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

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.加拿大像中國一樣是一個多元化國家。

multistory 多層的 multiform 多種形式的

multichannel 多通話線路的, 多波段的 multipurpose 多種用途的多黨的 multiparty 多國的、多民族的 multinational 多向的 multidirectional 多彩的，彩色的 multicolored 多媒體 multimedia

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

trip: usually short journey, esp.for pleasure(通常指短途的)行走，旅行（尤指娛樂性的）

與trip搭配的主要動詞和介詞： be on a trip to make a trip to take a trip to 海濱之行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 我父親下禮拜要到紐約去。

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 與其（某人/某物）;不愿;不要

他不愿惹麻煩,寧可離去.Rather than cause trouble, he left.我想喝檸檬汁,不想喝可樂.I’ll have a lemonade rather than a coke.他正忙于寫信而不是讀報.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，都有類似的用法。

他住在洛杉磯以東（的地方）。

He lives to the east of Los Angeles

7.That afternoon in the train the cousins settled down in their seats.那天下午表姐妹倆才在火車上落了座。

settle down 安穩坐下，安居下來，適應起來

他爺爺手拿報紙坐在扶手椅里。

His grandfather settled down in the armchair with a newspaper.你適應新工作了嗎？ 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.他們中許多人都有與獸共舞的才能，他們能贏得幾千美元的獎金。

have a gift for 在…..方面有天分；有天賦

她對學語言有天賦。she has a gift for learning languages.好像他對音樂有些天賦。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.(主語從句)

2.I don’t know who will help Henry to win the bet.（賓語從句）

3.His trouble is that he doesn’t know anybody in London.(表語從句)

4.The fact that ships can go there surprises many people.（同位語從句）

Period 4 Grammar pionts 同位語從句講義及練習

一、理解同位語從句的含義，把握同位語從句的實質

在主從復合句中作同位語的從句稱為同位語從句。同位語從句一般用that,whether，what, which, who,when，where，why，how

等

詞

引

導，常

放

在fact,news,idea,truth,hope,problem,information,wish, promise, answer, evidence, report, explanation, suggestion, conclusion,等抽象名詞后面，說明該名詞的具體內容。換言之，同位語從句和所修飾的名詞在內容上為同一關系，對其內容作進一步說明。

例：The news that they had won the game soon spread over the whole school.他們比賽獲勝的消息很快傳遍了整個學校。

析：they had won the game說明The news的全部內容，因此該句為同位語從句。

二、正確運用同位語從句的引導詞，準確把握同位語從句

1.如同位語從句意義完整，應用that引導同位語從句。（即that 不充當任何成分，只起連接作用）

例：The general gave the order that the soldiers should cross the river at once.將軍下達了戰士們立即過河的命令。

析：the soldiers should cross the river at once是the order的全部內容，且意義完整，因此應用that引導同位語從句。

2.如同位語從句意義不完整，需增加“是否”的含義，應用whether引導同位語從句。（if不能引導同位語從句）

例：We'll discuss the problem whether the sports meeting will be held on time.我們將討論運動會是否會如期舉行的問題。

析：the sports meeting will be held on time意義不完整，應加“是否”的含義才能表達the problem的全部內容，因此應用whether引導同位語從句。

3.如同位語從句意義不完整，需增加“什么時候”、“什么地點”、“什么方式”等含義，應用when,where,how等詞引導同位語從句。

例1：I have no idea when he will be back.析：he will be back意義不完整，應加“什么時候”的含義才能表達idea的全部內容，因此應用when引導同位語從句。

例2：I have no impression how he went home,perhaps by bike.析：he went home意義不完整，應加“如何”的含義才能表達impression的全部內容，因此應用how引導同位語從句。

4.當主句的謂語較短，而同位語從句較長時，同位語從句常后肢。

如：The thought came to him that maybe the enemy had fled the city.他突然想到敵人可能已經逃出城了。

