新人教版必修三 Unit5 Canada-The true North[全单元教案]

第一篇：新人教版必修三 Unit5 Canada-The true North[全单元教案]

Unit 5 Canada —— “The true North”

Period 1 Warming up and Reading 1 Teaching 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 traveling?

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 faces? 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 Reading 1.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 North‖?

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—Toronto 4)What do you know about each city? Vancouver :

the warmest part of Canada； the most beautiful city in Canada many Asian want to live there；the trees are extremely tall.the oldest and most beautiful forests in the world Calgary:

famous for Stampede

Cowboys come to compete in riding wild horses.good at working with animals they can win a lot of money in prizes.Thunder Bay:

at the top end of the Great Lakes；very busy port

close 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 going 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 only 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。

multistory 多层的 multiform 多种形式的

multichannel 多通话线路的, 多波段的 multipurpose 多种用途的多党的 multiparty 多国的、多民族的 multinational 多向的 multidirectional 多彩的，彩色的 multicolored 多媒体 multimedia

2.Li Daiyu and her cousin Liu Qian were on a trip to Canada to visit their cousins on the Atlantic coast.李黛予和她的表妹刘倩去加拿大大西洋海岸看望她们的表兄妹们。

trip: usually short journey, esp.for pleasure(通常指短途的)行走，旅行（尤指娱乐性的）

与trip搭配的主要动词和介词： be on a trip to make a trip to take a trip to 海滨之行a trip to the seaside

前往巴黎的蜜月之旅 a honeymoon trip to Paris 他出差在外。He is on a business trip 我父亲下礼拜要到纽约去。

My father will make a trip to New York next week

3.Rather than take the aeroplane all the way, they decided to fly from China to Vancouver and to take the train from west to east across Canada in September.rather than(prep.): in preference to(sb/sth);instead of 与其（某人/某物）;不愿;不要

他不愿惹麻烦,宁可离去.Rather than cause trouble, he left.我想喝柠檬汁,不想喝可乐.I’ll have a lemonade rather than a coke.他正忙于写信而不是读报.He was busy writing a letter rather than reading a newspaper.

4.It is the second biggest country in the world and as you go eastward, you will see mountains, and pass by thousands of lakes, forests and wide rivers as well as cities.它是世界

northeast等，都有类似的用法。

他住在洛杉矶以东（的地方）。

He lives to the east of Los Angeles

7.That afternoon in the train the cousins settled down in their seats.那天下午表姐妹俩才在火车上落了座。

settle down 安稳坐下，安居下来，适应起来

他爷爷手拿报纸坐在扶手椅里。

His grandfather settled down in the armchair with a newspaper.你适应新工作了吗？ Have you settled down in your new job yet?

8.Many of them have a gift for working with animals and they can win thousands of dollars in prizes.他们中许多人都有与兽共舞的才能，他们能赢得几千美元的奖金。

have a gift for 在…..方面有天分；有天赋

她对学语言有天赋。she has a gift for learning languages.好像他对音乐有些天赋。It seems he has a gift for music.Period 3 Learning about language Step 1: Check the answers of exercise 1 on page 36 multi = many meanings

multicoloured made of many colours multichannel having many channels multiform existing in many forms multinational including many nations multistorey having many stories / storeys multimedia using many media multitrack made of many tracks

multifaith including many religions / faiths multimember made of many members / people-ward(s)= in a direction meanings forward(s)ahead, to the front eastward(s)to the east

westward(s)to the west southward(s)to the south

backward(s)to the rear;to the back outward(s)out, in a direction away northward(s)to the north inward(s)to the inside toward(s)in a direction to

Step 2: Check the answers of exercise 2 on page 36 Extremely、have a gift for、settle down、coast Surround、harbour、figure out、port、within Step3：Check the answers of exercise 3 on page 36 figure out、harbour、within、border、a gift for settled down、surrounded、extremely Step4 Appositive clause

T.What kind of noun clauses are they?

