人教高中英语必修五教案：Unit+3+Life+in+the+future+period1.doc
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。
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(7)
高考英语必修5 Unit 3 Lifeinthefuture 单元复习教学案基础梳理整合词汇拓展1．____________n. 定居；解决→____________vt. & vi.定居；解决2．____________n. 印象；感想；印记→____________vt.留下极深的印象3．____________adj.时常发生的；连续不断的→____________adv. 不断地4．____________n．指导；向导；导游→____________vt.指引；指导→____________n．指引；指导；领导5．____________ adj. 在前的；早先的→____________adv.事先；以前6．____________n.(出入的)通路；开口；开端→____________vt.开；打开→__________adj.开着的；开放的；开口的7．____________n. 周围的事物；环境→____________vt.环绕；包围8．____________vi. & vt. 缺乏；没有→____________n．缺乏；短缺的东西9．____________n．乘务员；服务员→____________女乘务员10．____________vt.容忍；忍受11．____________vi.&vt.按；压；逼迫→____________n．按；压；印刷；新闻→_____n．压力12．____________adj.乐观(主义)的→____________n．乐观(主义)13．____________n．沙漠；荒原→____________vt.抛弃；遗弃14．____________vt. & vi. (使)闪光；(使)闪现→____________n．闪光；闪现15．____________n. 开关；转换→____________ vt. 转换16．____________n．公民；居民；市民→____________n．国籍；公民身份17．____________n．瞬间；片刻→____________adj.立即的；立刻的→____________adv.立即；即刻→____________conj.一……就……18．____________n．生态；生态学→____________adj.生态的；生态学的19．____________adj.贪吃的；贪婪的；贪心的→____________n．贪婪；贪心20．____________vt.吞下；咽下→____________n．燕子21．____________vt.回收利用；再利用→____________n. 循环；自行车vi.骑自行车22．____________n．代表；典型人物→____________adj.典型的；有代表性的→_____vt.描绘；讲述；声称；代表23．____________n．动机→____________vt.作为……的动机；促动；激发语镜记词1．It's necessary for you to ____________(系牢) your safety belt when you drive.2．When I first met him I got the ____________(印象) that he was a shy man.3．The manager mentioned three ____________(方面) of the problem.4．I remember you mentioned the same thing on a____________(以前的) occasion.5．She was no longer ____________(主人) of her own future.6．She never lets her daughter out of her ____________(视野)．7．As I walked through the town, I was ____________(不断地) reminded of my childhood.8．There are several ____________(开关) on the wall.Can you tell me which one turns on the hall lights?9．She is ____________(乐观的) about her chances of winning a gold medal, for she has prepared well for it.10．A lot of children at the school don't live in town, but come from the ____________(周边的；周围的) countryside.短语回顾1．take ____________ 拿起；接受；开始；继续2．be back ____________ one's feet(困境后)恢复；完全复原3．lose sight ____________ ...看不见……4．catch sight ____________ ...瞥见……5．sweep ____________打扫；横扫6．speed ____________ 加速7．slide ____________(快捷而悄声地)移动；溜进……8．safety ____________ 安全带典句背诵1．____________ by a lack of fresh air, my head ached.由于缺乏新鲜空气，我感到头痛。
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。
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 FutureStep 1 warming upStep 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 even worse in AD3005? 鎵炬暀妗?Key: 1. The problem of population will be solved, have begun to Control the birth rate.2. The problems will be still there, and will even worse.3. I don鈥檛think so. Now scientists are trying their best to develop new resources that human beings can make use of ,such as solar energy. In my opinion鈥?step 3锛?fast readingRead the text for the first time and tell what the text is about?It鈥檚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鈥檚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.Step 4 careful reading1. Questions & answers:1. Why did I have the chance to travel to the year AD3005?2. What is a 鈥渢ime lag鈥?3. How did I feel when I was in the capsule?4. Who guides my trip?5. Why did my guide give me some tables?6. Who transported us to the future?Key 1. I took up the prize I won the year before.2. 鈥淭ime lag鈥?