英语作文必修三四单元范文(最新6篇)

英语作文必修三四单元范文 篇一

The Importance of Learning a Second Language

Learning a second language has become increasingly important in today's globalized world. With the rapid development of the internet and globalization, people from different countries and cultures are increasingly interacting with each other. Therefore, being able to communicate in a second language is not only beneficial but also necessary for personal and professional growth.

First and foremost, learning a second language opens up a whole new world of opportunities. It allows individuals to connect with people from different cultures and backgrounds, enabling them to gain a deeper understanding and appreciation of different perspectives. This not only promotes cultural exchange but also helps to break down barriers and build bridges between people.

Moreover, studying a second language can greatly enhance one's cognitive abilities. Research has shown that bilingual individuals tend to be better at problem-solving, critical thinking, and multitasking. Learning a new language requires constant mental effort, which strengthens the brain and improves overall cognitive function. Additionally, being bilingual has been linked to a reduced risk of age-related cognitive decline and dementia.

Furthermore, speaking a second language can also greatly enhance one's career prospects. In today's global job market, many employers value bilingualism and actively seek candidates who can communicate in more than one language. Being able to speak a second language can give individuals a competitive edge and open up more job opportunities, especially in international companies or organizations.

In conclusion, learning a second language is highly beneficial in today's globalized world. It allows individuals to connect with people from different cultures, improves cognitive abilities, and enhances career prospects. Therefore, it is important for everyone to consider learning a second language as part of their personal and professional development.

英语作文必修三四单元范文 篇二

The Impact of Social Media on Society

In recent years, social media has become an integral part of our daily lives. With the rise of platforms such as Facebook, Twitter, and Instagram, people are now more connected than ever before. While social media has undoubtedly brought many positive changes, it also has its drawbacks and has had a significant impact on society.

One of the main advantages of social media is its ability to connect people from all over the world. It allows individuals to stay in touch with friends and family, regardless of physical distance. Furthermore, social media platforms have become a powerful tool for social and political activism, allowing people to voice their opinions and bring about change. This has led to increased awareness about important issues and has sparked many movements and campaigns.

However, social media also has its downsides. One of the major concerns is the negative impact it can have on mental health. Studies have shown that excessive use of social media can lead to feelings of loneliness, depression, and anxiety. The constant comparison to others and the pressure to present a perfect image can negatively affect one's self-esteem and overall well-being. Additionally, the spread of fake news and misinformation on social media has become a major problem, leading to the erosion of trust and the polarization of society.

Furthermore, social media has also had a significant impact on privacy. With the amount of personal information shared online, individuals are becoming more vulnerable to identity theft and online scams. Moreover, social media platforms collect vast amounts of data about their users, which can be used for targeted advertising and manipulation.

In conclusion, while social media has brought many positive changes and opportunities, it also has its drawbacks. It has had a significant impact on society, affecting mental health, privacy, and the spread of information. It is important for individuals to be aware of the potential drawbacks and to use social media responsibly.

英语作文必修三四单元范文 篇三

【重点词汇、短语】

1.? ? bring up 抚养

2.? ? scene 现场，景色

3.? ? permit 许可，通行证

4.? ? go ahead 前进

5.? ? by accident 偶然

6.? ? stare 凝视，盯着看

7.? ? stare at 盯着看

8.? ? spot 发现，认出，斑点，污点

9.? ? account 说明，总计有，账目，

10.? account for 导致，做出解释

11.? seek 探索，寻求

12.? contrary 反面，对立面

13.? on the contrary 与此相反

14.? take a chance 冒险

15.? in rags 衣衫褴褛

16.? indeed 真正地

17.? as for 关于，至于

【重点句型】

1.? ? Have you ever made a bet with your friends?

你曾和你的朋友们打过赌吗？

2.? ? Did he help you by accident or on purose?

他是碰巧还是有意帮你？

3.? ? I wonder, Mr Smith, if/whether you’d mind usmoving your flowers outdoors.

史密斯先生，我不知道你是否介意我们把你的花移到室外去。

4.? ? You’re about to hear the most incredibletale.

你们马上就要听到一个最难以置信的故事。

5.? ? Permit me to say a few words.

