人教版高中英语必修三五教案
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。
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.doc
Unit 5Canada—“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’ se nse 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 pa ssage 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 TORON TO 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 came from 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。
高中英语新人教版必修三教案
高中英语新人教版必修三教案教案标题：高中英语新人教版必修三教案教学目标：1. 了解和掌握高中英语新人教版必修三的课文内容和语法知识。
2. 提高学生的听说读写能力，培养学生的英语综合运用能力。
3. 培养学生的自主学习和合作学习能力，激发学生的学习兴趣和学习动力。
教学重点：1. 掌握课文的主要内容和重点词汇短语。
2. 理解和运用课文中的语法知识。
3. 提高学生的听说读写能力。
教学难点：1. 理解和运用课文中的难点句型和语法知识。
2. 培养学生的英语综合运用能力。
教学准备：1. 教材：高中英语新人教版必修三教材。
2. 多媒体设备：投影仪、电脑等。
3. 教学辅助材料：教案、课件、练习题等。
教学过程：一、导入（5分钟）1. 创设情境，引入新课。
通过引发学生对课文主题的思考，激发学生的学习兴趣。
2. 通过展示相关图片或视频，引导学生进行讨论和猜测。
二、预习（10分钟）1. 让学生在课前预习课文内容，了解文章大意和重点词汇短语。
2. 学生可以使用课前预习表格或其他方式进行预习。
三、讲解（20分钟）1. 教师对课文内容进行讲解，重点解释生词、短语和句子结构。
2. 教师引导学生理解课文中的难点句型和语法知识，解答学生的疑惑。
四、练习（15分钟）1. 学生进行口语练习，模拟对话或小组讨论，提高学生的口语表达能力。
2. 学生进行听力练习，听取相关录音材料并完成相关练习题。
3. 学生进行阅读理解练习，理解课文内容并回答相关问题。
五、拓展（10分钟）1. 学生进行写作练习，根据课文内容或主题进行写作练习，提高学生的写作能力。
2. 学生进行听力或阅读拓展，听取相关录音材料或阅读相关文章，扩展学生的听说读写能力。
六、总结与反思（5分钟）1. 教师对本课的重点知识进行总结，帮助学生巩固所学内容。
2. 学生进行自我评价和反思，总结学习方法和策略。
教学延伸：1. 学生可以进行小组合作学习，互相讨论和分享学习心得。
2. 学生可以进行课外拓展活动，如参观英语角、听取英语讲座等。
2020-2021学年高中英语人教版必修三教学案：Unit 5 Section 3 Word版含答案
[语法初识]原句感知自主探究①Some people have the idea that you can cross Canada in less than five days, but they forget the fact that Canada is5 ,500 kilometres from coast to coast.②The girls were surprised at the fact that ocean ships can sail up the Great Lakes.③The thought that they could cross the whole continent was exciting. (1)以上各句皆为主从复合句,句中含有同位语从句,用来解释说明所修饰名词的具体内容.(2) 以上各句皆为连接词是that 引导的同位语从句,that在从句中无实际意义,不作成分,但不能省略.语法点一同位语从句的定义后,说明该名词的具体内容的从句叫同位语从句.2．能跟同位语从句的名词一般是fact, news, idea, truth, hope, problem, information, wish, promise, answer, evidence, report, explanation, suggestion, conclusion等抽象名词.The news that our women volleyball team had won the championship encouraged us all greatly.我国女排赢得冠|军的消息大大地鼓舞了我们所有人 .He raised a question where we would have our meeting.他提出疑问,我们将在哪里举行会议.语法点二同位语从句的连接词及其功能连词种类连词备注I don't like the idea that money is everything.我不喜欢金钱就是一切这一观点.We have some doubt whether they can complete the task on time.我们疑心他们能否按时完成任务.We felt sad at the thought what he did and said.一想起他的所作所为我们就感到难过.I have no idea when he will be back.我不知道他什么时候回来.即时演练1句型转换①She works hard. The fact is well known to us all.→The fact that she works hard is well known to us all.②When will he start ?I have no idea about it.→I have no idea when he will start．③The question is not clear. We need more time to do the work.→The question whether we need more time to do the work is not clear.1．分隔式同位语从句：有时同位语从句与其所说明的名词会被其他成分隔开,从而形成分隔式同位语从句,这样做主要是为了保持句子结构平衡,防止头重脚轻.Word came that some wolves were caught around that village.有消息传来说在那个村子周围捕获了几只狼.即时演练2翻译句子①有消息传来说普京(Putin)再次中选(elect)总统.Word/News_came_that_Putin_was_elected_president_again._②A saying goes that practice makes perfect.熟能生巧是谚语.2．名词suggestion, order, demand, command, request, desire, proposal等后的同位语从句要使用虚拟语气,即从句谓语用 "should＋动词原形〞,should可以省略.He made a suggestion that I (should) start right now.他提出建议我应该立刻动身.即时演练3单句语法填空①He gave orders that the work (should)_be_started (start) immediately.②Our teacher gave us some advice on how we (should)_use (use) the computer.3．在肯定句中,名词doubt后的同位语从句用whether引导；在否认句或疑问句中,doubt 后的同位语从句用that引导.I have no doubt that he will win the game.我坚信他会赢得这场比赛 .There's some doubt whether John will come on time.对约翰是否会准时到有一些疑心.即时演练4选词填空：whether ,that①There can be little doubt that this kind of class can help the gifted children to graduate earlier.②I have some doubt whether she will come on time.从句从句中作主语、宾语、表语,作主语时不可省,有时可用which代替分,其前有意义相当的先行词；whether, how, what等不能用来引导定语从句I've come from Mr. Wang with the news that he won't be able to see you this afternoon.我从|王先生那边得知,他今天下午不能来看你了.The news (that) we heard on the radio was not true.我们在收音机里听到的那那么消息不是真的.即时演练5判断加黑局部是定语从句还是同位语从句①The foreigner expressed the hope that he would come to China again.同位语从句②The news that you told us last night made us very happy. 定语从句③He will never forget the days when he lived with his grandparents.定语从句④He has no idea when the meeting will be held.同位语从句[链接（高|考）]用适当的连接词填空1．(2021·天津（高|考）)The manager put forward a suggestion that we should have an assistant. There is too much work to do.2．(2021·重庆（高|考）) -Is it true that Mike refused an offer from Yale University yesterday?-Yeah, but I have no idea why he did it; that's one of his favorite universities.3．(浙江（高|考）)The only way to succeed at the highest level is to have total belief that you are better than anyone else on the sports field.4．(重庆（高|考）)Evidence has been found through years of study that children's early sleeping problems are likely to continue when they grow up.5．(江苏（高|考）)The notice came around two in the afternoon that the meeting would be postponed.6．(浙江（高|考）)I made a promise to myself that this year, my first year in high school, would be different.7．(天津（高|考）)Modern science has given clear evidence that smoking can lead to many diseases.8．(辽宁（高|考）)When the news came that the war broke out he decided to serve in the army.9．