重庆高中英语必修五 Unit3Life in the future全套教案
高中英语-unit-3-Life-In-the-Future-全单元教案
⾼中英语-unit-3-Life-In-the-Future-全单元教案⾼⼆上学期第三次教案设计⼈：Unit 3 Life In the FuturePeriod 1 & 2 Warming Up & Pre-reading, ReadingTeaching Goals:1.To illustrate Ss’ imagination of future life.2.To arouse Ss to pay more attention to the problems that probably appeared in thefuture life.3.To make Ss know the difference of life between the past, present and future. Teaching Procedures:Step 1 Leading-inPurpose: To talk about past and future changes of life.1. Group workLet Ss discuss the questions in groups of four.(1)How do you usually get to school?(2)Where do you live, in a city or in the countryside?(3)Where would you like to live in the future?(4)Do you live in a flat or a house?(5)Do you have a room of you won? Can you describe the room in the picture?(6)What kind of housing would you like to have in the future?(7)What would you like to have in your room?(8)What can we use to build houses? (brick, stone , steel , glass, ice, wood , plasticbamboo, …)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. Step 2. Warming Up1. Pair workIn pairs let Ss list the changes in housing, transport, jobs, families and education will happen in the next century.2. Individual workAccording to the result of the above Pair work, fill in the chart.Step 3. Pre-reading1. Pair workAsk Ss to discuss the following questions in pairs.(1)Make a list of the problems human beings are facing today.(2) What problems do you think people will have overcome in one thousand years? Which ones do you think will still exist inAD 3008?Suggested Answers:①The first problem I would like to point out is the decline of morality.(道德沦丧)②The second problem is the racial bias problem. (种族歧视)③The third problem , which is a most serious problem , is the rapid depletion of resources on the Earth. (资源匮乏)④Now I come to the fourth problem, the problem of the large gap between the poor and the rich . (贫富悬殊)⑤The fifth problem is the pollution problem.(环境恶化)⑥Now I would like to talk about the sixth problem, the expensive arms race problem. (军备竞争)。
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。
高中英语必修五《Unit3-Life-in-the-Future》示范说课稿
高中英语全英文说课稿必修五Unit3 Life in the Future说课稿Good afternoon, everyone. It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is Senior English for China Book5 Unit 3 Life in the Future. I’ll be ready to begin this lesson from six parts: Analysis of the teaching material, Analysis of the students, Teaching aims and important and difficult points, Teaching methods and aids, Teaching procedureS, and Blackboard design. First, let me talk about the teaching material.Part 1 Analysis of the Teaching Material:This unit is about what human beings’life will be like in about one thousand years. By studying of this unit, we’ll Enable the students to know the changes in humans’ life and some new inventions bringing about the change and develop the interest in science. This lesson plays an important part in the English teaching in this unit. This is an important lesson in Book Five. From this lesson, it starts asking the Ss to grasp contents of each passage. Therefore, this lesson is in the important position of the teaching material. If the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.Part 2 Analysis of the SsAs Senior2 Ss, they are at different levels of English fluency, some of them have lost interest in English. So during the lesson, I arrange a variety of activities to let all of them join in to attract their interest and let them be confident and taste the joy of success.Part 3 Teaching Goals and Important and difficult Points一.Teaching Goals1.Knowledge goalsTo master the important words and sentences patterns of this unit through this period:constantly, previous, uncertain, guide, surroundings, press, belt, flashed, take up, be back on one’s feet, sweep up, lose sight of, etc.2.Ability goals①Enable the Ss to have the ability to know and talk about what humans’ life will be like inthe year AD 3008;②Let the Ss learn the reading skills of skimming, scanning and getting the main idea of eachpart and each passage3. Moral goalsIncrease the Ss’ interest in English二．Key teaching points and difficult points1. How to help the Ss to talk about the humans’ life in the year AD3008;.2. How to improve the Ss’ reading abilit ies;3. How to grasp the main idea of each paragraph / part & each passage.Part 4. Teaching Methods and AidsTask-based method, brainstorming, skimming, scanning, competition, discussion, role-play, class work, etc.Multi-media aid , a tape recorder and some pictures.Part 5. Teaching proceduresStep1. Warming up & Lead-inStep2. Fast readingStep3. Detailed readingStep4. DiscussionStep5. Role playStep6. Summary & HomeworkStep1. Warming up & Lead-in1.At first I’ll lead-in the passage by sharing a short video----“The problems which our world isfacing” to attract their interest. Meanwhile, ask them to talk about what problems our human beings are facing today. Then discuss which problems do you think people will have overcome in one thousand years and which problems do you think will still exist in AD3008 and whyThe pre-reading prepares Ss for the passage and relates the subjects of their own experience. They are encouraged to speak out their answer. Different answers are available.2. A free talk: Do you want to know what people’s life will be like in one thousand yearsImagine, there is a time machine, we can take it to travel to the year AD3008. Doyou want to take the travel Let’s do it.Step2. Fast ReadingAsk students to read the text fast to get the main idea of the text. Answer the following questions:Who is going on the trip to the year AD3008What impression is itWhat is the form of this passage (an e-mail) Who is Li Qiang writing toWhat is the main idea of this passage(With the task, students are expected to grasp the theme of the article.)Step3. Careful Reading1. Ask the Ss to finish the following 4 Exercises by using competitions. I’ll divide the Ss into 4 groups. If a student can answer the questions correctly, then his/ her group can get one point. And the group which gets the most points is the winner. Only through co-operation can the Ss taste the joy of success. If the Ss know their answer is right, he’ll be confident and they’ll surely become more enthusiastic in learning English. The purpose is to the Ss’ reading comprehension.Task 1:a. We were transported into the future by a comfortable time capsule.b. I arrived at Wang Ping ’s home andeverything in his house made mesurprised.c. I won a travel to the year AD 3008.d. I have my first try to master a hovering carriage.Read the text quickly, then put thefollowing sentences into the correctorder:ca d bTask 2: Finish the Exercise 1 on Page 19Task 3: Finish on Page 19Task 4: Finish on Page 19 2. Now try to find out what happened to Li Qiang before, during and after the journey.(The task enables students to have a good knowledge of text.)Step4. DiscussionDid you do anything bad for the environment in your daily lifeWhat should you do to make our world more beautifulAnswers:the handkerchief instead of the paper napkin.paper bags instead of plastic bags.3. Don’t u se one-off chopsticks.4. Go to work/school on foot or by bike not by car.5. Throw cans, bottles, paper and plastic into the dustbin.……..Step5. Role PlaySuppose Li Qiang has come back from the year AD3008, you are his friends or classmate. What questions will you ask him and what will he answerStudent A --------Li Qiang’s friend or classmateStudent B --------Li Qiang(With the task, students learn to gather the main information.)Step6. Summary and HomeworkHomework: 1. Choose one paragraph to read aloud and retell it.2. Preview the reading on Page 22. Part 6. The Blackboard Design(略)。
高三英语必修五《Unit 3 Life in the future》教案
高三英语必修五《Unit 3 Life in the future》教案教案【一】本教学设计在新课程教学理念的指导下,力求在培养学生的语言知识、知识技能、情感态度、学习策略和文化意识等素养的基础上发展学生综合运用语言的能力,使学生通过观察、体验、探究等主动学习的方法优化英语学习方法,充分发挥自己的学习潜能,形成有效的学习策略。
1. 开展学生活动,发挥主体作用新课程强调要充分发挥学生在教学过程中的主体作用。
本课设计遵循以学生为主体,教师为主导这一教学原则,创设角色扮演情景、激烈讨论提出建议,让学生最大限度地参与教学过程,尊重学生的主体地位,充分发挥学生在学习过程中的主动性、积极性、创造性,使课堂充满活力。
2. 实施情景教学,统合三维目标本课设计从教学需要出发,创设情景,进行情景设问、讨论,激起学生的情感体验,激活学生思维,帮助学生迅速、正确地理解和接受知识,并在学习过程中培养其积极进取的科学的人生观及价值观,较好地落实了三维目标。
而三维目标是相辅相成、相互渗透的,所以在情景教学的过程中,知识的落实、能力的培养、情感态度价值观的渗透交融在一起,实现了三维目标的和谐与统一。
3. 转变学习方式,增强教学效果新课程要求提倡自主、合作、探究的学习方式,发挥学生的主体性、能动性和独立性,本课设计通过自学课本,小组讨论,综合分析,角色扮演等活动, 为学生自主学习、合作学习、探究学习提供了空间,使学生体验了自主之乐,合作之趣,探究之悦,促进了学生知识的构建与运用,能力的培养和提高,情感体验和态度、价值观的形成,增强了教学效果。
4. 运用问题教学,启发学生思维本课设计按照诱思探究理论要求,遵循学生的认知规律,引导学生去发现问题、分析问题和解决问题,从而掌握知识,形成能力,培养品质。
通过对文章分析的由浅入深,由易到难,循序渐进,引导学生结合历史现状和教材信息,发挥想象,活化语言,从而达到综合运用英语进行交际的目的。
有利于培养学生的思维能力,激发学生的创新精神。
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(6)
