必修三unit5 教案

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2020年新人教版必修三《Unit 5 The Value of Money》单元教案全套(附导学案)

Unit 5 The Value of MoneyListening and Speaking & Listening and TalkingTeaching Aims1. Students can get the detailed information from the listening and the video.2. Students learn the listening strategy—make inferences in order to understand the inner information.3. Students learn the value of money from the two stories and have a good attitudes towards the money.4. Students can retell a story by using the sequencing words and connecting words.Important Points and Difficult Points1. Students can get the detailed information from the listening and the video.2. Students learn the listening strategy—make inferences in order to understand the inner information.3. Students can retell a story by using the sequencing words and connecting words.Teaching ProceduresPart A Listening and Speaking— Discuss the good deed of returning lost money Step 1 Before listening—Small talk1. We know money is very important. What can you use it to do?2. What do people have to buy in order to lead a good life?3. What can people buy without money?Step 2 While listening—Task 1Listen to the news report and match the people with the correct information.1. Chen Liyan A. the owner of the lost money2. Wang Zheng B. a cleaner at Taiyuan railway station3. Ma Dongbao C. a police officer living in Chen’s apartment building4. Liu Xia D. Chen’s 16-year-old daughterStep 3 While listening—Task 2Listen again and put these events in the correct order. Then check the answers in class.Step 4 While listening—Task 3Listen again and decide if the following statements are true (T) or false (F) in Activity 4. Then have several Ss check the answers in class.Step 5 Post listening—Speaking1. Go through “Make inferences” in Activity 5. Then discuss your answers to thequestions withyour partner and explain your reasoning.（1）What kind of person do you think Chen Liyan is?（2）Did Chen return the money because she didn’t need it?（3）Is it common for people to do what Chen did?（4）How did Wang Zheng feel about the return of his money?（5）Why did Ma Dongbao tell Wang about Chen’s family?（6）How did the news reporter feel about Chen’s actions?2. Work in groups of four. Discuss the following questions. Then ask some Ss toshare their ideas.（1）Do you agree with Chen Liyan? What would you do if you were in her situation?（2）When we help someone, should we expect to get something in return?（3）What do you think is the best way to get money?（4）Should we judge people based on how much money they have?Step 6 Pronunciation—Intonation语调（intonation)，即说话的腔调，就是一句话里的声调（pitch）高低抑扬轻重的配置和变化。

高中英语_必修三人教版Unit5 Canada-"The True North"教学设计学情分析教材分析课后反思

教学设计一、教学方法本节课是采用PowerPoint课件辅助教学，采用“双向七环节”的教学方法。

主要通过课前预习、自主探究、小组合作、交流展示、疑难点拨、及时反馈、巩固提高等方式达到教学目标。

二、教学过程Ⅰ.Warming upRiddle: Please guess what country it is.It’s a large country. It’s in the north of the world. People there speak English and French. It’s national animal is beaver(海狸). Its national flower is maple（枫叶）.______________Have you got it? Do you want to know more about it? Let’s begin a trip with Li Daiyu and Liu Qian!（设计意图：通过猜谜语的方式引入本课话题---加拿大）Write the Chinese meanings of the following words and phrases and read them aloud.rather than __________ continent ___________baggage ___________ scenery ___________ surround ____________ harbour _________ measure __________aboard _______________ settle down __________ manage to do ___________catch sight of ____________ have a gift for ______________within __________ border _____________ slightly ____________acre ____________ urban __________（设计意图：针对学生基础较差的客观现实，进行词汇教学，帮助学生突破阅读障碍。

2019新人教高中英语选择性必修三Unit5 Poems词汇教学教案

2019新人教高中英语选择性必修三Unit5 Music词汇教学教案Teaching aims:1.Enable students to further understand the usages of such important words and expressions as sorrow,blank,mood,sympathetic and polish,etc;learn to express yourselves by using them.2.Guide students to learn to use the right collocation between adjectives and the nouns,verbs and their objects.3.Help students to use what you have learnt into writing.Teaching key and difficult points:1.Help students to learn the bold words and expressions of the unit.2.Exercises are expected to assist students to express themselves freely in English.3.How to use the words and phrases in real situation.Teaching procedures:StepⅠSelf-directed study—word formationIn your self-study time,please find out the relative forms of the following words and at the same time,make out their meanings by referring to the dictionary or reference books.1.drama-adj.2.sorrow-adj.3.literary-n.4.recite-n.5.mood-adj.6.respective-adv.7.sympathy-adj.8.innocent-n.9.correspond-n.10.racial-n.11.sow-pt.pp.Suggested answers:1.dramatic2.sorrowful3.literature4.recitation5.moody6.respectively7.sympathetic8.innocence9.correspondence10.race11.sowed;sown/sowed StepⅠCollocations1.和……相比较2.撰写诗歌3.描绘一个特定的意象4.讲述一个故事5.传达特定的情感6.简练的用词7.整合的意象8.表达自己9.童谣10.传统诗11.民谣12.切题的;中肯的13.节奏感强14.讲得通;有意义15.形成一个特定的主题16.清单诗17.由……组成18.诗行长度灵活19.展现一个清晰的画面20.受……欢迎21.表达一种特殊的情感22.在右侧23.尤其;特别24.被翻译成……25.被转化成……26.从……中选择27.某人自己的28.试一试吧29.说话30.修辞格;修辞手法Suggested answers:1.be compared with...pose poetry3.describe a certain image4.tell a story5.convey certain feelings6.economical use of words7.integrated imagery8.express oneself9.nursery rhyme10.traditional poem11.folk song 12.to the point13.have a strong rhyme14.make sense 15.develop a particular theme16.list poem17.be made up of.../consist of...18.have a flexible line length19.give a clear picture20.be popular with...21.create a special feeling22.on the right23.in particular24.be translated into...25.be transformed into...26.choose from...27.of one’s own28.give it a try29.utter speech30.figures of speechStep ⅠUsages of important words and phrases1.sorrow n.悲伤;悲痛;伤心事vi.感到悲伤【教材回顾】Others try to convey certain feelings such as joy and sorrow.【同义句替换】【语境感知】(1)He expressed his sorrow at the news of her death.(2)They had sorrowed over his death.【用法小结】more in sorrow than in angerin deep/great sorrowto one’s sorrowshare happiness and sorrowfeel/be sorrow at/over...mix joy with sorrow【考点运用】She (sorrow) over the loss of her friend.她那时正在为失去朋友感到悲痛。

