【单元教案】高一英语必修三 Unit 5_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.。

高一英语必修3 Unit5教案Unit5canada—“TheTrueNorth”Ｉ．单元教学目标技能目标SkillGoalsTalkaboutthebasicinformationaboutcanada—location,maincities,customsandculturaldiversity.Learnhowtoreadatravelingreportandusemaps.Learntoexpressdirectionsandpositions.mastertheNounclause-Appositiveclause.Learntowriteareporttoexpresswhatyouhearandseeinapla ce.II．目标语言功能句式表示方向的句式whereis...?Howdoesonegoto...?Inwhatdirectionis...?Is...closeto/farfrom...?Howfaris...?表示位置的句式Itis/liesinthenorth/southof...Itis/liestothesouth/east/northwestof...Itiswithin...kilometersof...Itis/liesonthewest/east.Theplaceisontheborder.yougoalongthecoast.Itiseast/westof...Itisfarawayfrom...onegoesnorthward.词汇.四会词汇Quizcanadianministercontinentbaggagechatsceneryeast wardwestwardupwardsurroundharbormeasureaboardeaglew ithinborderslightacreurbantopicmixmixturebushmaplef rostconfirmwealthydistancemistmistyschoolmateboothd owntownapproximatelydawnbuffetbroadnearbytraditiont errifyterrifiedpleasedimpressimpressive2.词组Primeminister,ratherthan,settledown,managetodo,catc hsightof,haveagiftfor,inthedistance语法NounclauseastheappositiveIII．教材分析与教材重组.教材分析本单元通过两位女孩李黛玉与刘茜的加拿大之旅，向我们展示了加拿大的一些基本概况，包括它的地理位置、主要城市、风土人情以及它的多元文化。

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。

Unit5 Video Time and Assessing Your Progress 名师教学设计课时内容主题语境：人与社会主题群：文学、艺术与体育主题：戏剧语篇类型：剧本台词、名言解读、观点陈述文本分析：本节课分两部分：第一部分为Ⅴideo Time，其内容为亨利来到酒店的一场剧；第二部分为Assessing Your Progress，主要以练习为主，分别是阅读剧本台词、名言解读、观点陈述，主要是在本单元语境中练习词汇和语法。

最后对本单元进行总的反思和评价。

课时目标1.通过观看视频，获取亨利来到酒店的一场剧的相关信息。

2.复习本单元的重点词汇和语法。

重点难点重点：本单元重点词汇和语法的恰当使用。

难点：1.观看视频，获取亨利来到酒店的一场剧的相关信息。

2.情态动词的选取。

教学准备教师准备：准备At the hotel这场剧的影视材料。

学生准备：复习情态动词的用法和本单元的重点词汇。

教学过程Video TimeStep I 学习理解活动一：观看视频前1. Look at the characters listed in the box and predict who will appear in this film clip.2.what do you think this scene is about？Choose the best answer.A. Henry Adams lost his bank note at the hotel.B. Henry Adams fell in love with Portia at the hotel.C. Henry Adams received a warm reception at the hotel.Suggested answer：C【设计意图】在观看视频之前，通过预测故事人物，影片主要内容，为学生理解视频内容做好铺垫。

活动二：观看视频1.Check your answers in Before You Watch.2.Put the events in the correct order.The real Henry Adams appears.Henry makes friends with the man.The doorman thinks the man is henry，and so he invites him inside.A man appears wearing a hat.The hotel manager realises he has made a mistake.Suggested answers：3—5—2—1—4Step Ⅴ 应用实践活动三：获取与梳理Answer the questions（1）Why do the people at the hotel mistake the man for Henry Adams？（2）The man seems odd to the hotel workers. Why are they so nice to him？（3）How do the hotel workers treat the man when they discover that he is not Henry？Why？（4）What does the man do for a job？（5）Why does Henry want to make friends with the man？Suggested answers：（1）The hotel staff are looking for a wealthy American who looks poor. When the man walks up to the hotel，he puts his bag down and stands next to a horse-drawn cab The staff then make the natural mistake of assuming that he is the wealthy American，as he also looks poor，yet it looks like he has gotten out of an expensive cab.（2）They think he is an eccentric millionaire.（3）They treat him rudely because they realise he is not Henry，the millionaire.（4）He is a strongman in a circus.（5）Henry is lonely，and the man is the only person in London so far who hasn’t treated him strangely.【设计意图】通过排序、回答问题，让学生在观影过程中理清楚事件发生的来龙去脉以及重点关注人物态度的转变，而不是单纯地看热闹，重点是思考。

