人教版高中英语必修三Unit5 reading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Unit5reading教案⼈教版⾼中英语必修三Unit5 Canada—“The Truth North”Teaching content: Book3 Unit 5Lesson type: Reading1. Analysis of teaching materialThis unit is about Canada. The students can learn some basic information about Canada by the travelling experience of Li Daiyu. It includes the geographical conditions, the characteristics of each city, the social and cultural characteristics and so on.2. Analysis of studentsAlthough students have the basic abilities of listening, speaking, reading and writing, they still need more chances to practices these abilities. Furthermore, as a student, they ability is still limit and the background information about the passage also have limitation. So they need more guidance and give them more suggestion and direction about how to study efficiently.3. Teaching aims:3.1. Knowledge aims◆Get the students to learn the new words and expressions◆Let the students know some basic information about Canada—the geographical location, major cities, local customs and practices and so on.◆Make the student understand the multi-culture and the characteristics of multicultural countries.3.2 Ability aims◆Let the students learn how to read a traveling report and use the map.◆Get the students to learn how to express the direction and location3.3 Emotional aims◆Stimulate the students’ desire to learn something about Canada by putting up some auxiliary material on wall around the classroom◆Stimulate the students’ interest of learning English by cooperative activities.4. Teaching important and difficult points:4.1 Teaching important points◆The new words and expressions in this unit.◆Improve the students’ reading skills by reading passage◆Improve the students’ comprehensive skills by listening, speaking and writing.4.2 Teaching difficult points◆How to read a traveling report and use the map◆How to express the direction and location5. Teaching Methods1) Fast reading to get the general idea of the text.2) Careful reading to understand the passage better.3) Discussion to help the students understand better what they’ve learned and to use the knowledge they’ve learned in this period.。
高一英语人教版必修三Unit5 Using language Extensive reading 教案 Word版含解析
Unit 5 Canada—“The True North”Using language: Extensive reading教材分析This is the fifth teaching period of this unit. As usual, the teacher should check students’ homework and offer chances for them to go over what they learned in the last period at the beginning of the class. Then lead in the new lesson.In this period, the teaching emphasis will be put on developing students’ reading ability by reading extensively. We will deal with two parts: “THE TRUE NORTH” FROM TORONTO TO MONTREAL in Using language on Page 38 and IQALUIT—THE FROZEN TOWN in Reading Task on Page 74. While reading, get students learning to use some reading strategies such as skimming, scanning, and so on. As to new words and phrases, the teacher can first find those students feel most dif ficult and help them to understand. That’s enough here. The reading passage “THE TRUE NORTH” FROM TORONTO TO MONTREAL takes the visitors on a visit to Toronto and Montreal, two of Canada’s major cities. The functional items dealing with direction and position are further introduced in the text, as there are further descriptions of Canada. The teacher can ask some students to retell the passage A TRIP ON “THE TRUE NORTH” or ask some questions to lead in the topic and then ask students to read the passage and do some comprehending exercises. And meanwhile let them find out the expressions dealing with direction and position and try to keep them in mind. While