人教版高中英语必修5 Unit3_Reading名师教学设计

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人教版英语必修五Unit 3单元整体教学教案

一、教学材料授课年级、教材（名称、版次和页码）、单元名称、主题授课年级：高二上第一学期教材名称：Module 5 Unit 1 Great Scientists版次：人教版页码：page 1-8单元标题：Great Scientists二、单元教学内容分析1. 描述性分析：教材的主题线索、单元结构、各部分的关系、内容、语言特征、活动等；本单元中心话题是“科学家如何以探索、钻研、无畏的科研精神验证未知的科学真理”。

通过本单元的学习，学生可以了解一些科学家发现真理的过程，丰富科技文化意识。

单元的各项活动和设计都围绕着一些科学家的主题进行。

单元中有warming-up, pre-reading, reading, comprehending, learning about language, using language, summing up, learning tip, reading for fun几个部分组成。

每一个板块任务明确，一目了然。

“热身”(Warming Up)部分要求学生完成问卷回答。

通过回答问卷，学生可以得到更多关于科学家的背景知识。

“读前”(Pre-reading)部分要求学生以小组形式回答若干个问题，其中让学生预测了解进行科学研究的步骤，并引导学生在阅读理解后检验自己的预测是否正确。

第一篇阅读(Reading)部分介绍英国著名医生John Snow是如何通过考察、分析、探究的科学方法，发现并控制“霍乱”这种传染病的。

通过阅读课文，使学生领悟科学家的周密观察、勇于探索、认真分析的科学精神，了解科学发现的全过程具有其科学的严密性。

“理解” (Comprehending)部分的练习一让学生按文章的主要信息排序以达到对文章的初步分析以及理解。

练习二通过提问获取文章细节信息，使学生通过整理细节进一步理解文章。

练习三是在前两个练习的基础上引导学生写出文章大意，帮助学生对已掌握的信息进行综合，从而加强学生的归纳概括能力，同时通过理解后的语言输出活动帮助学生更完整地理解文章。

高中英语人教新课标必修五Unit3 Reading 学案设计

Unit3 Reading 优教学案（一）Unit 3 Life in the future学习目标1. Talk about life in the future.2. Practice making predictions.学习过程Step 1: Fast ReadingTask 1: Go through the beginning and the ending and fill in the blanks. The passage is a from Li Qiang to his parents on (date). Task 2: Read the passage quickly and answer the questions.(1)The passage is mainly about (whose) first impressions of .(2)Divide the passage into two parts according to the key words.Part 1(Para. 1- ) Before arriving at the futurePart 2(Para. -4) First impressions of future lifeStep 2: Intensive readingTask 1 Careful reading(Para. 1-2)(1)Why did Li Qiang go into the future?(2)How did he feel at first?(3)How did he get to the future?Task 2: Careful reading(Para. 3) First impressionsAir quality(1)What were his first impressions of the air quality?(2)How did he solve the problems?Transport(1)What was the transport?(2)How was the transport?Task 3: Careful reading (Para. 4)First impressions house—wall—table and chairs—bedStep 3: Post-readingSummary:I was taking up a that I last year. I was very and at first. I was transported safely to the future in a . The air in the future was as though its combination of gases had little left. Wang Ping asked me to put on a . We then collected a driven by . By or down in your seat, you can move . At last, we arrived at a house whose wall was made of . A table and some chairs rose from the as if by . A bed was also produced from the .Step 4: DiscussionWhat else would Li Qiang tell in his next spacemail?Group workMy imagination of future lifeAir quality; Transport; House and other aspects(Key words: time capsule, thin, a lack of, unbearable, hovering carriage, move swiftly. . . )Suggested structure:I suppose/imagine that. . .I wonder if. . .It is likely that. . .课后作业Level 1: Write an e-mail to Li Qiang’s parents to tell them more news.Level 2: Write a composition about your first impressions of future life.Level 3: Learn more about the future life by entering the suggested websites:http: //www. nehrp. gov/http: //future life. usgs. gov/http: //www. geohaz. org/参考答案学习过程Step 1Task 1spacemail; 15/11/3008Task 2(1)Li Qiang’s future life(2)2 3Step 2Task 1(1)Taking up the prize that he won last year.(2)Nervous/Uncertain.(3)By time capsule.Task 2Air quality(1)Thin air; little oxygen; a lack of fresh air.(2)By putting on a mask.Transport(1)A hovering carriage.(2)By bending or pressing down; move swiftly.Step 3prize; won; nervous; uncertain; time capsule; thin; oxygen; mask; hovering carriage; computer; bending; pressing; swiftly; trees; under; floor; magic; floor。