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鈥檚parents鈥?company transported us to the future.Difficult and Important Points:Step II. Check the answersStep three language pointWarming upaspect n. ?You鈥檝e only considered one aspect of the problem.The fierce aspect of the salesman frightened the customer off. Pre-readingovercome vt. 鍏嬫湇,鎴樿儨,? 琛ㄧず鈥滃帇鍊?鍙椾笉浜嗏€?鏃? ?be overcome with鈥?鈥溾€︿箣鏋? 鏋佷负鈥?鈥?He overcame the bad habit of smoking.We鈥檒l overcome the difficulty when we got to it.The child was overcome by weariness and slept.My mother was overcome with grief.ReadingUsing LanguageHomework Step I DictationThe 5th PeriodThe 6th periodStep 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鈥榯know. = I honestly don鈥檛know.c Right now = At this momentd The problem is 鈥?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 鈥?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鈥榮quite likely: Quite emphasizes likely and increases the possibility.Step 5 Practice鎵炬暀妗?Demonstrate 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 attentionshould 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鈥檙e 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鈥榬e right.A: But it isn鈥檛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.。
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 FutureUnit 3 LFutureTeaching Goals:Topic:Useful ex::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 a帮助;援助;协助uctures:I still cannot believe that I am taking uat was won last year.Worried abouurney, I was unsettledw daused bw surroundings, I was hit by the laaI was baagain and followedllect a hovering carriage driven by computer. Described a s aus round plalowly in spaaullarth’s gravity.…a table and chaundloor as if by magic.Grammar:1.过去分词作定语（The past participle as theattribute）I followedllect a hovering carriage driven by computer.Tomorrow you will be readvganized by computer. 2.过去分词作状语（The past participle as the adverbial）Worried abouurney, I was unsettledw daused bw surroundings, I was hit by the laair.Period 1Teaching Aims:1. Leaw words and ex2. Heludalk about last, aandutuabluddescribe the last, aanduture.Difficult and Important Points:Compare last, aandutureWhat is luture like? What changes will take place? Teaching Methods:1. First and careful reading,2. Asking and answering question activity3. Individual, Pair work group workTeaching Procedures:warming upShow the studures or vidast andlife, and aures. lead-in: Talk about how many changave bast and2:pre-reading1. Can you tell what problle are facing today?2. What problems do youluture will have overcome? Wwill still bven wAD3005? 找教案 http://zhaojiaoa: 1. The problulation will be solved, have begul the birth rate.2. The problems will be stilland will even wI don’Nowag their best to develop new resources that human beings can make uuch as solar energy. I…：fast readingRead the texand tell whaxt is about?It’s an e-mail written by a man Who has taken up auture.2. Look allowingare in wrong order, telldA. We were transporteduture by aablapsule.B. I arrived a t Wang Ping’s home and everythinguse made me surprised.C.I won a travelar AD3005D. I havaster a hovering carriagareful reading1. Qu answers:1. Why did I havaavelar AD3005?2. What is a “time lag”?3. How did I feel when I waapsule?4. Who guid?5. Why did my guide givables?6. Who transported uuture?I took uI war b2. “Time lag” means agets flashbavioud.3. The seaapsule are vabld Wang Ping is my guidutuThe tablets could hell less nervous and uncertain6. Wang Ping’s parents’ company transported uuture.2. Fillart:Good changesBad changesTime travelCan travel toDas you wishAfter-aveltraan move swiftlyDisorganized, difficuld wayhousessave living spaaceTownsBusy, look likemaasy to get lostAir qualityOwn familyoxygen supplyPoor qualublic plaReading the text to decidwriting and summadeaType of writingThis is aarrative writing.Main ideaassageIt tells about Li Qiang travelingar AD 3005 and his exTaragraphI have traveledar AD 3005.T2nd paragraphI was stillarth buusand yeauture.Td paragraphI was hit by the laair.TaragraphTomorrow I will be readvganized by “ Future Tours”.4. Making a chain of evxt First IGoing by a time capsule 戴的老师。
