人教版必修五Unit 3《Life in the future》word教案

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高中英语《人教版Book 5 Unit 3 Life in the future》优质课教案、教学设计

人教版新课标高二必修Book 5 Unit 3 Life in future—教学设计一、整体思路本单元的中心话题是“未来生活”，教材内容为学生提供了想象的空间，以往在设计这节课会把未来生活和现代生活作对比，教育学生珍惜现在、把握现在、爱护环境。

但是随着人工智能的发展，阅读文章中的很多内容现在已经变成了现实，例如人工加湿器、无人驾驶汽车。

所以我在设计这节课时大胆设计了一个以穿越为主线，在学习基础知识的基础上对学生进行一个励志的教育：无论时间和空间如何变化，人类的经典会永远流传下去，鼓励学生学习历史上伟大的人物品质，如苏轼、贝多芬、爱迪生...在历史的画卷中留下自己的一抹绿色。

把学科素养、传统文化以及社会主义核心价值观融入英语学科的教学中，坚持立德树人，引导学生树立正确的世界观、人生观、价值观，正确认识世界和中国发展大势；既要有国际视野又要有中国情怀，要结合学科特点，凸显英语学科的育人导向。

二、Teaching Goals:1.Read the text “First Impressions” and master the wholestructure.2.To arouse Ss to pay more attention to the problems thatprobably appear in the future .3.To illustrate Ss’ imagination of future life, remind Ss’ notto forget our past then we can face the new life in thefuture. (不忘本来,才能面向未来)Step 1 Leading-in 目标前置（设计意图：首先提出课堂要求。

然后由学生喜欢的虚拟歌手洛天依导入新课，虚拟歌手代表的是现代科技的发展，当苏轼穿越到现代，见到虚拟歌手表演他的作品时，他会说什么？以此打开学生的想象力，引出对课文的预测，对文章进行阅读处理和学习。

人教新课标高中英语必修五Unit 3 Life in the futureUnit 3 Life in the future教案

Unit 3 life in the future说课稿尊敬的评委：早上好。

今天我说课的主题是必修五第三单元life in the future，第一篇课文First impressions。

我准备从教材，学情，教学，学法，教学过程，板书设计六方面来说。

一．说教材1. 未来生活在必修5中是一个重要话题。

本课是一节泛读课，First impressions 讲述了李强如何安全到达“未来世界”以及在“未来”的第一印象。

本课在提高学生的阅读能力上起着非常重要的作用。

教材设计这样一个话题，不仅是为了提高学生的语言技能，也是为了拓宽学生的视野，激发学生的学习兴趣。

2. 新课标提出：英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程；又是他们陶冶情操、拓展视野、丰富社会经历、开发思维能力和提高人文素养的过程。

学习英语是人的发展的一部分，体现更多的人文精神。

的情感，并有自己的见解。

二．说学情高二的学生已掌握一定的词汇量，也有自己独立的思想，普遍对新鲜事物感兴趣。

但大部分学生阅读能力差，对英语缺乏兴趣，也缺乏信心，所以本节课要以增强学习英语的兴趣和自信为出发点，以提高学生的阅读能力为目的。

在教学设计上一定要由浅入深，层层递进。

设计不同的教学活动让大部分学生参与进来，享受小组合作的快乐。

基于教材和学情分析本课教学目标:知识目标：让学生理解课文中心大意，并在文中巩固一些重要的词，短语，句子。

能力目标：提高学生的预测，略读，查读，推断等阅读技巧。

情感目标：激发学生学习英语的兴趣，热爱生活，提高小组合作意识。

教学重难点：掌握未来生活与现在生活的不同，提高推断阅读技巧；理解作者对未来生活三．说教法和学法在教学中兴趣是最好的老师，在文中巩固词汇才具有生命力，高中提高学生各种阅读技能是重点。