2019新人教高中英语选择性必修三Unit5 Poems--Using Language公开课教案

2019新人教高中英语选择性必修三Unit5Music--Using Language公开课教案Using Language1--Talk about attending a poetry contest Teaching aims:1.Enable students to master some words and expressions about preparing a poetry contest.2.Guide students to know the expressions that are used to praise and encourage somebody.3.Help students to express your own ideas on the given topics about attending a poetry contest and develop your interest in writing poems.Teaching key points:1.Master the words and expressions about preparing a poetry contest.2.Learn and use the expressions in the listening text to describe attending a poetry contest.Teaching difficult points:1.Enable students to catch the key information of the listening text.2.Enable students to express themselves on the given topics about attending a poetry contest.Teaching procedures:StepⅠLead-inBefore the class,let’s have a free talk.Design:T:Dear class, have you ever written a poem before?Ss；Yes.T:Oh,really?What did you write about?S:Love, I have written a poem before for my mother on her birthday to tell her how much I love and appreciate her.T:Wow, good for you.So, what might inspire you to write the poem?S:I might be inspired to write poems by seeing something beautiful or by beingin love,etc.I think many different things could inspire me.OrT:Dear class,have you ever written a poem before?Ss:No.T:OK,well, have you read poems?Ss:Yes.T:So,what do you think poets usually write about?Ss:Nature,love,dream,etc.T:How do they get inspired/find inspiration to write poetry? Do you know the meaning of inspire? It means to give sb the idea for sth,especially sth artistic or that shows imagination.Ss:Um, go for a walk, hike in the countryside,climb to the top of the mountain,lose a loved one,etc.StepⅠ While-listeningActivity 1Listen to Part 1 and choose the best answers1.When is the deadline for the poetry contest?A.20th.B.22nd.C.24th.2.What does Nora mean by saying that she needs time to polish her writing?A.She still needs time to change it and make it better.B.She plans to do it this weekend.C.She has finished it.3.Why doesn’t Pitt want to enter a poem contest?A.Because he thought it is meaningless.B.Because he plans to go for a hike.C.Because he can’t think of anything to write about.4.What does George plan to do?A.He plans to polish his writing.B.He plans to write his poem this weekend.C.He plans to skip the contest this year.Suggested answers:1. B2.A3.C4.BActivity 2Listen to Part 2 and find out how the students will inspire themselves to write poetryGeorgeplans to and ,so all sorts of may come into his mindNora writes best whenPittwhile working and writing poetrySuggested answers:Georgeplans to go for a hike in the countryside and sit quietly somewhere,so all sorts of interesting thoughts and words may come into his mindNora writes best when surrounded by familiar thingsPitt listens to music while working and writing poetryActivity 3Listen to the two parts again and tick the expressions you hear that are used to praise and encourage somebodyPraising and encouraging¨That’s a good idea.¨I like that idea.¨That’s a good effort.¨You are doing well.¨What a great idea!¨Your ideas sound very encouraging to me.¨Keep up the good work.¨Do your best.¨I think that’s a fantastic idea.¨You know what?That’s a good idea.¨Come on,you can do it.¨Give it your best shot. Suggested answers:√.That’s a good idea.√.What a great idea!√Keep up the good work. √Give it your best shot.StepⅠPost-listeningActivity Work in pairs and write a short conversation using the expressions that are not included in the listening materialSuggested answers:S1:I am so anxious because I think I cannot finish writing my poem before the deadline.S2:Why?You haven’t written it yet?S1:I have already written one poem but I need more time to polish it.And I don’t know what to do.S2:Eh,I think you can turn to Eric—the exchange student for help.S1:You know What?That’s a good idea.Thank you very much.S2:It’s a e on,you can do it.StepⅠSpeakingActivity 1Work in groups.Discuss entering a poem contest like the one in the listening section.The expressions in Activity 4 and the following questions may help youDiscuss entering a poem contestActivity 2Role-playMake a dialogue about entering a poem contest.One student act as the teacher and one student act as the student.Example:T:Our school is going to hold it’s yearly poem contest.Are you going to take part in it?S:Yes,I’m going to enter the yearly poem contest.T:Good for you.What kind of poem are you going to write?S:I am going to write haiku.T:That sounds great.What are the topics you would love to write about?S:I would like to write about nature and wildlife.T:What a great idea! How will you inspire yourself to write the poem?S:I will inspire myself to write the poem by visiting an ancient temple and forest in the countryside.T:You know what?That’s a good idea.Keep up the good work.S:Thank you.T:Will you use rhyming words in your poem?Why?S:I won’t use rhyming words in my poem as haiku doesn’t usually have rhyming words.T:Good job.Just give it your best shot and then you will get a good grade.StepⅠ HomeworkListen and practise reading the following poems aloud.Pay attention to the rhyming words and the rhythm of the poems.Activity Listen and circle the words you think are stressedTHE ARROW AND THE SONGI shot an arrow into the air,It fell to earth,I knew not where;For,so swiftly it flew,the sightCould not follow it in its flight.I breathed a song into the air,It fell to earth,I knew not where;For who has sight