(上海（高|考）)There is clear evidence that the most difficult feeling of all to interpret is bodily pain.[针对演练]Ⅰ.选词填空that, what, when, how, whether, who, which1．She has some doubt whether her advice is of great value to us.2．We haven't settled the problem who will be sent to take charge of that chain shop.3．He often asked me the question whether the work was worth doing.4．I have no idea when the project will be finished.5．The problem which city we are going to ,Qingdao or Dalian is not decided.6．The teacher had no idea what was going on in the classroom.7．I have no impression how he went home, perhaps by bike.8．A warm thought suddenly came to me that I might use the pocket money to buy some flowers for my mother's birthday.Ⅱ.完成句子1．The fact that_the_office_already_has_a_good_accountant simply didn't enter into the decision.这个办公室已经有了一名很好的会计,但这一决定中根本没有考虑这一事实 .2．They were delighted at the news that_their_team_had_won．当听到他们队获胜的消息时,他们欣喜假设狂.3．Where did you get the idea that_I_could_not_come?你从哪儿听说我不能来?4．The thought came to him that_Tom_might_have_returned_the_book．他突然想起汤姆可能已经还了书了.5．I made a promise that_I_would_write_to_him_as_soon_as_I_got_to_Beijing．我向他许诺说我一到北京就给他写信.6．John and his wife clashed on the question whether_they_should_have_another_child．约翰和他的妻子在是否应再生一个孩子这个问题上意见有分歧.7．The fact that_he_had_not_said_anything surprised everybody.他什么也不说,这一事实使大家都感到惊奇.8．In my opinion, the news that_they_will_attend_the_meeting is true.在我看来,他们要出席会议的消息是真实的.9．A thought suddenly came to him that_he_should_have_picked_up_his_son．他突然想起他本来应该去接儿子的.10．Nowadays many people have the idea that_money_is_everything．如今很多人认为钱就是一切.Ⅲ.短文改错When I was a little child, my parents took me to Dalian, an attractively city by sea. The moment I saw the sea, I fell in love with them. We walked slowly along the shore, having a lot of funs. Everything there had left too deep an impression on me that I was eager to see the city again. For the beginning of this month, together with my parents I went to Dalian for a trip. Great changes have been taken place in the past years. I met some foreigners there and talked with them. Only then had I realize the importance of learn English. After staying there for ten days, we returned home, tired or happy.答案：第|一句：attractively→attractive; by后加the第二句：them→it第三句：funs→fun第四句：too→so第五句：For→At第六句：去掉been第八句：had→did; learn→learning第九句：or→but。
必修三Unit 5(1) 教案 人教版高中英语
2018 年月日第周星期surround.Step 2. Learning about Language (1)Purpose: To develop Ss’ ability of using new words and expressions.To develop Ss’ ability of creating words.1. Competition(1) Ask Ss to listen carefully, guess the meaning of some new words and then spell them. Ss should put up their hands as quickly as possible if they know the meaning or spelling of the new word. The student who does best will win the game.(2) Ask Ss to finish Ex2 on P36 as quickly as possible. After they finish it, ask them to discuss the answers in pairs and then check the answers with the class. (3) Ask Ss about the meaning of the following words.figure out, within, have a gift for, surround, border, harbor, settle down, extremely, as far as(4) Ask Ss to individually do Ex3 on P36 and then check answers with the class. 2. Learning tip(1) Ask Ss to observe the words and the explanations in Ex1 on P36.(2) Ask Ss to discuss the meaning of each word.(3) Summing upTell Ss they can put the prefix multi in front of many words to give them the meaning of “many” and put th e suffix ward(s) behind many words to give them the meaning of “in a direction”.Step 3. Warming UpPurpose: To find out what Ss have learnt about Canada and prepare Ss for learningnew knowledge in the unit.1. Ask Ss to recall their travel experiences by asking some questions.①Do you like travel? What is the longest trip you have ever taken?②What’s the best city in China for sightseeing in your opinion?③What country will you go for sightseeing if you have enough money and enough time?2. Show Ss a map of Canada and some beautiful pictures of Canada.Canada beaver grizzly bear3. Ask Ss to finish the quiz in Warming up by discussing in groups of four. And then check the answers.4. Ask Ss to fill in the form by discussing.Country CanadaLocation In the continent of (1) , bordering the United States on the ____(2)Total area/ size The (3) largest countryCapital city OttawaOfficial languages (4)(5) Varies from area to areaNatural resources Forests, fishing, fresh water, wildlife, coal, natural gas etc. National animals BeaverSuggested Answers:(1) North America (2) South (3) Second (4) English and French (5) climateStep 4. TalkingPurpose: To develop Ss’ ability of speaking.1. ActivityAsk Ss some simple questions by revising the form finished above.T: Where is Canada?S: It’s in the continent of North America, bordering the United States on the south. T: Is it far from China?S: Yes.T: How do you go to Canada if you want to have a travel to Canada?S: By air.T: Why?S: It’s too far away from China.2. Pair work(1) Ask Ss to make up a dialogue in pairs by imitating the above dialogue between the teacher and the Ss.(2) Ask two pairs of the Ss to act out the dialogue in front of the class.(3) Ask Ss to make up a dialogue according to the information given in the form above and the reference given below. Then ask a pair of the Ss to act it out. Reference:Where is Canada?What’s the size of Canada?Where is its Capital?What natural resources are there in Canada?。
