高中英语必修三unit5canadathetruenorthusinglanguagethetruenorthfromtorontotomontreal课件
maple trees
CN Tower
Toronto from the CN Tower.
Niagara Falls
Olympic stadium
Chinatown
Old Montreal
St. Lawrence River
Pairwork:
1. How do we know it is fall in Canada? 2.What can sometimes be seen from the CN T ower in Toronto? 3. Where does the water from the lake go? 4.Why is there good Cantonese food in Toronto? 5.Which direction is the train going from Toronto? 6. What three things show us that Montreal is a French city?
4. Why is there good Cantonese food in Toronto? There is good Cantonese food in Toronto because most of the Chinese people there came from the south of China, especially Hong Kong.
1. How do we know it is fall in Canada?
Because the maple trees are red and gold and orange, 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.
walked north from the harbour, Li Daiyu phoned one of her mother’s friends from a
t_e_le_p_h_o_n_e_ b_o_o_t_h_. It was a pity that they couldn’t
go a_s_f_a_r _a_s Ottawa. The train _a_r_ri_v_e_d_ i_n___
谢 谢！
让我们共同进步
Good coffee, good bread and good music show that Montreal is a French city. Also the signs and ads were in French.
They knew fall had arrived in Canada, for they saw the red __m_a_p_le__tr_e_e_sand f_r_o_s_t on the ground. In Toronto, they went up the tall _C_N_ T_o_w__e_r. On top of it they saw the misty cloud that rose from the _g_r_e_a_t N__ia_g_a_r_a_ F__a_ll_s . As they
Montreal a_t_d_a_w__n_the next morning. They found
Montreal is a F__re_n_c_h_-_s_p_e_a_k_i_n_g_ country because
there were signs and ads 观看！
5. Which direction is the train going from Toronto?
The train is going east (northeast) from Toronto.
6. What three things show us that Montreal is a French city?
“THE TRUE NORTH” FROM TORONTO TO MONTREAL
Toronto
5,500km
Toronto
Toronto
Montreal 蒙特利尔是加拿大第二大城市和世界
最大河港之一,全国工商业、金融、文化中心。
Step 1 Skimming:
What beautiful views did Li Daiyu and Liu Qian find during their trip from Toronto to Montreal?
人教高中英语必修3Unit5Canada–“TheTrueNorth”USINGLANGUAGE
1. Please finish your exercise book P63 Ⅰ Ⅱ.
2. Review what you haved learnd today and preview the language points in this passage.
Good coffee, good bread and good music show that Montreal is a French city. Also the signs and ads were in French.
Draw out their whole route across Canada.
2. Why is there good Cantonese food in Toronto?(Para.4)
There is good Cantonese food in Toronto because most of the Chinese people there came from the south of China, especially Hong Kong.
3. Which directions is the train going from Toronto?
The train is going east (northeast) from Toronto.
4. What three things show us that Montreal is a French city? (Para.6)
1. What can sometimes be seen from the CN Tower in Toronto? (Para.2)
Sometimes the misty cloud that rises from Niagara Falls can be seen from the CN Tower.
必修三Unit 5 Canada—“The True North”Period 6 Using language Speaking and writing .pdf
Unit 5Canada—“The True North”Period 6Using language: Speaking and writing整体设计教材分析This is the sixth teaching period of this unit. The teacher can first check the homework, let students review what they learned in the last lesson and then lead in the new lesson.In th is period, the teaching activities will focus on speaking and writing. These activities offer students the opportunity to collect and list information, then select two or three things that impressed them most to describe. They are also required to describe their feelings when they experienced the things. The practice of speaking and writing is important for students to use the vocabulary and structures they have learned. It is also a best way to test if students have mastered what they have learned. Encourage them in groups of four (Imagine two are the cousins who traveled across Canada. The others ask questions about the trip. ) to discuss what impressed them, make a list of their ideas and take part in a group discu ssion to find two or three things that impressed them most. Remind them to use the words and expressions of direction and position. Then let them write a short report about the two or three most impressive things.Speaking and writing are higher stages of language learning. The teacher should frequently give students some assignments of speaking and writing. Only in this way can students use what they have learned more freely.教学重点1. Develop students’ speaking and writing ability.2. Let students learn how to use the expressions of direction and position.3. Get students to learn to write a short report about their most impressive things.教学难点1. How to develop students’ speaking ability.2. How to develop students’ writing ability.三维目标知识目标1. Get students to learn more about Canada.2. Let students learn the expressions of direction and position.3. Have students know how to write a short report to describe what impressed them most.