1.What it was to become was a mystery.(主语从句)

2.I don’t know who will help Henry to win the bet.（宾语从句）

3.His trouble is that he doesn’t know anybody in London.(表语从句)

4.The fact that ships can go there surprises many people.（同位语从句）

Period 4 Grammar pionts 同位语从句讲义及练习

一、理解同位语从句的含义，把握同位语从句的实质

在主从复合句中作同位语的从句称为同位语从句。同位语从句一般用that,whether，what, which, who,when，where，why，how

等

词

引

导，常

放

在fact,news,idea,truth,hope,problem,information,wish, promise, answer, evidence, report, explanation, suggestion, conclusion,等抽象名词后面，说明该名词的具体内容。换言之，同位语从句和所修饰的名词在内容上为同一关系，对其内容作进一步说明。

例：The news that they had won the game soon spread over the whole school.他们比赛获胜的消息很快传遍了整个学校。

析：they had won the game说明The news的全部内容，因此该句为同位语从句。

二、正确运用同位语从句的引导词，准确把握同位语从句

1.如同位语从句意义完整，应用that引导同位语从句。（即that 不充当任何成分，只起连接作用）

例：The general gave the order that the soldiers should cross the river at once.将军下达了战士们立即过河的命令。

析：the soldiers should cross the river at once是the order的全部内容，且意义完整，因此应用that引导同位语从句。

2.如同位语从句意义不完整，需增加“是否”的含义，应用whether引导同位语从句。（if不能引导同位语从句）

例：We'll discuss the problem whether the sports meeting will be held on time.我们将讨论运动会是否会如期举行的问题。

析：the sports meeting will be held on time意义不完整，应加“是否”的含义才能表达the problem的全部内容，因此应用whether引导同位语从句。

3.如同位语从句意义不完整，需增加“什么时候”、“什么地点”、“什么方式”等含义，应用when,where,how等词引导同位语从句。

例1：I have no idea when he will be back.析：he will be back意义不完整，应加“什么时候”的含义才能表达idea的全部内容，因此应用when引导同位语从句。

例2：I have no impression how he went home,perhaps by bike.析：he went home意义不完整，应加“如何”的含义才能表达impression的全部内容，因此应用how引导同位语从句。

4.当主句的谓语较短，而同位语从句较长时，同位语从句常后肢。

如：The thought came to him that maybe the enemy had fled the city.他突然想到敌人可能已经逃出城了。

三、把握同位语从句和定语从句的区别，明确同位语从句和相似从句的界限

同位语从句和定语从句相似，都放在某一名词或代词后面，但同位语从句不同于定语从句。同位语从句对名词加以补充说明，是名词全部内容的体现，且名词和同位语从句的引导词均

不在从句中作成分；定语从句说明先行词的性质与特征，与先行词是修饰与被修饰的关系，且名词和定语从句的引导词均在从句中作成分。

区分时可以在先行词与与从句之间加一个系动词be,使之构成一个新句子，如果句子通顺且符合逻辑，则为同位语从句，反之，则为定语从句。

如：The report that he was going to resign was false.他将辞职的传闻是假的。

因为the report was that he was going to resign 句意通顺，所以，that he was going to resign 是同位语从句。

例1：Information has been put forward ____ more middle school graduates will be admitted into universities.(NMET2001上海)

A.while B.that C.when D.as

析：答案为B。more middle school graduates will be admitted into universities是Information的内容，且Information不在从句中作成分，所以该句为同位语从句。应将该句区别于：

It is said that more middle school graduates will be admitted into universities，this is the information ____ has been put forward.A.what B.that C.when D.as

析：答案为B。that has been put forward为information的修饰性定语，且information在从句中作主语，所以该句为定语从句。

例2：She heard a terrible noise,____ brought her heart into her mouth.(MET91)

A.it B.which C.this D.that

析：答案为B。分析语境含义、句子结构和句子成分可知，该句为非限制性定语从句，先行词为a terrible noise，且它在从句中作主语。应将该句区别于：

I can't stand the terrible noise ____ she is crying loudly.A.it B.which C.this D.that

析：答案为D。she is crying loudly是the terrible noise的内容，且the terrible noise不在从句中作成分，所以该句为同位语从句。

Period 5 „The True North‟From Toronto To Montreal

Step 1.Lead in: Show some pictures of Canada, and asks “Do you know the following things in Canada? ”

Step 2.Ss read the passage within 3 minutes to fill in the following plot.The next morning They saw beautiful maple leaves And realized that fall had come Around noon They arrived in Toronto Late that night The train left At dawn the next

Morning They arrived in Montreal They spent the

afternoon In the lovely shop and and visiting artists In their workshops beside the water

The night The train was speeding down to the east coast

Step.3: Read the passage for a second time and answer the following questions.1.How do we know it is fall in Canada?

