【单元教案】高一英语必修三 Unit 5_教案

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人教版高中英语必修三Unit5reading教案

⼈教版⾼中英语必修三Unit5reading教案⼈教版⾼中英语必修三Unit5 Canada—“The Truth North”Teaching content: Book3 Unit 5Lesson type: Reading1. Analysis of teaching materialThis unit is about Canada. The students can learn some basic information about Canada by the travelling experience of Li Daiyu. It includes the geographical conditions, the characteristics of each city, the social and cultural characteristics and so on.2. Analysis of studentsAlthough students have the basic abilities of listening, speaking, reading and writing, they still need more chances to practices these abilities. Furthermore, as a student, they ability is still limit and the background information about the passage also have limitation. So they need more guidance and give them more suggestion and direction about how to study efficiently.3. Teaching aims:3.1. Knowledge aims◆Get the students to learn the new words and expressions◆Let the students know some basic information about Canada—the geographical location, major cities, local customs and practices and so on.◆Make the student understand the multi-culture and the characteristics of multicultural countries.3.2 Ability aims◆Let the students learn how to read a traveling report and use the map.◆Get the students to learn how to express the direction and location3.3 Emotional aims◆Stimulate the students’ desire to learn something about Canada by putting up some auxiliary material on wall around the classroom◆Stimulate the students’ interest of learning English by cooperative activities.4. Teaching important and difficult points:4.1 Teaching important points◆The new words and expressions in this unit.◆Improve the students’ reading skills by reading passage◆Improve the students’ comprehensive skills by listening, speaking and writing.4.2 Teaching difficult points◆How to read a traveling report and use the map◆How to express the direction and location5. Teaching Methods1) Fast reading to get the general idea of the text.2) Careful reading to understand the passage better.3) Discussion to help the students understand better what they’ve learned and to use the knowledge they’ve learned in this period.。

高一英语必修3 Unit5教案

高一英语必修3 Unit5教案Unit5canada—“TheTrueNorth”Ｉ．单元教学目标技能目标SkillGoalsTalkaboutthebasicinformationaboutcanada—location,maincities,customsandculturaldiversity.Learnhowtoreadatravelingreportandusemaps.Learntoexpressdirectionsandpositions.mastertheNounclause-Appositiveclause.Learntowriteareporttoexpresswhatyouhearandseeinapla ce.II．目标语言功能句式表示方向的句式whereis...?Howdoesonegoto...?Inwhatdirectionis...?Is...closeto/farfrom...?Howfaris...?表示位置的句式Itis/liesinthenorth/southof...Itis/liestothesouth/east/northwestof...Itiswithin...kilometersof...Itis/liesonthewest/east.Theplaceisontheborder.yougoalongthecoast.Itiseast/westof...Itisfarawayfrom...onegoesnorthward.词汇.四会词汇Quizcanadianministercontinentbaggagechatsceneryeast wardwestwardupwardsurroundharbormeasureaboardeaglew ithinborderslightacreurbantopicmixmixturebushmaplef rostconfirmwealthydistancemistmistyschoolmateboothd owntownapproximatelydawnbuffetbroadnearbytraditiont errifyterrifiedpleasedimpressimpressive2.词组Primeminister,ratherthan,settledown,managetodo,catc hsightof,haveagiftfor,inthedistance语法NounclauseastheappositiveIII．教材分析与教材重组.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。

人教版高中英语必修三 Unit5_Canada—“The_True_North”教案

Unit 5 Canada----“The True North”教学内容分析本单元的中心话题是加拿大——李黛予等人在加拿大的旅游经历。

学生通过本单元学习，可以初步了解加拿大的一些基本情况，包括地理环境，各大城市特点以及人文活动等。

“热身”（Warming Up）部分是一个小测验，看看学生对加拿大这个国家了解多少。

采用小测验活动，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，为整个单元的学习做准备，温故而知新。

“读前”（Pre-reading）部分是三个问题，设计自身的旅行经历和对加拿大的了解，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。

“阅读”（Reading）部分是篇游记，记述了李黛予和刘倩去加拿大看望表兄妹的旅途见闻。

乘火车横穿加拿大之前，他们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和野生动物。

她们中途停靠卡尔加里（Calgary），谈到卡尔加里大赛马会（Calgary Stampede）。

加拿大地广人稀，多数人住在美加两国边境。

本文还提到了桑德湾（Thunder Bay）,五大湖（the Great Lakes），温哥华（Vancouver），多伦多（Toronto），还介绍了加拿大的淡水资源。