so keen and strong,That it can follow the flight of song?Long,long afterwards,in an oakI found the arrow,still unbroke;And the song,from beginning to end,I found again in the heart of a friend.H.W.LongfellowNIGHTThe sun descending in the west,The evening star does shine;The birds are silent in their nest,And I must seek for mine.The moon,like a flower,In heaven’s high bower,With silent delight,Sits and smiles on the night.Farewell,green fields and happy groves,Where flocks have took delight.Where lambs have nibbled,silent movesThe feet of angels bright;Unseen,they pour blessing,And joy without ceasing,On each bud and blossom,And each sleeping bosom.William BlakeUsing Language2--Write a poemTeaching aims:1.Enable students to assess subject,images,rhyming words and rhetorical devices of poems.2.Guide students to analyse and write an essay about a poem.3.Help students to write an original poem based on what has been learnt.Teaching key points:1.Help students to assess subjects,images,rhyming words and rhetorical device of poems.2.Help students to write an original poem based on what has been learnt.Teaching difficult points:1.Enable students to recognize subjects, images,rhyming words and rhetorical devices of poems.2.Enable students to write an original poem based on what has been learnt.Teaching procedures:StepⅠPre-reading1.Do you remember any poems you have read,either in Chinese or in English?2.Do you know how to understand a poem?Make a list of questions that the readers should consider while reading poems.The following points may help you.Tips:Tone: a quality in the writer’s voice or writing showing his/her feelings or thinking.Rhetorical devices:repetition,figurative language, smile, metaphor...Suggested answers:1.The answers vary.2.What is the subject of the poem?What is the poem about?What images does the poet use?What is the tone of the poem?What feelings and emotions does the poet try to make the reader feel?How does the poem make you feel?Which emotions is the poet trying to convey to the reader?Does the poet use rhyming words?Which rhetorical devices are used in the poem?Does the poet use alliteration(头韵)?Metaphor or simile?Repetition of words or phrases?StepⅠ While-readingActivity 1Read for the general information1.What’s the topic of each poem?2.What picture comes to your mind after you read them?3.What inspiration have you got from the poems?Suggested answers:1.Wind,dream,love.2.The answers vary.For example:I can see wind blowing across the hill and kites flying in the wind.I can even see the poet running after wind.3.The answers vary.For example:know the importance of dream,etc.Activity 2Read for the detailed informationRead the poems again and complete the table.①Wind on the hill②Dream③A MatchSubjectImagesRhymingwordsRhetoricaldevicesSuggested answers:Subject:①the wind②the dreams③loveImages:①kite,person②broken-winged bird,barren field frozen with snow ③rose,leaf,fieldsRhyming words:①knows/goes can/ran kite/night blew/too goes/knows ②die/fly go/snow ③together/weather closes/is grief/leafRhetorical devices:①repetition,alliteration②repetition,metaphor③repetition,metaphor,simileStepⅠAnalyse and write an essay about a poemActivity 1Read the example in activity 3 and answer the questionsHow does the author analyse the poem?From which aspects?aspects{Para.1Theofthepoem.{What’sthetopicofthepoem?Whatkindofpoemisit?Howdosomesentencesrhyme?Para.2The ofthepoem. Para.3The ofthepoem. Para.4The ofthepoem.Suggested answers:1.form2.image/picturenguage/expressions4.meaning/inspirationActivity 2Read for language expressions1.Read the essay again and find out the useful expressions. Para.1_________________________________________Para.2____________________________________________Para.3I learnt a new ...Para.4I think the poet is ...He wants to ...Suggested answers:Para.1The poem ... by ... is ... with ... lines.When I read the poem aloud I can hear that ...These rhyming words sound ...Para.2When I close my eyes,I can see ... from the poem.For example...2.Brainstorming—Think other useful expressions that you can use when analysing a poem.Suggested answers:Here is a poem titled ...by ...This poem isabout ...It is popular with Chinese readers.It rhymes at ...The language of the poem is ...In my opinion,.../As far as I’m concerned,...Activity 3Choose one of the poems and write a short essay about itSuggested answers:The poem WIND ON THE HILL by ne is a poem with 20 lines.When I read the poem aloud I can hear that the ends of some sentences rhyme—“knows” and“goes”,“kite” and “night”.These rhyming words sound nice and make the poem pleasing to read.When I close my eyes,I can see vivid pictures from the poem.For example,I can see wind blowing across the hill and kites flying in the wind.I can even see the poet running after wind.The language of the poem is descriptive and vivid.I learnt a new phrase “keep up with”,which means to catch something.As far as I’m concerned,the poet is describing the beauty of wind and nature for us.Activity 4Exchange your work with your partner and show your workStep ⅠWrite an original poemActivity 1Follow these stepsSuggested answers:The answers vary.Activity 2Write your poem_________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ________________________________________Step Ⅰ Presentation□Is the theme/subject of the poem clear?□Are the words and phrases related to the theme?□Does the poem paint a picture in your head?□Does the poem have a proper title?□Does the poem rhyme?StepⅠ HomeworkRead aloud your poem to the class or put it up in the classroom.。