Unit 3 Life in the futureReading: First Impressions教案Time: Oct.21Place: Class A7, Senior TwoTeacher: Wang JunTopic: First impression------ warming up, pre-reading, simple reading.Teaching aims:1.Help the students to know something about what life will be in the future andenable them to talk about it.2.Enable the students to tell the differences between life in the past, at presents andin the future, and enable them to talk about the advantages and disadvantages of the future life.3.Train the students’reading skills such as skimming, scanning and intensivereading and develop their reading skills.Teaching difficulties and focus:1.How to help the students get a general idea of what life will be in the future.2.How to enable them to talk about the advantages and disadvantages of the future life.Teaching method:1.Questions and answer method.2.Task-based method3.Group workTeaching aids:A multimedia computer and blackboards.Teaching procedures:Step1 warming up.1.Greeting2.Get the students’ attention on our topic today: “Life in the future” and ask them this question:“Have you ever imagined what life will be in the future?”, “Will it change for better or worse?”3.Then show the students some pictures of transports, houses, communication and environmentin the past, at present and in the future.4.The whole class enjoy a short video of about 7 minutes about the future life.5.Have the students discuss their feeling after seeing the video. Let them to use some adjectivesto describe their idea.Step 2 Pre-reading1.Show the students a picture of time machine. Ask them to guess what it is and introduce thetime machine briefly to the students2.Ask the students what age they would like to go most if they have such a time machine.3.Introduce Li Qiang, who had a chance to visit the year AD 3008, to the students. And arisethe students’ interest in the reading passages.Step 3 While-reading1.SkimmingTask 1 Skimming through the passage and find out the main idea of the passage.Task2 Put the following sentences into correct order.a. We were transported into the future by a comfortable time capsule.b. I arrived at Wang Ping’s home and everything in his house made me surprised.c. I won a travel to the year AD 3008.d. I have my first try to master a hovering carriage.2.ScanningScan through the passage and do some mutiple choices about the passage.3.Detailed reading(1)Listen to the tape of the first two paragraphs and answer the following questions.a.. Why did I have the chance to travel to the year AD 3008?b. What is a “time lag”?c. Who guides my trip?d. Why did my guide give me some tablets?(2)Listen to the tape of the third paragraph and answer the following questions.a. How did I feel as soon as I was transported to the future?b. How did Wang Ping solve this problem?(3)Listen to the tape of the fourth paragraph and answer the following two questions.a. What did Wang Ping’s house look like?b. What was the green wall made of ? What’s the purpose of building this kind of green wall? Step 4. DiscussionWhat’s the writer’s attitude towards the future, optimistic or pessimistic?Step5. Homework1.Review the reading passage and find out the difficult language points to you.2.Finish exercises 1-3 on page 20.3.Review the words and phrases of unit 2 and get ready for a dictation.。
高中英语必修五 Unit3 Life in the future教学案例分析
高中英语必修五 Unit3 Life in the future教学案例分析该课对课文内容进行创造性拓展与补充，改变传统教学过于注重传授知识的倾向，采用“任务型”教学模式，进行了一次实验和探究。
该课的中心话题是“谈未来”，内容主要涉及人类对未来生活的想象、猜测和思考。
该课旨在激发学生的想象力，探讨未来的世界，达到使学生学会用英语交流、培养实际运用英语的能力。
二、学情分析这个班虽然为农村普通平行班，英语基础较差，但是大部分学生的思维活动、学习热情、表现欲望和合作精神还是可以在平时的教学中不断提高和培养的。
根据这些特点，采用与新课标要求相一致的新的教学方式，即活动式的教学法，这样面向全体学生便于调动全班学生的积极性，在师生互动、生生互动中实现教学任务和目标。
三、学习目标1、展望未来，激发学生的想象力；2、学习使用有关预测和猜测和表达方式；3、培养学生用英语表达未来的生活状况，达到用英语交流、培养实际运用英语能力的目的；4、运用所学英语写出具有丰富想象力的短文。
四、设计理念“ Life in the future”一课倡导英语新课标理念下的合作学习。
根据英语《课程标准》的指导思想,英语课程改革的重点是要改变传统教学过分重视语法和词汇知识的讲解与传授、即忽视对学生实际语言运用能力的培养的倾向，强调课程从学生的学习兴趣和认知水平出发，倡导学生体验参与、合作与交流的学习方式和“任务型”的教学模式，由学生共同努力来实现教学目标。
教师要引导学生利用所学语言来完成任务，促进学生运用所学外语获取信息，处理信息，使用信息与人交流，让学生去发现问题、设计问题并解决问题，提高合作意识，培养合作精神，从而实现学生的主体地位，发展学生的综合语言运用能力。
五、教学媒体设计指导学生将信息技术与英语学习相结合。
学生学完“ life in the future”这一单元，教师鼓励学生利用网络资源及多媒体技术积极探索和运用知识。
让学生展开想象，搜集有关资料，制成课件。
必修五Unit 3Life in the future 读后写作课 教案
1.小组校对作业，活跃气氛，提升效率。
2.通过改编课文呈现本节课重点词块；
3.采用匹配的方式检查学生的词块语义能力；
4.通过替换表达，检查学生正确运用词块的能力；
5.要求学生整句朗读，培养学生朗读的能力。
( Detailed descriptions)advanced; up-to-date / efficient; be environmentally friendly;
provide convenience for; be equipped with; different types of; replace
( Feelings)What impressed me most was that...; It was unforgettable that...;
more than delighted and proud；
( Imaginary writing）It is likely that...; Suppose that...; I imagine that...; Perhaps / Possibly/ Maybe...
Teaching important and difficult points:
1.Get the hang of expressions of describing something creative and technological for writing：（Scenes）catch sight of; I still remember the moment when...; pay a visit to;
高中英语Unit3 Life in the Future教案 新课标 人教版 必修5 教案
Unit3 Life in the FutureTeaching Goals:1.Predicting the good and bad changes in the future.2.imagine the alien creatures.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 problem ( 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.。
高中英语 Unit 3《Life in the Future》教案(10) 新人教版必修5
Module 5 Unit 3 A healthy life单元教学目标Content analyze:本单元以健康话题为主题，听说读写等活动主要围绕如何健身，怎样成为健康人展开，其中涉及许多社会热点问题，如抽烟，吸毒，艾滋病，学习与工作压力等影响健康的棘手问题。
本单元引导学生讨论这些问题，目的在于让他们远离有损健康的活动，并养成良好的习惯。
一、技能目标 Skill Goals◆Talk about health◆Learn the harm of smoking and how to stop smoking◆Learn to advise people about what to do and what not to do◆Learn about AIDS and how to keep safe from HIV二、语言目标（一）功能句式How to advise people about what to do and what not to do◆Do/don’t…◆Don’t forge to…◆It is not/would be a good idea to…◆You should…◆Yo u don’t have to…◆Mind your head/step!◆It’s OK/all right to…(二) 词汇(三) 语法The use of it(四)重点句子The 1st period Warming up and pre-readingTeaching aims:1. Talk about health2. Learn the issues that the young people are concerned about3. Learn to advise people about what to do and what not to do4. Talk about smoking and its harmTeaching procedures:Step one Warming upThis step is to lead the students to the topic of this unit ―― A healthy life 1.What health issues do you think concern young people the most?(After about 3 minutes)A sample list:Cigarette smoking Drinking alcohol Drug taking Diet Physical fitness Sexual health Stress AIDS and infections Cancer Anxiety and so on2. Group worka. Choose one health issue you think is particularly important.b. List five things you would like to tell other people about this issue.*Show some pictures on the computerDirections:Looking at the following pictures. What are they doing ?Which are healthy activities while which are unhealthy activities?(Ask the students to describe the pictures using their own words) Straightforward description:Picture one:They are Singing. HealthyPicture two:They are Dancing. HealthyPicture three:They are Playing basketball. HealthyPicture four:They are Doing Taiji. HealthyPicture five:They are Drinking alcohol. HealthyPicture six:They are Eating too much. UnhealthyPicture seven:They are Smoking, coughing. UnhealthyStep two Pre-reading*Questions:1. Have you ever smoked? If you have, have you ever tried to stop?2. Why do you think some adolescents start smoking?Possible answer:Some adolescents start smoking because they are falsely influenced by some media.Some think it’s cool. Maybe some want to lighten some stress.3. In what ways is smoking harmful?Mentally and healthily.4. What advice would you give to someone when wanted to stop smoking?Possible answer:Let them get interested in some positive hobbies like sports, playing music, reading, playing chess and so on.5. Where could you get good advice on stopping smoking?Step three HomeworkFind out some information from the Internet and write a short passage about the present situation of young people’s smoking in China as well as giving them some advice.The 2nd period ReadingTeaching aims:1.To promote the students’understanding of the text.2.To solve the problems and difficulties they meet in understanding the text bycooperation.3. Enable the Ss to learn how to give advice on stopping smoking.4. To talk about the importance of health and the harmful effects of smoking Teaching methods:Discussion, cooperative learning and oral practice.Teaching procedures:Step one Greetings.Greet the Ss as usual.Step two Pre-readingPredicting:Read the title of the text and the headings within it, and find out:1. Who wrote the letter?2. What is the purpose of the letter?Step three Skimming1. Read and check the answers to the two questions.2. Listen to the tape and find out the main idea of each paragraph.A. The writer leads to the topic of the letter by talking about James’ problem ofsmoking.B. Introducing some different ways of becoming addicted.C. Telling the writer’s hope for his grandson and advice on stopping smoking.D. Telling the harmful effects of smoking.E. From the life the writer is leading now, we can know the importance of healthylife.Keys: 2—A 3----B 5-----C 4-----D 1-----EStep four Detail reading1. List the details under the following subtitles.The ways to become addicted to cigarettesThe harmful effects of smokingSuggestions to quit smokingThe ways to become addicted to cigarettes1).Become physically addicted to nicotine2).Become addicted through habit3).Become mentally addictedThe harmful effects of smoking1). Do terrible damage to your heart and lungs2). Have difficulty in becoming pregnant3). Affect the health of non-smokers4). Smell terrible5). Have the ends of the fingers turn yellow6). Be unable to run fastSuggestions to quit smoking1). Prepare yourself2). Be determined3). Break the habit4). Relax5). Get help If you need it6). Keep trying2. Answer some questions. ( refer to PPT)4．