉。（描述伴随行为）
【例句】
（With）Her work done ，she sat down for a cup of tea．她干完了活，坐下来喝茶。（作时间状语）
With you to help us，we will finish the task in time．由你来帮助，我们将会及时完成任务。（表示原因状语）
With the problem settled，we all felt happy．问题解决了，我们都感到高兴。（原因状语）
【经典考例】
1) —Come on, please give me some ideas about the project.
—Sorry. With so much work (fill) my mind, I almost break down.
2). Now that we’ve discussed our problem, people are happy with the decisions?????????? (take).?
【立竿见影】
1)用括号内所给动词的适当形式填空
①The test (finish), we began our holiday.
②Weather (permit), we are going to visit you tomorrow.
③With his son （disappoint）, the old man felt unhappy.
④With so much work (do)，we can’t kill any time by playing cards．
【知识点二】
so...that 如此……以致于，后跟结果状语从句。
She was so angry that she couldn’t say a word. 她太气愤以致于说不出话来。
【立竿见影】根据句子意思完成句子或翻译。
①She is _______ lovely a girl _______ all of us like very much.
②They are _______ little worms _______we can’ t see them with our eyes.
5.【原文再现】People say it is Canada’s most beautiful city，surrounded by mountains and the Pacific Ocean. (P34) 人们说温哥华是加拿大最美丽的城市，被大山和太平洋环抱。
surround vt. & vi. 包围；围绕
【常用结构】surround...with... 用……包围……
be surrounded by/with... 周围都是……
The house was surrounded by high walls. 房子的四周有高墙。
In the past, people generally surrounded the castle with a high wall.
【同根词联想】surrounding adj. 周围的
surroundings (常用pl.)环境
【立竿见影】用surround的短语或其适当形式填空。
1). _______ by a group of children, he felt happy.
2). There is no such kind of modern hospital in the ________ areas.
3). She has always been _______ _____ fashionable friends.
4). She hopes to bring up her children in healthy _______.
【翻译句子】
1.笆环绕着学校。
_____________________________.
2.他们出动了军队包围了该城。
_____________________________ ____________.
3.房子的四周有高墙。
______________________________ ______.
Keys: 1. The fence surrounds the school
2. They have surrounded the town with troops
3. The house is surrounded by high walls
6.【原文再现】
in the north/south/west/east of...
to the north/south/west/east of...
on the north/south/west/east of...
It’s about ...Kilometres northeast of ... (Unit 5 Page 39)
【指点迷津】辨析方位介词in , on, to
1. in the north/south/west/east of. . .
in “在……之内”，即一个小地方处在一个大地方的范围(疆域)之内。
Japan is in the east of Asia 日本位于亚洲的东部。
2. on the north/south/west/east of. . .
on “在……端／边”，即一个地方在另一个地方的某一端或某一边，两个地方只是相邻或接壤，却互不管辖。
Shandong is on the north of Jiangsu.山东在江苏的北面。3. to the north/south/west/east of. . .
to “在……面”，即一个地方在另一个地方的范围之外，互不管辖。尤其当两个地方相隔较远，且有湖泊、大海等区域相隔时，通常用to。
Japan lies (to the)east of China.日本位于中国的东边。
【立竿见影】
根据句子意思用in，on，to填空。
1). China faces the Pacific ______ the east.
2). China lies ______ the east of Asia and ______ the east of Japan.
3). North Korea is ______ the northeast of China.
4). Taiwan is ______ the southeast of Fujian Province.
5). The little town lies about one hundred miles ______ the west of Guilin.