新人教版高中英语必修三Unit5《Canada-The true North》教学设计

新人教版高中英语必修三Unit5《Canada-The true North》教学设计教学设计：本节课的中心是以课程标准为指导，综合考虑学情，对教材进行灵活取舍而设计的一堂课。

在课堂中，以学生为中心，以问题和展示为导向，教师以引入、引导、组织、帮助、指导为辅助，让学生自主进行信息加工、知识体系建构和创新应用能力的发展。

在语言输出环节，给学生设计半开放型的任务，既有足够的挑战性，又照顾学生的基础，使学生敢于表达自我，这对他们来说是一个很重要的突破。

教学步骤：第一步：课前活动在课前，学生快速浏览预讲义，对加拿大有一个大体了解。

在热身活动中，学生欣赏加拿大官方旅游宣传片，研讨加拿大地图，并进行小测验。

这些活动的设计意图是感受视觉冲击，激发研究兴趣，抓住学生对加拿大想要了解的兴趣，转化为地图上重要地理坐标的梳理，快速输入加拿大的基本信息，做一个初步了解。

第二步：阅读活动在阅读活动中，学生进行速读课文，完成相关任务，预测文章内容并补充完整句子，将课文段落大意连线，读取课文获取细节信息。

这些活动旨在提高学生的研究技能，特别是总结和理解文本。

同时，通过任务为导向，通过小组讨论和展示，建构知识体系，取长补短，使学生获得表达自我的成就感，从而内化为研究的动力。

教学目标：本节课的知识目标是让学生了解与旅行和加拿大有关的词汇、短语和句子结构。

能力目标是提高学生的研究技能，特别是总结和理解文本，同时练学生的口语表达能力。

情感目标是让学生欣赏多元文化现象，更好地理解国家之间的差异。

In this article。

we will XXX Canada。

XXX。

Canada is known for its vast landscapes。

friendly people。

and diverse XXX discuss some of the must-visit places in Canada and the best XXX.Firstly。

2021学年度外研版新教材必修三Unit5What an adventure!Period2教学设计

2021学年度外研版新教材必修三Unit5What an
adventure!Period2 Using languages 教学设计（2）
教材中本课主要内容分为三个部分，即语法、表达（词汇）和听力。

语法部分主要是过去将来时。

通过观察课文句子、改写句子练习帮助学生更好地理解该知识点，使印象更加深刻，从而在日后学习中能灵活使用。

表达（词汇）部分是向学生介绍公路旅行。

此外，通过该练习还可帮助学生提高听力技巧，使学生在实际文本中提高语言的理解能力。

1.语言技能目标
（1）学生能够借助关键词，在理解文章大意的基础上，找出段落主题句，完成读前问题；
（2）用所学的词汇和语言的对课文进行复述；
（3）能够读懂细节信息并能理解阅读中生词含义。

2.语言知识目标
（1）能够正确运用一下单词和短语: port, unaware, alcohol, bandage, plaster, thermometer, rubber, cotton, wool, cotton wool, guideline, cloth, bleeding, liquid, injury, stretch等。

（2）能够理解文章中长难句并准确翻译。

3.文化意识目标
（1）了解探险旅行相关话题；
（2）了解人们对探险旅行的理解和态度。

4.情感态度目标
（1）正确认识探险旅行的意义，以及思考如何能够积极地为社会、人类做贡献。

（2）理解文章逻辑关系及架构，理解文章写作意图；
（3）引导学生讨论对探索旅行的理解和感受。

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.