高二英语人教版必修五Unit 3教学设计教案

Unit 3 Life in the future 学科：English 授课班级：Senior Two 授课时间：ⅡⅢ. 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，认识现在旁注和展望未来。

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。

人教版英语必修五Unit 3(Warming up and Reading)同步教案

Unit 3 Life in the futureWarming-up & Reading*Teaching goals:1. Learn some new words and expressions.2. Improve the reading skills of the students.3. To illustrate Ss’ imagination of future life.4. Know more advanced forms of transport in AD 3008 and the advantages and problems of life in the future.*Teaching important points:1. Have the students discuss the changes that have taken place these yearsand what will happen in the coming one thousand years.2. Encourage the students to predict what problems people will have to overcome*Teaching aids: The blackboard; A computer and a projector.Teaching proceduresStep I Warming UpWatch a video about life in 2050 directed by a foreign director. And lead students to think and imagine the future life.Step Ⅱ PresentationLearn the some new words with some pictures, and try to make sentences with the new words.Step Ⅲ Fast readingT: Now please open your books and turn to page 17. Let’s read the pa ssage First Impressions. Read it quickly and then tell me what it is about.T: Well, have you finished reading the passage?Ss: Yes.T: OK. Who would like to tell me what the text is about?S: It’s an e-mail written by a man who has taken up a trip to the future.T: Good.Step Ⅳ SkimmingSkim the text and try to find the answer to the questionQ1: Which changes are mentioned in the text? They are good or bad?Time travel – transport – air quality – religion – clothing – eating – houses –townsQ2: How many people are mentioned in the text? Who are they?Q3: When did the writer write this letter? And to which year did he travel?Q4: Why did Li Qiang travel to the year AD 3008?Step Ⅴ DiscussionGet the Ss to compare life at present and in the future. Find out the changes on several items. Try to distinguish which changes are good and which are not good and give reasons.Step ⅤI Careful readingRead the text and then decide whether the following statements are ture or false.1. Li Qiang was sent to experience the life of AD 3008.( )2. The life of the future is comfortable and the flight journey to the future was dangerous.( )3. It was difficult for Li Qiang to learn to use the hovering carriage.( )4. Li Qiang had been transported into the future of his hometown.( )5. In the future, everything is prepared by magic.( )Step ⅤI I HomeworkReview the key sentences in the text.。

高中英语人教版必修5Unit3LifeinthefutureReading教案(系列二)

Unit3 Life in the future教案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.Difficult and Important Points:pare life in the past, at present and in the futureWhat is life in the future like? What changes will take place?Teaching Methods:1. First and careful reading2. Asking and answering question activity3. Individual, Pair work & group workTeaching Procedures:Step 1 warming upShow the students some pictures or videos of the past and present life, and ask them their first impressions of the pictures.leadin: Talk about how many changes there have been in the past and in the present.Step 2: prereading1. Can you tell what problems people are facing today?2. What problems do you think people in the future will have overe? Which ones will still be there or even worse in AD3008?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’t think so. Now scientists are trying their best to develop new resources that humanbeings can make use of ,such as solar energy. In m y opinion…step 3： fast readingRead the text for the first time and tell what the text is about?It’s an email written by a man Who has taken up a trip to the future.2. Look at the following sentences, they are in wrong order. Tell me the correct order for these sentences.A. We were transported into the future by a fortable 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 AD3008D. 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 AD3008?2. What is a “time lag”?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. “Time lag” means a person gets flashbacks from his previous time period.3. The seats in the capsule are very fortable.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’ pany transported us to the future.2. Fill in the Chart:3. Read the text to decide on the type of writing and summary of the ideaMaking a chain of events from the text First ImpressionsStep 5: Discussion: Sample answers Ex.2I think the writer has an optimistic view of the future. He was very excited when he traveled to the year AD 3008 an d couldn’t believe if was true. From this, we can see he is eager to go to the future. Though she was hit by the lack of fresh air,。

