人教版高中英语必修三Unit5 reading教案

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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.。

高一英语人教版必修三Unit5 Using language Extensive reading 教案 Word版含解析

Unit 5 Canada—“The True North”Using language: Extensive reading教材分析This is the fifth teaching period of this unit. As usual, the teacher should check students’ homework and offer chances for them to go over what they learned in the last period at the beginning of the class. Then lead in the new lesson.In this period, the teaching emphasis will be put on developing students’ reading ability by reading extensively. We will deal with two parts: “THE TRUE NORTH” FROM TORONTO TO MONTREAL in Using language on Page 38 and IQALUIT—THE FROZEN TOWN in Reading Task on Page 74. While reading, get students learning to use some reading strategies such as skimming, scanning, and so on. As to new words and phrases, the teacher can first find those students feel most dif ficult and help them to understand. That’s enough here. The reading passage “THE TRUE NORTH” FROM TORONTO TO MONTREAL takes the visitors on a visit to Toronto and Montreal, two of Canada’s major cities. The functional items dealing with direction and position are further introduced in the text, as there are further descriptions of Canada. The teacher can ask some students to retell the passage A TRIP ON “THE TRUE NORTH” or ask some questions to lead in the topic and then ask students to read the passage and do some comprehending exercises. And meanwhile let them find out the expressions dealing with direction and position and try to keep them in mind. While checking their answers with the whole class, deal with language problems students can’t work out by th emselves. This is an extensive reading lesson, so the teaching steps should be simple. As to the passage IQALUIT—THE FROZEN TOWN, it gives students information about the Inuit people in Northeastern Canada. Ask students to read through the passage and try to know more and finish their reading task.At the end of the class, ask students to retell the two passages. In order to arouse students’ interest, the teacher can hold a competition among them.教学重点1. Develop students’ reading skills by extensive readin g.2. Let students read and understand the two passages.教学难点1. Enable students to learn to use reading strategies such as skimming, scanning, and so on.2. Get students to understand some difficult long sentences in this part.三维目标知识目标1. Get students to learn some useful new words and expressions in this part: topic, mix, mixture, bush, maple, frost, confirm, wealthy, distance, mist, misty, schoolmate, booth, downtown, approximately, dawn, buffet, broad, nearby, tradition, terrify, terrified, impress, impressive, in the distance2. Get students to read the two passages about Canada.能力目标1. Develop students’ reading skills by extensive reading and enable them to learn how to use different reading skills to read different reading materials.2. Have students learn to use the useful new words and expressions correctly.3. Enable students to understand the passages and know more about Canada.情感目标1. Stimulate students’ interest in traveling and enjoying the beautiful Canadian scenery.2. Develop students’ sense of group cooperation and teamwork.教学过程→Step 1 Revision1. Check the homework exercises.2. Ask some students to talk about the major similarities and differences between China and Canada.→Step 2 Leading-in1. Have some students retell the reading passage A TRIP ON “THE TRUE NORTH”.2. Show students some pictures of Toronto and Montreal and let them describe what they can see from the pictures.3. Tell students: Turn to Page 38. We are going to read another reading passage, “THE TRUE NORTH” FROM TORONTO TO MONTREAL and learn more about Canada.→Step 3 Reading1. Ask students to read the passage quickly and then do the following as soon as possible.1)Tick out the things mentioned in the text.(1)the climate in Canada(2)the population in Toronto(3)the CN town in Toronto(4)Toronto’s economic(5)a lake which is on the north side of Niagara Falls(6)good Cantonese food(7)famous restaurants in Toronto(8)the old Montreal(9)the location of Montreal(10)brief introduction to MontrealSuggested answers: (1), (3), (5), (6), (8), (10)2)How many parts can the passage be divided into? Write out the main idea of each part.Suggested answers: It can be divided into 4 parts as follows:Part 1 (Paragraph 1): Fall had arrived in Canada.Part 2 (Paragraphs 2-4): Their tour of the city Toronto.Part 3 (Paragraph 5): Their travel in Montreal.Part 4 (Paragraph 6): They left for the east coast.2. Ask students to read the passage carefully and then do the following:1)Answer the following questions:(1)What can sometimes be seen from the CN Tower in Toronto?(2)Why is there good Cantonese food in Toronto?(3)Which direction is the train going from Toronto?(4)What three things show that Montreal is a French city?Suggested answers:(1)Sometimes the misty cloud that rises from Niagara Falls can be seen from the CN Tower.(2)There is good Cantonese food in Toronto because most of the Chinese people there camefrom South China, especially Hong Kong.(3)The train is going east (northeast) from Toronto.(4)Good coffee, good bread and good music show that Montreal is a French city. Also the signs and ads were in French.3. Ask students to read the passage aloud to the tape and underline all the useful expressions or collocations in the passage.Collocations: from. . . to. . . , the next morning, on the ground, around noon, leave for, go on a tour, in the distance, on the south side of, on one’s way to, home of, a telephone booth, around dusk, over dinner, chat with sb. , come from, South China, go as far as, at dawn, be close to, spend. . . doing sth. , be on a train trip, dream ofLet students read the above collocations aloud and copy them down in their exercise book after class as homework. Try to keep them in mind.→Step 4 Important language points1. The next morning the bushes and maple trees outside their windows were red, gold and orange, and there was frost on the ground, confirming that fall had arrived in Canada.第二天早上, 在她们的车窗外到处是灌木丛和枫树, 挂满朱红、赤金和橘黄色的叶子, 地面上覆盖了一层薄霜, 表明秋天已经来到了加拿大。