2.What can sometimes be seen from the CN Tower in Toronto? 3.Where does the water from the lake go? 4.Why is there good Cantonese food in Torono? 5.Which direction is the train going from Torono? 6.Why did the girls go to Old Montreal?

7.What three things show us that Montreal is a French city? Step 4 Language points

1.They were not leaving for Montreal until later.Not …until …表示―直到…才…‖，常与表示瞬间的动词连用。如：

我们直到今天晚上才离开。

We do not leave until this evening.街上的吵闹声直到深夜才停止。

The noise in the street didn't stop until midnight.2.It’s too bad you can’t go as far as Ottawa, Canada’s capital.遗憾的时你们不能一直走到加拿大的首都渥太华去。

as far as(习语)直到所提到之处为止

我一直走到山脚。

I walked as far as the foot of the mountain.莎拉已经读到

第二篇：新人教必修三_Unit1_Festivals_around_...

易仁荣特级教师工作室：

国家级课题“英语模块教学法”正式开题

4月10日下午，国家级课题“英语模块教学法提高教学效率研究”在北京市第八十中学正式开题。该课题是由国家基础教育中心外语实验中心批准的2009－2010资助金项目，本北京市仅此课题获批。

“英语模块教学法”（english modular approach）是由特级教师、全国优秀教师易仁荣老师历经十年探索出的一种新的英语教学方法。该方法以“模块”(module)为原理，以辩证法和系统论为理论指导，把复杂的英语语法、3500个英语单词和英语听说读写等语用能力的培养优化为若干个教学模块，模块的内容既相对独立，又相互衔接。“英语模块教学法”使英语教学内容板块化、简单化，系统化，既节省英语教学时间，减轻师生教学负担，又能提高英语教学效率。教育部主管的国家级核心刊物《中小学英语教学与研究》、《课程 教材 教法》等先后发表了易仁荣老师的系列论文，北京教育出版社出版了易仁荣老师编著的《高中英语语法7天会》、《高中英语写作7天会》、《高中英语词汇7周会》等5 本专著，颇受读者欢迎。

教育部英语课程标准组专家鲁子问教授、朝阳分院副院长夏秋荣、教研中心教研员朱丽萍、八十中学校长田树林等分别在开题会上对“英语模块教学法”给予高度评价，并希望课题组认真做好此课题的扩大实验和推广工作。朝阳区教委特级教师工作室管理办公室王雪梅老师、易仁荣工作室核心成员以及八十中学、日坛中学、九十四中学部分英语老师也出席了开题会。

(八十中学 易仁荣 供稿)

朝阳区职业高中第二期青年教师培训班启动

2009年3月27日，朝阳区教研中心职成教研室组织完成了第二期培训班的开学典礼暨培训课程第一阶段讲座，培训工作正式启动。全区八所职业高中上报本期学员30名，涉及9类学科。教研室针对学员具体需求，拟聘13位职高校骨干教师和5位教研员，组建了师资力量比较雄厚的指导教师队伍。本期培训班将延续上期“理论与实践紧密结合、指导教师与学员密切配合、教研室对导师和学员跟踪管理”的特点，与时俱进地完善课程设计方案、完善管理方法，将本期课程分为教学理念学习、教学设计、课堂教学实践与听评课、教学论文撰写等四个阶段，为期四个月，主体课程拟在本学期结束。

（区教研中心职成教研室 陈 清 供稿）

第八十中学

◆日前，由中国教育学会教育机制研究分会和教育杂志社联合举办的“第三届全国中学优秀校内报刊活动颁奖典礼”在京铁大酒店举行，八十中学报送的教科研刊《八十教研》获最佳科研刊特等奖、《晨光报》获最佳社团报一等奖。

