Book5Unit3-Life-in-the-Future说课稿
unit3-Life-in-the-future-说课稿
IV. Teaching Procedures
Step 1. Warming up and Lead-in Step 2. Pre-reading Step 3. While-reading
1.What is a “time lag”? 2.Who guides Li Qiang’s trip?
3.How did he feel when he was in the capsule ? How
to solve the problem?
green tablets
unbelievable, worried, unsettled,
2)Teaching aims: Ability aims
Develop students’ reading skills such as skimming and sanning and enable them to use different reading skills in different reading materials.
4) Teaching difficult points
How to help the students do the reading comprehension efficiently.
II. Analysis of the students
Students in Senior II are at the age of 17-18, who are curious about the world. Although they are at different levels of English fluency, they have a strong desire for knowledge. In addition, they already have enough vocabulary and the basis of reading .Therefore, they can communicate with each other and express themselves in plain English. During the teaching process, I will teach them the proper way to learn English and try my best to arouse their interest in English and their enthusiasm of the life.
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。
人教版高中英语Book 5 Unit3 life in the future reading 教学设计案例
高中英语教学设计案例课题: Unit3 life in the future一. 教材分析本单元的中心话题为Modern Agriculture “现代农业”，其中包括“饮食结构”、“农业生产与环境气候”、“土地利用”等话题。
本课是第十九单元第二课时阅读”（Reading）部分，这是一篇科普文章，该文从中国农业的“历史与现状”、“传统农业技术应用及发展”、“现代农业生产”、“农业生产与生态的前景展望”等四方面对中国农业生产进行了介绍。
本文语言通俗易懂，说明事物层次分明，以激发学生学习的兴趣和热情，让他们对于中国的农业发展有一个全面的了解，并可以对学生进行农业技术的兴趣培养。
二、学情分析高一学生英语基础薄弱，词汇量少，语法知识不足，中式英文思维方式严重，复杂句子结构无法理解，进行阅读相当困难。
三.Teaching Contents 教学内容Unit 19 Modern Agriculture (SEFC Book 1B)Reading: Modern Agriculture(全日制普通中学教科书(必修)人教版高一英语(下)第十九单元《现代农业》的阅读部分)四.Design of Teaching Objectives 教学目标设计1.Target language 目标语言Make the students master the following words,phrases and sentence patterns.(让学生掌握下列单词、短语和句型。
)(1)Important words(重点单词)：Protection,technique,irragation, import, production, garden, wisdom, pratical, system, condition, soil(2)Important phrases(重点词组)：Be harmful to, be friendly to, depend on, stand for,a variety of(3)Important sentence patterns(重点句型)a.It is on this arable land that the farmers produce food for the whole population of China.b.To make as much use of the land as possible, two or more crops are planted each year where possible.2.Ability goals能力目标Improve the students’ reading ability through reading activities.(通过系列阅读活动提高学生的阅读理解能力。
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。
人教版高中英语必修五Unit3 Life in the future说课课件
教材:人教版必修五Unit3 Life in the future 题目: • First impressions Extensive reading
Yesterday is a history Tomorrow is a mystery Today is a gift So we call it present
• 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。
• • • •
2. 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, mask, bend, press, swift, swiftly, master, sight, flash, switch, optimistic, length, take up, lack of, lose sight of, sweep up, catch sight of
• Get the Ss to discuss the problems that human beings are facing today (such as pollution, all kinds of shortages). Make a prediction about the future: which problems may be solved, and which will still be there. This part will prepare the Ss for the text.
高一英语上册 Unit 3《Life in the Future》说课稿(人教版必修5)
的关系，从而达到运用这一目的。这是本课的重点也是难点。
教法学法：教师通过指导学生观察思考语言知识现象，归纳总结语言规则，再通
过循序渐进的练习，从机械性的练习再到半机械性的练习又到真实情景的设置，学生慢慢Βιβλιοθήκη 熟悉掌握并运用本节课的语法知识点。
Teaching Procedure
Suggested answer: puzzled by picked up surprise astonished to lay eggs irrigated by followed
Step 2: Grammar Analysis12’
1. Ask Ss to page 21, and look at practice 1. Ask Ss to translate it.
Suggested answer:
1. Frightened by the loud noise, I went to see what happening.
2.Hit by the lack of fresh air, he got a bad headache.
3. Tired after the long journey, I still enjoyed meeting the aliens on the space station.
6. Change the sentences above to the form of “conjunction+clause”.
Suggested answers:
⑴.As it was well known for their expertise, his parents’ company, called “Future Tour”, transported me safely into the future in a time capsule.
