高中英语必修三unit5练习题讲课教案
Unit 5 Assessing Your Progress示范教案【英语人教必修第三册
Unit 5 The Value of MoneyAssessing Your Progress & Project教材分析该板块的活动主题为“评估你的进步和完成项目活动”。
第一个活动主要是对本单元的回顾与总结。
检测学生对单元重点词汇，以及语法知识的掌握情况，结合真实语境问题，让学生回顾和总结本单元所学内容。
这样既可以帮助他们了解自己的兴趣点和学习困难，又便于他们有针对性地解决问题，改善学习方式。
项目活动的主题是“表演《百万英镑》中某一场戏”（Give a performance of a scene from the play）。
这是一个真实而有意义的活动。
英文短剧表演有助于提升学生的学习兴趣、深化语言学习与运用、训练口语表达能力。
短剧排演也是一个培养学生沟通能力和协作精神的过程。
另外还能对学生人格的健康发展产生积极影响。
教学目标1. 掌握本单元重点词汇。
2. 回顾本单元语法知识点。
3. 总结单元所学内容，能运用所学知识完成活动项目。
教学重难点【教学重点】引导学生回顾单元知识，学会用所学知识表达自己的看法。
并能通过小组分工合作，完成项目活动。
【教学难点】培养学生的表演创造能力，提升学生的艺术鉴赏能力。
教学过程Step 1 ReviewReview the key words and phrases.设计意图：回顾单元重点单词和短语，夯实基础知识。
Step 2 Practice1. Work on Activity 1. Complete the script below using the words in the box.设计意图：在具体语境中巩固词汇知识。
2. Work on Activity 2. Complete the passages with suitable modal verbs or the correct forms of the verbs in brackets. Add not if necessary.设计意图：巩固本单元语法知识。
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。
Unit 5 The Value of Money Section C (教案)高中英语必修第三册
Unit 5 The Value of MoneySection C Reading for Writing教学设计科目：英语课题：Section C Reading for Writing课时：1课时教学目标与核心素养：知识目标：1.have a good understanding of the story in act. 2, scene 12.figure out the basic elements of the play.能力目标：identify the language features情感目标：write a dramatic scene.教学重难点教学重点：1.Let students learn to identify the language features.2.Help students to write a dramatic scene教学难点：Enable students to write a dramatic scene课前准备：多媒体，黑板，粉笔教学过程：一、Pre-class1. Greeting2. Leading-in汉译英1.sequence vt.按顺序排列n.顺序;一系列2.tailor n.(男装)裁缝vt.专门制作;定做3.clerk n.职员;文书;店员4.manner n.举止;行为方式;方法;[pl.]礼貌;礼仪5.downstairs adv.顺楼梯而下;在楼下;往楼下6.stair n.楼梯;梯级7.aside adv.到旁边;在旁边;留;存8.frown n.& vi.皱眉9.indeed adv.其实;实际上;当然;确实10.plot n.故事情节;布局;阴谋11.ambassador n.大使;使节;代表12.upper adj.上面的;上层的;靠上部的13.in a...manner以一种……的方式;带着一副……的样子14.in that case既然那样;假使那样的话15.be willing to do sth愿意或乐意做某事二、While-class教师活动：讲解本课的重点知识1.hesitate vi.犹豫;迟疑;顾虑hesitate to do sth犹豫做某事hesitate about/over/at...对……感到犹豫hesitation n.犹豫without hesitation毫不犹豫地have no hesitation in doing sth毫不犹豫地做某事(1)In the event of difficulties,please do not hesitate to contact our Customer Service Department.如果遇到困难,请尽管和我们的客户服务部联系。
Unit 5 The Value of Money 示范课教案【英语人教必修第三册】
Unit 5 The Value of Money子主题1：《百万英镑》戏剧中的金钱观Period 5 Reading for writing (II)WorksheetUnit 5 Reading for writing (II)Activity 1: Review and sharePlease briefly introduce the plot of The Million Pound Bank Note.Activity 2: Scan and answerRead the play again and answer the following questions.1. Where in this play does Henry show his million-pound bank note?2. Why does the author arrange it to be in such a position?3. What kinds of language does the author use to achieve his goal? Please find some examples and explain their effects.Activity 3: Scan and summarizeSummarize the dramatic conflict techniques used by the author and the language features corresponding to them by filling in the table below.Activity 4: Discuss and shareWhat messages does the author try to convey in your opinion based on the analysis of the play?Activity 5: Create a dramatic sceneWrite a dramatic scene to show Henry’s experience after the tailor’s shop. You may start by considering the following aspects:1. The place (shoe store, barber shop, cinema...)2. The main characters3. The main plotSteps of writing a new scene:A. Make a list of the characters.B. Make an outline of the events in the scene.C. Decide how the characters’ feelings change during the scene.D. Think of an exciting ending.E. Write the dialogue.F. Write the stage directions which tell the actors what to do or how to say something.Activity 6: Act it outRehearse your dramatic scene in groups of three and then act it out in class. The audience should grade theirperformance based on the evaluation form.Evaluation FormPolish your dramatic scene and make it into a short video.。
