人教版高中英语必修三教案unit5Languagepointslearning(2)

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人教版高中英语必修3 Unit5 Using language 优秀教学设计

Unit5 Using language 教学设计Unit5 Using language 教学设计Period 3语言运用课设计意图This is the third teaching period of this unit. The first task is to comprehend the passage “’The True North’from Toronto to Montreal”and improve the ability of reading. And the second task is writing. In this period, students learn to express their ideas about Canada. At the end of this class, students can be interested in traveling to Canada by expressing themselves in English.教学目标1. To introduce the beautiful scenery of Canada to feel the different cultures in Canada and train students’ reading ability.2. To learn to express your ideas about Canada freely through self-directed study and cooperation.3. To be interested in traveling.教学重点1. Comprehend the passage and write a passage about Canada.2. How to describe a place in English.教学过程：Task l Lead-in（设计意图：通过回顾上一节课学习的加拿大概况并观看优美的加拿大图片，激发同学们深入了解加拿大的欲望，然后导入本节话题。

高中英语人教版必修三导学案：unit5-2 Word版

必修三unit 5【学习目标】：掌握重点词组和特殊句型的用法【学习重点】：提高学生的阅读能力【学习难点】：总结重点词组【教学过程】：【自主学习】一、七选五短文Body language is the quiet，secret and most powerful language of all．It is said that our body movements communicate about 50％of what we really mean while words themselves only express 7％．So，while your mouth is closed，just what is your body saying．．．．Arms. 1 if you keep your arms to the sides of your body or behind your back，this suggests you are not afraid of taking on whatever comes your way． 2 if someone upsets you，just cross your arms to show you’re unhappy．Head．When you want to appear confident，keep your head level．If you are monitor in class，you can take on this position when you want your words to be taken seriously． 3Legs．Your legs tend to move around a lot more than normal when you are nervous or telling lies．If you are at interviews，try to keep them still．Posture．A good posture makes you feel better about yourself． 4 This makes breathing more difficult，which in turn can make you feel nervous or uncomfortable．Mouth．When you are thinking，you often purse your lips(撅着嘴)．You might also use this position to hold back all angry comment you don’t wish toshow． 5 ．A．If you are feeling down，you normally don’t sit straight，with your shoulders inwardsB．If you are pleased，your usually open your eyes wide and people can notice this．C．Outgoing people generally use their arms with big movements，while quieter people keep them close to their bodies．D．How you hold your arms shows how open and receptive you are to people you meet．E．However，it will probably still be noticed，and people will know you’re not pleased．F．However，to be friendly in listening or speaking，you must move your head a little to one side．G．Don’t say too much when you’re happy．二、阅读型完型One of my father's favorite 1 (say) as I was growing up was “Try it!”I couldn't say I didn't like something, 2 it might be, until after I tried it. Over the years I've come to realize how much of my success I owe tomy 3 (accept) of those words as one of my values. My first job was just oneI decided to try for a couple of years until I determined what I wanted to do asa career (职业). 4 (actual) I believed I would work for a few years,get 5 (marry), stay home and raise a family, so I didn't think the job I took mattered that much. I couldn't 6 more mistaken. I mastered the skills of that 7 (begin) level position and I was given the opportunity (机会) to move up through the company into 8 (differ) positions. I accepted each new opportunity with the thought, “Well, I'll try it; 9 I don't like it I can always go back to my 10 (early) position.” But I was with the same company for the past 28 years.1 2 3 4 56 7 8 9 10二、短文改错It is important to do with the rubbish in cities. Rubbish must be 1.________ treated properly. Thus, it may cause a lot of problems. It may pollute 2._________ the air and water. When people breathe the polluted air or drink polluted 3_________ water, we may get ill. Our city has begun to pay attention to the problem.4._____ As far as I know, some rubbish is sorted and sent to different factory. 5._________ Rubbish, such as old newspapers and glass, are recycled. Some harmful 6._________ rubbish is sent to a certain place and buried. Waste air is cleaned after it7._____ goes into the air. Waste water is treated before it poured into rivers. To 8._________ protect from the environment, the government has passed laws to 9.________ prevent people from throwing rubbish everywhere. We should do our 10._______ best to take good care of the environment and fight against pollution.。

高中英语人教版必修3教案：Unit 5 Period 3 Learning about language Grammar

Unit 5Canada—“The True North”Period 3Learning about language: Grammar整体设计教材分析This is the third teaching period of this unit. To test whether students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises. Then lead in the new lesson.This teaching period mainly deals with the following: 1. Reviewing noun clauses as the subject; 2. Learning the new grammar item: noun clauses as the appositive. Students often feel noun clauses abstract and difficult to learn, so it is necessary to make the lesson interesting and lively, and connect it with their daily life in order to let it easy to accept and understand. Firstly, the teacher can ask students to read the pass age A TRIP ON “THE TRUE NORTH” again, tick out all the sentences from the passage where noun clauses are used as appositive, and then translate them into Chinese. Secondly, compare and discover the uses of each noun clause by giving a lot of example sentences. Thirdly, do the exercises in Discovering useful structures on Page 37 and more exercises for students to master the related noun clauses. Finally, summarize the use of noun clauses as appositive and let students make it clear how each noun clause is being used in the situations.At the end of the class, ask students to do the exercises in Using structures on Pages 71-72 and more additional exercises for consolidation.教学重点Get students to understand and use noun clauses as the appositive.教学难点Enable students to learn how to use noun clauses as the appositive correctly.三维目标知识目标1. Get students to know more about noun clauses.2. Let students learn 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.能力目标Enable students to use noun clauses as the appositive correctly and properly according to the context.情感目标1. Get students to become interested in grammar learning.2. Deve lop students’ sense of group cooperation.教学过程设计方案(一)→Step 1 Revision1. Check the homework exercises.2. Dictate some new words and expressions.3. Underline the noun clause in each sentence of the following and then tell what kind ofnoun clause it is.1)What it was to become was a mystery.2)I don’t know who will help Henry to win the bet.3)His trouble is that he doesn’t know anybody in London.4)It hasn’t been decided yet when the new restaurant will open.5)It looked as if it was going to snow.6)Do you know why he crossed his arms?Suggested answers:1)What it was to become was a mystery. (noun clause as the subject)2)I don’t know who will help Henry to win the bet. (noun clause as the object)3)His trouble is that he doesn’t know anybody in Lond on. (noun clause as the predicative)4)It hasn’t been decided yet when the new restaurant will open. (noun clause as the subject)5)It looked as if it was going to snow. (noun clause as the predicative)6)Can you tell me why he crossed his arms? (noun clause as the object)→Step 2 Preparation1. Show the following two sentences on the screen. Ask students to read each of them and then underline its appositive.1)Their friend, Danny Lin, was waiting at the airport.2)He was going to take them and their baggage to catch “The True North”, the cross-Canada train.Suggested answers:1)Their friend, Danny Lin, was waiting at the airport.2)He was going to take them and their baggage to catch “The True North”, the cross-Canada train.2. Let students think about and discuss what kind of noun clause the underlined clause is in each of the following two sentences.1)The thought that they could cross the whole continent was exciting.2)We were very excited at the news that our team had won.→Step 3 Grammar learning1. Reading and discoveringAsk students to turn back to Page 34 to read through the reading passage and find all the sentences where noun clauses are used as the appositive and underline them. Then translate them into Chinese.Suggested answers:1)The thought that they could cross the whole continent was exciting.他们要横穿整个北美大陆的想法真令人兴奋。