请允许我说几句话。

6.? ? After the rain, we went ahead with our work.

雨停之后，我们继续工作。

7.? ? And it was the ship that brought you toEngland.

正是那艘船把你带到了英国。

8.? ? I earned my passage by working as an unpaidhand, which accounted for my appearance.

我是作为一个不拿工资的帮手赚来我的船费，这就是我为什么会衣冠不整的原因了。

9.? ? Dick found himself walking in the directionof the church.

迪克发现自己不知不觉朝教堂方向走去。

10.? Even if/though he is very nice, I don’t trusthim.

即使他很好，我也不太相信他。

【语法总结】

名词性从句

在句子中起名词作用的句子叫名词性从句 (Noun Clauses）。名词性从句的功能相当于名词词组, 它在复合句中能担任主语、宾语、表语、同位语等，因此根据它在句中不同的语_能，名词性从句又可分别称为主语从句、宾语从句、表语从句和同位语从句。

一. 名词性从句的连接词

引导名词性从句的连接词可分为四类：

1.? ? that（无含义，不充当成分）

2.? ? whether, if（有“是否”的含义，但不充当成分）

3.? ? 连接代词：what, whatever, who, whoever, whom, whomever,whose, which,whichever.

（在从句中做主语、宾语、表语和定语）

连接副词：when, whenever,where,wherever, how, however,why（在从句中做状语）

4.? ? as if,as though,because（不充当成分，在名词性从句中只引导表语从句）

二. 四类名词性从句语法要点

1.主语从句

在整个句子中用作主语的从句叫主语从句。

Whathe wants to tell us is not clear.

他要跟我们说什么，还不清楚。

Itis known to us how he became a writer.

我们都知道他是如何成为一名作家的。

Wherethe English evening will be held has not yet been announced.

英语晚会将在哪里举行，还没有宣布。

it 作形式主语：有时为避免句子头重脚轻，常用形式主语 it 代替主语从句作形式主语放于句首，而把主语从句置于句末。

Itis clear that he is innocent in the accident.

很明显，他在这场事故中是无辜的。

2.? ? 宾语从句

在整个句子中用作宾语的从句叫宾语从句。

Hehas told me that he will go to Shanghai tomorrow.

他已经告诉我他明天要去上海。

Wemust never think (that) we are good in everything while others are good innothing. 我们决不能认为自己什么都好，别人什么都不好。

it 作形式宾语：在“主语+谓语+宾语+宾补”的句型中，如果宾语是从句的形式，则必须用 it 做形式宾语，把真正的宾语即宾语从句置于句末。

Wefound it impossible that the so much work will be finidhed in one day.

我们发现一天之内完成这项工作不可能。

3.? ? 表语从句

在整个句子中用作表语的从句叫表语从句。

Thefact is that we have lost the game.

事实是我们已经输了这场比赛。

Thatis why he didn’t come to the meeting.

那就是他为什么不到会的原因。

Itlooks as if it is going to rain.

看上去天要下雨了。

Thisis because he has been working hard these days.

这是因为这些天他一直工作很努力。

注意：because，as if 和 asthough 在名词性从句中只能引导表语从句。

4.? ? 同位语从句

在整个句子中用作同位语的从句叫同位语从句。

同位语的含义：在句子中，如果有两个名词，并且后一个名词是对前一个名词的解释说明，它们两个指的是同一个人或同一个物，那么，后面的名词就叫前面名词的同位语。

例如：This is my friend, Lily.（Lily 是 my friend 的同位语。）

可用于同位语从句的名词有 advice、demand、doubt、fact、hope、idea、information、message、news、order、problem、promise、question、request、suggestion、truth、wish、word 等抽象名词。

The news that we won the game is exciting.

我们赢得这场比赛的消息令人激动。

I have no idea when he will come back home.

