人教版必修三 第五单元教案
人教版新教材必修三Unit5 The value of money阅读课程教学设计
人教版新教材必修三Unit5 The value of moneyThe Million Pound Bank-NoteTeaching aims:About the topic and the stru ctures单元话题和结构本单元学习“百万英镑”，剧本根据马克·吐温同名小说改编。
富豪之家的两兄弟，从银行取出面额为一百万英镑的钞票，籍以此验证各自的理论。
一个认为，这样一张钞票对穷人毫无价值；另一个认为，仅拥有这样一张钞票（不兑现），就可以过上上等人的生活。
他们选中了一个身无分文的年轻人作为试验品。
于是，这个小伙子经济上的突变，引起了生活方式的改变。
他人的种种误解，命运的重重转机，他将如何去面对这突如其来的全新生活呢？本单元语言功能项目是：恳请、点菜和购物。
本单元语言结构项目是“名词从句作宾语和表语”。
本单元还要求学生学习写作剧本。
Reading 部分是剧本中第一幕的第三场。
富商兄弟俩打赌把一张百万英镑钞票给一个一无所有、诚实可靠的穷人，想看看会发生什么事。
最后他们物色到一个穷困潦倒、流落伦敦街头的美国小伙子HenryAdams。
教师可以引导学生通过戏剧情节的发展，了解、感受戏剧的语言。
教师通过以下活动引导学生从形式到内容掌握课文、活用课文：Reading and underlining，Reading, identify ing and settling，Reading and transferring，Complete the summary of the story with on e word in each blank，Finish the comprehension questio ns，Closing down by translating。
The first period Intensive readingStep I. Warming up1. Mark Twain is probably one of the few American writers with whom students are already familiar. This exercise makes the teacher find out how much the students know about this writer and decide how much they need to know about the author before they read the play.T: Do you know something about the American writer Mark Twain? Ss: A little.T: Today we will learn something about this great writer in the American history. Now please read “About Mark Twain” on page 52 so that you can know more about him.Students read the passage about Mark Twain and answer the questions given in the form on page 52..What’s the real name of Mark Twain?When was he born and when did he die?Do you know all the places where he lived?Can you name three of his famous stories?T: As we know, Mark Twain is known as a humorist during his life. And this is reflected in THE MILLION POUND BANK-NOTE. So, today we will learn some parts of this famous play.Step ⅡPre-readingGet the students to discuss the question with their partners and then ask them to report their work. Encourage to express their opinions freely.T: If a rich person gives you a large amount of money to use as you like, for example, one million pound, what will you do? Why?(Students have a discussion on this question. Whatever choice students make here, they should be ready to offer their classmates a good reason for it.)…T: I think all of you have a good idea. Do you want to know what happened to Henry Adams in THE MILLION POUND BANK-NOTE written by Mark Twain? Have you ever read the story? So this class we will learn the story together.Step ⅢWhile readingScanningGet the students to comprehend the whole scene quickly and accurately and meanwhile help them form a good habit of reading. Give the studentssome time to read through the scenes and then answer some questions How did Henry Adams come to England?Where did Henry work before? How much did he have?What did the two gentlemen give Henry?When can Henry open the letter.After the students discuss the questions and then check the answers with the whole class.T: Listen to the tape and try to find out the characteristics of the whole passage.Ss: This is part of a play. So, the narration is written in the present tense. T: OK. All of you have done a good job. Next, let’s read the scene again and do some exercises.Step ⅣPost-readingDo comprehending exercises and explain :a large amount of: a large quantity of; a great deal ofe.g. They bought a large amount of furniture before they moved their new house.make a bet: make an arrangement to risk money, etc. on an event of which the result is doubtful.e.g. We made a bet on the result of the match.permit sb to do something: allow somebody to do somethinge.g. My mother doesn’t permit me to ride in t he street after it rained.by accident: as a result of chancee.g. I only found it by accident.stare at: look at somebody or something with the eyes wide open in a fixed gaze( in astonishment, wonder, fear, etc)to be honest: to tell you the truth; to be franke.g. To be honest, I don’t think we have a chance of winning.Step V language pointsCollocations from ACT ONE of The Million Pound Bank Notean incredible tale(难以置信的故事),have some very bad luck（非常倒霉）,be lost in London（在伦敦迷路）,have no money（身无分文）,walk down the street（在街上走）,hear … ~ing…（听见……正在做某事）,step inside（走进来）,a moment（一会儿）,through the front door（从前门进来）,on one’s left（在某人的左侧）,open the door for…（给……开门）,permit…to dosth.（准许……做）,ask a few questions（问几个问题）,go right ahead（请问吧）,have no plans（没有什么计划）,find work（找工作）,as a matter of fact（其实，事实上）,land in Britain（在英国上岸）,by accident（偶然）,back home（在家时，回家）,sail out of the bay（驾船驶出海湾）,stare at（眼睛盯着看）,towards nightfall（接近傍晚时分）,find…~ed（发现某事/某人被……）,be carried out to sea(被带到海上),a strong wind（一阵大风）,give…up for los t（因迷失而放弃）,be spotted by a ship（被一艘海船发现）,earn one’s passage by…（通过……赚来某人的游费）, work as an unpaid hand（作为一个不拿工资的帮手）, account for…（说明理由；足以说明）,smile at…（相顾而笑）,worry about（对……担心）,work for…（为……工作）,offer sb. sth.