“理解”（Comprehending）部分又三个练习。

考查学生找文章具体信息的能力.语言学习”（Learning about Language）部分包括“词汇学习”和“语法学习”这两部分内容。

“词汇学习”部分首先介绍构词法，加前缀或后缀而组成派生词；然后通过各种有意义的练习形式，帮助学生更好的记住和运用单词。

“语法学习”部分呈现了大量的例子，让学生归纳同位语从句的特点。

“语言应用”（Using Language）部分综合训练听说读写的能力。

“小结”（Summing Up）部分让学生归纳、梳理本单元所学内容，包括有关加拿大的信息，基本的语言知识和语法内容。

高一英语必修第三册(2019版)_Unit5__Video_Time_and_Ass名师教学设计

Unit5 Video Time and Assessing Your Progress 名师教学设计课时内容主题语境：人与社会主题群：文学、艺术与体育主题：戏剧语篇类型：剧本台词、名言解读、观点陈述文本分析：本节课分两部分：第一部分为Ⅴideo Time，其内容为亨利来到酒店的一场剧；第二部分为Assessing Your Progress，主要以练习为主，分别是阅读剧本台词、名言解读、观点陈述，主要是在本单元语境中练习词汇和语法。

最后对本单元进行总的反思和评价。

课时目标1.通过观看视频，获取亨利来到酒店的一场剧的相关信息。

2.复习本单元的重点词汇和语法。

重点难点重点：本单元重点词汇和语法的恰当使用。

难点：1.观看视频，获取亨利来到酒店的一场剧的相关信息。

2.情态动词的选取。

教学准备教师准备：准备At the hotel这场剧的影视材料。

学生准备：复习情态动词的用法和本单元的重点词汇。

教学过程Video TimeStep I 学习理解活动一：观看视频前1. Look at the characters listed in the box and predict who will appear in this film clip.2.what do you think this scene is about？Choose the best answer.A. Henry Adams lost his bank note at the hotel.B. Henry Adams fell in love with Portia at the hotel.C. Henry Adams received a warm reception at the hotel.Suggested answer：C【设计意图】在观看视频之前，通过预测故事人物，影片主要内容，为学生理解视频内容做好铺垫。

活动二：观看视频1.Check your answers in Before You Watch.2.Put the events in the correct order.The real Henry Adams appears.Henry makes friends with the man.The doorman thinks the man is henry，and so he invites him inside.A man appears wearing a hat.The hotel manager realises he has made a mistake.Suggested answers：3—5—2—1—4Step Ⅴ 应用实践活动三：获取与梳理Answer the questions（1）Why do the people at the hotel mistake the man for Henry Adams？（2）The man seems odd to the hotel workers. Why are they so nice to him？（3）How do the hotel workers treat the man when they discover that he is not Henry？Why？（4）What does the man do for a job？（5）Why does Henry want to make friends with the man？Suggested answers：（1）The hotel staff are looking for a wealthy American who looks poor. When the man walks up to the hotel，he puts his bag down and stands next to a horse-drawn cab The staff then make the natural mistake of assuming that he is the wealthy American，as he also looks poor，yet it looks like he has gotten out of an expensive cab.（2）They think he is an eccentric millionaire.（3）They treat him rudely because they realise he is not Henry，the millionaire.（4）He is a strongman in a circus.（5）Henry is lonely，and the man is the only person in London so far who hasn’t treated him strangely.【设计意图】通过排序、回答问题，让学生在观影过程中理清楚事件发生的来龙去脉以及重点关注人物态度的转变，而不是单纯地看热闹，重点是思考。

最新高一英语必修三unit5教案

教学设计新课标高中英语教材第三册必修Module 5 Great People and Great Inventions of Ancient ChinaReading: Philosophers of Ancient China一、教学课型：阅读课二、教材分析：本篇课文介绍的是中国古代哲学家孔子、孟子和墨子。

经过十几年的耳濡目染同学们对他们的观点较熟悉，也颇感兴趣，但这些内容以英语的形式出现会让他们略感惊奇和不适，因此要引导学生克服心里障碍，通过阅读和讨论，捕捉有效信息，学会用英语表达诸多哲学家的观点。