checking their answers with the whole class, deal with language problems students can’t work out by th emselves. This is an extensive reading lesson, so the teaching steps should be simple. As to the passage IQALUIT—THE FROZEN TOWN, it gives students information about the Inuit people in Northeastern Canada. Ask students to read through the passage and try to know more and finish their reading task.At the end of the class, ask students to retell the two passages. In order to arouse students’ interest, the teacher can hold a competition among them.教学重点1. Develop students’ reading skills by extensive readin g.2. Let students read and understand the two passages.教学难点1. Enable students to learn to use reading strategies such as skimming, scanning, and so on.2. Get students to understand some difficult long sentences in this part.三维目标知识目标1. Get students to learn some useful new words and expressions in this part: topic, mix, mixture, bush, maple, frost, confirm, wealthy, distance, mist, misty, schoolmate, booth, downtown, approximately, dawn, buffet, broad, nearby, tradition, terrify, terrified, impress, impressive, in the distance2. Get students to read the two passages about Canada.能力目标1. Develop students’ reading skills by extensive reading and enable them to learn how to use different reading skills to read different reading materials.2. Have students learn to use the useful new words and expressions correctly.3. Enable students to understand the passages and know more about Canada.情感目标1. Stimulate students’ interest in traveling and enjoying the beautiful Canadian scenery.2. Develop students’ sense of group cooperation and teamwork.教学过程→Step 1 Revision1. Check the homework exercises.2. Ask some students to talk about the major similarities and differences between China and Canada.→Step 2 Leading-in1. Have some students retell the reading passage A TRIP ON “THE TRUE NORTH”.2. Show students some pictures of Toronto and Montreal and let them describe what they can see from the pictures.3. Tell students: Turn to Page 38. We are going to read another reading passage, “THE TRUE NORTH” FROM TORONTO TO MONTREAL and learn more about Canada.→Step 3 Reading1. Ask students to read the passage quickly and then do the following as soon as possible.1)Tick out the things mentioned in the text.(1)the climate in Canada(2)the population in Toronto(3)the CN town in Toronto(4)Toronto’s economic(5)a lake which is on the north side of Niagara Falls(6)good Cantonese food(7)famous restaurants in Toronto(8)the old Montreal(9)the location of Montreal(10)brief introduction to MontrealSuggested answers: (1), (3), (5), (6), (8), (10)2)How many parts can the passage be divided into? Write out the main idea of each part.Suggested answers: It can be divided into 4 parts as follows:Part 1 (Paragraph 1): Fall had arrived in Canada.Part 2 (Paragraphs 2-4): Their tour of the city Toronto.Part 3 (Paragraph 5): Their travel in Montreal.Part 4 (Paragraph 6): They left for the east coast.2. Ask students to read the passage carefully and then do the following:1)Answer the following questions:(1)What can sometimes be seen from the CN Tower in Toronto?(2)Why is there good Cantonese food in Toronto?(3)Which direction is the train going from Toronto?(4)What three things show that Montreal is a French city?Suggested answers:(1)Sometimes the misty cloud that rises from Niagara Falls can be seen from the CN Tower.(2)There is good Cantonese food in Toronto because most of the Chinese people there camefrom South China, especially Hong Kong.(3)The train is going east (northeast) from Toronto.