高中英语必修三教案：第5单元using+language.doc

高效课堂教学设计：（授课日期：年月日星期班级）精美句子1、善思则能“从无字句处读书”。

读沙漠，读出了它坦荡豪放的胸怀；读太阳，读出了它普照万物的无私；读春雨，读出了它润物无声的柔情。

读大海，读出了它气势磅礴的豪情。

读石灰，读出了它粉身碎骨不变色的清白。

2、幸福幸福是“临行密密缝，意恐迟迟归”的牵挂；幸福是“春种一粒粟，秋收千颗子”的收获. 幸福是“采菊东篱下，悠然见南山”的闲适；幸福是“奇闻共欣赏，疑义相与析”的愉悦。

幸福是“随风潜入夜，润物细无声”的奉献；幸福是“夜来风雨声，花落知多少”的恬淡。

幸福是“零落成泥碾作尘，只有香如故”的圣洁。

幸福是“壮志饥餐胡虏肉，笑谈渴饮匈奴血”的豪壮。

幸福是“先天下之忧而忧，后天下之乐而乐”的胸怀。

幸福是“人生自古谁无死，留取丹心照汗青”的气节。

3、大自然的语言丰富多彩：从秋叶的飘零中，我们读出了季节的变换；从归雁的行列中，我读出了集体的力量；从冰雪的消融中，我们读出了春天的脚步；从穿石的滴水中，我们读出了坚持的可贵；从蜂蜜的浓香中，我们读出了勤劳的甜美。

4、成功与失败种子，如果害怕埋没，那它永远不能发芽。

鲜花，如果害怕凋谢，那它永远不能开放。

矿石，如果害怕焚烧（熔炉），那它永远不能成钢（炼成金子）。

蜡烛，如果害怕熄灭（燃烧），那它永远不能发光。

航船，如果害怕风浪，那它永远不能到达彼岸。

5、墙角的花，当你孤芳自赏时，天地便小了。

井底的蛙，当你自我欢唱时，视野便窄了。

笼中的鸟，当你安于供养时，自由便没了。

山中的石！当你背靠群峰时，意志就坚了。

水中的萍！当你随波逐流后，根基就没了。

空中的鸟！当你展翅蓝天中，宇宙就大了。

空中的雁！当你离开队伍时，危险就大了。

地下的煤！你燃烧自己后，贡献就大了6、朋友是什么？朋友是快乐日子里的一把吉它，尽情地为你弹奏生活的愉悦；朋友是忧伤日子里的一股春风，轻轻地为你拂去心中的愁云。

朋友是成功道路上的一位良师，热情的将你引向阳光的地带；朋友是失败苦闷中的一盏明灯，默默地为你驱赶心灵的阴霾。

人教版高中英语必修三教案unit5 Language points learning(2)

提炼的课题
Deal with the important language points
教学手段运用
教学资源选择
textbook reference book
教学过程
环节
学生要解决的问题或任务
教师教与学生学
教师个性化修改
Step1
Lead-in
Check the students’ homework by dictating some words and expressions.
Share with the句式集训P 87 in新新学案
课后作业布置
分层测评14
预习内容布置
语法：同位语从句
教材分析
Make them know how to use the language points in this part correctly.
学情分析
Students may have difficulty in using sentence structures.
教学重难点
Get the students to master the usages of the patterns
三维目标
1. Learn to use the useful sentence patterns in the reading passage.
2. Students can use some difficult sentences by using these patterns.
3. Train the students’ ability of using the language points correctly.
Ask students to read the contents on the XINXINXUEAN(page83-86) and finish the related exercises.

高中英语必修三Unit5教学案

Unit 5 Canada—“The True North”主备：念小荣备课（教研）组长：审核：授课教师：TopicThis 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.Teaching aims and demands1.Knowledge goals●Get the students to learn the new words and expressions.●Let the students know some basic information about Canada—thegeographical location, major cities, local customs and practices and soon.●Make the students understand the multi-culture and the characteristicsof multicultural countries.2.Ability goals●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 location.●Make the students master the usage of appositive clause.3.Emotional goals●Stimulate the students’desire to learn something about Canada byputting up some auxiliary material on wall around the classroom.●Stimulate the students’interest of learning English bycooperativeactivities (E.g. Who is the known-all about Canada?)Teaching important points1.The new words and expressions in this unit2.Let the students know some basic information about Canada—thegeographical location, major cities, local customs and practices and soon3.Improve the students’ reading skills by reading passage4.Improve the students’ comprehensive skills by listening, speaking andwritingTeaching difficult points1.How to read a traveling report and use the map2.How to express the direction and location3.To master the usage of appositive clausePeriod designPeriod 1 Warming up and reading (2 classes)Period 2 Learning about language: Vocabulary and grammar (2 classes) Period 3 Using language: Listening and reading (2 classes)Period 4 Using language: speaking and writingPeriod 5 Some exercises in Workbook, Student’s Book 3Teaching proceduresPeriod 1 Warming up and reading (2 classes)【自主合作学习】Step 1 New vocabulary完成课前新知导学第一、二题（见练习册P52）【学法指点】学生提前将本课涉及到的生词通过小组合作来学习和掌握，不会读的单词可通过课堂上听录音或老师指点来处理。