人教版必修三unit5-my-uncle-jules-教案

人教版必修三unit5 my uncle jules 教案Textbook analysis 360docMaupassant's novels,especially short stories,are very well versed in artistic techniques. His works are rich and colorful,the ups and downs of the story，ingenious twists and turns,revealing their inner world with brief words，characters vivid.Published in 1883,"my uncle Jules", is a manifestation of his artistic style and features and excellent skill. The novel by Philip couple on the changes of the attitude of the younger brother Jules，clear and vivid outline of a picture of the second half of the nineteenth Century French citizen life silhouette. Nonsense Gua qing Philip couple,is expressed by the young Joseph perspective, including Joseph understanding of life and society.The teaching of reading in this class is intended to analyze the plot,grasp the characters and understand the rich connotation of the work. In order to create situations，to fully mobilize the initiative and enthusiasm of students, with innovative ideas，modern people's evaluation of the theme of the work,understand its unique artistic conception. To improve students' moral standards in evaluation.Teaching targetKnowledge targetl, understand and accumulate "constraints，wealthy,white,surprised,grow with each passing day，as sure as a gun and other words.2,grasp the characters of novels and their functions.3, understanding Maupassant and his novel creation.Ability target1、learn the detailed description of the inner world of characters,and describe the characters in a personalized way.2、grasp the plot of the novel and cultivate the creative thinking of the students.3、comment on the language of the novel， improve the actual use of language ability.Emotion,attitude and valueRecognize the naked money relationship between man and society in capitalist society and raise moral values.Teaching emphasisUnderstand the text from various aspects of characterization of characters in order to show the inner worldof characters.Teaching difficultiesUnderstand the richness of the text.teaching method1， Land recitation of Maupassant's novels are succinct and lively，witty and witty. The text is excellent in the use of skills,such as the psychological description of characters,the use of suspense and the arrangement of the plot. To guide students to read aloud or read aloud by role, to analyze the language,actions and expressions of the characters to reveal the mental activities and portray the personalities of the characters on the basis of the whole grasp. Classroom teaching to read,try to dominate.2, discuss the connotation of this novel method is very rich,in the process of classroom teaching,we should create situations,activate students' thinking, active questioning,cooperative inquiry ability to explain the interpretation of the novels. For example，from the plot analysis, the author discusses the theme of the work.3, writing method in the grasp of the theme of the basic grasp characteristics of character，smooth natural end tofigure text writing， deep conception and the ups and downs of the plot narration.teaching hours2 hours。

新高考必修三Unit 5 Discovering Useful Structures教案

3.The story was followed closely in its main outlines by Richard Wagner in his ________ Lohengrin.
4.She ________ me so hard that I could hardly breathe.
新人教版（2019）英语必修三
Unit5Period 3 Discovering Useful Structures教学设计
课题
Period 3 Discovering Useful Structures
单元
Unit 5 The Value of Money
学科
English
教材
分析
During this period, the class will focus on discovering useful structures.
Students are expected to get insight into knowledge about modal verbs.
The teachers would inspire students to practice the past future tense.
教学目标与核心素养
1.Learn and master the key words and phrases.
Keys:
1.might
2.should
3.must
4.would
5.ought to
6.would
7.can
8.had better
9.might
10.may
Both "would do" and "was/were going to do" can be used to talk about future events or intentions in the past. Complete the following sentences that describe the future using either form of the given verbs.

2019外研版高中英语选择性必修三Unit5 Understanding ideas 教学设计

Unit 5 Starting out & Understanding ideas 教学设计●课时内容Nature in architecture主题语境：人与自然主题群：自然生态子主题：人类向自然界学习语篇类型：视频、图片、名言﹑说明文文本分析：[What]本节课包含Starting out和Understanding ideas两部分。

Starting out是导入部分，首先要求学生阅读和理解Claude Monet、张大千、William Wordsworth和Ralph Waldo Emerson四位名人的名言；然后观看一段视频，介绍人类从自然界可以得到的灵感和启发。

Understanding ideas是一篇说明文，介绍了人类从自然界中获得灵感进行建筑设计的情况，并列举了三个代表性建筑。

[Why]通过学习说明文的结构和三栋建筑物设计的来源，使学生懂得人类应善于发现大自然蕴含的美与规律，与大自然和谐相处，保护明天的世界。

[How]本文是说明文，分为三部分：第一部分是文章的第一段，由身边的花草树木引出话题；第二部分是文章的主体，对文章的主题进行展开说明，介绍了三个从自然界中获得灵感进行设计的建筑；第三部分是结尾，对文章的主题作归纳总结。

●课时目标1. 获取四则名言的含义，了解名人们对于从大自然中获取灵感的态度。

2. 了解视频的大意，培养学生在视频中快速提取有效信息的能力。

3. 联系实际，谈论自己与大自然的关系。

4. 通过快读和精读，了解著名建筑物(Art Science Museum，The Eastgate Centre，The Algae House)的设计灵感来源，学会欣赏国内外著名建筑物的美和艺术特色。

5. 了解说明文的语篇结构及写作方法，勾画文章信息图或思维导图，了解文本结构。

6. 谈论人类从大自然中得到启发的其他例子，反思人类与大自然的关系。

7. 教会学生善于发现大自然的美，感恩大自然的馈赠，合理利用和开发大自然，尊重自然，与自然和谐共生，为构建人类命运共同体而努力。

新人教高中英语必修三Unit5 The Value of Money单元内容分析讲义

Unit 5 The value of money单元内容分析本单元主题：人与社会-金钱的价值单元内容分析本单元的主题是“金钱的价值”（The Value of Money），首先用一则清洁工拾金不昧的新闻报道引发讨论，主体部分是根据美国作家马克·吐温的短篇小说《百万英镑》和同名电影改编的戏剧剧本。