教学设计新课标高中英语教材第三册必修Module 5 Great People and Great Inventions of Ancient ChinaReading: Philosophers of Ancient China一、教学课型：阅读课二、教材分析：本篇课文介绍的是中国古代哲学家孔子、孟子和墨子。

经过十几年的耳濡目染同学们对他们的观点较熟悉，也颇感兴趣，但这些内容以英语的形式出现会让他们略感惊奇和不适，因此要引导学生克服心里障碍，通过阅读和讨论，捕捉有效信息，学会用英语表达诸多哲学家的观点。

三、教学目标：1、Help the students grasp the useful words, expressions and some importantsentence structures in the text.2、Help the students to develop reading skill3、Encourage the students to find out more about European philosophers tocompare with those of China so as to learn something necessary to their lives.四、教学重难点：1、develop reading skill2、learn about philosophers home and abroad to enrich their mind.五、教学过程：Step I. Lead in1.Show pictures of some famous philosophers the world has ever producedand their ideas such as Socrates, Higer , Laozi, Maozetong and so on.T: Please look at these pictures to see if you know any of them, if so, talkabout their ideas.T: Could you tell us which philosopher you like best and why?Ss:…….2.Have the students name some philosophers they know.T: Please name some philosophers you are interested in.T: Would you like to major in philosophy when you go to college and why?Ss:……（设计说明）In order to arouse the students’interests in philosophers, we need to let them learn about some philosophers and their views, while at the same time make them guess the meaning of the word “ philosopher”, a key word in this passage, in which way the topic of philosophers is brought out.Step II ReadingTask one: Leave the students some time to watch the video of this passage with the following questions in mind.1、What are the names of the philosophers mentioned in the passage?2、What are their ideas?3、Whose teachings were very similar to those of Confucius?4、Why did Mencius resigned?5、What is the difference between the views of Confucius and that ofMozi?T: Now I ’like you to watch the video with some questions in mind to get a general idea of the whole passage.Ss:……….（设计说明）In learning a foreign language, listening should come before reading, especially for high school students who have no time to communicate with foreigners, and with some questions in mind while listening is helpful for them to grasp the main idea of the passage and avoid blind listening.Task two:Skimming1.Leave the students five minutes to skim the passage and pick out the topics sentences of each paragraphT. Now that you have got some idea about these philosophers, next go over the text quickly to pick out the topic sentences of each paragraph.2.Show the topic sentences on the computer screen(1)Confucius is the philosopher whose influence has been the greatest.(2)Mencius was a thinker whose teachings were very similar to those ofConfucius.(3)Mozi founded the philosophy called Mohism.(设计说明)Going through the passage quickly to find the topic sentences is to help them improve their reading skill and in the long run to learn writing.Task three:Scanning: Let the students read the passage more carefully and finish the following exercise.T: Please read the text in detail this time and then carry out the following activities.1. fill in the blanks without looking at your books, each blank with one word.(1)Confucius is the ________whose influence has been the greatest.(2)Confucius ________the importance of kindness.(3)Mencius was a thinker whose _______were very similar to those ofConfucius.(4)However, when he saw that the ruler was not following his advice, he_______.(5)Mozi was another teacher who was very _________.(6)He became famous for his unusual clothes and ____________.2.Choose the right answers:(1). Mozi spent many year trying to find a state in that_______.A.He believed that men were not equal.B.His idea of love was different from the Confucian idea of kindness.C.He supported the idea of war.D.He wanted people to follow his teachings(2) Which of the following idea is from The Book of MenciusA.People were less important than rulersB.The people should be well treated by the governmentC.If the government were tough, the people would be good.D.The people should be treated badly(3) It can be inferred that the author of the passage is_______.A.is in favour of these philosophersB.doesn’t support the ideas of the philosophersC.the passage doesn’t implyD.is against the ideas of the philosophers3.Show the answers on the computer screen of excises 1and2.Excise1. 1. fill in the blanks without looking at your books, each blank with one word.(1) Confucius is the philosopher whose influence has been the greatest.(2) Confucius stressed the importance of kindness.(3) Mencius was a thinker whose teachings were very similar to those ofConfucius.(4) However, when he saw that the ruler was not following his advice, heresigned.(5) Mozi was another teacher who was very influential.He became famous for his unusual clothes and behaviour.Excise 2. D B C(设计说明)To read the passage in detail is to have a further understanding of the text.The above two excises are designed to help the students search information and give a summary of the passage.Step III. DiscussionHave the students give a discussion of some foreign philosophers and their teachings (prepared before class as a homework to surf the internet) in group of four within about 15 minutes with each group handing in their final report after class.（设计说明）The materials of the discussion have to be prepared beforehand so that the students will spend time collecting them, which can raise their ability of finding out information, while the discussion is a sort of group activity which can help them learn to cooperate with each other.Step IV Language points discussionHold a discussion about the usage of some important words, phrases and sentence structures.T: Now we have finished the reading part of the passage. Well, let’s have a discussion about the language points of this passage. First look at the first paragraph, anyone volunteer to point out important words, phrases or sentences structures you think important…….Ss: be at war with…..( The following Words and expressions and sentence structures should bepointed out by the students and their usage should be discussed, the teacherhas to give some further explanation and examples if necessary) Words and expressions:stress; resign; adviser; influential; principle; be at war with; be brought up;be similar t o; in some ways; man; human beings….Sentence structures:(2)But it was a time when there were many great philosophers.(3)Mencius believed that the reason why man is different from animal isthat man is good.(4)(5)As a result, he spent many years trying to find a state where peoplewould follow his teachings.（设计说明）Learning to use the words , expressions and sentence structure is one of the important skills for the students. To teach oneself and hold a discussion is a good way to grasp them, and to a certain extent help the teacher a lot in teaching, there is always something the teacher has n’t prepared.Step IV. HomeworkT: Today we have completed learning the words, phrases and sentence structures of the passage and developed reading skill, so the homework today should be making good use of what has been learned in this passage, that is , write a short passage about a famous philosopher you know in about 200 words.（设计说明）The best way to learn a language well is to use it in real life, so writing about something the students are familiar with is helpful to improve their skill inEnglish.。