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教案Unit5 Period7 Grammar exercises
Finish the Multiplechoiceon the ppt.
Step 6 Evaluation
Give scores to the showing groups
Test in class (Translate):
1. 他能来帮助我们使我们很高兴。
2. 他被选为（to be chosen as）志愿者（volunteer）让我们感到高兴。
单元（章节）课题
Unit5 Canada—“The True North”
本节课题
Grammar exercises
三维目标
1. Understand the knowledge that we’ve learnt.
2. Use the knowledge to deal with the related exercises.
Step3 Ss’ Show
1. Ss show theirexplanationgroups by groups.
2. Teacherexplainssome important and difficult points.
Step4Summary
Help students to sum up the way of doing exercises.
3. 我们明天是否举行派对取决于天气。
4. 我不知道他什么时ቤተ መጻሕፍቲ ባይዱ回来。
5．谁应该是第一名的问题还没有定下来。
课后作业布置
Do exercises on newspaper.
预习内容布置
Preview the listening class.
3. How to deal with the exercises correctly.
必修三 unit 5_教案
必修三 unit 5_教案必修三unit 5 Astronomy: Canade ---“The True North”适用学科英语适用年级高一适用区域全国课时时长（分钟）2课时知识点1、本单元重点词汇。
2、名词性从句中的表语从句和同位语从句。
教学目标1、掌握本单元部分单词和短语的基本词义和用法。
2、通过本单元的学习，要求学生熟练掌握表语从句和同位语从句的语用功能。
教学重点通过上下文来教词汇、语法，并引导学生分析长句、难句和复杂句。
教学难点总结语言材料中有关表语从句和同位语从句的用法和功能并加以应用。
教学过程一、课堂导入了解加拿大风土人情。
二、复习预习教师引导学生复习上节课所学知识点，（以提问、回顾的形式进行），针对上节课的作业进行讲评、订正、答疑，并通过对表语从句和同位语从句具体用法的directional方向的)multiform a.多种多样的(multi + form 形式)multicultural a.多种文化的(multi + cultural文化的)multimedia a.多媒体的(multi + media 媒介)multitude a.多数;群众(multi + tude状态→多的状态→多数)rather than并列连词，而不是(回归课本P34)Rather than take the aero plane all the way, they decided to fly to Vancouver and then take the train from west to eastacross Canada.他们不想一路乘飞机，而决定先飞到温哥华，再从西海岸乘火车横穿加拿大到东海岸。
1、rather than: 意为“而不是”、“而没有”，侧重客观上的差别，还可以表示“与其……，倒不如（或宁可）……”，侧重句子主语或说话人主观上的选择。
句中rather than 前后一般应为名词、代词、动名词、形容词、谓语动词、动词不定式、介词短语，甚至分句等。
高中英语必修三Unit5教学案
Unit 5 Canada—“The True North”主备：念小荣备课（教研）组长：审核：授课教师：TopicThis unit is about Canada. The students can learn some basic information about Canada by the travelling experience of Li Daiyu. It includes the geographical conditions, the characteristics of each city, the social and cultural characteristics and so on.Teaching aims and demands1.Knowledge goals●Get the students to learn the new words and expressions.●Let the students know some basic information about Canada—thegeographical location, major cities, local customs and practices and soon.●Make the students understand the multi-culture and the characteristicsof multicultural countries.2.Ability goals●Let the students learn how to read a traveling report and use the map.●Get the students to learn how to express the direction and location.●Make the students master the usage of appositive clause.3.Emotional goals●Stimulate the students’desire to learn something about Canada byputting up some auxiliary material on wall around the classroom.