三、教学目标：1、Help the students grasp the useful words, expressions and some importantsentence structures in the text.2、Help the students to develop reading skill3、Encourage the students to find out more about European philosophers tocompare with those of China so as to learn something necessary to their lives.四、教学重难点：1、develop reading skill2、learn about philosophers home and abroad to enrich their mind.五、教学过程：Step I. Lead in1.Show pictures of some famous philosophers the world has ever producedand their ideas such as Socrates, Higer , Laozi, Maozetong and so on.T: Please look at these pictures to see if you know any of them, if so, talkabout their ideas.T: Could you tell us which philosopher you like best and why?Ss:…….2.Have the students name some philosophers they know.T: Please name some philosophers you are interested in.T: Would you like to major in philosophy when you go to college and why?Ss:……（设计说明）In order to arouse the students’interests in philosophers, we need to let them learn about some philosophers and their views, while at the same time make them guess the meaning of the word “ philosopher”, a key word in this passage, in which way the topic of philosophers is brought out.Step II ReadingTask one: Leave the students some time to watch the video of this passage with the following questions in mind.1、What are the names of the philosophers mentioned in the passage?2、What are their ideas?3、Whose teachings were very similar to those of Confucius?4、Why did Mencius resigned?5、What is the difference between the views of Confucius and that ofMozi?T: Now I ’like you to watch the video with some questions in mind to get a general idea of the whole passage.Ss:……….（设计说明）In learning a foreign language, listening should come before reading, especially for high school students who have no time to communicate with foreigners, and with some questions in mind while listening is helpful for them to grasp the main idea of the passage and avoid blind listening.Task two:Skimming1.Leave the students five minutes to skim the passage and pick out the topics sentences of each paragraphT. Now that you have got some idea about these philosophers, next go over the text quickly to pick out the topic sentences of each paragraph.2.Show the topic sentences on the computer screen(1)Confucius is the philosopher whose influence has been the greatest.(2)Mencius was a thinker whose teachings were very similar to those ofConfucius.(3)Mozi founded the philosophy called Mohism.(设计说明)Going through the passage quickly to find the topic sentences is to help them improve their reading skill and in the long run to learn writing.Task three:Scanning: Let the students read the passage more carefully and finish the following exercise.T: Please read the text in detail this time and then carry out the following activities.1. fill in the blanks without looking at your books, each blank with one word.(1)Confucius is the ________whose influence has been the greatest.(2)Confucius ________the importance of kindness.(3)Mencius was a thinker whose _______were very similar to those ofConfucius.(4)However, when he saw that the ruler was not following his advice, he_______.(5)Mozi was another teacher who was very _________.(6)He became famous for his unusual clothes and ____________.2.Choose the right answers:(1). Mozi spent many year trying to find a state in that_______.A.He believed that men were not equal.B.His idea of love was different from the Confucian idea of kindness.C.He supported the idea of war.D.He wanted people to follow his teachings(2) Which of the following idea is from The Book of MenciusA.People were less important than rulersB.The people should be well treated by the governmentC.If the government were tough, the people would be good.D.The people should be treated badly(3) It can be inferred that the author of the passage is_______.A.is in favour of these philosophersB.doesn’t support the ideas of the philosophersC.the passage doesn’t implyD.is against the ideas of the philosophers3.Show the answers on the computer screen of excises 1and2.Excise1. 1. fill in the blanks without looking at your books, each blank with one word.(1) Confucius is the philosopher whose influence has been the greatest.(2) Confucius stressed the importance of kindness.(3) Mencius was a thinker whose teachings were very similar to those ofConfucius.(4) However, when he saw that the ruler was not following his advice, heresigned.(5) Mozi was another teacher who was very influential.He became famous for his unusual clothes and behaviour.Excise 2. D B C(设计说明)To read the passage in detail is to have a further understanding of the text.The above two excises are designed to help the students search information and give a summary of the passage.Step III. DiscussionHave the students give a discussion of some foreign philosophers and their teachings (prepared before class as a homework to surf the internet) in group of four within about 15 minutes with each group handing in their final report after class.（设计说明）The materials of the discussion have to be prepared beforehand so that the students will spend time collecting them, which can raise their ability of finding out information, while the discussion is a sort of group activity which can help them learn to cooperate with each other.Step IV Language points discussionHold a discussion about the usage of some important words, phrases and sentence structures.T: Now we have finished the reading part of the passage. Well, let’s have a discussion about the language points of this passage. First look at the first paragraph, anyone volunteer to point out important words, phrases or sentences structures you think important…….Ss: be at war with…..( The following Words and expressions and sentence structures should bepointed out by the students and their usage should be discussed, the teacherhas to give some further explanation and examples if necessary) Words and expressions:stress; resign; adviser; influential; principle; be at war with; be brought up;be similar t o; in some ways; man; human beings….Sentence structures:(2)But it was a time when there were many great philosophers.(3)Mencius believed that the reason why man is different from animal isthat man is good.(4)(5)As a result, he spent many years trying to find a state where peoplewould follow his teachings.（设计说明）Learning to use the words , expressions and sentence structure is one of the important skills for the students. To teach oneself and hold a discussion is a good way to grasp them, and to a certain extent help the teacher a lot in teaching, there is always something the teacher has n’t prepared.Step IV. HomeworkT: Today we have completed learning the words, phrases and sentence structures of the passage and developed reading skill, so the homework today should be making good use of what has been learned in this passage, that is , write a short passage about a famous philosopher you know in about 200 words.（设计说明）The best way to learn a language well is to use it in real life, so writing about something the students are familiar with is helpful to improve their skill inEnglish.。