作者用略带夸张的手法勾勒出不同人物在“百万英镑”面前的种种丑态，令人忍俊不禁。

该作品揭露了资本主义社会金钱至上的残酷现实，能启发学生深人思考金钱的价值，树立正确的价值观。

以下为教材各部分教学内容简要分析及教学活动实施建议：1．Opening Page 主题图呈现的是《百万英镑》电影中发生在酒店的一幕。

在这幅剧照中，主人公亨利高高举起刚刚找到的百万英镑大钞给债主们看，剧照上面的背景就是这张在故事发展中起重要作用的巨额钞票。

本页还提供了英国哲学家弗朗西斯·培根的名言“Money is a good servant and a bad master.”（金钱是善仆，也是恶主。

）这句话揭示了金钱的两重性：善用金钱，它可以为我们服务；当我们被金钱所迷惑，就会沦为它的奴隶。

当今社会拜金主义现象依然存在，探讨对待金钱的正确态度，培养学生树立健康的金钱观，这便是本单元的主题意义所在。

2．Listening and Speaking：Discuss the good deed of returning lost money 该板块的活动主题是“讨论拾金不昧的善举”。

通过一则“清洁工拾金不昧”的新闻报道开启本单元关于“金钱的价值”的主要讨论，为后面探究《百万英镑》戏剧的主题意义做铺垫。

另一方面，新闻体裁的引入也体现了语言学习的实用性。

该板块旨在帮助学生熟悉新闻报道的文体特点，培养听英语新闻的技能。

新闻报道的基本文体特征是内容广泛、时效性强，简洁明了、生动鲜明。

该听力文本符合“新闻导语法”的结构特点。

第一段导语包含的核心信息有：主人公的名字（Chen Liyan）、该事件的影响（has made the headlines）、撰稿人的态度（generous and honestact）。

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。

高中英语《必修三第五单元词汇课》优质课教案、教学设计

高中英语《必修三第五单元词汇课》优质课教案、教学设计一、教材分析：本课的主要内容是研究第五单元词汇以及重要用法。

在词汇教学中，要注意语境、语篇、语感及语用的有机结合，使学生在具体的语境中高效地研究英语词汇，在语篇中理解词义，在练中增加语感，在实践中提高语用能力。

本单元的很多单词都与加拿大有关，教师可围绕加拿大话题，先引导他们回忆他们已学的单词，巩固这些旧的知识，再逐渐介绍新的描写国家的词汇，使学生慢慢掌握更多的表示节日的词汇。

在这个过程中，可让学生做一些语义联想活动，让学生选取一些单词，让学生尽可能的运用本单元的词汇谈论国家活动，让他们在实际运用中掌握新词汇。

在进行词汇教学中，教师可运用有效的词汇教学策略，引导学生高效地记忆词汇并熟悉这些新词汇的用法。

教师可通过各种构词法引导学生研究新词汇，让他们从已学过的词汇出发，XXX相关的词缀及其意义，有效记忆新的词汇并运用口诀。

二、学情分析：高一学生普遍缺乏研究策略意识，不会灵活运用各种有效的研究策略促进他们的词汇研究。

因而，教师应把研究策略融入到正常的课堂教学中，引导他们在英语词汇研究中恰当运用各种有效的策略提高他们研究英语词汇的效率。

比如，教师可向学生介绍词汇联想记忆法，词汇词缀记忆法，新单词的同义词、反义词、近义词共同记忆法。

如果学生们掌握了一些适合他们自己情况的研究策略，他们的词汇研究效率就会有很大的提高。

3、讲授方针：1.知识与技能：学生掌握单词的词义、构词形式和基本用法，能够在日常研究及交往中能够准确的使用本单元词汇。

2.过程与方法：通过开展小组活动以及提问讨论的方式，引导学生积极与人合作，相互研究，培养团队意识。

同时，提高语言表达能力，培养活学活用的能力。

3.情感态度与价值观：理解世界文化的多样性，增强对本国传统特色文化的保护意识，增强跨文化交际能力。

4、讲授重点：单词构词方式及用法和重点词组5、讲授难点：构词方式和用法六、教学方法：自主研究、小组活动,英语口诀七、教学手段：多媒体和学生研究支持材料八、教学过程：Step1: Leading-in: warm-up activities1.How much do you know about the country of Canada?2.Can you describe Canada according to the pictures?1) the picture of Canada 2) the picture of OttawaStep2: nRe vise the words including “ed” and “ing”New words (用口诀讲练单词)1.XXXmulti - culture -。

2019外研版高中英语选择性必修三Unit5 Using Language(1) 教学设计

Unit 5 Using Language(1) 教学设计●课时内容Review: non-finite forms as subject，object and predicative主题语境：人与自然主题群：自然生态子主题：人类向自然界学习语篇类型：语法训练、文本阅读文本分析：[what]本节课的主要内容是Review: non-finite forms as subject, object and predicative。