高一英语人教版必修三 Unit5 Using language 教案

Using languageStep 1 Ask Ss to read the topic and ask: What two places will we go to today?Have you heard about Toronto and Montreal?Step 2 Fast readingRead fast and divide the text into two parts.Pa 1-4 TorontoPa 5-6 MontrealStep 3 Careful reading1.read Pa 1-4 careful and find outWhat is the season? How do you know?(fall red maple trees frost)places they have visited2.read Pa5-6 and find outDo you find anything special in Montreal?(It’s a French city)What show that it’s a Frenc h city?(speak French signs and ads in French)Which places did they visit in Montreal?①downtown lovely shops artists in workplaces②St Lawrence River broadStep 4:Fill in the blanks.Toronto is the most wealthy and biggest city in Canada. There is the tall CN Tower and the famous Niagara Falls, which is beautiful with misty cloud that rises from it. There is also covered stadium and three Chinatowns where you can get good Cantonese food.Montreal has a French culture. People speak both French and English. There were signs and ads in French. It’s nice to sit in a café, looking over the broad Stlawrence River.Step 5 language points1.wealthy /wealthOne percent of the people owned more than fifty percent of the wealth. He has earned a great deal of money and is now very wealthy.2.not…untilThey worked until 5:00 P.M. and then quit.They didn’t stop working until 5:00 P.M. and then quit.他们等着(不离开)直到雨止.They waited until the rain stopped.They didn’t leave until the rain stopped.3.go on a tour / a trip / a visit /a picnic4.in the distanceThe distance from my house to school is two blocks.A ship could be seen in the distance.It looks beautiful from a distance.5.rise/raisePrices have risen quickly.He raised his voice and shouted at the boy.He rose from his chair when the door bell rang.I was raised by my aunt.6.downtownHe works in a downtown office.Let’s go downtown today.7.as far asA young girl like her can only go as far as the river side.As far as I know, Toronto is a beautiful city.8.It’s about four hundred kilometers northeast of Toronto…我们学校位于公园南面500米处.Our school is 500 metres south of the park.塔位于城市东南1000 米处The tower is 1000 metres southeast of the city.9.at dawnat daybreak at sunrise at sunset at noon at dusk at night at midnight10.in small letters 用.以He expressed his idea in simple English.A message was written in pencil.He paid me in dollars.The room is painted in bright colours.11.be close toget close to12.Montreal is a city with wonderful restaurants and clubs.有条小溪,两边都是树.There was a little stream with green grass and big trees on both sides.这是个明亮的房间,金黄色的地板,粉红色的窗帘.It’s a bright room with golden floor and pink curtains.13.asA look of surprise came into her eyes as she read the message.As she sang, the tears ran down her cheeks.Step 6 Fill in the blanks.Last year, we went on a tour to WangShan. In the distance, we can see misty cloud rise among mountains. We climb as high as we can and look down from the top. The next morning, we got up at dawn to watch sunrise in the place which is 800 metres north of our hotel. WangShan is a place with wonderful sceneries.Step 7 Let students introduce Toronto and Montreal.Step 8 Ask students to introduce Taizhou, using words and phrases from the text. Then write it down.。

人教高中英语必修3Unit5UsinglanguageII教案设计

高中英语教学设计
Book
章「名称
（人教版）
Book3Unit5Canada “The True North ”
Using language II基础写作
学时
第1学时
课标依据
1.Learn to use words & expressions to describe the basic information of a place, such as: directions, location, population and so on;
The topic of this unit is Canada. Students can learn about some basic facts of this country, such as: the geographic environment, the features of several large cities, some outdoor activities and so on after reading. Importantly, students will learn how to express direction and location of a place in this lesson.
加拿大位于North America的北部，东临the Atlantic Ocean，西临the Pacific Ocean.
2.location
①•…be located/situated
②…诂/ lies…
Practice1 -1:
加拿大位于North America北部，the Atlantic Ocean的西侧，the Pacific Ocean的东侧.

新课标《高中英语必修3 Unit 5》教学设计与反思

新课标《高中英语必修3 Unit 5》教学设计与反思一、教学设计意图在《高中英语新课程标准》中讲到“高中英语课程要有利于学生优化英语学习方式，使他们通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力；要有利于学生学会运用多种媒体和信息源，拓宽学习渠道并形成具有个性的学习方法和风格。

”把信息技术作为英语教学的认知工具和知识载体，围绕英语学科知识进行整合实验，不仅可以扩大英语阅读的“面”和“量”，而且也培养了学生诸如“信息的获取、信息的重组和加工以及信息的交流”等多种信息素养。

网络学习是一种学习过程交互化的学习模式。

学生带着问题借助网络查询信息，进行信息交流，由此“任务驱动、自主探究、协作交流”等学习策略在这里得到了更充分的体现。

使教师把信息技术和网络作为自己真正的工具，把信息技术融入学科教学中来。

二、教学目标设计：知识与技能：①掌握快速阅读的方法，熟悉“发表看法，提出建议”的口语技能。

②充分利用网络资源，强化学生自主学习的意识，培养学生组织语言、运用语言的能力。

过程与方法：①培养学生筛选局部和整体信息的能力和独立阅读能力，通过自主学习和协作学习，获取信息和处理信息的能力。

②培养学生质疑意识，分析问题、解决问题、综合问题的能力和创造性思维能力。

情感价值观：通过本节课的学习，培养学生的人文和信息素养。

三、教材内容及重点、难点分析：教材内容：本课教学内容是新课标《高中英语必修3 Unit 5》，Canada---The True North 与以往接触过的介绍国家的文章相比，本课的内容没有整体介绍加拿大的地理概况和风土人情，而是透过一个旅人的眼睛来看加拿大。

相比较而言，这样的课文难度更大。

教学重点：①对课文内容的整体把握。

②学生组织语言、运用语言的能力。

【重点突破】任务驱动，层层深入。

利用“任务驱动”方法，使学生利用资源自主探究、解决一系列层层深入的问题。

人教新课标必修3全册教案(unit1-5)