●Stimulate the students’interest of learning English bycooperativeactivities (E.g. Who is the known-all about Canada?)Teaching important points1.The new words and expressions in this unit2.Let the students know some basic information about Canada—thegeographical location, major cities, local customs and practices and soon3.Improve the students’ reading skills by reading passage4.Improve the students’ comprehensive skills by listening, speaking andwritingTeaching difficult points1.How to read a traveling report and use the map2.How to express the direction and location3.To master the usage of appositive clausePeriod designPeriod 1 Warming up and reading (2 classes)Period 2 Learning about language: Vocabulary and grammar (2 classes) Period 3 Using language: Listening and reading (2 classes)Period 4 Using language: speaking and writingPeriod 5 Some exercises in Workbook, Student’s Book 3Teaching proceduresPeriod 1 Warming up and reading (2 classes)【自主合作学习】Step 1 New vocabulary完成课前新知导学第一、二题（见练习册P52）【学法指点】学生提前将本课涉及到的生词通过小组合作来学习和掌握，不会读的单词可通过课堂上听录音或老师指点来处理。
Unit 5 Reading for writing示范教案【英语人教必修第三册】
Unit 5 The Value of MoneyReading for Writing教学设计教材分析该板块的活动主题是“创编剧本”（Write a dramatic scene）。
学生将在本单元视听、阅读故事情节的基础上，为该剧创作出一场戏。
剧本创作具有三个特点。
首先，这一体裁基本以对话形式展开，通过人物的对话和内心独白展示故事情节、矛盾冲突。
其次，剧本创作不同于其他文学形式，不是以旁观者的身份讲述故事，而是以核心人物的自我讲述展开的，在此基础上需要把握每一个人物的性格和语言特点。
第三，剧本创作需要关注多感官体验，并综合考虑结构、节奏和布局等，将人物语言、形象、服饰、舞台背景、交往环境等诸多因素考虑在内。
因此，剧本创作对学生的综合素质提出了更高的要求。
教学目标1. 掌握剧本的文体特征和语言特色。
2. 通过分析作者的表现手法欣赏剧本中细腻的心理刻画、场景描写等。
3. 能梳理思路，有逻辑地完成剧本创作。
教学重难点【教学重点】引导学生掌握剧本的文体特征和语言特色。
【教学难点】引导学生梳理思路，有逻辑地创作剧本。
教学过程Step 1 Warming-upFree talk.1. We know that money is important, but is it everything? What’s your opinion?2. What is the right attitude we should take towards money?设计意图：利用问题，引发学生思考，为下文做铺垫。
Step 2 Reading1. Read for informationTask 1: Read the scene and answer the questions.(1) Where does Henry go? What does he want?(2) What do the clerks show Henry at first? Why?(3) What makes the people in the store change their attitudes towards Henry?(4) Why would the owner be willing to wait for a long time to get paid?(5) Is it right to judge people by their clothes? Why or why not?设计意图：检测学生对阅读文本的理解，问题由浅入深，从表层信息过渡到深层理解，再到对文本主题的探究。
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。
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。
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。
Unit 5 The Value of Money 示范课教案【英语人教必修第三册】
Unit 5 The Value of Money子主题2：树立正确的金钱观Period 2 Discovering Useful StructuresWorksheetUnit 5 Discovering Useful StructuresActivity 1: Watch and finish the tasksStep 1: Try to find out the modal verbs in this video.Step 2: Can you think of more modal verbs?Step 3: Discuss the functions of modal verbs in pairs based on what you have learnt before.Activity 2: Find and thinkRead the scripts on Page 52to find the sentences with modal verbs and answer the following questions.1. What do these sentences with modal verbs mean?2. What are the functions of these modal verbs?Activity 3: Read and matchActivity 4: Fill and summarizeActivity 5: Fill in the blanksRead the passage and fill in the blanks with suitable modal verbs in the box. (教材第54页活动2)Activity 6: Think and sayWork in pairs to discuss one of the scenes from The Million Pound Bank Note on page 52 and share your understanding of the story, using modal verbs when necessary.Activity 7: Read and compareRead the following sentences and answer the question. ● What are the differences of these sentences? Samples:1) The weather forecast says it will/is going to rain, so I’m taking my umbrella. 2) The weather forecast said it would/was going to rain, so I took my umbrella.Activity 8: Think and summarizeRead the following sentences and answer the question.● What are the functions of “would do” or “was/were going to do” in these sentences? Samples:1) She promised that she was going to call me this afternoon. 2) She was going to call me yesterday afternoon but got in an accident. 3) We heard that he would be promoted in August. 4) I guessed that he would win the game.Activity 9: Fill in the blanks with the correct forms of the give verbs(教材第54页活动3)Activity 10: Think and sayWork in pairs to talk about their opinions about Chen Liyan’s returning lost money. ● Talk about your opinion about Chen Liyan’s returning lost money.HomeworkWrite a short passage to express their opinions about Chen Liyan’s good deed of returning lost money, trying to use modal verbs properly.。