(4)Good coffee, good bread and good music show that Montreal is a French city. Also the signs and ads were in French.3. Ask students to read the passage aloud to the tape and underline all the useful expressions or collocations in the passage.Collocations: from. . . to. . . , the next morning, on the ground, around noon, leave for, go on a tour, in the distance, on the south side of, on one’s way to, home of, a telephone booth, around dusk, over dinner, chat with sb. , come from, South China, go as far as, at dawn, be close to, spend. . . doing sth. , be on a train trip, dream ofLet students read the above collocations aloud and copy them down in their exercise book after class as homework. Try to keep them in mind.→Step 4 Important language points1. The next morning the bushes and maple trees outside their windows were red, gold and orange, and there was frost on the ground, confirming that fall had arrived in Canada.第二天早上, 在她们的车窗外到处是灌木丛和枫树, 挂满朱红、赤金和橘黄色的叶子, 地面上覆盖了一层薄霜, 表明秋天已经来到了加拿大。
人教课标版必修3英语Unit5 Reading 优教教案
Unit5 Reading 优教学案Unit5 Period1 学案设计学习目标：1. Talk about Canada.2. Learn the geography, population, main cities, natural beauty and natural resources of Canada.3. Learn how to read a journal and use maps.思考引导：1. Do you like to go sightseeing?2. Which country do you like to visit?3. What can you see in these countries?随堂练习：1．Skimming(1) What is the main idea of the text？(2)What does “The True North” refer to?(3)Where are they heading?2 Scanning (Try to find out what these numbers refer to in the text. )Second:5 ,500 kilometres:Thirty million:One third:Ⅲ．Intensive ReadingTask l Fill in the blanks.Para.1Something about the tripPurposeWays of traveling first by_—,then by——Para. 2:Discussion (Pair work)Many people want to live in Vancouver. Find out all the reasons.Para. 3-Para. 5 :Answer the following questions.1…. they managed to catch sight of some mountain goats and even a grizzly bear and an eagle.( translation)2. A number of cowboys have a natural ability to ride wild horses and they can get a lot of money if they win the competition. (paraphrase)3. What does “empty” mean in Para. 4? (compare its size and population)Task 2 Detailed information-answer the following questions1. Which continent are the cousins crossing?2. Why are they not flying directly to the Atlantic coast?3. What happens at the Calgary Stampede?4. How are ocean ships able to reach the center of Canada?5. What are some of Canada’s greatest natural resources?Ⅳ．Post- readingl. According to the key words, retell the passage.Basic facts about CanadaDistance from coast to coastPopulationWhere most Canadians liveLocation of large fresh water supplyKey points about；VancouverCalgaryThunder Bay2．Discussion(l)Design a route for travelling.(2)Which cities would you like to visit in China?(3)What can you see in these cities?Tips:Beginning: lf I have the chance to travel, I prefer to go to. . . ,which impressed me most. . . is a. . .city. The reasons are as follows:Body: Firstly. Then, Besides，。
【教案】Unit5Reading+and+Thinking+课件-人教版(2019)选择性必修第三册
课时教案学校年级班次教学时间学科高中英语课题Unit5 reading and thinking:Afew simple forms of Englishpoems课型Reading来源新人教版选择性必修3 Unit5 Poems备课人课时 1 教学内容 A few simple forms of English课标分析一、课标要求摘录选择性必修理解性技能：1.区分、分析和概括语篇中的主要观点和事实；2.识别语篇中的内容要点和相应的支撑论据；3.识别语篇中的时间顺序、空间顺序、过程循序；4.根据语篇标题预测语篇的体裁和结构；5.通过预测和设问理解语篇的意义。
二、课标分解1、学生学什么（1）如何快速找出文章主旨；（2）理清文章结构并进行相关问题的解答；（3）找出几种英文诗歌的特征、主题、情感和修辞手法；（4）能够识别诗歌的类型；（5）能够进行简单英文诗歌的仿写。
2、学到什么程度（1）能在别的阅读材料中准确快速判断段落主旨；（2）能够识别诗歌的类型；（3）能够进行简单英文诗歌的仿写。
3、学生怎么学（1）自主预习-----理解文章大意，标注自己不会的地方，完成p51的表格。
（2）上课认真思考，积极参与课堂。
（3）课后背诵好词佳句。
教材分析本单元介绍了几种简单的英语诗歌形式，旨在让学生能理解和欣赏英语诗歌的美，包括形式美、内容美、意义美，培养审美情趣，并从作品的意义美中获得积极的人生态度和价值观念启示。
该文本是一则典型的说明性文本，用简单易懂的语言向英语诗歌的初学者们介绍了五种比较简单的英语诗歌形式。