7.【原文再现】Many of them have a gift for working with animals and they can win thousands of dollars in prizes.（P.34）他们中的许多人拥有与兽共舞的天分，因而能赢得数千美元的奖金。
have a gift for... 对……有天赋；
gifted adj. 有天赋的，有才的
He has a gift for music. 他有音乐天才。
You have the gift/talent to learn foreign languages. 你有学外语的天赋。
【常用结构】
have a gift for (doing) sth. = have the gift to do sth. 对……有天赋；有做某事的才能
a man of excellent gifts一个非常有才华的人
a gifted/talented person 一个有天赋的、有才华的人
【立竿见影】翻译句子。
1). 他天生有着讲故事的才能。
_______________________________
2). 我羡慕他有着作为老师的天赋。
_______________________________
3).好像他对音乐有些天赋。
____________________________
Keys:
He has a (natural) gift for telling / to tell stories.
I admire him for his great gifts as a teacher.
It seems he has a gift for music.
Step 7: Grammar
— noun clause as the appositive 同位语从句
【语境感悟】
Read the passage and underline the sentences containing noun clauses as the appositive.
1. The thought that they could cross the whole continent was exciting.
2. 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 kilometers from coast to coast.
3. The girls were surprised at the fact that ocean ships can sail up the Great Lakes.
【要点精析】
The fun_ction of Appositive Clause: (同位语从句的作用)
进一步解释、说明前面名词 的具体内容。
被修饰的名词常为抽象名词,常用名词如下：fact, news, idea, promise, faith, question, problem, doubt, fear, hope, order, belief, thought, truth, suggestion, advice, proposal
They expressed the hope that they would come over to visit China again.
I have no idea how they were able to get it done in so short a time.
Have you any idea what he is doing now?
They asked me the question whether the work was worth doing.
The question who should do the work requires consideration.
同位语从句，即从句在句中作主语或宾语的同位语，是对句子主语或宾语的解释、说明。
We heard the news that our team had won.
The fact that the transport of the goods costs too much was not discussed.
Sydney kept his promise that he would always do anything he could for Lucie to make sure of her happiness.
I’ve come from Mr Wang with a message that he won’t be able to see you this afternoon. 我从王先生那里来，他让我告诉你他今天下午不能来看你了。
We haven’t yet settled the question where we are g01ng to spend our summer vacation.到哪儿去度暑假，这个问题我们还没有决定。
He must answer the question whether he agrees to it or not．他必须回答他是否同意这样一个问题。
同位语从句的引导词常用that, wh-, how等。
I have no idea when he will be back
how he can get the treasure.
where the concert will be hold.
who can finish the work why it happened.
which pen is mine.
what we should do next.
whom they are talking about.
whether it’ll rain tomorrow.
that our football team won the game.
【同位语从句的引导词】
①如果同位语从句意义完整，则应该用that引导。（即that不充当任何成分，只起连接作用）
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。
【同位语从句的引导词】
②如果同位语从句意义不完整，需增加“是否”的含义，则应该用whether引导。如：
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。
注意：if不能引导同位语从句。
【同位语从句的引导词】
③如果同住语从句意义不完整，需增加“什么时候”、“什么地点”、“什么方式”等含义，应该用when, where, how等词引导。如：
I have no idea when Chaplin’s film will be on．我不知道卓别林的电影什么时候放映。
I have no impression how he went home，perhaps by bike. 我记不清他是怎样回家的，或许是骑自行车回去的。
【同位语从句的引导词】
④当主句的谓语较短，而同位语从句较长时，同位语从句常后置。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。
Several years later, word came that Napoleon himself was coming to inspect them. 几年以后，有消息传来说拿破仑要亲自视察他们。
如同位语从句中缺少主语，宾语，定语或状语等相应的成分，表达相应的意思则用相应的连接代词或连接副词。
I have no idea when they will go.
Next comes the question what you will do with the bike next.
I have no idea why he did it.
He raised the question where we were to get so many chairs.
You have no idea how busy we were those days.
仔细看，找区别
A: The news that he told me is that Tom would go abroad next year.
B: The news that Tom would go abroad is told by him.
同位语从句与that引导的定语从句的区别
1、 同位语从句是对前面的名词作进一步解释、说明它是什么、是谁；that不充当句子成份，且不可省略。
They were delighted at the news that their team had won.