我不知道他什么时候回来。

The thought came to him that Mary had probably fallen ill. 他想到可能玛丽生病了。

同位语从句和定语从句的区别：

that作为关系代词，可以引导定语从句，充当句子成分，在从句中作宾语时可以省略；that 引导同位语从句时，起连词的作用，没有实际意义，不充当句子成分，一般不能省略。

试比较下面两个例句:

I had no idea that you were here．

我不知道你在这里。

（that 无含义，that you were here 指的就是 idea，所以是同位语从句，不能省略 that）

Haveyou got the idea（that）this book gives you？

这本书给了你想法吗？

（that 指的是 the idea，that引导定语从句，作宾语，可以省略）

三. 连接词 that 在名词性从句中可以省略的三种情况

做形式主语，that引导主语从句时

It is said (that) he has been studying abroad.

据说他一直在国外学习。

2.动词宾语从句中

I think(that) you have much to improve in English.

我认为你的英语需要提高的有很多。

3.形容词宾语从句中

I am afraid (that) I will be late.

恐怕我要迟到了。

英语作文必修三四单元范文 篇四

【重点词汇、短语】

1.? ? take place 发生

2.? ? religious 宗教的

3.? ? in memory of 纪念

4.? ? belief 信任，信心，信仰

5.? ? dress up 盛装，打扮

6.? ? trick 诡计，窍门

7.? ? play a trick on 搞恶作剧，诈骗

8.? ? gain 获得

9.? ? gather 搜集，集合

10.? award 奖品，授予

11.? admire 赞美，钦佩

12.? look forward to 期望，盼望

13.? day and night 日夜

14.? as though 好像

15.? have fun with 玩的开心

16.? permission 许可，允许

17.? turn up 出现，到场

18.? keep one’s word 守信用

19.? hold one’s breath 屏息

20.? apologize 道歉

21.? obvious 显然的

22.? set off 出发，动身，使爆炸

【重点句型】

1.? ? Please make sure when and where the accidenttook place.

请查清楚事故是何时何地发生的。

2.? ? Some festival are held to honour the dead,or satisfy and please the ancestors, who could return either to help or to doharm.

还有一些节日，是为了纪念死者、满足或取悦祖先，因为（祖先们）有可能回到世上帮助他们，也有可能带来危害。

3.? ? In Japan the festival is called Obon，when people should goto clean the graves and light incense in memory of their ancestors.（非限制性定语从句）

在日本，这个节叫孟兰盆节，在这个节日里，人们要上坟、扫墓、烧香，以缅怀祖先。

4.? ? They dress up and try to frighten people.

他们乔装打扮去吓唬别人。

5.? ? If they are not given anything, the childrenmight play a trick.

如果你什么也不打发给孩子，他们可能会捉弄别人。

6.? In India there is a national festival onOctober 2 to honour Mahatma Gandhi, the leader

whohelped gain India's independence from Britain.

在印度，10 月 2 日是纪念马哈特马.甘地的全国性节日，他是帮助印度脱离英国而独立的领袖。

7.? The most energetic and important festivalsare the ones that look forward to the end of winter and to the coming ofspring.

最富生气而又最重要的节日，就是告别冬天、迎来春天的日子。

8.? The country is covered with cherry treeflowers so that it looks as though it might be covered with pink snow.

整个国度处处都是樱花盛开，看上去就像罩上了一层粉红色的雪。

【语法总结】

情态动词

定义：情态动词是一种本身有一定的词义、但要与动词原形及其被动语态一起使用，给谓语动词增添情态色彩，表示说话人对有关行为或事物的态度和看法，认为其可能、应该或必要等。

情态动词数量不多，主要有下列：

can(could), may (might), must, need, ought to, dare (dared), shall (should), will(would),have (to) ,had better.

一. can 和 could 的用法

1.? ? 表示能力或客观可能性，还可以表示请求和允许。

注意：①could 也可表示请求，语气委婉，主要用于疑问句，不可用于肯定句，答语应用 can。

②can 表示能力时，还可用 be able to 代替。

2.? ? 表示惊异、怀疑、不相信的态度。（主要用在否定句、疑问句或惊叹句中）

3.? ? “can(could) + have + 过去分词”的疑问或否定形式表示对过去发生的行为怀疑或不肯定。

4.? ? 用在疑问句及否定句中，表示惊讶，不相信等。

5.? ? cannot…too...表示“无论怎样……也不过分”