（提供某人某物）,a mining company（一家矿业公司）,to be honest（老实说）,on one’s way（在……的路上）,care about…（在意……）,get… from…（从……拿来）,call to…（叫……来）,an honest job（老老实实的工作）,show…out（送……出去）Step ⅤI HomeworkReview the key sentences in this partPreview the words in the second period.Act out the play in groupsThe second period: ActingStep I ActingT: Are you ready to act out the play now< class?Ss: Yes.T: Good. Let’s welcome the first group and the second group please get prepared.…T: Clas s, we should pay attention to some examples of Mark Twain’s humor in this scene, which will help us better understand the play and act it out more appropriately. Do you agree with me?Ss: Yes, of course.Step II HomeworkReview what we learned in this unitThe Third period Watching the movie The Million Pound Banknote。
人教版高中英语必修3《Unit 5 Canada-The True North》教学设计
教学设计Unit 5 Canada -- “The True North”第一课时阅读课I一、教学内容 Warming up; Reading; Comprehending二、教学目标在本节课结束时，学生能够●了解加拿大的一些地理人文概况和文化风俗。
●使用加拿大地图，找到加拿大的首都、主要城市、湖泊、落基山脉、太平洋、大西洋等。
●理解文章标题的含义以及文章的中心思想。
●画出主人公在加拿大旅游的路线图，学会按时空顺序叙事。
三、教学步骤步骤一导入1. 引入本单元的话题：加拿大。
首先问学生是否熟悉加拿大？然后让他们谈谈自己了解的加拿大。
2. 给学生展示一些他们非常熟悉的和加拿大相关的图片和视频。
设计意图：为了让学生更深入地了解加拿大的地理风光以及人文风情，教师需要激活学生的已有的背景知识以及求知的热情。
从学生熟悉的代表物（比如红枫叶、多伦多国家电视塔）、美景（比如尼亚加拉大瀑布）等入手，能很快调动学生的学习积极性。
3. 学生两人一组，完成课堂小测验，检测自己对加拿大的了解程度。
4. 小组之间讨论答案，然后教师公布正确答案。
5. 为答对题目以上的小组鼓掌表示祝贺。
设计意图：做加拿大知识小测验，一方面便于教师深入了解学生对加拿大文化背景知识的掌握情况，另一方面也能让学生了解自己对本单元话题的熟悉程度，利于激发学生探索未知知识的动力。
步骤二阅读1. Reading for main idea：让学生快速阅读的同时思考：文章大意是什么，标题中“the True North”的含义是什么? 及段落连线。
学生通过阅读可能把握标题中的两层含义：字面含义以及在文章中的含义。
设计意图：让学生重视文章标题，思考题目的含义，从而更好地把握文章内容和情感，同时也能培养学生抓中心思想的能力。
另一方面，发散学生思维，从多个角度思考问题。
同时学会运用skimming的阅读技巧概括段落大意，从总体上把握文章的篇章结构。
2. Reading for information：把全班同学分成六组进行比赛。
人教版高中英语必修三UNIT-5CANADA“THE-TRUE-NORTH”教学设计
Unit 5 Canada—“The True North”教学重点1. Let students read the passage and learn about the geography, population, maincities, natural beauty and natural resources of Canada.2. Get students to learn different reading skills.教学难点1. Develop student s’ reading ability.2. Enable students to learn about some basic information and talk about Canada.三维目标知识目标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 them learn different readingskills.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 countries.2. Develop students’ sense of cooperative learning.教学过程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 quizShow the following on the screen.How much do you know about Canada?1. What language(s) do Canadians speak?A. English.B. English and German.C. English and French.D. English and Spanish.2. What is the capital of Canada?A. Vancouver.B. Toronto.C. Calgary.D. Ottawa.3. What is the national animal of Canada?A. Beaver.B. Grizzly bear.C. Polar bear.D. Penguin.4. What is the Canadian leader called?A. President.B. Prime Minister.C. Governor.D. King.5. How many Great Lakes are there in Canada?A. 4.B. 3.C. 5.D. 6.Let students work in pairs and answer this quiz. Then have them compare theiranswers with another 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: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: Q1: How many people are mentioned in the text? Who are they?Q2: Where did they go?2. Intensive reading1）Divide the passage into three parts and match the main idea of the 3 parts.Part 1Read the 1st para. and finish the chart below.para2:Their chat on their way to the stationWhat can they see during the journey?Para4•Thunder Bay is a ________ city.• Where is Thunder Bay?It is at the top of the _______________.•Canada has ______________ the world’s to tal fresh water; and much of it is in ______________Step4 What three words would you use to describe Canada?Step 5 Homework1. Learn the useful new words and expressions in this part by heart.2. Read the reading passage again and try to retell the passage.。
人教版高中英语必修三Unit5Canadathetruenorthword全单元教案1
Unit 5 Canada—“The True North”教案一【单元重点内容与教学目标】本单元是围绕两位女孩李黛予和刘倩的加拿大之旅展开的, 通过他们的途中见闻向咱们展示了加拿大的一些大体概况, 包括它的地理位置、面积、地貌、主要城市、生态环境、风土人情和该国的多元文化。
通过学习本单元，使学生对加拿大有更多的了解；另外，还要学会利用地图，学会方向与位置的表达法以及学习名词性从句中同位语从句的用法。
Warming Up部份提供了一个关于加拿可能况的小测试，目的是激活学生已有的知识，为进入本单元的学习作好准备。
Pre-reading部份通过四个问题进一步激活学生有关旅行的经历和有关加拿大的知识，使学生产生了解加拿大的兴趣,为阅读做好准备。
Reading部份以游记的形式,记叙了李黛予和刘倩去加拿大看她们的表兄妹的途中见闻, 沿着从西向东的旅游线路向咱们介绍了加拿大的面积、地貌、城市、人口、生态环境等。
两位女孩在旅途中看到了自然美景及野生动物，文章还提到了加拿大的自然资源，介绍虽然不是详述，但涉及面较宽，使学生对加拿大的美丽、富裕、幅员辽阔、地广人稀等特征有了更深的了解。
学生可以通过学习课文，掌握新的辞汇句型和游记的写法，提高学生的阅读能力。
Comprehending部份由三部分组成：回答问题、写出正确信息和画出旅游线路图。
此部分不仅检查学生对细节的把握，而且检测学生按照课文内容进行推理和判断的能力和读图能力；要求学生在地图上画出文中人物横穿加拿大的线路图，使零散的信息有机地串联起来，同时更有助于抓住行文的线索。
Learning about Language部份首先通过构词法的学习扩大学生的辞汇量并培育学生的辞汇生成能力。
利用课文中的辞汇和信息编对话和填空，旨在提高学生活用辞汇的能力。