The news was that their team had won.
2、 定语从句是修饰前面的先行词；that在句中充当主语或宾语，有实际意义，做宾语时that还可省略。
The factory (that) we visited yesterday is a chemical one.
The news that he will leave for Shanghai is true.
【同位语从句的简易判断方法】
同位语从句与其先行词在逻辑上是“主语+be+表语”的同位语关系。所以，可以在名词和从句之间加系动词be，使之构成一个新句子，如果合乎逻辑，句子通顺，则原句为同位语从句；定语从句是不能够用系表结构把先行词与从句连接起来的。
The belief that the earth is flat is still held in some countries.
The belief is that the earth is flat.
把下面的句子连成一个含同位语从句的复合句
1. Two fifths of all girls in America are on a diet. / The fact worries their parents and teachers a lot.
The fact that two fifths of all girls in America are on a diet worries their parents and teachers a lot.
2. Teenagers shouldn’t spend too much time online. / Many Chinese parents hold the view.
Many Chinese parents hold the view that teenagers shouldn’t spend too much time online.
3. Students should be given more free time. / The suggestion is welcomed by many people.
The suggestion that students should be given more free time is welcomed by many people.
实战演练
1.When the news came ____ the war broke out, he decided, to serve in the army.
2. Modern science has given clear evidence ____ smoking can lead to many diseases.
3.—Is there any possibility ????????you could pick me up at the airport ?
—No problem
4. Tomorrow is Tom’s birthday. Have you got any idea _____the party is to be held?
用适当的连接词填空。
1.The problem ____ he can’t come to help us worries us a lot.
2.I have no idea ____ he will return.
3.I have no information ____ he went camping last Sunday.
4. He expressed the opinion _ _ Tom should be made manager of the factory 5. The problem is ____ they have run out of food.
6. There’s no doubt _____ he was killed in the accident.
7. There’s great doubt ____ he did so or not.
8. He told me the news ____ his house had just burned down.
Keys: 1. that 2. when 3. where 4. that 5. whether 6. that 7. whether 8. that
Step 8 Writing
How to introduce a place
【写作指导 】
地点介绍类书面表达在写作时要注意：
1. 要抓住景点的基本特征，客观地说明、描述，但有时需要采用比喻、拟人等手法给读者展示一幅生动形象的画面；
2. 要按照一定的顺序，使文章条理清楚，中心突出；
3. 要运用列数字、作比较、打比方等恰当的方法进行说明；
4. 要注意语言的准确性；
5. 一般以现在时态为基点进行客观描写及主观发挥。
【常用套语】
1. Location
… is/is located /is situated/lies in/to/on
the east/west/south/north of…
… stands at the foot of/on the top of/ in the middle of/ at the
centre of…
…is close to/neighboring(临近)
e.g. 日本在中国的东方。
Japan ________________ of China.
水立方位于奥林匹克公园内。
Water Cube___________________ the Olympic Park.
2. area
… has/covers an area of…square kilometers
…with an area of…square kilometers
…is +数词+量词+in length/width/height
…is+数词+量词+long/wide/high
e.g.水立方的建筑面积有79，532m2。
Water Cube covers an area of 79，532 square meters.
水立方的高度是31米，宽是177米，长是177米。
Water Cube is 31 meters in height, 177 meters in width and 177meters in length.
3. Population
…has a population of…
with a population of…
e.g.北京是中国的首都，是一个有1200多万人口的大城市。（用一句话）
Beijing, the capital of China, is a large city with a population of over 12,000,000.
4. History
…has a (long)history of…
with a (long)history of…
…can date back to…
e.g.中国有5千多年的历史
China has a history of more than 5000 years.
这座有1000多年历史的城市是我们的骄傲
The city, with a history of more than 1000 years, is our pride.
