浙江省高中英语 unit5 Period 7教案 新人教版必修3
新人教版英语必修3全册教案unit1-5
新人教版英语必修三全册教案1. Unit 1 Festivals around the world2.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 ending3.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 welcome.4.Modal verbs:May might, can could will would shall should must canThe first period Speaking1.Teaching aims:Vocabulary: take place, lunar, festival, Army Day, Christmas, dress up Phrases: 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! Welcome 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 was 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 Ⅲ Pre- 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.Vocabulary: starve, starvation, plenty, satisfy ancestor lamps lead feast boneorigin in memory of dress up trick poet arrival national gainindependence gather agricultural European custom awards watermelonhandsome rooster admire look forward to religious as though have funwith daily2.To enable the students to know the earliest festivals with reasons for themand fourdifferent kinds of festivals that occur in most parts of the world3.To enable the students to master some English expressions and phrases aboutfestivals.4.Teach the basic reading skills: skimming and scanning.5.Try to compare 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 the 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 Page3.( 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 own experiences.)4.Explanation(In this part try to help the students analyse the difficult, long and complex 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 theancestors, 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, andbecause a season of agricultural work is over.e.The most energetic and important festivals are the ones that look forwardto the end of winter and to the coming of spring.f.The country is covered with cherry flowers so that it looks as though itmight be 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 come 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 you.Step Ⅲ ListeningT: 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 common.( Comprehending 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 readingpassage according to what mean the same as them.Step Ⅰ Greeting 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 Ⅲ Useful StructuresT: Let’s come 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 Pages92---94Step Ⅳ Summing 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.Vocabulary: go with, the big bands, musicians, over and over again, for sale,get used 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 Ⅰ RevisionAfter checking the WB Ex. 1,2,3 the teacher ask the students to give examples about modal verbs and try to explain them.Step Ⅱ Warming 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 Ⅲ ListeningT: 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 makenotes beside the questions. For the second time, you should write downthe answers and then check them with your partners.( It’s important to encourage the students to adapt their present knowledge any skill 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 Ⅳ SpeakingThis part is intended to give the students the opportunity to practice a telephone conversation using the functional items for requests andthanks. The polite form of English are important and should be practicedin a variety of situations.Step Ⅴ Listening taskT: There are about 10 minutes left. Let’s come to listening task. Turn to page43and look at the pictures. They have something in common. 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 complete the chart, according to which you can make a report.The fifth period Extensive readingTeaching aims:1.Vocabulary: heart-broken, turn up, keep one’s word, hold one’s breath, drownone’s sadness in coffee, set off for, remind somebody of something,2.Learn to compare 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. Now please read it quickly and find out the sentence below are true or false.T: 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.Some language points:Step Ⅲ Discussion 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 Ⅳ Reading(2)T: Let’s come to another passage about carnival in Quebec. Please turn to Page 44, read it quickly 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 community 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 come a long way from the Pilgrim'sharvest 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宗教)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 called Samhain (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 common 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), so therefore 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 other offerings 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 Irishimmigrants 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 commonly 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 the devil 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 executed 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 rai sed Jesus from the dead.Hot Cross BunsHot Cross buns are still made all over England around 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 during the month leading up to Easter. Whole meal hot cross buns are becoming 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 gathering time, many people return to their hometowns during o-bon. Most businesses are closed during this time. Although it is crowded everywhere, it is common for many people take trips during o-bon, too. The beginning and end of o-bonare marked with terrible traffic jams. Airports, train stations, and highways are jammed with travelers. I recommend 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.Vocabulary:6.fiber,digestion,bean,slim,curiosity,lie,debt,glare,limit,benefit,item,protective get rid 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 Ⅰ Warming 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 Ⅱ Pre-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 Ⅲ ReadingGet the students to comprehend 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 with customers.c.Wang Pengwei found out why he had lost his customers and decided to winthem 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 good diet.(F)d.Wang Pengwei’s customers often became fat after eating in his reataurant.(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 )Step Ⅳ ComprehendingBy 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 competiton Wang wasn’t lost in sadness and he didn’t quarrel with his competitor 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 atthe 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 Ⅴ Homework1.Try to retell the text.2.Prepare for the language learning and do Using words and Expressions on 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 Ⅱ Word 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 Ⅲ GrammarThe 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 coming to eat withhim 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!---Itindicates intension.…Step Ⅳ Homework1.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 Ⅰ Revision1.Check the using structure on page 50.2.Ask the students to make a short dialogue in pairs.Step Ⅱ Listening( using language)The students will hear what Wang Pengwei did after leaving YongHui’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 supplied a 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 Ⅲ Listening (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 Ⅳ Homework1.Pre-view the reading(2) and reading task on Page 52. See how the story ended.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 Ⅱ Pre-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 the blackboard and try to translate the proverbs into Chinese.a.You are what you eat.b.An apple a day keeps the doctor away.。