人教版必修第三册Unit5Reading for writing名师教学设计

Unit5 Reading for writing 名师教学设计Teaching Objectives：By the end of the class, students will be able to1.master following new words and phrases: tailor, element, clerk, option, downstairs, plot, in that case, be willing to do, etc.2. understand what Henry experienced in the tailor shop, and the change of the characters’ feelings.3. know the main feature of the play, especially the function of the dialogue and the stage direction.4. write another small play based on the analysis of this play.Teaching Important and Difficult Points：How to make students work out the change of the characters’ feelings.How to make students work out the function of the dialogue and the stage direction.Teaching Procedures:Step 1: Retell the ExperienceStudents will be asked to retell the experience of Henry with the help of the pictures and key words:Teachers: Now let’s continue Henry’s journey with the bank notes.Where would Henry go? (a picture)—— tailor’s shopWhat would happen in the tailor’s shop?Step 2: PredictionActivity: Match1.Student will be asked to recall the six elements of a play first:(title of play, scene, character names, narration, lines of dialogue, stage directions)2.Student will be asked to find the parts of the six elementsThe teacher comments on this part: So what happened in the tailor’s shop? Let’s read for more details.Step 3: Read for StructureStudents will be asked to skim the play within 1 minute and answer the questions:1.Can you divide the scene into three parts, according to the bank note?( Before showing the note, while showing the note, after showing the note)2.What’s the main idea of each part?(Henry was treated badly in the tailors shop, The change of the owner’s and clerks’ attitudes, Henry was treated enthusiastically in the tailors shop)The teacher comments on this part: Wow, the clerks and the tailor changed their attitude so obviously, but what happened detailedly in the scene? Why did their attitude changed so much?Step 4: Read for Plots1.Students will be asked to read the play carefully and finish the following chart with their own words:2.Students will be asked to read more carefully and discuss with their partners about the followingquestions:What were their attitudes in different plots? Show your opinion with the key information/words.The teacher comments on this part: sometimes we can get the hidden message and the emotions of characters from their lines, and the stage directions. And never judge a person from his appearance.3.Students will be asked to look through the play again and answer the following questions:How does the writer organize the plots? Or how did the atmosphere change with the development of the plots?The teacher comments on this part: So when organizing a play, we should also pay attention to the atmosphere in different plots. Now it’s your turn to write another scene of the play.Step 5: WritingAfter leaving the tailor shop, Henry wanted to have his hair cut, so what would happen to Henry in thebarbershop? Students will be asked to discuss and then write a short play with the help of the following cluesPart of my versionN: After leaving the tailor’s shop, Henry keeps walking along the street with the bank note in hand. When passing a barbershop, he sees his hair like straw. So he walks into it. (putting the note into pocket) 1st Barber: (in a normal manner) What can I do for you?Henry: ( point to a famous start’s photo) I want to make my hair look like that one.1st Barber: (in an impatient way) Are you sure? Do you know how much will it take?Henry: I’m sure. Please have my hair cut like this.1st Barber: OK. And Mary, wash his hair, please.Mary: (with a “please” gesture) This way, sir.2. Make an outline of the scenes(B--W--A) .3. The change of the characters’ feeling in different scenes.4. The dialogue happened among the characters.5. The stage direction you may give.1st Barber: (walking to another barber) See this man. I bet that he cannot afford the prize. I’m busy now, and I can’t offer him my service.2nd Barber: Me too. Never brother me.Mary: (after washing, and without looking at Henry) This way, sir. Please sit and wait here. Henry: (nearly 15 minutes later). Huh, hello? Who can help to cut my hair?(A few seconds later)3rd Barber: (hurry to Henry) Sorry, sir? Can I help you?Henry: Yeah, I want to have my hair cut like that one.(point to a famous start’s photo)3rd Barber: Sorry, sir. But I have to tell you the prize of it first. Because I think that it may be a little expensive for you.Henry: (raise his eyebrow) Yeah?3rd Barber: It’s a little expensive. You may have to pay at least 50 dollars.Henry: Thanks for telling me this. But I think maybe I can. (Then, he took out the bank note, unfold it on the table)...。