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”。
必修五Unit 3 Life in the future(reading)说课稿
Unit 3 Life in the future Reading部分说课稿一．教材内容分析本单元的中心话题“谈未来”内容涉及人类对今后生活环境的想象、猜测和思考,激发学生的想象力语言技能和语言知识主要围绕“未来生活”这一中心话题进行设计的使学生掌握有关预测和猜测的表达方法Warming up 部分通过一个填表活动引导学生去回顾过去、认识现在和展望未来切入点为“行”和“住”Pre-reading 部分首先让学生列举一些当今世界存在的问题接着要求学生考虑一下在未来世界里那些问题会克服那些问题将恶化这样就为下面阅读作了铺垫Reading 部分以Li Qiang 发自宇宙空间站的电子邮件的形式向读者讲述了他如何安全到达“未来世界”以及在“未来世界”的第一印象教师引导学生把阅读的重点放在“未来世界”生活与我们现在生活的不同点上Comprehending 分成三部分来加深学生对Reading 部分的理解和复习第一部分要求学生根据要求通过阅读找到“未来世界”在以下几方面的变化：跨时空旅行、交通、住房、城镇环境和空气质量接着学生应该在思考的基础上得出自己的结论即哪些变化好哪些变化不好并说明理由第二部分要求学生通过阅读来判断Li Qiang 对未来的态度乐观的还悲观的学生应该在文中找出支持自己观点的论据或例子尽可能说服别人第三部分让学生想象一下Li Qiang 将会去参加什么活动这部分既鼓励学生展开想象的翅膀又为using Language 部分的语篇学习作了铺垫二．学生分析本堂课所教学生为高二理科班的学生，认真踏实是他们在课堂学习实践活动中的特点。
部分学生经过初中和高一阶段对英语这门语言的学习和掌握，已经为高二阶段的英语学习打下了基础。
表现为：大部分学生能够做到课前预习，课堂上能伴随课程的思路，较积极主动的参与课堂活动，如小组讨论，问答练习等；但是仍有少部分学生由于种种原因造成了英语基础薄弱，上课不够积极主动，学习任务完成不充分等问题。
高一英语上册 Unit 3《Life in the Future》说课稿(人教版必修5)
⑶. Exhausted, I slid into bed and fell fast sleep.
4. Ask Ss to observe the sentences, and tell the subjects of the clauses and the relationship between the verbs of the clauses and the subjects of the main clauses. Are they passive or active?
A little girl was walking happily with a basket in her arm. Suddenly, she found an egg lying in front of her. She was_____it. So she wanted to see what was happening. She _____the egg and walked ahead. To her_______, more eggs were lying on the snow. Walking along the eggs, she was ______ to find that a little boy was _____. Then she walked close to the boy. At the same time, she was______ the act of the boy, pulled his trousers and took out a hen from his trousers. Finally, the little girl walked back with the hen in her hand. And the boy _____ her.
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 why?The 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 years?Imagine, 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 AD3008?What impression is it?What is the form of this passage? (an e-mail) Who is Li Qiang writing to?What 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 hoveringcarriage.Read the text quickly, then put thefollowing sentences into the correctorder:c ad bTask 2: Finish the Exercise 1 on Page 19Task 3: Finish Ex.2 on Page 19Task 4: Finish Ex.3 on Page 192. 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 life?What should you do to make our world more beautiful ?Answers:ing the handkerchief instead of the paper napkin.ing paper bags instead of plastic bags.3. Don’t use 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 answer?Student 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)。
英语高三必修五unit3说课稿：Life in the future
Theplantdiedforlackofwater.植物因缺水而死。
Theylackedfornothing.他们无所需求。
联想拓展
lackingadj.匮乏的;不足的;没有的
belackingin缺乏(品质、特点等)
Sheseemstobelackingincommonsense.
她似乎缺乏常识。
高手过招
(1)单项填空
Thoughmoney,hisparentsmanagedtosendhimtouniversity.
(2010•01•陕西宝鸡检测)
ckingof
ckedin
(2)完成句子(原创)
①因为缺乏兴趣这次旅行被取消了。
LastsummerwehadseenthesightsofBeijing.
去年夏天我们游览了北京的名胜。
Crusoewasfrightenedatthesightofamansfootprint.
克鲁索看到一行人的脚印，他非常害怕。
高手过招
(1)单项填空
Formilesaroundmetherewasnothingbutadesert,withoutasingleplantor
makeanimpressiononsb.给某人留下印象
makenoimpressionon对无影响/效果
givesb.afavorableimpression给某人留下好印象
animpressionofonesfoot某人的脚印
Yourperformancegavemeastrongimpression.