新课程还强调学生是学习的主人，教师只是引导者，要让学生积极主动参入。

所以我采用了：1. 多媒体的使用，采用视频情境导入。

【范文】人教版高中英语必修5教案Unit 3 Life in the Future

人教版高中英语必修5教案Unit 3 Lifein the FutureUnit3LifeintheFutureTeachingGoals:Topic:Predictingt hegoodandbadchangesinthefuture.imaginethealiencreat efulexpressions::takeup拿起;接受;开始;继续remind…of…使回想起或意识到losesightof…不再看见……catchsightof…瞥见sweepup打扫；横扫speedup加速assistin帮助;援助;协助Sentencestructures:IstillcannotbelievethatIamtaking upmyprizethatwaswonlastyear.worriedaboutthejourney, Iwasunsettledforthefirstfewdays.confusedbythenewsur roundings,Iwashitbythelackoffreshair.SoonIwasbackon myfeetagainandfollowedhimtocollectahoveringcarriage drivenbycomputer.Describedasanenormousroundplate,it spinsslowlyinspacetoimitatethepulloftheearth’sgravity.…atableandchairrosefromunderthefloorasifbymagic.Gram mar:1.过去分词作定语（Thepastparticipleastheattribute）Ifollowedhimtocollectahoveringcarriagedrivenbycompu ter.Tomorrowyouwillbereadyforsomevisitsorganizedbyc omputer.2.过去分词作状语（Thepastparticipleastheadverbial）worriedaboutthejourney,Iwasunsettledforthefirstfewd ays.confusedbythenewsurroundings,Iwashitbythelackof freshair.Period1TeachingAims:1.Learnsomenewwordsand expressions.2.Helpthestudentstotalkaboutlifeinthepa st,atpresentandinthefuture.3.Enablethestudentstodes cribethelifeinthepast,atpresentandinthefuture.Diffi cultandImportantPoints:comparelifeinthepast,atprese ntandinthefuturewhatislifeinthefuturelike?whatchang eswilltakeplace?Teachingmethods:1.Firstandcarefulre ading,2.Askingandansweringquestionactivity3.Individ ual,Pairwork&groupworkTeachingProcedures:Step1w armingupShowthestudentssomepicturesorvideosofthepastandpresentlife,andaskthemtheirfirstimpressionsofthepicture s.lead-in:Talkabouthowmanychangestherehavebeeninthe pastandinthepresent.Step2:pre-reading1.canyoutellwhatproblemspeoplearefacingt oday?2.whatproblemsdoyouthinkpeopleinthefuturewillh aveovercome?whichoneswillstillbethereorevenworseinA D3005?找教案key:1.Theproblemofpopulati onwillbesolved,havebeguntocontrolthebirthrate.2.The problemswillbestillthere,andwillevenworse.3.Idon’tthinkso.Nowscientistsaretryingtheirbesttodevelopne wresourcesthathumanbeingscanmakeuseof,suchassolaren ergy.Inmyopinion…step3：fastreadingReadthetextforthefirsttimeandtellwhatthe textisabout?It’sane-mailwrittenbyamanwhohastakenupatriptothefuture .2.Lookatthefollowingsentence,thereareinwrongorder, tellmethecorrectorderforthesesentenceA.weweretransp ortedintothefuturebyacomfortabletimecapsule.B.Iarri vedatwangPing’shomeandeverythinginhishousemademesurprised.c.Iwona traveltotheyearAD3005D.Ihavemyfirsttrytomasterahove ringcarriage.Step4carefulreading1.Questions&answers:1.whydidIhave thechancetotraveltotheyearAD3005?2.whatisa “timelag”?3.HowdidIfeelwhenIwasinthecapsule?4.who guidesmytrip?5.whydidmyguidegivemesometables?6.whot ransportedustothefuture?key.ItookuptheprizeIwontheyearbefore.2.“Timelag”meansapersongetsflashbacksfromhisprevioustimeperiod .3.Theseatsinthecapsuleareverycomfortable.4.myfrien dwangPingismyguidetothefuture.5.Thetabletscouldhelp mefeellessnervousanduncertain6.wangPing’sparents’companytransportedustothefuture.2.Fillinthechart:Go odchangesBadchangesTimetravelcantraveltoDifferentti mesasyouwishAfter-effectsoftraveltransport.canmoves wiftlyDisorganized,difficulttofindwayhousessavelivi ngspaceShortofspaceTownsBusy,looklikemarketsEasytogetlostAirqualityownfamilyoxygensupplyPoorqualityinpublicplaces3.Readingthetexttodecideon thetypeofwritingandsummaryoftheideaTypeofwritingThi sisapieceofnarrativewriting.mainideaofthepassageItt ellsaboutLiQiangtravelingtotheyearAD3005andhisexper iencesthere.Topicsentenceof1stparagraphIhavetravele dtotheyearAD3005.Topicsentenceof2ndparagraphIwassti llontheearthbutonethousandyearsinthefuture.Topicsen tenceof3rdparagraphIwashitbythelackoffreshair.Topic sentenceof4thparagraphTomorrowIwillbereadyforotherv isitsorganizedby“FutureTours”.4.makingachainofeventsfromthetextFirstImpressionsSuff eringfrom“timelag”Goingbyatimecapsuleonearthbut1000yearsinthefutureAt homeintheyearAD3005Step5:Discussion:SampleanswersEx.2Ithinkthewriterhasanoptimisticviewofthefuture.Hew asveryexcitedwhenhetraveledtotheyearAD3005andcouldn’tbelieveifwastrue.Fromthis,wecanseeheiseagertogotot hefuture.Thoughshewashitbythelackoffreshair,The2nd& amp;3rdperiodTeachingaims:Learnexpressions&phra sesLearnlanguagepointsDifficultandImportantPoints:1）Languagepoints2）Theusageof“takeupandsweep”Teachingmethods:Presentation&PracticeTeachingPr ocedures:StepIRevisionHaveadictationStepII.checkthe answers1)checktheanswersofyesterday’shomeworkStepthreelanguagepointwarmingupaspectn.方面，外观you’veonlyconsideredoneaspectoftheproblem.Thefierceaspe ctofthesalesmanfrightenedthecustomeroff.Pre-reading overcomevt.克服,战胜,找到处理问题的办法;表示“压倒,受不了”时,常用被动语态;beovercomewith…“…之极,极为…”Heovercamethebadhabitofsmoking.we’llovercomethedifficultywhenwegottoit.Thechildwasove rcomebywearinessandslept.mymotherwasovercomewithgri ef.Reading1.Istillcan’tbelievethatIamtakingupmyprizethatwaswonlastyear.Ta keup开始从事，选修,占用,吸收whendoesthemanagertakeuphisjob?hetookupartincollege Hedecidedtotakeupphotographyashiscareer.Thistableta kesuptoomuchroom.Plantstakeupwater.take的词组takeoff脱下,起飞takeover接管taketo喜欢上，对…产生好感Helenalwayshelpshermothereventhoughgoingtoschool___ _mostofherdayA.takesupB.makesupc.savesupD.putsup找教案2.Ihavetoconstantlyrubmyey estoremindmyselfthatIhavetraveledtotheyearAD3005我得不断擦拭自己的眼睛来提醒自己，我已到了公元3005年remind:tomakesomeoneremembersomethingthattheymustdo 这部影片使他回想起在中国所看到的一切。

高中英语 Unit3 Life in the Future教案新人教版必修5

Unit 3 Life in the futureⅢ. 教材分析与教材重组1. 教材分析本单元以“Life in the future”为中心话题，旨在通过本单元的学习，让学生大胆发挥想象，对人类今后的生活环境，生活方式进行猜测，并在此基础上，对人类的种种活动进行反思，提倡环保生活意识。