最新高一英语必修三unit5教案
最新高一英语必修三unit5教案教学设计新课标高中英语教材第三册必修Module 5 Great People and Great Inventions of Ancient ChinaReading: Philosophers of Ancient China一、教学课型：阅读课二、教材分析：本篇课文介绍的是中国古代哲学家孔子、孟子和墨子。
经过十几年的耳濡目染同学们对他们的观点较熟悉，也颇感兴趣，但这些内容以英语的形式出现会让他们略感惊奇和不适，因此要引导学生克服心里障碍，通过阅读和讨论，捕捉有效信息，学会用英语表达诸多哲学家的观点。
三、教学目标：1、Help the students grasp the useful words, expressions and some importantsentence structures in the text.2、Help the students to develop reading skill3、Encourage the students to find out more about European philosophers tocompare with those of China so as to learn something necessary to their lives.四、教学重难点：1、develop reading skill2、learn about philosophers home and abroad to enrich their mind.五、教学过程：Step I. Lead in1.Show pictures of some famous philosophers the world hasever producedand their ideas such as Socrates, Higer , Laozi, Maozetong and so on.T: Please look at these pictures to see if you know any of them, if so, talkabout their ideas.T: Could you tell us which philosopher you like best and why?Ss:…….2.Have the students name some philosophers they know.T: Please name some philosophers you are interested in.T: Would you like to major in philosophy when you go to college and why?Ss:……（设计说明）In order to arouse the students’interests in philosophers, we need to let them learn about some philosophers and their views, while at the same time make them guess the meaning of the word “ philosopher”, a key word in this passage, in which way the topic of philosophers is brought out.Step II ReadingTask one: Leave the students some time to watch the video of this passage with the following questions in mind.1、What are the names of the philosophers mentioned in the passage?2、What are their ideas?3、Whose teachings were very similar to those of Confucius?4、Why did Mencius resigned?5、What is the difference between the views of Confucius and that ofMozi?T: Now I ’like you to watch the video with some questions in mind to get a general idea of the whole passage.Ss:……….（设计说明）In learning a foreign language, listening should come before reading, especially for high school students who have no time to communicate with foreigners, and with some questions in mind while listening is helpful for them to grasp the main idea of the passage and avoid blind listening.Task two:Skimming1.Leave the students five minutes to skim the passage and pick out the topics sentences of each paragraphT. Now that you have got some idea about these philosophers, next go over the text quickly to pick out the topic sentences of each paragraph.2.Show the topic sentences on the computer screen(1)Confucius is the philosopher whose influence has been the greatest.(2)Mencius was a thinker whose teachings were very similar to those ofConfucius.(3)Mozi founded the philosophy called Mohism.(设计说明)Going through the passage quickly to find the topic sentences is to help them improve their reading skill and in the long run to learn writing.Task three:Scanning: Let the students read the passage more carefully and finish the following exercise.T: Please read the text in detail this time and then carry out the following activities.1. fill in the blanks without looking at your books, each blank with one word.