二. may 和 might 的用法

1.? ? 表示许可。

表示请求、允许时，might 比 may 的语气更委婉一些，否定回答时(口语中常用) no , you can’t . or , yes, please 用 mustn’t 表示“不可以”、“禁止”、“阻止”之意(具有强烈禁止的意思)。

用 May I…征询对方许可在文体上比较正式，在口气上比较客气。在日常口语中，用 CanI ... 征询对方意见在现代口语中更为常见。

2.? ? 用于祈使句中表示祝愿。

3.? ? 表示推测、可能（疑问句不能用于此意）。

4.? ? “may(might) + have + 过去分词”表示对过去发生的行为的推测。

三. must 和 have to 的用法

1.? ? 表示必须、必要。（must 表示主观多一些而 have to 则表示客观多一些）

回答 must 引出的问句时，如果是否定的回答，不能用 mustn’t，而要用 needn’t 或 don’t have to。

2.“must be + 表语”的结构表示推测，它的否定或疑问式用 can 代替 must。

3.? ? “must + have + 过去分词”的结构常用在肯定句中，表示对过去发生的行为的推测。它的否定或疑问式用 can 代替 must。

4.? ? have to 的含义与 must 相似，两者往往可以互换使用，但 have to 有各种形式，随 have 的变化而定。

注意：have to 也可拼做 have got to。

四. dare 和 need 的用法

1.? ? need 表示“需要”，作情态动词时，仅用于否定句或疑问句中，在肯定句中一般用 must, have to, ought to,或 should 代替。

注意：needn't + 不定式的完成式“表示本来不必做某事而实际上做了某事”

2.? ? dare 作情态动词时，主要用于疑问句、否定句和条件状语从句中，一般不用在肯定句中。

3.? ? dare 和 need 常用作实义动词，有时态、人称和数的变化，所不同的是，作实义动词时，在肯定句中，dare 后面通常接带 to 的不定式，在否定和疑问句中，dare 后面可接带 to 或不带 to的不定式。

五. shall 和 should 的用法

的用法：

①shall 用于第一人称，表示征求对方的意愿。

②shall 用于第一、第三人称疑问句中，表示说话人征求对方的意见或向对方请示。

③shall 用于第二、第三人称，表示说话人给对方命令、警告、允诺或威胁。

的用法：

①should 表示劝告、建议、命令，其同义词是 ought to；在疑问句中，通常用 should 代替 ought to。

②Why(or How) + should 结构表示说话人对某事不能理解，感到意外、惊异等意思。意为“竟会”。

③“should + have + 过去分词”结构一般表示义务，表示应该做到而实际上没有做到，并包含一种埋怨、责备的口气。

六. will 和 would 的用法

1.? ? 表示请求、建议等，would 比 will 委婉客气。

2.? ? 表示意志、愿望和决心。

3.? ? 用“will be”和“will(would) + have + 过去分词”的结构表示推测，主要用于第二、三人称。前者表示对目前情况的推测，后者表示对已经完成的动作或事态的推测。

4.? ? would 可表示过去反复发生的动作或某种倾向。

5.? ? 表料想或猜想。

七. ought to 的用法

1.? ? ought to 表示应该。

2.? ? 表示推测。注意与 must 表示推测时的区别：

Hemust be at home by now. （断定他已到家）

He ought to be home by now. （不十分肯定）

This iswhere the oil must be. （比较直率）

This is where the oilought to be. （比较含蓄）

3.? ? “ought to + have + 过去分词”表示过去应做某事而实际未做。ought 和 should 的区别：

语气略强。

较常用。

在美国英语中用的很少，而 should 却相当常用。

属正式用语。

八. used to，had better，would rather 的用法

1.? ? used to 表示过去的习惯动作或状态，现在已不存在，在间接引语中，其形式可不变。如：

Hetold us he used to play football when he was young.

2.? ? had better 意为“最好”，后接不带 to 不定式。

3.? ? would rather 意为“宁愿”，表选择，后接不带 to 的不定式。

英语作文必修三四单元范文 篇五

I．单元教学目标

技能目标Skill Goals

Talk about the basic information about Canada— location, main cities, customs and cultural persity.