◆2009年2月13日，八十中组织全体教职工召开了首届教科研年会，会议主题确定为：建立科学有效的管理体系，促进教师专业化发展。会议由张恩海副校长主持，朝阳区教委姜继为副主任、朝阳区教科所桂富荣所长、朝阳分院教科研处刘继玲主任出席了会议。

在会上，刘丽斌书记宣读了获奖名单，教科研室童嘉森主任做了学校2008年教科研工作总结报告，于冬云助理对《教科研年会章程》进行了解读，随后对评选出的优秀科研成果3个一等奖、8个二等奖、4个三等奖和4个先进科研集体进行了隆重的颁奖仪式。

颁奖仪式结束后，教委姜继为副主任发表了热情洋溢的讲话，姜主任首先对八十中的教科研工作给予了充分的肯定，高度评价了老师们在教育教学工作中取得的成果，同时对八十中的教科研工作提出了指导性意见。获奖代表刘亦工、涂洁、吴卫东三位老师做了典型经验介绍，向全校教师介绍了他们开展校本教研的切身体会。最后田校长做了大会总结，肯定了八十中2008年的教科研工作，同时指出，学校将为教师的专业发展创造条件、搭建平台，造就一支具有创新精神的科研型教师队伍，实现培养创新性人才的目标。

（八十中学 童嘉森 供稿）

望京实验学校

我校承担的北京市教育科学规划办课题《培养中小学学生问题解决能力策略的研究》即将于今年结题。为了配合学校结题工作的顺利开展、进一步提高教师的实践研究能力及总结反思能力，2009年2月12日，我校请来课题指导专家——北京市基础教育研究所评价研究室张爱兰主任，对全校教师进行了两个多小时的培训。会后各教研组针对专家讲座内容，结合各组研究进展情况，就前期实践中的培养学生问题解决能力的策略进行交流、讨论，结合学校的科研计划，各教研组、各子课题组对即将开展的课题研究进行规划，制定了本学期各教研组详细的研究计划，这对后期的课题研究工作将起到很好的指导作用。

（望京实验学校 黄秀英 供稿）

呼家楼中学

◆2009年1月6日下午呼家楼中学召开“呼家楼中学第十一届教育教学论文年会”，会议由学校教科研负责人主持。该年会共收到60篇论文，有14篇获奖，其中一等奖3名，二等奖5名，三等奖6名，获奖比例占25%。学校领导为获奖者颁发了荣誉证书。两位获奖论文教师分别做了交流发言；李献国校长做了重要讲话，强调教育教学实践与教育教学思想的相互融合、相互促进、相互提高，强调教师必须提高课堂教学的实效性，强调教师必须准确把握考纲、考点等。本次活动搭建了展示教师教育教学智慧的平台，营造了积极向上、努力钻研业务的校园文化氛围。◆2009年2月12日上午，呼家楼中学召开2008-2009学第二学期“校本培训暨专家讲座”会议。学校特邀我区教研中心语文教研员王丹就《对中学校本课程的认识》做专题讲座。该讲座涉及四个版块内容：

一、开发校本课程的意义。

二、开发校本课程的基本原则。

三、开发校本课程中学校和教师的角色。

四、关于校本课程的评价。该讲座逻辑性强，环环相叩；科学性强，引经据典；实用性强，联系实际；思路开阔，旁征博引。通过聆听该讲座，全校教职工受益匪浅：徜徉在论证严密的科学之中，领略到如何研究的方法之中，将尝试在新学期的实践之中。

◆2009年2月27—28日，呼家楼中学在朝来农艺园召开毕业年级教育教学双研会。与会领导有区中教科乔科长、教研中心苏主任、各科教研员以及学校领导。会议由教学主任李锋主持。首先，李献国校长致开幕词。主管教学的白光副校长、李锋主任就高三和初三年级学情现状先后做了认真细致地分析，就新学期工作任务、工作重点、工作措施和注意要求做了认真布置。初三和高三年级组长就各自年级教情与学情现状先后做了详细剖析。之后初中、高中组进行分组讨论，区教研员随组参加，针对学科特点做出指导；