同时让学生学会过去分词作定语和作状语的不同用法。

最后让学生将本单元所讨论的话题和推测手法相结合，学习怎样写report。

1.1 Warming Up 部分利用一个关于“住”和“行”的对比研究表格引导学生回顾过去，认识现在和展望未来。

通过这一活动，引发学生对过去，现在和未来的思考，使学生对将要阅读的文章有个知识准备。

1.2 Pre-reading 部分让学生充分运用发散思维，先列举当今世界人类面临的一些突出问题，然后要求学生思考为什么会产生这些问题，这些问题中哪些在未来社会仍然可能存在，哪些将会被克服，哪些将会恶化。

为下面的阅读做了铺垫。

1.3 Reading 部分通过一封发自未来的电子邮件，讲述了作者Li Qiang怎样安全到达“未来世界”，他对“未来世界”的印象，以及“未来世界”的日常生活方式和交通工具情况。

阅读时要把重点放在“未来世界”生活与当今生活的不同点上。

1.4 Comprehending 部分设计了三个教学活动来加深学生对Reading部分的理解。

第一个活动要求学生通过阅读找出“未来世界”在以下几个方面的变化：跨时空旅行，交通，住房，城镇环境和空气质量。

接着让学生在此基础上得出自己的结论，哪些变化好，哪些变化不好，并说明理由。

第二个活动要求学生通过阅读来判断Li Qiang对“未来世界”的态度是乐观的还是悲观的。

学生要在文中找出支持自己观点的论据，尽可能说服别人。

第三个活动让学生想象一下Li Qiang将会去参加哪些活动。

这样既鼓励学生展开丰富的想象，又为Using Language部分的语篇学习做了铺垫。

人教版高三英语必修五《Unit 3 Life in the future》教案

教案【一】本教學設計在新課程教學理念的指導下，力求在培養學生的語言知識、知識技能、情感態度、學習策略和文化意識等素養的基礎上發展學生綜合運用語言的能力，使學生通過觀察、體驗、探究等主動學習的方法優化英語學習方法，充分發揮自己的學習潛能，形成有效的學習策略。

1. 開展學生活動，發揮主體作用新課程強調要充分發揮學生在教學過程中的主體作用。

本課設計遵循以學生為主體，教師為主導這一教學原則，創設角色扮演情景、激烈討論提出建議，讓學生限度地參與教學過程，尊重學生的主體地位，充分發揮學生在學習過程中的主動性、積極性、創造性，使課堂充滿活力。

2. 實施情景教學，統合三維目標本課設計從教學需要出發，創設情景，進行情景設問、討論，激起學生的情感體驗，啟動學生思維，幫助學生迅速、正確地理解和接受知識，並在學習過程中培養其積極進取的科學的人生觀及價值觀，較好地落實了三維目標。

而三維目標是相輔相成、相互滲透的，所以在情景教學的過程中，知識的落實、能力的培養、情感態度價值觀的滲透交融在一起，實現了三維目標的和諧與統一。

3. 轉變學習方式，增強教學效果新課程要求提倡自主、合作、探究的學習方式，發揮學生的主體性、能動性和獨立性，本課設計通過自學課本，小組討論，綜合分析，角色扮演等活動，為學生自主學習、合作學習、探究學習提供了空間，使學生體驗了自主之樂，合作之趣，探究之悅，促進了學生知識的構建與運用，能力的培養和提高，情感體驗和態度、價值觀的形成，增強了教學效果。

4. 運用問題教學，啟發學生思維本課設計按照誘思探究理論要求，遵循學生的認知規律，引導學生去發現問題、分析問題和解決問題，從而掌握知識，形成能力，培養品質。

通過對文章分析的由淺入深，由易到難，循序漸進，引導學生結合歷史現狀和教材資訊，發揮想像，活化語言，從而達到綜合運用英語進行交際的目的。

有利於培養學生的思維能力，激發學生的創新精神。

本教學設計貫穿了新的教學理念，體現了課程改革的鮮明特色，在教學內容的重新調整、教材的合理處理、教學思路的設計等方面作了嘗試性的突破與創新，具有較強的實踐性和操作性。

2017人教版必修五unit3life in the futureword教案1

英语：Unit3《Life in the future》教案（1）（新人教版必修5）Warming-up and ReadingTeaching Goals:some new words and expressions.the Ss’reading skills.illustrate Ss’ imagination of future lifethe more advanced forms of transport in AD 3005 andthe advantages and problems of life in the future.Teaching Methods:methodwork and group workMethodTeaching Procedures:Step 1 Greetings and Lead-in1．The teacher can start with daily greetings and try to lead in some words in this unit.Q1: Where do you come from? Do you live in the downtown or in the countryside?Is it a suitable location for people to live in?What is it made of? (brick, stone, steel, glass, wood, plastic, bamboo,mud…).Q2: No matter where you live, I am wondering how do you usually go to school?(by bike, by car, by bus…)Bikes, cars, buses and so on can be used to carry people or things fromone place to another place, and they are called vehicles.Q3:What other vehicles do you know?carriage, ambulance, jeep, airbus, train, truck, motorcycle, fireengine, …Q4:What means of transport do you know?Car, bicycle, motorcycle, train, plane, Space craftQ5:Imagine what the future means of transport will be like?2. ConclusionThis unit introduces what life in the future might be like to Ss. By discussing and answering the questions above can make Ss have a general understanding of the present and future life and can also illustrate Ss’ imagination about the future life.【设计说明】由日常问候开启话题，通过提问学生家乡情形导入城镇生活，引出不同的建筑材料及交通工具中的生词；然后总结交通工具的种类来预测未来的交通方式，从而导入课文。