5. Places of interest
…is well-known/famous for/as…
…is a city with many places of interest such as…
e.g.悉尼是澳大利亚最大的城市，有许多名胜，比如说悉尼歌剧院(Sydney Opera House)。它每年吸引了成千上万的来自世界各地的游客。
Sydney is the biggest city in Australia with many places of interest, such as Sydney Opera House, which attracts millions of tourists from all over the world every year.
6. Climate
…is sunny/rainy/warm/hot/cool/cold in spring/summer…
The climate there is mild/severe all the year around with an average temperature …
The average temperature of…is about 22 ℃
7. More expressions:
be considered as 被认为是
attract tourists from home and abroad吸引国内外游客
foreign customs and traditions国外风俗与传统
tourist attractions旅游景点
enjoy the reputation of …享有……美称
be rich in natural resources自然资源丰富
has a pleasant climate 气候宜人
be made up of =consist of由…组成
is home to…是…的家园
8. Practice:
1.中国位于亚洲东部，是世界上最大的国家之一。
China, one of the largest countries in the world, is located in the east of Asia.
2. 中国是一个古老的(ancient) 国度，有将近五千年的历史。(with a history of )
China is an ancient country with a long history of almost 5000 years.
3. 西藏有其独特(unique)的文化，和众多的名胜如布达拉宫(Potala Palace)，深深地吸引各地游客。(be well-known for)
Tibet is well-known for its unique culture and a number of places of interest such as Potala Palace, attracting tourists from all over the world.
8. 巧用同位语、with结构等
广州，中国第三大城市，//面积：7,434平方公里，//人口：大约一千万。
Guangzhou is the third largest city in China.
It covers an area of 7,434 square kilometers.
It has a population of about 10 million.
句子整合:
Guangzhou, the third largest city in China, covers an area of 7,434 square kilometers with a population of about 10 million.
句子整合：
温哥华位于加拿大的西海岸。
Vancouver is located on the west coast of Canada.
温哥华位于加拿大的西海岸,//是一个美丽的城市。
Vancouver, a beautiful city , is located on the west coast of Canada.
温哥华位于加拿大的西海岸,//是个美丽的城市,// 有着舒适的居住环境。
Vancouver, a beautiful city with a comfortable living condition, is located on the west coast of Canada.
___________the west coast of Canada, Vancouver is a beautiful city ____ a comfortable living condition.
中山是一座历史很悠久的城市，能够追溯到宋代。
Zhongshan is a city with a long history.
Its history can date back to Song Dynasty.
句子整合：
Zhongshan is a city with a long history which can date back to Song Dynasty.
【实战演练 】
根据以下内容写一篇100词左右的说明文，标题为“Australia”。
1)、澳大利亚位于太平洋的西侧，是大洋洲（Oceania）最大的国家，面积760万平方公里。
2)、人口稀少，只有1，000多万，多数集中在东部沿海地区。
3)、首都堪培拉（Canberra）风景秀丽。
4)、悉尼（Sydney）是澳大利亚最大城市。有许多名胜，其中悉尼歌剧院（Opera House）闻名于世。2000年奥运会就是在悉尼举行的。
[参考范文]
Australia, to the west of the Pacific Ocean, is the largest country in Oceania, which is about 7,600,000 square kilometers. Although Australia is so large a country, it has a small population, which is only more than 10 million. And most of the people live in the East Part by the sea. Australia is an attractive place. Canberra is the capital, and it has very charming scenery. But it is not the largest city in Australia. In fact, Sydney is the largest one. There are a lot of places of interest. Especially the Opera House is so famous that almost everybody living in the world knows it. And the 24th Olympic Games were held in Sydney in 2000. So you can see that how important Sydney.
In a word, if you want to travel abroad，Australia is a right place.