人教课标版必修3英语Unit5 Reading 优教教案

Unit5 Reading 优教学案Unit5 Period1 学案设计学习目标：1. Talk about Canada.2. Learn the geography, population, main cities, natural beauty and natural resources of Canada.3. Learn how to read a journal and use maps.思考引导：1. Do you like to go sightseeing?2. Which country do you like to visit?3. What can you see in these countries?随堂练习：1．Skimming(1) What is the main idea of the text？(2)What does “The True North” refer to?(3)Where are they heading?2 Scanning (Try to find out what these numbers refer to in the text. )Second:5 ,500 kilometres:Thirty million:One third:Ⅲ．Intensive ReadingTask l Fill in the blanks.Para.1Something about the tripPurposeWays of traveling first by_—,then by——Para. 2:Discussion (Pair work)Many people want to live in Vancouver. Find out all the reasons.Para. 3-Para. 5 :Answer the following questions.1…. they managed to catch sight of some mountain goats and even a grizzly bear and an eagle.( translation)2. A number of cowboys have a natural ability to ride wild horses and they can get a lot of money if they win the competition. (paraphrase)3. What does “empty” mean in Para. 4? (compare its size and population)Task 2 Detailed information-answer the following questions1. Which continent are the cousins crossing?2. Why are they not flying directly to the Atlantic coast?3. What happens at the Calgary Stampede?4. How are ocean ships able to reach the center of Canada?5. What are some of Canada’s greatest natural resources?Ⅳ．Post- readingl. According to the key words, retell the passage.Basic facts about CanadaDistance from coast to coastPopulationWhere most Canadians liveLocation of large fresh water supplyKey points about；VancouverCalgaryThunder Bay2．Discussion(l)Design a route for travelling.(2)Which cities would you like to visit in China?(3)What can you see in these cities?Tips:Beginning: lf I have the chance to travel, I prefer to go to. . . ,which impressed me most. . . is a. . .city. The reasons are as follows:Body: Firstly. Then, Besides，。

【教案】Unit5Reading+and+Thinking+课件-人教版(2019)选择性必修第三册

课时教案学校年级班次教学时间学科高中英语课题Unit5 reading and thinking:Afew simple forms of Englishpoems课型Reading来源新人教版选择性必修3 Unit5 Poems备课人课时 1 教学内容 A few simple forms of English课标分析一、课标要求摘录选择性必修理解性技能：1.区分、分析和概括语篇中的主要观点和事实；2.识别语篇中的内容要点和相应的支撑论据；3.识别语篇中的时间顺序、空间顺序、过程循序；4.根据语篇标题预测语篇的体裁和结构；5.通过预测和设问理解语篇的意义。