Let students find the expressions in the passage that can be used to advise people about what to do and what not to do.Step five DiscussionSituation 1: Suppose you are a teacher, how will you persuade your students to quit smoking.Situation 2: Suppose your teacher is a smoker, how will you persuade him to quit smoking.Situation 3: Suppose you are a father, how will you persuade your son to quit smoking. Situation 4: Suppose your father is a smoker, how will you persuade him to quit smoking.Step six Homework1. Discuss the questions after class.2. Find out the key points of the text.3. Search some more information about the harmful effects of smoking and advice onstopping smoking.The 3rd Period Listening& SpeakingTeaching aims:1. To learn what should be paid attention to when going to the party and how to give advice and warnings to others.2. To train the ability of listening and speaking.Teaching procedures:Step one Listening1. Pre-listening1) Individual work:To show some pictures and make students judge which are the ways of keeping a health life.2) Group work:Discussion: Suppose you are invited to have a party in a nightclub by your friends,would you like to go there? If not, what are you worried about?2.While-listening1)Listen to what Tina and Sara are talking about and tick the things Sara is worriedabout.2)Listen again and complete Tina’s sentences.3)Listen to the tape for the third time. Understand the whole dialogue fully andcheck if the answers are complete, especially pay attention to different structures of giving advice.3.Post-listening1)Guessing: Will Sara still be nervous about going after listen ing to Tina’sadvice?2)To ask students what useful expressions we can use to give advice and teacherwrite them on the blackboard.Step two Speaking1.Review the target function by giving students two situations.Situation1: Your friend is worried about theEnglish test the class is having on Friday. (giving some advice)Situation2: Your friend tries to cross the road and you see a car speeding towards him/ her.(giving some warnings)2.Have a discussion to make students list the rules for behavingproperly in the party and share the lists with all the classmates.Step three Homework:1. Review the expressions of giving advice, warnings and prohibitions.2. Write a short passage to persuade one of your relatives to give up smoking. The 4th Period Learning about languageTeaching aims:1. To get students to learn and master the usage of the new words and the useful expressions in the reading.2. To enable students to grasp the grammar: the use of “it”.Teaching procedures:Step one ReviewReview the main idea of the letter and the suggestions to quit smoking orally. Step two Word study1.Find words and expressions from the text and match.accustomed feeling foolish or uncomfortable because of somethingmanage stop doingashamed having an unborn child or young in the bodyautomatically pressure caused by the problems of living, too much work, etc. quit done without conscious thought, esp. as a habitstress in the habit of; used topregnant because ofmental succeed in doingadolescents of the minddue to a boy or girl in the period between being a child and an adult.plete the text with words from above. (Ex 1,P 20)1. Rice production has increased greatly in china over the last few years, largely _______super hybrid rice.2. Having lived in Hawaii all his life, he was not __________to the cold of Northern Europe.3. He was_________ of his body so he decided to go on a diet and do more exercise.4. In spite of her wounded leg, she ________to get up the stairs.5. He told me the same story _____________ until I felt like screaming.6. With exams only a week away, I am under a lot of ______.7. When I ____________playing sport I become very fat and unhealthy.8._______health is as important as physical health.9. Now that I am __________ I eat a good diet because I want my baby to be born healthy.10.___________often take more risks than adults.Keys: 1.due to 2. accustomed 3. ashamed 4.manage 5.automatically 6.stress7.quit8. Mental 9. pregnant 10.Adolescents3. Complete the text with words from below. (Ex 2, P21)Before filling in the blacks, review the meaning of each with the whole class. adolescents 青少年 cigarettes 香烟quit 停止，戒 drugs毒品due to 归因于 stress压力eventually 终于 alcohol酒addicted 上瘾的 manage管理，努力做Smoking ________, drinking ______or taking other_______ produce many harmful effects and have no real benefits. So why do __________do it? Some because they believe it makes them look cool. Others think it will help with _________in their life possibly_____ pressure from their parents or teachers. Some just want to see what it is like. What they don’t realize is that they will get into the habit and ________become _______. It will then be difficult to _____the habit. A few people ________to quit easily but for many it is a very painful process. Of course, the best way to deal with these drugs is not to start in the first place.Keys: 1. cigarettes 2. alcohol 3. drugs 4. adolescents 5. stress 6. due to 7.eventually 8.addicted 9.quit 10.manageStep three Discovering useful structures1. Go over the first reading passage again and find out all sentences with “it”.a. It’s a beautiful day here---b. It’s a mazing that at my age I am still fit enough to cycle 20 kilometres in an afternoon.c. It’s my birthday in two weeks time---d. Your mother tells me that you have started smoking and that you are finding it difficult to give up.e. Believe me, I know how easy it is to begin smoking and how hard it is to stop.f. This means that after a while your body becomes accustomed to having nicotine in it and ---g. As you know, if you do the same thing over and over again, you begin to do it automatically.h. I think I was addicted in all three ways, so it was difficult to give up.i. I didn’t know it could do terrible damage to your heart and lungs or that I was more difficult for smoking couples to become pregnant.j. When I was taken off the school football team because I was too slow, I knew it was time to quit smoking.k. It might help you to stop.2. Discuss with their partner about the use of“it” (pairwork)3. Explain the use of it.“It” can be used in the subject position to stand for an infinitive, -ing form or a clause.Impersonal “it” can be used to talk about time, date, distance or weather4. Let students sort all the sentences.It stands for an infinitive: h.It stands for-ing formIt stands for time: c.It stands for date:It stands for distance:It stands for weather: a.It stands for others: d, e, f, g, I, j, k5. Explain and extend.It stands for an infinitive: h.I think I was addicted in all three ways, so it was difficult to give up.真正的主语to give up it形式主语 structure: it is+ adj.+ to do---补充1.手头边有个小笔记本是个好主意。
教案(44) 必修五 unit 3 Life in the future
Life is so beautiful!!
The world is draw a conclusion about what they have learned today.
情感态度
与
价值观
1.Have the students discuss the changes that have taken place for almost one thousand years and what will happen in the coming one thousand years.
科目
英语
模块
必修五unit 3 Life in the future
时间
第unit3章1节共5课时模块总40课时教学设计编号：
课题：unit 3 Warming-up & Reading
授课班级
高二（1）
授课教师
学情分析
The topic of this unit is about life in the future, which is full of imagination.The unit gives us vivid pictures about the first impression in 3005 AD.The students have learned the words and useful phrases of this unit.In Warming-up, students are expected to fill in a chart.Let the students compare differences in life betweenatpresent and in the past, and encourage them to imagine what will happen in1000AD.The purpose of designing this part is to prepare the students for the knowledge of life in the future.