Unit 1 Festivals around the world1.Teaching aims of this unitTalk about festivals and celebrationsTalk about the ways to express request and thanksLearn to use Modal verbsWrite a similar story with a different ending2.Sentence patterns:Request:Could/ Would you please…?Could I have…?Could we look at…?I look forward to…May I see…?Thanks:It’s very kind of you…Thank you very much/ Thanks a lot.I’d love to.It was a pleasure…Don’t mention it.You are most wele.3.Modal verbs:May might, can could will would shall should must canThe first period Speaking1.Teaching aims:V ocabulary: take place, lunar, festival, Army Day, Christmas, dress upPhrases: Would you like … Could I have…?Might I offer help…? May I see…?You should try…Could we like at…?Can you suggest…? We might take…Teaching ProceduresStep I Leading inT: Hello, everybody! Wele back to school! Did you have a good time in your winter holidays?Ss. Yes. Of course!T: When did you feel most happy and excited?Ss: At the Spring Festival.T: Who can tell us why? Any volunteers?S1: Because it is the most important festival in our country.S2: Because I got a lot of lucky money from my parents.S3: Because I needn’t study at festivals and there wa s a lot of delicious food to eat.How great.S4: Because I met my cousins and friends who I hadn’t seen for a long time.T. Very food! I am glad to hear that. Today we will talk about festivals, which are meant to celebrate important events. Please think about some other festivals. Can you name just a few?Ss: New year, Yuan xiao festival…:T: Quite right. That’s called the Lantern’s Festival. How about some other festivals?Ss: The Army Day, International Labour’s Day, National Day, Tomb Sweeping Festival, Dragon Boat Festival, Mid-autumn Day…T: You have done a good job, boys and girls! .Step ⅡWarming –upFestivals are meant to celebrate important events. Different countries have different festivals. Work in groups and lost five Chinese festivals that you know.Discuss when they take place, what they celebrate and one thing that people do at that time. The first one is given to you as an example.Step ⅢPre- readingDiscuss in groups of four1.What’s your favourite holiday of the year? Why?2.What festivals or celebrations do you enjoy in your city or town? Do you likespending festivals with your family or with friends? What part of a festival do you like best---the music, the things to see, the visits or the food?Step ⅣAssignment1.Consolidation2.Listening to the material again after class to be familiar with it.3.Homework: Collect as much information about festivals as possible.The second period ReadingTeaching Aims1.V ocabulary: starve, starvation, plenty, satisfy ancestor lamps lead feast bone originin memory of dress up trick poet arrival national gain independencegather agricultural European custom awards watermelon handsomerooster admire look forward to religious as though have fun with daily 2.To enable the students to know the earliest festivals with reasons for them and four different kinds of festivals that occur in most parts of the world3.To enable the students to master some English expressions and phrases about festivals.4.Teach the basic reading skills: skimming and scanning.5.Try to pare and make conclusion s of different festivals.Step ⅠRevision1.Greetings.2.Review the new words of this part.3.Check the students’ homework---festivalsStep ⅡReading1.ScanningT: Open your books and turn to page one. I’d like you to do t he scanning. Read the text quickly and accurately to get the main idea and answer the 6 questions on Page3. ( Ask the student to look through the questions and then read the text silently.)( Four minutes later, check the answers with the whole class. Show the suggested answers on the screen.)2.Intensive reading( Allow the students to read aloud and carefully this time to understand the main ideas of each paragraph and the important details)T: Read the text loudly for a second time and them try to tell if these sentences are True or False.3.Reading and discussionT: Read the text a third time and then work impairs to do Exercise 2 on Page 3.( Let the students have enough time to read the passage carefully and discuss the chart with their partners. Encourage them to expand their answers according to their ownexperiences.)4.Explanation(In this part try to help the students analyse the difficult, long and plex sentences and guess the meaning of the new words; ask them to deal with the language points in the context.)T: Now I will discuss some important sentences and phrases in the passage.a.Some festivals are held to honor the dead, or satisfy and please the ancestors,who could return either to help or to do harm.b.In memory ofc.In India there is a national festival on October 2 to honor Mahatma Gandhi,the leader who helped gain India’s independence from Britain.d.People are grateful because their food is gathered for the winter, and becausea season of agricultural work is over.e.The most energetic and important festivals are the ones that look forward tothe end of winter and to the ing of spring.f.The country is covered with cherry flowers so that it looks as though it mightbe covered with pink snow.The suggested explanation:a.An attributive clause.The sentence means people hold some festivals either to show respect to the dead or to make their ancestors happy in case they might e back to do harm.b.in memory of … serving to recall sb, to keep him fresh in people’ minds.He wrote a poem in memory of his dearest wife, who died in an accident.in honor of ( showing great respect or high public regard)in hopes/the hope of (hoping)in defence of (defending)c. a noun phrase followed by an attributive clause as the appositived.two clauses for reasone.energy→energetic adj. ( full of or done with energy)look forward to ( to is a preposition here.)devote to, be/get used to, get down to , stick toe.g. I’m looking forward to hearing from yo u.Step ⅢListeningT: Now I will play the tape for you. You can just listen with your books closed or look at your books or read in a low voice together with the tape. It’s up to you. After listening, please write down three things that most festivals seem to have in mon.( prehending Ex.3 on Page 3).The third period Learning about languageTeaching aims:1.Let the students know the usage of modal verbs.2.Enable the students to recognize the words and expressions in the reading passageaccording to what mean the same as them.Step ⅠGreeting and Revision( Ask some students to retell the text we learned .)StepⅡ. Practicing the useful words and expressionsT: As we know, there are two important kinds of verbs---transitive verbs and intransitive verbs. But many intransitive verbs have the structure “verb+preposition+objects 〞Can you give me some examples?Ss: Sure. Such as look at the picture, hear from my friends, listen to the radio and so on.T: Ok. Now turn to page 4, Ex. 4. You are to make some sentences of your own, using the words given.S1. I’m looking forward to hearing form my friendS2: We are talking about verbs.S3: Would you like to talk with me?S4: Who can think of an effective solution to the problem?S5: Please think about my proposal.Step ⅢUseful StructuresT: Let’s e to the next part. This part is about modal verbs. You are to read the sentences in Ex. 1 and then to find out and write down different sentences with modal verbs form the reading passage and try to explain their meanings. If you have any difficulty in understanding them you can refer to Grammar in Pages 92---94Step ⅣSumming up and home workT: Boys and girls, today we have practiced useful words and phrases of this unit and the usage of modal verbs. I think it is not easy for you to master them, after class you should review them.Homework1.Practice of WBP42EX.1,2,3.2.Please find out10 sentences with modal verbs, and try to get their meanings.The fourth period ListeningTeaching aims:1.V ocabulary: go with, the big bands, musicians, over and over again, for sale, getused to, the winners of this year’s awards for the best costumes2.Enable the students to know how to get the key words to understand theconversation about the carnival parade, to talk about sth happened and express request and thanks.Step ⅠRevisionAfter checking the WB Ex. 1,2,3 the teacher ask the students to give examples about modal verbs and try to explain them.Step ⅡWarming upT: By the way, what’s the topic of this unit?Ss: Festivals around the world.T: Would you like to know something more about festivals around the world?Ss: Of course.T: Now I will show you several pictures. What’s the festival called?Ss: Carnival.T: Yes. This class we will listen to a dialogue about carnivals. First look through the four questions in listening part to find out the listening points.Step ⅢListeningT: I will play the tape for you twice. Please listen carefully and pay much attention to the important points. For the first time you are to make notes beside thequestions. For the second time, you should write down the answers andthen check them with your partners.