二、课标分解1、学生学什么（1）如何快速找出文章主旨；（2）理清文章结构并进行相关问题的解答；（3）找出几种英文诗歌的特征、主题、情感和修辞手法；（4）能够识别诗歌的类型；（5）能够进行简单英文诗歌的仿写。

2、学到什么程度（1）能在别的阅读材料中准确快速判断段落主旨；（2）能够识别诗歌的类型；（3）能够进行简单英文诗歌的仿写。

3、学生怎么学（1）自主预习-----理解文章大意，标注自己不会的地方，完成p51的表格。

（2）上课认真思考，积极参与课堂。

（3）课后背诵好词佳句。

教材分析本单元介绍了几种简单的英语诗歌形式，旨在让学生能理解和欣赏英语诗歌的美，包括形式美、内容美、意义美，培养审美情趣，并从作品的意义美中获得积极的人生态度和价值观念启示。

该文本是一则典型的说明性文本，用简单易懂的语言向英语诗歌的初学者们介绍了五种比较简单的英语诗歌形式。

在进行词汇教学设计时，引导学生梳理关于与诗歌要素和诗歌赏析有关的话题类语言，既包括 rhyme、image、imagery、等名词，还有表示诗歌意象有关的词语，如 mood、delicate 等。

学情分析理（1）是实验班，基础相对平行班稍好一些，但运用能力不够强实。

学生的阅读能力、理解能力、分析能力、应变能力等均有待提高。

[高中英语]2017年高一英语人教版必修3教案：Unit5Reading+Word版含解析

教学设计Reading陈群,福建省莆田秀屿区大丘中学教师.本教学设计获福建省教学设计大赛三等奖.设计理念新课程标准要求“教师要转变在教学中的角色,成为学生学习的促进者、指导者、组织者、帮助者、参与者和合作者,要引导学生发展自主学习能力,真正成为学习的主体”.本节课的设计就是以此为出发点,同时也以新课标的五大理念为指导.在教学过程中能引导学生通过观察、体验、探究,发挥潜能,形成有效的学习策略,提高自主学习的能力.因此在设计这节阅读课时,在教学过程中运用多媒体创设适合学生实际的多种任务,力求通过多种阅读活动训练学生各种阅读技能,使课堂容量大,节奏加快.既刺激学生全身运动,又调动积极性,使整个教学过程成为学生主动吸收和输送信息的行动过程.教学目标1．Target language 目标语言a．重点词汇和短语：Atlantic,continent,eastward,surround,harbour,extremely,within,border,slightly,port,settledown,have a gift forb．重点句子：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.2）Canada has more fresh water than any other country in the world.2．Ability goals 能力目标1）Know something about Canada；2）Enable students to get the main idea of the passage；3）Develop students' reading skills；4）Get students to know how to use maps.3．Emotional aim 情感目标Stimulate students' interest and love for learning about foreign countries.教学重难点1．教学重点Get students to learn different reading skills,especially the ability of understanding the implied meanings.2．教学难点Learning different reading skills for different reading purposes.教学策略1．教学准备多媒体、地图等.2．教学方法1）采用图片、地图、讨论、提问等形式引入课文.2）采用多种阅读微型技能,包括略读、找读、理解大意、分清文章的事实和观点、推测理解等等.这实际上是交际、信息和思维三大能力的培养.3）采用多种活动形式,如教师与个别学生,教师与全班学生,学生与学生之间的活动.形式多样,有利于课堂教学的开展,活跃课堂气氛.3．教学手段采用多媒体技术辅助教学,屏幕呈现板书和与内容相关的加拿大地图、风景图片和旅游路线图,这使课堂内容丰富充实,又帮助学生更好地了解加拿大,掌握课文,达到教学目标.教学过程1．Warming-up引入（5分钟）教师分别展示图片以及播放有关加拿大的录像介绍,不需要学生详细记录细节,只是了解图片的主要内容.1）为学生展示有关加拿大的图片.T：Do you like traveling？