中教科乔科长参加了初中分组讨论，就中考报名、查漏补缺、采取措施和注意事项等提出了指导性意见。最后初三和高三两个年级组长将分组讨论情况进行汇报。区教委中教科乔科长对这次校本培训——双研会，予以充分肯定、体现了学校教育教学管理精细化、文本化，希望教师认真细致地做好教研、考研，为质量工程的推进落到实处。区教研中心苏主任肯定了教师的学情分析细致、到位，针对中高考工作重点强调四个要点：思路清晰、安排合理、方法得当、落实到位。这次双研会，气氛热烈，集思广益，受益匪浅，意义重要，影响长久。

（呼家楼中学 供稿）

劲松职业高中

阳春三月，春光明媚。劲松职高“以提高教学质量”为主题的校本培训拉开帷幕。学校聘请北京市职教专家庆敏校长进行了《如何上好一节课——做好教学设计》的专题讲座。区职成教研室张俊英主任解读了《朝阳区职高课堂教学评价标准》。学校组织全体教师观摩赏析了市区级优秀课，进行课例分析。在理念讲座与课例观摩的基础上，“以提高教学质量”为主题的校本培训进入到实践演练阶段。4月底，学校开展了“教学开放周”活动，中层干部推门听课实地了解培训效果。5月份，学校将在推门听课的基础上，推出典型全校展示，并组织优秀教师参加区市级教学基本功大赛。

（劲松职高 孙敬梅 供稿）

第三篇：高中英语 Unit4 全单元教案必修三

Unit 4 Astronomy: the science of stars Period 1 Warming up & Pre-reading Teaching aims: 1.Learn the new words.2.Talk about the science of stars Step 1 Words Learn the new words of this unit.Step 2 Warming up & lead in 1.Talk about science subjects T: Good morning/afternoon, everyone.What class do you have today? S1: Maths, English, Chinese, physics, history, and geology.T: What other subjects do you have in school? S2: Computer, chemistry, biology, music, PE, and politics.T: Which is your favourite? Why? S3: My favourite one is …because it’s very interesting/exciting/instructive/… S4: I like …best because …

2.Talk about universe and solar system T: Let’s follow this astronomer to learn about universe.How did the universe come into being? S1: After the “Big Bang”, the universe came into being.T: Do you know the solar system in the universe? What is it made up of? S2: The solar system contains eight planets and many comets and other objects.T: Can you name the eight planets? S3: The Sun, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune.T: Which planet do we live on? Can you describe what it looks like? S4: Earth.It supports a variety of life and 70% of the earth is covered with seas or oceans.T: Why does life only exist on the earth? S5: Because there is air and water on the earth.Step 3 Pre-reading Get the students to discuss the questions on page 25 with their partners.Then ask the students to tell their stories.Encourage them to tell different stories, If they don’t know any, tell them some.Read some stories to the students.Pangu separates the sky from the earth;The Biblical Account;India;Japan;Europe;Let them discuss in groups.Step4 Homework 1.Review the words of this unit.2.Preview the passage of “Reading”.3.Do page 27 Ex.3.Unit 4 Astronomy: the science of stars Period 2 Reading and Comprehending Teaching Aims: Enable the Ss to say something about astronomy Help the students to form a good habit of reading Cultivate the Ss' awareness of protecting the earth.Teaching Importance: How to improve the Ss'ability to understand how life began on the earth Teaching Methods: Task--based method Teaching Procedure: Step1.Warming up 1.Free talk 2.Review the words of Unit 4 by playing chess on the blackboard.Step2 Leading-in 1.Talk about some pictures.2.Watch a video and then ask the Ss to put the pictures on the screen into a right order.Step3 Reading Task 1 Skimming Read the passage quickly and join the main idea for each paragraph.Para.1a)The arrival of humans and their impact on the earth