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。

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。

《高中英语必修3 Unit 5》教学设计与反思南漳一中英语考研组eyumei如果该句是错的，请给出正确答案。

I.The girls went to Canadato see their relatives inMontreal.2.Danny Lin was going todrive them to Vancouver.（second reading）在这个步骤中，我给出了5个 3.You can cross Canada in跟课文内容有关的句子，让同学们判断正误less than five days bybicycle.4.The girls looked out thewindows and saw NativeIndians and cowboys.5.Thunder Bay is a portcity in the south of Canada,near Toronto.七、教学评价设计（创建量规，向学生展示他们将被如何评价（来自教师和小组其他成员的评价）。

也可以创建一个自我评介表，这样学生可以用它对自己的学习进行评价）八、板书设计（本节课的主板书）Suppose two of your cyber pals in Canada come to visit Shenzhen and you are meeting them at the airport. While you are driving them home, you are telling them something about China and Shenzhen, just as what Danny Lin said in the text.Work in groups. You are required to present either a short passage or a short dialogue.Helpful words and expressionsgreat scenerythird largestgo northwardmountains/lakes/forests/riversfrom south to northhere in Shenzhenalong the coasttheme parks。

Unit 5 Canada—“The True North”主备：念小荣备课（教研）组长：审核：授课教师：TopicThis 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.Teaching aims and demands1.Knowledge goals●Get the students to learn the new words and expressions.●Let the students know some basic information about Canada—thegeographical location, major cities, local customs and practices and soon.●Make the students understand the multi-culture and the characteristicsof multicultural countries.2.Ability goals●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.●Make the students master the usage of appositive clause.3.Emotional goals●Stimulate the students’desire to learn something about Canada byputting up some auxiliary material on wall around the classroom.●Stimulate the students’interest of learning English bycooperativeactivities (E.g. Who is the known-all about Canada?)Teaching important points1.The new words and expressions in this unit2.Let the students know some basic information about Canada—thegeographical location, major cities, local customs and practices and soon3.Improve the students’ reading skills by reading passage4.Improve the students’ comprehensive skills by listening, speaking andwritingTeaching difficult points1.How to read a traveling report and use the map2.How to express the direction and location3.To master the usage of appositive clausePeriod designPeriod 1 Warming up and reading (2 classes)Period 2 Learning about language: Vocabulary and grammar (2 classes) Period 3 Using language: Listening and reading (2 classes)Period 4 Using language: speaking and writingPeriod 5 Some exercises in Workbook, Student’s Book 3Teaching proceduresPeriod 1 Warming up and reading (2 classes)【自主合作学习】Step 1 New vocabulary完成课前新知导学第一、二题（见练习册P52）【学法指点】学生提前将本课涉及到的生词通过小组合作来学习和掌握，不会读的单词可通过课堂上听录音或老师指点来处理。