人教版必修五Unit3《Lifeinthefuture》word教案5

英语：Unit3《Life in the future》教案（5）（新人教版必修5）The 5th Period全模块要求Teaching Goals:Topic:1.Predicting the good and bad changes in the future.2.imagine the alien creatures.Useful expressions::take up 拿起;接受;开始;继续remind…of… 使回想起或意识到lose sight of… 不再看见… …catch sight of… 瞥见sweep up 打扫；横扫speed up 加速assist in 帮助;援助;协助Sentence structures:I still cannot believe that I am taking up my prize that was won last year.Worried about the journey, I was unsettled for the first few days.Confused by the new surroundings, I was hit by the lack of fresh air.Soon I was back on my feet again and followed him to collect a hovering carriage driven by computer.Described as an enormous round plate, it spins slowly in space to imitate the pull of t he earth’s gravity.…a table and chair rose from under the floor as if by magic.Grammar:1.过去分词作定语（The past participle as the attribute）I followed him to collect a hovering carriage driven by computer.Tomorrow you will be ready for some visits organized by computer.2.过去分词作状语（The past participle as the adverbial）Worried about the journey, I was unsettled for the first few days.Confused by the new surroundings, I was hit by the lack of fresh air.第5课时Teaching Aims:Improve the students reading skills.Learn something about I have seem amazing things Difficult and Important Points:1)Reading Comprehension2) write a reportTeaching Methods:Comparative methodTeaching Procedures:Step1 extensive readingStep2 group workCreate a new alien and fill in the blanks then draw it outWith your partner, draw a picture of your alien.Then write a description based on your drawing and the notes in the chart.Step 3 extensive reading 2 Rising to a challengeParagraph 1Silver adventure:Advantages:Paragraph 2:Problem existed in the past:______________________________________________ ____________________________________________________________________ Now solved by________________________________________________________ ____________________________________________________________________ What can Saturation City provide?Paragraph 3:_________________Paragraph 4:_________________Paragraph 5:_________________Teaching proceduresStep 1 Revision1 Check the homework exercises.2 Ask the Ss a few random questions to revise future time and introduce the topic of the unit. For example: What lessons do you have this afternoon / tomorrow? Are you going to do anything special this evening? What do you think the weather will be like tomorrow? What are you going to do on Saturday evening? Are you planning to do anything on Sunday?Step 2 PresentationS. Ask questions about the picture (in PPT.), and get Ss to tell you what they think is happening. Teach the new words majority, goods, industry. Read the introduction aloud.Step 3 ReadingSay Now read the dialogue silently and find out this information: What is being planned at this company? Allow the Ss a few moments to carry out the task. Check the answer. (A new factory may be built.) See if the Ss can guess the meaning of out of work.Step 4 DialoguePlay the tape of the dialogue for the Ss to listen and follow. Go through the dialogue briefly and make sure the Ss understand it. Ask questions like these: What are people at the company talking about? Who is going to make the decision? Why does the company need to build a new factory? What is the difficulty? Why do some people want the new factory to be built? Why are some people against the new factory? Explain that may have plans expresses uncertainty about the future. Play the tape again. This time the Ss listen and repeat. Then let the Ss practice the dialogue in pairs. You may wish to ask one pair to act the scene in front of the class.Notes:a People have been talking of it a lot recently.:Note the Present Perfect Continuous Tense to express an activity which started in the past and is still continuing.b I simply don‘t know. = I honestly don’t know.c Right now = At this momentd The problem is … it. = Finding land for building the new factory is a probl em ( i.e. difficult).e The majority of people = Most peoplef a number of people = quite a lot of peopleg out of work = do not have jobsh But some people … built on. = Some people do not want them to build a factory on good farm land. Note the structure not want something to be done.i I can see the problem. = I understand the problem.j is likely to happen = will probably happenk It‘s quite likely: Quite emphasizes likely and increases the possibility.Step 5 PracticeDemonstrate how to make sentences from the table, and then get a few Ss to make example sentences. Then let the Ss do this exercise in pairs. At the end get Ss to write down 5 sentences from this table in their exercise books.Step 6 WorkbookAfter Ex. 1 is done orally, get the Ss to write the answers in their exercise books.Both Exx. 2 and 3 should be done in pairs first. Then check the answers with the class. Get Ss to translate the sentences into Chinese and ask them to think if they will be able to put them back into English. Pay attention to the sentence structures.When doing Ex. 4, warn the Ss not to do word for word translation. Special attention should be paid to the sentence patterns and word order.Step 7 ConsolidationWith a good class you can give the Ss the following phrases and get them to make up a dialogue. Write these phrases on the Bb.I believe you’re right.What are the problems then?What do you think is likely to happen?Write them up on the Bb and demonstrate with a good S how it is possible to make up a dialogue. A: I think the company will buy more land.B: I believe you‘re right.A: But it isn’t likely that the manager will make a decision soon.B: What are the problems then?With an ordinary class, just practice the dialogue in Part 1 again.HomeworkFinish off the Workbook exercises.。