人教版高中英语必修三 Unit5_Canada—“The_True_North”教案
Unit 5 Canada----“The True North”教学内容分析本单元的中心话题是加拿大——李黛予等人在加拿大的旅游经历。
学生通过本单元学习，可以初步了解加拿大的一些基本情况，包括地理环境，各大城市特点以及人文活动等。
“热身”（Warming Up）部分是一个小测验，看看学生对加拿大这个国家了解多少。
采用小测验活动，一来是为了激起学生的学习兴趣，另一目的是让学生联系自己已有知识，为整个单元的学习做准备，温故而知新。
“读前”（Pre-reading）部分是三个问题，设计自身的旅行经历和对加拿大的了解，这些问题与文章紧密相关。
学生通过谈论这些问题，为更好的理解这篇文章打好铺垫。
“阅读”（Reading）部分是篇游记，记述了李黛予和刘倩去加拿大看望表兄妹的旅途见闻。
乘火车横穿加拿大之前，他们的朋友林丹尼向他们介绍了加拿大的概况，包括面积、地貌、城市、人口、生态环境等。
一路上，他们看到了加拿大的自然美景和野生动物。
她们中途停靠卡尔加里（Calgary），谈到卡尔加里大赛马会（Calgary Stampede）。
加拿大地广人稀，多数人住在美加两国边境。
本文还提到了桑德湾（Thunder Bay）,五大湖（the Great Lakes），温哥华（Vancouver），多伦多（Toronto），还介绍了加拿大的淡水资源。
“理解”（Comprehending）部分又三个练习。
考查学生找文章具体信息的能力.语言学习”（Learning about Language）部分包括“词汇学习”和“语法学习”这两部分内容。
“词汇学习”部分首先介绍构词法，加前缀或后缀而组成派生词；然后通过各种有意义的练习形式，帮助学生更好的记住和运用单词。
“语法学习”部分呈现了大量的例子，让学生归纳同位语从句的特点。
“语言应用”（Using Language）部分综合训练听说读写的能力。
“小结”（Summing Up）部分让学生归纳、梳理本单元所学内容，包括有关加拿大的信息，基本的语言知识和语法内容。
人教新课标必修3全册教案(unit1-5)
Unit 1 Festivals around the world1.Teaching aims of this unitTalk about festivals and celebrationsTalk about the ways to express request and thanksLearn to use Modal verbsWrite a similar story with a different ending2.Sentence patterns:Request:Could/ Would you please…?Could I have…?Could we look at…?I look forward to…May I see…?Thanks:It’s very kind of you…Thank you very much/ Thanks a lot.I’d love to.It was a pleasure…Don’t mention it.You are most wele.3.Modal verbs:May might, can could will would shall should must canThe first period Speaking1.Teaching aims:V ocabulary: take place, lunar, festival, Army Day, Christmas, dress upPhrases: Would you like … Could I have…?Might I offer help…? May I see…?You should try…Could we like at…?Can you suggest…? We might take…Teaching ProceduresStep I Leading inT: Hello, everybody! Wele back to school! Did you have a good time in your winter holidays?Ss. Yes. Of course!T: When did you feel most happy and excited?Ss: At the Spring Festival.T: Who can tell us why? Any volunteers?S1: Because it is the most important festival in our country.S2: Because I got a lot of lucky money from my parents.S3: Because I needn’t study at festivals and there wa s a lot of delicious food to eat.How great.S4: Because I met my cousins and friends who I hadn’t seen for a long time.T. Very food! I am glad to hear that. Today we will talk about festivals, which are meant to celebrate important events. Please think about some other festivals. Can you name just a few?Ss: New year, Yuan xiao festival…:T: Quite right. That’s called the Lantern’s Festival. How about some other festivals?Ss: The Army Day, International Labour’s Day, National Day, Tomb Sweeping Festival, Dragon Boat Festival, Mid-autumn Day…T: You have done a good job, boys and girls! .Step ⅡWarming –upFestivals are meant to celebrate important events. Different countries have different festivals. Work in groups and lost five Chinese festivals that you know.Discuss when they take place, what they celebrate and one thing that people do at that time. The first one is given to you as an example.Step ⅢPre- readingDiscuss in groups of four1.What’s your favourite holiday of the year? Why?2.What festivals or celebrations do you enjoy in your city or town? Do you likespending festivals with your family or with friends? What part of a festival do you like best---the music, the things to see, the visits or the food?Step ⅣAssignment1.Consolidation2.Listening to the material again after class to be familiar with it.3.Homework: Collect as much information about festivals as possible.The second period ReadingTeaching Aims1.V ocabulary: starve, starvation, plenty, satisfy ancestor lamps lead feast bone originin memory of dress up trick poet arrival national gain independencegather agricultural European custom awards watermelon handsomerooster admire look forward to religious as though have fun with daily 2.To enable the students to know the earliest festivals with reasons for them and four different kinds of festivals that occur in most parts of the world3.To enable the students to master some English expressions and phrases about festivals.4.Teach the basic reading skills: skimming and scanning.5.Try to pare and make conclusion s of different festivals.Step ⅠRevision1.Greetings.2.Review the new words of this part.3.Check the students’ homework---festivalsStep ⅡReading1.ScanningT: Open your books and turn to page one. I’d like you to do t he scanning. Read the text quickly and accurately to get the main idea and answer the 6 questions on Page3. ( Ask the student to look through the questions and then read the text silently.)( Four minutes later, check the answers with the whole class. Show the suggested answers on the screen.)2.Intensive reading( Allow the students to read aloud and carefully this time to understand the main ideas of each paragraph and the important details)T: Read the text loudly for a second time and them try to tell if these sentences are True or False.3.Reading and discussionT: Read the text a third time and then work impairs to do Exercise 2 on Page 3.