能力目标1. Train students’ speaking ability by learning to use the expressions of direction an d position.2. Develop students’ writing ability by learning to write a short report to describe what impressed them most.情感目标1. Have students learn more about Canada and stimulate their love of nature.2. Train students’ ability to cooperate with others.教学过程设计方案(一)→Step 1 Revision1. Check the homework exercises.2. Ask some of students to retell the passage “THE TRUE NORTH” FROM TORONTO TO MONTREAL.→Step 2 Warming up1. Let students read through the passage “THE TRUE NORTH” FROM TORONTO TO MONTREAL again and find out all the sentences that contain words and expressions of direction and position. Read them aloud and translate them into Chinese.2. Show the following on the screen. Have students read them aloud and make sure they know their meanings.Expressions of direction and positionWhere 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. . . kilo meters nor theast 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/southwardacross the continent/lake through the forests along the coast/river3. Ask s tudents in pairs to ask and answer questions using the expressions above.→Step 3 Speaking1. Have students brainstorm the question: What adjectives do you use when you describe your feelings?(excited, afraid, terrified, worried, tired, pleased, happy, impressed, surprised, amazed, satisfied. . . )2. Suppose the situation: Work in groups of four. Imagine two of you are the cousins who traveled across Canada. The others ask questions about the trip.What impressed you? Where was it? How did it make you feel?4. Have them select two or three things that impressed them most.5. Let them make a dialogue to talk about the two or three most impressive things and their feelings when they experienced them.6. Ask as many groups as possible to perform their dialogue to the class.→Step 4 WritingTask: Write a short report about the two or three most impressive things during the trip across Canada.1. Let students make a writing plan. Show the following on the screen to help them.Be sure that your report has:1)a title2)a short paragraph to introduce the report’s topic.3)a paragraph for each impressive thing you are presenting (be sure to incl ude its location and how it made you feel)4)a short conclusion2. Allow students enough time to write their report.3. Let some of them read their report to the class. Others should give comments.→Step 5 Writing task1. Suppose the situation: A group of visiting students are coming on a three to five-day tour of your city or town. Plan what places are best for the m to visit, in which direction they will go and what the places are like.2. Remind them to use the words and expressions they have learned for geographical direction and location. Then allow them to begin to write.3. When most of them finish, let some read their plan to the class. The teacher and others should give comments.→Step 6 Home work1. Finish off the Workbook exercises.2. Review the contents of the unit and complete Summing Up on Page 40.3. Write your short report in the exercise book.设计方案(二)→Step 1 Revision1. Check the homework exercises.2. Ask students to dictate some new words, expressions and important sentences.→Step 2 Warming up1. Let students review the words and expressions they have learned for geographical direction and location. List them and make sure they know their meanings2. Have them brainstorm the question: What adjectives do you use when you describe your feelings? (excited, afraid, worried, tired, happy, impressed, surprised, amazed, satisfied. . . )3. Teach the new words: terrified, pleased and impressed.→Step 3 Speaking and writing1. Let students divide into groups of four. Imagine two of them are the cousins who traveled across Canada. The others ask questions about the trip.2. Have them make a dialogue to describe two or three things that impressed them most and their feelings wh en they experienced them.3. Ask them to write a short report about the two or three most impressive things during the trip across Canada.→Step 4 Workbook1. Speaking task1)Ask students to read through the directions and make sure they know what to do.2)Give them enough time to prepare their in troduction.3)Let some of them to perform to the class.2. Writing task1)Read through the directions to students and make sure they know what to do.2)Have them first read the sample in the box and then begin to write their own plan.→Step 5 Homework1. Finish off the Workbook exercises.2. Summarize the words expressions you have learned for geographical direction and location and keep them in mind.板书设计Unit 5Canada—“The True North”Spe aking and writingExpressions of direction and positionWhere 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/southwardacross the continent/lake through the forests along the coast/river活动与探究Work in pairs. Look at the map of China. Find two places that are a long distance from your home and explain to your partner where they are and how to get there. Be ready to present your conversation to the class. Remember to use the expressions of direction and position.。