(1)Confucius is the ________whose influence has been the greatest.(2)Confucius ________the importance of kindness.(3)Mencius was a thinker whose _______were very similar to those ofConfucius.(4)However, when he saw that the ruler was not following his advice, he_______.(5)Mozi was another teacher who was very _________.(6)He became famous for his unusual clothes and ____________.2.Choose the right answers:(1). Mozi spent many year trying to find a state in that_______.A.He believed that men were not equal.B.His idea of love was different from the Confucian idea of kindness.C.He supported the idea of war.D.He wanted people to follow his teachings(2) Which of the following idea is from The Book of MenciusA.People were less important than rulersB.The people should be well treated by the governmentC.If the government were tough, the people would be good.D.The people should be treated badly(3) It can be inferred that the author of the passage is_______.A.is in favour of these philosophersB.doesn’t support the ideas of the philosophersC.the passage doesn’t implyD.is against the ideas of the philosophers3.Show the answers on the computer screen of excises 1and2.Excise1. 1. fill in the blanks without looking at your books, each blank with one word.(1) Confucius is the philosopher whose influence has been the greatest.(2) Confucius stressed the importance of kindness.(3) Mencius was a thinker whose teachings were very similar to those ofConfucius.(4) However, when he saw that the ruler was not following his advice, heresigned.(5) Mozi was another teacher who was very influential.He became famous for his unusual clothes and behaviour.Excise 2. D B C(设计说明)To read the passage in detail is to have a further understanding of the text.The above two excises are designed to help the students search information and give a summary of the passage.Step III. DiscussionHave the students give a discussion of some foreign philosophers and their teachings (prepared before class as a homework to surf the internet) in group of four within about 15 minutes with each group handing in their final report after class.（设计说明）The materials of the discussion have to be prepared beforehand so that the students will spend time collecting them,which can raise their ability of finding out information, while the discussion is a sort of group activity which can help them learn to cooperate with each other.Step IV Language points discussionHold a discussion about the usage of some important words, phrases and sentence structures.T: Now we have finished the reading part of the passage. Well, let’s have a discussion about the language points of this passage. First look at the first paragraph, anyone volunteer to point out important words, phrases or sentences structures you thin k important…….Ss: be at war with…..( The following Words and expressions and sentence structures should bepointed out by the students and their usage should be discussed, the teacherhas to give some further explanation and examples if necessary) Words and expressions:stress; resign; adviser; influential; principle; be at war with; be brought up;be similar t o; in some ways; man; human beings….Sentence structures:(2)But it was a time when there were many great philosophers.(3)Mencius believed that the reason why man is different from animal isthat man is good.