( Let the students have enough time to read the passage carefully and discuss the chart with their partners. Encourage them to expand their answers according to their ownexperiences.)4.Explanation(In this part try to help the students analyse the difficult, long and plex sentences and guess the meaning of the new words; ask them to deal with the language points in the context.)T: Now I will discuss some important sentences and phrases in the passage.a.Some festivals are held to honor the dead, or satisfy and please the ancestors,who could return either to help or to do harm.b.In memory ofc.In India there is a national festival on October 2 to honor Mahatma Gandhi,the leader who helped gain India’s independence from Britain.d.People are grateful because their food is gathered for the winter, and becausea season of agricultural work is over.e.The most energetic and important festivals are the ones that look forward tothe end of winter and to the ing of spring.f.The country is covered with cherry flowers so that it looks as though it mightbe covered with pink snow.The suggested explanation:a.An attributive clause.The sentence means people hold some festivals either to show respect to the dead or to make their ancestors happy in case they might e back to do harm.b.in memory of … serving to recall sb, to keep him fresh in people’ minds.He wrote a poem in memory of his dearest wife, who died in an accident.in honor of ( showing great respect or high public regard)in hopes/the hope of (hoping)in defence of (defending)c. a noun phrase followed by an attributive clause as the appositived.two clauses for reasone.energy→energetic adj. ( full of or done with energy)look forward to ( to is a preposition here.)devote to, be/get used to, get down to , stick toe.g. I’m looking forward to hearing from yo u.Step ⅢListeningT: Now I will play the tape for you. You can just listen with your books closed or look at your books or read in a low voice together with the tape. It’s up to you. After listening, please write down three things that most festivals seem to have in mon.( prehending Ex.3 on Page 3).The third period Learning about languageTeaching aims:1.Let the students know the usage of modal verbs.2.Enable the students to recognize the words and expressions in the reading passageaccording to what mean the same as them.Step ⅠGreeting and Revision( Ask some students to retell the text we learned .)StepⅡ. Practicing the useful words and expressionsT: As we know, there are two important kinds of verbs---transitive verbs and intransitive verbs. But many intransitive verbs have the structure “verb+preposition+objects 〞Can you give me some examples?Ss: Sure. Such as look at the picture, hear from my friends, listen to the radio and so on.T: Ok. Now turn to page 4, Ex. 4. You are to make some sentences of your own, using the words given.S1. I’m looking forward to hearing form my friendS2: We are talking about verbs.S3: Would you like to talk with me?S4: Who can think of an effective solution to the problem?S5: Please think about my proposal.Step ⅢUseful StructuresT: Let’s e to the next part. This part is about modal verbs. You are to read the sentences in Ex. 1 and then to find out and write down different sentences with modal verbs form the reading passage and try to explain their meanings. If you have any difficulty in understanding them you can refer to Grammar in Pages 92---94Step ⅣSumming up and home workT: Boys and girls, today we have practiced useful words and phrases of this unit and the usage of modal verbs. I think it is not easy for you to master them, after class you should review them.Homework1.Practice of WBP42EX.1,2,3.2.Please find out10 sentences with modal verbs, and try to get their meanings.The fourth period ListeningTeaching aims:1.V ocabulary: go with, the big bands, musicians, over and over again, for sale, getused to, the winners of this year’s awards for the best costumes2.Enable the students to know how to get the key words to understand theconversation about the carnival parade, to talk about sth happened and express request and thanks.Step ⅠRevisionAfter checking the WB Ex. 1,2,3 the teacher ask the students to give examples about modal verbs and try to explain them.Step ⅡWarming upT: By the way, what’s the topic of this unit?Ss: Festivals around the world.T: Would you like to know something more about festivals around the world?Ss: Of course.T: Now I will show you several pictures. What’s the festival called?Ss: Carnival.T: Yes. This class we will listen to a dialogue about carnivals. First look through the four questions in listening part to find out the listening points.Step ⅢListeningT: I will play the tape for you twice. Please listen carefully and pay much attention to the important points. For the first time you are to make notes beside thequestions. For the second time, you should write down the answers andthen check them with your partners.