人教版高中英语必修5教案Unit 3 Life in the Future

人教版高中英语必修5教案Unit 3 Life in the Future Unit 3 Life in the FutureTeahing Gals:Tpi:Prediting the gd and bad hanges in the futureiagine the alien reaturesUseful expressins::tae up 拿起;接受;开始;继续reind…f… 使回想起或意识到lse sight f… 不再看见… … ath sight f… 瞥见seep up 打扫；横扫speed up 加速assist in 帮助;援助;协助Sentene strutures:I still annt believe that I a taing up prize that as n last earrried abut the urne, I as unsettled fr the first fe dasnfused b the ne surrundings, I as hit b the la f fresh airSn I as ba n feet again and flled hi t llet a hvering arriage driven b puterDesribed as an enrus rund plate, it spins sll in spae t iitate the pull f the earth’s gravit…a table and hair rse fr under the flr as if b agiGraar:1过去分词作定语（The past partiiple as the attribute）I flled hi t llet a hvering arriage driven b puterTrr u ill be read fr se visits rganized b puter2过去分词作状语（The past partiiple as the adverbial）rried abut the urne, I as unsettled fr the first fe dasnfused b the ne surrundings, I as hit b the la f fresh airPerid 1Teahing Ais:1 Learn se ne rds and expressins2 Help the students t tal abut life in the past, at present and in the future3 Enable the students t desribe the life in the past, at present and in the futureDiffiult and Iprtant Pints:pare life in the past, at present and in the futurehat is life in the future lie? hat hanges ill tae plae?Teahing ethds:1 First and areful reading,2 Asing and ansering questin ativit3 Individual, Pair r ≈ grup rTeahing Predures:Step 1 aring upSh the students se pitures r vides f the past and present life, and as the their first ipressins f the pitureslead-in: Tal abut h an hanges there have been in the past and in the presentStep 2: pre-reading1 an u tell hat prbles peple are faing tda?2 hat prbles d u thin peple in the future ill have vere? hih nes ill still be there r even rse in AD300? 找教案http://zhaiaane: 1 The prble f ppulatin ill be slved, have begun t ntrl the birth rate2 The prbles ill be still there, and ill even rse3 I dn’t thin s N sientists are tring their best t develp ne resures that huan beings an ae use f ,suh as slar energ In pinin…step 3：fast readingRead the text fr the first tie and tell hat the text is abut?It’s an e-ail ritten b a an h has taen up a trip t the future2 L at the flling sentene, there are in rng rder, tell e the rret rder fr these senteneA e ere transprted int the future b a frtable tie apsuleB I arrived a t ang Ping’s he and everthing in his huse ade e surprised I n a travel t the ear AD300D I have first tr t aster a hvering arriageStep 4 areful reading1 Questins ≈ ansers:1 h did I have the hane t travel t the ear AD300?2 hat is a “tie lag”?3 H did I feel hen I as in the apsule?4 h guides trip?h did guide give e se tables?6 h transprted us t the future?e 1 I t up the prize I n the ear befre2 “Tie lag” eans a persn gets flashbas fr his previus tie perid3 The seats in the apsule are ver frtable4 friend ang Ping is guide t the futureThe tablets uld help e feel less nervus and unertain 6 ang Ping’s parents’pan transprted us t the future 2 Fill in the hart:Gd hangesBad hangesTie travelan travel t Different tiesas u ishAfter-effets f travelan ve siftl Disrganized, diffiult t find ahusessave living spae Shrt f spaeBus, l liearetsEas t get lstAir qualitn failxgen supplPr qualit in publi plaes3 Reading the text t deide n the tpe f riting and suar f the ideaTpe f ritingThis is a piee f narrative ritingain idea f the passageIt tells abut Li Qiang traveling t the ear AD 300 and his experienes thereTpi sentene f 1st paragraphI have traveled t the ear AD 300Tpi sentene f 2nd paragraphI as still n the earth but ne thusand ears in the future Tpi sentene f 3rd paragraphI as hit b the la f fresh airTpi sentene f 4th paragraphTrr I ill be read fr ther visits rganized b “ Future Turs”4 aing a hain f events fr the text First Ipressins Suffering fr “tie lag”Ging b a tie apsulen earth but 1000 ears in the futureAt he in the ear AD 300Step : Disussin: Saple ansers Ex2I thin the riter has an ptiisti vie f the future He as ver exited hen he traveled t the ear AD 300 an d uldn’t believe if as true Fr this, e an see he is eager t g t the future Thugh she as hit b the la f fresh air,The 2nd ≈ 3rd peridTeahing ais:Learn expressins ≈ phrasesLearn language pintsDiffiult and Iprtant Pints:1）Language pints2）The usage f “tae up and seep”Teahing ethds:Presentatin ≈ Pratie Teahing Predures:Step I RevisinHave a ditatinStep II he the ansers1)he the ansers f esterda’s her (P42Using rds and Expressins) Step three language pintaring upaspet n 方面，外观u’ve nl nsidered ne aspet f the prbleThe fiere aspet f the salesan frightened the uster ffPre-readingvere vt 克服,战胜,找到处理问题的办法; 表示“压倒,受不了” 时, 常用被动语态;be ver e ith… “…之极, 极为… ”He verae the bad habit f singe’ll vere the diffiult hen e gt t itThe hild as vere b eariness and sleptther as vere ith griefReading1 I still an’t believe that I a taing up prize that as n last ear Tae up 开始从事，选修, 占用, 吸收hen des the anager tae up his b?he t up art in llegeHe deided t tae up phtgraph as his areerThis table taes up t uh rPlants tae up atertae 的词组tae ff 脱下, 起飞tae ver接管tae t 喜欢上，对…产生好感Helen alas helps her ther even thugh ging t shl ____ st f her daA taes upB aes up saves up D puts up找教案http://zhaiaan2I have t nstantl rub ees t reind self that I have traveled t the ear AD300 我得不断擦拭自己的眼睛提醒自己，我已到了公元300年reind: t ae sene reeber sething that the ust d这部影片使他回想起在中国所看到的一切。