语法部分是通过从阅读课文中找例句然后采用造句的练习形式教同位语从句。
Using Language部份综合训练听说读写的能力。
必修三第五单元教案
第5课 西方人文主义思想的起源
柏拉图——西方古典哲学的代表
• ① 地位：西方哲学史上第一个使唯心论哲学体系 化的人。 • ② 关注焦点：人类社会 • ③ 代表作：《理想国》 • ④ 理念论：理念是万物的本原。 • ⑤ 积极作用：为理性主义发展奠基。
第5课 西方人文主义思想的起源
亚里士多德——古希腊文化的集大成者
全树林最大最茂盛最适合 放在家里作圣诞树的树
其间同样只能砍一次，以及同样 只可以向前走，不能回头 柏拉图于是照着老师的话做 这次，他带了一棵普普通通 不是很茂盛，亦不算太差的树回来 老师问他，怎么带这棵普普通通的树回来 他说：“有了上一次经验， 当我看到这棵树也不太差，便砍下来 免得错过了后，最后又什么 也带不出来．” 老师说：“这就是婚姻！”
第5课 西方人文主义思想的起源
诺基亚公司的广告词:
提问：科技发展如果缺乏人文精神的指引，将会给人类带来灾难，这在历史上和现实 中都是有教训的，你能举出一些这样的事例来吗？
第5课 西方人文主义思想的起源
诺基亚：科技以人为本 来自芬兰首都赫尔辛基的一个小镇的通讯品牌诺基亚，最终能成为一个世界 移动通讯巨人，这句广告语起到了很大的作用。“科技以人为本”是诺基亚 的品牌核心价值。它是诺基亚在品牌传播中始终如一的理念，向消费者传递 诺基亚时时处处为消费者着想的精神——使用户充分享受人性化科技所带来 的种种乐趣与方便，获得成就、时尚、个性等难忘的体验。在这句广告理念 的引导下，诺基亚逐渐成为一个科技领先、有个性、充满人性化的品牌；一 个勇于创新，颇具品位、时尚和生活情趣的品牌。一步一个脚印，诺基亚最 终成就王图霸业。
第5课 西方人文主义思想的起源
阅读俄国语言文学家克雷洛夫的寓言《隐士和熊》 熊和隐士成了好朋友。熊看到有苍蝇来打扰隐士睡 觉，很生气。它抱起一块大石头砸向落在隐士额角上 的苍蝇。苍蝇飞跑了，隐士的脑袋也成了两半。
人教版英语必修三《unit5 a trip on the true north》教学设计
Teaching Design Reading A Trip on “The True North”Teaching aims:Knowledge aims:1.Enable students to master the usages of new words and expressions in this unit.2.Enable students to understand the passage and know about basic knowledge about Canada.Ability aims:1.Develop students’ reading ability and let them learn different reading skills.2.Develop students ’cooperative study ability.Emotion aims:Stimulate students’ interest of Canada’s custom and culture, as well as English learning. Teaching process:Step I:Warming-up and Lead-in （some pictures）……Do you like Canada? How much do you know about Canada ? Do you want to go there ? Aims：Show some colorful pictures about Canada to arouse students’ interests and at the same time lead the topic of this lesson in .Step II: Fast ReadingRead the text quickly and answer the following questions.1.What is“The True North”?2.What is the main idea?3. What is their travel route?Aims: Let students read the text with questions in their minds, get the students to understand the main idea and the writing style by answering the questions.Step III：Careful ReadingPara.1 Read para1. and fill in the chart below.Why did they not fly to Montreal directly?Para2. Read para.2 and fill in the blanksVancouverClimate: It is Canada's _______part .It is so ___ that trees are extremely tall, some measuring...Location: ... , __________mountains and the Pacific Ocean .It has some of the oldest and most beautiful ______in the world.Activities : _____ in the Rocky mountains and ______ in the harbor...Population: increasing ______Discussion: Why is the population of Vancouver getting rapidly?Performing: If you are a guide of Vancouver, please introduce it to your travelers ...Para.3. Read para. 3 and fill in the blanks .That afternoon ______ the train, they ___________ in their seats. When they crossed the Rocky Mountains, they managed to ____________ some________________ and even a ___________and an _____.Their next stop was Calgary, which is famous for the Stampede. Many cowboys who___________ riding wild horses can win money in prizes.Aims:Get the students to attain the detailed information about the trip, analyze and integrate it constantly to improve their reading skills, so that they can understand the paragraph deeply. At the same time the teacher gives some explanations to the difficult points.Step IV：After ReadingSummary:Canada is_____ kilometers from west to east. But its population is only slightly over ____________, and most of them live within the areas of the USA border. so it is quite _______.Vancouver, Canada’s ________ part , is also its _____________city , surrounded by mountains and the Pacific Ocean. ______in the Rocky Mountains and _______ in the harbor make Vancouver one of Canada's ____________cities to live in The coast north of Vancouver has some of _________ and ____________ forests in the world. Calgary, which is famous for the Stampede.Canada has more __________than any other country in the world . In fact , it has ___________ of the world's total fresh water and much of it is in ______________Aims: Consolidate what the students have learned and improve their ability in using the language. Step V :DiscussionIf someday you will go to Canada ,where will you go? Why?Aims: Get students to learn how to make an introduction using English .Enable students to master cooperative learning .Step VI:HomeworkSuppose you are Li Hua, your Canadian friend Wilson will come to China for a visit .Please write him a letter to introduce China.Aims:Since the students have a lot understanding of the text through different activities, now it’s time for them to write something about a report about one place using the vocabularies in this unit to consolidate the knowledge and deepen their understanding about different cultures.。