在进行词汇教学设计时，引导学生梳理关于与诗歌要素和诗歌赏析有关的话题类语言，既包括 rhyme、image、imagery、等名词，还有表示诗歌意象有关的词语，如 mood、delicate 等。
学情分析理（1）是实验班，基础相对平行班稍好一些，但运用能力不够强实。
学生的阅读能力、理解能力、分析能力、应变能力等均有待提高。
[高中英语]2017年高一英语人教版必修3教案：Unit5Reading+Word版含解析
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教学设计Reading陈群,福建省莆田秀屿区大丘中学教师.本教学设计获福建省教学设计大赛三等奖.设计理念新课程标准要求“教师要转变在教学中的角色,成为学生学习的促进者、指导者、组织者、帮助者、参与者和合作者,要引导学生发展自主学习能力,真正成为学习的主体”.本节课的设计就是以此为出发点,同时也以新课标的五大理念为指导.在教学过程中能引导学生通过观察、体验、探究,发挥潜能,形成有效的学习策略,提高自主学习的能力.因此在设计这节阅读课时,在教学过程中运用多媒体创设适合学生实际的多种任务,力求通过多种阅读活动训练学生各种阅读技能,使课堂容量大,节奏加快.既刺激学生全身运动,又调动积极性,使整个教学过程成为学生主动吸收和输送信息的行动过程.教学目标1．Target language 目标语言a．重点词汇和短语：Atlantic,continent,eastward,surround,harbour,extremely,within,border,slightly,port,settledown,have a gift forb．重点句子：1）Rather than take the aeroplane all the way,they decided to fly to Vancouver and then take the train west to east across Canada.2）Canada has more fresh water than any other country in the world.2．Ability goals 能力目标1）Know something about Canada；2）Enable students to get the main idea of the passage；3）Develop students' reading skills；4）Get students to know how to use maps.3．Emotional aim 情感目标Stimulate students' interest and love for learning about foreign countries.教学重难点1．教学重点Get students to learn different reading skills,especially the ability of understanding the implied meanings.2．教学难点Learning different reading skills for different reading purposes.教学策略1．教学准备多媒体、地图等.2．教学方法1）采用图片、地图、讨论、提问等形式引入课文.2）采用多种阅读微型技能,包括略读、找读、理解大意、分清文章的事实和观点、推测理解等等.这实际上是交际、信息和思维三大能力的培养.3）采用多种活动形式,如教师与个别学生,教师与全班学生,学生与学生之间的活动.形式多样,有利于课堂教学的开展,活跃课堂气氛.3．教学手段采用多媒体技术辅助教学,屏幕呈现板书和与内容相关的加拿大地图、风景图片和旅游路线图,这使课堂内容丰富充实,又帮助学生更好地了解加拿大,掌握课文,达到教学目标.教学过程1．Warming-up引入（5分钟）教师分别展示图片以及播放有关加拿大的录像介绍,不需要学生详细记录细节,只是了解图片的主要内容.1）为学生展示有关加拿大的图片.T：Do you like traveling？/What can you see？（a maple flap…）2）教师展示有关加拿大地理风光的录像资料.T：Can you describe Canada by using some words?3）T：What else do you know about Canada?然后展示地图、动物图片.设计意图：通过看图片、录像引导学生讲出加拿大一些情况,如它在世界地图上的地理位置、广阔、美丽、著名动物等,使学生对本节课的话题有所了解,并对了解加拿大产生兴趣.从另一个角度,先给学生一个语言上的input,激发学生的兴趣和欲望.2．Pre-reading（2分钟）通过提问两个问题,了解学生对加拿大的看法.①Would you like to take a trip to Canada?②What three words would you use to describe Canada?设计意图：使学生产生了解加拿大的兴趣,准备接受新信息.3．Reading（29分钟）1）Skimming（5分钟）要求学生通读全文,可忽略生词,但要求了解文章大意、标题和找出并画出旅游路线图.①What's the passage mainly about?②What is “The True North”？③How many cities are mentioned in the text? What are they?设计意图：总结归纳信息.通过相关信息来归纳大意,抓住文中人物的行踪也就抓住了行文的线索,零散的信息就有机地串联起来了.2）Skipping（5分钟）把文章划分段落并归纳每个段落的大意.Part 1．（1）The girls went on a trip to Canada.Part 2．（2）Danny Lin's brief introduction to Vancouver.Part 3．（3-5）What they saw on their trip across Canada.学情预设：刚开始学生可能不会归纳,教师不要袖手旁观,可以给学生必要的引导与提示.设计意图：发展学生的自主学习能力,使学习真正成为学习的主体.3）Detailed-reading①Use the information in the passage to fill in the table.（P35,Ex2）（6分钟）要求学生仔细阅读,寻找细节性内容,完成表格,掌握正确信息.设计意图：促使学生在理解大意的基础上加深对课文重点细节的理解.②Asking-and-answering by students themselves（5分钟）学生分小组活动（4人一小组）,轮流就文中学到的知识提问回答.设计意图：检查学生是否理解文章的细节并培养他们应用文中相关语言的组织能力.③Paraphrase（8分钟）要求学生提出他们感到难理解的长句,通过分析句子结构,理解长句和难句,更好地理解课文内容.设计意图：让学生在学习过程中发现问题并主动解决问题,培养他们自主学习的能力.4．Group-work（6分钟）分小组讨论：假设你们有一个七天的假期,即将出去旅行.要求同学们以小组合作在中国地图上画出旅游的路线,讨论订出旅游计划,然后每组派一个代表上台,把他们的旅行路线图在实物投影仪上展示出来并向全班作report.学生此时已非常熟悉文章内容及结构,进入用英语进行交际环节.学生都能说出自己的想法及旅游的路线（完成本课教学目标）.学情预设：在这一环节中中下水平的学生可能不会主动展开对话,适当的时候可以参与到学生的活动中去.在活动中,教师多用评价性语言：Excellent/Well done/Great.设计意图：增加开放性的任务型活动,使学生有机会表达自己的看法与观点.同时,让他们学会合作,发展与人沟通的能力,进一步提高语言实际运用能力,使学生的思维能力、想象力、协作和创新精神等综合素质得到发展.5．Summary（2分钟）从总体上把握文章结构和特点：写作手法（用第三人称、按时间顺序描述）.提醒学生将来进行写作训练时,可以模仿这篇文章的手法.6．Homework（1分钟）布置学生课后熟读课文,找出有用的词汇和措辞,最后做36页的练习2～3.板书设计Unit 5Canada—“The True North”Structure of the text：Part 1．（1）The girls went on a trip to Canada.Part 2．（2）Danny Lin's brief introduction to Vancouver.Part 3．（3-5）What they saw on their trip across Canada.。