(4)(5)As a result, he spent many years trying to find a state where peoplewould follow his teachings.（设计说明）Learning to use the words , expressions and sentence structure is one of the important skills for the students. To teach oneself and hold a discussion is a good way to grasp them, and to a certain extent help the teacher a lot in teaching, there is always something the teacher has n’t prepared.Step IV. HomeworkT: Today we have completed learning the words, phrases and sentence structures of the passage and developed reading skill, so the homework today should be making good use of what has been learned in this passage, that is , write a short passage about a famous philosopher you know in about 200 words.（设计说明）The best way to learn a language well is to use it in real life, so writing about something the students are familiar with is helpful to improve their skill inEnglish.。
高一英语必修3 Unit5同步教案2
Unit 5 Canada—“The True North”Listening, Speaking and WritingListeningStep 1 Listening1 Listen to the tape and then Complete these sentences with correct information.2 Hand out the listening material and listen to the tape ,then ask them to complete the passage Step 2 Listening on 69Listen to the tape and do the True or False1. Friends in Canada invited the two cousins to dinner at a restaurant.False2. They could not talk about all the geography of China because it is too big.True3. China is over 7,000 kilometres from east to west.False4. Many rivers in China come from the mountains in the west.True5. The Gobi Desert is like the grasslands in Canada.False6. The Great Wall cannot keep the dust of the desert away from Beijing.True7. Canadian people cannot talk with their neighbouring country because they do not speak English.False8. Both China and Canada have world-famous waterfalls.FalseStep 3 Listening textListen to the tape again and complete the passageStep 4 HomeworkRead the listening text and remember the information about CanadaSpeaking and writingStep 1 Warming upShow the students some questions to discussWhich official language do you think most people speak?Why do you think so?Why would you want to know that?Is it important to know that?Why is the Chinese language growing so fast in Canada?Can you answer the question “ what is a Canada?”Step 2 Talking on page69Imagine that you and your partner are Li Daiyu and Liu Qian. You have visited many places from west to east as well as Iqaluit. What would you talk about when you travel?Step 3 WritingWrite a report for Li Daiyu or Liu QianFirst give the sample of the reportStep 4 Writing Task on Page74Show the map of China and discuss something of the mapThen give the sample to the studentsSample Tour PlanStep 5 Homework1. Write a passage. Introduce our hometown to the visitors. In what direction is it of the capital of our province? What does a visitor can see and hear in our hometown?2. Finish summing up on Page40 after class.。
必修三Unit5教案公开课
必修三Unit5教案主备人：高2022级英语奋进教研组复备人：课题课型Reading1[来源:年级高二日期科网]Unit5Canada-”TheTrueNorth”新授主备人复备人授课人教学目标Knowledgeobjectives:KnowaboutCanada. Abilityobjectives:understandthepassageandimprove readingskills.Emotionalobjectives:TalkabouthowatripisinCanada.重点Getthestudentstolearndifferentreadingskills难点EnablethestudentstograspthemainideaofatextandtolearnthegeographyofCanada.