人教版必修三第五单元教案
A. 4.B. 3.C. 5.D. 6.
Step III:Reading
Read the passage and finish the true or false
1. The national animal ofCanadais grizzly bear. ( )
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课题
《unit5 Canada-----“The Truth North”》
人教版必修三第五单元第一课时教案。
教学程序
能
力
要
D. Ocean ships cannot reachThunder Bay.
(4)Which of the following shows the right route of the cousin’s travel?
A. Toronto→Calgary→Vancouver→Thunder Bay
1. What language(s) do Canadians speak?
A. English.B. English and German.
C. English and French.D. English and Spanish.
2. What is the capital ofCanada?
A. Vancouver.B. Toronto.C. Calgary.D.Ottawa.
1）the second largest /biggest第二大
新人教版英语必修三Unit 5《Canada-The true North》教学设计
UNIT 5 Canada----“The true north”A Trip on “The True North”Reading ILearning aims:Knowledge aims:1. Get the students to learn some useful words and expressions2.Enable the students to learn about some basic information and talk about CanadaAbility aim:To develop students’ ability to read and let them learn different reading skillsEmotional aim:Stimulate the students’ interest in learning about foreign countries Warming upA.While-reading activitiesRead for main idea1.What’s the passage mainly ab out?It is about a ____________ of two girls and it tells us some information about _______________.2.Match the maid idea of each para.Part I What they saw, heard and felt for the first three days Part II Brief introduction of the trip to CanadaPart III Their chat on the way to the station3.What are the main places mentioned in the reading passage?(In time order)1) the Rocky Mountains 2) Vancouver3) Calgary 4) Toronto5) Thunder Bay at the top of Lake Superior________________________________________________________ B.Careful readingPara 1Q1:Why are the cousins not flying directly to the Atlantic coast?________________________________________________________Q2: Which continent are the cousins crossing?________________________________________________________ Para 2Q1: What is “The True North ”?___________________________________________________Q2:According to Danny Lin’s words, what can they see in Canada?________________________________________________________ Vancouver●It is ____________ by mountains and the Pacific Ocean.●People can ___ in Rocky Mountains and sail in the ________.●Wet climate makes the trees extremely tall, some _________ over 90metres.Vancouver’s population is increasing very rapidly. Why?___________________________________________________________ ________________________________________________________ Para 3What happens at the Calgary Stampede?___________________________________________________________ Cowboys________ ______ riding wild horses for thousands of _________.Para 4Q1: How are ocean ships able to reach the centre of Canada?___________________________________________________________ ________________________________________________________Q2: How much fresh water does Canada have?________________________________________________________ Find out what these numbers refer to.5,500km________________________________________________ thirty million_____________________________________________ one-third________________________________________________ C.Fill in the blanksLi Daiyu and Liu Qian took the train in Canada from_____ to______. The cousins’ friend, Danny Lin, took them to the train station tocatch“_____ _____ _____”. Canada is the ______ bigges t 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 and the Pacific Ocean. When the cousins _____ _____ in the seats, they looked out of the window. They saw mountains goats and even a grizzly bear. Calgary is famous for the Stampede. Many cowboys who ______ ______ ______ ______ riding wild horses come to compete in it. Then they ______ _______ a wheat-growing province. Thunder Bay is a busy port where ships can ____ ___ the Great Lakes . That night, the train _____ towards Toronto. Tips:Beginning: If I have the chance to travel to Canada, I prefer to go to ___, which impressed me most. ____ is a/an… city. The reasons are as follows:Body: Firstly,… Then,…. Besides,….Ending: So I’d like to choose ____.Write a short passage to report what Li Daiyu and Liu Qian saw in Canada.。
高一英语教案：必修3unit5教案
新课标人教版必修 3 第 5 单元Book 3 unit 5 Canada —“ The True North ”A trip on “ The True North ”Important points:beauty and natural resources of Canada. Get students to learn different reading skills. scanning; detailed reading, referring;etc.) Difficult points:information and talk about Canada. Teaching aims:part:Chat; surround; measure; aboard; within; border;sight of; have a gift for; etc.let students learn the knowledge of Canada.Develop students ' reading ability and learn different reading skills.