C.performing;withD.toperform;by
人教版新课标高中英语 必修五 第三单元 B5U3 Life in the Future 说课课件设计 (2)
Summary and self-reflection
Have understood the passage thoroughly? Have had a good command of writing after reading? Have learnt how to contribute to the future life
Step 2 Reading
Task 1 Read for the structure of the passage.
Reading tip:
To grasp the structure, you should find out the main idea of each paragraph.
AD 2008
The journey
2
1
How I came to take a time travel journey
Staying in Wang
4 Ping’s home
3
My impressions of life 1000years into the future
AD 3008
Task 2 Read for details.
Group
问题1分 对话3分 文章5分
Homework:
1.To polish the composition and write it down on the paper as well as you can. 2.To finish relevant topic reading.
G1 the future school G2 the future office G3 the future car G4 the future robot G5 the future clothes G6 the future hospital
Book 5 Unit 3 Life in the Future定稿
future in a time capsule. 5 by the new 6 , he was hit by a lack of
fresh air and his head ached. He had to put on a mask to get enough oxygen.
Then he flew behind Wang Ping in a hovering carriage. 7 at Wang Ping' s
根据课文内容完成下面语法填空，注意单词拼写和词语用法。
Li Qiang took up a prize 1 he won last year and traveled to the 2
AD 3008. Although he 3 “time lag”，he was transported
4 into the
c.___________________________________________________________________
Book5 Unit3 Life in the Future
Period 3 Language Points
一、学习目标：1 掌握以下本节课出现的短语、单词的用法。 2 能够独立完成相关的练习。
【搭配】：fasten…on…（使……）盯在……上
His eyes fastened on the piece of paper. 【即境活用】Your attention should_______ this problem. A. focus on B. be concentrated on C. be fastened on ★ in all directions (=in every directions)朝四面八方
高二英语Unit3Lifeinthefuture说课稿
高二英语Unit 3 Life in the future说课稿高二英语Unit 3 Life in the future说课稿作为一名辛苦耕耘的教育工作者，通常需要准备好一份说课稿，认真拟定说课稿，说课稿应该怎么写才好呢？下面是小编帮大家整理的高二英语Unit 3 Life in the future说课稿，供大家参考借鉴，希望可以帮助到有需要的朋友。
一、教材分析(一)教材概述：本套教材在保留SEFC基础上，根据当前教改精神而进行重新编写，它较好地衔接了已实施三年的初中义务教育教材，体现了“中小学英语教学一条龙”的设想。
本单元围绕Life in the future(未来的生活)这一主题开展听、说、读、写多种教学活动。
随着人类文明的进步，未来社会人们的生活方式将如何发展，人们的生活究竟是什么样的情形，这是一个非常贴近生活、具有时代性、可挖掘性的教学主题。
语言素材涉及人类生存方式的不断演变，具有典型的时代气息，有利于学生了解生活，展开想象。
素材选择兼顾学生的知识面，已有词汇、生活经历等，体现了教材编写的“以学生为中心”，及“听说领先，读写跟上”的教学理念。
（二）教学目标：理论依据：《新课程标准》（实验稿）根据《新课程标准》（实验稿）关于总目标的具体描述，结合高二学生实际和教材内容，我们分语言知识、语言技能、学习策略、情感态度、四个方面制定相应教学目标：（1）语言知识：单词：学习掌握一些有关生活的词汇，如：prediction, contemporary, cash, purchase, reform, catch a glimpse of , keep in touch with, pay attention to, in store等。
功能：学习掌握一些用于讨论、评价生活的结构句式，如：What will life be like in the future?What kinds of jobs will they have?It would be wonderful if ...No one can predict whatwhen...语法：学习、掌握关系副词when，where，why、how引导的`名词性从句及关系代词和连词引导的名词性从句。
人教高中英语必修五 Unit3 Life in the Future[教案]
![人教高中英语必修五 Unit3 Life in the Future[教案]](https://img.taocdn.com/s3/m/95273b8baf1ffc4ffe47acfa.png)
Teaching Plan for Book 5Unit 3 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.。
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Book5Unit3 Life in the Future说课稿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 why?The 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 years?Imagine, 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 AD3008?What impression is it?What is the form of this passage? (an e-mail) Who is Li Qiang writing to?What 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: Finish the Exercise 1 on Page 19Task 2: Finish Ex.2 on Page 19Task 3: Finish Ex.3 on Page 19Step4. DiscussionDid you do anything bad for the environment in your daily life?What should you do to make our world more beautiful ?Answers:ing the handkerchief instead of the paper napkin.ing paper bags instead of plastic bags.3. Don’t use 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 answer?Student A --------Li Qiang’s friend or classmateStudent B --------Li Qiang(With the task, students learn to gather the main information.)Step6. Homework:1. Choose one paragraph to read aloud and retell it.2. Preview the reading on Page 22.。