【高考点题】
（全国卷Ⅱ）假定你是李华，你的美国朋友Sarah 打算暑期来北京旅游，来信询问改建后前门大街的情况。请你给他写封回信，简单介绍以下内容：
1. 简况：长800余米，600多年历史，300余家商铺；
2. 位置：天安门广场南面；
3. 交通：公共汽车17路、69路、59路，地铁2号线；
4. 特色：步行街、当当车、茶馆、剧院等。
参考词汇： 步行街 pedestrian street； 当当车 trolley car。
注意： 1. 词数100左右； 2. 可适当增加细节，以使行文连贯； 3. 开头语已为你写好，请将完整的回信书写在答题卡上。
Dear Sarah,
Thank you for your letter asking about the rebuilt Qianmen Street. Here is something about
【思路点拨】
1. 文章可分为三个部分：第一部分说明前门大街的基本情况，包括其位置、规模及历史；第二部分说明其交通情况；最后对Sarah的到来表示欢迎，并祝她玩得愉快。
2. 表达过程中注意运用多种句式。
3. 尽量将所给的参考词汇都用上。
【佳作展示】
Dear Sarah,
Thank you for your letter for asking about the rebuilt Qianmen Street. Here is something about it.
Qianmen Street is a famous street of over 600 years old. Along the over 800-meter street, there are more than 300 shops. As the street is in the center of Beijing, just to the south of Tian’anmen Square, it’s very convenient to get there by bus. You may take Buses No. 17, No. 69 or No. 59. Subway Line 2 has a stop there, too. Qianmen Street is a pedestrian street, but there are trolley cars to take you not only to the shops, but also to the chatters and teahouses where you can experience a truly Chinese way of life. I’m sure that you’ll like it.
Yours,
Li Hu
Step 9 Homework
1. Finish the exercise on page 36.
2. Search any information that interests you about Canada, and prepare to present your findings.
3. Learn the important words and expressions in the reading passage.
略。
Unit 5 Canada——The True North
教学模式介绍
探究式教学模式是指在教学过程中，要求学生在教师指导下，通过以“自主、探究、合作”为特征的学习方式对当前教学内容中的主要知识点进行自主学习、深入探究并进行小组合作交流，从而较好地达到课程标准中关于认知目标与情感目标要求的一种教学模式。其中认知目标涉及与学科相关知识、概念、原理与能力的掌握；情感目标则涉及思想感情与道德品质的培养。
探究式课堂教学模式的教学环节：
创设情境——启发思考——自主（或小组）探究——协作交流——总结提高
设计思路说明
1. 总体思路
以英语探究式教学为指导思想，将教学内容和学生实际及热点话题相结合，按照新课标对教学的要求来设计本节课的教学。教学中以智慧教学手段为辅助教学手段，以任务型教学法为主要教学方法进行教学。
所设计的任务主要有三个：
一是基本课文阅读任务——运用有效阅读技巧，充分理解课文，输入信息、整合信息；
二是语言交际任务——运用所学语言进行现实交际，选择信息，输出信息；
三是培养学生的跨文化文化意识——了解加拿大的概况——地理位置、主要城市、风土人情等；了解多元文化现象和多元文化国家的特点
另外，通过课堂上的头脑风暴、个人阅读活动、双人活动和小组讨论等活动，激发学生学习兴趣和求知欲，开启学生思维之门，培养学生相互合作精神。让学生在真实的活动中，亲身体验、相互合作。所有活动的展开力求环环相扣，整节课生动流畅，从而实现本节课的各个教学目标。
本节课所用到的教学方法有：
1．自主探究法：从探究中发现问题，分析问题，从而提高学生解决问题的能力。
2．合作学习法：让学生在讨论交流中取长补短，培养学生的合作竞争意识。
3．自主学习法：对于一些内容，同学们通过思考老师提出的问题、观看微课视频自主学习。使学生由“学会”变为“会学”，通过这些方法，孩子们提高了自主学习和独立思考的能力，学会了总结。
2. 各环节教学思路
【创设情境】
采用有关加拿大知识的小测验活动，一来是为了激起学生的学习兴趣，另一目的是让学生联系自己已有知识，让学生了解加拿大的背景概况，为整个单元的学习做准备，温故而知新。
【启发思考】
设计的这些问题与文章紧密相关。学生通过谈论这些问题，为更好的理解这篇文章打好铺垫。教师可以通过各种方式启发学生不要拘泥现成答案，从多个角度思考问题，充分发挥思维的新颖性、创造性，只要合理、新鲜、有趣，或有其他任何独到见解，都给予鼓励。
【自主或小组探究】
这个环节是对整篇文章信息的归纳与梳理，进一步巩固学生对文章内容的把握，同时培养学生处理信息的能力，并为下一步讨论打下坚实的语言基础。整个过程由浅入深，循序渐进。
1. 培养学生运用skimming, scanning阅读技巧的能力；
2. 通过Pre-reading，detailed questions，Careful Reading部分虽然也是对文章细节的把握，但着眼于整个篇章的阅读。
3. 通过讨论加拿大的旅游美景，如the Rocky Mountains，Vancouver，Calgary Thunder Bay，Toronto，the Great Lakes等，有助于学生更好地理解文章内容，也有助于学生熟悉旅游类文章的特点，掌握该类文章的阅读技巧。