高一英语教案：必修3unit5教案

新课标人教版必修 3 第 5 单元Book 3 unit 5 Canada —“ The True North ”A trip on “ The True North ”Important points:beauty and natural resources of Canada. Get students to learn different reading skills. scanning; detailed reading, referring;etc.) Difficult points:information and talk about Canada. Teaching aims:part:Chat; surround; measure; aboard; within; border;sight of; have a gift for; etc.let students learn the knowledge of Canada.Develop students ' reading ability and learn different reading skills.教案东明一中李爱丽Readinglet students read the passage and learn about the geography,population,maincities,natural(skimming; Develop students ' reading ability. Enablestudentsto learnaboutsomebasiclearn the useful new wordsand expressions in thisrather than; settle down; manage to do; catchlet students learn how to read a travelling reportand how to use a mapStimulate interests in learning about foreign countries. Teaching methods: skimming, scanning, discussing,etc.Teaching aids: multimedia and a computer.Teaching proceduresThe first period Reading (I)Step 1 Leading-in1. Show a list of pictures to students, ask them enjoythe beautiful scenery and try to guess where thescenery comes from.do you know about 2.Have a quiz(How muchCanada?) Divide the whole class into 2 groups (boys and girls). Let students have a competition.( Aims: to introduce the unit topic and arouse students ' interests in class activities)Show the following on the screen1. Which is the national flag of Canada?A . B. C. D. ( 4 pictures on the screen)2. Which is the national flower of Canada?A. cherryB. roseC. mapleD. daffodil (with pictures on the screen)3. What language(s) do Canadians speak?A. EnglishB. English and GermanC. English and FrenchD. English and Spanish(with pictures on the screen)4. What is the capital of Canada?A. VancouverB. TorontoC. CalgaryD. Ottawa(with pictures on the screen)5. What is the national animal of Canada?A. BeaverB. Grizzly bearC. Polar bearD. Penguin(with pictures on the screen)6. What is the leader of the country called?A. PresidentB. Prime MinisterC. QueenD. Chairman7. which lake is not in Canada?A. Lake SuperiorB. Lake HuronC. Lake ErieD. Lake Ontarioscreen)Step 2 Readingstudents ' reading ability to getand certain information.)Reading tips:Go through the passage quickly and silently to get the main idea. Don ' t worry about the details andnew words.questions:1) What is the passage mainly about? of two girls; and it tells ussome information about 2) What is “ The True NorthThe True North is a name ofability to get specific informationand make preparations for the next task.)E. Lake Michigan(Show a map on theI. Skimming( 略读 ) 2ms Ask students: Do you feelpuzzled when reading the title? To find the answerquicklyyou ' d betterhave a skimmingof thepassage.( develop the main ideaSkim the passageand then answer the followingIt is aboutII. Scanning( 跳读 ) 4ms ( Aims: Develop studentsfor the passagesRead ing tips: It is a travelling journal（游t 记）so we should find out the esse ntial items （基本项目）in it.Scan the passage and find out characters （人物）, places and their travelli ngroute （路线）Characters:Places :Route: Draw a travelli ng route on the map on P33un dersta nding in clud ing some words and senten ces ）The True NorthIII. Detailed readi ng （细读）10ms （Aims: Develop stude nts ability to get moredetailsabout thepassage,and havestude ntsget a furtherRead the passage more carefullyand find more in formatio naboutCan ada. The n finish thefollowi ng tasks .They could cross the whole continent(para 1)Its populati on is in creas ing rapidly.(para 2) and much of it is in the GreatLakes.( para 4)Task 3 Tran slation Bar ( 译译吧)That after noon, the cous ins got on the trainand the n sat in their comfortable seatsSome people have the idea that you can cross Can ada in less tha nfive days, but they forget the fact that Can ada is 5,500kilometres from coast to coast.她们不想一路乘飞机，而决定先飞温哥华，再从西海岸乘火车横穿加拿大到达东海岸。

