高中英语人教版必修三教学案：Unit+5+Section+3.doc

合集下载

人教版英语必修五Unit 3单元整体教学教案

一、教学材料授课年级、教材（名称、版次和页码）、单元名称、主题授课年级：高二上第一学期教材名称：Module 5 Unit 1 Great Scientists版次：人教版页码：page 1-8单元标题：Great Scientists二、单元教学内容分析1. 描述性分析：教材的主题线索、单元结构、各部分的关系、内容、语言特征、活动等；本单元中心话题是“科学家如何以探索、钻研、无畏的科研精神验证未知的科学真理”。

通过本单元的学习，学生可以了解一些科学家发现真理的过程，丰富科技文化意识。

单元的各项活动和设计都围绕着一些科学家的主题进行。

单元中有warming-up, pre-reading, reading, comprehending, learning about language, using language, summing up, learning tip, reading for fun几个部分组成。

每一个板块任务明确，一目了然。

“热身”(Warming Up)部分要求学生完成问卷回答。

通过回答问卷，学生可以得到更多关于科学家的背景知识。

“读前”(Pre-reading)部分要求学生以小组形式回答若干个问题，其中让学生预测了解进行科学研究的步骤，并引导学生在阅读理解后检验自己的预测是否正确。

第一篇阅读(Reading)部分介绍英国著名医生John Snow是如何通过考察、分析、探究的科学方法，发现并控制“霍乱”这种传染病的。

通过阅读课文，使学生领悟科学家的周密观察、勇于探索、认真分析的科学精神，了解科学发现的全过程具有其科学的严密性。

“理解” (Comprehending)部分的练习一让学生按文章的主要信息排序以达到对文章的初步分析以及理解。

练习二通过提问获取文章细节信息，使学生通过整理细节进一步理解文章。

练习三是在前两个练习的基础上引导学生写出文章大意，帮助学生对已掌握的信息进行综合，从而加强学生的归纳概括能力，同时通过理解后的语言输出活动帮助学生更完整地理解文章。

2021-2022学年人教版高中英语必修三教学案：Unit 5 Section 3 Word版含答案

Section_ⅢGrammar—_同位语从句语法图解探究发觉①Some people have the idea that you can cross Canada in less than five days, but they forget the fact that Canada is 5,500 kilometres from coast to coast.②The girls were surprised at the fact that ocean ships can sail up the Great Lakes.③I made a promise that I would make him happy.④He hasn't made the decision whether he will go there.⑤A saying goes that where there is life, there is a hope.⑥Do you know of his suggestion that we start our work right away?[我的发觉](1)以上例句中的黑体部分均为同位语从句，用来解释说明所修饰名词的具体内容。

(2)句④中同位语从句的连接词是whether，意为：是否；其他例句中的连接词是that，无实际意义，但不能省略。

(3)句⑤中同位语从句与其他同位语从句的区分：句⑤中同位语从句与其修饰词隔离开。

(4)句⑥中同位语从句的谓语动词为start，前面省略了should。

一、同位语从句的定义1．在主从复合句中，在句中作某一名词尤其是抽象名词的同位语，一般位于该名词之后，说明该名词的具体内容的从句叫同位语从句。

2．能跟同位语从句的名词一般是fact, news, idea, truth, hope, problem, information, wish, promise, answer, evidence, report, explanation, suggestion, conclusion等抽象名词。

高中英语人教版必修三教学案：Unit 5 Section 3 含答案

[语法初识]后，说明该名词的具体内容的从句叫同位语从句。

2．能跟同位语从句的名词一般是fact, news, idea, truth, hope, problem, information, wish, promise, answer, evidence, report, explanation, suggestion, conclusion 等抽象名词。

The news that our women volleyball team had won the championship encouraged us all greatly.我国女排赢得冠军的消息大大地鼓舞了我们所有人。