器材Multimedia教学过程学生活动设计意图授课人标注Step1:Lead-in1.Askstudentstwoquestions Whichcityholdsthe2010WinterOlympi cGames?Inwhichcountry?2.AQuizGame1.Whatla nguage(s)doCanadiansspeakA.EnglishB.EnglishandGermanC.EnglishandFrenchD.EnglishandSpanish2.Whatistheleaderofthecountr ycall ed?A.President Studentsthinkthequestionanddothequiz.StudentspredictthecontentofreadingStudentsdiArousestudent’sinterest,andbuildconnectioninthislesson.LetstudentslearntopredB.PrimeMinsterernorD.King3.Howmany“GreatLakes”arethereinCanada?A.4B.3C.5D.6Step2:Prediction1.Whatis“TheTrueNorth”?2.Whatmightbeincludedinatrip?Step3:Pre-reading1.Whatisthelongesttripyouhaveever taken?2.If youtakeatriptoCanada,Whatdoyo scussthequestionswithpartners.Studentsfinishthehomeworkict LetstudentsthinkaboutthegeologyinCanada getstudentsbefamiliarwiththereading.uthinkmightseethere?Step4:Homework PreviewreadingandcompleteP61inthe workbook板书设计Unit5Canada-”TheTrueNorth”教学反思课题课型Reading2年级[来源:学科网ZXXK][来源:学§科§网][来源:Zxx][来源:高二日期学§学,科,网Z,X,X,K]Unit5Canada-”The TrueNorth”新授主备人复备人授课人教学目标Knowledgeobjectives:KnowaboutCanada.Abilityobjectives:understandthepassageandimprovereadingskil ls.Emotionalobjectives:TalkabouthowatripisinCanada.重点How to help students to comprehend the text.难点Practicestudents’reading skills, such as skimming,scanning, careful reading, etc.器材Multimedia教学过程学生活动设计意图授课人标注Step1:ScanningReadthepassagequicklyandanswerthequestions.1.Whowereonatrip?LiDaiyuandhercousinLiuQian2.Wheredidtheygo?Canada,MontrealontheAtlanticcoast.3.Howdidtheygothere?Theydecidedto flytoVancouverandthentakethetra infromwesttoeatacrossCanada.Step2:CarefulReadingVancouverWarmest,mostbeautiful,populous,theoldestandmost beautifulforest,wetRockyMountainsMountaingoats,grizzlybear,eagle Studentsreadt hepassa geandan swerquestions StudentsdiscusswitheachotherFinishh omeworkTogetthegeneralideaofreadingandpracticethereadingskills.TogetstudentsbefamiliarwiththeCalgaryCalgaryStampede:cowboyscompeteintheStampedeThunderbaybusyportcityatthetopoftheGreatLakesTheGreatLakesMuchofthefreshwaterofCanadaisintheGreatLakesStep3:RetellFillintheblankandretellthestoryStep4:Summerybeonatripto…ontheAtlanticcoastratherthanStep6:HomeworkDoexercisesinworkbook.readin g. To broade nstude nts’t hinkin g. To consol idatew hatstu dentsh avelea rntint hiscla ss.板书设Unit5Canada-”TheTrueNorth”计教学反思课题课型Usinglanguage1年级[来源:学科网]高二科网][来源:Zxxk.Com]日期来源:学&科&网Z&X&X&K]Unit5Canada-”TheTrueNorth”新授主备人复备人授课人教学目标1.Toenjoythepassage“THETRUENORTH”FROMTORONTOTOMONTREAL.2.Tomastersomeimportantlanguagepoints.3.Tolearntousethelanguagebyreadingandlistening.重点Mastersomeimportantlanguagepoints.难点Getthestudentstolearntousethelanguagebyreadingandlistening.器材Multimedia教学过程学生活动设计意图授课人标注Step1:WarmingupStudentsreadthevocabularyofUnit5together. Step2:leadin TherouteofthetwogirlstravelingacrossCanada. Step3:Scanning1.Pleaseunderlinethetimementionedinthistext.2.Pleaseunderlinealltheplacestheyhavebeentoor theyhaveseen.3.Pleasecombinethesetwointooneplot.Step4:CarefulReading1.HowdoweknowitisfallinCanada?2.WhatcansometimesbeseenfromtheCNTowerinToron to?3.Wheredoesthewaterfromthelakego?Studentsreadt hevocabulary Student sanswerquestionsFinishreadingFinisht heexerciseTogetfamiliarwithnewwordsToarousestudents’interest.Togetthegenerali4.WhyistheregoodCantonesefoodinToron to?5.WhichdirectionisthetraingoingfromToronto?6.WhydidthegirlsgotoOldMontreal?7.WhatthreethingsshowthatMontrealisaFrench 1．risefrom... ________________ 2．inthedistance________________ 3．becloseto________________4．远到；直到；至于________________5．在黎明；在拂晓________________Step5:HomeworkDoexercisesinworkbook.deaofr eading andpra cticet heread ingski lls. Tocons olidat ewhats tudent shavel earnti nthisc lass.板书设Unit5Canada-”TheTrueNorth”计教学反思课题[来源:Zxx ]课型Usinglanguage2年级高二日期来源:学科网][来源:学_科_网Z_X_X_K]Unit5Canada-”TheTrueNorth”新授主备人复备人授课人教学目标1.Tolearnlanguagepointsofthispassage.2.Toapplytheselanguagepointscorrectly.重点Mastersomeimportantlanguagepoints.难点Getthestudentstolearntousethelanguagebyreadingandlistening.器材Multimedia教学过程学生活动设计意图授课人标注Step1:WarmingupStudentTogetfaStudentsreadthevocabularyofUnit4together. Step2:Explanation1.mixv(1)(使)混合；掺和；融合①Oildoesn'tmixwithwater.油不溶于水。