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)
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.
人教版高三英语必修5教案：《Unit 3 Life in the future》
人教版高三英语必修5教案：《Unit 3 Life inthe future》知识有如人体血液一样的宝贵。
人缺少了血液，身体就要衰弱，人缺少了知识，头脑就要枯竭。
3 Life in the future》。
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。
本教学设计贯穿了新的教学理念，体现了课程改革的鲜明特色，在教学内容的重新调整、教材的合理处理、教学思路的设计等方面作了尝试性的突破与创新，具有较强的实践性和操作性。
高中英语人教版必修5教案-Unit_3_Life_in_the_future
教学准备1. 教学目标①学生能通过导入、文本阅读、句子理解等方式理解、掌握、运用如下词汇：impress, impression, aspect, surroundings, flash a switch, guide, uncertain, fasten the safety belt, take up, capsule, tablet, tolerate, a lack of, mask, be back on one’s feet, make adjustments to, adjust oneself to, hovering carriages, exhausted。
②学生能理解和运用过去分词作状语和定语。
③学生能够通过本课的学习对未来展开想象，并对未来生活进行一定预测，在预测中尝试使用有关表示预测的功能结构，如：It is likely/ unlikely that…, It is possible that…, I’m sure…, It’s certain that…, I wonder if…, I imagine that…, Suppose that…, Perhaps/ Maybe/ possibly/ Probably/ Most likely…等。
2. 教学重点/难点1.通过略读、细读、查读等方式培养学生全方位的阅读技巧。
2.了解记叙文体特征，由物寄情，及利用过渡句、表因果关系的表达方式。
3. 教学用具4. 标签教学过程【导入】Step I Warming－up and lead inWatch a short video about the life in the future with the question: “what impresses you most?”教师通过播放进行剪辑和接拼的网络视频Life in the future---- A day of glass导入课文话题，并通过视频截屏图片引出未来生活关注的surroundings, transport, houses 三方面文本主线及词汇：impress, aspect, surroundings, flash a switch, guide, uncertain, fasten the safety belt。
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。
(完整版)人教版高中英语必修5精品教案Unit3LifeintheFuture
Unit3 Life in the FutureTeaching Goals:1.Predicting the good and bad changes in the future.2.imagine the alien creatures.Functions：1.做出预测（Making predictions）Do you suppose that…?Suppose that…I wonder if…Do you imagine that…? I imagine that…2. 猜测未来（Making conjectures about future）Is it likely/ unlikely that…Possibly …It is possible that …Most likely …I’m sure…Probably…Suppose that …Perhaps …Maybe …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.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，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结合，学习怎么样写report本单元所涉及的要点有：1.学习并了解未来生活的各个方面用与现在生活的不同之处，学习外星人的生活方式。
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 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 predictionsMaking 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 tableStep 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 froma “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.Step 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 PracticeQuestions: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 harmWe 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 for grammar 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 his scientific 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。
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。
人教高中英语必修五教案：Unit+3+Life+in+the+future+period10.doc
新授课课时教案科目：英语教师授课时间：第周星期年月品味人生1、不管鸟的翅膀多么完美，如果不凭借空气，鸟就永远飞不到高空。
想象力是翅膀，客观实际是空气，只有两方面紧密结合，才能取得显着成绩。
2、想停下来深情地沉湎一番，怎奈行驶的船却没有铁锚;想回过头去重温旧梦，怎奈身后早已没有了归途。
因为时间的钟摆一刻也不曾停顿过，所以生命便赋予我们将在汹涌的大潮之中不停地颠簸。
3、真正痛苦的人，却在笑脸的背后，流着别人无法知道的眼泪，生活中我们笑得比谁都开心，可是当所有的人潮散去的时候，我们比谁都落寂。
4、温暖是飘飘洒洒的春雨;温暖是写在脸上的笑影;温暖是义无反顾的响应;温暖是一丝不苟的配合。
5、幸福，是一种人生的感悟，一种个人的体验。
也许，幸福是你风尘仆仆走进家门时亲切的笑脸;也许，幸福是你卧病床上百无聊赖时温馨的问候;也许，幸福是你屡遭挫折心灰意冷时劝慰的话语;也许，幸福是你历经艰辛获得成功时赞赏的掌声。
关键的是，你要有一副热爱生活的心肠，要有一个积极奋进的目标，要有一种矢志不渝的追求。
这样，你才能感受到幸福。
6、母爱是迷惘时苦口婆心的规劝;母爱是远行时一声殷切的叮咛;母爱是孤苦无助时慈祥的微笑。