首先探讨摘自上篇文本的例句，带领学生复习非谓语动词作主语、宾语和表语的用法，然后学习“苏州留园”和“二十四节气”两段材料。

[Why]通过看说训练、文本阅读和写作活动，进一步巩固学生对非谓语动词作主语、宾语和表语的掌握，提升学生在真实语境中的综合语言运用能力。

[How]本课时包含两段材料：第一段阅读材料是关于“苏州留园”，呈现了大量非谓语动词作主语、宾语和表语的情况，为学生复习提供了真实的语境;第二部分是一篇和二十四节气相关的一些信息，介绍了二十四节气的起源﹑意义，术语、地位等方面，语言精炼，易于学生了解，为后续写作活动提供了素材。

●课时目标1. 分析和读懂语法例句，总结和复习非谓语动词作主语﹑宾语和表语的用法，能在具体语境中正确使用非谓语动词作主语、宾语和表语。

2. 了解苏州留园和二十四节气的相关知识及英文表达。

3. 关注语法功能，增强语法意识，形成以语言运用为导向的“形式——意义——使用”三维动态语法观。

4. 运用所学知识描述二十四节气中的某一个节气，加深对大自然的了解。

●重点难点重点：非谓语动词作主语、宾语和表语的用法。

难点：关注非谓语动词作主语﹑宾语和表语的语用功能，学会在真实语境中正确运用。

●教学准备教师准备：1. 非谓语动词作主语、宾语和表语的用法和习题。

2. 苏州留园和二十四节气的相关背景知识。

学生准备：1. 预习本课词汇。

2. 预习已学的非谓语动词作主语、宾语和表语的用法。

人教新课标必修3 Unit5 Canada-the true north[全套教案](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我们展示了加拿大的一些基本概况, 包括它的地理位置、面积、地貌、主要城市、生态环境、风土人情以及该国的多元文化。

通过学习本单元，使学生对加拿大有更多的了解；此外，还要学会使用地图，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部分提供了一个关于加拿大概况的小测试，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部分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部分以游记的形式,记述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路线向我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、富饶、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，掌握新的词汇句型和游记的写法，提高学生的阅读能力。

Comprehending部分由三部分组成：回答问题、写出正确信息和画出旅游路线图。

此部分不仅检查学生对细节的把握，而且检测学生根据课文内容进行推理和判断的能力以及读图能力；要求学生在地图上画出文中人物横穿加拿大的路线图，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部分首先通过构词法的学习扩大学生的词汇量并培养学生的词汇生成能力。

使用课文中的词汇和信息编对话和填空，旨在提高学生活用词汇的能力。

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部分综合训练听说读写的能力。

新教材高中英语必修三unit5 the value of money listening and speaking教案

Unit 5THE VALUE OF MONEY主题【主题】The subject of this unit is human and social literature, art and sport. This unit mainly involves novels, plays, poems, biographies, brief literary history, classical lectures, literary classics, etc. The topic is closely related to students' study and life, in this theme, guides the student to understand the drama language (figure language and stage), and then analyzing the characteristics of the characters and dramatic conflicts, etc., help to stimulate students' divergent thinking, increase the degree of thoughtful breadth and depth of thinking, thinking, cultivate creative thinking and critical thinking, thinking quality; At the same time, broaden students' horizons, greatly enrich students' cultural knowledge, improve the level of literary appreciation; It also helps students to establish a correct outlook on life and values through discourse learning and drama performance.Teaching targets:knowledge and ability targets:Cultural knowledge:Language skills:Strategy targets:Section ⅠListening and Speaking Step 1 : Before listening1．Translate the following words and phrases.①basis n．基础；根据；基点②on the basis of 在……的基础上③loan n. 贷款；借款④take out a loan 取得贷款⑤apologise v i. 道歉；谢罪⑥ignore v t. 忽视⑦in return作为回报；作为回应⑧plastic n. 塑料adj.塑料制的⑨judge v t .& v i . 评价；评判；判断 n ．法官；审判员；裁判员 2．Brainstorming ：What do you think?happiness ，love ，friendship ，respect ，dream ，courage ，belief__etc. 3．Look at the picture on Page 49 and tell your classmates what they are doing? They__are__looking__at__the__million__pound__bank__note . 4．Finish Ex.1 on Page 50.1) What do you people have to buy in order to lead a good life? 2) what can people not buy with money?3), is money the basis of a happy life? Why or why not? 5．Try to translate the sentence in various ways. 我相信他什么都知道。

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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分析和扩展导入本节课所要学习的课本知识的学习。

三、知识讲解考点/易错点1重点单词与短语学习multi- 是一个前缀。

意为"多”。

（回归课本P33） Canada is a multicultural country. 加拿大是一个多元文化国家。

［归纳拓展］multiply a.乘;繁殖（multi + ply 表动词宀变多宀乘）multiple a.多样的；多功能的（multi + pile 宀多的宀多功能的）multilingual a. 多种语言的（multi + lingual 方向的）multidirectional a. 多方向的（multi + 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 状态宀多的状态宀多数）rather than 并列连词，而不是（回归课本P34）Rather tha n take the aero pla ne all the way, they decided to fly to Van couver andthe n take the train from west to east across Can ada.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。

2、rather than 做并列连词。

其前后都应是相互对应的词语，但接不定式时，常可省去不定式符号to 。

rather than 也可分开使用，和would 或had 构成" would / hadrather •- than ”结构gn前后也是相互对等的结构。

试比较：1） She would rather have the small one tha n the large one.她宁愿要小的，也不愿要大的。

2) Tom would rather be liked than feared.[ 归纳拓展]1、would rather …than/other than/rather than/or ratherwould rather do sth. than do sth. else “宁愿做某事而不愿做别的”，表示主观愿望。