人教版英语必修五Unit 3 Life in the future“ First impressions ”Reading阅读课教学设计

人教版Module 5 Unit 3 Life in the future ( “First impressions ”) Reading阅读课教学设计一、教学内容人教版Module 5 Unit 3 Life in the future ( “First impressions ”) Reading二、教材分析这节课的阅读文本为人教版新课标Module 5 Unit 3 Life in the future的第一篇课文“First Impressions”。

文本所在单元的中心话题是“未来生活”，而这篇文章主要讲述的是主人公Li Qiang在时空旅行前、时空旅行中及时空旅行后的所见所想。

作为一篇书信体的记叙文，这篇文章以时间为顺序描述了主人公在不同的阶段中心情的变化，好友Wang Ping为其提供的帮助，以及未来世界的生活给他带来的新奇的第一印象。

由于是一篇科幻性质的文章，所以对于同学们来说既有新鲜的阅读感受，也会在词汇和理解上有相应难度。

教材内容为学生提供了想象的空间，能够培养学生预测未来的想象力，通过对现实生活与未来生活的对比，唤醒学生把握现在，爱护环境，保护自然的意识，了解科技的巨大力量，并培养其从自身做起开创美好未来的创新精神。

同时，从Wang Ping的善解人意和为主人公提供的各种帮助方面，也可以体会到友情的可贵。

三、学情分析这节课的授课对象是高一下学期的学生。

在语言能力方面，应已经掌握了基本的阅读技巧，和一定的词汇量，应该能够用英语比较清晰地表达自己想法，准确地描绘生活现象或表达个人情感，能用基本的词汇、句型对未来生活作出描绘与预测。

在学习能力方面，对于高二的学生来说，其自主阅读与表达能力有一定的基础，具备良好的团体协作能力，并能进行有效成功的交流合作讨论。

四、教学目标1.语言知识目标：识记与单元话题相关的部分词汇和表达，能清晰表达自己的创新想法。

2. 阅读技能目标：训练获取文本大意、细读寻找特定信息等阅读技巧；把握文章主要结构，获取并分析特定细节；培养小组合作意识。

人教必修5英语Unit3 Reading 教学设计

2.学习与未来社会相关的词汇。
语义目标：
1.学生能认识现在，展望未来，激发学生的想象力；
2.学生能深入理解文章内容，并复述课文。
语用目标：
1.能谈论个人对未来社会的想象；
2.能通过对比分析想象未来社会中人们解决现有问题的方法；
学习策略：
1.通过略读文章找处细节，归纳文章的主题思想；
2.能运用跳读策略寻找细节信息
S: Li Qiang’s feeling about the journey.
Paragraph 3:
1. Find details to describe the air quality and the transport;
T: Let’s get familiar with some terms about future life.
Eg: green tablets; time capsule; hovering carriage.
1.通过讨论现在生活中的问题，以及希望做出的改变，引导学生思考展望未来的社会。
2.通过了解与未来社会相关的专业术语、表达，减少学生的阅读障碍。
3.能学会用思维导图总结文章结构和主旨大意。
教
学
重
难
点
教学重点：
1.通过训练提高学生略读的阅读技巧同时培养学生通过细节信息，总结主旨大意的能力；；
2.通过学习本文学生能对作者笔下的未来世界有一定的了解，并且自己展开丰富的想象。
教学难点：
1.如何指导学生展开对来来社会的想象；
2.让学生用发展的眼光，展开对解决现有社会问题的思考。
D. The change of life between now and the future
Q: This passage is written in the order of ________. (time/ space/ importance)