Unit 5 The Value of Money 子主题1：《百万英镑》戏剧中的金钱观Period 4 Reading for writing (I)WorksheetUnit 5 Reading for writing (I)Activity 1: Review and share➢What happened in The Million Pound Bank Note previously?➢What comes to your mind when you think of the previous plot? Can you use some key words or expressions to describe it?Activity 2: Look and predictLook at the picture on P56 and predict what may happen in Act 2, Scene 1.Activity 3: Read and answerAnswer the questions of activity 1 on page 56. (教材第56页活动1)Activity 4: Read and fillActivity 5: Read and summarizeHow does the attitudes of the staff at the tailor’s towards Henry change? Please explain based on the lines, the narration and the stage directions of the play.Activity 6: Role-playPlease act out Act 2, Scene 1 in groups of 3 or 4. Please pay special attention to the intonations, the facial expressions and body language to fully show the change of attitudes of the main characters.Evaluation FormHomework:What technique does the author use to show the change of attitudes of the staff at the tailor’s towards Henry? Please state your ideas and give your reasons. (No more than 50 words)。

Unit 5 The Value of MoneySection A Reading and Thinking教学设计科目：英语课题：Section A Reading and Thinking课时：1课时教学目标与核心素养：知识目标：1. get the main idea of the scene.2. find out the features of the play能力目标：understand implied meanings of some sentences.情感目标：identify the feelings and character of the people in the scene教学重难点教学重点：1. Lead students to understand implied meanings of some sentences 2. Help students identify the feelings and character of the people in the scene教学难点：1. Enable students to understand implied meanings of some sentences.2. Get students to identify the feelings and character of the people in the scene课前准备：多媒体，黑板，粉笔教学过程：一、Pre-class1. Greeting2. Leading-inⅠ.阅读课文，匹配人物答案：CBAⅡ.阅读课文，判断信息正误()1.Roderick and Henry are two rich brothers.()2.Henry is a young man from America.()3.Henry came to Britain with the purpose of making money.()4.The brothers asked Henry not to open the envelope until 2 o'clock.【答案】1.F 2.T 3.F 4.T二、While-class教师活动：对本课重点词汇进行讲解1．scene n．(戏剧或歌剧的)场；现场；场面(P52)Read the scene and answer the questions.【翻译】阅读这场戏剧并回答问题。

Unit 5 The Value of MoneyReading for Writing教学设计教材分析该板块的活动主题是“创编剧本”（Write a dramatic scene）。

学生将在本单元视听、阅读故事情节的基础上，为该剧创作出一场戏。

剧本创作具有三个特点。

首先，这一体裁基本以对话形式展开，通过人物的对话和内心独白展示故事情节、矛盾冲突。

其次，剧本创作不同于其他文学形式，不是以旁观者的身份讲述故事，而是以核心人物的自我讲述展开的，在此基础上需要把握每一个人物的性格和语言特点。

第三，剧本创作需要关注多感官体验，并综合考虑结构、节奏和布局等，将人物语言、形象、服饰、舞台背景、交往环境等诸多因素考虑在内。

因此，剧本创作对学生的综合素质提出了更高的要求。

教学目标1. 掌握剧本的文体特征和语言特色。

2. 通过分析作者的表现手法欣赏剧本中细腻的心理刻画、场景描写等。

3. 能梳理思路，有逻辑地完成剧本创作。

教学重难点【教学重点】引导学生掌握剧本的文体特征和语言特色。

【教学难点】引导学生梳理思路，有逻辑地创作剧本。

教学过程Step 1 Warming-upFree talk.1. We know that money is important, but is it everything? What’s your opinion?2. What is the right attitude we should take towards money?设计意图：利用问题，引发学生思考，为下文做铺垫。