高中英语 Unit3 Life in the future教案 新人教版必修5
Unit 3 Life in the futurePeriod OneTeaching aims:1.Talk about life in the future.2. Practice making predictions.Teaching procedures:Step 1. Leading-inAs we all know, the moment people landed on the moon for the first time, science and technology began to develop very rapidly. People will invent more and more advanced things and explore the universe further. Can you imagine what our life will be like in the future?Step 2. Warming upAsk Ss to talk about the life in the future.1. Divide the Ss into four groups or more to talk about the pictures one page 41.2. Ask the Ss to on what the new technology can do for us. Try to give typical examples and explain your reasons. You may use expressions or questions in the boxes below on Page 41 to to the tape of Part 1 for the first time and answer the questions on Page 42;2. Listen to the tape again and check the answers with the whole class.3. Listen to the tape of Part 2 and fill in the forms.4. Listen to this part again and ask one student to describe what Mekanika wants to know.Step 2. Speaking1. Divide the Ss into four groups to talk about the pictures on page 42 and then ask one of them to share the idea with the whole class.2. Ask the Ss to list the advantages and disadvantages of let them give some ideas whether a new technology should be used.Step 3. HomeworkAsk the Ss to try to predict a new technology in the future and discuss the changeit brings to the life.Period ThreeTeaching aims:1. Make the Ss get more information about the change of life in the future.2. Improve the Ss’ ability of getting the main idea of each reading subject.3. Help the Ss to grasp some useful words and expressions by using them. Teaching procedures:Step 1. Leading-inWe all know that many things are affecting the quality of our life. What are they? Would you like to list them? You may think about clothes, food, transportation, education or the text to find out in which paragraph you can find the answers to the pre-reading questions.1. How will people shop in the future?2. How will people travel in the future?3. What will schools be like in the future?4. What will the future be like in general?Step 3. Reading1. SkimmingAsk the Ss to read the whole text quickly and try to grasp the general idea. Do the following multiple-choice questions.1). What can we infer from the first paragraph?A. It is impossible for people to predict the future life.B. It is quite easy to know what life will be like in the future.C. People can know exactly what future life will be like through examining the contemporary society.D. It is possible to forecast about future life by examining some of the major trends of the contemporary society.2). Which statement about the current life is true according to the text?A. People pay much attention to a is well developed in all areas of China. C. E-business is so popular that people are doing more and more online shopping.D. E-schools the place of common classrooms.3). What can we learn from the text?A. Scientists are trying to protect what life will be like in the future.B. We studying all life to keep up with the changeable world.C. Life in the future won’t change too much.D. Life in the future will be completely different from what it is today.2. ScanningAfter getting the general idea of the text, Ss will be encouraged to get more information from the text by doing the following multiple choices.Step 4. Post-reading1. Ask the Ss to discuss the post-reading questions (2---5).2. What should we do to make sure we can .Period Four1. catchget this morning.I got a glimpse of the driver of the getaway car, but I doubt I would recognize .2. ensure v. 担保，确保(1) ensure that…e.g. The role of the police is to ensure (that) the law is obeyed.(2) ensure sb. sth.e.g. Following the plane crash, the airline is taking further steps to ensure public safety on its aircraft.3. without doing…e.g. Lily went back .+(for sb.) +to doe.g. The Internet makes it quite easy for us to look for information.试比较：find it +adj +(for sb) +to dofind it +n +(for sb) +to doe.g. I find it difficult to find what touch with 与……保持联系be in touch with 与……保持联系（状态）get in touch with 与……取得联系lose touch with 与……失去联系be out of touch with 与……没有联系（状态）e.g. Let’s keep in touch. We’ve been out of touch with John for years now.6. search…for…寻找……e.g. The police searched .lead to a place 通往某地e.g. The road leads to the town.lead sb. to do 使得，导致（某人做谋事）e.g. He led a guest to ’t fully appreciate foreign literature in translation.I really appreciate a good cup of tea.10. in store 储备着，贮藏着e.g. Please keep your energy in store for the trip.He always keeps several cases of wine in store.in store for 等待着（某人）e.g. There’s a surprise in store for you.Period FiveTeaching aims:1. Learn some words and phrases in the reading passage.2. Learn about the noun clauses serving as subjects, object and predicative in a sentence.Teaching procedures:Step 1. Word study1. Ask the Ss to fill in the blanks of exercise 1 on Page 45 with the correct form of the ten words listed below:in general, forecast, trend, urban, consumer, keep in touch with, customer, tiny, cash, pay attention to, regularly, physician, lead to, effort, in store.2. Explain the meaning of each phrase in the box of Exercise 2. Then ask the students to fill in each blank with them and change the form where necessary. Go over the passage with the whole class.Step 2. Learning about Noun Clause (2).1. In pairs discuss the examples on Page 46 and the function of each clause. Do exercise 1. Then check the answers with the whole class.2. More examples are given to explain the usages of noun clauses.名词性从句的功能相当于名词，根据其在句中充当的成分可分为主语从句、表语从句、宾语从句等。
高中英语必修五：Unit3+life+in+the+future+教案.doc
Unit 3 life in the futureThe 1st Period warming up and readingTeaching Aims:1. Learn some new words and expressions.2. Help the students to talk about life in the past, at present and in the future.3. Enable the students to describe the life in the past, at present and in the future. Important Points:1.Be able to understand the whole text and finish the reading tasks.2.To improve students’ reading ability.Difficult Points:Help students understand the text by using some reading skills.Teaching Methods:1. First and careful reading,2. Asking and answering question activity3. Individual, Pair work & group workTeaching Procedures:Step 1: warming upTalk about how many changes there have been in the last one thousand years. And what changes we might expect to find in the next one thousand yearsStep 2: pre-reading1.Can you tell what problems people are facing today?2.what problems do you think people in the future will have overcome? Which ones will still be there or evenworse in AD3005?Key: 1The problem of population will be solved, have begun to Control the birth rate. 2The problems will be still there, and will even worse.3I don’t think so. Now scientists are trying their best todevelop new resources that human beings can make use of ,such as solar energy. In my opinion……Step3: fast reading1.Read the text for the first time and tell what the text is about?It’s an e-mail written by a man Who has taken up a trip to the future.2. Look at the following sentence, there are in wrong order, tell me the correct order for these sentenceA. We were transported into the future by a comfortable time capsule.B. I arrived a t Wang Ping’s home and everything in his house made me surprised.C.I won a travel to the year AD3005D. I have my first try to master a hovering carriage.Step4: careful reading1.why did I have the chance to travel to the year AD3005?2. What is a “ time lag”?3. How did I feel when I was in the capsule?4who guides my trip?5.why did my guide give me some tables?6.who transported us to the future?7.How did I feel as soon as I was transported to the future?8..how did Wang Ping solve this problem?9.what do you think has caused this kind of problem?10.What did Wang Ping’s house look like?11.What was the green wall made of? What’s the purpose of building this kind of green wall?Key 1. I took up the prize I won the year before.2. “Time lag” means a person gets flashbacks from his previous time period.3. The seats in the capsule are very comfortable.4. My friend Wang Ping is my guide to the future.5. The tablets could help me feel less nervous and uncertain6. Wang Ping’s parents’ company transported us to the future.7. After the writer was transported to the future, he was hit by the lack of fresh air.8. Wang Ping gave a mask to the writer and hurried him through to a small room nearby to have a rest.9. Now we are causing more and more pollution to the nature, this will cause serious problems to life in the nature. This may be the cause of the lack of fresh air in the future.10. His house is a large bright, clean room. It had a green Wall, a brown floor and soft lighting .11. The green wall was made of trees. The leaves of the trees will provide much-needed oxygen to the house.Step5 : AssignmentObject-designingDesign an object which can help you change the world for a better future精美句子1、善思则能“从无字句处读书”。
重庆高中英语必修五Unit3《Lifeinthefuture》全套教案
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。
高中英语 Unit3 Life in the Future教案 新人教版必修5
Unit 3 Life in the futureⅠ.单元教学目标技能目标Skill Goals▲Talk about things in the past, at present and in the future ▲Talk about changes at present▲Predict good and bad changes in the futureⅡ.目标语言词汇1．四会词汇Expect, aspect, constant, constantly, remind, jet, previous, tablet, capsule, opening, surrounding, lack, ache, mask, bend, press, swift, swiftly, master, sight, flash, switch, optimistic, length, extraordinary, extraordinarily2．认读词汇jet lag, flashback, expertise, hover, pessimistic, enormous, imitate, 3．词组take up, remind ... of ..., lose sight of ..., catch sight of ..., sweep up, speed up, assist in4．重点词汇constant, remind, lack, sight, assist, require, settlement, previous, swift语法The past participle as the attribute…and following him to collect a hovering carriage driven by computer. The past participle as the adverbialWorried about the journey, I was unsettled for the first few days.Hit by a lack of fresh air, my head ached.Exhausted, I slid into bed and fell fast asleep.重点句子1. This is similar to the “jet lag” you get when flying, but instead it means you keep getting flashbacks from your previous time period. P172. Well-known for their expertise, his parents’ company named “Future Tours” transported me safely into the future in a time capsule. P183. He handed it to me and immediately hurried me through to a small room nearby for a rest. P184. He was swept up into the centre of them.5. I found later that their leaves provided the house with much-needed oxygen. P188. Everyone will get twice as much personal space as in flats on land. P589. Only when the robot cleaner touches objects can they be moved. P59Ⅲ.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。
人教高中英语 必修五 Unit3 Life in the future教学设计
人教高中英语必修五 Unit3 Life in the future教学设计Life in the future教学设计Analysis of the teaching material 教材分析本单元教学内容为人教版新课标Module 5 Unit 3 Life in the future。
