人教版英语必修三unit5同位语从句教案

人教版高一英语必修三 unit 2 _教案

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What will happen to you if you don’t eat a balanced diet? Eg: 1). Try to achieve a better balance between work and play. 争取把工作和娱乐更好地结合起来。 2). I must check my bank balance (= find out how much money I have in my account). 我要核对一下我在银行的余额（看我的帐户上有多少钱）。 3). Try to balance your diet by eating more fruit and less protein. 多吃些水果，少摄入些蛋白质，使饮食均衡合理。 [归纳拓展] a balanced diet 均衡的饮食 keep the balance of nature保持生态平衡 keep one’s balance保持平衡 lose one’s balance (= be out of balance) 失去平衡 think of想，考虑 (回归课本P10) He thought of his mutton，beef and bacon cooked in the hottest，finest oil. （1）想起；记起Sorry，I didn`t think of your name just now. （2）考虑We should think of the matter carefully. （3）为…着想Chen is always thinking of the poor people in the poor areas. （4）想；打算I am thinking of giving up smoking. [归纳拓展] think about想；考虑think much of 对…评价很高think highly / well of 高度评价 think out 想出 think badly / little of认为不好think over 仔细考虑 tired of 厌倦 (回归课本P10) Tired of all that fat? 厌倦肥腻了吧？ be tired of 对……厌倦 eg. I’m tired of your conversation.你的讲话我听腻了. I grow tired of asking this，so it’ll be the last time. 我已厌烦了问这个问题，所以这是最后一次.

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Festivals are meant to celebrate important times of year. [归纳拓展] mean to do 打算做某事 be meant to do 被要求做… mean doing 意味着…. eg. I never meant him to work for us. Passing the entrance examination means being admitted into college. take place发生 (回归课本P1) Discuss when they take place, what they celebrate and what people do at that time. [归纳拓展]take place/happen/occur/break out/come about (1)take place 其“发生”是按意图或计划进行，无偶然性，无被动语态。 (2)happen “发生”，常指具体客观事物或情况的发生，含有“偶然”的意味。当以具体事物、事件作主语时，happen 和occur 可以换用；但当happen用作“碰巧”之意时，不能用occur代替，但可以与come about 互换。用法是happen to do sth.，无被动语态。 (3)occur发生，出现, 较正式用语，可指事情偶然地、意外地发生或思想突然浮在心头。occur to 有“想起”的意思。指具体事物时可与happen互换(但happen to do不可换成occur to do)；另外occur 有“突然想起”的意思，此时不可与happen 互换，如A good idea occurred to him. (4)break out (战争、火灾等)爆发；(疾病)突然发生。无被动语态。 (5)come about “发生，产生”，常指偶然发生的事情。指要解释或说明事情发生的理由，

人教版高中英语必修五全套教案

人教版高中英语必修五 全套教案 -CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN

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人教版高中英语必修五：Unit+5教案+

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人教版高中英语必修三 unit 2 Healthy eating教学设计

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英语必修五unit5教案

英语必修五unit5教案

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【英语】高中英语新课标必修三_Unit_1优秀教案

普通高中课程标准实验教科书（人教版） 英语必修Ⅲ Unit1 Festivals around the world (Reading) Festivals and Celebrations 学生姓名：赵倩倩

Unit 1Festivals around the world Ⅰ.Analysis of teaching material At the beginning of the class, the teacher can lead in the topic of the unit by having a free talk with students about their winter holidays and the Spring Festival. The Warming Up is intended to have students start thinking about the variety of events and festivals that are celebrated in China, and connect them with seasons of the year and reasons for the celebrations. The teacher can use this part to introduce information that Chinese students should have about their country’s cultural events. The Pre-reading is a continuation of the Warming Up and it moves the discussion to a more personal level. It is intended to help students enter imaginatively into a discussion of festivals and their importance to the society. It also directs their attention to the variety of events and activities those festivals include. The teacher should let students discuss the questions and predict what kind of information will be introduced in the Reading. The reading passage titled FESTIV ALS AND CELEBRATIONS briefly describes the earliest kinds of festivals with the reasons for them, and then four different kinds of festivals that occur in most parts of the world. Encourage students to look at the pictures and the heading of each section to guess what the text might be about. Then let them skim for the general idea for each section, and scan for further understanding. Because this passage introduces a lot of useful new words and expressions which are only used for festivals, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the four exercises in the Comprehending to see how much they have understood the reading passage. The teacher can first let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class. To consolidate the contents of the reading passage, students should be required to talk about festivals in their own words at the end of the class. In order to arouse students’ interest, the teacher can hold a competition between groups. Ⅱ.Teaching aims 1.Knowledge aims 1). Get students to learn the useful new words and expressions in this part: beauty, harvest, starve, origin, religious, ancestor, Mexico, feast, bone, belief, poet, arrival, gain, independence, gather, agriculture, award, rooster, admire, energetic, Easter, clothing, Christian, custom, take place, in memory of, dress up, play a trick on, look forward to, day and night, as though, have fun with 2). Let students learn about history and basic knowledge of festivals both in and out of China. 2.Ability aims 1). Develop students’ reading ability and let them learn different reading skills.

人教版英语必修五Unit-5(Reading-First-Aid-For-Burns)教学设计

Unit 5 First Aid 教学设计 教材分析 本节课是人教版必修五第五单元的第一课时，文章以“急救”为中心话题，贴近日常生活，旨在通过阅读教学，使学生了解相关的急救知识，并能用所学的有关急救的知识，根据不同情况提出急救措施。文章首先介绍了皮肤对人体的重要性,然后介绍了烧伤的各种起因,三种不同的烧伤程度以及他们的症状和应该采取的急救措施。文章用了小标题,使文章脉络明晰。通过阅读本文, 对如何处理烧伤的知识就一目了然,并会在遇到紧急情况时镇定自若地进行急救。结合本文的文体特点，适合设计略读和精读的阅读训练，增加小组活动，以读促说，培养学生的语言综合运用能力。 学情分析 经过高一英语课程的学习，高二的学生具备了一定的英语语言基础，初步掌握了高中英语学习的方法，养成了良好的学习习惯，但是英语口语表达能力有待加强和提高。本节课的话题贴近生活，实用性强，学生在阅读本文前已具备一定的急救常识，对这一话题充满了浓厚的兴趣，因此在课前预习部分设计了急救知识小测试，和思维导图引导他们预习课文主要内容。学生有丰富的想象力和活跃的思维，可通过参与急救处理方法的课堂活动，培养学生分析和解决问题的能力，在轻松的氛围中，激发学生开口讲英语的兴趣。 教学目标 1. Knowledge aims: 1) Get students to learn the useful new words and expressions in this part. 2) Have students read the passage and know about burns and first aids treatment for burns. 2. Ability aim: Develop students’ reading ability a nd let them learn different reading skills. 3. Emotional aims: Stimulate students’ interest in first aid and learn to protect themselves or help others in the emergency. 教学重难点 1.How to enable students to apply what they’ve learnt to perform first aid treatment for burns correctly. 2.How to improve the Student s’ reading and speaking ability. 3.How to grasp the main idea and key information quickly. 教学方法 Cooperative learning, Competition, Task-based reading 教学过程 Part1 自主探究 Step1 Warming up: What is first aid 1. Read the concept of first aid on Page 33 and fill in the blanks:

【单元教案】高一英语必修三 Unit 5_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→变多→乘) multiple a.多样的;多功能的(multi + pile→多的→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→多的状态→多数) rather than并列连词，而不是 (回归课本P34) Rather than take the aero plane all the way, they decided to fly to Vancouver and then take the train from west to east across Canada. 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