人教英语必修五Unit3Lifeinthefuture教案12

Unit 3 Life in the futureThe first periodTeaching Contents:Warming up, pre-reading, readingTeaching aims:1.Inspire the students to imagine the future life.2.Develop the students’ reading ability3.Enable the students to understand the meaning of the text4.Get the students to think about the problem we’re facing now and in the future what the worldwould likeImportant & difficult point:Compare life in the past, at present and in the future. The students imagine what the future life is like and use the proper expressions.Teaching methods: fast and careful reading; asking and answering activity; pair or group work Teaching procedures:Step1: Lead-in.Look at some pictures of Mars and pictures about life in the past, at present and in the future. Step2: Warming up.Before doing the exercise, look at some pictures to remind the students of old things.And let the students know the change of life.Step3: Read the text quickly, then put the sentences into the correct order.Step4:Go through the first two paragraphs quickly, then answer the following questions:Step5: Have a discussion.The second periodTeaching Contents:1.Reading & Comprehendingnguage pointsTeaching Aims:1. Develop the students’ reading ability2.Enable the students to understand the meaning of the textTeaching Important Point:Develop the students’ reading abilityTeaching Aids:A computer, A tape recorder.Teaching Procedure:Step1: Fast Reading 1Ask the students to read the text quickly while listening to the tape of the text, then find out the main idea of the text.Step2: Fast Reading 2Ask the students to read the passage in detail and try to fill in the table.Step3: What’s the writer’s attitude towards the future, optimistic or pessimistic?How do you know?Step4: Make a telephone conversation between Li Qiang and his mother according to the text. Step5:Learn some important structuresThe Third periodTeaching Content: GrammarTeaching Aims:Teach grammar (The Past Participle as the Adverbial & Attribute)Difficult and Important Points:Distinguish the usage of the past participle as the adverbial and the past participle as the attribute. Teaching methods: practice.Teaching Procedures:Step 1. Word StudyAsk the Ss to do the Exx. 1&2 on pages 19 & 20 in Using words And Expressions in Workbook. Then check the answers.Step 2. The Ss will learn the usage of the past participle in different situations.Step 3. Make clear to the Ss the usage of the past participle as the adverbial. Ask the students to rewrite with proper conjunctionsStep 4. Complete each sentence using the Past Participle of the right verb.Step 5. SummaryStep 6. Make clear to the Ss the usage of the past participle as the attributive.Step 7. Do some exercisesThe Fourth periodTeaching Contents: TalkingTeaching aims:Enable the Ss to talk about things at present and predict things in the future.Important & difficult point:Teaching methods: Pair work and group workTeaching procedures:Step1: Lead-in.Look at some pictures of inventions. Let students be proud of the great people who have great imagination.Step2: Encourage the Ss to design an object for the future and ask them to make an introduction of their inventions.First, you need to decide on your product;Second, you will have to explain how your product works.Third, you need to show that people will be willing to use it.Use the descriptions on P56.Step3: Learn some language pointsThe fifth periodTeaching content: LISTENINGTeaching aims:Improve the Ss’ listening skillsTeaching difficult and important points:Listen to the material and get the general idea.Teaching methods: Listening; Cooperative learning Teaching procedures:Step1: Listening (P23)1. First Ss read the words and phrases, then listen and tick what they hear:2. Ss listen to tape again and fill in the blank:Step2: Listening (P59)Ss work in pairs to discussion:1. Suppose you live undersea and you happen to come across a disaster (灾难). What should you do?2. How will you deal with the problems that you meet, if you are the designer of the undersea city? Step3: Listening (P55)The sixth periodTeaching Contents: Reading, speaking and writingTeaching aims:1. Enable the Ss to read about imaginary alien creatures.2. Enable the Ss to talk about some imaginary things.3. Enable the Ss to predict things in the future and describe them.3.Enable the Ss to write a passage about life in the future.Teaching important and difficult points:1. Teach the Ss to understand alien creatures.2. Teach the Ss to describe imaginary things and give their opinions.3. Teach the Ss to imaginary description.Teaching methods:Task-based activities.Pair work and group work; Discussion and cooperation.Teaching procedures:Step1: RevisionStep2: Lead inHave you ever seen any amazing things, for example the alien creatures?Can you describe them?Step3: ReadingTask1: Read the passage I Have Seen Amazing Things quickly and try to fill in the chart.Step4: Show some key words to ask the students to retell the story.Step5: Show some imaginary pictures about the life in the future to Ss and ask the students to discuss.Step6: Learn the new words and expressions.The Seventh periodTeaching Contents: Extensive ReadingTeaching aims: enable the ss to discuss the possibilities and difficulties of living under the sea. Important & difficult point:Talk about the possibilities of living under the sea.Teaching methods:Fast and careful reading; asking and answering activity; discussionTeaching procedures:Step1: Lead in the topicStep2: Have a discussionStep3: Read the passage and fill in the blankStep4: Encourage the Ss to design a posterStep5: Writing style。

