必修三unit5 教案
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。
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。
最新人教版高中英语必修三unit 5《canada-the true north》全单元教案.doc
Unit 5 Canada ——“The true North”Period 1 Warming up and Reading 1Teaching aims:1. Talking about Canada.2. Learn the geography, population, main cities, and natural beauty, natural resources of Canada.3. Learn how to read a traveling report and pictures.Teaching aids: A computer, a project and pictures.Teaching steps:Step 1. Warming up.1. Ss discuss the following questions.1) Do you like to go tra veling?2) Which countries do you like to visit? Why?3) What can you see in these countries?2.T shows some pictures of winter and invites Ss to describe them.3.Get Ss to talk what they know about Canada.4.T shows a map of Canada and asks: 1.Which continent is Canada in?2.Which country is its neighbor?3.What are the Oceans Canada fac es?4.How large is Canada?4. Have a quiz.Step 2. Pre-reading.T: Would you like to take a trip to Canada?What three words would you use to describe Canada?Step 3 Reading1. Shimming:Get Ss to read the passage quickly and answer the following questions: 1) What is the passage mainly about?Sample：The passage is about a trip of two girls, and it tells us some information about Canada.2) What is “The Ture No rth”?Sample：“The True North” is the train that goes across Canada / the cross-Canada train.3) How many cities are mentioned in the text? What are they?Sample：Vancouver – Calgary—Thunder Bay—Toronto4) What do you know about each city?Vancouver :the warmest part of Canada； the most beautiful city in Canadamany Asian want to live there；the trees are extremely tall.the oldest and most beautiful forests in the worldCalgary:famous for StampedeCowboys come to compete in riding wild horses.good at working with animalsthey can win a lot of money in prizes.Thunder Bay:at the top end of the Great Lakes；very busy portclose to the centre of the country ,so that ocean ships can go there.2. Detailed reading:1) Get Ss to read the passage again and correct the following sentences.1. The girls went to Canada to see their relatives in Montreal.(in the East of Canada / on the Atlantic coast of Canada)2. Danny Lin was goi ng to drive them to Vancouver.(the train station to catch the cross-Canada train)3. You can cross Canada in less than five days by bicycle.(can’t)4. The girls looked out the windows and saw Native Indians and cowboys.(a grizzly bear, mountain goats and wild scenery)5. Thunder Bay is a port city in the south of Canada, near Toronto.(at the top end of the Great Lakes, near the center of the country)2) Listen to the tape and fill in the blanks from the text.Canada is _____ than the United States. It is the _______largest country in the world.It is _____ kilometers from coast to coast in Canada.The population of Canada is onl y slightly over_____________.Canada has _________ of the world’s fresh water, much of which is in the ___________.On the coast north of Vancouver some of the oldest and most beautiful _______ in the world still remain. It is so wet there that the trees are extremely ______.Period 2 Language points:1.Canada is a multicultural country like China. 加拿大像中国一样是一个多元化国家。
新高考必修三Unit 5 Discovering Useful Structures教案
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.