三、把握同位語從句和定語從句的區別，明確同位語從句和相似從句的界限

同位語從句和定語從句相似，都放在某一名詞或代詞后面，但同位語從句不同于定語從句。同位語從句對名詞加以補充說明，是名詞全部內容的體現，且名詞和同位語從句的引導詞均

不在從句中作成分；定語從句說明先行詞的性質與特征，與先行詞是修飾與被修飾的關系，且名詞和定語從句的引導詞均在從句中作成分。

區分時可以在先行詞與與從句之間加一個系動詞be,使之構成一個新句子，如果句子通順且符合邏輯，則為同位語從句，反之，則為定語從句。

如：The report that he was going to resign was false.他將辭職的傳聞是假的。

因為the report was that he was going to resign 句意通順，所以，that he was going to resign 是同位語從句。

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：答案為B。more middle school graduates will be admitted into universities是Information的內容，且Information不在從句中作成分，所以該句為同位語從句。應將該句區別于：

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：答案為B。that has been put forward為information的修飾性定語，且information在從句中作主語，所以該句為定語從句。

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

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

析：答案為B。分析語境含義、句子結構和句子成分可知，該句為非限制性定語從句，先行詞為a terrible noise，且它在從句中作主語。應將該句區別于：

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

析：答案為D。she is crying loudly是the terrible noise的內容，且the terrible noise不在從句中作成分，所以該句為同位語從句。

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…‖，常與表示瞬間的動詞連用。如：

我們直到今天晚上才離開。

We do not leave until this evening.街上的吵鬧聲直到深夜才停止。

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.遺憾的時你們不能一直走到加拿大的首都渥太華去。

as far as(習語)直到所提到之處為止

我一直走到山腳。

I walked as far as the foot of the mountain.莎拉已經讀到

第二篇：新人教必修三_Unit1_Festivals_around_...

易仁榮特級教師工作室：

國家級課題“英語模塊教學法”正式開題

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“英語模塊教學法”（english modular approach）是由特級教師、全國優秀教師易仁榮老師歷經十年探索出的一種新的英語教學方法。該方法以“模塊”(module)為原理，以辯證法和系統論為理論指導，把復雜的英語語法、3500個英語單詞和英語聽說讀寫等語用能力的培養優化為若干個教學模塊，模塊的內容既相對獨立，又相互銜接。“英語模塊教學法”使英語教學內容板塊化、簡單化，系統化，既節省英語教學時間，減輕師生教學負擔，又能提高英語教學效率。教育部主管的國家級核心刊物《中小學英語教學與研究》、《課程 教材 教法》等先后發表了易仁榮老師的系列論文，北京教育出版社出版了易仁榮老師編著的《高中英語語法7天會》、《高中英語寫作7天會》、《高中英語詞匯7周會》等5 本專著，頗受讀者歡迎。

教育部英語課程標準組專家魯子問教授、朝陽分院副院長夏秋榮、教研中心教研員朱麗萍、八十中學校長田樹林等分別在開題會上對“英語模塊教學法”給予高度評價，并希望課題組認真做好此課題的擴大實驗和推廣工作。朝陽區教委特級教師工作室管理辦公室王雪梅老師、易仁榮工作室核心成員以及八十中學、日壇中學、九十四中學部分英語老師也出席了開題會。

(八十中學 易仁榮 供稿)

朝陽區職業高中第二期青年教師培訓班啟動

2009年3月27日，朝陽區教研中心職成教研室組織完成了第二期培訓班的開學典禮暨培訓課程第一階段講座，培訓工作正式啟動。全區八所職業高中上報本期學員30名，涉及9類學科。教研室針對學員具體需求，擬聘13位職高校骨干教師和5位教研員，組建了師資力量比較雄厚的指導教師隊伍。本期培訓班將延續上期“理論與實踐緊密結合、指導教師與學員密切配合、教研室對導師和學員跟蹤管理”的特點，與時俱進地完善課程設計方案、完善管理方法，將本期課程分為教學理念學習、教學設計、課堂教學實踐與聽評課、教學論文撰寫等四個階段，為期四個月，主體課程擬在本學期結束。

（區教研中心職成教研室 陳 清 供稿）

第八十中學

◆日前，由中國教育學會教育機制研究分會和教育雜志社聯合舉辦的“第三屆全國中學優秀校內報刊活動頒獎典禮”在京鐵大酒店舉行，八十中學報送的教科研刊《八十教研》獲最佳科研刊特等獎、《晨光報》獲最佳社團報一等獎。