人教版英语高中必修五Unit 3 Life in the future part2教案-word

Unit 3 Life in the future 教案2(I HAVE AMAZING THINGS <PART 2>) Teaching aims:Learn expressions & phrasesLearn language pointsDifficult and Important Points:1）Language points2）The usage of “take up and sweep”Teaching Methods:Presentation & PracticeTeaching Procedures:Step 1 Pre-T: You did a good job, Most of you reviewed what we learned, Now let us guess what Li Qiang would go on visiting,S: He was to visit other planets by time capsule,S: I guess he would go to visit some interesting places,S: I think he would pay a visit to a family and a school,T: If you were the author of the passage, what would you like to introduce to readers?S: I might introduce the aliens who he met in the future,S: I think I would describe the way of future life,S: If I were the author, I would prefer to write something about future school,T: Some students seem to have the same opinion as the author, while some might be able to write a new passage for us to enjoy, I am glad to know you all have used your heads to have various answers, Now study the picture on Page 21 to tell me what you can see in the picture, S: I can see a strange thing is working in a special place,S: The strange thing has six hands and one leg, but its head is similar to ours,S: There is another creature, which is very small with many hands, compared with the big one.Step 2T: Now let us read the title together,S: It may be about what he had seen, especially about the amazing things in the future,T: You are right, as we all know, the best title is the one which can show the main idea of the reading passage, As a consequence, we should read the title when we begin to read one, which will help us to understand a passage, now read the passage quickly to find what amazing things arementioned in it,(After one minute,S: a pace station, some alien creatures, mu-T: Yes, Please look through it again and find out main idea for each paragraph, You’d betterfinish it in two minutes,(Two minutes later, ask the students to show their opinion to the whole class,it and decide the best answer, The teacher should tell them the answer in the end, Suggested answers:Para, 1Pare, 2 the friendliest creatures, mu-Para,Para,Step 3T: Please read Para, one and answer the questions: Where did he first visit? Describe the place,(After one minute)S: His first visit was to a space station considered the most modern in this part of space, It is an enormous round plate, and it spins slowly in space to imi tate the pull of the earth’s gravity, Inside of it, it is divided into zones with extraordinarily differ atmospheres and gravities, T: Right, What other strange things can be found?S: There live the alien creatures while they work with human space scientists searching fornew worlds,T: Now please read the next two paragraphs to tell the following sentences true or false,1. The friendliest creatures are the tiny dimpods, while the most interesting creatures are the mu-mu,2. The mu-mu must wear red nightlights on the helmets so that they can see in the dark,3. The World Space Agency will send a spaceship to examine the fourth star in the Pleiadessystem next year,4. The mu-mu can skip around the pipes and between the wooden walls of the space station,5. The tiny dimpods are great engineers, which require the same the same atmospheres ashumans,6. The tiny dimpods van produces a liquid from their bodies, which melts metal and veryuseful for the outside for spaceships,(Give students four minutes to read and consider the statements,T: Let’s check the answers, if it is wrong, please correct it,S: 1, I think the first sentence is wrong, the two objects should be exchanged, That is to say, the friendliest creatures are the mu-mu, while the most interesting creatures are the tiny dimpods, T: Right,S: 2, It is false, Human beings must wear red nightlights on the helmets so that they can seein the dark, But the mu-mus don’t need it because they can see in the dar k,T: Good, Is the third one wrong?S: 3, I think it is right,T: Right, What about the next one?S: 4, it is wrong, The tiny dimpods can skip round the pipes and between the wooden walls ofthe space station,T: I agree with you,S: 5, the fifth and the sixth are right,T: Excellent, Now, let’s read the last paragraph and combine what we just read to finish the following chart,Name of creature Mu-mu DimpodsSize Big TinyAppearance They are tall and thin with They are small, just the size of a littleshell-covered “leg”,cat,Color They have black and white faces, They are purple or blue and the colorchanges depending on their mood,Personality 1, They see in the dark so they live in an area without light of any kind, 2, The y are clever so that they have assisted in the scientific discovery, 3, They are not easy to talk to so that you have to use a language-changer to help, The mu-mus only speak in whispers, 4, They eat food that contains carbon and drink a strange mixture of carrot juice and cocoa, 1, They require the same atmosphereas humans,2, They are great engineers and veryclever,3, They are able to travel many lightyears away from the earth, which canproduce a strange liquid from theirbodies,4, They are difficult to talk to so thatyou have to use a language-changerto help, The dimpods shout loudly inyour ear,5, They eat food that containscarbon, which drink lemonade mixedwith herbs,Number of armsSix arms Many arms Number of legsA shell-covered leg Many legs How it moves They move forward by slowly shaking from side to side on a shell-covered leg, They skip around the pipes andbetween the wooden walls of thespace station,Step 4 Post-T: What’s the main idea?S: The passage mainly tells us the strange things that he saw in the future,T: Right, What is the purpose of writing the passage?S: Writing the passage is to let us know what will happen in advance,S: I think the author attempted to encourage us to be brave enough to search forto speed up the development of science,T: What a clever head! We should have a creative spirit to explore the development of the future to build up our society, We should work hard to make contributions to our country, tryingto make our homeland highly developed,T: Now let’s imagine to add two extra characteristics of the creatures, Discuss what an alien creature of your own might be like with your partners,(About three minutes, ask some students to describe what an alien creature might be like in their minds, )Step 5 WritingT: Just now you discuss what an alien creature of your own might be like, Now please draw a picture of your alien, Then write a description based on your drawing and the notes in the chart, Show your drawing to your classmates and read your description to them,(Give them ten minutes to do it, First, let them do it by themselves, Later get them to exchange with their desk mates, Finally ask some students to show their work to the whole class, During doing it, the teacher can design a competition to arouse their interest, If possible, get some excellent works shown to the whole school to encourage students to have a creative spirit,Step 6T: In this period, we mainly focus on reading the passage: I Have Seen Amazing Things, Would you please make a sentence with “What I have seen… ”?(In order to get more students to take part in this activity, the teacher can let them have a competition between groups)Step 7 Listening (on Page 23)Task 1 Pre-liT: Let’s read the following phrases together,space creatures, living on another planet, new discoveries in space, why a space station spins, how to get water on Mars, comets, houses in a town on Mars, Martian creatures, atmosphere and gravity.T: Can you understand those phrases? Please predict what you are going to listen may be about according to the phrases,Ss: It may be about life on the other planet,T: Now let’s listen to the tape to see whether what you predict is right or not, At the same time, you are asked to tick the things that you hear on the tape? Do Exercise One on Page 23.T: This time, You’d write down the answers to the four que stions, Boys and girls, how canS: We should go through the questions first and keep them in mind, When we are listening, we just need to pay much attention to the sentences related to the answers,S: We needn’t write down each word of the answers, We just write down some key words, Later we can write down the complete answers with the help of these key words, T: You are clever, now please get ready, First, look through the introduction to thel, Then, scan the questions,(Two minutes later, the teacher plays the tape, Then give Ss time to organize their sentences)T: Let’s check the answers one by one,(If students make some common mistakes or they seem to have difficulty in finding out answers, teachers can give them some hints and let them listen to it again, After that, check the answers, If the students feel it difficult to make sense about the key words and understand the speakers’ intention and attitude, the teacher should give them soTask 4 Post-listeningT: After listening, would you please answer some questions?1. What did you hear on the tape?2. Do you think people in the future will be able to live in “Wonder world”? Why do you think so?(At this part the teacher may have the students present what they have heard on the tape and show their own opinion on living in “Wonder world”, If possible, the teacher may have some of the students do the presentation work in class, By doing this, the students can get full understanding of what the tape is talking about.Step 8Task 1 Lead-inT: Boys and girls are you sure what will happen to you tomorrow?S: No, No one knows what will happen tomorrow,T: I agree with you, when we express what will happen, what expressions do we often use?S: Is it possible that…?S: Suppose that…T: Good, We often use them to express our imagination, besides those, we also use theI wonder if… Do you imagine that… ? I wonder if… Is it likely/unlikely that…Do you suppose that…? Perhaps/Maybe/Possibly… Mostly likely… Probably…Task 2 PracticeT: Now please use these expressions to list some questions about what life will be like in your hometown in 1000 years’ time, Then exchange your questions with your partner, After that, get together with another pair and answer their questions and ask them your questions, Four students make up a group, By asking and answering, you four choose the best questions andanswers, Finally each group will choose a representative to give a talk to the class,Step 9 SummaryT: In this period, we mainly focus on the speaking and listening abilities, If you feel listening or speaking poor, you had better practice more, Practice makes perfect, After class, would you please do so? Today’s homewor k is to invent what you want to own in the future, Then prepare for description of how it will work and what advantages of using it,Step 10 HomeworkDo ex 1 in page 19 in the bookDo ex 2 in your exercise book。