Learn how to read a traveling report and use maps.

Learn to express directions and positions.

Master the Noun Clause- Appositive clause.

Learn to write a report to express what you hear and see in a place.

II． 目标语言

功能句式表示方向的句式

Where is...?

How does one go to...?

In what direction is...?

Is... close to/far from...?

How far is...?

表示位置的句式

It is/lies in the north/south of...

It is/lies to the south/east/northwest of...

It is within...

Kilometers of...

It is/lies on the west/east.

The place is on the border.

You go along the coast.

It is east /west of...

It is far away from...

One goes northward.

词汇1. 四会词汇

Quiz Canadian minister continent baggage chat scenery eastward westward upward surround harbor measure aboard eagle within border slight acre urban topic mix mixture bush maple frost confirm wealthy distance mist misty schoolmate booth downtown approximately dawn buffet broad nearby tradition terrify terrified pleased impress impressive

2. 词组

Prime minister, rather than, settle down, manage to do, catch sight of, have a gift for, in the distance

语法Noun clause as the appositive

III． 教材分析与教材重组

1. 教材分析

本单元通过两位女孩李黛玉与刘茜的加拿大之旅，向我们展示了加拿大的一些基本概况，包括它的地理位置、主要城市、风土人情以及它的多元文化。通过学习本单元，让学生对加拿大有了更多的了解，使学生能够用所学的词汇与句式表达方向与位置，并学会条理地写出旅游过程中的'所见所闻。

Warming Up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，Warming Up通过五个关于加拿大的问题的测试，目的是激活学生已有的知识，为介绍加拿大做好准备。

Pre-reading部分通过四个问题激活学生有关旅行的经历和有关加拿大的知识，使学生产生了解加拿大的兴趣，为阅读做好准备。

Reading 部分是“在旅途中看加拿大”，沿着从西向东的旅游路线向我们介绍了加拿大的面积、地貌、主要城市、人口、生态环境等。两位女孩在旅途中看到了自然美景及野生动物，文章还介绍了加拿大的自然资源，让学生对加拿大的美丽、富饶、幅员辽阔、地广人稀有了更深的了解。学生可以通过学习课文掌握新的词汇、句型和游记的写法，提高学生的阅读能力。

Comprehending部分设计了三种题型，前两个题是对Reading部分细节内容的理解，一个是问答题，一个是改错题。最后是在地图上标出两位女孩的旅游路线，相对简单一些。此部分不仅检测学生对细节的把握，还要求学生列举加拿大蕴藏的两种自然资源，而且检测学生根据课文内容进行推理和判断的能力以及读图能力。抓住文中人物的行踪，就能够很好地把握文中的信息。

Learning about Language部分首先是构词法，培养学生词汇生成能力，旨在通过加上前缀或后缀的方法扩大学生的词汇量。第二部分使用课文中的词汇和信息进行填空和编对话，旨在提高学生活用词汇的能力。语法部分是有关同位语从句的练习。

Using Language部分综合训练听说读写的能力。通过听力填空及讨论的形式进一步了解有关加拿大的知识——居民和语言。阅读部分继续加拿大之旅，从多伦多到蒙特利尔，介绍了加拿大的旅游景点及风土人情。写作部分要求以报告的形式写旅游见闻，要求学生掌握旅游报告的写作方法。

Summing Up部分要求学生就内容、词汇和结构三个方面进行归纳，对本单元所学知识进行概括总结。

2. 教材重组

Reading(I)： 从话题内容和功能上分析Warming Up， Pre-reading Reading与Post-reading话题相同，可以整合成一节阅读课。

Reading(II)：可将Using language中的Reading与Workbook中Reading Task放在同一节课中处理，再上一节阅读课。因为话题都是关于加拿大的城市与风土人情的。

Listening：可将Using Language中的Listening and Writing, Speaking, Workbook中的Listening(P69) 与Workbook中的Listening Task三个活动整合成一节“听力课”。

Speaking:把Learning about Language中的Exercise 4 Making up a dialogue(P36)与 Workbook中的Talking (P69) 和 Speaking Task （P74） 整合一节“口语课”。