教案东明一中李爱丽Readinglet students read the passage and learn about the geography,population,maincities,natural(skimming; Develop students ' reading ability. Enablestudentsto learnaboutsomebasiclearn the useful new wordsand expressions in thisrather than; settle down; manage to do; catchlet students learn how to read a travelling reportand how to use a mapStimulate interests in learning about foreign countries. Teaching methods: skimming, scanning, discussing,etc.Teaching aids: multimedia and a computer.Teaching proceduresThe first period Reading (I)Step 1 Leading-in1. Show a list of pictures to students, ask them enjoythe beautiful scenery and try to guess where thescenery comes from.do you know about 2.Have a quiz(How muchCanada?) Divide the whole class into 2 groups (boys and girls). Let students have a competition.( Aims: to introduce the unit topic and arouse students ' interests in class activities)Show the following on the screen1. Which is the national flag of Canada?A . B. C. D. ( 4 pictures on the screen)2. Which is the national flower of Canada?A. cherryB. roseC. mapleD. daffodil (with pictures on the screen)3. What language(s) do Canadians speak?A. EnglishB. English and GermanC. English and FrenchD. English and Spanish(with pictures on the screen)4. What is the capital of Canada?A. VancouverB. TorontoC. CalgaryD. Ottawa(with pictures on the screen)5. What is the national animal of Canada?A. BeaverB. Grizzly bearC. Polar bearD. Penguin(with pictures on the screen)6. What is the leader of the country called?A. PresidentB. Prime MinisterC. QueenD. Chairman7. which lake is not in Canada?A. Lake SuperiorB. Lake HuronC. Lake ErieD. Lake Ontarioscreen)Step 2 Readingstudents ' reading ability to getand certain information.)Reading tips:Go through the passage quickly and silently to get the main idea. Don ' t worry about the details andnew words.questions:1) What is the passage mainly about? of two girls; and it tells ussome information about 2) What is “ The True NorthThe True North is a name ofability to get specific informationand make preparations for the next task.)E. Lake Michigan(Show a map on theI. Skimming( 略读 ) 2ms Ask students: Do you feelpuzzled when reading the title? To find the answerquicklyyou ' d betterhave a skimmingof thepassage.( develop the main ideaSkim the passageand then answer the followingIt is aboutII. Scanning( 跳读 ) 4ms ( Aims: Develop studentsfor the passagesRead ing tips: It is a travelling journal（游t 记 ）so we should find out the esse ntial items （基本项目）in it.Scan the passage and find out characters （ 人物 ）, places and their travelli ngroute （路线）Characters:Places :Route: Draw a travelli ng route on the map on P33un dersta nding in clud ing some words and senten ces ）The True NorthIII. Detailed readi ng （ 细读）10ms （Aims: Develop stude nts ability to get moredetailsabout thepassage,and havestude ntsget a furtherRead the passage more carefullyand find more in formatio naboutCan ada. The n finish thefollowi ng tasks .They could cross the whole continent(para 1)Its populati on is in creas ing rapidly.(para 2) and much of it is in the GreatLakes.( para 4)Task 3 Tran slation Bar ( 译译吧)That after noon, the cous ins got on the trainand the n sat in their comfortable seatsSome people have the idea that you can cross Can ada in less tha nfive days, but they forget the fact that Can ada is 5,500kilometres from coast to coast.她们不想一路乘飞机，而决定先飞温哥华，再从西海岸乘火车横穿加拿大到达东海岸。
最新人教版高中英语必修三unit 5《canada-the true north》全单元教案.doc
Unit 5 Canada ——“The true North”Period 1 Warming up and Reading 1Teaching aims:1. Talking about Canada.2. Learn the geography, population, main cities, and natural beauty, natural resources of Canada.3. Learn how to read a traveling report and pictures.Teaching aids: A computer, a project and pictures.Teaching steps:Step 1. Warming up.1. Ss discuss the following questions.1) Do you like to go tra veling?2) Which countries do you like to visit? Why?3) What can you see in these countries?2.T shows some pictures of winter and invites Ss to describe them.3.Get Ss to talk what they know about Canada.4.T shows a map of Canada and asks: 1.Which continent is Canada in?2.Which country is its neighbor?3.What are the Oceans Canada fac es?4.How large is Canada?4. Have a quiz.Step 2. Pre-reading.T: Would you like to take a trip to Canada?What three words would you use to describe Canada?Step 3 Reading1. Shimming:Get Ss to read the passage quickly and answer the following questions: 1) What is the passage mainly about?Sample：The passage is about a trip of two girls, and it tells us some information about Canada.2) What is “The Ture No rth”?Sample：“The True North” is the train that goes across Canada / the cross-Canada train.3) How many cities are mentioned in the text? What are they?Sample：Vancouver – Calgary—Thunder Bay—Toronto4) What do you know about each city?Vancouver :the warmest part of Canada； the most beautiful city in Canadamany Asian want to live there；the trees are extremely tall.the oldest and most beautiful forests in the worldCalgary:famous for StampedeCowboys come to compete in riding wild horses.good at working with animalsthey can win a lot of money in prizes.Thunder Bay:at the top end of the Great Lakes；very busy portclose to the centre of the country ,so that ocean ships can go there.2. Detailed reading:1) Get Ss to read the passage again and correct the following sentences.1. The girls went to Canada to see their relatives in Montreal.