◆2009年2月13日，八十中組織全體教職工召開了首屆教科研年會，會議主題確定為：建立科學有效的管理體系，促進教師專業化發展。會議由張恩海副校長主持，朝陽區教委姜繼為副主任、朝陽區教科所桂富榮所長、朝陽分院教科研處劉繼玲主任出席了會議。

在會上，劉麗斌書記宣讀了獲獎名單，教科研室童嘉森主任做了學校2008年教科研工作總結報告，于冬云助理對《教科研年會章程》進行了解讀，隨后對評選出的優秀科研成果3個一等獎、8個二等獎、4個三等獎和4個先進科研集體進行了隆重的頒獎儀式。

頒獎儀式結束后，教委姜繼為副主任發表了熱情洋溢的講話，姜主任首先對八十中的教科研工作給予了充分的肯定，高度評價了老師們在教育教學工作中取得的成果，同時對八十中的教科研工作提出了指導性意見。獲獎代表劉亦工、涂潔、吳衛東三位老師做了典型經驗介紹，向全校教師介紹了他們開展校本教研的切身體會。最后田校長做了大會總結，肯定了八十中2008年的教科研工作，同時指出，學校將為教師的專業發展創造條件、搭建平臺，造就一支具有創新精神的科研型教師隊伍，實現培養創新性人才的目標。

（八十中學 童嘉森 供稿）

望京實驗學校

我校承擔的北京市教育科學規劃辦課題《培養中小學學生問題解決能力策略的研究》即將于今年結題。為了配合學校結題工作的順利開展、進一步提高教師的實踐研究能力及總結反思能力，2009年2月12日，我校請來課題指導專家——北京市基礎教育研究所評價研究室張愛蘭主任，對全校教師進行了兩個多小時的培訓。會后各教研組針對專家講座內容，結合各組研究進展情況，就前期實踐中的培養學生問題解決能力的策略進行交流、討論，結合學校的科研計劃，各教研組、各子課題組對即將開展的課題研究進行規劃，制定了本學期各教研組詳細的研究計劃，這對后期的課題研究工作將起到很好的指導作用。

（望京實驗學校 黃秀英 供稿）

呼家樓中學

◆2009年1月6日下午呼家樓中學召開“呼家樓中學第十一屆教育教學論文年會”，會議由學校教科研負責人主持。該年會共收到60篇論文，有14篇獲獎，其中一等獎3名，二等獎5名，三等獎6名，獲獎比例占25%。學校領導為獲獎者頒發了榮譽證書。兩位獲獎論文教師分別做了交流發言；李獻國校長做了重要講話，強調教育教學實踐與教育教學思想的相互融合、相互促進、相互提高，強調教師必須提高課堂教學的實效性，強調教師必須準確把握考綱、考點等。本次活動搭建了展示教師教育教學智慧的平臺，營造了積極向上、努力鉆研業務的校園文化氛圍。◆2009年2月12日上午，呼家樓中學召開2008-2009學第二學期“校本培訓暨專家講座”會議。學校特邀我區教研中心語文教研員王丹就《對中學校本課程的認識》做專題講座。該講座涉及四個版塊內容：

一、開發校本課程的意義。

二、開發校本課程的基本原則。

三、開發校本課程中學校和教師的角色。

四、關于校本課程的評價。該講座邏輯性強，環環相叩；科學性強，引經據典；實用性強，聯系實際；思路開闊，旁征博引。通過聆聽該講座，全校教職工受益匪淺：徜徉在論證嚴密的科學之中，領略到如何研究的方法之中，將嘗試在新學期的實踐之中。

◆2009年2月27—28日，呼家樓中學在朝來農藝園召開畢業年級教育教學雙研會。與會領導有區中教科喬科長、教研中心蘇主任、各科教研員以及學校領導。會議由教學主任李鋒主持。首先，李獻國校長致開幕詞。主管教學的白光副校長、李鋒主任就高三和初三年級學情現狀先后做了認真細致地分析，就新學期工作任務、工作重點、工作措施和注意要求做了認真布置。初三和高三年級組長就各自年級教情與學情現狀先后做了詳細剖析。之后初中、高中組進行分組討論，區教研員隨組參加，針對學科特點做出指導；