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.。
最新高一英语新课标人教版必修3unit5教学设计(3)名师优秀教案
高一英语新课标人教版必修3unit5教学设计（3）2012-2013英语必修3人教版新课标Unit 金牌教学设计(3)Unit Canada—“The Tre Nrth”Part 1 Teahing Deign第一部分教学设计Perid 3 A aple len plan fr Uing Langage(“THE TRUE NORTH” FROM TORONTO TO MONTREAL)IntrdtinLangage i learned t be ed in and fr niatin S in thi perid we hall have the tdent read, liten, writeand peak in Englih, aking e f the fed wrd, exprein, trtre and tpi idea vered in thi nit Waring p bylitening and writing i t be fllwed by peaking，reading and nderlining and ating The la end in la having a gided writing ObjetiveT enjy the paage “THE TRUE NORTH” FROM TORONTO TO MONTREALT learn t e the langage by reading, litening, peaking and writing 1 Waring p by litening and writingTrn t page 37 and liten t the tape and plete the entene with rret infratin 2 SpeakingIn grp f fr, talk abt the 4 qetin n the tp f page 38第 1 页共 5 页Bilingali双语国家Under the Offiial Langage At, Canada i an ffiially bilingal ntry Thi ean that Canadian have theright t get federal gvernent ervie in Englih r Frenh, n atter what part f Canada they are living inNew Brnwik i the nly prvine that i ffiially bilingal New Brnwik reident reeive ervie in bth ffiial langage fr all f their prvinial gvernent departent and agenieIn Qebe, Frenh i the ffiial langage and in t ae, prvinial and niipal ervie are prvided in FrenhIn the ther prvine and territrie, Englih i the ffiial langage, and the availability f prvinial ervie in bth ffiial langage varie At the niipal level, the availability f ervie in bth ffiial langage varie greatlyMltiltrali 多元文化Canada i pplated by peple wh have e fr every part f the wrld Thrgh the Canadian Mltiltrali At, thegvernent enrage Canadian t take pride in their langage, religin and heritage and t keep their t andtraditin, a lng a they dn't break Canadian law3 Reading and nderliningNext y are t read “THE TRUE NORTH” FROM TORONTO TO MONTREAL and nderline all theefl exprein r llatin y’ve fnd in it Cpy the int yr ntebk after la a hewrkCllatin fr “THE TRUE NORTH” FROM TORONTO TO MON TREALfrt n the grnd(地上覆盖了一层薄霜), arnd nn(中午时分), the t wealthy and bigget ity in Canada(加拿大最大最富有的城市), leave fr…(离开去……), g n a tr f the ity(继续在市内游览一番), g p the twer(登上塔顶), lk ar the lake(俯瞰湖面), flw int…(流人……), flw ver…(流经……), n ne’ way t…(在去……的路上), a vered tadi(加顶的运动场), walk nrth(向北走), phne… fr a telephne bth(到电话亭给……打电话), have dinner in dwntwn Chinatwn(在市内的中国城吃晚饭), ve t…(移居到……), eet… at…(在……迎接……), get gd Cantnee fd(吃到好吃的广东菜), e fr Sth China(来自中国南方), g a far a Ottawa(去到远至渥太华), abtfr hndred kileter nrtheat f Trnt(距多伦多东北大约有400公里), take t lng(花费的时间长),at dawn(黎明), at the train tatin(在火车站), have Englih wrd in all letter(有小字体的英文标注), g dwntwn(到市区去), be le t…,(接近……) pend the afternn in the lvely hp (整个下午在可爱的商店), viit… in…(在……拜访……), it in a afé(坐在咖啡馆), lk ve r…(眺望……),第 2 页共 5 页it dwn with…(和……坐在一起), n a train trip ar…(坐着火车上横穿……), have a Frenh ltre(具有法国文化), peed alng the river tward…(沿着河流驶向……), drea f…(梦想……) 4 Ating a text playAting t the text i a trategy fr tivating t read t ld the text We need ral pratie and help withprnniatin and ating t the text really helpNext we are ging t pt the text “THE TRUE NORTH” FROM TORONTO TO MONTREAL” n tage(用原版)A TEXT PLAY OF “THE TRUE NORTH” FROM TORONTO TO MONTREAL” (n the train)Li Qian: Lk! The aple tree are red and gld and rangeLi Daiy: Ye, there i even frt n the grndLi Qian: I ee It’ fall tie in Canada(arnd nn)Li Daiy: We are ing le t Trnt, the t wealthy and bigget ity in CanadaLi Qian: Wnderfl! I a exited that I an’t wait t g n a tr f the ity (t f the train tatin)Li Qian: What an we viit?Li Daiy: We hall g p the twer f CN r CN Twer where we an lk ar the lake and ee the ity ld riing frthe great Niagara FallLi Qian: Where de the water flw?第 3 页共 5 页Li Daiy: It flw int the Niagara River and ver the fall n it way t the eaLi Qian: Lk! There i a vered tadi ver there!Li Daiy: It ha been he f everal fa baketball tea Oh, by the way, let’ tp here I a ging t phne ne f y ther’ friend fr a telephne bth He live arnd here, I thinkLi Qian: Where are we ging t take r dinner? I a hngry, very hngry Li Daiy: Fr dinner, we hall g t the dwntwn Chinatwn Bt firt we have t eet Lin Ta at The Pink PearlHe ved here any year ag(at The Pink Pearl)Lin Ta: Hi, Li Daiy! Hi, Li Qian Nie t ee y here in CanadaLi Qian: Thank y fr ing t eet Bt, I…, I a hngry I’d like t have Cantnee fd I dn’t like Canadian fd at allLi Daiy: Neither d I There are any peple wh ae fr Sth China They k nie Cantnee fd(after dinner)Lin Ta: It’ t bad y an’t g a far a OttawaLi Qian: Where i it? I it a big ity?Lin Ta: It’ abt fr hndred kileter nrtheat f Trnt It i the apitality f Canada(at dawn the next rning)Lin Ta: Here we are at the train tatin f MntrealLi Qian: They are nt peaking Englih!Lin Ta: N, they aren’t Peple are peaking Frenh here Bt dn’t wrry All the Frenh ign and ad haveEnglih wrd in all letterLi Daiy: Let’ g dwntwn t Old Mntreal It’ le t the water, I geLin Ta: I agree I like pending the afternn in the lvely hp, viiting artit in their wrkplae, itting in aafé, lking ver the brad St Lawrene RiverLin Ta: Are y dreaing?Li Daiy: G ahead, let’ get tarted!Gided writingSppe y are Li Qian nw Y are ging t write he an iagined reprt n Canada第 4 页共 5 页After a ttal flight tie f 11 hr I hld be tired I ge, bt ehw I wa in a gd hape and till willing t have a firt ighteeing tr arnd CadadaTday we went t Capilan Spenin Bridge, a 13 lng and 70 high penin bridge I aw qite e ttethere, pretty ipreing I ld al ee hw the tte are ade by IndianTday I et y ditant in Li Daiy She i fr Beijing and tdie in Vanver Until we ld find arrangeent t eet, everal phne all had t g all arnd the glbe fr Canada t China and fr China t Canada again第 5 页共 5 页。
课件 Period 5 (Unit 5 )-高中英语必修3(新教材同步课件)
Normal
At The Tailor's
Practice Where
Act ___ Scene ___
In a restaurant Rent a flat / In a hotel Walking in the street
External Conflict Internal Conflict
Another part of the shop A wide range of options for Henry to choose from
Henry doesn’t need it.