(in the East of Canada / on the Atlantic coast of Canada)2. Danny Lin was goi ng to drive them to Vancouver.(the train station to catch the cross-Canada train)3. You can cross Canada in less than five days by bicycle.(can’t)4. The girls looked out the windows and saw Native Indians and cowboys.(a grizzly bear, mountain goats and wild scenery)5. Thunder Bay is a port city in the south of Canada, near Toronto.(at the top end of the Great Lakes, near the center of the country)2) Listen to the tape and fill in the blanks from the text.Canada is _____ than the United States. It is the _______largest country in the world.It is _____ kilometers from coast to coast in Canada.The population of Canada is onl y slightly over_____________.Canada has _________ of the world’s fresh water, much of which is in the ___________.On the coast north of Vancouver some of the oldest and most beautiful _______ in the world still remain. It is so wet there that the trees are extremely ______.Period 2 Language points:1.Canada is a multicultural country like China. 加拿大像中国一样是一个多元化国家。
人教版高中英语必修三Unit5Canada--“TheTrueNorth”Reading教案
人教版必修3第5单元Reading教学设计一、教学目标知识目标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 them 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 countries.2. Develop students’ sense of cooperati ve learning.二、学情分析1. 教学对象为高一学生，智力发展趋于成熟。
在必修一第三单元“Traveling”一课中，学生已经学过一些相关的旅游的表达的基础知识，会简单地描述自己的一趟旅程。
2. 学生的生活经验是可利用的教学资源。
我在课前已经了解到，在这之前学生对加拿大的一些基本信息有一定的了解，例如：领土面积，风土人情和多元文化等等。
他们急切的想知道加拿大的一些美丽城市。
想通过书本领略其风光。
本课时主要注重学生的听说读写能力的培养和训练。
通过任务形课堂活动和学习，让学生自主参与课堂活动，形成主体。
用于表现自己和阐述自己的观点。
把课堂知识拓展到课外，通过多渠道获取信息。
三、教学内容分析本节课是本单元的阅读课”Canada——The True North”，沿着从西向东的旅游路线向我们介绍了加拿大的面积、地貌、主要城市、人口、生态环境等。
英语 人教必修版 第三册教案 Unit5
二、教学方法教案(一)主题任务(Core tasks)本单元的练习中已经有不少的综合性的主题任务型教学活动，例如听力部分第4题、读后练习第2题、综合技能的阅读部分第5题、综合技能的写作训练题等等。
教师可以根据教学的具体情况有重点地开展活动。
根据本单元的中心主题，还可以设计以下主题任务。
任务一：广告语(Slogan)设计比赛活动时间：学完本单元之后活动形式：个人活动，小组活动、全班活动语言知识要求：不限语言技能要求：说、写活动步骤：1．布置任务：教师选定一个宣传目标(如：学校、书、文具、商业大楼、公司、衣服、日用品、电脑、汽车、手机等)，最好是每个同学都很熟悉的主题，要求每个人为这个宣传目标设计英语广告语，具体要求是：1)It should be catchy；2)It should convey a positive message or idea of the target．2．小组活动：学生分小组活动，可以是每一个小组成员提出自己的设计方案，在小组范围内讨论并选出小组最佳作品，也可以是小组全体成员合作设计出一个方案。
3．班级活动：各小组展示自己的设计方案，由老师和学生代表组成评委会，选出全班最佳作品。
任务二：国外品牌的翻译活动时间：学完本单元之后活动形式：个人活动、两人小组活动、全班活动语言知识要求：本单元中有关词汇和句型语言技能要求：听、说、读、写、译活动步骤：1．布置任务：要求每个学生收集2-3个国外产品的品牌名称以及中文翻译，如：Coca Cola(可口可乐)。
2．两人小组活动：学生先把产品品牌的原名展示给同伴，让对方试着给出中文翻译，再比较同伴的翻译和广告中所采用的翻泽。
鼓励学生运用本单元中学到的广告语言运用技巧分析这些中文翻译的含义。
3．全班活动：将同学们收集到的品牌翻译集中在一起，按产品分类编成黑板报或手抄报的形式。
任务三：主题广告专栏的编写活动时间：学完本单元之后活动形式：小组活动、全班活动语言知识要求：本单元中有关词汇和句型语言技能要求：听、说、读、写活动步骤：1．布置任务：把全班按兴趣分成几个小组，每个小组选择一个广告主题进行研究，可以由小组自定，也可由教师指定，如：汽车组、手机组、食品组、化妆品组、运动健身组、IT 组等。
人教版 高中英语 必修3 Unit 5 A Trip on the True North教案设计
Unit 5 Canada—“The True North”A Trip on “The True North”--- Warming up and reading教学目标Ss know about basic information of Canada.Ss’ reading abilities are improved.Get the ss to learn to master important words and phrases.教学重难点Ss can find out key information with the help of the offered information.Learn about key points of three main cities in Canada—Vancouver, Calgary and Thunder Bay.教学方法Task-based teaching method教具准备Multi-media课前预习：Important words and phrasesVancouver____________ Calgary____________ Thunder Bay___________ continent___________scenery____________eastward______________ harbor_____________measure _________border ____________ rather than________go through________chat about________go eastward________be surrounded by________settle down________manage to do sth. _________be surprised at________catch sight of_________have a gift for__________教学过程Step 1 Warming up and readingT:Just now we have enjoyed a song. Do you know the singer? Who is she? Ss: Avril.T: Where is she from?Ss: Canada.T: How much do you know about Canada?(Let’s have a competition)（通过分组比赛调动学生学习积极性）Quiz1. Which is the national flower of Canada?2. How many “Great Lakes” are th ere in Canada ?3. What language(s) do Canadians speak?4. What is the Canadian leader called?5. What is the capital of Canada?6. What is the national animal of Canada?Step 2 Fast reading快速阅读1.The True North is a name of_____________________.2. Read the 1st para. and finish the chart below.brief introduction about the tripwho_______________________wherehow first by_________ ,then by__________why to __________________3.What is the right route（路线）about the trip？A. Calgary– Vancouver-- Rocket Mountains--Lake Superior--TorontoB. Vancouver--Thunder Bay-- Calgary– Rocket Mountains-– Lake Superior– TorontoC. Vancouver– Rocket Mountains--Calgary– Thunder Bay– Lake Superior– Toronto Step 3 Careful reading细读（通过寻找数字信息让学生了解加拿大的人口、地理、水量等基本信息；学生通过提供的具体信息学会跳读、扫读等阅读技巧。
人教版高中英语必修三Unit5CanadaThetrueNorthword全单元教案