( It’s important to encourage the students to adapt their present knowledge anyskill to a variety of situations wherever they can. Make sure to allow various expressions of the answers. Do not demand the same words form all students.)Step ⅣSpeakingThis part is intended to give the students the opportunity to practice a telephone conversation using the functional items for requests and thanks. Thepolite form of English are important and should be practiced in a varietyof situations.Step ⅤListening taskT: There are about 10 minutes left. Let’s e to listening task. Turn to page 43and look at the pictures. They have something in mon. Can you find it out?Ss: They are all about festivals bout the dead.T: That’s right. I will play the tape for you. For the first time you should try towrite down the name of the country where the festival are held. For the next two times you should do Ex2. You can make a brief note first and then plete the chart, according to which you can make a report.The fifth period Extensive readingTeaching aims:1.V ocabulary: heart-broken, turn up, keep one’s word, hold one’s breath, drownone’s sadn ess in coffee, set off for, remind somebody of something,2.Learn to pare the festivals in China and in western countries.Step ⅠRevisionCheck homeworkStep ⅡReading (1)T: As we know, there are all kinds of festivals around the world. We have talked about two Chinese festivals for the dead. Today we are going ti read a sad story, which is to introduce a cross cultural view of lovers’ festival—Qi Qiao and Valentine’s Day. NowT: I think you have got the general idea of the passage. Now please read the passage once more and answer the questions on Page 8.Step ⅢDiscussion and writingT: That’s for the reading part of the passage. Please think about the ending of the story. Are you satisfied with the ending? Different people have different opinions to a matter. Now any one of you have an opportunity to make up an ending to the story. Please engage imaginatively in the story and use your own ideas. Try to use the vocabulary and structures you have learned of you like.Step ⅣReading(2)T: Let’s e to another passage abo ut carnival in Quebec. Please turn to Page 44, read itquickly and answer the questions in Page 45. Five minutes for you.Added material:Thanksgiving DayFourth Thursday in November is celebrated as ‘Thanksgiving Day’ People thank God for his blessings. People can ‘Thank’ friends, foes and anyone for the experiences, happiness and sunshine they bring into their lives. Pilgrims celebrated the first Thanksgiving Day in America during the second winter in the new world. The first winter had been bad as nearly half of the people had perished due to lack of food and bad weather. But the following year, with the help of Indians who showed them how to plant Indian corn, the pilgrims had successful harvest. Governor William Bradford decided that December 13, 1621 be set aside for feasting and prayer. The Indians were invited to share the festival. Since than, Thanksgiving Day is been celebrated in America. However, it was only in 1941, the Congress in a joint resolution named the fourth Sunday in November as the official Thanksgiving Day.Dating back, it is known that the Council thought to appoint and set apart the 29th day of June, as a day of Solemn Thanksgiving and praise to God for his Goodness and Favour. The First Thanksgiving Proclamation was however on June 20, 1676. The governing council of Charlestown, Massachusetts, held a meeting to determine how best to express thanks for the good fortune that had seen their munity securely established. By unanimous vote they instructed Edward Rawson, the clerk, to proclaim June 29 as a day of thanksgiving, It is also known that the Pilgrims set ground at Plymouth Rock on December 11, 1620. Their first winter was devastating. At the beginning of the following fall, they had lost 46 of the original 102 who sailed on the Mayflower. But the harvest of 1621 was a bountiful one. And the remaining colonists decided to celebrate with a feast -- including 91 Indians who had helped the Pilgrims survive their first year. It is believed that the Pilgrims would not have made it through the year without the help of the natives The feast was more of a traditional English harvest festival than a true "thanksgiving" observance. It lasted three days.Thanksgiving, as we know it today, has e a long way from the Pilgrim's harvest festival in 1621. It is an event that seems, as each year goes by, to reinvent itself and to expand its meaning to larger vistas. Maybe this is the real significance of the occasion; for as we continue to change and grow as a people, there are an increasing number of things for which we can be thankful.HalloweenThe ancient Druids 督伊德教(古代高卢人与不列颠人的一种某某)的教徒who inhabited what we now call Great Britain placed great importance on the passing of one season to the next, holding "Fire Festivals" which were celebrated for three days (two days on either side of the day itself). One of these festivals was calledSamhain (pronounced Sha-Von) and it took place on October 31 through to November 1. During this period, it was believed that the boundaries between our world and the world of the dead were weakened, allowing spirits of the recently dead to cross over and possess the living. In order to make themselves and their homes less inviting to these wayward spirits, the ancient Celts〔凯尔特人〕would douse 〔插入水中, 把弄熄, 弄湿〕all their fires. There was also a secondary purpose to this, after extinguishing all their fires, they would re-light them from a mon source, the Druidic fire that was kept burning at Usinach, in the Middle of Ireland.Samhain was considered to be a gateway not only from the land of the dead to the land of the living, but also between Summer and Fall/Winter. For the Druids, this was the last gasp 〔喘息, 气喘〕of summer (it was also the Celtic New Year), sotherefore they made sure it went out with a bang before they had to button down 〔把...