人教版英语必修五unit3教案教学设计

Unit 3 Life in the future教案教学设计Teaching Contents:Oral practice based on the reading passage on page17 to page18.1. Orally, answer several questions according to the text.2.Practise two topics:1) What do you suppose the future transportation will be like?2) Imagine where the house will be built in the future ?3. Listening and retelling.Teaching aims:1.Inspire the students to imagine the future life.2.Inspire the students to say something about the future transportation and housing.3.To improve the students’ oral ability.Teaching Important & difficult point::1.Inspire the students to imagine the future life and use the proper expressions.2.Enable the students to understand the meaning of the text, and say something according tothe text.3.To improve the students’ oral ability.Teaching methods:reading; asking and answering activity; pair or group work.Teaching Aids: A computer, multmedia.Teaching procedures:Step1: Lead-in .Enjoy a short video, cut from a science fiction film I, robot, to lead the students to imagine the future world. Step2: Fast ReadingAsk the students to read the text quickly, then find out the main idea of the text,and answer several questions according to each paragraph.purpose: These questionts are simple questions, just to help the students get a briefacquaintance to the future world described in the text.Step3: Listening and retelling according to paragraph 4. Show some tips to help the students retell the sentences.Purpose: This exercise is a practice for oral test part C in NCEE.Step4: Design two topics while talking about the hovering carriage and Wang Ping’s house.Practise the dialogues of making predictions.Topic 1: What do you suppose the future transportation will be like?Topic 2: Imagine where the house will be built in the future ?The students may use these structures :I suppose the transportation will be something like a ….I suppose , in the future, the house will be built in…..I imagine that ….Purpose: To practise the structure orally I suppose that… , I imagine that.. .Step5: Summary of the text orally.This passage mainly tells us about a boy named Li Qiang”s trip to the future. It tells us how he got to the future, how he felt and what he had seen.Step6: Discussion.“What’s the writer’s attitude towards the future, optimistic or pessimistic?”“How do you know? “The students may begin like these :•In my opinion, the writer’s attitude towards the future is _________ .•As far as I am concerned, the writer feels _________ to the future.•I think the writer has an _________ view of the future.Purpose: To learn to analyze the writer’s attitude and express your conclusion.Step7 Homework1. To talk with your chairmate on the topic:Imagine, what the future world will be?2. Review the reading passage and find out the difficult language points to you.3. Finish exercises 1,2&4 on page 19.4. Review the words and phrases of this unit. A dictation tomorrow.Display on the blackboardUnit 3 Life in the Futurewh- do you supp ose ….?I suppose …..I imagine that….And some words, perhaps they will be: science fiction film, high-tech, time tunnelPs: Display on the screen。