The king has to wait.
You need many suits for many occasions.
Title Scene No.
THE MILLION POUND BANK NOTE ACT 2, SCENE 1
Narrator:
Narration
Henry:
Characters
1st Clerk:
2nd Clerk: Henry:
Dialogues 3rd Clerk: (Stage directions)
Henry is walking along the street holding the bank note in his hand. His coat is worn in several places. He sees a sign for a tailor's shop. (entering the shop) I'd like to have a suit coat. (in a rude manner) See him there. (pointing to another clerk) Ready-made suits? Downstairs. (after going down some stairs) Can you show me a suit, please? Yes, I can, sir.This way, please. Ah, here we are, the very thing you need.
新高考必修三Unit 5 Discovering Useful Structures教案
4.She ________ me so hard that I could hardly breathe.
新人教版（2019）英语必修三
Unit5Period 3 Discovering Useful Structures教学设计
课题
Period 3 Discovering Useful Structures
单元
Unit 5 The Value of Money
学科
English
教材
分析
During this period, the class will focus on discovering useful structures.
Students are expected to get insight into knowledge about modal verbs.
The teachers would inspire students to practice the past future tense.
教学目标与核心素养
1.Learn and master the key words and phrases.
Keys:
1.might
2.should
3.must
4.would
5.ought to
6.would
7.can
8.had better
9.might
10.may
Both "would do" and "was/were going to do" can be used to talk about future events or intentions in the past. Complete the following sentences that describe the future using either form of the given verbs.
高中英语必修三第五单元教案
（3，5）重点词汇1. vi.&n. 聊天；闲聊[典例]1). What were you chatting to him about?2). I had a long chat with her (about her job).[重点用法]chat to/with sb (about sth) = have a chat with sb (about sth) 与某人聊天、闲谈……[练习] 根据句子的意思在括号里填入所给词的适当形式或介词。
She often spends hours on the phone _______ (chat) to her friends.2. adv. 向东 adj. 向东的；朝东的[典例]1). They were traveling eastward(s) to the city which appeared in their dreams.2). The plane flied in an eastward direction.[词语归纳]eastward(s) adj./adv. 向东的，向东地westward(s) adj./adv. 向西的，向西地southward(s) adj./adv. 向南的，向南地northward(s) adj./adv. 向北的，向北地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[练习] 根据句子的意思在括号里填入适当的词。
1). It is said that Tangseng and his four apprentices(徒弟) traveled ________ in order to obtainthe Buddhist scripture.2). When winter comes, the birds travel in an __________ direction.3. vt.&vi. 包围；围绕 adj. 周围的 surroundings (常用pl.)环境[典例]①As a child，I was surrounded by love and kindness.②After being surrounded by the police for several days，the robber had to give in.③From the top of the hill you can see all the surrounding countryside.④Everyone likes to w ork in pleasant surroundings.⑤I came to realize that the key to success lay in trying to surround myself with creative people.[重点用法]surround...with... 用……包围…… be surrounded by/with... 周围都是……[练习] 用surround的短语或其适当形式填空。
人教版高中英语必修三教案unit5 Language points
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.