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，旨在培养学生预测未来的能力，通过对现实生活与未来生活的对比，唤醒学生把握现在，珍惜现在，爱护环境，保护自然的意识。
Teaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语constantly, remind, vehicle, carriage, bathroom, temple, private, settlement, impression, constant, jet, previous, tablet, capsule, opening, surrounding, lack, ache,b. 重点句式This is similar to ..., but it means ... P17Well-known for ..., his parents’ com pany，called “Future Tour”, transported me safely into the future in a time capsule.. P182. Ability goals 能力目标Enable the Ss to talk about the life in the past, at present and in the future.3. Learning ability goals 学能目标Help the Ss learn how to describe the life in the past, at present and in the future. Teaching important ＆difficult points 教学重难点Compare life in the past, at present and in the future.What is life in the future like? What changes will take place?Teaching methods 教学方法Fast and careful reading; asking and answering activity; individual, group work. Teaching aids 教具准备A computer and a projector.Teaching procedures ＆ways 教学过程与方式Step 1 Greetings and Lead-inQ2: When did the writer write this letter? And to which year did he travel?Q3: Why did Li Qiang travel to the year AD 3005?Q4: What did Li Qiang suffer from?Q5: How did Li Qiang feel? What makes him feel better?Q6: Where did they arrive?【设计说明】通过几个特殊疑问词，提出以下问题，处理文章第一段。
高中英语必修五(Unit 3 Life in the future Period 1) 教案
Unit 3Life in the futureBrief Statements Based on This UnitThe topic of this unit is about life in the future, which is full of imagination.The unit gives us vivid pictures about the first impression in 3005 AD.The four skills of reading, listening, speaking and writing all center on the topic, life in the future.This unit can be divided into six parts—warming up, reading, learning about language, using language, listening and speaking, summing up and learning tip.In Warming-up, students are expected to fill in a chart.Let the students pare differences in life between in 1005AD and in 2005AD, and encourage them to imagine what will happen in 3005AD.The purpose of designing this part is to prepare the students for the knowledge of life in the future.In Pre-reading, two questions are presented.The first question is to ask the students to list all the problems we are facing.The other one is to get the students to discuss whether the problems will still exist in the future and will get much more serious in the future.In Reading, the students are to read a letter named First Impressions.In the letter, Li Qiang told his parents about how he traveled to the living space in 3005AD and what he saw there.In reading, it is necessary for the teacher to get the students aware of the strategies for reading descriptive articles.The purpose of designing this part is to develop the students’ reading ability, toIn Post-reading, three exercises are followed.The students are asked to discuss which changes are good, while others belong to disadvantages.The next one is to ask the students to infer the author’s attitude towards the future.At the same time, the students are expected to show thei r own opinions to the whole class and reason them, trying to persuade othersIn Learning about language, there are two parts.The fi rst is about vocabulary, which is to ask the students to apply the words and phrases freely.The other exercises are about the grammar, thatIn Using language reading, speaking and writing, there is a passage titled I have seen amazing things.Teaching and learning activities can be focused on reading, speaking and writingIn listening, the listening material is also about life in the future, which is about living in Wonder world.By listening to it, arouse the students to imagine whether such a world is fit for living in.In Speaking, the teacher mainly offers the students the chance to talk about the future andIn Writing, the students are expected to learn to describe a person in their imagination to get the students not only to be familiar with description but also to form the good habit of imagining.In Summing up and Learning tips, let the students learn to sum up what they have mastered in this unit, including words, expressions, grammar and what to know about the future.The purpose of this is to get the students to know what they have learned and what need to be learned in the future.Besides that, some advice is also given to the students on how to write down The new words and expressions to be learned in this unit are: vehicle, carriage, private,settlement, impression, constant, constantly, previous, tablet, capsule, opening, surrounding, lack,ache, mask, bend, press, swift, master, sight, flash, optimistic, length, extraordinary, helmet, assist, agency, skip, require.take up, remind...of, lose sight of, catch sight of, speed up, assist in, space agency, as a result, suffer from, be similar to, be well-known for, as though, in no time, provide...with, fall fast asleep, search for, go soft, speak in whispers, mix with, wave about, shakefrom side to side, depend on, put on, get lost, as if by magic, plenty of, in all directions.1.It took me only a few minutes to master the idea and soon I could fly as fast as Wang Ping.2.I got lost when we reached what looked like a large market because of the people flying by in all directions.4.Wang Ping’s mother appeared, flashed a switch on a puter screen, and a table and chairs5.Worried about the journey, I was unsettled forExhausted, I slid intoPeriod 1Period 2Period 3Period 4Period 5 GrammarPeriod 6Language FocusingPeriod 7AssessmentPeriod 1Wele to the UnitThe General Idea of This PeriodThis is the first period of this unit.At the beginning of this period, the teacher can spend some time training the students to read new words and expressions.The purpose of this is to offer some new expressions to the students, which are helpful for the students to talk about the topic “life in the future” and to help the students pronounce them correctly.This unit is about life in the future, so the teacher can let the students brainstorm the words or phrases about future.In their minds, what will life in the future be like?The students are free to say a nything that they can imagine.They should be encouraged to be brave enough to speak out what they dream.This activity gives Ss a chance to express their imagination.At the same time, thisLater Ss are required to talk in groups of four about the following topic: Think about how many changes there have been in the last one thousand years.Now think about what changes you might expect to find in the next one thousand years in the following aspects: transport, houses, villages, towns,Then ask students to draw a picture about the topic “my future family”.After that, le t some of them show what they have designed in the picture.What’s more, the teacher can ask them why they design it in this way and whether it is possible to realize their dream in the future.If they wantApart from the above, the teacher can design a petition.Divide the class into four groups.Eachdiscuss whether what they have listed is reasonable or not.The group, which has listed the most problems, will be the best.Following that petition, the teacher will ask the students to consider what problems people in the future will have to overe and which ones will still exist there or might be even worse in AD 3005 so as to lead in the text more coherently. The Ss are supposed to analyze the possibilities, and also show their reasons for such imagination.Finally, the teacher had better let the students consider this question“Do you want to live in AD 3005 or today?Why doTeaching Important PointsHave the students discuss the changes that have taken place for almost one thousand yearsEncourage the students to predict what proUnderstand and learn the following words and expressions: vehicle, carriage, private, settlement, impression, take up, constant, remind, previous, tablet, capsule, surrounding, lack, mask, bend, press, swift, master, lose sight of, catch sight of, sweep, switch, optimistic, length,Teaching DifficultiesTeaching Aid sCAI equipment with a multi-Three Dimensional Teaching AimsKnowledge AimsLearn about the changes that have happened for almost one thousand years and what willList what problemssettlement, impression, take up, constant, remind, previmask, bend, press, swift, master, lose sight of, catch sight of, sweep, switch, optimistic, length,Ability AimsEncourage the students to imagine what will happen in the future to cultivate the students forEmotional AimsEncourage the students to be brave enough to imagine what seems impossible today.Let them realize nothing is impossible and we can make the impossible possible.Having courage to imagine sometimesTeaching ProcedureStep 1 GreetingStep 2 Word PuzzlesT: Open your books to Page 94.Let’s read the words and expressions together.(The students read those words and expressions together.Help them pronounce the new words and expressions ter give them some time to remember some.If some students are poor in pronunciation, the teacher should give them some more help.)T: Now, listen to me carefully.I will give you some explanations or situations for some words and phrases.When I tell you some meanings or situations, you’d better guess which words or phrases I refer to.Get ready for it.Let’s see who will be the first to find out the correct answer s.T: When we go to some place, especially to a place far away from you, what do you need the most?S: VehicleT: Excellent.CT: What a beautiful sentence.Next one is ing before in time or order.Can you guess what itT: Yes.Would yT: Good.I like the book very much, but I don’t have enough money on me.What difficulty doT: You are clever.I can’t buy the book beT: Even if he is in lack of money to buy food to eat and to buy a house to live in, he is stillT: Quite good.He has an optimistic view ofStep 3 BrainstormingT: As we all know, no one can stop the wheel of history.Our society keeps advancing, so what will happen in the future?Sure you often dream of your beautiful life tomorrow.Now, I’d like to share with you what you have imagined about the future.You are free to show your different imaginations.S: People will not have to work, because all of work will be done by machine.nowadays.S: Pe(Five minutes later, ask three or four Ss tS: In the future people will live in different places.As the population is exploding, moreS: In the future, people can eat anything.People won’t need to worry about the food problem in the world.S: In the future people can find many ways to deal with pollution, we can live in a better environment.People in the future will explore a new kind of energy, which will never be used up.Step 4 DiscussionT: Just now you offered me a good chance to vividly view a future world.It is full of imagination and wonders.Let’s wait together for it ing asap (as soon a s possible).Now let’s try to think about the many changes there have been in the last one thousand years.Then think about what changes you might expect to find in the next one thousand years, especially consider the following fields: transport, houses, villages, towns, location