Unit 5 Canada ——“The true North”Period 1 Warming up and Reading 1Teaching aims:1. Talking about Canada.2. Learn the geography, population, main cities, and natural beauty, natural resources of Canada.3. Learn how to read a traveling report and pictures.Teaching aids: A computer, a project and pictures.Teaching steps:Step 1. Warming up.1. Ss discuss the following questions.1) Do you like to go tra veling?2) Which countries do you like to visit? Why?3) What can you see in these countries?2.T shows some pictures of winter and invites Ss to describe them.3.Get Ss to talk what they know about Canada.4.T shows a map of Canada and asks: 1.Which continent is Canada in?2.Which country is its neighbor?3.What are the Oceans Canada fac es?4.How large is Canada?4. Have a quiz.Step 2. Pre-reading.T: Would you like to take a trip to Canada?What three words would you use to describe Canada?Step 3 Reading1. Shimming:Get Ss to read the passage quickly and answer the following questions:1) What is the passage mainly about?Sample：The passage is about a trip of two girls, and it tells us some information about Canada.2) What is “The Ture No rth”?Sample：“The True North” is the train that goes across Canada / the cross-Canada train.3) How many cities are mentioned in the text? What are they?Sample：Vancouver – Calgary—Thunder Bay—Toronto4) What do you know about each city?Vancouver :the warmest part of Canada；the most beautiful city in Canadamany Asian want to live there；the trees are extremely tall.the oldest and most beautiful forests in the worldCalgary:famous for StampedeCowboys come to compete in riding wild horses.good at working with animalsthey can win a lot of money in prizes.Thunder Bay:at the top end of the Great Lakes；very busy portclose to the centre of the country ,so that ocean ships can go there.2. Detailed reading:1) Get Ss to read the passage again and correct the following sentences.1. The girls went to Canada to see their relatives in Montreal.(in the East of Canada / on the Atlantic coast of Canada)2. Danny Lin was goi ng to drive them to Vancouver.(the train station to catch the cross-Canada train)3. You can cross Canada in less than five days by bicycle.(can’t)4. The girls looked out the windows and saw Native Indians and cowboys.(a grizzly bear, mountain goats and wild scenery)5. Thunder Bay is a port city in the south of Canada, near Toronto.(at the top end of the Great Lakes, near the center of the country)2) Listen to the tape and fill in the blanks from the text.Canada is _____ than the United States. It is the _______largest country in the world.It is _____kilometers from coast to coast in Canada.The population of Canada is onl y slightly over_____________.Canada has _________ of the world’s fresh water, much of which is in the ___________.On the coast north of Vancouver some of the oldest and most beautiful _______ in the world still remain. It is so wet there that the trees are extremely ______.Period 2 Language points:1.Canada is a multicultural country like China. 加拿大像中国一样是一个多元化国家。
人教版高中英语必修三Unit-5-教案
人教版高中英语必修三Unit-5-教案Unit 5 Canada ─ “The True North”一、教学目标：掌握本单元重点单词、短语的用法及语法点二、教学重难点：1、对课文内容的整体把握2、课文中长难句的理解3、对文中细节的把握三、教学过程1. Rather than take the aeroplane all the way, they decided to fly to Vancouver and then take the train west to east across Canada.她们不想一路乘飞机，她们决定先飞到温哥华，再从西海岸乘火车横穿加拿大到达东海岸。
rather than 表示客观事实，意为_________________________________________ He is an explorer rather than a sailor. __________________________________________ The sweater she bought was beautiful rather than cheap. ______________________________ 我们是在教室里开会，不是在大厅里。
___________________________________________ 她喜欢唱歌，而不喜欢跳舞。
___________________________________________________ We should help him rather than he should help us. ____________________________________ rather than 连接两个名词或代词作主语时，谓语动词应与rather than 前面的名词或代词在人称和数上保持一致。
是你而不是我要去要购物。
人教_高一英语必修三_Unit5_Reading_名师教学设计
Unit5 Reading 名师教学设计（一）基于阅读圈的英语核心素养的培养教学设计一、设计理念1.阅读圈是我校英语组的正在进行的省级研究课题，试图采用一种新型的阅读教学模式，改变课堂生态，让学生成为阅读体验的主体。
在阅读中，学生被分为为若干个小组（circles）每个成员又被赋予各自的角色任务，在各自的阅读完成之后进行小组讨论、分享、团体评价2.文本解读多元化，培养学生多角度解读文本，读透具体信息所承载的深层含义，让学生不仅会获取信息还会处理和分析所获得的信息。
二、教材内容分析本节课的内容是人民教育出版社出版的NSE高中教材选修3第五单元，本单元话题为“加拿大”，通过两位女孩李黛玉与刘茜的加拿大之旅，向我们展示了加拿大的一些基本概况，包括它的地理位置、主要城市、风土人情以及它的多元文化。
通过学习本单元，让学生对加拿大有更多的了解，使学生能够用所学的词汇与句式表达方向与位置，并学会条理地写出旅游过程中的所见所闻。
本单元阅读部分是一篇游记“在旅途中看加拿大”，两位女孩李黛玉与刘茜沿着从西向东的旅游路线向我们介绍了加拿大的面积、地貌、主要城市、人口、生态环境等。
她们在旅途中看到了自然美景及野生动物，文章还介绍了加拿大的自然资源，让学生对加拿大的美丽、富饶、幅员辽阔、地广人稀有更深的了解。
学生可以通过学习课文掌握新的词汇、句型和游记的写法，提高学生的阅读能力。
教师在充分利用教材资源的基础上，结合学生的实际情况设计阅读圈的教学策略，帮助学生有效地掌握阅读技能，形成有效的学习方法和阅读策略。
本课教学的重点在于如何在课堂中运用阅读圈的阅读策略让学生快乐轻松地学习加拿大的文化，进而延伸到日常生活中如何运用所学知识描写游记。
三、教学目标（语言能力；思维品质；文化意识；学习能力）一、语言能力：1. 在文本阅读中学生会根据语篇理解新出现的句型以及重点词汇和短语，如rather than, baggage, scenery, eastward, surround, harbor, measure, aboard, have a gift for, manage to do, catch sight of的意思等。
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Then make student 4 groups race to answer the questions
1.Which is the natiational flower of Canada
A cherryBrose
Last class we had learned the text of unit 5, so what do you know about Canada?