新人教高中英语必修三Unit5 The Value of Money单元内容分析讲义
Unit 5 The value of money单元内容分析本单元主题：人与社会-金钱的价值单元内容分析本单元的主题是“金钱的价值”（The Value of Money），首先用一则清洁工拾金不昧的新闻报道引发讨论，主体部分是根据美国作家马克·吐温的短篇小说《百万英镑》和同名电影改编的戏剧剧本。
作者用略带夸张的手法勾勒出不同人物在“百万英镑”面前的种种丑态，令人忍俊不禁。
该作品揭露了资本主义社会金钱至上的残酷现实，能启发学生深人思考金钱的价值，树立正确的价值观。
以下为教材各部分教学内容简要分析及教学活动实施建议：1．Opening Page 主题图呈现的是《百万英镑》电影中发生在酒店的一幕。
在这幅剧照中，主人公亨利高高举起刚刚找到的百万英镑大钞给债主们看，剧照上面的背景就是这张在故事发展中起重要作用的巨额钞票。
本页还提供了英国哲学家弗朗西斯·培根的名言“Money is a good servant and a bad master.”（金钱是善仆，也是恶主。
）这句话揭示了金钱的两重性：善用金钱，它可以为我们服务；当我们被金钱所迷惑，就会沦为它的奴隶。
当今社会拜金主义现象依然存在，探讨对待金钱的正确态度，培养学生树立健康的金钱观，这便是本单元的主题意义所在。
2．Listening and Speaking：Discuss the good deed of returning lost money 该板块的活动主题是“讨论拾金不昧的善举”。
通过一则“清洁工拾金不昧”的新闻报道开启本单元关于“金钱的价值”的主要讨论，为后面探究《百万英镑》戏剧的主题意义做铺垫。
另一方面，新闻体裁的引入也体现了语言学习的实用性。
该板块旨在帮助学生熟悉新闻报道的文体特点，培养听英语新闻的技能。
新闻报道的基本文体特征是内容广泛、时效性强，简洁明了、生动鲜明。
该听力文本符合“新闻导语法”的结构特点。
第一段导语包含的核心信息有：主人公的名字（Chen Liyan）、该事件的影响（has made the headlines）、撰稿人的态度（generous and honestact）。
人教新课标高中英语必修三Unit5教案
Unit 5 Canada—“The True North”Teaching aimsSkill GoalsTalk about the basic information about Canada— location, main cities, customs and cultural diversity.Learn how to read a traveling report and use maps.Learn to express directions and positions.Master the Noun Clause- Appositive clause.Learn to write a report to express what you hear and see in a place. Important sentencesWhere is...?How does one go to...?In what direction is...?Is... close to/far from...?How far is...?It is/lies in the north/south of...It is/lies to the south/east/northwest of...It is within...Kilometers of...It is/lies on the west/east.Teaching importanceNoun clause as the appositiveTeaching methods: skimming, scanning, discussing.Teaching aids: a tape recorder, a projector and a computer.Teaching proceduresThe first period Reading (I)Step 1 RevisionCheck the students’ homework.T: Before we come to the new lesson, let’s check your homework.The teacher checks the assignment of the last class.Step 2 Lead-in and Warming UpShow the students the maple flag and ask them some questions.T: Do you know which country uses this national flag?Ss: Canada.T: Which continent is Canada in?Ss: It is in North America.T: How large is it?Ss: I only know it is the second largest country in the world. I don’t know the exact number.T: Canada occupies an area of 9, 978, 4670 square kilometers. It is a bit bigger than China. Which country is its neighbor?Ss: The United States.(The teacher shows a map of Canada to the students.)T: Right. The United State is its neighbor. Canada is a beautiful country. First let’s have a quiz and see how much you know about Canada. Please turn to Page33. I will give you one minute to choose your answers. You can score 2 points for each correct answer.Give one minute to the students to do the quiz.One minute later.T: OK. Time is up. Let’s check the answers.1. C2. D3. A4. B5. AT: Now figure out your score please. If you get 10 points, you did a good job. Did you do a good job? If not, it doesn’t matter. The reading passage is about a trip to Canada. It will tell us more information about this country.Step 3 Pre-readingT: Now I want to ask you a question. Do you like traveling?Ss: Yes, we like traveling very much. (No, I don’t like traveling. It is tiring.)T: I know most of us like traveling. Have you ever been abroad?Ss: No / Yes.T: Few of us have ever been abroad. Then what is the longest trip you have ever taken?Sa: Beijing (Shanghai / Hainan / Harbin).Sb: I have never been out of my hometown.T: If you get a chance to go abroad, which three countries would you like to visit most? Why?If you take a trip to Canada, what do you expect to see?What three words would you use to describe Canada?The teacher can ask some pairs to tell their ideas in class.Step 4 Fast readingGet the students read the passage quickly and carefully. Meanwhile, help the students form a good habit of reading. T: Do you feel puzzled when you read the title? What is “the True North”? Now, read the passage and get the general idea of the passage. Underline the mainplaces mentioned in the text.Give the Ss five minutes for reading.Ask: what the passage is mainly about?Sa: The passage is about a trip of two girls, and it tells us some information about Canada.T: Right. It mainly tells us the information about Canada. What are the main places mentioned in the text?Sb: They are the Atlantic coast, Vancouver, Rocky Mountains, Calgary, Thunder Bay, Lake Superior and Toronto.T: Look at the map on Page33. Draw the traveling route of the two girls on the map.Give the students one minute to draw the route.T: You did a good job. Do you have any difficulty in reading? Let’s look at the difficult points together.The teacher explains some important or difficult points to the students. Step 5 Reading aloudLet the students read the passage again and find the details from the passage.T: Now you read the questions on Page35 first, and then read the text aloud to find the answers to the questions. After a while, answer the questions in complete sentences without looking at your books.Give the students a few minutes to read and find answers. Then ask some students to give their answers.Suggested answers:(Show them on the screen.)1. They are not flying directly to the Atlantic Coast because they want to travel across Canada.2. They are crossing the North America.3. “The True North” is the train that runs through Canada.4. People want to live in Vancouver because it is very beautiful. They can ski in the Rocky Mountains and sail in harbour.5. Cowboys compete in riding wild horses, and some of them can win thousands of dollars.6. Wheat grows in the center of Canada.7. Ships are able to reach the center because they can follow the St. Lawrence River and the Great Lakes.8. Canada has water from its lakes and rivers and wood from its forests.Let the students do Exercise 2 by themselves. Then check