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高中英语必修三u n i t5练习题
一.单词拼写根据读音、词性和词义写出下列单词。
1____________ n. 大臣;部长 2____________ n. 女王;王后
3____________ n. 大陆;陆地 4____________ adv.向东; adj.向东的
5____________ vt.& vi.包围; 环绕 6____________ adv.极端地
7____________ vt.& vi 定居;解决; 8____________ prep.在......之内; 不越出
9___________ vt&vi n.边界;国界，与...接壤 10____________ adv.稍稍;轻微地
11____________ n. 港口;舱门 12____________ vt.& vi. 想;估计;计算
13____________ vt.使恐怖;恐吓 14____________ n. 流程;流动 vi.流动
15____________ n. 枫;枫树;淡棕色 16____________ n. 官员;公务员
17____________ n. 霜;霜冻 18____________ adj.富有的n.富人;有钱人
19____________ n. 距离;远方 20____________ adj.宽阔的;广泛的;主要的
二、词组互译将下列词组或短语译成中文或英语。
1. go on a tour to …________________
2. rather than _____________________
3. speed up _______________________
4. the second biggest country__________
5. in the downtown __________________
6. 在远处___________________________
7. 远到；直到.______________________ 8. 估计_____________________________
9. 定居，专心于_____________________ 10. 对……有天赋___________________
三、单词运用根据句子的结构和意义，在空格处填入一个恰当的单词，或者用括号中所给词的适当形式填空。
1. Vancouver is s_____________ by mountains on the north and east and the Pacific Ocean on the west
2. It is so wet there that the trees are e____________ tall.
3. A ________ is a place where water is calm and ships can be safe.
4. To go to Russia from China you must cross the ______.
5. The idea that there will be an earthquake t________ many people.
6.The water f_________ into the Niagara River and over the falls on its wy to the sea.
7. I should phone her from a telephone b___________ .
8. A __________ is a kind of tree with five-pointed leaves.
9. Someone who is ___________ has a large amount of money .
10. The two __________ languages in Canada are English and French.
四、词语派生用括号中所给词的适当形式填空。
1 The accident happened on a cold __________ (frost ) morning.
2 The students live happily in these beautiful _______________ ( surround).
3 This is a _____________ (extreme) difficult task.
4 Early to bed, early to rise, make a man healthy, _____________ ( wealth), and wise.
5 Although the new road is being used , it has not yet been ____________ (official ) opened.
6 Travel has _______________ (broad) my vision and knowledge of the world.
7 I’m __________ ( terrify ) of flying. I’d rather go by sea.
8 __________ ( distant) , to her right, she could make out the city of Shanghai.
9 There is a _____________ ( continent) climate in that place.
10 Many people suffered from ____________ ( culture ) shock when they came abroad.
五短文改错
Long long ago, people had gather leaves and fruit of plants to eat with.They didn’t know how to p ant crops or how to keep animal for their food. We call them Stone Age people.Thing for them were terrible and hard.Now there have still some people living liked those Stone Age people.They live in places that are hard reach.They do not know of our invention， for they keep themselves away our civilized world.For many years a group of people call Aruntas have lived alone in the center of Aust ralia．
56． had→had to 57．去掉with 58．animal→animals 59． Thing→Things 60． have→are 61． liked→like 62． reach→to reach
63． invention→inventions 64． away后加from 65． call→called。