高一英语教案：必修3unit5教案
新课标人教版必修 3 第 5 单元Book 3 unit 5 Canada —“ The True North ”A trip on “ The True North ”Important points:beauty and natural resources of Canada. Get students to learn different reading skills. scanning; detailed reading, referring;etc.) Difficult points:information and talk about Canada. Teaching aims:part:Chat; surround; measure; aboard; within; border;sight of; have a gift for; etc.let students learn the knowledge of Canada.Develop students ' reading ability and learn different reading skills.教案东明一中李爱丽Readinglet students read the passage and learn about the geography,population,maincities,natural(skimming; Develop students ' reading ability. Enablestudentsto learnaboutsomebasiclearn the useful new wordsand expressions in thisrather than; settle down; manage to do; catchlet students learn how to read a travelling reportand how to use a mapStimulate interests in learning about foreign countries. Teaching methods: skimming, scanning, discussing,etc.Teaching aids: multimedia and a computer.Teaching proceduresThe first period Reading (I)Step 1 Leading-in1. Show a list of pictures to students, ask them enjoythe beautiful scenery and try to guess where thescenery comes from.do you know about 2.Have a quiz(How muchCanada?) Divide the whole class into 2 groups (boys and girls). Let students have a competition.( Aims: to introduce the unit topic and arouse students ' interests in class activities)Show the following on the screen1. Which is the national flag of Canada?A . B. C. D. ( 4 pictures on the screen)2. Which is the national flower of Canada?A. cherryB. roseC. mapleD. daffodil (with pictures on the screen)3. What language(s) do Canadians speak?A. EnglishB. English and GermanC. English and FrenchD. English and Spanish(with pictures on the screen)4. What is the capital of Canada?A. VancouverB. TorontoC. CalgaryD. Ottawa(with pictures on the screen)5. What is the national animal of Canada?A. BeaverB. Grizzly bearC. Polar bearD. Penguin(with pictures on the screen)6. What is the leader of the country called?A. PresidentB. Prime MinisterC. QueenD. Chairman7. which lake is not in Canada?A. Lake SuperiorB. Lake HuronC. Lake ErieD. Lake Ontarioscreen)Step 2 Readingstudents ' reading ability to getand certain information.)Reading tips:Go through the passage quickly and silently to get the main idea. Don ' t worry about the details andnew words.questions:1) What is the passage mainly about? of two girls; and it tells ussome information about 2) What is “ The True NorthThe True North is a name ofability to get specific informationand make preparations for the next task.)E. Lake Michigan(Show a map on theI. Skimming( 略读 ) 2ms Ask students: Do you feelpuzzled when reading the title? To find the answerquicklyyou ' d betterhave a skimmingof thepassage.( develop the main ideaSkim the passageand then answer the followingIt is aboutII. Scanning( 跳读 ) 4ms ( Aims: Develop studentsfor the passagesRead ing tips: It is a travelling journal（游t 记 ）so we should find out the esse ntial items （基本项目）in it.Scan the passage and find out characters （ 人物 ）, places and their travelli ngroute （路线）Characters:Places :Route: Draw a travelli ng route on the map on P33un dersta nding in clud ing some words and senten ces ）The True NorthIII. Detailed readi ng （ 细读）10ms （Aims: Develop stude nts ability to get moredetailsabout thepassage,and havestude ntsget a furtherRead the passage more carefullyand find more in formatio naboutCan ada. The n finish thefollowi ng tasks .They could cross the whole continent(para 1)Its populati on is in creas ing rapidly.(para 2) and much of it is in the GreatLakes.( para 4)Task 3 Tran slation Bar ( 译译吧)That after noon, the cous ins got on the trainand the n sat in their comfortable seatsSome people have the idea that you can cross Can ada in less tha nfive days, but they forget the fact that Can ada is 5,500kilometres from coast to coast.她们不想一路乘飞机，而决定先飞温哥华，再从西海岸乘火车横穿加拿大到达东海岸。