the answers with the whole class.1. The girls went to see their relatives on the Atlantic coast of Canada.2. Danny Lin was going to drive them to the train station to catch the “the True North”.3. You can’t cross Canada in five days by bike, and you can’t cross Canada in less than five days by train.4. The girls looked out of the window and saw a grizzly bear, mountain goats and wild scenery.5. Thunder Bay is a port city at the top end of the Great Lakes, near the center of the country.Step 6 Listening and fill in the blanks(1)ListeningT: Listen to the tape and underline some important sentences. Pay attention to your pronunciation. You can follow the tape in a low voice.1. Rather than take the aeroplane all the way, they decided to fly from China to Vancouver.2. It is the second biggest country in the world.3. It is so wet there that the trees are extremely tall.4. Many of them have a gift for working with animals and can win thousands of dollars in prizes.5. There is more fresh water in Canada than in any other country in the world.6. We don’t leave until this evening.7. They were not leaving for Montreal until later...8. The idea that they would cross the whole continent was exciting.9. The fact that ocean ships can go there surprises many people.10. The idea that you can cross Canada in less than five days is just wrong.(2)Fill in the blanksLi Daiyu and Liu Qian took the train in Canada from ____ to ___ . Their cousins’ friend, Danny Lin, took them to the train station to catch “___ ___ ___”. Canada is the ___biggest country in the world. It is 5,500 kilometers from ___ to___. As they go___, they saw beautiful scenery as well as cities. Vancouver is___ by mountains on the north and east. When the cousins___ ___in the seats, they looked out of thewindow. They saw mountain goats and even a bear. Calgary is famous for its competition. Many of the cowboys from all over North America___ ___ ___ ___ ___ working with animals. Then they ___ ___ a wheat-growing province. Thunder Bay is a busy port. It is ___ ___ the center of the country.Suggested answers:1. west; east2. The True North3. second4. coast; coast5. eastward6. surrounded7. settled down8. grizzly9. have a gift for10. went through 11. close toStep 7 Homework1. Remember the underlined sentences.2. Write a short passage to report what Li Daiyu and Liu Qian saw in Canada.The second period Reading (II)Step 1 Warming upShow the map of Toronto and the picture of CN Tower,Toronto from the CN Tower. Niagara Falls, ChinatownOld Montreal, St. Lawrence RiverStep 2 reading1. Do the exercises ------Fill in the blanks.2.Answer the questions about the passage1. How do we know it is fall in Canada?2. What can sometimes be seen from the CN Tower 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. Why did the girls go to Old Montreal?7. What three things show us that Montreal is a French city?Step 3 Language points1. They were not leaving for Montreal until later, so they went on a tour of the city1) They were not leaving for...属于过去进行时表示将来的动作。
人教版高中英语必修三教案：unit5+Reading.doc
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。
高中英语人教版必修3 Unit 5 全单元教案设计
Unit 5Canada—“The True North”Period 1Warming up and reading整体设计教材分析This is the first teaching period of this unit, which introduces students to some basic information about Canada, its geography, its culture and its population. At the beginning of the class, the teacher can lead in the topic of the unit by showing students a map of Canada or other pictures of Canada and let the students describe them or talk about Canada.Warming Up is intended to find out how much general knowledge students already have about Canada. It will also give a chance to those who have visited or read about Canada to share their knowledge with the rest of the class. So allow students some time to give short talks, show photographs, etc. and motivate others to become interested in Canada too.Pre-reading contains three questions which encourage students to reflect on their personal experiences and information and their own ideas. This discussion leads to the reading passage in which they may find some facts they recognize as well as new information. Students can be encouraged to discuss these questions. Then they are asked to look at the title of the reading passage and the pictures to predict what the passage is about. This part is very useful for the next part Reading.The reading passage A TRIP ON “THE TRUE NORTH” describes a trip across Canada by train. Have students read the passage by themselves and identify new words and expressions. As they read, ask them to find the places mentioned on the map of Canada. It is useful to have them discuss with a partner what they think the new vocabulary mean, and to work together on the map. The teacher can identify new words and structures that students might find difficult and pre-teach them to make the reading easier. Students are encouraged to skim for the general idea and scan for further understanding. After reading, students are required to do the exercises in Comprehending to see how much they have understood the reading passage. The teacher can let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class. Meanwhile, deal with any language problems that students meet.To consolidate the contents of the reading passage, students should be required to read the passage again and then retell it. In order to arouse their interest, the teacher can hold a competition. The teacher also needs to make a summary on the passage including the general idea, writing characteristics, and so on to let students understand the passage further at the end of the class.教学重点1. Let students read the passage and learn about the geography, population, main cities, natural beauty and natural resources of Canada.2. Get students to learn different reading skills.