人教版高一英语必修三Unit5课文翻译
人教版高一英语必修三Unit 5课文翻译Unit 5 Canada —“The True North”—Reading—A TRIP ON "THE TRUE NORTH"“真北方”之旅Li Daiyu and her cousin Liu Qian were on a trip to Canada to visit their cousins in Montreal on the Atlantic coast. Rather than take the aeroplane all the way, they decided to fly to Vancouver and then take the train west to east across Canada. The thought that they could cross the whole continent was exciting.李黛予和她表妹刘倩要去加拿大大西洋海岸的蒙特利尔市看望她们的表兄妹们。
她们不想一路乘飞机，她们决定飞到温哥华，再从西海岸乘火车横穿加拿大到达东海岸。
要横贯整个大陆的想法很是令人兴奋。
Their friend, Danny Lin, was waiting at the airport. He was going to take them and their baggage to catch "The True North", the cross-Canada train. On the way to the station, he chatted about their trip. "You're going to see some great scenery. Going eastward, you'll pass mountains and thousands of lakes and forests, as well as wide rivers and large cities. Some people have the idea that you can cross Canada i n less than five days, but they forget the fact that Canada is 5,500 kilometres from coast to coast. Here in Vancouver, you're in Canada's warmest part. People sayit is Canada's most beautiful city, surrounded by mountains and the Pacific Ocean. Skiing in the Rocky Mountains and sailing in the harbour make Vancouver one of Canada's most popular cities to live in. Its population is increasing rapidly. The coast north of Vancouver has some of the oldest and most beautiful forests in the world. It is so wet there that the trees are extremely tall, some measuring over 90 metres."她们的朋友林丹尼在机场等候她们。
Unit5Canada–“TheTrueNorth”Importantlanguagepoints-
Unit 5 Canada–“The True North”Important language points教学目标知识目标1. Get students to learn and grasp the important useful new words and expressions in this part.2. Let students learn the following important useful sentence patterns:1) Rather than take the aeroplane all the way, they decided to fly to Vancouver and then take the train from 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 harbor 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 meters. (“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...)能力目标1. Get students to use some useful new words and expressions correctly.2. Enable students to make sentences after the useful sentence patterns.情感目标1. Stimulate students’interests in learning English.2. Develop students’spirit of cooperation and teamwork.教学过程设计方案(一)Step 1 Revision1. Check the homework exercises.2. Ask some students to retell t he passage A TRIP ON“THE TRUE NORTH”.Step 2 Reading and findingGet students to read through Warming Up, Pre-reading, Reading and prehending to underline all the new words and useful expressions or collocations in these parts.Read them aloud and copy them down in the exercise book after class. Try to keep them in mind.Step 3 Practice for useful words and expressions1. Turn to Page 36. Go through the exercises in Discovering usefulwords and expressions with students and make sure they know what to do.2. Give them several minutes to finish the exercises. They first do them individually, then discuss and check them with their partner.3. Check the answers with the whole class and explain the problems they meet where necessary.Step 4 Studying important language points1. Canada is a multicultural country.加拿大是一个多元文化国家。
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。
人教版高中英语必修三Unit5Canada-“TheTrueNorth”课文知识点解析
rather too稍微
3.The idea that they would cross the whole continent was exciting.
她们将横穿整个美洲大陆的想法令人兴奋不已。
that引导同位语从句，用来解释说明idea具体内容。
e.g.I have no idea when you will go abroad.
across the way
路对面，街对面
a long way off
在远处，离得远
all the way
一路上，沿路
(2)rather than胜于，宁口」，宁愿；倒不如说
e.g.I ' d rather play tennis than swim.
我宁愿打网球，不愿游泳。
These shoes are comfortable rather than pretty.
It has been a great grief for him as well.
这同时也是他的不幸。
6.The idea that you can cross Canada in less than five days is just wrong.
你们认为能在/、到五天的时间内横穿加拿大的想法是错误的。cross v.穿越，横过，勾划，错过。
这双鞋不好看，但是舒服。
American young people would rather get advice from strangers.美国的年轻人宁可从陌生人那里获取咨询。
would (had) rather...
丁愿用不
rather better than
似乎(较好)
英语必修三unit5 Canada_using_language
Niagara Falls
Niagara Falls is the second largest falls on the globe next to Victoria Falls in southern Africa.
most of the electricity is produced by water
Toronto- the biggest city
CN Tower
The CN Tower is the World‘s Tallest Building, It is about 553.33m. It was built in 1976 by Canadian National (CN) who wanted to demonstrate the strength of Canadian industry by building a tower taller than any other in the world.
Downtown Chinatown, one of three in Toronto
Well, you know a lot about Canada.
Can you use some adjective words to
describe the USA?
developed
beautiful
attractive
the trreal
While reading Scanning
• Part 1 (Paras 1- 4)
• The trip from Toronto to Montreal ended. At night they left by train.