《高中英语必修3Unit5》教学设计与反思

《高中英语必修3 Unit 5》教学设计与反思南漳一中英语考研组eyumei如果该句是错的，请给出正确答案。

I.The girls went to Canadato see their relatives inMontreal.2.Danny Lin was going todrive them to Vancouver.（second reading）在这个步骤中，我给出了5个 3.You can cross Canada in跟课文内容有关的句子，让同学们判断正误less than five days bybicycle.4.The girls looked out thewindows and saw NativeIndians and cowboys.5.Thunder Bay is a portcity in the south of Canada,near Toronto.七、教学评价设计（创建量规，向学生展示他们将被如何评价（来自教师和小组其他成员的评价）。

也可以创建一个自我评介表，这样学生可以用它对自己的学习进行评价）八、板书设计（本节课的主板书）Suppose two of your cyber pals in Canada come to visit Shenzhen and you are meeting them at the airport. While you are driving them home, you are telling them something about China and Shenzhen, just as what Danny Lin said in the text.Work in groups. You are required to present either a short passage or a short dialogue.Helpful words and expressionsgreat scenerythird largestgo northwardmountains/lakes/forests/riversfrom south to northhere in Shenzhenalong the coasttheme parks。

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教学过程一、课堂导入了解加拿大风土人情。

二、复习预习教师引导学生复习上节课所学知识点，（以提问、回顾的形式进行），针对上节课的作业进行讲评、订正、答疑，并通过对表语从句和同位语从句具体用法的分析和扩展导入本节课所要学习的课本知识的学习。

三、知识讲解考点/易错点1 重点单词与短语学习multi- 是一个前缀。

意为“多”。

(回归课本P33) Canada is a multicultural country. 加拿大是一个多元文化国家。

[归纳拓展]multiply a.乘;繁殖(multi + ply表动词→变多→乘)multiple a.多样的;多功能的(multi + pile→多的→多功能的)multilingual a. 多种语言的(multi + lingual方向的)multidirectional a. 多方向的(multi + directional方向的)multiform a.多种多样的(multi + form形式)multicultural a.多种文化的(multi + cultural文化的)multimedia a.多媒体的(multi + media媒介)multitude a.多数;群众(multi + tude状态→多的状态→多数)rather than并列连词，而不是(回归课本P34)Rather than take the aero plane all the way, they decided to fly to Vancouver and then take the train from west to east across Canada.他们不想一路乘飞机，而决定先飞到温哥华，再从西海岸乘火车横穿加拿大到东海岸。

1、rather than:意为“而不是”、“而没有”，侧重客观上的差别，还可以表示“与其……，倒不如（或宁可）……”，侧重句子主语或说话人主观上的选择。

句中rather than 前后一般应为名词、代词、动名词、形容词、谓语动词、动词不定式、介词短语，甚至分句等。

2、rather than做并列连词。

其前后都应是相互对应的词语，但接不定式时，常可省去不定式符号to 。

rather than 也可分开使用，和would 或had 构成“ would / had rather … than ”结构，than 前后也是相互对等的结构。

试比较：1) She would rather have the small one than the large one.她宁愿要小的，也不愿要大的。

2) Tom would rather be liked than feared.[归纳拓展]1、would rather…than/other than/rather than/or ratherwould rather do sth. than do sth. else“宁愿做某事而不愿做别的”，表示主观愿望。

使用这一结构时，than前后两部分的成分应对等。

如果than后是动词，要用原形。

例如：He would rather have the small one than the big one.do A rather than do B = rather than do B, sb. does A 某人不做B却做AA rather thanB 是A而不是Bwould rather do A than do B = would do A rather than do B 宁可做A而不做B prefer to do A rather than do B 最喜欢做A而不做Bwould rather sb. did/had done sth. 宁愿某人做某事2、or rather“与其说……不如说……；更确切地说；并非那样，而是……”。