中教科喬科長參加了初中分組討論，就中考報名、查漏補缺、采取措施和注意事項等提出了指導性意見。最后初三和高三兩個年級組長將分組討論情況進行匯報。區教委中教科喬科長對這次校本培訓——雙研會，予以充分肯定、體現了學校教育教學管理精細化、文本化，希望教師認真細致地做好教研、考研，為質量工程的推進落到實處。區教研中心蘇主任肯定了教師的學情分析細致、到位，針對中高考工作重點強調四個要點：思路清晰、安排合理、方法得當、落實到位。這次雙研會，氣氛熱烈，集思廣益，受益匪淺，意義重要，影響長久。

（呼家樓中學 供稿）

勁松職業高中

陽春三月，春光明媚。勁松職高“以提高教學質量”為主題的校本培訓拉開帷幕。學校聘請北京市職教專家慶敏校長進行了《如何上好一節課——做好教學設計》的專題講座。區職成教研室張俊英主任解讀了《朝陽區職高課堂教學評價標準》。學校組織全體教師觀摩賞析了市區級優秀課，進行課例分析。在理念講座與課例觀摩的基礎上，“以提高教學質量”為主題的校本培訓進入到實踐演練階段。4月底，學校開展了“教學開放周”活動，中層干部推門聽課實地了解培訓效果。5月份，學校將在推門聽課的基礎上，推出典型全校展示，并組織優秀教師參加區市級教學基本功大賽。

（勁松職高 孫敬梅 供稿）

第三篇：高中英語 Unit4 全單元教案必修三

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......;產卵 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.她剛剛生了個健康的女嬰。

2)產生

The extraordinary experience gave birth to his latest novel.這段奇特的經歷促成了他的最新的一部小說的誕生。

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.地球可能會因此變得太熱而不適合生物的生存。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)

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第三課時 基本不等式

（三）（一）教學目標（1）知識與技能目標 1.熟練使用a2+b2?2ab和a?b?2ab.2.會應用此定理求某些函數的最值； 3.能夠解決一些簡單的實際問題.（2）過程與能力目標 了解運用a?b?2ab的條件，熟練運用不等式中1的變換.（3）情感與態度目標 通過掌握公式的結構特點，運用公式的適當變形，提高學生分析問題和解決問題的能力，培養學生的創新精神，進一步加強學生的實踐能力.（二）教學重點：在運用a?b?2ab中要注意“一正”、“二定”、“三相等”.教學難點：a?b?2ab的運用.（三）教學流程（1）復習：基本不等式（2）舉例分析

例1：a,b是正數且a?b?4，求ab的最值 解：ab?（a?b2422)?()?4,即ab的最大值為2變形1：a,b是正數且2a?b?4，求ab的最值

解：ab?112a?b21422ab?（）?()?222222b2?4，求ab的最值

即ab的最大值為2

變形2：a,b是正數且a?解：ab?2a(12a?b)?（2b即ab的最大值為8

2)2?2(4)2?8,22變形3： a,b是正數且2a+3b=4,求ab的最值和此時a、b的值

解：ab?112a?3b21422(2a)(3b)?（）?()?,66262323,當且僅當2a?3b即a?1,b?23取最大值

即ab的最大值為例2． a,b都是正數且2a+b=2,求a(1+b)的最值和此時a、b的值

解：a(1?b)?112a?1?b21329(2a)(1?b)?（）?()?,22222898,當且僅當2a?1?b即a?34,b?12取最大值 即ab的最大值為 1 河南教考資源信息網

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(2)a,b是正數,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的最大值為2,當且僅當a例3：已知a、b?R,a?b?1,y???1?2b即a?1a14?1b，求y的最小值．

證法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

證法2：對1進行變換

因為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

練習

(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,求證(?1)(?1)(?1)?8

abc(2)已知a、b、c?R,且a?b?c?1,求證解：(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課堂小結：

1.熟練使用不等式 a?b?2ab和a?b?2ab． 22河南教考資源信息網

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2.注意使用a?b?2ab的條件．

3.注意取等號的條件．

4.靈活變換“1”．課后作業：《習案》作業三十三

第五篇：數學1.2.2條件語句 教案(新人教A版必修三)