人教新课标高中英语必修五Unit 3 Life in the futureUnit 3 Life in the future教案(4)

Develop students’reading abilities and let them learn different reading skills.
过程与
方法
Asking-and-answering activity to check Ss’understanding.
Individual, pair or group work to finish each task.
Summarizethe problems and reasons reflected by these special designs, and put forwardtheir ownviews on room design.
StepⅢ.
Discussion
What’s the writer’s attitude,optimisticor pessimistic?
[意图说明]启发学生透过文本深入思考探究，发现问题解决的办法。
3.Post- reading
Discuss which changes to life in AD3008 are good or bad and give reasons for your choices.
Read the text quickly and get the general idea.
[意图说明]通过活动让学生对话题产生兴趣，为之后的阅读和发现问题、解决问题做铺垫。
Enjoy the song & have a free talk
Step II.
Reading
1. Fast reading
Get the Ss to read the text quickly and get the general idea.

(完整word)Unit 3 Life in the future教案

Unit 3 Life in the future一.Teaching aims:1. Inspire the students to imagine the future life.2。

Inspire the students to say something about the future transportation and housing。

3。

To improve the students’ oral ability.二.Teaching Important ＆ difficult point:1。

Inspire the students to imagine the future life and use the proper expressions。

2。

Enable the students to understand the meaning of the text，and say something according to the text。

3. To improve the students’ oral ability.三.Teaching methods：reading; asking and answering activity； pair or group work。

四.Teaching Aids：a computer, multmedia.五。

Teaching procedures:Step1: Lead—inhave a free talk about the following questions:1.How do you usually get to school?2.What kind of vehicle will people use in the future？3. Where would you like to live in the future？4. What kind of housing would you like to have in the future？5。

英语：unit3 life in the future 教案(新人教版必修5).doc

1. Due to an unexpected emergency, we had to___________ (length) our stay in Beijing by three days.
2. How exciting it is to work in a space station which is divided into zones with ___________________ (extraordinary) different atmospheres and gravities!
8. I got lost when we reached what looked like a large market because of the people flying by__________.
9. With a sigh, she bent down, picked up the toys on the floor, and then ________all the rubbish.
4. A strike was called because labor and management could not agree upon a___________ (settle).
5. Believing that I met the_______________ (require) listed in the advertisement, I wrote a letter to apply for an interview.
2. The path becomes very___________ (mud) on rainy days and makes it difficult for people to go in or out.

2020届一轮复习人教版必修五Unit3Life in the future单元教案(10页word版)

2020届一轮复习人教版必修五Unit3Life in the future单元教案Period1Warming up and reading教案第一部分教学设计说明About the topic and the structures单元话题和结构本单元的话题是“未来生活”，回顾过去、展望未来，为创造性使用语言创造了条件。

单元句法项目是“过去分词作状语和定语”。

教学设计在单元课时划分上与课本保持一致，即“阅读课、知识课、运用课三课时/三课型划分”。

但在实际教学过程中，我们建议教师依据学生基础、教学条件、学校安排的因素，对课本、对《金色教案》教学设计重新划分课时、裁剪、拼接使用我们提供的材料，以便“物尽所用”，达到最佳教学效果。

教师也可以参照我们提出的“实际教学过程课时划分建议”进行教学。

Period 1Reading阅读课Warming Up 部分教师可以选择Warming up by filling the chart, Warming up by looking into the future, 或者Warming up by watching a future film 形式激发背景知识、为其后的阅读作好词语、结构和心理的准备。

补充：美国著名文学评论家伊哈布•哈桑曾说：“科幻小说可能在哲学上是天真的，在道德上是简单的，在美学上是有些主观的，或粗糙的，但是就它最好的方面而言，它似乎触及了人类集体梦想的神经中枢，解放出我们人类这具机器中深藏的某些幻想。

”Pre-reading以brainstorming展开，为其后的阅读做心理的铺垫和准备。

补充“未来的问题是能源问题和环境问题”：全球石油将在50年后用完，煤在200~300年后用完。

气温正在上升，污染加剧，森林减少，沙漠化日趋严重。

这些都是亟待解决的问题。

Reading“第一印象”是篇记叙文，记叙人类对未来生活的幻想。

学生要从形式和内容两方面阅读本文，跟踪结构，理解意思。