Step 2 Reading1. Read for informationTask 1: Read the scene and answer the questions.(1) Where does Henry go? What does he want?(2) What do the clerks show Henry at first? Why?(3) What makes the people in the store change their attitudes towards Henry?(4) Why would the owner be willing to wait for a long time to get paid?(5) Is it right to judge people by their clothes? Why or why not?设计意图：检测学生对阅读文本的理解，问题由浅入深，从表层信息过渡到深层理解，再到对文本主题的探究。

3. Teacher leads students to analyzetheapplication of past future tensein thememoir.
Step 6
Consolidation
4. Teacher asks students tomatch thepictureswith the questionsin Activity 3 and think about what difficultiesthe explorers might encounter duringtheirtrip.
To summarize the usage ofthepast future
Step 5
Application
1. Teacher asks students to read thecaptain’s memoirin Activity 2 quickly and figure out its main idea.
Step 7
Writing
Teacher asks students to write a passage to report other’s travel plan using past future.
To encourage students to apply the past future in writing.
form “has climbed” in the second group are
clues to help readers decide which tense to use.)
Q3:Match each group of sentences to thecorrect timeline.

高一英语必修三《Unit 5 Music》教案【前言】我们学会忍受和担当。

但我们心中永久有一个不灭的心愿。

是雄鹰，要飞翔羽天际！是骏马，要驰骋于疆域！要堂堂正正矗立于天地！努力！坚持！拼搏！胜利！一起来看看我高一频道为大家预备的《高一英语必修三《Unit 5 Music》教案》吧，盼望对你的学习有所关心！教案【一】教学预备教学目标1.学问目标：1)Students should learn some useful words and phrases: musician, clap, passer-by, form, extra, earn, advertisement, 2 attractive, instrument, loosely, actor dream of, be honest with, play jokes on, or so, break up. 3)Students should understand the general idea of the passage2.语言力量目标：1)Develop the Ss’skills of skimming, scanning and careful reading. 2) Train the Ss to find the key words and the topic sentences. 3)Encourage the Ssto guess the new words according the reading.3.情感态度与文化意识目标：1)Encourage the Ss to share the different kinds of music. 2)Improve the cooperation and share among the students.教学重难点1、教学重点：a.To understudend the passage better b.To find the main idea of each paragraph2、教学难点：a.Master the reading ability b.Develop the skills of reading教学过程教学设计本节课共45分钟，详细教学步骤如下：Step I Leading-in播放一段小视频，内容为歌曲If you are happy的英文版本，通过介绍演唱乐队twins引出本单元话题。

高一英语必修三教学方案：《Unit 5 Music》高一英语必修三教学方案：《Unit 5 Music》最佳的英语学习方法是什么其实英语学习的方法很多，但是适合每个人的都是略有不同，大家在看英语学习相关的方法时还是要结合自身情况去筛选，英语学习贵在坚持二字，不然什么方法都白搭。