Para.2 b)The development of plants and animals on the earth

Para.3 c)A widely accepted theory about the formation of the universe

Para.4 d)The importance of water for life

Para.5 e)The formation of the earth

Task 2 Scanning Read the passage carefully and then fill in the blanks with different kinds of living things.Fill in the blanks with different kinds of living things.plantsanimals1________________Small plants in watershellfish and all sorts of fish2____________________insects4__________amphibians5__________7__________reptiles8__________dinosaurs9__________mammals green plants on land3________________forests6_________Task 3 Careful Reading: Finish the summary according to the text: After the “big bang”, the earth was still just a cloud of _______,it _______loudly with fire and rock, which were _____ to produce the_________, carbon dioxide and other gases.Then ________ grew.They multiplied and filled the oceans and seas with _____.Many millions of years later the first ________ began to appear on land.When the plants grew to forest, _____ appeared for the first time.They produced young generally by __________.When dinosaurs disappeared, ________ became more important.Task 4 Post Reading Discuss in groups.1.What problems have been caused by humans to the earth? 2.How to protect the earth and make it a better place to live on? Step 4 Homework 1.Search the Internet for the imformation of the development of life.2.Read the passage carefully and try to find out key points.Period 3 Reading(2)Teaching goals:

1.Learn the usage of some difficult words and expressions.2.Train the students’ ability to remove the difficulties while reading.Teaching important points:

Train the students’ ability to cooperate with others.Step 1 Revision 1.Check up the homework.2.Have a quiz of the words.Step 2.Language points 1.It exploded loudly with fire and rock, which were in time to produce the water vapour.Which leads non-restrictive attributive clause.in time: sooner or later;eventually I will see him in time.In time(for sth/to do sth): not late She will be back in time to prepare dinner.In/out of time: in/not in the correct time 2.Whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.To come: serves as attributive She is the last person to do such a thing.Depend on: something might only happen or be true if the circumstances are right for it Our success depends on whether everyone works hard or not.3.…by laying eggs.lay-laid-laid-laying 放, 把......放在......;产卵 He laid his books on the desk.4.give birth to 1)生（孩子）She’s just given birth to a healthy baby girl.她刚刚生了个健康的女婴。

2)产生

The extraordinary experience gave birth to his latest novel.这段奇特的经历促成了他的最新的一部小说的诞生。

5.They are putting too much carbon dioxide into the atmosphere, which prevents heat from escaping from the earth into space.prevent sth./ sb.(from)doing sth.制止(防止)某人(某物)做某事 Nothing can prevent this plan from being carried out.6.…the earth may become too hot to live on.地球可能会因此变得太热而不适合生物的生存。The question is too hard to understand.Step 3 Homework 1.Recite Para 5 of this passage.2.Do Ex.1 and 3 on page63.3.Preview the grammar of this unit.Period 4 Grammar Teaching Aims: To learn about Noun Clauses as the Subject To discover useful structures.Step 1 Revision Check up the homework.Step 2 Preparation Show some sentences on the blackboard.a.A tree has fallen across the road.b.You are a student.c.To find your way can be a problem.d.Smoking is bad for you.e.“How do you do?” is a greeting.f.What she said is not yet known.g.That we shall be late is certain.h.It’s certain that we shall be late.T: What part does the underlined part serve as in each sentence? Or find its subject in each sentence.Step 3 Grammar