7、淡淡素笺，浓浓墨韵，典雅的文字，浸染尘世情怀;悠悠岁月，袅袅茶香，别致的杯盏，盛满诗样芳华;云淡风轻，捧茗品文，灵动的音符，吟唱温馨暖语;春花秋月，红尘阡陌，放飞的思绪，漫过四季如歌。
读一段美文，品一盏香茗，听一曲琴音，拾一抹心情。
8、尘缘飞花，人去楼空，梦里花落为谁痛?顾眸流盼，几许痴缠。
把自己揉入了轮回里，忆起，在曾相逢的梦里;别离，在泪眼迷朦的花落间;心碎，在指尖的苍白中;淡落，在亘古的残梦中。
在夜莺凄凉的叹息里，让片片细腻的柔情，哽咽失语在暗夜的诗句里。
9、用不朽的“人”字支撑起来的美好风景，既有“虽体解吾犹未变兮”的执着吟哦，也有“我辈岂是蓬蒿人”的跌宕胸怀;既有“我以我血荐轩辕”的崇高追求，也有“敢教日月换新天”的豪放气魄。
高中英语 Unit 3 Life in the future教案 新人教版必
Unit 3 Life in the future【美文阅读】Robotic age draws closer随着科技的发展，机器人时代的到来已经指日可待。
These days，robots are more common than you might think.Consider the Roomba，a robotic vacuum(吸尘器)which cleans floors on its own.“We wanted to mak e something simple that people could use every day，”says Greiner，cofounder of IRobot，the company that makes the smart vacuum.“And that's what inspired us to build the Roomba.”Some robots like the Roomba are already very common in many US households.IRobot makes everything from the Roomba to robots that someday might become a part of us.“You can have robotics equipped into your body，to get back that arm or leg that you've lost，either in some accident or disease，”says Greiner.Although robots have been developed mainly for military(军用的)applications，civilian uses for the technology are growing，according to Michael Toscano，president of the Association for Unmanned(自控的)Vehicles International.“Unmanned systems allow human beings to do their task with an exten sion of their hands，their eyes and their ears.”“We can put them in the ocean and they'll swim for eight or nine months，collecting data and monitoring ocean pollution，”says Hudson of IRobot.Recently the US Government's Defense Advanced Research Projects Agency (DARPA)displayed a “robotic man”．Instead of depending on remotecontrol，DARPA's “robotic man” can actuallylook at some blocks，find one with a special pattern，and move it to a newlocation.Mandelbaum，DARPA's project manager，says more challenging tasks lie ahead.Some day，a DARPA robot might find a hidden bomb or help a disabled person selecta shirt and button it.To advance the technology，DARPA plans to let members of the pubic write softwarefor the “robotic man”，then sign onto the Internet and wat ch a model of “roboticman” perform the task.It's one of the ways that robots will help humankind to extend its reach.【诱思导学】1．The example of the Roomba shows that .2．Do you think that robots will play an important role in the future？Why?【答案】 1.civilian uses for the robotic technology are growing 2.Yes.Becausethere may be more and more robots coming into our life with the development of scienceand technology.(answers are different)Period ⅠPreviewing(教师用书独具)●教学目标初步掌握本课文中的词汇，浅层次理解课文，了解相关的背景知识。
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新授课课时教案
科目：英语教师授课时间：第周星期年月
精美句子
1、善思则能“从无字句处读书”。
读沙漠，读出了它坦荡豪放的胸怀；读太阳，读出了它普照万物的无私；读春雨，读出了它润物无声的柔情。
读大海，读出了它气势磅礴的豪情。
读石灰，读出了它粉身碎骨不变色的清白。
2、幸福幸福是“临行密密缝，意恐迟迟归”的牵挂；幸福是“春种一粒粟，秋收千颗子”的收获. 幸福是“采菊东篱下，悠然见南山”的闲适；幸福是“奇闻共欣赏，疑义相与析”的愉悦。
幸福是“随风潜入夜，润物细无声”的奉献；幸福是“夜来风雨声，花落知多少”的恬淡。
幸福是“零落成泥碾作尘，只有香如故”的圣洁。
幸福是“壮志饥餐胡虏肉，笑谈渴饮匈奴血”的豪壮。
幸福是“先天下之忧而忧，后天下之乐而乐”的胸怀。
幸福是“人生自古谁无死，留取丹心照汗青”的气节。
3、大自然的语言丰富多彩：从秋叶的飘零中，我们读出了季节的变换；从归雁的行列中，我读出了集体的力量；从冰雪的消融中，我们读出了春天的脚步；从穿石的滴水中，我们读出了坚持的可贵；从蜂蜜的浓香中，我们读出了勤劳的甜美。
4、成功与失败种子，如果害怕埋没，那它永远不能发芽。
鲜花，如果害怕凋谢，那它永远不能开放。
矿石，如果害怕焚烧（熔炉），那它永远不能成钢（炼成金子）。
蜡烛，如果害怕熄灭（燃烧），那它永远不能发光。
航船，如果害怕风浪，那它永远不能到达彼岸。
5、墙角的花，当你孤芳自赏时，天地便小了。
井底的蛙，当你自我欢唱时，视野便窄了。
笼中的鸟，当你安于供养时，自由便没了。
山中的石！当你背靠群峰时，意志就坚了。
水中的萍！当你随波逐流后，根基就没了。
空中的鸟！当你展翅蓝天中，宇宙就大了。
空中的雁！当你离开队伍时，危险就大了。
地下的煤！你燃烧自己后，贡献就大了
6、朋友是什么？
朋友是快乐日子里的一把吉它，尽情地为你弹奏生活的愉悦；朋友是忧伤日子里的一股春风，轻轻地为你拂去心中的愁云。
朋友是成功道路上的一位良师，热情的将你引向阳光的地带；朋友是失败苦闷中的一盏明灯，默默地为你驱赶心灵的阴霾。
7、一粒种子，可以无声无息地在泥土里腐烂掉，也可以长成参天的大树。
一块铀块，可以平庸无奇地在石头里沉睡下去，也可以产生惊天动地的力量。
一个人，可以碌碌无为地在世上厮混日子，也可以让生命发出耀眼的光芒。
8、青春是一首歌，她拨动着我们年轻的心弦；青春是一团火，她点燃了我们沸腾的热血；青春是一面旗帜，她召唤着我们勇敢前行；青春是一本教科书，她启迪着我们的智慧和心灵。