• Part 2 (Paras 5- 6)
人教版高中英语必修三《Unit5 Canada-“ The True North”》Language Point 课件 3
Water the plants to make them grow. 给植物浇水，使他们成长。
to do, in order to (do), so as to (do)引导目的状语 so that, in order that引导目的状语从句（表将来）
Unit 5 Language points
Warming up
1.Canada is a multicultural country like China. 加拿大像中国一样是一个多元文化国家。 multi-是一个前缀=many，意为“多” P36
adj. multicolored multichannel multiform multinational multistory multimedia multifaith multimember
她舒适地坐在椅子上，伴着她的是一本书和一杯茶。
She settled herself down in a chair with a book and a cup of tea. 使（安坐） 我讨厌经常往来外地，我想结婚并定居下来。
I hate all this travel, I want to get married and settle down. (定居下来) 我相信这个孩子不久就可以在学校习惯下来。
他正忙于写信而不是读报。
He was busy writing a letter rather than reading a newspaper.
a. would rather do A than do B b. do A rather than do B c. prefer to do A rather than do B
必修三Unit 5 Canada—“The True North”Period 6 Using la
Unit 5Canada—“The True North”Period 6Using language: Speaking and writing整体设计教材分析This is the sixth teaching period of this unit. The teacher can first check the homework, let students review what they learned in the last lesson and then lead in the new lesson.In th is period, the teaching activities will focus on speaking and writing. These activities offer students the opportunity to collect and list information, then select two or three things that impressed them most to describe. They are also required to describe their feelings when they experienced the things. The practice of speaking and writing is important for students to use the vocabulary and structures they have learned. It is also a best way to test if students have mastered what they have learned. Encourage them in groups of four (Imagine two are the cousins who traveled across Canada. The others ask questions about the trip. ) to discuss what impressed them, make a list of their ideas and take part in a group discussion to find two or three things that impressed them most. Remind them to use the words and expressions of direction and position. Then let them write a short report about the two or three most impressive things.Speaking and writing are higher stages of language learning. The teacher should frequently give students some assignments of speaking and writing. Only in this way can students use what they have learned more freely.教学重点1. Develop students’ speaking and writing ability.2. Let students learn how to use the expressions of direction and position.3. Get students to learn to write a short report about their most impressive things.教学难点1. How to develop students’ speaking ability.2. How to develop students’ writing ability.三维目标知识目标1. Get students to learn more about Canada.2. Let students learn the expressions of direction and position.3. Have students know how to write a short report to describe whatimpressed them most.能力目标1. Train students’ speaking ability by learning to use the expressions of direction and position.2. Develop students’ writing ability by learning to write a short report to describe what impressed them most.情感目标1. Have students learn more about Canada and stimulate their love of nature.2. Train students’ ability to cooperate with others.教学过程设计方案(一)→Step 1 Revision1. Check the homework exercises.2. Ask some of students to retell the passage “THE TRUE NORTH” FROM TORONTO TO MONTREAL.→Step 2 Warming up1. Let students read through the passage “THE TRUE NORTH” FROMTORONTO TO MONTREAL again and find out all the sentences that contain words and expressions of direction and position. Read them aloud and translate them into Chinese.2. Show the following on the screen. Have students read them aloud and make sure they know their meanings.Expressions of direction and positionWhere 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 nor theast 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. . . goeastward/westward/northward/southwardacross the continent/lake through the forests along thecoast/river3. Ask s tudents in pairs to ask and answer questions using the expressions above.→Step 3 Speaking1. Have students brainstorm the question: What adjectives do you use when you describe your feelings?