Step 2 review（8分钟）
Lead-in
T：（Walk to a student）Wang Bin，what do you know about Canada？
(3) Get to know basic information about Canada
（4）Find and retell the grammar structure of the Present Perfect
能力目标：Reading skills are very important for senior students. For the first reading，we intend to cultivate Ss’ skimming ability. They are required to list the words referring to different topographical features in the text. Then they are required to match these words with the English explanations. Through this part we can develop Ss’ ability of guessing the meanings of new words according to the contexts.
教学过程
引课（情景教学导入）
Part one—— review
Step 1 Greetings
Teacher：nice to meet you ,boys and girls
(smile)---music导入(2分钟)
然后播放事先准备好的加拿大国歌，给大家一种激昂的情绪，并鼓励大家哼唱。
OK . everyone. Do you know what’s this? yes, it’s the national anthem of Canada
1. rather than...是……而不是……；与其……不如……；不愿
[典例]
1).He ran rather than walked.他是跑的而不是走的。
2).Rather than allow the vegetables to go bad, he sold them at half price与其让蔬菜烂掉，他半价把它们卖掉。
（2）then teacher lead students to read the text deeply and find out the language points to explain it.
(以下过程都是边读课文边进行讲解，讲解过程中穿插往年考过的真题进行巩固练习)
Ⅳ.重点词组（旨在提供词汇综合运用材料）
S1:Ottawa is the capital of Canada
T: ok very good , so do you know what’s this
S: it’s beaver ,national animal of Canada
T：Yes，you’re quite right, this is national animal ,but do you know the national flag of Canada
(2)Learn different reading skills for different reading purposes.
教学难点
（1）How to express their own opinions and ideas.
(2)How to use the words accurately.
(5)Get Ss to learn different reading skills，especially the abilities of understanding the implied meanings.
情感目标：(1)Develop the students’ moral quality.
5). I think Tom, ______ ______ you, ______ ______ ______ (blame).
6).他宁愿死也不愿在街上乞讨。_____________________________________________
答案：1).rather than2).ride; to ride3). hadn’ t come 4). rather than 5). rather than; is to blame
3. What language(s) do Canadians speak?
A. English
B. English and German
C. English and French
D. English and Spanish
4. What is the capital of Canada
A Vancouver B Toronto
scenery指某地总的自然景观。
1. The west lake is famous for its____________.
2. Nigara Falls is one of the _________ in the world.
3.The police quickly reached the_____ of the murder
6). He would rather die than beg in the street. = He would die rather than beg in the street.
2.景色，风景
scene展现在眼前的景色,一个景色。
view指从远处和高处所看到的景色。
sight指值得看的东西，某地的特有名胜。
[重点用法]
do A rather than do B = rather than do B, sb. does A某人不做B却做A
A rather than B是A而不是B
would rather do A than do B = would do A rather than do B宁可做A而不做B
例句改错
I want to watch some great scene答案：see，scenery
（重点考察几个词的区别）
3：settle down舒适地坐下或躺下；（使）安静、安顿、安心；习惯於新的生活方式/工作等
[典例]
1). She settled down in an armchair to read her book.她舒适地坐在单座沙发上看书。
（3）Learn different reading skills for different reading purposes.
安排
共2课时（第2课时）45minutes review the text and learn language points
教具：Multi-media classroom and other normal teaching tools.
prefer to do A rather than do B最喜欢做A而不做B
would rather sb. did/had done sth.宁愿某人做某事
注意：rather than表示客观事实，它连接的并列成分可以是名词、代词、形容词、介词(短语)、动名词、分句、不定式、动词等。后接不定式时，不定式可以带to，也可以不带to。但rather than位于句首时，则只能接不带to的不定式。
[练习]根据句子意思及要求填空或翻译。
Activity3让学生合作填空并仿照例句造句
1). He came running all the way____________walking.
2). Rather than ______ (ride) on a crowded bus, he always prefers ______ (ride) a bicycle.
3).I’ d rather you______ ______ (not come) yesterday.
4). She likes to keep things in the house ______ ______ throw them away, though many are useless.
First（1）teacher asks Ss to read the title and subtitle in order to make them think about the organization of the whole passage，and this method can help them not only in their understanding but also in writing a passage. To develop Ss’ scanning ability，the teacher designs five questions，some of which are very difficult. So the teacher will help them to read between the lines，thus Ss can gradually get the ability to understand the writer’s implied meanings.