/What can you see？（a maple flap…）2）教师展示有关加拿大地理风光的录像资料.T：Can you describe Canada by using some words?3）T：What else do you know about Canada?然后展示地图、动物图片.设计意图：通过看图片、录像引导学生讲出加拿大一些情况,如它在世界地图上的地理位置、广阔、美丽、著名动物等,使学生对本节课的话题有所了解,并对了解加拿大产生兴趣.从另一个角度,先给学生一个语言上的input,激发学生的兴趣和欲望.2．Pre-reading（2分钟）通过提问两个问题,了解学生对加拿大的看法.①Would you like to take a trip to Canada?②What three words would you use to describe Canada?设计意图：使学生产生了解加拿大的兴趣,准备接受新信息.3．Reading（29分钟）1）Skimming（5分钟）要求学生通读全文,可忽略生词,但要求了解文章大意、标题和找出并画出旅游路线图.①What's the passage mainly about?②What is “The True North”？③How many cities are mentioned in the text? What are they?设计意图：总结归纳信息.通过相关信息来归纳大意,抓住文中人物的行踪也就抓住了行文的线索,零散的信息就有机地串联起来了.2）Skipping（5分钟）把文章划分段落并归纳每个段落的大意.Part 1．（1）The girls went on a trip to Canada.Part 2．（2）Danny Lin's brief introduction to Vancouver.Part 3．（3-5）What they saw on their trip across Canada.学情预设：刚开始学生可能不会归纳,教师不要袖手旁观,可以给学生必要的引导与提示.设计意图：发展学生的自主学习能力,使学习真正成为学习的主体.3）Detailed-reading①Use the information in the passage to fill in the table.（P35,Ex2）（6分钟）要求学生仔细阅读,寻找细节性内容,完成表格,掌握正确信息.设计意图：促使学生在理解大意的基础上加深对课文重点细节的理解.②Asking-and-answering by students themselves（5分钟）学生分小组活动（4人一小组）,轮流就文中学到的知识提问回答.设计意图：检查学生是否理解文章的细节并培养他们应用文中相关语言的组织能力.③Paraphrase（8分钟）要求学生提出他们感到难理解的长句,通过分析句子结构,理解长句和难句,更好地理解课文内容.设计意图：让学生在学习过程中发现问题并主动解决问题,培养他们自主学习的能力.4．Group-work（6分钟）分小组讨论：假设你们有一个七天的假期,即将出去旅行.要求同学们以小组合作在中国地图上画出旅游的路线,讨论订出旅游计划,然后每组派一个代表上台,把他们的旅行路线图在实物投影仪上展示出来并向全班作report.学生此时已非常熟悉文章内容及结构,进入用英语进行交际环节.学生都能说出自己的想法及旅游的路线（完成本课教学目标）.学情预设：在这一环节中中下水平的学生可能不会主动展开对话,适当的时候可以参与到学生的活动中去.在活动中,教师多用评价性语言：Excellent/Well done/Great.设计意图：增加开放性的任务型活动,使学生有机会表达自己的看法与观点.同时,让他们学会合作,发展与人沟通的能力,进一步提高语言实际运用能力,使学生的思维能力、想象力、协作和创新精神等综合素质得到发展.5．Summary（2分钟）从总体上把握文章结构和特点：写作手法（用第三人称、按时间顺序描述）.提醒学生将来进行写作训练时,可以模仿这篇文章的手法.6．Homework（1分钟）布置学生课后熟读课文,找出有用的词汇和措辞,最后做36页的练习2～3.板书设计Unit 5Canada—“The True North”Structure of the text：Part 1．（1）The girls went on a trip to Canada.Part 2．（2）Danny Lin's brief introduction to Vancouver.Part 3．（3-5）What they saw on their trip across 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。