弄清楚〕for the winter ahead.They would dress up in bizarre costumes and parade through their villages causing destruction in order to scare off any recently departed souls who might be prowling 〔巡游〕for bodies to inhabit, in addition to burning animals and otherofferings to the Druidic deities〔神, 神性〕. It is also a popular belief that they would burn people who they believed to be possessed, but this has largely been debunked 〔揭穿, 拆穿假面具, 暴露〕as myth.This tradition was later brought to the North American continent by Irish immigrants who were escaping the Potato Famine in their homeland. In addition to the festival itself, the immigrants brought several customs with them, including one of the symbols most monly associated with Halloween -- the Jack 'O Lantern. According to Irish folklore, there once lived a man named Jack who was known for being a drunk and a prankster〔顽皮的人, 爱开玩笑的人〕. One night Jack tricked thedevil into climbing a tree, and quickly carved an image of a cross on the trunk, trapping the devil. Jack then made him promise that, in exchange for letting him out of the tree, the Devil would never tempt him to sin again. He reluctantly agreed, but was able to exact his revenge upon Jack's death. Because of his mischievous ways in life, Jack was barred from entering heaven and because of his earlier trick, he was also barred from hell. So he was doomed to wander the earth until the end of time, with only a single ember〔灰烬, 余烬〕(carried in a hollowed out turnip.[植]芜箐, 芜箐甘蓝) to warm him and light his way.In Ireland, they originally also used turnips for their "Jack Lanterns", but upon arriving in the new world, they discovered that pumpkins were abundant and easier to carve out.EasterOn Good Friday, Jesus Christ was execute d by crucifixion. His body was taken down from the cross, and buried in a cave.The tomb was guarded and an enormous stone was put over the entrance, so that no-one could steal the body. On the following Sunday, some women visited the grave and found that the stone had been moved, and that the tomb was empty. Jesus himself was seen that day, and for days afterwards by many people. His followers realised that God had raised Jesus from the dead.Hot Cross Buns Hot Cross buns are still made all over England ar ound Easter time. At one time, buns with a cross on them were made all through Lent. They were banned by Oliver Cromwell and brought back again at the time of the Restoration. For a time they were only available on Good Friday but now they can be bought du ring the month leading up to Easter. Whole meal hot cross buns are being more popular each year. The Easter EggAs with the Easter Bunny and the holiday itself, the Easter Egg predates the Christian holiday of Easter. The exchange of eggs in the springtime is a custom that was centuries old when Easter was first celebrated by Christians.From the earliest times, the egg was a symbol of rebirth in most cultures. Eggs were often wrapped in gold leaf or, if you were a peasant, colored brightly by boiling them with the leaves or petals of certain flowers.Today, children hunt colored eggs and place them in Easter baskets along with the modern version of real Easter eggs -- those made of plastic or chocolate candy.O-bon FestivalBon DanceDuring o-bon, bon odori (folk dances) are held all over Japan. The kind of dance varies from area to area. People wearing yukata (summer kimono) go to the neighborhood shrine, temple, or park and dance around a yagura (stage) set up there. Anyone can participate in the dance. Join the circle and imitate what others are doing. Awa odori of Tokushima and bon odori at Yasukuni Shrine, Tokyo are very famous.Also, Toro Nagashi (floating paper lanterns) are held in some areas. On the evening of the 15th, people send off ancestor's spirits with a paper lantern, lit by a candle inside and floated down a river to the ocean. Fireworks displays (Hanabi-taikai) are often held during o-bon. It is a typical Japanese summer scene to see hanabi. Since o-bon is an important family gatherin g time, many people return to their hometowns during o-bon. Most businesses are closed during this time. Although it is crowded everywhere, it is mon for many people take trips during o-bon, too. The beginning and end of o-bon are marked with terrible traffic jams. Airports, train stations, and highways are jammed with travelers. I remend you do not travel around o-bon!Unit2 Healthy eatingTeaching Aims of this unit1.Talk about healthy eating2.Making suggestions or giving advice on diet3.Distinguish the meanings of Modal verbs4.Make a balanced menu5.V ocabulary:6.fiber,digestion,bean,slim,curiosity,lie,debt,glare,limit,benefit,item,protective getrid of, throw away, get away with, tell lies, earn one’s living in debt ,set out run one’s business ,carry on7.Speaking: Practice talking about your ideas; practice giving suggestions andadvice, practiceseeing the doctor.8. The use o f ought toThe first period Warming up and