人教版新教材必修三Unit 5 Reading and Thinking(英语)精品使用课件
Ⅱ. 选词填空 be about to, take out a loan, ought to, in return, make a bet, as a matter of fact, by accident, on the basis of, to be honest, care about
1. Your statement should be made _o_n__t_h_e_b_a_s_is__o_f fact. 2. If I _ta_k_e__o_u_t_a__lo_a_n_, it could take me years to pay it back. 3. He sent me a gift; I should give him something _in__r_e_tu_r_n_.
(2)Think about what kind of person Henry was according to the given information in the text. ①_H_e__w_a_s_h_o_n_e_s_t_.( Well, I can’t say that I have any plans. Well, to be honest, I have none. ) ②_H__e_w_a_s__h_a_r_d_-w__o_r_k_in_g_._(Could you offer me work here? I don’t want your charity. I just want a job that earns an honest income. )
7. _T_o_b_e__h_o_n_e_s_t, I have to improve my English, because my English is not good enough. 8. If he started out at nine, he _o_u_g_h_t_t_o_be here by now. 9. I _w_a_s_a_b_o_u__t _to_go to bed when the telephone rang. 10. The criticism was often voiced that the English do not truly _c_a_r_e_a_b_o_u_t_their children.
新人教高中英语选择性必修三Unit5Poems--Reading and Thinking公开课教案
2019新人教高中英语选择性必修三Unit 5 MusicReading and Thinking公开课教案Teaching aims:1.Enable students to know about the features of a few simple forms of English poems.2.Guide students to figure out the main structure of the passage and get the topic quickly.3.Help students to analyse and evaluate the thoughts and feelings expressed by the poets.4.Identify a few forms of English poems and imitate English poetry by thinking.Teaching key and difficult points:1.Help students to analyse the structure of expository genre and the features of five forms of English poems.2.Lead students to appreciate the poems and analyse the feelings conveyed by the poets.3.Instruct students to create poems.Teaching proceduresStepⅠ Pre-readingLead-inT:You know, we have learnt many Chinese poems,for example《静夜思》.Now I show you its English version.Can you try to read it?In the Quiet Night(Li Bai)A bed,I see a silver light,I wonder if it’s frost aground.Looking up,I find the moon bright;Bowing,in homesickness I’m drowned.T:In the two versions(English version&Chinese version) of this poem, what makes them rhythmic and catchy?Suggested answer:The rhyme and rhythm(beat)StepⅠWhile-readingActivity 1Scanning for the structure1:How many forms of poems are mentioned?What are they?2:What’s the structure of the text?T:I only give you 1 minute to finish each task.So you don’t have to read the text word by word.Just pay attention to the key words, especially the ones in the first or last sentence.Suggested answer:1:Five.They are nursery rhyme,list poem,cinquain,haiku and Tang poetry.2:TEC pattern.Activity 2Reading for detailsTask 1:Read paragraph 1 and fill in the blanks:It mainly tells us the why people compose poetry and of poetry.Task 2:1.Why do people compose poetry?2.What are the characteristics of poetry?Task 3:Read paragraphs 2-6 and fill in the form.Type of poemFeaturesExamplePurposes of theexampleNursery rhyme Ato show a father’s love for his kid/to put the kid to bedList poemCinquain D to convey certain feelingsHaiku ETang poem —Fto convey certainfeelingsTask 4:Analyse the poems one by one.A:Do the stories in the first poem have special meaning?What’s the purpose of them?B&C:1.What feeling does the author want to convey to life and mother?2.What’s the difference between poem