【协作交流】
学生只有经过了认真的自主探究，积极思考后，才可能进入高质量的协作交流阶段。经过前几个环节，学生已经对文章有了深刻的理解，完成了信息的输入与理解。这个环节设计了好两个个任务型活动，If you were a guide in Vancouver, could you introduce it to the tourists? 和一个口头表达的任务型活动My experience in Canada，来锻炼思维能力和口头表达能力, 培养学生合作意识。
【总结提高】
通过总结和复述，提升对全文信息和大意的理解。
【课外作业】
课外作业是课堂学习的深化、补充、和延伸。近一步理解课文内容。
教材分析
本单元的主要内容是了解加拿大的概况——地理位置、主要城市、风土人情等；了解多元文化现象和多元文化国家的特点。
1. Warming Up部分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。
2. Pre-reading部分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?”
3. Reading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。
4. 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。
5. 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。
6. 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。
教学目标
【语言知识目标】
To grasp the following useful important words and phrases of this unit:
minister, rather than, continent, eastward, surround, measure, extremely, settle, settle down，catch sight of, eagle, have a gift for, within, border, slightly, port, figure, figure out, official, maple, frost, wealthy, tour, distance, flow, downtown, approximately, as far as, dawn, near-by, tradition, terrify，pleased, impress, impressive
【语言能力目标】
1. To develop the students’ reading ability.
Get the students to learn to use some reading strategies such as guessing, key sentences, skimming, scanning and so on so as to get the main idea and find some detail information of the reading ability.
2. Develop students’ reading ability and let them learn different reading skills.
3. To communicate ideas with their classmates in groups.
4. To be able to use the different learning strategies for different reading purposes.
5. To learn the writing style of this passage.
【情感价值观目标】
1. Learn how to read a traveling report and use maps.
2. Learn to love the nature.
3. To have the correct attitude of multi-culture.
4. Develop students’ sense of cooperative learning.
教学重难点
【教学重点】
1. Talk about the basic information about Canada.
2. Master the noun clauses-appositive clause.
【教学难点】
To have the correct attitude of multi-culture.
课前准备
a projector, a tape recorder, the multimedia, the blackboard
教学过程
一、创设情境
1. Show some information of Canada and ask students: Which country is it?
It has more fresh water than any other country
It is the second largest country on the earth.
Its national colors are red and white.
It is in North America.
Then ask students: How much do you know about Canada?
2. Let’s have a quiz.
(1) What language(s) do Canadians speak?
(2) What is the capital of Canada?
(3) What is the national animal of Canada?
(4) What is the Canadian leader called?
(5) How many Great Lakes are there in Canada?