readingStep ⅠWarming upReview the words of foods by showing their pictures. First, ask students to list the foods they like best. Then tick off 3 of them they eat most often. Second, show the three groups of foods and see which group their foods belong to. Third, ask the students to tell us in what ways their foods help them grow.Step ⅡPre-readingGet the students to discuss the questions with their partners in this part. Then ask them to report their work. This part will help the students understand the text.T: Please look at the slide show and discuss the questions with your partners. Then I’ll ask you to report your work. Are you clear?Step ⅢReadingGet the students to prehend the passage quickly and accurately and meanwhile help the students to form a good habit of reading. Give the students a couple o f minutes to look through the whole passage. Tell the students to read the text silently and then ask for the main idea of the text on the slide show with their partners. Encourage the students to express their ideas.1.Fast readingIn this part ask the students to read the text quickly for the first time and find out the main idea of the text. Then ask them to read the text again carefully to obtain some details. Before reading show the tasks and let the students read the tasks first. This text will help them have a good understanding of the text.a.The two restaurants supplied the healthy diet.b.The reason why Yong Hui’s restaurant was so popular withcustomers.c.Wang Pengwei found out why he had lost his customers and decidedto win them back2.Careful readingT: Now it is time for us to read the text carefully and decide which sentences are true. Then correct the false ones. First read the sentences.ually Wang Pengwei’s restaurant was full of people. (T )b.Yong Hui served a balanced diet. ( F)c.Yong Hui could make people thin in two weeks by giving them a gooddiet. (F)d.Wang Pengwei’s customers often became fat after eating in hisreataurant. (T)e.Yong Hui’s menu gives them energy foods. (F )f.Wang Pengwei’s menu gives tem foods containing fiber. (F )g.Wang Pengwei admired Yong Hui’s restaurant when he saw the menu.(F )h.Wang Pengwei decided to copy Yong Hui’s menu. (F )StepⅣprehendingBy now, the students have had a further understanding of the text.Let the students read the text again and find out the differences between the two restaurant.T: Now please read the text again and fill in the chart together with your partner.T: Until now we have known what’s wrong with both restaurant. What does it matter if you only eat at one of the restaurant?S1:…S2:…S3:…T: You all have a point here. But what will they do? We will see it next period.Facing the serious petiton Wang wasn’t lost in sadness and he didn’t quarrel with his petitor either. He went to the library to learn more about healthy eating and made his menu better than Yong Hui’s menu. Do you think we should follow his example?Ss: Yes.T: Now let’s deal with some language points. Turn to page 10, let’s look at the sentences:a.Wang Pengwei sat in his empty restaurant feeling very frustrated.This sentence means that the second action “feeling very frustrated〞happened together with the main action “sat〞. Pay attention to the form (v-ing) of the second action.b. Nothing could have been better.This sentence tells us that everything has worked out the way you would like. It’s a sentence that we can use in any situation.c. He couldn’t have Yong Hui getting away with telling people lies!This sentence means that he will punish Yong Hui for her telling lies.Step ⅤHomework1.Try to retell the text.2.Prepare for the language learning and do Using words and Expressionson WB (Page 49-50)The second period Language studyStep ⅠRevision1.Check the students’ homework.2.Ask some of the students to retell the text.Step ⅡWord studyThis part is a consolidation of the words in the text. Ask the students to do the exercise individually.T: Now please open your books and turn to page 11. Fill in the chart using the correct forms of the words which have the same root. Next activity is to match the definitions with the words we have learnt form the text.I necessary, you can discuss with your partners.…Step ⅢGrammarThe students will learn the usage of modal verbs. First try to make the students clear the functions of modal verbs, with the help of the practice 1on page 12. Then give them some examples.T: Please pick out all the sentences containing modal verbs in the text.a.By lunchtime they would have all be sold---It indicates possibility.b.His restaurant ought to be full of people.---It indicates possibility.c.What could have happened?--- It indicates possibility.d.Nothing could have been better.--- It indicates possibility.e.Something terrible must have happened if Maochang was not ing to eatwith him as he always did.---It indicates guessing.f.He could not believe his eyes. ---It indicates intension.g.He wonder if he should go to the library to find out ---It indicates duty.h.He wouldn’t have Yong Hui getting away with telling people lies!---It indicatesintension.