人教必修5英语Unit3 Using Language Reading 教学设计

Unit3 写作名师教学设计Lesson Plan forModule Five Unit 3 I Have Seen Amazing Things(Reading for Writing)T: Teacher Ss: Students1. Teaching ideologyBased on the correct steps of language using, especially expecting for a output by the end of the class, a sufficient understanding of the text is necessary. According to the scaffolding teaching method, in this class, the teacher is supposed to help students grasp the main idea of the text and lead the step to be productive in a summary writing.2. Analysis of teaching materialThe reading material is from NSEFC module 5 unit 3 using language, of which the topic is life in the future. The passage mainly covers three innovative inventions in the future, which requires students to imagine. The material consists of many new words; while the purpose of the class is to write, the teacher can’t pay much attention on the new words, thus a necessary preview. The text doesn’t have much hidden meaning between lines, plus a clear structure, a summary writing is suitable and also meet with new requirements of the English examination in NCEE.3. Analysis of learnersThe learners of this class are from grade 2 in Fenghua High School. As grade-two students, they have managed some strategies and enough vocabulary to help them understand the passage. They are easily motivated and want to air their opinions on the topic. They are familiar with the topic after finishing reading period. But as the passage is a bit longer than a test material, and they seldom write a summary for a narrative one, higher level of output should be obtained by efforts and the guidance of the teacher.4. Learning objectivesBy the end of the class, Ss will be able to:Grasp the main idea of each part of the passage;Conclude the key words for advantages and disadvantages for these inventions; Recall the criteria in writing a summary;Master the writing skills such as replacing and adopting different words and sentences, simplifying complex sentences and so on.5. Learning focuses and anticipated difficulties5.1 Learning focusesThe structure and key points before a summary writing;5 tips and the guidance of criteria during a summary writing.5.2 Anticipated difficultiesSs may have difficulties in understanding and memorizing the scientific terms.Ss may get confused with the long sentences such as “The only limitation is… may be sent”.Ss may feel challengeable to use the writing tips to come up with new ways of paraphrasing.6. Teaching ProceduresStep1: Warming up (5 min)Activity1: topic lead-inT presents some pictures of different stages of cell phone based on the topic of the experience of breaking an iPhone, thus leading to the topic of mobile phone, its waste disposal and manufacturing, which echoes to the body of three inventions.Activity 2: imaginationT asks Ss the question of the way of communicating in the future, transiting to the passage naturally.Purpose: By introducing topic of cell phone development, in which T and Ss all witness the rapid promotion of communication, thus making Ss easy to accept; while by imagining what the future way of communication is, Ss can practice creative writing.Step 2: ReadingActivity1: Read for structure (4min)Ss are supposed to divide the passage and write down the main idea of each part.Part 1:(Para ________)Main idea: an i____________Part 2:(Para _________)Main idea: the a________ and dis___________ of three____________Part 3: (Para ________)Main idea: _______________________Activity 2: Read for key points (4min)Modern Inventions of the 31stCentury Only to be seen on the Space StationCommunication Waste Disposal Manufacturing invention Thought pad A waste machine Manufacturingrobots advantagesdisadvantages Not mentionedPurpose: Division of the text and the table of key words in the body part is the framework of the text. As limited time doesn’t allow too detailed reading, Ss can practice the skill of skimming and scanning easily. What’s more, in retelling the advantages and disadvantages of the inventions, Ss also make original output for they are asked to answer it in complete sentences.Step 3: Read for writingActivity 1: recall criteria (1min)Ss are supposed to recall some requirements for a summary.Criteria for writing a summaryCover all the key pints; Use correct language; Write coherent passage;Avoid copying the original sentences; Limited words; Write neatly.Purpose: Recalling the criteria of a summary in a test can give a sense of familiarto students and make the writing purposeful.Activity 2: Methods of paraphrasingPart1: An introduction(4min)Ss will find out the hey word in the first part: space station+ the most modern, inventions+ the most up-to-date. Next step is combining them together under the guidance of tip1 and tip 2:Tip 1:Replace expressions with similar words.Tip 2:Change sentence patterns.T’s version: I paid a visit to an advanced/newest/latest space station, in which three newest/latest inventions were presented.I visited an advanced/newest/latest space station and three latest inventions there. Part 2: Three inventions (5min)Ss are under the guidance of tip3: Break the long sentences into words or phrases, to write their own simplified sentences using a “with…” structure.T’s version: It had the disadvantage of ambiguous message with an unclear mind. Then, in order to make the summary more natural and coherent, Ss should apply correct linking words in consistent with the feeling of the author and the tone of the text, which is the aim of tip 4.T’s version: The first stop, thought pad, was a way of express, efficient , and environmental to communicate, despite/although... the disadvantage of ambiguous messages with an unclear mind.Purpose: By focusing respectively on each part, T can build scaffolding in detail and present Ss with peer learning, hence leading to an effective learning.Practice: A waste machine & manufacturing robots(7min)Ss can practice writing the rest two inventions guided by the tips above in pair works. And T invites them to type on the screen for better appreciation.At last, correct usage of linking words as tip 5 in writing a summary is mentioned. Activity 3: Make an output (10min)After learning these 5 tips and some simple try-out, Ss are eager to practice writing it down as a whole passage. Referring to the tips, Ss work in groups of 4 to discuss and share. T takes photos of typical pieces and put them on the screen for appreciation. Purpose: In group work, Ss’ mind would be more active in sharing ideas, and the process of scaffolding can be completed by peer correction if one student doesn’tcatch T’s insertions.Step 4: AssignmentPolish the summary.Purpose: By then, a process of summary writing is accomplished. After this class,Ss will review what we’ve explored in the class to think their summary over, and are more likely to master more methods in a summary writing.7. Blackboard design。