人教版新教材必修三Unit 5 Reading and Thinking(英语)精品使用课件

Ⅱ. 选词填空 be about to, take out a loan, ought to, in return, make a bet, as a matter of fact, by accident, on the basis of, to be honest, care about
1. Your statement should be made _o_n__t_h_e_b_a_s_is__o_f fact. 2. If I _ta_k_e__o_u_t_a__lo_a_n_, it could take me years to pay it back. 3. He sent me a gift; I should give him something _in__r_e_tu_r_n_.
(2)Think about what kind of person Henry was according to the given information in the text. ①_H_e__w_a_s_h_o_n_e_s_t_.( Well, I can’t say that I have any plans. Well, to be honest, I have none. ) ②_H__e_w_a_s__h_a_r_d_-w__o_r_k_in_g_._(Could you offer me work here? I don’t want your charity. I just want a job that earns an honest income. )
7. _T_o_b_e__h_o_n_e_s_t, I have to improve my English, because my English is not good enough. 8. If he started out at nine, he _o_u_g_h_t_t_o_be here by now. 9. I _w_a_s_a_b_o_u__t _to_go to bed when the telephone rang. 10. The criticism was often voiced that the English do not truly _c_a_r_e_a_b_o_u_t_their children.

新人教高中英语选择性必修三Unit5Poems--Reading and Thinking公开课教案

2019新人教高中英语选择性必修三Unit 5 MusicReading and Thinking公开课教案Teaching aims:1.Enable students to know about the features of a few simple forms of English poems.2.Guide students to figure out the main structure of the passage and get the topic quickly.3.Help students to analyse and evaluate the thoughts and feelings expressed by the poets.4.Identify a few forms of English poems and imitate English poetry by thinking.Teaching key and difficult points:1.Help students to analyse the structure of expository genre and the features of five forms of English poems.2.Lead students to appreciate the poems and analyse the feelings conveyed by the poets.3.Instruct students to create poems.Teaching proceduresStepⅠ Pre-readingLead-inT:You know, we have learnt many Chinese poems,for example《静夜思》.Now I show you its English version.Can you try to read it?In the Quiet Night(Li Bai)A bed,I see a silver light,I wonder if it’s frost aground.Looking up,I find the moon bright;Bowing,in homesickness I’m drowned.T:In the two versions(English version&Chinese version) of this poem, what makes them rhythmic and catchy?Suggested answer:The rhyme and rhythm(beat)StepⅠWhile-readingActivity 1Scanning for the structure1:How many forms of poems are mentioned?What are they?2:What’s the structure of the text?T:I only give you 1 minute to finish each task.So you don’t have to read the text word by word.Just pay attention to the key words, especially the ones in the first or last sentence.Suggested answer:1:Five.They are nursery rhyme,list poem,cinquain,haiku and Tang poetry.2:TEC pattern.Activity 2Reading for detailsTask 1:Read paragraph 1 and fill in the blanks:It mainly tells us the why people compose poetry and of poetry.Task 2:1.Why do people compose poetry?2.What are the characteristics of poetry?Task 3:Read paragraphs 2-6 and fill in the form.Type of poemFeaturesExamplePurposes of theexampleNursery rhyme Ato show a father’s love for his kid/to put the kid to bedList poemCinquain D to convey certain feelingsHaiku ETang poem —Fto convey certainfeelingsTask 4:Analyse the poems one by one.A:Do the stories in the first poem have special meaning?What’s the purpose of them?B&C:1.What feeling does the author want to convey to life and mother?2.What’s the difference between poem B and poem C?D:Which word best shows his strong love for his brother?E:What picture could you form in your mind when you read the poem?F:What’s the title of the poem in Chinese version?Which version do you prefer?Why?Suggested answers:Task 1:reasons;distinctive characteristicsTask 2:1.To tell a story./To convey certain feelings./To describe certain image in the reader’s mind./...2.Economical use of words,descriptive and vivid language,integrated imagery,literary devices such as simile and metaphor,and arrangement of words,lines,rhymes,and rhythm.Task 3:Type of poem Features ExamplePurposes of theexampleNursery rhymerhyme;astrong rhythm;often repeatthe samewordsAto show a father’s love for hiskid/to put the kid to bedList poemContain alist of...;a flexiblelinelength;repeatedphrases;B&CB:to convey certainfeelingsC:to express a point of viewsome rhyme,while others do notCinquainsimple;amateurs can easilywrite;made up offive lines;convey astrong picture ora moodDto convey certainfeelingsHaikua Japaneseform;17syllables;a format ofthree linesEto describe a certain image inthe reader’smindTang poem —Fto convey certainfeelingsTask 4:A:No.Just to make the poem interesting and rhyming to sound.B&C:1.B:There are hundreds of things,but there is only one mother.Mother is unique for us.So we should treasure our mum.C:The author thinks life is full of uncertainty.2.Poem B rhyme,while poem C not.D:Mine.E:A beautiful butterfly is resting on the branch,just like a beautiful blossom.F:望夫石。