1.Give the students some time to find the sentences in the passage.The collect answers from the class.2.Show typical examples of how to make a subject clause.Guide the Ss to find out what changes we have to make when we make a sentence or combine two sentences using subject clause.Teacher shows the example and Ss write down the sentences.3.Turn to page 64.Read the following passage quickly and finish the eight sentences.Step4 Homework 1.Do Ex.2 and 3 on page 29.2.Finisg Ex.1 on page 64.3.Preview “Using languge”.Period 5 Using Language and speaking Step 1 Revision Check up the homework.Step 2 Reading---A visit to the moon 1.Play the tape for the Ss to listen.2.Read the passage carefully and then describe the three ways in which gravity changed for Li Yanping and how his weight changed.3.Find out the key points.Step 3 Speaking Speaking on page 31 What do you need if you travel to the moon? Sample: S1: Let’s think about what we would need to protect our skin if we visited the Moon.S2: I’d take some skin cream.That works very well when we go to the sea.S3: Yes, but it’s going to be much too hot to put cream on your skin on the Moon.S4: What’s more you get direct heat from the sun.There are no clouds on the Moon to protect you.S3: Oh dear, and I also have to carry oxygen around with me everywhere because there’s no oxygen on the Moon.S2: Why don’t we carry the oxygen on our backs in a tank? S1: Good idea, but won’t that hurt our skin? S4: I think it will.Why don’t we wear a spacesuit which has the possibility of protecting your skin and helping you carry the oxygen very easily? S1: A very good idea.We also need some sunglasses as the sun will be as bad for our eyes as for our skin.S3: That’s right.The helmet of the suit can have sunglasses you can use.S2: How will the suit protect our skin? S4: It’s so hot there so I suggest we design suit that can supply cold water so the wearer feels cool and hot water to warm us if we feel cold.S2: Great!So I won’t need sun cream after all.That’s good!Step4 Homework Finish the exercises of 《English Learners’ Lighthouse》.

第四篇：新人教A版必修五教案：3.4 基本不等式(三)

河南教考资源信息网

http://www.xiexiebang.com

版权所有·侵权必究

第三课时 基本不等式

（三）（一）教学目标（1）知识与技能目标 1.熟练使用a2+b22ab和ab2ab.2.会应用此定理求某些函数的最值； 3.能够解决一些简单的实际问题.（2）过程与能力目标 了解运用ab2ab的条件，熟练运用不等式中1的变换.（3）情感与态度目标 通过掌握公式的结构特点，运用公式的适当变形，提高学生分析问题和解决问题的能力，培养学生的创新精神，进一步加强学生的实践能力.（二）教学重点：在运用ab2ab中要注意“一正”、“二定”、“三相等”.教学难点：ab2ab的运用.（三）教学流程（1）复习：基本不等式（2）举例分析

例1：a,b是正数且ab4，求ab的最值 解：ab（ab2422)()4,即ab的最大值为2变形1：a,b是正数且2ab4，求ab的最值

解：ab112ab21422ab（）()222222b24，求ab的最值

即ab的最大值为2

变形2：a,b是正数且a解：ab2a(12ab)（2b即ab的最大值为8

2)22(4)28,22变形3： a,b是正数且2a+3b=4,求ab的最值和此时a、b的值

解：ab112a3b21422(2a)(3b)（）(),66262323,当且仅当2a3b即a1,b23取最大值

即ab的最大值为例2． a,b都是正数且2a+b=2,求a(1+b)的最值和此时a、b的值

解：a(1b)112a1b21329(2a)(1b)（）(),22222898,当且仅当2a1b即a34,b12取最大值 即ab的最大值为 1 河南教考资源信息网

http://www.xiexiebang.com

版权所有·侵权必究

(2)a,b是正数,a2b222,a(12b)的最值是2。

解：a12b22a(12b)22(a12b2222)223262,b12取最大值

即a1b的最大值为2,当且仅当a例3：已知a、bR,ab1,y12b即a1a141b，求y的最小值．

证法1：直接用公式

由ab(ab2)得ab214，由ab得1a1ab4 1b1a1b21a1b21ab4 即4

证法2：对1进行变换

因为ab1,所以1a1bba1aba1babaabb2baba 而baba2baab2

所以24

练习

(1)已知a、bR,且a2b1,y1a1b，求y的最小值．111

9

abc111(3)已知a、b、cR,且abc1,求证(1)(1)(1)8

abc(2)已知a、b、cR,且abc1,求证解：(1)1a1ba2baa2bb12ba2ab32baab322baab322

(2)1a1b1cabcabaababcb2cacaacacabcc2cb3bc9baabcaaccbbc32(3)1a1c11abcaabcc11babc22bcaabc(1b1a11)(abcb1b1)(1c1abcb2acbacbabc81)8bca课堂小结：

1.熟练使用不等式 ab2ab和ab2ab． 22河南教考资源信息网

http://www.xiexiebang.com

版权所有·侵权必究

2.注意使用ab2ab的条件．

3.注意取等号的条件．

4.灵活变换“1”．课后作业：《习案》作业三十三

第五篇：数学1.2.2条件语句 教案(新人教A版必修三)

