【正文】 Comprehending 部分 由三部分組成：回答問題、寫出正確信息和畫出旅游路線圖。 Learning about Language 部分 首先通過構(gòu)詞法的學(xué)習(xí)擴(kuò)大學(xué)生的詞匯量并培養(yǎng)學(xué)生的詞匯生成能力。語法 部分是通過從閱讀課文中找例句然后采用造句的 練習(xí) 形式教同位語從句。聽與寫，聽與說的有機(jī)結(jié)合在一起，使學(xué)生進(jìn)一步了解有關(guān)加拿大的知識(shí) 居民和語言。寫作部分要求以報(bào)告的形式寫旅游見聞，要求學(xué)生掌握旅游報(bào)告的寫作手法。 【教學(xué)設(shè)計(jì)】 第一課時(shí) 精讀課 將 Warming Up 部分與 Prereading, Reading, Comprehending 部分 以及Learning about Language 中的 Exercise 4 Making up a dialogue 放在同一課時(shí)教學(xué)，設(shè)計(jì)成一節(jié) 精讀 課。 第三課時(shí) 語言學(xué)習(xí)課 將 Learning about Language 中的 Discovering useful words and expressions（ Exercises13） 及 Workbook （ WB） 中的 Using words and expressions 放在一起教學(xué)，上一節(jié) 以 語 言點(diǎn)學(xué)習(xí)為主的語言學(xué)習(xí) 課。 第四課時(shí) 語言學(xué)習(xí)課 將 Learning about Language 中的 Discovering useful structures 和 Workbook 中的 Using structures 結(jié)合在一起，設(shè)計(jì)成一節(jié) 以 語 法教學(xué)為主的語言學(xué) 習(xí) 課。 第六課時(shí) 語言運(yùn)用課 將 WB 中的 Listening 及自設(shè)寫作題目 “ 中國(guó)簡(jiǎn)介 ” 設(shè)計(jì)成一節(jié) 以聽和寫為主的語言運(yùn)用 課 ，培養(yǎng)學(xué)生的語言運(yùn)用能力 。 小組競(jìng)賽 ） 1. Ask students to go over the passage and find out their own difficult points in reading. Then discuss in groups of four trying to solve the problems together. 2. The four teams try to find some difficult points of the text and take turns to ask the other teams to solve these problems. 全班分為四組，各組依次就課文內(nèi)容提出一個(gè)問題讓其他組回答，答對(duì)組得分。 empty。 (It is the second biggest country in the world。 The population of Canada is only slightly over thirty million。 2. Remind students of what they have learnt in Reading. 第 二 步 引入話題 Li Daiyu and Liu Qian saw lots of beautiful scenery when traveling in Canada. Last night the train that they were taking rushed across the top of Lake Superior. Which is the next city it runs towards? 第 三 步： 預(yù)測(cè)文章的內(nèi)容 Look at the title of the passage “THE TRUE NORTH” FROM TORONTO TO MONTREAL and predict what the passage is mainly about. 第 四 步： 閱讀文章 “THE TRUE NORTH” FROM TORONTO TO MONTREAL 1． Give students 5 minutes, and ask them to scan or skim for the answers to the following questions: ① What is the main idea of the passage? ② How many parts is the text divided into and what’s the main idea of each part? Suggested answers: ① The passage is about their trip to Toronto and Montreal and it gives us further information about Canada. ② Part1 (Paragraphs15) At noon, they arrived in Toronto and visited many places. Part2 (Paragraph 6) The next morning they got to Montreal and spent one day there. Part3 (Paragraphs 7) The trip from Toronto to Montreal ended. At night they left by train. 2． Give students 5 minutes to read the passage carefully, and answer the questions about the passage. (Questions on page 39) ① How do we know it is fall in Canada? ② Which direction is the train going from Toronto? ③ Why did the girls go to Old Montreal? ④ What three things show us that Montreal is a French city? 3. Fill in the blanks. They went on a _______ of _______, the most _______ and ______ city in Canada. They went up the tall _______ and saw the misty cloud that rose from _________. And then they visited ________ and had dinner in _______, where they could get good Cantonese food. The next morning they arrived in _______, a city which has a _______ culture. Suggested answers: tour, Toronto, wealthy, biggest, CN Tower, the great Niagara Falls, the covered stadium, downtown Chinatown, Montreal, French 第 五 步： 攻克理解重難點(diǎn) (小組合作學(xué)習(xí)） 1. Ask students to go over the passage and find out their own difficult points in reading. Then discuss in groups of four trying to solve the problems together. 2. The teacher offers help at last if necessary. 3. The teacher can give them some sentences to paraphrase and check their understanding. ① They were not leaving for Montreal until later, so they went on a tour of Toronto. ② In the distance, they could see the misty cloud that rose form the great Niagara Falls, Parts Paragraphs Main ideas which is on the south side of the lake. 第 六 步： 角色扮演 聽說訓(xùn)練 （ 雙人活動(dòng) ） 1. Ask the students to finish the reports in pairs. One is to deal with Li Daiyu’s Report which is about what they saw in Canada, while the other is to do with Liu Qian’s Report related to what they heard in Canada. 2. The two students exchange the information in the form of asking and answering questions. The listener writes down what he or she is told. The students are encouraged to act out the dialogue in front of the class. 把 Page 39 的 Writing 改為雙人的聽說訓(xùn)練。然后采取問答式，將對(duì)方告知的信息寫下來。教師有針 對(duì)性地收部分批改。of。 第 八 步： 語言運(yùn)用練習(xí) （ 1） 1. Let students do Ex 3 in Learning about Language on page36。 Complete the sentences with the given words and expressions: figure out。 a gift for。 harbor。 settled down。 as far as。 downtown。 第 十一 步： 自我反思與歸納 (SUMMING UP) 1. Write down what you have learned about Canada. 2. From this unit you have also learned Useful verbs: Useful nouns: Useful adjectives and adverbs: Other expressions: 第 十二 步： 作業(yè)布置 1. Review the attributive clause, noun clauses by referring to Grammar on pages 9495. 2. Read IQALUIT THE FROZEN TOWN on page 73 and fill in the chart on page 74. 3. 小組合作 discuss in groups of four, make a chart and prepare a speech on the parisons between the Chinese city and Iqaluit. (PROJECT on page 75) 第 四 課時(shí) 語言學(xué)習(xí) 課（ 2） 語法 同位語從句 第一步： 作業(yè)檢查 1. Check the homework: Reading task in Workbook on page 74 by showing the students the answer key and making them know how well they did. Encourage the students to help each other to find information that they may have missed on the previous reading if neede