人教版高中英语必修三第五单元单元教案
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1 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 2 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 3 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