使用这一结构时，than 前后两部分的成分应对等。

如果than 后是动词，要用原形。

例如：He would rather have the small one than the big one.do A rather than do B = rather than do B, sb. does A 某人不做B 却做AA rather thanB 是A 而不是Bwould rather do A than do B = would do A rather than do B 宁可做A 而不做B prefer to do A rather than do B 最喜欢做A 而不做Bwould rather sb. did/had done sth. 宁愿某人做某事2、or rather “与其说……不如说……；更确切地说；并非那样，而是……”。

例如：I'll meet him, or rather I'll ask him to meet me. 我要会见他，或者更确切地说，我要请他来见我。

3、other than “除了..... ；除了 ... 以外”，通常用于否定句中。

例如：I can't do other than obey. 除了服从，我别无他法。

settle v.安放;安顿安排;料理［。

（回归课本P34）That after noon aboard the train, the cous ins settled dow n in their seats.［归纳拓展］及物动词vt.1. 安放;安顿;安排;料理［O］He settled his child in a corner of the compartment.他把孩子安顿在车厢的一个角落里。

2. 使（杂质）沉淀;使（液体）澄清3. 使（自己）安下心来使（心情）平静下来，使安宁After the excitement I tried to settle myself. 激动过后，我设法平静下来。

4. 确定，决定［+（that）］［+wh-］rve settled that r II drop medici ne and take up physics. 我已决定放弃学医开始学物理。

5. 解决（问题等）;结束（争端、纠纷等）Both wan ted to settle their scores. 双方都愿意捐弃前嫌。

The question has bee n settled. 这个问题已经解决了。

6. 使定居;殖民于［H］7. 支付结算I have several bills to settle. 我有好几笔账要付。

不及物动词vi.1. 坐下;安顿下来［Q］2. 停息;下沉;沉淀［(+on/over/upon)］The powder settled to the bottom of the cup. 粉末都沉淀到杯底了。

3. 稳定下来;平静下来；镇定下来［(+down/to)］She cannot settle to work. 她安不下心来工作。

settle down to … 使某人安下心来做 .....settle (dow n) in ... 在 ..... 定居下来4. 和解;结束争端［(+with)］5. 安家,定居;殖民［Q］The family has settled in Can ada. 这家人已定居加拿大。

man age v.设法做成某事catch sight of 看至U(回归课本P34)…they managed to catch sight of some mountain goats and even a grizzly bearand an eagle.她们设法看到了野山羊，甚至还看到了一只灰熊和一只鹰。

1、manage to do sth .准确的意思是：成功地做到(了)某事，是有明确结果的。

也就是说、、A man aged to do sth. =A succeeded in doing sth.［归纳拓展］同义句型try to do sth. 指的是努力做某事try doi ng sth. 意思是试着做某事。

两者动作能不能"成功”都不太确定。

try doi ng sth. 往往隐含着做某事把握不是很大，还有些犹豫，可能会失败，还要重试的意思。

2、catch sight of 看至U［归纳拓展］lose sight of 看不见have a sight of 看见at first sight of 初见at sight 一看见就in sight 在望；临近out of sight 在视野之外eastward adv.向东adj.向东的；朝东的(回归课本P34)Going eastward, you'll pass mountains and thousands of lakes and forests Eg: 1). They were traveli ng eastward(s) to the city which appeared in their dreams.他们朝着东边向梦想中的城市进发。

2) . The pla ne filed in an eastward direct ion. 飞机向东边飞去。

［归纳拓展］eastward(s) adj./adv. 向东的，向东地southward(s) adj./adv. 向南的，向南地southeastward(s) adj./adv. 向东南的，向东南地no rtheastward(s) adj./adv. 向东北的，向东北地southwestward(s) adj./adv. 向西南的，向西南地no rthwestward(s) adj./adv. 向东北的，向东北地westward(s) adj./adv. 向西的，向西地no rthward(s) adj./adv. 向北的，向北地have a gift for 有…天赋thousa nds of 成千上万的(回归课本P34)Many of them have a gift for ridi ng wild horses and can win thousa nds of dollarsin prizes.它使地球把有害气体溶解在海洋里。

1、have a gift for 在 ..... 方面有天赋。

gift表示才能。

类似表达有：have a tale nt for, have a genius for.2、thousa nds of: 用作基数词单位的hun dred, thousa nd, millio n, billio n 通常不带复数词尾-s，但若用于表示数百、数千、数百万这样的泛指，则用复数。

如：About two thousa nd people died in the earthquake. 大约有两千人在地震中丧生。

Thousa nds of people go to the seaside every year. 每年成千上万的人至U海滨去。

考点/易错点2 重点句子分析【教材原句】Some people have the idea that you can cross Can ada in less tha nfive days. (P34) 有人想在不到五天的时间内穿越加拿大。

【句法分析】此处that you can cross Canada in less than five days 是同位语从句，是idea 的同位语，用来说明idea的具体内容。