( It’s important to encourage the students to adapt their present knowledge anyskill to a variety of situations wherever they can. Make sure to allow various expressions of the answers. Do not demand the same words form all students.)Step ⅣSpeakingThis part is intended to give the students the opportunity to practice a telephone conversation using the functional items for requests and thanks. Thepolite form of English are important and should be practiced in a varietyof situations.Step ⅤListening taskT: There are about 10 minutes left. Let’s e to listening task. Turn to page 43and look at the pictures. They have something in mon. Can you find it out?Ss: They are all about festivals bout the dead.T: That’s right. I will play the tape for you. For the first time you should try towrite down the name of the country where the festival are held. For the next two times you should do Ex2. You can make a brief note first and then plete the chart, according to which you can make a report.The fifth period Extensive readingTeaching aims:1.V ocabulary: heart-broken, turn up, keep one’s word, hold one’s breath, drownone’s sadn ess in coffee, set off for, remind somebody of something,2.Learn to pare the festivals in China and in western countries.Step ⅠRevisionCheck homeworkStep ⅡReading (1)T: As we know, there are all kinds of festivals around the world. We have talked about two Chinese festivals for the dead. Today we are going ti read a sad story, which is to introduce a cross cultural view of lovers’ festival—Qi Qiao and Valentine’s Day. NowT: I think you have got the general idea of the passage. Now please read the passage once more and answer the questions on Page 8.Step ⅢDiscussion and writingT: That’s for the reading part of the passage. Please think about the ending of the story. Are you satisfied with the ending? Different people have different opinions to a matter. Now any one of you have an opportunity to make up an ending to the story. Please engage imaginatively in the story and use your own ideas. Try to use the vocabulary and structures you have learned of you like.Step ⅣReading(2)T: Let’s e to another passage abo ut carnival in Quebec. Please turn to Page 44, read itquickly and answer the questions in Page 45. Five minutes for you.Added material:Thanksgiving DayFourth Thursday in November is celebrated as ‘Thanksgiving Day’ People thank God for his blessings. People can ‘Thank’ friends, foes and anyone for the experiences, happiness and sunshine they bring into their lives. Pilgrims celebrated the first Thanksgiving Day in America during the second winter in the new world. The first winter had been bad as nearly half of the people had perished due to lack of food and bad weather. But the following year, with the help of Indians who showed them how to plant Indian corn, the pilgrims had successful harvest. Governor William Bradford decided that December 13, 1621 be set aside for feasting and prayer. The Indians were invited to share the festival. Since than, Thanksgiving Day is been celebrated in America. However, it was only in 1941, the Congress in a joint resolution named the fourth Sunday in November as the official Thanksgiving Day.Dating back, it is known that the Council thought to appoint and set apart the 29th day of June, as a day of Solemn Thanksgiving and praise to God for his Goodness and Favour. The First Thanksgiving Proclamation was however on June 20, 1676. The governing council of Charlestown, Massachusetts, held a meeting to determine how best to express thanks for the good fortune that had seen their munity securely established. By unanimous vote they instructed Edward Rawson, the clerk, to proclaim June 29 as a day of thanksgiving, It is also known that the Pilgrims set ground at Plymouth Rock on December 11, 1620. Their first winter was devastating. At the beginning of the following fall, they had lost 46 of the original 102 who sailed on the Mayflower. But the harvest of 1621 was a bountiful one. And the remaining colonists decided to celebrate with a feast -- including 91 Indians who had helped the Pilgrims survive their first year. It is believed that the Pilgrims would not have made it through the year without the help of the natives The feast was more of a traditional English harvest festival than a true "thanksgiving" observance. It lasted three days.Thanksgiving, as we know it today, has e a long way from the Pilgrim's harvest festival in 1621. It is an event that seems, as each year goes by, to reinvent itself and to expand its meaning to larger vistas. Maybe this is the real significance of the occasion; for as we continue to change and grow as a people, there are an increasing number of things for which we can be thankful.HalloweenThe ancient Druids 督伊德教(古代高卢人与不列颠人的一种某某)的教徒who inhabited what we now call Great Britain placed great importance on the passing of one season to the next, holding "Fire Festivals" which were celebrated for three days (two days on either side of the day itself). One of these festivals was calledSamhain (pronounced Sha-Von) and it took place on October 31 through to November 1. During this period, it was believed that the boundaries between our world and the world of the dead were weakened, allowing spirits of the recently dead to cross over and possess the living. In order to make themselves and their homes less inviting to these wayward spirits, the ancient Celts〔凯尔特人〕would douse 〔插入水中, 把弄熄, 弄湿〕all their fires. There was also a secondary purpose to this, after extinguishing all their fires, they would re-light them from a mon source, the Druidic fire that was kept burning at Usinach, in the Middle of Ireland.Samhain was considered to be a gateway not only from the land of the dead to the land of the living, but also between Summer and Fall/Winter. For the Druids, this was the last gasp 〔喘息, 气喘〕of summer (it was also the Celtic New Year), sotherefore they made sure it went out with a bang before they had to button down 〔把...弄清楚〕for the winter ahead.They would dress up in bizarre costumes and parade through their villages causing destruction in order to scare off any recently departed souls who might be prowling 〔巡游〕for bodies to inhabit, in addition to burning animals and otherofferings to the Druidic deities〔神, 神性〕. It is also a popular belief that they would burn people who they believed to be possessed, but this has largely been debunked 〔揭穿, 拆穿假面具, 暴露〕as myth.This tradition was later brought to the North American continent by Irish immigrants who were escaping the Potato Famine in their homeland. In addition to the festival itself, the immigrants brought several customs with them, including one of the symbols most monly associated with Halloween -- the Jack 'O Lantern. According to Irish folklore, there once lived a man named Jack who was known for being a drunk and a prankster〔顽皮的人, 爱开玩笑的人〕. One night Jack tricked thedevil into climbing a tree, and quickly carved an image of a cross on the trunk, trapping the devil. Jack then made him promise that, in exchange for letting him out of the tree, the Devil would never tempt him to sin again. He reluctantly agreed, but was able to exact his revenge upon Jack's death. Because of his mischievous ways in life, Jack was barred from entering heaven and because of his earlier trick, he was also barred from hell. So he was doomed to wander the earth until the end of time, with only a single ember〔灰烬, 余烬〕(carried in a hollowed out turnip.