人教版高中英语必修5 Unit3 Reading 优秀教学设计(二)

Unit3 Reading 优教教学设计（二）设计意图In this period, the first aim is to help students understand what life in the future might be like. This content of the passage provides students with imagination and is aimed to develop the ability to predict the future. Comparing the present life and the future life, students can be aroused to master the present time, treasure the present life and protect nature.By the comparison form, guide students to review the past, know about the present and look forward to the future. Through this activity, students can be prepared for reading the text.Pre-reading is an important part in which students list some problems humans face. The questions can be prepared for the content of the passage.This reading is to introduce an e-mail that is from the future, which narrates how Li Qiang arrived at the future world, his impressions of the future world as well as daily life and the means of transport in the future. The differences between the present life and the future life should be emphasized.教学目标1. Get students to talk about life in the future.2. Students read the text “First Impressions” and master the whole structure.3. Students master the reading skills and be familiar with common language usages.教学重点1. Help students get a further understanding of the basic information.2. Help students master the words and expressions in the reading passage.教学难点Help students improve the reading skills,教学过程Step 1: Lead-in（设计意图：询问学生如何去上学，由日常交通工具的变化引出话题；总结交通工具的发展历史，预测未来的交通方式，引出跨时空旅行，从各个方面稍微接触现在与未来的不同，从而进入阅读文章的处理与学习。

人教必修5英语Unit3Reading 教学设计

Unit3 Reading 名师教学设计（一）M5U3 Life in the Future一、教材分析First Impressions是必修五第二单元的阅读文章，这是一篇科技小说同时也是一篇记叙文，以信件的形式给读者展现了作者Li Qiang 第一次乘坐太空舱到3008年，对未来世界的第一印象，同学们看到了3008年空气污染严重，交通拥挤，空间狭窄，感慨环境恶劣，从而深感保护环境的重要性。

本文是以时间、地点顺序来记叙的，脉路清晰，语言凝练，词汇表达地道，适合高二学生阅读。

基于上述分析，本节课的教学设计思路从话题、体裁与语言三个层面入手。

(1)话题层面：通过课前视频映入话题，使学生畅想未来世界之旅。

课前通过坐飞机引入相关词汇和表达，激活学生关于该话题的认知，与文本建立联系。

(2)体裁层面：这是一篇记叙文，通过文章深入解读使学生明确记叙文的框架。

(3)语言层面：通过对文章语言的欣赏，让学生提炼话题相关的观点表达，以及对文中句子的剖析，表达自己的理解。

二、学生分析授课对象为稽山中学高二学生。

大部分同学英语基础扎实，语篇阅读速度和语篇的理解较好，但在阅读实践中，他们的语言优势和阅读技能有时不能很好的展现，语言表达也有待提升。

三、教学目标1、知识目标:Students will be able to grasp the usage of some key words and expressions inthis article, such as take up; unsettled; fasten the safety belt; be back on one’s feet; stewardess2、技能目标:(1) Students will be able to apply two basic reading skills: skimming and scanning while reading the article in this class.(2) Students will learn some writing techniques, such as how to describe one’s feelings, how to describe terrible surroundings.(3) Students will learn to use some words to express their own feelings.(4) Students will use what they have learned and practiced in this class to write a speech about how to establish a civilized city with the help of what they learnt in this class.3、情感态度目标:(1) Students will be able to understand and grasp the impressions of Li Qiang’s journey to the future life.(2) Students are expected to know the significance of environmental protection and take actions to protect our future.四、重点难点【教学重点】(1) 学生对核心词汇的掌握：aspect, surroundings, unsettled, take up, be back on one’s feet(2) 学生基于综合视野的阅读能力的进一步训练和巩固。