英语必修ⅲ人教版unit5reading教案

Unit 5 Canada…“The True North”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.3.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 upShow the students two pictures, and ask them who are they and where are they from?Mark Rowswell 大山Norman Bethune 白求恩T: Today we will learn something about Canada. To check how much do you know about Canada, now we will do a small quiz. Please do the quiz on your paper.1.What language (s) do Canadians speak ?A.EnglishB.English & GermanC.English & FrenchD.English & Spanish2.What is the capital of Canada?A.VancouverB.TorontoC.CalgaryD.Ottawa3.What is the national animal of Canada?A.BeaverB. Grizzly bearC. Polar bearD. Penguin4.What is the Canadian leader called?A.PresidentB.Prime MinisterernorD.King5.How many Great Lakes are there in Canada?A. 4B. 3C. 5D. 6T: Through the quiz, I think you have known something about Canada, now let's follow two persons' step to enjoy the Canada's beautiful scenery. ---------------- present the title Canada—"The True North" on the blackboard.II.Fast readingRead the whole passage quickly, and finish the following two activities on your paper.【学生活动1】快速阅读文章，将各部分大意与其段落配对。

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。

人教课标版高中英语必修三 Unit5 Reading for using 教案-新版

Unit5 Reading for using 教学设计设计意图This is the second period of this unit. The teacher can first offer chances to students to review what they learned last period. Then lead into the new lesson. The emphasis of this period will be placed on the important words, expressions, sentence patterns and grammatical knowledge in the reading text. In order to make students understand these points, the teacher can first get students to study their usages and try to make a summary according to the examples. And then try to put them into use to improve the ability of using them in real situations. At the end of the class, the teacher can make students use what they have learned to express themselves. By doing so, students can learn and use these important language points and grammar well.教学目标1 To get students to master the usage of such important words and expressions as surround, measure, impress, rather than, settle down, manage to do, etc.2. To help students learn the method of constructing knowledge trees through self-study and co-operative exploration.3. To enjoy the fun of expressing themselves in English and participate in class with strong passion.教学重点surround, impress, rather than ,manage to doPut them into practice to express themselves in English.Task l RevisionRetell the text.Task 2 Self-directed study（设计意图：理解并根据导学案上的例句，构建词汇知识树，总结诫词汇用法，建立新旧知识联系，养自主学习能力。

【课件】Unit5Reading+for+Writing+公开课课件人教版(2019)必修第三册

Activity 1 Figure out the story line of the scene.
Activity 2 Draw a mind map to show the basic elements of the play.
Activity 3 Find out the typical language showing people’s changing attitudes towards Henry.
Version 2Henry Goes the the Barber’sNarrator: Henry is smiling as he leaves the restaurant. He has had more than enough to eat. As he is walking down the street, he sees a sign for a place that cuts hair. In a shop window, he looks at his own hair. Since it is too long, he decides to get it cut.Henry: Good afternoon, I’d like to get a haircut.(The barber takes one look at Henry and continues cutting another man’s hair. Er... I would like to have my hair cut. It’s much too long.)Barber: (in a rude manner) Yes, I can see that.Henry: Fine, well, I will have a seat and wait for a moment.(After some time, the barber finishes cutting the other man’s hair, takes his money and then turns to look at Henry.)Barber: It seems that you haven’t had your hair cut for a long time. You must be a sailor.Henry: Not exactly. But I was at sea for long.