[植]芜箐, 芜箐甘蓝) to warm him and light his way.In Ireland, they originally also used turnips for their "Jack Lanterns", but upon arriving in the new world, they discovered that pumpkins were abundant and easier to carve out.EasterOn Good Friday, Jesus Christ was execute d by crucifixion. His body was taken down from the cross, and buried in a cave.The tomb was guarded and an enormous stone was put over the entrance, so that no-one could steal the body. On the following Sunday, some women visited the grave and found that the stone had been moved, and that the tomb was empty. Jesus himself was seen that day, and for days afterwards by many people. His followers realised that God had raised Jesus from the dead.Hot Cross Buns Hot Cross buns are still made all over England ar ound Easter time. At one time, buns with a cross on them were made all through Lent. They were banned by Oliver Cromwell and brought back again at the time of the Restoration. For a time they were only available on Good Friday but now they can be bought du ring the month leading up to Easter. Whole meal hot cross buns are being more popular each year. The Easter EggAs with the Easter Bunny and the holiday itself, the Easter Egg predates the Christian holiday of Easter. The exchange of eggs in the springtime is a custom that was centuries old when Easter was first celebrated by Christians.From the earliest times, the egg was a symbol of rebirth in most cultures. Eggs were often wrapped in gold leaf or, if you were a peasant, colored brightly by boiling them with the leaves or petals of certain flowers.Today, children hunt colored eggs and place them in Easter baskets along with the modern version of real Easter eggs -- those made of plastic or chocolate candy.O-bon FestivalBon DanceDuring o-bon, bon odori (folk dances) are held all over Japan. The kind of dance varies from area to area. People wearing yukata (summer kimono) go to the neighborhood shrine, temple, or park and dance around a yagura (stage) set up there. Anyone can participate in the dance. Join the circle and imitate what others are doing. Awa odori of Tokushima and bon odori at Yasukuni Shrine, Tokyo are very famous.Also, Toro Nagashi (floating paper lanterns) are held in some areas. On the evening of the 15th, people send off ancestor's spirits with a paper lantern, lit by a candle inside and floated down a river to the ocean. Fireworks displays (Hanabi-taikai) are often held during o-bon. It is a typical Japanese summer scene to see hanabi. Since o-bon is an important family gatherin g time, many people return to their hometowns during o-bon. Most businesses are closed during this time. Although it is crowded everywhere, it is mon for many people take trips during o-bon, too. The beginning and end of o-bon are marked with terrible traffic jams. Airports, train stations, and highways are jammed with travelers. I remend you do not travel around o-bon!Unit2 Healthy eatingTeaching Aims of this unit1.Talk about healthy eating2.Making suggestions or giving advice on diet3.Distinguish the meanings of Modal verbs4.Make a balanced menu5.V ocabulary:6.fiber,digestion,bean,slim,curiosity,lie,debt,glare,limit,benefit,item,protective getrid of, throw away, get away with, tell lies, earn one’s living in debt ,set out run one’s business ,carry on7.Speaking: Practice talking about your ideas; practice giving suggestions andadvice, practiceseeing the doctor.8. The use o f ought toThe first period Warming up and readingStep ⅠWarming upReview the words of foods by showing their pictures. First, ask students to list the foods they like best. Then tick off 3 of them they eat most often. Second, show the three groups of foods and see which group their foods belong to. Third, ask the students to tell us in what ways their foods help them grow.Step ⅡPre-readingGet the students to discuss the questions with their partners in this part. Then ask them to report their work. This part will help the students understand the text.T: Please look at the slide show and discuss the questions with your partners. Then I’ll ask you to report your work. Are you clear?Step ⅢReadingGet the students to prehend the passage quickly and accurately and meanwhile help the students to form a good habit of reading. Give the students a couple o f minutes to look through the whole passage. Tell the students to read the text silently and then ask for the main idea of the text on the slide show with their partners. Encourage the students to express their ideas.1.Fast readingIn this part ask the students to read the text quickly for the first time and find out the main idea of the text. Then ask them to read the text again carefully to obtain some details. Before reading show the tasks and let the students read the tasks first. This text will help them have a good understanding of the text.a.The two restaurants supplied the healthy diet.b.The reason why Yong Hui’s restaurant was so popular withcustomers.c.Wang Pengwei found out why he had lost his customers and decidedto win them back2.Careful readingT: Now it is time for us to read the text carefully and decide which sentences are true. Then correct the false ones. First read the sentences.ually Wang Pengwei’s restaurant was full of people. (T )b.Yong Hui served a balanced diet. ( F)c.Yong Hui could make people thin in two weeks by giving them a gooddiet. (F)d.Wang Pengwei’s customers often became fat after eating in hisreataurant. (T)e.Yong Hui’s menu gives them energy foods. (F )f.Wang Pengwei’s menu gives tem foods containing fiber. (F )g.Wang Pengwei admired Yong Hui’s restaurant when he saw the menu.(F )h.Wang Pengwei decided to copy Yong Hui’s menu. (F )StepⅣprehendingBy now, the students have had a further understanding of the text.Let the students read the text again and find out the differences between the two restaurant.T: Now please read the text again and fill in the chart together with your partner.T: Until now we have known what’s wrong with both restaurant. What does it matter if you only eat at one of the restaurant?S1:…S2:…S3:…T: You all have a point here. But what will they do? We will see it next period.Facing the serious petiton Wang wasn’t lost in sadness and he didn’t quarrel with his petitor either. He went to the library to learn more about healthy eating and made his menu better than Yong Hui’s menu. Do you think we should follow his example?Ss: Yes.T: Now let’s deal with some language points. Turn to page 10, let’s look at the sentences:a.Wang Pengwei sat in his empty restaurant feeling very frustrated.This sentence means that the second action “feeling very frustrated〞happened together with the main action “sat〞. Pay attention to the form (v-ing) of the second action.b. Nothing could have been better.This sentence tells us that everything has worked out the way you would like. It’s a sentence that we can use in any situation.c. He couldn’t have Yong Hui getting away with telling people lies!This sentence means that he will punish Yong Hui for her telling lies.Step ⅤHomework1.Try to retell the text.2.Prepare for the language learning and do Using words and Expressionson WB (Page 49-50)The second period Language studyStep ⅠRevision1.Check the students’ homework.2.Ask some of the students to retell the text.Step ⅡWord studyThis part is a consolidation of the words in the text. Ask the students to do the exercise individually.T: Now please open your books and turn to page 11. Fill in the chart using the correct forms of the words which have the same root. Next activity is to match the definitions with the words we have learnt form the text.I necessary, you can discuss with your partners.…Step ⅢGrammarThe students will learn the usage of modal verbs. First try to make the students clear the functions of modal verbs, with the help of the practice 1on page 12. Then give them some examples.T: Please pick out all the sentences containing modal verbs in the text.a.By lunchtime they would have all be sold---It indicates possibility.b.His restaurant ought to be full of people.---It indicates possibility.c.What could have happened?--- It indicates possibility.d.Nothing could have been better.--- It indicates possibility.e.Something terrible must have happened if Maochang was not ing to eatwith him as he always did.---It indicates guessing.f.He could not believe his eyes. ---It indicates intension.g.He wonder if he should go to the library to find out ---It indicates duty.h.He wouldn’t have Yong Hui getting away with telling people lies!---It indicatesintension.…Step ⅣHomework1.Review the rules of word formation and the meanings of modal verbs.2.Prepare the Using Structure on page 50 by making a dialogue in pairs. The third period ListeningStep ⅠRevision1.Check the using structure on page 50.2.Ask the students to make a short dialogue in pairs.Step ⅡListening( using language)The students will hear what Wang Pengwei did after leaving Yong Hui’s restaurant. Ask the students to finish the chart and answer the questions.T: OK. We have studied the text and know neither of the restaurant supplieda balanced diet. Let’s listen to the tape and see how the story went on. Go through the text quickly on page 14.( Play the tape. Students write down the answers and check the answers with their partners.)T: Now listen to it again and try to make sure your answers are right.Step ⅢListening (WB P48)The students will heat a conversation between Hong Mei and the doctor. They are asked to do exercise according to the tape.T: Doctor know that there are illnesses you may get if you do not eat properly. In the following part, we are going to listen to a dialogue. Hong Mei is going to see the doctor. Let’s see how the doctor gives her some advice. Listen carefully and do the exercises.Step ⅣHomework1.Pre-view the reading(2) and reading task on Page 52. See how the storyended.2.Find some information about healthy eating on the Internet.The fourth period Extensive readingStep ⅠRevision1.Check the homework2.Share the information the students have got form the Internet.Step ⅡPre-readingAsk the students to read some proverbs and translate them into Chinese. T: Today we are going to see the end of the story. First, please look at。