教学难点1. Develop students’ reading ability.2. Enable students to learn about some basic information and talk about Canada.三维目标1. Get students to learn the useful new words and expressions in this part.2. Let students learn the knowledge of Canada.能力目标1. Develop students’ reading ability and let the m learn different reading skills.2. Let students learn how to read a traveling report and how to use a map.2. Enable students to learn about some basic information and talk about Canada.情感目标1. Stimulate students’ interest in learning about foreign coun tries.2. Develop students’ sense of cooperative learning.教学过程设计方案(一)→Step 1 Leading-in and warming up1. Show a map of Canada to students and talk about Canada. Then ask them the following questions:1)What kind of country is Canada?2)How large is it?3)What else do you know about Canada?Suggested answers:1)Canada is a multicultural country.2)It’s the second largest country in the world. It covers an area of 9 984 670 square kilometers. It is a bit bigger than China.3)(Students’ answer may vary. Encourage them to tell more information. )2. Make a quizanother pair. Give them the correct answers and see how many students got 80% or better.→Step 2 Pre-reading1. Let students discuss the following questions:1)What is the longest trip you have ever taken?2)If you take a trip to Canada, what do you think you might see there?3)What three words would you use to describe Canada?3. Have students turn to Page 34 of the text book, look at the title of the reading passage and the pictures and predict what the passage is about. Then have them read the passage quickly to see if they are right.→Step 3 Reading1. Fast readingAsk students to skim the reading passage and then answer the following questions:1)What is the passage mainly about?2)What is “The True North”?3)How many cities are mentioned in the text? What are they?Three minutes later, check the answers with the whole class.Suggested answers:1)The passage is about a trip of two girls, and it tells us some information about Canada.2)“The True North” is the train that goes across Canada/the cross-Canada train.3)Five. They are Montreal, Vancouver, Calgary, Thunder Bay and Toronto.2. Intensive readingAllow students to read the passage carefully this time to understand the main ideas of each paragraph and get the important details, and then finish the following:1)Choose the best answer to each question according to the text.(1)As you go eastward, you can see the following things except ______________.A. mountainsB. thousands of lakesC. forests and wide riversD. cows(2)Who will take part in the Calgary Stampede?A. Cowboys from Stampede.B. People from Canada.C. Anyone who has a gift for riding.D. Cowboys from all over the world.(3)Which of the following statements is true?A. One can cross Canada in less than five days by train.B. Many people think Calgary is the most beautiful city in Canada.C. In fact, the population of Canada is more than thirty million.D. Ocean ships cannot reach Thunder Bay.(4)Which of the following shows the right route of the cousin’s travel?A. Toronto→Calgary→Vancouver→Thunder BayB. Vancouver→Calgary→Thunder Bay→TorontoC. Vancouver→Thunder Bay→Calgary→TorontoD. Toronto→Thunder Bay→Calgary→VancouverSuggested answers: (1)D(2)D(3)C(4)B(1)Which continent were the cousins crossing?(2)Why were they not flying directly to the Atlantic coast?(3)Why is the population of Vancouver growing so rapidly?(4)What happens at the Calgary Stampede?(5)How are ocean ships able to reach the center of Canada?(6)What are some of Canada’s greatest natural resources?3. Reading and discussingRead the passage a third time and then work in pairs to discuss these questions.1)Which part of the reading passage interests you most?2)If someday you go to Canada, where will you go? Why?(Let students have enough time to read the passage carefully and discuss the questions with their partners. Encourage them to expand their answers according to their own experiences. )4. Dealing with language pointsHelp students analyze some difficult, long and complex sentences and guess the meanings of some new words and expressions. Encourage them to try to deal with the language points in the context. Give them explanations if necessary.5. Listening and reading aloudAsk students to read the passage aloud to the tape and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework. Read them aloud and try to learn them by heart.Collocations: be on a trip to, rather than, take the aeroplane, all the way, take the train, at theairport, on the way to, chat about, as well as, less than, aboard the train, settle down, manage to do, catch sight of, be famous for, have a gift for, thousands of, in prizes, be amazed to do, at the top of, be surprised at, because of, fresh water→Step 4 ConsolidationGive students 10 minutes or so and let them do the following:story.Li Daiyu and Liu Qian were on a ______________ across Canada. Instead of taking the aeroplane ______________ the way, they would cross the whole continent of Canada in a ______________ after arriving Vancouver by air.Danny Lin waited ______________ them at the airport and gave them a brief ______________ about Canada, the second ______________ country in the world and Vancouver, the most beautiful city of the country, while taking them to ______________ the train, “The True North”.Having settled ______________ in the seats, they looked out of the window ______________ the wild scenery, the mountain goats, and grizzly bears. They went by the city of Calgary and ______________ in Thunder Bay, a city at the ______________ of the Great Lakes, learning more about Canada of its population resources and so ______________. Their last stop is Toronto, one of the southernmost cities in Canada.Keys: trip; all; train; for; introduction; biggest; catch; down; at; arrived; top; on→Step 5 Homewo rk1. Learn the useful new words and expressions in this part by heart.2. Read the reading passage again and try to retell the passage.