and settlement.I will break you upinto several groups.Each group is made up of four students.Discuss it in groups.In five minutes,(The teacher had better join in the discussion and give them some guidance when/whenevernecessary.After the discussion, some students will e to summarize what the group has discussed.) Farmers needn’t g o toskyanswers are possible.)T: Now, let us have a petition about designing our future family.Four students make up a group to design it.Make a sketch together.After that, some of you will show what you have designed in the picture.Discuss it first and then draw it.You are allowed to finish it in six minutes.T: Have you finished it?It’s time for you to show your pictures.Let’s see which group can offer us the most beautiful picture with the most wonderful imagination.What’s more, you will have to describe what you have drawn and why you design it in this way.In the end, you will predict whether it is possible to realize our dream in the future, and analyze why you have such view.The rule is that your group will be given one star when you finish one step.If your design is extremely excellent, you will be praised to get two stars.When you give us a vivid and imaginative description, wh ich is also reasonable, you will also gain two stars for one step.Let’s see whichone will describe it, one will tell us the purpose of designing it.The last one will tell us whether itT: You did an excellent job.If you want such dreams to e true, what should we do now?S: We should work hard to be knS: We had better make efforts to speeS: We should have enough courage to imagine what seems possible now, which may lead toSs: ...T: Just now you designed a beautiful dream.But as we know, each coin has two sides.We may meet with some problems in our daily life.Discuss what problems we are facing, and make a list of(The teacher had better join in discussion.Then ask some students to e to write problems onT: Look at the blackboard, and predict which problems will be overe in the future and find(The teacher should encourage the students to use their heads to find out as many ways asS: There will be no war and people will not experience social and economics unrest.In my opinion, people all over the world will lead a rich and happy life, because our world is being highly developed and all the people will be educated to be friendly and kind to others.Ss: ...T: I am proud of your outstanding imagination.Can you tell me which problems will still be there or even w orse in AD 3005?Why do you think so?You are expected to discuss in groups.If(The students should be given five minutes to discuss ter exchange them with thepopulation will be larger and larger, in turn, more pollution wS: The balance of nature will be destroyed worse and worse, because a large number of animals and plants are dying out day by day.As a consequence, human beings will be endangered.Ss: ...T: Good, you know.Everything has advantages and disadvantages.What should we do to make sure we will have a bright future?T: Good.We should be lifelong learners and accept the change, appreciate what is new and different, making great efforts to make ouStep 7 Sum upT: In this period, we have talked a lot about future.You are full of imagination and clever.In class, you are also active.So all of us bring me vivid pictures and let me preview what the future is like.After class, write a passage about the future.You are free to write what you are interestedThe Design of the Writing on the BlackboardUnit 3Life in the futurePeriod 1Wele to the UnitBrainstormingResearch and ActivitiesOne day, you are walking through a forest alone.Suddenly, you happen to meet a strange man who lives in AD 3005.At first sight, you find him kind and friendly, so you e to have a talk with him.You are talking about the way of life, transport, houses, villages, towns, locations ofReference for TeachingThe fastest electric vehicleLast week an electric and speed vehicle designed by a Ohio State University’s undergraduate, set new US and International land speed records for electric vehicles—308 mph and 271 mph respectively.HousingIn rural areas the floors of dwellings consist of pounded earth or concrete, or else of raised wood floors, while wooden framing supports walls of woven bamboo matting, and the roofs are ofdried palm fiber or tiles.In urban areas floors are of cement or tile, the framing of the dwellings is of teak, the walls are of brick and plaster, and the roofs of tile or shingle.Although most of the population is nonurban, the major housing problems are in the cities, where new arrivals crowd into squalid slums.In their desire to escape the restraints of the traditional rural life and seek the opportunities of the cities, most immigrants find living conditions that are less attractive thanJakarta is the most modern city in Indonesia and also the one with the greatest problems.It lacks a dependable supply of electricity, gas, and water, an adequate telephone system, a waste-disposal system, and adequate school and health facilities.There is a severe housing shortage, with the gap being filled by substandard, temporary housing that does not require building permits.Subsidized housing is provided largely by employers, including government ministries, for a limited number of key employees, although efforts by the government are being made to provide more low-Life in 2060Let us suppose it is now about A.D.2060.Let’s make believe it is about sixty years from now①V oyages to the moon are being made every day.It is as easy to take a holiday on the moon today as it was for the people in 1960 to take a holiday in Europe.At a number of scenic spots on the moon, many hotels have been built.The hotels are air conditioned, naturally.In order that everyone can enjoy the beautiful scenery on the moon, every room has at least one picture window.Everything imaginable is provided for entertainment (娱乐) oWhat are people eating now?People are still eating food.They haven’t yet started to take on heir (继承) supply of energy directly as electrical current or as nuclear power.They may some day.But many foods now e in pill form, and the food that goes into the pill continues to e mainlySince there are several times as many people in the world today as there were a hundred years ago, most of our planet’s surface has to be filled.The deserts are irrigated with water and cropFarming, of course, is very highly developed.Very few people have to work on the farm.It is possible to run the farm by just pushing a few buttons now and then②People are now largely vegetarians (素食者).You see, as the number of people increases, the number of animals decreases.Therefore, the people have to be vegetarians and we are healthierboth in our bodies and in our minds, and we know the causes and cure of disease and pain, and it is po注释..................① Let’s make believe it is about sixty years from now.让我们假设现在是大约60年以后。
优质高中英语必修五教案：Unit+3+Life+in+the+future+教案
Unit 3 Life in the future Ⅰ. 单元教学目标Ⅱ. 目标语言Ⅲ. 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。
【单元教案】高中英语必修五Unit 3 Life in the future
Unit 3 Life in the futureImportant points:Let students discuss and predict the good and bad changes in the future.Get students to read the passage and know about what life in the future might be like.Have students learn different reading skills.Difficult points:Develop students` reading ability.Enable students to talk about the advantages and problems of life in the future.New words and expressions: aspect, uncertain, press, optimistic, representative, greedy, recycle, sideways, timetable, pessimistic, typist, citizen, swallow, instant, previous, tolerate, flash, material, fasten, take up, lose sight of, speed up, sweep up, be back on one’s feet, slide into, remind….of…, make predictions Making predictions:Do you suppose that….Suppose that….Do you imagine that….Is it likely / unlikely that….?It is possible that…I’m sure…Perhaps /Maybe / Possibly…..I wonder if….I imagine that…..Most likely….Probably……Introduction: This unit introduces the students to what life in the future might be like and help students to begin to examine their ideas about future. The approach is to encourage students to imagine the advantages and difficulties of life in 1000 years time. The possible things that Li Qing sees during his time travel trip include easy personal travel and a high level of personal comfort. The difficulties include a shortage of fresh air (because the problem of global warming has not yet been solved) and a solution to it (your own personal forest in the living room to provide a constant supply of oxygen).Step 1 Lead-inPresent some pictures, including some aliens, a horse, a carriage, a plane, a spaceship, the sun , the moon, the Mars, a thatched cottage, a skyscraper, etc. to increase students` interest.At the same time, ask them some questions:1. How did people travel 1000 years ago?2. How do you usually get to school?3. Where do you live, in a city or in the countryside?4. Do you live in a flat or a house?5. What kind of housing would you like to have in the future?6. What would you like to have in your room?Step 2 Warming up1. Encourage students to speculate about their ideas for life in one thousand years` time? Ask them the question: What changes do you expect to see in your life in one thousand years1 time?2. Let students choose two of the main aspects of life today to have a discussion in groups and then make notes in the table below.Step 3 Pre-reading1. Show students some questions to help them understand the text.1). Make a list of the problems human beings are facing today?2). Which problems do you think people will have overcome in one thousand years`?2. Ask students to read the title First Impressions and look at the pictures to predict the content of the text.Step 4 Reading1. Skimming.Ask students to skim the passage and try to get its general idea:The passage is mainly about______(B)____________.A. How Li Qing was transported to the future.B. How Li Qing got to the future and his first impressions of it.C. What the life was like in the future.D. The introduction of the “Future Tours” company.2. ScanningGet students to scan the passage carefully to get the detailed information and then do the following.1). Why did Li Qing get the chance of having this time travel?A. Because he had passed the final examination with high marks.B. Because ha had won a prize.C. Because he had given money to the company named “Future Tours”.D. Because he had written a story about a trip to the year AD 3008.2). Why did Li Qing`s head ache? Because _______________.A. he got a bad cold when traveling.B. there was no air at all.C. he felt a bit homesick.D. there was little oxygen in the air.3). A table and chairs rose from ____ in the clean room.A. under the floorB. under the curtainC. under the wallD. under the computer screen4). Which of the following statements is false according to the text?A. Wang Ping suffered from a “time lag” flashback when he travelled to the year AD3008.B. The company of Wang Ping`s parents transported LI Qing safely into the future in a time capsule.C. Li Qing lost sight of Wang Ping because there were so many carriages around him.D. Wang Ping was Li Qing`s friend and guide.