人教版高中英语必修三教案Unit1 Period5 Language points

单元（章节）课题本节课题课标要求三维目标教材分析学情分析教学重难点提炼的课题教学手段运用教学资源选择Unit1Festivals around the worldL anguage points learning(2)M aster useful words,expressions and sentence patterns such as fool,apologize,drown,wipe,weave,weep,remind,forgive , turn up,keep one’s word, hold one’s breath, set off, remind…of and so on1. Learn to use the useful sentence patterns in the reading passage.2. Learn the usage of some difficult sentences1.Train the students’ability of using the language points correctly.Make them know how to use the language points in this part correctly.Students may have difficulty in using sentence structures.Get the students to master the usages of the patternsDeal with the important language pointstextbook reference book教学过程环节学生要解决的问题或任务教师教与学生学教师个性化修改Check the students’homework byStep1Have student dictate on thedictating some words andLead-in blackboard.expressions.Read and master the words andAsk students to read the Step2expressions in this part:fool,contents on theSelf-learnin apologize,drown,wipe, weave,XINXINXUEAN(page13-g weep,remind,forgive,turn up,15)and finish the relatedkeep one’s word, hold one’sexercises.breath, set off, remind… ofGroup’s V olunteers to showtheir groups’work.The other groups listen to Step3them carefully and write Ss’showing Discussing and sharingdown on the textbook.Ask the students do some Step4Do the exercise individually.related exercises on Practicepage13-15 xinxixnxuean.课堂检测内课时作业（二）exercise1容课后作业布课时作业（二）exercise2/报纸第1期第三版语法填空置预习内容布Preview the grammar(xinxinxuean page15-17)置。

人教版高中英语必修三教案unit5 Language points

单元（章节）课题
Unit5 Canada—“The True North”
本节课题
Language points
课标要求
Master useful words , expressions and sentence patterns such as rather than, continent, baggage, chat, scenery, eastward, surround, harbour, aboard, settle down, manage to, catch sight of, eagle, have a gift for, within …
3. Students have confidence in using these patterns.
教材分析
Make them know how to use the language points in this part correctly and get them understand the reading passage better.
学情分析
Students may have difficulty in using sentence structures.
教学重难点
Get the students to master the usages of the patterns
提炼的课题
Deal with the important language points
预习内容布置
新新学案P 80-81
三维目标
1. Learn to use the useful sentence patterns in the reading passage.

人教版高中英语必修3 Unit5 Using language 名师教学设计

Unit5 Using language 名师教学设计设计意图This is the third teaching period of this unit. The first task is to comprehend the passage “’The True North’from Toronto to Montreal”and improve the ability of reading. And the second task is writing. In this period, students learn to express their ideas about Canada. At the end of this class, students can be interested in traveling to Canada by expressing themselves in English.教学目标1. To introduce the beautiful scenery of Canada to feel the different cultures in Canada and train students’ reading ability.2. To learn to express your ideas about Canada freely through self-directed study and cooperation.3. To be interested in traveling.教学重点1. Comprehend the passage and write a passage about Canada.2. How to describe a place in English.教学过程：Task l Lead-in（设计意图：通过回顾上一节课学习的加拿大概况并观看优美的加拿大图片，激发同学们深入了解加拿大的欲望，然后导入本节话题。