Learning about language:将Learning about language( P36 Exercise 4除外) 与Workbook中的Using words && expressions （P70） 和 Using structures （P71） 结合在一起，上一节“语言学习课”。

Writing 可将Using Language中的Writing(P39) 与Workbook中的Writing Task (P74)整合成一节写作课。

3. 课型设计与课时分配 (经分析教材, 本单元可以用六课时教完)

1st period:Reading (I)

2nd period: Reading (II)

3rd period: Listening

4th period:Speaking

5th period:Learning about Language

6th period:Writing

Ⅳ. 分课时教案

The First Period Reading (I)

Teaching goals教学目标

1. Target language目标语言

a. 重点词汇和短语

rather than, baggage, scenery, eastward, chat, surround, harbor, measure, aboard, have a gift for, within, manage to do, catch sight of, eagle, acre, urban

b. 重点句子

2. Ability goal 能力目标

Learn how to describe the places that Li Daiyu and Liu Qian visit in Canada.

Understand the noun clause used as appositive.

Enable the students to understand the details of the passage about Canada and find the correct answers to the questions in the post-reading.

3. Learning ability goals学能目标

Improve the students’ reading ability - guessing words, searching for information.

Learn the information about Canada.

Master the expressions for describing directions and locations.

Teaching important points 教学重点及难点

a. Find the answers to the questions in post-reading.

Learn the methods of writing a traveling report about.

b. Understand the use of noun clause - appositive clause.

Learn to read the traveling report according to the traveling route.

Teaching methods 教学方法

1． Skimming and scanning;

2． Asking-and-answering activities;

3． Listening method.

Teaching aids 教具准备

A computer, a projector and a tape recorder.

Teaching procedures & ways教学过程与方式

Step 1 Revision

Check the students’ homework.

T: Before we come to the new lesson, let’s check your homework.

The teacher checks the assignment of the last class.

Step 2 Lead-in and Warming Up

Show the students the maple flag and ask them some questions.

T: Do you know which country uses this national flag?

Ss: Canada.

T: Which continent is Canada in?

Ss: It is in North America.

T: How large is it?

Ss: I only know it is the second largest country in the world. I don’t know the exact number.

T: Canada occupies an area of 9, 978, 4670 square kilometers. It is a bit bigger than China. Which country is its neighbor?

Ss: The United States.

(The teacher shows a map of Canada to the students.)

T: Right. The United State is its neighbor. Canada is a beautiful country.

Step 3 Pre-reading

T: Now I want to ask you a question. Do you like traveling?

Ss: Yes, we like traveling very much. (No, I don’t like traveling. It is tiring.)

T: I know most of us like traveling. Have you ever been abroad?

Ss: No / Yes.

T: Few of us have ever been abroad. Then what is the longest trip you have ever taken?

Sa: Beijing (Shanghai / Hainan / Harbin).

Sb: I have never been out of my hometown.

T: If you get a chance to go abroad, which three countries would you like to visit most? Why?

Sc: I would like to go to French, Australia and Ireland. I think French is full of romantics and there are many beautiful buildings. Australia is famous for its beautiful scenery and people are very friendly. Ireland is also beautiful. I want to walk along the roads of the countryside.

Sd: I think I will travel in china first, because China is my motherland and she is very beautiful. I would also like to go to Canada so that I can see the large and beautiful lakes, and there’s the wonderful snow scenery. I also feel like paying a visit to Australia because there are many sheep and rare animals there.

T: Very good. We love our motherland, but if we want to make our country more beautiful and more developed, we should know more about the other countries. Here are two questions. You may ask your partner for answers and give your answers to him/her.

Show the questions on the screen or on the blackboard.

If you take a trip to Canada, what do you expect to see?

What three words would you use to describe Canada?

The teacher can ask some pairs to tell their ideas in class.

T: Who’d like to tell us your opinions?

Sa: I want to see the mountains and the forests. Canada is beautiful, wide and people are friendly.

Sb: I want to see the big snow and polar bears, three words large, clean and mysterious.

T: Are they right? You can find the answers in the text. Li Daiyu and Liu Qian will take us to visit Canada. Please turn to Page34, read “A Trip on the True North”.