(Suggested answers: BDAA)3. Intensive readingAllow students to read the passage carefully this time, try to understand the whole text and then answer the following questions.1). Did Li Qing feel comfortable at the beginning of his first travel?(No. Because it was his first time travel, he worried about it, and he was nervous and unsettled; as a result, he suffered from a “time lag” flashback.)2). How did Li Qing get to the future?(In a time capsule.)3). Were they still on the earth after they were transported into the future?(Yes.)4) What did Wang Ping give Li Qing when he got a headache?(A mask.)5). Why did Li Qing lose sight of Wang Ping?(Because there are so many hovering carriages flying in all directions that Wang Ping was swept up into the center of them.)6). What were the walls made of? And what is the function of them?(The walls were made of trees. The leaves of the trees could provide the house with much-needed oxygen.)Step 5 Post-readingEncourage students to discuss the following questions about the writing style.1). Do you think Li Qing`s descriptions are faire? Why or why not?2). What language does he use that gives you that impression?3). Do you think he feels comfortable in the future? Why or why not?Step 6 Discussion1. Group discussion to finish exercise 2 in Comprehending.Lat students skim the directions and the form, and then have a discussion in groups of 4. write down their ideas in the chart.2. Debate to finish Exercise 3 in ComprehendingStep 7 HomeworkLearn the useful new words and expressions by heart.Read the reading passage again and then finish off all the exercises in Comprehending.The second period: Reading：First ImpressionsImportant and difficult points:如何调动学生的积极性, 让他们主动参与和学习.掌握阅读的技巧和方法, 提取文章的一些重要信息. 掌握有关描绘未来生活的词汇以及有关预测和猜测的表达方式.通过文章的学习, 提高阅读能力, 根据文章的主题能理清文章的重要细节.未来生活如何要发挥大量的想象力. 提高爱护环境, 保护自然意识.灵活运用所学词组和句型, 写出具有一定想象力的短文. 运用多种阅读技巧, 提高学生的实际阅读能力.Step 1 Lead-inTalk about how many changes there have been in the last one thousand years. And what changes we might expect to find in the next one thousand years. In groups, choose two of them to have a discussion and then share the ideas in front of class.We know we can travel forward or backward in space. Can we travel forward or backward in time? (Can we travel in to the future or backward into the past?) do you think time travel is possible?Step 2 Skimming1. Ask students to talk about the pictures in the reading material in pairs and predict the main idea according to the title.1). What can you see in each picture?(a time capsule; hovering carriages; a future home.)2). If you have a time capsule, where would you like to go?3). What do you think the main idea of the passage is?(How Li Qiang got to the future and his first impressions of it.)2. Skimming to find out the main idea for each paragraph.Para. 1: How I came to take a time travel journey.Details: my prize; my excitementPara. 2: The journey.Details: how I felt; the spaceship; the journeyPara. 3: My impressions of life one thousand years into the future.Details: little oxygen; masks to provide oxygen; hovering carriage; how to drive them; a “time lag”momentPara. 4: Staying in Wang Ping’s home.Details: appearance o house; trees as walls; where furniture stored; ate meal; prepared for sleepStep 3 Scanning1. Put the following sentences in the right order of time.1). We were transported in to the future by a comfortable time capsule.2). I had a rest in a small room with a mask on.3). I took some green tables.4). I collected a hovering carriage.5). I won a travel to the year AD 3008.6). I have my first try to master a hovering carriage.(Suggested answers: 5) 3) 1) 2) 4) 6)Part 1:1. Why did I have the chance to travel to the year AD 3008?2. What is a “time lag”?3. How did I feel when I was in the capsule?4. Who guided my trip?5. Why did my guide give me some tablets?6. Who transported them to the future?Part 2:1. Before the journey:1). How many people are mentioned in the text? Who are they?2). When did the writer write this letter? And to which year did he travel?3). Why did Li Qing travel to the year AD 3008?4). What did Li Qing suffered from?5). How did Li Qing feel? What makes him feel better?2. During the journey:1). In the capsule: climb through a small opening—comfortable seats—calming drink--- lay relaxed—complete the journey—1000 years later2). Out of the capsule:At first my new surroundings were difficult to tolerate.Q1: How did Li Qing overcome the lack of fresh air?3). Hovering carriage:Q2: How did the hovering carriage float?Q3: How can a person move swiftly?4). “A large market”Q4: What were people doing there?Q5: What happened to Li Qing?5). A large building:Q6: What is a “time lag” flashback?3. After the journey(Arriving home, he showed me into a large bright, clean room.)Description of the house: brown floor, soft lighting, trees, leaves, computer screen, tables, chairs, green wall…..Q1: How did the author feel after visiting the special house?(Exhausted, I slid into bed and fell asleep.)Step 4 Language pointsStep 5 PracticeTask 1: Fill in the blanks:Task 2: Post reading: group workQuestions:1. What is the writer`s attitude towards the future, Optimistic or Pessimistic?Pessimistic: (Worried about the journey, I was unsettled for the first few days.At first my new surroundings were difficult to tolerate.Exhausted, I slid into bed and felt asleep.)Optimistic: (He was very excited when he travelled to the year AD 3008 and could not believe it was true. From this, we can see he is eager to go to the future, though he was hit by the lack of fresh air.)Step 6 Consolidation and summaryTask 1: Listen to the tape and correct the pronunciation.Task 2: Retell the story by showing some key words or phrases.Task 3: Summary some useful and important language points and then retell the story by the key words.Step 7 HomeworkFinish the exercises and discuss the following two questions:Retell and rewrite the story in the exercise books and do some reading materials.The third period: Language pointsImportant points:Enable students to grasp the usages of such important words and expressions as: impression, guide, surrounding, lack, press, flash, switch, take up, be back one`s feet, catch / lose sight of, sweep up, etc.Get students to master the following patterns:Worried about the journey, I was unsettled for the first few days.…..a table and some chairs rose from under the floor as if by magic.Difficult points:Let students learn the usages of the word “surrounding” and the expression “take up”Enable students to learn and master the pattern “Worried about the journey, I was unsettled for the first few days.”Get students to learn and understand some difficult long sentences.Knowledge aims:Some important useful new words and expressions: aspect, impression, constant, jet, previous, uncertain, guide, tablet, capsule, stewardess, steward, opening, sideways, surrounding, tolerate, lack, adjustment, mask, carriage, press, fasten, belt, flash, switch, timetable, optimistic, take up, be back on one`s feet, safety belt, lose sight of, sweep up, slide into, speed up.Step 1: Revision1. Check the homework exercises.2. Ask some students to talk about Li Qiang`s first impressions on his first time travel.3. Match each word with its meaning:Impression constantly; frequentlyConstantly everything that is around sb. /sth.Previous an idea or opinion of what something is likeLack to push sth. closely and firmly against sth.Surroundings happening or existing before something or someone elseStep 2 Reading and findingGet students to read the text Warming up, Pre-reading, Reading and Comprehending to understand all the new words and useful expressions or collocations.Collocations: in on thousand year`s time, main aspects, human beings, take up, remiand sb. of sth. be worried about, as a result, suffer from, be similar to, keep doing, be nevous and uncertain about, be very understanding, be well-known for, through a small opening, a lack of, as though, put on, in no time, be back on one`s feet, lose sight of, sweep up, just at that moment, catch sight of, provide …with, much-needed oxygen, flash a switch, as if, by magic, be ready for, slide into bed, fall fast asleep, an optimistic or a pessimistic view, read through, make notes, be prepared to do, join in, persuade sb. to do sth. agree with, pay particular attention toLet students read them aloud and copy them down in the exercise book after class. Try to learn them by heart.Step 3 Discovering useful words and expressionsTurn to page 20. Go through the exercises with students and make sure they know what to do.Get students to read through all the passage to find out all the problems they meet.Step 4 Studying important language points1. impression: an idea or opinion of what something is likeMy first impression of him was favorable.I got the impression that they were unhappy about the situation.His trip to India made a strong impression on him.Impress: to have a favorable effect on; to make sb. feel admiration and respectThe sights of the city never fail to impress foreign guests.It impressed me that she remembered my names.Impress sth. on / upon sb. = impress sb. with sth.He impressed her with his sincerity. / He impressed his sincerity on her.2. 短语take up的用法及意义.1). When does the incoming manager take up his job? (begin to do sth.)2). The copying of these documents took up the whole morning. ()3). He took up art while at school.4). He is going to take up the story where he left off yesterday.5). This shirt needs taking up. (make …..short)6). I would like to take up your offer of a ride into town. (accept)7). The carpets had to be taken up when the house was rewired.8). Blotting-paper takes up ink.take after, take away, take back, take down, take for当作误认为take in 收留, 包括, 吸收take off, take on, take out拔掉, 去掉,带某人出去take over, take to喜欢, 沉溺于take one`s time慢慢来,从容不迫3. constantly: continuously; frequentlyFashion is constantly changing.The area was constantly hit by drought.His report was constantly interrupted by applause.This entrance is in constant use, do not block it.remind: to make someone aware of something they have forgotten or might have forgottenremind sb. about / ofremind sb. to do sth.remind sb. that / what….4. as a result:He worked hard, and as a result, he got promoted quickly.as a / the result ofThe flight was delayed as a result of the bad weather.5. surroundings: all the objects, conditions, etc. that are around sb. / sth; environment;Animals in zoos are not in their natural surroundings.Everyone likes to work in pleasant surroundings.