人教版高一英语下学期必修3unit5全教案.doc

Unit 5 Canada —“The True NorthPeriod 1 Learning about Language ⑴& Warming up Teaching Goals:1.To develop Ss' ability of using words and expressions.2.To develop Ss，ability of speaking.3.To arouse Ss" interest in the knowledge of Canada.Teaching Procedures:Step 1. New words and expressionsPurpose: To prepare Ss for the new lessons.L Ask Ss to listen to the tape of Reading and read after the tape.2.Ask Ss to read new words aloud freely and try to learn by heart.3.Ask Ss to make sentences with settle down, as far as, have a gift for, figure out, surround.Step 2. Learning about Language (1)Purpose: To develop Ss" ability of using new words and expressions.To develop Ss' ability of creating words.petition(1)Ask Ss to listen carefully, guess the meaning of some new words and then spell them. Ss should put up their hands as quickly as possible if they know the meaning or spelling of the new word. The student who does best will win the game.(2)Ask Ss to finish Ex2 on P36 as quickly as possible. After they finish it, ask them to discuss the answers in pairs and then check the answers with the class.(3)Ask Ss about the meaning of the following words.2.Learning tip(1)Ask Ss to observe the words and the explanations in Exl on P36.(2)Ask Ss to discuss the meaning of each word.(3)Summing upTell Ss they can put the prefix multi in front of many words to give them the meaning of "many" and put the suffix ward(s)behind many words to give them the meaning of “in a direction^.Step 3・ Warming UpPurpose: To find out what Ss have learnt about Canada and prepare Ss for learning new knowledge in the unit.1.Ask Ss to recall their travel experiences by asking some questions.①Do you like travel? What is the longest trip you have ever taken?②Whafs the best city in China for sightseeing in your opinion?(3)What country will you go for sightseeing if you have enough money and enough time?2. Show Ss a map of Canada and some beautiful pictures of Canada.NORTHATLANTICOCEAN Churchhili. SepUie% UNITEDNORTHPACIFICOCEAN St. John'spawson【0＜耶Log^n iWhitehorce 、Canadagrizzly bear3.Ask Ss to finish the quiz in Warming up bydiscussing in groups of foui; And thencheck the answers.4.Ask Ss to fill in the form by discussing.beaverCountry CanadaLocation In the continent of (1) . bordering the United States on the⑵Total area/ size The (3) largest countryCapital city OttawaOfficial languages (4)(5) Varies from area to areaNatural resources Forests, fishing, fresh water, wildlife, coal, natural gas etc. National animals BeaverSuggested Answers:(1)North America (2) South (3) Second (4) English and French (5) climateStep 4. TalkingPurpose: To develop Ss，ability of speaking.1.ActivityAsk Ss some simple questions by revising the form finished above.T: Where is Canada?S: IFs in the continent of North America, bordering the United States on the south. T: Is it far from China?S: Yes.T: How do you go to Canada if you want to have a travel to Canada?S: By air.T: Why?Pair work(1)Ask Ss to make up a dialogue in pairs by imitating the above dialogue between the teacher and the Ss.(2)Ask two pairs of the Ss to act out the dialogue in front of the class.(3)Ask Ss to make up a dialogue according to the information given in the form above and the reference given below. Then ask a pair of the Ss to act it out. Reference:Step 5. Homework1.Ask Ss to revise new words and expressions in this unit and finish the exercises in Using Words And Expressions (Workbook).2.Ask Ss to use the phrases in Talking (Workbook) to make a brief dialogue.Period 2 & 3 Pre-reading, Reading & Comprehending Teaching Goals:1.To get Ss to learn more information about Canada.2.To develop Ss，basic reading skills.Teaching Procedures:Step 1. Homework-checkingPurpose: To prepare Ss for the lesson by reviewing what was learnt in the last period.L Dictation(1)Read the following new words and expressions and ask Ss to write them.continent, surround, harbour, extremely, settle down, border, figure out, distance, downtown, as far as2.ActingAsk two pairs to act out the dialogue made up by themselves in front of the class. Step 2. Pre-readingPurpose: To arouse Ss5 interest in the new lesson.1.Pictures showingShow Ss some pictures of Vancouver, mountain goats, and the Five Great Lakes and ask some simple guiding questions.(1)Do you know this (pointing to the picture)?(2)Can you guess ....?/ Can you name…？(3)Is the picture beautiful?/ Do you like it?(4)Do you want to know more about...?Vancouver mountain goat2. Group work (l) .Ask Ss to look at the title of reading and guess the main information given in the text:.(2) . Ask one or two Ss to express their opinions.Step 3. Reading and Comprehending1. ListeningPurpose: To make Ss know about the main information in the text. Ask Ss to listen to the tape and then find the answers to the questions.(1) What is the main idea of the passage?(2) What does "The True North" refer to? Suggested Answers:(1) The passage is about a trip of two girls and it tells us some information about Canada.(2) It refers to a train named “the True North ：2. Fast-readingPurpose: Ask Ss to find the main idea for each paragraph.Ask Ss to go through the text quickly and find the main idea for each paragraph and choose the correct letter for each paragraph ・ A.Li Daiyu and her cousin Liu Qian were on a trip to Canada.B. Setting down in their seats in the train. They enjoyed the wild scenery while crossing the Rocky Mountains to Calgary.C. Having arrived in Vancouver, they were to be taken to catch “the True North, the cross-Canada train.D. The train rushed through the night towards Toronto while they were sleeping.E. They learned information about the population, resources arriving Thunder Bay.Alpena Thunder BavThunder Bay( )Paragraph 2( )Paragraph 3()Paragraph 4( )Paragraph 5Suggested Answers: AC B E D3.Intensive readingPurpose: To make Ss know more details in the text.(1)Individual workAsk Ss to read the first two paragraphs carefully and find out the answers to the questions. CD Why are the cousins not flying direction to the Atlantic coast?②Why were Li Daiyu and Liu Qian on a trip to Canada?(3)What will they experience as they go eastward?(4)Why do many people want to live in Vancouver?Suggested Answers:CD They were on a trip to Canada to visit their cousins on the Atlantic coast.②They wanted to see Canada on the train.③They will see mountains, and pass through thousands of lakes, forests and wide rivers as well as cities.④Because it is a beautiful place surrounded by mountains and ocean. People also can ski in the mountains and sail in the harbor.(2)DiscussionAsk Ss to read the last three paragraphs and decide which of the following statements are True and which are False. And get Ss to correct the false ones.CD The girls looked out of the windows and saw Native Indians and cowboys.( )② The Calgary Stampede is a famous train stop.( )(3)Cowboys can get thousands of dollars in prizes if they win the competition.( )④Wheat is one of the important farm products in Canada.( )⑤Thunder Bay is an important wheat-growing area.( )Suggested Answers:①False. The girls saw mountain goats, a grizzly bear and wild scenery.②False. The Calgary Stampede is a famous Western Festival.③True.④True.⑤False. Thunder Bay is an important port.(3)Blank fillingPurpose: Ask Ss to revise the whole text and get a summary about the text.Ask Ss to read the whole text and fill in the blanks.Li Daiyu and her cousin Liu Qian were on a trip to Canada to ① their cousins on the Atlantic coast. Having ② in Vancouver, they were to be taken by Dannylin to ③“The True North", the cross-Canada train.As the go eastward, the saw beautiful ® as well as ⑤ .Vancouver is the most beautiful city in Canada ⑥ by mountains on the north and east. When the cousins ⑦ in the seats, they looked out of the window and saw mountain goats and grizzly bear while ® the Rocky Mountains to Calgary. They ⑨ a wheat growing province and amved in Thunder Bay. That night, the train ⑩ the top of Lake Superior towards Toronto.Suggested Answers:① visit ② arrived ③ catch ④ scenery⑤ cities ⑥ suiTounded ⑦ settled down ⑧ crossing⑨ went through ⑩ rushed across(4) Key words revisionAsk Ss to revise the main information in the text according to the following key words.Step 4・ Language pointsPurpose: To make Ss master some important words, phrases and sentences.1.surround vt围绕,包围(para.2, line8)The factory is surrounded by the trees.工厂为树木所环绕。

Unit 5 Language points 知识点课件高中英语人教版2019选择性必修第三册

When you come out,you can see the mountains surround four walls, and it's beauty that you can't describe with any words. descriptive描写的，叙述的；描写性的 description描述，描写；类型；说明书
常用句型
• 1…but they are easy to learn and recite. 主语+be+adj.+to do ……是……的 Caution： a.主语是不定式to do的逻辑宾语，因此后面不能再加sth。
He is easy to persuade. b.To do中的动词如果是不及物动词的话，要加相应的介词，及物动词的话则不需要。
The chair is comfortable to sit on. c.如果要指出不定式动作的发出者（不定式的逻辑主语）的话，在 to do 前加上for sb/sth。
This kind of job is easy for them to do.
2.With so many different forms of poetry to choose
4.The distinctive characteristics of poetry often include economical use …rhythm.
distinctive adj.独特的，与众不同的 distinctive feature 辨别属性；区别性特征 distinction区别；差别；特性；荣誉、勋章 distinctively特殊地；区别地
With nothing to do, she has to sleep.

必修三Unit 5(3) 教案人教版高中英语

2018 年月日第周星期(1) Read the following sentences and ask Ss to find and write the new words and expressions.①Canada is the largest country in the world, which is surrounded by mountains on the north.②After settling down in the chair, they began to talk.③Tom does better in English than any other student in our class.(2) Ask Ss to check answers and read them again.Step 2. Leading-inPurpose: To prepare Ss for the new reading material in Using language.1. Show some pictures of Toronto and Montreal2. Ask Ss to answer the following questions:Which city did the train rush towards according to the Reading part?Step 3. Pre-readingPurpose: To develop Ss’ ability of guessing and predicting the main information. Introduce the title of the passage —“The True North” from Toronto to Montreal by the following two questions.●What does the title imply?●What is the passage mainly about?Step 4. While-readingPurpose: To let Ss understand the key words in the text by skimming.To develop Ss’ ability of searching information.1. SkimmingAsk Ss to read the text fast and find out 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? Parts Paragraphs M ain ideasPart 1 Paragraphs 1～5Part 2 Paragraph 6Part 3 Paragraph 72. ScanningAsk Ss to read the passage carefully with the following questions and then try to answer them.(1) What season was then? How can you know?(2) Which city is the biggest city in Canada?(3) What main attractions are there in Toronto?(4)When did the train arrive in Montreal?(5) Give examples to show that Montreal is a French city.Step 4. Language point1. Ask Ss to go over the passage and find out the difficult points in groups of four.2. Ask Ss to make a list of difficult points and find what they cannot understand.3. Ask Ss to discuss in groups of four trying to solve the problems together.4. Offer Ss some help at last.(1)go on a tour/ trip 进行一次旅行。

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