He raised a question where we would have our meeting . 他提出疑问，我们将在哪里举行会议。

I don't like the idea that money is everything.我不喜欢金钱就是一切这一观点。

We have some doubt whether they can complete the task on time.我们怀疑他们能否按时完成任务。

We felt sad at the thought what he did and said.一想起他的所作所为我们就感到难过。

I have no idea when he will be back.我不知道他什么时候回来。

即时演练1句型转换①She works hard. The fact is well known to us all.→The fact that she works hard is well known to us all.②When will he start？I have no idea about it.→I have no idea when he will start．③The question is not clear. We need more time to do the work.→The question whether we need more time to do the work is not clear.1．分隔式同位语从句：有时同位语从句与其所说明的名词会被其他成分隔开，从而形成分隔式同位语从句，这样做主要是为了保持句子结构平衡，避免头重脚轻。

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。

人教版高中英语必修三教学案：Unit+3+Section+5.doc

Section_ⅤWriting—__剧本写作本单元的写作任务是戏剧剧本创作。

戏剧剧本属于记叙文。

在写作形式上以对话为主。

应主要包括戏剧人物、人物的语言、舞台说明性文字等。

一、基本结构1．人物说明——写明主要出场人物。

2．人物对话——写出主要人物的对话。

3．舞台说明——写出一些舞台说明性文字，动作要符合人物的性格特征。

二、增分句式1．It/The story happened in/at ... (地点) on/in ... (日期)2. ... (人名) is very kind/cruel/rich/generous/mean, but ...3. ... (人名) is very clever/stupid/fat/thin/tall/short ...4. ... (人名) is on the way to ...5. ... (人名) is on the point of doing sth.when ...6．The play is adapted from ...[题目要求]根据下面提示，写一篇戏剧，介绍亨利带着100万英镑的钞票去理发的过程。

亨利正走在大街上，看见了一家理发店，决定去理他的长头发；理发匠用粗鲁的态度接待了他；亨利坐在椅子上等待；理发匠告诉他是否能够担负得起高昂的费用；理发结束后，亨利出示了百万英镑的钞票；理发匠十分吃惊，告诉他随时光临。

第一步：审题构思很关键一、审题1．确定体裁：本文为戏剧；2．确定人称：本文人称以第一、二人称为主；3．确定时态：本文的主要时态为一般现在时。

二、构思第一部分：开头介绍主要出场人物。

第二部分：写明人物的主要对话。

第三部分：介绍冲突的解决。

第二步：核心词汇想周全1．have_one's_hair_cut理发2．in_a_rude_manner 以一种粗鲁的态度3．indeed 确实；实在4．afford 支付得起5．change 零钱；找头第三步：由词扩句雏形现1．亨利正在大街上行走。

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。

高中英语人教版必修三教学案：Unit+3+Section+5.doc

[技法指导]本单元的写作任务是戏剧剧本创作。

戏剧剧本属于记叙文。

在写作形式上以对话为主。

应主要包括戏剧人物、人物的语言、舞台说明性文字等。

基本框架：1．人物说明——写明主要出场人物。

2．人物对话——写出主要人物的对话。

3．舞台说明——写出一些舞台说明性文字，动作要符合人物的性格特征。

黄金表达1．Can you show me a suit, please?你能给我拿一件西装吗？2．Well, I will take it.嗯，我要了。

3．I suppose a gentleman like you only carries very large bills.我想像你这样的绅士只带大票子。

4．It's no trouble at all.一点也不麻烦。

5．Well, I wonder if you could permit me to have one day off.嗯，不知你能否允许我请一天假。

[写作规范][题目要求]根据下面提示，写一篇100词左右的戏剧，介绍亨利带着100万英镑的支票去理发的过程。

亨利正走在大街上，看见了一家理发店，决定去理他的长头发；理发师用粗鲁的态度接待了他；亨利坐在椅子上等待；理发师问他是否能够担负得起高昂的费用；理发结束后，亨利出示了百万英镑的支票；理发师十分吃惊，并告诉他可随时光临。