Step 4 Fast reading

Get the students read the passage quickly and carefully. Meanwhile, help the students form a good habit of reading. T: Do you feel puzzled when you read the title? What is “the True North”? Now, read the passage and get the general idea of the passage. Underline the main places mentioned in the text.

Give the Ss five minutes for reading.

Five minutes later.

T: Time is up. Have you finished?

Ss: Yes, we have.

T: The first question is what the passage is mainly about?

Sa: The passage is about a trip of two girls, and it tells us some information about Canada.

T: Right. It mainly tells us the information about Canada. What are the main places mentioned in the text?

Sb: They are the Atlantic coast, Vancouver, Rocky Mountains, Calgary, Thunder Bay, Lake Superior and Toronto.

T: Look at the map on Page33. Draw the traveling route of the two girls on the map.

Give the students one minute to draw the route.

T: You did a good job. Do you have any difficulty in reading? Let’s look at the difficult points together.

The teacher explains some important or difficult points to the students.

Step 5 Reading aloud

Let the students read the passage again and find the details from the passage.

T: Now you read the questions on Page35 first, and then read the text aloud to find the answers to the questions. After a while, answer the questions in complete sentences without looking at your books.

Give the students a few minutes to read and find answers. Then ask some students to give their answers.

Suggested answers:

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. What is “The True North”?

“The True North” is the train that runs through Canada.

4. Why is the population of Vancouver growing so rapidly?

The population of Vancouver growing so rapidly because it is beautiful.

5. What happens at the Calgary Stampede?

At the Calgary Stampede cowboys compete in riding wild horses for thousands of dollars.

6. 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.

7. What are some of Canada’s greatest natural resources?

Canada has water from its lakes and rivers and wood from its forests.

Step 6 Homework

1. Remember the underlined sentences.

2. Write a short passage to report what Li Daiyu and Liu Qian saw in Canada.

Period two Extensive reading

Teaching goals教学目标

1. Target language 目标语言

a. 重点词汇与短语

figure, figure out, terrify, official, maple, frost, wealthy, tour, distance, flow, booth, downtown, as far as, dawn, broad

b. 重点句子

1. They were not leaving for Montreal until later...

2. It’s too bad you can’t go as far as Ottawa Canada’s capital.

3. It’s about four hundred kilometers northeast of Toronto, so it would take too long.

4. As they sat in a café looking over the broad St. Lawrence River, a young man sat down with them.

5. In the distance, they could see the misty cloud that rose from the great Niagara Falls, which is on the south side of the lake.

6. I stay as far away from polar bears as possible.

2. Ability goal能力目标

Enable the students to know more information about cities: Toronto, Montreal and Iqaluit.

3. Learning ability goals 学能目标

Teach the students how to describe a city with the target language and functional sentences.

Teaching important points教学重点

Find the correct information about cities of Canada according to the questions.

Teaching difficult points 教学难点

How to write the traveling report.

Teaching methods 教学方法

a. Skimming method;

b Scanning;

approach listening.

Teaching aids 教具准备

A record, a projector and a computer.

Teaching procedures and ways 教学过程与方式

Answer the questions about the passage.

1. How do we know it is fall in Canada?

We know it is fall in Canada because the maple trees are red and gold and oranges, and there is frost on the ground.

2. What can sometimes be seen from the CN Tower in Toronto?

Sometimes the misty cloud that rises from Niagara Falls can be seen from the CN Tower.

3. Where does the water from the lake go?

The water from the lake goes into the Niagara River and over the falls on its way to the sea.

direction is the train going from Toronto?

The train is going east ( northeast ) from Toronto.

5. What three things show us that Montreal is a French city?

Good coffee, good bread and good music show that Montreal is a French city. Also the signs and ads were in French.

英语作文必修三四单元范文 篇六

When someone asks me: What is your Chinese dream? I will answer it without any hesitation: to be a good doctor.

The reason why I want to be a doctor is that I want to save people’s lives as possible as I can. When I was young, I had a terrible car accident. Thanks to the doctors, they brought me back to life. From then on, to be a good doctor has always been an inspiration to me. I will study hard to make sure that my dream will come true in the future.