(有些词用做名词时总是用复数形式: thanks, regards, congradulations)6. tolerate: allow without interfering; endure without protesting; be able to take or undergo without harm We simply cannot tolerate cheating in exams.I cannot tolerate her rudeness.The body cannot tolerate such large amounts of radiation.7. lack: to be without; to have less than enough ofHe lacks confidence.There is no lack of vegetables.8. on one`s feet: recover from an illness or a set-backAfter his wife`s death it took two years to get back on his feet.Only our Party`s policies will put our country on its feet again.9. lose sight of: to be unable to see; to overlook or fail to consider; ignoreWe must not lose sight of / ignore the fact that…….catch / gain / get sight of 瞥见, 发现, 看出lose one`s sight 失明at first sight 乍看起来at (the) sight of 一看见….就…..be in sight 看的见, 在眼前out of sight 看不起10. sweep up: 快速抱起; 打扫; 横扫Sweep the leaves up, quickly.(学过的up短语: take up, sweep up, carry up, speed up, look up, make up….)Step 5 ConsolidationDo exercises 1-4 in Using words and expressions on page 56-57.Step 6 Closing down by a quizSome exercises:1). In our childhood, we were often ___ by Grandma to pa attention to our table manners.A. demandedB. remindedC. allowedD. hoped2). Though ___ money, his parents managed to send him to university.A. lackedB. lacking forC. lackingD. lacked in3). We did not buy anything because we _____ money.A. short ofB. were short ofC. lacking forD. were lacking for4). After he retired from office, Rogers ___ painting for a while, but soon lost interest.A. took upB. saved upC. kept upD. drew up5). As delegates to the People`s Congress Council, we will never____the trust people have placed in us.A. catch sight ofB. lose sight ofC. keep sight ofD. set out sight on6). Unless _____, the boy would not have admitted that it was he who broke the video.A. bendingB. remindedC. pressedD. questining7). Chinese handwriting is an important part of our culture, so young people are required to ____ handwriting.A. take awayB. take outC. take inD. take up8). What you said just now reminded me _____ that American professor.A. forB. ofC. aboutD. upon9). The chief must have hidden somewhere in the _____ area.A. followingB. surroundingC. surroundedD. surroundings10). My friend Martin was very sick with a strange fever; ____, she could neither eat nor sleep.A. as a resultB. after allC. anywayD. otherwise(Suggested answers: BCBAB CDBBA)Step 7 HomeworkLearn all the new words and expressions by heart.Finish off the homework exercises. Do exercise 3 on page 56 in the exercise books.Find out the sentences with the ast participle as the adverbial or attributive in the text and get prepared forgrammar study.The forth period: Learning about language: GrammarImportant points:Get students to learn and master the new grammar item: The Past Participle (3) as the adverbial and attributive.Difficult points:Enable students to learn how to use the past participle as the adverbial and attributive correctly.Step 1 RevisionCheck the homework exercises.Let students dictate some new words and expressions. (aspect, carriage, impression, constant, previous, tablet, surrounding, lack, stewardess, uncertain, guide, adjustment, mask, fasten, belt, flash, switch, optimistic, take up, be back on one`s feet, lose sight of, catch sight of, sweep up, slide into.)Step 2 Discovering useful structuresAsk students to read through the text carefully and find out all the sentences that include the past participles in.1. Worried about the journey, I was unsettled for the few days. (adverbial)2. Well-known for their expertise, his parents` company, called “Future Tours”, transported me safely into the future in a time capsule.(adverbial, attributive)3. The capsule began swinging gently sideways as we lay relaxed and dreaming. (adverbial)4. Hit by a lack of fresh air, my head ached. (adverbial)5. Exhausted, I slid into bed and fell fast asleep. (adverbial)Step 3 Understanding and summarizing1. Ask students to work in groups to finish the following exercises on how the past participles are used.1). Combine these two sentences using the past participle as the adverbial.(1). I was frightened by the loud noise. I went to see what was happening.(2). He was hit by the lack of fresh air. He got a bad headache.(3). I felt very tired after the long journey. I still enjoyed meeting the aliens on the space station.(4). Sue was frightened by the noise outside. Sue dared not sleep in her bedroom.(5). The museum was built in 1910. The museum is almost 100 years old.(6). The student was given some advice by the famous scientist. The student was not worried about hisscientific experiment any more.(7). George was exhausted after a day`s work. He took some tablets to help him feel better.(8). Lucy was very astonished at the amount of work in the new timetable. She decided to leave her job immediately.2. Combine these two sentences using the past participle as attributive.(1). Soon we lose sight of that famous astronomer. He is called Li Qing.(2). I am going to buy a painting. It is copied from Vincent van Gogh.(3). I like that old private house. It is built of wood and mud.(4). The room is completely empty. The room is connected to the rest of the house by a long passage.(5). The queen was sitting in royal carriage. The carriage was drawn by four horses.(6). The vehicle is mentioned in the book. The vehicle is unknown to me.(7). The castle is under repair. It was built in 1432.过去分词作状语的用法过去分词做状语,修饰谓语动词, 大多说明动作发生的背景或情境, 其逻辑主语是句子中的主语, 可以表示时间, 原因, 让步, 行为方式或伴随情况等, 在意义上相当于状语从句, 有时过去分词前可以加上连词when, while, once, if, unless, though等.1. 表示时间Seen from the top of the hill, the city looks like a big gardenAsked many times, I told him the secret.When (it is) completed, the museum will be open to the public next year.2. 表示原因Exhausted, the children fell asleep at once.Caught in a heavy rain, he was wet to the skin.Written in a hurry, this article was not so good. (=Because it was written in a hurry, this article was not so good.)3. 表示条件Heated, water changed into steam.Given another chance, he will do better.Grown in rich soil, these seeds can grow fast. (=If they are grow in rich soil, these seeds can grow fast.)4. 表示让步Laughed at by many people, he continued his study.Badly wounded, he continued to fight.5. 表示行为方式The old man entered the meeting room, supported by a young fellow.She was in tears as if deeply moved by the moving film.6. 表示伴随情况Surrounded by a group of pupils, the old teacher walked into the classroom.The trainer appeared, followed by five little dogs.After his journey from abroad, Richard Jones returned home, (and he left) exhausted.过去分词作定语的用法1. 过去分词作定语, 如单用, 一般防在名词的前面: 如果是分词短语, 通常放在名词的后面, 相当于定语从句.Polluted air and water are harmful to people`s health.The suggestion made by the foreign expert was adopted by the manager.2. 有时, 过去分词也可以用作非限制性定语, 前面用逗号隔开, 相当于非限制性定语从句.The books, written by Lu Xun, are very popular in China.The meeting, attended by one thousand students, was a success.3.过去分词作状语时，如果其逻辑主语为主句的主语，此时应注意人称一致.Given another hour, I can work out this problem.Seen from the top of the hill, the city looks more beautiful to us.4. 用分词作状语时, 如果其逻辑主语与整个橘子的主语不一致时, 分词短语就要有自己的逻辑主语，这种带逻辑主语的过去分词结构为独立主格结构.The signal given, the bus started.All our savings gone, we started looking for jobs.He rushed into the room, his face covered with sweat.5. 过去分词作状语来源于状语从句, 可以将其变为状语从句.Deeply moved by the story, the children began to cry. (=As they were deeply moved, the children began to cry.)She walked out of the house, followed by her little daughter. (= she walked out of the house, and was followed by her daughter.)Beaten by the enemy, he refused to let out the secret. (= Although he was beaten by the enemy, he refused to let out the secret.)反过来，讲状语从句改成过去分词作状语的结构时，有事也保留连词，构成“连词+ 过去分词”结构作状语。
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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。
，推断（根据课文提供（带着中心词）查读，略读（借助图片，每段首尾句）2.的信息）3. 任务型教学法：围绕课文设计预测，连线，填词。
TorF，翻译难句，选择，讨论等不同形式的活动。
4，独立思考，同桌、小组讨论和合作的学习方法5. 学案辅助教学四．说教学设计：Teaching DesignStep1. Lead-inStep2.Reading1) Predicting2) Fast reading3) Careful readingStep3. Deep ComprehendingStep4. DiscussionStep5. SummaryStep6. Homework具体步骤如下：Step1 lead-in导入环节使用了视频，电影<变人中>的一小段。
主要是让学生对未来生活展开想象力，引起兴趣. 然后反问Do you want to know more about future?接着用一些图片吸引学生。
最后反问do you want to travel to future now?Step2. Reading1.Predicting (预测环节主要是让学生利用课文的图片思考文章中有可能出现的内容。
这样是为了激活学生相关的背景知识，培养学生对阅读的预测能力。
)2.Fast-reading（快速阅读设计了两个活动。
一是回答问题，二是连线匹配各段的中心大意。
是为了提高学生的略读技能。
带着问题，中心词去文中查找）Task1. Answer questions1.Whose first impressions are these?2. Who guided my trip?3. How did he get to the year 3008?Task 2: Match the main idea of each paragraph.Para.1 Staying in Wang Ping's homePara.2 My impressions of life in AD 3008 How I came to take a time travel journeyPara.3The journey Para.4Careful-reading3.需（仔细阅读设计了两个活动。
在学生对文章有了整体了解的情况下，这个环节通过小组活动一是为了让学生重点理解要对细节进一步掌握。
二是为了进一步提高学生的细节查读将来生活与现在生活的不同之处，能力。
）Task1. Fill in the blanksabout the journey, I was __________for the________Before first few days. the journey ”.time lag a result, he suffered from“asby a______During The surroundings were difficult to tolerate. _____ of fresh air and his head ______.the journey Collect a hovering carriage __________by computer.into a large bright, clean room with aLi was showed After green wall made of______. the journey _____ fast Exhausted, he _____ into bed andasleep.（设计了一个表格，让学生填词，降低了难度，同时结合了本单元的语法过去分词做状语从而进步掌握文章的重点句) --Step4. Deep comprehending二是基于文章事实做一个推断题。
, （深层理解部分一是对难句分析并翻译这个环节的设计是为了更深刻的理解文章。
）Task1. Translationlike a what reached looked Ping lost I sight of Wang when we However, large market because of too many carriages flying by in all directions.然而，当我们到达一个看上去像是大市场的地方时，由于有太多车子向四面八方飞奔，我看不见王平了。
Task2.What can you infer from the passage?A. Global warming still exists in AD 3008.B. Everyone would have to put on a mask when they went outside in thefutureC. In the year AD 3008, the air in private houses was poor quality.D. Li Qiang regretted having traveled tothe year AD 3008.Step 5.Discussion: the writer's view of futurePessimistic or optimisticReasons:______________________________________________ ______________________________________________________________________________________________. Pessimistic：1. Worried about the journey, I was unsettled for the first few days.2. At first my new surroundings were difficult to tolerate.3. Hit by a lack of fresh air, my head ached1.Exhausted, I slid into bed and fell fast asleep.(讨论环节的设计是让学生通过讨论，深刻理解作者的观点，需要从课文中找出证据。
做到推测有理有据。
同时也正是对重点句的再次深刻巩固。
)Step6. Summary （走向高考）The passage is about Li Qiang's future journey in a time capsule. He traveled toAD 3008. He was unsettled as ______result of suffering from “time lag”But hisguide , Wang Ping gave him some _________ (tablet) which helped a lot. It took onlya few minutes ______ they came to 1,000 years in the future. At first his new____________(surround) were difficult to tolerate . Hit by a lack ______ fresh air, hishead ached. But after putting on a mask , he felt ________(good) in no time. Hecollected a hovering carriage __________(float) above the ground. He caught_________(sight) of Wang Ping and flew after him to Wang Ping's house,________everything was strange. The wall was made of trees, which provided theroom with oxygen. Exhausted, he ______(slide) into bed and fell asleep. （联系高考设计了词汇语法填空，这10个空，分别冠词，名词的单复数，连词，固定短语中的介词，形容词比较级，固定词组，非谓语动词和动词的时态着手，目的一是对课文再次从整体把握中心，在文中对重点词汇，短语，句子进行巩固，二是平时的阅读也要要向高考靠拢。
同样采用了小组合作并竞争的形式，需要学生把词写在黑板上，并给予计分，鼓励得分的小组。