一起来看看本文库高一频道为大家准备的《高一英语必修三教学方案：《Unit 5 Music》》吧，希望对你的学习有所帮助！高一英语必修三教学方案：《Unit 5 Music》教案【一】教学准备教学目标To learn to talk about kinds of musicTo learn to read about bandsTo study The Attributive Clause （in/ for/ with/ by+which/ whom） To learn to write an e-mail教学重难点To study The Attributive Clause （in/ for/ with/ by+which/ whom） To learn to write an e-mail教学工具课件教学过程I. Warming upWarming up by describingGood morning， class. Today we are going to talk about an interesting topic --- music. As we know， music is a kind of art of making pleasing combinations of sounds in rhythm， harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work， which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music Can you tell about different kinds of music Now turn to page 33， look at the pictures，read the captions and listen to the different kinds of music. See if youcan guess which music matches with which picture.Warming up by discussingHi， everyone. Do you like music How much do you know about music Can you tell about the different kinds of music Please turn to page 33. Look at the pictures. Let’s listen to some music. Let’s see if you can guess which music matches with which picture.Classical music Country music Rock ＂n’ RollRap Orchestra Folk musicYes，you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better， Chinese or Western， classical or modern Why How does music make you feel Why do you like to listen to music Let’s discuss these questions in small groups. Try to share your opinions with one another.II. Pre-reading1.Thinking and sayingHave you heard about any of the famous bands in the world List some if you can.For reference: I’ve heard about ＂The Beatles＂，＂Back Street Boys＂，＂The Eagles＂，＂West life＂ and ＂Pink Floyd＂.2.Listening， talking and sharingLet’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why Then the group leader is to stand up and share the group idea with the class. For reference: I am from Group 1. Our group likes ＂The Beatles＂ best. We like their style of performances. Listening to their performances，we will feel relaxed， amused， and their performances make us think a lot about life.Do you know anything about ＂The Monkees＂For reference: ＂The Monkees＂ is a band that was first popular inthe 1960s in America. Unlike most bands of the time， the Monkees were not formed by its members but rather by TV producers. They were a fictional band in the TV show of the same name. The band was composed of Mike Nesmith，Mickey Dolenz， Davy Jones， and Peter Tork. All the members had some musical experience. Let’s come to the reading --- The Band That Wasn’t and find more about them.III. Reading1.Reading aloud to the recordingNow please listen and read aloud to the recording of the text THE BAND THAT WASN’T. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice， too.2.Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Collocations from THE BAND THAT WASN’Tdream of doing ， at a concert ，with sb. clapping and enjoying …，sing karaoke ， be honest with oneself， get to form a band， high school students，practice one’s music， play to passers-by， in the subway，earn some extra money， begin as a TV show，play jokes on…， be based loosely on…， the TV organizers， make good music， put an advertisement in a newspaper， look for rock musicians， pretend to do sth.， the attractive performances，be copied by…， support them fiercely， become more serious about…， play their own instruments，produce one’s own records， start touring， break up， in the mid-1980s， a celebration of one’s time as a real band3.Reading to identify the topic sentence of each paragraphSkim the text and identify the topic sentence of each paragraph. Youmay find it either at the beginning， the middle or the end of the paragraph.1st paragraph: How do people get to form a band2nd paragraph: Most musicians meet and form a band.3rd paragraph: One band started as a TV show.4th paragraph: ＂The Monkees＂ became even more popular than ＂The Beatles＂.3.Reading and transferring informationRead the text again to complete the tables， which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.How do people get to form a bandMembers High school studentsReasons They like to write and play music.Places They practice their music in someone’s home.Forms They may play to passers-by in the street or subway.Results They can earn some extra money. They may also have a chance to dream of becoming famous.How was The Monkees formed and became a real bandThe Monkees in 1968 （left to right）: Micky Dolenz， Peter Tork，Mike Nesmith … Davy Jonesbeginning of the band It began as a TV show.style of the performance They played jokes on each other as well as played music.first music and jokes Most of them were based loosely on the band called ＂The Beatles＂.development of the band They became more serious about their work and started to play their own instruments and write their own songs like a real band. They produced their own records and started touring and playingtheir own music.changes of the band The band broke up in about 1970， but reunited in the mid-1980s. They produced a new record in 1996， which was a celebration of their time as a real band.4. Reading and understanding difficult sentencesAs you have read the text times， you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me.IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1，2， 3 and 4.Closing down by having a discussionDo you think the TV organizers were right to call ＂The Monkees＂ a band when they did not sing or write their own songs Why For reference: I don’t think the TV organizers were right to call ＂The Monkees＂ a band when they did not sing or write their own songs because singing and writing its own songs was the basis of a band.Do you agree that the jokes were more important than the music for this band Give a reason.For reference: Yes. I think it is the jokes that really attract more fans.No. I think the purpose of forming a band is getting people to enjoy the spirit of music. It’s more important than playing jokes just to make people laugh.Closing down by retelling the form of the band The Monkees.I shall write some key words and expressions on the board. You are to retell the form of the band according to these words.课后小结学了这节课你有什么收获课后习题完成课后习题一、二。