[教案]

1.2.2

条件语句 教学目标：

1、正确理解条件语句的概念，2、掌握条件语句的结构.3、会应用条件语句编写程序.教学重点、难点：

重点：条件语句的步骤、结构及功能.难点：会编写程序中的条件语句.教学基本流程：

复习回顾，问题引入------问题导学，条件语句总结---例题展示，巩固提高----练习反馈-----小结作业 教学情景设计：

一、复习回顾，问题引入 复习回顾

1.提问：算法的三种逻辑结构？条件结构的框图模式？

2.提问：输入语句、输出语句和赋值语句的格式与功能？

问题引入

3.一次招生考试中，测试三门课程，如果三门课程的总成绩在200分及以上，则被录取.请对解决此问题的算法分析，画出程序框图.（变题：…总成绩在200分以下，则不被录取）

二、问题导学，条件语句总结 学生阅读教材，完成下列问题：

1、画出两种条件结构的框图模式？

2、给出问题引入中的程序，试读懂程序，说说新的语句的结构及含义.3、条件语句的一般有两种：IF—THEN语句；IF—THEN—ELSE语句.4、条件语句格式

5、条件语句及框图

教师引导学生分析条件语句的流程，并做说明： 1）“条件”是由一个关系表达式或逻辑表达式构成，其一般形式为“<表达式><关系运算符><表达式>”，常用的运算符有“>”（大于）、“<”（小于）、“>=”（大于或等于）、“<=”（小于或等于），“<>”（不等于）.关系表达式的结果可取两个值，以“真”或“假”来表示，“真”表示条件满足，“假”则条件不满足.2）“语句”是由程序语言中所有语句构成的程序段，即可以是语句组.3）条件语句可以嵌套，即条件语句的THEN或ELSE后面还可以跟条件语句，嵌套时注意内外分层，避免逻辑混乱.三、例题展示，巩固提高

1）例1：编写程序，输入一元二次方程ax2＋bx＋c＝0的系数，输出它的实数根.（教法：算法分析 →画程序框图 →编写程序 → 给出系数的一组值，分析框图与程序各步结果）

注意：解方程之前，先由判别式的符号判断方程根的情况.函数SQR()的功能及格式.2）讨论：例1程序中为何要用到条件语句？条件语句一般用在什么情况下？

答：一般用在需要对条件进行判断的算法设计中，如判断一个数的正负，确定两个数的大小等问题，还有求分段函数的函数值等，往往要用条件语句，有时甚至要用到条件语句的嵌套

3）练习：编写程序，使得任意输入的2个实数从小到大排列.4）例2：编写程序，使得任意输入的3个实数从小到大排列.（讨论：先用什么语句？→ 用具体的数值给a、b、c，分析计算机如何排列这些数？

→写出程序 → 画出框图 → 说说算法 → 变式：如果是4个实数呢？

2）小结：条件语句的格式与功能及对应框图.编程的一般步骤：

1）算法分析 ：根据提供的问题，利用数学及相关学科的知识，设计出解决问题的算法.2）画程序框图：依据算法分析，画出程序框图.3）写出程序：根据程序框图中的算法步骤，逐步写出相应的程序语句.四、练习反馈：

1、编写程序，判断一个整数是偶数还是奇数，即从键盘上输入一个整数，输出该数的奇偶性。

2、.闰年是指年份能被4整除但不能被100整除，或者能被400整除的年份。编写一个程序，判断输入的年份是否为闰年。

3、编写一个程序，输入两个整数a，b，判断a是否能否被b整除。

(x1)xy2x1(1x10)3x11(x10)

4、已知函数编写一个程序，输入自变量x的值，输出相应的函数值。

五、小结与作业

小结：

1、条件语句的一般有两种：IF—THEN语句；IF—THEN—ELSE语句.2、条件语句格式

3、条件语句的功能

作业：

1、试编写程序进行印刷品邮资的计算.（前100g 0.7元，以后每100g 0.4元）