[三步作文法]第一步：搜索单元词汇1．理发have_one's_hair_cut2．以一种粗鲁的态度in_a_rude_manner3．确实；实在indeed_4．支付得起afford5．零钱；零头change第二步：巧用单元语法、句型(一)根据汉语提示完成句子1．Henry is_walking_down the street.亨利正在大街上行走。

2．He sees_a_sign for a place that cuts hair.他看到一个理发的标志。

3．Please come here whenever_you_like．无论什么时候，只要您想来就来。

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。

人教版英语必修五unit3教案教学设计

⼈教版英语必修五unit3教案教学设计Unit 3 Life in the future教案教学设计Teaching Contents:Oral practice based on the reading passage on page17 to page18.1. Orally, answer several questions according to the text.2.Practise two topics:1) What do you suppose the future transportation will be like?2) Imagine where the house will be built in the future ?3. Listening and retelling.Teaching aims:1.Inspire the students to imagine the future life.2.Inspire the students to say something about the future transportation and housing.3.To improve the students’ oral ability.Teaching Important & difficult point::1.Inspire the students to imagine the future life and use the proper expressions.2.Enable the students to understand the meaning of the text, and say something according tothe text.3.To improve the students’ oral ability.Teaching methods:reading; asking and answering activity; pair or group work.Teaching Aids: A computer, multmedia.Teaching procedures:Step1: Lead-in .Enjoy a short video, cut from a science fiction film I, robot, to lead the students to imagine the future world.Step2: Fast ReadingAsk the students to read the text quickly, then find out the main idea of the text,and answer several questions according to each paragraph.purpose: These questionts are simple questions, just to help the students get a briefacquaintance to the future world described in the text.Step3: Listening and retelling according to paragraph 4. Show some tips to help the students retell the sentences. Purpose: This exercise is a practice for oral test part C in NCEE.Step4: Design two topics while talking about the hovering carriage and Wang Ping’s house.Practise the dialogues of making predictions.Topic 1: What do you suppose the future transportation will be like?Topic 2: Imagine where the house will be built in the future ?The students may use these structures :I suppose the transportation will be something like a ….I suppose , in the future, the house will be built in…..I imagine that ….Purpose: To practise the structure orally I suppose that… , I imagine that.. .Step5: Summary of the text orally.This passage mainly tells us about a boy named Li Qiang”s trip to the future. It tells us how he got to the future, how he felt and what he had seen.Step6: Discussion.“What’s the writer’s attitude towards the future, optimistic or pessimistic?”“How do you know? “The students may begin like these :In my opinion, the writer’s attitude towards the future is _________ .As far as I am concerned, the writer feels _________ to the future.I think the writer has an _________ view of the future.Purpose: To learn to analyze the writer’s attitude and express your conclusion.Step7 Homework1. To talk with your chairmate on the topic: Imagine, what the future world will be?2. Review the reading passage and find out the difficult language points to you.3. Finish exercises 1,2&4 on page 19.4. Review the words and phrases of this unit. A dictation tomorrow.Display on the blackboardUnit 3 Life in the Futurewh- d o you suppose ….?I suppose …..I imagine that….And some words, perhaps they will be: science fiction film, high-tech, time tunnelPs: Display on the screenStep 1. Skimming:Skim through the passage and get its general idea.The passage is mainly about.A.how Li Qiang was transported to the future.B.how Li Qiang got to the future and his first impression of it.C.what the life was like in the future.D.the introduction of the “Future Tours ”company.1. What is a “time lag ”?“Time lag ’’is similar to the “jet lag ”. It means a person gets flashbacks from his previous time period.2.Who guides my trip?3. And who transported us to the future?Wang Ping ’s parents ’company transported us to the future.My friend Wang Ping is my guide to the future.h e n t r yn s. o b l e m ? k i n d 1.How did I feel as soon as I wastransported to the future?I thought it was difficult to tolerate. I was hit by the lack of fresh air. 2. How did Wang Ping solve this problem? Wang Ping gave a mask to me and hurried me through to a small room nearby to have a rest.k i n d o fC. D. r.H i t a c h e d.1. W h a t d i d W a n g P i n g ’s h o u s e l o o k l i k e ? l a r g e , bright and cleanHis house is a large bright, clean room.It had a green wall, a brown floor and soft lighting.Discussioni c p1.To talk with your chairmate on the topic: Imagine, what the future world will be?2.Review the reading passage and find out the difficult language points to you.3.Finish exercises 1&2on page 19.4.Review the words and phrases of this unit. A dictation tomorrow.Ten words from “lack”to “safety belt”. HomeworkThe Fifth Element.。