Unit 5 The Value of Money子主题2：树立正确的金钱观Period 2 Discovering Useful StructuresWorksheetUnit 5 Discovering Useful StructuresActivity 1: Watch and finish the tasksStep 1: Try to find out the modal verbs in this video.Step 2: Can you think of more modal verbs?Step 3: Discuss the functions of modal verbs in pairs based on what you have learnt before.Activity 2: Find and thinkRead the scripts on Page 52to find the sentences with modal verbs and answer the following questions.1. What do these sentences with modal verbs mean?2. What are the functions of these modal verbs?Activity 3: Read and matchActivity 4: Fill and summarizeActivity 5: Fill in the blanksRead the passage and fill in the blanks with suitable modal verbs in the box. (教材第54页活动2)Activity 6: Think and sayWork in pairs to discuss one of the scenes from The Million Pound Bank Note on page 52 and share your understanding of the story, using modal verbs when necessary.Activity 7: Read and compareRead the following sentences and answer the question. ● What are the differences of these sentences? Samples:1) The weather forecast says it will/is going to rain, so I’m taking my umbrella. 2) The weather forecast said it would/was going to rain, so I took my umbrella.Activity 8: Think and summarizeRead the following sentences and answer the question.● What are the functions of “would do” or “was/were going to do” in these sentences? Samples:1) She promised that she was going to call me this afternoon. 2) She was going to call me yesterday afternoon but got in an accident. 3) We heard that he would be promoted in August. 4) I guessed that he would win the game.Activity 9: Fill in the blanks with the correct forms of the give verbs(教材第54页活动3)Activity 10: Think and sayWork in pairs to talk about their opinions about Chen Liyan’s returning lost money. ● Talk about your opinion about Chen Liyan’s returning lost money.HomeworkWrite a short passage to express their opinions about Chen Liyan’s good deed of returning lost money, trying to use modal verbs properly.。

Unit5 Reading 名师教学设计（一）基于阅读圈的英语核心素养的培养教学设计一、设计理念1.阅读圈是我校英语组的正在进行的省级研究课题，试图采用一种新型的阅读教学模式，改变课堂生态，让学生成为阅读体验的主体。

在阅读中，学生被分为为若干个小组（circles）每个成员又被赋予各自的角色任务，在各自的阅读完成之后进行小组讨论、分享、团体评价2.文本解读多元化，培养学生多角度解读文本，读透具体信息所承载的深层含义，让学生不仅会获取信息还会处理和分析所获得的信息。

二、教材内容分析本节课的内容是人民教育出版社出版的NSE高中教材选修3第五单元，本单元话题为“加拿大”，通过两位女孩李黛玉与刘茜的加拿大之旅，向我们展示了加拿大的一些基本概况，包括它的地理位置、主要城市、风土人情以及它的多元文化。

通过学习本单元，让学生对加拿大有更多的了解，使学生能够用所学的词汇与句式表达方向与位置，并学会条理地写出旅游过程中的所见所闻。

本单元阅读部分是一篇游记“在旅途中看加拿大”，两位女孩李黛玉与刘茜沿着从西向东的旅游路线向我们介绍了加拿大的面积、地貌、主要城市、人口、生态环境等。

她们在旅途中看到了自然美景及野生动物，文章还介绍了加拿大的自然资源，让学生对加拿大的美丽、富饶、幅员辽阔、地广人稀有更深的了解。

学生可以通过学习课文掌握新的词汇、句型和游记的写法，提高学生的阅读能力。

教师在充分利用教材资源的基础上，结合学生的实际情况设计阅读圈的教学策略，帮助学生有效地掌握阅读技能，形成有效的学习方法和阅读策略。

本课教学的重点在于如何在课堂中运用阅读圈的阅读策略让学生快乐轻松地学习加拿大的文化，进而延伸到日常生活中如何运用所学知识描写游记。

三、教学目标（语言能力；思维品质；文化意识；学习能力）一、语言能力：1. 在文本阅读中学生会根据语篇理解新出现的句型以及重点词汇和短语，如rather than, baggage, scenery, eastward, surround, harbor, measure, aboard, have a gift for, manage to do, catch sight of的意思等。