3. Some knowledge about Canada:
(1) Capital city ----- Ottawa
Ottawa is the capital of Canada. (2) A population of 1,200,000 makes Ottawa the fourth-largest urban area in Canada.
(3) Languages
Official languages: English and French
(4) position：
(5) Some famous cities in Canada.
二、启发思考
1. Brainstorm头脑风暴
What does “The True North” refer to?
What might be included in a journal during a trip to Canada?
2. Skimming
1. Listen and 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 __________________.
2. Find out characters, places and their travelling route, then mark on the map.
Characters: Li Daiyu, Liu Qian, and Danny Lin
Places: Vancouver; the Rocky Mountains; Calgary; a wheat-growing province; Thunder Bay; The Great Lakes; Toronto
三、自主或小组探究之活动探究
1. Scanning
Ask students to scan the passage and answer the following questions.
(1) Where is the Rocky Mountains?
(2) What did they see when they crossed the Rocky Mountains?
(3) What do you know about Vancouver?
★ In the _____ of Canada
★ Canada’s _______ part
★ Canada’s most beautiful city, surrounded by _________ and the Pacific Ocean
★ Having some of the oldest and most beautiful ________ in the world
(4) What do you know about Calgary?
(5) What do you know about Thunder Bay?
★ a busy port city ___________ the Great Lakes
★ because of the Great Lakes Canada has more __________ than any other country in the world
(6) What do you know about Toronto?
in the _______ of Canada
2. Detailed Reading
1. Ask students to read the passage carefully and fill in the blanks.
?
Place
Information
Vancouver
●It 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 metres.
The
Rocky Mountains
●The cousins and their friend managed to ____________ some mountain goats, a grizzly bear and an eagle.
Calgary
●It is famous for ____________________.
●Many cowboys _____________ riding horses and can win thousands of dollars in prizes.
A wheat-growing
Province
●Farms cover thousands of square _____.
Thunder Bay
●It is a busy port city at the top of the Grate Lakes in an ______ area.
●Ocean ships can sail up ______________.
2. Ask students to answer questions according to the passage.
(1) Which continent are the cousins crossing?
They are crossing North American.
(2) Why are they 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?
The population of Vancouver is growing so rapidly because it is beautiful. / It is surrounded by mountains and ocean. / People 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 for thousands of dollars.
(5) How are ocean ships able to reach the centre of Canada?
Ships are able to reach the centre of Canada because they can follow the St Lawrence River and the Great Lakes.
(6) What are some of Canada’s greatest natural resources?
Canada has fresh water from its lakes and rivers and wood from its forests.
3. Discussion
(1) Which part of the reading passage interests you most?
(2) If someday you go to Canada, where will you go? Why?
四、协作交流
1. Group Work
If you were a guide in Vancouver, could you introduce it to the tourists?
2. My experience in Canada
Classmates: Hello, Li Daiyu and Liu Qian, we heard that you have come back from Canada. Can you tell me something about Canada?
Li Daiyu and Liu Qian: Of course, go ahead.
Classmates: ......
Referring questions:
1 How did you get to Canada?
2 What did you see during the trip?
3 Where was your first stop in Canada?
4 Can you tell us something about the city?
五．总结提高
1. Consolidation
Li 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 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.
2. Homework
(1) According to your discussion, write a short passage to introduce your favorite city of Canada.
(2) Read the passage again and find out some useful words and expressions.
教学反思
这堂课经过“创设情境——启发思考——自主（或小组）探究——协作交流——总结提高”的以探究式教学环节，实了语言学习与应用、信息的输入与整合的有机结合，达到了培养学生语言能力，重点培养阅读能力的目的。通过讨论生命进化的过程和保护环境的措施，锻炼思维能力和口头表达能力, 培养学生的批判性思维能力和创造性思维能力,培养学生合作意识。
总之，我认为语言课堂应充分利用话题优势，深入挖掘文章内涵，重视对学生思维的训练，教学要以人为本，以学生为本。