人教版高中英语必修3 Unit5 Reading 优秀教学设计(一)

Unit5 Reading 教学设计（一）Unit 5 Canada-“The True North”Period1文本研读课In this period, let students do the quiz to know about Canada. And then they will be guided to read the journal “A Trip on ‘The True North’”. This passage is a journal that two sisters traveled to Canada and shows the general situation of Canada, including the geography, population, main cities, natural beauty and natural resources. Warming Up is a quiz about Canada, to activate se students’ background knowledge, which can prepare students to learn the new knowledge.Pre-reading asks students three questions about travel and the knowledge about Canada to arouse the curiosity to enjoy the reading.Reading is a journal about two sisters traveling to Canada and what they saw. Before taking train to cross Canada, Danny Lin introduced the general situation of Canada, including the geography, population, main cities, natural beauty and natural resources. All the way, they enjoy the natural beauty and wild animals of Canada. Canada covers a vast territory and most people live in the border to United States.教学目标：1. To talk about Canada.2. To help students learn the geography, population, main cities, natural beauty and natural re-sources of Canada.3. To enable students to know how to read a journal and use maps.教学重点：1. Learn how to read a journal and use maps.2. Learn to express locations and directions.教学过程：Step l Lead in（设计意图：通过短片，欣赏美景，引出旅游的话题。

高中英语阅读课人教版必修三《Unit5Canada-TheTrueNorth》说课稿子

高中英语阅读课人教版必修三《Unit 5 Canada-The True North》说课稿Good afternoon everyone,It is my great honor to be here to share my teaching ideas with you! The content I chose is the reading part of Unit 5. Now let me introduce it in detail.The teaching goal of this period is to enable Ss to catch the main idea by fast reading. Then to find out the detailed information through careful reading. The third is to express themselves with the language learned in class.The goal of learning ability is to develop Ss basic skills: Listening, Speaking, Reading and Writing. Of course, the centre of this lesson is to practice reading, including predicting, skimming, scanning and digesting. Meanwhile I will encourage Ss to practice, participate and cooperate in the classroom activities, and provide the students with the situations where they can acquire knowledge naturally.As for the teaching method, I will adopt communication method,task-based method and cooperation study method. With the help of the computer, I believe the efficiency of our class will be greatly improved. The teaching steps are as follows:Step 1 is Warming-upIn this step, I will ask Ss to talk about something about Canada and do the quiz on their books to arouse their interests in learning English.Step2. Pre-readingAsk Ss to think about the question “What is the longest trip you have ever taken?” Then let the Ss to look at the map of Canada and discuss the question “If you take a trip to Canada, what do you think you might see there?” in pairs. And then look at t he picture to predict the main idea of the passage.Step3 Fast-readingIn this step, I will ask Ss to read the text as quickly as possible to catch the main idea of the passage and get a brief impression of Canada. By dong so, I will train Ss skimming skills.Step 4 Careful-readingIn this step, I will let Ss read the passage carefully and answer the following questions according to the passage. The purpose is to train Ss to get some important facts and some detailed information and improve the ability of scanning skills.Step 5 Post-readingFor the Ss to understand the text better, I will get the students to analyze several difficult sentences to smooth away the difficulties of understanding the text. And then I will give Ss 5 minutes to retell the passage.Step 6 DiscussionIn this step, the Ss will be asked to have a discussion in groups about the question, “If someday you go to Canada, where will you go? Why? ” Then I will invite several groups to report their work to the whole class in public to overcome their shyness. I think to use the language is the most important, so while teaching them, I always provide more opportunities for Ss to practice and cooperate in our class.Step 7 SummaryIn this step, what the Ss will do is to appreciate the beautiful scenery of Canada as well as listening to the tape so that they can revise what they have learned in the class.Step 8 HomeworkWrite a composition about the summary of the passage.This is about my teaching, and during my teaching, I will try my best to make my class alive and encourage them to practice more and act more. I believe I can arouse their interests in learning English.That’s all. Thank you.人教版高中英语必修3 Canada-The True North教学设计说课教案语言材料分析（一）学生分析教学对象为高中一年级普通班学生，他们是由极个别学优生与绝大部分学困生组合而成的班级，智力发展趋于成熟，但英语学习与运用能力偏低。