例如：I'll meet him, or rather I'll ask him to meet me.我要会见他，或者更确切地说，我要请他来见我。

3、other than“除了……；除了……以外”，通常用于否定句中。

例如：I can't do other than obey.除了服从，我别无他法。

settle v.安放;安顿;安排;料理[。

(回归课本P34)That afternoon aboard the train, the cousins settled down in their seats.[归纳拓展]及物动词vt.1. 安放;安顿;安排;料理[O]He settled his child in a corner of the compartment.他把孩子安顿在车厢的一个角落里。

2. 使(杂质)沉淀;使(液体)澄清3. 使(自己)安下心来;使(心情)平静下来,使安宁After the excitement I tried to settle myself. 激动过后,我设法平静下来。

4. 确定,决定[+(that)][+wh-]I've settled that I'll drop medicine and take up physics. 我已决定放弃学医,开始学物理。

5. 解决(问题等);结束(争端、纠纷等)Both wanted to settle their scores. 双方都愿意捐弃前嫌。

The question has been settled. 这个问题已经解决了。

6. 使定居;殖民于[H]7. 支付,结算I have several bills to settle. 我有好几笔账要付。

不及物动词vi.1. 坐下;安顿下来[Q]2. 停息;下沉;沉淀[(+on/over/upon)]The powder settled to the bottom of the cup. 粉末都沉淀到杯底了。

3. 稳定下来;平静下来;镇定下来[(+down/to)]She cannot settle to work. 她安不下心来工作。

settle down to… 使某人安下心来做……settle (down) in ... 在……定居下来4. 和解;结束争端[(+with)]5. 安家,定居;殖民[Q]The family has settled in Canada. 这家人已定居加拿大。

manage v.设法做成某事catch sight of 看到(回归课本P34)… they managed to catch sight of some mountain goats and even a grizzly bear and an eagle.她们设法看到了野山羊，甚至还看到了一只灰熊和一只鹰。

1、manage to do sth.准确的意思是：成功地做到（了）某事，是有明确结果的。

也就是说、、A managed to do sth. =A succeeded in doing sth.[归纳拓展] 同义句型try to do sth. 指的是努力做某事try doing sth. 意思是试着做某事。

两者动作能不能“成功”都不太确定。

try doing sth. 往往隐含着做某事把握不是很大，还有些犹豫，可能会失败，还要重试的意思。

2、catch sight of 看到[归纳拓展]lose sight of 看不见have a sight of 看见at first sight of 初见at sight 一看见就in sight 在望；临近out of sight 在视野之外eastward adv. 向东adj. 向东的；朝东的(回归课本P34)Going eastward, you`ll pass mountains and thousands of lakes and forests….Eg: 1). They were traveling eastward(s) to the city which appeared in their dreams.他们朝着东边向梦想中的城市进发。

2). The plane filed in an eastward direction. 飞机向东边飞去。

[归纳拓展]eastward(s) adj./adv. 向东的，向东地southward(s) adj./adv. 向南的，向南地southeastward(s) adj./adv. 向东南的，向东南地northeastward(s) adj./adv. 向东北的，向东北地southwestward(s) adj./adv. 向西南的，向西南地northwestward(s) adj./adv. 向东北的，向东北地westward(s) adj./adv. 向西的，向西地northward(s) adj./adv. 向北的，向北地have a gift for 有…天赋thousands of成千上万的(回归课本P34)Many of them have a gift for riding wild horses and can win thousands of dollars in prizes. 它使地球把有害气体溶解在海洋里。

1、have a gift for 在……方面有天赋。

gift表示才能。

类似表达有：have a talent for, have a genius for.2、thousands of: 用作基数词单位的hundred, thousand, million, billion 通常不带复数词尾-s，但若用于表示数百、数千、数百万这样的泛指，则用复数。

如：About two thousand people died in the earthquake. 大约有两千人在地震中丧生。

Thousands of people go to the seaside every year. 每年成千上万的人到海滨去。

考点/易错点2 重点句子分析【教材原句】Some people have the idea that you can cross Canada in less than five days. (P34) 有人想在不到五天的时间内穿越加拿大。

【句法分析】此处that you can cross Canada in less than five days是同位语从句，是idea的同位语，用来说明idea的具体内容。

【教材原句】People say it is Canada`s most beautiful city, surrounded by mountains and the Pacific Ocean. (p34) 人们说这是加拿大最美丽的城市，被大山和太平洋环绕。