人教版高中英语必修三Unit5reading教案

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

高中英语新人教版精品教案《高一英语必修3unit5》

幻灯片11. It is a country called Maple Country.2. It is the second largest country in the world.幻灯片2幻灯片31. What language(s) do Canadians speak?A. EnglishB. English and GermanC. English and FrenchD. English and Spanish幻灯片42. What is the capital of Canada?A. VancouverB. TorontoC. CalgaryD. Ottawa幻灯片53. What is the national animal of Canada?A. Beaver.B. Grizzly bear.C. Polar bear.D. Penguin.幻灯片64. What is the Canadian leader called?A. President.B. Prime Minister.C. Governor.D. King.幻灯片7 5. Which is the national flag of Canada?A. B.C. D.幻灯片8Unit 5 Canada —"The True North"Reading幻灯片9Important Points and Difficult PointsTeaching important points:1. Learn about the geography, population, main cities, natural beauty and resources of Canada.2. Master the different reading skills.Teaching difficult points:1. Develop students' reading ability.2. Enable students to learn about the basic information and talk about Canada.幻灯片10Page 34ReadingA Trip on “The True North”幻灯片111. Skim the passage and answer the following questions.1. What is the passage mainly about?It is about ______of two girls;and it tells us some information about________.2. What is “The True North”?The True North is a name of ___________________.a tripCanadathe cross-Canada train幻灯片12Para(s) 1Para(s) 2Para(s) 3-52. Match the main idea of each part.A. What they really saw and felt on the trip.B. Brief introduction about their trip.C. Their chat on the way to the station.幻灯片133. Find out the route of the two girls.A. The Rocky MountainsB. CalgaryC. VancouverD. Lake SuperiorE. Thunder BayF. TorontoG. A wheat-growing provinceby trainABThey flied to 1.C ---------crossed 2.__-3. __- went through4.__-------------5.__-rushed across6. __- toward7. ___after dinnerEDFG幻灯片141. Read Paragraph 1 and finish the chart below.Li Daiyu Liu Qian CanadaTo visit their cousinstrainplaneMontreal, Canada幻灯片155,500 kmdistance (from coast to coast) _________2. Read Paragraph 2 and fill in the blanks.5,500 kilometresDistance (from coast to coast) ____________________.warmest●Canada’s ________ part;●Canada’s _____________ city;●One of the Canada’s____________ cities to live in. Vancouvermost beautifulmost popular幻灯片163. Read through Paragraph 3-5 and answer the questions.● What did they see when crossing the Rocky mountains?● What is Calgary famous for?● Where is Thunder Bay?幻灯片17 What did they see when crossing the Rocky mountains?They managed to catch sight of___________________________________________________.some mountain goats and even a grizzlybear and an eagle幻灯片18 What is Calgary famous for?It is famous for the Calgary Stampede.幻灯片19Where is Thunder Bay?幻灯片2021Part 3: SummarybeautifulVancouverthe Rocky MountainsCalgaryemptyThunder BayThe Great Lakes幻灯片21Group discussionIf you have a chance to go to Canada, where will you go? Why?幻灯片22Tips:Beginning:If I have the chance to travel to Canada, I prefer to go to_________, which impressed me most. The reasons are as follows:Body:On one hand, ...(一方面)On the other hand, ...（另一方面）Ending:So I'd like to choose__________.VancouverOn one hand, it is the most beautiful city in Canada, and Vancouver幻灯片23Part 5: Homework Read the passage again and find out the difficult points.幻灯片24Thank you!。