人教版必修5英语Unit3Reading公开课教学设计

Unit3Reading公开课教学设计（二）Learning aims1.Learn some new words and expressions2.Improve the students’ reading skills3.Know the more advanced forms of transport in AD3008 and the advantages and problems of life in the future.Important pointsCan find what happened to Li Qiang before and during the journeyDifficult pointsCan find what happened to Li Qiang before and during the journeyLearning stepsStep I Warming upWhat changes happened in our life from the past to the present?Step II Pre-readingLook at the pictures and title and predict the main idea of the passage.Step III Fast ReadingPlease choose the right answers to complete the chart.A. Some details of the tourB. Boarding and taking offC. A brief introduction of the tourD. What happened to Li Qiang during the tourE. What the future home looks likeStep IV Detailed ReadingPara. I---_______the journeyReason: ____________________________________________________________ Feeling: ____________________________________________________________Problem: _________________ how to deal with it? ________________________ Para.2 ---_______the capsuleThough the______ _______seats a______ drink lay_______ swinggently sideways _______the journey ______years later outside the capsulePara. 3 ---_______the capsule1. How did I feel as soon as I was transported to the future?___________________________________________________________________ 2. How did Wang Ping solve this problem?___________________________________________________________________ 3. When and why did he get separated from Wang ping?__________________________________________________________________4. What do you think has caused this kind of problem that Li Qiang’s head ached?A. he got a bad cold when traveling.B. there was no air at all.C. he felt a bit homesick.D. he was hit by a lack of fresh air.Para.4--- ___________(a large bright clean room)Step V SummaryNow try to find out what happened to Li Qiang before and during the journey. Before the journey Li felt _______ and ________ at first, as a resulthe suffered from _______.During the journey (1) Li was transported safely into the future in aChoose the suitable words or expressions to fill in the blanks by using their correct forms according to the text.Dear Mum and Dad,I still cannot believe that I am 1.______my prize that was won last year. I have to2.______Rub my eyes to3.______myself that I have traveled to the year AD3008.Asa result ,I suffered from “time lag”,which meant that you should keep getting flashbacks from your 4.______time period. My friend and 5.______, Wang Ping ,together with me, got into a time capsule , which would transport us into the future. A few minutes later the journey was completed. Confused by the new 6. ______, I was hit by the 7.______of fresh air. “Put on the musk.” Wang Ping advised. After that I felt better in no time. I 8.______Immediately and followed him to collect a hovering carriage driven by computer. It floated above the ground and by bending or pressing down in your seat, you can move 9.______ I mastered the carriage in a few minutes. However, there were so many carriages that I 10.______Wang Ping. He was 11.______into the center of them and my link with him was broken. Just at that moment I had a “time lag” flashback. I realized I had been transported into the future but still in my own hometown, just then I 12.______Wang ping and flew after him. Arriving at a strange-looking house, Wang Ping flashed a 13.______ on a computer screen, and a chair rose from under the floor magically. He suggested, that I have a rest and produced a bed from the floor. I 14______bed and fell fast asleep.Your loving son,Li Qiang Step VI Self-evaluation (Answer the questions with Yes/No/I’m not sure)1.Have you had a general idea of the passage?2.Have you known more about the life in the future?3.Have you improve your reading ability?4.Have you had your own imagination of the life in the future life?5.Do you still have any questions about the reading passage? Please write them down. Step VII Homework1. Read the text careful and find language points.2. Write a short passage about the future life in100---120words.。