[教案]

1.2.2

條件語句 教學目標：

1、正確理解條件語句的概念，2、掌握條件語句的結構.3、會應用條件語句編寫程序.教學重點、難點：

重點：條件語句的步驟、結構及功能.難點：會編寫程序中的條件語句.教學基本流程：

復習回顧，問題引入------問題導學，條件語句總結---例題展示，鞏固提高----練習反饋-----小結作業 教學情景設計：

一、復習回顧，問題引入 復習回顧

1.提問：算法的三種邏輯結構？條件結構的框圖模式？

2.提問：輸入語句、輸出語句和賦值語句的格式與功能？

問題引入

3.一次招生考試中，測試三門課程，如果三門課程的總成績在200分及以上，則被錄取.請對解決此問題的算法分析，畫出程序框圖.（變題：…總成績在200分以下，則不被錄取）

二、問題導學，條件語句總結 學生閱讀教材，完成下列問題：

1、畫出兩種條件結構的框圖模式？

2、給出問題引入中的程序，試讀懂程序，說說新的語句的結構及含義.3、條件語句的一般有兩種：IF—THEN語句；IF—THEN—ELSE語句.4、條件語句格式

5、條件語句及框圖

教師引導學生分析條件語句的流程，并做說明： 1）“條件”是由一個關系表達式或邏輯表達式構成，其一般形式為“<表達式><關系運算符><表達式>”，常用的運算符有“>”（大于）、“<”（小于）、“>=”（大于或等于）、“<=”（小于或等于），“<>”（不等于）.關系表達式的結果可取兩個值，以“真”或“假”來表示，“真”表示條件滿足，“假”則條件不滿足.2）“語句”是由程序語言中所有語句構成的程序段，即可以是語句組.3）條件語句可以嵌套，即條件語句的THEN或ELSE后面還可以跟條件語句，嵌套時注意內外分層，避免邏輯混亂.三、例題展示，鞏固提高

1）例1：編寫程序，輸入一元二次方程ax2＋bx＋c＝0的系數，輸出它的實數根.（教法：算法分析 →畫程序框圖 →編寫程序 → 給出系數的一組值，分析框圖與程序各步結果）

注意：解方程之前，先由判別式的符號判斷方程根的情況.函數SQR()的功能及格式.2）討論：例1程序中為何要用到條件語句？條件語句一般用在什么情況下？

答：一般用在需要對條件進行判斷的算法設計中，如判斷一個數的正負，確定兩個數的大小等問題，還有求分段函數的函數值等，往往要用條件語句，有時甚至要用到條件語句的嵌套

3）練習：編寫程序，使得任意輸入的2個實數從小到大排列.4）例2：編寫程序，使得任意輸入的3個實數從小到大排列.（討論：先用什么語句？→ 用具體的數值給a、b、c，分析計算機如何排列這些數？

→寫出程序 → 畫出框圖 → 說說算法 → 變式：如果是4個實數呢？

2）小結：條件語句的格式與功能及對應框圖.編程的一般步驟：

1）算法分析 ：根據提供的問題，利用數學及相關學科的知識，設計出解決問題的算法.2）畫程序框圖：依據算法分析，畫出程序框圖.3）寫出程序：根據程序框圖中的算法步驟，逐步寫出相應的程序語句.四、練習反饋：

1、編寫程序，判斷一個整數是偶數還是奇數，即從鍵盤上輸入一個整數，輸出該數的奇偶性。

2、.閏年是指年份能被4整除但不能被100整除，或者能被400整除的年份。編寫一個程序，判斷輸入的年份是否為閏年。

3、編寫一個程序，輸入兩個整數a，b，判斷a是否能否被b整除。

(x?1)?x?y??2x?1(1?x?10)?3x?11(x?10)?

4、已知函數編寫一個程序，輸入自變量x的值，輸出相應的函數值。

五、小結與作業

小結：

1、條件語句的一般有兩種：IF—THEN語句；IF—THEN—ELSE語句.2、條件語句格式

3、條件語句的功能

作業：

1、試編寫程序進行印刷品郵資的計算.（前100g 0.7元，以后每100g 0.4元）