设计方案(二)→Step 1 Leading in the topicPlay the videos of the beautiful Canadian scenery. Enjoy them with students.→Step 2 Warming upAsk students to turn to Page 33. Let them work in pairs and answer this quiz to see how much they know about Canada.→Step 3 Pre-readingShow students a map of Canada and let them discuss the following questions in pairs:1)If you take a trip to Canada, what do you think you might see there?2)What three words would you use to describe Canada?→Step 4 Reading1. Give students 3 minutes and let them skim the passage to get the general idea of the passage.2. Give students 6 minutes to read the passage carefully and then do the following:1)Answer the following questions.(1)Which continent are the cousins crossing?(2)Why were they not flying directly to the Atlantic coast?(3)Why is the population of Vancouver growing so rapidly?(4)What happens at the Calgary Stampede?(5)How are ocean ships able to reach the center of Canada?(6)What are some of Canada’s greatest natural resources?Cowboys 6. compete7. the top of8. port)3. Give students 4 minutes to read the passage a third time. Encourage them to try to deal with the language points in the context. Give them some explanations where necessary.4. Listening and reading aloudPlay the tape of the text for students and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Then ask them to read the text aloud to the tape.→Step 5 DiscussionLet students think about and discuss the following questions in pairs.1. Which part of the reading passage interests you most?2. If someday you go to Canada, where will you go? Why?→Step 6 Closing down by retelling the passage1. Have students get prepared in 3 minutes or so and then ask them to retell the passage.2. Ask as many students as possible to have a try in front of the class.→Step 7 Homework1. Go over the text and try to learn all the useful words and expressions in this part by heart.2. Finish the exercises in Comprehending on Page 35.板书设计Unit 5Canada—“The True North”活动与探究Surf the Internet to find the following information about Canada. Then make a pocket information card, on which writes the information and try to keep it in mind.Full country name:Total area:Population:Capital city:People:Languages:Religion:Government:Sample card:Full country name: CanadaTotal area: about 9 984 670 km2Population: about 31 485 000 (October, 2002)Capital city: OttawaPeople: British descent, French descent, Italian descent, aboriginal peoples, plus significant minorities of German, Ukrainian, Dutch, Polish and Chinese descent.Languages: English, French, Chinese, Italian, Punjabi, Spanish. . .Religion: Catholic, Protestant and minorities from most of the world’s major religionsGovernment: Parliamentary democracyUnit 5Canada—“The True North”Period 2Learning about language: Important language points整体设计教材分析This is the second teaching period of this unit. The teacher can first check st udents’ homework and offer chances for students to review what they learned during the first period.The emphasis of this period will be placed on the important new words, expressions and sentence patterns in the parts Warming Up, Pre-reading, Reading and Comprehending. In order to make students understand these important points thoroughly, we can first get students to understand their meanings in the context, then give some explanations about them, later offer some practice to make students master their usages. Some new words and expressions, such as surround, measure, confirm, impress, rather than, manage to do, and so on are very useful and important. So are the sentence patterns “The thought that they could cross the whole continent was exciting. ” and “It is so wet there that the trees are extremely tall, some measuring over 90 meters. ” We ought to pay more attention to them and design special exercises.At the end of the class, the teacher can make students do more exercises for consolidation. In doing so, they can learn, grasp and use these important language points well.教学重点1. Enable students to grasp the usages of such important new words and expressions as surround, measure, confirm, impress, rather than, manage to do, etc.2. Get students to mast er the patterns “The thought that they could cross the whole continent was exciting. ” and “It is so wet there that the trees are extremely tall, some measuring over 90 meters. ”教学难点1. Let students learn the usage of the expression “manage to do”.2. Ena ble students to learn the sentence pattern “The thought that they could cross the whole continent was exciting. ”3. Get students to understand some difficult and long sentences.三维目标知识目标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 adv erbial)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 Comprehending 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 useful words 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 impor tant language points1. Canada is a multicultural country.加拿大是一个多元文化国家。
最新高一英语新课标人教版必修3unit5教学设计(0)名师优秀教案
高一英语新课标人教版必修3unit5教学设计（0）2012-2013英语必修3人教版新课标Unit 金牌教学设计(0) Unit Canada—“The Tre Nrth”第一部分《金色教案》教学设计说明本单元以节日为话题，介绍了世界各地的一些节日的含义、由来和民俗。
Abt the tpi通过本单元的学习，可以帮助学生更多地了解节日、体味文化;同时又可and the trtre单元话题和以引导学生理解、尊重不同的文化和习俗。
结构本单元语言功能项目是:方向、位置和情感。
本单元语言结构项目是“名词从句作同位语”。
本单元还要求学生学习写作“描写文:报道”。
《金色教案》教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。
但在实际教学过程中，建议教师依据学生基础、教学条件、学校安排的因素，对课本、对《金色教案》教学设计重新划分课时，裁剪、拼接使用提供的材料，以便“物尽所用”，达到最佳教学效果。
教师也可以参照《金色教案》提供的“实际教学过程课时划分建议”进行教学。
Waring Up课本提供了一个关于加拿大概况的小测试，目的是激活学生已Perid 1有的知识和经验，为进入本单元的学习作好准备。
教师也可以参考本书提Reading阅读课供的Waring p by talking abt Canada或者 Waring p by lking and litening导入新课。
Pre-reading课本通过四组问题激活学生有关旅行和加拿大的知识和经历。
本单元阅读是“在旅途中看加拿大”，因此，“读前”部分首先提问学生经历过的旅行，然后提问学生最想去的国家，由此切入到本单元的话题“加拿大”。