…Step ⅣHomework1.Review the rules of word formation and the meanings of modal verbs.2.Prepare the Using Structure on page 50 by making a dialogue in pairs. The third period ListeningStep ⅠRevision1.Check the using structure on page 50.2.Ask the students to make a short dialogue in pairs.Step ⅡListening( using language)The students will hear what Wang Pengwei did after leaving Yong Hui’s restaurant. Ask the students to finish the chart and answer the questions.T: OK. We have studied the text and know neither of the restaurant supplieda balanced diet. Let’s listen to the tape and see how the story went on. Go through the text quickly on page 14.( Play the tape. Students write down the answers and check the answers with their partners.)T: Now listen to it again and try to make sure your answers are right.Step ⅢListening (WB P48)The students will heat a conversation between Hong Mei and the doctor. They are asked to do exercise according to the tape.T: Doctor know that there are illnesses you may get if you do not eat properly. In the following part, we are going to listen to a dialogue. Hong Mei is going to see the doctor. Let’s see how the doctor gives her some advice. Listen carefully and do the exercises.Step ⅣHomework1.Pre-view the reading(2) and reading task on Page 52. See how the storyended.2.Find some information about healthy eating on the Internet.The fourth period Extensive readingStep ⅠRevision1.Check the homework2.Share the information the students have got form the Internet.Step ⅡPre-readingAsk the students to read some proverbs and translate them into Chinese. T: Today we are going to see the end of the story. First, please look at。
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Going eastward, you’ll pass 1.______________
mountains 32._. _____l_a__k__e__s__&_____f_o__r__e_s_ts_______
wide rivers & large cities
Vancouver
Penguin
4. What is the Canadian leader called? A. President B. Prime Minister C. Governor D. King
5. How many “Great Lakes” are there in Canada and what are they? A. Lake Superior B. Lake Huron C. Lake Erie D. Lake Ontario E. Lake Michigan
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Lake Michigan
Lake Huron
Lake Erie
Lake Ontario
6. Which is the national flag of Canada?
A.
B.
C. Q
D.
Skimming
Skim the passage and then answer the following questions:
____10. Canada has more fresh water than any other country in the
F world.
T
Answer questions according to the passage.
1. Which continent are the cousins crossing? They are crossing North American.
Draw a travelling route on the map on P33
Part 1 Read Para.1 and finish the chart below
Brief introduction about the trip
who
L_i_D_a_i_y_u_ and her cousinL_i_u_Q__i_an
the French-speaking province ----Quebec
fresh water the five great lakes
one third of the world’s supply of fresh water
position
the Arctic Ocean
Alaska
自然资源
9.98million km2 5,500km
the national flag of Canada
the national anthem of Canada
Capital city-----Ottawa
Ottawa is the capital of Canada. A population of 1,200,000 makes Ottawa the fourth-largest urban area in Canada.
why
to ___v_is_i_t_t_h_e_ir__co_u__si_n_s
how
first by ______, plane
then by ______ train.
where
Montreal, Canada
Part 2 Para.2
Canada
distance _______5_,_5_0_0_kilometres (from coast to coast)
Part 1 Para(s)___
Part 2
1
Para(s)___
Part 3 Para(s)____
2
What they really saw and felt after boarding the train brief introduction of their trip Their chat on their way to the station
F ____ 2. You can cross Canada in less than five days. ____ 3. Vancouver is the coldest part in Canada.
F
F
____ 4. It is so wet in Vancouver that the trees are tall. T
Vancouver
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1) What is the passage mainly about?
It is about _____ of two girls; and it
tells us some information about ______.
2) What is “The True North”?
The True North is a name of
____ 5. Canada is a large country with a small population. ____ 6. The ocean ships cannot go to Thunder Bay. ____ 7. Toronto is to the south of Thunder Bay.
The Beaufort Sea
Greenland
The Pacific Ocean
The Atlantic Ocean
the United States
Can you tell some famous cities?
position
1. What language (s) do Canadians speak? A. English B. English and German C. English and French D. English and Spanish
_____________________.
a trip
Canada
the cross-Canada train
Read the text quickly and quietly to fill in the blanks and match the main idea of the 3 parts
5.___w__e_t _c_li_m_a_t_e_____
population
increasing rapidly. ___________
trees extremely tall measuring 90 m_e_t_r_e_s ______
Part 3 Read Paras 3-5 and answer the following questions.
2. What is the capital of Canada?
A.
B.
Vancouver C.
Toronto D.
Calgary
Ottawa
3. What is the national animal of Canada?
A.
B.
Beaver C.
Grizzly bear D.
Polar bear
1. __th_e__w_a_r_m__e_st_p_a2r._t ________________ the most beautiful city
3. __o_n_e_o_f_C__a_n_a_d_a_’_s most popular cities _______________
4. __o_ld_e_s_t_&__m__o_s_t_ ______________ beautiful forests
2. Why are they not flying directly to the Atlantic coast? They are not flying directly to the Atlantic Coast because they want to take the train from west to east across Canada./ They want to see Canada./ They want to travel across Canada.
人教版高中英语必修 三、五教案
Reading (I)
Unit 5 Canada—”The True North”
Maple Country -- Canada
How much do you know about Canada?
Leading in and Warming Up
Canada is the second largest country in the world. 9984670平方公里，居世界第二位，其中陆地面积9093507平方公里，淡水覆盖面积891163平 方公里。