B and poem C?D:Which word best shows his strong love for his brother?E:What picture could you form in your mind when you read the poem?F:What’s the title of the poem in Chinese version?Which version do you prefer?Why?Suggested answers:Task 1:reasons;distinctive characteristicsTask 2:1.To tell a story./To convey certain feelings./To describe certain image in the reader’s mind./...2.Economical use of words,descriptive and vivid language,integrated imagery,literary devices such as simile and metaphor,and arrangement of words,lines,rhymes,and rhythm.Task 3:Type of poem Features ExamplePurposes of theexampleNursery rhymerhyme;astrong rhythm;often repeatthe samewordsAto show a father’s love for hiskid/to put the kid to bedList poemContain alist of...;a flexiblelinelength;repeatedphrases;B&CB:to convey certainfeelingsC:to express a point of viewsome rhyme,while others do notCinquainsimple;amateurs can easilywrite;made up offive lines;convey astrong picture ora moodDto convey certainfeelingsHaikua Japaneseform;17syllables;a format ofthree linesEto describe a certain image inthe reader’smindTang poem —Fto convey certainfeelingsTask 4:A:No.Just to make the poem interesting and rhyming to sound.B&C:1.B:There are hundreds of things,but there is only one mother.Mother is unique for us.So we should treasure our mum.C:The author thinks life is full of uncertainty.2.Poem B rhyme,while poem C not.D:Mine.E:A beautiful butterfly is resting on the branch,just like a beautiful blossom.F:望夫石。
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人教版高中英语必修三
Unit5 Canada—“The Truth North”
Teaching content: Book3 Unit 5
Lesson type: Reading
1. Analysis of teaching material
This unit is about Canada. The students can learn some basic information about Canada by the travelling experience of Li Daiyu. It includes the geographical conditions, the characteristics of each city, the social and cultural characteristics and so on.
2. Analysis of students
Although students have the basic abilities of listening, speaking, reading and writing, they still need more chances to practices these abilities. Furthermore, as a student, they ability is still limit and the background information about the passage also have limitation. So they need more guidance and give them more suggestion and direction about how to study efficiently.
3. Teaching aims:
3.1. Knowledge aims
◆Get the students to learn the new words and expressions
◆Let the students know some basic information about Canada—the geographical location, major cities, local customs and practices and so on.
◆Make the student understand the multi-culture and the characteristics of multicultural countries.
3.2 Ability aims
◆Let the students learn how to read a traveling report and use the map.
◆Get the students to learn how to express the direction and location
3.3 Emotional aims
◆Stimulate the students’ desire to learn something about Canada by putting up some auxiliary material on wall around the classroom
◆Stimulate the students’ interest of learning English by cooperative activities.
4. Teaching important and difficult points:
4.1 Teaching important points
◆The new words and expressions in this unit.
◆Improve the students’ reading skills by reading passage
◆Improve the students’ comprehensive skills by listening, speaking and writing.
4.2 Teaching difficult points
◆How to read a traveling report and use the map
◆How to express the direction and location
5. Teaching Methods
1) Fast reading to get the general idea of the text.
2) Careful reading to understand the passage better.
3) Discussion to help the students understand better what they’ve learned and to use the knowledge they’ve learned in this period.。