然后进一步提出“你是否想去加拿大旅行?你想到那儿去看什么?” “你会使用哪三个词语来描述加拿大?” 教师也可以利用本书 Pre-reading by qetining and anwering进行操作。
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第七课时 语言综合技能与评价课一、教学内容 Listening (p. 69); Talking (p. 69); Writing task (p. 75); Summing up(p. 40); Self-test二、教学目标在本节课结束前，学生能够● 自主利用中国和加拿大的地图, 分析比较中国和加拿大的相似之处和不同之处，口头做简短的报告。
● 运用本单元学过的表达方位的单词、短语和结构。
● 介绍和安排一个旅程。
● 检测本单元学习后达到的能力水平和知识的掌握程度。
三、教学步骤步骤一 听（69页）1. 学生听前预测和讨论。
李黛予和刘倩为加拿大朋友做了一个介绍中国的报告。
与你的同伴讨论外国人最想知道什设计意图：听前预测话题，同时让学生站在听众的角度思考问题。
2. 学生听第一遍，听文章的大意：听力材料主要从地理和气候特色比较了中国和加拿大的相似和不同之处。
设计意图：第一遍听文章的大意，让学生整体把握全文内容，激活学生已有背景知识。
3. 学生听第二遍，判断句子正误。
设计意图：通过判断正误，了解学生对听力内容细节的把握程度。
4. 学生听第三遍，讨论为什么加拿大人喜欢来中国的海南？设计意图：让学生就听力中的一个细节讨论并且思考，发散学生的思维，促使学生使用所学语言表达自己的思想。
步骤二 说（69页）1. 教师准备两张较大的中国地图和加拿大地图，也可以让学生参考书上33页和69页的地图，以小组形式讨论中国和加拿大有哪些相似的地方和不同的地方。
2. 然后让几组同学以报告的形式展示他们的讨论结果。
教师可以根据实际情况给学生提供讨论提纲。
设计意图：让学生总结更多有关中国和加拿大的相似之处和不同之处，培养学生观察能力和总结归纳能力。
步骤三 写（75页）1. 一群来访的同学到你的家乡旅游。
安排一个三天到五天的行程，带他们参观你的家乡。
要求：1） 介绍每个地方的地理位置和概况。
2） 尽量使用这个单元学过的单词和词组。
设计意图：让学生综合应用本单元学过的介绍地理位置和方向的词汇和结构，发挥学生的创造力。
2. 展示几份学生的行程安排，并且让其他同学评价，选出最佳旅游公司！设计意图：展示学生的作品，然后让其他学生参与评判，最后选出最佳欢乐足旅游公司。
步骤四 总结与检测学生在课堂上完成单元小结，写在笔记本上或书本40页上。
单元自我检测教师以书面形式打印出来发给每个学生，可以在课下留为作业，根据每个老师的实际情况运用。
设计意图：学生自我检验，这个单元学到了什么，并且评价自己本单元学习情况如何。
附Self-test of Unit 5Name: ________________一、非测试性评价二、测验性评价（一）根据首字母填写单词1. It is said the M__________of Japan will come to visit our country next month.2. As is known to all, there are seven c___________ in the world.3. If you go e__________, you’ll find the sea.4. Our school is s____________ by many trees.5. There is a h_________ near our city, where you can find many big ships in and out.6. After they married, they s__________ down in a small village, leading a quiet life.7. We admire her for she has a g________ for singing and dancing.8. An order came that we should finish the work w__________ three days.9. There is a s___________ difference between the two words.10. The t_________sound made me t__________.11. I have such a good eye-sight that I can see the small things in the d___________.12. Yesterday, it was so cold that there was some f_____________ on the ground.13. I planned to go d____________ to watch movie this Sunday.14. Finally, they managed to arrive at their destination (目的地) at d_________.（二）选择题1. — Excuse me, is the book shop far from here?— No, it is just ______ of our college.A. 3 kilometers longB. 3 kilometers walkC. within 3 kilometersD. 3 kilometers far2. — Are you worried about his safety?— Only ______.A. graduallyB. broadlyC. slightlyD. extremely3. The girl who is studying at the art college has a _______ for music and dance.A. giftB. presentC. powerD. strength4. Word came ______ our duties would be changed.A. thatB. whichC. whetherD. when5. — Where is the shooting centre?— It is about 50 kilometres ______ the city of Beijing.A. in south ofB. south ofC. the south ofD. southern of6. We watched the river as it _____ on under the bridge.A. settledB. touredC. flowedD. floated7. It’s based on the idea ______ all people are created equal, ______ is acceptedby most people.A. that; thatB. which; whichC. which; whenD. that; which8. Why not get some work experience first ______ go straight on to university?A. other thanB. rather thanC. more thanD. less than9. He could see the tall chimneys of the factory ______.A. from distanceB. in distanceC. in the distanceD. to a distance10. The prices of the flats _______ are several times as high as in the countryside.A. downtownB. in the downtownC. in downtownD. at downtown（三）选择完成句子，并且标注同位语从句(appositive)或定语从句(attributive)1. 1) Isn't it good news! The suggestions ____ have been accepted by our principal. ( )2) The committee has accepted the suggestion ____________. ( )A that citizens with higher income should pay higher taxesB our students put forward2. 1) I was very disappointed by the news ______________________. ( )2) The news ___________________________ was not true. ( )A that the Houston Rockets were defeated againB that she was terrified by3. 1) This book is full of interesting facts about the World Cup ___________. ( )2) Mrs Rogers could not put up with the fact _______________________. ( )A that her daughter came back late every nightB that more and more people have interest in（四）翻译1. 这个小村庄被青山绿水所环绕。
(surround)2. 据我所知，他有做生意的天赋。
(as far as; have a gift for)3. 随着中国经济的发展，许多外国人定居中国。
(settle)4. 位于中国东北的黑龙江省冬天非常冷。
( in the northeast of; extremely)（五）写作根据加拿大地图以及中文提示，用英语写一段短文，简要介绍加拿大。
提示：1. 加拿大的地理位置；2. 加拿大的面积（九百九十七万多平方千米）；3. 加拿大是由十个省和两个自治区组成的联邦国家；4. 加拿大的首都所在地；5. 加拿大的人口（约3520万）；6. 要求以“目前，中加两国人民的友谊日益增强”为结尾。
参考答案：（一）根据首字母填写单词1. Minister2. continents3. eastward4. surrounded5. harbour6. settled7. gift 8. within 9. slight 10. terrifying, terrified 11. distance 12. frost13. downtown 14. dawn（二）选择题1-5 CCAAB 6-10 CDBCA（三）选择完成句子，并且标注同位语从句(appositive)或定语从句(attributive)1. 1) B (attributive) 2) A(appositive)2. 1) A (appositive) 2) B (attributive)3. 1) B (attributive) 2) A (appositive)（四）翻译1. The village is surrounded by green hills and clear waters.2. As far as I know, he has a gift for business.3. With the economic development of China, many foreigners have settled down in China.4. It is extremely cold in Heilongjiang Province which lies in the northeast of China.（五）写作One possible version：CanadaCanada extends from the Atlantic Ocean in the east to the Pacific Ocean in the westand northward into the Arctic Ocean. Canada shares land borders with the United Statesto the south and northwest.Canada is the second largest country in the world by total area. It has an area ofover nine million nine hundred and seventy thousand square kilometers. It is madeup of ten provinces and two territories each with its own capital. The capital of Canada is Ottawa. Canada has a population of about 35,200,000.The Chinese people and the Canadian people have always been good friends. In the pastfew years the friendship between the two peoples has been developing with each passingday.。