(excited, afraid, terrified, worried, tired, pleased, happy, impressed, surprised, amazed, satisfied. . . )2. Suppose the situation: Work in groups of four. Imagine two of you are the cousins who traveled across Canada. The others ask questions about the trip.3. Let each group discuss the following questions and make notes in the table below.What impressed you?Where was it?How did it make youfeel?4. Have them select two or three things that impressed them most.5. Let them make a dialogue to talk about the two or three mostimpressive things and their feelings when they experienced them.6. Ask as many groups as possible to perform their dialogue to the class.→Step 4 WritingTask: Write a short report about the two or three most impressive things during the trip across Canada.1. Let students make a writing plan. Show the following on the screen to help them.Be sure that your report has:1)a title2)a short paragraph to introduce the report’s topic.3)a paragraph for each impressive thing you are presenting (be sure to include its location and how it made you feel)4)a short conclusion2. Allow students enough time to write their report.3. Let some of them read their report to the class. Others should give comments.→Step 5 Writing task1. Suppose the situation: A group of visiting students are coming ona three to five-day tour of your city or town. Plan what places are best for them to visit, in which direction they will go and what the places are like.2. Remind them to use the words and expressions they have learned for geographical direction and location. Then allow them to begin to write.3. When most of them finish, let some read their plan to the class. The teacher and others should give comments.→Step 6 Homework1. Finish off the Workbook exercises.2. Review the contents of the unit and complete Summing Up on Page 40.3. Write your short report in the exercise book.设计方案(二)→Step 1 Revision1. Check the homework exercises.2. Ask students to dictate some new words, expressions and important sentences.→Step 2 Warming up1. Let students review the words and expressions they have learned for geographical direction and location. List them and make sure they know their meanings2. Have them brainstorm the question: What adjectives do you use when you describe your feelings? (excited, afraid, worried, tired, happy, impressed, surprised, amazed, satisfied. . . )3. Teach the new words: terrified, pleased and impressed.→Step 3 Speaking and writing1. Let students divide into groups of four. Imagine two of them are the cousins who traveled across Canada. The others ask questions about the trip.2. Have them make a dialogue to describe two or three things that impressed them most and their feelings wh en they experienced them.3. Ask them to write a short report about the two or three most impressive things during the trip across Canada.→Step 4 Workbook1. Speaking task1)Ask students to read through the directions and make sure they know what to do.2)Give them enough time to prepare their in troduction.3)Let some of them to perform to the class.2. Writing task1)Read through the directions to students and make sure they know what to do.2)Have them first read the sample in the box and then begin to write their own plan.→Step 5 Homework1. Finish off the Workbook exercises.2. Summarize the words expressions you have learned for geographical direction and location and keep them in mind.板书设计Unit 5 Canada—“The True North”Spe aking and writingExpressions of direction and positionWhere is. . . ? In what direction is. . . ? How does one活动与探究Work in pairs. Look at the map of China. Find two places that are a long distance from your home and explain to your partner where they are and how to get there. Be ready to present your conversation to the class. Remember to use the expressions of direction and position.。
高中英语Unit5 SectionⅡ 学案含解析新人教版必修3
Unit 5 Canada—“The True North”Section ⅡLearning about Language & Using Language一、词汇过关二、短语互译三、重点句式课文预读多伦多—蒙特利尔的“真北方”号列车[第1～4段译文]第二天早上，在她们的车窗外到处是灌木丛和枫树，挂满朱红、赤金和橘黄色的叶子，地面上覆盖了一层薄霜，表明秋天已经来到了加拿大。
大约在中午时分，她们到达了多伦多——加拿大最大、最富有的城市。
她们要晚些时候才动身去蒙特利尔，因此她们就在多伦多市内游览了一番。
她们登上了高高的加拿大国家塔，俯瞰下面的湖水。
在远处，她们可以看到在湖的南边尼亚加拉大瀑布上方升腾着的雾霭。
湖水流入尼亚加拉河，再经过大瀑布，流向大海。
她们看到了加顶的运动场，那是几支著名的篮球队的驻地。
当她们从港口区向北走的时候，李黛予说：“我妈妈的一个老同学林菲住在这里，我该到电话亭去给她打个电话。
”黄昏时分，她们在市区的中国城见到了林菲，这是多伦多三个中国城中的一个。
在一个名叫“粉珠酒楼”的餐馆里用餐时，这对表姐妹和许多年前就移居加拿大的林菲闲聊了起来。
林菲告诉她们：“我们在这里可以吃到可口的广东菜，因为这里的大多数中国人来自中国南方，尤其是香港。
很可惜你们不能一直走到加拿大的首都渥太华。
它在多伦多东北方约400千米处，因此要去那儿花的时间就太多了。
”[第5～7段译文]火车在那一夜的晚些时候起程了，第二天黎明时分到达了蒙特利尔。
在火车站，所有的人都在说法语。
指示牌和广告也都是法文的，但有些标注了小字体的英文。
刘倩说：“我们要到傍晚才动身，不如到市区去走走。
蒙特利尔老区是在水边上的。
”整个下午她们穿梭于布局可爱的商店中，还拜访了水边工作坊里的艺术家们。
当她们坐在一家自助餐厅里眺望广阔的圣劳伦斯河时，一个年轻人坐在了她们的身边。
“你们好，我叫亨利，是附近的大学生。
”他说道，“我想知道你们从哪儿来？”姑娘们告诉他，她们是坐火车来旅游的，要横穿加拿大，在蒙特利尔只待一天。