【教案】Unit 5 Reading and thinking 人教版高中英语选择性必修第三册

新人教版选择性必修三第五单元Poems A Few Simple Forms of English Poems 教学设计I. 教学内容：新人教版选择性必修三第五单元Reading and Thinking:A Few Simple Forms of English PoemsII.教材分析：本单元围绕“诗歌”这一主题展开，主要让学生熟悉几种简单的英文诗歌形式,学习和阅读一些经典的英文诗歌，了解一些中外著名诗人的作品、成就及其影响。

本文是一篇说明文，简要概括了诗歌这种文学体裁的价值、意义及特点，点明该语篇的核心内容是介绍几种简单的诗歌形式。

学习诗歌一方面能提高学生的文学素养，让他们学会欣赏诗歌，体会诗歌特有的意象、节奏、韵律之美；另一方面让学生学会解读诗人们表达的思想情感，感悟自然之美、生命之美、生活之美。

III.课时目标1. 能够利用略读策略，快速获取文本各段落大意，理清文本叙述顺序和结构。

2. 阅读并了解几种简单的诗歌形式，掌握诗歌的基本特征与语言特点。

3. 阅读经典英文诗歌，理解诗歌中的意象及主题内涵。

4. 了解中文诗歌和英文诗歌在跨文化交流过程中是如何互相影响、互相促进的。

V.教学过程Activity 1 Warming upRecite the Chinese poems according to their English translations.1. Old，I returned home while I left young,Thinner has grown my hair,though I speak the same tongue.2. After one night of wind and rain，How many are the fallen flowers.3. In the Quiet NightA bed, I see a silver light,I wonder if it's frost aground.Looking up, I find the moon bright;Bowing, in homesickness I'm drowned.4. If you would ask me how my sorrow has increased, Just see the over-brimming river flowing east !5. Very quietly I take my leaveAs quietly as I came here;Quietly I wave good-byeTo the rosy clouds in the western sky设计说明：从备受大家喜爱的节目—“中国诗词大会”引入到“英语诗词大会”，创设情境，根据英语翻译进行中国诗词的诵读，图文并茂，激起学生兴趣，为接下来阅读做好铺垫。

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。

高中英语新人教版精品教案《人教版必修3 Unit 5 Reading 教学设计》

人教版必修3 Unit 5 ReadingA Tri mon teaching too教学过程Introduce the Learning Ta[设计意图]在之前的职业意向调查中发现一部分同学希望未来能当导游，将这个学情与本次课的学习任务结合起来，在阅读的过程中让学生体验担任加拿大导游的角色，并在最后选出最佳导游，激发学生的学习与参与活动的热情。

[学情预设]T: According to a recent urve, man tudent in our ca ho e to Canada I’m , our tour guide toda Located in , Canada i the econd arget countr in the word There areVancouver Cagar Thunder BaMontreaTorontoe bac from the trie to the board to introduce the trie to the board to chaenge the taSteent[设计意图]使用课堂评价有助于学生进行学习反思，促进学生的长远发展。

[学情预设]1 ed in the ta Atudent to chooe the bet tour guide toda Thencongratuate the winner2 Sef-aementEvauationThe Thing I Can Do5 4 3 2 1ewor[设计意图]本课进行了听、说、读方面的学习，在此基础上，要求学生写作，旨在培养学生的综合语言运用能力。

学生首先独立写作，再在小组内交换作文，互帮更正，借鉴彼此优点、发现错误、更正错误，培养学生的辨析思维。

[学情预设]A tudent to write a hort reot imation about the trie intereting or im课后小结本节课将“读说”结合起来，让学生听材料、读文章，以口头的方式输出所学内容，有助于调动学生的学习积极性，时时掌握学生的学习状态，加深学生对所学内容的理解。

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人教版高中英语必修三
Unit5 Canada—“The Truth North”
Teaching content: Book3 Unit 5
Lesson type: Reading
1. Analysis of teaching material
This 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 students
Although 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 location
3.3 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 location
5. Teaching Methods
1) 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.。

人教版高中英语必修三Unit5 reading教案